{"response":{"docs":[{"id":"bcas_bcmss0837_163","title":"Alternative Learning Center","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","School management and organization","Remedial teaching"],"dcterms_title":["Alternative Learning Center"],"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/163"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["prints (visual works)"],"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\nOFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72202 December 4, 1990 Mr. Sanford Tollette Route 3, Box 424 Little Rock, AR 72211 Dear Sanford: I very much enjoyed talking with you today. Your fine work with children in the Camp Pheifer project is so important to all of us. I am distressed that funding uncertainties seem to be looming for the project. However, since your program is an integral part of the alternative learning program which is described in the Tri-District Desegregation Plan, there should be no question that the districts are responsible for ensuring that the program continues, and that it continues at least at the level described in the plan. (You may remember that Judge Woods called the Tri-District Plan minimal: the districts cannot do less than the plan prescribes.) The program at Camp Pheifer can be underwritten, entirely or in part, by the school districts' desegregation funding, program. If the districts choose to apply for grant monies to help finance the that is their prerogative\nhowever, I do not believe that it is necessarily incumbent upon you to pursue that funding. Enclosed are copies of the Security Section of the desegregation plan (which contains the provisions regarding alternative learning) along with a copy of the Operational Proposal on Tri-District Alternative Learning Programs submitted to this office in accordance with provisions of the plan. You'll be able to see from these documents that the Camp Pheifer project is intended to continue on as a part of the desegregation effort in Pulaski County. Perhaps a meeting between you, leaders from the Downtown Kiwanis, and the three superintendents will provide an opportunity to discuss your concerns in plenty of time for the districts to make plans for the financial support of the Camp Pheifer project so it continues desegregation plan. to operate fully. as described in the Please keep us posted on how things are coming along. you and your work, so many children. We care very much about Thank you for the difference you are making in the lives of Sincerely, Ann S. Brown Associate Metropolitan Supervisor Enc. To\nFrom\nI s J I' f r LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS February 28, 1991 Board of Directors }^ZAngela M. Sewall, Special Assistant - Accountability Through\nSubject\na M. Ruth S. Steele, Superintendent Herb Cleek, Deputy Superintendent Update on the Alternative Learning Center The Alternative Learning Center (ALC) ] students in September, 1990. Student referral principals through the Pupil Services te high schools and the Board of Directors, schools is accomplished by which is included with this 1990. began receiving s are made by teams at the junior Referral from the means of completion of the report Referral is based foina Characteristics of students which wouW nSSj? p?::^ at risk of failure in the regular school setting. A Placement and Referral Committee -4. . , , --------wconsiders all referrals at meetings which are held on a regular basis and placement on the basis of cf principals, counselors, need. recommends The committee is composed c?'^nselors, and the New Futures Liaison. The Student Hearing Officer also attends meetings. The school, which can serve up to 60 students in grades 7, has a staff of six teachers (English, MaLhcu.ai.iu o Studies, Vocational Education and Health/ P.E.), one counselor, two aides, u secretary/bookkeeper and an administrator. are provided by means of a cooperative program among the nurses assigned to the eight junior high schools and the Supervisor of Health Services. Science, Mathematics, a campus supervisor, a Nursing services Food Service is provided by means of a Satellite Lunch Program. udents serve on a committee with representatives of the ood Service Department in order to help select school menus. The District also transports the students to and from school. menus. Parents play an important role in student placement at the ALC. A parental consent form is completed before the student can enter the ALC. Additionally, an entrance conference is scheduled with the parent and student on the day of entry into the school program. The conference i held by the school administrator and details tions. Students typically remain at the ALC until recommended for return to the home school by the ALC staff. ALC. program. school expects- i I s, t. I S'-- l: Ai'CP.RAL FCi When such a recommendation is given, ' ^^^^^Gnce is .. with the student, the principal/counselor from the school and the ALC staff. The purpose of the confere to discuss expectations on return to the home school effective strategies for success of the student. attend these conferences as well. hone Parents a student referrals and enrollment at the ALC have been follows during this year: as Student Referral: I Grade 7 Grade 8 Grade 9 17 BM 27 BM 14 BM 3 WM 7 WM 4 WM 2 BF 13 BF 5 BF - WF 1 WF 1 WF Students Placed at ALC: Grade 7 Grade 8 Grade 9 11 BM 15 BM 10 BM 2 WM 7 WM 4 WM 1 BF 8 BF 4 BF - WF 1 WF 1 WF Students Exited to Home Schools: I I 1 Grade 7 Grade 8 Grade 9 2 BM 2 WM 3 WM 1 WM 1 BF 1 BF I Students Exited for (Non-Attendance)\nGrade 7 Grade 8 Grade 9 1 BM 2 WM (non-attendance) (non-attendance) Students Scheduled to Enter ALC the week of February 18 : I Grade 7 Grade 8 Grade 9 1 BF Fifty-one students are currently enrolled. One student will report the week of February 18 for a total of 52 students. Arrangements have been made with the Data Processing Department to flag these students on the database so that their achievement, attendance and behavior can be monitored for the two students following their return to the home school to ascertain whether or not the ALC interventions were effective in assisting the students to be more successful in a regular school setting.ttemativc little rock enter ---------- SCHOOL district 8QP,^person 7J2202 ^'324-2370 RECEIVED J ,2993 MJ 2 1993 To Members of the Little Rock Sch^,^Bj^  ^8\nePt Desegregation tenitoring From Othello 0. Faison, Principal Alternative Learning Center It has been brought to my attention that NO provisions have been made for inclolsion of ALC in the promised renovation process. I am distressed, not bust for myself, but moreso for those parents and students to whom it was promised. If we are to receive students , who for all practical purposes have been dumped from their home schools, for whatever reason. then we ought to at least prepare to receive them in a building that reflects dis trict pride\nor are they not consedered trworld class students\"? In 1990, August, the Friday before I was to report back to Central High 1 was called to the central office and verbally assigned to the old Carver building to open an alternative school for junior high school students who are being suspended from their home school or who just generally n eed smaller classes and more Individual attention. I really was not given an opportunity to refuse. However, I usually accept challenges when it comes to children. and so I came. With the help of a committed staff, I built a quality program. Students and parents were encouraged to the point that many asked to be reassigned to us. Last SEptember, I made a report to the board at the request of the then associate superintendent. I did spell out our needs, and made the observation that these students don't need less, they need more. I did not have a clue at that time that we were about to be excluded altogether. I understood that the board pledged its support, but again, we were placed on a back burner, with the possible hope that we would go away. Well, we're not going away. We are prepared to work harder than ever to assure both your support and community support. We are seriously in need of a new floor for the cafeteria. a place wher we eat and where we also present our programs. It was placed on a priority list by Mr. Stueart, Mrs. Bernard, Mr. Vernon Smith and Mr. Doug Eaton. The Health Department has cited us because of the floor, and it must be done. Another major concern is the lack of accoustical ceiling in the halls. We need this for noise control. Presently, the floor is concrete, the walls are concrete block, and the ceiling is sheet rock. Accoustical ceiling tile,PLEASE! As the members of the Deseg team walked through our building, it was noted by all that we had no science equipment. We did order science equipment last fall, with guidance from Dennis Glasgow, but the requisition never got past Charlie Neal whose idea it was that we had no plumbing, so there was no need for science tables at that time. I need not remind you that there are projects that can be carried out on science tables that do not require plumbing. In addition, the purchase was from my budget, and we would not have been overspent. Our annual budget was only 13,000 dollars. Each year I have tried to continue to build, because I am aware of what is needed for these students to continue their education. IT IS EVERY BIT AS IMPORTANT TO MAKE OUR SCHOOL SAFE AND ATTRACTIVE AS TO DO IT FOR THE MAGNET AND INCENTIVE SCHOOLS. We get White students too. In order to continue services for the ninth graders, we must add a foreign language, I chose Spanish\nArt. Each could be a .5 position. Industrial Arts HOme Economics WE have the equipment. .5 co w H H Pi O W Pi Pl. A realistic budget which will allow us to continue to purchase library books. Carpet in offices, since I see nice carpet in most other offices. It is important that parents and students see an attractive building. A nurse , even on loan from the Health Department. I have begun work on this. A mental Health Professional. I have talked with Dr. Elders about this. One good riding mower and a new lawn mower. WITH YOUR SUPPORT, MORAL AND FINANCIAL, WE HAVE PLANS TO BUILD A WORLD CLASS MODEL. I HAVE TALKED WITH PERSONS WHO CAN HELP TO MAKE IT HAPPEN. MY SALARY AND TRAVEL MUST BE BROUGHT INTO COMPLIANCE WITH THE SALARY SCHEDULE. NOT TO DO SO IS DISCRIMINATORY. THE DISTRICT IS THREE YEARS BEHIND. Copies: all board members Office of Deseg.ALTERNATIVE LEARNING CENTER Date: January 27, 1995 We were pleased to find: 1. 1. 3. 4. 5. 6. 7. 8. 9. 10. The parking lot was newly resurfaced, lending a very neat and professional appearance. The exterior grounds looked well-tended and were almost litter-free. Sidewalks, which during our last visit had been covered with grass and brush, were clean and visible. The grass was neatly mowed and edged, American and Arkansas flags were in place on the pole. The courtyard and walkways were free of litter and looked well-tended. The three huge trees in the courtyard served to beautify the area and will provide welcome shade in the summer. A large eagle-adorned red. white, and blue banner was draped handsomely in the entrance way, bidding \"Welcome\" to all who entered. In the entryway, a neat bulletin board announced the schools mission. The reception area was spacious, allowing visitors and students to be in the area without feeling overcrowded. The hallways were very clean. The walls looked freshly painted and, although few in number, the bulletin boards in the halls were attractive. Plenty of strategically-placed large trash barrels helped to keep litter off the floors throughout the building. The kitchen area was clean and smelled of freshly baked cookies and bleach. The brightly painted lockers were somewhat age-battered, with some dents, scratched and chipped paint, and a few apparently sprung doors, but all were padlocked and free of graffiti. 11. On the cold, misty day we visited, the temperature throughout the building was comfortable. 12. Most of the girls  bathrooms were free of litter and had paper towels. 13. The few students we encountered were friendly and well-behaved. 14. From classroom door windows, we could see most students participating in class discussions or 15. 16. 17. otherwise focused on learning tasks. During class changes, students moved swiftly and with a minimum of noise. Teachers were present in the hallways and a security guard at the end of the hallway monitored the time for students to get to their classrooms. The principal and other staff we encountered were welcoming, friendly, and eager to answer questions and share information. The principal clearly takes pride in the building, its appearance, and its mission. Security personnel were on duty. Areas Needing Attention: 1. 2. 3. 4. 5. Only one of the two drinking fountains in the cafeteria worked, and only one of the twin fountains in the main hallway was operable. Most of the interior and exterior doors had chipped paint. Most of the windows on the classroom doors had tape residue. The cafeteria had two bulletin boards, but one was bare except for a tattered construction paper backing. The other contained only one or two few visuals, also on a slightly tattered and faded paper background. Both appeared to have been untended for some time. The library was locked and our observations were limited to those that could be made at the door windows. The carpeted room was tidy and clean. It contained only books and magazines. Page 16. 7. 8. 9. 10. 11. and had no audio-visual, computer, or other technical equipment. In addition to the printed matter, the room contained only three small tables and a total of nine chairs. Four skimpy plants on the window ledge and a few posters were the rooms only decorative touches. An instructional aide served as the librarian/media clerk, and also doubled as the attendance clerk. According to the aide, the books, which were donations, were old and did not appeal to todays youth. The only current publications available to the students were through sporadic deliveries of some magazines. In parts of the building interior, sheaves of wires have been bundled and openly run overiiead. The only recreational equipment we saw was a ping-pong table on the stage of the cafetorium and an exterior basketball goal. The principal explained that the school had no physical education program. During the school day, the students have access only to unorganized recreation during the recess time. A desk, apparently used by security personnel in the entrance was unattended when we arrived. The nearby counselors office was dark and locked. One set of double doors to the rear of the building was not locked from the outside. The principal said the locks were broken and could not be secured without also preventing exit. Another set of twin exit doors was also accessible from the exterior, but these doors opened to an interior courtyard which also served the Hearing Office. One of these doors was propped slightly open by a chain, apparently to allow staff to enter and exit at will. One entire wing of the school is empty, except for the Hearing Office. This space could be used to expand the services of the ALC. 12. The Hearing Office, located in the otherwise unused wing, appears newly constructed to 13. 14. 15. accommodate the district hearing officer, who recently moved to the building from the LRSD Annex. Another office area in that same wing sits empty and unused. The door to the computer room had a hole in it. Paint on the exterior window frames was cracked, faded, and peeling. The floor of the cafeteria was well-swept, but bore many scuff marks and looked as though it had not been scrubbed or waxed in quite some time. Girls Restrooms 16. 17. One restroom, marked for the use of faculty women, contained five stalls, but only one had a roU of toilet paper. This seemed to be a regular pattern in the restrooms. Inadequate amounts of toilet paper, one bar of soap, if any, and skimpy supplies of paper towels were common in the restrooms for both students and faculty. None of the taps provided hot water, and some restrooms had no hot water taps at all. Other problems noted were burned out light bulbs, inoperable faucets, and graffiti on stall doors or mirrors. The floor in one restroom needed mopping and waxing. The room had no stall for handicapped students. The wall in one restroom was marred by a large dark area that apparently once contained a heating or air conditioning unit. Boys Restrooms 18. The restrooms were relatively clean and odor free, but dimly lit. The rooms were stocked with paper goods, and e toilets were clean. The faucets were working, and soap was furnished. Page 2\u0026lt;?c: 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 January 30, 1995 Dr. Walter Marshaleck, Principal Alternative Learning Center 800 Apperson Street Little Rock, AR 72202 Dear Walter: We enjoyed visiting the Alternative Learning Center last week and appreciated your gracious welcome. You obviously care very much about your school and its students and staff. As promised, enclosed is a copy of our December 1992 monitoring report on the alternative schools in the three county districts. 1 know youll be interested in our observations and recommendations, particularly concerning the school you now lead. We hope this information will be helpful to you and your staff. 1 encourage you to contact the other alternative school directors and also to visit their facilities, particularly e one at Scott in the Pulaski County Special School District. Youll enjoy getting to know Joni Turner, the schools principal. Joni is warm and enthusiastic, and, as a fellow alternative educator, she understands the unique challenges you face. 1 have taken the liberty of contacting Joni and she will call you (or you can call her at 961-1518). Later this year, ODM will again monitor the alternative schools in all three districts to access the progress they have made since 1992. Well notify you in advance of our visit. If you should have any questions or need information, please dont hesitate to contact me or Margie Powell, my colleague who takes a special interest in alternative education. Well be glad to hear from you at any time. Sincerely yours, Ann S. Brown Enc. CC.' Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 November 22, 1995 The Honorable Jim Dailey City Hall, Room 203 500 West Markham Little Rock, AR 72201 Dear Mayor Dailey: I have been pleased to read about the current public dialogue, in which you and other community leaders are engaging, concerning alternative schools in our local school districts. For some time, I have shared a number of the concerns about alternative education which I now hear being addressed in your discussion. Well-run alternative schools are an important intervention that can serve to positively redirect both student behavior and academic achievement. Alternative education should be a valued, integral, and strongly supported part of our public school system. For your information. I'm enclosing a report which my staff and I issued in December 1992 on the alternative schools in the Little Rock, North Little Rock, and Pulaski County Special School Districts. Although this report is now three years old, most of the observations we made at that time still hold true today. The Conclusions and Recommendations sections (which are organized by individual school district on pages 12-17, 25-31, and 38-42), will provide you with a comprehensive summary of our findings about the schools and our recommendations for improving them. We are in the process of publishing a follow-up report on the alternative schools in the three county districts. I will send you the report when it is issued within the next few weeks. Meanwhile, if you should have any questions or need further information, please feel free to contact me or my associate, Margie Powell, who has primary responsibility for monitoring the alternative schools. Sincerely yours, Ann S. Brown Enc. cc: Judge William Watt Board of Directors for the City of Little RockBusiness Case Alternative School For Senior High Students * T Office EXECUTIVE SUMMARY The LRSD began operation of the Evening School on March 16, 1996 for a limited number of District students who require an alternative learning environment in grades ten through twelve. Approximately forty-five students are served through the program which is located at Metropolitan Vocational Center. However, this site cannot meet the demand for alternative educational programming required by a number of District students with behavioral and or adjustment problems. To meet this need, a collaborative arrangement with the Little Rock Job Corps Center to provide an alternative education program for seventy-five tenth, eleventh and twelfth grade students is being proposed. As an option to a longterm suspension or expulsion, LRSD senior high students would be referred for enrollment in the LR Job Corps Program to restructure their learning habits, social habits, and to develop a commitment to positive educational outcomes before returning to the regular school program. The financial commitment of the LRSD program would be minimal as the Job Corps would absorb the major costs for the education of these students. In addition to a self-paced academic curriculum, students will receive health sen/ices, social skills training, and vocational curricula which are competencybased and require students to demonstrate specific competencies that are tracked and reinforced for mastery. Program Benefits: 1. 2. 3. Program is open-entry, open-exit. That is, students continuously enter and exit classes which will allow for enrollment throughout the school year. Instruction is individualized/self-paced based on academic assessment at entry. Students will have the option of pursuing a GED or a regular curriculum that will prepare them for re-entry into the LRSD.4. Students will receive financial benefits: 5. a. b. c. d. e. f. bi-weekly pay checks a bonus of $250.00 for completing a vocational trade a bonus of $250.00 if GED is authorized and completed financial incentives for improving reading and math skills a bonus of $100 to $350 for placement back into the regular school program $25.00 to $80.00 bonus for positive school performance every 60 days. Clothing allowance 6. 7. Three free meals provided daily Free medical, dental and optical care An expansion of the Alternative Learning Center to include sixty (60) senior high school students was considered, but at a total cost of $465,110.00, was determined to be beyond what the LRSD can afford at this time. The impact of this proposal will be to provide a sound academic and vocational program to students who require behavior modification and a more structured, non-traditional educational environment at a cost that the LRSD can afford. Supporters of this proposal will be the parents and students at-risk of long term suspension or expulsion who need an educational alternative to being out of school from a semester to a full academic school year. Detractors to this proposal may be individuals who feel that separate alternative programs are convenient \"dumping ground\" for the school district's failure to adequately meet the education needs of all its students. a 2BACKGROUND On March 16, 1996, the LRSD began operating the first Alternative Educational Program in the system for senior high school Students in 20 years. The LRSD Evening High School, located at Metropolitan Vocational Center, provides classes for about forty-five students in grades ten through twelve, four days a week from 5:00 p.m. until 9:15 p.m. The students enrolled in this progrom generolly toll into one or more of the following categories: (1) (2) (3) (4) students who cannot attend regular day school because of economic, personal, and/or family problems students who have dropped out of school or are potential dropouts I teen parents who cannot attend regular day school because of child care obligations students who are enrolled in day school but need to make up credits lost through various circumstances. The Evening High School appears to be adequately meeting the needs of students in these categories, but senior high students with disruptive behavioral problems within the traditional school setting or are at risk of suspension or expulsion create another group of students whose educational needs are not being addressed. As a result of exploratory discussions with the staff of LR Job Corps Center located at 2020 Vance Street, an opportunity is available to partner with the Center in providing an alternative school environment for seventy-five 10th, 11 th, and 12th grade students beginning July 1,1996. Aside from funding one teacher position to provide a credit course in English and supplementary transportation for students needing this service, all other costs for this program will be borne by the Job Corps Center. Generally, students will enter the program on an open entry system which will allow us to refer students as needed. The goal will be to return students to their respective schools with improved motivation and academic functioning. However, a student and parent may elect to enter and prepare for a GED. iThe Center will provide both a residential or non-residentiol option. According to Job Corps Center Staff, about fifteen percent of students live off campus. Course work includes academic, vocational and social skills training on the basis of student needs. Academic classes are designed to increase basic reading and mathematics competencies and support the vocational program. Courses in which high school social studies credit may be earned are also offered. The World of Work Program prepares students for jobs by emphasizing appropriate job attitudes, job search techniques, interview techniques and consumer education. The Social Skills Training (SST) Program is a structured program consisting of 50 skills which all students must master. Skills such as teamwork, anger management, conflict resolution and questioning are examples of skills taught in SST. After careful review of the benefits to students and the extremely modest financial commitment that the LRSD would be required to make, it was concluded that entering a partnership with the LR Job Corps Center to provide an alternative education program for LRSD Senior High Students would be the most prudent and fiscally responsible path to take for the 1996-97 school year. PROBLEM DEFINITION The number of LRSD senior high students requiring an alternative educational program currently exceeds our internal capacity and financial resources to address their needs. Three alternatives were considered. The first option was to expand the Alternative Learning Center program at the Apperson Street site to include sixty 10th, 11th \u0026amp; 12th grade students beginning in the 1996-1997 school year. The second option considered was to increase capacity for senior high students by opening an alternative program in one of the vacant school buildings in the District. The third option is to maintain the status quo and add no new capacity for the 1996-97 school year. The fourth option is to enter into a partnership with the LR Job Corps Center to provide alternative schooling for approximately seventy -five LRSD students at the Job Corps Center located at 2020 Vance Street, L.R. 4ANALYSIS OF ALTERNATIVES Several strategies were considered to expand educational alternatives for senior high students who lack motivation, are disruptive to the learning environment or are at risk of long term suspension/expulsion. These options include: 1. 2, Expand the Alternative Learning Center capacity at the Apperson Street facility to accommodate sixty senior high school students. Increase the enrollment capacity by providing services at the school campuses or facilities in the District. 3. Maintain the status quo. 4. Develop partnership with the Little Rock Job Corps to provide alternative schooling for seventy-five LRSD students who are at risk of Long Term suspension or expulsion. Alternative one is not feasible at this time since the two possible vacant facilities within the District, Ish and Oakhurst schools, have now been occupied by other District programs. Alternative two was extensively studied and initially recommended but, because of the projected cost of $465,110.00 to add 60 high school students to that program, it was determined to be cost prohibitive in view of the District's looming operational budget deficit for the 1996-97 school year. Alternate three is unacceptable because the list of students who need alternative educational services continues to grow and feed the ranks of dropouts, pushouts and the increasing numbers of disruptive students within schools who jeopardize the learning and safety of other students and staff. our Alternative four would enable the District to partner with the LR Job Corps Center and provide alternative schooling for seventy-five LRSD students at a much smaller cost to the District than trying to provide these sen/ices in the district. RECOMMENDATION Due to the critical need to expand alternative schooling for disruptive senior high school students, it is recommended that the District enter into a partnership with the LR Job Corps Center to provide an alternative educational program for LRSD senior high students at the Job Corps Center located at 2020 Vance Street in Little Rock. 5This proposal would enable the District to provide a quality educational experience to seventy-five senior high students at a fraction of the cost of providing this service internally. The Job Corps is a federally funded program that has established Centers throughout the U.S. and has operated successfully for over thirty years The LR Center is fully accredited by the North Central Association Commission on Schools Students accepted into the program would benefit from competency-based academic and vocational curricula that require students to demonstrate specific competencies and skills as they progress through the program. Additionally, students will receive: a. social skills training b. optional GED program format c. extensive health, dental, optical and counseling services d. financial benefits e. optional residential or non-residential placement f. clothing allowance g. three free meals daily h. vocational certificate upon completion of a vocational trade that is the equivalent of a GED in vocation. This open-entry/ open-exit program format will allow us to refer students at any time throughout the school year. Students may elect to move to a GED program or maintain courses that complement LRSD curriculum at their respective grade level in preparation for returning to the regular school program. The District would incur modest expenses in two areas: 1. 2. The cost of a certified classroom teacher, preferably in English since this is the only subject that the Job Corps does not provide its students that would be needed by returning LRSD students. Transportation of some LRSD students would also need to be considered. The Job Corps provides tokens to its students for CTA transportation. However, if we want neighborhood pick-ups we will need to provide these services at cost to the District. 6OBJECTIVES 1. To increase the number of senior high school students being sen/ed, through alternative educational options, who are at-risk of long term suspension or expulsion. 2. To decrease classroom/school disruptions and increase student motivation for learning, school attendance and academic achievement. Providing alternative educational schooling supports LRSD goals, 1 \u0026amp; 5 which state: Goal one: Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with an emphasis on basis skills and academic enrichment while closing disparities in achievement. Goal Five: Provide a safe and orderly climate that is conducive to learning for all students. EVALUATION CRITERIA Criteria for evaluation of this proposal will include: 1. A decrease in the number of senior high students who are out of school because of disruptive behavior or due to long term suspension or expulsions. 2. Increased student motivation as measured by improved attendance, academic achievement improved behavior, improved classroom/school learning climate. 3. Increased number of students successfully completing a GED or earning a high school diploma. Formative and summative evaluation data will be collected and compiled during the first and second semesters of the 1996-97 school year. Baseline data will include pre and post assessment data, report cards, progress reports, attendance records, disciplinary data and a survey of students, parents, and school administrators' satisfaction with the program. 7Expected Benefits The benefits of these objectives are to continue the educational progress of these young people in a setting that will address their need for an academic and vocational program, while providing for behavior modification. These benefits will be realized at the beginning of the 1996- 97 school year and will continue throughout the year for each student facing a long term suspension or expulsion and who is recommended for enrollment by the LRSD Hearing Officer. Resource Analysis The only personnel to be added to the payroll of the Little Rock School District as a result of this proposal is a language arts teacher. Financial Analysis The approximate salary for the program personnel will be $36,000 for the 1996-97 school year. The costs will be expected to increase by 3% over each of the next five years. The other program cost will be for transportation to the site at 2020 Vance. The approximate cost per bus will be$31,150.00 for the 1996-97 school year. In the first year of operation two busses are expected to be needed for a total transportation cost of $62,300.00. The costs for transportation are expected to rise by 3% during each of the next five years. The source of revenue to operate this proposal will be the operating budget of the Little Rock School District. This proposal will not result in a cost savings to the district. The total anticipated costs for this proposal in the rirst year of operation are estimated to be $98,300.00. Force Field Analysis The primary supporters of this proposal will be patrons of the school district who seek alternative placements for students who demonstrate behaviors that disrupt the learning climate in the schools. Other supporters will be teachers, administrators, students in the schools, and parties who / 8 ffrequently criticize district for not having alternatives for students facing long term suspension or expulsion from the district. Forces who will be against the proposal have not been identified. General Implementation Plan Milestones Timeline Tasking Approval of the proposal June 1996 School Board Advertise for personnel July 1996 Human Resources Arrange for transportation July 1996 Laidlaw Transit Assign Students August-May 1996-67 Hearing Officer- School Board Periodic review of the program August-May 1996-97 Assistant Superintendent- Secondary and Director of Pupil Personnel Program evaluation June 1997 Assistant Superintendent- Secondary and Director of Pupil Personnell 9? JOHN W. WALKER RALPH WASHINGTON NLARK BURNETTE AUSTIN PORTER. JR. JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received December 16, 1997 Dr. Leslie Carnine Superintendent of Schools Little Rock School District  OFFICE Of O^SEGHEBAJIOfiUOfllWaiNS 810 West Markham Little Rock, AR 72201 Dear Dr. Carnine: In reading today's newspaper, I note that the Little Rock School District is being investigated by the United States Department of Education Office of Civil Rights with respect to its alternative education programs. I am writing because of the quote attributed to you: \"I think they got us by mistake\". [Carnine] said the District's disciplinary policies and student records are already subject to federal review through the court system. It went on to indicate that your office has made the OCR aware of the federal court monitoring underway in this district. If this quote is properly attributable to you, you may be unaware that for the past eighteen months there has been no monitoring of the Little Rock School District's programs by the Office of Desegregation Monitoring. To represent otherwise is incorrect and probably should be corrected if you are to maintain your presumptive credibility regarding providing informed opinions. There simply is no monitoring by ODM of these programs at this time by order of the Court, you inform OCR of this fact at once. I, therefore, request the 1 8 1997 Thank you for your attention to this matter. sincerely, ORIGINAL SIGNED\nBV UNDERSIGNED COUNSEL John W. Walker JWW:j s cc: Judge Susan Webber Wright Ms. Ann Brown Mr. Chris Heller1 it \\.a Little Rock School District MAY 5 139, OFFICE OF ^^SESREGATlOflMd^liOPjl^^ May 6, 1998 Ms Margie Powell Office of Desegregation \u0026amp; Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ms. Powell: Please attend a meeting on Wednesday, May 13, 1998 to discuss the planning of an Elementary Alternative Learning Environment for the 1999-2000 school year. The meeting will be held at 9:30 a.m., in the Districts Board Room, which is located at 810 West Markham Street. Sanford Tollette, who is the Director of Phiefer Camp, will serve as the consultant to assist us with this endeavor. If you are interested in serving on this committee but can not attend this meeting, please call me at 324-2170. Sincerely, Dr. Linda Watson, Assistant Superintendent Student Discipline 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000OS-13-98 11:05 AM r RuM FER i Mr TO 5013710100 IS PiW August 12, 1998 Dr. Les Carnine, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Carnine\nI am pleased to endorse and support the Residential Alternative Elementary School for at-risk 3rd, 4th, and Sth graders. Prevention and intervention at the elementary level is crucial if we hope to see less academic and behavioral failure at the junior high and high school levels. The fact that you are taking such innovative steps while not under court order speaks highly of the Little Rock School District. I am familiar with the Pfeifer Kiwanis Camp program on which the school will be modeled. The staff of this office have observed the Camp's alternative classroom since 1988 and believe that children In Pulaski County have been well served by this unique and innovative effort, Students in Pulaski County who appeared to have been on the verge of failure In school as well as in life have received from the Pfeifer Camp experience a remarkable chance to reconsider their values and to turn their Ilves around. Time after time, students with behavior problems in their regular classrooms have come to the Pfeifer Camp classroom and learned to take direction, commit themselves to school work, and to take responsibility for their actions. I look forward to seeing the results of a longer, more extensive program. This potential for success with students, coupled witht he Influence of Pfeifer Camp's methods, makes the Residential Alternative Elementary School worthy of support from everyone associated with educating children. Sincerely yours, Ann S. Brown Federal Monitor pat ol pays* I Fro* phOl'^Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 14, 1998 Dr. Les Gamine Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Dr. Gamine: One of the joys of working with the Little Rock School District is supporting district initiatives that are designed as both prevention and intervention programs attuned to the special needs of students. Thats why Im pleased to endorse the Residential Alternative Elementary School for at-risk 3\"*, 4*, and 5* graders. The optimal application of the charter school concept is to develop innovative, break-the-mold schools that venture beyond the constraints of traditionally structured institutions. The Residential Alternative Elementary School will apply fresh but proven ideas and approaches to meet the unique needs of at-risk children where other schools have fallen short. Since 1988,1 have been well-acquainted with the Pfeifer Kiwanis Camp program on which the new school will be modeled. My staflf and I have closely observed the Camps alternative program and know that it -works: children who were on the verge of failure in schoolas well as lifelearn how to learn, expand and hone their academic skills, relinquish self-defeating behaviors, and take responsibility for their actions. These children leave the Camp with new-found direction, capabilities, and confidence. The Pfeifer Camp methods deserve to be applied in a school designed specifically to turn at-risk children around while their malleable minds and moldable character can be reshaped and redirected. The Residential Alternative Elementary School is worthy of support by everyone who cares about making a difference for all children. Sincerely yours, r Ann S. Brown^AansasPemo^ C^azettg THURSDAY, APRIL 14, 1994 Copyright  Utile Rock Newspapers. Inc. T ibi QM MrI b-K-1 SI Arkansas Damocral-OazeNe/Brlan Phelps LEADING THE WAY  Community volunteers and leaders stand by in support Wednesday al City Hall as Dr. Henry Williams. Little Rock School District superintendent, announces a new youth leadership program. New leadership institute targets at-risk students BY CHRIS REINOLDS Democrat-Gazette Staff Writer At-risk high school students will be trained as leaders in a new program announced Wednesday by Little Rock community leaders. \"There are plenty of bright, ambitious young people in our schools who, for reasons beyond their control, like economics and broken homes, have been overlooked in the past for this type of program, said Henry Williams, Little Rock School District superintendent. The Youth Leadership Institute will provide leadership development and mentors for students not in such traditional programs as student councils, Williams said at a news conference on the steps of Little Rock City Hall. The institute is a cooperative effort by Leadership Greater Little Rock, the Qua-paw Area Council of Boy Scouts of America and the Little Rock School District. The program will include monthly leadership sessions and community service projects, as well as a mentor program. The institute's main goal is to find students jobs that will develop leadership skills, said Cathy Rodgers, cochairman of the institute. Mayor Jim Dailey lauded the program as a big step toward developing our citys future leaders. State Rep. Jim Argue and Pulaski County Chancellor Vann Smith have already signed up to be mentors, Rodgers said. Parents, teachers and other adults can nominate students for the 40 spots in the program. Students must be sophomores or juniors in 1994-95 and enrolled in McClellan Community, Central, Parkview, Hall or J.A. Fair high schools. The deadline for nominations is May 10. Students are required to pay a $20 enrollment fee, though scholarships are available, Rodgers said. A panel of faculty and Youth Leadership Institute Committee members will review applicants and select eight to 10 students from each high school. The program will run from August through May 1995. The institute has received about $6,000 in donation.s to start the program, which is being financed by the three sponsoring groups, Rodgers said. Arkansas Democrat ^C^azctk SATURDAY, APRIL 30, 1994 Copyright  Little Rock Newspapers, Inc. LRSD task force urges more guards, alternative clasjes -- ----------ex- programs. _____dations calls for anti-violence and conflict-resolution training to extend to the school faculty, bus drivers and parents, as well as to the students. The recommendations also call for expanding the alternative education program beyond the one junior high alternative school that serves 75 to 100 students. There are no alternative programs available for elementary or senior high students who do not function well in the traditional class- BY CYNTHIA HOWELL Democral-Gazette Educallon Writer The Little Rock School District could strengthen safety and security on its campuses with more alternative-education classes for disruptive students, more police and security guards, and training in violence prevention. Those suggestions are among 16 broad recommendations sent to district Superintendent Henry Williams and the Little Rock School Board this week bv a districtwide Safely and Security Task Force. Williams appointed the task force in December 1993 in response to security concerns raised by parents and staff at a series of public hearings. The task force did not try to determine the costs. T. Kevin OMalley, a school board member and a member of the task force, said the group realized that there were costs associated with the proposals and that decisions about spending money on the recontmen- dations have to be made by the school board. The recommendations oi the task force repeat or pand on many of the proposals made by a similar group in 1989. The earlier committee s work led to a school security department, a dramatic increase in the number of security guards at the secondary schools, strengthened school rules and an improved communications system by way of repairing school intercoms and providing staff members with two-way radios. Both sets of recommendations stressed the need for teaching violence-prevention programs. . Bill Barnhouse, the district s director of safety and security who worked with both committees, said the district has some anti-violence programs, but they are not standardized throughout the district. We're in the teaching profession and we should be teaching this thing in pre-kinder- earten through 12th grades. Barnhouse said. Successful programs exist elsewhere in the country and could be adopted by the Little Rock district. he said. room.Arkansas Democrat W'C^azettc FRIDAY, SEPTEMBER 30, 1994  LR superintendent wants to expand districts alternative learning services BY CYNTHIA HOWELL DemocratGazette Education Writer The Little Rock School District is seeking ways to expand its alternative education program for students unsuccessful in a regular school program, the districts superintendent said Tuesday. Speaking to about 250 members of the Downtown Little Rock Rotary Club, Dr. Henry Williams said he would recommend to the school board that the existing Alternative Learning Center program at Eighth and Apperson streets be enlarged this year to accommodate as many as 125 junior high students. The program now serves about 60 students, he said. The district would have to increase the number of teachers assigned to the building to work with the increased number of students, he said. The district doesnt have an alternative school for senior high school students. Williams said he was exploring the possibility of incorporating an alternative school program into the program at Metropolitan Vocational Technical Skills Center. Students having problems at their regular schools could be assigned to Metropolitan to take academic courses half the day and occupational courses for the rest of the day. No final decisions have been made about the idea, Williams said. Currently, students from all over Central Arkansas can choose to take vocational and technical courses at Metropolitan, but they take their academic course.s at their home high schools. That program isnt expected to change. The alternative school proposals are the latest in a series of efforts by Williams and his staff to improve school security. Last week, he announced plans to create a mobile security response team of 10 officers. The trained team would report as needed to schools. assist emergencies at in weapons searches or ride school buses. The district has added police resource officers to secondary school campuses this year. Last year, Williams formed a task force to review safety and security needs.Arkansas Democrat (gazette FRIDAY, SEPTEMBE.q 30, 1994  Truant problem child gets mom arrested, fined A Little Rock woman was -  She came into court with- fined and arrested Thursday out her paperwork, and she in Little Rock Traffic Court has done that before,\" Watt when she failed to tell Judge   Bill Watt why her son has been picked up for four curfew violations and attended school only one week this semester. said. She started arguing with me and when we noticed she had warrants from Sherwood. we just sent her on her way.\" Watt smd he fined Sheila She came into court Newsom Robinson $750 and offered her a work-release without her paperwork, '\"\"o'\"\"- M ^he has done that said Robinsons 12-year-old , - , son. a student at Garland El- oejore. She Started chifd problem arguing with me and The boy didnt start school when we noticed she had a problem until Sept. 6, two weeks after classes began. Watt said. Robinsons son faces warrants from a Sherwood, we just sent school district hearing today her on her way to determine if he will be sus- , I pended or expelled for bring-  Judge Bill Watt mg cocaine onto campus. A Garland teacher found the A Sherwood police officer wouldnt say Thursday night what warrants had been issued for Robinson or if she was being held in the Sherwood jail. Shes eligible for boy in a comatose state two weeks ago, and paramedics found cocaine and a large amount of cash pinned inside his pants. Watt said. Robinson told Watt her son work release when Sherwood has been seeking counseling is through with her. Watt and but she said. She doesnt need to stay couldnt back that up in court, in lockup. treatment, Arkansas Democrat (gazette  WEDNESDAY, OCTOBER 5, 1994  Alternative schools Stricter discipline get parents approval BY DANNY SHAMEER Democrat-Gazette Education Water Pulaski County Prosecuting Attorney Mark Stodola thinks the Little Rock School District should expand its alternative school program to accommodate more disruptive students. And Skip Rutherford, former Little Rock School Board member, proposes that the district toughen its student disciplinary code and judge each case individually. Those Stodola sentiments and by Rutherford, whose children attend Little Rock public schools, elicited applause by many of the 60 parents attending a forum on the citys schools Tuesday at Pulaski Heights Junior High School, Student safety and security dominated questions at the town forum, one in a series the district scheduled for this fall. The next one is Tuesday at Fulbright Elementary School, Stodola said special programs to help disruptive students are a better alternative I than kicking them out into I the streets, ! I believe no kid should be expelled or suspended. Period. Because then it becomes a community problem, he said. The districts single alternative school can accept fewer than 100 stu- dents, though some schools also reserve classrooms to accommodate problem students. The prosecutor suggested that designating more classrooms and schools for disruptive students would be a speedy remedy that should prove popular with the public. He said teachers ought to get combat pay for working in those surroundings and that students might be offered a chance to earn rewards as an incentive to return to a regular classroom. Stodola suggested that the district modify its curriculum to include lessons on the law and the consequences of breaking it. .\\nd he suggested that the district make schools follow its rules on checking students for weapons, which wasnt always the case during the last school year. Principals who disobey district policy should be reprimanded or fired, he said, The schools get an F in compliance. Rutherford, an advocate of school safety and security during his school board tenure, said the district had watered down the student disciplinary code. He said he viewed sexual harassment, verbal abuse, obscene language and gestures, and violating school rules as major offenses. Look at putting some teeth in the discipline program, and judge cases on an individual basis, Rutherford suggested.[^Arkansas Democrat ^Q^azcttc [ biOyEMBER 7, 1994 State students gravitating to alternatives Enrollment in Arkansas public universities Figures, for full-time equivalencies, are In thousands 4-yfeitr colleges UmbM-griMlutit* CkvdlMto t-yeaccolteffes BY SUSAN ROTH Oemocral-Gazette Education Wriler Arkansas students increasingly are choosing two-year public colleges over four-year universities with the addition of 12 HBW Itit'hfiitMil tidllngnn throughout the state. The higher education system enrolled fewer full-time students last year than the year before, but the total number of public college students, including part timers, continues to increase. A small but unprecedented 40 '89-'9O 93-'94 5.0 89-90 '93-'94 10.0 89-90 93--9\u0026lt; SOUnCE: AihnnsRs Ospl. ol mghof Edticntlon 1993-94 occurred at the four-year universities. Two-year colleges and graduate schools continued -------------------- trends toward higher enroll- (Jpcrease between 1992-93 and ments in 1993-94. Colleges  Conlinued from Page 1A .\"T? ^'^boojs will increas- 3TEVE SCALLION/ArtcsnMa Derr'oc'Rl.Qaietlo Higher education officials say the Arkansas numbers reflect a national shift toward two- year institutions because of .j See COLLEGES, Page 2A loKer costs, greater accessibili , ...... avvesSIDin- ty and greater fiexibility for working students. Ed Crowe, the Higher Education Departments senior a.ssoci- Arkansas or gmal stable of community colleges was already growing more rapidly than its universi ties when the Legislature creat- 199l' ''\"'eal colleges in ii. T will increas- tiigl) become feeders to the hnir-year schools,\" Crowe predicted. At the universities, we growth in numbers of third and fourth-year students. rather than in freshmen and sophomore.s. less because they employ i part time faculty than the versifies. more ! uni- In a plan to trim future fac- in Well see the technical colleges continue to grow at a rapid pace.\" said Charles Dunn president of Henderson State' University in Arkadelphia, deni^''ri' ? .bsorb the new students. But in a couple of vears I 11. utpauii asked all institutions to faculty workloads with an eye toward increasing them. examine Older students changing \"When the state is able to support the system, tuition be- u^s of a concern.\" Crowe L he department IS concerned now about the fate of the soft-drink tax. the last referendum issue remaining on Tuesday s statewide ballots  r \"'bleh funds V d 'hledicaid program to provide health insurance to low-income people. is repealed, offi- ciaLs have said they will have to look elsewhere in the state bud- , , ......auraciive \"\"\"ey. And 70 per- to local business and industry j! \"/ he state budget funds Dunn noled, education, Crowe said. oneges t ents. of years the four-year schools will re- who are nerve the benefits of these pro rmproving grams in transfers, and there ?nllo(lo frav Will ho .. .... . c--.g careers, i wfii-be\"be\n:nS' rue Iirst lime tend to choose Iwo- agreed ^we*\"Sid''\"%iy  'LbP .echnical colleges, the ggSSig o slight leveling off in the number of high school graduates, and that r-- isssSssgs to remain steaSy roVthVn\"e?ew lutes' Um S?caiYcho'rshat issaf f se If a new industry comes into the '-in- As far as the universities are concerned, all the two-year colleges. including the technical schools, represent a growing group of potential customers. \"At Henderson, we'll market hiipc Ilr-V '.w'vi man insti- bose students, mn^'i /r'b\"''^=''eboolshave 'b.? ewt the high more to nff^r *1.. . schools. Dunn said They good students. We do not get many from community colleges w^7i7i\".\"'' prepped. And wed like to have them.\" I The Higher Education Department plans to track the movement of students between nstitutions beginning this year hold'll 'f ransfer -theory holds true. Crowe said the department also is looking for an area, the school could devel- part op a new curriculum for the are more of Deleee\" ? wt-year cob h!f\n\"bey'll dip their toes in Io see if they can \"'P\" '\"'''er those ^\"\"bit hours Io a four-year -a - I,, lion of state funding. Crowe said the Higher Edu- mil?-''\"''\"'\"* '\"luest 510 million next j- - year in a new , .......... III a new * ....... ow looKing tor fl nd both kinds of That's the theoiy. Higher-ed- to Ih^e ^^^1! 8 thudents transfer, ucation officials believe the grown encourage sue- boom in the two-year school! S iofh. r be last few oess. not just enrollment,\" he eventually will lead to growth at lochnicol o some of the last decade, 1110 iiniira,.,.:*:____... ,1 III di leLonicai and commiiniHr we ve sp^n .  'We want to rhrunSyis'aTw ano conimunilv col- ^'niversityofCen- l.rSlI soid \"n ooi'ollment,\" he said. Over the s.ci HoonRc  tremendous in- mh' m bigher edu- cation. Now --  -   fered oriiy'dipromaDro'Br!.,^l  !'b\" future, the depart- 3-----------.-...s ,e , Now. their students can riceiie it critina !\" .'i'\"' \"\"'\"'\"\"\"I oal.' associate's degrees alter com 1, Pas. funding pletion of technical courses anti 7 ^ 0?? \"\"ruHment Ihe same general-ed!!!uon cr ?hat ihev a- P b'\u0026gt;\"' riculuni offered at other two- b\"y \"\"e rel.iin.nv year contmiinity colleges. 'Hie program began in 1991 hut fho \u0026lt;i, - cAams. schools had no degree.'grantt dent, \"the su- authority until the spring of h f S \"w anymore.\" Crowe year. i ring oi mis said Now we want to know how If students wish Io transfer to nl \"\"\"' ' a public four-year school for a Iwn ' \"eknowledged that the bachelor's degree afier earning stae^hio'i\n''p?'i  be an associate's degree their tidfion n 5y^\"'\" credits are all transferable  '' ' ------------- ' programs. can receive com- that tt, IO snow two and retaining students wo- and graduating ntrtro -----...6 a.uucin\u0026amp; more people fidrlrtrn. U_\u0026gt;a__ . iiiuie peon P.PPf better on exams. \" !\nonoy. But Crowe said those colleges also cost the state we want to make  sye students are meeting their ' educational enak  Alkalis as Democrat 'grtfsazettc * * WEDNESDAY, JANUARY 11, 1995  : EDITORIALS The Dailey Planner Link Rock gels a leader T here was something refreshing about Jim Daileys swearing-in a few days ago. Maybe it was the mayors boyishness in (he presence of Monsignor George 'nibou, who once taught Mr. Dailey at Catholic High School. Maybe it was the mayors attempt to hold the speech to no more than 12 minutes. (He didn't.) Or maybe it was the sight of a politician with a detailed plan and die knowledge, patience, and business sense to carry it out. Here was Lillie Rocks first elected mayor in 37 years niilliniricr Iho rifv'c J eas will continue to get new street lights first, and the city will hire an- otlier 45 police ofllcers this year. He plans to work more closely with Hen- ly Williams, the superintendent of the Little Rock School District The mayor is particularly interested in helping Dr. Williams and the district set up alternative schools for the kind of student who needs special attention, and who may only disrupt Oie classroom without it. (Good! Alternative schools are needed to relieve pressure on the regular schools.) One day each montli the mayor, the outlining the citys agenda with the experience of a city manager, and '''V Kiuiiagci, aiiu k^mir .  rApInrc nian rectors plan to man who had done this before and with the enthusiasm of someone new to the job, Nice combination. Jim Dailey started with the good news about Little Rock: Hnemploy- inenl has dipped hold a neighborhood City Hall somewhere in Little Rock. As the mayor puts it: Its important to visit and first hand. Notice a see things tern? patSpecific, to 3.5 percent, following a downward trend statewide. Crime has dropped from the record high for violence set in 1993. And the number of tourists has gone up. lliere was also some go(xl news that isn't news: Little R(X2k remains a bastion of civility and friendliness. Alter that pep talk, the once and future mayor got down to specifics. Here are some of his new years resolutions for Lillie Rock in 1995:  I*ut economic development and industrial recruitment at the top of his priorities. It's a good way to build a city  acquiring more Southwest Airlines booking centers and R\u0026amp;G Sloanes. More Jobs mean a broader tax base, a stable economy, less crime, and more prosperous people. ~ Tliink Arkansas. 'Tins state needs a strong capital city. We need to work togetlier on issues of common interest, says Jim Dailey, even (ougli issues like a multi puiposc arena. And it help if the go(xl folks in Jonesboro, Pine Bluff, and Fayelle- ville would support a multi-purpose arena in Little Rock. Please don't think of it as competition. Tliink of it as another reason for businesses and events to conic to Aikansas.  Expand tlie Statehouse Convention Center. 'This could turn out to be the Dailey Ixjgacy. We cant wait any longer, he wams. And the may- manageable goals. A vision that aims high but remains within reach. A concentration on the basics  like figlit- ing crime and cooperating with tlie superintendent of schools. No going crazy over every new fad that comes down Uie pike. And the underpinning realization that a mayor must represent the whole city and keep it together. c |ould it be that Little Rocks mayor will turn out to be that rarest of public servants, one who admits and leanis from his mistakes? Jim Dailey seems to understand dial Public Servant is a term to be taken literally. Ofien the best official is like the best butler, or the kind of waiter who is best when least noticed. Strip away the vestments of the mayor's ofiice  visibility, ego, power  and one gets the feeling Uiat Jim Dailey would still want the job. Hes called it his \"peisonal mission to do something for his home town. Back in the mid-SOs, Mr. Dailey sold one of his companies and got, in his words, a good chunk of money. He sat down with his wife to map out their future. Part of Jim Dailey wanted to move to Colorado, climb the mountains, ski, and live the good life. But a bi^er part of him wanted to stay awhile  to pitch in right here. I _ . ......................have roots, friends, family here, Jim or backed up his tougli talk witli hard Dailey once said. I grew up here. I facts: He said that the city lost about '  .............................. 70 major conventions in 1994 worth about $68 million to the local economy. He said tlie lack of convention facilities is making Arkansas-based companies hold their gatherings out of slate. For example, Stephens Inc. felt that maybe I have something to contribute. If being mayor were just has planned its investment conference outside Little Rock because an ego trip, hey. Ive already done it for two years. Some still might think that an elected mayor is only a ceremonial position. Except for perfonning a few more administrative duties and pre-  ...... senting an annual city budget, they enough space is just not available in might have a case. But they may also its home town. What a shame. But a correctable shame. A bigger Statehouse Convention Center would go well with the proposed entertainment district along (he river. But the reality behind (he rhetoric is that any expansion of the convention center would probably mean a new tax. Thats right, T-A-X. Il's going to be a tough sell. 'llie mayor has some other things in mind, too: He says high-crime ar- underestimate the importance of ceremony. It can hold us together, concentrate our attention, conclude old efforts and begin new ones. Illis capital city had a leadership vacuum for about as long as (lie four decades between mayoral elections. Little Rock needs a public servant with the integrity and vision to put Uie (leople fii-st, and one willing to be held accountable for his ideas  good and bad. Jim Dailey, is that you?4B  FRIDAY. MAY 19, 1995 Arkansas Democrat \"^(Bazctte City board favors helping LRSD fund alternative school Police arrested 23 students in BY JULIAN E. SARNES Democrat-Gazette Staff Writer crime and education,\" City directors would be wUl- ing to help fund an alternative school program with the Little Rock School District to fight discipline problems in school and crime on the street, officials said Thursday. City Dean Kumpuris said helping the public understand that the schools are aggressively tackling crime and discipline problems was vital to improving the Director school districts image, especially if district officials ask voters to approve a property tax increase this year. These are the two major problems in our community, Kumpuris said. We have to show the public that the city board and school board are coming together to deal with this problem. Municipal Judge Bill Watt, present to brief elected officials on his anti-truancy efforts, said alternative school programs backed with the threat of more serious criminal justice could benefit potential delinquents and control juvenile crime. Mayor Jim Dailey named a joint committee to study city support for expanding the alternative school program, either as an in-school program for elementary students or as a separate facility for junior high students. The committees members include Kumpuris and his fellow city director, Michael Keck, school board members Stephanie Johnson and Judy Magness. Superintendent Henry Williams and Watt. Little Rocks alternative school for junior high students has room for 88 students. A facility that would serve 200 students a year would cost at least $500,000, Williams said. Kumpuris and Watt said any alternative school program should focus on elementary school students. Williams said he would support an in-school behavior-mod- ifying program for elementary school students. He didnt discuss possible costs for such aprograms Directors and school board members also discussed the effect of the citys recent get-tough policies  Watts war against truancy and Williams zero-tolerance program toward violence. Watt said truancy reports to his court had dramatically increased. Last school year, 120 truants were reported. This year, that number has risen to 1,000. Even so, 14 of the citys 36 elementary schools havent reported any truants, Watt said. Those schools must report chil- dren who skip class if authorities are to have time to help such students. Watt said. Under the schools' zero-tolerance policy toward violence, suspensions nearly doubled in the third semester, to more than 1,000, Williams said. Expulsions have risen from four to about 25, he said. But earlier in the meeting, school board member Kevin O'Malley said he was concerned that police were too quick to arrest students involved in school fights, which prompted the zero-tolerance policy. I went to Catholic High. We had fights at Catholic, but we didnt get arrested, OMalley said. four fights at McClellan Community, J.A. Fair and Hall high schools and Mabelvale Junior High this year after school resource officers called in patrol units. School resource officers are police officers stationed at each school and paid by both the school and the city. OMalley wondered whether the resource officers were too quick to make arrests. Are they there to be a big brother, or are they there to be Big Brother? he asked. Williams said the district recently reviewed the resource officers role and training with police officials and drafted a new handbook for the officers.SATURDAY. MAY 27,1995 School parking lot scene of armed threat 1 Ai'aer in a blue Chevrolet Monte Carlo threatened to Shoot a student Thursday afternoon in the parking lot at Lit- ue Rock s Alternative Learning Center, police said. A school employee told police the Monte Carlo drove into Ir! 0\" the north side at 800 Apperson SL about 1\n15 p.m. and stopped ne.xt to a student. ^ars occupants called out to the student and waved a 9mm handgun while s^id P^^icej Arkansas Democrat'^ (i^azcttc [ TUESDAY, NOVEMBER 21,1995 City, school officials skirmish over alternative education effort BY SUSAN ROTH Democrat-Gazette Education Writer City directors on Monday called again for expanded alternative programs in the Little Rock School District, but city and school board members have dropped the ball in their joint effort. The issue of alternative education programming for students who cannot function in regular schools came up again and again at a joint meeting of the two boards held at school tees six members were present district headquarters. City directors raised the is- sue six months ago in a similar groups last meeting was or meeting. They offered to help fund a program to help the district meeting, Dailey said. fight discipline and image problems as well as the citys crime Jesse Mason and Jeff Sharp problem. Serving about 60 junior high districts new strategic plan proschool students, the Little Rock districts alternative program is the smallest of the three Pulaski County districts. Little Rock school officials have acknowledged that the district also needs alternative programs at elementary and high school levels. Six months ago. Mayor Jim Dailey named a joint committee to study city support for expanding the program. Three of the joint commit- Monday. But no one knew when the what it had done. I think they had at least one Dailey and City Directors questioned whether the school vides for more alternative pro^ grams. The queries prompted defensive responses from Superintendent Henry Williams and Linda Pondexter, the school board president.\nMost people in the cit^ would think this is the answer to our problems, Sharp said'. They want to get these kids out of regular classes. a misperception, Thats Williams said. Weve had 1,300 suspensions from school this quarter, and 800 were first-tim^ offenders. ' You think alternative edu^ cation will get rid of kids forever, Pondexter added. We have to start talking to the public about what alternative educa^ tion can and cannot do. ... ItS time to start talking about how to save kids.yUkaiisas Democrat gazette )  MONDAY, DECEMBER 2, 1996 In LR schools, hall monitors have electronic eyes these days I BY JIM K.ORDSMEIER I ARKANSAS DEMOCRAT-GAZETTE Teachers at Little Rocks Alter- | native Learning Center grew eyes\nbehind their backs last week. Ten video camera eyes. The schools three security guards started using a video ciiiii era surveillance system to monitor students in the halls and classrooms at 800 Apperson St. in east Little Rock. Wiring for a similar system is being installed at Central High, and other high schools could follow, said Bobby Jones, the districts director of safety and security. Its like having nine or 10 new people in the building working security, Jones said Wednesday. All we used to have in a school was some typewriters and a safe in the office. Now weve got expensive computer equipment, and thousands of dollars worth of computer software. There are about 90 students at the Alternative School, a school for students who dont respond to a traditional school environment, Cameras  Continued from Page 1A cover at one time, Jones said. Arkansas DemocratXaazette/STATON BREIDENTHAL Bobby Jones, director of safety and security for the Little Rock School District, checks a new surveillance system Wednesday at the Alternative Learning Center. Jones said. Aging schools, built long before educators even thought about security, make the cameras a necessity, Jones said. A new school building in Little Bock, excluding King Elementary and a few others, is about 25 years old, Jones said. These older buildings werent designed for security. They were made for easy access, in and out. There are too many rooms and exits at the Alternative School for the three-member security staff to See CAMERAS, Page 7A The problem is multiplied at Central High School, where there are several entrances and exits that are impossible to monitor at all times. On Wednesday morning, security guards at the Alternative School sat silently watching a 27- a while, said district spokesman Suellen Vann. Funding for the camera system is coming out of the districts safety and security budget, Vann said. The cameras sit in tamperproof boxes in the ceiling and look much like video cameras installed in department stores. Cameras at the Alternative . School cover the cafeteria and a room used for in-school suspension. Boxes designed to carry and inch television screen filled with images from each of the schools ,----------- r------\n- . , . 10 cameras. were installed in district buses Twisted black video cables several years ago. The cameras snake along hallway ceilings to are alternated amoiig buses as two television monitors and problems warrant, officials said, equipment that lets the guards Students never know if the box in peer down on the cafeteria, main nneratins entrances and hallways. protect portable video cameras were two television monitors their bus contains an operating camera. But the new camera system at the Alternative School is station- The system, including installation, cost the district a little less than $10,000, Jones said. The equipment is guaranteed for a ----------------- .___ year and is expected to work for years ago, and now schools are seven to 10 years without mainte- \u0026gt;* \"\"e' a'd ary, and always operating. Businesses went this way 20 starting to go to it, Jones said, nance or replacement. \"Most large school districts have That's not a bad price, Jones installed video systems.   The Alternative School sclass- said, considering it costs us at bUlU, VUllolUCl III\u0026amp; VWOOM WM V.V ------------- least $16,000 to pay a single em- . rooms are across a grassy court- --3 yard from Jones ofTice. The proximity of his office was no deterrent for the 30 students ployee who can only watch one door or classroom at a time.  Schools around the country are installing video cameras for added security  especially on involved in a fight in the cafeteria April 11. The fight started after a morning weapons search conducted just as students got off their larger campuses. But a new study by Emory Universitys Center for Injury Control suggests that money to buy securi- -------------------= ty devices like metal detectors again, we can see exactly what and video cameras is better spent happened,  Jones added, on security personnel. Videotape of fights and other Georgia school officials told re- incidents can be used as evidence bus, police said. If something like that occurs Georgia school officials told researchers al the Atlanta universi- ... -w- ---------- .J - ty that such equipment deters vio- security guards and faculty, Jones lence and crime, but that students said. Every school in the district has audio and motion alarms to alert or as a valuable training tool for were likely to see the cameras as an intrusion. ocnuoi sia.i a.ou .. police of intruders, Jones said, searchers that most violence and The cameras give security and po- vandalism happens outside lice another tool to battle bur- school buildings - but that most glars, Jones said. cameras cover only the inside. The tape records toreight School staff also told the reoutside hours before it ha.s to be changed, The Little Rock School District --------------------------------------- has been planning to install video so we can leave it on overnight, cameras on the two campuses for Jones said. Arkansas Democrat WO\u0026gt;rtzd(c I  MOMOAV ncrrunn-.  ------- * MONDW, DECEMBER 2, 39QR School program aims to help single parents BY LINDA FR1F.DL1EB ARK.ASSAS OIMCX RAI -liAZEri 1- Single parenting will be the focus of the next Super Saturday\"  an opportunity for parents from 36 Little Rock schools to hone their skills. A lot of times we have parents who say they don't know what to do with their children.\" said Catherine J. Gill, the school district's parent involvement coordinator. \"This is an opportunity for them to learn how to help them. Jn 11 Super Saturdays. \" educators will help parents improve their children's attendance, acad- T * f.. 'y- 7J?.\n- emic achievement, discipline record and more. The first session for the 1996-97 school year. Nov. 23. drew M parents to discus.s The Family Atmosphere\" at the Instructional Resource Center. Parents did an assessment of their family life. \"We have to look at how we can strengthen the family, because the family is the key thing for our children right now.\" Gill said. \"We know there are many diverse things out there, like gangs, that tend to break down the family, but we can't let that happen.\" While the parents are learning, their children can attend workshops on activities from drama to academic skills. The next Super Saturday program will be at 9 a.m. Saturday at the Instructional Resource Cen-ter. 30th Street and Dr. Martin Luther King Jr. Drive. Transportation will be provided on request. More information is available at 324-052,5. This workshop is .'il ^v' 4 .\u0026gt; I Sft i1'hj C5. s t X:ft Rv Jean Rouse, a counselor at Bale Elementary School and counselor of the year in Arkansas, uses a diagram to r / 4 \" '5 W9W Arkansas Democrat-GazettezMORRlS RtCHARDSON It make her point during a parent-teacher workshop Nov. 23 in Little Rock. starts out with an overview, then breaks into smaller discussion groups. \"We have children who are low-achieving in 36 schools.\" Gill said. V/e've got to grab those children. They cannot fall through the cracks.\" The program is funded through Title I. the largest federally fund-er Springs. King Magnet. Meadowcliff. RRiigghhttsseellbl, Rockefeller. ed education program which targets underprivileged children. All uiDuiviopcv.i... .........o___ parents of students at Baseline, children alone. Each workshop (^hicot. Cloverdale. Garland. Gey-important. Gill said, because between 40 and 50 percent of the districts parents are raising their Romine. Wakefield. Washington. Watson and Woodruff elemen-taries qualify for the program. Badgett. Brady. Fair Park. Franklin. Jefferson. McDermott. Mitchell, Pulaski Heights, Wilson. Bale. Dodd. Forest Park. Fulbright. Mabelvale, Otter Creek and Western Hills elementaries. and Dunbar. Mabelvale. Southwest, Cloverdale, Henderson, and Forest Heights junior high.s quali-fy for targeted assistance. Parents at those schools should consult with teachers and administrators. Gill said, to see whether they qualify for the program. Gill said the school district has run parent training sessions for three years, and only wants to expand parental involvement. We're talking about involving the parents to the max. setting meetings so the parents will not feel alienated from the schools. Gill said. Arkansas Democrat ^Q)jxzclLc WEDNESDAY, APRIL 3, 1996 Teacher to pursue cast against student A teacher at the Little Rock ociiooi Districts Alternative Learning Center told police he wouiu pursue charges against a lo-yeai -old student who hit him in the a^e during a classroom fight 1 uesaay, police said. Ko Hudson, 24, told police lit ,,a3 oreaking up a fight between two boys in his classroom i aocut 9:45 a.m. when one of them  hit nun in the nose. i rhe student wa,) taken to po- I lite headquarters for questioning I and charged as a juvenile with I single counts of second-and third- degree battery. Hudson told police he saw the arrested youth bite a 14-year-old student on the arm during the fight.Arkansas Democrat T^Ojazctte FRIDAY, APRIL 12, 1996 About 30 students take part in melee Employees and a seciuity guard at the Little Rock School Districts Alternative Learning Center broke up a fight involving about 30 students in the cafeteria Thursday morning, police said. Police reported no serious injuries in the brawl. The fight began while several students were in a conference room being searched after a bus driver told officials a student might be carrying a weapon, police said. When one of the students in line for the search refused to stay in the room, Principal Walter Marschaleck stepped in front of him to keep him from going into the cafeteria, police said. and As the student 15, Marschaleck stru^led, the teenager threw the principal against a wall and threatened him._ I Aikansas Demcxrat igS (gazette .  FRIDAY, JANUARY 12. 1996 Night school on agenda for LRSD $166,440 from state would fund program BY CYNTHIA HOWELL Oemocra\u0026lt;\u0026lt;3azetle Educadoo Witter An after-hours high school program for Little Rock students in Sphger of dropping out or being: kicked out of their regular I sclK^s could be in operation as eariy as next month. The Little Rock School Board will vote Jan. 25 on a proposal to spend $166,440 in state money to operate an evening high school. it-would start with about 40 teen-agers and operate out of Metropolitan Vocational Technical Skills Center at 7701 Scott Hamilton Drive. District administrators intro- ' duced the idea to the school beard during an agenda meeting Thursday. Jo Evelyn Elston, director of pupil services, said the program would be the first of its kind in the district. It would be open to students ages 16 through 19, in grades 10, 11 and 12, who are seekihg a high school diploma but are not succeeding. Candidates for the alternative program include truants, including those who have stopped attending school to work or take care, of their small children. Also eligible are students who have bebayior, academic and attendance problems in the regular high schools. Elston said she did not believe the-flistrict would have any trouble identifying enough students for\nthe program. Parents frequently call the district seeking an alternative program for their high school-age children, she said. The district has operated a daytime alternative school for tropbled junior high students for several years  the Alternative Learning Center at 800 Apperson  St. Elementary children who need special help are assigned to the alternative education program at Camp Pfeifer in west Pulaski , County for a few weeks. Elston said the evening high school will be staffed with teach- See NIGHTS, Page 4B Nights  Continued from Page 2B ers certified in the core academic subjects, as well as with support stair, including a counselor and administrator. The faculty positions will be advertised. Current employees seeking second jobs will be among those eligible to work in the program. Also Thursday, the school board: '  Invited members of the public interested in school finance to apply for open positions on the districts Adviso^ Committee for Financial Stability. The committee is an outgrowth of the strategic planning process the district used last year to develop a five- year plan of operation. 'The committee already has 16 members, only one of whom is a woman.  Learned that John Walker, the civil rights lawyer who represents black families in the Pulaski Counfy school desegregation lawsuit is interested in reaching an out-of-court settlement with the district on his request for legal fees. Late last year. Walker filed a petition in federal court seeking more than $800,000 from the three school districts for his work in the case dating back to 1989.I ^Arionsas Democrat ]  MONDAY, NOVEMBER 10, 1997 Evening High helps students reach graduation BY CYNTHIA HOWELL ARKANSAS DE.MOCRAT-GAZETTE At 6 oclock on a stormy November night after most high school students and teachers have called it a day, Jerry Cookus is gently coaxing students to iden- 1 tify the parts of speech in a sen- I tence about the Great Wall of China. Everything in grammar is like math. If you follow a step-by-step procedure, it all becomes clear, Cookus says. This is not easy, one frustrated student responds. But she and her classmates halfheartedly hang in there, trying to separate prepositions from direct objects and distinguish between gerunds and participles. Passing Cookus English class at the Little Rock School Dis- --------- tricts Evening High School will tered this semester, but enroll- put students a half-credit closer --------- . to graduation. Without night flection of the high-risk ^opula- school, many might not graduate. The district opened its tuition- free Evening High in March 1996 for dropouts and those struggling in the citys traditional high schools. Classes are held in a wing of Metropolitan Vocational Technical Skills Center, 7701 Scott Hamilton Drive, from 5 p.m. until 9:15 p.m. Monday through Thursday. It is for students in grades 10-12, under age 21. We're not at all in competition with the high schools, said Mabel Collins, Evening High principal. We have our own niche. We try to get the students to the point where they can graduate with their classes at their home schools. We're a little stepping stone for them so they\ncan step right back into their day school. The night school started with 50 students. A total of 178 regis- ment now is 97. The drop is a re- tion the school serves, Collins said. The students leave the night See CLASSES, Page 2BI Arkansas DcinocrdfilgRtlj^rtzcKv I  MONDAY. NOVEMBER 10 1997 Aikansas Oenioctat-Gazelte.'STEPHEN B. THORNTON * * English instructor Jerry Cookus talks with Principal Mabel Collins about a slu-derU disciplinary problem in the tiall at the Little Rock School District's Evening High school Wednesday night. Classes aie held in a wing of Metropolitan Vo-caiionni lechnical Skills Center, 7701 Scott Hamilton Drive. Classes  Conlinued Iroin Page IB school for the same reasons they weren't making it during the day. Some have young children or are the family breadwinners. They may have health problems, a lack uftranspoHation or poor achievement level.s. Aller Ihe first scmesler in erwise its strictly business - no activity clubs, no student council, no clas,s ollicers. The nllendaiKc policy is 199(1. six slihlents giudualed. Tweivt* graduated in 19tH\u0026gt; 97 and live nunc arr\nexpected to be eligible at Ihe end of December. \"Our biggt'sl challenge! i.s to recover students who leave be- .strict. Students must attend (5(1 hours of class. Absences must be made up, usually in the comput er laboraloiy, which i.s e(|uippcd with soltwfue that lets students learn at their own pace. II was poor school attendance that thnW Luther Coleman, a Central High senior, offtrack for graduation. school A conn-lore Ijccuiiiing completers. Collins says. Our biggest dream i.s to have a day-care program for the children of the students.\" About one-third of the .students are parents. I he school depends on recom-mendation. s from high school counselors. posted notices in community centers and word-of-mouth (rr attract .students. (Japac-ity i.s 250 students, Collins said. .Jo Evelyn Elston, district director of pupil .services, believes the school will become more in demand by young people sent Night classes in algebra and Eng li.sh follow. This is a good program. lat ton .says. Ms free. All you have to do is come here and behave. You gel the same credit you would in a regular high school.\" Konw Vat ion. also a .senior at Fitir, decided be needed algebra Il for college. Valion doesn't mind going lo night school Iwice a we\u0026lt;k :ind believes be is learning a lol fi'om It'aclu'r Donald Elston said a proposal for such a school was approved for slate funding in the late I98t)s. But Ihe district couldn't afford to pul up matching funds to get the grant, and the plan was filed away. It wa.s resurrected in the mid 1990s, when the state again was encouraging alternative education programs. 't he school'.s initial intent was lo serve students under 21 who bad dropped out of traditional high schools, Elston said. But now it also serves as a dropout Hicbardson. Like Collins and the rest of Elslon siiiil a proposal for stdor .suggested Kvc'iiiiig ii'Kh such a school wa.s He now has per ' i r 2 i feci attendance appiOVeU lof State night funding in the late 1980s. school biology class while can tljg district COUklll'l liruung lo , lend day cla.sse.s alloRl to put lip a nialcliing fumls to gel (lie grant, and the plan at- S('nH*st(*r of home school ing pul McClel - Ian High senior WilS llIcU aWUy. Il WHS n!'u.behindin rcsurrected in Ihe mid Wels-back to school or work by wel- high fare reform. The evening school offers courses in English, mathematics. her (juesl \"J'' I990.S, when the state the first in her  family lo earn ti again WHS eilCnUiaglllg '''1 schoih education diploma. science, .social .studies and .said she likes night .school b*- .speed i/conimunications. Stu-eau. se people programs. the High Evening .stair. prevruilion program. allowing Kichardson IS an experienced instructor wilh a day job. He h'ache.s algebra 11 and geometry at Parkview Magnet High. Night .school slmlmUs are more motivated than lypical high school slu-dciits, Iticbard son ays. \"There more on dents can take up lo four courses a semester and earn two credits toward lh\u0026lt;? 21 needed to graduate. Night school i.s not an alterna-get along better than at her home school, it also beats paying summer school tuition fees. Tiffany Patlon, a senior who wants to study medicine, began taking night classes last year af-live for those with behavior prob- ter her quick temper repeatedly lems. Collins has little time or tolerance for misbehavior. This is a high school in an alternative setting for students who choose to attend, sho says. There is an occasional pizza party and field trip to a city library. And there is an effort to come up with a school song. Olh-ianded her in in-school suspension programs at J.A. Fair High. She likes the small classes and individualized attention at night school. She attend.s three classes a day at Fair, then takes medical and word processing courses al Metropolitan in the afternoon. students who have failed courses or are over-age for their grade to make up lost credit while continuing to attejid their regular high schools during the day. About three-fourths of the evening school students are daytime students, loo. Ireregistratiou now i.s open for the Evening High School\nformal registration is Jan. 6 for the .Ian. 12-May 1 semester. The phone number is 570-1401. Night school ijs relatively new to central is uni\u0026lt;jue in Ihe state. Arkansas bfit not the line for most of IIk'sc* slmlcnts, .John Dollarhide. assistant be ays. riiis principal at Springdale High and district coordinator of alterna-can be consid ered their last chance, the last slop on the highway.\" The night school staff inclmles Collins, a I7 year veteran of the disirict and a computer (eclinolo gy teacher at Southwest Junior High\nnine teachers\na counselor\na computer specialist: a secre-tary/ regislrar: and a security offi Stair costs account for SlbtMMK) of the program'.s $193,000 budget, according lo district figures. The Evening High School ex-i. sled on paper long before it became a reality. live education. lays his district has been operating a night school for nine years, and there are similar programs in neighboring Northwest Arkansas districts. Springdale's night school senes about 350 in six five-week sessions each year. Dollarhide says. The school is financed in part wilh a Dunicliffe Educational Trust grant and is tuition-free. Unlike the Little Hock program, the Springdale night school is open to teens 15 and up and adults. Arkansas Democrat ^(gazette  TUESDAY, APRIL 21, 1998  Expanded alternative programs outlined for Little Rock schools BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Little Rock School District Superintendent Les Carnine on Moncial wish lists of more than $4 million in operating expenses and $116 million in facility and con- -------------- struction costs. day jounced plans to expand  Proposed an administrative the distnct s alternative education chart that elevates technology em- programs through the use of char- ployees into a separate unit that ter schools, and to give individual reports directly to the superinten- schools more decision-making au- dent. The move signifies the. im- opiy-,  . portance the district will place on I Carnine offered the draft plans developing technology systems i. -------- vxAv, piaiio ueveiupmg lecnno at a wide-ranging Little Rock the neirt few years. School Board work session during ~ which he and his staff also: in  Listed the specific staff members who will supervise district ef- Carnine, who became superintendent late last year, recommend- ed that an accelerated learning  . , , - . --------------- center be placed at Metropolitan forts to comply with a newly re- Vocational Skills Center for -stu- msed desegregation plan. dents who have fallen far behind  Gave the board a look at finan- - See PROGRAMS, Page 8B the existing alternative education sions on school operations to teams I r lU^fClIllo program for junior high students at of teachers, support staff, communi- ! 800 Apperson SL be altered in the ty members and principals.  Continued from Page 1B fall to house junior and senior high The campus leadership concept in their courses at traditional high school students who would other- has been discussed for years in the schools and are at risk of not gradu- wise be removed from school for a district but never carried out The ating. semester or longer for serious mis- purpose would be to improve stu- The center could take the form of behavior. That school might also ap- dent achievement a charter school, the first of its kind ply for charter school status, Carin the state, he said. A charter nine said. Schools would be offered incen- tives for progress in improving stu- He said he hoped the district dent achievement reducing the would reach a point in the next few drop-out rate, encouraging student dependently of a local district and years in which virtually no students and teacher attendance, raising the freed from district and state regula- would be expelled and left with no percentage of students who take coitions. Such a school would have to educational options. lege entrance pyams and improving be approved by the School Board Each of the two proposals could the scores earned on those exams, and the Arkansas Board of Educa- cost the district between $150,000 An advisory committee and sublion. and $200,000 for equipment and for committees have already been Students would use computer building alterations at the Apper- formed to develop recommenda- programs to work at their own pace, son site. Carnine said he believes he tions on the proposal, which could school is a publicly funded school that can be operated somewhat in- I Carnine said. Students, many of can staff the two programs but does take several years to fully imple- whom might be over-age for high not yet know how the equipment ment Principal training could be- school, would progress through the and renovations will be funded. gin as early as this summer and program as quickly as they can mas- .......................................... ' ter Uie materiaL i' Carnine said he thought the cen- of in-school suspension classes and ter could ultimately serve up to 400 possibly a separate site for inisbe- students but would start next fall having elementary school students, with about 150 students and about P-*'------' For the elementary schools. Car- leadership teams elected at the nine recommended the exp^ion schools next fall. On another matter Monday, Car- nine said construction of a new Stephens Elementary School could But he said such efforts .might start next fall and take about two eight staff members. The staff would take a year or more to develop. Still be acquired as a result of staff re- another possibility would be the ex- the site of the old Stephens in cen- ductions and consolidation of posi- pansion of the Camp Pfeifer pro- tral Little Rock A new elementary tions in other distnet departments.,,. gram. an alternative, short-term school in west Little Rock also will Metropolitan already hosts an' program for elementary children bebuilt evening high'school. Eventually the''* who are 'having problemsin their two'programs could be merged to regular schools. years. The school would be built on serve students from 8 a.m. until 10 p.m. each weekday, he said. Carnine also recommended that Carnine said he is working with - , city ofBcials to see about a coopera- Carmne said he would present to tive effort in selecting a site, possi- the board by the middle of summer bly a site in which a school could a plan for delegating more deci- adjoin a city park SATURDAY, MAY 21.2005  Ex-charter school chief files suit Also, 2 trustees resign as conflict persists at Academics Plus BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Discord among leaders at one of the states pioneer charter schools took some new twists Friday as the ousted president of the Academics Plus Charter School sued the corporation at founded the school, and two members of the schools board of trustees resigned. Caroline Proctor, who was president of the 258-student charter school from its 2001 opening until she was suspended April 7, filed suit in Pulaski County Circuit Court asking for back pay, damages and that the court dissolve Pulaski County Charter School Inc., the operator of the school. If Proctor wins the lawsuit, the school could lose its state-awarded chatter and be closed down. Proctor argued in the suit filed by Little Rock attorney Beth Deere that the board of trustees violated procedural requirements in her contract for suspending her from her job and has refused to pay her all of what she is owed  partly because the trustees have said the school is insolvent and cannot pay bills as they are due. She also claimed that individual trustees of the corporation are undermining the original mission of the school. Defendant has ceased acting or attempting to conform its actions to the requirements as a Charter School in the state of Arkansas and for the benefit of all children eligible to attend Academics Plus Charter School, according to the filing. To the contrary, defendant has been subverted by a group of individual trustees and parents into a quasi-private school operated at public expense.\" Richard Bishop and David Jones, two of the four trustees who have advocated for Proctors continued employment at the school, submitted identical, two-page letters of resignation to trustees Chairman Dean Elliott on Friday. They said their attempts to reason with the majority of board members regarding As of today, I think the school is on better financial footing than it was last week, entirely because of the sale of that land. .  Dean Elliott Proctor and the schools financial problems have been futile. My hands are tied to prevent you and the other directors from placing the corporation into bankruptcy or rendering it insolvent, both letters said. Elliott said Friday night he had not seen the letters nor the lawsuit but was not surprised by either, as they had been rumored. He said the corporation is continuing to pay Proctor her annual salary. He disputed claims that the school is only for Maumelle families, as he was unaware of any students being turned away. He acknowledged that bankruptcy was discussed in conversations exploring options to protect staff and students from a sudden closure, but the $200,000 sale this week of two school lots to Maumelle will ease the financial straits. The school will now lease the land, which is a common area for students and the site of a science laboratory, from the city. As of today, I think the school is on better financial footing than it was last week, entirely because of the sale of that land, Elliott said. Academics Plus is one of eight Arkansas charter schools run by nonprofit organizations other than traditional public school districts. A charter school is a public school supported by taxpayer funds but operated according to the terms of a three-year charter, or contract, with the state. Charter schools are exempt from many of the state regulations and laws that govern more traditional public schools. The Maumelle school, which serves third through 10th grades, was designed to offer a rigorous, college preparatory curriculum spread over a 188-day school year and an 8 a.m. to 5 p.m. school day. The school does not have an attendance zone and is open to students from throughout Pulaski County and the surrounding counties. In February, the school trustees voted 5-4 to not renew Proctors contract for the 2005-06 school year. And on April 7, representatives of the trustees notified her that she was suspended from the school and an interim president was appointed. Later that same day, the four trustees who had supported Proctor and opposed her removal from the school filed a lawsuit against the five-member majority, accusing them of violating the schools bylaws in terms of the number of trustees who had to vote to suspend Proctor and of violating the confidentiality of student records. Deere, who also is the attorney for the four trustees, could not be reached for comment at her home Friday night about either lawsuit. This past Monday, the trustees delivered a letter to Proctors attorney detailing the grounds for removing her from the schools employment in preparation for a termination hearing scheduled for June 13. The contents of the letter have not been made public. Proctor argued in the suit that she is owed more than $20,000 for 49 days of vacation and 28'/2 days of sick leave, as well as a 15 percent salary enhancement for working extended school days, which amounts to more than $10,000. She also is seeking payment by the corporation on her behalf to the Arkansas Teacher Retirement System and punitive damages for what she said was harm done to her professional reputation.in o o CM CM Charter  Charter school gets states OK BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE The state Board of Education on Monday unanimously approved a charter school for Pulaski County area students who are unable to attend their regular public schools because theyve committed serious rule violations. The new Arthur Bo Felder Alternative Learning Academy will be operated by the Little Rock School District in partnership with the North Little Rock and Pulaski County Special school districts as well as Pulaski County goverrunent and the juvenile court system. The school will serve about 100 students in grades six through 12 at 8300 Geyer Springs Road starting in August. Students who are reSee CHARTER, Page 2B I  Continued from Page 1B moved from a traditional school for violations such as bringing a weapon to a school would be candidates for the tri-district school. Other candidates would be students who have been truant or have committed juvenile crimes. They would be assigned to the school by a juvenile court judge as a last resort before being placed in a juvenile detention facility. The tri-district charter school will provide a militarystyle environment. We dont want you to misunderstand, said Gene Walker, who has worked with a previous alternative school in the county. \"Its not a drill sergeant standing in front of a little eighth- or ninth-grader barking out orders, but it is teaching each student how to learn, how to listen and how to follow instructions so not only he or she can be successful but so the entire school can be sue- cessful and students can work as a team. The school, which will work with the nearby McClellan High School staff to provide all courses necessary for high school graduation, will offer the core academic classes with remediation for those who need to catch up in their schoolwork. Daily sessions on anger management and gooddecision making, as well as other mental health services, will be provided, Linda Watson, the Little Rock districts senior director of student services, told the board. Jim Boardman, the state Department of Educations assistant commissioner for research and technology, told the board that the school doesnt fit the mold of most previous charter schools and, as a result, will present some challenges. Well need to work with them to make sure that we can track students after they go back to their home schools in regard to their academic achievement, Boardman said, \"because in some cases they wont be in attendance at this school for the complete year. Thats one of the problems I dealt with as far as fitting it into our nice package. Of course, thats the reason why we have charter schools  to not fit into our nice package. Watson said tracking student achievement will be a priority. The school will do pre- and post-testing of students as they enroll and exit the school. Their achievement levels, attendance and behavior will also be tracked at their regular schools, she said. A charter school is a publicly financed school that is exempt from some of the laws and regulations that govern traditional schools and, as a result, can be experimental in its design. In Arkansas, a conversion charter school is one that is operated by a traditional school district, as is the case with this alternative school. An open-enrollment charter school is one in Arkansas that is operated by a nonprofit organization other than a traditional school district. Organizers of the tri-district school, which will have a budget of $1.3 million, requested waivers of state education standards and laws on classroom square footage, on the requirement for a school librarian and on the minimum number of books per student in the library. The school organizers also asked that teachers who are licensed in grades 7-12 be allowed to teach sixth-graders as well. The charter school is a successor to the grant-funded Pulaski Alternative Learning Academy, which was established by juvenile court judges in Pulaski County with the assistance of the school districts, and to the Juvenile Justice Center's Step One Program. Both programs were designed to help students who are in trouble with the law or who otherwise cannot attend regular schools. The new charter school is named for the late Arthur \"Bo Felder, a former lead teacher in the Step One Program and an Army National Guard captain who was killed as the result of enemy fire in April 2004 while stationed in Iraq.\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_187","title":"Annexation","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":["1990/1993"],"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"],"dcterms_title":["Annexation"],"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/187"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["clippings (information artifacts)"],"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\nNews clippings and a resolution to petition the United States District Court to include all lands into the Little Rock School District that had been annexed by the City of Little rock since 1986. The Little Rock School Board repealed the referendum before the scheduled November 1993 election.\n2B  SATURDAY, JULY 3,1993 Pulaski Arkansas Demcxrrat TgE (gazite i LR director proposes making city, school boundaries same BY DANNY SHAMEER Democrat-Gazette Education Writer Little Rocks continued westward expansion has prompted a city director to consider whether the city and the school boundaries should be the same. The city Board of Directors will'consider a proposed resolution that asks the Little Rock School District to petition the federal court overseeing the desegregation case to revise the city?school boundary lines to include areas annexed since 1986. '. \"The major residential areas involved are in Chenal Valley and Spring Valley Manor predominantly affluent white residential areas of the city that lie within the Pulaski County Special School District boundaries. It makes no sense for the city school district not to grow with the city boundaries, said Sharon Priest, the city director who developed the proposed resolution. Priest said she is worried that by annexing and extending city services to territory not included in the majority black Little Rock school system, city government might encourage development of new neighborhoods in the majority white Pulaski County Special district. But Joan Adcock, another city director, is wondering if the city could get dragged into the 11-year-old Pulaski County school desegregation case by even raising the idea of new school boundaries. Right now I have not made up my mind, but in no way do I want to involve ourselves in school litigation, Adcock said. I dont want the city to be part of that lawsuit. If the school district wants to have the same boundaries as the city, I would favor the idea of the school district asking the court on its own. The proposed resolution is part of the agenda for a regularly scheduled Little Rock Board of Directors meeting at 6 p.m. Tuesday at City Hall. Such a territorial skirmish may seem minor compared to that which set off the Pulaski County school desegregation case in 1982. Back then, the Little Rock school system sued the state and two neighboring school districts, seeking consolidation. The 8th U.S. Circuit Court of Appeals at St. Louis overturned a 1984 consolidation order in 1985, but shifted to the Little Rock school system the 14 Pulaski County district schools located within the Little Rock city limits. The federal appeals court also said the Little Rock school boundary change was one-time only, and the city school systems boundaries would not grow with the city limits. No one representing the Pulaski County district could be reached for comment Friday, but in the past the board and administration have opposed giving up Chenal Valley because it would cut into the Pulaski County districts tax base. Chris Heller, an attorney representing Little Rock schools in the desegregation case, said Friday that school district bduild- aries could be changed oiilyto correct an unconstitutionaTkit- uation. Even if the board thinks its a good idea, the county board 1 s ! may not, and I dont know any O   Maw Proposal  Continued from Page 2B way we could force them to change the boundaries if there are no interdistrict violations, Heller said. In the discussions that led to the $129.75 million financial settlement in the Pulaski County school desegregation case, Heller said the parties discussed concerns over the potential for white flight to Chenal Valley. The decision was made that any school in Chenal Valley would have to be_ an inter- district school  that is, open to students from other districts.Arkansas Democrat IgrCbazettc WEDNESDAY, AUGUST 4, 1993 Copyright  1993. Little Rock Newspapers. Inc. I Water sales to help river but risk flight of whites board told 5 BY KEVIN FREKING Democrat-Gazette City Hall Reporter A proposal to sell Little Rock water to outlying communities prompted praise from local environmental leaders Tuesday and warnings from a local civil rights lawyer who believes it could encourage more white flight. The city Board of Directors is likely several weeks away from making a decision on Little Rocks water policy, which has been in effect about 16 years. Several directors said they are reviewing more than a policy on water, because economic, environmental and social implications are involved. Proponents of changing the policy for environmental reasons believe that making Little Rock the regional water supplier could stop a movement to build a reservoir on the North Fork of the Saline River. Barry Haas of the Arkansas Conservation Coalition said that erecting a dam would result in severe environmental damage to a river designated as environmentally sensitive by the state. This board has learned to deal with solid waste disposal on a regional basis, which is to your credit, Haas told the directors. Water is no less regional in nature. It is essential to all communities, not just Little Rock. Haas also said that if Saline County residents could get their water from the Little Rock Municipal Water Works, the countys taxpayers would save a lot of money. The policy now in place sets limits on how much water other cities can buy from the Little Rock waterworks, or it requires them to sign a pre-annexation agreement with the city. Little Rock lawyer John Walker, who is black, said the policy is important because providing a quality water source outside the city would be just another inducement to those wanting to flee from me and others of my color. Walker said the policy has not stopped people from moving to outlying areas, but has served as a deterrent. He asked the board to focus not only on the water policy, but also on its effects on the entire community regarding integration and desegregation. I ask you to make the issue larger than water because the issue is larger than water, Walker said. City Director Hamp Roy is leading the push to make Little Rock the regional supplier of water. Roy reasons that the citys current water policy, established in 1978 to limit growth in areas surrounding the city, ac- , tually has had no affect on ' growth. Little Rocks population de- i creased 1.3 percent during the last decade, while Conways 1 grew 24.4 percent, Maumelles rose 390.8 percent, Sherwoods ! increased 52.5 percent and Bryants grew 36.3 percent.10B  WEDNESDAY. SEPTEMBER 22. 1993 Arkansas Democrat Annexation item likely to be taken off Nov. 16 ballot BY KEVIN FREKING Democral-Qazette City Hall Reporter Little Rock city directors are on the verge of altering the Nov. 16 special election ballot to exclude the proposed annexation of 6.43 square miles and about 550 residents into the city limits. The possible repeal of a Sept. 7 ordinance calling for the election surfaced Tuesday night after several residents living just norlliwest of the city told the Little Rock Board of Directors they dont want to be annexed into the city. Three of the seven city directors  Jesse Mason Jr., Joan Adcock and Jeff Sharp  said they will vote to repeal the ordinance when the board meets Sept. 29. Three other city directors were noncommittal Tuesday regarding their vote. The seventh. Mayor Jim Dailey, was out of town and did not attend the meeting. Even if the annexation referendum is canceled, an election will still be Nov. 16, with residents from four wards electing city directors. The 1,222-acre parcel where the protesters live contains about 122 residents, of whom more than half appeared to be at Tuesdays meeting. The area is bordered by Pinnacle Valley Road on the west, the Arkansas River on the north, the Little Maumelle River on the south and Little Rock city limits on the east. It is one of 15 areas included in the annexation ordinance. The major complaint the board heard Tuesday was that residents were not notified the city wanted to annex the property until they read about it in the newspaper. Sam Perroni, a lawyer who lives in the area, said it was unfair for the board to pass the annexation ordinance without getting reaction from the areas residents. But city staff responded that the board was following procedure established In past elections, when notification was left up to the Pulaski County,Election Commission. \"' I \u0026lt; .' Even if all affected residents are notified of a public hearing and the board then goes ahead with an annexation referendum, Perroni said he still would not want the area annexed into the city. He said he feared annexation would lead to more urbanization of the area and would change the lifestyle the residents enjoy. The residents present Tuesday asked that the ordinance setting the election be repealed or amended to exclude that specific area. But if the board removes the area from the referendum, the entire referendum would have to be canceled. City Attorney Tom Carpenter told the board. Neighborhoods and Planning Department Director Jim Law- son also lives in the area, aiid some of the residents at the meeting said he had a vested interest in seeking the annexation. But Lawson said the advantages he would receive through annexation would be no greater than for any other resident. When Lawson recently met with some of the area residents, some of the allegations leveled were that he sought annexation because he wanted to run for the city board and that the City was going to require all employees to live in Little Rock or be fired. Lawson said both allegations are false. Spurring the annexation question was a recommendation from the Future-Little RbCk goal-setting study calling for development of a Fourche Creek Park near south-central Little Rock. Much of that land is not yet annexed into the city. Lawson directed city staff to see what other areas of the county could be included in an annexation referendum. . Lawson said advantages offered to the city through the annexation include:  '  A net increase in revehue, because the new tax money to be taken in would exceed what the city would liave to spend to provide services.  -  Aiding development of a Two Rivers Park in the area. Lawson said he disagreed with Perronis contention that annexation would create more urbanization. He said the area already lies within the cityS extraterritorial zoning jurisdiction. Lawson also challenged Per- ronis statement that residents  lifestyle would change. Neither current nor fhture residents would be forced to quit raising horses or cattle because the afea became part of the city, he'Said. In other action, the boafd de- layed a vote on establisHlng a salary for themselves uilfil Dailey could be present. (The vote will probably take piece Sept. 29.Arkansas Democrat  azctte PrIOAy OCTOBER 1.199^ Foes of annexation hope to get issue off Nov. 16 ballot BY JAKE SANDLIN Democrat-Gazette Staff Writer Residents of Little Rocks outlying areas have little say, numerically, about not wanting to be annexed into the city. What many of the residents of one west Little Rock area hope is that their unified voice carries more weight with Little Rocks city Board of Directors than their small number of no\" votes would in a citywide election. The annexation issue is scheduled for the Nov. 16 special city election, called to elect four directors from city wards. The opposition comes from residents of the Pinnacle Valley area mostly along either side of County Farm Road. The dissenters generated a proposal from the board to repeal the entire annexation referendum from the November ballot at a Sept. 21 meeting. Wednesday, however, the directors failed to vote on it. So the group, almost 40 strong Wednesday, plans to trek back before the board Tuesday night for a third time to speak against city annexation of their 1,222- acre parcel. Were going to try to persuade the board that its not in Little Rocks best interest to annex us, said Sam Perroni, a lawyer who lives in the area. We feel strongly about it The area generating opposition is bordered by Pinnacle Valley Road to the west, the Arkansas River on the north, the Little Maumelle River on the south and the existing city limits to the east. It has 122 residents. Reasons for the annexation  which totals 16 areas amounting to 6.43 square miles and about 550 residents  include providing the city a new rev- enue/tax base and eliminating islands, areas already surrounded by city boundaries. The annexation would be also a step toward a Future-Little Rock recommendation for development of a Fourche Creek Park near south-central Little Rock. Future-Little Rock was a study by 13 task forces that forwarded recommendations for improving the yity. Another specific Future-Little Rock goal regarding parks and recreation included the development of a joint city-county project for Two Rivers Park at the former Pulaski County penal farm near the south end of the Interstate 430 bridge. County Farm Road is the only access in or out of that area. Also, the annexing of the Pinnacle Valley area would be a continued growth to the citys northwest. The Important thing is trying to square up the boundaries and make some reasonable sense out there by growing into some areas where we feel potential for urbanization in the future, City Manager Charles Nickerson said Thursday. It will also continue to expand the tax base of the city in areas that appear to be logical growth areas. The residents have said they fear annexation would lead to further urbanization of the area. They also complained that they didnt realize the area was being considered for annexation until reading in the Sept. 10 newspaper that it would be on the Nov. 16 ballot. Involuntary annexation will always draw complaints, Nickerson added, but is part of city growth. Estimated revenues from all of the proposed annexation areas are $208,738, according to the city Neighborhoods and Planning Department, which recommended the annexations. Jim Lawson, neighborhoods and planning director, has lived on County Farm Road in the area for 13 years. Some residents complained at the first board meeting that Lawson has a vested interest in the annexation because he may run for a city board position In the future. Thats not true, Lawson said Thursday. Im not interested in that. The other thing I heard was that they thought the city might pass an ordinance that fired everyone who didnt live in the city limits. We can't pass a law that eliminates them because we have a lot of employees who dont live in Little Rock. ALR annexation election up in air as board sets hearing BY KEVIN FREKING Democrat-Gazette City Hall Reporter Whether Little Rock voters have the opportunity to annex 6.43 square miles of land and 550 people into the city remains undetermined. Tuesday night, rather than making a final decision, the Little Rock Board of Directors invited residents in the 16 areas being considered for annexation to another meeting at 1 p.m. Oct. 13 at City Hall. At that meeting, the board wants to hear from the residents before deciding on the annexation referendum. About five weeks ago, the t board set a Nov. 16 election date for the annexation referendum. But that was before numerous residents of a section of land just northwest of the city made their feelings about the annexation known. The residents, numbering about 120, dont want to be included within the city limits, fearing the move would change the way of life they now enjoy. They also resented not being given a chance to air their views before the election date was set. The group was joined at Tuesday nights board meeting by a few residents from a pock- Arkansas Democrat  azeltc See BOARD, Page 6B  WEDNESDAY, OCTOBER 6, 1993 Board  Continued from Page 2B et of land south of Little Rock. A spokesman for that group also said he believed the areas quality of life would diminish if it was included within the city. City Manager Charles Nickerson told the board members that if they were going to make annexation decisions based on the proposals popularity within the affected areas, city staff would likely not recommend any annexations. At the Oct. 13 meeting, the board could decide to:  Delay the election date to Dec. 14, when a sales tax proposal goes before voters.  Go ahead with the November election.  Put the annexation issue on hold. City Director Jeff Sharp said he believes the city will be dealing with more important issues than annexation in the coming months. The strongest proponents of going ahead with the November election date were City Directors John Lewellen and Dr. Hamp Roy. In other action, the board authorized staff to provide the matching funds needed to build a walkway and bicycle path across Jimerson Creek. .... I The city would fund up to $200,000 in improvements for the area, including a fishing pier, scenic overlooks, exercise courts, playgrounds and lighting. The federal government has also allocated more than $120,000 for the project. The plans also call for closing about a mile of River Mountain Road built by the city shortly before a majority of city voters said they did not want an automobile bridge built across Jimerson Creek.  MONDAY, OCTOBER 11, 1993  Arkansas Democrat '^(Sazctk LR boards vote on annexation list draws near I ' BY KEVIN FREKING Democrat-Gazette City Hall Reporter Residents in areas targeted for annexation by the city of Little Rock have a final chance , Wednesday to convince the city Board of Directors that their homes should not be an- ( nexed. I If form holds true regarding I Little Rock annexations, their best bet of winning is showing city directors why its not advantageous to Little Rock to have a particular area within the city. 'I'he city has held annexation referendums about every decade for the past 50 years, city planners say, and in many of those cases the affected residents did not want to be annexed into the city. Land annexed through that process makes up a third of Little Rocks land mass, said Jim Lawson, director of the citys Neighborhoods and Planning Department. Every time we do it, its horrible,\" Lawson said of the re- Little hock annexation city boundary is obtained, the citys tax base is increased and Q-* \u0026gt; Sc \" f l? N tr'- the city's interests are protect- , ed. Little Rock z__ 5/ I'L? IJ EM 1945-1978 referendum 1979-1993 referendum \u0026amp; islands sponse generated by residents in the affected areas. We deterniine what should be an-nexed for the good of the (Little Rock) community. You try to have annexations, or you allow growth to oc- MICHAEL STOREY / Arkansas Democrat-Gazette cur outside of the city. For example, North Little Rock cant go anywhere. The principal objective of Little Rocks annexation strategy is to extend the corporate limits so a logical and efficient Sixteen areas are targeted by city staff in recommendations for annexation. The areas encompass about 6.4 square miles and 550 residents. The board meets at 1 p.m. and is likely to vote on the is- ] sue. In early September, the board called for a Nov. 16 elec-\ntion in which city residents and  residents in the areas affected by the annexation would vote on whether those lands should be part of the city. But the board is on the verge 1 of repealing that ordinance. It could move a revised annexation list to Little Rock voters in a Dec. 14 election. Many residents in the County Farm area dont want to be put in the city. The County Farm area is a 1,200-acre plot adjacent to Little Rock on the south and to the Arkansas Riv- See LAND, Page 3A I Land  Continued from Page 1A er on the north. The residents were upset because they were not notified of what the board was considering until it had passed the annexation ordinance. Now, most of the 122 are concentrating on reasons the city should not annex them. Susie Haynes, of 12402 County Farm Road, told the board in a letter dated Oct. 1 that some of the things the city needs to be prepared to provide are: 24-hour security during flooding of the Arkansas River, police protection, mowing and trash pickup along roads and ditches, animal control, fire protection, road enhancement and repairs, sewer services, repairs from river bank erosion, and street lights. Will the (jounty Farm area be an asset or a liability? Haynes asks at the end of the letter. Lawson, who lives in the County Farm area and has drawn the wrath of many of his neighbors, says the answer to that question is asset. We contacted every department head and gave them a map of each area. We asked them to go out and look at it and see whether there were additional costs for that area to be in the city. They said in the College Station area, yes\nthe other areas, no. The College Station area was removed from consideration after residents voiced concern it would mean the state would not put a health clinic in the area. Many residents faced with annexation fear the cost of being placed in the city will be much greater than living in the county. The Neighborhoods and Planning Department recently compiled a list of the financial advantages and disadvantages of living in Little Rock as compared to the county. Cost disadvantages of being annexed into the city are:  A 20 percent increase in the property tax millage paid through real and personal property taxes.  A jump in sanitation fees from $6.90 to $13.75 per month.  Having to pay a tax when using electricity, gas and the telephone. The franchise tax for gas and electricity is an additional 5.2 percent of the bill. The franchise tax for the telephone is 7.32 percent, plus .004 cents per minute of a long-distance phone call. The cost advantages of being annexed into the city are:  Lower fire insurance costs. The city has a Class 2 fire rating, and the county has a Class 8 fire rating. The difference in the two ratings can result in as much as a 50 percent reduction in insurance premiums.  Lower water bills. The minimum monthly payment in Little Rock is $3.60, plus 74 cents per 100 cubic feet. The minimum monthly rate in the county is $5.40, plus $1.11 per 100 cubic feet.  Lower sewer bills. The minimum monthly payment in the city is $2.57, plus $1.31 per 100 cubic feet. Arkansas Democrat j@r (gazette WEDNESDAY, OCTOBER 13,1993  ' 9D . LR board expected to void referendum BY KEVIN FREKING Democrat-Gazette City Hall Reporter At the urging of residents fighting annexation into the city of Little Rock, the Little Rock Board of Directors is expected today to void an annexation referendum scheduled for Nov. 16. Mayor Jim Dailey predicted Tuesday morning the board will repeal the ordinance calling for the election during a meeting that begins at 1 p.m. at City Hall. I just think, after talking to several of the board members, theres a consensus not to push this right now, although it may come back in another annexation election, Dailey said after the meeting. While the board is poised to repeal the ordinance calling for the Nov. 16 election, Dailey said he is not sure whether the board will push for another referendum later this year or whether the board will take several months to re-examine its annexation policy. City Director John Lewellen was the most vocal in opposing a repeal. This is typical of our organization. If its working, lets fix it, Lewellen said. During the past 25 years, city directors have aggressively pursued annexations, accounting for about a third of the citys 100- plus square miles. The ordinance now being reconsidered stipulates that 15 areas, currently surrounded by or adjacent to the city, would be annexed into the city if a majority of voters approved. The parcels of land represent about 6.4 square miles and contain about 550 residents. Most of the opposition to the annexation referendum comes from residents in the County Farm area, which is northwest of the city limits. It borders the Arkansas River on the north and the Little Maumelle River on the south. Daileys prediction came a day after residents in the County Farm area gave five city directors a tour of their property. The residents are wanting to show city directors the development that has taken place there in recent decades and to ask directors to take more time to examine the issue. The residents propose the-\ncity form a committee of staff : and residents that would work during the next year in forming ' an annexation policy.\nThe current policy follows  development rather than antic\n ipates it. Also, a study of recent'\nannexations suggests a lack of a carefully orchestrated policy, - said Michael Drake, a resident- of the area. Some residents in the County \u0026gt; Farm area also have been told- their children would be re* quired to be in the Little Rock\nSchool District if the area waS. annexed. City officials said the asser-\ntion is wrong and the school dis--\ntricts borders are different, from the citys in several areas.2B -THURSDAY, OCTOBER 14,1993 Pulaski Arkansas Democrat (gazette LR directors repeal annexation ordinance, 6-0 BY KEVIN FREKING De^iocrat-Uazane City Hall Raportar Eitfle Rock voters wont de- cide\u0026gt;whether 6.4 square miles of I'and and 550 residents are an- nexed mto the city. 'TIid^Little Rock Board of Directors repealed an ordinance Weffiteisday calling for a Nov. 16 eftection on the annexation question. Facing opposition to annSkation from residents in the gounty Farm area northwest of the current city limits, theiboard said it wants to re- . ______ _ _ _ evaluate the citys annexation policy. Mayor Jim Dailey read a prepared statement at the beginning of Wednesdays meeting, stating the board wants city staff to catalog the various concerns raised about the citys annexation policy during the past month. The staff is then to present a report to the board, so it can determine the citys annexation policy in the future. The board voted 6-0 to repeal the ordinance. Director Jeff Sharp was not present for the vote but later attended the meeting and told the board he supported voiding the election. While it is not clear what the appropriate process should be, it is clear there is little agreement that an appropriate process has been followed, Dailey said. Rather than begin a new relationship with any area of the city on bitter terms, it is in the best interest of the city to withdraw this annexa- tion election, proceed to determine if a different process should be followed and, if so, to follow that process prior to any election. Many of the residents who would be affected by annexation into the city voiced concern they were not included in the discussion of whether their property should be annexed. They said they were not notified  Some of the residents who could have been annexed into the city asked that the city set up a policy under which all affected residents provide input into the citys decision-making. Dailey said city staff followed state law and the past practices of the city Board of Directors in preparing the annexation ordinance for the board. Other city directors, includ- of the ordinance being passed _____________- until they saw it in the newspa- current annexation policy, said ing those who support the citys per. : they did not object to a re-evalnation of the citys annexation policy. Director John Lewellen said other issues need to be at the forefront of the boards attention, but he would like to see the board address the annexation policy before the end of 1994. The city has aggressively annexed lands to the west and southwest during recent decades to capture the tax revenue coming from residential growth in those areas.MONDAY, NOVEMBER 1, 1993  Spanks WE 6oTlA S'i'OP 'IHEse Low-PowM, SNEAfCh' lyWMlG^ANTS PROAA ci^oSSiNG 0U1? SoP.^ei^\nY 2 A And Gotta STOP'e*a Noy)! if TH6g. xjJONT ' 6c AM'i'BopY Lepr N Fop. US To yWMiTog? ,1 'ABtfT Wtgi '^1 'V v\u0026lt;*. 0* % '*\u0026lt; TRg|T0Ev or TeRRiToEv /n^ ArsM r^rryr\u0026gt;^'rat.fia7fift0 \u0026amp; Jeffrey Huddlestoopinion. *) /o 0 / /J J/ The District Court approved the plan, 659 F. Supp. 368 (E.D. Ark. 1987), and no one appealed. 363, For another, the City of Little Rock annexed certain additional territory. and the question arose whether our direction that LRSD be expanded to the city limits referred to the city limits as they existed at the time of our en banc opinion, or to the city limits as they might exist from time to time in the future. The District Court held that LRSD would automatically expand whenever the city annexed new territory. so that LRSD would always be contiguous with the city as it existed from time to time. We reversed. We held that the remedy i. contemplated by our en banc opinion was intended to be a complete cure for all interdistrict violations that we had found. The en banc opinion, we said, prescribed \"a full and sufficient correction of wrongs done in the past,\" including all interdistrict violations. Little Rock School District v. Pulaski County Special School District, 805 F.2d 815, 816 (8th Cir. 1986) (per curiam). In addition. a controversy arose with respect to student assignments within PCSSD. We held that these assignments must, in general, conform to the racial percentages specified in a plan submitted by PC^D in January of 1987. We held that black enrollment in PCSSD schools, with some exceptions, would have to be within a range of 18 to 30 per cent.^ This range represents a 25 per cent, variance from the overall racial composition of PCSSD, which at that time was 24 per cent, black. We emphasized that this prescribed range was to be used as \"a guideline for the subsequent remedy, and not as a rigid quota.\" This range was subject, in any event, to the proviso that a II forty-five minute limit on busing\" of students, one way, would be a \"cap for purposes of desegregating PCSSD schools.\" Little Rock School District Pulaski County V . Special School District. 839 F.2d 1296, 1304-05 (8th Cir.), cert. Bayou Meto Elementary School, situated in a remote location, was expressly excepted from these requirements. 1305 n.l2. See 839 F.2d at -22- - v 07-02-1993 132:11PM FROM TO 3710100 P.02 2 RESOLUTION NO, 3 i A 5 6 I I i 8 9 10 II  7 .3 14 I i i 15 IS 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 3 3 34 3 36 J} RESOLUTION TO THE BOARD OP DIRECTORS OP LITTLE ROCK SCHOOL DISTRICT FROM THE BOARD THE OF DIRECTORS OF THE CITY OF LITTLE ROCK, ARKANSAS, REQUESTING THAT THE SCHOOL DISTRICT PETITION THE UNITED STATES DISTRICT COURT IN LTTTLS ROCK SCKOOL DISTRICT V. RDDASKl COUKTV SPSCIAL SCHOOL DISTRICT TO REVISE THE BOUNDARY LINES OF THE : LANDS 1986\nLITTLE ROCK SCHOOL DISTRICT TO INCLUDE ALL ANNEXED TO THE CITY OF LITTLE ROCK SINCE and FOR OTHER PURPOSES. WHEREAS, Arkansas, policies, policies, has and that in recent years the City of Little tried, to adopt annexation policies, extraterritorial extension of would not adversely affect the efforts desegregate the Little Rock School District\nand WHEREAS, I j Eighth Circuit I ! i I I : Rock, growth utility to the United States Court of Appeals for the reversed a District Court order\nautoinatically extended School District to the boundaries of the Little include extensions \\boundaries brought about by annexation\nand WHEREAS, of that Rock the City's requests to annex land to the City, or to extend utility services to areas outside the City, always involves difficult questions of the impact that such action Utility may have on the efforts to desegregate the Little Rock School District\nand WHEREAS, the City believes that territory annexed to the City Rock School District. since 1986 should be made a part of NOW, THEREFORE, BE IT RESOLVED BY the THE DIRECTORS OF THE CITY OF LITTLE ROCK, ARKANSAS: Little BOARD OP SECTION 1\nThe Board of Directors of the City of Little Rock respectfully requests the Board of Directors of 1\nthe Little Rock School District to direct the District's legal counsel to petition the United States District Court for a change in the present school boundaries to07-02-1993 02:11PM FROM TO 3710100 P.03 2 3 I I 4 assure City . that of 5 6 7 8 I I all properties that have been annexed to Little Rock since 1986 shall be a Little Rock School District boundaries. Little SECTION Rock 2. District petition concerning 9 10 I 11 12 13 14 15 16 I 18 19 20 21 23 24 25 26 27 28 29 30 31 32 I I 3 3 34 35 1 i [ I i 36 i part of the the The Board of Directors of the City further requests that the Little Rock the District Court, of School while questions desegregation of the school district are still under litigation, to conduct an annual review of the school districts' boundaries and, at such review, to appropriately modify the Little Rock School District boundaries to reflect any changes in the City's boundaries which resulted from annexation. ADOPTED: ATTEST: APPROVED: RobbIe Hancock CITY CLERK JIM DAILEY MAYOR APPROVED AS TO FORM: THCHfiS K. CITY ATTORNEY CARPEaJTER Krx?vSIG SrtS FEneilAl. REPORTER, 2d SERIES iween PCSSl) and the Little Rock School OistricL (LRi'bk We said\n3. The district court, after a hearingJ shall adjust the boundaries between PCSSO and LRSQ as follows\nf (al All land wiihin the City of LitCfi Rock shall be assigned to LRSD. and thl students living in that area shall be assigned to schools in LRSD. (b\u0026gt; All land in the Granite Mountain area will be included in PC3SD, and the -sfuilenls Jiving iti that are-i shall be as^ signed to schools in PCSSD. The recurd^ IS not clear as to the precise Imundariip IJTTLK KOCK SCII. DiST. v. I4\nL.\\: CllR4.R0i r.3JStS ISihCh ,SKJ-AAA,\\. Sl Si\" of this area, thus evidentiary hearini s 'vill be lield by the district court to deter- / with tlic exception of the Granite Mountain area described above, hem-pfnr-ward the boundaries of the Little Rock School District, both now and in the future, shall be cotornunous with the boundaries of the City of Uttle Rock as tliey exist now and as they will exist in / the future as the city expands. Rovk School Uisiricl v. Pulctski SiH'cioi School Difitiici., No. LR- 082-866 (E.D.Ark. August 1, 1986), slip 4)p. 3. 111 Tlie portion cjf this order directing \u0026gt; (hat the boundaries of LRSD shall automatically expand, at the' ex*pense of PCSSD, whenever the City of Little Rock tion with respect to any such anne.xaiions effect on s-chool-district lioun^laries will be t^sken by eillier LUSU or PCSSD. Any such farts and their legal consequences must be left to future development. (21 It follows that the distrirc court's order, insofar as it expands automalically the Lmniidarks of J.RSU in the event of any future anne.xatioh of territory by the City of Little Rock, cannot stand. Ordinarily, it xvQuld be appropriate at this [loint b\u0026gt; remand tlie ca.e to (lie ilistrict court with dir^jctions- to reciniiiider (he question of rcmcily in light of this opinion. Blere, however, we believe this pnjcedural st.ep Is tion. ii self*ci juiothur lioun iary linv if\nhe specified facts sm ei in our opinion could he fijimd. Or. remand, PCSiD did \u0026gt;uhfnir. an alternate plan, but the district court rnjeeieJ it, and we bencvt ihjs action wuiJ within the discretion of that court as doline-aied in \u0026lt;jk4r previous opininn. AJthongh portious at least of the PCS.SD plan may have points tn cumniend thenx it is nut clear that the plan 'would better meet the educational needs of the studo! of the I 13 ru 1 D '.n GJ r3o n0j Z. mine them. It is the intent of (his Cou: that the boundaries of this arei sha auiiexes Urritory, cannot stand.' The unnecessary. The order of the district reasonably reflect the area that was im' uiiiiuAis new lemcory^ caimot stanu. I houhdary-liiic change we ordered pacted by the deannexation of land from PCSSD to IJISD. nounoary-Jinc was 3 based upon \"all of (he defendants inbsrdis-nj\\ trict violations oulltned in [our] * *  opin- \\ion    \"TTS P'.2d at 4S5 n. 20, -This (c) hl lieu of the adjustments indicated in {a\u0026gt; and (b'K the district court, upon cliaoge was designed to produce, among other things, a student ratio within LRSD application by a party to this appeal, may condui't cviflentiary hearings to determine whether adjustments othnr than those indicated in (a) and (b) would have substantially the same impact on the student jxipulaticns of each district and would better meet Ihe educational needs of the students of the districts involved. After such hearings, the district court-may make adjustments to the boundaries other than those iiulicated above if it finds that they woukl better nir-et the educational needs of the students, and w'ould remedy the conslitiitional violations to (hu .same cxient as the adjust-munis in (a) amt (b). 778 F.2d a( 435 (footnote omitted). On remand, the district court held an evidentiary hearing and entered an order placing ill effect lis boundary-line remedy, rhe district court rejrix'tcd a plan aubmiUed of ap^cwiimtely sixty percent black and forf^^^ercent wTite.' Ai at 419.^the rem.er dy prcscribeir was mtemk^dti/.^itXidl-and district\"segrG^e_etfect\u0026gt;-t4ie-eourts -will orccurse be open and abl_^_tq_,prder an appnrpn^\nfein^\"oai\u0026gt;ifi|ffi - But ivrongs doEie-in the pa^t HJCSiyj.ojc_soni6other*gov??rnTnen-tal entity _coinmju._aatithec.-.a3nstitutiiial ^dotation in_the^utur^whii^^has an inter- ^by PCSSD and accepted a plan submitted dby LE31) and supported by the Joshua [inC*?rvenors, wh\u0026lt;. represent the black -gschoolchildren who are (he true aggrieved yparties in this tvhole litigation. The district js.^oiirfs order states, in pertinent part\nat least for the time being, th^ boundary change between the twci district.*^ must be a \u0026lt;i]iFt}niie~c Range  LRSD and the Joshua intervenors point to a finding made hy the district court during the trial of the question of ttabiJity (o the effect that PCSSD chose to freeze its boundaries in order to hold down the number of black students within its borders. On the previous appeal we affirmed this finiling as not clearly erroneous. 778 P.2d at 418--19. Thal boundaries were frozen in the past, however, does not prove Uiat they will continue (o be frozen for the indefinite future, and the district court has not so found. We simply do nut know what annexations the City of Little Rock may undertake in the future, or tvhat posi-court, when taken in the context of the entire case, sufficiently evinces a deternd-uatjon that the boundary line between LftSI) an\u0026lt;l Pt'SSD, e:\u0026lt;cept for the Granite Monolain area, should, to the fullest extent possible, coincide with the municipal liiniis of the City of Little Rock. We are virtually cerViin that, ih the event of a remand, the district court would simply reform its order by removing chat porcion having prospective effect, and would direct that the boundary line beixveen the two school districts be the city Hmits as they existed at die time of the hearing on remand before the district-court, June 16-19, 1986. [31 The Questbin before u.-i, (hen^ comes down to thia: Is an order fixing the schooldistrict boundary line at the city limits as of June 19, 1986, an abu.*e of di.scretion? We think the answer to this question is districts involved,\" certainly not sufficient' ly clear to justify the substitution of our )udgTneHt for that of the district conn, which is the trier of fact ami in whose discretion this kind of^llecision normally lies. Il is true, as pointed out in PCSSD's 'brief and at oral argiirrienl, that the city limits are somewhat different imw from what they were in November of 1BS5, when our eti bane opinion was fried. Thc record before us demonstrates, however, that adding the territory annexed since November of i9S5 (o LRSD will not aobsiantuilly change the srudent-population makeup (hat wc had in niind when our en banc opinion was filed. We therefore hebevc that this I III clearly n\u0026lt;3- Oiir en baj^c opinion on the rekilively small devialion. by the district court from a literal reading of our en bajie opinion is within that court's discretion. We are fortified in (his conclusion by the fact that none of the parties, during the proceedings on remand before the discrie*. court, made any point of :he additional, jiost'-19d5, annexations, or suggested to the district court that its decision slmutd be n :ti o [\u0026gt;rior ajuieal indicated a clear preference for tile city hnd(s as the school-district boundary line. It gave the district court fhsen-tion to prescribe other limits, but only on a finding that those ether limit.s \"would haxm substantialij^ the same inipact on the student populations of each district and would better meet the educational tieeds of the students of the districts involved/ 778 liased on the city limits a.'^ iey existed at the time unr en banc opinion s filed. rather than as they existed at the time uf the evidentiary hearing before the district court. In short, to the e.xtent that the orrler of the district court directed that the Ivjund-aries between the two school -iistripia shajl Cd -'J o 13 O F.2d at 435. The presumptlou, in other automatically change whet: er additional words, vzas (hat Oie boundary line should coincide with the city limits as they existed at a particular point in time, witli leave granted to the district, court, in its discrews S 2d2ii teri'itory is annexed to the City of Lntlc Rock, it should be reversed. To the extent that tJie order direcw tba: the boundary between the two school districts shall be the city limits of the City of Little Rock as O * * * )K * * DATE START SENDER TRANSACTION Ttj ]RT RX TINE PAGES TYPE P.Ol JUL- 2-93 FRI 14:07 NOTE JUL- 2 14:03 G3 3'10\" 4 RECEIVE OK * * )X )(( X x\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_243","title":"Annual reports","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":["1990/2006"],"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 statistics","Education--Evaluation"],"dcterms_title":["Annual reports"],"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/243"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["prints (visual works)"],"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: increasing 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 Performance 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. Tliis 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: Washington 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. Revenues 1990-91 Local Total, $103,123,807 Other, 44.9%  State, Other, $46,300,150 0 Local, $56,823,657 2 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, 10.19% 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 the 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\nA 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, witli 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 effons 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. 4GKAPK 1222 KUMHER TESTED 1929 1922 1991 TOTAL.. reading__ 1980 1929 1222 1991 _TQ T A II- M A1H EMA' 1292 1929 LITTLE ROCK SCHOOL DISTRICP METROPOLITAN ACHIEVEMENT TE.STS (MA'r-6) NATIONAL PERCENTILE SCORES 'jjes.l__tq: .122a .122111222 1998, COMPARATIVE DATA , 1989, 1990 AND 1991 AL_I-AN\u0026lt;iy\u0026amp;8___ 1222 122a 1221 _____ 3CTEI.ICE_ 1202 .1902 ,199a 1991 .fiOCIMi. STUDIES___ 1202 JJB9. 129a 1921 TOTAL ___BASIC_DATTERY___ A22a. 1902. - J25\u0026gt;1 TOTAL __COM p 1,6T K_ DAT' im. -im EBY- .laiLt __1__ _.i._ 0 __ 1'... .11 _ ZQ2:: 1921 20} 1 1 ?Qn-i 1?.'Z9 ?066 _12- _.19. _59_ _22- -Ol.. ,_24,. _11_ _12_ _5a_ _.52_ _HAA -MA* -1!M _li.A4 .-49- .52- ._53_ ._21. _i\na! 1A . 22-. .51 - L9 r 1911 117 2 1712 17,90 19.92 17.77 1912 1209 1910  109.2 1127 1812 1 7  \u0026gt; 1129 1206. 19 30 164.9 1927 1951 1959 I 906 17 2 Q 1706 1 7 69 .Ifi.. -.11- 54 5a -.11.. -21.. 54 .11.. _2.1_ .-22- - 19 -12. _5a.. -IL. ._21_ .54 . 04 . -5 a. 55 _01_ .09... _61_. ._51_ -21.. ..54,_ ,ay 64 _01.- _02_. .57-.. -IONA! MA! _ 4 2. .. -.12. -HA! _M.A* .22 . Il.. _52. . .UA.*.. . MA* .6Q. -24- _A1.. _61_ 66 ,7 1292 1610 1668 1610 K'Qo .1490 _4S___4n_ -.26_ .,21.. -.-49- _24_ ._22__ _92._ _22_ ,2Q ...53 -24. -.53- ._5Q_ _21_ .12 _20_ 22. 19  _2Q. -.23_J._22_ .-23- 57_ _23_ -oe.. _oi_ _01_ - o.a. _54.- _.5Q- -5X. _45, _:19_ -29 .49.. -49- '4- -52... ._52- . 19.. .53. . 51 .51. 12. .-.f\u0026gt;a. _.6a_ --5,2. -2a._ .5.1,. _26.- -21- _.29_. .52 . -22- -21 _59_ _59._ _52_. -21- *\n9 ..59.- 56 _22_. _42_ -21-. _55_ _22_. -24- -2 ^'L _22_ _16_ _26_ _5a_ _62_ _65_ -21- 66 .-21- _ 57 -22- -52- -fiO- -22_ .. ,9 61 61 .-62_ ._2a_ _21_ _47_ _22_ -23-. 59 52 50 i3_- -22_ _52_ _55.. -22 21 54 50 .21 12. . 2a_ AJ- 12. _22___ .-24_ -26.- 5 .21 _22_ ..61- 61 57 _59. 21 49 1.7 19- _56_ _2X.. -20_. -21- _22_ _55___51_ 22. 21 20. 51. 7.1 .61.. ..60 71 ...02.. 2 67 58 _63_ -29- _21_ 65 -.22.- 22 21 .67 66 62 _2k_ _52_ .11.. -11- .64. 61 .2.0.,. ..49 4 9 49 Students in grades one and two did not take scietico and sod a 1 stud ies in 1908 or 1989. 22, _22. ,49.. ,-.4 9_. ..53 . -54 -22- _22_ -29 _5 ...23 .59 .29- .J 2.. S'd. 51 54 ._22_ _aa. _53_L-22 12.. -29J19 8.7 19 8 8 READING 19 89 1990 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS DISTRICT SUMMARY FIVE YEAR COMPARISON 1987 THROUGH 1991 1.9J7, lJ-08, READING 1989 .1990. J.S11 198.7 MATHEMATICS 1988 1989 1990 1991 GRADE 3 No. Tented No. Passed P e r c e n t_ P a s s e d_ 1191 19871 1988 1274 1103 1044 154 1 1946 1683 1958 1709 1 863 1616 1275 1081 1844 1566 1946 1735 1958 1694 1863 1620 __0 7, __8_4 MATHEMATICS 198.9. 19.9.0 8_6j___87 ___.87. 0 5, ___8.5 09 87 87 19U 1987 1,198 8 I.AHGUAGE ARTS 19.8.?. .1^0 199.1 1987 198.8. SCIENCE 1989 1990 19JX 1987 SOCIAL STUDIES 1988 1989 1990 1991 GRADE 6 No. Tested No. Passed 1202 1063 1765 1533 1799 1590 1709 1542 1722 1615 1202 999 1765 1518 1798 1602 1709 1544 1722 1558 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 1765 1157 1799 1265 1709 1318 1722 1265 Percent_Pa3Sed._ 88. 87, 0 0 ___9 0 .9.4, ___8 3. .8 6 __0?____.9 0 ___90. 7,0 __74 ___75 12 ___7.8. _|___,67. 64 .66 12 73 J, 60 6.6 7.0 IT. ___13 1987 .19.8 8 READING 1989 .19? 0 -199J, 1987 118.8, MATHEMATICS 1?8? IHQ. 1991 1987 LANGUAGE ARTS 1?J_O .19 8?. ..19?J. ,.19.91 SCIENCE .1987 19.8,8. 1989 1990 1991 1987 SOCIAL STUDIES 1988 1989 19,9Q .19_9 1 GRADE 8 No. Tested No. 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 1011 1272 1799 1207 1756 1298 1792 1121 1326 866 1811 1275 1799 1337 1756 1324 1792 1134 Percent Passed 81 93 90 89 87 83 .89 ___8.9J___8.7.)___.841. ___7,1 ___86,1___85. ^BJ.)___02. 5. 1.9 ^7 Ai 65 70 7i 75 ___63.27^J'?? \"Sr-nJ 7-1 SEP 2 9 1992 Annual Report for 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: increasing educational achievement for all students, establishing climates of excellence in all schools and enhancing human relations skills for District employees. Academic Achievement The Stanford Achievement Test was administered in April 1992 to 19,287 students in grades one through 11. Because this is the first year for administering the Stanford, a longitudinal display of data is not given. However, results are encouraging. (See report of Stanford scores included as an attachment to this report.) On the Arkansas Minimum Performance Test (MPT), scores are reported for a five-year period. (See report of MPT results included as an attachment to this report.) Eighty-eight percent of Little Rock students tested in grade three passed the MPT in readin\nNinety-one percent of the third graders passed the math portion. In the reading area, 92 percent and 85 percent passed in grades six and eight, respectively. At the eighth grade level, the third 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. The 1992 percent pass rate for the District is 88 percent. 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 began to implement recommendations of the Board-approved curriculum audit performed by the National 1 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 1991. The administration was authorized by the Board to design and develop a curriculum specifically for Little Rock students which is comprehensive, relevant, challenging and properly scoped and sequenced in grades K-12. This covered the core areas of the curriculum (reading, language arts. math, science and social studies), as well as gifted/talented, physical education and vocational education. Implementation began in August 1992. The scope of this revised curriculum exceeds required statewide assessment requirements. Local schools have some flexibility in implementing the curriculum as they make decisions regarding teaching strategies, methodologies and resources. Additionally, curriculum guides were sequentially developed and objectives have been correlated to the skills in the Arkansas Minimum Performance Test and the Stanford Eight nonreferenced test. Also in August 1992, an Instructional Management System was implemented to enable teachers, administration and parents to monitor progress of individual students and provide corrective prescriptions to improve learning. It can monitor the effectiveness of instruction through an assessment component aligned with the curriculum, also. 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 Revenues 1991-92 Local State, Other, 43.1%  State, Other, $49,292,940 B Local, $64,998,181 Total, $114,291,121 2 Expenditures 1991-92 Other Objects, 1.53%  Magnets, 3.32% Debt Service, 7.06% Capital Outlay, 3.52% B   Supplies, Materials, 3.56% a   J Salaries/Benefits, $82,183,954 Purchased Services $9,036,188 Supplies, Materials $4,010,760 Capital Outlay $3,959,731 Debt Service $7,950,100 Magnets $3,738,667 Other Objects $1,724,698 Purchased Services, 8.02% Total: $112,604,098 Salaries/Benefits, 72.99% reading and mathematics assistance programs to address academic achievement issues. Two new magnet schools were planned by e District and approved for opening in the fall of 1992 by the federal court: Henderson Health Science Magnet Junior High and McClellan Business/ Communications Magnet High School. The number of incentive schools was increased to seven with the inclusion of Franklin Elementary. Incentive schools continued to offer extended day, Saturday school, full-time counselors, auxiliary teachers and small classes. The number of elementary schools offering free four-year-old programs was increased from seven to 11. Those schools. Rightsell, Romine, Mitchell and Woodruff, joined the previous schools of Rockefeller, Badgett, Franklin, Garland, Ish, Stephens and Washington. Also, results from the Districts successful millage election in 1990 continued to be evident. Major construction projects were completed at Geyer Springs, Western Hills, Woodruff and Cloverdale elementary schools, Cloverdale Junior High School and McClellan Business/Communications Magnet High School. Remodeling and construction began at Forest Heights Junior High School. Construction and/or site improvement projects are on schedule at approximately 20 other schools in the District. 3Positive School Climate On April 30, 1991, the City of Little Rock, the LRSD and Blue Cross and Blue Shield of Arkansas announced a program to help in the battle against the abuse of alcohol and other drugs. This unique program is an insurance policy which covers all children enrolled in the LRSD and provides coverage for treatment of problems arising from substance abuse. It is the only one of its kind in the nation. During 1991-92, 264 students were refemed for assessment, 75 percent of whom had no private insurance coverage for substance abuse treatment. Various restructuring efforts for improved organization and delivery of instruction and services continued, including work at four junior high schools under the umbrella of the New Futures for Little Rock Youth program. Funding assistance for the restructuring in the four schools continued from the Annie E. Casey Foundation and the Center for Leadership in School Reform. Also, the collaborative work between the District and the Arkansas Health Department continued at two school-based health clinics for improved health services to students . The Johnson and Johnson Community Health Foundation continued its commitment to the effort with the award of an additional $20,000 grant to the clinic at Forest Heights Junior High School. A third clinic, to open in tlie fall of 1992 at McClellan High School, was approved by the Board. Academic progress incentive grants of $25,000 each were awarded to area schools for school improvement projects. Safety and security continued to be a priority. In February 1992, the use of hand-held scanning devices to detect metal was begun and frequent, random searches at secondary schools continue. This was part of the continuing response to needs identified in the Safety and Security Task Force Report in 1989 and to the 53-point action plan for safe schools developed in 1991. Dr. Ruth Steele announced in October 1991 her resignation as superintendent, effective July 1, 1992. The LRSD Board of Directors formed a search committee and Dr. Mac Bernd was hired in May 1992. The focus on the school as the basic unit for the delivery of quality education to students will continue in the 1992-93 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 aU schools. Twenty-six schools are in 4the first or second year of the five-year rotating cycle of the Comprehensive Outcomes Evaluation (COE) effort begun in 1990. COE is the evaluation process designed by the state to accredit schools which combines state and North Central Accreditation criteria. Human Relations During 1991-92, the primary mission of the Districts Staff Development Department was to provide District employees with professional growth experiences that support the Districts goal of educational excellence and equity for all students. These experiences were designed and implemented according to the (1) mandates of the desegregation plan\n(2) specific identified needs as reflected in the local schools annual improvement plans\nand (3) district-wide expectations. Areas addressed included effective teaching, teacher expectations and student achievement, classroom management, cooperative/team learning, learning styles, self-esteem for students, at-risk students, classroom discipline, stress management, thinking skills, prejudice reduction training, new teacher/mentor program and subject area mini-courses. In the annual survey of attitudes toward human relations in LRSD schools, a comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority varied from those identified in 1991, with several differences in relative standing. The 1992 data revealed new areas of priority, including the need for voluntary visits by parents at the junior high and senior high levels\nparent promotion of the instructional program\nand involvement of parents and community members in school decisions through advisory committees. Improvement was noted relative to respect among teachers, students, parents and administrators\nand fairness and consistency relative to school rules and student discipline. Although the perception of junior high parents relative to school safety improved, the area remains a concern for junior high parents. As reported in 1991, collective data from each organizational level (excluding junior high parents) showed at 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 1992-93 school year as the results of the annual surveys are used to improve interaction among our students. 5Progress Made on Desegregation Plan Implementation 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. Following the court ruling, timelines in the 1989 plan were revised and necessary modifications were made to reflect the status of programs that had been implemented and were being retained. While there will continue to be adjustments to details in the plan among the parties, the Office of Desegregation Monitoring and the court to assure compliance, the District continues to improve its ability to offer students, parents and patrons stability and predictability in terms of school assignments and other aspects that affect school choice decisions. 6LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) DISTRICTWIDE SUMMARY 1992 ENVIRONMENT* GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE B.^SIC BATTERY COMPLETE * BATTERY 1 TOTAL B W o 2094 1330 697 2 4 42/45.8 35/41.9 63/57.0 66/58.8 48/49.0 40/44.6 70/61.1 74/63.3 41/45.1 32/40.2 63/57.2 68/60.1 37/42.9* 27/37.3 59/55.0 49/49.5 A 45/47.5 36/42.4 67/59.5 74/63.5 39/44.0 31/39.5 64/57.8 67/59.1 2 TOTAL B X W 0 1883 1173 672 28 39/44 . 1 29/38 . 1 62/56.2 63/56.9 57/53.8 46/47.7 77/65.6 87/73.6 49/49.7 39/43.9 70/60.9 64/57.4 43/46.3* 32/40.0 65/58.0 67/59.3 A 45/47.4 34/41.3 69/60.3 73/62.6 45/47.3 33/40.8 70/61.2 74/63.5 3 TOTAL B W 0 1783 1131 632 18 39/44.2 27/36.9 63/57.0 57/53.8 58/54.1 46/47.8 76/65.1 80/68.0 50/50.0 38/43.8 70/60.9 68/59.6 43/46.1 30/38.8 67/59.1 63/57.1 46/48.0 35/41.6 67/59.2 61/55.9 49/49.2 36/42.4 70/61.1 69/60.4 47/48.2 34/41.0 70/61.0 68/59.7 4 TOTAL B W 0 1867 1211 632 23 44/47.0 33/40.9 67/59.2 60/55.4 57/53.9 49/49.2 73/63.0 76/65,1 46/47.6 35/42.1 65/58.0 64/57.4 46/47.6 34/41.5 68/60-0 66/50.7 48/49.0 38/43.5 68/59.7 69/60.3 48/49.0 38/43.6 68/59.7 67/59.0 47/48.2 36/42.2 68/60.0 67/59.0 5 TOTAL B W 0 1922 1288 612 22 38/43 .3 26/36.6 63/56.8 58/54.1 53/51.7 43/46.5 71/61.9 83/69.9 48/48-7 38/43.7 67/59.1 66/58.7 45/47.4 33/40.6 70/61.2 74/63.6 46/48.1 37/43. 1 65/58.2 70/60.8 44/46.8 34/41.1 65/58.3 71/61.5 44/46.7 32/40.4 67/59.2 72/62.4 6 TOTAL B W 0 1843 1209 609 25 50/49.9 37/42.8 74/63.6 67/59.2 57/53.8 48/48.7 74/63.3 75/64.3 51/50.3 41/45.4 68/59.9 64/57.7 54/52.0 43/46.0 74/63.5 75/64.0 59/54 . 5 48/49.0 76/65.0 72/62.0 54/52.1 43/46.4 73/63.1 72/62.2 54/52.1 43/46.0 75/64.0 73/62.6 7 TOTAL B W O 1694 1122 550 21 42/45.5 31/39.3 70/61.0 72/62.2 45/47.4 36/42.2 64 /57.3 75/64.3 43/46. 1 33/40.7 64/57.7 70/61.1 42/45.6 31/39.7 65/57.9 75/64.5 47/48.6 35/42.1 72/62.0 80/67.8 46/47.9 35/41.7 69/60.6 75/64.5 46/47.7 33/40.9 71/61.5 78/66.0 8 TOTAL D W 0 1573 1060 493 19 43/45.2 29/38.5 67/59.4 73/62.6 39/4 4.0 30/38.8 59/54.7 87/73.6 48/49.1 38/43.6 69/60.7 81/68.5 45/47.4 34/41.3 68/60.1 77/65.7 46/48.0 34/41.3 72/62.1 83/70.0 43/46.2 32/40.0 66/58.6 84/71.2 4 3/46. 1 30/39.2 68/59.8 86/72.6 9 TOTAL B W O 1554 995 536 23 44/46.6 30/39.2 68/60.1 63/57.2 34/41.2 23/34 . 1 57/53.9 68/59.6 54/51.9 42/45.9 73/63.0 69/60.6 50/50.2 38/43.4 72/62.5 69/60.7 49/49.6 36/42.5 73/62.6 71/61.4 47/48.2 34/41.1 70/61.0 71/61.7 48/48.8 34/41. 1 73/62.6 73/62.9 10 TOTAL B W O 1602 949 609 41 49/49.2 3 5 / 4 3.. 8 72/62.3 64/57.4 37/43.2 26/36.7 56/53.1 58/54.0 47/48.6 34/41.5 68/60.0 59/54.6 45/47.3 32/39.9 67/59.0 64/57.3 43/46.2 30/38.7 66/58.4 57/53.8 47/48.4 34/41.2 68/60.1 64/57.7 47/48.5 32/40.4 70/61.2 65/58.2 11 TOTAL D W O 1472 825 612 35 50/49.8 34/41.4 69/60.7 66/58.4 43/46.5 32/40.1 59/54.6 62/56.4 48/49.1 35/41.9 66/58.5 61/56.1 47/48.6 32/40.2 63/59.7 58/54.4 51/50.6 36/42.7 69/60.7 72/62.3 51/50.4 36/42.3 70/60.8 69/60.5 51/50.4 34/41.3 72/62.1 70/61\n0  At Grades 1 and 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and refl noted an on*^ nrnrn undnr ENVIRONMENT.1255 1252. READIHG 1220 1221 GR.A!)E_6 No. Tested llo. Prtssetl 1765 15 13 ?eESIl^..tS.9ied_ J___ft2. 12.63 1799 159 0 00 1262 1709 15 12 .23. 1722 1615 21 READING 1223 1221 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIHUM IERIOHMANCE TEST RESULTS UI STH I CT SUHMAHY FIVE YEAR COnrARISOH FIROT ADMINIOTRATION 1900 'I'HROUGII 1992 ISQfi 1252 REAUIUC 1225 1221 12 22 1235 1252 MATHEMATICS 1223 122.1 122? QB.ade, s No. No. Tus t ed Passed 10)1 1679 1 ^99 1623 1756 1562 PtCfent_Ea95e.'d_J___2lJ__30___eg. 17 9 2 1561 __32 i No. Tested No. Passed I9reDt_ Fa33ed_ 122? 1875 1725 1222 170 1 1505 _35. 1255 17 65 1518 104 1 154 1 __8 4 \"iiATii'EMATICS 1236 lull 1 609 12 S2 1220 194 6 1603 -12 21 ...6 1950 1709 __07 -122J 1063 16 16 _,0L 128 5 1003 1503 __0 8 1044 1 566 19 4 6 1 7 35 ___0 5 1___0? iahguage'arts*'' 1232 1223 1221 17 90 1602 1 709 15 14 1722 1 550 _.32L_..23L-._2 0 1232 MATHEMATICS 1223. 1221 1 075 167 1 ... 9.1 1222 1765 1301 ___24 1265 1799 ) 600 17 56 1536 17 9 2 1 506 __311___31J_J2.|__34 170 1 1 523 _.63 I 0 1 1 1560 1798 1 354 22 19 50 16 9 4 1221 \u0026amp;2. 1063 1620 __fi? 1280 1 803 1635 1.232 2 1 SCIENCE 1223 1221 1222 1256 SOCIAL STUi)JE, 1262 1220 12 2 1 ij22 1709 1315 1722 1336 .12___IS. lANGUAGE ARTS 1232 17 9 9 153 7 1223 1 4 70 ___84 199 1 1792 14 67 ___02 1875 14 4 6 1765 1 135 1799 1 196 1709 1223 17 2 2 1255 - W_71J___2,1 1221 1701 1 4 35 31 1233 18 11 1272 70 1232 SCIENCE 1223 1221 1 /yy 1 20? IL 17 5 6 1290 1792 112 1 1875 1410 __2.2 1222 1701 1110 421__31 17 65 1157 1238 18 11 127) ...IS I 299 I 265 . 7\u0026lt;i 1709 1110 1 7 .! . I B75 1 )0 ! .21 .. 2 2 SOCIAL STUDIES 1262 17 9 9 13 3/ 71 12 2,0 I ?j .._.251. 122 1 1 / 9 1 1 J 4  f i 12 2? I 70 I 11/2 ....44LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST GRADE EIGHT SUMMARY THIRD ADMINISTRATION 1 9 9 2. SCHOOL/NO. TESTED* STUDENTS PASSING TOTAL TEST PASSING SCORE = 4204 STUDENTS FAILING BLACK WHITE OTHER TOTAL CLOVERDALE/219 Number Percent DUNBAR/242 Number Percent FOREST HEIGHTS/218 Number Percent HENDERSON/211 Number Percent MABELVALE/175 Number Percent MANN/273 Number Percent PULASKI HEIGHTS/228 Number Percent SOUTHWEST/199 Number Percent ELIZ. MITCHELL/9 Number Percent PINNACLE POINT/5 Number Percent DISTRICT/1779 Number Percent 198 90 222 92 181 83 179 85 153 87 257 94 202 89 162 81 5 56 1559 88 10 48 10 50 24 65 21 66 12 55 7 44 10 38 15 41 109 50 10 48 6 30 13 35 11 34 9 56 16 62 15 41 1 25 1 20 88 40 2 10 2 10 3 14 5 14 2 50 2 40 11 5 1 25 2 40 12 5 21 10 20 8 37 17 32 15 22 13 16 6 26 11 37 19 4 44 __5 100% 220 12 M F M 0 0 0 0 0 0 F 1 5 0 0 M 0 0 0 0 F 0 0 0 0 6 21 1 5 0 0 0 0 0 0 0 0 0 0 2 5 0 0 0 0 0 0 0 0 * The number of students tested has been revised to reflect students moving into and out of the district since the second administration and to exclude special education students who may have been included in the second administration summary.Little Rock School District RECE!Er\u0026gt; OCT 6 1992 Office of Desegregation Monitoring DATE: October 1, 1992 TO: Ann Brown Office of Desegregation Monitoring FROM: Marie A. Parker, Associate Superintendent for Organizational and Learning Equity SUBJECT: Annual Report for 1991-92 The enclosed State Report was submitted to the LRSD School Board on September 24, 1992. The report will be submitted to Arkansas State Department of Education on/or before October 15, 1992. If you have any questions regarding this report, please call me at 324-2270. rjg: 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Annual Report for 1991-92 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: increasing educational achievement for all students, establishing climates of excellence in all schools and enhancing human relations skills for Dis-trict employees. Academic Achievement The Stanford Achievement Test was administered in April 1992 to 19,287 students in grades one through 11. Because this is the first year for administering the Stanford, a longitudinal display of data is not given. However, results are encouraging. (See report of Stanford scores included as an attachment to this report.) On the Arkansas Minimum Performance Test (MPT), scores are reported for a five-year period. (See report of MPT results included as an attachment to this report.) Eighty-eight percent of Little Rock students tested in grade three passed the MPT in reading. Ninety-one percent of the third graders passed the math portion. In the reading area, 92 percent and 85 percent passed in grades six and eight, respectively. At the eighth grade level, the third 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. The 1992 percent pass rate for the District is 88 percent. 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 began to implement recommendations of the Board-approved curriculum audit performed by the National 1 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 1991. The  -- administration was authorized by the Board to design and develop a curriculum specifically for Little Rock students which is comprehensive, relevant, challenging and properly scoped and sequenced in grades K-12. This covered the core areas of the curriculum (reading, language arts, math, science and social studies), as well as gifted/talented, physical education and vocational education. Implementation began in August 1992. The scope of this revised curriculum exceeds required statewide assessment requirements. Local schools have some flexibility in implementing the curriculum as they make decisions regarding teaching strategies, methodologies and resources. Additionally, curriculum guides were sequentially developed and objectives have been correlated to the skills in the Arkansas Minimum Performance Test and the Stanford Eight non-referenced test. Also in August 1992, an Instructional Management System was implemented to enable teachers, administration and parents to monitor progress of individual students and provide corrective prescriptions to improve learning. It can monitor the effectiveness of instruction through an assessment component aligned with the curriculum, also. 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 Revenues 1991-92 Local State, Other, 43.1%  State, Other, $49,292,940 H Local, $64,998,181 Total, $114,291,121 2 Expenditures 1991-92 Other Objects, 1,53%  Magnets, 3.32% Debt Service, 7.06% Capital Outlay, 3.52% a   Supplies, Materials, 3.56% a   Salaries/Benefits, $82,183,954 Purchased Services $9,036,188 Supplies, Materials $4,010,760 Capital Outlay $3,959,731 Debt Service $7,950,100 Magnets $3,738,667 Other Objects $1,724,698 Purchased Services, 8.02% Total: $112,604,098 Salaries/Benefits, 72.99% reading and mathematics assistance programs to address academic achievement issues. Two new magnet schools were planned by the District and approved for opening in the fall of 1992 by the federal court: Henderson Health Science Magnet Junior High and McClellan Business/ Communications Magnet High School. The number of incentive schools was increased to seven with the inclusion of Franklin Elementary. Incentive schools continued to offer extended day, Saturday school, full-time counselors, auxiliary teachers and small classes. The number of elementary schools offering free four-year-old programs was increased from seven to 11. Those schools. Rightsell, Romine, Mitchell and Woodruff, joined the previous schools of Rockefeller, Badgett, Franklin, Garland, Ish, Stephens and Washington. Also, results from the Districts successful millage election in 1990 continued to be evident. Major construction projects were completed at Geyer Springs, Western Hills, Woodruff and Cloverdale elementary schools, Cloverdale Junior High School and McClellan Business/Communications Magnet High School. Remodeling and construction began at Forest Heights Junior High School. Construction and/or site improvement projects are on schedule at approximately 20 other schools in the District. 3Positive School Climate On April 30, 1991, the City of Little Rock, the LRSD and Blue Cross and Blue Shield of Arkansas announced a program to help in the battle against the abuse of alcohol and other drugs. This unique program is an insurance policy which covers all children enrolled in the LRSD and provides coverage for treatment of problems arising from substance abuse. It is tlte only one of its kind in the nation. During 1991-92,264 students were referred for assessment, 75 percent of whom had no private insurance coverage for substance abuse treatment. Various restructuring efforts for improved organization and delivery of instruction and services continued, including work at four junior high schools under the umbrella of the New Futures for Little Rock Youth program. Funding assistance for the restructuring in the four schools continued from the Annie E. Casey Foundation and the Center for Leadership in School Reform. Also, the collaborative work between the District and the Arkansas Health Department continued at two school-based health clinics for improved health services to students . The Johnson and Johnson Community Health Foundation continued its commitment to the effort with the award of an additional $20,000 grant to the clinic at Forest Heights Junior High School. A third clinic, to open in the fall of 1992 at McClellan High School, was approved by the Board. Academic progress incentive grants of $25,000 each were awarded to area schools for school improvement projects. Safety and security continued to be a priority. In February 1992, the use of hand-held scanning devices to detect metal was begun and frequent, random searches at secondary schools continue. This was part of the continuing response to needs identified in the Safety and Security Task Force Report in 1989 and to the 53-point action plan for safe schools developed in 1991. Dr. Ruth Steele announced in October 1991 her resignation as superintendent, effective July 1, 1992. The LRSD Board of Directors formed a search committee and Dr. Mac Bernd was hired in May 1992. The focus on the school as the basic unit for the delivery of quality education to students will continue in the 1992-93 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 aU schools. Twenty-six schools are in 4the first or second year of the five-year rotating cycle of the Comprehensive Outcomes Evaluation (COE) effort begun in 1990. COE is the evaluation process designed by the state to accredit schools which combines state and North Central Accreditation criteria. Human Relations During 1991-92, the primary mission of the Districts Staff Development Department was to provide District employees with professional growth experiences that support the Districts goal of educational excellence and equity for all students. These experiences were designed and implemented according to the (1) mandates of the desegregation plan\n(2) specific identified needs as reflected in the local schools annual improvement plans\nand (3) district-wide expectations. Areas addressed included effective teaching, teacher expectations and student achievement, classroom management, cooperative/team learning, learning styles, self-esteem for students, at-risk students, classroom discipline, stress management, thinking skills, prejudice reduction training, new teacher/mentor program and subject area mini-courses. In the annual survey of attitudes toward human relations in LRSD schools, a comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority varied from those identified in 1991, with several differences in relative standing. The 1992 data revealed new areas of priority, including the need for voluntary visits by parents at the junior high and senior high levels\nparent promotion of the instructional program\nand involvement of parents and community members in school decisions through advisory committees. Improvement was noted relative to respect among teachers, students, parents and administrators\nand fairness and consistency relative to school rules and student discipline. Although the perception of junior high parents relative to school safety improved, the area remains a concern for junior high parents. As reported in 1991, 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 1992-93 school year as the results of the annual surveys are used to improve interaction among our students. 5Progress Made on Desegregation Plan Implementation 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. Following the court ruling, timelines in the 1989 plan were revised and necessary modifications were made to reflect the status of programs that had been implemented and were being retained. While there will continue to be adjustments to details in the plan among the parties, the Office of Desegregation Monitoring and the court to assure compliance, tlie District continues to improve its ability to offer students, parents and patrons stability and predictability in terms of school assignments and other aspects that affect school choice decisions. 6LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) DISTRICTWIDE SUMMARY 1992 ENVIRONMENT* GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BAITERY COMPLETE BATTERY 1 TOTAL B W 0 2094 1330 697 2 4 42/45.8 35/41.9 63/57.0 66/58.8 48/49.0 40/44.6 70/61.1 74/63.3 41/45.1 32/40.2 63/57.2 68/60.1 37/42.9* 27/37.3 59/55.0 49/49.5 45/47,5 36/42.4 67/59.5 74/63.5 39/44.0 31/39.5 64/57.8 67/59.1 2 TOTAL B \\ W O 1883 1173 672 28 39/44.1 29/38.1 62/56.2 63/56.9 57/53.8 46/47.7 77/65.6 87/73.6 49/49.7 39/43.9 70/60.9 64/57.4 43/46.3* 32/40.0 65/58.0 67/59.3 45/47.4 34/41.3 69/60.3 73/62.6 45/47.3 33/40.8 70/61.2 74/63.5 3 TOTAL B W 0 1783 1131 632 18 39/44.2 27/36.9 63/57.0 57/53.8 58/54.1 46/47.8 76/65.1 80/68.0 50/50.0 38/43.8 70/60.9 68/59.6 43/46.1 30/38.8 67/59.1 63/57.1 46/48.0 35/41.6 67/59.2 61/55.9 49/49.2 36/42.4 70/61.1 69/60.4 47/48.2 34/41.0 70/61.0 68/5S: . 7 4 TOTAL B W 0 1867 1211 632 23 44/47.0 33/40.9 67/59.I 60/55.4 57/53.9 49/49.2 73/63.0 76/65.1 46/47.6 35/42.1 65/58.0 64/57.4 46/47.6 34/41.5 68/60.0 66/58.7 48/49.0 38/43.5 68/59.7 69/60.3 48/49.0 38/43.6 68/59.7 67/59.0 47/48.2 36/42.2 68/60.0 67/59.0 5 TOTAL B W 0 1922 1288 612 22 38/43.3 26/36.6 63/56.8 58/54.1 53/51.7 43/46.5 71/61.9 83/69.9 48/48.7 38/43.7 67/59.1 66/58.7 45/47.4 33/40.6 70/61.2 74/63.6 46/48.1 37/43.1 65/58.2 70/60.8 44/46.8 34/41.1 65/58.3 71/61.5 44/46.7 32/40.4 67/59.2 72/62.4 6 TOTAL B W o 1843 1209 609 25 50/49.9 37/42.8 74/63.6 67/59.2 57/53.8 48/48.7 74/63.3 75/64.3 51/50.3 41/45.4 68/59.9 64/57.7 54/52.0 43/46.0 74/63.5 75/64.0 59/54.5 48/49.0 76/65.0 72/62.0 54/52.1 43/46.4 73/63.1 72/62.2 54/52.1 43/46.0 75/64.0 73/62.6 7 TOTAL B W O 1694 1122 550 21 42/45.5 31/39.3 70/61.0 72/62.2 45/47.4 36/42.2 64/57.3 75/64.3 43/46.1 33/40.7 64/57.7 70/61.1 42/45.6 31/39.7 65/57.9 75/64.5 47/48.6 35/42.1 72/62.0 80/67.8 46/47.9 35/41.7 69/60.6 75/64.5 46/47.7 33/40.9 71/61.5 78/66.0 8 TOTAL B W O 1573 1060 493 19 41/45.2 29/38.5 67/59.4 73/62.6 39/44.0 30/38.8 59/54.7 87/73.6 48/49.1 38/43.6 69/60.7 81/68.5 45/47.4 34/41.3 68/60.1 77/65.7 46/48.0 34/41.3 72/62.1 83/70.0 43/46.2 32/40.0 66/58.6 84/71.2 43/46.1 30/39.2 68/59.8 86/72.6 9 TOTAL B W 0 1554 995 536 23 44/46.6 30/39.2 68/60.1 63/57.2 34/41.2 23/34.1 57/53.9 68/59.6 54/51.9 42/45.9 73/63.0 69/60.6 50/50.2 38/43.4 72/62.5 69/60.7 49/49.6 36/42,5 73/62,6 71/61.4 47/48.2 34/41.1 70/61.0 71/61.7 48/48.8 34/41.1 73/62.6 73/62.9 10 TOTAL B W 0 1602 949 609 41 49/49.2 35/41.8 72/62.3 64/57.4 37/43.2 26/36.7 56/53.1 58/54.0 47/48.6 34/41.5 68/60.0 59/54.6 45/47.3 32/39.9 67/59.0 64/57.3 43/46.2 30/38.7 66/58.4 57/53.8 47/48.4 34/41.2 68/60.1 64/57.7 47/48.5 32/40.4 70/61.2 65/58.2 11 TOTAL B W O 1472 825 612 35 50/49.8 34/41.4 69/60.7 66/58.4 43/46.5 32/40.1 59/54.6 62/56.4 48/49.1 35/41.9 66/58.5 61/56.1 47/48.6 32/40.2 68/59.7 58/54.4 51/50.6 36/42.7 69/60.7 72/62.3 51/50.4 36/42.3 70/60.8 69/60.5 51/50.4 34/41.3 72/62.1 70/61i 0 * At Grades 1 and 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and reflected ar. r.corn nndnr ENVIRONMENT..?BAJ\u0026gt;t*_9 No. Tested No. Passed 120 8 1765 1513 19 8? readThg 1799 1 59 0 SInt._ES.ia.4_i._ill___SS. ills i6 1220 1709 1542 lA 1991 1722 1615 n KEADIIIG UO ISi LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERIOIUIANCE TEST RESULTS OISTniCT SUMMARY FIVE YEAH COMPARISON FIROT ADMINISTRATION 1908 TIiROUGlI 1992 1-215 1292 READING 1229 1221 1212 1229 1292 MATHEMATICS 1220 1211 122? i No. Tested Uo. Passed percent Passed 122? 1875 1725 m? 1299 17 65 1518 ..9A 188 184 1 1541 8 4 HATliEMATT\u0026lt;:S 1212 1220 1790 1602 1 709 154 4 19 4 6 1603 86 .1221 1722 1558 IU. 1950 1709 87 1212 1875 1671 ... fj. MATHEMATICS ISfi. mi i22 1863 1616 _^.ei 1199 17 65 1301 ___Ll. 1 803 1503 00 1044 1566 1946 1735 19 58 16 9 4 1063 1620 .1___85____811___07 J__0 7 ITkUGUAGE ARTS llfil 1220 1121 1221 1199. 12SS 1803 1635 __9 1 1.29.2 SCIENCE 12 22 1221 1221 1299 SOCIAL SrUDH..', 1292 1 229 1 ? 3 1 1 798 1354 1709 1315 1722 1336 1875 1446 1765 1135 1799 1196 1709 1223 1722 1255 1 875 1410 17 65 1157 I 199 1 265 1 709 1 H 8 1 7 . 1 2. 187 5 1 )8 Z li ._21L__2A lAHGUAGE ARTS ill ISO mi 71 mi _ ttl 7jJ 7.J _ { T) .22 . li 2i mi ill SCIENCE 128 121 1221 i 28 a SOCIAL STVJOIES 18 1 ?p 12! OB.AIJE. S No. Tested No. Passed mil 1679 r? teaat-EassslJ.__11. 1 7 99 1623 __29 i 7 5 \u0026amp; 1562 __82. 1792 1561 .17 170 1 1505 _..15. lull 1 609 1799 1 608 __llL.-.Sl 1756 1536 11 1792 1506 11 170 1 1 523 _-.91 18 11 1560 11 it 99 1537 11 1756 1478 1792 1467 b\n1701 1 4 35 __Bl 1811 1 272 11 1 /99 1 207 1 7 56 1 290 ill. 11 1792 1121 ii 1781 1110 ___ 18 11 127) ...ip 1 ?9'J 13)1 ...7 i 112 1 1 /\u0026gt;- I I J 4 I za I .7} 11 IfLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST GRADE EIGHT SUMMARY THIRD ADMINISTRATION 1 9 9 2. TOTAL TEST PASSING SCORE = 4204 STUDENTS FAILING SCHOOL/NO. TESTED* STUDENTS PASSING BLACK WHITE OTHER TOTAL CLOVERDALE/219 Number Percent DUNBAR/242 Number Percent FOREST HEIGHTS/218 Number Percent HENDERSON/211 Number Percent MABELVALE/175 Number Percent MANN/273 Number Percent PULASKI HEIGHTS/228 Number Percent SOUTHWEST/199 Number Percent ELIZ. MITCHELL/9 Number Percent PINNACLE POINT/5 Number Percent DISTRICT/1779 Number Percent 198 90 222 92 181 83 179 85 153 87 257 94 202 89 162 81 5 56 1559 88 10 48 10 50 24 65 21 66 12 55 1 44 10 38 15 41 109 50 10 48 6 30 13 35 11 34 9 56 16 62 15 41 1 25 1 20 88 40 3 14 2 50 2 40 11 5 2 10 5 14 1 25 2 40 12 5 21 10 20 8 37 17 32 15 22 13 16 6 26 11 37 19 4 44 __5 lOQ! 220 12 0 M F M 0 2 0 0 0 0 F 1 5 0 0 M 0 0 0 0 F 0 0 0 0 6 1 5 0 0 0 0 0 0 0 0 0 0 2 5 0 0 0 0 0 0 o, .X 0 0 * The number of students tested has been revised to reflect students moving into and out of the district since the second administration and to exclude special education students who may have been included in the second administration summary.Annual Report for 1992-93 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 continuf to be our focal points for improvement\nincreasing educadonai achievement for all students, establishing climates of excellence in ail schools, and enhancing human relations skills for o District employees. Academic Achievement The Stanford Achievement Test was administered in April 1993 to 18,777 students in grades one through 11. In comparison to the 1991-92 districtwide percentile, scores show that at the primary and intermediate grade levels scores for total reading, total mathematics, and language increased from the previous year. There was an increase in science and social studies as well. (See report of Stanford scores included as an attachment to this report.) The percentile ranking for the secondary levels showed increases or stability in reading, mathematics, and English, with the exception of grade eleven. A representative sampling of principals across organizational levels reported that numerous strategies were being employed to reduce the disparity that still remains between black and white students. Some of the strategies mentioned were peer tutoring, teaching reading two times a day, accuracy of placement, flexible assignments, an early morning tutorial program, and remediation of students through the use of Academic Skills Development Plans. The Arkansas Minimum Performance Test (MPT) scores are reported for a five-year period. The test was admimstered in grades three, six, and eight. (See report of MPT results included as an attachment to this rer'on.) In the 1992-93 academic year, 86 percent of ail students tested in third grade passed reading\n1 88 percent passed mathematics. Passing percentages for third grade black students were 81 percent in reading and 8 j percent in mathematics. Ninety-six percent of third grade white J students passed both of these areas. At the sixth grade level, passing percentages for all tested students ranged from 91 percent in reading to 76 percent in language ans and social studies. Eighty-seven percent of third grade white students passed reading\nninety-nine percent of the sixth grade white students passed in this area. Eighty-seven percent of the eighth grade students who were tested passed the total test. At the eighth grade level, passing percentages for black students ranged from 82 percent in reading to 51 percent in science. The range for white students was 95 percent passing reading to 85 percent passing social studies. A slightly greater percentage of black students passed reading an in the previous year. The 1993 Arkansas Legislature passed a bill which allows eighth grade students to be promoted to the ninth grade without passing the MPT, as was previously required. This bill was implemented in 1993\ntherefore, no eighth grade students were retained solely on the basis of their failure to pass the 1993 MPT. 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. State, 2 Expenditures 1992-93 Debt Services, 8.52% Services, Supplies, Equipment, 18.54%  Services, Supplies, Equipment, $20,795,262 Salaries/Benefits, 72.94% a  Salaries/Benefits, $81,820,303 Debt Services, $9,554,535 Total: $112,170,100 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. Two new magnet schools opened in the fall of 1992: Henderson Health Science Magnet Junior High and McClellan Business/Communications Magnet High School. Incentive schools continued to offer extended day, Saturday school, full-time counselors, auxiliary teachers, and small classes. The number of elementary schools offering free four-year-old programs was increased from 11 to 16, making them available in Badgett, Bale, Cloverdale, Franklin, Garland, Geyer Springs, Ish, Mitchell, Rightseil, Rockefeller, Romine, Stephens, Washington, Watson, Wilson, and Woodruff schools. Also, during the 1992-93 school year, the most significant building projects completed were the addition to Forest Heights Junior High and the construction of the Martin Luther King Jr. Interdistrict Elementary School. To date, the District has expended approximately 80 percent of the bond issues and completed 132 projects which include building improvements as well as new facilities. Twenty-five projects are scheduled for the 1993-94 school year. 3Positive School Climate In the annual survey of attitudes toward human relations in LRSD schools, a comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority varied from those identified in 1992, with several differences in relative standing. The 1993 data revealed new areas of priority including the need for more student respect for teachers and other students and a need for students to be more excited about learning. A concern was that slow learners did not receive as much praise as more advanced students. Another concern was that pupils felt that the school rules were not fair. Improvement was noted relative to involvement of parents and community members at the elementary and high school levels in school decisions through advisory committees. Safety and security continued to be apriority. In February 1992, the use of hand-held scanning devices to detect metal was begun and frequent, random searches at secondary schools continue. This was part of the continuing response to needs identified in the Safety and Security Task Force Report in 1989 and to the 53-point action plan for safe schools developed in 1991. Curriculum and Staff Development The Little Rock School District was authorized by the Board of Directors to design and develop a written curriculum that is comprehensive, relevant, challenging, and developmentally appropriate for kindergarten through twelfth grade. With this charge, a revised curriculum was developed in the 1991-92 school year and implemented beginning with the 1992-93 school year. The board also approved the installation and use of a technology system to monitor and assess student progress in mastering the revised curriculum. This new system, the Abacus Instructional Management System, was piloted in twenty-two elementary schools and two junior high schools during the 1992-93 school year. Implementation of the revised curriculum and its computer management system was moni- tored throughout the 19^-93 school year, and a curriculum debriefing meeting was held with a committee of teachers and administrators at the end of the 1992-93 school year. Feedback from 4monitoring and the debriefing meeting suggested that the curriculum was being used by teachers at all levels and was viewed by teachers, principals, and parents as a strong document that has to the potential to make a marked difference in student achievement. Teachers reponed that the curriculum is closely correlated to the LRSD standardized testing program and reflects the latest initiatives in curriculum development at the national level. Staff development provided for the revised curriculum was reported by teachers as a positive experience. Although curriculum implementation and training for multiple subject areas all at one time was not always viewed by teachers as the ideal method for curriculum renewal, the end result was positive. A \"trainer of trainers\" curriculum workshop was conducted in August 1992. One teacher for each subject area from each school received initial training about the revised curriculum. These trainers provided curriculum training for all teachers at each local building during the 1992-93 pre-school conference. In addition, elementary curriculum grade level to^ cluster meetings were held throughout the first semester of 1992-93. Each elementary teacher attended four sessions: language arts, mathematics, science, and social studies. Secondary traimng sessions were held through subject area cluster meetings and secondary council meetings. A large scale training program for the Abacus Instructional Management System was also undertaken in 1992-93. Training sessions for curriculum supervisors were followed by sessions for the principals and teachers at 24 pilot schools. Trainees learned to access curriculum objectives in the computer, make tests from a test item bank correlated to the objectives, and use teacher observation records and teacher-made tests to assess student mastery of curriculum objectives. During the summer of 1993, teacher committees worked to add items to the test item bank and to revise existing test items. Abacus will continue at the pilot schools and will be expanded to include the remainder of the elementary schools during the 1993-94 school term. Student and class reports generated from Abacus will give teachers, principals, and parents an up-to-date record of how well an individual student or group of students is mastering the objectives in the revised curriculum. This data will give parents, teachers, principals, curriculum supervisors, and admimstrators a basis for effecting change at the district, school, classroom, and family level.Desegregation Audit and Review During the 1992-93 school year, the LittleRock School District initiated a Desegregation Audit/Review. The purpose of the audit, as commissioned by the Superintendent, was to determine the degree to which each program of the Desegregation Plan had been implemented. What began as an assessment of implementation evolved into the formation of a system for monitoring, reporting, and determining the level of success of the Desegregation Plan. 6SLIP SHEET TO AGENDA 09-22-94 Annual Report for 1993-94 Little Rock School District NEW DISTRICT MISSION STATEMENT AND GOALS Of major importance to the Little Rock School District (LRSD) in the coming years, is the review of LRSDs mission statement and goals. Dr. Henry P. Williams, superintendent, requested a day-long planning session to review the direction the school district should take. The group developed a new mission statement and listed six major goals for the district. The group consisted of members of the board of directors, district administrators, Classroom Teachers Association and Parent Teachers Association members. Office of Desegregation Monitoring representatives, Joshua Intervenors, and a variety of community members. Both the goals and mission statement printed below provide direction for the district s educational and academic focus\ninsures equity for students, parents, and staff\nguides budget planning\nand emphasizes staff development and school safety. LRSD Mission Statement The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum.This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. LIHLE ROCK SCHOOL DISTRICT GOALS 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 2. Develop and maintain a staff that is well-trained and motivated. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day-to-day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. 4. Solicit and secure financial and other support our schools, including our desegregation plan. resources that are necessary to fully 5. Provide a safe and orderly climate that is students. conducive to learning for all 6. Ensure that equity occurs in all phases of school activities and operations. ACADEMIC ACHIEVEMENT The Stanford Eight Achievement Test was administered during the spring of 1994, to more than 18,000 students in grades one through 11. A Complete 2Battery was used to assess student achievement mathematics, English, science, and social in the areas of reading, reviewed separately for the diagnostic results of individual. science. When scored, subtests may be strengths and weaknesses. class, or grade level The 1994, districtwide average percentile totals showed that percentile ranks at the school level remained fairly stable. (Percentile points ranae from a low of one to a high of 99 with 50 being (Percentile points range from average.) Grades 4, 5, 6, and 10 scored at or above the fiftieth percentile on the complete battery test district level. However, from Spring 1992 scores at the indicated some increase to Spring 1994, seven of 11 grades complete battery at the district level. in the average percentile rank of the Stanford 8 A sample of principals reported that strategies were being developed and Will be implemented to focus on reducing achievement disparity. Some of the strategies shared were team teaching, individualized tutoring in mathematics and science, smaller classes, a program entitled Math-Plus, Reading Clubs for at- risk students, test taking skills, an after school homework and tutoring program, and a Reading and Language Direct Instruction Program. Arkansas Minimum Performance Test The Arkansas Minimum Performance Test (MPT) five-year period. In.1993-94, the scores are reported for a Third-grade students test was administered in grades six and eight. were not tested, as was previously required. The 1993-94 school year was the last year of administration of the MPT. 3At the sixth grade level, passing percentages for all tested students ranged from 91 percent in reading to 78 percent in language arts. Ninety-seven percent of sixth grade white students passed reading\neighty-eight percent of the sixth grade black students passed in this area. Passing percentages for eighth grade students who were tested ranged from 83 percent in reading to 60 percent in science. At the eighth grade level, passing percentages for black students ranged from 76 percent in reading to 47 percent in science. The range for white students was 96 percent passing reading to 88 percent passing science. A slightly greater percentage of eighth grade students improved their scores in social studies over the previous year. Some strategies to enhance learning and increase achievement for all students based on areas of need identified on the Arkansas Minimum Performance test include Academic Skills Development Plans, Math-Plus, Language Arts-Plus, tutoring\nhomework centers, use of Abacus (the districts instructional management system), and implementing a variety of teaching methods and educational programs. Principals also identified the need to continue staff development in human relations to improve student performance. Climate/Hu man Relations Sun^'ey A School Climate\\Human Relations Survey is conducted each year by the LRSD. The purpose of the survey is to gather opinions concerning teacher- student relations, instruction, school security, student-peer relations. parent- school relations, etc. The results are used to develop plans to capitalize on the strengths and remedy weaknesses. 4Data from the 1994 survey indicated that at least two-thirds of parents, students, and teachers surveyed agreed on several items: They were knowledgeable about their rights and responsibilities at their respective schools, and all three groups agreed that teachers treat one another with respect. The following items were among those that received the highest percentage of always and usually answers by each group: Students were knowledgeable about their rights and responsibilities, and also answered positively concerning the treatment of librarians and secretaries at schools. Among the items receiving the highest percentage of always and usually answers from teachers were that parents were welcome at school, received reports of student progress at conferences, and that principals treated parents with respect. Items to which parents most frequently responded always and a usually indicated that they agreed with the above findings. Answers to survey items also pointed to weaknesses. Some of the areas of concern identified indicated that: Students, teachers, and parents held the opinion that students did not treat other students with respect, and teachers expressed the opinion that students did not treat teachers with respect. Additionally, the survey indicated that it is the perception of parents that teachers do not expect low achievers to respond as often as other students. Information derived from the School Climate\\Human Relations Survey will serve as a useful tool in reinforcing those positive aspects of parental awareness and planning for better communications for the 1994-95 academic year. 5Curriculum and Staff Development The Little Rock School District (LRSD) educational program which provides a quality, integrated children to achieve their optimum academic, social, and emotional development. established for each subject and grade level. Curriculum objectives have been the elementary level and subject areas. The objectives are introduced at are expanded as students advance toward mastery of In order to meet the National Education establishment of new learner Goals, Act 236 of 1991 called for assessment, and professional development. outcomes linked to new curriculum frameworks. The State Board of Education adopted the Arkansas Learner Outcomes in October 1991, and in May of 1992, the State Board adopted a schedule for the rievpinnm.^, curriculum a schedule for the development of frameworks. Frameworks in developed. English, Language Arts, and Mathematics were The Districts current Course Content Guides in . English, Language Arts, and athematics were used for instruction until the 1994-95 school the 1993-94 school local curriculum guides K-12 in year the District used the state frameworks year. During to revise the the following years, LRSD curriculum English, Language Arts, and Mathematics. During frameworks for remaining will be revised in accordance with state course content areas. LRSD offers 18 challenging advanced placement students assuring that all students will be allowed courses for high school to prepare for the future at their own level of learning. A Youth Apprenticeship Program is offered at 6 t IMetropolitan VoTech Education Center, and it provides students with on-the-job training and related classroom instruction. LRSD offers Tech Prep which is designed to guide students into higher level academic and vocational courses giving them the strong technical and academic foundations on which to build their future. Quality staff development was executed in 1992 to support the implementation of the revised District curriculum through the trainer of trainers model for administrators and teachers. (975) workshops were conducted during the 1993-94 school Nine hundred and seventy-five thousand eight hundred and year, and nine received Professional Growth Training and ninety-seven (9,897) educators enrolled and programs and teaching methods: training credits in the following PET, TESA, Classroom Management, Cooperative learning, Learning Styles, and Thinking SkiUs. staff development training was well received by administrators and by the Staff Development teachers. The hands-on computer training, and implementaUon of the Abacus instructional Management System by the Staff Development and Media/Instructional Technology Departments instructional management tool. ensured the use of this viable Training for the Abacus Instructional Management for all teachers in 14 additional elementary schools this System was provided classes were offered year, and refresher at the districts Instructional Resource Center. sessions were held in the evenings for principals. During the Special year, 72 sessions of Abacus training were held for a total of 810 1993-94 school The training will equip teachers with the skills participants. and knowledge to use Abacus to 7monitor on a regular basis individual student students strengths and needs, ability to generate reports for growth as well as diagnosis of Additional features of the Abacus system are its parent conferences, obtain immediate feedback of test results, identify supplementary objectives, and to develop individual lesson resources correlated to curriculum plans for students. During the summer of 1994, objectives were added revised mathematics and language to the Abacus system along with additional correlated to the revised objectives. arts Abacus as the record-keeping system of the All elementary schools will test items I now use District. DESEGREGATION PLAN IMPLEMENTATION The Desegregation Plan to by the Little Rock School District, the North was approved in May 1992. The plan was agreed Pulaski County Special School District for Little Rock School District, and the operation of desegregated schools. During the 1993-94 school year, the Little Rock School District identified all Obligations, within our plan, within our court orders, and within monitoring reports from the Office of Desegregation Monitoring and Little Rock School  The Little Rock School is updated by Program District Planning, Research and Evaluation Department. District has incorporated a living document which Managers on a Quarterly basis. obligations. This living document called the PROGRAM BUDGET DOCUMENT is used to monitor progress in meeting our defined The Little Rock School District has students to their Attendance Zone schools. undertaken a major effort to assign all unless other choices were approved. 8The district is following our obligation to phase out Grandfathering, whereby students were allowed to remain in their current school, whether or not the school was the Attendance Zone school. Because of this effort, many Incentive School students have elected to go to their Attendance Zone school. This effort resulted in a total increase of 165 students in our incentive schools in August of 1994 over the October 1993 student count. This increase occurred with one (1) less Incentive School in 1994-95 than in 1993-94. The Little Rock School District also has moved toward actively and aggressively recruiting students to our district. During the 1993-94 school year, a districtwide recruitment plan was written to address requirements in the desegregation plan, court orders, as well as monitoring reports. The document includes plans for incentive, area, magnet and interdistrict schools. As part of the districtwide recruitment plan, each school is required to have an individual recruitment plan and a school recruitment team to implement activities in their plan. Recruitment efforts for Clinton Elementary, Pulaski County Special School Districts new mterdistrict elementary school, were extremely successful. More than 200 Little Rock School District students were part of the desegregation exchange and will now attend Clinton Elementary. LRSDs four-year-old program continues to grow and serve parents of preschool children in preparing them for kindergarten. With the addiUon of eight more classes, the district enrolled 695 students in the program for the 1994-95 school year, an increase of 203 students over last year. The Little Rock School District wUl continue to comply with every aspect of our Desegregation Plan. 9LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education.URSD Annual eport r, A Progress Report on the Little Rock School District 2003-2003 School Year advertising supplement i fall 2003 | Little Rock School District This is the fifth annual report that the Little Rock School District has prepared as an insert to inform the community about the highlights of the prior school year. Despite many challenges, the 2002-03 school year was successful in terms of growth in many academic indicators. Student learning is, and will always be, the primary focus in our schools. classes have been relocated during the process at some campuses, but the end result is worth the disorder as upgraded facilities contribute to a more appropriate and functional teaching and learning environment. The declaration last fall by U.S. District judge Bill Wilson that the Little Rock School District is unitary in all areas except program evaluation was appealed to the Eighth Circuit Court of Appeals. Oral arguments have been held, and the district awaits the courts decision. Work continues in the final area in which the district must comply with its Revised Desegregation and Education Plan. That piece, program evaluations, is being finalized and will be submitted to judge Wilson in the spring of 2004. Teachers continue to monitor closely student performance on key state and national achievement tests. Under the federal No Child Left Behind Act, schools analyze student performance data based on specific subgroups, including race, limited-English-proficient, free/reduced lunch qualification and special education. While many schools experienced double-digit growth on the state Benchmark Exams, in some cases a subgroup performance might have resulted in a school being placed on school improvement. In other cases, if a school made its required improvement during the year, it remained on the school improvement list because two consecutive years of mandated growth are required for a school to be removed from the list. We are working diligently with schools that are on school improvement in order to provide the necessary resources for teachers and administrators to improve students academic achievement. The district has updated its Strategic Plan. This work, done by more than loo community residents working in six major areas, will help to guide the districts direction in the next five years. I look forward to assisting district staff, business and civic leaders, parents and others this school year. The challenges facing our students are great and cannot be overstated. However, I believe that this community has put its support into our schools, and teachers, staff and students will benefit from knowing that public education is highly valued in our city. Morris Holmes, Ed.D. Interim Superintendent r I i: On the Inside Construction continues at schools throughout the city. Many major projects, such as Hall High, are complete, while others, such as Williams, are just beginning. Students, teachers and parents have been patient as they have lived through renovations in their buildings. Entire Performance LRSD News Page 2-3 Page 4-5 Honors \u0026amp; Achievements . . .Page 6-7 Construction Zone Page 8 Page 2 I advertising supplement State Benchmark Exams Our Performance A Grade 4 Literacy 1 o LRSD Arkansas Grade 4 Math LRSD Arkansas 1 -\u0026amp;s o    African-Arne ri can 53 46 African-Arne ri can 35 38 Grade 6 Literacy LRSD Arkansas Grade 6 Math LRSD Arkansas White 90 77 White 82 76 African-American 13 14 African-American 8 12 Grade 8 Literacy LRSD Arkansas Grade 8 Math LRSD Arkansas White 49 37 White 54 50 1 Academic Achievement One of the primary issues facing school districts across the state and nation is student academic achievement as measured by accepted examinations. There are two types of exams administered to studentscriterion-referenced exams and norm-referenced exams. Criterion-referenced exams measure student achievement on a specific curriculum or base of knowledge. In the case of students in the Little Rock School District, the Arkansas Benchmark Exam is the criterion-referenced test that students take. It measures how well students are learning the mandated Arkansas standards. As of the 2002-03 school year, the Benchmark Exam was required for students in grades 4, 6 and 8. It also is required as an End-of-Course test for students who take Algebra and Geometry, and all 11th grade students must take the End-of-Course Literacy Benchmark Exam. LRSD students recorded some significant increases at many schools on the Benchmark Exams. Benchmark results presented here indicate the percentage of students who perform at the proficient and advanced levels. There are no national comparisons on the Benchmark Exam since it an Arkansas-developed and -administered test. Algebra African-American 28 25 African-American 45 White 68 57 White 52 33 5 I What steps are being taken to assist students in schools on the school improvement list?  LRSD Arkansas Geometry LRSD Arkansas African-Arne ri can 15 18 African-American 17 11 Grade 11 Literacy LRSD Arkansas African-Arne rican 20 19 White 6o 54 White 63 47 White 71 57 Under the federal No Child Left Behind Act, students in schools on school improvement receive supplemental services and school choice options, depending on which year of school improvement the school is placed. The LRSD offers supplemental services, which consists of tutoring by a provider selected by the Arkansas Department of Education, to students in year two of school improvement. All schools in alert status or on the school improvement list develop their school improvement plan to include proven strategies to help students build skills and knowledge in literacy and mathematics. Professional development activities in these schools are geared toward improving teacher preparation to address identified student needs. Principals of LRSD schools on the improvement list are encouraged to work with principals of schools that have scored well on the Benchmark Exam in order to duplicate successful strategies. Our Performance Page 3 I advertising supplement Stanford Achievement Exam \u0026amp; ACT Norm-referenced exams compare student academic performance to that of a national norm group of students who took the same test. This allows a district to see how its students are doing compared to others, regardless of the specific curriculum taught in school. Students in Arkansas must take the Stanford Achievement Test, ninth edition, as a norm-referenced exam. Stanford Achievement Exam results are stated as a percentile. For example, a percentile rank of 72 means that these students did as well or better than 72 percent of the students in the norm group who took the same exam, African-American students in the LRSD were within 1 or 2 points of their counterparts in the state at every grade level. White students in the LRSD scored 9-17 percentile points ahead of their peers on the Stanford Achievement Test. Another exam that allows comparisons with students across the nation is the ACT college entrance exam. The districts composite ACT score climbed from 19.0 in 2001-02 to 19.5 in 2002-03. Students in the LRSD showed significant progress in many areas of all of these exams in 2002-03. When scores are disaggregated and comparisons made both within Arkansas and to other students nationally, LRSD students perform quite well. Looking at the scores for the district, state and nation on all three exams, there is an achievement gap that can be accounted for, in part, by poverty. With more than 50 percent of its students who qualify for the free/reduced lunch program, the LRSD continues to focus on methods to help students who are not performing well on standardized exams. Academic achievement remains the LRSDs top priority. Stanford Achievement Exam Grade 5 LRSD Arkansas LRSD Arkansas African-American 35 37 Grade 7 African-American 35 37 White 72 62 White 73 64 What About Schools on the School Improvement List? Readers of the local newspaper may wonder why, with LRSD student scores ahead of the state and nation in many areas on required exams, there are several schools on the states school improvement list. There are several answers to this question. There are some schools in the LRSD which have shown significant improvement on the Benchmark Exam, but they have not reached the level of improvement (Adequate Yearly Progress, or AYP) required by the state. Not only must the entire school meet the AYP, but subpopulations, such as limited-English-proficient students, students who qualify for free/reduced lunch and special education students, must meet the same AYP as all other students. Also, once a school is on the school improvement list, it must meet AYP for two consecutive years to be removed from the list. Some LRSD schools did meet AYP this year, but remain on the list until they meet AYP for a second year. All schools on school improvement, indeed all LRSD schools, continue to look closely at test results to determine areas in which to concentrate lessons in order to help students learn the necessary course material and to improve academic performance in the future. I L Grade 10 LRSD Arkansas LRSD Arkansas Nation African-American 30 31 ACT Exam White 72 55 J African-American White 17.1 16.7 16.9 23.0 21.1 21.7  Page 4 I advertising supplement LRSD News J Grants The Little Rock School District is committed to having all of its students reading at or above grade level by the end of the third grade. The district received a three-year Arkansas Reading First grant from the Arkansas Department of Education in the amount of $4,412,184. This grant money will be used to implement a comprehensive, research-based reading program in 12 elementary schools that were determined by 1999-2002 literacy data and other factors to have the greatest need. The Reading First project will build on the districts current literacy plan and will provide human and financial resources to more fully implement that plan. Other new grants implemented in 2002-03: Hall High and Henderson Middle School received 21st Century Community Learning Center grants to establish after-school and summer academic enrichment programs for the next five years. The schools will share a total of up to $1 million over five years. The U. S. Department of Education selected the LRSD to receive funding under the Professional Development for Music Educators Program in the amount of $706,785 over three years to provide ongoing professional development support for LRSD music teachers. The LRSD received the Teaching American History Grant in the amount of $995,953 over a three-year period. The district and its partners will provide professional development for all American history teachers in grades 5, 8 and 11. Paulette Martin, Director of Adult Education, accepts the Adult Education Week Proclamation from Governor Mike Huckabee. Adult Ed Celebrates Milestone The Little Rock Adult Education Center marked 25 years of service to the community. During the past 25 years, the Little Rock Adult Education Center has served nearly 65,000 adults with over 7,000 receiving their Arkansas GED diplomas. The main center and its 18 satellite programs serve over 2,500 adults a year. Classes offered include refresher courses in reading, math and English\nGED preparation\ncomputer-assisted instruction\ncomputer literacy\nfamily literacy\nand English as a second language. Foundation Provides $100,000 in Teacher Grants It wasnt Ed McMahon delivering the Publishers Clearing House grand prize, but it was just as exciting for many teachers and principals in the Little Rock School District. April 2 was the day the Public Education Foundation of Little Rock delivered 32 grants totaling nearly $100,000 throughout the district. Foundation members, donors, city dignitaries, LRSD School Board members and others boarded three school buses to personally deliver balloon bouquets and grant checks to surprised teachers! Each grant met certain criteria, whether it was targeting student achievement, parent involvement or improving teacher quality. kJ A Foundation Board of Directors member Larry Lichty gives Fair Park Elementary's Margaret Isum a hug as she receives her $5,000 grant. -4 I LRSD News Page 5 I advertising supplement SREB Training The Little Rock School District was selected from an elite group of ten urban districts across the nation by the Southern Regional Education Board (SREB) to be the first to participate in a new national leadership initiative. The goal of the SREB Leadership Initiative is to prepare school and teacher leaders to lead a comprehensive school improvement effort that will result in increased student achievement. All five LRSD high schools as well as four middle schools (Cloverdale, Henderson, Mabelvale and Southwest) are participating in the program. The leadership initiative will provide school leadership teams an intensive three-year curriculum program beginning with the 2002-03 school year. I High schools and several middle schools receive SREB training. 1 Volunteers Give 400,000 Hours Parents and other community residents continue their longstanding practice of serving schools in the LRSD. In 2002-03, volunteer hours climbed above 400,000. This huge commitment of time and energy helps to bolster the work that teachers and other staff do to help students achieve. The growth in volunteer hours has been phenomenal. In the past five years, the number of hours has grown from 187,580 in 1997-98 to 400,031 during the last school year. c o o ZEJ Volunteer Hours iiSO,ooo^^ . 4OO,OCX3 350,000 300,000 250.000 200,000 J 150,000 r 100,000 i. 50,000 0 Bi Uh3fiS0 I II xaM\u0026gt;^ Advanced Placement Enrollment 3500 3000 2500 2000 1500 1000 500 0 \u0026gt;4i. H t f i     MM! t In order to improve academic achievement, the LRSD encourages students to take challenging courses. One way to do this is through enrollment in Advanced Placement (AP) classes at the high school level. AP courses are very rigorous and meet national guidelines in terms of curriculum and college preparation. Students in AP classes may take the national AP exams in the spring. Those students who earn at least a 3 on the national AP exam may, in most cases, earn college credit for these classes. The LRSD has worked with teachers, counselors, students and parents to increase student enrollment in AP classes. To that end, we have been successful. The accompanying chart shows the increase in AP class enrollment in LRSD high schools during the past few years. Since the 1997-98 school year, there has been more than 20 percent annual growth in the number of students enrolled in AP classes and a total growth during that time of more than 100 percent. We expect these students to demonstrate higher levels of academic performance based on the more challenging courses they take, and their success in high school should continue at the college level. Honors \u0026amp; Achievements  * a Page 6 I advertising supplement Yang Dai scored a perfect 36 on the ACT exam.  Katherine Wright Knight was named Arkansas 2003 Teacher of the Year and received the national NEA Foundation Award for Teaching Excellence.  Sharon Boyd-Struthers of Rockefeller Elementary\nTimothy Eubanks of Parkview High\nRuth Eyres of J.A. Fair High\nCatherine Koehler of Baseline Elementary\nand ' Judy Meier of Rockefeller Elementary earned National Teacher Certification from @ the National Board for Professional Teaching Standards. National Board Certification is a credential attesting that a teacher has been judged by his or her peers as one who is accomplished and makes sound professional judgments about student learning.  Gillian Glasco and Earnest Sweat, seniors at Parkview Magnet High School, were elected to office at Boys and Girls State. Gillian was elected Governor at Arkansas Girls State, and Earnest was elected Lieutenant Governor at Arkansas Boys State. s\u0026lt;i  Five students from Central High School were Semifinalists this year in the Siemens Westinghouse Competition in Math, Science \u0026amp; Technology. p \\ The Siemens Competition recognizes remarkable talent all over the country and fosters individual growth for high school students who are willing to challenge themselves through science research. The students were Daniel Liu, Satish Mahalingam, Mark Mazumder, Ananth Ranganathan and Xiazhong (Jeff) Wang.  Jeff Fuell and Kenneth Patterson, students at Parkview Magnet High School, had artwork selected for use on commemorative stamps that were issued in 2003 by the U. S. Postal Service celebrating the life of civil rights leader Daisy Bates.  Dr. Linda Brown, principal of Parkview Magnet High School, was named 2003 Principal of the Year by MetLife and the National Association of Secondary School Principals. 2 Oariane Mull recieves her award for best essay in the U.S. Rice Producers Association Essay Contest. 3 Patterson and Fuell display their stamp artwork at a Board of Directors meeting. Central Fed Challenge team? from left-KevIn Luneau. David Mitchell, Jessica Marshall, Chris Burks, Shep 5 Russell, Daniel liu and team sponsor Sam Stueart. Katherine Wright Knight (left) and Dr. Linda Brown meet with First Lady Laura Bush during a reception at the White House honoring recipients of NEA teaching excellence awards.  Nineteen LRSD students were named National Merit Semifinalists in 2002-03, two were named National Achievement Semifinalists, and three were named National Merit Commended Students. The National Merit Semifinalists are: Kyla Achard, Adva Biton, Fredrick Brantley, Kevin Burns, David Gutierrez, Catherine Keisler, Daniel Liu, Mark Mazumder, Colin McAlister, Joseph McDonnell, Stephanie Nielson, Nadia Patel, Rachel Rouby, Brennan Taylor and Benjamin Wells, all from Central High School, and Alison Boland, Benjamin Carson, Jessica Lovelace-Chandler and Lorinda Peoples from Parkview Magnet High School. The National Merit Commended students are Annie B. Bauman and Mary Orsini from Central High School and Dori Scallett from Parkview Magnet High School. The National Achievement Semifinalists are Everette Callaway from J. A. Fair High School and Lorinda Peoples from . Parkview Magnet High School. David Simmons Henrywinner of the John W. Harris Leadership Award.  The MathCounts team from Pulaski Heights Middle School captured the state championship.  The J.A. Fair basketball team captured the Arkansas state 4-A championship.  The Central High chess team earned the title of Chess Association of Arkansas Schools State Champions for the 3A-5A Division. Honors \u0026amp; Achievements^H  A Central High sophomore scored a perfect 36 on the ACT exam. Yang Dai was one of only three students in Arkansas, and 58 nationally, who achieved this distinction.  Thirty-nine students were recognized by the Duke Talent Search State Recognition program. The seventh graders took either the SAT or the ACT assessment to qualify for recognition (the same exams administered to college-bound high school students). ______  The Dunbar PTA was one of only three schools in Arkansas to receive the Certificate of Excellence from the National PTA, and it was named the Arkansas PTA Outstanding Local Unit.  Students at Metropolitan Career-Technical Center took away 26 medals from the 2002 Skills USA competition in Hot Springs. 8  Central High Schools Fed Challenge team bested the defending two-time champion to win the state Fed Challenge championship. The Fed Challenge involves researching the status of the national economy and making recommendations for actions as if the team members were the actual Board of Governors for the Federal Reserve System. t Page/ I advertising supplement  The Central High School Lady Tigers varsity womens soccer team won WjkLI the womens 5-A state soccer championship.  Dariane Mull, a 5th grade student at Terry Elementary, won the 5th grade category of the U.S. Rice Producers Association Essay Contest. The contest was open to students in grades 4 to 12 in the rice-producing states of Arkansas, California, Louisiana, Mississippi, Missouri and Texas. JOJ 9 j\u0026lt;. / '  The Central tennis team won this years state 5-A state title. The womens team compiled an 'impressive record of 5-A conference and state championships in 2001 and 2003. The mens team has been 5-A conference and state champs every year from 2000 to 2003. JI Utik  Five LRSD teachers and two students were honored with the 2003 Stephens Award. Jackson T. Stephens and the late W. R. Witt Stephens formed this program in 1985 to provide scholarships to outstanding students and cash awards to exceptional educators in Little Rock. The award-winning students were Mark M. Mazumder and Nadia A. Patel of Central High School. The outstanding teachers were: Kimberly Dade, Kirby Shofner and Amy Snodgrass of Central High\nVannessa Pace-Hampton, Parkview High\nand Hosea D. Malone, Hall High. (9)  Anne Ye, a 7th grade student at Dunbar Magnet Middle School, won the Arkansas state spelling bee championship and represented Arkansas in the National Spelling Bee in Washington.  David Simmons Henry, an 8th grade student at Dunbar Magnet Middle School, received the John W. Harris Leadership Award from the National Beta Club. Only 50 students nationwide (25 senior high and 25 junior high/middle school) are recognized each year. Anne Ye-state spelling bee champion. Central Chess Team: From left-johnson Wong, Coach Joe Gray, Joe Liu, Victor Harris. Barbara Luke (president of CAAS) and Coach Chuck West. MathCounts Team from Rilaski Heights Middle School. Dunbar PTSA president lana Hunter Geft) and principal )ohn Bacon with national PTA president Linda Modge at the national PTA convention in Charlotte. NC. National Merit and National Achievement Semifinalists.  Central High seniors Adva Biton, Fredrick Brantley and Stephanie Nielson and Parkview senior Kristen Olson received Achievement Awards in Writing from the National Council of Teachers of English. They were judged as being among the best student writers in the country. t. ( I I 1 ) I I I Page 8 I advertising supplement Construction Zone q A Construction Progress at LRSD Schools Improvements continue on many LRSD schools, thanks to the millage increase approved by Little Rock voters in 2000. While work wraps up on a few schools and continues on some, it is just beginning on others. During the summer of 2003, Wakefield Elementary held a groundbreaking for a building to replace the school that was accidentally destroyed by fire in 2002. Things are progressing rapidly at Mann Magnet Middle School where students will be in the new multi-story building next semester. Central High Schools exterior renovations are complete. The interior refurbishment of classrooms and offices continues. Major construction work continues at Williaips Elementary and Mabelvale Middle School. Construction has begun at Dunbar, while Hall Highs new gymnasium and classrooms are complete. o Central High School Construction. I- 6 I - 8 1 9 0 Terry Elementary School Media Center Construction. Construction Outside Dunbar. A  Brady Elementary Classroom Construction. s  Mabelvale Middle School Construction. Wakefield groundbreaking: From left-parent Ron Harrington, LRSD Interim Superintendent Morris Holmes, former Board president Judy Magness. Wakefield principal Les Taylor. Wakefield student lazmlne Coleman and UALR Share America representative Cheryl Chapman take part in the groundbreaking for the new Wakefield Elementary building. Dunbar Classroom Construction. Mabelvale Middle School Construciton. Hall High Construction. 5 1 Board of Directors: Dr. Katherine Mitchell, Mike Daugherty, Bryan Day, Baker Kurrus, Larry Berkley, Tony Rose, Sue Strickland How much of the 2000 millage bond proceeds has been spent? As of the printing of this annual report, more than $98 million has been invested in the voter-approved school and technology improvements. That total includes expended and encumbered (contracted) projects. Contracts for building additions and renovations at Parkview Magnet High School and Brady Elementary will be awarded this fall. Design plans are almost complete for improvements at Mitchell Elementary. Little Rock School District  8io West Markham  Little Rock, AR 72201 (501) 447-1000 www.LRSD.org 11 'I LITTLE ROCK SCHOOL DISTRICT 810 WEST .MARKHAM LITTLE ROCK, .ARKANSAS 72201 DATE: October 23, 2003 RECEIVED TO: Little Rock School District Board of Directors OCT 2 2 2003 FROM: Suellen Vann, Director of Communications OmCEOF DESEGREGATION MONITORING THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject: 2002-03 Annual Report Summary: Objectives: Expected Outcomes: Arkansas Department of Education (.ADE) Rules Governing Standards for Accreditation of Arkansas Public Schools, Standard 7.02.2, requires each school district to publish an annual report in a newspaper with general circulation in the district before November 15 of each school year, a report to the public detailing progress toward accomplishing program goals, accreditation standards, and proposals to correct deficiencies. Further, Standard 7.03.3.1 requires each school board, prior to November 15, to hold a public meeting to review and discuss its annual report. To provide a summary of the information that will be included in the published 2002-03 annual report. To raise public awareness of the districts activities and performance during the 2002-03 school year and to comply with ADE directives. Budget Amt.: Cost of publishing the annual report is about $8,600. Additional copies are printed for district use as a recruitment tool and information brochure during the school year. The summary of the annual report is provided. Major information categories in the report include academic performance and student discipline\nboth areas have been previously reported to the Board. Other information included relates to program/grant information and achievements/honors.Annual Report 2002-03 Superintendents Message to the Community an This is the fifth annual report that the Little Rock School District has prepared as insert to inform the community about the highlights of the prior school year. Despite many challenges, the 2002-03 school year was successful in terms of growth in many academic indicators. Student learning is, and will always be, the primary focus in our schools. Teachers continue to monitor closely student performance on key state and national achievement tests. Under the federal No Child Left Behind Act, schools analyze student performance data based on specific subgroups, including race, limited-English- proficient, free/ reduced lunch qualification and special education. While many schools experienced double-digit growth on the state Benchmark Exams, in some cases subgroup performance might have resulted in a school being placed on school a improvement. In other cases, if a school made its required improvement during the year, it remained on the school improvement list because two consecutive years of mandated growth are required for a school to be removed from the list. We are working diligently with schools that are on school improvement in order to provide the necessary resources for teachers and administrators to improve students academic achievement. Construction continues at schools throughout the city. Many major projects, such as Hall High, are complete, while others, such as Williams, are just beginning. Students, teachers and parents have been patient as they have lived through renovations in their buildings. Entire classes have been relocated during the process at some campuses, but the end result is worth the disorder as upgraded facilities contribute to a more appropriate and functional teaching and learning environment. The declaration last fall by U.S. District Judge Bill Wilson that the Little Rock School District is unitary in all areas except program evaluation was appealed to the Eighth Circuit Court of Appeals. Oral arguments have been held, and the district awaits the courts decision. Work continues in the final area in which the district must comply with its Revised Desegregation and Education Plan. That piece, program evaluations, is being finalized and will be submitted to Judge Wilson in the spring of 2004. The district has updated its Strategic Plan. This work, done by more than 100 community residents working in six major areas, will help to guide the districts direction in the next five years. I look forward to assisting district staff, business and civic leaders, parents and others this school year. The challenges facing our students are great and cannot be overstated. However, I believe that this community has put its support into our schools, and teachers, staff and students will benefit from knowing that public education is highly valued in our city. Morris Holmes, Ed.D. Interim SuperintendentAcademic Achievement One of the primary issues facing school districts across the state and nation is student academic achievement as measured by accepted examinations. There are two types of exams administered to studentscriterion-referenced exams and norm- referenced exams. Criterion-referenced exams measure student achievement on a specific curriculum or base of knowledge. In the case of students in the Little Rock School District, the Arkansas Benchmark Exam is the criterion-referenced test that students take. It measures how well students are learning the mandated Arkansas standards. As of the 2002-03 school year, the Benchmark Exam was required for students in grades 4, 6 and 8. It also is required as an End-of-Course test for students who take Algebra and Geometry, and all 11* grade students must take the End-of-Course Literacy Benchmark Exam. LRSD students recorded some significant increases at many schools on the Benchmark Exams. Benchmark results presented here indicate the percentage of students who perform at the proficient and advanced levels. There are no national comparisons on the Benchmark Exam since it an Arkansas-developed and -administered test. Grade 4 Literacy LRSD Arkansas Grade 4 Math LRSD Arkansas Grade 6 Literacy LRSD Arkansas Grade 6 Math LRSD Arkansas Grade 8 Literacy LRSD Arkansas Grade 8 Math LRSD Arkansas Algebra LRSD .Arkansas Geometry LRSD Arkansas 11 * Grade Literacy LRSD Arkansas African-American 53 46 African-American 35 38 African-American 13 14 .African-American 8 12 African-American 28 25 African-.American 4 5 African-American 15 18 African-American 17 11 African-American 20 19 While 90 77 White 82 76 White 49 37 White 54 50 White 68 57 White 52 33 White 60 54 White 63 47 White 71 57Norm-referenced exams compare student academic performance to that of a national norm group of students who took the same test. This allows a district to see how its students are doing compared to others, regardless of the specific curriculum taught in school. Students in Arkansas must take the Stanford Achievement Test, ninth edition, as a norm-referenced exam. Stanford Achievement Exam results are stated as a percentile. For example, a percentile rank of 72 means that these students did as well or better than 72 percent of the students in the norm group who took the same exam. African-American students in the LRSD were within 1 or 2 points of their counterparts in the state at every grade level. White students in the LRSD scored 917 percentile points ahead of their peers on the Stanford Achievement Test. Grade 5 LRSD Arkansas Grade 7 LRSD Arkansas Grade 10 LRSD .Arkansas African-American 35 37 African-American 35 37 African-American 30 31 White 72 62 White 73 64 White 72 55 Another exam that allows comparisons with students across the nation is the ACT college entrance exam. The districts composite ACT score climbed from 19.0 in 2001-02 to 19.5 in 2002-03. Disaggregated scores are\nLRSD Arkansas Nation African-American 17.1 16.7 16.9 White 23.0 21.1 21.7 Students in the LRSD showed significant progress in many areas of all of these exams in 2002-03. When scores are disaggregated and comparisons made both within Arkansas and to other students nationally, LRSD students perform quite well. Looking at the scores for the district, state and nation on all three exams, there is an achievement gap that can be accounted for, in part, by poverty. With more than 50 percent of its students who qualify for the free and reduced lunch program, the LRSD continues to focus on methods to help students who are not performing well on standardized exams. Academic achievement remains the LRSDs top priority.What About Schools on the School Improvement List? Readers of the local newspaper may wonder why, with LRSD student scores ahead of the state and nation in many areas on required exams, there are several schools on the states school improvement list. There are several answers to this question. There are some schools in the LRSD which have shown significant improvement on the Benchmark Exam, but they have not reached the level of improvement (Adequate Yearly Progress, or AYP) required by the state. Not only must the entire school meet the AYP, but subpopulations, such as limited-English-proficient students, students who qualify for ffee/reduced lunch and special education students, must meet the same AYP as all other students. Also, once a school is on the school improvement list, it must meet AYP for two consecutive years to be removed from the list. Some LRSD schools did meet AYP this year, but remain on the list until they meet AYP for a second year. All schools on school improvement, indeed all LRSD schools, continue to look closely at test results to determine areas in which to concentrate lessons in order to help students leam the necessary course material and to improve academic performance in the future. What steps are being taken to assist students in schools on the school improvement list? Under the federal No Child Left Behind Act, students in schools on school improvement receive supplemental services and school choice options, depending on which year of school improvement the school is placed. The LRSD offers supplemental services, which consists of tutoring by a provider selected by the Arkansas Department of Education, to students in year two of school improvement. All schools in alert status or on the school improvement list develop their school improvement plan to include proven strategies to help students build skills and knowledge in literacy and mathematics. Professional development activities in these schools are geared toward improving teacher preparation to address identified student needs. Principals of LRSD schools on the improvement list are encouraged to work with principals of schools that have scored well on the Benchmark Exam in order to duplicate successful strategies. Advanced Placement Enrollment In order to improve academic achievement, the LRSD encourages students to take challenging courses. One way to do this is through enrollment in Advanced Placement (AP) classes at the high school level. AP courses are very rigorous and meet national guidelines in terms of curriculum and college preparation. Students in AP classes may take the national AP exams in the spring. Those students who earn at least a 3 on the national AP exam may, in most cases, earn college credit for these classes. The LRSD has worked with teachers, counselors, students and parents to increase student enrollment in AP classes. To that end, we have been successful. The accompanying chart shows the increase in AP class enrollment in LRSD high schools during the past few years. Since the 1997-98 school year, there has been more than 20 percent annual growth in the number of students enrolled in AP classes and a total growth during that time of more than 100 percent. We expect these students to demonstrate higher levels of academic performance based on the more challenging courses they take, and their success in high school should continue at the college level. Foundation Provides 5100,000 in Teacher Grants It wasnt Ed McMahon delivering the Publishers Clearing House grand prize, but it was just as exciting for many teachers and principals in the Little Rock School District. April 2 was the day the Public Education Foundation of Little Rock delivered 32 grants totaling nearly 5100,000 throughout the district. Foundation members, donors, city dignitaries, LRSD School Board members and others boarded three school buses to personally deliver balloon bouquets and grant checks to surprised teachers! Each grant met certain criteria, whether it was targeting student achievement, parent involvement or improving teacher quality. Honors and Achievements Katherine Wright Knight was named Arkansas 2003 Teacher of the Year and received the national NEA Foundation Award for Teaching Excellence. Sharon Boyd-Struthers of Rockefeller Elementary\nTimothy Eubanks of Parkview High\nRuth Eyres of J. A. Fair High\nCatherine Koehler of Baseline Elementary\nand Judy Meier of Rockefeller Elementary earned National Teacher Certification from the National Board for Professional Teaching Standards. National Board Certification is a credential attesting that a teacher has been judged by his or her peers as one who is accomplished and makes sound professional judgments about student learning. Gillian Glasco and Earnest Sweat, seniors at Parkview Magnet High School, were elected to office at Boys and Girls State. Gillian was elected Governor at Arkansas Girls State, and Earnest was elected Lieutenant Governor at Arkansas Boys State. Five students from Central High School were Semifinalists this year in the Siemens Westinghouse Competition in Math, Science \u0026amp; Technology. The Siemens Competition recognizes remarkable talent all over the country and fosters individual growth for high school students who are willing to challenge themselves through science research. The students were Daniel Liu, Satish Mahalingam, Mark Mazumder, Ananth Ranganathan and Xiazhong (Jeff) Wang. Mark Mazumder also was named a Regional Finalist and competed against nine other entrants in the Southwest Region at the University of Texas at Austin. Additionally, Mark also was named a National Semifinalist in the Intel Science Talent Search, one of only three Arkansas students to achieve this distinction this year. Often considered the junior Nobel Prize, the Intel Science Talent Search recognizes Americas brightest students for excellence in science and math. Jeff Fuell and Kenneth Patterson, students at Parkview Magnet High School, had artwork selected for use on commemorative stamps that were issued in 2003 by the U. S. Postal Service celebrating the life of civil rights leader Daisy Bates. Dr. Linda Brown, principal of Parkview Magnet High School, was named 2003 Principal of the Year by MetLife and the National Association of Secondary School Principals. Nineteen LRSD students were named National Merit Semifinalists in 2002-03, two were named National Achievement Semifmalists, and three were named National Merit Commended Students. The National Merit Semifinalists are: Kyla Achard, Adva Biton, Fredrick Brantley, Kevin Bums, David Gutierrez, Catherine Keisler, Daniel Liu, Mark Mazumder, Colin McAlister, Joseph McDonnell, Stephanie Nielson, Nadia Patel, Rachel Rouby, Brennan Taylor and Benjamin Wells, all from Central High School, and Alison Boland, Benjamin Carson, Jessica Lovelace-Chandler and Lorinda Peoples from Parkview Magnet High School. The National Merit Commended students are Annie B. Bauman and Mary Orsini from Central High School, and Dori Scallett from Parkview Magnet High School. The National Achievement Semifmalists are Everette Callaway from J. A. Fair High School and Lorinda Peoples from Parkview Magnet High School. The MathCounts team from Pulaski Heights Middle School captured the state championship. Team members were: Sho Maymia, Miles McCullough, Albert Speed, Corina Oprescu and their coach Treia Cook. Each team member also placed individually in the top ten. The J.A. Fair basketball team captured the Arkansas state 4-A championship. Team members were: Seniors: Melvin Fisher, Vincent Hunter, Earnest Maxwell and Quen Spencer\nJuniors: Lonnie Henry, Shaun Reynolds, Larry Porter and Dwight Watkins\nand Sophomores: Quincy Googe, Charles Hayes and Parris Pattillo. The Head Coach was Charlie Johnson, and the Assistant Coaches were Tom Poole and Erik Jackson. The Central High chess team earned the title of Chess Association of Arkansas Schools State Champions for the 3A-5A Division. Teams are limited to four players at the state level, and Centrals team consisted of Victor Harris, Joe Liu, Shep Russell and Johnson Wong. Other team members included David Gutierrez, Daniel Krupitsky, Elizabeth Richardson and Shannon Rodgers. The teams coaches were Joe Gray and Chuck West. A Central High sophomore scored a perfect 36 on the ACT exam. Yang Dai was one of only three students in Arkansas, and 58 nationally, who achieved this distinction. Thirty-nine students were recognized by the Duke Talent Search State Recognition program. The seventh graders took either the SAT or the ACT assessment to qualify for recognition (the same exams administered to college-bound high school students). Students listed were recognized at the State Ceremony\nand students denoted with an asterisk also were recognized at the Grand Ceremony-they scored in the top 2 percent of all participating students in the nation. Dunbar Magnet Middle School: Aska Amautovic, Melody Chang, Dylan Frost, Megan Jackson, Scotty Lankford, Peter Liu*', Linsey Miller, Cameron Murray, Melissa Nichols, Hannah Roher, Hannah Smith, Russell Viegas, Samuel Whitehorn, Anne Ye* and Elaine Zhou. Forest Heights Middle School: Jamie Coonce, Stacy Coonce\"* and Sasha Ray. Henderson Magnet Middle School: Geoffrey Jackson and Sarita Robinson. Mabelvale Magnet Middle School: Kelicia Hollis and Victoria Kreie. Maim Magnet Middle School: Cyrus Bahrassa, Jillian Carroll, Samuel Clark, Maura Conder, Elizabeth Cox, Abigail Dobson, Patricia Graves, Dillon Hupp, Grace Nam and Jillian Petersen. Pulaski Heights Middle School: Sarah Ball, Ellen Barber, Colton Koehler, Miles McCullough, Colin Rockefeller, David Steward and Kathryn Tull. The Dimbar PTA was one of only three schools in Arkansas to receive the Certificate of Excellence from the National PTA, and it was named the Arkansas PTA Outstanding Local Unit. Students at Metropolitan Career-Technical Center took away 26 medals from the 2002 Skills USA/VICA competition in Hol Springs. Students earning medals and state honors were: Matt Davidson, Jeff Merks, Fabian Marks, Nick Spear, Rolonda Foreman, Veronda Lee, LaToya Jacko, Danyell Boyd, Mary Katherine Knight, Dale Jackson, Georgina Pena, Tonya Bums, Shamika Walker, Lynzzie Cash, Tabitha Clark, Bessie Haygood, Megan Moody, Andrea Sanders, Danny Aaron, Jermond Booze, Steven Spencer, Dustin Ashley, Jeremy Baker, Jason Bredlow, Tim Lingo, Ben Royer, Greg Fundyler, Jordan McElrath, Cole Camhron, Chad Ellis, Ashley Kelly, Tara Womack and Tiffany Neam. Central High Schools Fed Challenge team bested the defending two-time champion to win the state Fed Challenge championship. The Fed Challenge involves researching the status of the national economy and making recommendations for actions as if the team members were the actual Board of Governors for the Federal Reserve System. Team members were Kevin Luneau, David Mitchell, Jessica Marshall, Chris Burks, Shep Russell and Daniel Liu. Their sponsor was Sam Stueart. The Central High School Lady Tigers varsity womens soccer team won the womens 5-A state soccer championship. The team members were: Anne Claire Alien, Caroline Allen, Jamie Bandy, Lindsey Barron, Kate Burnett, Lauren Cloud, Camille Cook, Allison Corbin, Sally Cunningham, Riley Duke, Sheffield Duke, Stephanie England, Lizzy Gray, Elizabeth Harrell, Marissa Hayes, Cara Janton, Elizabeth Jones, Jessica Jones, Whitney Maloney, Kendall Polansky, Stephanie Rogers, Megan Russell, Lindsey Short, Rosalind Smith, Becca Vehik, Robin West and Claire Wetzel. Their coach was Keith McPherson, the assistant coach and manager was David Duke, and the teams physical therapist was Bill Bandy. Dariane Mull, a 5* grade student at Terry Elementary, won the 5* grade category of the U.S. Rice Producers Association Essay Contest. The contest was open to students in grades 4 to 12 in the rice-producing states of Arkansas, California, Louisiana, Mississippi, Missouri and Texas. The Central tennis team won this years state 5-A state title. The womens team compiled an impressive record of 5-A conference and state championships in 2001 and 2003. The mens team has been 5-A conference and state champs every year from 2000 to 2003. The womens team members were Ashley Batchelor, Dovie Dockery, Ashley Driver, Barrett Jones, Lauren Kamey, Jessica Marshall, Holly McGetrick, Nancy Mitchell, Collins Speed and Presley Thomas. The mens team members were Matthew Angulo, Scott Bacon, Nick Clifford, Andrew Crone, Alex DePriest, Brock Dial, Andrew Humphrey, Daniel Krupitsky, Kevin Luneau, Sam McSpadden, David Mitchell, Jay Murphy, Blake Ross, John Shults and Peter Thomas. The team coach was Joy Thompson, and the team manager was Megan Heard. Five LRSD teachers and two students were honored with the 2003 Stephens Award. Jackson T. Stephens and the late W. R. Witt Stephens formed this program in 1985 to provide scholarships to outstanding students and cash awards to exceptional educators in Little Rock. The award-winning students were Mark M. Mazumder and Nadia A. Patel of Central High School. The outstanding teachers were: Kimberly Dade, Kirby Shofner and Amy Snodgrass of Central High\nVannessa Pace-Hampton, Parkview High\nand Hosea D. Malone, Hall High. Anne Ye, a 7*' grade student at Dunbar Magnet Middle School, won the Arkansas state spelling bee championship and represented Arkansas in the National Spelling Bee in Washington.David Simmons Henry, an 8* grade student at Dunbar Magnet Middle School, received the John W. Harris Leadership Award from the National Beta Club. Only 50 students nationwide (25 senior high and 25 junior high/middle school) are recognized each year. Central High seniors Adva Biton, Fredrick Brantley and Stephanie Nielson received Achievement Awards in Writing from the National Council of Teachers of English. They were judged as being among the best student writers in the country. Grants The Little Rock School District is committed to having all of its students reading at or above grade level by the end of the third grade. The district received a three-year Arkansas Reading First grant from the Arkansas Department of Education in the amount of $4,412,184. This grant money will be used to implement a comprehensive, researchbased reading program in 12 elementary schools that were determined by 1999-2002 literacy data and other factors to have the greatest need. The Reading First project will build on the districts current literacy plan and will provide human and financial resources to more fully implement that plan. Other new grants implemented in 2002-03: Hall High and Henderson Middle School received 21 Century Community Learning Center grants to establish after-school and summer academic enrichment programs for the next five years. The schools will share a total of up to $1 million over five years. The U. S. Department of Education selected the LRSD to receive funding under the Professional Development for Music Educators Program in the amount of $706,785 over three years to provide ongoing professional development support for LRSD music teachers. The LRSD received the Teaching American History Grant in the amount of $995,953 over a three-year period. The district and its partners will provide professional development for all American history teachers in grades 5, 8 and 11. Adult Ed Celebrates Milestone The Little Rock Adult Education Center marked 25 years of service to the community. During the past 25 years, the Little Rock Adult Education Center has served nearly 65,000 adults with over 7,000 receiving their Arkansas GED diplomas. The main center and its 18 satellite programs serve over 2,500 adults a year. Classes offered include refresher courses in reading, math and English\nGED preparation\ncomputer-assisted instruction\ncomputer literacy\nfamily literacy\nand English as a second language. SREB Training The Little Rock School District was selected from an elite group of ten urban districts across the nation by the Southern Regional Education Board (SREB) to be the first to panicipate in a new national leadership initiative. The goal of the SREB Leadership Initiative is to prepare school and teacher leaders to lead a comprehensive school improvement effort that will result in increased student achievement. All five LRSD high schools as well as four middle schools (Cloverdale, Henderson, Mabelvale and Southwest) are participating in the program. The leadership initiative will provideschool leadership teams an intensive three-year curriculum program beginning with the 2002-03 school year. Construction Progress at LRSD Schools Improvements continue on many LRSD schools, thanks to the millage increase approved by Little Rock voters in 2000. While work wraps up on a few schools and continues on some, it is just beginning on others. During the summer, Wakefield Elementary held a groundbreaking for a building to replace the school that was accidentally destroyed by fire in 2002. Things are progressing rapidly at Mann Magnet Middle School where students will be in the new multi-story building next semester. Central High Schools exterior renovations are complete. The interior refurbishment of classrooms and offices continues. Major construction work continues at Williams Elementary and Mabelvale Middle School. Construction has begun at Dunbar, while Hall Highs new gymnasium and classrooms are complete.achievement efficiency professionalism service 2004-05 Little Rock School District ANNUAL REPORTMMMktMlik .Is8 1 1  W II . f  25,868 students in 50 schools  34 elementary schools  8 middle schools  5 high schools  1 accelerated learning center  1 alternative learning center  1 career-technical center  4,064 employees  One of the top 10 employers in Arkansas  Student enrollment increased by 1.5% in 2004-05  87% of the enrollment growth is at the elementary level r Back row, left to right: Micheal Daugherty, Board president. Zone 2\nTony Rose, Zone 6\nBaker Kurrus, Board vice president, Zone 4\nBryan Day, Board secretary. Zone 3 Front row, left to right: Larry Berkley, Zone 5\nSue Strickland, Zone 7\nDr. Katherine Mitchell, Zone 1 I The 2004-05 school year was a time of change for the LRSD, changes that were carefully planned and executed with one central goal in mind: student achievement. Public schools are seldom viewed as true businesses. In order to achieve our vision of becoming the highest achieving urban school district in the nation, however, the Little Rock School District has taken a very business-based approach to educating our students. This report will review the LRSD's progress toward meeting its goals and detail the following critical components of its business: Student Achievement Operational Efficiency Employee Professionalism Customer Service We are very happy with the strong foundation we have laid for the future of the Little Rock School District. There is much more work that lies ahead for us, and like most businesses today, we face significant challenges. But if we view these challenges as opportunities and rally the support of our community, we can fulfill our promise of having great schools for a great city. Roy G. Brooks, Ed.D. Superintendent of Schools I 1 Student Achievement State LRSD 80 r State Benchmark Exam Grade 4 80 r State Benchmark Exam Grade 6 02 Uc fO D c 02 'y \"S \".p 70 - 60 - 50 - 40 - 30 20 - 28 10 - Math 58 62 28 African- American Caucasian i| 4  t Maj Literacy 30 | 31 African- American 60 69 \"C OJ u c: 03  'o (X vP 70 - 60 - 50 - 40 - 30 - 20 -I 10 - 20 Math Literacy 79 60 65 16 53 36^37 Caucasian O-\" African- American Caucasian African- American Caucasian All Little Rock School District schools met the state standards for accreditation in 2004-05. Every school is reviewing student assessments to determine appropriate measures needed to increase academic achievement for each child. Some schools received additional teaching positions, such as instructional coaches, to provide extra assistance. Other schools are using new tools, such as the Student Online Achievement Report, that will help teachers identify student progress toward mastering required concepts. The state Benchmark exam was administered to all students in grades 3 through 8. Results of the Benchmark exams are difficult to measure against prior year performance, however. The Arkansas Department of Education (ADE) changed the scoring on the 2004-05 literacy examinations to reflect additional knowledge that students must possess. Therefore, comparison with prior year performance is not valid, according to the ADE. Iowa Test of Basic Skills Data Comparing LRSD Student Performance to State-wide Student Performance African-American Students Caucasian Students LRSD 3rd Grade State 3rd Grade Reading 41 40 Math Conce\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_245","title":"Area School Advisory Committee","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":["Area School Advisory Committee"],"dc_date":["1990/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Educational planning"],"dcterms_title":["Area School Advisory Committee"],"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/245"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["prints (visual works)"],"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\nPULASKI HEIGHTS ELEMENTARY SCHOOL PTA 319 North Pine Little Rock, Arkansas 72205 February 12, 1990 HAND DELIVERED FEB 1 3 1990 Ms. Martha Hirsch Alman 41 North Sherrill Road Little Rock, Arkansas 72202 Ms. Barbara Patty 324 Midland Street Little Rock, Arkansas 72205 Re: Parent Desegregation Planning Committee For Regular Or Area Schools Dear Ms. Alman and Ms. Patty: On behalf of the Pulaski Heights Elementary School PTA, I write to identify perceived disparities between area schools. including Pulaski Heights, and magnet schools. Our concerns and comments are based on our experience regarding elementary schools. Given a bit more time, we will be glad to identify more specific needs of the area schools under the categories identified below. We have two main concerns: 1. Without a more balanced distribution of resources, the area schools may not continue to offer the same quality of education as the magnet schools offer. 2. Without a more balanced distribution of resources, the magnet schools actually may impede desegregation, rather than facilitating it, by giving parents the impression that the only viable options for their children are magnet schools and private schools. Because of our concerns, we believe that the area schools should receive a greater portion of the educational resources available to the Little Rock School District than they have received recently.Ms. Martha Hirsch Alman Ms. Barbara Patty February 12, 1990 Page 2 For the last few years, the magnet schools have received a greater concentration of the District's resources in the following areas: 1. Administrators 2. Teachers 3. Physical facilities 4. Laboratories 5. Extra programs 6. Money The District has concentrated its best administrators and teachers and its greatest resources in the magnet schools in order to ensure that they attract the required diversity of students to desegregate the schools in hard-to-desegregate areas and that they provide exemplary education. The experience of the last few years proves that the concentration of resources in the magnet schools has been more than sufficient to accomplish those goals, as indicated by the oversubscription of those schools and the long waiting lists for places in those schools. Despite the more-than-sufficient attractiveness of the magnet schools, the current desegregation and student assignment plan contains a new component to further enhance their attractivenessthat is, sibling preference. This change exacerbates the disparity between magnet schools and area schools in terms of attractiveness to potential patrons and parental involvement in, and support for, the schools. While the magnets have flourished, the area schools have struggled. Pulaski Heights Elementary, which had become a minor enhancement school, is gradually being desegregated by parents from the area around the school who are committed to sending their children to Pulaski Heights, spending time and money on the school, and ensuring that Pulaski Heights is an excellentMs. Martha Hirsch Alman Ms. Barbara Patty February 12, 1990 Page 3 academic institution. This commitment has resulted in a racial balance closer to court-approved guidelines and in improvements to educational programs and resources at the school. The success of that continuing effort depends upon greater support from the District than the area schools have received in the last few years. The area schools have had to find funding from the PTA and other outside sources for basics which the District should provide and which it does provide to the magnet schools. For example, at Pulaski Heights, the PTA has had to provide funds for basic musical instruments, a program with the Arkansas Arts Center to serve as part of the curriculum, and basic maintenance of, and improvements to, the school grounds. The District satisfies these kinds of needs and many more for the magnets and leaves the area schools to fend for themselves. Area schools can be desegregated and can provide excellent education without the concentration of resources needed in the magnet schools. Nevertheless, they cannot do so if the existing disparity between magnet schools and area schools is not reduced. We encounter a number of parents who state that they will send their children to private schools, unless they get into a magnet school. We are concerned that this attitude may be increasing. The increased emphasis on magnet schools can only aggravate that situation. With those facts in mind, it would be counterproductive to build new magnet schools at this time. New magnets would cost millions of dollars and would draw students out of existing schools. While it may be necessary to convert incentive schools into magnet schools in order to desegregate them, additional resources should be used to strengthen existing area schools. rather than to construct new unneeded buildings. Furthermore, the District and the Metropolitan Supervisor should publicly support and champion the area schools as fervently as they do the magnet schools. In order to continue to provide quality desegregated education, the area schools need more consistently excellent and supported principals, administrators, and teachers, improvedMs. Martha Hirsch Alman Ms. Barbara Patty February 12, 1990 Page 4 physical facilities, additional laboratory facilities, more specialty programs, and greater funding. Additionally, a great attaction of the area schools is the fact that children from the same family can attend the same area school. Adding sibling preference for the magnet schools will make it that much harder to desegregate the area schools. Almost 80% of the District's students attend area schools. Given that fact, area school patrons are the key to a successful millage election. In order to motivate and galvanize that constituency, the District needs to make a specific commitment to the area schools of additional resources from existing funding and from any millage increase. In summary, the magnet schools have received more than enough resources to accomplish their goals, but the area schools have not. Unless the tide is turned, the educational opportunities in the area schools may be inferior to those in the magnet schools, we may create desegregated magnet schools and inferior segregated area schools, and we may be unable to pass school millages necessary to provide an adequate education for our children. For these reasons, we ask that your committee encourage those responsible for the allocation of resources to provide a more balanced distribution of resources between the magnet schools and the area schools. Sincerely, Goorrddoonn TW^iillssoonn,, Prreessiiddeenntt Pulaski Heights Elementary School PTA Steve Shults, Board Member Pulaski Heights Elementary School PTA cc: Mr. Skip Rutherford Dr. Ruth Steele Mr. Eugene Reville Q.K 'Jr' TO: FROM: THROUGH: SUBJECT: Little Rock School District February 22, 1990 fEB 2 4 'W g??'^735'. Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Community Support Grants \u0026gt;1 (Sa^ /4 \u0026amp;t6c- iw B The Little Rock School District met with Area Schools Committee on February 12 to discuss deletions and/or additions to the Tri-District Desegregation Plan. Both parties agreed that the community support grants should be deleted from the plan. Ihe community support grants were intended to be used by area schools to support recruitment efforts. However, both parties agreed that the attendance zones will serve as a natural recruitment tool. Please note that this request only applies to the community support grants. The academic progress incentive grants should not be deleted. cc: Chip Jones Estelle Matthis Martha Alman, Conmittee Chairperson Arma Hart 810 West Narkhatn Street  Little Rock, Arkansas 72201  (501)374-3361AREA SCHOOL PARENT COMMITTEE MEETING FEBRUARY 27, 1990 HIGHLIGHTS A meeting was held in the office of the Metropolitan Supervisor at the request of the Area School chairperson, Mrs. Martha Alman. There were approximately 15 members in attendance. a reporter from the Arkansas Democrat, Cynthia Howell, was also in attendance. According to the chairperson, the purpose of the meeting was to gain an understanding of the direction the committee was going to pursue rn working with the LRSD regarding the part of the desegregation plans that dealt with the section on Area Schools. Mrs. Alman also explained that the committee had undertaken the following actions which were not at the pleasure of the district: 1. A copy of the report devised by the committee was 2. submitted to all P.T.A. Council presidents throughout the district. A survey developed by the committee was sent to all the schools in the district. Mr. Reville expressed to the committee that it was quite alright for the report to be submitted to the P.T.A presidents, however. the survey should be done through the district and by district personnel. The results should then be shared with the committee to determine if any disparities exist. If so, they should work with the district to eliminate the disparities. Mr. Reville stressed that he did not want the committee to work in an adversary role against the district. He further commented on the important work that the committee had done and expressed their importance to the efforts of the district. Other concerns expressed by the committee were: 1. 2 . 3. 4. 5. The perception of a disparity felt by parents of the district. The need for a planning and implementation timeline and the date? The desire to see the survey form and comment on it before the district sent it out to the schools. The name of the contact person from the LRSD, and the office of the Metropolitan Supervisor. The district should not cut music, p.e, and art from the Area Schools. Would the federal Court permit it? A'\"\"6 . 7. Will the money to implement programs in the Area School come from desegregation money? Committee is still interested in the 1 million dollars that can be secured for the community grant. If it is 8. 9. not used where will the money go? Committee would like to form a liaison with the Early Childhood, Disparity and Area Schools Committees. Can a date be set up for a future meeting? Committee would like to see a copy of the court approved document on Area Schools as soon as the district receives a copy. Mr. Reville answered all the concerns of the committee. Mrs. Hart will do a follow-up with the district today to set a timeline of March 15,1990 for the districts planning and implementation timeline to be submitted to the Metropolitan Supervisor. A Survey should be developed and submitted to the schools by March 12, 1990, and reviewed by the parent committee at least three days A progress report will be before it is sent to the schools. submitted to the Metropolitan supervisor regularly. Mr. Reville stated to the parents that he would meet with them upon request, however, if there were disagreements with the district they would contact Mrs. Hart first in seeking assistance. Mr. Reville told the committee that he hoped they would acquire The committee chairperson asked if they other minority members. could also add other members to the committee. This is to be done only with the approval of Supervisor. the office of the Metropolitan The meeting was knowledge. taped by the committee with Mr. Reville's The meeting adjourned at approximately 9:00 p.m. Arma Hart Assoc. Metro. Deseg. Superv.OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 March 2, 1990 TO: Estelle Matthis, Associate Superintendent Little Rock School District FROM: Hart, Associate Metropolitan Supervisor RE: Area School Committee Meeting I cim sending you information regarding the meeting held on February 27, 1990, with the Area School Committee and this office, call if you have any additional questions. Please AH:par enclosure A ' / / / AREA SCHOOL PARENT COMMITTEE MEETING FEBRUARY 27, 1990 HIGHLIGHTS A meeting was held in the office of the Metropolitan Supervisor at the request of the Area School chairperson, Mrs. Martha Alman. There were approximately 15 members in attendance. Cynthia Howell, a reporter from the Arkansas Democrat, was also in attendance. According to the chairperson, the purpose of the meeting was to gain an understanding of the direction the committee was going to pursue in working with the LRSD regarding the part of the desegregation plans that dealt with the section on Area Schools. Mrs. Alman also explained that the committee had undertaken the following actions which were not at the pleasure of the district: 1. 2. A copy of the report devised by the committee was submitted to all P.T.A. Council presidents throughout the district. A survey developed by the committee was sent to all the schools in the district. Mr. Reville expressed to the committee that it was quite alright for the report to be submitted to the P.T.A presidents, however, the survey should be done through the district and by district The results should then be shared with the committee personnel. to determine if any disparities exist. If so, they should work with the district to eliminate the disparities. Mr. Reville stressed that he did not want the committee to work in an adversary role against the district. He further commented on the important work that the committee had done and expressed their importance to the efforts of the district. other concerns expressed by the committee were: 1. The perception of district. a disparity felt by parents of the 2. 3. 4 . 5. The need for a planning and implementation timeline and the date? The desire to see the survey form and comment on it before the district sent it out to the schools. The name of the contact person from the LRSD, and the office of the Metropolitan Supervisor. The district should not cut music, p.e, and art from the Area Schools. Would the federal Court permit it?6. 7 , Will the money to implement programs in the Area School come from desegregation money? Committee is still interested in the 1 million dollars 8. that can be secured for the community grant, not used where will the money go? If it is 9. Committee would like to form a liaison with the Early Childhood, Disparity and Area Schools Committees. Can a date be set up for a future meeting? Committee would like to see a copy of the court approved document on Area Schools as soon as the district receives a copy. Mr. Reville answered all the concerns of the conunittee. Mrs. Hart will do a follow-up with the district today to set a timeline of March 15,1990 for the districts planning and implementation timeline to be submitted to the Metropolitan Supervisor. A Survey should be developed and submitted to the schools by March 12, 1990, and reviewed by the parent committee at least three days A progress report will be before it is sent to the schools. submitted to the Metropolitan supervisor regularly. Mr. Reville stated to the parents that he would meet with them upon request, however, if there were disagreements with the district they would contact Mrs. Hart first in seeking assistance. Mr. Reville told the committee that he hoped they would acquire The committee chairperson asked if they other minority members. could also add other members to the committee. This is to be done only with Supervisor. the approval of the office of the Metropolitan The meeting knowledge. was taped by the committee with Mr. Reville's The meeting adjourned at approximately 9:00 p.m. Arma Hart Assoc. Metro. Deseg. Superv.March 19, 1990 TO: Ruth Steele, Superintendent Little Rock Public Schools FROM: The Parents Committee on Area Schools Martha Alman, Chairman The Parents Committee on Area Schools shares the same goals administration and most of the teachers and parents in the educational system of unsurpassed us ^We^hAv desegregation resolved and behind us. We have worked long and diligently, and for education in Little Rock district: excellence, with /.b' i/' work to do instructed our part in attaining that goal. will continue to - - -------- We have been in the area school section of the Tri-District Desegregation Plan to work with the District It is our desire to do ways. can . in several specific just that, helping by what means we We are aware that there is , . , . a very real budget crisis in which has been building for many years, and we ------ plans we have made for area if Hp other plans are very much in jeopardy very \"* \"t  1. a the District, are also very aware that the schools as not pass. p,  . feel that the greatest obstacles the Littl District must ---- overcome in e Rock School passing a millage are lack of open perceot^nn credibility due to the community's perception of chronic mismanagement and insensitivity, believe that if, as you have begun to do, with all the facts about the budget, the increase will be s W e voters are presented ------, where the money is, and spent, they will begin to see that the system fthe goal of an excellent educational system tor our children now and in the future. District Open communication is so essential on all levels suggest that ... how We in addition to disseminating as much information as terms simple enough for everyone to understand, the set up a telephone hotline to receive input from teachers. We have heard some interesting and workable to know^that thev The teachers need being hea^d communication, that they are oeing heard. a restructuring of the lines of communication in the administration so allowed to freely communicate with the metropolitan supervisor and the board' restructuring in the chain of command, save money, but could lead to more efficiency. possible, District in anonymously given those in the front lines\". an avenue of communication. We also suggest that the principals be superintendent, the There might also be some which would perhaps not We as teachers, principals and parents, information for the District. a committee would like to continue to talk with administrators are gathering and dispensing We do not understand why the averse to open communication, particularlywhen Mr. Reville defined these discussions as part of our responsibilities. We have discussed areas where budget cuts might be made. We do not have the information or the historical perspective to make suggestions. It is the job of the administrators to make those decisions, but they owe it to the public to explain those decisions. received, fully explored. We do feel, from the information that we have that there are perhaps some areas which have not been services--custodial supervisors. Are there more cuts which can be made in support for example? Could outside firms be hired to provide bus service and custodial services at a lower cost? (Some schools are not adequately cleaned now.) Attention to detail in ways that might only be suggested by teachers and parents could save money and garner public support. The public has read that administrators' salaries in Little Rock are among the highest in the nation, while teachers' salaries are among the lowest. From public perception. an acceptable good faith gesture on the part of the adminstration would be to take a significant across the board salary cut. a 10% cut. this would only save approximately $50,000, but it With would show the teachers, patrons and especially the voters that the administration is serious about recovery budgeting and about the education of the children as the first priority. also begin a give and take process with teachers, groups and parents. It could special inters! cc: Little Rock School District Board of Directors Office of the Metropolitan Supervisor/l.'\u0026gt; ! rV-t.t / LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 122Q1. 2- Date: April 19, 1990 /vA Building Principals To: From: Through: Estelle Matthis, Associate Superintenden Educational Programs and Staff Developmen' Dr. Herb Cleek, Deputy Superintendent Re: Reques for Proposal - Academic Incentive Grants ava The Little Rock School District is pleased to announce the .ability of funds to identify and establish initiatives to reduce the number of low achievers.- provide guidelines for funding of proposal Incentive Grants. The purpose of this memorandum is to for A.cademic Progress The primary purpose of the Academic Progress Incentive Grants Program shall be to (i) 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 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 . c: Need for'Project Program Description Plan of Operation Evaluation Plan Budget InformationMemorandum - 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. Grant proposals The 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. 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 1990. Applications must be received by 5:00 p.m. on June 5, Send to Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development. A grant writing inservice is scheduled for May 1, 1990, at 9:00 - 11:00 a.m. \"  \" 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 Additional pages will not be considered.) pages. 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 COMMITTEERECEIVED MAR I 2 1993 TO: FROM: RE: DATE: The Honorable Susan Webber Wright tor Horoh 19, 1993 HeagfeV '\"3 March 9, 1993 I. Area School parents and patrons of the Little Rock School District request that this letter and the accompanying 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. Wg are concerned about the following issues: 1) The Little Rock School District has promised, under the Desegregation 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 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 cuts 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 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. 15) There have been no monitoring or evaluation efforts by the Little Rock School District for the Area School portion of the Desegregation Plan. 6) Area School Parents and Patrons have worked hard for our District. We simply do not understand why the Little Rock School District is failing to meet the letter and spirit of the Desegregation Plan. we respectfully request Little Rock School District fulfill its promised obligation to the Area Schools. District II. Impact of the 1992-93 Budget Cuts on Area Schools. 1) Cuts in funding, and lack of funding for Academic Progress Incentive Grants, have limited the Area Schools abilities to provide the very programming (such as afterschool tutoring) which has proven to be an effective tool in funding. for decreasing academic disparity. When Area Schools are put \"on hold\" and don't receive approval or funding for Academic Progress Incentive Grants until February of 92 for the 91-92 school year, and then are cut to $10,000 for the 92-93 year, the potential effectiveness of the program has diminished, greatly. But who knows the outcome? The District has been unwilling to provide information such as: a) b) c) d) e) f) g) h) Which schools applied for grant dollars? Who is on the grant review committee? What is the criteria for the grant awards? The oversight and monitoring process? Who and why denied, who and why accepted? Evaluation techniques? Results of Evaluations? Why aren't there Area School parent representatives on the grant review committee? It is also unfair that the Little Rock School District used evaluation criteria to approve or disapprove grants initially, and then failed to evaluate. 2) The Little Rock School District's unwillingness to respond to or define \"Focused Areas of Activities'', order for the Area Schools to apply for and receive fair portion of total funding, has again adversely affected the Area Schools abilities to decrease Academic in a disparity. 3) When budget cuts (such as Gifted/Talented.Q^ music, counselors) are made at the Area Schools (but^Magnets, Incentives) Public perception is that quality of *   , Private school education is lower in Area Schools. 24) 5) parents who perceive that quality of education is lower in Area Schools and who are unable to obtain a Magnet School seat are discouraged from sending their children to public schools. This defeats one main goal of the Desegregation Plan, which is to fully desegregate the District. Perhaps it is time for the Little Rock School District to realize that the Area Schools have a role in helping to fully desegregate the Little Rock School District. When budget cuts are made at the Area Schools, public perception is that quality of education is lower at Area Schools. Therefore, children whose parents are knowledgeable about the 'special offerings\" at the Magnet Schools seek to transfer to Magnets from Area Schools, if seats are available. Because of these transfers, Area Schools have lost many G/T and high achieving minority (as well as majority) students, thus diminishing the number of minority role models, high achievers, G/T students in the Area Schools. We feel that this has also skewed the academic scores: according to figures reported in the Arkansas Democrat Gazette on 8/14/92, overall scores at Magnet Schools were higher than at Area Schools. (However, academic disparity was GREATER at Magnets than Area Schools.) This again defeats one main goal of the Desegregation Plan, which is to decrease academic disparity. It is time for the Little Rock School District to realize that the Area Schools have a role in helping to decrease academic disparity. Domino Effect. Since there is no longer a music program, planning time for the classroom teacher has been reduced due to lack of travel time and because the classroom teacher has the added responsibility of teaching music one hour per week. The librarian now has to deal with whole classes for thirty minutes rather than one half class for thirty minute each, so that the teacher has prep time. This has drastically diminished the effectiveness of REACH lessons in the library, which are supposed to reinforce curriculum objectives. Little Rock School District The libraries at Area Schools, are now available less frequently for classes working with their teachers. Therefore the children's instruction in research and other areas have been decreased significantly. Free flow for independent study and reading is necessarily more limited. Children who really desire to use the library are often turned away because of this tight schedule and because of limited library personnel. 36) Eliminating music teachers in Area Schools has adversely affected the classroom teacher, as well as, our children. Teachers vary greatly in their music skills and comfort level in teaching music concepts, increased pressure associated with implementing the new curriculum, teachers simply cannot spend adequate time planning and carrying out music instruction. This situation has adversely affected teacher morale. Children suffer because they are no longer integrated in grade level and school wide music programs. Skills such as listening and group cooperation and multi-cultural understanding and appreciation are a vital part of music education at the elementary level, which is no longer With the This available. 7) Gifted/Talented programs have been cut in half by the reduction of teachers. The impact on children in Area Schools is especially great because Area Schools lack the extra personnel and programs available in Magnet and Many parents who choose public Incentive Schools. schools over private schools in large measure because of a fine Gifted/Talented program developed and supported by both the State and Little Rock School District, are especially demoralized by these cuts. Once again, Area Schools are inequitably dealt the greater loss because their program offerings are not as enriched as those found in Magnet and Incentive Schools. Children, i\" kindergarten and first grades (and sometimes second) are no longer afforded the opportunity to participate -- Gifted/Talented programs at all in Area Schools. Since these are the formative years when children are being introduced to problem solving and higher order thinking skills which are tested on the Stanford 8, the lack of Gifted/Talented instruction must certainly adversely affects the academic progress of Area Schools children. And those children whose talents are not evident in the traditionally expected ways may be missed during the selection process for Gifted/Talented participation in the upper grades because of the reduced scope of the program. The Gifted/Talented program cannot adequately meet the needs of the children it targets by once again t-hfi rosnonsibllitv for instruction with the Children in in 8) program. placing the responsibility classroom teacher. The direct services to children provided by our counselors are a vital part of ensuring their success in school. Any reduction in counselor time in Area Schools necessarily impacts on academic progress, citizenship, and school environment. Counselors work with children who have specific behavior problems which disrupt the learning environment in already crowded classrooms, and which interfere with academic progress. Counselors are 49) vital in addressing social problems which affect our - children and disrupt the learning process, such as drug and gangs. children They provide social work functions for whose and situations background family necessitate extra support in order for them to succeed in school. Counselors are instrumental in setting up programs to encourage children who have no incentives from home to achieve in school. One Counselor per 450 students is not enough. school nurses who were already spread thinly among Area Schools are now even less of a visible presence. The pressure of giving medication and attending to illness and injury on a daily basis falls to the school secretary and principal on days when the nurse is not assigned to the school.- For example, an area elementary school might dispense an average of 50 medications daily, including critical medications for illnesses such as asthma and diabetes. school personnel. Medical testing is also handled by These responsibilities are obviously time consuming, requiring up to 3/4 of the day for the secretary (or principal, in the secretary's absence) on The nurse also days when the nurse is not there. provides screening services such as vision, hearing, and scoliosis testing to diagnose problems which would otherwise go undetected in children whose only medical Volunteers often care is provided by the school nurse, hesitatingly perform, but with little expertise, these services when the nurse has no time. Health education is another important service the school nurse handles. Information about physical development, diseases and personal hygiene contributes to keeping children healthy and thus positively affects academic achievement. Hc\" can we not see the importance of development screening How and health education for children who do not get basic Information, care and protection elsewhere? Area Schools cannot take any further cuts in nursing staff. 10) At the public meetings held in 1992 with our new superintendent, Dr. Mac Bernd, many, many more examples of negative impacts of the budget cuts on Area Schools were presented by Area School Parents and Patrons. However, there have been no responses. III. Conclusion. Area Schools play a major role in the Desegregation Plan. We represent 64% of students in the Little Rock School District. That is 10,788 out of 16,700 black students, and 6,000 out of 59,000 White students of the 26,000 students in the district. We struggle for a fair share of resources and repeatedly cry out to the administration to have our children's educational needs net. After the current year budget cuts, we perceived more than ever that we have no recognized role in achieving the goals of the Desegregation Plan. We are the first to be cut and the last to be given our portion of programming and funding which is a part of the district-written and court-approved Desegregation Plan. We obviously care a great deal about and take pride in our children and our schools. We have spent nuch time and effort in presenting these specific negative impacts of the 1992-93 budget cuts. following: We hope they will indicate to the court the * * Budget cuts to Area Schools must be reinstated with no further cuts to Area Schools. Little Rock School District must live up to the letter and spirit of the Desegregation Plan. Area Schools must have an avenue to be heard in any future desegregation matters at the Little Rock School District level and by the court. we sincerely thank you for your consideration. These petitions are still being circulated and will be forwarded to the court. Name Address Date ------t ^2. 0^  ' ' 31/ gii 0. 'i. 3J./ z M CU^ -------- / I RteXrl .-97OT Kt 7 fj '1^1 7t'\\ 1V\\zM.er 6 L-K-kl Patrons   CHRONOLOGY OF MEETTWdS/REQUESTS -----RY AREA SCHOOL PATRONS TO LITTLE ROCK SCHOOL DISTRICT ADMINISTRATION of the Little Rock School District have repeatedly ____clarification of 4-participation nts^Sd and release of funds for Academic Progress Incentive Grants and requested Focused Areas of Activity. 7-25-1990 Area School Patrons met with - Dr. concerning zcademlo ProgrB Incentive Grants. At Area that time, there was time line for Area discussion of. the irrational Schools regarding the grant first letter discussing the Academic sent to the schools proposals. The  Progress Incentive Grants was------ -t.- on April 26th, which discussed a grant writing session on May Sth, with proposals due June 5th. Dr SSlOn oil WAV** 4-Vs4wV . Steele was told that it was outrageous to think and parents have the time t-hat Principals, teachers,  ----- to creatively think about and come up with progr^s the last month of school. told that the Area School Patrons Dr. Steele was me area ouuuui  were met with such statements as  Don't worry, we re working with the schools\" -   about the Academic Progress However, when the administration when patrons questioned the administration Incentive Grants. However, when me was asked \"will the schools receive the Academic progress Incentive Grants dollars by fall 90.   administrations response was \"I can t answer that . The following questions were asked of Dr. Steele: 1) IS there a schools? grant writer helper for the Area 2) Did any Magnet or Incentive Schools request 3) 4) 5) 6) 7) 8) grants? the Magnets and Incentives sent a memo Why were _ regarding these grants. , . ,, 4-bir4-u- Was there enough money budget for all thirty four Area Schools? available for these grants. Is there money --------- --- - Where is it coming from and how much is it. Who's on the Grant Review Committee? What are the review procedures? _ If the grant or portions of the grant are ____ _ ___9 hnnnanq to that monev? 1 rejected, what happens money? reabsorbed into something else or wha?Fall 1991 Feb. 1992 Aug. 1992 . --S) 10) 11) What is the procedure if a school's grant (or portion of) are rejected? Are there any Area School patrons on the Grant- Review/Evaluation Committee? if not, could we please have representation? - Will the grants be in place by September '90? Area School Patrons met with Dr. Steele concerning the Academic Progress Incentive Grants money being put on hold. The administrations explanation was -that because of the budget crisis and the double - funding at Incentive Schools, that the money for Academic Progress Incentive Grants were not available and that the court had to rule on this.  Area School patrons waited until February 1992 and then demanded the money (a copy of the demand may ......... be obtained). It was perceived that because these demands were placed on the administration, the grant monies were made available. Several Area Schools patrons talked with several board members concerning Academic Progress incentive Grants and Focused Areas of Activity and why the Little Rock School District had not gone forward with its plan. Dec. 19, 1992 Area School patrons presented to the Little Rock School District board requesting the board to have the administration define Focused Areas of Activity and describe the difference between Focused Areas of Activity and Academic Progress Incentive Grants. Each board member was handed a copy of the Area School portion of the Desegregation Plan, as was taken from the May 1, 1992 revision. Board members were urged to make these areas clear, and to provide the money. other suggestions concerning these grants were made available. There was NO RESPONSE to these requests. Fall 1992 Area School patrons met with Dr. Mac Bernd concerning Area Schools such as budget cuts and disinterest by the District in Academic Progress Incentive Grants and Focused Areas of Activity. 2 Bernd was asked the same question that were asked Dr. of Dr. Steele 7-25-90. There has been no response to these questions and concerns.I t 800 Marell Street, LittJe Rock. Arkansas 72202-3591, (501) 320-1100 or TDD (501) 320-1184 ( SECTION OF COMMUNITY PEDIATRICS AND PUBUC POUCY I I I' Charles R. FeOd, M.D. Seclimi Chief (501)320-1431 Faa (501) 320-2340 Seoalary 320-2651 I  i February 25, 1992 Paul Brown. Ed D, RK Cram t\u0026gt;ai tlii,oian\u0026lt; A Comnranliy ttwhli (501)636-9605 Dr. Mac Bernd, Superintendent Little Rock School District 1810 W. Markham : Little Rock, AR. 72201 r \u0026gt; ri II . I Frank Farmer. Ph.D. CoMalUM la Ratal Sociology (501)320-3333 I Dear Dr. Bernd: J F- Great Gay. Ph.D. Health Policy CoasuhatH (501)569-3293 I the needs of pupils and staff in the a^ea concerned about tuppoj\nL  *0 RawR S. Kirbjr, Phjj. Epidemioloiy \u0026lt;501)320-3333 I  -I at home^^r^^^ I me at 320-3605, or 661-0393 Sim L Shulu, M.D. (MI)32O-3M7 -hoet M Udouj. M.D. (.501)320-3606 ii I -'i , I  1 i I 1 f 7, Cymhb Montgomery, R.N.P. I Joycf Moore. R.N.P, \u0026lt;501 \u0026gt; 320-3*08 1 Torn Noil. MS.W. 1 Director. Edocalioa Sernas (501)320-3628\nAHtMsat Accot Rebeca Pocock Projecl Direclof (SOI)32(M)8 I I ' i Ji I j  Best wishes, Charles R. Feild, M.D. Associate Professor of Pediatrics CRF/mda i \u0026lt; \u0026gt; f I1 - 1 t:  -e-:!- 'V-T w'-ir ? I I Timoihy Lee Project Rcprcscnlalite (501)320-7526 J I Arkmn School HoHh Imuranct Preyed Cd Smart Prof ran -I Oiarira Nickenon, MPA Aflmtnhlralor (501)320-3635 Tina Cohm Coordinator. l) 320-3605 \u0026gt;(500 320-3948 ii i I J-\".'' * r ! .1 Depirtment of Perfiairia Uniwnilj tl faitnu hi Molicii Sdowj Tn- The Honorable Susan Webber Wright From\nParents and Patrons of Area School Children jn the LRSD Re- March 19.1993 Budget Cut Hearings I. as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the District's efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds tor Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters, name address date z aa^^o^- - -I------ '\\\\aixLA 3/5?/^3 lda\\ ___^^a.gn------- MjLiO ^If.'''^ A \u0026lt;/Gl \u0026gt;i7 7^1.0-7 12 Io \u0026lt;f-C:\u0026lt;T!Jjar.a___ 72^00- 3- k-^r 3-\u0026amp;\"9-\u0026lt;3 5j. ^?e\u0026gt; ^aio-Hipr '7^^7 f,^^7 '22.'z-o y To: The Honorable Susan Webber Wright From: Parents and Patrons ot Area School Children in the I BSD Re: March 19.1993 Budget Cut Hearings I, as a parent or patron ot children in the area schools ot the LRSD, respecttully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the District's efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in Its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. '^xz) Qi/Yv 7 (c/gi date Ct' I/Qljc.zst / A/rvw 7g^7  Q|Oto yA. n1 3. \u0026gt;o - 'i^ A M . fl / - / g - 7 3. 3-1 It -7^7 3-IU^ ....... . 13r' I. Aa R _______S//i)/?3 3-1 To: Thft Honorable Susan Webber Wright From: Parents and Patrons of Area School Children igthe LRqD Re: March 19,1993 Budget Cut Hearings I, as a parent or patron of children in the area schools of the LRSD. respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and niake available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. n address 3 Aid neo date 1^01 nar^e^reT - lot^ )\\7, Pirv Lp dlLLj^ H 7t^ Q^'mi to I ' Cg)^T\u0026amp;(^ To\nThe Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LBSD Re: March 19.1993 Budget Cut Hearings 1, as a parent or patron ot children in the area schools of the LRSD, respectfully\n1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. b} ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. / n^e date .address l/0( AJo.THXjZA. s eft. na-aei\u0026lt;r ~ 7) ^itKQ3 n-3 *7^^/2 ^2^ _____(tio   ___ Itt-b \u0026lt;rTo- The Honorable Susan Webber Wright f^rom: Parents and Patrons ot Area School Children in.the LRSH Re: March 19.1993 Budget Cui Hearin.gs I, as a parent or patron ot children in the area schools ot the LRSD, respecttully: 1) ask the Court to include this petition and signature as a part ot the Court record. 2) ask the Court to review the sincere concerns ot the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music taculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. name address sn -So t I dale pr iVitJKLKrViA/\u0026gt; y/^ f\\G. J iJLi/ A\u0026gt;f {iO^ dl'\\ J-f VS-13 -2^i=l-^^  r 11 IIG S,.,. txJ4\u0026gt;oJ^i^ 5o. C/aIh^^-^ C ' J P7/\u0026lt;/  Ko ^ 4------------ 3 \u0026gt; 1 Lhil 5. -fl-ir Pa^t Tn- The Honorable Susan Webber Wright Prom: Parents and Patrons of Area School Children in.the LRSD Re: March 19,1993 Budget Cut Hearings I, as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequi..t.a....b....l.e.... ..b....u...d.. get. c_ uts (gifted anmdi itoailoe niotneidil fva/n do rmhnynsiic faculty, school nurses, ccoouunnsseelloorrss,,. aa_ _nn ad_ zgg\u0026lt;eeznn\\neeArrraaolli rppvee/irir ncboadnppiiittiaaa ffluuiinnnrdutiimnnngy^)\nepamnnrdut ttuhhicfethiirr nn.eftg0a3ttiiv\\/e6 iimmDprS aCctt (on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. due 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation\u0026gt;matters. 47^^ address , datte 7/2 - 7 ------------------ -i- 'Si 20902 3^ (^ooi 7/00 7 J 9^'7 5 ' 7 2,2 o 7 ZWai Tn- The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in.the LRSD. Re- March 19.1993 Budget Cut Hearings I, as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School, patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in I I desegregation matters. name , address / 5 blt-J ..lx  J JI- ! .A.aA cL^.n/c iQ/j/s'. It . '/'jL/icy / -7^5 '// 'I'n/n./i, //r. i.fl LU Qr~ 'C' /2 WU?To: The Honorable Susan Webber Wright From: Parents and Patrons ot Area School Children in the LRSD Re- March 19.1993 Budget Cut Hearings I, as a parent or patron ot children in the area schools ot the LRSD. respecttully: 1) ask the Court to include this petition and signature as a part ot the Court record. 2) ask the Court to review the sincere concerns ot the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation_matters. na address date \u0026gt;u\\. A.' iJ^ C . V\\\\\\Sdk:u\u0026gt;\\^ UAo\u0026lt; AAAiQi s? \u0026lt;1 Ju S- \u0026gt;0-^3 L. k\u0026gt;^ r-y^ Cob^ 3 -/c '?3 3 th?3 ______________Lil --------------------  SMAtr. , L.'^. laaoA S\\\\iT? ^1. f -------- 1 l^ .l l^n\u0026lt;\\Z^ ^/(i/-i3 u ylc^.'^ ?-//-73-r To: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in.the LRSD Re: March 19.1993 Budget Cui Hearings I, as a parent or patron of children in the area schools of the LRSD, respectfully\n1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in address S- yV\u0026amp;r^naC, date 3-^-73 3-1-13 . 6 ,1 nQ Ca A vZ, i\u0026gt; ino^ \u0026lt;vJI -Yaj.'A.or it 9 a ^nno q-ix. Qv, JS2^ k'-tc ,fy,i\"ir ---------------Cl 3-9^^\"? /Cb bib Is iVl -J I  I i-?- ntffia. p4  ' f ~ 3lUi. a '- iV^r' N. uC- j^Th*^ Honorable Susan Webber Wright Prom: parents and Patrons of Area School Children in.the LRSD. Re: March 19.1993 Budget Cut Hearings I, as a parent or patron of children in the area schools of the LRSD. respectfully\n1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. \u0026lt; 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. due 5) ask the Court to order the LRSD to make readily available to the Area Schools its funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. lame address date , )OV\u0026gt;I 1^ a^xi^y- Qf/nn WK 32^ -------------- - 7)7, ?.aa.-z)23 ------^.7?/23 lJ- PTg o- '^3 O.3^ ^r -f-j ll 't Z^f (\\\u0026lt;Zj otitis XU4. 7-3/g fyi(urxc^To: The Honorable Susan Webber Wrighl Prom: parents and Patrons ot Area School Childrejiin the LRSD. Re: March 19.1993 Budget Ci^ Hearings I, as a parent or patron ot children in the area schools ot the LRSD, respecttully\n1) ask the Court to include this petition and signature as a part ot the Court record. 2) ask the Court to review the sincere in this petition. concerns ot the Area School patrons as outlined 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented andI music\nacufty, ^ch^ nurses, and general ,Sr capita landing) and their negative intact on the Districts eftorts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due tunding for the Academic Progress Incentive Grants and available its due funds for Focused Areas ot Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. Court to include Area School patrons and parents in tuture budget hearings 6) ask the and desegregation matters. 7) ask the court to appoint an desegregation matters. name Area School committee to oversee the LRSD in address date u2 -T 'h. J-/O'7^ Or (2k. 3-^ ^(19 A'2 f- /. 1 IL 1, 22 23 M T,. 2^  H1) ^enyDtChflnA- Dr Cha nAi To: The Honorable Susan Webber Wright Prom: Parents and Patrons of Area School Children.in.the URSQ Rft- March 19.1993 Budget Cut Hearings I, as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. address date 5-11-^3 3LtgtW\u0026lt;^kuK\u0026gt;o\u0026lt;I J-41^ 0 n 7 3-//-U 3'//-7T- 2 ___ _ r. To: The Honorable Susan Webber Wright Re: h\u0026lt;arnh 19 Ifln3 Rudnet Cut Hearings I, as a parent or patron ot children in the area schools ot the LRSD. respecttully\n1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere in this petition. concerns ot the Area School patrons as outlined 3t ask the Court to listen to Area School patrons who perceive that they concerns about the inequitable budget cuts (gifted and talented and music facu ty. sch\u0026lt;30 nurses, SoTand general capita .ending) and 'heir negative impac. on .he Districts eftorts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. Court to order the LRSD to make readily available to the Area Schools its due^ ndfngllor the Academic Progress Incentive Grants and define and make due funds lor Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. Court to include Area School patrons and parents in future budget hearings 6) ask the and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters, name address date I stern tJills----- Ml, Z-.S LnV.\u0026gt;(ialtiI----------------- h QLWui3(n.-d L. zof.: 7.\ni 7Z.2O4- --- Ay IJXA____ 5 93 1 c I ~'\\3 3 jL 72^^ 7S.SJy 3-/c-^3 3To- The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LRSD Re: March 19,1993 Budget Cut Hearings I, as a parent or patron of children in the area schools of the LRSD, respectfully. 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. a\u0026lt; c -A '\u0026lt;.  T7 T' '  ^77^ date it f i~l\u0026gt;i'   :i v'K^sbC / f i-'-' ^^)a-9 3 f U( c Z  Zip  rv-r... / jz / \"J f ' - Z S\\\\'\\ $t !-' -v^  I i I 'J i :j:f ' t \u0026gt;'. I \\ I 1To: The Honorable Susan Webber Wright From: parents and Patrons of Area School Children in the LRSD Re: March 19.1993 Budget Cut Hearings 1, as a parent or patron ol children in the area schools ot the LRSD. respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. I 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. Dj address le d A P Q I r\u0026gt;Q  _ 2ZZZZWZSS3Z^^ a._ 'J- h LTo- The Honorable Susan Webber Wright From\nParents and Patrons ot Area School Children in.th^ LRSD. Rp- March 19.1993 Budget Cut Hearings I, as a parent or patron ot children in the area schools ot the LRSD. respecttully\n1) ask the Court to include this petition and signature as a part ot the Court record. 2) ask the Court to review the sincere concerns ot the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music taculty, school nurses counsellors, and general per capita tunding) and their negative impact on the Districts ettorts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding tor the Academic Progress Incentive Grants and detine and make available its due tunds tor Focused Areas ot Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 1 6) ask the Court to include Area School patrons and parents in tuture budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. me ZL address ,---------- h3le5 fl^ i-l- I Ctstl'Mc CjPLL. LIL. Ci \u0026lt;g- \u0026gt;Jtll S'! l-lC___ iz.-z.c-) 'V \u0026lt;7330*1 date 3-^13 g - /C - 9 5 3- /r. 3-10-^^ 3/ 1^*13 ^0 ^1.  10 friii-'/ 1To: The Honorable Susan Webber Wrighl From: Parenis and Palrons ol Area School Children in the LRSD Re: March 19,1993 Budget Cut Hearings I. as a parenl or palron ol children in Ihe area schools ol Ihe LRSD, respecllully\n1) ask Ihe Court Io include Ihis pelilion and signalure as a part ol Ihe Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court Io listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gilted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the District's eftorts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask Ihe Court Io demand Ihal Ihe LRSD live up Io Ihe commillmenis II made Io Ihe Area Schools in ils Desegregalion Plan. 5) ask Ihe Court Io order the LRSD Io make readily available Io Ihe Area Schools its due lunding lor the Academic Progress Incentive Grants and deline and make available its due lunds lor Focused Areas ol Activities as approved by Ihe Court ordered plan without monetary penally in other Area School programs. 6) ask Ihe Court Io include Area School palrons and parenis in luture budget hearings and desegregation matters. 7) ask Ihe court Io appoini an Area School commillee Io oversee Ihe LRSD in desegregalion mailers, name address dale /C/r ^-9- \u0026lt;r3 ^1 a A \u0026lt;- ifsnvo F 1^X4 7-^3 ^/o Or \u0026lt;.r rf'^7tftffz. f To- The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LRSD. Re: March 19.1993 Budget Cyl Hearings I, as a parent or patron of children in the area schools of the LRSD, respectfully. 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns * .................. _ z-txA__ I____ I mi ir^izx f o/M ittv/ o/*hr4nl about the ineiiquitable budget cuts (gifted and talented and music faculty, school nurses, counsseeHCHff^s,, aanndd ggeenneerraall ppeerr ccaappiittaa ffuunndoiinngg)) aannad itnheeiirr nneeggaattiivvee iimmppaacut ounu tmhee Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. sp 4) ask the Court to demand that the LRSD live up to the commitments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. - IS U\n- dpt IK address date J /c  JZ ZO ') ''\u0026gt;! I i /'i 1 \"7- '7^9'6 2 J ( To: The Honorable Susan Webber Wright From\nParents and Patrons of Area. School Children in the LRSD Re: March 19,1993 Budget Cut Hearings I, as a parent or patron of children in the area schools ot the LRSD, respectfully\n1) ask the Court to include this petition and signature as a part ot the Court record. 2) ask the Court to review the sincere concerns in this petition. of the Area School patrons as outlined 3t ask the Court to listen to Area School patrons who perceive that they concerns about the ineguitable budget cuts (gifted and talented and music faculty, school and general per caplla landing) and their negativei impact on DisUicl's ellorts to implement the Desegregation Pian have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. LRSD to make readily available to the Area Schools its SI ask the Court to order the LRSD to make reaaiiy avaiiauie tu ..v due funding for the Academic Progress Incentive Grants and define make available its due funds tor Focused Areas ot Activities as approved by the Court available programs ordered plan ! include Area School patrons and parents in future budget hearings 6) ask the Court to and desegregation matters. 7) ask the court to appoint an desegregation matters. Area School committee to oversee the LRSD in address date VTn- The Honorahle Susan Webber Wright From: Parents and Patrons of Area School Children in.the LRS Re: March 19.1993 Budgel Cui Hearings I. as a parent or patron of children in the area schools of the LRSD. respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. ask the Court to listen to Area School patrons who perceive that their concerns ' ............................................rtlrtnlAH onH mi lOIA faci litu Qnhnnl about the inequitable budget cuts (gifted and talented and music faculty, school counsellors, and general per capita funding) and their negative impact on the nurses, counsellors, ano gerieidi pei uapiia lUHuina\nr- . .. District's efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. due 5) ask the Court to order the LRSD to make readily available to the Area Schools its funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas ot Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. name address . / - date .................................. ^rin\u0026gt;s ,  3- 7-72,, 3- 7515 gOT k) ___ CSII .^Zg-. LP^UAj\u0026gt;, 6 MUbuxi, Of.__To: The Honorable Susan Webber Wright Parenis and Patrons ol Area School Children in.the.LRSD. Re: March 19.1993 Budget Cut Hearings I. as a parent or palron ol children in Ihe area schools ol the LRSD, respecttully: 1) ask the Court to include this petition and signalure as a part of the Court record. 2) ask the Court to review the sincere concerns ol the Area School patrons as outlined in this petition. 33)) ask the Court to listen to Area School patrons who perceive that their concerns about the ineguitable budget cuts (gifted and talented and music faculty, school counsellors and general per capita lunding) and their negative impact on the Dnuisrstreicst,'s efforts to implement the Desegregalion Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools ils due lunding lor the Academic Progress Incentive Grants and define and available its due funds lor Focused Areas ol Activities as approved by the Court ordered plan without monetary penally in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregalion matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters, name address dale X\u0026gt;t7 3 ( 'jj To: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LRSD Re: March 19.1993 Budget Cut Hearings I. as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the District's efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings * and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. hLl^ address kJ. OoJz:-. L Q. 13^05 date 510 . Gr^ Il 'r\nL5-C5 ],Oi4n^ I __ '7^0^ -------J-Tn Q (:\u0026gt;Qi\u0026lt;. UL L!\u0026lt;L 72 i-\u0026lt;\u0026gt; 'y 3/u^ To: The Honorable Susan Webber Wright From: Parents and Patrons ot Area School Children In the LRSD Re: March 19.1993 Budget Cut Hearings I. as a parent or patron ol children in the area schools ot the LRSD. respecttully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns ol the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music laculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds lor Focused Areas ol Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in tuture budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. name C \u0026lt; address date jryiaj. IaJ. \\Z.tv\\c1 r/lA\u0026lt;e^\u0026gt; fcxAtdM________ r^sQS./ .^is 'i^ , a^inqUf^)^ ^J2-'t27oi___-5|?|93 tfal--o.s^^ 7p^ A/- 'J -^3^06^ 3 // L0 /4iye. \"7To: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LRSD Re: March 19.1993 Budget Cut Hearings I, as a parent or patron of children in the area schools of the LRSD. respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. name , -tt .. address 3 J U vU ______ dale e-4- /.:3oo A 2350 Y' 3 jj____To: The Honorable Susan Webber Wright From: Parents and Patrons ot Area School Children in the LRSD Re- March 19.1993 Budget Cut Hearings I, as a parent or patron ot children in the area schools ot the LRSD, respecttully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. name address late L .SB / 1iO I ty I  7gy o-//- ?To: The Honorable Susan Webber Wriqhl From: Parents and Patrons of Area School Children in Ihe.LRSD Re. March 19.1993 Budget Cui Hearings I. as a parent or patron of children in the area schools of the LRSD. respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere in this petition. concerns ot the Area School patrons as outlined 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty. schcwl counsellors, and general per capita funding) and their negative impact on the District's efforts to implement the Desegregation Plan have not been addressed by the nurses. LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the _ Area Schools in its Desegregation Plan. Court to order the.LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. Court to include Area School patrons and parents in future budget hearings 6)ask the and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. name address Slate. 3. E 7To: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children In the LRSD Re: March 19,1993 Budget Cut Hearings I. as a parent or patron ot children in the area schools of the LRSD. respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable bu'rget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative Impact on the District's efforts to Implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in Ils Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. name address -/.Zg-g. J 4/1 , date 3/n/pTo: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the kESD Re: March 19. 1993 Budget Cut Hearings I, as a parent or patron ot children in the area schools ot the LRSD. respecttully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. narpi address dateTn: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LRSD Re: March 19,1993 Budget Cui Hearings I. as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds tor Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in s. de^gregation m^ R^e/^ // address (, \\iA\u0026gt;: '^ja^ A -'f- _js^ TjTj2. / ' 4 I c: \u0026gt; t A-, \\To: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the Re: March 19,1993 Budget Cut Hearings I, as a parent or patron of children in the area schools ot the LRSD. respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in deseg ri name/ ition matters. address date zTo\nThe Honorable Susan Webber Wright Prom\nParents and Patrons ot Area School Children.in.the.LRSD Ro- March 19.1993 Budget Cut Hearings I, as a parent or patron ot children in the area schools ot the LRSD. respecttully\n1) ask the Court to include this petition and signature as a part ol the Court record. 2) ask the Court to review the sincere concerns ot the Area School patrons as outlined in this petition. 3) 3) ask the Court to listen to Area School patrons who perceive that their concerns about the ineguitable budget cuts (gifted and talented and music faculty, school nurses counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding tor the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters. nam' address dateTo: The Honorable Susan Webber Wright From: Parents and Patrons ot Area School Children in the Re: March 19.1993 Budget Cut Hearings I. as a parent or patron ot children in the area schools ot the LRSD, respecttully: 1) ask the Court to include this petition and signature as a part ot the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in Its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in I desegregation matters, name address date04 (Tl '93- 10 501 3203948 ACH COMM PEDS @002 his ToAid U.S. School tiv-, 'ats tic-j adej 'susj ''fea?.a.S3sst\"s'- W A CH fon Warch 27 . '^pveloped a new of Commerce has way of '  . :.! n a study ree^7/, h . ,\u0026gt;.:  'tnal the E\u0026lt;JPiior dan Prep. a some of that moi ^^P^pendingModeli dl i\nfewer \u0026gt;0*relies .'The other sd\n^7 S^ruB an ^.ergy'efficient repairs.'. jr...!',I IS and par- Countv \"ere AAilaamr edai pair services could fS' bbuurrgg CCoubntyu sno^-^,^ Spariani districts have exiiSZ^L?!*'' s.^boo! . I ihe the Us- * I  Ifnn NNTaacs-hktv.mnte- ,t.h. e '4\ncuuW soul was to  Z. lixjia ur, j education I the Shitlv' Oke I the study's m^n University and\n- 'the monfy UnlessU die tAiid, the tL\u0026lt;^r 1,. ^nssnom, h/ the resf.  s not reaching L\n in th i:i t 'ded from St re- Perceni of the budg, r-liersg h ^npaetiorn asla aidvTehraTet e of -------.-- '^I i oc- SO percent of ^^SLI!,.P'^=ent to I ri re^ the dast^^' .should Ir\n\"y \" hat I the cost of main Zne iyd tral ornces percent to 63 as against the i fr w ^nding, frvai W I\nag-1 tnf' ..aLion text nd I can unders', I Por th\u0026lt; Ks. and present the I d v^ay that the public I ft I US to loolf ^'bws I tn laymen's terms \"7idT.''^5.5f*\"t y\u0026gt;la policy analyst ' Commission o/lhe sLt'?/ ^Oation 't and advocacy Broun ? fesearch y. Ms. Fulton on the^ Denver, he f mission for Se^X^^ FinancedbvtS i?i5^!^.?.*htiy. I spent tt Si si m 'I a st he the study's sSeni^^\" \"dianapolis\nh. W school e^end1turi^f,'P t^tthtles tl. htlegories, central nfi?'tain cat-1 Hi * te Sites, wiiicTare the?X.-d\"3'^ ' 1 subcategoriel five version of one used to tra^v ^ refined IM \\ j New York City nublie  I \"J'^Z^real^Xe in in 1990\nit I Y s Systems In the ft  eral districts Spent an arge percentage--u--n--a--cceptably th- ) b feiexda m$1p lem, itlhlioen a ''tict idenii- U1 fem's' '\"dcS^SFM' Commerce, saidict . I Hi Arkansas Childrens Hospital Pqgnfap\u0026lt;\u0026lt;Jfetfflahlta Chhmby ofArionss forMedka:! SdcnoiS OiariesR. Feild, M.D.,FAAP\nA5y?ct** Professor of Pediatrics I\n, Chief, Community Pediatrics \u0026amp; . :\n.. PubficFtaticy\n. 501/320-1438 Fax (501) 320-2840 Emergencies (501) 320-1185 800 MaishaH Street  Uttk Rode, Aitensas 72202-3591 ! / School BADGETT____________________ BALE_________________________ BASELINE____________________ BRADY_______________________ CENTRAL CHICOI______________________ CLOVERDALE ELEMENTARY CLOVERDALE JR HIGH DODD_______________________ DUNBAR______________________ FAIR_______________________ fair PARK___________________ FOREST HEIGHTS^, FOREST PARK FULBRIGHT GEYER SPRINGS_______________ HALL_________________________ HENDERSON__________________ JEFFERSON___________________ MABEL VALE ELEMENTARY MABELVALE JR HIGH MCCLELLAN COMMUNITY HIGH MCDERMOTT_________________ MEADOWCLIFF_______________ OTTER CREEK_________________ PULASKI HEIGHTS INT___________ PULASKI HEIGHTS JR HIGH SOUTHWEST TERRY WAKEFIELD WATSON WESTERN HILLS WILSON WOODRUFF Area School Per Student Costs ^ea School Per Student Costs Benefits $331.53 $330.82 ____ $311.49 $302.14 ____ $307,58 Capital Outlay $386.99___ $259.14 $313.39 $340.81 $300.01 $343.41 $331.18 $0.90 $1.60 $0.00 $0.00 $6.16 11.11 $0.00 $1.69 $3.49 $16.15 $7.55 Materials .Suppliei Other Objects $42.52 143.97 $68.05 151.85 $37.33 $57.90 $42.63 $38.63 152.90 $35.39 $32.73 $0.00 $0.58 io.oo $0.89 I $0.00 $0.07 Purchased Servici __ $150.00 $118.47 Salaries $2,668.63 $2.663.12 $192.37 $2,464.07 $112.82 $140.96 _______ $317,94 $268.34 $311.84 $285.96 $342.83 $375.60 $282.11 $315.97 $434.35 $362.48 $275.29 $292.36 $282.38 $248.69 $298.00 $363.36 $266.11 $285.29 _$270.77 _$292.22 $309.04 $328.51 _______ $3.38 $3.92 ________$3.03 ________$3.85 ________$5.19 _______$56.31 ________$0.99 ________$1.51 ______ $5.94 _____ 128,29 ________$2.07 ________$1.24 ________$2.32 ________$0.71 ________$6.45 $5.11 $4.10 $0.87 $0.88 $0.00 $0.00 $0.00 $0.00 $51.53 $32.68 $4/40 J51.68 $45.66 $34,58 $56.26 $51.31 $53.85 $32.00 $70.14 $51.95 $50.80 $56.22 $49.37 $30.95 $32.76 $50.26 $48.08 $47.58 $52.37 $46.35 $54.74 $2.7 L $0.00 $0.00 $0.96 $0.55 $0.00 $0.00 $0.00 $0-22 $0.00 $0.26 $0.00 $0,14 $0.00 $0.00 _____ 182.95_ $89.65 $173.53 _____ $135.74 _____ $162.79 $177.24 $190.79 $2,464.58 $2,672.65 $3,062.99 $2,051.08 $2,580.18 $2.699.61 $2,583.80 $2,977.79 $2,767.88 $157.21 $2,697.98 $102.19 $119.55 $T31.O9 _$190.40 $171.91 $107.72 _$141.98 $131.98 $2.187.63 $2,552.53 $2,174.63 $3,001.20 $3,238.85 $2,410.27 $2,504.78 $3,685.61 _________$215,26________ $3,079.21 $128.82 $90.80 $159.34 $122.33 $100.07 $167.12 $89.66 $88.97 $130.61 $131.56 $129.62 $165.72 $2,278.37 $2,415.64 $2,331.12 $1,962.38 $2,567.56 $3,072.53 $2,134.19 $2,348.42 $2,186.51 $2,423.10 $2,539.79 $2,572.34 School Salaries Area School Students Per Staff Member frtiK As /c 1/8/96 [BADGETT\nBALE BASELINE BRADY CENTRAL GHICOT iCLOVERDALE ELEMENTARY 'CLOVERDALE JR HIGH 'DODD IDUNBAR lUUl 'CAIC FAIR FAIR PARK____________________ FOREST HEIGHTS______________ FOREST PARK_________________ FULBRIGHT____________________ GEYER SPRINGS_______________ HALL__________________________ HENDERSON__________________ JEFFERSON___________________ .MABELVALE ELEMENTARY MABELVALEJRHIGH MCCLELLAN COMMUNITY HIGH MCDERMOTT iMEADOWCLIFF ,OnER CREEK___________ PULASKI HEIGHTS INT PULASKI HEIGHTS JR HIGH 'SOUTHWEST_____________ ^ERRY__________________ iwAKEFIELD_____________ WATSON________________ WESTERN HILLS__________ WILSON________________ WOODRUFF 9.21 8.17 8.92 9.68 11.84 7.54 11.95 9.35 8.61 11.27 9.16 10.65 10.39 10.56 9.88 11.14 10.11 9.69 11.58 9.20 6.82 8.80 11.00 9.93 10.38 10.29 9.86 10.12 11.19 11.06 10.39 11.43 10.82 9.25 Z Page 1LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 26, 1995 To: Board of Directors From: Judy Magness - Board of Directors Subject: PROPOSAL FOR AREA SCHOOLS ADVISORY COMMITTEE Attached committee. is a It proposal for developing an area school advisory t is recommended the Board approve the establishment of this committee. that  I/'I I I I I PROPOSAL FOR AREA SCHOOLS ADVISORY COMMITTEE (ASAC) Currently, area schools educate approximately 80% of the Little Rock School District student population. Parents of these students are ardent supporters of public education in general and this school district in particular. We care deeply about the qua ity of our children's education and the quality of the school environment. Parents of these We care deeply about the We are concerned about inequities , j among area schools and between .schools and other types of schools, i.e. magnet, incentive and interdistrict schools.  We are aware of the higher funding evels, greater program resources, and extra attention devoted to these other types of schools. And yet, area schools educate a majority of the children, black and white, in the Little Rock School District. aiiu wuxue, me Therefore, the success of desegregation and the success in reducing disparity. the ma^or goals of the Little Rock School District must be with the area schools. These schools are, we believe, playing a crucial role in desegregating our school district and in increasing the educational achievement of targeted groups of children.  f There is no group that is an advocate for children in our area We propose to be that group. schools. we As an advisory committee to the Little Rock School District Board of Directors, we would work in partnership with the district toward the successful achievement of its goals. we would We have the energy and enthusiasm for this task because it is the children in our area schools who stand to benefit. Interdistrict Plan of April 29 The 1992 provides for 'community-wide ---------\n----------7 . 7 f [Jiuviueb tor CQrainuniuy multi-ethnic citizen/parent/teacher/student committees for incut into planning and decision-making\", specifically the establishment of building, district, and multi-district level committees which are racially, geographically and socioeconomically representative to provide input and feedback the operations of the schools and the districts (page 59). on i I i We welcome this opportunity to be fully educated and informed about Little Rock School District goals and plans which affect area schools. Our readiness to work in partnership with Little Rock School District dates back to initial desegregation plan efforts when community input was actively sought in many areas. Area School Parents and Patrons propose that an Area School Advisory Committee (ASAC) be established with the following guidelines (modeled after Magnet Review Committee and Bi-Racial Advisory Committee Organization): I I I Ii 1) Members: a) b) c) d) e) f) One (1) representative (either parent or staff) appointed by each Area Schools' Parent-Teacher Association to represent each of the Area Schools One (1) Non-Voting representative appointed by the State Department of Education One (1) Non-Voting representative appointed by the Joshua Intervenors One (1) Non-Voting representative appointed by PCSSD One (1) Non-Voting representative appointed by Little Rock School District One (1) Ncn-ypting representative appointed by ODM This membership would reflect the diversity of Schools [\"single, married, divorced- Black/White/Hispanic/Asian, etc.\nReligious\nworking/non- working\nincome status, etc.] the Area I I 2) 3) 4) 5) At least one manber will represent ASAC on each of those groups that make decisions which affect Area Schools (e.g., Academic Progress Incentive Grants and Focused Areas of Activities\nMagnet Review Committee\nInterdistrict/Incentive School groups, etc.) ASAC will be informed of any plans (by LRSD, PCSSD, NLRSD, ODM, Joshua Intervenors, MRC, etc.) which potentially affect Area Schools. (Examples\nA new Magnet School would directly effect the Black/White ratio at Area Schools\nchanges in funding at an Incentive School would directly affect Area School funding\nreduction of grant money\nchanges in M/M transfers, etc.) PCSSD, NLRSD, any ASAC members will be able to review, consider, hear information (snch as Business cases), evaluate, offer suggestions, and report its findings to committee and the Little Rock School District Board and Administrators, ODM befQce decisions are made concerning Area Schools, propose tt^t an--ailotted time period be given to ASAC to'^ make suggestions for ArM~Schoo^ts'at each'monthly Little Rock School District Board Meeting.  evaluate, offer and We a) b) Within 2.1 \u0026lt;jays from establishment of ASAC, it is suggested that Little Rock School District provide each member with information concerning Area Schools (i.e. Desegregation plan information, number of B/W/0 students, student/teacher ratio, etc.) Ten (12) working days from mail-out of Area School information, the committee will meet to begin planning and implesenting a time table and goals to review information concerning Area Schools. I I6) 7) 8) c) It would be helpful for the Little 3^1__1 to provide the ASAC with a Little Rock School District Area School Administrator for the first two meetings to information. As liaison to ASAC, this administrator would facilitate information. Rock School District on. the flow of The ASAC will a) b) c) PJ^oposals (including changes in 2?,./J^3?tives) for Area Schools made by the Little Rock School District Initiate ideas and or ODM/court. Tpon/nnv/ Proposals and submit them to LRSD/ODM/court for their consideration. Provide written feedback to Little concerning the impact of proposed changes o Schools before the changes are implemented. Rock School District on the Area findings to the Little Rock School District Board of Directors, L .... requested together with recommendation operation and administration of and to the ODM and Court, to the efficient the Area Schools. as ASAC will work for =  V, consensus, but recognizes the right of any member to express dissenting concerns. The ASAC may involve volunteer consultants and assist in the ASAC process. experts toLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 26, 1995 To: Board of Directors From: Judy Magness - Board of Directors Subject: PROPOSAL FOR AREA SCHOOLS ADVISORY COMMITTEE Attached\ncommittee. is a It proposal for developing an area school advisory is recommended establishment of this committee. that the Board approve the a' PROPOSAL FOR AREA SCHOOLS ADVISORY COMMITTEE (ASAC) Parents of these Currently, area schools educate approximately 80% of the Little Rock School District student population. Parents of these students are ardent supporters of public education in general and this school district in particular. We care deeply about the quality of our children's education and the quality of the school environment. We are concerned about inequities among area schools and between area schools and other types of schools, i.e. magnet, incentive and interdistrict schools. We are aware of the higher funding levels, greater program resources, and extra attention devoted to these other types of schools. And yet, area schools educate a majority of the children, black and white, in the Little Rock School District. Therefore, the success of desegregation and the success in reducing disparity, the major goals of the Little Rock School District must be with the area schools. These schools are, we believe, playing a crucialrole in desegregating our school district and in increasing the educational achievement of targeted groups of children. area There is no group that is an advocate for children in our schools. We propose to be that group. As an advisory committee the Little Rock School District Board of Directors, we would work in partnership with the district toward the successful achievement of its goals. We have the energy and enthusiasm for this task because it is the children in our area schools who stand to benefit. The Interdistrict Plan of April 29, 1992 provides for \"community-wide multi-ethnic citizen/parent/teacher/student committees for input into planning and decision-making\", specifically the establishment of building, district, and multi-district level committees which are racially, geographically and socioeconomically representative to provide input and feedback the operations of the schools and the districts (page 59). on We welcome this opportunity to be fully educated and informed about Little Rock School District goals and plans which affect area schools. I Our readiness to work in partnership with Little Rock School District dates back to initial desegregation plan efforts when community input was actively sought in many areas. Area School Parents and Patrons propose that an Area School Advisory Committee (ASAC) be established with the following guidelines (modeled after Magnet Review Committee and Bi-Racial Advisory Committee Organization): I1) Members: a) b) c) d) e) f) One (1) representative (either parent or staff) appointed by each Area Schools' Parent-Teacher Association to represent each of the Area Schools One (1) Non-Voting representative appointed by the State Department of Education One (1) Non-Voting representative appointed by the Joshua Intervenors One (1) Non-Voting representative appointed by PCSSD One (1) Non-Voting representative appointed by Little Rock School District One (1) Ncn-ypting representative appointed by ODM This membership Would reflect the diversity of the Area Schools ('single, married, divorced- 2) Black/White/Hispanic/Asian, etc.\nReligious\nworking/non- working\nincome status, etc.] At least one member will represent ASAC on each of those groups that make decisions which affect Area Schools (e.g.. Academic Progress Incentive Grants and Focused Areas of Activities\nMagnet Review Committee\nInterdistrict/Incentive School groups, etc.) 3) ASAC will be informed of any plans (by LRSD, PCSSD, NLRSD, ODM, Joshua Intervenors, MRC, etc.) which potentially affect Area Schools. (Examples: A new Magnet School would directly effect the Black/White ratio at Area Schools\nchanges in funding at an Incentive School would directly affect Area School funding\nreduction of grant money\nchanges in M/M transfers, etc.) NLRSD, any 4) ASAC members will be able to review, consider, hear information (such as Business cases), evaluate, offer suggestions, and report its findings to committee and the Little Rock School District Board and Administrators, and ODM befQce decisions are made concerning Area Schools. We propose that an--a-llotted time period be given to ASAC to^^ make suggestions for Area\"SchooLs at each monthly Little Rock School District'Board Meeting. 5) a) b) I i I Within 21 days from establishment of ASAC, it is suggested that Little Rock School District provide each member with information concerning Area Schools (i.e. Desegregation plan information, number of B/W/0 students, student/teacher ratio, etc.) Ten (iQ.) working days from mail-out of Area School information, the committee will meet to begin planning and impl^enting a time table and goals to review information concerning Area Schools. I I 1C) It would be helpful for the Little __1 Liou.xi^ to provide the ASAC with a Little Rock School District Area School Administrator for the first discuss background information, this administrator would facilitate information. Rock School District two meetings to As liaison to ASAC, the flow of 6) The ASAC will a) consider any plans PJ^oposals (including changes in goals/ob]ectives) for Area Schools made by Rock School District or ODM/court. the Little b) Initiate ideas and proposals and submit LRSD/ODM/court for their consideration. them to c) Provide written feedback to Little Rock __1 concerning the impact of proposed changes on the Area Schools before the changes are implemented. School District 7) findings to the Little Rock School istrict Board of Directors, and to the ODM and Court, requested together with recommendation operation and administration of the to the efficient as 8) Area Schools. ASAC will work for consensus, but recognizes the right of any member to express dissenting concerns. The ASAC may involve volunteer assist in the ASAC process. consultants and experts to\u0026lt;?C: CCCTBBg^ u Little Rock School District February 17, 1995 a' FEB 2 1 1595 MEMORANDUM CigC3 05 DoSi :ga:\nen TO: Representatives to the Area Schools Advisory Committee FROM: Judy Magness, Board Member Martha Alman, Convener SUBJECT: AREA SCHOOLS ADVISORY COMMITTEE The Little Rock School District Board of Directors approved a proposal for development of an Area Schools Advisory Committee at the January 26, 1995 Board meeting. The purpose of the Area Schools Advisory Committee is to be an advocate for children in the LRSD Area Schools by working in partnership with the District toward the successful achievement of its goals. Each Area School received a copy of this proposal in early January. The first committee meeting has been scheduled for Wednesday, March 8 at 6 p.m. , in the LRSD Board Room of the Administration Building at 810 W. Markham Street. In order to convene this meeting, committee members will need to be selected as follows: A. One (1) representative (either parent or staff) appointed by each Area School Parent-Teacher Association B. One (1) non-voting representative appointed by the State Department of Education C. One (1) non-voting representative appointed by the Joshua Intervenors D. One (1) non-voting representative appointed by the Knight Intervenors E. One (1) non-voting representative appointed by LRSD F. One (1) non-voting representative appointed by Pulaski County Special School District 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000Memo February 17, 1995 Page 2 G. One (1) non-voting representative appointed by North Little Rock School District H. One (1) non-voting representative appointed by the Office of Desegregation Monitoring (ODM) I. One (1) non-voting representative appointed by the Magnet Review Committee (MRC) We would like to have the membership reflect the diversity of the Area School enrollment. Please complete the attached form and return it by March 1, to the attention of the Area Schools Advisory Committee, Superintendent's office of the Little Rock School District, 810 West Markham, Little Rock, AR 72201. If you should need another copy of the ASAC proposal, please indicate on the bottom of this form. FORM TO BE COMPLETED AND RETURNED MY MARCH 1Cc - Little Rock School District February 17, 1995 MEMORANDUM TO\nFROM\nSUBJECT\nFEB 2 1 1995 Office of Desegregation Mcnilodiig Representatives to the Area Schools Advisory Committee Judy Magness, Board Member Martha Alman, Convener AREA SCHOOLS ADVISORY COMMITTEE The Little Rock School District Board of Directors approved a proposal for development of an Area Schools Advisory Committee at the January 26, 1995 Board meeting. The purpose of the Area Schools Advisory Committee is to be an advocate for children in the LRSD Area Schools by working in partnership with the District toward the successful achievement of its goals. Each Area School received a copy of this proposal in early January. The first committee meeting has been scheduled for Wednesday, March 8 at 6 p.m. , Building at 810 W. in the LRSD Board Room of the Administration Markham Street. In order to convene this meeting, committee members will need to be selected as follows: A. One (1) representative (either parent or staff) appointed by each Area School Parent-Teacher Association B. One (1) non-voting representative appointed by the State Department of Education C. One (1) non-voting representative appointed by the Joshua Intervenors D. One (1) non-voting representative appointed by the Knight Intervenors E. One (1) non-voting representative appointed by LRSD F. One (1) non-voting representative appointed by Pulaski County Special School District 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000Memo February 17, 1995 Page 2 G. One (1) non-voting representative appointed by North Little Rock School District H. One (1) non-voting representative appointed by the Office of Desegregation Monitoring (ODM) I. One (1) non-voting representative appointed by the Magnet Review Committee (MRC) We would like to have the membership reflect the diversity of the Area School enrollment. Please complete the attached form and return it by March 1, to the attention of the Area Schools Advisory Committee, Superintendent's office of the Little Rock School District, 810 West Markham, Little Rock, AR 72201. If you should need another copy of the ASAC proposal, please indicate on the bottom of this form. FORM TO BE COMPLETED AND RETURNED MY MARCH 1 from Our Representative to the ASAC is\nNAME\nMelissa Guldin, Associate Monitor ADDRESS\n201 E. Markham, Suite 510, Heritage West Building, Little Rock, AR 72201 PHONE\n(home) 663-8177 (work) 376-6200 STAFF ODM PARENT I would like a copy of the ASAC proposal-VS- 5 Little Rock School District February 17, 1995 MEMORANDUM TO: FROM: SUBJECT: FEB 2 1 1595 CuiCS 0! Representatives to the Area Schools Advisory Committee Judy Magness, Board Member Martha Alman, Convener AREA SCHOOLS ADVISORY COMMITTEE The Little Rock School District Board of Directors approved a proposal for development of an Area Schools Advisory Committee at the January 26, 1995 Board meeting. The purpose of the Area Schools Advisory Committee is to be an advocate for children in the LRSD Area Schools by working in partnership with the District toward the successful achievement of its goals. Each Area School received a copy of this proposal in early January. The first committee meeting has been scheduled for Wednesday, March 8 at 6 p.m.. Building at 810 W. in the LRSD Board Room of the Administration Markham Street. In order to convene this meeting, committee members will need to be selected as follows: A. One (1) representative (either parent or staff) appointed by each Area School Parent-Teacher Association B. One (1) non-voting representative appointed by the State Department of Education C. One (1) non-voting representative appointed by the Joshua Intervenors D. One (1) non-voting representative appointed by the Knight Intervenors E. One (1) non-voting representative appointed by LRSD F. One (1) non-voting representative appointed by Pulaski County Special School District 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000Memo February 17, 1995 Page 2 G. One (1) non-voting representative appointed by North Little Rock School District H. One (1) non-voting representative appointed by the Office of Desegregation Monitoring (ODM) I. One (1) non-voting representative appointed by the Magnet Review Committee (MRC) We would like to have the membership reflect the diversity of the Area School enrollment. Please complete the attached form and return it by March 1, to the attention of the Area Schools Advisory Committee, Superintendent's office of the Little Rock School District, 810 West Markham, Little Rock, AR 72201. If you should need another copy of the ASAC proposal, please indicate on the bottom of this form. FORM TO BE COMPLETED AND RETURNED MY MARCH 1KKBBgg Little Rock School District Media Advisory March 2,1995 For more information: Dina Teague, 324-2020 The newly formed Little Rock School District Area Schools Advisory^ Committee (ASAC) will hold its first meeting on Wednesday, March 8 at 6:00 p. '.m. in the board room of the administration budding at 810 W. Markham. Community members are invited to attend the meeting and encouraged to serve as representatives on the committee, ASAC was proposed by LRSD Zone 3 representative Judy Magness and was approved by the School Board in January. ### O ATr*tr'k* C4-M. 30/30'd 62:9T G6. 3 JieW 303-t732-I0S-Txej $331^^35 iSIOdcinS OSdlSee. /f-. Clryyp/c/e r? n .'7 PSRk i : ' b- :\n- :'l TO: LRSD ADMINISTRATION AND BOARD OFFICE OF DESEGREGATION MONITORING FR: AREA SCHOOL PARENTS AND PATRONS MAR 8 1995 Office ot Desegfogation Monixn\nJ March 6,1995 Area School Parents and Patrons collected approximately 430 signatures (in less than a 24-hour period) protesting the proposed 1995-96 Budget Cuts by the LRSD Administration. Area School Parents and Patrons feel that most of these cuts were addressed in the March 1993 petition to the Court, which was accepted into the Court record. We simply feel outraged and betrayed by this Administration's blatant disregard of the primary needs of the children in the majority of the LRSD'S schools, which were addressed in that March 1993 petition. And AGAIN, we ask the Administration and the Court not only to listen to our concerns, but also to act responsibly by making cuts which DO NOT AFFECT THE PRIMARY NEEDS OF OUR CHH .DREN o 7 /RECS1VS3? MAR 5 1995 TO: LRSD ADMINISTRATION AND BOARD OFFICE OF DESEGREGATION MONITORING FR: A CONCERNED PARENT WHO HAS TALKED WITH MANY PARE!NM 0sesresaBo.n Mcn.ic\nng March 8,1995 Area School Parents and Patrons are dazed at the prospect of the Administration's attempt to cut the Area Schools' Academic Progress Incentive Grants and the Focused Areas of Activities allotted monies, especially in light of the the Office of Desegregation Monitoring's report of December, 1994. This Administration's latest Business Case on these monies is so poorly written and difficult to understand( besides the fact that it is filled with inaccurate and incomplete information) that it simply should be rejected by the Court. The Court should demand that the LRSD give these monies to the ARFA SCHOOLS in a timely and efficient manner, and should hold The LRSD accountable for its lack of concern for the Area Schools. It is difficult to try to figure out iff this Administration deliberately writes such incredulously vague reports to confuse the people, or if this Administration is simply too incompetent to write clear, concise informational reports. Area School Parents and Patrons are adamantly opposed to cutting nurses in the Area Schools. It is this type of cut which makes the patrons of LRSD reel with feelings of rage, lack of trust, and abandonement. We demand MORE NURSES, NOT FEWER, IN OUR AREA SCHOOLS. Area School Parents and Patrons demand that the LRSD have a logical, workable plan of action in order to consider the closing of any schools. We believe that the LRSD has no workable plan for children who would be left without a school. The suggestions previously made by this district are illogical and unworkable. Haw dare the ^strict suggest that students be placed in already filled-up, overcrowded and underserved Area Schools. We do NOT support the closings of Fair Park and Badgett. Area School Parents and Patrons are fervently opposed to cutting any Counseling or Music services to our Children. AREA SCHOOL PARENTS AND PATRONS DO NOT SUPPORT ANY CUTS WHICH DIRECTY AFFECT THE PRIMARY NEEDS OF OUR CHILDREN. 7 O'. .V MINUTES 'A-5 AREA SCHOOL ADVISORY COMMITTEE (ASAC) 2 7 ^995 APRIL 10, 1995 LRSD Administration Building OfiiCS -  O' M j Steve Arnold served as facilitator for the second meeting of the ASAC. He called the meeting to order at 6:35 PM. Fourteen persons attended the meeting, ten of whom were voting members. The meeting began with Mr. Arnold thanking all those who helped form the ASAC as well as those committee members who attended a recent meeting called by the LRSD administration. Estelle Matthis, Deputy Superintendent, called several members of the ASAC and asked them to come to the district offices and discuss a LRSD business case which proposed changes to both the Academic Progress Incentive Grants (APIG) and the grants for focused activities. According to representatives who attended the meeting with LRSD, during 1995-96 the district seeks to combine the two grants and offer $5000 in combined funds to each school as an allocation. While the schools will no longer be required to file a grant proposal, the projects upon which the funds are spent will be evaluated. Each school should use the APIG/focused activity fund for activities that promote academic achievement or a thematic emphasis for the school. The committee briefly discussed the need for better participation among the area school representatives, and decided to develop bylaws which would address attendance guidelines and other basic organizational issues. Steve Arnold volunteered to enlist the aid of an outside expert to prepare a draft for discussion. The committee agreed to take the task up at our next meeting. Mr. Arnold said, that in order to give committee members time to review the document, he would try to have a draft ready to mail out with the May meeting notice. Dannette Haley gave a report on the LRSD budget hearing held earlier that day in District Court. The report focused primarily on the courtroom discussion of APIGs and focused activities. Ms. Haley also explained that a number of schools had not yet received their funding, and she urged ASAC members to go back and encourage principals to go after the funding before the year ran out. Any APIG/focused activity funds left over at the end of the 1994-95 budget year will revert to the general fund. Melissa Guldin, an associate monitor at the Office of Desegregation Monitoring (ODM) explained that the LRSD does not \"roll over\" funds into a specific account\nall unspent money is reallocated through the regular budget process. Judy Magness, a member of the LRSD Board of Directors, asked the committee members to comment on the budget proposals related to APIGs and focused activities. Magness also commented that, to date, the district has spent $1,600,000 on the APIG grants to area schools. The group spent a great deal of time discussing the possibility of changing the grant funding to a per pupil basis, rather than a standard allocation per school.Page 2 ASAC Minutes for 4/10/95 Edwina McClerkan made a motion , which Dannette Haley seconded, that said : \"For the 1995-96 school year, focused activities and APIG will be combined and funded at a level of $20 per student per year. This funding will be in the form of a budget allotment [rather than through a grant application process].\" The motion was passed unanimously by the voting members present. Several committee members raised concerns about maintenance and repairs at the districts area schools. Representatives reported waiting for long periods for responses to work order requests. Due to the considerable number of concerns related to plant services, the committee decided to invite Doug Eaton, the LRSD Director of Plant Services, to attend the May ASAC meeting. The committee decided to place Mr. Eatons presentation first on the agenda and then take up the issue of ASAC by-laws. Steve Arnold placed the proposed agenda items as a formal motion, which Edwina McClurkan seconded. The motion passed without dissent. Cindy Farris, reporting for the Media Perception sub-committee, said that she has begun to keep a file of all newspaper articles and photos related to the public schools.\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\u003eArea School Advisory Committee\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_252","title":"Biracial Advisory Committee","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":["1990/1999"],"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 management and organization"],"dcterms_title":["Biracial Advisory Committee"],"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/252"],"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\nSelma Hobby 15 August 1990 NOTES FROM BI-RACIAL COMMITTEE WORKSHOPS CONDUCTED BY BRADLEY SCOTT (Note: Bradley Scott is from the Intercultural Development Research Association, San Antonio, Texas.) Comriients by James Jennings Necessary Components for Desegregation 1. 2. 3. 4. Commitment to desegregation Present desegregation in a positive light Financial support Comprehensive monitoring process Jennings thinks that the LRSD now has all of the above components. Comments by Bradley Scott HISTORY OF DESEGREGATION I. First Generation (1954-19640____________________ L\u0026gt;Brown v. Board of Education A. GOAL: PHYSICAL DESEGREGATION ^1964 Civil Rights Act Passed\nLBJ, President B. CONCERNS 1. Physical Assignment Plans 2. Elimination of Racial Isolation 3. Elimination of Bias and Stereotypes in Curriculum II. Second Generation (1964-19^32_____________ U1964 Civil Rights Act 1-\u0026gt;Publication of A Nation At Risk A. GOAL: EQUAL ACCESS AND TREATMENT WITHIN SCHOOLS AND PROGRAMS B. CONCERNS 1. Access to courses and programs 2. Elimination of Discriminatory Practices a. Are all students having access to all programs, both academic and extra-curricular? b. Students can not be denied access because of race, gender, or economic status.III. Third Generation (1983 - Present) I^A Nation At Risk A. GOAL: B, IV. Page 2 Hobby ELIMINATE PHYSICAL RESEGREGATION\nPROVIDE EQUITABLE OPPORTUNITIES TO LEARN\nACHIEVE COMPARABLE OUTCOMES AMONG IDENTIFIED POPULATIONS. CONCERNS 1. 2. 3. 4. Development of Culturally Sensitive Curriculum Vary Instruction to Match Learning. Heighten Teacher Expectations. Eliminate Achievement Gaps (between identifiable groups of people). Definitions of Terms A. Discrimination - denial of access to a person's rights under the law B. Equality - the notion that all students are treated the same without regard to race, sex, national origin, handicapping condition or economic circumstance. We found that when we treated everybody alike, we ended C. up discriminating against some. Equity - the result of' a process which accepts that students who are different.because of race, sex, national origin, handicapping condition, or economic circumstances enter the educational setting with varying needs, as well as knowledge, skill, and abilities. treated in such a way to respond to these differences. They must be D. II Environmental Scanning\" - looking at the status quo\nobserving things as they are at the time of the team visit\na snapshot in time V. Hints for Monitoring A. We are monitoring for equity. have been set and are being carried out. First, we have to be sure goals, strategies, etc. B. We want to make sure that the curriculum is presented in a multi-cultural manner, one that is culturally relevant. C. The Bi-racial Committee only collects data\nit has no enforcement power. D. The PRE staff does not lead the team, nor does it write the report\nmembers serve as technical assistants.c ' -0 r~ \\ OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Q April 8, 1991 James Jennings, Associate Superintendent for Desegregation Little Rock School District 501 Sherman Little Rock, AR 72202 Dear Mr. Jennings: Attached is a corrected copy of the April 3, 1991, letter to you regarding the Biracial Committee, letter for the April 3, 1991. Please substitute the attached Sincerely, Arma Hart Associate DirectorOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 April 3, 1991 James Jennings, Associate Superintendent for Desegregation Lirtle Rock School District 810 West Markham, Suite 510 Little Rock, AR 72201 Dear Mr. Jennings: Per our telephone conversation today, April 3, 1991, the LRSD plans to recruit members from the local school biracial committee to add to the District's Biracial Advisory Committee so that the work of the district committee will not be stymied by the school board's refusal to appoint new members. As you stated, the Biracial Committee has monitored and made reports on Incentive Schools in October and February and the ODM can expect to receive the last quarterly reports in April and May. Since this is a court required committee, I hope that the problem of rapid turnovers will become a moot issue. Ann and I would be happy to schedule a meeting with Chris and/or district officials to assist in helping you find a resolution to this problem. Sincerely, Arma Hart Associate DirectorOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 April 3, 1991 James Jennings, Associate Superintendent for Desegregation Little Rock School District 810 West Markham, Suite 510 Little Rock, AR 72201 Dear Mr. Jennings: Per our telephone conversation today, April 3, 1991, the LRSD plans to recruit members from the local school biracial committee to add to the District's Biracial Advisory Committee so that the work of the district committee will not be stymied by the school board's refusal to appoint new members. As you stated, the Biracial Committee has monitored and made reports on Incentive Schools in October and February and the ODM can expect to receive the last quarterly reports in April and May. Since this is a court required committee, I hope that the problem of rapid turnovers will become a mute issue. Ann and I would be happy to schedule a meeting with Chris and/or district officials to assist in helping you find a resolution to this problem. Sincerely, Arma Hart Associate Director TO: FROM\nSUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas May 21, 1991 72201 Dr. Ruth Steele, Superintendent pf Schools i  James Jennings, Associate Superintendent for \u0026gt; Desegregation Monitoring and Program Development Revised Proposal for Biracial Committee Membership During the special meeting of the Board of Directors on May 16, it was suggested that the May 3 proposal for selecting Biracial Committee members be revised to increase the representation from southwest Little Rock, concern. The following proposal addresses this Revised Proposal for Biracial Committee Membership A. The existing members will remain on the committee until their terms expire. on May 20. (See attachment) Dr. Gerald Mullikin resigned B. The committee will be expanded to 28 members. This will assist the committee in monitoring the seven incentive schools each quarter. C. The nine nominees will be added to the committee. It should be noted that the Board always has the option to substitute another nominee for an applicant recommended by the Biracial Committee. All applications are normally given to the Board for review in case a Board member wants to recommend approval of an applicant who wasn't recommended by the Biracial Coirmittee. D. Nine of the remaining vacancies will be filled by individuals from the Fair and McClellan attendance zones. These persons will represent the three organizational levels. In filling these vacancies, first preference will be given to school biracial committee members. E. The Joshua Intervenors will be allowed to make one appoint- ment to the Biracial Committee immediately. Four of the existing committee members will complete their terms at the end of the 1991-92 school year. These four vacancies will be filled by the Joshua Intervenors at the end of the 1991-92 school year or as vacancies occur during the 1991-92 school year. All appointments made by the JoshuaBiracial Committee Membership page two Intervenors must comply with the race and gender require- ments for the committee. (NOTE! This proposal has not been shared with the Joshua Intervenors as of the above date. proposal.) The Joshua Intervenors did not approve the first This process will give the Joshua Intervenors a total of five appointees. F. Vacancies that occur after all Joshua appointees have been added to the conmitteo will be based on the four high school attendance zones. As vacancies occur, the schools in each high school attendance zone will make appointments on a rotating basis. C ' ' x..._ i One high school representative, two junior high school representatives, and two elementary, representa- All appointments must comply tives will come from each zone. with the race and gender requirements for the committee. G. Three at-large positions will be available after all attendance zone appointments have been completed. The Biracial Committee does not plan to recommend this proposal to the Board of Directors.liEUa 11' YEARS REMAINING Goforth Coleman Brenda Donald Judy Magness James Mitchell Gerald Mullikin Jackie Patel Christine Patterson Bennie Smith Mary Swift Jesse Yarborough 1 2 1 2 1 2 1 2 1 2 CSS^BETO: FROM: THROUGH: SUBJECT: OEXHe Little Rock School District May 24, 1991 Chris Heller, LRSD Attorney James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Process for Selecting Biracial Committee Members The LRSD Board of Directors voted 4-1 to approve the attached proposal for selecting new Biracial Committee members. Please share the attachment with the Office of Desegregation Monitoring and the Joshua Intervenors. The Board is aware of the fact that this proposal has not been approved by the Joshua Intervenors. 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361TO: FROM: THROUGH: SUBJECT\nc LITTLE ROCK SCHOOL DISTRICT 010 West Markham Street Little Rock, Arkansas August 26, 1991 Chris Heller, LRSD Attorney 72201 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Committee Representatives from Joshua Intervenors According to the incentive school plan, the Incentive School Program Parent Council will be formed to monitor all activities related to the incentive school program. The Council must consist of two parent representatives from each incentive school and four members at-large appointed by the Joshua Intervenors. Please ask Mr. Walker to submit the names of his representatives by September 11. Also, the new selection process for the LRSD Biracial Committee permits up to five appointments by the Joshua Intervenors. One of these appointments can be made immediately and the remaining positions will be filled through attrition or at the end of the 1991-92 school year, whichever comes first. Please ask Mr. Walker to submit the name of his appointee as soon as possible. In order to ensure that the Committee maintains racial and gender balance, the Joshua appointee needs to be a black male. cc\nArma Hart FRIDAY. ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY, R.A. B- S. CLARK ROBERT V. LIGHT. R.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A. JOE D. BELL, R.A. MICHAEL O. THOMRSON. R.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERT, P.A. H. T. LARZELERE. R.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR.. P.A. THOMAS R. LEOOETT. R.A. JOHN DEWEY WATSON. R.A. PAUL B. BENHAM III. R.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR., R.A JAMES EDWARD HARRIS, R.A. J. PHILLIP MALCOM, R.A. JAMBS M. SIMRSON. R.A. MEREDITH R. CATLETT. P.A. JAMES M. SAXTON. P.A. J. BHERHBRD RUBBELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR, RA. JOSEPH B. HURST, JR., RA. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. RA. A PARTNERSHIP OF INOfVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNtTS AT LAW tOOO FIRST COMMERCIAL SUILOINO 400 WEST CAPITOL WILLIAM M. OWirriN III, THOMAS N. MOSE, AA. MICHAEL S. MOORE OIANE S. MACKET. P.A. LITTLE ROCK. ARKANSAS 7t2Ol\u0026gt;3A93 Telephone 5Oi37e*2Oii Fax No. SOI-37S-2I47 September 6, 1991 WAODCLk. JR., CLYDE TAO\" TURNER CALVIN J. MALL. P.A. SCOTT J. LANCASTER JERRY L. MALONE, P.A. M. OAYLE CORLEY, P.A. ROBERT O. BEACH. JR.. S. RANDOLPH LOONEY J. LEE BROWN H. CHARLES OSCMWENO. HARRY A. LIOMT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH OUT ALTON WADE RRICE C. OARONER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES OAVID O. WILSON JEFFREY M. MOORE COUNIIl WILLIAM J. SMITH WILLIAM A. ELDREOOE. JR.. P. WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. omtcT HO. Hr. John Walker JOHN W. WALKER, 1723 Broadway Little Rock, AR P.A. 370-1506 Re: 72201 Committee Appointments Dear John: I have enclosed a memo from James Jennings concerning the appointment of representatives of the Joshua Intervenors to the Incentive School Program Parent Counsel and the LRSD Bi-Racial Committee. Please let me know as soon as you can who the Joshua representatives to these committees will be. Thank you for your cooperation. Yours _ye: tru Christopher Hfrller CJH/k Enc.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas October 16, 1991 72201 C'ttke ow 1 6 W91 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Request for Information ci Oessgjeaa^ tionV.of'f'S Please find enclosed a copy of the May 21 memo concerning the selection process for the Biracial Advisory Committee. This information was requested by Polly Ramer. I have taken the liberty to include some additional information concerning this matter. Please let me know if you have any questions. cc: Chris Heller TO\nDr . Ruth Steele, Superintendent FROM : RE : RECEIVED MJR 3 0 1992 Little Rock School District Board of Directors Office of Desegregation Monnorirxj Little Rock School District Biracial Advisory Committee Incentive Schools In the Little Rock School District (LRSD) Desegregation Plan the Biracial Advisory Committee Is charged with the task of quarterly monitoring each Incentive School, (pp. 371 \u0026amp; 373) Incentive Schools have been called the most Important element of the LRSD Desegregation Plan (p. 260), and the Biracial Advisory Committee Is very concerned that\" the plan for the Incentive Schools Is not being fully Implemented, I __ ' ' being changed, and Is not resulting In Improved student Is continually achievement. We are Impressed with the dedication of the teachers and administrators In the Incentive Schools. However, failure to Implement the entire Incentive School plan Is causing disappointment, frustration and low morale of staff members. The Biracial Advisory Commlitee has compiled thl outlining our concerns about the Incentive Schools. s report The report follows the format of the monitoring Instrument used to evaluate the Incentive Schools. Desegregation Plan.) (Page numbers refer to the LRSD 1 . STAFFING: A . B . C . D . E . More male teachers Better racial balance of support staff One Instructional aide per classroom (p. 297E) Supervisory aides for playground/cafeter1a (p. 298F) Fulltime 2 . F . H. students Full time Full time Assistant NOTE : social worker (p. 323) one per 250 counselor nurse (p . principal (p. 322) 304G) -- one per 250 students one per 250 students C thru H are aren't these staff (pp. 307 \u0026amp; 323) In the LRSD Desegregation Plan, members In each school? Why CURRICULUM: A . (pp. 265-294) B . Teachers are concerned about the many pull out programs which Interfere with classroom Instruction. Multicultural curriculum -- 1 . 2 . 3 . 4 . visuals are good Infusion Into Instruction seems to be limited teachers often ask for more training on how to Implement the multicultural curriculum. the public should be more Informed about multicultural curriculum to allay misgivings misunderstandings. and3 . 4 . 5 , 6 . C . D . E . F . G . More hands on equipment is needed (p. 269) Special activities such as field trips seem to be available on a limited basis rather than as a supplement to enrich academics as specified In the LRSD Desegregation Plan (pp. 272 \u0026amp; 299) Very little evidence of peer tutoring (pp. 272 \u0026amp; 297C) Only one school has a science lab. equipment seen at other schools. Very little science (pp. 267 \u0026amp; 307) No evidence of foreign language program (p. 270) EXTENDED DAY: A . B. C. (Falls very short of Desegregation Plan) Needs more special skills offered (pp. 300 \u0026amp; 302) Bring In community people and programs, l.e. dance, karate, drama, etc. (p. 302) Programs are now based on talents of teachers In the schools but should be based on the variety of activities available In the community. STUDENT ACHIEVEMENT: We are concerned that student achleve- ment Is not Improving and cite these factors as possibly contributing to the the lack of Improvement: A. B . C . D. E . F. Teacher/pup 11 ratio Is too large, originally set at 1/18, now 1/25 Is acceptable, (p. 322) Instructional aides (2 per 3 classrooms) have very little time In the classroom because they are being used as supervisory aides. They have only a minimum amount of training, (p. 297E) Larger classroom sizes Impede Individualized Instruction and cause more discipline problems Physical plant not stimulating Social problems  (social worker will help) Too many pull-out programs Teachers express need for more training In different strategies to enhance achievement of diverse student populations. STAFF DEVELOPMENT: A . B . C . Bring In outside experts Offer professional training as Is being done for staff In the New Futures junior high schools. New teachers In the Incentive Schools need additional assistance and support. (p 378) PARENTAL INVOLVEMENT: According to the Incentive School Plan (p. 263) \"The specific details and concerns for each individual Incentive School must be developed by the local practltlone r s . The loca1 practitioners are the principals, teachers, parents and community representatives In each Incentive School District firmly believes that the success of area. The any program depends on the opportunity for the practitioners to make certain decisions at the local level.\" A . B. Very limited participation at most schools Need a full time social worker and a full time assistantC . D . principal to help ensure more who have been difficult to reach. participation by parents (p. 307) Very little evidence of small group meetings with parents at community sites. Need more Involvement of parents (p. 303) on school-based committees. (pp. 263, 305, 329) 7 . DISCIPLINE\nA . Need alternative classroom with certified Instructor in each school. B . Need strong mentoring programs such retired teachers a s (pp. 271 \u0026amp; 279 D) prog ram C . Need smaller classes to allow more Individualized attention. D. More community based programs, l.e. Boy and (pp. 299 \u0026amp; 300) Irl Scouts. 8 . BUILDINGS AND CAMPUSES: A . Incentive Schools should have extensive renovation or be replaced with new buildings, with exception of Rockefeller. B . C . New buildings should be built in the same areas of the community and should be state-of-the-art facilities. Playgrounds should be Improved and we 11-equ1pped. of the present playgrounds are unsafe. Franklin, Ish, and Stephens) (Mitchell, Some According to the LRSD Desegregation Plan, \"The purpose of the Incentive School program Is to promote and ensure academic excellence in schools that have been difficult to desegregate.\" (p. 260) Members of the Biracial Advisory committee are very concerned that the Incentive Schools are not accomplishing this purpose. If the Incentive Schools do not succeed, the LRSD Desegregation Plan will fail causing this district to continue spend large amounts of time and resources in court. t 0 The possibility also exists that the State will have to be repaid millions of dollars in desegregation money. MOST IMPORTANTLY, THE STUDENTS IN THE INCENTIVE SCHOOLS WILL NOT HAVE BEEN GIVEN THE EDUCATIONAL OPPORTUNITIES PROMISED BY THIS DISTRICT. c c : The Honorable Susan Weber-Wright Office of Desegregation Monitoring Joshua IntervenorsTO\nFROM: SUBJECT\nLITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas April 2, 1992 72201 LRSD Biracial Advisory Conmittee James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Next Mooting and Report to LRSD Board of Directors Next Meeting The next meeting of the LRSD Biracial Advisory Committee will be hold on Tuesday, April 7, in the Employee Lounge of the Administration Building, Markham and Izard Streets. that we will not meet in the Board Room, Please note at 6 p.m. Our meeting will begin The Employee Lounge is located on the first floor of the Administration Building, are enclosed for your review. The minutes of the March 3 mooting Report to the LBSP Board of Directors In the past, special reports to the Board of Directors have always boon reviewed and approved by the full Biracial Committee prior to final submission. I was surprised to seo that this procedure was not followed on Thursday, March 26. The first time I saw the enclosed report to the Board was at the March 26 Board Meeting. to the members of the Committee. I was handed a copy and asked to send it Before I discuss the inaccuracies of the report, and the damage that has been caused by those inaccuracies, I would like to elaborate further on the procedure that was used. A. As you know, the enclosed report was not discussed at the March 3 meeting (seo minutes). B. At the March 3 meeting, I reported that we were in compliance with some of the same items listed in the March 26 report. My report was in response to concerns noted by the Joshua Intervenors. In summary, I reported on March 3 that we were in compliance with the items noted by the Joshua Intervenors\non March 26, you reported that we were not in compliance\nand, no one approached mo between March 3 and March 26 topage two verify or discredit the report I gave at the March 3 meeting. C. I am unaware of an official mooting of the entire Biracial Committee hold after March 3, or even prior to March 3, to Furthermore, review and approve the March 26 report. I have not received a copy of the minutes of such a mooting. I do not know the results of a formal vote taken, prior to submission, to approve the March 26 report, if you had a quorum. I do not know My main concern is not related to whether or not I am My main concern is the need aware of all of your meetings. for the Committee to follow a process for collecting data, verifying data, and reporting your concerns to the Board and the public. This process should include a step where you verify your findings with the administration prior to the submission of your report to the Board and the public. This process does not take away your right to disagree with the administration's explanations. It doos, however, help you to ensure that your findings are accurate, and it demonstates good faith between the Conmittee and the District, past, we have always used this process. In the Five members of the Biracial Commitee did meet in the conference room of the Student Assignment Office on Thursday, March 20. I was not invited to this meeting and I was not informed about the nature of the meeting. I do not know if this meeting was related to the issue at hand. to this meeting is merely an attempt to determine who authored, verified, and approved the report. My reference It is inconceivable to think that a subcommittee would make such statements to the Board, the Court, and the public, and represent the full committee, without formal approval of the full committee. As you can see, the report is clearly intended to represent the position of the LRSD Biracial Advisory Committee - not a few members, an executive committee, etc. D. Copies of the report were made in my office on March 26. 1 secretary was not allowed to keep a copy of the report for My E. our files, practices. Again, this represented a departure from past This incident raises serious questions about the purpose of monitoring the incentive schools. If the full committee met and approved the March 26 report, then there was obviously a conscious attempt to delay the correction of the alleged problems until after the report had been submitted to the Board and the Court. Is there any record, including thepage throe quarterly monitoring reports, that the alleged violations were ever submitted to the administration for immediate action? action? Shouldn't effective monitoring employ immediate I would think that you would be anxious to let me know about such \"flagrant\" violations of the desegregation plan. Furthermore, it would strengthen your case to be able to say that you provided official notification to my office, in a timely manner, and I did not respond, responded to all of your monitoring reports. To date, I have To date, no one has shared any dissatisfaction with the accuracy, truthfulness, or completeness of my responses. laacgurftgjfla I will not spend much time talking about the inaccuracies in the March 26 report, speaks for itself. Board each month. past. My comments will be limited because the record I submit an update on desegregation to the You have received copies of this report in the The monthly reports thoroughly substantiate the existence of activities that you indicate have not been implemented, instance: For 1. Each incentive school has a scout troop for boys and girls. One of the girl scout troops served cookies to the Board last month. A representative of the Boy Scouts of America made a presentation to the Board about the troops in each incentive school at the beginning of the school year. 2. Meetings outside of the building - this month's update talks about a meeting held at Allison Presbyterian Church (March 1) for Ish, Rightsell, and Mitchell parents. Humphrey was the guest speaker. Judge Marion 3. Each incentive school has at least one science lab. Teachers were trained by Dennis Glasgow, the science supervisor. 4. Each incentive school has a full-time nurse. was corrected at the end of the first semester. This problem 5. Spanish is taught at each incentive school during extended day. 6. The Court granted a stay for the requirement of one aide in every classroom, the school year. Biracial Committee. The stay was granted at the beginning of This information was shared with the 7. Supervisory aides for playground/cafeteria are not requiredpage four by the desegregation plan. The language on page 298 con- earning supervisory aides is underlined because the District proposed this change in our May 1, 1991 submission to the Court. Court. To date, this change has not been approved by the 8. According to the plan, the assignment of an assistant principal depends on the population of the school. not violated the terms of the plan in this area. We have 9. We have not violated the terms of the plaui in regard to the number of counselors assigned to a building. The plan does not require a ratio of one counselor per 250 students. The plan does not give any guidelines for the number of students per counselor. 10. All schools do not have retired teachers as mentors because they have not been successful in recruiting retired teachers. mentors. We cannot force retired teachers to volunteer as As a result, we cannot be cited for non-compliance if individuals are unwilling to volunteer their time. All incentive schools, however, are participating in our main mentoring program. This program is exclusively for the incentive schools\nit uses parents, patrons, and employees as mentors\nand I have discussed it in at least two of my monthly reports to the Board, full operation. This program is in 11. We have not limited the number of field trips that a school can take. I supervise the budget for field trips. We have 12. ample funds still available for field trips. The plan requires pull-out programs. following on page 267: The plan states the \"Specialized programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs,\" I acknowledge that we do not have a social worker in every incentive school, incentive schools. At present, we have one social worker in the We will work on this problem. Fortunately, I have no other acknowledgements to make. Recommendations vs. Requirements Your report begins with a clear declaration that the District has \"failed\" to implement the \"entire Incentive School Plan.\" Thepage five report, however, mixes alleged plan violations and your recommendations all under the category of \"concerns.\" The purpose of monitoring is to ensxire compliance with the court- approved desegregation plan. choose to \"advise It The Biracial Comnittee may also welcome yoxir recommendations. or make recommendations to the District. We In this report, however, you begin by charging the District with failure to implement the plan\nyou refer to this report as an outline of your concerns (related to implementation)\nyou list alleged plan violations and recommendations\nand you make no distinction between \"alleged plan violations It and \"Committee recommendations.\" is the potential for the uninformed reader to view a \"recommendation\" as a violation of the plan. The end result Some of the \"recommendations It are listed below. imply that the District concurs or disagrees with your I do not mean to recommendations. The simple fact is that the District cannot be cited for not complying with a \"recommendation.\" Furthermore, the District cannot even respond to a recommendation that has not been submitted. 1. One counselor per 250 students 2. One nurse per 250 students 3. An assistant principal in eveiry incentive school - regardless of the school population. 4. Incentive schools should have extensive renovation or be replaced with new buildings. I am willing to discuss any of these issues at our next meeting. What is at stake here is the credibility of the LRSD Office of Desegregation and the incentive school principals versus the credibility of the LRSD Biracial Advisory Committee. party is wrong, the children in the incentive schools will suffer - again. If either In closing, please be reminded that the Biracial Committee appointed a subcommittee last school year to revise the monitoring instrument, member, Brenda Donald. The subcommittee was chaired by a former The subcommittee was careful to ensure that the new instrument actually monitored compliance with the incentive school plan. The new, or revised, instrument was delivered to the full committee in advance of a regular meeting. The full committee reviewed and approved the changes. was present. A quorum Many of the concerns listed in your March 26 report are not included in any of your monitoring reports. What is the purpose of your revised monitoring instrument if you now have different process for identifying and reporting concerns? a Whatpage six is the purpose of your monitoring reports if they do not reflect all of your concerns? Finally, if you identified the concerns listed in your March 26 report doing your monitoring visits, did you share them with the building principal diiring the exit conference? I cc: Dr. Ruth Steele Tony Wood Chris Heller Arma Hart Catherine Gill Sterling Ingram1. 2. 3. LITTLE ROCK SCHOOL DISTRICT BIRACIAL ADVISORY COMMITTEE Call to order - March 3, 1992 Regular Meeting the neeting was called to order by Chair, Bennie S*ith on March 3, 1992 at 6:15 p.m. after a 30 winute discussion with Dr. Ruth Steele.  The following were present: Carla Bobo Terrie Root Milton Carrol1 Jim Mitchell Bennie H. Smith Larry Davis Roy Johnson Robert Andri Bob Jones Larry Mabry Mary Swift Dee Ball Others Present: Kirke Herman, Joshua James Jennings Arma Hart Ruthie Gentry Reporter for the Arkansas Democrat-Gazette Shelley Robinson and Deborah Beuerman called in their absences. The February 4, 1992 minutes were approved. Mr. Kirke Herman, Joshua Intervenors spoke to the Committee about monitoring incentive schools: Curriculum - Spanish \u0026amp; Latin Monitoring procedure Double funding Extended day-participation and curriculum Recruiting - not working Discipline In-service about learning style and cultural expressions Morale of teachers and staff Concern with incentive school to be in compliance with the 2plan - Alternative certification for teachers available Stephens location - Discussion about the poor facilities at incentive schools - Joshua will sand their report to this committee James Jennings stated the district is in compliance with the desegregation plan regarding the items discussed by Mr. Herman. 4. 5. 6. 7. 8. Monitoring teaae will be restructured. Written reports fro local Bi-racial Committee . Are we going to make comments to the Court and to the Board? The only reports they get are our monitoring reports. Next meeting will have a guest about discipline rates. The meeting was adjourned at 7:45 p.m. Dee Ball 3TO\nDr. Ruth Steele, Superintendent Little Rock School District Board of Directors FROM\nLittle Rock School District Biracial Advisory Coaelttee tZ: locantlva Schools In the Little Rock School District (LRSD) Desegregation Plan the Biracial Advisory Coaalttee Is charged with the task of quarterly aonltorlog each Incentive School. (pp. 371 \u0026amp; 373) Incentive Schools have been called the aost laportant eleaent of the LRSD Desegregation Plan (p. 260), and the Biracial Advisory Coaalttee Is very concerned that the plan for the Incentive Schools Is not being fully laplanented, Is continually being changed, and Is not resulting In laproved student achieveaent. We are lapressed with the dedication of the teachers and adalnlstrators In the Incentive Schools. However, failure to lapleaent the entire Incentive School plan Is csuslng dIssppolntaent, frustration and low aorale of staff aeabers. The Biracial Advisory Coaalttee has coaplled this report outlining our concerns about the Incentive Schools. The report follows the foraat of the aonltorlng Instruaent used to evalusta the Incentive Schools. Desegregstlon Plsn.) (Psge nuabars refer to the LRSD 1. STAPPING: A. B. C. D. E. F. G . H. More aale teachers Better racial balance of support staff One Instructional aide per classrooa (p. 297E) Supervisory aides for playground/cafeterla (p. 298F) Full tine social worker (p. 323) -- one per 250 students Full tlae counselor (p. 322)  one per 250 students Full time nurse (p. 304G) Assistant principal (pp. 307 \u0026amp; 323) one per 250 students NOTE: C thru H are in the LRSD Desegregation Plan. aren't these staff aeabers in each school? Why 2. CURRICULUM: A. (pp. 265-294) B. Teachers are concerned about the aany pull out prograas which Interfere with classrooa instruction. Multicultural currlculua -- 1 . 2 . 3. 4 . visuals are good Infusion into instruction seeas to be limited teachers often ask for sore training on how to implement the multicultural curriculum, the public should be more Informed about multicultural curriculum to allay misgivings and alsunderstandlngs.3. 4 . 5 . 6 . C. D. E. F. C . Hore hands on equipment is needed (p. 269) Special activities such as field trips seen to be available on a United basis rather than as a supplement to enrich acadenlcs as specified in the LRSD Desegregation Plan (pp. 272 A 299) Vary little evidence of peer tutoring (pp\u0026gt; 272 A 297C) Only one school has a science lab. Very little science (pp. 267 \u0026amp; 307) equlpnent aeen at other schools. No evidence of foreign language progran (p. 270) EXTENDED DAT: A. B. C. (Falla very short of Desegregation Plan) Naada aore special skills offered (pp. 300 \u0026amp; 302) Bring in coaaunlty people and prograas, i.a. dance, karate, draaa, etc. (p. 302) Prograaa arc now based on talents of teachers in the schools bnt should be based on the variety of ectlvitles available in the coaaunlty. STUDENT ACHIEVEMENT: Ve are concerned that student achleve- aent is not laproving and cite these factors as possibly contributing to the the lack of laproveaent: A. B. C. D. E. F. G . Teacher/pupil ratio is too large, originally set at 1/18, now 1/25 is acceptable, (p. 322) Instructional aides (2 per 3 classrooas) have very little tine in the classrooa because they are being used as supervisory aides. They have only a alnlaua aaount of training, (p. 297E) Larger classrooa sizes lapede individualized instruction and cause aore discipline problens Physicel plant not stlnulating Social problena -- (social worker will help) Too aany pull-out prograas Teachers express need for aore training In different strategies to enhance achleveaent of diverse student populations. STAFF DEVELOPMENT: A. B . C. Bring in outside experts Offer professional training as is being done for staff in the New Futures junior high schools. New teachers in the Incentive Schools need additional assistance and support. (p 378) PARENTAL INVOLVEMENT: According to the Incentive School Plan (p. 263) \"The specific details and concerns for each Individual Incentive School oust be developed by the local practitioners. The local practitioners are the principals, teachers, parents and coaaunlty representatives In each Incentive School area. District flraly believes that the success of any prograa depends on the opportunity for the practitioners to aake certain decisions at the local level.\" The A. B. Very Halted participation at most schools Need a full tlae aoclal worker and a full tlae aaslstantC . D. 7 . 8 . principal to help ensure more participation by parents who have been difficult to reach. (p. 307) Very little evidence of small group meetings with parents at community sites. (p. 303) Need more Involvement of parents on school-*based committees. DISCIPLINE: A. B. C. D. (pp. 263, 305, 329) Naad alternative classroom with certified instructor In each school. Need strong mentoring programs such ss retired teachers program (pp. 271 \u0026amp; 279D) Need smaller classes to allow more individualized attention. Nora community based programs, l.e. Boy and Girl Scouts, (pp. 299 \u0026amp; 300) BOILDINGS AND CAMPUSES: A. B . C. Incentive Schools should have extensive renovation or be replaced with new buildings, with exception of Rockefeller. New buildings should be built In the same areas of the community and should be state-of-the-art facilities. Playgrounds should be improved and well-equipped. Some of the present playgrounds are unsafe. Pranklin, Ish, and Stephens) (Mitchell, According to the LRSD Desegregation Plan, \"The purpose of the Incentive School progrsm is to promote and ensure academic excellence in schools that have been difficult to desegregate. (p. 260) Members of the Biracial Advisory committee are very concerned that the Incentive Schools are not accomplishing this purpose. If the Incentive Schools do not succeed, the LRSD Desegregation Plan will fail causing this district to continue to spend large amounts of time and resources In court. The possibility also exists that the State will have to be repaid millions of dollars In desegregation money. MOST IMPORTANTLY, THE STUDENTS IN THE INCENTIVE SCHOOLS WILL NOT HAVE BEEN GIVEN THE EDUCATIONAL OPPORTUNITIES PROMISED BY THIS DISTRICT. cc: The Honorable Susan Ueber-Wrlght Office of Desegregation Monitoring Joshua IntervenorsLittle Rock School District April 7, 1992 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Arma J. Hart, Desegregation Facilitator SUBJECT: RESPONSE TO BIRACIAL ADVISORY COMMITTEE Submitted for your review is a response to the District Biracial Advisory Committee Report. See attachments to the report. 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 RESPONSES TO BIRACIAL COMMITTEE REPORT We are appreciative of the efforts of the biracial committee and its important charge of monitoring the Incentive School Section of the Settlement Plan. In order to ensure that accurate and adequate information is supplied to help facilitate written reports to the superintendent, board and court, there is an urgent need to keep you informed through both oral and written desegregation updates during your scheduled, monthly meetings, a continuing basis. on Since this is the first year that the settlement plan has been approved by the court, good faith efforts have been made in terms of providing an understanding and a thorough awareness of the plan components to principals, teachers and parents. Attached for your review is a checklist that was provided to all the principals in the Incentive Schools in September to use as a means to review requirements that need to be implemented in the Settlement Plan. During monthly desegregation meetings and in written correspondence, settlement plan requirements are derived to ensure that we are complying in a timely manner with program implementation. Principals inform patrons about the program offerings and activities in the Incentive Schools through PTA meetings and newsletters. Some program materials and equipment are ordered on either the district or building level. development. The same is true for staff level. Rarely are manipulatives ordered on the district The responsibility for selection of supplies, types and number of field trips is left to the discretion and prudent budget management of the principal in charge of the school. The Volunteers in Public Schools Office assists in scheduling field trips to Toltec Mounds, Museum of National History, Ballet Arkansas, etc. taken by schools. Office. Attached is a list of some of the field trips This information is on file in the VIPs Responses to specific items cited will follow the same format used in the Biracial Committee Report. 1. STAFFING A. More Male Teachers. . We are in agreement, and national problem. This concern is both a state According to national reports. male teachers are even scarcer in Elementary than in Secondary Schools. The real problem lies in the fact that fewer men enter Elementary Education in college. The problem is even more prevelant in primary grades. Male teachers are sought after and valued as role models for African-American male students. The teacher recruiter for the LRSD and the building principals are aware of this need and work toward that end.Page 2 B. Better Racial Balance of Support staff. . Principals and the Department of Human Resources are cognizant of this need and do maintain fair hiring practices\nhowever, the number of black applicants is much greater in the pool of interested persons. This results in a larger percentage of one race hired over another. White applicants are considered by the principal for custodians and aides when these positions become available. C. One Instructional Aide Per Classroom. . This matter is under the consideration of the court. No ruling has been made at this time. D. Supervising Aides for Playground/Cafeteria. . The court does not require the District to hire supervision aides (See Court Order). The pending Court ruling regarding instructional aides (1 per classroom), may eventually require the hiring of supervision aides. All schools have aides supervising students on the playground. training for aides was provided on Monday, Cluster February 10 and on Monday, February 17, 1992. E. Full Time Social Worker. . Social workers will be recruited. Teachers and counselors work with students on a daily basis and do home visits as needed. (Social workers are not required according to State standards for any school in Arkansas.) F. Full Time Counselor. . The District is in compliance. The Arkansas Department of Education requires that every school have a full time counselor. The Incentive Schools exceed both NCA and State standards. G. Full Time Nurse. . The District is in compliance. Gwen Efird, the Director of Nurses, was instructed to hire a full time nurse to meet the special needs of children in each Incentive School.Page 3 H. Assistant Principal. . The plan does require this position to be filled in all schools, this issue. However, the court has not ruled on (NCA requires a full time principal plus a half-time assistant principal or the equivalency for 600 to 800 or more students). Due to the small enrollment in most of our Incentive Schools, only Franklin and Rockefeller have assistant principals. 2. CURRICULUM A. Teachers are concerned about the many pull-out programs which interfere with classroom instruction. . The District is not out of compliance. The plan specifies that...\"Federally or state mandated programs (remedial, special education, gifted and talented) will be available through the instructional day, with reinforcement activities available through the extended day, week, or year programs.\" The State and NCA standards require that music and P.E. are taught to every child. Since Extended Day attendance is optional and certain skills are specified in the plan to be taught on given days, some students would miss out on these requirements. Other alternatives that will restrict pull-outs can be explored to better meet the needs of children. B. Multicultural Curriculum 2. Infusion into instruction seems to be limited. . If followed according to the guidelines set forth by the Social Studies Department, multicultural education should be infused into the various subject areas at each school. 3. Teachers often ask for more training on how to implement the multicultural curriculum. . District and/or building training in this area is on-going. Principals can request training at the building level from the Social Studies Department.Page 4 The program director, Marie McNeal, is available to assist staffs if either she or the principal identifies the need for immediate training for particular teachers or the entire building. Teachers are requested to help identify the staff development needs in every building. District and building level training is based on this information. Brady Scott, Coordinator of the Equity Assistance Center in San Antonio, Texas, has provided additional technical assistance and training for staff and regarding at-risk students in a multicultural setting. 4. The public should be more informed about multicultural curriculum to allay misgivings and misunderstandings. . The suggestion is an excellent one that is already being explored. Area community Meetings in churches, on cable TV, and other options are planned. It appears that there is a need to continually inform and update the community about what is being taught in the schools. C. More Hands on equipment is Needed. . Principals determine with staff input their building equipment needs, as inadequate at this time. None have been reported Each building has an individual school budget with a line item for ordering equipment. D. Field Trips. . The District is in compliance. As specified in the settlement plan, field trips enhance learning, broaden cultural activities, provide experiences and assist in the development of coping skills. Each staff determines what. where and when they will take field trips. According to the field trip data, many trips have been taken this year, locally and some out of the state. These were determined by the needs and interest at the building level by the principal and staff.Page 5 Very little evidence of peer tutoring. . Most peer tutoring goes on in Extended Day. During the day, the remedial, regular and enriched needs of each child are being met. Therefore, peer tutoring is done on a limited basis and varies from classroom to classroom. F. Only one school has a science lab. equipment, some at other schools. Very little science . The same amount of science lab equipment was ordered for each school in grades 3-6 by Dennis Glasgow, the Science Director. Due to the lack of space, science labs are placed in the science teachers classrooms. departmentalized in grades 3-6. Each school is semiPrincipals order aquariums, magnets, animals, and other equipment to supplement the labs and/or the science curriculum on other grade levels. Inservice training on how to use the science equipment and materials to be ordered was conducted on November 11, 1991 for 4-6 grade teachers and principals by Dennis Glasgow. E. G. No Evidence of Foreign Language Programs. 3. . Spanish is taught during Extended Day through the use of AETN. Programs in extended day are built around students that participate and selection of subjects. trained\nTeachers and principals have been tapes and curriculum guides were ordered for all the schools in the fall. Teacher Recruitment Coordinator, Robert Robinson, has advertised for Spanish teachers to be hired in the programs. As part of the curriculum realignment, Spanish will be taught by trained Spanish teachers. EXTENDED DAY A. Needs more special skills offered. . A survey listing the broad skill offerings was generated by staff and the principal at each school. Students selected choices of programs and/or activities from the surveys in September. The student choices primarily formed the basis for the program offerings in the Extended Day. Classes were offered for the number of children who chose to attend. The principal and staff have the flexibility to decide program revisions, additions, or deletions at the end of each reporting period, semester or when necessary.Page 6 B. Bring in community people and programs, i.e., dance, karate, drama, etc. 4 . C. . Community people are sought after by VIPS, Coordinator of Incentive School Services, and the Desegregation office. Personnel from UALR has been employed by the District to assist the Incentive School dance teachers with a dance program. personnel from UALR have assisted teachers with gymnastics. Experienced, certified band and Also, string teachers from other schools in the District teach interested students band and string lessons approximately two and a half hours every Saturday. Earnest Lamb, string teacher, is a member of the Arkansas Symphony Orchestra. Carwin Pleasant, band teacher, is a band/orchestra teacher at Sooker Magnet and a professional musician who teaches band to our students. Staff persons from the Art Center, and other volunteers are contacted by designated persons in each school or by request through VIPs to assist with various activities. A recent article featuring Curtis Tate working with our students at Mitchell appeared in the Arkansas Democrat-Gazette. We will continue to bring community people into the schools as we strive to work around their jobs and scheduled activities. Programs are now based on talents of teachers in the schools but should be based on the variety of activities available in the community. . Teachers select their areas of interest, but volunteers are placed according to their profession. We have found that some teachers are skilled in several areas and offer successful opportunities for our students. Again, VIPS Office assists greatly with resource personnel for the various extended day options. A list of resource persons invited to the schools is available in the VIPs Office. STUDENT ACHIEVEMENT: We are concerned that student achieve- ment is not improving and cite these factors as possibly contributing to the lack of improvement. A. G. (This section is not being answered on an itemized basis as most of them have been addressed in other areas of this response)Page 7 . The school board, administrators, teachers, and parents have the primary responsibility and concern for seeing that our students receive an adequate education that will prepare them to meet the challenge of the future. Our principals and teachers are in the schools on a daily basis, are many factors that could prohibit a child groups of children from improving academically. There or It is not clear if any or all of the problems enumerated by some members on the biracial committee have had adverse effect on students to the extent that they an 5 . are not improving in Incentive Schools\nnor is there any data to indicate that our students are not improving . What achievement data or test information is being used to make this comparative analysis? Especially since no achievement test scores or MPT scores are available for comparison. Principals in each school are charged with the responsibility to monitor students progress on a regular basis. The Assistant Superintendent in charge of the schools monitor the academic progress of each school to determine the progress each child is making. STAFF DEVELOPMENT A. Bring in outside experts. . Staff development is an on-going process. Consul- tants from out-of-state have been brought in to assist in training teachers and principals. We are fortunate to have an outstanding Staff Development Department with personnel who have attended out-of-state meetings and are experts in many areas. They have recently conducted the Effective Schools Program in the Incentive Schools. C. New teachers in the Incentive Schools need additional assistance and support. . Paula Grier, from the Staff Development Department, has been hired to do training full time with teachers who need help in the Incentive Schools.Page 8 6 . PARENTAL INVOLVEMENT According to the Incentive School Plan (p. 263) \"The specific details and concerns for each individual Incentive School must be developed by the local practitioners. The local practicitioners are the principals, teachers, parents and community representatives in each Incentive School area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level.\" 7. . The District has hired a Coordinator of Incentive Schools Services who is responsible for assisting principals to involve parents and the community in the schools. Parent workshops, lunches, and breakfast meetings in churches, schools and businesses that feature outstanding community people as speakers, are some of the ways that we have attempted to get parents involved in the schools. Some parents have not chosen to take advantage of these opportunities due to personal or economic reasons. Programs that feature children have proven to be the most successful in getting parents out. Parent Meetings is attached for your perusal. A copy of the DISCIPLINE A. Need alternative classroom with certified instructor in each school. . Time-Out and Social Skills training has been provided for principals, teachers and aides as an alternative to putting students out of class and out of the school setting. the training is attached.) (A copy of the materials used in Inadequate space prohibits an alternative room in 3 of our school buildings. An alternative space is provided when an emergency arises that requires a student to be given time out. Emphasis is placed on accentuating and rewarding positive behavior, identifying problems before they get out of hand scheduling parent conferences and sessions with the counselor, principal or nurse--rather than putting students out of the regular classroom. Rooms in some buildings are now staffed by designated personnel who work closely with the principal for part of the day. The alternative room is a last step measure that is used to keep a student in school. Many children need to be taught the necessary social skills to make them succeed in the classroom and on the playground.Page 9 B. Need strong mentoring programs such as retired teachers program. . A well developed mentoring program is in operation in our schools that was developed by Debbie Milan, Director of the Volunteers in Public School office. Retired teachers have been contacted to work in the schools with our many children who need a mentor. Recruitment and advertising in businesses, churches, educational facilities, and at Park Plaza Mall has resulted in much community involvement in our schools. Approximately 2,000 flyers were mailed to the community about the Mentoring Program. Over 150 personal letters were mailed to friends of the Little Rock School District personnel. A total of 500 Recruitment Cards were printed and issued at a basketball game and other functions. On April 7, Debbie Milam will speak at the Little Rock Rotary Club about the Mentor's Program, of the Mentoring Program. Attached is a copy We hope to continue adding to the list of mentors each year. Retired teachers and any interested persons are encouraged and needed to assist in this effort. C. Need smaller classes to allow more individualized attention. 8. . The court will make a ruling regarding the number of students that each Incentive School class can maintain. In comparison to the other area and magnet schools that African-American students attend, the enrollment is smaller for the Incentive Schools. ' average range of class size is 18 The 23 . Most schools have only a few classes with 25 students\nsome have none. BUILDINGS AND CAMPUSES A. Incentive Schools should have extensive renovation or be replaced with new buildings, with exception of Rockefeller. . Extensive renovation began at the Enhancement (Incentive Schools) in August of the 1988 school year and is continuing in 1991-92 with a total cost by schools, following on next page of this report:Page lo Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Total Cost $1,220,680 367,096 95,086 212,478 191,253 137,409 61,502 $2,285,504 C. (See Enhancement School Project Summary.) The following additions/changes have been completed or are scheduled to be completed during the 1991-92 school year for the following schools: Garland Ish Stephens New outside lighting New Roof (summer of 1992) New carpet in building and office Work orders should be turned in to the Maintenance Department by the principal when- ever a problem exists. If problems are not addressed in a timely manner, the Assistant Superintendent in charge of that school should be notified. Playgrounds should be improved and well-equipped. Some of the present playgrounds are unsafe. (Mitchell, Franklin, Ish, and Stephens). . We agree that playground equipment should be maintained. The Plant Services Department has been requested to visit each of the 4 schools named in your report and determine, in consultation with principals, what problems exist. Office of Desegregation will do follow- up visits to those schools and report the findings.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 TO: FROM: DATE: RE: James Jennings Horace Smith and Connie Hickman April 20, 1992 Request for Districtwide Biracial Committee information In order to better understand the functioning and effectively monitor the performance of the Districtwide Biracial Committee, we will require the following information. The request is organized according to the categories identified in the monitoring guide you received. We realize that this is a very busy time of year, and it is not our intention to burden you further. However, we would like for the following information to be submitted to our office by April 29, 1992. We will call you on April 22, 1992 to answer any questions you may have regarding this request. Thank you for your cooperation. Recruitment  Committee job descriptions  Copy of committee member selection criteria  List of individuals involved in the member recruitment process  Written description of the recruitment process Committee Composition  Current membership roster with information on race, gender, geographic area, address, and home and work phone numbers  Schedule of committee meetings * Biracial committee meeting agenda, minutes/attendance record  List of participants in monitoring visits  Written yearly goals and objectives, policies and procedures  Organizational chart Orientation and Training  Copy of the orientation packet provided for new committee members  Agenda for orientation session * * Schedule of orientation/trainings including time, location, and number of members attending Descriptions of training provided for the committee (goals/objectives, agendas, handouts, presenters, evaluations)Monitoring Process  Monitoring instrument * Schedule of monitoring visits  Flow chart describing the process by which the committee receives, assimilates, and reports along with corrective action identified and taken by the district Reporting Process * Schedule of reporting periods * Individual incentive school reports from all quarterly visits, along with principals responses * Quarterly Incentive School Reports (We have received the First Quarter Report for the 1991-92 school year.) Support and Recognition  List of resources provided to the committee  List of methods of appreciation and schedule of recognition events for committee members Plan Provisions  List of Biracial Committee members serving on the Biracial Advisory Committee which serves as the steering committee for incentive school recruitment  Identify ex-officio members with marketing/ advertising background serving on the Advisory Committee * Bi-monthly recruitment reports submitted by the Office of Desegregation * Indicates information which should be submitted as generated.PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 DATE: April 29, 1992 TO: Mr. Horace Smith and Ms. Connie Hickman, Office of Desegregation Monitoring 1. I FROM:/a'i, Billy J. Bowles, Assistant Superintendent for Desegregation SUBJECT: District Biracial Committee Information In response to your memo dated April 20, 1992 the following information is submitted for your review: Recruitment 1. 2. 3. The Committee's job description is outlined in Attachment 1. Members for the District Biracial Planning and Steering Committee are recruited by the Pulaski County Special School District School Board of Education, the Office of Desegregation, and the local school principals. PCSSD does not have a written description of the recruitment process. Members are solicited by the process described above and appointed to the Committee on the basis of area, race and gender. This committee also serves as the District's Planning and Steering Committee in compliance with Act 7 of the 1983 Arkansas Legislature. Committee Composition Attachments 2,3,4,5. PCSSD does not have an organizational chart that includes the District Biracial Planning and Steering Committee. Orientation and Training See Attachments 6,7,8 Monitoring Process 1. The District Biracial Planning and Steering Committee conducts a review and analysis of the local schools' first and second semester visits made by the monitoring teams. (Attachment 9) The Committee schedules a followup visit when there is a serious concern. Attachment 11 is the Monitoring Instrument that is then completed by the District Biracial Planning and Steering Committee. The Committee's report is submitted to the Board of Education at a regular Board meeting in the spring of each year. Memo to Mr. Horace Smith and Ms. Connie Hickman April 29, 1992 Page 2 2. The process by which the Committee receives, assimilates and reports is not done in a flow chart format. Reporting Process The District Biracial Planning and Steering Committee submits a yearly report to the Board of Education. Other reports are given, upon request, by either the Board of Education or the Office of Desegregation. (Attachments 10,11) Support and Recognition 1. 2. 1. 2. ch c The Qtiaianan i Tb\u0026lt;^s^dent^i meefirig~eacn y The District Biracial Planning and Steering Committee is provided sources of information through various means. Teachers and administrators provide periodicals, reports of current and future desegregation issues and informational materials. Community resource people are also invited to share information about desegregation issues. -I-. u jg with a plaque at the final meeting each year. Ire presented a certificate of appreciation. The last year is an appreciation dinner meeting. Plan Provisions Any recommendations are reflected in the District Biracial Planning and Steering Committee's minutes. (Attachment 4) Parent/Student Survey (Attachment 12) Mr. Bobby G. Lester Mrs. Ann Brown Attachments11/J6/92 20:11 0301 324 2032 L R School Dlst ODM 001/003 5 \u0026lt;53 L, ft Little Rock School District NEWS RELEASE Current Direction of LRSD Biracial Committee on Target with ODM Findings November 16,1992 For more information, contact Dianne G. Woodruff, 324-2020 The findings presented on the Little Rock School District Biracial Committee contained in the \"1991-92 Monitoring Report on The Biracial CommittRfis\" filed today with federal District Judge Susan Webber Wright by the Office of Desegregation Monitoring confirm that the LRSD committee's direction is on target, according to Dr. Mac Bernd, LRSD superintendent n' 'I firmly believe that the information in this report, which looks at how the committee performed during the 1991-92 school year, shows that the activities of the committee this .year are on target and are exactly where we need to be working toward a logical, systematic progression of implementing the elements of our desegregation plan,\" Bernd said. \"Any report that is covering activity that is a year or so old will be somewhat behind where the organization is now. Therefore, in many areas, we have set about working with the committee on exactly e kinds of improvements that are recommended in the report At the same time, there are several areas where we have yet to make the kind of effort that is required by the plan but we're committed to seeing that this does occur,\" Bernd added. -more-20^ L R School Dlst ODM 002/003 Page 2 L^D News Release Biracial Committee For example, Bernd said, in the area of the composition of our committee, the Biracial Committee has begun to develop a mattix to identify exactly what characteristics of membership, either by race, gender or geographical location of residence, are presently represented, A recruitment plan to fill the open positions based on what is detailed in the matrix win follow. This entails working with members of the committee, school-based biracial committees and the school PTAs, among others, Bernd said. Four new members have been recommended by the Joshua intervenors. Those nominees and others are expected to be presented to the LRSD Board of Directors at its December meeting for confirmation. While members of the Biracial Committee this year received special training to prepare them more fuUy for the monitoring process from the District's Plannings Research and Evaluation Section, Bernd acknowledged that more can and will be done in the area of training and orientation for committee members. Committee members have participated in two Saturday retreats and established goals and objectives for the year, including a calendar of events scheduling the things the Biracial Committee and its several subcommittees will undertake. Each subcommittee has established its own goals. Several subcommittees have already reported their progress to the entire committee. The notation in the report that the role of the Biracial Committee as an advisory group to incentive school recruiting efforts has not been adequately pursued by the District is well taken, Bernd said. \"We presently are working to bring the Biracial Committep. and -more-11 16/92 20:12 501 324 2032 L R School Dlst 4^^ ODM 121003/003 Page 3 L^p News Release Biracial Committee incentive recruiting into the larger ftanrework of cn,p,ehesive recruitbg ia d\u0026gt;e Disrtct, he saii -iha. connrJnee can he a valuable intend to overlook it any longer. We asset to us in this area. We do not will be practical and timely.\" want to create a system where the committee's role As to the finding that the District's school elements of the desegregation plan, such monitoring report form fails to include the committee has chosen to keep the as areport on lecniiting, Bernd explained that developed a checklist of indicators present monitoring instrument but has already to help them better document and focus their observations. It wiU be changed, however. as said. we refine and better assess needs, Bernd -30-Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 November 16, 1992 Shirley J. Thomas, Biracial Committee Chair 1912 Green Mountain Drive, #335-B Little Rock, AR 72212 Dear Shirley\nI am happy to share the enclosed 1991-92 Monitoring Report on the Biracial Committees with you and your fellow Biracial Committee members. The Office of Desegregation Monitoring (ODM) filed this report with the District Court today and also furnished copies to the three Pulaski County school districts. My associates and I sincerely thank you and your committee colleagues for having helped make this report possible. Your cooperation in talking with us, sharing materials, and answering our questionnaire were all invaluable as we gathered the information we needed. We hope youll find that our assessment of the Biracial Committees, and their relationship to the districts and the desegregation process, is both comprehensive and accurate. We also hope that it provides some useful insights and suggestions. Any comments you and your committee may have about this report will be most welcome, and 1 would be pleased to hear from you. Your job as biracial committee members is a very important part of meeting the enormous challenges facing our school districts. Thank you for all the ways you are working to improve the lives of our children. Very truly yours, Ann S. Brown LITTLE ROCK SCHOOL DISTRICT Biracial Committee hi \\ I MAY - .\nJ3 April 6, 1993 In_ I MINUTES Members Present: 1. 2. 3 . 4. 5 . 6. 7 . 8 . 9. Jim Mitchell Steve Meeker Bennie Smith Kenyon Lowe Carla Bobo Catherine Gill, LRSD Marie Parker, LRSD Terri Root Milton Carroll Dr. Bernd was not able to attend the meeting due to a conflict in schedule. How many vacancies (principal) are there for the 1993-94 school year? Chairperson, Shirley Thomas, was unable to attend the meeting due to a death in the family. Terri Root presided over the meeting. The Chair had called in issues that needed to be discussed at the meeting. Steve Meeker reported on the relationship between the PCSSD and LRSD. PCSSD. The discussion was on whether they should meet with the 1.5 there any tiling in the Plan? The Committee remarked they had not received minutes in the last two months. Marie will see to the members getting the minutes. SEE SHIRLEY'S NOTES FOR A LIST OF THE ISSUES DISCUSSED AT THE MEETING!! Comments from Bennie Smith regarding the Art Show, the members of the committee support the program. He asked that 501 Sherman Street, Little Rock Arkansas 72202, (501)324-2272. April Biracial Minutes Page -2- Terri reviewed businesses and others. She is the PR representative for the Art Show. She read a list of potential supporters and ask if members had additional suggestions to add to her list. Members gave several other suggestions. Marie provided a status report King attendance zone. on Stephens site selection and There was not a quorum so no action could be taken. Recommendations by Mr. Smith: 1. 2. Next month meeting be focused on the last monitoing visit. That someone call the chair , and ask her to call to ensure there is a quorum so that visits can be planned, chairman of the membership will call all members. The 4. Program that generates the magnet selection. Ask Mr. Ingram if he would meet with the Committee at meeting. next Terrie has articles she would like to address with the superintendent and the members. Articles were shared. Meeting adjourned. 3 . 5 .l' 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 15, 1993 To: Arma Hart From: Connie Hickman Tanner Subject: Biracial Committee Monitoring Thank you for your call concerning the Biracial Committees monitoring. As you know, ODM published the 1991-92 Monitoring Report on the Biracial Committees on November 16,1992. In that report ODM monitors concluded that although the monitoring instruments used by all three districts addressed general areas of the desegregation plan, they did not relate to specific plan provisions. As a result, these instruments made it difficult for the districts to effectively monitor the implementation of their desegregation plans. The monitors recommended that the districts \"Design monitoring instruments that correlate specifically with the desegregation plan provisions so each district can measure its progress in plan implementation\" (ODM Biracial Committee Report, page 28). I have also had many discussions regarding the biracial committees monitoring instrument with LRSD administrators and members of the Biracial Committee. During those discussions, I continued to urge the district to develop a monitoring guide that reflected specific plan provisions. A plan-specific guide would assist the Biracial Committee in monitoring the districts plan implementation progress, evaluating areas that are working, and identifying plan provisions that may need to be changed. Monitors have offered the ODM Incentive School Monitoring Guide simply as an example, showing how a guide could be developed that reflects the districts obligations. I have had several calls about using ODMs Incentive School Monitoring Guide and seeking what appeared to be legal advice. I have repeatedly stated that legal advice needed to be sought from the districts counsel and I have referred to the language in LRSDs plan and described the process outlined for modification, if the district should choose such action. It is good to hear that the biracial committee is linking their monitoring instrument to the plan. As stated before, ODMs Incentive School Monitoring Guide is one example of how to link a monitoring instrument to plan and court directives. The recent plan audit is another way to identify the districts legal obligations. Enclosed are the relevant plan provisions that I have discussed with you, Steve Meeker, and Sterling Ingram. I encourage you to consider the plans language as you make your decisions with the biracial committee, LRSD personnel, and the districts attorneys. If you have any questions, please feel free to call me at 376-6200. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA\nSchool Operations Goal I\nTo ensure an organizational structure which provides equity of opportunity and of access. Objectives Strategies/Activities lieginning Date Ending Date Kes|x\u0026gt;nsibility Evaluation I. To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan. 1.1 12 1.3 2. To provide inservice to raise staff awareness/ expectations of equity concerns for students. 2.1 3. To provide programs wliich raise parental awareness of district structure, policy and programs and ways to access them. 3.1 4. Appoint school based biracial committees to monitor implementation and data. A districtwide biracial committee will monitor districtwide desegregation efforts and data. Establish a reporting system. Inservice cycles for existing and new staff including: a. b. c. d. teacher expectations working with parents at-risk youth learning styles Mini-seminars at PTA meetings and in the community. June-July Annually June Annually August Annually June Annually Ongoing Ongoing Ongoing Ongoing Principals Associate Supt Associate Supt of Educational Programs Associate Supt of Desegregation Assistant Supts Appropriate Assoc Supts and Staff of District Slate Dept of Education District Staff PTA Council (local and area) Survey of staff and patrons Report of the biracial committees Roster of teachers/ participating staff Data based improvement in targeted student schools Calendar showing programs held Rosters of attenders p OQ n LU o To monitor school standards to ensure high quality education for all students. 4.1 42 Review of data. School monitoring visits. Annually Ongoing Assoc Supt Principals Asst Supts Planning, Research and Evaluation Calendars of visits Monitoring reportsni. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. The Little Rock School District Biracial Advisory Committee will also serve as e steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation will be responsible for submitting bi-monthly reports on the implementation and effectiveness of various recruitment strategies. These reports wUl also be shared wi the Little Rock School District Board of Directors. The Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/or Office of Desegregation any changes needed in recruitment strategies/ activities. The Biracial Advisory Committee will also appoint two ex-officio members with expertise in marketing/ advertising to advise the Committee on recruitment strategies. The Biracial Advisory Committee will evaluate the recruitment program each gnarfer The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report on the incentive school program Page 217LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools Goal\nTo monitor and evaluate the effectiveness of the recruitment program for the incentive schools. Objccf ivcs Stiutegies/ Activities Beginning Date Ending Date Respoiisibilify livaliiutioii I. Provide a special inservice for the LRSD Bi-racial Advisory Committee on the Incentive School Program and the Long-term Desegregation Plan. l.i 12 2. To utilize the services of individuals with expertise in marketing/advertising. 2.1 3. To develop procedures for monitoring implementation of the recruitment program. 3.1 32 3.3 4. Notify committee of special meeting. Conduct special inservice meeting. (1) Review pbn and focus on parent recruitment program. Appoint ex-officio members to Bi-racial Advisory Committee. Develop draft of monitoring procedures. Prepare final draft. August August August August September September September September Assoc Siipt-Deseg Assoc Supt-Deseg Assoc Supt-Deseg Bi-racial Advisory Committee Assoc Supt-Deseg Bi-racial Advisory Committee Chairperson Dlr of Eval and Testing Assoc Supt-Deseg Bi-racial Advisory Committee Chairperson Dir of Eval and Testing p 09 rt hJ w 5. Recommend any changes needed in recruitment strategies/activities. To evaluate the recruitment program. 4.1 5.1 Review monitoring procedures with superintendent's cabinet, Bi-racial Advisory Committee, and incentive school principals. Review bi-monthly reports on recruitment program. Prepare quarterly report and submit to Board of Directors June November Ongoing Ongoing Assoc Supt-Deseg Dir of Eval and Testing Bl-raclal Advisory Committee Bi racial Advisory CommitteeEDUCATIONAL EQUITY MONITORING Two methods of monitoring will be used in assessing the educational programs in the LRSD. Each method will be based on a design which will be approved by the superintendent of schools and presented prior to the opening of school to the LRSD Board of Directors, central office administrators, and e certified school-based staff members. One monitoring and evaluation design will be based on the educational equity concept and will be used in all schools in the District. The second will provide monitoring and evaluation geared toward the programs in the incentive schools. There shall be a district-wide Biracial Committee which shall be responsible for the annual monitoring of desegregation implementation. A. Educational Equity Monitoring and Evaluation The Little Rock School District will monitor for educational equity in all schools in the District. The monitoring will be conducted by the Planning, Research, and Evaluation (PRE) staff with assistance from local biracial committees consisting of parents. Each committee will conduct at least one school visit each semester using a monitoring instrument developed during the spring and summer of 1990 by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The incentive schools will be monitored at least once each quarter by members of the districtwide biracial committee. The committees will report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Extracurricular Activities Achievement Disparity Handicapped Education Gifted and Talented Education Staff Development Curriculum (Multicultural) School/ District Initiated Awards/ Honors Committees (appointed) Parental Involvement Student Discipline Building Leadership Management Human Relations Page 224B, Incentive School Monitoring and Evaluation The Equity in Educational Opportunity (EEO) evaluation design was used from 1982- 1990 in the LRSD for evaluating the programs in schools which fall outside desegregation requirements and randomly selected control schools. Program monitoring and program assessment are the major components of the evaluation design. The Educational Equity Monitoring instrument was used during the 1990-91 school year. A committee including the principals of the incentive schools, the superintendents senior management team, planning and evaluation specialists from the Planning, Research and Evaluation Office, and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation educational equity monitoring design to conform with the expectations of the incentive school program. Any revision wiU be submitted to the Board of Directors and the Joshua Intervenors by August 15. If the parties disagree about whether a proposed revision promotes the overall objectives of the desegregation plan, that question may be presented to the court for resolution. The incentive schools will be monitored at least once each quarter by one of the monitoring teams which use members from the districtwide Biracial Committee. The districtwide Biracial Committee will consist of persons from various geographic areas of the community. Reports will be prepared after each monitoring visit and distributed to the superintendent, deputy superintendent, associate/ assistant superintendents, and the principals of the schools which were monitored. Quarterly reports summarizing all the monitoring visits WiU be prepared by personnel from the Planning, Research and Evaluation Office and presented through the superintendent to the Board of Directors of the LRSD during a regular meeting of the Board. The associate superintendent for desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner C Consultant/ Monitor A consultant/monitor who has experience in the desegregation of schools will be provided to make evaluations and recommendations to the Court, superintendent, associate superintendent for desegregation, and others for improving the quality of desegregated education in LRSD schools. Copies of each monitoring visit report and any other information requested regarding the LRSD, PCSSD, and the North Little Rock School District (NLRSD) will be provided to the consultant/monitor. The consultant/ monitors evaluations and recommendations will be based on visits to the schools in the LRSD, PCSSD and the NLRSD Page 225LITTLE ROCK SCHOOL DISTRICT OFFICE OF DESEGREGATION 501 SHERMAN ST. LITTLE ROCK, ARKANSAS 72202 MEMORANDUM TO: Dr. Russ Mayo, Associate Superintendent for Desegregation RECBVSD FROM: Dr. Edwin Jackson DATE: August 8, 1994 AUG 2 5 1994 SUBJECT: Biracial Advisory Committee Update Office of Dese^reg:\nn y. Several new Biracial Committee member applications have been received for the 1994-95 school year. We will be working with Mr. Steve Meeker, Biracial Committee Chairperson for the current school year, to review all applicants and make new committee recommendations. An orientation/organizational meeting will be scheduled for mid-September to work out comprehensive operating procedures for the new year. ptEDUCATIONAL EQUITY MONITORING Two methods of monitoring will be used in assessing the educational programs in the LRSD. Each method will be based on a design which will be approved by the superintendent of schools and presented prior to the opening of school to the LRSD Board of Directors, central office administrators, and the certified school-based staff members. One monitoring and evaluation design will be based on the educational equity concept and will be used in all schools in the District. The second will provide monitoring and evaluation gecired toward the programs in the incentive schools. There shall be a district-wide Biracial Committee which shall be responsible for the annual monitoring of desegregation implementation. Educational Equity Monitoring and Evaluation The Little Rock School District will monitor for educational equity in all schools in the District. The monitoring will be conducted by the Planning, Research, and Evaluation (PRE) staff with assistance from local biracial committees consisting of parents. Each committee will conduct at least one school visit each semester using a monitoring instrument developed during the spring and summer of 1990 by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Te.xas. The incentive schools will be monitored at least once each quarter by members of the districtwide biracicil committee. The committees will report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Extracurricular Activities Achievement Disparity Handicapped Education Gifted and Talented Education Staff Development Curriculum (Multiculturcil) School/District Initiated Awards/Honors Committees (appointed) Parental Involvement Student Discipline Building Leadership Management Human Relations IIncentive School Monitoring and Evaluation The Equity in Educational Opportunity CEEO) evaluation design was used from 1982-1990 in the LRSD for evaluating the programs in schools which fall outside desegregation requirements and randomly selected control schools. Program monitoring and program assessment are the major components of the evciluation design. The Educational Equity Monitoring instrument )was used during the 1990-91 school year. A committee including the principals of the incentive schools, the superintendent's senior management team, planning and evaluation specialists from the Planning, Research and Evaluation Office, cind six members from the Biracial Advisory Committee Cincluding two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation educational equity monitoring design to conform with the expectations of the incentive school program. Any revision will be submitted to the Board of Directors and the Joshua Intervenors by August 15. If the parties disagree about whether a proposed revision promotes the overall objectives of the desegregation plan, that question may be presented to the court for resolution. The incentive schools will be monitored at least once each quarter by one of the monitoring teams which use members from the districtwide Biracial Committee. The districtwide Biracial Committee will consist of persons from various geographic areas of the community. Reports will be prepared after each monitoring visit and distributed to the superintendent, deputy superintendent, associate/assistant superintendents, and the principals of the schools which were monitored. Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research and Evaluation Office and presented through the superintendent to the Board of Directors of the LRSD during a regular meeting of the Board. The associate superintendent for desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. Consultant/Monitor A consultant/monitor who has experience in the desegregation of schools will be provided to make evaluations and recommendations to the Court, superintendent, associate superintendent for desegregation, and others for improving the quality of desegregated education in LRSD schools. Copies of each monitoring visit report and anv other information requested regarding the LRSD, PCSSD, and the North Little Rock School District (NLRSD) will be provided to the consultant/monitor. The consultant/monitor's evaluations and recommendations will be based on visits to the schools in the LRSD, PCSSD and the NLRSD as necessary and on information contained in the monitoring reports. The consultant/monitor will report the findings, conclusions, and evaluations to the Court. The consultant/monitor will be available to train counsel and otherwise assist administrators, principals, teachers, and others in improving educational programs. The consultant/monitor will be appointed by the Court.To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. The Little Rock School District Biracial Advisory Committee will also serve as the steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation will be responsible for submitting bi-monthly reports on the implementation and effectiveness of various recruitment strategies. These reports will also be shared with the Little Rock School District Board of Directors. The Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/or Office of Desegregation any changes needed in recruitment strategies/activities. The Biracial Advisory Committee will also appoint two ex-otncio members with expertise in marketing/advertising to advise the 2 Committee on recruitment strategies. The Biracial Advisory Committee will evaluate the recruitment program each 4 quarter. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report on the incentive school program.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: August 25, 1994 To: Russ Mayo From: Brown Subject Biracial Committee Monitoring Reports for 1993-94 In checking our records, I do not find that the district has forwarded to us any monitoring reports from the the Biracial Committee for the last school year. 111 appreciate having that information as soon as possible. Thank you. Little Rock School District September 8, 1994 received Ms. Ann Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Office Little Rock, AR 72201 SEP 1 of Oesegfeaato'' Monrtofing Dear Ann: have received your request of August 25, 1994 concerning monitoring reports of the Bi-Racial Committee for the 1993-94 school year. Since poor meeting attendance plagued the committee last year, limited monitoring was done. Arma Hart coordinated this committee last year and expressed concern about their frustration. I This year we have approximately 25 new numbers. We expect more involvement and follow through. On September 5, 1994, we will have our first meeting of the 1994-95 school year, be held at that time for all members. Tkn orientation will Attached is information summarizing last year's sentiments from Steve Meeker, Chairman of the Committee. Though he refers to a report given to Arma Hart, we are unable to locate the report. If you have questions, please call me at 324-2408. Sincerely, Russ Mayo Associate Superintendent of Desegregation RM:dk Attachment: (4) 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 09 '07-94 06:25 0002 To\nKrom: Date: SIEMENS 56'\ns!r ias's 0501 8974050 S ! Little Rock School District Dr. Russ Mayo, Associate Superintendent for Desegregation Stev'e Meeker, Chairman, LRSD Biracial Advisoiy Committee September 6, 1994 RECESVEOi SEP 1 5 1994 Office of Desegregation Monitorinc I Subject: Comments on 1993-94 Monitoring by LRSD BAC Because of dwindling membership participation and recognition that past monitoring activities were duplications of other organization's efforts, the LRSD Biracial Advisory Committee conqjleted only partial monitoring during the 1993-94 school year. Ihe results of these monitoring trips were tinned into Ms. Arma Hart, the LRSD Desegregation Fa-cilitator and liaison to the Committee. The momtoring vi.sits were conducted during the fall of 1993 tlu'ough the spring of 1994. Througljout the year the Committee discussed and evaluated data from various sources, in efuding its own monitoring experiences, reports from the Office of Desegregation, media coverage, and other personal information regarding the Incentive Schools and the District. Tt iaimmarized these conclusions in its January 1994 meeting minutes, which axe attached. To facilitate a more meaningful role for the Biracial Advisory Committee, the Committee repeatedly reqiiesled that the LRSD revamp ihe monitoring approach imphed by the Desegregation Plan (see the attached memo, \"Requested Changes for Biracial Advisory Committee, dated May 2, 1994). These attempts produced no results to date but, in my opinion, still deserve action. I beheve the LRSD administration is fundamental^' reorienting the Incentiv'e School mission as evidenced by the closing of two Incentive Schools in two years as well as the reassigning of several Incentive School principals. I hope that the Biracial Advisoiy Committee will be granted real opportunities lo contribute citizen opinion, commentary and volunteer efforts to these new strategies, not only regarding Incentive Schools but also the broader issues of racial desegregation, student discipline, and acaderiiic performance disparities along racial line.s. Atuchments: 1, \"Minutes of LiUle Rock School District Biracial Advisoiy Committee\", Januaiy 11, 1994 2' \"Requested Changes for Biracial Advisoty' Commillce\", May 2, 1994 (author: Steve Meeker) B:BIKACIAT.\\MAYO2,UOC ikham Street  Little Kock, Arkansas 72201  (501)524-2000 - by o-//4 oc: iti Ji\nV. Little Rock School District RECESVED SEP 1 1994 To\nFrom\nDr. Russ Mayo, Associate Siiperinieodent for Desegregation Arma J. Hart, Desegregation Facilitator Steve Meeker, Chairman, I .RSD Biracial Advisory Committee Office of Desegregation Moiutofifig Date: May 2, 1994 UOMl \u0026lt;*l-\u0026lt;UdU t Subject: Requested Changes for Biracial Advisory Committee As requested in your April 11, 1994 memo entitled \"Plan Modification for Monitoring\", wish to suggest the following changes be pursued (Note that these topics have been I identified in previous memoranda and Committee meeting minutes throughout the 1993- 94 school year.) 1, AoDroval of new Corpmittee memhers Repeated recmitment aTteiwts have apparently failed to produce lists of candidates aacciceptable to the LRSD Administration due to racial and gender balance requirements. At least 27 persons have been named as prospective members since January 1994. As long ago as November 1993, discussions have been conducted recommending that the Committee be allowed to admit new members prior to its usual admission time frame as specified by Conjj.oiitce bylaws [Committee meeting minutes. Avvember 2, 1993, paragraph 2, Committee meeting minutes, December 7, 1993. paragraph 2\n\"Monitoring Instrument Change and Member Recruitment\", January 30, 1994, paragraph 2\nConvnittee meeting minutes, February 1, 1994, paragraph 3\n\"Sununcoy of March 16 Meeting\", March 17, 1994, para-grap/ i 7 j. At this time, no motion has been placed before the LRSD Board because of the determinatinn bv Administration officials that the proposed members represent jjn madcouatc racial balance. The Committee is currently down to nine (9) active members, with npennurs for nineteen (19) new members [\"Membership for the LRSD Bi-Racial Aebisory Committee, April 5, 1994\\. Z, Evaluation of the current monitoring instrument A continual, major issue since September 1993 has been the hi.stitution of an im\nproved, more focused monitoring in-stnimcnt as suggested by the Office of Desegregation Monitoring [Committee minutes, September 7, 1993, paragraph 5). U-gal counsel was consulted, culminating in attorney Chris Heller of Friday, Eldredge \u0026amp; Clark appearing before the Committee [Committee minutes, December 7, 1993, 810 West Markhuni Street  Little Rock. Arkansas 72201  (501)324.-2000 09'07/94 06:26 0501 8974050 SIEMENS @004 Page 2 of 2\nRecfuest.ed Changes for Dirocial Advi sory_Commir.r.e!!e. Meeker paragraph 7], In accordance to the Desegregation Plan, dated April 29, 1992, pages 224-225, requests were made to the LRSD Office of Desegregation to arrange for the necessary parties to meet to discuss monitoring changes yivionitoring Instrinneftt Cliange and Member Rgcruitment\", January 30, J 994, paragraph 1, \"Summary of March 16 Meeting\", March 17, 1994, para^aph 2]. The CnTTimittee requests help in streamlining the monitoring process while also r^ during the redundancy of the inspection process of incentive schools. This may eventually result in the combining of several groups' monitoring efforts. 3, Recognition of the Committee's role beyond monitoring The Committee, composed of volunteer citizens, deserves to be heard on general issti.es. Tt should be, 1 believe, something more than a superfluous, bureaucratic inspection agency. I think the Committee should report to the LRSD Board without having tlie constrictions of a multi-tiered fonnalized rqjorting structure. It should be concerned with more global issues, similar to those exiiressed in the Committee's January 11, 1991 minutes. Thank you for your consideration. } '' Steven L. Meeker T U:MRACTAL\\MAYO1JXX:u\ni! 'O'OUl 4MI4M0U sitMt.'a Itl uuo Minutes of Little Rock School District Biracial Advisory Committee January 11,1994 Attendees: Arma Hart, LRSD Delaney Fleming Steve Meeker Liz Parkhurst Terrie Roof Mary Swift Shirley Thomas Excused absences: none Visitors: none RECB?V5in SEP 1 1994 Oliice of Desegregation Motiftonng I The findings: and impressions of the Committee members from the fall, 1993 monitoring of the LRSD incentive schools were discussed The following sunimaiv conclusions were agreed upon by all Committee members present at the meeting\n1. The Committee questions the Little Rock School District's commitment to incentive schools regarding desegiegatiou. 2. Qtiplity education is evident in incoitivc schools not vidthstanding lack of racial balance and greater educational cliallenges. 3. Desegregation is a community problem. 4. Funding for incentive schools should be maintained bey ond the settlement agreement to pursue test score impruvemeuts. 3. Historical development of magnet schools has been different from incenth'e schools, resulting in superior desegregation results in the magnet schopls. 6. LRSD's recruitment strategics for desegregating the incentive schools have been inefiective. Respectfully submitted by Steve Meeker LRSD Biracial Committee minutes, January 11, 19945: pumc I of] (A:\\BIRAC1AL\\94OIMJK.DOC}CM bJ O \u0026lt;r Q. LITTLE ROCK SCHOOL DISTRICT - BIRACIAL ADVISORY COMMITTEE MEMBERS - 1994-95 Name Bayani, Tin Address Home Work R G 3708 North Hills Blvd.72116 758-8998 1-247-6613 As/A M CD II tn in |HQ ( n IJ Bobo, Carla Cauley, Sharon Castle-Miller, Karen , Dave 23 White Willow Ct 72212 2124 S. Tyler St 72204 300 Latona Ln. NLR 72118 7203 Cloverdale Rd. 72209 224-6746 666-6216 758-3351 562-0021 B W F F 851-5196 758-7187 B F W M UJ Q o tn Q tn Ct -hlUL- SM-t .a I J Davis, Dr. Betty Dickson, Dr. Betty Ewings, Florida Fleming, Delaney Frazier, Vannessa Gilbert Jack 11 Johnson Ranch Rd. 72212 186 Pebble Beach Dr. 72212 2104 Summit 72206 9505 Cerelle 72205 1104 S. Schiller 72202 4400 Foster 72204 868-4255 221-2265 376-6080 224-0630 370-9729 565-7849 340-6776 376-1063 W B B B B B F F F M F M co n CM CM cn o in Gilkey, Barbara Glasgow, Debbie Ct in cn CP co CM CO O 10513 Diamond Dr. 72209 1104 Fawnwood 72207 562-4162 227-7554 320-3671 B W F F ei 0 ill .W-t-r Hawkins, Melissa 422 N. Palm 72205 666-7474 W F Hudson, Albert Hundley, Joe Hundley, Mim Johnson, Roy 5807 Timberside Rd. 72204 8220 Leatrice Dr. IIIQJ 5240 Edgewood Rd. 72207 4022 Arapaho Tr. 123109 562-6965 225-4408 666-8985 568-5865 B M 1-450-3400 1-329-6851 W W B M F Mfn o llj CD \u0026lt;1 CL I Name Jones, Nor Ki Hings worth, Jim Lock, Arthur Address P.O. Box 250203 72225 8215 Evergreen Or. 72207 3515 Lehigh 72204 Home 372-2470 228-5537 225-9035 Work 399-3869 228-5957 R W W B s: z CD CO tn Loring, Kathy 77 Rachel Ct. 72206 888-4623 CLiZl___ Lowe, Ken 3024 Ringo 72206 374'0650 B 2: bJ Q CO Q tn CK Morton, Pamela Parkhurst, Liz }\\/ __ _Roedel, Rob Root, Terrie Scoggins, Ann 6016 Forest View Rd. 72204 1820 Fair Park 72204 16 Daniel Dr. 72116 811 Shea 72205 1418 S. Louisiana 72202 373-3111 663-5573 834-1207 227-6710 374-3945 W 372-5450 758-1443 W W W W Scott, Herbert Steward, John Strong, Elston 2201 Romine Rd. 72204 924 Midland 72205 9301 Labette Dr. 72205 224-8732 666-5963 221-1377 682-1753 378-2154 666-6131 B W B 00 CM CM C'J co o CM O tn cn cn co CM CO o Swift, Mary Th^as, Shirley Wills, Jay 73 Plantation 72206 2300 Rebsarrwn Pk. Rd. 72205 128 N. Woodrow 72205 490-2448 666-9613 666-1675 376-1555 B B W a G M M M F M F F M F F M M M F F MLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Date\nSeptember 8, 1995 To: Principals SEP 1 I 1995 From: Dr. Ed Jackson, Director Planning, Research and Evaluation Office of Oessgress\n1 RE\nLocal School Biracial Committee According to the Little Rock School District (LRSD) Desegregation plan (pages 224, 225), biracial committees of parents will be formed at each school to assist in monitoring educational equity. Site visits will be conducted by the Planning, Research and Evaluation (PRE) staff with the assistance of local biracial committees consisting of parents/patrons. Attached is a list by school with the PRE Specialists narhe who drew the school for monitoring. If you have not already been contacted by the PRE Specialist for a monitoring date, you will soon be receiving a phone call for a discussion about a convenient date for program monitoring. All parent/patron committee members will be expected: 1. 2. To complete inservice education related to program monitoring techniques and the desegregation plan. This inservice will be conducted by the PRE Staff prior to the first school monitoring visit. We expect to complete the inservice for the parents by October 5. The monitoring process will essentially be the same as that of the last two school years. Parents/patrons who have previously received training regarding the monitoring process will not be required to attend another inservice. However, they are welcome to attend, if they wish. Principals may wish to select some of the same parents/patrons who have previously served as monitors, since they would already be familiar with the process. To complete one monitoring visit each semester. Parents/patrons should be advised that monitoring is a major function for the current school year and that the monitoring process could take a full school day to complete. During the monitoring visits, checklists will be used to record and gather data regarding the conditions and events at the school. Monitors will record and report findings only. Mediation of conditions and events are inappropriate during the site visit. The committee should be composed of six persons, comprised of two teachers and four parents/patrons, balanced by race (two black and two white parents). Like last school year the teachers on your committee will not monitor the programs for equity. However, if you add others to the committee, you may do so without a ratio being required. When you call the committee together to review the monitoring summary report 2 and to give suggestions for program improvement, this is the time to involve the teachers and others on the committee. Efforts should be made to extend the selection process beyond a traditional parent structure to ensure broad representation. Please refrain from using parents/patrons who are Little Rock School District employees as progra monitors. m Please forward the names, addresses and telephone numbers of the four parents/patrons who will serve on your local school biracial committee to the PRE Department NO LATER THAN SEPTEMBER 20, 1995. Inservice for biracial committee monitoring will be held at the Administration Building at 810 West Markham. Principals are requested to notify biracial committee parents of the inservice as soon as possible. Inservices are scheduled as follows: Elementary Area and Magnet Schools: October 3, 1995 Meet in the LRSD Board Room, 810 W. Markham, 6:30 pm Secondary and Incentive Schools: October 5, 1995 Meet in the LRSD Board Room, 810 W. Markham, 6:30 pm Site visits for the first semester are tentatively scheduled to be conducted between October 23 and December 15, 1995. Principals will be contacted to establish monitoring dates. If you have any questions, please contact Dr. Paul J. Smith in the PRE office at 324-2120. Your prompt attention and cooperation in this effort is greatly appreciated. cc: Dr. Henry P. Williams Mrs. Anne E. Brown, Director Office of Desegregation Monitoring Dr. Russell Mayo, Associate Superintendent for Desegregation Ms. Margaret Gremillion, Assistant Superintendent, Elementary Ms. Sadie Mitchell, Assistant Superintendent, Elementary Dr. Victor Anderson, Assistant Superintendent, Secondary EnclosureLITTLE ROCK SCHOOL DISTRICT PRE SPECIALIST ASSIGNMENT BY SCHOOL 1995-96 School PRE Specialist School PRE Specialist Central Fair Hall Selma Hobby Paul J. Smith Kathy Penn-Norman McClellan Parkview Metropolitan J.J. Lacey Selma Hobby K Penn-Norman Cloverdale JHS Dunbar JHS Forest Heights Henderson Mabelvale JHS Selma Hobby Paul J. Smith Paul J. Smith Paul J. Smith Selma Hobby Mann Magnet Pulaski Heights JHS Southwest ALC K. Penn-Norman K. Penn-Norman J.J. Lacey J.J. Lace)' Badgett Bale Baseline Booker Magnet Brady Carver Magnet Chicot Cloverdale Elem. Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Jefferson King Magnet Kathy Penn-Norman Kathy Penn-Norman J.J. Lace) Kathy Penn-Norman Kathy Penn-Norman Paul J. Smith J.J. Lacey Selma Hobby Selma Hobby Paul J. Smith Selma Hobby Paul J. Smith Paul J. Smith Paul J. Smith Selma Hobby Kathy Penn-Norman Selma Hobby Kathy Penn-Norman Mabelvale Elem. McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Elem. Righisell Rockefeller Romine Interdistrict Terr) Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff J.J. Lacey Selma Hobby J.J. Lacey K. Penn-Norman Paul J. Smith Paul J. Smith J.J. Lacey Selma Hobby Paul J. Smith Paul J. Smith J.J. Lace)' Paul J. Smith J.J. Lace) K. Penn-Norman Selma Hobby K. Penn-Norman Selma HobbyXX: XX ox0X4XXOX urov oiuvcj'ii MooxkaHri r(3c. !sr' ccass^ Little Rock School District October 2, 1995 MEMBERS OF THE LRSD BIRACIAL COMMITTEE: Building, aw West Markham Street. ' I look forward to seeing you there. at 6:00 p.m., Tuesday, at the Little Rock School District Administration Refreshments will be sen/ed, beginning at 5:30 p.m. Enclosed are the minutes of the August 29, 1995, committee Sincerely, C. Russell Mayo Associate Superintendent for Desegregation meeting. CRM:pt 810 West .Markham Street  Little Rock. Arkansas 72201  (501)834-200010/10/1995 11:11 5013242281 LRSD STUDENT ASSDaNM PAGE 03 *-mT-E ROCK SCHOOL bi-racial commit ICT '^5 \"\"Ong Opened\n6.x P.M.  X X, Joe Hundley, Dr. Russ Mayo Cauley, Betty Davis, Delaney Fleming. Zn Scroggins. Dr. Russ Mayo Dr. Mayo gave the our last meeting. A brief description ^mmjttee mernt^ an events that had taken place since 1. LR?n n '^^\"'toring Instrument r------ LRSD Board and Ms Poendavtor . ------- ^--ed to list thXsTme^^ to'^\n\" recommendations went before the ___ - V'.'.g parental Fncfn  P^'^la* involvement As instrument was approved August 8,1995. result 4 more items were included. 4. Background information was suooiipd nn --------- arreapondanca that had taZ plaS StwZ infomaiion was giyan in relaUon 3. It was noted that the desire of the Ri-PoHai odjectiu, lu irie monitoring visits from 4 visits to 2 visit\\ i to shorten their 4. Ah a Iha sZZ consideration. unt a Blacks ,rolled ^oSi^hM i 5 Students had 5. The LRSD will a . -  and Modification I., . ^^n Walker. Walker's objections to the Board. required attendance for the District revealed that the student increased by approximately 2% while achieved. . - ^creased. seek release from parts of the desegregation plan that we have and \"la P ming year 1. Obtain the activities of local 2. Obtain the LRSD' schools Bi-Racial Committee. ''s expectation of the Bi-Racial Committee. Next Meeting Date: 2nd Tuesday August and September meetings) in October. {Tonights meeting encompasses the Minutes taken by Sharon I. Cauley.-4 ? 4201  \u0026lt;601)U34a000.r.  - (0  l( gci 1 i Oilice Oi OsseQ! VOLUNTEER POSITION DESCRIPTION TITLE/POSITION: Bi-racial Committee Member Goal of the Position: The Bi-racial Committee members are selected to assist in the desegregation of the Little Rock schools and to promote quality desegregated education. Sample Activities: 1. 2. 3. 4. Attend an orientation meeting Attend monthly Bi-racial committee meetings Make 4 yearly monitoring visits to the Incentive Schools Commit to serve for 3 years on the committee Timeframe: Length of commitment: Estimated total hours: Scheduling: 3 years, 1 meeting per month, 4 monitoring visits per year average of 2 1/2 hours per month meeting schedule to be determined by committee Worksite: Various schools while monitoring and Little Rock School District Board Room 810 West Markham- Little Rock, Arkansas Qualifications Sought: 1. Adult resident of the city of Little Rock 2. Interest and concern in the successful desegregation of Little Rock School District 3. Act as an advisory committee member to the Little Rock School District Benefits: 1. 2. 3. Community and Multi-cultural involvement Promoting positive racial harmony Involvement in the educational process For Further Information: Contact: Dr, Russ Mayo. Associate Superintendent Phone: 324-2408VOLUNTEER POSITION DESCRIPTION TITLE/TQSITIQM: Bi-racial Committee Chairman Goal of the Position: The Bi-racial committee members are selected to assist in the desegregation of the Little Rock schools and to promote quality desegregated education. Sample Activities: 1. Preside over each bi-racial meeting 2. Send communication to each member 3. Set-up monitoring schedule of Incentive Schools Timeframe: Length of commitment: Estimated total hours: Scheduling: 3 years, 1 meeting per month, 4 monitoring visits per year average of 5-8 hours per month monthly meeting or called meetings as needed Worksite: Various schools while monitoring and Little Rock School District Board Room 810 West Markham Little Rock, Arkansas Qualifications Sought: 1. Adult resident of the city of Little Rock 2. 2. 3. Bi-racial committee member Interest and concern in the successful desegregation of Little Rock School District Act as an advisory committee member to the Little Rock School District 1. 2. Community and Multi-cultural involvement Promoting positive racial harmony 3. Involvement in the educational process For Further Information: Contact: Dr, Russ Mayo, Associate Superintendent Phone: 324-2408VOLUNTEER POSITION DESCRIPTION TITLE/POSITION: Bi-racial Committee Vice-Chairman Goal of the Position: The Bi-racial committee members are selected to assist in the desegregation of the Little Rock schools and to promote quality desegregated education. Sample Activities: 1. Preside over each bi-racial meeting in the absence of the chairman 2. Assist the chairman when needed Timeframe: Length of commitment: Estimated total hours: Scheduling: 3 years, 1 meeting per month, 4 monitoring visits per year average of 5-8 hours per month monthly meeting or called meetings as needed Worksite: Various schools while monitoring and Little Rock School District Board Room 810 West Markham- Little Rock, Arkansas Qualifications Sought: 1. Adult resident of the city of Little Rock 2. Bi-racial committee member 2. 3. Interest and concern in the successful desegregation of Little Rock School District Act as an advisory committee member to the Little Rock School District Benefits: 1. 2. 3. Commimity and Multi-cultural involvement Promoting positive racial harmony Involvement in the educational process For Further Information: Contact: Dr. Russ Mayo. Associate Superintendent Phone: 324-2408VOLUNTEER POSITION DESCRIPTION TITLE/POSITION: Bi-racial Committee Secretary Goal of the Position: The Bi-racial committee members are selected to assist in the desegregation of the Little Rock schools and to promote quality desegregated education. Sample Activities: 1. Takes minutes of each meeting 2. Send communication to each member Timeframe: Length of commitment: Estimated total hours: Scheduling: 3 years, 1 meeting per month, 4 monitoring visits per year average of 5-8 hours per month monthly meeting or called meetings as needed Worksite: Various schools while monitoring and Little Rock School District Board Room 810 West Markham Little Rock, Arkansas Qualifications Sought: 1. Adult resident of the city of Little Rock 2. 2. 3. Bi-racial committee member Interest and concern in the successful desegregation of Little Rock School District Act as an advisory committee member to the Little Rock School District 1. 2. Community and Multi-cultural involvement Promoting positive racial harmony 3. Involvement in the educational process For Further Information: Contact: Dr. Russ Mayo. Associate Superintendent Phone: 324-2408p-' 1 OCT 1 9 1995 October 18, 1995 Office of Desegregation Mon.. You are invited to attend a Special Meeting of the LRSD Bi-racial Committee on Tuesday, October 24, 1995. This meeting will be held in the Board Room, at the Little Rock School District Administration Building, 810 West Markham Street. Refreshments will be served, beginning at 5:45 p.m.. This meeting will be an informal discussions with other parties involved in the desegregation plan. Your attendance will be appreciated. Sincerely, L Kenyon Lowe LRSD Bi-racial ChairmanCP LITTLE ROCK SCHOOL DISTRICT OCT -i - wbi-racial advisory co Office of Desegregation Monitoring Thursday, October 19, 1995 9SS The following persons have advised me that they no lon^r^Q/ifef11 to serve on the Little Rock Bi-Racial Advisory Committee for various reasons: Roy Johnson Albert Hudson Shirley Thomas Carla Bobo Florida Ewings Vanessa Frazier Barbara Gilkey Melissa Hawkins Mim Hundley Liz Parkhurst Terrie Root Jim Killingsworth Tin Bayani African-American Male African-American Male African-American Female African-American Female African-American Female African-American Female African-American Female Caucasian Female Caucasian Female Caucasian Female Caucasian Female Caucasian Male Asian Male Respectfully, Kenyon \\Loive, Sr., Chairman Little RoclJSchool District Bi-Racial Advisory Coinmittcc cc: LRSD BLRacial Advisory Committee members Ann Brown, Office of Desegregation Monitoring Atty. John Walker, Joshua Intervenors 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 6, 1995 To: Kenyon Lowe, Chairman LRSD Biracial Committee From: Melissa Guldi: n^i^sociate Monitor Subject: 1995-96 Monitoring Schedule Each year when we schedule our monitoring visits to various schools, we try to avoid dates that are too close to or coincide with monitoring being conducted by other groups. If you would send us a copy of your 1995-96 monitoring schedule, we could plan our visits with your dates in mind. Thank you for you help, and 1 hope the Biracial Committee has a productive year. cc\nRuss MayoZP J '^f-' -e Little Rock School District 1995 Office of Oesegregation Moilllillllly NOV 9 a November 7, 1995 MEMBERS OF SCHOOL BIRACIAL COMMITTEES: At the Districtwide Biracial Committee meeting on October 24, 1995, many of you expressed your desire to attend future meetings of this committee. For your information, the Districtwide Biracial Committee meets on the second Tuesday of each month at 6:00 p.m., in the Board Room at the Little Rock School District Administration Office, 810 West Markham Street. Dates of the remaining meetings scheduled for the 1995-96 school year are listed below. November 14, 1995 December 12, 1995 January 9, 1996 February 13, 1996 March 12, 1996 April 9, 1996 May 14, 1996 June 11,1996 I look forward to seeing you at these meetings. Sincerely, C. Russell Mayo Associate Superintendent for Desegregation CRM:pt 810 West Markham Street  Little Rock, Arkansas 72301  (501)834-2000KCCBB0? Little Rock School District November 7, 1995 MEMBERS OF THE LRSD BIRACIAL COMMITTEE: The next meeting of the Biracial Advisory Committee will be held at 6:00 p.m., Tuesday, November 14, 1995, in the Board Room, at the Little Rock School District Administration Building, 810 West Markham Street. I look forward to seeing you there. Enclosed are the minutes of the October 10, 1995, meeting. Sincerely, C. Russell Mayo Associate Superintendent for Desegregation CRM:pt Enclosure 810 West Markham street  Little Rock, Arkansas 72201  (501)324-2000LRSD Bi-racial Committee Meeting Minutes Oct. 10, 1995 Members present: Ann Scoggins, Joe Hundley, Sharon Cauley, Dave Cooley, Betty Davis, Kenyon Lowe, Sr., Delaney Fleming. Russ Mayo introduced the following guests: 1. RUSS Nancy Acre new Director of Student Assignment\nBecky Rather - Parent the Recruiter\nEssie Middleton - Parent Recruiter\nEd Jackson Director of P.R.E.\nPaul Smith P.R.E. 2. Recruitment Activities: Becky Rather passed out incentive school recruitment information packets to committee members and reviewed content. Discussion followed reguarding numbers of nonwhite and \"other\" students, i.e. Garland's Hispanic population, and Rockefeller's success in attracting white students. It's success was attributed to the Early Childhood Program and the three 4 yr. old programs. strong parent support. It was also recognized as having It was was emphasized that the District Recruiters recruit for all schools and also recruit black students to schools such as Pulaski Heights. Question: Rightsell schools? What is being done to recruit for Mitchell and Ms Middleton stated that they are actively assisting these schools to recruit white parents through neighborhood businesses, noting the convenience of having your kids in school close to the workplace\nthat Rightsell worked hard this summer to recruit neighborhood kids. 3. Ed Jackson: monitoring instrument. Training date for new incentive school Mr Jackson noted that the plan calls for 4 incentive school monitoring visits. passed out to committee members. Monitoring team dates were Dave Cooley stated that the Biracial Committee wished to schedule school visits outside of P.R.E. Russ Mayo added that representatives are also to be sent to PRE district wide monitoring visits. Discussion made and decided by committee members to forego any training for old committee members as they were familiar with the new monitoring _--l. Committee members wished to check work calendars prior to tool . scheduling monitoring visits. Committee members are to contact Paul Smith at 324-2120 to schedule monitoring visits. Paul will coordinate visits and notify schools of impending monitoring visits. to schools will consist of a week of Notification opportunity... the exact date of the visit not revealed. 4. Report Russ Mayo passed out LRSD Bi-racial Committee Monitoring Nov. 16, 1992 for review by the committee. \"Job\" descriptions formulated by Russ Mayo were also passed out to committee members. Separate descriptions are in place for committee members, chairperson, vice-chair and attached). ecrel .1 t.y. (seepg. 2 5. stated Discussion of memo mailed by committee members. R. Mayo that no progress has been made toward the approval of recommendations formulated by the Bi-racial Committee (see attached memo). Frustation expressed by Committee members that they had worked hard to formulate these recommendations. Delaney and Kenyon volunteered to review the proposed document as Joshua Intervenors and send a memo to R. Mayo recommending approval of said document. If they recommend any changes, these must be approved by the Bi-Racial Committee. R. Mayo noted that he needed the approved instrument ASAP\nKenyon and Delaney agreed to meet on 10/12/95 to review document. Kenyon stated that he would be responsible for notifying all parties of Bi-racial Committee meetings. 6. Enrollment update by R. Mayo: The official count shows a loss of 309 total students. Southwest L.R. is increasing in % of black population and now those schools are 80% black. With Highland Park closing, concern was expressed for students who will be changing attendance zones. R. Mayo will contact Housing Authority to coordinate any change of schools for students. Motion made and carried to adjourn. Minutes taken by Ann Scoggins.% Little Rock School District RECpP' December 5, 1995 DEC 5-1995 Office of Desegregation MonitOiifig MEMBERS OF THE LRSD BIRACIAL COMMITTEE: The next meeting of the Biracial Advisory Committee will be held at 6:00 p.m., Tuesday, December 12, 1995, in the Board Room, at the Little Rock School District Administration Building, 810 West Markham Street. I look forward to seeing you there. Enclosed are the minutes of the November 14, 1995 meeting. Sincerely, C. Russell Mayo Associate Superintendent for Desegregation CRM:pt Enclosure 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000BI-RACIAL CCA^MITTEE MEETING MINUTES NOV. 14, 1995 COMMITTEE MEMBERS PRESENT: ANN SCOGGINS, DAVE COOLEY, BETTY DAVIS, JON STEWARD, JOE HUNDLEY, BETTY DICKSON, JACK GILBERT, MARY SWIFT. OTHERS PRESENT: RUSS MAYO, DEANNA KEI THEY, JEROME NGUNDUE (WILLIAMS MAGNET BI-RACIAL COMM. MBR.) IN ABSENCE OF KENYON LOWE, CHAIR, AND DELANEY FLEMING, VICE-CHAIR\nR. MAYO REPORTED, AS LIAISON TO COMMITTEE, ON PROPOSED CHANGES TO EARLIER MODIFICATIONS TO BI-RACIAL COMMITTEE PLAN WHICH HAVE BEEN DISTRIBUTED TO COMMITTEE MEMBERS. EXPRESSED: DISCUSSION FOLLOWED, WITH VIEWS J. GILBERT REMINDED MEMBERS THAT AT THE OCTOBER MEETING, HE OBJECTED TO A SECOND REVIEW OF BI-RACIAL COMMITTEE PLAN AND LEFT THAT MEETING IN PROTEST. D. COOLEY PROPOSED TO PULL UP MINUTES FROM THE JAN. 10 BI-RACIAL COMMITTEE MEETING WHERE THE PLANNED CHANGES WERE APPROVED AND VOTED ON BY MEMBERS PRESENT. JAN. 10 MEETING MINUTES WERE RETRIEVED BY D. KE ITHEY AND READ TO THE COMMITTEE MEMBERS. SEE ATTACHED. COMMITTEE MEMBERS EXPRESSED CONCERN THAT JOSHUA INTERVENORS WERE NOT PRESENT TODAY TO PRESENT ADDITIONAL PROPOSED CHANGES TO EARLIER MODIFICATIONS. COMMITTEE MEMBERS STATED THAT THEY WISHED THE MINUTES TO REFLECT A CONSENSUS THAT THOSE PRESENT TODAY DO NOT AGREE WITH PROPOSED CHANGES BY K. LOWE AND D. FLEMING. B. DAVIS STATED THAT SHE WOULD LIKE THE MODIFICATIONS AS THEY NOW STAND TO BE SENT BACK TO THE COURT FOR APPROVAL. J. STEWARD STATED THAT INITIAL CHANGES WERE CONSIDERED WITH A QUORUM OF 18 COMMITTEE MEMBERS AT THE JAN. 10 MEETING WITH ACTIVE DISCUSSION, THAT VOTES WERE TAKEN AND ORIGINAL MODIFICATIONS WERE APPROVED. HE FURTHER STATED THAT HE RESENTS THE IMPLICATION THAT COMMITTEE MEMBERS WERE RAILROADED, THAT THE ISSUES WERE NOT GIVEN DUE PROCESS AND THAT HE RESENTS THE QUESTIONING OF THE INTEGRITY OF THIS COMMITTEE BY PARTIES. R. MAYO REMINDED COMMITTEE MEMBERS THAT HE FUNCTIONS ONLY AS A LIAISON TO THE BI-RACIAL COMMITTEE. REVIEW OF OCT. MEETING OF ALL BI-RACIAL SCHOOL-BASED COMMITTEE MEMBERS AND DISTRICT-WIDE COMMITTEE MEMBERS. SCHOOL-BASED MEMBERS: CONCERNS VOICED BY LACK OF ADEQUATE TRAINING, LACK OF REVIEW OF EARLIER REPORTS, LACK OF FEEDBACK TO SCHOOL-BASED COMMITTEE MEMBERS. THESE CONCERNS. R. MAYO STATED THAT HE WOULD MEET WITH ED JACKSON RE J. NGUNDUE STATED THAT HE FELT THAT THE TRAINING HE RECEIVED WAS ADEQUATE, THAT HE DID BENEFIT FROM THE OCT. MEETING AND THAT HE FELT THAT THE NEEDS OF THE CHILDREN WERE NOT BEING ADEQUATELY ADDRESSED. HE STATED HE WANTED THE END-PRODUCT OFMINUTES 11-14-95 PG 2 MONITORING TO BE A USEFUL TOOL. COMMITTEE MEMBERS VOICED CONSENSUS THAT IT NEEDED TO REVIEW SCHOOL-BASED MONITORING REPORTS. J.STEWARD GAVE COPIES OF \"HARVARD PROJECT ON SCHOOL DESEGREGATION BY SUSAN EATON TO COMMITTEE MEMBERS. MONITORING VISITS SCHEDULED THIS DATE: NOV. I 7 NOV. 16\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_273","title":"Calendars","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":["1990/2007"],"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","Calendars"],"dcterms_title":["Calendars"],"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/273"],"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\nTO: FROM: Through: I I Little Rock School District OCt \\ 1990 /.epterber 28, 1S9C Administrators, Principals, Directors and Supervisors pry Angela Sewall, Special Assistant for 1^ Accountability Herb Cleek, Deputy Superintendent Attached you will find a copy of the Critical Events Calendar (January through June, 1S91). a reference and guide to you. This should serve as More specificity with regard to specific times will be added by memo as needed. /bif 7', 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361CRITICAL EVENTS CALENDAR Page 1 of 4 Month Day Meeting Person Responsible Information/Report Due to January 1 New Years' Day Holiday 3 Schools Reopen 3 COE Results Principals 4,11 18,25 Pri ncipals Bus Arrival Time Sheets Transportation 5 Principals Fire Drill Report Bill Barnhouse 7 Parents PL874 Reports Principals/Dr. Lacey 7 Principals Last Possible Date to place a Teacher with Tenure on Performance Probation 8 Multicultural Music/Art Comm, Assoc. Supt. 9, 17 23,30 Librarians Meeting Lucy Lyon 9 Secondary Math Council Dianne Wood 10 Principals All Student Schedule Data Data Processing 10 Principals Activity Budget Monthly Report Janice Swint 14 Principals PL874 Application Enrollment Data Federal Programs 14 English Council Meeting Assoc. Supt.CRITICAL EVENTS CALENDAR Page 2 of 4 Month Day Meeting Person Responsible Information/Report Due to January 14-22 Recommended Dates for Placing a Probationary Non-tenured Teacher on Performance Probation 15 Secondary Science Council Dennis Glasgow 15 Secondary Visual Arts Staff Assoc. Supt. 15 Special Education Self- contained Teachers Patty Kohler 15-17 Principals Semester Exams for Secondary 17 Principals End of Quarter Reports 17-18 Elementary PAL Inservice Dianne Wood 17 Secondary Counselors' Inservice Jo Evelyn Elston 17 Last Day of 1st Semester 18 Elementary Counselors' Inservice Jo Evelyn Elston 18 Principals Teacher Records Day 18 Lab Attendants' Meeting Instructional Resources 18 Secondary Peer Facilitation Network Meeting Teen Leaders \u0026amp; Sponsors 21 Dr. King's Birthday HolidayCRITICAL EVENTS CALENDAR Page 3 of 4 Month Day Meeting Person Responsible Information/Report Due to January 21 Principals Disciplinary Management Quarterly Report Jo Evelyn Elston 21 Principals Number of Students to be Transported to Foreign Language Festival in Fayetteville Marie McNeal 22 Principals Non-tenured Teacher Apprai sal Human Resources 22 Principals Mid-year Drug Education Evaluation Form Pupil Services 22 Principals Appraisal Form for Probationary (non-tenured) Teachers Human Resources 24 Principals Grade Scan Sheets Marked Data Processing 25 Principals Quarterly Attendance Report Deseg Office 25 Principals Classroom Monitoring of Individual School Progress Asst. Supt. 28 Staff Development Day Desegregation Marvin Zimmerman All Schools - Students Out 30 Special Ed Vocational Education Teachers Patty KohlerMonth Day Meeting CRITICAL EVENTS CALENDAR Page 4 of 4 January 31 31 31 TBA Secondary Social Studies Council 1 a**' ,5 \u0026amp; Ji\nPerson Responsible Information/Report Due to On-going On-going As Occurs Principals Principals Principals Marie McNeal Principals Principals Principals REACH Report Bi racial Report Travel Reimbursement Claim Form Weekly Assignment Report Weekly Exit Report School Bus Incident Report Lucy Lyon James Jennings Transportation TransportationMonth Day Meeting February 1 1 1 5 Secondary Social Studies Council 5 5 7 8, 15, 22 8 Secondary Reading Teachers 12 13 Elementary Library Meeting 18 English Council Meeting 19 Secondary Science Teachers CRITICAL EVENTS CALENDAR Person Responsible Principals Principals Bill Barnhouse Marie McNeal Principals Principals Mr. Jennings Principals Reading Dept. Assoc. Supt. Lucy Lyon Assoc. Supt. Dennis Glasgow Information/Report Specialist \u0026amp; Program Evaluation Enrollment Figures, MPT Testing Schedule AMPT Schedule and Security Plan Fire Drill Report for January Last Possible Date to Place a Probationary (non-tenured) Teacher on Performance Probation Student Assignment Conf. Rep. Bus Arrival Time Sheets Multicultural Report Page 1 of 2 Due to Gifted \u0026amp; Talented Planning, Research Evaluation (PRE) Bill Barnhouse TransportationMonth Day Meeting CRITICAL EVENTS CALENDAR Page 2 of 2 February 21 21 Secondary Counselors' Meeting 21 Elementary Reading Teachers 25 25 Staff Development Day Desegregation 26-28 AMPT Inservice 28 28 Person Responsible Information/Report Due to Mabel Donaldson Jo Evelyn Elston Reading Dept. Sterling Ingram High School Principals Assoc. Supt. Annual Review for Gifted/Talented Students Records - Inservice Individual School All Schools - Students Out Governor's School Nominees Music Recruiting Orientation Schedule- i CRITICAL EVENTS CALENDAR Page 1 of 3 Month Day Meeting Person Responsible Information/Report Due to March 1 Principals Application for new Programs - VTED James Miller 1 Assoc. Supt Multicultural Evaluation Survey - 7th/8th Social Studies Teachers 1 Multicultural Curriculum Guide Survey Assoc. Supt. 5 Secondary Social Studies Meeting Marie McNeal c Principals Fire Drill Report Bill Barnhouse 8 Elementary Reading Teachers' Inservice Mary Mosley 8 Principals Student Count for 1st Three Grading Periods Patty Kohler 10 Principals Account for Budget Activity 10 Principals Coop-Coordinator Travel Reports 11 (One or Two Weeks Prior to Last Day of Probation)- Meeting with Assoc, or Asst. Supt. and Brady Gadberry to Report on Remediation Progress of Teachers on Probation 11-22 Principals MPT Testing Sterling Ingram 12 Secondary Math Council Dianne Woodf CRITICAL EVENTS CALENDAR Page 2 of 3 Month Day Meeting Person Responsible Information/Report Due to March 13 Elementary Librarians Meeting REACH Lucy Lyon 15 Self-contained Teachers Sex Education Meeting Principals 15 Request for Assistance in Revising Bell Schedule due to DST Change Doug Kendall 20 Journal ism Teachers' Meeting Assoc. Supt. 21 Secondary Counselors' Inservice Jo Evelyn Elston 22 Principals All Student Schedule Data Data Processing 25 General Principals' Meeting Assoc. Supt. 25 Principals Building Use - Capacity \u0026amp; Retentions Deseg Office 26 Principals Social Studies Recommendations \u0026amp; Placement Forms Elementary and Secondary Counselors 27 Principals School Climate/Human Relations Survey Sterling Ingram 27 End of 3rd Nine Weeks 28 Elementary Counselors' Inservice Jo Evelyn Elston CRITICAL EVENTS CALENDAR Page 3 of 3 Month Day Meeting Person Responsible Information/Report Due to March 28 Principals Teacher Records Day 29 Principals MAT 6 Testing Schedules Sterling Ingram 29 Principals Travel Reimbursement Claim Form Transportation 29 Principals Parent Conference Day Weekly Principals Weekly Assignment Report James Washington Weekly Weekly Exit Report Principals Weekly Wed. PAL Computer Lab Report Instructional Resource Supv. 4th Week Principals Appraisals/Certified Lynda White 4th Week Principals Placement of Programs (follow-up) James Miller 4th Week Principals Quarterly Attendance Report James Miller End of Month Principals REACH Report Lucy Lyon TBA Elementary Math PAL Inservice Dianne Wood TBA Assoc. Supt. Evaluation of Multicultural Guides Dennis Glasgow On-Going Principals PIE Activities/VIPS Hours VIPS As-Occurs Principals School Bus Incident Report TransportationMonth Day Meeting CRITICAL EVENTS CALENDAR Person Responsible Information/Report Page 1 of 5 Due to Apri 1 1 Marian Shead Provide HIPPY Request Letters Parents 1-5 Spring Break 5 Principals Fire Drill Report for March Bill Barnhouse 8 or 9 MAT 6 Inservice Sterling Ingram 8-12 Asst. Principals Administrative Citizenship Grades Given to Registrar Data Processing 8 Principals Final Day to end Performance Probation of any Teacher Whose Contract will be Non-renewed 8 8 8 8-12 8-12 Principals Principals Principals Principals Principals Principals Final Day to Evaluate any Teacher who will be recommended for Non-renewal Final Day to Remove a Name from the Re-election Agenda before Printing Non-renewed Staff Appraisals Appraisal Forms for Employees Final Day to Remove a Name From Re-election Agenda Emergency Evacuation Exercise Administration Citizenship Grades Human Resources Human Resources Human Resources Transportation RegistrarsMonth Day Meeting CRITICAL EVENTS CALENDAR Person Responsible Information/Report Page 2 of 5 Due to Apri 1 10 Elementary Library Meeting Lucy Lyon 10 Principals Activity Budget Monthly Report Bookkeeping Dept. 12 Principals Building Use / Capacity and Retentions Report 12 Principals Building Capacity Report Due for 1991-92 12 12 Principals Quarterly Attendance Report Student Assign. 12 Principals Classroom Monitoring Report Asst. Supt. 12 Principals High School Year Book specs due Assoc. Supt. 12 Principals Identification of Supplemental Multicultural Materials 15-26 Principals MAT 6 Test Administered 15 Principals HIPPY Teacher Surveys Classrm. Teachers 15 Principals Request for Balance of Summer Pay Letters due From Less Than 12 Month Employees 15 English Council Meeting Assoc. Supt. 17 Human Resources Last Day to Notify Teachers of Non-RenewalMonth Day Meeting CRITICAL EVENTS CALENDAR Person Responsible Informati on/Report Page 3 of 5 Due to April 17 Principals Final Appraisal Form due for all Certified Employees Human Resources 18 Secondary Reading Teachers Inservice Mary Mosley 22 General Principals' Meeting Assoc. Supt. 26 Principals Invoices due for Kindergarten and Textbook Purchases for 1990-91 Purchasing Weekly Lucy Lyon PAL Computer Lab Report Computer Central \u0026amp; Principals On-going Weekly Assignment Report Principals On-going Weekly Exit Report Principals On-going Principals Report all Partners In Education Activities VIPS \u0026amp; Communications On-going Principals Document PIE and VIPS Hours VIPS On-going Principals Evaluation of Resource Speakers VIPS On-going Principals Student Teacher/Field Experience Placements Federal Programs On-going Principals Submit Items of Interest About Local School CommunicationsMonth Day Meeting CRITICAL EVENTS CALENDAR Person Responsible Information/Report Page 4 of 5 Due to April TBA Principals 3rd Quarter Attendance Ledger Student Assignment TBA Elementary Math Council Dianne Wood 4th Week Principals Student Status Report Vocational Dept./ VTED On-going Principals Coop-Coordinator Travel Requests Vocational Dept. On-going Principals Serious Incident Report Asst. Supt. On-going Bi racial Advisory Committee Meeting Minutes Assoc. Supt Desegregation On-going Principals Various Social Studies \u0026amp; Foreign Language Contests Marie McNeal On-going Multicultural Curriculum Guide Comm. Meeting Marie McNeal On-going Principals Requests for in-school inservice Staff Development On-going Principals Submit Names of Identified Teachers Needing Inservice Staff Development On-going Principals Submit In-school Inservice Sign-in Report Forms Staff Development TBA Gifted and Talented Specialists' Meeting Mabel DonaldsonMonth Day Meeting CRITICAL EVENTS CALENDAR Person Responsible Information/Report Page 5 of 5 Due to April End of Month Monthly REACH Report Lucy Lyon On-going Principals Travel Reimbursement Claim Form Transportation On-going Principals School Bus Incident Report Transportation April 29- May 10 Principals End-of-Year Program Evaluation Pupil Servicesa CRITICAL EVENTS CALENDAR Page 1 of 4 Month Day Meeting Person Responsible Information/Report Due to May 1 Principals Identification of Supplementary Multicultural Materials Marie McNeal 3 Principals Instrumental Music Repair Assessment Assoc. Supt. 3, 10, 17, 24, 31 Principals Bus Arrival Time Sheets Transportation 5 Principals Fire Drill Report for April Bill Barnhouse 6 Principals All Appraisal Forms for Noncertified Human Resources 7 Secondary Social Studies Council Marie McNeal 7-14 Principals Corrections to Course Selection Scan Sheet Pre-list 8 Elementary Library Meeting (REACH) 10 Principals Activity Budget Monthly Report for April Business Office 14 Elementary Counselors' Inservice Jo Evelyn Elston 14 Secondary Math Council Dianne Wood 14 Multicultural Music/Art Committee Assoc. Supt. 15 Principals Request Summer Repairs Plant Services 15-25 Principals Requests to roll 90-91 Master Schedule to 91-92 Data Processing 16 Journalism Teachers' Meeting PrincipalsMonth Day Meeting CRITICAL EVENTS CALENDAR Page 2 of 4 May 17 \"Just Say No\" End-of-Year Event 20 General Principals' Meeting 20 English Council Meeting 20-25 21 Secondary Science Council 22 24 Elementary Reading Teachers 24 27 27 MEMORIAL DAY HOLIDAY 30 30 31 31 31 Person Responsible Information/Report Due to Linda Brown Assoc. Supt. Principal s Dennis Glasgow Principals Mary Mosley Principals Principals Principals Principals Evaluation of PIE Programs \u0026amp; Data for Annual Report Capital Expenditures Requisitions for 1st half - FY 91-92 Annual LRSD Secondary Art Show EPSF Post Test Student's School Assignment for Next Year Orphans Aid Report Annual Music Teachers Report Music Achievement Assessment All Student Schedule Data VIPS Purchasing Assoc. Supt. Principals Deseg Office Assoc. Supt. Assoc. Supt. Data ProcessingCRITICAL EVENTS CALENDAR Page 3 of 4 Month Day Meeting Person Responsible Information/Report Due to May 31 Principals Custodial Vacation Schedule due 31 Principals Custodial Evaluations 1st. Week MAT 6 Results for Students in Chapter 1 J.J. Lacey Weekly Weekly After Wed. Weekly End of Month End of Month End of Month End of Month TBA Elementary Math PAL Inservice TBA Special Ed Teachers Inservice On-going On-going Principals Principals Principals Principals Principals Patty Kohler Principals Special Needs Report Assignment Reports Exit Report PAL Computer Lab Report Monthly REACH Report Evaluation of PAL Survey Textbook Inventory Summer Janitorial Orders Serious Incident Reports Advisory Committee Minutes Vocational Ed Principals Principals Instructional Resources Purchasing PurchasingCRITICAL EVENTS CALENDAR Page 4 of 4 Month Day Meeting Person Responsible Informati on/Report Due to May On-going Principals Various Contests On-going Principals Requests for Inservice Workshops Staff Development On-going Principals Inschool Inservice Workshop Sign-in Reports Staff Development TBA Gifted and Talented , Specialists Meeting Mabel Donaldson TBA Principals Travel Reimbursement Claim Form Transportation To June Principals Property Inventory Purchasing On-going Principals PIE Activities VIPS Office On-going Principals Documentation of all PIE and VIPS Hours VIPS Office On-going Principals Evaluation of Resource Speakers On-going Principals Items of Interest Communications As Occurs Principals School Bus Incident Report Transportation As Needed Principals Serious Incident Reports Asst. Supt. End of Contract Principals Elementary Annual Inventory Expenditure Report Instructional Resources End of Contract Principals Student/Teacher Surveys Instructional ResourcesCRITICAL EVENTS CALENDAR Page 1 of 5 Month Day Meeting Person Responsible Information/Report Due to June 1 Requests for 1991-92 Staff Development Activities 5 Principals Fire Drill Report for May Bill Barnhouse 5 Music Equipment Inventory 5 Purchasing 9.0 Month Aides Contracts end 5 Last Day for Students 5 Last Day of 4th Nine Weeks 6 9.25 Month Aides/Clerks, Cafeteria Workers and Managers contracts end 6 Principals Certified \u0026amp; Non-certified Contract Renewal Evaluations 6 Teacher Records Day 7 7 Teacher Inservice Principals Principals Bus Arrival Time Sheets Transportation 7 9.25 Month Teacher Contracts end 9.5 Month Teacher Contracts end 10.0 Month Instructural Aides Contracts end 10.25 Month Incentive Teachers Contracts end 7-28 Principals Property Inventory PurchasingCRITICAL EVENTS CALENDAR Page 2 of 5 Month Day Meeting Person Responsible Information/Report Due to June 7-28 Principals Textbook Inventory 7-12 Assistant Principals Administrative Citizenship Grades Registrar 10 Principals Activity Budget Monthly Report Bookkeeping Dept. 11 Music/Art Supervisor Multicultural Music/Art 12 10.0 Month Clerical Contracts end 13 10.5 Month Clerical Contracts end 14 Principals Discipline Management Quarterly Report Student Hearing 14 10 Month Teacher Contracts end 14 Principals Specialists' and Program Evaluation Gifted \u0026amp; Talented 19 10.5 Month Asst. Principal Contracts end 20 11.0 Month Clerical Contract ends ASAP Enrollment Projections and Schedule for 9th grade Computer Science and Literacy Course Inst. TechnologyMonth Day Meeting June 2nd Week 3rd Week Mid Mid End of Month Bi-racial Advisory Committee Meeting Minutes CRITICAL EVENTS CALENDAR Person Responsible Principals Principals Principals Page 3 of 5 On-going Principals TBA Principals TBA Principals TBA Principals TBA Principals TBA Principals TBA Principals On-going Principals On-going On-going On-going Principals Information/Report Principals' Annual Report Counselor \u0026amp; Special Needs Caseload Report Textbook Orders for 1991-92 Band Instrument Inventory Serious Incident Report 4th Quarter Attendance Ledger Bookkeeping Records Annual REACH Reports Lab Shutdown Sign-off Sheet Quarterly Attendance Report COE Reports Items of Interest at Individual Schools Weekly Assignment Report Weekly Exit Report All Partners in Education Activities Due to Asst. Supt. Voc. Dept \u0026amp; VTED Purchasing Purchasing Asst. Supt. Student Assign. Business Office Library Coord. Computer Central Student Assign. Asst. Supt. Communications Schools Schools Communications \u0026amp; VIPSMonth Day Meeting June On-going On-going On-going On-going Multicultural Curriculum Guide Committee CRITICAL EVENTS CALENDAR Person Responsible Principals Principals Principals Marie McNeal Information/Report Documentation of all PIE \u0026amp; VIPS Hours in Schools Evaluation of Resource Speakers Coop-Coordinator Travel Reports On-going Principals Names of Identified Teachers Needing Inservice On-going Principals In-school Inservice Sign-in Report Forms 21 10.5 Month Teachers Contract ends 11.0 Month Teachers Contract ends 26 27 28 28 Page 4 of 5 Due to VIPS VIPS Vocational Dept. Staff Development Staff Development 11.0 Month Principals Contract ends 11.5 Month Clerical Contract ends 12.0 Month Teachers Contract ends 12.0 Month Principals Contracts endMonth Day Meeting June 28 30 CRITICAL EVENTS CALENDAR Person Responsible Information/Report 12.0 Month Clerical Contracts end Principals Start up Orders for 1991-92 Page 5 of 5 Due to Purchasing********************************************************************************************* LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS OCTOBER- 1990 SCHEDULE OF MEETINGS ********************************************************************************************* TIME - DATE MEETING PLACE Monday - 1 9:00 a.m. Staff Development Staff Meeting IRC - Room 15 Close of School Individual School Faculty Meetings Schools Tuesday - 2 4:00 p.m. - 5:00 p.m. Secondary Social Studies Council Mtg. IRC - Lecture Room 4:00 p.m. - 7:00 p.m. Grantseeking Minicourse Hall High - Room 610 4:00 p.m. - 7:00 p.m. 4 MAT Mini course Hall High - Room 606 4:00 p.m. - 7:00 p.m. MPT Math Minicourse (2\u0026amp;3) IRC - Room 15 4:00 p.m. - 7:00 p.m. International Studies Course Hall High - Room 611 Oct 2 - 7 National Parent Conference (PAC) New Orleans, LA Wednesday - 3 10:30 a.m. Supt's Senior Staff Meeting Board Conference Room 4:00 p.m. - 7:00 p.m. English Minicourse Hall High - Room 600 4:00 p.m. - 7:00 p.m. P.E.T. (#001) Dodd Elementary 4:00 p.m. - 7:00 p.m. TESA (#003) Pulaski Heights Jr. 4:00 p.m. - 7:00 p.m. TESA (#008) Wakefield Elementary Thursday - 4 3:00 p.m. - 6:30 p.m. CTA Thursday Night Workshop IRC - Display Room 4:00 p.m. - 7:00 p.m. Social Studies Minicourse Hall High - Room 600 4:00 p.m. - 7:00 p.m. Math Minicourse (3\u0026amp;4) IRC - Room 15 4:00 p.m. - 9:00 p.m. P.E.T. (#001) Dodd Elementary 4:00 p.m. - 7:00 p.m. TESA (#002) Mitchell Elementary 4:00 p.m. - 7:00 p.m. TESA (#007) Otter Creek ElementaryH October^'Calendar 1990 Page 2 TIME - DATE MEETING PLACE Friday - 5 9:30 a.m. Supt's Cabinet Meeting Board Conference Room 12:00 noon Tri-District Staff Development. Comm. PCSSD - Admin. Bldg. Monday - 8 4:00 p.m. - 7:00 p.m. Geography Minicourse Hall High - Room 606 4:00 p.m. - 7:00 p.m. Science Minicourse (4) IRC - Lecture Room 4:00 p.m. - 7:00 p.m. Computerized Gradebook Mini course Franklin Elementary 4:00 p.m. - 9:00 p.m. P.E.T. (#002) Geyer Springs Elem. Tuesday - 9 7:30 a.m. Superintendent/PRT Executive Board Board Conference Room 4:00 p.m. - 7:00 p.m. Science Minicourse (5) IRC - Lecture Room 4:00 p.m. - 7:00 p.m. Writing Minicourse Hall High - Room 600 4:00 p.m. - 7:00 p.m. MPT Math Minicourse IRC - Room 15 4:00 p.m. - 7:00 p.m. Compton's Encyclopedia Minicourse * Hall High - Room 610 4:00 p.m. - 7:00 p.m. 4 MAT Mini course Hall High - Room 606 4:00 p.m. - 7:00 p.m. International Studies Course Hall High - Room 611 4:00 p.m. - 9:00 p.m. P.E.T. (#002) Geyer Springs Elem. 5:00 p.m. PAC Membership Committee IRC - Display Room 6:30 p.m. Tuesday Night Parent Training IRC - Display Room Wednesday - 10 10:30 a.m. Supt's Senior Staff Meeting Board Conference Room 12:00 noon VIPS - Board of Directors Board Room 4:30 p.m. Classroom Teachers Association Representative Council AEA Building mOctober'Calendar 1990 Page 3 TIME - DATE MEETING PLACE Thursday - 11 8:30 a.m. - 5:00 p.m. Standard First Aid (Contact Health Services) TBA 3:00 p.m. - 6:30 p.m. CTA Thursday Night Workshop IRC - Display Room CTA Meeting Day Friday - 12 8:30 a.m. - 5:00 p.m. Standard First Aid (Contact Health Services) TBA 9:30 a.m. Supt's Cabinet Meeting Board Conference Room ********************************************************************************************** Monday - 15 9:00 a.m. Staff Development Staff Meeting IRC - Room 15 1:30 p.m. - 4:00 p.m. Elementary Reading Teachers Cluster A IRC - Lecture Room 4:00 p.m. - 5:00 p.m. English Council Meeting IRC - Display Room 4:00 p.m. Secondary Social Studies Area Schools Material Committee Mtg. Pulaski Heights Jr. Media Center 4:00 p.m. - 7:00 p.m. Asia Minicourse Hall High - Room 606 4:00 p.m. - 7:00 p.m. Arkansas History Mini course Hall High - Room 600 4:00 p.m. - 7:00 p.m. Science Minicourse (6) IRC Lecture Room 4:00 p.m. - 7:00 p.m. Pattern Blocks Minicourse IRC - Room 15 4:00 p.m. - 7:00 p.m. Computerized Gradebook Minicourse Franklin Elementary 4:00 p.m. - 7:00 p.m. TESA (#004) Williams Magnet 4:00 p.m. - 7:00 p.m. TESA (#009) Geyer Springs Elem. 7:00 p.m. Town Hall Meeting with Superintendent Fair HighQctober* Calendar 1990 Page 4 TIME - DATE MEETING PLACE Tuesday - 16 8:00 a.m. District PAC Meeting Western Hills Elem. 9:00 a.m. Instructional Supervisors IRC - Lecture Room 1:30 p.m. - 4:00 p.m. Elementary Reading Teachers Cluster B IRC - Lecture Room 4:00 p.m. - 7:00 p.m. 7th. Grade Science Mini course IRC - Lecture Room 4:00 p.m. - 7:00 p.m. Learning Style Minicourse Hall High - Room 608 4:00 p.m. - 7:00 p.m. Compton's Encyclopedia Minicourse Franklin Elementary 4:00 p.m. - 7:00 p.m. 4 MAT Minicourse Hall High - Room 606 4:00 p.m. - 7:00 p.m. International Studies Course Hall High - Room 611 4:00 p.m. - 7:00 p.m. TESA (#005) Fulbright Elementary 5:00 p.m. Workshop/Tri-District Planning Committee IRC - Display Room 5:00 p.m. Monitoring/Evaluation Committee IRC - Display Room Wednesday - 17 10:30 a.m. Supt's Senior Staff Meeting Board Conference Room 4:00 p.m. - 7:00 p.m. Student Team Learning Minicourse IRC - Room 15 4:00 p.m. - 8:00 p.m. Classroom Management (#005) Mabel vale Elementary Thursday - 18 8:30 a.m. - 3:30 p.m. Secondary Counselors Inservice Board Room 3:00 p.m. - 6:30 p.m. CTA Thursday Night Workshop IRC - Display Room 4:00 p.m. - 7:00 p.m. Colonial Am. History Minicourse Hall High - Room 600 4:00 p.m. - 7:00 p.m. Learning Style Mini course Hall High - Room 608 4:00 p.m. - 8:00 p.m. Classroom Management (#005) Mabel vale Elementary 4:00 p.m. - 7:00 p.m. Learning Styles (#002) Fair High 5:00 p.m. Friday - 19 Board of Directors' Committee Meeting Board Room 9:30 a.m. Supt's Cabinet Meeting Board Conference Room ***********************************************************************************************October* Calendar 1990 Page 5 TIME - DATE MEETING PLACE Monday - 22 8:30 a.m. - 3:30 p.m. Elementary Counselors Inservice TBA 8:30 a.m. - 4:00 p.m. School Nurse Inservice TBA 4:00 p.m. - 7:00 p.m. 8th Gr. Am. History Minicourse Hall High - Room 600 4:00 p.m. - 7:00 p.m. 9th Gr. Science Minicourse IRC - Lecture Room 4:00 p.m. - 7:00 p.m. Computerized Gradebook Minicourse Franklin Elementary 4:00 p.m. - 9:00 p.m. P.E.T. (#001) Dodd Elementary TBA TESA (#010) Woodruff Elementary Tuesday - 23 4:00 p.m. - 7:00 p.m. Biology Mini course IRC - Lecture Room 4:00 p.m. - 7:00 p.m. Students' Success Minicourse Franklin Elementary 4:00 p.m. - 7:00 p.m. Positive/Negative Numbers Mini course IRC - Room 15 4:00 p.m. - 7:00 p.m. Social Studies/GT Mini course Hall High - Room 605 4:00 p.m. - 7:00 p.m. International Studies Course Hall High - Room 611 4:00 p.m. - 7:00 p.m. Learning Styles (#003) Wilson Elementary Wednesday - 24 8:30 a.m. - 5:00 p.m. Standard First Aid (Contact Health Services) TBA 10:30 a.m. Supt's Senior Staff Meeting Board Conference Room 4:30 p.m. Thursday - 25 Classroom Teachers' Association Executive Board CTA Office 8:30 a.m. - 5:00 p.m. Standard First Aid (Contact Health Services) TBA 3:00 p.m. - 6:30 p.m. CTA Thursday Night Workshop IRC - Display Room 4:00 p.m. - 7:00 p.m. Geography Minicourse Hall High - Room 600 4:00 p.m. - 7:00 p.m. Math Minicourse (1\u0026amp;2) IRC - Room 15 4:00 p.m. - 7:00 p.m. Cooperative/Team Learning (#001) Pulaski Heights Jr. 6:00 p.m. Board of Directors Regular Meeting Board Room0tober*.Calendar 1990 Page 6 TIME - DATE MEETING PLACE Friday - 26 9:30 a.m. Supt's Cabinet Meeting Board Conference Room *      * *   ie  ic ic * * it -k if \"k  ie if ie * -k * * ie ir ic -k it  ie ik -k it  it  ie ir ic -k   * * * * ie -k   ir ir -k ir \"k  i( ir   ic * -k ie ie ie 'kk'k'k-kieie'k'k'k'k'k'k-k'kkkk'kk Monday - 29 9:00 a.m. Staff Dev. Staff Meeting IRC - Room 15 4:00 p.m. - 7:00 p.m. Baghdad to Tokyo Minicourse Hall High - Room 607 4:00 p.m. - 9:00 p.m. P.E.T. (#002) Geyer Springs Elem. 4:00 p.m. - 7:00 p.m. Reading Games Mini course IRC - Display Room Tuesday - 30 4:00 p.m. - 7:00 p.m. Math Minicourse (K) IRC - Room 15 4:00 p.m. - 7:00 p.m. International Studies Course Hall High - Room 611 4:00 p.m. - 9:00 p.m. P.E.T. (#001) Dodd Elementary Wednesday - 31 10:30 a.m. Supt's Senior Staff Meeting Board Conference Room(l/26,'93 11:58 501 324 2023 LRSD COMMUNICATI ODM @002 I I Little Rock School District 1995-96 School Year Dates August' 7\u0026amp;8 14 21 28 29 30 31 September Registration Teachers report to work Students report to class Romine Interdistrict Open House 5:30 - 7 Elementary Magnet Schools OH 5:30 - 7 Elementary Area Schools OH 5:30 - 7 Incentive Schools and Rockefeller Magnet Open House 5:30 - 7 Mann and Dunbar Magnet OH 5:30 - 7 I 17 22 23 24 Early Dismissal Pre-Registration Open House -Incentive and Interdistrict Schools 5:30 - 7 Pre-Registration Open House - Elem. Magnet Schools, 5:30 - 7 Pre-Registration Open House - Secondary Magnet Schools 5:30 - 7 29-Feb. 2 Check us Out! - Elementary Schools 2? Pre-Registration Open House - 29 30 4 5 6 7 11-28 19 29 Labor Day (District closed) Jr\nHigh Area Schools OH 7 - 8:30 Henderson Magnet Open House 7 - 8:30 Central High, Parkview, \u0026amp; McClellan Magnet Open House 7 - 8:30 Senior High Area Schools OH 7 - 8:30 Stanford 8 Tests School Board Election Parent Conference Day (Students Out) Elementary Area Schools 5:30 - 7 Pre-Regis tration Open House - Secondary Area Schools 5:30 - 7 February 5-16 Pre-Registration 7 Early Dismissal March October 4 17 18 23 31 Early Dismissal Fi^t Quarter Ends (40 days) Teacher Work Day (Students out) College Night Report Cards, 1st Quarter 6 13 14 15 18-22 Early Dismissal Third Quarter Ends (50 days) Parent Conference Day (Students out) Teachers Work Day (Students out) Spring Break November 1 2-3 Early Dismissal AEA Teachers Conv. (Students Out) 23-24 Thanksgiving Holidays December 6 18-19 19 20 21 Early Dismissal Semester Exams Second Quarter Ends (40 days) Tehcher Work Day (Students out) Wmter Vacation Begins January i 3 15 16 School Reopens M.'L. King Jr. Holiday (District Closed) Reports Cards, 2nd Quarter 1 April 5 8 17 May 13-15 15 17 19 20 21 22 27 29-31 31 June 3 14 Staff Development Day (Students Out) Report Cards, 3rd Quarter Early Dismissal Senior Exams Early Dismissal Bac\u0026lt;^aureate Practice Baccalaureate Graduation- Fair- 6 p.m.. Hall 8:30 p, Graduation - Central High 7 p.m. Graduation - Parkview 6 p.m., McClellan 8:30 p.m. Memorial Day Holiday Final Exams Last Day for Students Last Day for Teachers Report Cards, 4th Quarter '.m.04/11/97 09:46 501 324 2023 LRSD COMMUNICATI \u0026gt; ODM 002 Little Rock School District 1997-98 ^^ArStudent Calendar I. - I I BBS' D August 20, 1997 First Day for Students September 1, 1997 Labor Day (Schools Closed) September 26, 1997 Parent Conference Day (Students Out) October 23, 1997 End of First Quarter (45 days) October 24, 1997 Teachers Workday (Students Out) October 30-31, 1997 AEA Teachers Inservice (Students Out) November 27-28, 1997 Thanksgiving Holidays December 22,1997 Winter Vacation Begins January 5, 1998 Classes Resume January 15,1998 End of Second Quarter (45 days) January 16, 1998 Teachers Workday (Students Out) January 19,1998 Martin Luther King, Jr. Holiday February 27, 1998 Parent Conference Day (Students Out) March 26,1998 End of Third Quarter (47 days) March 27,1998 Teachers Workday (Students Out) March 30 - April 3, 1998 Spring Break April 10, 1998 Staff Development Day (Students Out) May 25, 1998 Memorial Day Holiday June 3, 1998 Last Day for Students (41 days) Registration, open house, graduation dates and other dates of importance have yet to be determined for the 1997-98 school year. This information will be available soon (approximately three weeks). 07--13 9 16-22 O'?Ill 324 2023 IRSD COMMl'MCATI ODM 001 001 r .(..itde Rock School District 1997-98 Stufk-iit CaieDchir Au iiUSt 6-i 1997 Ai-nist j 1, 199'7 .3 20, 1997 September i. 1997 S iptember 26, 1997 October 23, 1997 October 24, OcfC)biT2Q-i[, November 27-28. 1997 Dece'-noer 22. lyy? .lanuary 5, 199S January 15. 1998 .lacuaryz 16, IME lanuarv 19, lt\u0026gt;9h Chcck-In iLrs' Day for 'ieachers Firs\nDay fox Smdenii l.abor !7ay (Schools Closed) l-Lirent Confersoce Day (Studenis Ota) End of First (Xiarter (45 days i Teachers Workday (Students t)u') Teachers Iriservice (StuderAts Out) Thaiikieiving Hoildays Winter vacation Begins C Lisses R idrne f ebriiary 27, Tslarch 26, lyps 'And of Second Qudner 145 di} s) I eacheis Workday (Sn.'ri:?i'.ts (.)it.t Manir, : iiiher King, Jr. H.olida_v Parent tJonterence ].)ay StndeaLs ' End of!bird Quater (4 .' uays\nMarch 27. .*.998 March Su - A.phi 3. 'Ph- -\\pnl 10,\nMb reachers vVorkcby (Students Duo '.ormg Break 'art Development Day (Students Out) Ma'. 7 19'7.  1  7ii.\u0026gt;ri-i! Day Hoid\n.3 .?une 3. J9- . : Day for Smdeiits (4i davs)11:41 501-324-2023 LRSD COMMUNICATIONS PAGE 02 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 January 29,1998 TO: FROM\nPrincipals and Department Heads Brady Gadbeny, Director of Labor Relations THROUGH\nSUBJECT: Leslie V. Gamine, Superintendent of Schools 1998-99 Employee Workday Calendars Below you will find the contractual beginning and ending dates for employee groups. If any changes are made, you will be notified as quickly as possible. Please notify the employees who work for you of their return to work date. Teachers 9.25 Months 9.50 Teachers Sec. Librarians Elem. Librarians 10.00 Teachers Sec. Counselors 10.00 Mo. Football Coach 10.25 Months 10.50 Months 10.75 Months 11.00 Months 12.00 Months 192 Days 197 Days 197 Days 207 Days 207 Days 212 Days 217 Days 222 Days 227 Days 247 Days August 13 - June August 6-June August 10 - June July July July July July July July 30 - June 23 - June 23 - June 16 - June II 4 11 11 9 - June 11 9 - June 18 1 - June 30 4 48 Adtnifiistrators/Principals/Assistant PrinciDals/Supervisors 10.00 Months 10.00 Months 10.50 Months 11.00 Months 11.00 Months Supv. 200 Days 203 Days 210 Days 220 Days 223 Days August August 6 - June 9 4 - June 10 July 23 - June 9 July July 13-June 7 9 - June 14 06/26/1998 11:41 501-324-2023 LRSD COMMUNICATIONS PAGE 03 1998-99 Employee Workday Calendars Page 2 Administrators/Priacipal.s/As.sistant Principals/Supervisors-cont. 11.50 Months 12.00 Months 230 Days 250 Days July July- 6 - June 18 1 - June 30 Clerical 9.25 Months (Media Clerks) 10.00 Months 10.00 Months (Bookkeepers) 10.50 Months 11,00 Months 11.50 Months 12.00 Months 188 Days 203 Days 203 Days 210 Days 220 Days 230 Days 235 Days August 13 - June August August July July July July 3 - June 5 - June 23 - June 9 - June 9 - June 1 - Jtme 4 9 11 9 9 IS 30 Aides 9.00 Months Supv. CARE Aides 9.25 Months Instructional Aides Computer Lab Attendants 10.00 Months Instr, 12.00 Months Instr. 178 Days 179 Days August 20- June August 13 - June 4 3 Transportation Bus Drivers/Monitors Safety and Security Campus Security 9.50 Months AN Food Service Workers/Substitutes Managers/Mgr. Trainees/ Meal Technicians Custodians 9-25 Months 12.00 Months 185 Days 200 Days 235 Days 180 Days 182 Days 190 Days 185 Days 188 Days 184 Days 235 Days August 17-June August July August 6-June 1 - June 10-June August 17-June August 10-June August 19 - June August 3 - June August 13 - June July 1 - June 4 11 30 3 3 9 4 4 4 3003/19/1999 10:25 501-324-2023 LRSD COMMUNICATIONS PAGE 02/02 1999-2000 Calendar August 24, 1999 September 6. 1999 September 27, 1999 October 11,1999 October 22, October 25, November 11-12, November 24. November 25-26, December 20, 1999 1999 1999 1999 1999 1999 January 3, 2000 January 13, 2000 January 14, 2000 January 17, 2000 February 21, 2000 March 23, 2000 March 24. 2000 March 27-31, 2000 April 21, 2000 May 29, 2000 June 1, 2000 First Day for Students Labor Day (Schools Closed) Parent Conference Day (Students Out) Staff Development Day (Students Out) End of First Quarter (41 days) Teachers Record Day (Students Out) AEA Teachers Inservice (Students Out) Staff Development Day (Students Out) Thanksgiving Holiday Winter Vacation Begins Classes Resume End of Second Quarter (43 days) Teachers Record Day (Students Out) Martin Luther King, Jr. Holiday Parent Conference Day (Students Out) End of Third Quarter (47 days) Teachers' Record Day (Students Out) Spring Break Staff Development Day (Students Out) Memorial Day Holiday Last Day for Students (42 days) l/anmry MONTH M JULY AUGUST 3 SEPTEMBER OCTOBER NOVEMBER 2 DECEMBER JANUARY '99 FEBRUARY 1 MARCH 1 APRIL MAY 3 JUNE I wend LITTLE ROCK SCHOOL DISTRICT STUDENT CALENDAR 1998-99 T I W |TH F I M T W 4 1 3 1 2 2 4 1 f] wv $v PC ST DAY i 2 4 2 3 3 5 2 2 6 3 1 AA 5 3 4 4 SV 1 6 l| it 3 R 3 4 2 4 R 1 5 5 SV- ii 7 R 4 1st Day Sfixfents End Quarter Wintw Vacation Spring Vacation PaiehfConfatenee Student Days 6 1 8 Tn| F i MI tTw TH| F i M I f W|T11| F I M T wv 9 10 13 14 15 16 17 20 21 22 23 24 27 28 * W TH 29 30 ST F T SV PC DAY H H WD SD TCD 31 10 lii n 12 13 14 17 18 19 20 21 24 25 26 27 28 5 9 7 4 8 8 5 10 7 8 6 10 8 5 9 9 6 11 8 9 7 11 9 6 10 10 7 12 9 10 8 12 10 1 11 11 8 13 10 H WD SD TCD R 11 9 13 11 8 12 12 9 14 11 14 12 16 14 11 15 15 12 17 15 13 17 15 12 16 16 13 18 14 15 16 14 18 16 13 17 17 14 19 16 17 15 19 17 [431 14 18 18 15 20 17 jNsnrSOefiiWpriiiiS^ totstConiraotOsjffi Last Day Students Record Days 18 21 22 23 24 25 16 19 20 20 18 o 15 23 o 1r  18 24 21 sn 25 W ii 22 Ml w [45| 23 R n R 25 31 PC 28 R 26 30 28 8 19 20 21 22 25 PC: 19 19 16 21 18 22 22 19 24 21 23 24 23 24 25 |47| 25  ft 26 SV 29 20 25 21 26 23 22 23 29 30 20 27 28 29 30 21 16 27 28 26 R 31 24 25 28 WY 29 li WV 31 14 26 27 28 29 18 19 o 30 19 27 28 29 30 20 20 29 30 3 TOTALS 178 THE PAYS shaded ABOVE~~] CAL9904/25/2000 09:28 501-324-2023 LRSD COMMUNICATIONS PAGE 02/02 Little Rock School District 2000 - 2001 Calendar August 09, 2000 First Day for Teachers August 21, 2000 First Day for Students September 04, 2000 Labor Day (Schools Closed) September 25. 2000 Parent Conference Day October 20,2000 End of First Quarter (43 days) October 23, 2000 Teachers' Record Day (Students Out) November 2-3.2000 AEA Teachers' Inservice (Students Out) November 22,2000 Staff Development Day (Students Out) November 23-24,2000 Thanksgiving Holiday December 18, 2000 Winter Vacation Begins January 02,2001 Classes Resume January 11,2001 End of Second Quarter (42 days) January 12,2001 Teachers' Record Day (Students Out) January 15,2001 Martin Luther King, Jr. Holiday Febnjary 19, 2001 Parent Conference Day (Students Out) March 05, 2001 Staff Development Day (Students Out) March 22,2001 End of Third Quarter (46 days) March 23, 2001 Teachers Record Day (Students Out) March 26 - 30, 2001 Spring Break April 13, 2001 Staff Development Day (Students Out) May 28, 2001 Memorial Day Holiday May 31.2001 Last Day for Students (42 days)Little Rock School District 2000-2001 Student Calendar RECEIVED OFRCECF OESESREGATCMMOHITORINS JUL 1 3 2080 August 2-3,2000 August 21,2000 September 4, 2000 October 4, 2000 October 20, 2000 October 23, 2000 November 2-3,2000 November 22,2000 November 23-24,2000 December 18,2000 January 2,2001 January 11,2001 January 12,2001 January 15,2001 February 19, 2001 March 5,2001 March 22,2001 March 23,2001 March 26-30,2001 A.Dnll3,2001 May 28,2001 May 31,2001 Check-In At All Schools (10am-7pni) First Day for Students Labor Day (Schools Closed) Parent Conference Day (Students Out) End of First Quarter (43 days) Teachers Workday (Students Out) AJiA Teachers Inservice (Students Out) Staff Development (Students Out) Thanksgiving Holidays Winter Vacation Begins Classes Resume End of Second Quarter (42 days) Teachers Workday (Students Out) King Holiday (Students Out) Parent Conference Day (Students Out) Staff Development (Students Out) End of Third Quarter (46 days) Teachers Workday (Students Out) Spring Break Staff Development (Students Out) Memorial Day Holiday Last Day for Students Revised 5/12/2000received Little Rock School District 2000 - 2001 Extended Year Calendar JUL 18 2000 CffiGcCF July 4, 2000 August 1-2, 2000 August 3, 4 \u0026amp; 7, 2000 August 8, 2000 August 11, 2000 September 4, 2000 October 4, 2000 October 5, 2000 October 6, 2000 October 9-20 November 2-3, 2000 November 22, 2000 November 23-24, 2000 December 18, 2000 January 1,2001 January 2-5, 2001 January 11,2001 January 12, 2001 January 15,2001 February 19, 2001 March 20, 2001 March 21,2001 ------March-22, 2001- March 23,2001 March 26-30, 2001 April 2 - 6, 2001 May 28, 2001 June 15, 2001 June 18,2001 June 19 - 20, 2001 June 21 - 29, 2001 4*^ of July (Schools Closed) Staff Development Day (Students Out) Non Student Workdays First Day for Students Staff Development Day (Students Out) Labor Day (Schools Closed) End of First Quarter (40 days) Teachers Record Day (Students Out) Parent Conference Day (Students Out) inter-Session AE4 Teachers Inservice (Students Out) Staff Development Day (Students Out) Thanksgiving Holiday (Students Out) Winter Vacation Begins New Years Day Inter-Session End of Second Quarter (39 days) Teachers Record Day (Students Out) Martin Luther King, Jr. Holiday (Students Out) Parent Conference Day (Students Out) End of Third Quarter (45 days) Teachers' Record Day (Students Out) .Parent Conference Day (Students Out) Staff Development Day (Students Out) Spring Break Inter-Session (Students Out) Memorial Day Holiday End of Quarter (49 days) Teachers Record Day (Students Out) Staff Development Day (Students Out) Inter-SessionRECEIVED JUN 8 2001 omcEOf DESEGREGATION MONITORING Uttle Rock School District 2001-2002 Student Calendar August 23 Sept. 3 Sept. 26 October 22 November 1-2 November 21 November 22  23 Dec. 20 - Jan, 1 Jan. 18 Jan. 21 Feb. 18-19 March 11 March 22 March 25 - 29 May 27 May 31 Students begin school Labor Day (students out) Parent Conference Day (students out) Teacher Records Day (students out) Staff Development Days (students out) Staff Development Day (students out) Thanksgiving Holiday (students out) Winter Break (students out) Tsachsr Records Day (students out) Dr. M. L. King Holiday (students out) Staff Development Days (students out) Parent Conference Day (students out) Teacher Records Day (students out) Spring Break (students out) Memorial Day (students out) Students Last Day Extended Year Calendar for Mabelvale, Woodruff and Stephens Only August 8 August 17 Sept 3 October 11 October 12 October 15 -19 October 22-26 November 1-2 November 21 November 22 - 23 Dec. 20 - Jan. 1 Jan. 18 Jan. 21 February 4-8 February 11 -13 February 14-19 March 25 - 29 April 15 April 16 April 17-19 May 27 June 19 June 20 June 24  28 Students begin school Staff Development Day (students out) Labor Day (students out) Teacher Records Day (students out) Parent Conference Day (students out) Intersession Vacation Staff Development Days (students out) Staff Development Day (students out) Thanksgiving Holiday (students out) Winter Break (students out) Teacher Records Day (students out) Dr. M. L King Holiday (students out) Intersession Vacation (students out) Staff Development Days (students out) Spring Break (students out) Teacher Records Day (students out) Parent Conference Day (students out) Intersession Memorial Day (students out) Last Day (except for intersession) Teacher Records Day Intersession MONTH M T JULY 2 3 w IT 4 AUGUST 1 SEPTEMBER H 3 4 5 OCTOBER 1 2 3 NOVEMBER DECEMBER 3 JANUARY '02 4 H 1 5 2 FEBRUARY MARCH APRIL 1 2 3 MAY I JUNE R 3 4 5 Legend * [] WV SV PC LITTLE ROCK SCHOOL DISTRICT STUDENT CALENDAR 2001-2002 TH F M T W TH F M T W TH F 5 2 6 4 AEA SD 1 6 3 4 2 6 6 3 7 5 AEA SO 2 7 4 1 I 5 3 7 9 6 10 8 5 10 7 4 4 8 6 10 1st Day Students End Quarter Winter Vacation Spring Vacation Parent Conference ST DAY Student Days 10 7 II 9 6 II 8 5 5 9 7 II II 8 12 10 7 12 9 6 6 10 8 12 12 9 13 II 8 13 10 7 7 II 9 13 H WD SD SDW TCD R 13 10 14 12 9 14 II 8 8 12 10 14 16 SDW 13 17 15 12 17 14 11 PC 11 15 13 17 17 SDW 14 18 16 13 18 15 12 12 16 14 18 18 SDW 15 19 17 14 19 16 13 13 17 15 19 19 SD 16 20 18 15 WV 20 149] 17 14 14 18 16 20 20 SD 17 21 (40] 19 16 WV 21 R 18 15 15 19 17 21 Proposed Revision M 23 WD 20 24 R 22 19 WV 24 H 21 SDW 18 18 22 20 24 Holiday Non Student Work Days Staff Development Staff Development -ADE Waiver Total Contract Days Last Day Students Record Days T 24 WD 21 25 23 20 H 25 22 SDW 19 19 23 21 25 W 25 WD 22 PC 26 24 SD 21 WV 26 23 20 20 24 22 26 TH 26 23 27 25 H 22 WV 27 24 21 [40] 21 25 23 27 F 27 24 28 26 H 23 WV 28 25 22 R 22 26 24 28 M 30 27 29 26 WV 31 28 25 SV 25 29 H 27 T 31 28 30 27 29 26 SV 26 30 28 W 29 31 28 30 27 SV 27 29 TH F ST DAY H R WD SDW SD TC0 30 29 31 28 SV 28 30 TOTALS 31 30 SV 29 [44] # 31 7 18 22 17 13 20 18 14 22 22 173 [ A PR 5 xzan BEGfEGATKi liMON TOHIWfe STUDENTS DO NOT ATTEND ON THE DAYS SHADED ABOVE CAL2OO2I LITTLE ROCK SCHOOL DISTRICT STUDENT CALENDAR DRAFT 2002-2003 MONTH M T W JULY 1 TH IT 4 F 5 AUGUST 2: SEPTEMBER . g-\nj 3 4 5 6 OCTOBER 1 2 3 NOVEMBER 1 DECEMBER 2 3 4 -If 5 ftV JANUARY '03 FEBRUARY 3 4 5 6 MARCH 3 4 5 6 APRIL 1 2 3 MAY 1 JUNE K ii '4 T W TH F M T W. TH F M I T w |tu T M T I wIthI F ST OAV ' JSC R - *13) SB*! TC0 S 9 7 4 9 10 8 5 10 J5 ja H 22 34 2j: 2^ 2^ 3} i 1 6 w- J 7 7 4 2 9 6 10 suw 10 7 5 10 7 11 11 8 6 ,'T$t Uay Il ' f \" WV' ' Winter VasaUIl ' ' '' ' Vacabi^ , \\ Pc?' Parent Coflfaranee ST DAY SlttJMt Ddjpi .a S . J5BW J\u0026gt; SO SYD, ,14-!: 'tS w 16 19 20 21 22 23 26 27 28 29 30 10 11 9 6 11 8 12 12 9 7 12 13 ' 16 17 18 19 10 AMA 7 11 AlMA 14 11 12 9 13 13 10 8 ' M 13 10 14 14 11 9 13 16 13 PC  17 14 12 15 12 17 14 18 18 15 13 ' \\''Ht5gdayi 16 13 18 15 19 19 16 14 IS 17 14 19 [48] 16 20 [41] 20 17 15 13 20 [43] 18 23 sK 21 24 22 15 20 i 1? 21 it 21... ii 16 2(1: 25 23 26 24 27 25 30 28 29 20 18 '23\nm 20 24 19 ill 20 23\n21 V'T 36 22 TflV 25 30 26 31 21 25 SV SV 54 i 21 19 33 22 26 SV o 23 57 H 24 28 SV 28 27 28 31 22 20 23 21 Stfi 24 22 25 23 'a 28 IB 2d: So 29 27 30 .27 31 2$ 21 16 15 29 30 31 18 19 14 30 [41] It 2S 29 30 21 19 TOTALS 173 ' WD \" ' ' \u0026lt; NBftStttde^'Wofls Qayi J '^0 / . ' StaffOesfRiohfOoni .i' Ge[pnient -ADE Waiver\nTCD Total Contract Daye R Lail Day SitRJMitJ Repnnt Daya\nI STVPLf\u0026lt;T$DO?\u0026lt;OTATtUWO?lttiKtMYS$IiAKBAnQVK , ~1 CAL2003DHWOilNOW EOOZ 5 - XVW Individual Approach to a World of Knowledge a3A13D3H TO\nFROM\nTHROUGH\nMay 1, 2003 RECEIVED Principals and Department Heads Beverly Williams, Director, Human Resources T. Kenneth James, Superintendent of Schools may -5 2003 OFFICE OF EGATION MONITORING SUBJECT\nRevised 2002-2003 Employee Workday Calendars As a result of the snow days on February 25-27, changes have been made to employee workday calendars for the 2002-03 school year. Below you will find the revised contractual beginning and ending dates for employee groups. If any additional .changes are made, you will be notified as quickly as possible. Please notify the employees who work for you of their revised ending work date. Teachers 9.25 Months Teachers 9.50 Months Teachers Sec. Librarians Elem. Librarians 10.00 Months Teachers Sec. Counselors 10.00 Mo. Football Coach 10.00 Mo. Basketball Coach 10.25 Months Teachers 10.50 Months Teachers 10.50 Months Coach 10.75 Months Teachers 11.00 Months Teachers 12.00 Months Teachers 192 Days 197 Days 197 Days 207 Days 207 Days 207 Days 212 Days 217 Days 217 Days 222 Days 227 Days 247 Days August August August July July July July July July July July July 7 - June 2 1 - June 3 7 - June 9 29 - June 12 17 - June 2 17 - June 2 22 - June 12 15 - June 12 15 - June 2 8 - June 12 8 - June 19 1 - June 30 Administrators/Principals/ Assistant Principals/Supervisors 10.00 Months 10.00 Months 10.50 Months 200 Days 203 Days 210 Days August July July 1 - June 6 29 - June 6 22 - June 10 810 W. Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us cm 10/1 oonn . __ cni omo Revised 2002-2003 Employee Workday Calendars May 1, 2003 Page 2 11.00 Months 11.00 Months Supv. 11.50 Months 12.00 Months 220 Days 223 Days 230 Days 250 Days July July July July 8 - June 10 10- June 17 8 - June 24 1 - June 30 Clerical 9.25 Months (Media Clerks) 10.00 Months 10.00 Months (Bookkeepers) 10.50 Months 11.00 Months 11.50 Months 12.00 Months 188 Days 203 Days 203 Days 210 Days 220 Days 230 Days 235 Days August 7 - June 2 July July July July July July 29 - June 6 30 - June 9 22 - June 10 8 - June 10 8 - June 24 1 - June 30 Aides 9.00 Months Supv. CARE Aides 9.25 Months Instructional Aides Computer Lab Attendants 10.00 Months Instr. 12.00 Months Instr. 178 Days 174 Days 185 Days 200 Days 235 Days Transportation Bus Drivers/Monitors 180 Days Safety and Securib' Campus Security 9.50 Months Security 182 Days 190 Days Child Nutrition W orkers/Substitutes Managers/Mgr. Trainees/ Meal Technicians Assistants Warehouse Worker Warehouse Worker 181 Days 184 Days 176 Days 184 Days 194 Days August 12 - May 30 August 8 - May 30 August 7 - June 2 August 5 - June 10 July 1 - June 30 August 12-May30 August 12 - May 30 August 7 - June 9 August 15 - June 3 August 1 - June 3 August 15 - June 2 August August 2 - May 30 1 - June 5 Custodians 9.25 Months 12.00 Months 184 Days 235 Days August July 7 - June 4 1 - June 30received %.n Individual Approach to a World ofKnowledge RECEIVED I4AY - ' ?003 (\u0026lt; OFFICE OF DESEGREGATION MONITORING a.\u0026amp;- TO\nFROM\n?P03 May 1, 2003 OFFICE OF DESEGREGATION MONITORING Cloverdale Elementary, Mabelvale Elementary, Mitchell, Stephens and Woodruff Principals Department Heads Beverly Williams, Director, Human Resources THROUGH: T. Kermeth James, Superintendent of Schools SUBJECT: 2002-2003 REVISED Employee Workday Calendars Contracted workdays have been adjusted because of the missed days in February due to snow. Below you will find the revised contractual beginning and ending dates for employee groups in schools with extended year. If additional changes are made, you will be notified as quickly as possible. Please notify the employees who work for you of their last day of work. Teachers 9.25 Months Teachers Elementary Librarians 10 Months Tech Ed Tch/Spec. 192 Days 197 Days 207 Days August 1 - June 30 July July 25 - June 30 25-June 30 Administrators/Principals/Assistant Principals 10.50 Months 11.00 Months 210 Days 220 Days July July 22 - June 30 15-June 30 Clerical 9.25 Months (Media Clerks) 10.00 Months 188 Days 203 Days August 2 - June 30 July 17-June 30 810 W. Markham  Little Rock, Arkansas 72201  wv'w.lrsd.kl2.ar.us ROi to/i onnn sni ^0/1 onto 2002-2003 REVISED Employee Workday Calendars May 1,2003 Page 2 Aides 9.00 Months Supv. 9.25 Months Instr. Aide 178 Days 185 Days August 6 - June 'll August 5 - June 30 Child Nutrition Assistants/Substitutes Managers/Mgr. Trainees/ Meal Technicians 181 Days 184 Days Campus Security\" 182 days August 9 - June 30 August 1 - June 30 August 6 - June 30Little Rock School District Page Of 1 Little Rock School District 2003 - 2004 Student Calendar (See Extended Year Calendar for Cloverdale Elem., Mabelvale Elem., Mitchell, Stephens and Woodruff) August 18, 2003 First Day for Students September 1, 2003 Labor Day Holiday (Schools Closed) September 12, 2003 Early Student Release for Parent Conferences * September 19, 2003 Staff Development (Students Out) October 16, 2003 End of First Quarter (42 days) October 17, 2003 Teachers Record Day (Students Out) October 20, 2003 Staff Development (Students Out) November 6-7, 2003 AEA Conference/Staff Development (Students Out) November 26-28, 2003 Thanksgiving Holidays (3) (Schools Closed) December 22, 2003 Winter Vacation Begins (Schools Closed) January 5, 2004 Classes Resume January 15, 2004 End of Second Quarter (48 days) January 16, 2004 Teachers Record Day (Students Out) January 19, 2004 Martin Luther King, Jr. Holiday (Schools Closed) February 13, 2004 Early Student Release for Parent Conferences * March 15-19, 2004 Spring Break (Students Out) March 25, 2004 End of Third Quarter (43 days) March 26, 2004 Teachers Record Day (Students Out) April 30-May 3, 2004 Staff Development Days (2) (Students Out) May 27, 2004 Last Day for Students/End of Fourth Quarter (42 days) May 28, 2004 Teachers Record Day May 31, 2004 Memorial Day Holiday (Schools Closed) * Early Release on these dates for parent conferences will be at 12:50 for elementary students and 2 p.m. for middle and high school students. http\n//www.lrsd.org/Calcndar/2(X)3-2004%20Calcndar.htm 5/30/2003p- Individual y^pproach to a World of Knowledge  3- F A March 25, 2004 To: LRSD Board of Directors From: Prepared by:' ir. Morris L. Holmes, Interim Superintendent everly Williams, Director of Human Resources RE: Calendar for 2004-05 The attached calendar for the 2004-05 school year is recommended for your approval. I will be glad to answer any questions regarding the calendar at the special board meeting. 810 W. Markham  Little Rock, Arkansas 72201  www.lrsd.org 501-447-1000  fax: 501-447-1001MONTH M T JULY AUGUST 2 3 SEPTEMBER OCTOBER NOVEMBER 1 2 DECEMBER JANUARY '05 3 4 FEBRUARY 1 MARCH 1 APRIL MAY 2 3 JUNE Legend * [] WV SV PC LITTLE ROCK SCHOOL DISTRICT STUDENT CALENDAR 2004-2005 w TH F M T W TH F M T W TH F M T W TH F M T W 1 2 '5 6 4 1 3 1 5 2 2 4 1 5 2 SD 4 2 6 3 3 5 2 6 3 SD 1 SD 5 9 H 6 4 8 3 7 4 4 SV 1 6 11781 3 6 10 7 7 4 9 K 1st Day Students End Quarter Winter Vacation Spring Vacation Parent Conference ST DA' Student Days 10 7 5 9 7 11 8 8 5 10 For Board Approval # 2 TH F ST DAY SI) TCD 7 SD 11 8 6 10 8 12 9 9 6 11 8 8 SD 12 9 7 11 9 187) 13 10 10 7 12 9 H SD R TCD WD 9 12 sdU sd 13 10 8 12 10 R 14 11 11 8 13 10 16 13 11 15 13 H 17 14 14 11 16 13 13 SD 17 14 12 16 14 18 15 15 12 17 14 14 WD 18 15 13 17 15 19 16 16 13 18 15 15 * 19 16 14 18 16 20 17 17 14 19 16 16 19 20 21 22 23 26 27 28 29 30 20 17 15 19 17 21 18 18 15 20 17 23 20 18 22 wv 20 24 PC 21 21 18 23 20 Holiday Staff Development Reconi Days (one-half day) Total Contract Days (9.25 teachers) Non-student Work Day Last Day Students 24 21 19 23 wv 21 25 22 22 19 24 21 25 22 20 H 24 wv 22 26 23 23 20 25 22 26 27 30 31 9 0 1 5 15 23 (43) 21 H 25 wv 23 24 Sb 22 H 26 H 24 21 28 29 PC 30 20 1 1 0 21 25 26 27 28 29 19 0 0 2 21 27 28 29 wv 27 30 wv 28 WV 29 WV 30 wv 31 31 17 13 19 3 0 2 19 10 1 0 0 13 0.5 0 19.5 24 [134] 24 25 SD 25 28 SV 28 SV 29 SV 30 SV 31 19 18 0 4 1 0 0 1 21 22 20 19 26 27 25 H 30 26 11 28 29 20 1 0 0 20 31 21 1 0 0 21 23 24 27 28 29 30 3 0 0.5 0 3.5 TOTALS 178 21 4 10 192 I STUDENTS DO NOT ATTEND ON THE DAYS SHADED ABOVE | 1st Quarter = 43 student days 2nd Quarter = 44 student days 3rd Quarter = 47 student days 4th Quarter = 44 student days TOTAL = 178 STUDENT DAYS Student Calendar2004-05 4th Draft 3/22/2004Little Rock School District Page 1 of 1 is' vZ Little Rock School District 2006 - 2007 Student Calendar Please see separate Extended Year Calendar for the following schools: Mabelvale Elementary, Stephens and Woodruff August 2-3, 2006 August 11, 2006 August 21,2006 September 4, 2006 October 19, 2006 October 20, 2006 October 23, 2006 November 2-3, 2006 November 22-24, 2006 December 21, 2006 January 4-5, 2007 January 8, 2007 January 15, 2007 January 19, 2007 January 22, 2007 March 23, 2007 March 26-30, 2007 April 9, 2007 May 28, 2007 June 5, 2007 June 6, 2007 Check-In for Parents and Students at Schools First Day for Teachers First Day for Students Labor Day Holiday (Schools Closed) End of 1st Quarter (43 Days) Parent Conferences (Students Out) Teachers Record Day (Students Out All Day\n16 Day for Teachers) Staff Development (Students Out) Thanksgiving Holidays (Schools Closed) Winter Vacation Begins (Schools Closed) Staff Development (Students Out) Classes Resume M.L. King, Jr. Holiday (Schools Closed) End of 2nd Quarter (46 Days) Teachers Record Day (Students Out All Day\n16 Day for Teachers) End of 3rd Quarter (44 Days) Spring Break (Schools Closed) Parent Conferences (Students Out) Memorial Day Holiday (Schools Closed) Last Day for Students/End of 4th Quarter (45 Days) Staff Development Day (Students Out) Total Student Days: 178 http://www.lrsd.org/Calendar/06-07calendar.htin 112112006Arkansas Democrat Tv (GazcUc  FRIDAY, MARCH 12, 1999  LR schools designate March 26 for makeup : March 26 will be the makeup day for students in the Little Rock School District. 1 The Little Rock School Board approved the date at a special board meeting Thursday to make up for a Jan. 8 cancellation for bad weather. '. The districts contract with the teachers requires makeup days be added to the end of the school year. Doing so this year would require students and teachers to return to class June 1, immediately after the Memorial Day weekend. The Little Rock Classroom Teachers Association approved the change. Teachers, who were scheduled to use March 26, a Friday, as a record-keeping day, will complete their records outside of school and will not be required to make un the day. n* Arkansas Democrat '^(Sazcttc |  FRIDAY, march in ?nnn LR cuts spring break because of snow days  ARKANSAS DEMOCRAT-GAZETTE Spring break will be slightly shorter than planned for Little Rock School District students this year.  School Board members voted Thursday to make March 24 and April 21. Good Friday, regular school days to make up for da\u0026gt;-s lost Jan. 20-21 because of a winter storm. The makeup daj-s were negotiated ^between the district and the Classroom Teachers Association. Before, the makeup days would have been added to the end of the school year, which remains Thurs- dav. June 1. for students. March 24 was scheduled to be a teacher records day and a student holiday. The date is the Fridaypre- ceing the March 27-31 spring break. April 21 was reserved as a profes- sional development day for employees. Employees will make up the staff training day June 5.January 1 2, 2 0 0 1 HOLIDAY Closings GARBAGE COLLECTION Cammack Village: Regular schedule Jacksonville: No recycling Monday. Monday and Tuesday routes will run one day late. Little Rock: All routes will run one day late. Yard waste will run Monday-Friday. Maumelle: Regular schedule. North Little Rock: All routes will run one day late. Sherwood: Mondays route will be picked up Tuesday. Wrightsville: Regular schedule. Unincorporated areas of Pulaski County: All routes will run one day late. GOVERNMENT OFRCES Cammack Village: Open Jacksonville: Closed Monday. Little Rock: Closed Monday. Maumelle: Closed Monday. North Little Rock: Closed Monday. Sherwood: Closed Monday. Wrightsville: Closed Monday. Pulaski County: Closed Monday. Pulaski County Courthouse: Closed Monday. State: Closed Monday. Federal: Closed Monday. POST OmCE Offices will be closed, and collection boxes will not be checked. ' ' LIBRARIES Central Arkansas Library System\nMain Library will open from 9 a.m.-6 p.m. Other branches will be closed Monday. North Little Rock Laman Library: Closed Monday. SCHOOLS Little Rock: Closed today and Monday. North Little Rock: Closed Monday. Pulaski County Special: Closed Monday. CENTRAL ARKANSAS TRANSIT AUTHORITY Office will be open and buses will be running. PARKING The Little Rock parking enforcement unit wont give flckets for metered and timed spaces Monday.January 26, 2001 Four makeup days set for LR schools Teacher training, conferences rescheduled to accommodate for ice storms BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE . Four days originally set aside for parent conferences, teacher training and record-keeping will .how be regular school days for Little Rock School District students who missed classes in December and earlier this month because of icy weather. The Little Rock School Board agreed Thursday at a meeting, during which it also approved the 2001-02 school year calendar, that Feb. 19, March 5, March 23 and JVe are going to have to get leaner.  Don Stewart, chief financial officer April 13 will be make-up days. days. Training pro^ams planned for those days will instead be held on two days added to the end of the school year in early June, Gad- berry said. March 23 was originally planned as a teacher work day during which cantly affect this budget or any school district budget without affecting personnel. Stewart didnt recommend any specific budget cuts Thursday. He and other administrators are meeting with campus leaders to solicit suggestions on how to trim costs. This years local tax revenues fell about $2 million below projections, Stewart said, but that will be offset by increases in delinquent tax payments and state aid based on enrollment increases. District schools were unexpected- teachers would complete records ly closed Dec. 13, 14 and 15 and necessary to end the third nine- Jan. 2 because of ice storms that week grading period. Teachersnow will do that work at home or other- created hazardous road conditions and widespread electrical power failure. wise on their own time. As for the 2001-2002 school year, the first day of school for A provision in the teacher con- . tracts negotiated with the Class- most students will be Aug. 23. The room Teachers Association calls winter vacation will be Dec. 20 for make-up days to be attached to through Jan. 1, 2002, and the last the end of the school year. But day of classes will be May 31. Brady Gadberry, the districts as- Pupils at the three elementary sociate superintendent for opera- schools that feature an extended tions, told the board that district school year will start classes Aug. 8        and dismiss June 21,2002. administrators had consulted with association leaders, principals Chief Financial Officer Don and campus leadership teams of Stewart cautioned the board that Staff and parents about potential budgeting for the coming school make-up days. He cited over- year will be difficult because of whelming, though not unanimous, existing obligations regarding em- support for the four selected days, ployee salary increases and ef-  Feb. 19 was supposed to be a forts to improve student achieve- day for parent-teacher confer- ment. ences. Those conferences will We are going to have to get now be scheduled around regular leaner, Stewart said. Id be re- school hours over two weeks. miss if I didnt say that the only March 5 and April 13 were supreal way to get leaner is in the posed to be staff development personnel arena. You cant signifi- Also Thursday, Vanessa Cleaver, director of the districts Comprehensive Program Mathematics and for Science Achievement, reported that tests given to this years fifth-^aders showed overall increases in most math and science scores. She also noted dramatic increases in enrollment in the most challenging high school math and science courses. Enrollment in calculus increased by 41 percent this year over last year, for example, and all ninth-graders are required to take physics. Cleaver attributed the changes to courses and staff training made possible by a $3.2 million, five- year grant from the National Science Foundation. Some parents have complained about parts of the program because of a lack of textbooks and a lack of emphasis on math drills. Cleaver said adjustments are being made to improve computational and measurement skills and to build more parental support.March 2 5,2002 U\nSchool Board adds days for weather ARKANSAS DEMOCRAT-GAZETTE The School Board for the Pulaski County Special School District has revised the current school year calendar to make up for classes postponed because of inclement weather. June 7 is now the last day for students, and June 8 is the last work day for teachers. FRIDAY, MARCH 26, 2004  com- LRs school year extended by three days ARKANSAS DEMOCRAT-GAZETTE Adjustments have been made in tinue to have 10 staff development For Little Rocks 25,000 public the structure of the work year to or training days as required by the school students, the 2004-05 ac- fit staff training days and teacher state, and there will be two pareiit ademic year will include more record days into a more conference days, which wiU be hol- school days and fewer holidays pressed time frame. idays for students. than in recent years. Those adjustments include re- According to the newly ap- The districts School Board on ducing the number of days teach- proved calencW, the teacher work Thursday approved a calendar for ers have at the beginning of the year will begin Aug. 11. The first the new year that calls for 178 stu- school year to prepare their class- day of class for students will be dent school days. Thats up three rooms. And, instead of the typical Thursday, Aug. 19. There will con- days from the 175-day student four record days  one at the end tinue to be a three-day break for school year in place now and up of each nine-week grading period Thanksgiving, and the winter hol- five days from last year. _there will be only two half-days idays will begin Dec. 20. March 25 Were committed to having which teachers will be paid will be a staff development day for classes. I believe in having students take care of student report cards, teachers and a student holiday. The on task, said Beverly Williams, -pijose will come the director of human resources and fourth grading periods, be spring break. The last day of who orchestrated the development Teachers next year will con- school be June 3, 2005. at the end of the following week of March 28 will Teachers next year will con- school be June 3, 2005. of the new calendar. The Little Rock student school year, as currently structured, is shorter than what is required by the Arkansas standards for school accreditation, which calls for 178 days. District leaders have routinely acquired waivers from the state to use what would have been student days for staff training, saying the opportunity to provide students with better trained teachers justified shortening the number of student days. WhUe the number of student school days will increase, the current 192-day teacher work year will remain uncharged.1 6A  FRIDAY, MARCH 25, 2005  I LR pupils return to classes Aug. 19 ARKANSAS DEMOCRAT-GAZETTE The first day of classes for the 2005-06 school year will be Friday, Aug. 19. in the Little Rock School District, according to a calendar adopted Thursday night by the districts School  Board. Significant dates for the year include Dec. 19, the first day of I winter vacation, which stretch- ! es to Dec. 29. The first school j day after winter vacation will be Monday, Jan. 2, 2006. Spring break is scheduled for March 27- 31, 2006. And June 7, 2006, is to be the last day of class. The school year will encompass 178 student instructional days ai^ 192 work days for teachers.^I v fe'..  SUNDAY, MARCH 26, 2006  7^^ LR School District C^gnesg calendar ARKANSAS DEMOCRAT-GAZETTE exteifded.-year system -will start Unlike this year, Little Rock classes on'Aug. Z andifihishithe' School District students will not school,yearonJunel4,,200Z be required to start the 2006-07 The first day of winter school year on a Friday, nor will cation will be Dec. 21^1 and stii- they have to attend classes on \u0026lt; dentswiUiresuiiie classes on Jani\na legal holiday celebrating the ?, 200^ giving them a break og j new year. However, they will get two weeteandtwar dhyscSprih^  an extra two days off during the break fbii mosfestudents. wihibes' 1 winter vacation. gin March 26,i2D0Z:. The Little Rock School Board on Thursday approved calendars for the 2006-07 school year that took into consideration complaints about this years school calendar. Most district students will begin classes for the new school year on Aug. 21, and end the year on June 5, 2007. Pupils assigned j to schools that operate on an 1Little Rock School District SCHOOL CALENDAR 1990 1991 AUGUST S M T W T F S 1 2 3 4 5678 9 10 11 12 13 14 15 16 17 18 19 26 21 22 23 24 25 28 29 30 31 FEBRUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 16 17 18 19 20 21 22 23 24 @26 27 28 SEPTEMBER S M T W T F S 1 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 @25 26 27 28 29 30 Labor Day Thanksgiving Christmas OCTOBER S M T W T F S 1 2 3 4 5 6 789 10|l1 12113 14 15 16 17 18 19 20 21 @23 24 25 26 27 28 29 30 31 NOVEMBER S M T W T F S CD 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 122^3] 24 25 26 27 28 29 30 DECEMBER Little Rock School District 810 West Markham Little Rock, Arkansas 72201 374-3361 HOLIDAYS September 3 November 22,23 December 24 - January 2 ' January 21 April 1 - 5 May 27 Kings Birthday Spring Break Memorial Day TEACHER RECORDS DAYS, INSERVICE DAYS (Students not in school) August 20,21, 22, 23, 24, September 24 October 11,12,22 November 1,2 January 18 January 28 February 25 March 28,29 June 6,7 Key c School Opens, Ends I I Holiday Records. Inservice Days August 20 Teachers Report to School MARCH S M T W T F S 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 @@30 31- APRIL S M T W T F S I 1 2 3 4 ^ 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 MAY S M T W T F S 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26'1127] 28 29 30 31 JUNE S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 231 24 25 26 27 28 291 130 sTI JANUARY S M T W T F S [TZL]3 4 5 6 7 8 9 10 11 12 13 14 15 16 17@19 20 27 53 22 23 24 25 26 29 30 31 S M T W T F S 1 2 3 4 ^ 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Little Rock School District SCHOOL CALENDAR 1990 1991 AUGUST S M T W T F S 1 2 3 4 5678 9 10 11 12 13 14 15 16 17 18 19 26 21 22 23 24 25 28 29 30 31 FEBRUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 @26 27 28 SEPTEMBER S M T W T F S 1 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23@25 26 27 28 29 30 Labor Day Thanksgiving Christmas OCTOBER S M T W T F S 1 2 3 4 5 6 7 8 9 10 rTi~1^ 13 14 15 16 17 18 19 20 21 @ 23 24 25 26 27 28 29 30 31 NOVEMBER S M T W T F S 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21122 23| 24 25 26 27 28 29 30 DECEMBER Little Rock School District 810 West Markham Little Rock, Arkansas 72201 374-3361 HOLIDAYS Septembers November 22,23 December 24 - January 2 ' January 21 April 1 - 5 May 27 King's Birthday Spring Break Memorial Day TEACHER RECORDS DAYS, INSERVICE DAYS (Students not in school) August 20,21, 22, 23, 24, September 24 October 11,12,22 November 1,2 January 18 January 28 February 25 March 28,29 June 6,7 Key School Opens, Ends I I Holiday Records, Inservice Days August 20 Teachers Report to School MARCH S M T W T F S 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 @@30 31- APRIL S M T W T F S I 1 2 3 4 T1 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 MAY S M T W T F S 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26r27] 28 29 30 31 JUNE S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2022 ^2 2312^25'26 27 28 29] 130 3?] JANUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17@19 20 22 23 24 25 26 27 @29 30 31 S M T W T F S 1 2 3 4 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Little Rock School District SCHOOL CALENDAR 1990 1991 I AUGUST S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 26 21 22 23 24 25 28 29 30 31 FEBRUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 @26 27 28 SEPTEMBER S M T W T F S 1 2 [3] 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23@25 26 27 28 29 30 Labor Day Thanksgiving Christmas OCTOBER S M T W T F S 1 2 3 4 5 6 7 8 9 loQO^n 14 15 16 17 18 19 20 21 @23 24 25 26 27 28 29 30 31 NOVEMBER S M T W T F S Q 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21122 23[24 25 26 27 28 29 30 DECEMBER Little Rock School District 810 West Markham Little Rock, Arkansas 72201 374-3361 HOLIDAYS September 3 November 22,23 December 24 - January 2 ' January 21 April 1 - 5 May 27 Kings Birthday Spring Break Memorial Day TEACHER RECORDS DAYS, INSERVICE DAYS (Students not in school) August 20,21, 22, 23, 24, September 24 October 11,12,22 November 1,2 January 18 January 28 February 25 March 28,29 June 6,7 Key School Opens, Ends I I Holiday (H) Records. Inservice Days August 20 Teachers Report to School MARCH S M T W T F S 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 @@30 31 APRIL S M T W T F S I 1 2 3 4 51 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 MAY S M T W T F S 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26[^ 28 29 30 31 JUNE S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17_18 19 2O_22 22 23!24 25'26 27 28 29] |303tr~ JANUARY S M T W T F S |TT]3 4 5 6 7 8 9 10 11 12 13 14 15 16 17@19 20(^22 23 24 25 26 27 @29 30 31 S M T W T F S 1 2 3 4 C73 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Quick Reference Guide 1990-91 School Opening \u0026amp; Closing Times All elementary schools: All junior high schools: Except Dunbar \u0026amp; Mann: All senior high schools: Except Parkview: 8:00a.m.-2:35p.m. 8:50a.m.-3:25p.m. 8:50a.m.-3:40p.m. 8:50a.m.-3:25p.m. 8:50a.m.-3:40p.m. Grading Periods (barring bad weather) Oct. 31 Jan. 17 March 27 June 5 End 1st Quarter End 1 st Semester End 3rd Quarter End 2nd Semester School Board Elections, Sept 18, Zones 1 \u0026amp; 5 ONLY Board Committee Meetings 5 p.m. August 16 September 20 October 18 November 15 December 13 January 17 February 21 March 21 April 18 May 16 June 20 Board Monthly Meetings 6 p.m. August 23 September 'll October 25 November 29 December 20 January 24 February 28 March 28 April 25 May 23 June 11 Open Houses in Schools Sept. 13 Sept. 17 Sept. 18 Sept. 24 Sept. 25 Area Schools All Magnet Schools Incentive Schools Senior High Schools Junior High Schools 7 p.m. 7 p.m. 7 p.m. 7 p.m. 7 p.m. PTA Council Meetings (for PTA presidents. Council Reps, and Principals) All 11:30 am Sept. 11 Oct. 9 Nov. 13 Dec. 11 Jan. 8 Eeb. 12 Mar. 12 April 9 May 14 Board Room Watson Elem Metropolitan Otter Creek J.A. Fair Bapt. Med. Center, Founders Day Luncheon Geyer Springs Elementary Dunbar Location TBA,Spring Luncheon State PTA Convention, April 15-16, Camelot HotelTest Schedules Minimum Performance Tests March 11-12 Normed Referenced Tests First Semester Exams Senior Exams Final Exams April 15-26 Jan 15-16-17 May 21-22-23 June 3-4-5 Special Days/Weeks: National School Lunch Week Bosses Day Red Ribbon Week College Night American Education Week School Nurse Week Teacher Appreciation Day National Volunteer Week Bus Drivers Appreciation Day National Secretaries Week Secretary's Day VIPS Evening of the Stars National Volunteers Day Food Service Appreciation Day Oct. 15-19 Oct 16 Oct. 20-27 Oct. 30 Nov. 12-16 Jan. 21-26 Mar. 12 April 15-19 April 17 April 22-26 April 24 April 23 May 3 May 16 Graduations: All Baccalaureates Central Fair Hall McClellan Parkview May 26 May 28 May 30 May 30 May 29 May 29 Incentive Schools: Carland Ish Mitchell Rightsell Rockfeller Stephens Four-Year-Old Program offered at: Badgett Franklin Garland Ish Stephens Rockefeller WashingtonQuick Reference Guide 1990-91 School Opening \u0026amp; Closing Times All elementary schools: All Junior high schools: Except Dunbar \u0026amp; Mann: All senior high schools: Except Parkview: 8:00a.m.-2:35p.m. 8:50a.m.-3:25p.m. 8\n50a.m.-3:40p.m. 8:50a.m.-3:25p.m. 8:50a.m.-3:40p.m. Grading Periods (barring bad weather) Oct. 31 Jan. 17 March 27 June 5 End 1st Quarter End 1 st Semester End 3rd Quarter End 2nd Semester School Board Elections, Sept. 18, Zones 1 \u0026amp; 5 ONLY Board Committee Meetings 5 p.m. August 16 September 20 October 18 November 15 December 13 January 17 February 21 March 21 April 18 May 16 June 20 Board Monthly Meetings 6 p.m. August 23 September 27 Qctober 25 November 29 December 20 January 24 February 28 March 28 April 25 May 23 June 27 Open Houses in Schools Sept. 13 Sept. 17 Sept. 18 Sept. 24 Sept. 25 Area Schools All Magnet Schools Incentive Schools Senior High Schools Junior High Schools 7 p.m. 7 p.m. 7 p.m. 7 p.m. 7 p.m. PTA Council Meetings (for PTA presidents. Council Reps, and Principals) All 11\n30 am Sept. 11 Oct. 9 Nov. 13 Dec. 11 Jan. 8 Feb. 12 Mar. 12 April 9 May 14 Board Room Watson Elem Metropolitan Qtter Creek J.A. Fair Bapt. Med. Center, Founders Day Luncheon Geyer Springs Elementary Dunbar Location TBA,Spring Luncheon State PTA Convention, April 15-16, Camelot HotelTest Schedules Minimum Performance Tests March 11-12 Normed Referenced Tests First Semester Exams Senior Exams Final Exams April 15-26 Jan 15-16-17 May 21-22-23 June 3-4-5 Special Days/Weeks: National School Lunch Week Bosses Day Red Ribbon Week College Night American Education Week School Nurse Week Teacher Appreciation Day National Volunteer Week Bus Drivers Appreciation Day National Secretaries Week Secretary's Day VIPS Evening of the Stars National Volunteers Day Food Service Appreciation Day Oct. 15-19 Oct. 16 Oct. 20-27 Oct. 30 Nov. 12-16 Jan. 21-26 Mar. 12 April 15-19 April 17 April 22-26 April 24 April 23 May 3 May 16 Graduations: All Baccalaureates Central Fair Hall McClellan Parkview May 26 May 28 May 30 May 30 May 29 May 29 Incentive Schools: Garland Ish Mitchell Rightsell Rockfeller Stephens Four-Year-Old Program offered at: Badgett Franklin Carland Ish Stephens Rockefeller WashingtonA School Locations Xepsjnqx priqi q^ea ui'd le SI Suiiaaiu aauiuiujoj pjeog X|t|iuoui aqi p puueqp siqep Ai-QSST uo axil pasiAsp) are sSuiiaan prvos sSuiiaaiu pieog le suoijeiuasard oiiqnd joj uoisixoid e si ajaqi puaiie 01 paiiAui S| aqqnd aqx uieqipew tsam 018 '8u!p|ing uop -ejisiuiuipv aqipuiooy pjeog aqiui ujdqieqiuoui qaesjo Xepsjnqx quno) aql uo XpepSaj siaaui pieog looqas am XjriajS Z666-9ZZ 'uouuep aSioap rd t6tc-r99 'uosxwi Xasjoa 'tptpJ! W au(jniey( jq itlg-rw 'uoi|iuieH Ilia IZMI-Z9S'D WlCd Iup!ssiu-3JIA 'aioow uqoj luapiSdid 6SS2-S9S'H|9AO5eCO eiuo I Senior High Schools 1 Central lohn Hickman 1500 Park. 02 324-2300 2. J.A. Fair Al Niven 13420 David O. Dodd. 10 228-3100 3. Hall Dr. victor Anderson 6700 -H, 05 671-6200 Junior High Schools 4. Cloverdale Cayle Bradford 6300 Hinkson Rd.. 09 570-4085 5. Forest Heights Richard Maple 5901 Evergreen. 05 671-6390 6. Mabelvale Walter Marshaleck 10811 Mabelvale W. Rd. Mabelvale. AR 72103 455-7400 7 Pulaski Heights Ralph Hoffman 401 N. Pine, 05 671-6250 8. Southwest Charity Smith 3301 S. Bryant. 04 570-4070 Elementary Schools 9. Badgett Mary Colston 0900 Pecan Road, 06 324-2475 Stf / latsfiuw^zff. 10. Bale Levanna Wilson 6501 W. 32nd. 04 570-4050 11 Baseline William Finn 3623 Baseline Rd.. 09 570-4150 12. Brady Mary Menking 7915 Markham. 05 228-3065 13. Chicot Otis Preslar 11100 Chicot Rd.. Mabelvale, 72103 570-4062 14. Cloverdale Sadie Mitchell 6500 Hinkson Rd.. 09 570-4055 15. Dodd Patricia Howse 6423 Stagecoach Rd., 04 455-7430 16. Fair Park Barbara Means 616 N. Harrison. 05 671-6260 17. Forest Park Virginia Ashley 1600 N. Tyler, 07 671-6267 18. Fulbright Mac Huffman 300 Pleasant Valley. 12 228-3080 19. Geyer Springs Eleanor Cox 5240 Mabelvale Pike, 09 570-4160 20. lefferson Frances Cawthon 2600 N. McKinley, 07 671-6281 s 'ya @2^ 6SsrrfeeT 21. Mabelvale lulle Davenport 9401 Mabelvale Cut-off Mabelvale. AR 72103 455-7420 22. McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 23. Meadowcliff' Jerry Worm 25 Sheraton Dr., 09 570-4165 24. Otter Creek Carolyn Teeter 16000 OlterCreek Pky.. 09 455-7440 25. Pulaski Heights Kay Loss 3I9N. Pine.05 671-6290 26. Terry LaDell Looper 10800 Mara Lynn Dr.. 11 228-3093 27. Wakefield Lloyd Black 75 Westminster Dr.. 09 570-4190 26. Watson Dr. Diana Glaze 7000 Valley Dr.. 09 570-4195 29. Western Hills Scott Morgan 4901 Western Hills. 04 570-4175 30. Wilson Gwen Zeigler 4015 Stannus Rd.. 04 570-4180 31. Woodruff Pat Higginbotham 30I0W. 7th. 05 671-6270 Incentive Schools (Elementary Schoolsl 32. Franklin Franklin Davis 1701 S. Harrison, 04 671-6380 33. Garland Robert Brown 3615W. 25th, 04 671-6275 34,Ish Stan Strauss 300! Pulaski. 06 324-2410 35. Mitchell Donita Hudspeth 2410 Battery. 06 324-2415 36. Rightsell Sharon Davis 911 W. 19th. 06 324-2430 37. Rockefeller Anne Mangan 700 E. 17th. 06 324-2385 38. Stephens Lonnie Dean 3700W. 18th,04 671-6350 Magnet Schools 39. Booker Arts Magnet Elementary Or Cheryl Simmons 2016 Barber, 06 324-2482 40. Carver Basic Skills/ Math-Science Magnet Elementary Mary Cuinn 2100 East 6th. 02 324-2460 This calendar is sponsored, in part, by these companies. We sincerely thank them because we couldn't do it without their support. 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Suiwo\nOj aqi saiinbai meg sesueigiv agduiexajoj 'ggiq Xiiggin e 'ssaippe jo jooidSuuq pgnoqs siuajBd uiejSoid luVD oqi 4oj uoiieJisjSai pue spJ033J JO uojieoijuaA 'uaueSjapuiii 'siuapms mau se q3n5 S3se3 |ei33dS3|pueqoi'uidsi!]un ureii ujojjfi pue^i isnSny uado aq ggim 'Xiepuoaas pue Xjeiuaiuaga sgooqas IIV Jaqixinu Xiun3as |e!3os pue spj033j uoiiezjunuiuj! 3]e3!j!ua3 qujq s.iuspnis aqi apiAOJd pue 'siuapnis Xiejuaiuaga Suiujniaj o] gieui Xq jo jooqas gSin Xue le aiqeiiBAB uuox uoiieuxiojuj gidnd e mo gjy ggojua ox ODuepuouv uopensigoa 41. Central High International Studies lohn Hickman 1500 Park. 02 324-2300 42. Dunbar Magnet Junior High ilnternationaJ Studies/ Gifted GTalentedl Nancy Volsen 1100 Wright Ave., 06 324-2440 43, Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis III5W. l61h,02 324-2490 44 Henderson Health Science Magnet lunlorHigh Clell Watts 401 Barrow Rd,, 05 228-3050 45, Mann Arts \u0026amp; Science Magnet lunior High Marian Lacey 1000 E. Roosevell Rd,, 06 324-2450 46,,McClellan Business/ Communications Magnet Senior High iodie Carter -\u0026gt;417 Geyer Springs, 0\n'.0-4IOO 47. arkvlew Arts \u0026amp; Science Senior High lunious Babbs. |r. 2501 Barrow. 04 228-3000 48. Rockefeller Early Childhcod Magnet Anne Mangan 700 E. 17th. 06 324-2385 49. Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan II5W. 27th. 06 324-2470 50. Williams Basic Skills Magnet Elementary Dr. Ed lackson 7301 Evergreen. 07 671-6363 Interdistrict School 51. Romine Elementary Lionel Ward 3400 Romine Rd.. 04 228-3086 Crystal Hill Elementary (Pulaski County Special School District! 5001 Doyle Venable Dr. North Little Rock. AR 72116 Vo-Tech Center 52 Metropolitan Dr. Doyle Diilahunty 7701 Scott Hamilton. 09 565-8465 Options In Little Rock School District Provide Individualized Education Opportunities Theres a school in the LRSD thats custom-tailored to your childs needs. Area schools are those assigned based on where you live  your district school. Incentive schools promote academic excellence in elementary schools difficult to desegregate. They receive double financial resources and offer computer literacy and programming instruction, extended day, week, and year learning opportunities\nforeign language, permanent substitute teachers, additional instructional aides and the development of an individualized learning plan for each student. Magnet schools present exciting opportunities for students with specific interests such as art, math, science, foreign language, basic skills, international studies, health sciences and business communications. Interdistrict schools with special themes pnovide another choice and are open to their attendance zones and M-to-M transfers from PCSSD and LRSD. The Little Rock School District offers special education for the handicapped and gifted and talented education. Eady childhood education opportunities include the tuition-free four-year-old programs, HIPPY (Home Instruction Program for Pre-School Youngstersi, and the Rockefeller Cooperative Eady Childhood Education Magnet School for children ages six weeks through four years. Welcome to the Little Rock School District and its wodd of choices. Call 324-2273 about options. fl ':,i I ws ww  Ils 3 nX oo O in 0 Senior High Schools  Junior High Schools  Elementary Schools ^Incentive Schools (Elementary! Magnet Schools A Interdistrict School O Vo-Tech Center The Lillie Rock School District CalendarBiochure, designed to give information IO staff, patrons and citizens, is edited by the Communications Department, Dianne C. Woodruff, director\nleanette Wagner, communications coordinator\nVicki Armstead, secretary Please call 324-2020 for more information Before And After School Child Care The CARE program operates from 7 a.m. until school opensand from the close of school until 5:30 p.m.|6p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. Obtain registration forms at schools or from the CARE office, 324-2395. Registration fee is $6. Rates are $4.50 for drop-ins, $7 for holidays, and $3.50 a day full-time or part-time. Incentive school fees are on a sliding scale. 0 \u0026lt; hOf JI  I 25 mi O i \"\" S FACTS MAP District First Class Schools For World Class Kids Little Rock School s I9 10 '11 16 17 S p 13 august fessr a18sfe 1 I -SXeml 301 120 la [25 25 wST 311 W P P 12 19 20 S p Little Rock S p M uiS\" 26 SEPTEMBER M IN luwCwH*\" l''* fipart 1^ s /Une GUrcaCdMuaawnn. Spm PaifMtw.gajpjn .w 2 rHpM*..6e%pmp R 3 CGfmPtftUat.tCTAp m CnpW-IAa F S 5 I \"S?wSoISOJ\u0026lt;I*,w I|WMNMg 14 I^XtVlIlllan 1^ F 'l5 129 S P k IpTfcC**** leowi*'\" IO llBC 1'^ School District 1992-93 The Little Rock School District is pleased to present this poster-size calendar of events. This format will enable yo'j to keep up with important school dates at a glance. Major dates are listed in this column as well as on the monthly calendars. Color coding assists in giving you a quick review of the year. We hope you will jxist this calendar and use It throughout the year. The LRSD has planned an exciting, eventful year with the greatest opportunities ever offered for learning. The diverse education offerings in the LRSD provide the 1992-93 student with the best chance ever for custom-tailoring a curriculum to his or her specific needsand interests. As you become more involved in the LRSD and its activities and academic offerings, you'll realize that Arkansas has reason to be proud of its capital city public school system. We hope you wrill involve your family in the most exciting adventure on earth  the quest for knowledge. The LRSD is your best choice today as your child embarks on that quest. s pio 20 nwEamt viPSeoM *B\u0026lt;oM0lAe.x Rhoion. 8 9 10 12 14 21 28 15 16 22 23 29 30 TKC^. OH N\\N'' Vj. 17 Bom CoanoM Hnna,6ftni 24 Saamutains Il8 25 s SAlW 19 26 J lsS?KS~ I***\n??* 122 Jft fS lSF\"kBSW5\" IgSJU'i\"* 124 I i19 School Hours All Elementary Schools  8 a.m. to 2:35 p.m. All Area Junior High Schools - 8:50 a.m. to 3:30 p.m. All Area Senior High Schools - 8:50 a.m. to 3:25 p.m. Magnets Parkview, McClellan, Henderson, Dunbar and Mann - 8:50 a.m. to 3:40 p.m. 2 1^ ISSSS\" 16 iSlSS^ iKJSS^- r.rt.Sc^l IhSo.p\" 1 1'' I '2 ,^^5SS?. [o-SSK*\" .ssSSS\" iS?\"- 1 Isas'- I4 S3SSS 1'^ is^' 12^------ 1^xa, fj^ siw\" 130 ------ 27 Issssr Isssh- October 3y  1^^ NOVEMBER /Ssss! 12 (SSI'S, S Ie 1^2 '^ri^ lu /29 /I JO Major Calendar Dates August 24. Teachers Report August 31, First Day for Students September 7, Labor Day (School Closedl October 19, Parent Conference Day (Students Out) November 3, End of First Quarter (45 Days) November 4, Teachers' Work Day (Students Out) November 5-6, AEA Teachers' (nservice {Students Out) November 26-27, Thanksgiving Holidays December 23, Christmas Vacation Begins January 4, Classes Resume January 18. Martin L King Holiday January 28, End of Second Quarter (48 Days) January 29, Teachers' Work Day (Students Out) March I, Parent Conference Day (Student's Out) April 1, End of Third Quarter (43 Days) April 2. Teachers' Work Day (Students Out) April 5-9, Spring Break May 31. Memorial Holiday June 9. Last Day for Students (42 Days) June 10-11,Teachers' Work Days l  112 il6 123 s J6^^ 23 When There's A Problem At School If you or your child have a problem, please use the following steps for the quickest resolution: 124 , ksJ k^' 127 k28 k2 30] M 5 t3Sn*J 3\u0026lt; ^??5\"*** APRIL P^^OmnvrgnM 2 s 3 6 7 8 9 10 12 VIPSBow SSSoSr- 13 14 15 16 17 Mcom, SSX', firs*''\" P I WpMtoa 19 20 I.\"' 21 AmcMpnc^ 24 Talk with your child's teacherls). Contact the counselor, vice-principal or principal. Contact the student hearing officer. Call the assistant superintendent for your school. Call the associate superintendent, school operations and dimate- Call the superintendent. 1 23 1^4 Acrrn 'Ohb___ Lfis3\ntiS^ [25 26 27 26 29 Iso 'Ok 1^ 6 7. Present your case to the LRSD Board of Directors. MARCH J=O--o-c-'e Sy. 30 s [Jo5?Soiil RM\"] Una, 6 W pm. 20 21 15 16 26 27 28 122 23 29 30 eiMCanMM 30 mcraacM. S-HWJOUpMmp.. iBeDaplwBo\" BpMMPtail. OAuadgiM**\u0026gt;\"P*\"\u0026gt;\"D- ac Important Telephone Numbers Transportation questions, call 570-4000 School assignment questions, cal! 324-2272 Safety \u0026amp; Security Hotline, call 688-3033 Other information, call 324-2000 This calendar is sponsored, in part, by these companies. We sincerely thank them because we couldn't doit without their support. Arkansas Power \u0026amp; Light Company - AP\u0026amp;L believes partnerships in education are a wise investment in our future, which is why we are a sponsor of HOMEWORK HOTLINE. Call 1-800-283-4321 Monday - Thursday, 4 p.m. to 6 p.m., for homework assistance. Worthen National Bank - As the state's largest bank with a 115-year history in Little Rock, Worthen is committed to the support of public education children it serves. , and the s DECEMBER P 13 120 M 14 fs. h*:Qit Ts 22 29 P s Js s*riMi s s M lkopwC* 2 W T kIw'BMlloM'.K. xD'T F   Ts IbpsWpiw'.^ s l** 12 19 10 In Acrua k VIPS Bro*^*'* lkiO,3T0fC*onaLn.t* Isssa- ! ,15 l I l 1 I PACro-PwCpSo 117 n lo*rD^4iW'^l9oM CW**** iMOpm P\"*\". llWimaMJtie- 1 [20 122 123 r:\n^------------ !.r. I1S if?rM()r*ttvA( poa\"m'\" eotrilM*\" ISP'A 1^ |23 30 1 3 .tSp\"* I 18 Sss^ IBS^u^.^ 1^' 25 19 1 P AP\u0026amp;L An Entergy Company 124 \\g93 kg'^' 1 k V 1 ffl) [29 [m [31 WORTHEN NATIONAL BANK OF ARKANSAS T S s Jf1 ^2 1k^ k Ie /IISKr p i* 1 1' 14 IS ip'*?2fo**lriS\\S**S^^ \\t^'^ \\ 125 .2i. 1 120 122 123 21 2^ k?2 k?. ,,-wW I  130 1^ ko,^^^ ------ -\"jsrwJ 16 123 a. P4 W 1^ S 1^' Pcrr, '10 'J2 13 18 /,9  'Ssss,\n-~. 'Ss^- I20 Pn*\u0026gt;rS\"p ., 126 1^  I  SUN MON TUE November WED 1993 THU FRI SAT r T T T T 1 APY #1 2 APY 7 3 APY 4 APY #9 5 6 ABACUS LOAD JR/SR ATTEND PRNT REPORT CAROS PRNT JR/SR ATTEND PRNT REPORT CARDS PRINT CONTRACTS NON-CERTIFIED, CERTIFIED, AND STIPENDS SCHOOLS CLOSED SCHOOLS CLOSED r 7 8 APY #1 9 APY #7 10 11 12 13 APY 6 APY #1 \u0026amp; #9 ABACUS LOAD SR ATTEND LOAD 11/15 PAYRL LOGOFF BY 5:00 PM PRINT SR ATTEND LOAD JR ATTEND PRINT 11/15 PAYRL PRINT JR ATTEND 14 15 16 17 APY #1 APY #7 APY #6 18 APY #9 19 20 ABACUS LOAD SR ATTEND PRINT SR ATTEND PRINT JR ATTEND LOAD SUPP PAYROLL LOGOFF BY 5:00 PM LOAD JR ATTEND PRNT SUPP PAYROLL 21 22 APY #1 \u0026amp; #7 23 APY #6 4 #9 24 NO APY 25 THANKSGIVING DAY 26 27 LOAD JR/SR ATTEND PRNT JR/SR ATTEND LOAD 12/1 PAYROLL LOGOFF BY 5:00 PM PRINT PAYROLL OFFICES t SCHOOLS CLOSED OFFICES ( SCHOOLS CLOSED 28 29 APY #1 1 1 1 J 30 APY #7 LOAD SR ATTEND L 1 1 J October 1993 December 1993 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 2 9 16 23 30 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 18 25 HAPPY THANKSGIVING FROM INFORMATION SERVICES t  Little Rock School District Inpormation Services 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 CALENDAR AND UPDATE Hello AS/400 Users I Attached, you will find a calendar and update of events for this month in INPORMATION SERVICES.  We invite you to read your calendar so that you will be familiar with the processing events for the month. We hope that the calendar will help you plan and make good use of your processing time. Information Services Hours: The Information Services Department is staffed from 8:00 a.m. to 5:00 p.m. every weekday, except for holidays when the Administrative Offices are closed. USERS PLEASE NOTE: We have noted on your calendar when all users will be required to logoff by 5:00 p.m. cooperation. Thank You for your User Access: The Operations Office is staffed during the hours of (7:00 a.m. to 5:00 p.m.) The system is available for use before 7:00 a.m. and after 6:00 p.m. on evenings when Payroll or Supplemental Payrolls are not scheduled. Most evening processing will be running after hours or during early morning hours. ON DAYS WHEN PAYROLL AND SUPPLEMENTAL PAYROLL ARE SCHEDULED, All users will need to log off of the system by 5:00 p.m. 5:00 p.m. The backups for payroll operations will begin at All users MUST BE LOGGED OPP OP THE SYSTEM DURING BACKUP OPERATIONS. Other than Payroll \u0026amp; Supplemental Payroll Processing, user access may continue as normal. Reporting Trouble: Any problems with equipment should be reported to Operations at the following phone numbers: 2052 or 2061. Any problems with using your menus or other programs on the system should be reported to the following phone numhAr\n2055.tMONTH M T W JULY AUGUST 2 3 4 SEPTEMBER 1 OCTOBER NOVEMBER 1 2 3 DECEMBER 1 JANUARY '94 3 4 5 FEBRUARY 1 2 MARCH 1 2 APRIL MAY 2 3 4 JUNE 11 VW' SY PC 1 LITTLE ROCK SCHOOL DISTRICT STUDENT CALENDAR 1993-94 TH F M T W TH F M T W TH F M T TH F M T TH F cv sV PC 1 5 2 2 6 3 3 5 2 2 6 3 1 1 3 7 4 4 w i 6 # 3 1441 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30 FINAL DRAFT IN BH SH WD SD TCD SH 6 10 7 4 8 6 10 7 1 4 9 5 9 7 11 8 [Ari 8 5 10 WD 1 7 11 8 6 10 8 12 9 12 9 7 11 9 (441 13 10 ans\n\u0026lt; 9 6 11 8 13 10 8 12 16 13 11 15 10 WD 14 11 17 18 19 20 23 24 25 26 27 30 31 7 14 15 16 17 20 21 22 12 16 13 BH ir TC 14 14 18 15 13 17 15 19 16 14 18 16 20 17 15 19 17 21 18 s Mi limu n Pe lorn anc\u0026lt; Tes s] 10 11 14 18 19 20 1 8 11 15 I-- 12 16 17 12 13 16 17 13 14 18 19 9 10 13 14 15 16 1st Day StudMts  //v End Ouarter Winter Vacation Spring Vacation Parent Conference ST DAY Student Days BH SH WD SD TCD lit 22 Bl 23 11 24 23 |43] 21 SH lii 24 27 28 29 30 21 24 25 26 27 21 22 23 WD PC ^6 26 27 28 29 19 18 S(\u0026lt;i 15 21 22 23 24 147] 24 nfor\u0026lt;l8------ 18 19 20 20 23 24 25 17 20 21 22 BF 26 WN 29 30 WN Bl WV  WV 31 18 13 28 25 31 28 WO SV 25 28 29 SV 30 SV 31 -------1 21 22 26 27 25 BH 30 26 27 28 29 31 19 19 18 20 21 23 24 27 28 29 30 3 TOTALS 178 Inservice Board Holiday Special Holiday Non-Student Work Days Staff Development Total Coniradi Days Last Day Students I STUDENTS DO NOT ATTEND ON THE DA YS SHADED ASO 123\\CAL1wwy? HOciOc 50 t More than 3,000 dedicated teachers, administrators and support staff personnelare helping children reach their potential. Their nurturing and support makes success possible. Z Superintendent Bobby G. Lester, one of Arkansas Superintendents ofthe Year, was named Administrator of the Year by the Arkansas Association of Educational Office Personnel. 3- Volunteersparents, grandparents, patrons and businessescontributed more than 216,562 hours of their time, talents and expertise to the schools and students. PCSSD has the highest number of volunteer hours of any school district in the state. a Over 81 businesses and civic organizations have joined with District schools as Partners in Education. Over 350 bus drivers have the responsibility of safely transporting our children to and from school and various extra-curricular activities. 6 Food service workers in the school cafeterias feed over 16,000 students on a daily basis. During an emergency situation in the Jacksonville area, the workers were able to feed 3,000 additional students in thehigh school cafeterias with only a few hours notice. 1 Fuller Junior High was named one of Arkansas twelve Diamond Schools. Selection was based on the schools new and innovative methods of delivering curriculum. Four teachers, Laura Bums, Landmark Elementary\nBeverly Foster, Robinson Elementary\nRussell Hudgens, Oak Grove Junior and Joyce Elliott, Robinson High\nwere recipients of the Pulaski Heights Lions Club Ward, Cundiff and Aaron Memorial Awards. Crystal Hill Elementary Communications Magnet opened the fall of 1992. Crystal Hill is the Districts first magnet school. fO The County Council PTAnamed Roberta Perry, Landmark Elementary, Teacher of the Year\nWilliam Elliott, Sylvan Hills Elementary, Administrator of the Year\nand Doris Harris, Oakbrooke Elementary, Support Personnel of the Year. ff Linlin Codia, Sylvan Hills Junior High, won the Pulaski County Spelling Bee. 1Z Virginia Raum, director of guidance services, was the recipient of the states Outstanding Ad- ministrator/Supervisor of the Year. 13 Eight 1993 graduates, Jason Duquette and Allison Jackson, Jacksonville High\nStephanie Blue, Mills High\nCourtney Smith, North Pulaski High\nJamal Abdin and Melissa Jones, Sylvan Hills High\nVanessa Vechik, Oak Grove High and Cassandra Miller, Robinson High\nwere named recipients of the Pulaski Heights Lions Club Ward, Cundiff and Aaron Memorial Awards. td Keith Campbell, Sherwood Elementary, was named Educator of the Year by the Sherwood Chamber of Commerce. n Becky Whitfield, art teacher at Mills High, received the Patron of the Arts Award from the Arkansas Young Artists Association. 16 Three students, Chris Gordon, Landmark Elementary, Brandi Crow, Robinson Junior High and Ricky Fulks, Sylvan Hills High, were named Award of Recognition winners in the annual Barrett Hamilton Young Artists competition. 17 Rebecca Doyle, Mills High social studies teacher, was the states recipient of the James Madison Fellowship which funds up to $24,000 for an American history masters degree. 1i Twelve Fuller Junior High students placed first in state-wide National Language Arts Olympiad competition and ranked 46th nationally out of the 505 schools that competed. 1^ Coach Jerry Wilson, Jacksonville High, was named Outstanding Secondary Physical Educator of the Year by the state group. ZJO Four 1993 seniors, Stephanie Hibbard and Erin Alberson, Jacksonville High\nKeith Stanger, North Pulaski High\nand Melissa Jones, Sylvan Hills High\nwere named National Merit Semifinalists. Nine students took first place awards in the Arkansas Young Artists competition. zz Peggy Covington, College Station Elementary mathematics teacher, wasafinalistin state continued on back coverOne look at the cover of this years Calendar/ Handbook will explain WfWHyP' Today, as we race toward the 21st century and the year 2000, nothing better defines what we are and what we will become than the education of our children. The world which awaits them will be a much different world than the one we know now. The much-publicized growth in knowledge, coupled with the ever increasing impact of changing technologies on our lives continues to create challenges for educators everywhere. To meet the learning needs of these students, the District and the Board of Education have adopted a five-year strategic direction plan that is comprehensive, bold and far-reaching. The plans vision states that the District will provide educational programs to meet the needs of all students, operate a constitutional school system, attain financial stability, maintain facilities that are conducive to student learning and improve the one-team concept through ployee and community involvement. em- Excellence in education is no accident. It comes with dedication and hard work, and approximately 3,000 Pulaski County Special School District employees, including teachers, administrators and support staff personnel, are working with parents, volunteers and the business community to prepare over 21,000 students for the 21st century. Included in this years publication are fifty rea- sons or significant accomplishments attained by students, programs and employees who continue to bring acclaim to the District with state, regional and national recognition. We take pride in our accomplishments and wish we could list all of them. We are proud of our schools, our staffs and students. We invite you to visit our schools and see for yourself Wf *5Mck Administrative Staff.................................. Adult Basic Education.............................. Age Requirements.................................... Alternative Learning Center.................. AP Courses.................................................. At a Glance: School Year....................... Attendance Zones...................................... Baker Economic Education Specialty... Bates Elementary Project MAST............. Board of Education.................................... Chapter 1.................................................... College Station TAG Specialty.............. Crystal Hill Communications Magnet. District Media Center............................. District Parent Center........................... Early Prevention of School Failure .. .. Elementary Education.............................. Enrollment.................................................. Food Service Program............................. Fuller Elementary Orchestra Specialty Fuller Junior High TAG Specialty .... Grade Reports........................................... Grading System......................................... Graduation Requirements....................... Guidance Services.................................... Health Services......................................... 4 22 6 22 20 27 . 6 12 16 . 3 12 16 16 8 24 12 12 6 8 18 20 8 8 20 8 8 HIPPY........................................... Immunization Records............. Inclement Weather.................. Junior University....................... Landmark Fine Arts Specialty Library Media Program........... Magnet Schools......................... PALS Volunteers....................... Partners in Education.............. Problems at School.................. PTA, PTSA.................................. Registration................................ SAT Scores.................................. Saturday School......................... Scholarships................................ School Directory....................... Secondary Education................ Special Education.................... Student Handbooks.................. Superintendents Academy .. . Superintendents Message ... Talented \u0026amp; Gifted..................... Teachers of Tomorrow.............. Transportation........................... Vocational Education.............. 101 Ways to Praise a Child ... . . . 12 . . . . 6 . . . .6 .. . 22 .. .18 ....8 ... 8 . . 24 . . 24 .. . 22 ,. . 24 . . . 6 ..18 . . . 22 .. . 22 14, 15 . .. 18 ...10 , . . . 6 . . 22 .. . 4 ...10 . . . 20 .... 6 .. . 20 . . . 28 Cover photo of Ms. Jane Bennetts first grade class at Bates Elementary provided courtesy of Mark Morgan Photography. The Calendar-Handbook is published by the Information Office, Pulaski County Special School District, 925 East Dixon Road/P. O. Box 8601, Little Rock, AR 72216 to provide information to staff, parents, patrons and others interested in the District. For more information, call 490-2000, ext. 203. It is the policy of the Pulaski County Special School District to provide equal opportunities without regard to race, color, national origin, sex, age, qualified handicap or veteran in its educational programs and activities, educational services, financial aid and employment. Editor Susie RobertsPresident Gene Goss 835-8176 Zone 4 Term Expires 1994 Vice President Jim Burgett 835-1311 Zone 5 Term Expires 1994 Secretary Reedie Ray 982-5650 Zone 7 Term Expires 1996 Doyan Matthews 851-2097 Zone 3 Term Expires 1996 Mack McAlister 982-4491 Zone 6 Term Expires 1995 Mildred Tatum 897-4842 Zone 1 Term Expires 1995 J Ruth Tucker 821-3224 Zone 2 Term Expires 1997 Your attendance is always welcome at a meeting of the Board of Education. As an interested citizen, you are encouraged to attend. Seven elected Board members provide quality educational opportunities for your children in keeping with the requirements of law and the desires of the citizens. Theirs is a service requiring dedication to the District and the community. School Board elections are held the third Tuesday in September, and members are elected for staggered four year terms. Meetings are held the second Tuesday of the month in the Administrative Services Building at 925 East Dixon Road, at 6 p.m. The meetings are open to the public, and a time is set aside for patrons to address the Board, discuss concerns and contribute suggestions. If you wish to place an item on the Board agenda, make a written request at least one week in advance of the meeting. Mail your request to the Board, in care of the Superintendent of Schools, PCSSD, P.O. Box 8601, Little Rock, AR 72216. Agendas are posted in all schools and the Admin-strative Services Building. The Board is responsible for selecting a Superintendent, establishing general policies according to community wishes and legal requirement and electing school personnel upon the recommendation of the Superintendent. The Board adopts salary schedules, appropriates funds to finance school operations and adopts and reviews the annual operating budget. Setting a millage rate and an assessment ratio required to produce adequate funds to meet the District's financial needs are also the responsibility of the Board of Education. If you wish to place an item on the agenda, make a written request at least one week in advance of the meeting. Mail your request to the Board, in care of the Superintendent of Schools, Pulaski County Special School District, P.O. Box 8601, Little Rock, AR 72216. Superintendent Bobby G. Lester I believe that education is the key to a successful and rewarding life for children. The intellectual, physical, moral and emotional development of our children is a responsibility we aU share. The District has never been more effective than it is today. Since 1927, we have boasted a winning combination of well-prepared teachers, administrators and support personnel\nmotivated and capable students\nknowledgeable and involved parents\nand a supportive community with a passion for quality programs and services. Unprecedented challenges face our District as we seek to maintain the financial resources needed to support the programs and services our patrons have come to expect. As we work to educate all students, we must continue finding ways to develop programs to meet their ever-changing needs. In order to meet these challenges, the District is committed to fostering partnerships with businesses, colleges, universities and other agencies to share resources and create special programming for the benefit of students. As we look beyond the 1993-94 school year, we know that we will be faced with on-going challenges in providing the best possible education for all children. This commitment prompted the Board of Education to appoint a task force composed of employees, parents and the business community to develop a vision and a five-year strategic plan for our District. We win face many other issues during the next five years. We must look ahead, attempt to forecast changes and prepare for them. By continuing to build on the excellence that has been accomplished in the past, Pulaski County Special School District wdl remain a leader in providing innovative educational opportunities. A demanding community creates an excellent school system, and we continue to respond to our patrons desire to maintain our leadership in education. Working together with determination and knowledge bom of experience, we will meet the new challenges and make them stepping stones to our continued success. Administrative Staff Bobby G. Lester Superintendent Assistant Superintendents Bobby Al tom Billy Bowles Eddie Collins Ed Hogan ... Gary Miller. Don Stewart. .. . . Instruction . . Desegregation Fupil Personnel Support Services .......... Personnel .Business Affairs Dennis Fitzgerald Ree Fitzpatrick .. Bill Gorum........... David Greenwood Mike Harvey.... Jim Herring......... ..................... Secondary Education ................... Support Staff Personnel Management Information Systems Directors Tommie Anthony Kay Bland......... Bill Canady........ Don Davis........... ... Talented and Gifted Library Media Services ....................Purchasing Non Athletic Activities Ruth Simmons Herts Ronnie Higgins......... Jerry Holder............. Emanuel McGhee ... Kathe Parson........... Virginia Raum......... ....................... Federal Programs ..............................Food Services ......................Staff Development .............................Desegregation Student Services, Athletics, PE ........................ Plant Planning ..............................Transportation .................. Certified Personnel .................. Counseling Services Danny Reed......... Rich Stafford .... Orville Thompson . Richard Wilkerson Sarah Womble . . . Paul Evans......... Charles A. Green Susie Roberts ........... Special Education ...........Accounting/Auditing .Vocational/Adult Education ..........................Maintenance ........ Elementary Education Associate Directors Elementary Education . Secondary Education Administrator ........ Information/Special Services Mo\u0026lt;vp/iy wfinve(P4v \u0026lt;4T(/BP4y Partners In Education Breakfast 7:30 a.m. North Oaks Family Day f I K New Teacher Inservice 8:30 a.m. Counselors Secretaries Inservice 8:30 a.m. New Teacher TESA 1 p.m. t6 First Day of School 30 Board of Education 6 p.m. to New Teacher Inservice 8:30 a.m. f7 3t tt Teachers Report Elementary Attendance Secretaries Inservice 8:30 a.m. Secondary Attendance Secretaries Inservice 8:30 a.m. Substitute Teacher Inservice Mills 9 a.m. Womens Equality Day New Support Staff Inservice 8:30-11:30 a.m. Administrative Office Secondary Library Media Specialists 8:30 a.m. vf 1 Zi/*ct\u0026lt;4AHec The Pulaski County Special School District encircles the Little Rock and North Little Rock school districts and covers 729 square miles. The District is divided into attendance zones. To find out the school attendance zone of any residence in the District, call Pupil Personnel at 490-2000. PCSSD Elementary Schools 24 Students 12,300 Secondary 13 9,284 Total 21,584 Students new to the District should register at their new school. In the summer, all schools are open for registration after August 1. According to state law, every child between five and sixteen years of age must enroll in public, private or parochial school or receive home schooling. Kindergarten is now required for all five-year-olds unless parents file a signed waiver form with the District. Any child who will be six years of age on or before October 1 of the school year of enrollment and who has not completed a state-accredited kindergarten program will be evaluated and placed in eith er thefirst grade or kindergarten dependingon the results of the evaluation. When enrolling a child in kindergarten or first grade, parents should provide a birth certificate or other documentation of age, the childs social security number and immunization record. Students enrolling in other grades may present a withdrawal slip, transcript or report card from the school previously attended. Students new to the District must present an immunization record and proof of residency. For additional information, call Pupil Personnel at 490-2000. /He IS\u0026lt;jk\u0026gt;eweh\u0026lt;\u0026lt; In compliance with the laws of Arkansas, a child must be five years of age on or before October 1 of the school year in order to enroll in kindergarten. A child must be six years of age on or before October 1 of the school year to register for the first grade. Arkansas law requires that students entering school must present evidence of immunization against poliomyelitis, diphtheria, tetanus, pertussis, rubeola and rubella. Exceptions to the law may be made for medical or religious reasons. At the beginning of the school year, each student in the District is given a copy of the Handbook for Student Conduct and Discipline. State law requires documentation of student and parent receipt of the handbook. A form, located in the front of the handbook, must be signed by both parent and student and returned to the school. It is the responsiblity of both the parent and student to read the handbook and understand that the student must adhere to the regulations while at school or in attendance at school-sponsored activities. 6 4.9 Million Miles Traveled in 1992-93 Number of Buses Students Transported Daily Miles Traveled Daily 351 15,472 27,948 Free transportation is provided for elementary students who live one mile or more from their assigned school and for secondary students who live two miles or more from their assigned school. The District also provides free transportation for students attending magnet schools, extended day programs and specialty schools. Parents having questions about school bus transportation should contact their child's principal or District Transportation at 490-1489. School closings due to inclement weather will be announced on radio and television after 6 a.m. Students attending magnet schools will follow Little Rock School District's schedule, but PCSSD buses will not run if the District is closed. Should it become necessary to dismiss school early because of inclement weather, an announcement will be made on radio and television one hour continued, p. 8 ^foivpay rt/e(P4y \\yfwfsp4y TW(/B?P4y fistt\u0026gt;4y (4TbSt\u0026gt;4y Library Card Sign-Up Month PCAA 8:30 a.m. General Principals 9 a.m. Elementary Library Media Specialists 8:30 a.m. PASS Executive Board PACT/PASS Office 7 p.m. Secondary Library Media Specialists Noon Labor Day Schools Closed I 3 Home Schooi Counselors/ International Literacy Day Consultants 8:30 a.m. Elementary Counselors 1 p.m. PACT Executive Board PACT Board Room Support Staff Advisory Council 9 a.m. Chapter 1 Parent Advisory Council - Noon 6 4:45 p.m. I 1 9 Grandparents' Day Jr. High Counselors 8:30 a.m. Sr. High Counselors 1 p.m Board of Education 6 p.m. Parent Center Open Secondary Principals 9 a.m. PTA Executive Committee 9 a.m. PTA County Council 10 a.m. District Biracial Committee Citizenship Day Constitution Week tz 4:30-8:30 p.m. td International Day of Peace School Elections TESA 1 p.m. PCAEOP 4:30 p.m. PACT Rep. Council First Day of Autumn Secondary Assistant Principals 1 p.m. 4:45 Zi 6 p.m. PASS Rep. Council AEA Aud. 7 p.m. Substitute Teacher Inservice Board Room 9 a.m. Chapter II Write to Read Paraprofessionals Noon t7 ZA ZS K hEK Aud. Good Neighbor Day PALS Inservice 9 a.m. Parent Center Open 4:30-8:30 p.m. 2?prior to the early dismissal. Bus service will be provided at the early dismissal time, but parents may pick up their children any time. Students and parents should not call schools, school officials or radio and television stations. It is essential that those telephone lines be kept open. Nutritious lunches are available daily in all schools. Elementary and secondary schools serve U.S.D.A. Type A lunches and, where the economic level qualifies, lunches may be free or at a reduced price. All elementary and some secondary schools participate in the breakfast program. CcWieo School health services strengthen the educational process by improving the school environment and the health of each student. School nurses are registered and licensed by the Arkansas Board of Nursing. They identify health problems by conducting health assessments of students and provide health counseling for students, teachers and parents. Screening programs for students are:  Vision in kindergarten, first, third, fifth and seventh grades and special education students  Scoliosis and vision tests on junior high students  Early Periodic Screenings, Diagnosis and Treatment in EPSDT certified schools (Mita School guidance counselors are located in each elementary and secondary school to provide counseling services for all students and consultation services for parents and faculty. Counselors help students in decision-making, solving personal problems and accepting responsibility for their educational progress. They aid students in setting goals, planning th eir education, selecting post-secondary and college programs and attaining scholarships and financial aid. School counselors monitor individual student progress and confer with students and parents to prevent academic problems. Activities include classroom guidance instruction, testing, interpreting test results and orientation programs for new students. UliiKti The Districts library media program is nationally recognized as an exemplary program by the U.S. Department of Education and the American Association of School Librarians. This model program is a county-wide school program for library media skills instruction and resource sharing. Students receive instruction and use the media centers for leisure time activities. The award-winning program strives to meet individual and collective needs of students, teachers, support staff and administrative staff with a goal of creating lifelong learners. In addition to the building level program, the Administrative Services Buildinghouses a District Media Center (DMC) which is a facility for helping teachers teach and for administrative personnel utilization. The DMC also houses an area for the Districts parents. Services include a film/video circulation library, a professional research library and a media and learning materials production facility. Staff members in the DMC do some production for teachers and administrators as well as host staff development workshops for teachers and parents. Report cards are sent home quarterly. Parent/teacher conferences on the elementary level are held twice during the school year. On the secon- dary level, interim progress reports are senthome with all failing students during the fifth week of the nine weeks grading period. Parents are en- 90-100 80- 89 70- 79 60- 69 below 59 A B C D F 4.0 3.0 2.0 1.0 0.0 Board Policy IKA*R Arkansas School Law 6*13*902 couraged to initiate conferences with their child's teacher whenever a need should occur. Six interdistrict magnet schools offer programs to students in Pulaski County Special, Little Rock and North Little Rock school districts. The four magnet elementary programs are Williams Basic Skills, Booker Arts\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_347","title":"Construction","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":["1990/2007"],"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 facilities","Little Rock (Ark.)--History--21st Century"],"dcterms_title":["Construction"],"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/347"],"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\nt Recieved JAN 2 4 2000 Office OF desegregation MONIToRING Little Rock School District n IB JE Information Regarding Construction and Renovation Program January 19, 2000CP Little Rock School District OFFICE OF THE SUPERINTENDENT gBCSVED Date: January 21, 2000 JAH 2 4 TO: l(ls. Ann Brown Mr. John Walker (SRGEflf From: Leslie V. Gamine Superintendent of Schools Re: Information Presented at the School Board Work Session of January 19, 2000 Please see the attached information that was presented to the Board at the work session. We anticipate further discussion at upcoming work sessions and board meetings. If you have questions please do not hesitate to call. 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2012 I i i: r I Introduction . 5'  Capital needs are in excess of $100,000,000.  Funding sources for these needs - bonds and I 8 I . ongoing revenue from dedicated millage. Bond issue parameters - 30 year repayment and assuming a 6.50% interest rate. i^3 ! Option 1 I New Debt Service Mills to Fund Needs   I  On a $2 billion assessment base, each new mill brings in approximately $1,900,000 per year.  Assuming the financing parameters previously mentioned, each debt service mill will repay $25,000,000 in bonds. II I t'-: ft Ku y Option 2 Restructure Existing Bond Issues I I B I I* IS I District can generate $40,000,000 for construction and renovation. No additional mills required to service this debt. Final debt payoff extended from 2020 to 2030. h R B IOption 3  Combine New Debt Service Mills and Restructuring is*' Is' I i 11 I irJ \u0026lt;5 I  By restructuring the existing debt and voting one new debt service mill, the District could generate $65,000,000. Using the same approach, two new mills would produce $90,000,000.  Restructuring can be delayed until projects are ready to commence. I ,v at Summary of Available Funds New Debt Service Mills/Debt Restructure 1 i I b' e' I I New Debt Service Mills Bond Issue Amount Funds Available by Restructuring Total Funds Available 0 1 2 3 4 0 $ 25,000,000 50,000,000 75,000,000 100,000,000 $40,000,000 40,000,000 40,000,000 40,000,000 40,000,000 $ 40,000,000 65,000,000 90,000,000 115,000,000 140,000,000I r I L E Dedicated Maintenance and Operation Miilage iLj p 6^  1' fe 5\nRevenue use is restricted for technology, renovations, repairs, bus purchases, etc. K\np B s Each mill would generate approximately $1,900,000 per year. Sf fcj i- I 7 I ft F s\nr b' It fcI F,' r,-' f'- e-\nExisting Millage - Little Rock School District Jfc___ I I s I i R For an individual living within the District, the total millage rate for real property appears below. 6 I I I i I te i \u0026amp; K I B I I 41.4 14.0 5.0 2.9 0.6 63.9 School District City of Little Rock County General County Road Hospital Maintenance Total pI t 2^ I I Little Rock School District Tax Table __z. 0 K I I I w I I If your real property is valued at You should be assessed at 20% On 63.9 mills your tax bill would be $25,000 $5,000 $319.50 1.0 . New mill would cost this amount per year $5.00 And this amount per month $.42 ix\n50,000 75,000 100,000 125,000 150,000 10,000 15,000 20,000 25,000 30,000 639.00 958.50 1,278.00 1,597.50 1,917.00 10.00 15.00 20.00 25.00 30.00 .83 1.25 1.67 2.08 2.50 R I 0I h I r?' S Millage Information/Comparable Cities Hi I Competing City Equivalent Millage Little Rocks Millage s ss g Si Memphis Austin Wichita 66.5 83.5 81.3 63.9 63.9 63.9 I 8 I 8 9I I I t Timetable for a Special Election I 2/10 A? 2/13 I I s 1 3/1 3/10 Little Rock School Board approves Proposed Budget of Expenditures for 2001/2002 school year. Proposed Budget appears in Arkansas Democrat Gazette. Begin preparation of absentee ballots. Bond issue application filed with Department of Education. i I I 4/3 Publish Notice of Special Election (requires three publications beginning no later than twenty days before the election.I t- I ii ,e. I s iS\nI t fl a I a I I 8 E I Timetable for a Special Election 4/10 4123 5/2 5/18 6/8 6/15 State Board approves bond issue. Publish Notice of Polling Places (maximum ten days and minimum three days before the election). Special election. Note: a primary election may offer another alternative for the election date. Bond sale. Little Rock School Board approves bond resolution. District receives funds from bond sale.i 4\u0026gt; g g URQCKSCHQQLDISm a Oj ^o-,^t fc. K? \u0026gt; Proposed Second Lien Bond issue \u0026gt;5 jaBaaa-g^iiwwiiitr n iX: l.:=  Bond issue is repaid from existing revenue sources.  Repayment term can not exceed existing bond repayment term (20 years for Little Rock School District).  Funds can be used for new construction, renovations, improvements, technology, bus purchases, etc.  Projected annual payments are shown below and assume a 20 year issue at 6.25%. Bond Issue $ 5,000,000 7,500,000 10,000,000 Payment $444,000 667,000 890,000I' j: I I' Timetable for a Second Lien Issue 2/10 School Board adopts Notice of Intention to Issue Second Lien Bonds. P 2/13 Notice appears in Arkansas Democrat Gazette. r f 3/10 Bond issue application filed with Department of Education. k M/10 State Board approves bond issue. S-' t: I:, 'j\nt- 4/10 Meeting with Administration to set sale date and amount of issue. ^127 Bond sale. II I  ps fe B I t Timetable for a Second Lien Issue i, .-\u0026gt;^1 -\n, 5!} 1 Little Rock School Board approves bond issue. 5/18 District receives funds from bond sale.r S\n- - '1? 41 a si #a ^\u0026lt;**t'*? mi LiniE ROCK SCHOOL DISTRICT IDENTIFIED CAPITAL PROJECTS ^ECEiVEf JAN 2 4 200U (TO Of CJ I Projects were compiled from recommendations by Facility Services Department 1995 GDI Study Strategic Plan Technology Committee Superintendents Cabinet individual school buildings 1/19/00 The total listed does not include new expansion projects that were recommended recently by the Campus Leadership Teams of the schools. It also does not include a fiber backbone infrastructure for upgrading communication systems, security, and instructional systems District-wide. Those projects will be reviewed and costs developed for them this spring.J LIHLE ROCK SCHOOL DISTRICT CAPITAL PROJECT RECOMMENDATIONS bt' 'n n/ 1. Americans with Disabilities Act Projects 2. Facility Additions $ 5,776,700 1,291,750 2,888,000 13,026,750 4,128,650 1,142,000 4,514,100 I 3. Asbestos Removal Projects .  1 4. Classroom Additions 5. Energy Efficiency Projects 6. Miscellaneous Equipment 7. Grounds Projects 8. HeatingAZentilationZAir Conditioning 10,854,167 I 9. Interior Renovations 1/19/00 24,534,000 LITTLE ROCK SCHOOL DISTRICT CAPITAL PROJECT RECOMMENDATIONS 10. Maintenance and Repair Projects 11. New School Projects 12. Recreation Projects 13. Roof Projects 14. Safety and Security Projects 15. Technology Projects 16. Design, Overhead, Profit 17. Land Purchases 18. New School TOTAL 1/19/00 12,292,739 1,694,040 2,788,500 2,802,280 1,593,450 12,138,525 21,346,250 624,000 11,800.000 $135,235,901 r 4^ \"* u 4 1. AMERICANS with DISABILITIES ACT (ADA) PROJECTS $5,776,700 V I I' ''i I! tH I 'Ws^-n* Compliance with ADA requirements  addition of ramps, railings, lifts, and elevators for multi-floored buildings, where appropriate  handicapped accessible restrooms and water fountains  accessible play grounds and apparatus  adequate parking for persons with mobility impairments 1/19/00 sr-1 Ft 2. FAQUTY ADDITIONS $1,291,750 '4 A, f. * n *  new parking lots  restroom additions  building modifications such as library or cafeteria expansions 1/19/00 \"J -T I A J 4 R 3. ASBESTOS REMOVAL PROJECTS $2,888,000 J '-*4 ^,?4 A Cn^ - 1^1 *?\ns3 f\n\u0026gt;-  asbestos removal projects include work to remove from facilities asbestos material that could deteriorate^ causing health hazards 1/19/00  k^ ' VI \"I g t: 4. CLASSROOM ADDITIONS $13,026,750 r'i t s^v VJ - *1 'v' t' 6.? y  add classrooms to schools  add Tech 2000 labs to high schools and middle schools  projected cost of adding classrooms to existing buildings as proposed by campus leadership teams not included in this figure  numerous additions to District buildings, due to growth at several buildings over the next five years, to be projected in a five-year facilities plan currently being completed 1/19/00 t\n\u0026lt; 5. ENERGY EFFIQENCY PROJECTS $4,128,650 I .'\u0026lt;1 *k t  lighting replacements in District buildings  additional energy management equipment 1/19/001 'J ss 6. MISCELLANEOUS EQUIPMENT $1,142,000 vehicles for use in District operations  tractors  trucks  trailers  vans  other heavy equipment 1/19/00 f' s H ii ' 5.. 4 1. GROUNDS PROJECTS $4,514,100 \u0026gt;1 i. \u0026amp;i( *3  play area improvement r'\" !t\"' - n?* J. w  parking lots J I f   walkways  drives  drainage repairs 1/19/00 H vTS\u0026lt;- * \" r*' 1^' \u0026lt;t '5' 8. HEATING / VENTILATION / AIR CONDITIONING $10,854,167 * Li\"?  repairs and/or replacement of heating/ac systems control systems  miscellaneous mechanical equipment 1/19/00 0 9. INTERIOR RENOVATIONS $24,534,000 5 nV- I I K* cf 3! 8 repairs to interior spaces of District schools/buildings  restrooms  cafeterias  offices  individual classrooms and/or labs 1/19/00II -A \u0026gt; 10. MAINTENANCE AND REPAIR PROJECTS $12,292,739  i'^ 'V /0 I  repairs to facilities  waterproofing  plaster and ceiling replacement  floor covering  engineering studies 1/19/00 11. NEW SCHOOL PROJECTS $1,694,040  electrical upgrades for technology  minor new construction  school signs  new water and sewer lines 1/19/00 f I k mSH^^' t' I M 8 fc- S* I t 1/19/00 12. RECREATION PROJECTS $2,788,500  repair/improve athletic facilities and playing fieldsIk* k** R'SI' ^2 13. ROOF PROJECTS $2,802,280 J 3 r .V| X  repair and replacement of roofs on District buildings 1/19/00 14. SAFETY and SECURITY PROJECTS $1,593,450  fencing  intrusion alarm upgrades  video surveillance cameras 1/19/00 (I K\nt if * *41 15. TECHNOLOGY PROJECTS $12,138,525 1 If,: ta I  new computer hardware  software  cabling  infrastructure  furniture  phone system and fire alarm upgrades  interactive telecommunication systems  media retrieval systems  other instructional technology 1/19/00 r 16. DESIGN, OVERHEAD, PROFIT $21,346,250  costs for the development of the projects  costs to administer the projects 1/19/00 V 17. LAND PURCHASES $624,000 n F* -J  ' r !\u0026gt;  acquisition of land  buyout of leases, when necessary 1/19/00'i'* 18. NEW SCHOOL $11,800,000  estimated costs associated with the construction of one new eiementary school 1/19/00 PROJECTS NEEDED BY AUGUST 2000 The following projects have been identified as necessary for the opening of school in August 2000. It is recommended that the Board examine funding proposals for these projects that would enable work to begin immediately . Central 1) demolition of the Campus Inn 2) construction of a concession space / three additional classrooms 3) expansion of the outside concession area between the cafeteria and the gym, creating a covered area for lunch seating 4) modification of the old faculty dining room to serve as a student eating area Fair 1) construction of a covered and paved concession area adjacent to the cafeteria 2) construction of an additional covered and paved concession area adjacent to the Eagles Nest Hall 1) creation of a concession room in the 500 hall, with access from the west parking area 2) expansion of the covered and paved area in the west courtyard, and an additional area in the west parking lot adjacent to the new concession room 3) construction of restrooms on the west side of the campus with access from the ball field 4) addition of a two classroom portable unit to replace the classroom taken out of service to create the concession area McClellan 1) the addition of a two classroom portable unit 2) the construction of four restrooms on the main campus Parkview 1) the expansion of a covered and paved outside concession area adjacent to the cafeteria, located between the main building and the gym 2) the addition of a two classroom portable unit 3) expansion of the parking lot across the access road from the existing portable classrooms Metropolitan Construction of a 3,000 square foot building to warehouse and from which to distribute the NSF supplies. Cloverdale Middle School The addition of a two classroom portable unit. Contingency Funds identified for other short term needs that may develop prior to funding from the millage campaign.The costs for these projects are being developed. Certain decisions remain to be made that will affect the final project costs. An example is the type of structure that would be constructed to replace the Campus Inn building. The costs that appear below are estimates until the final engineering design for these projects can be completed. Central $ 577,000 Fair 88,000 Hall 295,000 McClellan 412,000 Parkview 280,000 Metropolitan 377,000 Cloverdale MS 50,000 Contingency 621,812 Total August Projects $2,700,812 Stephens Elementary School The final funding for the completion of the Stephens project must also be addressed. The completion of that project will require an additional $3,143,188. In addition to this amount, if Mitchell School remains open, certain equipment, library books, and instructional materials that were to be moved to Stephens will have to be replaced. The anticipated cost for those items is an additional $156,000. Stephens Project Total - $ 3, 143,188 156,000 $3, 299,188 TOTAL NEEDED FOR SHORT TERM PROJECTS - $6,000,000LITTLE ROCK SCHOOL DISTRICT STUDENT GROWTH FUNDING - V* QUARTER 01-19-00 1998-99 ADM (K-12 3 QUARTER AVERAGE) $ 23,144.10 1999-00 ADM {K-12 1* QUARTER) 23,376.78 STUDENT GROWTH 232.68 BASE LOCAL REVENUE PER STUDENT 4,300.68 ADDITIONAL STUDENT GROWTH FUNDING $ 1,000,682 PROPOSED USES INCREASE TO FUND BALANCE 500,341 CAMPUS BASED INSTRUCTIONAL EXPENSE 250,171 ACCELERATION OF NSF MATCHING EFFORTS 250,170 TOTAL PROPOSED USES $ 1,001,6821 Individual Approach to a World ofKnowledge' Ml'l 2 4 ?O!1I} January 10, 2000 OfflCEOf OfSES.icSATIflNmiigRisg Dear Parent: As the parent of a child in the Little Rock School District, you should expect the best education for your child. Additionally, you should anticipate that the building your child attends is appropriate to meet todays educational needs. Over the past several months the Little Rock School District surveyed our buildings and grounds to assess the needs for repairs, renovations and additions. Many parents, as members of PT As or as representatives of our Campus Leadership Teams, participated in these activities. In a series of public meetings in late November and early December, campus representatives presented to the District their priorities for the repair and renovation of their buildings. They described desired additions to several buildings required by growth in enrollment, and most of them discussed needed additions to their schools technology program. Through this process the schools identified approximately $180 million in recommended repairs, renovations and additions. They also identified almost $20 million in technology needs for the Districts schools. Because it is unlikely that all of the Districts capital needs can be funded at one time, each school was asked to establish priorities for their campus. These priority lists will now be used to compile a modified District list of capital needs that we believe that the community will support. Raising the funds necessary to pay for a major building campaign will require the issuance of bonds. To pay the debt service on the bonds, the District will likely seek approval from the public for an increase in the millage rate. The decision to seek an increase in the millage rate would be made by the District Board of Education. Our Board will convene for a work session at 6:00 p.m. on Wednesday, January 19, 2000, at 810 West Markham to hear a proposal from the administration regarding a millage campaign. You are invited to attend that session and to speak to the Board about the capital and technology needs at your school. I hope that you take a moment to review the list of building priorities for your childs school. If you have questions regarding the capital priorities proposed for your school, please contact your principal. It is our intent that all parents will know of the needs in each school and will then support the District as we address these concerns. Sincerely, ,e^e V. amine SupeRntendent of Schools Attachment: Campus Capital Project Priorities 810 W. Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 Capital Projects Priority Listing School Central High Date 10/17/99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Waterproof/repair exterior/interior walls 2. Replace carpeting - main entry porch 3. Renovate Campus Inn - 3 classrooms 4. General restoration \u0026amp; restroom renovations 5. Ceiling repairs/replacement 6. Replace fan coils/condensation system 7. HVAC projects/choir \u0026amp; band rooms 8. Replace sewer line 9. Renovate existing gym 10. New kitchen doors 11. Replace walkway to gym 12. Replace teacher sidewalk - parking lot 13. ADA Adaptations 14. Restroom upgrades (Quigley) 15. Replace manual overhead doors (Quigley) 16. Renovate dressing rooms (Quigley) 17. Replace Condensation Pump 18. Replace floor covering/carpet 19. Fire alarm upgrade 20. Energy efficient lighting/ceilings Estimated Cost 35,000 80,000 200,000 75,000 4,500,000 120,000 30,000 290,000 2,000 15,000 15,000 580,000 50,000 10,000 35,000 8,000 40,000 75,000 255,000 Priority High - Moderate - Low High High ________High________ ________High________ ________High________ ________High________ Moderate ________High________ ________High________ Moderate Moderate Moderate Moderate Moderate Low Moderate High______ Moderate ________High________ High Category 2. Projects to sustain current educational programs and initiatives. 1. Build new athletic complex 2. Electrical upgrade 3. Construct athletic fields, including baseball 4. New track 5. New gym lights 6. Estimated Cost 200,000 28,000 250,000 50,000 30,000 Priority High - Moderate - Low High High High High High Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Technology upgrade 3. Estimated Cost 945,000 Priority High - Moderate - Low HighCapital Projects Priority Listing School J. A. Fair High School Date 12/03/99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Roofing replacement 2. Storm drain/roof drain 3. Final coating 4. Upgrade heating/air system 5. Floor drainage 6. Upgrade fire alarm 7. Repair asphalt - drive/parking 8. Replace gas piping 9. Electrical upgrade 10. Plumbing fixtures 11. Floor covering 12. Expand camera system 13. Lighting covers/lockers/outlets 14. Window weather strip/caulk 15. Generator replacement 16. Upgrade exterior lighting 17. Landscaping Estimated Cost IWi 30,000 12,000 500,000 30,000 50,000 25,000 25,000 25,000 27,000 52,000 30,000 15,000 50,000 65,000 40,000 10,000 Priority High - Moderate - Low High ________High________ ________High________ ________High________ Moderate ________High________ Moderate Low Moderate Low Moderate Moderate Moderate Low ________High________ Moderate Low Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Lab class ventilation/gas 3. Auditorium lighting 4. Renovate dressing rooms 5. Upgrade intercom system 6. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Auxiliary gym air conditioning 2. Cafeteria replacement 3. Auditorium (seating 2000) 4. New media center 5. Add bleachers/new dressing rooms-main gym Estimated Cost 9W^ 25,000 50,000 50,000 20,000 Priority High - Moderate - Low ________High________ ________High________ ________High________ Moderate Low Estimated Cost roojjoo 100,000 500,000 700,000 200,000 Priority High - Moderate - Low Low High ________High________ ________High________ ModerateI, Capital Projects Priority Listing School Hall High School Date 12/03/99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. New intercom system 2. Construction of wing between 400s and 600s to house CBI and new small 100 person multimedia auditorium 3. Multi-purpose gym to accommodate student body________________________________ 4. Student drop-off circle around the sign on comer of H and McKinley 5. Update/repair student restroom facilities 6. New heating/cooling for 100,200,500,600s 7. Re-roof entire building 8. Add hot water to faculty restrooms and student restrooms in media center 9. Hang new shades on all windows 10. Rectangular tables for cafeteria w/additional chairs 11. Improvements between 600/700 to include covered walkway, wider sidewalks, outside tables_______________________________ 12. Add flat-topped tables in all classrooms 13. Replace all water fountains 14. Install new ceiling tiles in the school 15. Build new football stadium at Hall 16. Install drop ceilings in 400/500s/cafeteria 17. Convert media center to two stories 18. Replace all lockers in current gym 19. Additional parking on east side of campus \"20^ Category 2. Projects to sustain current educational programs and initiatives.___________ 1. New fluorescent light fixtures in 400,500,600,700 zones, cafeteria, media center__________________________________ 2. Exterior lighting_________________________ 3. Security fence around the satellite dish on east side of campus ______________________ 4. Improve rapid ventilation all chemistry labs Estimated Cost 25,000 150,000 25,000 Estimated Cost Priority High - Moderate - Low ________High________ High High High High High High High Moderate Moderate Moderate Moderate Moderate Moderate Moderate Low Low Low Low Priority High - Moderate - Low nigh Moderate Low LowCAPITAL PROJECTS PRIORITY LISTING School McClellan High School Date 11-22-99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs 1. Replace intercom System 2. HVAC Replacement 3. Central Camera System 4. Asbestos Removal Ceiling 5. Roof repairs (HVAC Rpl) 6. Replace Lockers 7. Restroom Renovation 8. Landscaping 9. Outside Storage Building 10.ADA adaptations 11 .Fire alarm upgrade 12.Renovate hall exits to outside 13.Replace (plumbing fixtures) Re-do all bathrooms 14.Plumbing repairs 15.Replace toilet partitions Estimated cost $30,000 $300 ,000 $15,000 $168,000 $35,000 $100,000 $130,000 $20,000 $4,000 $125,000 $85,000 $100,000 $90,000 $20,000 $20,000 Priority High - Moderate- Low High High Moderate High High Moderate High Moderate Category 2. Projects to sustain current educational programs and initiatives. Technology Upgrade Estimated Cost Priority High - Moderate- Low S478,000 Category 3. Projects to sustain and plan for new educational initiatives and expansions 1. 8 Additional Classrooms (Lab School) Estimated Cost 600,000 Priority High- Moderate-Low HighCapital Projects Priority Listing School Parkview Arts/Science Magnet High School Date November 15, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Overhaul and clean HVAC system 2. Install new thermostatic controls for the HVAC system in each classroom. 3. Construct additional permanent classroom space. 4. Install additional lighting in academic hallways and stairwells. 5. Install additional exterior lights. 6. Update restrooms. 7. Resurface parking lot. 8. Resurface front walkway. 9. Update landscaping and beautify site. la 11. 12. Category 2. Projects to sustain current educational programs and initiatives. 1. Install secure storage area for band/orchestra instruments. 2. Purchase new curtains for Metcalf auditorium. 3. Build fieldhouse/locker rooms/weight room/offices. 4. Install 21 additional seats in Babbs Independence Hall (as per original plan). 5. Estimated Cost 10,000 100,000 10,000 15,000 Estimated Cost 425,000 Priority High - Moderate - Low Priority High - Moderate - LowCapital Projects Priority Listing School Metropolitan Vocational Technical Center Date 1/19/99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Cooling tower 2. Ventilation system - cosmetology 3. Electrical upgrade 4. Air condition Building C - shop areas 5. Intercom system 6. T 8. 9. 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Renovate restrooms y 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Childs toilet - Daycare 2. Direct phone line - Daycare L Estimated Cost 60^000 50,000 6,000 100,000 20,000 Estimated Cost 200,000 85,000 Estimated Cost 23^ 175 Priority High - Moderate - Low ________High________ ________High________ Moderate ________High________ Moderate Priority High - Moderate - Low High High Priority High - Moderate - Low ________High________ HighCapital Projects Priority Listing School Alternative Learning Center Date December 9, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Plumbing repairs in restroom near cafeteria 2. Wheelchair ramp at front entrance \u0026amp; SHO 3. New installation of intercom system 4. Fences \u0026amp; lights on parking lot 5. Landscaping improvement 6. Carpeting 100% 7. Restroom renovations 8. Renovation for pest abatement 9. Cafeteria windows replaced/upgraded 10. Acoustic hallways and cafeteria II 12. 13. 14. 15. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade Z 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. New gymnasium/P.E. facility constructed 2. Video cameras in all classrooms T 4. 5. Estimated Cost 5^000 2,000 10,000 7,000 10,000 35,000 25,000 5,000 5,000 50,000 Estimated Cost 50,000 Estimated Cost 500,000 15,000 Priority High - Moderate - Low ________High________ Moderate ________High________ Low Moderate High ________High________ ________High________ Moderate High Priority High - Moderate - Low Moderate Priority High - Moderate - Low High HighCapital Projects Priority Listing School Cloverdale Middle School Date December 9, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Technology upgrade 2. Electrical upgrade 3. Upgrade electrical services 4. Replace electrical panels in gym/classrooms 5. HVAC classroom units (heat/air) 6. Roofmg/guttering 1. Exit/emergency lighting 8. Waterproofmg/caulking 9. Landscaping 10. Upgrade fir alarm 11. Floor covering (30%) 12. Drinking fountains 13. Restroom renovation 14. New bell system 15. Gym bleachers repair 16. Renovate dressing rooms 17. Outside storage building 18. Resurface Holland Street 19. Re-pour kitchen floor 20 Category 2. Projects to sustain current educational programs and initiatives. L 2. 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. L 2. 3. 4. 5. Estimated Cost 413\\0W 10,000 15,000 5,000 125,000 45,000 8,000 20,000 15,000 20,000 24,500 13,000 30,000 3,000 20,000 24,000 4,000 25,000 40,000 Estimated Cost Estimated Cost Priority High - Moderate - Low ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ High ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ High Priority High - Moderate - Low Priority High - Moderate - LowCapital Projects Priority Listing School Dunbar Magnet Middle School Date November 29, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. ADA Adaptations 2. Electrical upgrade 3. Replace electrical panels 4. Total renovation of main building 5. Total renovation of gym 6. Gutter/downspout/storm drain 7. Energy efficient lighting 8. New lockers 9. Replace auditorium seats - balcony 10. Replace stage lighting 11. Landscaping 13. 14. 15. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 2. 3. 4. 5. Estimated Cost 400^000 10,800 30,000 3,500,000 750,000 85,000 45,000 2,000 18,000 150,000 25,000 Estimated Cost 391,000 Estimated Cost Priority High - Moderate - Low ________High________ High ________High________ ________High________ ________High________ Moderate Moderate Low Low Low Low Priority High - Moderate - Low High Priority High - Moderate - LowCapital Projects Priority Listing School Forest Heights Middle School Date December 7, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. ADA Adaptations - covering for walkway to 500 building 2. Renovation of gym (HVAC) 3. Renovation of original classrooms, cafeteria \u0026amp; stage area, update Home Economics equipment 4. Carpeting replacement 5. Lighting - outside 600 wing \u0026amp; east parking lot 6. Teacher restrooms - downstairs 1. Drainage - gutter downspout between 700/500 area 8. Landscaping - railroad ties in front of building to back of 600 wing 9. Replace dish room floor tile (cafeteria) 10. Drain covers, lights, new mop sink, ceiling tiles in kitchen 11. Storage cabinets in conference room 13. 14. 15. Estimated Cost 275,000 800,000 5,000 10,000 1,200 6,000 Priority High - Moderate - Low High High High Moderate High Moderate High Moderate Moderate Moderate Low Category 2. Projects to sustain current educational programs and initiatives. 1. Additional phone lines 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Technology upgrade (computers) 2. Electrical upgrade 4. 5. Estimated Cost Priority High - Moderate - Low High Estimated Cost 385,000 9,200 Priority High - Moderate - Low ________High________ HighCapital Projects Priority Listing School Henderson HS Magnet Middle School Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs 1. ADA Adaptations 2. Energy Efficient Lighting 3. Asbestos Removal Ceiling 4. Electrical Upgrade 5. Resurface Parking Lot 6. Partial Roof Replacement 7. Paint Interior 8. Replace Concrete Patio 9. Floor Covering (50%) 10. Resurface Teimis Courts 11. New Intercom System 12. Renovate Dressing Room 13. Replace Gym Electrical Panel 14. Landscaping 15. Locker Replacement/Repair 16. New Sign 17. Gym Exhaust 18. Stage Closet 19. Front Office Renovation 20. Replace Acoustic Tile Walls/ Ceiling Gymnasium Category 2. Projects to sustain current educational programs and initiatives. 1. Technology Upgrade 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions - T 2. 3. 4. 5. Estimated Cost $ 65,000.00 135, 000. 00 675, 000. 00 50, 000. 00 50, 000. 00 85, 000. 00 100, 000. 00 50, 000. 00 47, 000. 00 8, 000. 00 20, 000. 00 5, 000. 00 25, 000. 00 75, 000. 00 6, 000. 00 6, 000. 00 1, 000. 00 Estimated Cost $ 361, 000. 00 Estimated Cost Priority - High - Moderate - Low High Moderate High High Low High High Low High Low Moderate High High High Moderate Low Low Low High High Priority - High - Moderate - Low High Priority - High - Moderate - LowSchool Capital Projects Priority Listing Mabelvale Middle School Date November 17, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. The following recommendations were developed by the Campus Leadership Team and were presented to the Mabelvale Middle School PTSA board. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Cafetorium Expansion/Renovation (Stage) 2. Re-align drainage at cafeteria 3. Replace gym electrical panel 4. Gym bleachers repaired 5. Renovate dressing rooms 6. Landscaping 7. ADA adaptations 8. Track for physical education 9. HV/AC system for media center 10. Renovation of rooms 13-19 II 12. Estimated Cost $10,000. $30,000. $15,000. Priority High - Moderate - Low ________High________ ________High________ ________High________ Moderate Low Moderate Moderate Low Moderate Moderate Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Electrical upgrade 3. Media center expansion/computer lab 4 5. Estimated Cost $200,000. $6,000. Priority High - Moderate - Low High ________High________ High Category 3. Projects to sustain and plan for new educational initiatives and expansions. Construction of eight new classrooms to replace rooms 1 -8 1. Construction of offices for counselors and registrar 2. Construction of assistant principal offices (2) Due to displacement from cafetorium expansion 3. Demolition of old rooms 1-8 4 5. Estimated Cost Priority High - Moderate - Low High High Moderate HighSchool Capital Projects Priority Listing Mann Magnet Middle School Date December 7, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Music hall and gym area reconstruction 2. Paint building 3. Electrical upgrade for entire school 4. Technology upgrade 5. Dance floor - room 222 6. Dance Studio 1- replace opaque panels/carpet 7. Fencing 8. Library 9. Structural repair/replacement (English \u0026amp; NW wing) 10. Install HVAC ducts in English wing 11. Auditorium and stage 12. Landscaping 13. Replace lockers ($80 per student) 14. Install driveway (requires traffic study) 15. Install HVAC vents - foyer auditorium 16. ADA Adaptations 17. Energy efficient lighting/ceiling 18. Structural study 19. Replace carpet 30% 20. Storm drain project (requires study) 21. Pave drives 22. New gym floor 23. Replace sewer line 24. Rewire hall lights 25. Replace gym electrical panel 26. Replace electric panels - classrooms 27. Van 28. Art classes 29. Auditorium PA system 30. Portable bleachers - football field 31. Science room renovation 32. Final coat roof Category 2. Projects to sustain current educational programs and initiatives. 2. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 2. Estimated Cost 12,800 470,000 10,000 5,000 1,000,000 8,000 20,000 33,000 25,000 86,000 205,000 35,000 34,000 20,000 25,000 10,000 5,000 35,000 7,000 15,000 6,000 120,000 40,000 Estimated Cost Estimated Cost Priority High - Moderate - Low Priority High - Moderate - Low Priority High - Moderate - Low* * * * * * * School Pulaski Heights Middle School Capital Projects Priority Listing Date 11/19/99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Replace HVAC 2. Install AC (or fans) in gymnasium 3. Replace windows (or bricked over areas) with operable windows 4. Repair roof 5. Upgrade electrical 6. Replace electric panels in kitchen, gym, other 7. Replace floor-covering as needed 8. Repair sidewalks \u0026amp; stairs and install railing on Pine Street 9. Install additional faculty bathrooms 10. Install new kitchen doors 11. Replace kitchen floor tiles 12. Install new intercom system 13. Extend telephone system 14. Install safety exits for upper floors 15. Install light on landing of second floor (SE) 16. Replace floor in Room 105 17. Replace SE side doors, slab \u0026amp; door-stopper 18. Replace NE side doors 19. Remove bat guano from ceilings 20. Landscape (including an irrigation system) the west side of the building 21. Add exterior lighting to reflect on portable buildings 22. Replace ceiling tiles as needed 23. Make modifications to comply with ADA 24. Repair plaster and paint interior 25. Renovate dressing rooms and lockers in the gymnasium 26. Renovate the auditorium 27. Replace auditorium lights 28. Replace stage lighting in auditorium 29. Build covered walkway to portable buildings 30. Convert to energy efficient lighting ! ceiling 31. Convert to automatic low flow flushing toilets 32. Build outside storage building Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrades of existing computer labs (Rooms 309 \u0026amp; 409) 2. Upgrade library to correct inadequacy per ODM 3. 4. 5. Renovate current library space for administrative offices or classrooms Enclose area between gymnasium and band building for offices, storage, and classrooms Install sinks and storage area in science rooms 6. Replace lockers 7. Install VCR in every classroom 8. Install pencil sharpeners in every classroom 9. Install regulation cushions for basketball backboards 10. Install mirrors in a classroom for spirit groups practice 11. Secure storage area in band room Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. 2. Build an addition for a new library, a creative learning lab, and six new classrooms Convert one classroom to an EAST lab * 3. Upgrade science rooms with lab tables, miming water, drainage and gas connections Shared with Pulaski Heights Elementary Estimated Cost $450,000 $75,000 $200,000 $48,000 $45,200 $43,000 $80,000 $35,000 $2,000 $6,000 $12,000 $5,000 $150,000 $10,000 $625,000 $150,000 $25,000 $100,000 $60,000 $150,000 $40,000 $135,000 $4,000 Estimated Cost $430,000 $650,000 $3,000 $33,000 $600 Estimated Cost +$2,000,000 $25,000 $150,000 Priority High - Moderate - Low High High High High High High High High High High High High High High High High High High High Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Low Low Low Low Priority High - Moderate - Low High High High High Moderate Moderate Low Low Low Low Low Priority High - Moderate - Low High High ModerateCapital Projects Priority Listing School Southwest Middle School Date November 10, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Energy efficient lighting (halls only)________ 2. Rewrap hall HVAC piping_________________ 3. Major renovation (83,000 sq ft x $20/ft)_____ 4. Asbestos removal________________________ 5. Renovate dressing room___________________ 6. ADA adaptation__________________________ 1. Electrical upgrade________________________ 8. Re-engineer front parking lot_______________ 9. Landscaping 10. Estimated Cost 70,000 5,000 1,800,000 26,000 15,000 75,000 11,000 20,000 15,000 Priority High - Moderate - Low ________High________ Moderate Low High Moderate Moderate High ________High________ Moderate Category 2. Projects to sustain current educational programs and initiatives._______________________ 1. Technology upgrade_______________________ 2. Re-carpet media center 3. 4. 5. Estimated Cost 360,000 Priority High - Moderate - Low ________High________ High Category 3. Projects to sustain and plan for new educational initiatives and expansions. L________________________________________ 1_ 1________________________________________ 4________________________________________ 5. Estimated Cost Priority High - Moderate - LowCapital Projects Priority Listing School Badgett Elementary Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Fire alarm upgrade 2. Energy efficient lighting 3. ADA adaptations 4. Asbestos removal ceiling 5. Technology upgrade 6. Electrical upgrade 7. Renovation (23,400 sq ft x $30sf) 8. Fence repairs 9. Replace sewer line 10. New electric service to building 11. Landscaping 12. Media Center addition 13. Replace carpet in classrooms, media center, and office area 14. Remodel bathroom and replace plumbing 15. Replace intercom and PA systems 16. Covered walk-ways to portable classrooms 17. Wall mounted TVs for classrooms 18. Science and Math labs with updated equipment 79^ Category 2. Projects to sustain current educational programs and initiatives. L 2. 3. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 2. 3. Estimated Cost WOO 42,000 40,000 220,000 196,000 2,100 750,000 2,000 6,000 10,000 20,000 125,000 Estimated Cost Estimated Cost Priority High - Moderate - Low Priority High - Moderate - Low Priority High - Moderate - LowCapital Projects Priority Listing School Bale Elementary Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. _ Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Central HVAC 2. ADA Adaptations 3. General Restoration (33,600 sq ft) 4. Replace floor tile in kitchen 5. Replace sewer line 6. Replace hall lights 7. Replace electrical conduit on roof 8. Energy efficient lighting 9^ 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Electrical upgrade y 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. ADA adaptations - play area \u0026amp; resurface 2. Additional portable 3. Landscaping 5. Estimated Cost 200,000 55,000 1,680,000 3,000 20,000 15,000 10,000 52,000 Estimated Cost 172,000 5,500 Estimated Cost 33^ 22,000 15,000 Priority High - Moderate - Low Moderate Moderate ________ High________ Low Moderate Moderate Moderate Low Priority High - Moderate - Low ________ High________ High Priority High - Moderate - Low ________ High________ Moderate Moderate Capital Projects Priority Listing School Baseline Elementary Date November 29. 1999 Please list capital projects by category and indicate the project assigned to the project by CLT. Attach additional slieets if necessary. Category 1. Projects to sustain the facility and the correct major deficiencies and repairs-______________________________ 1. Walls_____________________________ 2. New carpet/tile for facility___________ 3. Grounds landscaped________________ 4. Fence around building______________ 5. Playground equipment______________ 6. Enclose office area_________________ 7. Relocate restrooms in office area 8. New intercom system_____________ 9. Install ventilation fans to bathroom Estimated Cost 35,000.00 20,000.00 10,.000.00 3,000.00 5,000.00 5,000.00 25,000.00 2,000.00 1,000.00 Priority -High -Moderate - Low High High High High____ High High Moderate Moderate Moderate Category 2. Projects to sustain current educational programs and initiatives - 1. Update Computer Lab Estimated Cost 200,000.00 Priority - High - Moderate - Low HiSh___________________ Category 3. Projects to sustain and plan for new educational initiatives and expansions -________________________ 1. Renovate classroom space_________ 2. Maintain Success For All Reading Program________________________ 3. Computer for Title I classroom 4. Restroom for CBI lab_____________ 5. Portable Stage Estimated Cost 6,000.00 30,000.00 2,000.00 5,000.00 3,000.00 Priority -High -Moderate - Low High High High High ModerateCapital Projects Priority Listing School: Booker Arts Magnet Date: 12-6-99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Renovate restrooms________________________ 2. Playgroundlandscape, new play unit 3. Lighting retrofit____________________________ 4. Replace gym roof 5. Upgrade exterior lighting/timer 6. HVAC and controls in gym 7. Upgrade windows 8. Carpet replacement_________________________ 9. ADA Adaptations 10. Replace locks/hasps on classroom exterior doors 11. Improve drainage__________________________ 12. Enclose all HVAC units in interior 13. Replace old chalkboards____________________ 14. Fire alarm upgrade_________________________ 15. Electrical upgrade 16. Replace cabling/speakers/switches 17. Replace floor tile in kitchen 18. Replace missing floor tile in halls 19. Install additional outlets in classrooms 2(h Category 2. Projects to sustain current educational programs and initiatives. 1. Construct auditorium_______________________ 2. Place acoustical tiles in gym 3. Place tack strips in classrooms 4. Data video projector_______________________ 5. Replace gym bleachers_____________________ 6. 7. Category 3. Projects to sustain and plan for new educational initiatives and expansions._________ 1. Enclose exterior courtyards_______________ 2. Pave new parking area near track__________ 3. Expand Media Center into courtyard_______ 4. Extend waterline to courtyard 1 Estimated Cost $100,000 45,000 4,000 200,000 250,000 100,000 7,000 32,000 9,500 5,000 Estimated Cost 3,500 125,000 Estimated Cost Priority High - Moderate - Low High Moderate High High _______High_______ _______High_______ Moderate High Moderate High Low Low Moderate High High Low Low High High Priority High - Moderate - Low High High Moderate Low Low Priority High - Moderate - Low Low Low Low ModerateCapital Projects Priority Listing School Brady Elementary Date December?, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. ADA Adaptations 2. Energy efficient lighting 3. Enclose outside walkway 4. Floor coyering 90% 5. Electrical upgrade 6. Restroom Renoyation 7. Add window to office 8. Landscaping 9. Replace outside doors - Bldg. #2 10. Floor tile abatement 11. Install exhaust fan in Health room 12. Replace floor tile - kitchen 13. Asbestos remoyal - ceiling 14. Playground renoyation K Estimated Cost 66,000 20,000 32,600 6,000 25,000 2,000 10,000 4,000 18,000 600 3,000 320,000 5,000 Priority High - Moderate - Low High High High ________High Moderate Moderate Moderate Moderate Moderate Moderate Low Low ________High________ Moderate Category 2. Projects to sustain current educational programs and initiatiyes. 1. Technology upgrade 2^ 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatiyes and expansions. 1. Fenced in area by Annex 2. 5 Classroom addition y 4. 5. Estimated Cost 200,000 Estimated Cost 6,000 340,000 Priority High - Moderate - Low High Priority High - Moderate - Low ________High________ ModerateCapital Projects Priority Listing School Carver Magnet Elementary Date December 2, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Floor covering 2. Expand Media Center 3. Expand parking lot/drive 4. Parking lot drainage 5. Classroom renovation 6. T 8. 9. 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Electrical upgrade 3. ADA Adaptations 4 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. L 2. 3. 4. 5. Estimated Cost WOO 125,000 85,000 15,000 15,000 Estimated Cost 327,000 8,000 20,000 Estimated Cost Priority High - Moderate - Low ________High________ Moderate ________High________ ________High________ High Priority High - Moderate - Low ________High ________High________ High Priority High - Moderate - LowCapital Projects Priority Listing School: Chicot Elementary Date: December 9, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Additional acoustical matting in classroom walls_________ 2. Fence around entire campus 3. Speakers in hallways, work room, cafeteria, custodian room 4. Waterproofing old section____________________________ 5. Drainage improvements______________________________ 6. T 8. 9. 10. Estimated Cost 40,000 Woo Togo 75,000 50,000 Priority High - Moderate - Low High High Moderate High High Category 2. Projects to sustain current educational programs and initiatives. 1. Technology Upgrade 2. 3. 4. 5. Estimated Cost Priority High - Moderate - Low Moderate Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Playground equipment for all grades 2. Skylights in inner classrooms and Media Center y 4. 5. Estimated Cost Priority High - Moderate - Low Moderate ModerateCapital Projects Priority Listing School Cloverdale Elementary Date December 6, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Replace roof on Media Center 2. Replace girls restroom counter 3. Replace hanging and missing gutters 4. Enclose open ramps to create hallways 5. Playground improvements/drainage 6. Replace and add carpet in the classroom 1. Fill in holes in the courtyard 8. Fix leak in the health room and replace carpet 9. Replace water fountain in counselors office/health 10. Paint classrooms/doorways 11. Level concrete by four-year-old classrooms 12. Make classrooms handicap accessible 13. Heating system for four-year-old building 14. Fix leak in four-year-old classroom IT Estimated Cost Priority High - Moderate - Low High Moderate Moderate ________High________ ________High________ ________High________ ________High________ ________High________ ________High________ Moderate ________High________ Moderate ________High________ High Category 2. Projects to sustain current educational programs and initiatives. 1. Upgrade the Computer Lab 2. Buy new software so all grades can use computer lab 3. New playground equipment 4. Materials to sustain current SEA program 5. Computer for GT classroom 6. Replace old chalkboards with dry erase boards Estimated Cost 12,()00 50,000 10,000 2,000 Priority High - Moderate - Low ________High________ Moderate Moderate High Moderate Moderate Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Add additional bathrooms 2. 3. 4. 5. Estimated Cost Priority High - Moderate - Low HighCapital Projects Priority Listing School Dodd Elementary Date November 22, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Bathrooms for Kindergarten (see below) 2. Upgrade other bathrooms 3. Doors for kitchen 4 y Estimated Cost Priority High - Moderate - Low ________High________ High Low Category 2. Projects to sustain current educational programs and initiatives. 1. Early Childhood wing, to include bathrooms and a multi-purpose room 2. Portable walls for 2 classrooms (would not need if #1 was built) Estimated Cost 450,000 35,000 Priority High - Moderate - Low High High 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 2. 3. 4. Estimated Cost Priority High - Moderate - LowSchool Capital Projects Priority Listing Fair Park Elementary Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Replace roof 2. Update all bathrooms 3. Add central heat and air throughout the building 4. Replace/repair asphalt on campus 5. Update the cafeteria 6. Purchase curtains for the stage 7. Install tile floors in the hallway 8. Replace damaged ceiling tiles 9. Replace screens on windows 10. Replace the cover on the awning Tl 12. Category 2. Projects to sustain current educational programs and initiatives. 1. Update all classrooms 2. Replace computers in the Computer Lab 3. Add four classrooms to the SW end of building 4. Put five computers in each classroom 5. Wire building for internet access 6. Automate the Media Center 7. Install dry erase boards in all classrooms 8^ Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Landscape the campus 2. Remove all mobile classrooms 3. Update the office area 4. Update staff workroom 5. Place speed bumps in front of the school 6. Create a parking area on the north side of building Estimated Cost WOO 22,000 50,600 20,000 50,000 3,000 24,000 11,000 17,000 2,700 Estimated Cost 153,600 55,000 125,000 17,000 3,000 Estimated Cost TWO 29,000 6,000 Priority High - Moderate - Low ________High________ ________High________ ________High________ Moderate Moderate Low ________High________ Moderate Moderate Low Priority High - Moderate - Low ________High________ ________High________ Moderate ________High________ High High Moderate Priority High - Moderate - Low Moderate Moderate ________High________ Moderate Low ModerateCapital Projects Priority Listing School Forest Park Elementary Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Central heat \u0026amp; air for entire building 2. Renovation of all restrooms 3. Re-plaster and paint interior walls 4. Resurface all playgrounds 5. Resurface back of building (bus loading area) 6. Landscape/irrigate sides of building 7. Replace carpet in building 8. Adequate off-street parking for staff 10. Estimated Cost 200,000 45,000 50,000 45,000 30,000 10,000 29,000 30,000 Priority High - Moderate - Low ________High________ ________High________ ________High________ ________High________ ________High________ Moderate ________High________ High Category 2. Projects to sustain current educational programs and initiatives. 1. Update computer technology lab 2. Redo stage curtains and sound system 3. Mount closed circuit TVs/VCRs in each classroom 4. Closed circuit television 5. New play unit on playground 6. 8. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Expand Media Center facility 1. 3. 4. 5. Estimated Cost 288,000 40,000 20,000 20,000 Estimated Cost Priority High - Moderate - Low _______High________ Moderate Moderate Moderate Moderate Priority High - Moderate - Low HighCapital Projects Priority Listing School Franklin Elementary Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. New roof 2. Drainage 3. Reconnect bathroom showers 4. Painting building interior 5. Air conditioning cafeteria 6. Air conditioning auditorium 7. Renovate old section 8. ADA Adaptations 9. Replace outside lighting 10. Landscaping 11. Electrical upgrade 12. New play unit 13. Play area fence 14. Outside storage building 15. Roll-up window for dish room 16. Accordion door in kitchen Tl 18. 19. 20. Estimated Cost 150,000 25,000 45,000 35,000 1,600,000 70,000 8,000 20,000 10,500 2,000 4,000 4,000 2,500 Priority High - Moderate - Low ________High________ ________High________ Moderate Moderate ________High________ ________High________ _______High________ ________High________ Moderate Moderate ________High________ Low ________High________ Low Low Low Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 3. 4. 5. Estimated Cost 206,000 Priority High - Moderate - Low High Category 3. Projects to sustain and plan for new educational initiatives and expansions. 2. 3. 4. Estimated Cost Priority High - Moderate - LowSchool Capital Projects Priority Listing Fublright Elementary Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Parking expansion, including additional entrance/exit 2. Carpet 3. Air conditioning and heat working properly 4. Renovate bathrooms 5. Resurface playground area 6. Replace roof - 8. 9. 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Updated computer lab 2. Closed circuit cable and broadcast system, including infrastructure and equipment 3. Science labs - two indoor and one outdoors 4. P. E. program with proper facilities y Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Foreign language (Spanish) 2. Art Program 3. Band and/or orchestra program 4 5. Estimated Cost 350,000 50,00 100,000 10,000 20,000 207,680 Estimated Cost 345,000 120,000 20,000 350,000 Estimated Cost 50J)0d 60,000 60,000 Priority High - Moderate - Low High High High Moderate Moderate Low Priority High - Moderate - Low ________High________ High Moderate Moderate Priority High - Moderate - Low ________High________ Moderate LowCAPITAL PROJECTS PRIORITY LISTING School Geyer Springs Elementary School Date November 23, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Roof Repaired (New Roof)____________ 2. Restroom (Staff and Visitors) 3. Playground Equipment A ___________________________________ 6. y 8. 9. 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology Upgrade (Computer Lab) 2. Multi-purpose Room (P.E., etc.) 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. L 2. 3^____________________________________ 4. 5. Estimated Cost Estimated Cost Estimated Cost Priority High - Moderate - Low ________High________ ________High________ Low Priority High - Moderate - Low ________High________ High Priority High - Moderate - LowSchool Capital Projects Priority Listing Gibbs Magnet Elementary Date November 17, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Add on to the school so that the two back entrances connect. Add additional classrooms to replace portable classrooms. 2. Language lab additions 3. Convert cafeteria to multi-purpose/gym 4. Add cafeteria and kitchen to rear of school 5. P. E. office and equipment room area - attached to new gym area 6. Add additional space in library and a classroom computer area in the library 7. Add study/testing room 8. Add in-school suspension room 9. Upgrade all restrooms 10. Additional storage areas 11. Replace carpet in all classrooms and offices with new carpet 12. Move health room to international studies room and move bathroom door and sink to international studies room. (They presently are back to back.) 13. Facelift for front of building with many flagpoles and landscaping 14. Build risers in music room U Estimated Cost Priority High - Moderate - Low High High High High High High High High High High High High High High Category 2. Projects to sustain current educational programs and initiatives. 1. More computers in classrooms y 3. Category 3. Projects to sustain and plan for new educational initiatives and expansions. L 2. 3. Estimated Cost 221,000 Estimated Cost Priority High - Moderate - Low High Priority High - Moderate - LowCapital Projects Priority Listing School Jefferson Date 11/23/99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Renovation 43,500sf @35 2. Electrical Upgrade 3. New Electrical Outlets 4. 5 classroom replacement/addition 5. Lighting retrofit 6. Improve drainage/landscaping 1. Landscaping 8. New play unit on playground 9. Additional parking 10. Clean hall bricks 11. Replace sewer lines II 13. 14. 15. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Cork strip halls 3. Classroom furniture 4. Replace window shades 5. Classroom cabinets 6. Replace cable system 7. Office space renovations K 9. 10. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Additional restrooms in kindergarten wing 2. Fire alarm upgrade T 4. 5. Estimated Cost $1,500,000 100,000 40,000 500,000 65,000 10,000 10,000 10,000 7,000 8,000 7,000 Estimated Cost JTzooo 1,200 10,000 3,000 50,000 4,000 3,000 Estimated Cost Inc. Cat. 1-1 6,000 Priority High - Moderate - Low High________________ High________________ High________________ High________________ Moderate Moderate Moderate Moderate Moderate Moderate Moderate Priority High - Moderate - Low High________________ Moderate Moderate Moderate Moderate High________________ Moderate Priority High - Moderate - Low Moderate LowCapital Projects Priority Listing School King Interdistrict Magnet Elementary Date November 15, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Re-carpet classrooms 2. Additional classroom storage 3. Covered walkway 4. Gymnasium 5. 6. T 8. 9. 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Electrical upgrade J 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Music Lab 2. Classroom expansions y 4. 5. Estimated Cost 64^^ 75,000 Estimated Cost 361,000 8,500 Estimated Cost Priority High - Moderate - Low ________High________ Moderate ________High________ Moderate Priority High - Moderate - Low High  High Priority High - Moderate - Low Low ModerateCapital Projects Priority Listing School Mabelvale Elementary Date November 15, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Door inserted between computer labs 2. Door inserted in principals office 3. Additional parking 4. New carpeting throughout building 5. Fill in ditch in front of building 6. Landscaping 7. New playground equipment 8. Replace tiles throughout building 9. Vents in all restrooms 10. Outside storage 11. New drainage system II 13. 14. 15. Category 2. Projects to sustain current educational programs and initiatives. 1. Classroom computers/printers 2. Classroom furniture 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Storage cabinets in classrooms 3. 4. 5. Estimated Cost 3^ 300 7,000 30,000 1,000 5,000 10,000 18,000 4,000 3,000 4,000 Priority High - Moderate - Low ________High________ ________High________ ________High________ Moderate Low Moderate Moderate ________High________ ________High________ Low High Estimated Cost 40,000 10,000 Priority High - Moderate - Low ________High________ Moderate Estimated Cost WOO Priority High - Moderate - Low ModerateCapital Projects Priority Listing School McDermott Elementary Date December 6, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. New heating/air system - all areas kitchen \u0026amp; health room 2. Renovate restrooms\ninclude handicapped 3. Reconfigure back parking lot to bus drive 4. Closet/restroom in principals office 5. Add hot water to sink/counter in teachers lounge 6. Repave asphalt areas 7. Update classroom furniture 8. Replace lights on exterior of building 9. Update intercom system 10. Renovate/landscape upper/lower playground/add fence 11. Update incoming electrical equipment 12. Additional electrical outlets 13. Shelves in bookroom 14. New entrance/exit doors/ffames/windows 15. Paint hallways 16. French drain on east side of building 17. Water faucet in courtyard 18. Replace all floor tiles/carpeting 19. Replace skylights M Priority High - Moderate - Low High High High High High High High High High High High High High High High High High High High Category 2. Projects to sustain current educational programs and initiatives. 1. Computers in each classroom 2. Software 3. Group Listening Centers/Stations 4. Grade level books for curriculum initiative 5. Televisions with port to connect to PC 6. PC to TV adapter y Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Expand Library/additional shelving 2. Draperies for stage 4. Estimated Cost 275,000 25,000 25,000 8,000 2,000 10,000 18,000 15,000 10,000 25,000 10,000 1,000 500 16,000 10,000 2,000 2,000 80,000 6,000 Estimated Cost 4(Xood 20,000 25,000 30,000 5,900 2,600 Priority High - Moderate - Low High High High ________High________ High High Estimated Cost 20,000 1,500 Priority High - Moderate - Low ________High________ HighCapital Projects Priority Listing School Meadowcliff Elementary Date December 6, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Energy efficient lighting 2. Electrical upgrade 3. Fire alarm upgrade 4. Asbestos removal ceiling 5. Landscaping 6. Repave parking lot 7. Minor renovation y 9. 10. Estimated Cost WOO 6,500 15,000 235,000 15,000 55,000 740,000 Priority High - Moderate - Low ________High________ ________High________ High ________High________ Moderate Low Moderate Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Classroom furniture y 4. 5. Estimated Cost 294,000 50,000 Priority High - Moderate - Low ________High________ High Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. New computer lab 2. Updated media center 4. 5. Estimated Cost Priority High - Moderate - LowCapital Projects Priority Listing School Mitchell Academy Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. ADA adaptations_______________________________ 2. Energy efficient lighting 3. Electrical upgrade_______________________________ 4. Structural repairs_______________________________ 5. Exterior waterproofing___________________________ 6. Floor covering 25%_____________________________ 7. Pave parking___________________________________ 8. Ceiling Replacement 9. New speakers/switches 10. Rebuild restroom floor 11. Landscaping/fencing 12. Administrative renovation 13. Enclose/cover connection between main building and annex buildings lA 15. Estimated Cost 230,000 50,000 4,000 20,000 100,000 10,000 15,000 60,000 4,000 15,000 75,000 750,000 Priority High - Moderate - Low Moderate ________High________ High ________High________ ________High________ Moderate Low Low Low ________High________ Moderate Moderate High Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. L 2. 3. 4. 5. Estimated Cost Estimated Cost Priority High - Moderate - Low High Priority High - Moderate - LowCapital Projects Priority Listing School Otter Creek Elementary Date November 17, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Storm Drainage System 2. Floor Covering - Carpet 3. Security light on parking lot 4. Additional playground/equipment 5. Outside water fountain 6. Additional parking area 7. Landscaping 9. 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology Upgrade 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. 6 classroom addition 2. Office for assistant principal 3. Bathroom - Handicapped accessible 4. Cafetorium with stage y Estimated Cost Estimated Cost Estimated Cost Priority High - Moderate - Low High________________ High________________ High________________ High________________ Moderate Moderate Moderate Priority High - Moderate - Low High Priority High - Moderate - Low High________________ High________________ High________________ HighCapital Projects Priority Listing School Pulaski Heights Elementary Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. New office/health room/ADA/security monitors 2. Upgrade restrooms 3. Air conditioning/central air 4. Upgrade cafeteria 5. Fence around playground 6. Parking lot/circular driveway 1. Landscaping/playground equipment  ' Bfc - I 8. New return system for central air in 5 grade 9. New roof 10. Glass windows in rooms on 3'\"* floor 11. New carpet II 13. 14. 15. Estimated Cost 100,000 15,000 50,000 Priority High - Moderate - Low ________High________ ________High________ ________High________ High High . High ________High________ High ________High________ ________High________ High Category 2. Projects to sustain current educational programs and initiatives. 1. Upgrade cabling 2. Install cabling 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. New Media Center/multi-purpose room I 3. 4. 5. Estimated Cost Estimated Cost Priority High - Moderate - Low High High Priority High - Moderate - Low HighCapital Projects Priority Listing School Rightsell Elementary Date November 15, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Landscaping and fence around the school 2. Energy efficient lighting 3. Electrical update 4. Paint interior/exterior and repair walls 5. Waterproof library 6. Replace storm piping 7. New kitchen floor 8. Replace floor tile pantry 9. New speakers/switches/intercom 10. Replace front doors 11. Repair kitchen floors 12. Replace storm drain____________________________ 13. Rebuild restroom floors/basement \u0026amp; 2\" 14. Plumbing retrofit 15. ADA adaptations 16. Replace boiler 17. New roof 18. Install surface covering on playground 19. Install weather stripping under all exit doors 2Q. Estimated Cost 100,000 84,000 5,000 135,000 50,000 25,000 18,000 1,000 4,000 8,000 8,000 15,000 30,000 85,000 230,000 8.000 Priority High - Moderate - Low Moderate High ________High________ Moderate ________High________ Low Moderate Moderate Moderate Moderate Low Low Moderate Moderate Moderate High High High High Category 2. Projects to sustain current educational programs and initiatives. 1. Maintain low classroom enrollments (20/1) 3. 4. Estimated Cost 200,000 Priority High - Moderate - Low High Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Technology upgrade 2^ 3. 4. Estimated Cost 115,000 Priority High - Moderate - Low HighSchool: Rockefeller Elementary School Capital Projects Priority Listing Date\nDecember 9, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. ategory 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. New carpet throughout the building 2. New intercom system - The system needs to be one that will prove to be least disturbing for an open-space school. 3. Heating/Air Replacement - This must include all new vents or totally cleaning the ones presently in the building. Present vents spit out dirty residue into the rooms. 4. Improve playground and work to eliminate soil erosion on early childhood, primary and intermediate playground area. The grounds are in poor condition. 5. Provide emergency hom/bell system on the outside of the building_______________ ' 6. Replace damaged window panes in the building - Plexiglas panes at front entrance, principals office, assistant principals office, bookkeepers office. Early Childhood Coordinators two office windows, and several kindergarten classes. Cloudy, dirty appearance and most unattractive - cleaning does not improve appearance.___ 7. Re-key all doors to the building or provide an improved system of entering the building for staff members. 8. Install proper ventilation in the restroom areas and also the room housing the kiln 9. Interior Renovations 10. Paint interior/exterior 11. Electrical upgrade 12. American Disability Act adaptations 13. Replace Lay-in Ceiling Tile____________________________________________ 14. Improve outdoor lighting____________________________________________ 15. Landscaping Category 2. Projects to sustain current educational programs and initiatives. 1. Outside storage unit for storage of Early Childhood equipment such as tricycles, outside play toys, etc. 2. Technology upgrade 3. Remodel front office area and conference room furnishings 4. Provide and install Dutch doors (cut half in the middle with ability to leave top open or closed) on the health room and doors (5) in the early childhood area. 5. Remodel space to accommodate nurse and counselor in adjoining spaces for health related issues and instructional/counseling purposes. L 6. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Build at least 4 new classrooms plus two other instructional areas - a special activity room and a science lab 2. Expand parking spaces for parents/visitors 3. Provide covered walkway or awning for protection from rainy weather as parents come from the parking area and enter the Early Childhood classrooms (Infant/Toddler) 4. Estimated Cost $61,000 $12,000 $500,000 $60,000 $15,000 $60,000 $7,500 $25,000 $85,000 $20,000 Estimated Cost $4000 $5000 $5000 Estimated Cost $250,000 $250,000 Priority High - Moderate - Low Very High Very High Very High High Moderate to High . High Moderate High Moderate High High High Moderate High Moderate Priority High - Moderate - Low Moderate High Moderate High Moderate Priority High - Moderate - Low High High ModerateCapital Projects Priority Listing School Romine Elementary Date December 7, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Central HVAC 2. Asbestos Removal - Doors_______________________ 3. Restroom renovations___________________________ 4. Energy efficient lighting - grounds________________ 5. Landscaping ______________________________ 6. Replace carpet in office, lounge. Rooms 8 \u0026amp; 6______ 7. Major renovations to roof___________ 8. Replace floor tile in kitchen______________________ 9. Retile nurses office _________________________________L_______________ 10. ADA adaptations_______________________________ 11. New playground equipment II 13. 14. 15. Category 2. Projects to sustain current educational programs and initiatives._____________________________ 1. Technology upgrade_____________________________ 2. Electrical upgrade_______________________________ 3. Replace and re-install intercom switches \u0026amp; speakers in portables Estimated Cost 400,000 8,000 3,000 93,000 20,000 3,000 1,000,000 3,000 1,000 70,000 Priority High - Moderate - Low ________High________ ________High________ Moderate High ________High________ High  High________ Moderate Low ________High________ Moderate Estimated Cost 255,000 7,000 3,000 Priority High - Moderate - Low High ________High________ Moderate 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions.________________ 1. Renovate storage closet (basement) for use as a parent center__________________________ 2. 4 classroom addition(s)__________________________ 3. _______________________________________ 4________________________________________________ 5. Estimated Cost 300,000 Priority High - Moderate - Low Moderate HighCapital Projects Priority Listing School Terry Elementary School Date November 29, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Parking Lot Drop-off area\ndriveway area 2. HVAC Replacement Tower 3. Replace Floor covering 95% 4. Electrical upgrade - to accommodate computers in classrooms 5. Restroom renovations (4 in halls) 6. Exterior waterproofing 7. New lights in kitchen 8. Landscaping 9. Play area ground work 10. Add exhaust fans in adult restrooms Tl 12. 13. 14. 15. Category 2. Projects to sustain current educational programs and initiatives. 1. 6 elementary classroom with individual restrooms in each classroom 2. Technology upgrade (new computer lab) 3. New Library 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 2. 3. 4. 5. Estimated Cost 200,000 100,000 43,000 10,000 50,000 2,000 15,000 10,Q00 , Estimated Cost 680,000 346,000 Estimated Cost Priority High - Moderate - Low High ________High________ Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Priority High - Moderate - Low High High Moderate Moderate Priority High - Moderate - LowCapital Projects Priority Listing School Wakefield Date November 30, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Major Renovation 2. Central Heat/Air(Individual Thermostats) 3. Electrical Upgrade/Lighting 4. Plumbing Upgrade 5. Windows Upgrade/replace 6. Tear down lower building and Replace with new classrooms 1. Off street parking/Drop off 8. Working/dependable intercom 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Add more classrooms (4) 2. Stage improvements 3. Security - outside cameras 5. Estimated Cost 1,800,000 400,000 135,000 50,000 20,000 50,000 250,000 75,000 10,000 Estimated Cost 375,000 Estimated Cost mW 100,000 25,000 Priority High - Moderate - Low High________________ High________________ High________________ High________________ High________________ High________________ High________________ Moderate Moderate Priority High - Moderate - Low High Priority High - Moderate - Low Moderate Low LowCapital Projects Priority Listing School Booker T. Washington Elementary Magnet Date 12-9-99 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Americans with Disabilities Act adaptations 2. Playground leveled and enclosed with brick wall 3. Hot water for two science labs 4. Replace floor covering 95% 5. Outside storage building area 6. Miscellaneous cabinetry T 8. 9. 10. Estimated Cost $20,000 $85,000 $4,000 $3,500 Priority High - Moderate - Low High________________ High High Moderate Low Low Category 2. Projects to sustain current educational programs and initiatives. 1. Electrical upgrade 3. 4. 5. Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Technology upgrade 2. Landscaping for outdoor science instruction 1 4. 5. Estimated Cost $12,000 Estimated Cost $314,000 $5,000 Priority High - Moderate - Low High Priority High - Moderate - Low High____________. HighCapital Projects Priority Listing School: Watson elementary Date : December 9,1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Asbestos removal from ceiling 2. Energy efficient lighting/ceiling 3. Restroom renovation 4. Upgrade playground and fencing 5. Replace floorcovering 6. ADA adaptations 7. Exterior waterproofing 8. Resurface parking lot and drives 9. 3DI Renovations 10. Interior painting 11. Landscaping II 13. 14. 20. Estimated Cost $170,000 $160,000 $25,000 $75,000 $40,000 $60,000 $40,000 $75,000 $200,000 $45,000 $15,000 Priority High - Moderate - Low High________________ High________________ High________________ High________________ High________________ High________________ High________________ Moderate Moderate Moderate Moderate Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Electrical upgrade 3. Security upgrade: intercom, surveillance 4 5. Estimated Cost $178,000 $16,000 $35,000 Priority High - Moderate - Low High________________ High________________ High Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Classroom additions (2) I 3. 4. 5. Estimated Cost $200,000 Priority High - Moderate - Low ModerateCapital Projects Priority Listing School Western Hills Elementary Date November 22, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Central HVAC - old wing 2. Energy efficient lighting 3. Asbestos removal - ceiling_______________________ 4. Electrical upgrade 5. Replace floor covering 50% 6. HVAC repairs 7. ADA adaptations 8. Repave parking lot \u0026amp; drives 9. Replace cafeteria lights 10. Landscaping___________________________________ 11. Intercom system TT. 13. 14. 15. Estimated Cost 400,000 50,000 178,000 5,500 21,000 175,000 60,000 40,000 6,000 20,000 9,000 Priority High - Moderate - Low ________ High________ ________ High________ ________ High________ Moderate Moderate Moderate Moderate Low Low Low Low Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. Reisograph machine 4. 5. Estimated Cost 161,000 3,000 Priority High - Moderate - Low ________ High________ Moderate Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Science lab 2. Six (6) classroom addition 3. Larger kitchen office 4 5. Estimated Cost WOO 340,000 50,000 Priority High - Moderate - Low Moderate Moderate Low Capital Projects Priority Listing School Williams Magnet Elementary Date November 10, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Central HVAC ~ 2. Realign, expand parking lot______________________ 3. Security cameras________________________________ 4. Restroom renovations___________________________ 5. Replace sewer line 6. Resurface parking and drives 1. Resurface play areas 8. ADA adaptations 9. Roof final coating 10. Repair exterior drainage 11. Gutter/downspout replacement 12. Structural repair walls 13. Energy efficient lighting 14. Electrical upgrade 15. Tile hall floors 16. Replace exterior windows 17. Exterior waterproofing 18. Additional kitchen lighting 19. Replace floor tile kitchen 20. Fencing_______________________________________ 21. Landscaping___________________________________ 22. Miscellaneous cabinetry 2T 24. Category 2. Projects to sustain current educational programs and initiatives._______________________ 1. Technology upgrade Z Category 3. Projects to sustain and plan for new educational initiatives and expansions._________ 1. 6-classroom addition Estimated Cost 400,000 55,000 6,000 30,000 25,000 60,000 8,000 120,000 8,000 50,000 50,000 50,000 85,000 65,000 25,000 120,000 65,000 3,000 3,000 7,000 25,000 5,000 Priority High - Moderate - Low ________High________ ________High________ ________High________ ________High________ Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Moderate Low Low Moderate Low Low Estimated Cost 261,000 Priority High - Moderate - Low High Estimated Cost 300,000 Priority High - Moderate - Low HighI \u0026gt; Capital Projects Priority Listing School Wilson Elementary Date December 6, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Replace carpet 2. Electrical upgrade 3. Major renovations 4. ADA adaptations y 6. 7. 8. 9. 10. Category 2. Projects to sustain current educational programs and initiatives. 1. Technology upgrade 2. New play unit 3. Landscaping 4. Relocate electric panels y Category 3. Projects to sustain and plan for new educational initiatives and expansions. 1. Parking lot for staff 2. Enlarge PrincipaTs/Secretarys office y 4. 5. Estimated Cost HOOO 6,000 735,000 80,000 Estimated Cost 180,000 35,000 20,000 8,000 Estimated Cost Priority High - Moderate - Low High ________High________ Moderate Moderate Priority High - Moderate - Low ________High________ Moderate Low Moderate Priority High - Moderate - Low ________High________ LowK Wilson Elementary School RECEIVED andEi^uity in Education\" JAN 1 I 2000 SUPPORT SERVICES TO: DR. VICTOR ANDERSON, ASSIST FROM\nBEVERLY JONES, PRINCIPX^ DATE: JANUARY 10, 2000 r T SUPERINTENDENT I AM WRITING THIS LETTER TO REQUEST AN ADDITION TO THE CAPITOL IMPROVEMENT LIST FOR WILSON SCHOOL. AFTER CONSULTING WITH SADIE MITCHELL ABOUT OUR ODM REPORT FROM THE FALL OF 1999 IT WAS DECIDED THE FOLLOWING SHOULD BE ADDED IF IT IS NOT TOO LATE: 1. ENLARGE THE MEDIA CENTER 2. MAKE THE BUILDING HANDICAP ACCESSIBLE PLEASE FEEL FREE TO CONTACT ME SHOULD YOU HAVE QUESTIONS. THANK YOU. 401 5 Stannus Phone 570-41 80 Little Rock, Arkansas 72204 Capital Projects Priority Listing School WOODRUFF ELEMENTARY Date NOVEMBER 22, 1999 Please list capital projects by category and indicate the priority assigned to the project by the CLT. Attach additional sheets if necessary. Category 1. Projects to sustain the facility and to correct major deficiencies and repairs. 1. Replace chalkboards w/dry erase_________ 2. Re hang maps in classrooms_____________ 3. Build small 4 yr. old track_______________ 4. Expand parking lot_____________________ 5. Study under floor moisture problem_______ 6. Technology upgrade___________________ 7. Electrical upgrade______________________ 8. Waterproofing________________________ 9. Floor covering 90%_____________________ 10. Window replacement___________________ 11. HVAC Controls________________. 12. Replace floor covering__________________ 13, Repair brick kitchen___________________ 14. Landscaping___________________________ 15. ADA Adaptations_____________________ 16. Repair Plaster Walls Estimated Cost $ 3,500 $ 1,000 $ 2,000 $175,000 $ 5,000 $233,000 $ 6,000 $ 65,000 $ 34,200 $100,000 $ 30,000 $ 4,000 $ 4,000 $ 10,000 $250,000 $ 6,000 Priority High - Moderate - Low ________High________ ________Low________ ________Low________ ______Moderate______ ______Moderate______ ________High________ ________High________ ______Moderate______ High ______Moderate______ ______Moderate______ ________High________ ________Low________ _____Moderate______ _____Moderate______ High Category 2. Projects to sustain current educational programs and initiatives. 1. Computer lab___________________ 2. Classroom computers Estimated Cost Priority High - Moderate - Low ______Moderate______ High Category 3. Projects to sustain and plan for new educational initiatives and expansions._________ 1  Public Address system in cafeterioum_______ 2. Stage Curtains Estimated Cost Priority High - Moderate - Low High ModerateTEL: Feb 19,92 11:50 No .001 P.Ol z\u0026gt; \"2 KING TNTERPJBTRTCT BCHOOJ.. Site Se.l ection Process Tim el iiic. 0 anuarv 31 - Phone survey of key community leaders .in 91.11 cUjO Pulucki (Ninth Street Park) are.'-i February 4  Mailed specia.l sit.rvey to all LPST) parents Pi.ilaski Streel..s area in 9t..h .-iiK-'l February .1.0. - Host luncheon meet.!ng al Mt. with key community leaders Zion Paptist Cliurch February 19 \" Begin sending surveys to parents of t.afgel.ed areas of Little Rock and Pulaski County r.i.udents .in February. 19 - Fox'm a site selection committee of parents teachers from both districts. and February 20 - Di.itribute presss release tannounc.i.ng perd.od for public input Februa7'y..2O - Ma.ll surveys to selected Fai'tncr.s in Education, businesses and cdnirches in downtown Little Rock asking thorn to inc^Ite them available to tl'ie.i.r employees and coiD^regati ons . Amoub 1.1 lose businesses to be .i11o.1 udwd ae Arkanscis Chi 1 di'en' s Hospi 1.a 1 , AI 'k ansa s Pov/hir and Light. State Capitol Mall, Fiisl. Comtnftrc.ia.l bank, Churches include Ml.. Immanuel baptist Church. FP.bruary 23 and Arkan Zion baptist Chui'ch and Run ad in Ai'kansas Democrat-Gazette announce public forums .\n^nd to inform public that surveys are available' upon raquo.'st. survey. Include a phone number to call to request a February 24 - FUDT-IC FORUM Gibl\u0026gt;:-i .School , 6:00 p.m. 1115 W. 16th St. February JJ. - PUBLIC FORUM Lawson School , 6:00 p.m. 19903 Lawson Road February 27 - PUBLIC FORLn4 Oak Grove Elementary Schoo.l , 6:00 p.m. .5703 Oak Grove Road March 2 - Site Selection Committee Meeting LRSD Administx-ation Building 6:00 p.m. IC' f\nTEL: Feb 19,92 11:50 No .001 P.02 ANNOUNCEMENT.  February 19,1992 Dear Patron, The Little Rock School District is planning on building a new elementary school in the area near 1-630 and central Little Rock. Tlie new school is scheduled to open in August 1993. Although the school will be built in the Little Rock School District, the Pulaski County Special School District will be actively involved in recruiting students. We are very concerned about getting as much public opinion and input as possible in the selection of a site for this school. The new school will be an interdistrict school. Interdistrict .schools serve black students from the Little Rock School District and white students from the Pulaski County Special School District. The students from the Pulaski County Special School District are recruited on a voluntary basis. The new elementary school, which will be named after Martin Luther King, Jr., will have a capacity of 696 students. This includes two classes for four-year-old students. The four-year-old classes will be free of charge. In addition, the new King School will have a theme, Please take a few minute*\nto complete the survey attached to this letter. As you can see, we would like to have your input on the selection of a site and the selection of a theme for the new King Inicrdistrict School. In addition to completing the survey, you are invited to attend one of the public forums listed on the survey form. These meetings will be held to give our community the opportunity to express any concerns/suggestions about the site and/or theme for the new Martin Luther King, Jr. Interdistrict School. Thanks in advance for taking the time to complete the site selection survey form. We hope to see you at one of the public forums. Little Rock School District Pulaski County Special School DistrictTEL: Feb 19,92 11:50 No.001 P.03 Little Rock School District Pulaski County Special School District Community Survey Which of the following locations would you prefer for the new King Elementary Inierdistrict School? Rank (1 for fir^t choice, 2 for second choice. Map is enclosed.) 9th and Pulaski Streets Westside Junior High School site (14th and Marshall Streets) Comments: Please check your choice for a theme for King Interdistrici School. Rank (1 for first choice, 2 for second choice, 3 for third choice. 4 for fourth choice, 5 for fifth choice, 6 for sixth choice, and 7 for seventh choice. Program descriptions are enclosed.) Basic Skills Computer Science Economic Education Environmental Science Medical Science and Health-related Occupations Visual and Performing Arts Other:____________________________________ Would you be interested in enrolling your child(ren) at the King Elementary Inierdistrict School? Yes No Maybe You are invited to give public comment about this school site selection at any of the following public forums: February 24,6 p,m. Gibbs Magnet Elementary School, Media Center, 1115 W. 16th, LRSD February 25,6 p.m. Lawson Elementary School, Cafeteria, 19901 Lawson Road, PCSSD February 27,6 p.m. Oak Grove Elementary School, Cafeteria, 5703 Oak Grove Road, NLR Name. Address, Childs Current School Assignment Phone. .Grade. If aH'LICable, please return to your childs school by Monday, February 24,1992.Feb 19.-92 11:5 No. 001 P.05 MAP TEL: Feb 19,92 11:52 No .001 P.04 MARTIN LirrilER KING, JR. INTERDISTRICT SCHOOL SITE/THEME SELECTION SURVEY Theme Descriptions February 1992 Basic Skills This program places strong emphasis on mastery of basic skills at the student's instructional level in reading, math. English, spelling, writing, science, social studies, health, penmanship, art, music, and physical education. This includes a highly structured, disciplined approach to academic and social behaviors. Computer Science Each area of the basic skills curriculum will be supported by the use of computer technology. In addition, students will prepare for the twenty-first century with an introduction to programming, word processing, telecommunications, and interactive video. Economic Education This program will prepare students for the twenty-first century through the development of academic, technological and interpersonal skills. Each students knowledge and awareness of business will be developed from both the consumer and career point of view. An enriched curriculum will be featured that includes in-class study(using varied IcamingZteaching strategies), visiting speakers, and field trips. Environmental Sciences The environmental science program will be designed to offer challenging educational experiences with an emphasis on the scientific method, inquiry, methodologies, and experiences in environmental science. Challenging and meaningful activities will be geared to the level of each student and his/her interest. Ecology and conservation will be the specific areas of concentration. Medical Science and Health-related Occupations This program will increase student awareness and understanding of content and careers in the health sciences. Students will have the opportunity to practice hands-on laboratory work in a controlled setting. Special emphasis will be placed on mastery in mathematics and science. Visual and Performing Arts This program will feature instruction in dance, vocal music, theater arts, and visual arts. Qualified professionals will instruct in the specialized areas and the opportunity for performance and/or exhibits will be an integral part of the program. An enriched basic skills program, using a variety of teaching strategies, will be provided to meet the needs of all students.collar COURT  rtOv IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION -4'-/. Cl LITTLE ROCK SCHOOL DISTRICT PLAINTIFF^  V. NO. LRC82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE V. KNIGHT, ET AL. INTERVENORS ORDER The Little Rock School District has moved to reschedule construction of the King and Stephens interdistrict schools and to implement the McClellan Magnet Plan in phases. Having determined that a hearing on the motions is necessary. the Court hereby notifies the parties that a hearing is scheduled for Friday, May 29, 1992, at 9:30 a.m. in Room 305 of the United States Post Office and Courthouse. Because each district has a mutual obligation with respect to interdistrict schools, the Court anticipates hearing further argument as well on the Pulaski County Special School District's motion to delay construction of the new interdistrict school on the 67/167 corridor. DATED this day of May, 1992. p. ,1 occ i' y- -  -J UNITED STATES DISTRICT JUDGE  ''P'?M niCTr,, / / !-cRH h I 1 I I 5 I 1590 IIN 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 W. KNIGHT, ET AL. ORDER Before the Court is the motion of the FILED -ASTERnB!?STR?C^^ JUN - 5 1992 CARL By: ERK {J DEP. I PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Little Rock School District [LRSD] to reschedule the construction of two interdistrict schools and the motion of the Pulaski County Special School District [PCSSD] to replace portable classroom buildings at Pinewood Elementary with permanent classrooms. The LRSD seeks to delay the construction of the King interdistrict school from the May Submission date of 1993-94 to a new date of 1994-95. It also asks the Court to approve a delay in construction of the Stephens interdistrict school from 1994-95 to 1995-96. The Court held a hearing on the motion on May 29, 1992. After careful consideration of the motion and the testimony presented at the hearing, the Court finds that the motion should be denied at this time. The Court is unconvinced that the LRSD cannot. if it acts diligently, meet the deadlines set forth in the May Submission for both the King and Stephens schools. Mr. Jim Ivey, manager of CLERK 1 support services for the LRSD, testified that the money for both ^The original 1989 plan construction dates were 1992-93 for King and 1990-91 for Stephens.schools is in the bank, with $3.85 million earmarked for King and $3.5 million earmarked for Stephens. The testimony of Mr. Doug Eaton, director of plant services for the LRSD, indicated that land acquisition for King is proceeding at an acceptable pace and that the additional year was needed mostly to get community input on the King school. There has been and will be sufficient time for community involvement on the design and use of the King school. provided the district acts expeditiously. There was no convincing argument that Stephens could not be constructed by 1994-95 as set forth in the May Submission. In order to ensure that the LRSD meets the 1994-95 opening date, the Court will require the district to develop and submit to the Court written plan for the construction of the new Stephens interdistrict school. The plan is to include dates of completion for each phase of development and the following: 1. A strategic plan for community involvement that includes neighborhood meetings with the community members living in the area surrounding the current Stephens Incentive School, formation of a biracial citizens site advisory committee, and the involvement of parents whose children are targeted for recruitment to the new school. 2. The school's total capacity. the number of students to be a assigned from LRSD schools, the number of PCSSD students to be recruited, and the number of early childhood classes anticipated with the ages of the students to be served. 3. A comprehensive description of projected attendance zone -2-changes and the effect these changes will have on the incentive school and/or area school enrollment, racial balance, and capacities. 4. A description of all anticipated costs. including site purchase, site preparation, design fees, construction, equipment. materials. furnishings. personnel. etc. must be included in complete budget of start-up and maintenance expenses. The portion of the costs to be funded by desegregation funds is to be clearly indicated in the budget. 5. Contingency plans for accommodating the current Stephens students while construction takes place, if the school is to he rebuilt on the current site. If the school is located elsewhere. a comprehensive re-use plan should be developed in conjunction with the community. 6. Description of the process that will be used to select and a purchase a site, if applicable. If a new site is selected, the description should include steps required to obtain any special zoning consideration required, status of options to purchase the property, and information regarding the neighborhood support for an interdistrict school. 7. Summary of the design and construction process including procedures for the selection of an architectural firm, preliminary designs, design input from citizens, teachers, and parents, design completion with adherence to federal requirements and ADE recommendations regarding new school construction, and a description of the construction schedule. -3-8. An outline of staff recruitment procedures for the school's administrative, teaching and support staff, including staff projections for each grade level and all support programs. If the recruitment and hiring practices planned differ from those outlined in the Professional Negotiations Agreement, a description of plans to negotiate the hiring modifications with the LRCTA must be included. The Court also orders the LRSD to refrain from spending the $3.85 million earmarked for King and the $3.5 million earmarked for Stephens, and the interest earned on the sums, for any purposes other than the construction of these interdistrict schools. In its motion. the PCSSD seeks authorization to replace portable classrooms at Pinewood Elementary School. One of the four double portable buildings recently was destroyed by fire. Because of this emergency and the district's assurance that capacity of the school will not be changed, the Court determines that the motion should be granted. In granting the motion, however, the Court notes that at the May 29th hearing, the PCSSD indicated that it intended to file a motion with the Court concerning the replacement of all portable classroom buildings with new construction. The Court prefers to consider the question of replacing portables in a comprehensive manner rather than piecemeal, and it is granting the motion as to Pinewood because of the particular circumstances involved. Further, on the topic of new construction in the PCSSD, at the May 29th hearing the Court also heard testimony on the PCSSD's -4-motion to delay construction of an interdistrict school on the Highway 67/167 corridor. The Court will delay ruling on the PCSSD motion until it receives and considers the anticipated comprehensive motion concerning replacing portable classrooms with new construction. IT IS THEREFORE ORDERED that the LRSD motion to delay interdistrict school construction [Doc. #1584] be and is hereby denied. The LRSD is ordered to submit to the Court within ninety (90) days from the date of entry of this Order a timetable for the construction of Stephens interdistrict school. IT IS FURTHER ORDERED that the PCSSD motion to replace portable classrooms at Pinewood Elementary School [Doc. #1607] be and is hereby granted. DATED this day of June, 1992. UNITED STATES DISTRICT JUDGE AIso before the Court is the motion of the LRSD for phased implementation of the McClellan High School Business/Communication Magnet Plan [Doc. #1583]. Counsel for the LRSD orally withdrew the motion at the May 29th hearing\nthe motion is, therefore, moot. -5-18:26 501 324 2032 L R School Dlst ODM @001 December 4, Little Rock School District NEWS RELEASE ,'1 1332 For more information: Dianne Woodruff, 324-2020 LRSD AWARDS CONTRACT FOR MARTIN LUTHER KINS. JR. SCHOOL TO LOCAL CONTRACTOR Little Rock School District has awarded the contract for building the new Martin Luther King, Jr. Interdistr ict Elementary School to the Little Rock firm of Progressive Constructors, Harvey Skorcz, president of Progressive Constructors, has named Tom Williams as project manager and Johnny Wise as project superintendent. Progressive Constructors, Inc. will serve as the major contractor for the $3.6 million project. Several other Central Arkansas firms including Central Industrial Electric, North Little Rock\nVogel Mechanical, North Little Rock\nCovington Construction, Conway and Langston Excavators, Little Rock, will serve as subcontractors. Martin Luther King, Jr. School will be located at the corner of Sth and Martin Streets south of 1-630 and is scheduled to open its doors at the onset of the 1333-34 school year. King School will house 636 fouryearold through sixth grade students. The school is one of four 5^ Inc. interdistrict schools to be built as part of the 1383 Desegregation Plan. S S2 ass Sag J RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL MOTION FOR APPROVAL OF SCHOOL CONSTRUCTION APR 1 1993 Office of Desegregation Monitoring PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS For its motion, plaintiff Little Rock School District (LRSD) states: 1. LRSD seeks approval of construction projects at four schools: Chicot Elementary School\nJefferson Elementary School\nWilliams Magnet School\nand Fair High School. Each proposed construction project and its impact upon LRSD's desegregation plan is described below. 2. The proposed projects which are the subject of this motion follow construction and renovation projects which have been completed or which are presently underway at schools in central and east Little Rock. The largest such project completed to date was at Washington school. Washington was demolished and rebuilt on the same site at a cost of $4,932,377.00. The capacity of the new school is more than double the capacity of the building it has replaced. kad^XCorntfucGcn.!3. A new wing of ten classrooms was added to Franklin Incentive School and Franklin's cafeteria was remodeled in 1989. The cost of the Franklin project was $1,330,000.00. 4. Rockefeller, Rightsell and Ish Incentive Schools were renovated, including reroofing. beginning in 1988. Mitchell Incentive School was renovated at the same time. Stephens Incentive School received air conditioning, painting and carpeting. but was not renovated to the extent of the other buildings because of the plan to build a new Stephens school. The combined costs of the Rockefeller, Rightsell, Ish, Mitchell and Stephens projects was approximately $667,000.00. Capital improvements have also been made at Garland Incentive School at a cost, since 1988, in excess of $400,000.00. 5. LRSD is in the process of constructing a new Martin Luther King, Jr. Interdistrict School in central Little Rock. Construction is scheduled to be completed by August 1, 1993. The new King school will have a capacity of 696 students. 6. Plans are underway for the construction in central Little Rock of a new Stephens Interdistrict School which is scheduled to begin operations for the 1994-95 school year. The new Stephens school will also have a capacity of 696 students. 7. The LRSD Board of Directors voted on March 15, 1990 to seek to increase the LRSD millage rate by eight mils, five and one- half mils for maintenance and operation and two and one-half mils for debt service. The debt service mils were designated for capital improvement projects. LRSD committed to its patrons that k\u0026gt;tfay\\CGmtxuc(xxi.2 2J certain improvement projects would be undertaken at Chicot, Jefferson, Williams and Fair. The millage was approved by the voters on April 19, 1990. 8. The \"Interdistrict Desegregation Plan\", which was approved by the Court of Appeals on December 12, 1990, requires that \"[a]11 construction shall be subject to the court's prior approval and shall promote desegregation\". Interdistrict Plan, p. 5. The recruitment of students to magnet and area schools is a part of LRSD's desegregation plan. LRSD Desegregation Plan, pp. 95-96\nInterdistrict Plan, p.4. The proposed projects at Chicot, Jefferson, Williams and Fair will contribute to LRSD's ability to accomplish that goal. 9. The proposed project at Chicot consists only of the construction of a cafetorium for the school. The construction of the cafetorium will increase the size of Chicot Elementary School by approximately 3,000 square feet and the cafetorium will have sufficient capacity to seat at one time more than one-half of the children enrolled at Chicot. The Little Rock School District plans to have the cafetorium constructed in time for the beginning of the 1993-94 school year. 10. The proposed project at Jefferson Elementary School consists of construction of a media center and computer room for a net increase of approximately 1,300 square feet of space. The proposed project will allow three classrooms which have been converted to a media center and a computer room to be returned to service as regular classrooms. These three classrooms will be lntfay\\CoiitfucG\u0026lt;ii.2 3occupied by classes at Jefferson which are presently taught in portable buildings behind the school. The portable buildings which are no longer needed will then be removed. The proposed construction project at Jefferson will not require any adjustment to the Jefferson attendance zone. The proposed project is planned to be completed in time for the beginning of the 1993-94 school year. 11. The proposed project at Williams Magnet School consists of expanding the cafeteria to meet the needs of the present student body and to accommodate P.T.A. meetings. Williams presently holds its P.T.A. meetings off campus at Hall High School. The administration area at Williams is adjacent to the cafeteria. LRSD proposes to construct a new administration area and to convert the present administration area into a multi-purpose area for indoor recreation and for expanded cafeteria space. 12. LRSD also proposes to convert the present multi-purpose area at Williams into two classrooms. Seven classes are now taught in five portable buildings at Williams. The conversion of the multi-purpose area to classrooms will allow two of those classes to be moved to permanent space. The proposed construction project will not result in a change in the number of magnet seats available at Williams Magnet School or a change in the process for filling those seats. The proposed project is planned to be completed in time for the beginning of the 1993-94 school year. k\u0026gt;U^\\C\u0026lt;nBliuc6cxi.2 413. The proposed project at J.A. Fair High School consists of converting space vacated by programs no longer taught at Fair into usable classroom space. This conversion will allow LRSD to remove two portable buildings which are presently used as classrooms. Auto mechanics and carpentry courses have been moved to Metropolitan Vocational-Technical School and are no longer taught at Fair. The space which was devoted to these specialty courses consists of 3,450 square feet. The proposed project will convert the auto mechanics and carpentry classrooms into 2,180 square feet of usable classroom space which will accommodate ninety students and allow two portable buildings to be removed from the campus. 14. The new classrooms will be used to permanently locate some of the eight floating teachers at Fair who presently have no permanent classrooms. The proposed project does not change the capacity of Fair High School but merely converts existing space to a different use and allows the removal of two portable buildings. It will not be necessary to change the J.A. Fair attendance zone as a result of this project. The proposed project is planned for completion in time for the beginning of the 1993-94 school year. WHEREFORE, for the reasons set out above, the Little Rock School District prays for an order authorizing the construction projects described above at Chicot Elementary School, Jefferson Elementary School, Williams Magnet School, and J.A. Fair High School. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT lathy^amUuctian.2 5\u0026lt; 9 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By-? Christopher Helle CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Approval of School Construction has been served on the following people by depositing copy of same in the United States mail on this 31st day of March, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 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 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 ristopher Hell lathy \\Ccmtruciian.2 6 School Chicot Jefferson Williams J.A. Fair ANALYSIS OF MARCH 31, 1993 LRSD MOTION FOR APPROVAL OF SCHOOL CONSTRUCTION Project Square Foot Increase Capacity Impact Portables Removed New cafetorium New media center New computer room Expand cafeteria New administration area Convert old administration area into multi-purpose area and expanded cafeteria space Convert multi-purpose area into two classrooms Convert vocational program space into classrooms 3,000 1.300 Not included 3,450 \u0026gt; 2,180 (1,270 unaccounted) Not included Not included \"no change in number of magnet seats available\" \"does not change capacity\" 0 Unclear Unclear 2 Attendance Zone Impact Not included \"no adjustment in attendance zone\" \"no change in the process for filling seats\" \"no adjustment in attendance zone\" Completio n Date By 1993-94 school year By 1993-94 school year By 1993-94 school year By 1993-94 school yearRECEIVED filed MAY j lYW Office of Desecrs^^alicn Mojr^23rf^ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS W 3 0 1993 WESTERN DIVISION CARL R/brents, clerk 3y:_ I/, DP. CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of the Little Rock School District for the Court' s approval of various construction projects to which there has been no response. The motion is granted in part. In reviewing the motion. the Court is particularly concerned about the effect of the construction projects on the racial ratios at the schools. The Court approves the construction of a cafetorium at Chicot Elementary School as long as the new construction does not increase the school's capacity. The construction project at Jefferson Elementary School is not approved at this time. Because attendance zones for the new King Interdistrict Elementary School may impact the Jefferson satellite zones that are presently near King, the District may repetition the Court for approval of the Jefferson construction after the attendance zones for King are firm and Court-approved. In itsrenewed petition. the District must include information: the following the current capacity of Jefferson\nany changes in school capacity that will result from the proposed construction\nand the precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction. Prior to granting approval for the Williams Elementary School construction project, the District must provide the Court with the foilowing information: the school' square feet that will be added to s current capacity\nthe number of the school by the construction\nany change in the proportional allotment of the school's magnet seats among the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District\nthe precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction\nand clarify how the present administration area will be rearranged. i. e. single multi-purpose area or two a separate areas, one for expanded cafeteria recreation. space and one for indoor Before the Court will consider approving the construction project at J.A. Fair High School, the District must account for the 1,270 square feet difference between the 3,450 square feet of old space and the 2,180 of new space and specify the exact number of new classrooms that will result from the construction. THEREFORE, the motion is granted only to the extent that the Court approves construction of the cafetorium at Chicot Elementary -2-School. The Court will rule on the remaining construction projects after the requested information is filed with the Court. DATED this 2^ ay of April, 1993. JUDGE THIS DOCUMENT ENTERFD rnyoi lAkiz^,--------w^icncu COMPLIANCE W TH RI n p SHEET IN ON _ Z/ Va AND/O^(a) FRW 3\u0026amp; BY -3-SLED r district court EAjTERN district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN I 11993 CARL R. BRENTS, CLERK sy--_LLJkiji w- A L-y OHP. CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER The Court held a hearing on June 8 and 9, 1993 , on plaintiff's motion for approval of the attendance zones for the King Interdistrict School and the site selection for the Stephens Interdistrict School. Most of the testimony addressed the King attendance zones\nadditional testimony on the matter of the Stephens site will be taken at a later date. The Court issues the following Order concerning the attendance zones for King. a The Little Rock School District hired Dr. Leonard Thalmueller, former LRSD employee, to draw up several proposed attendance zones plans for the new King Interdistrict School. The plan approved by the LRSD Board of Directors assumed that the Ish Incentive School would be closed unless 100 or more students in the Ish attendance zone wished to attend that school for the 1993-94 academic year. The Court finds that the zoning changes approved by the LRSD are acceptable. They were drawn in such a way as to minimize changes in the attendance zones for other schools. The Court approves the plan, however, only on the condition that Ish remainopen unless the LRSD establishes, according to the Courts criteria, that fewer than 100 students wish to attend Ish duri ng the 1993-94 academic year. The incentive schools are an integral part of the desegregation plan and the LRSD failed to present sufficient evidence to justify the closing of Ish at this time. The Court further finds that it would not be appropriate to close Ish according to the criteria set forth by the LRSD at the hearing. The Court orders that Ish will remain open during the 199394 school year if 100 or more students want to attend Ish. The 100 students who will decide the immediate future of Ish will come from the following groups\n1. Students now attending Ish who reside within the Ish attendance zones\n2. Students not attending Ish but who live within the Ish attendance zones\nand 3. Students now attending Ish but who live outside the Ish attendance zones. The Court is adding this third group of students, which is I significant in number, because it believes it is only fair to recognize that these students have a stake in the closing of Ish. student assignments are confusing and are in a state of disarray for a number of reasons, including grandfathering leftover from the controlled choice student assignment plan. The LRSD has the burden of recruiting students to populate the King Interdistrict School from the above three groups of students. The LRSD also has the burden of proving that fewer than 100 -2- IStudents in the above-mentioned groups wish to attend Ish. Within 10 days from June 9, 1993, the LRSD must submit to the Court its proposed survey of these students along with its plan for executing the survey and implementing the survey results. This plan must include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close. Because the district's student assignment plan for King includes closing Ish and reassigning those students to King, the LRSD must develop an amended student assignment plan for assigning students to King in the event Ish remains open. The district must submit this amen\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_381","title":"Construction","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":["1990/2007"],"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","Little Rock (Ark.)--History--21st Century","School facilities"],"dcterms_title":["Construction"],"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/381"],"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\nTO\nFROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development ' Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent of Schools Building Plan for Incentive Schools Please find attached the proposed plan for expanding the capacities of the e incentive schools.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREETS LITTLE ROCK, ARKANSAS April 2, 1990 TO\nFROM: SUBJECT: Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent of Schools Dames Dennings, Associate Superintendent for Desegregation Monitoring TTiS and Program Development Building Plan for Incentive Schools According to the Tri-District Desegregation Plan, the Little Rock School District must submit a detailed plan for closing incentive schools with small capacities and enrollments and building larger schools in the approximate vicinity for the purpose of integregation. The plan must be submitted to the Office of the Metropolitan Supervisor by April 1, 1990. The District has discussed this matter with the Metropolitan Supervisor's office on several occasions. It is the District's understanding that certain parameters must be followed in developing plans to close and rebuild incentive schools. First, the purpose of this plan is to increase the elementary building capacity in central and east Little Rock. Any school closings must be accompanied by a building expansion at some other school(s) and/or the construction of a new school building. The increase in building capacity will eventually help reduce the burden o\" busing on black elementary students. Second, in a case of a building expansion, the new capacity must yield enough seats to enable the school to meet desegregation requirements. The incentive schools must have enough space to obtain a racial balance of approximately 60-70% black. The same requirement applies to the construction of a new scheol building. Closing a school also involves reassigning students to either a new building, an expanded facility, or an existing school outside of the target area. Whatever the case, the reassignment process must comply with desegregation requirements. Another parameter involves the number of classes at each grade in a particular school. Each grade must have enough seats to accommodate the total capacity at the preceding grade. This factor is often overlooked in preparing for future capacity needs. For instance, some schools have three classes feeding into two classes at the next grade level. The only way to correct this problem without reassigning students is to move a teacher to the problem grade level. This factor must be considered in developing plans to expand school buildings. p (1)The last factor for consideration relates to physical limitations at the school site and/or in the target community. In considering building expansions, attention must be given to the space limitations at the school site. Some of the incentive schools do not have enough space for extensive expansions. The District has observed these factors as an extensive search for a new school site in the target area has been underway since 1988. Real estate agencies and others who are familiar with availability of properties that might be suitable for a new school site have been engaged to assist in the identification of potential sites. The old King School is the only site east of / University Avenue that the District has been able to identify for new con- struct!on.  In addition to the mandate to close and rebuild/expand incentive schools, the I ri-Di strict Desegregation Plan also directs the Little Rock School District to place four-year old programs in all incentive schools. The following is a plan which addresses the need to provide an early childhood education program in each incentive school as well as the closing and rebuilding/expansion of existing incentive schools. The plan is based on the following assumptions: a  All sixth graders enrolled at the incentive schools in the 1989-90 and 1990-91 school year will be promoted. b. c. d. e. All K-5 students currently enrolled at the incentive schools will remain at these schools for the 1990-91 school year, in 1990-91 will remain at these schools in 1991-92. included for magnet transfers The K-5 students No projections are All K-5 incentive school students will be promoted in 1990-91 and 1991-92 to the next grade level at the end of the respective school year. Kindergarten seats in the incentive schools will be filled using a 60% black and 40% white ratio. If necessary, seats will be reserved to ensure a 60/40 racial balance. All assignments (including sibling preference transfers) to the incen- tive schools are subject to desegregation requirements. Seats will be reserved for white students to ensure compliance with desegregation requirements. ^f. __ pl eted before the beginning of the 1991-92 school year if thq All building expansions, if necessary, and construction will be com- Little Rock School District is able to obtain long-term financing for construction costs. g. Meetings will be scheduled with parents and other community representatives to discuss plans for closing and/or expanding schools in their neighborhoods. (2)I I fl I Ish Ish school will be closed at the end of the 1990-91 school year. Approximately 146 black students in grades 1-6 will be enrolled at Ish at the time of the school closing. The students at Ish will be reassigned to Rightsell and Mitchell for the 1991-92 school year. A site selection committee will be appointed to identify a site for a new school in the general proximity of Ish, Mitchell, and Rightsell. Within the allowable time frame, the District will use every legal means to acquire adequate property for a new school in this proximity (including the right of eminent domain) and will engage the assistance of professional real estate agents in its search. The committee will submit its findings to the Metropolitan Supervisor's office by May 15, 1990. If the District is unable to acquire a site for a new building, the District will proceed with the following plan to expand Mitchell and Rightsell. Mitchel 1 Seven classrooms will be added to Mitchell: - one first grade - one second grade - one third grade - one fourth grade - one fi fth grade one ixth grade - one four-year old class The first through sixth grade additions will change Mitchell's capacity from 280 to 400 students. The addition of 75 students from Ish will still enable Mitchell to obtain a 68/32 black/white racial balance if all of the remaining seats are filled by white students. Rightsell The classroom presently in use for Rightsell's mass media specialty will become a fourth grade classroom. Also, six classrooms will be added to Rightsell: - one first grade - one second grade - one third grade - one fifth grade - one sixth grade - one four-year old class The first through sixth grade additions will change Rightsell's capacity from 260^to 380 students. The addition of 71 students from Ish will still enable Rigtitsell to obtain a 70/30 black/white ratio if all of the remaining seats are filled by white students. These plans are contingent upon adequate space at Rightsell to complete the proposed classroom additions. Rockefeller The CARE activity room will be used for an additional kindergarten class. will give Rockefeller a total of three kindergarten classes and will allow the This 60 four-year old students currently at Rockefeller to be able to remain for kindergarten. The G/T class will be moved to another area of the building. A new second grade class will be assigned to the room formerly used by G/T. At least four classrooms will be added to Rockefeller: - one third grade - one fourth grade - one fifth grade - one sixth grade UIThe classroom changes and additions will change Rockefeller's capacity from 300 to 420 students. The new capacity will allow Rockefeller to obtain a 53/47 black/white ratio if all of the remaining seats are filled by white students. (NOTE: Consideration will be given to adding a total of six new classrooms to Rockefeller to accommodate the relocation of the G/T class.) Old King Site A new school will be constructed on the old King site. the incentive school program and will have a capacity of approximately 700 students. The District will initiate discussions with city officials relative to improvement of street access to the old King site. All students enrolled at Garland and Stephens will be reassigned to the new school. The school will offer open in the 1991-92 school year. The new school will Careful attention will be given to alternative educational/service uses for Ish, Garland, and Stephens. Contact has already been made with an agency that is interested using Ish. These closings will also require that the District give prompt attention to a new site for the IRC. In addition, the District will give special attention to maintaining the names o'' King, Ish, and Stephens. The individuals for whom these schools were named have made important contributions to the black community, and the District should continue to honor them with school names. Fundi ng The District will use proceeds from the 8 mill tax increase to fund the incen- tive school building plan if approved by the voters. If the tax increase is not approved, the District will ask the Metropolitan Supervisor's Finance Committee to make the incentive school building plan a high priority from desegregation funds. - ............... -- If the Finance Committee disallows funds for the incentive school building plan, then the District will ask the Court for funding. (4)LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS November 29, 1990 TO: Board of Directors FROM: THROUGH: SUB3ECT: r.'- \\  Dames Dennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools First Quarter Enrollment - 1990-91 School Year Please find attached the enrollment report for the first quarter of the 1990-91 school year. cc: Senior Management TeamLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS COMPARISON OF ACTUAL ENROLLMENT FOR FIRST QUARTER OF 1990-91 AND 1989-90 1990-91 Actual enrollment as of October 31, 1990, First Quarter of the 1990-91 School Year. WHITE BLACK OTHER TOTAL %BLACK Special Schools Elementary (w/o Kindergarten) Junior High Schools 48 4041 1861 High Schools (w/o Kindergarten) 2159 26 8209 4004 3077 0 144 87 87 74 12,394 5,952 5,323 35% 66% 67% 58% SUB TOTAL 8109 15,316 318 23,743 65% Ki ndergarten 681 1,206 21 1,908 63% GRAND TOTAL .8790 16,522 339 25,651 64% 1989-90 Actual enrollment as of November 1, 1989, First Quarter of 1989-90 School Ysdr  WHITE BLACK OTHER TOTAL %BLACK Special Schools Elementary (w/o Kindergarten Junior High Schools 47 3905 1917 High Schools (w/o Kindergarten) 2408 28 8212 3883 3186 1 76 119 12,236 97 83 5,897 5,677 37% 67% 66% 56% SUB TOTAL 8277 15,309 300 23,886 64% Ki ndergarten 628 1,269 20 1,917 66% GRAND TOTAL 8905 16,578 320 25,803 64%GRADE K 1 2 3 4 5 6 UNGR TOTAL ELEM. 7 8 9 UNGR TOT. 3R HIGH 10 11 12 UNGR TOT. SR HIGH TOTAL: SPEC SCHOOLS DIST TOTALS SUMMARY OF FIRST QUARTER ENROLLMENT October 31, 1990 WHITE BLACK OTHER* TOTAL %BLACK 681 727 659 670 684 666 595 40 4722 589 638 601 33 1861 703 718 709 29 2159 8742 48 8790 1206 1450 1271 1279 1408 1380 1309 112 9415 1366 1391 1182 65 4004 1082 980 967 48 3077 16,496 26 16,522 SUWARY OF STUDENTS LISTED IN \"OTHER\" SPANISH ASIAN/PACIFIC ISLANDER ESKIMO/AMERICAN INDIAN OTHER 21 30 21 24 29 14 26 0 165 21 26 40 0 87 32 30 24 1 87 339 0 339 CATEGORY: - 93 - 218 - 24 - 4 1908 2207 1951 1973 2121 2060 1930 152 14,302 1976 2055 1823 98 5952 1817 1728 1700 78 5323 25,577 74 25,651 63% 66% 65% 65% 66% 67% 68% 74% 66% 69% 68% 65% 66% 67% 60% 57% 57% 62% 58% 65% 35% 64%LITTLE ROCK SCHOOL DISTRICT FIRST QUARTER ENROLLMENT OCT. 31, 1990 SCHOOL/GRADE WHITE BLACK OTHER TOTAL %BLACK l^CENTRAL UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 0 203 174 227 604 0 604 5 308 278 307 898 49 947 0 12 9 13 34 0 34 5 523 46r' 547 1536 49 1585 100.00% 58.89% 60.30% 56.12% 58.46% 100.00% 59.75% IMPAIR UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 14 107 126 107 354 3 357 12 184 160 132 488 10 498 0 3 4 1 8 0 8 26 294 290 240 850 13 863 46.15% 62.59% 55.17% 55.00% 57.41% 76.92% 57.71% b-^ALL UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 12 147 180 156 495 10 505 12 223 202 236 673 8 681 0 7 5 3 15 0 15 24 377 387 395 1183 18 1201 50.00% 59.15% 52.20% 59.75% 56.89% 44.44% 56.70% ^'MCCLELLAN UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 3 127 121 113 364 2 366 19 209 200 158 586 17 603 1 6 2 2 11 0 11 23 342 323 273 961 19 980 82.61% 61,11 5, 61.92% 57.88% 60.98% 89.47% 61.53% V-^ARKVIEW UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 0 119 117 106 342 0 342 0 158 140 134 432 11 443 0 4 10 5 19 0 19 0 281 267 245 793 11 804 0.00% 56.23% 52.43% 54.69% 54.48% 100.00% 55.10%SCHOOL/GRADE '-\"'CLOVERDALE UNGRADED WHITE BLACK OTHER TOTAL %BLACK TOTAL DUNBAR UNGRADED TOTAL 7 8 9 7 8 9 FOREST HEIGHTS UNGRADED 7 8 9 TOTAL HENDERSON UNGRADED 7 8 9 TOTAL MABELVALE UNGRADED 7 8 9 TOTAL MANN UNGRADED 7 8 9 TOTAL PULASKI HEIGHTS UNGRADED TOTAL 7 8 9 2 61 75 80 218 1 190 180 155 526 0 1 2 2 5 3 252 257 237 749 33.33 o. 75.40% 70.04% 65.40% 70.23% 120 55 56 231 7 62 70 83 222 5 44 74 88 211 9 64 76 67 216 104 134 113 351 4 76 100 78 258 158 143 111 412 9 156 186 174 525 16 214 250 209 689 16 142 147 92 397 196 166 152 514 8 153 138 148 447 3 0 3 6 0 7 3 8 18 0 5 8 9 22 0 0 1 1 2 4 5 6 15 0 1 2 4 7 281 198 170 649 16 225 259 265 765 21 263 332 306 922 25 206 224 160 615 304 305 271 880 12 230 240 230 712 56.23% 72.22% 65.29% 63.48% 56.25% 69.33% 71.81% 65.66% 68.63% 0.00% 81.37% 75.30% 68.30% 74.73% 64.00% 68.93% 65.63% 57.50% 64.55% 64.47% 54,43% 56.09% 58.41% 0.00% 66.52% 57.50 \"O 64.35% 62.78% ASCHOOL/GRADE SOUTHWEST UNGRADED WHITE BLACK OTHER TOTAL %BLACK TOTAL BADGETT UNGRADED SUBTOTAL KIND. TOTAL BALE UNGRADED SUBTOTAL KIND. TOTAL BASELINE UNGRADED SUBTOTAL KIND. TOTAL 7 8 9 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 6 58 54 36 154 15 157 181 141 494 0 5 7 12 21 215 240 184 660 0.00 5, 73.02% 75.42% 76.63% 74.85 *0 2 6 4 8 10 11 5 46 11 57 3 10 10 8 11 14 4 60 7 67 13 14 11 6 14 13 71 19 90 3 16 25 35 39 17 21 156 9 165 4 50 38 47 46 41 44 270 32 302 49 42 38 37 30 30 226 37 263 0 0 0 0 0 0 0 0 0 0 0 0 0 1 4 0 1 6 1 7 1 1 2 0 0 0 4 1 5 5 22 29 43 49 28 26 202 20 222 7 60 48 56 61 55 49 336 40 376 63 57 51 43 44 43 301 57 358 60.00% 72.73% 86.21% 81.40% 79.59% 60.71% 80.77% 77.23% 45.00% 74.32% 57.14% 83.33% 79.17% 83.93% 75.41% 74.55% 89.80% 80.36% 80.00% 80.32% 77.78% 73.68% 74.51% 86.05 Q, '5 68.18% 69.77% 75.08% 64.91% 73.46%SCHOOL/GRADE BOOKER UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL BRADY UNGRADED SUBTOTAL KIND. TOTAL CARVER UNGRADED SUBTOTAL KIND. TOTAL CHICOT UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 43 36 34 40 46 34 233 30 263 44 50 51 52 53 56 306 44 350 1 4 0 3 0 0 8 1 9 88 90 85 95 99 90 547 75 622 50.00 5, 55.56% 60.00% 54.74% 53.54% 62.22% 55.94% 58.67% 56.27% 2 20 17 17 16 19 5 96 21 117 31 40 43 45 38 44 241 23 264 10 31 25 20 21 22 20 149 27 176 3 52 41 47 56 51 45 295 37 332 38 44 49 54 54 53 292 34 326 8 66 46 43 46 42 48 299 50 349 0 1 1 1 1 0 1 5 0 5 1 2 0 1 1 2 7 1 8 0 1 0 0 0 1 0 2 0 2 5 73 59 65 73 70 51 396 58 454 70 86 92 100 93 99 540 58 598 18 98 71 63 67 65 68 450 77 527 60.00% 71.23 69.49% 72.31% 76.71% 72.86% 88.24% 74.49% 63.79% 73.13% 54.29% 51.16% 53.26 54.00% 58.06% 53.54% 54.07% 58.62% 54.52% 44.44% 67.35% 64.79% 68.25% 68.66 o, o 64.62% 70.59 66.44% 64.94% 66.22%SCHOOL/GRADE LOVERDALE UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL DODD UNGRADED SUBTOTAL KIND. FAIR PARK UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 FOREST PARK UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 13 13 26 19 12 14 97 10 107 3 22 17 16 11 28 18 115 19 134 14 9 8 8 6 6 51 10 61 29 23 31 20 19 22 144 33 177 35 45 34 46 52 41 253 29 282 4 20 28 28 28 25 40 173 19 192 56 41 40 37 42 32 248 29 277 19 26 39 35 33 30 182 26 208 0 0 0 0 1 0 1 1 2 0 1 0 0 0 1 1 3 0 3 1 0 0 0 0 0 1 0 1 1 0 1 0 0 2 4 1 5 48 58 60 65 65 55 351 40 391 7 43 45 44 39 54 59 291 38 329 71 50 48 45 48 38 300 39 339 49 49 71 55 52 54 330 60 390 72.92% 77.59 56.67% 70.77% 80.00% 74.55% 72.08% 72.50% 72.12% 57.14% 46.51% 62.22% 63.64% 71.79% 46.30% 67.80% 59.45% 50.00% 58.36% 78.87 Q. *0 82.00% 83.33% 82.22% 87.50% 84.21% 82.67% 74.36% 81.71% 38.78% 53.06% 54.93% 63.64% 63.46% 55.56% 55.15 43.33% 53.33%SCHOOL/GRADE FRANKLIN UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL FULBRIGHT UNGRADED SUBTOTAL KIND. TOTAL GARLAND UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 t^EYER SPRINGS UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 1 5 5 7 11 6 11 46 11 57 7 65 54 33 46 53 42 300 49 349 0 1 0 3 3 1 1 9 0 9 8 71 59 43 60 60 54 355 60 415 87.50% 91.55% 91.53% 76.74% 76.67% 88.33% 77.78% 84.51% 81.67% 84.10% 5 33 43 34 38 41 35 229 32 261 4 47 30 54 41 42 47 265 27 292 0 3 0 0 3 1 0 7 0 7 9 83 73 88 82 84 82 501 59 560 44.44% 56.63% 41.10% 61.36% 50.00% 50.00 Q, *6 57.32% 52.89% 45.76 52.14% 0 5 2 2 1 0 3 13 3 16 14 18 23 26 37 39 35 192 16 208 0 1 2 2 1 1 2 9 0 9 14 24 27 30 39 40 40 214 19 233 100.00% 75.00% 85.19 Q. *0 86.67% 94.87% 97.50% 87.50 89.72 84.21% 89.27% 7 7 8 14 4 7 47 13 60 16 16 14 22 36 16 120 27 147 0 0 0 0 0 0 0 0 0 23 23 22 36 40 23 167 40 207 69.57% 69.57% 63.64% 61.11% 90.00 o. 69.57% 71.86 67.50 a. o, 'o 71.01%SCHOOL/GRADE GIBBS UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL ISH UNGRADED SUBTOTAL KIND. TOTAL JEFFERSON UNGRADED SUBTOTAL KIND. TOTAL MABELVALE UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 20 17 16 29 24 20 126 15 141 26 26 25 34 27 23 161 25 186 1 1 3 1 0 0 6 0 6 47 44 44 64 51 43 293 40 333 55.32% 59.09% 56.82% 53.13% 52.94% 53.49% 54.95% 62.50% 55.86% 0 2 0 0 1 0 0 3 0 3 6 33 17 16 26 11 15 124 16 140 0 0 0 0 0 0 0 0 0 0 6 35 17 16 27 11 15 127 16 143 100.00% 94.29% 100.00% 100.00 96.30% 100.00% 100.00% 97.64 100.00% 97.90% 3 30 33 34 38 31 26 195 32 227 6 36 32 32 35 36 33 210 27 237 0 3 0 1 1 0 1 6 1 7 9 69 65 67 74 67 60 411 60 471 66.67% 52.17% 49.23% 47.76% 47.30% 53.73 5. 55.00% 51.09% 45.00% 50.32% 2 38 34 45 33 25 32 209 28 237 4 60 39 29 44 57 51 284 31 315 0 0 1 0 0 1 0 2 1 3 6 98 74 74 77 83 83 495 60 555 66.67% 61.22% 52.70% 39.19% 57.14% 68.67 61.45 Q, 'O 57.37% 51.67% 56.76%SCHOOL/GRADE MCDERMOTT UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 0 23 33 22 35 22 27 162 29 191 2 46 38 59 47 54 47 293 26 319 0 2 1 1 0 0 0 4 4 8 2 71 72 82 82 76 74 459 59 518 100.00% 64.79% 52.78% 71.95% 57.32% 71.05% 63.51% 63.83% 44.07 Q, 61.58% MEADOWCLIFF UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 23 17 24 25 17 18 124 28 152 49 47 39 49 39 34 257 31 288 0 0 1 1 0 1 3 0 3 72 64 64 75 56 53 384 59 443 68.06% 73.44% 60.94% 65.33% 69.64% 64.15 66.93 3. o 52.54% 65.01% MITCHELL UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 0 10 2 3 2 2 2 21 5 26 7 30 26 24 19 29 18 153 31 184 0 0 0 0 0 0 0 0 0 0 7 40 28 27 21 31 20 174 36 210 100.00% 75.00% 92.86% 88.89% 90.48 % 93.55% 90.00% 87.93% 86.11 87.62% OTTER CREEK UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 26 26 26 20 26 28 152 24 176 22 23 24 31 26 24 150 32 182 0 0 0 0 0 0 0 0 0 48 49 50 51 52 52 302 56 358 45.83% 46.94% 48.00 60.78% 50.00% 46.15% 49.67% 57.14 50.84 5. ASCHOOL/GRADE PULASKI HEIGHTS UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL RIGHTSELL UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 ROCKEFELLER UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL ROMINE UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 22 17 16 7 12 7 81 23 104 26 30 29 33 31 33 182 31 213 1 0 1 1 0 1 4 2 6 49 47 46 41 43 41 267 56 323 53.06% 63.83% 63.04% 80.49% 72.09% 80.49% 68.16% 55.36% 65.94% 0 0 0 0 0 0 0 1 1 23 6 4 7 8 2 50 26 76 3 9 8 11 8 7 6 52 8 60 33 33 27 27 21 17 158 32 190 34 24 27 25 26 23 159 33 192 10 58 41 40 39 37 52 277 43 320 0 1 0 0 0 0 1 0 1 3 1 0 1 0 0 5 0 5 0 0 0 0 0 2 1 3 0 3 33 34 27 27 21 17 159 33 192 60 31 31 33 34 25 214 59 273 13 67 49 51 47 46 59 332 51 383 100.00% 97.06 100.00% 100.00% 100.00% 100.00% 99.37% 96.97% 98.96% 56.67% 77.42% 87.10% 75.76% 76.47% 92.00% 74.30% 55.93% 70.33% 76.92% 86.57% 83.67% 78.43% 82.98% 80.43 Q, 88.14% 83.43% 84.31% 83.55%SCHOOL/GRADE STEPHENS UNGRADED WHITE BLACK OTHER TOTAL %BLACK 2 4 5 6 SUBTOTAL KIND. TOTAL 0 0 0 1 0 1 0 2 3 5 7 35 23 19 32 30 17 163 28 191 0 0 1 1 1 1 2 6 1 7 7 35 24 21 33 32 19 171 32 203 100.00% 100.00% 95.83% 90.48% 96.97% 93.75% 89.47 o. *5 95.32% 87.50% 94.09% TERRY UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 33 32 30 39 37 28 199 32 231 40 37 41 44 46 52 260 26 286 2 1 1 1 0 0 5 2 7 75 70 72 84 83 80 464 60 524 53.33% 52.86% 56.94% 52.38% 55.42% 65.00% 56.03% 43.33% 54.58% WAKEFIELD UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 0 29 27 22 24 23 21 146 21 167 0 45 40 41 54 54 57 291 39 330 0 1 1 2 1 2 0 7 0 7 0 75 68 65 79 79 78 444 60 504 0.00% 60.00% 58.82% 63.08% 68.35% 68.35% 73.08% 65.54% 65.00% 65.48% WASHINGTON UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 2 47 45 58 38 44 43 277 39 316 7 115 65 57 52 51 34 381 51 432 0 2 2 0 1 0 3 8 3 11 9 164 112 115 91 95 80 666 93 759 77.78 70.12% 58.04% 49.57 57.14% 53.68% 42.50% 57.21% 54.84% 56.92%SCHOOL/GRADE WATSON UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOAL KIND. TOTAL \\x15estern : UNGRADED 1 2 3 4 5 6 20 30 22 28 25 27 152 19 171 55 43 51 55 58 55 317 41 358 0 1 0 1 1 0 3 0 3 75 74 73 84 84 82 472 60 532 73.33% 58.11% 69.86% 65.48% 69.05% 67.07% 67.16% 68.33% 67.29 HILLS 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 19 17 14 19 22 14 105 17 122 29 32 31 31 31 38 192 19 211 0 0 1 0 0 1 2 1 3 48 49 46 50 53 53 299 37 336 60.42% 65.31% 67.39% 62.00% 58.49% 71.70% 64.21% 51.35% 62.80% WILLIAMS UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 30 32 31 41 30 26 190 26 216 38 37 38 49 45 39 246 33 279 2 0 1 2 0 2 7 0 7 70 69 70 92 75 67 443 59 502 54.29% 53.62% 54.29% 53.26 60.00 *6 58.21% 55.53% 55.93% 55.58% WILSON UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 4 32 13 13 12 14 18 106 12 118 16 39 52 37 42 41 36 263 43 306 0 0 0 0 0 0 2 2 0 2 20 71 65 50 54 55 56 371 55 426 80.00% 54.93% 80.00% 74.00% 77.78% 74.55% 64.29 o. 70.89% 78.18% 71.83% ASCHOOL/GRADE Lx^bODRUFF UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 9 5 5 7 16 9 51 9 60 10 17 15 18 20 31 111 8 119 0 0 1 1 0 2 4 0 4 19 22 21 26 36 42 166 17 183 52.63 77.27 71.43 a. *0 Q. 6 69.23% 55.56 73.81% 66.87% 47.06 Q. O 65.03% EASTER SEALS UNGRADED TOTAL 15 15 5 5 0 0 20 20 25.00% 25.00% ELIZ. MITCHELL UNGRADED TOTAL 26 26 13 13 0 0 39 39 33.33 33.33% E. MITCHELL(DAY) UNGRADED TOTAL 7 7 8 8 0 0 15 15 53.33% 53.33%School Orig Lang Capacity May Doc 3-15-91 I jj memo B Enrollment 1st Quarter NB T Orig Lang % Black May 1st Doc Quarter Blk May Doc Enr Cap Psb % Blk Badgett Bale Baseline Brady Chicot Clov Elem Dodd Fair Park Forest Pk Fulbright Gyr Sprgs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pul Heights Terry Wakefield Watson Westn Hills Wilson Woodruff 275 394 417 420 563 420 424 351 436 607 235 490 541 531 465 383 328 537 472 472 328 409 257 401 390 467 257 415 390 491 558 i 558 492 j 464 i 328\n386 351 376 1 165 302 57 74 383 403 540 i 587 328 5 492 515 517 442 351 351 492 492 492 328 394 324 I 255 513 562 562 481 378 378 537 517 537 355 428 209 222 376 263 95 I 358 332 11221 454 1 349 I 178\n527 I 282(109\n391 192 277 53% 60% 62% 52% 57% 73% 69% 55% 52%  31% 60% 72% 74.32% 80.32% 73.46% 73.13% 66.22% 72.12% 137 329 I 62\n339 165-7-257 = 64.20% 302-r 401 = 75.31% 263^390 = 67.44% 332-^467 = 71.09% 3494 558 = 62.54% 282-^492 = 57.32% 55% ' 52% 54%\n51% 58.36% 81.71% 1924 328 = 58.54% 277-^-351 = 208 i182i 292 147 237 390 53% ! 48% 53.33% 208-376 = 55.32% I I 268 I 315 319 288 560 60 : 207 53% i 51% 55% i 67% 52.14% 71.01% 292 4 540 = 54.07% 1474 328 = 44.82% I I 1 234i 471 I 240: 555 i 199( 518 155 I 443 I 52% 47% 50.32% 2374 492 = 48.17% 53% 55% 56.76% 3154515-61.17% 182 176 213 110 I 286 238 330 358 211 306 119 174 174 125 120 64 358 323 524 504 532 336 426 183 55% 57% 53% I 57% I 53% I 50% 57% 54% 54% 59% 54% 57% I 42% 46% 68% 66% 54% 54% 59% 61.58% 65.01% 50.84% 65.94% 54.58% 65.48% 67.29% 62.80% 71.83% 65.03% 319-^517 = 61.70% 2884 442 = 65.16% 1824 351 = 51.85% 2134 351 = 60.68% 286 4 492 = 58.13% 330492 = 67.07% 358- 492 = 72.76% 2114 328 = 64.33% 306-^394 = 77.66% 119^324 = 36.73%02.13.-91 13:39 501 3762147 FRIDAY LAW FIRM @002.-004 KCR5CHCI, hj, FRiOAT, P.A O. 5 CLAftk POBEWT V. LICHT, P A WILLIAM H. CUJTTOM, P.A. aCQPQi E. PiKS. . JAMES SV. MQOflE evnoN M CISCMA jOe O. SELL. P A. M itHACL a. TMQMPSON. P.A. JOHN C. CCmOlS. P.A. JAMES A. OVTTRt. Pa HREQCR CK S. l'ASER''. P.A H T LARZELERE, P.A. FRIDAY, EXDHEOGE \u0026amp; CLARK A PARTNERSHIP Of IN0I710UALS AND PROFESSIONAL ASSOCIATJONS ATTORNCYS AT LAW 2000 FIRST COMMERCIAL eUlUDING 400 WliST CAPITQC t-ITTLE ROCK, ARKANSAS 72201-34,93 OAfiBV E COPL.N, B.J. RiCHAfta 3. TAV.OR, P. A JO9CP\u0026gt;1 O. HUBBT, TclcpmonC CtiZAaETh J. ROOBCN, P a. CHfciaroPrtEfl HE-uEft, P.A LAURA HClvSuer SMITH. P.A HOaeST . ShAFLK. b*. a WILLIAM M, GR|Rri4 111, P.A. THPMAS N. *6ae, P.A oacAft E c-AviS. . -AMgg C. CUAHK. R, \u0026gt;R . B. 301-376.OH MiCKACL s. OtANt\na. MACKCV AA,.TttM M. eSCL 1.1 HE VI * A. C BASS TmOmAS P. LtCOETT. P.A JOHN OtWEY WATSON, PA, LwiS MAT-)|S, P.A. Paul B BENHAM I.I, P.A. LAARTW aURKS.PA. A W*CKLlFr NtSeT. JK,, P.A .AMES COWARQ HaRR'S, *A - MIU-IP malCOm, P.A, JAMES M. SIM PSQN, P, A February 15, 1991 MCMCO Tirt  CAri,E f-.A BY FAX WluLIAM A. WADOfcLL, JR., P.A. clyoc \"tab Tunner C ALVI N , 5CQ-T W CBSV u I. lanCabtcr MALONC JAMES M CAXTQn.P. A J. SMSPUCRC RUSSELLI'i OOVAlO h BaCON. P.A. WILLIAM MOMAB BA.KTCR, P.A. WAUTCft A It, P A. Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 M. Oaylc CORLCV AO\u0026amp;CNT B. BCAJH, 3. RA^OOLPPI LOQNCT J LEE BROWN jAMcs C. BArtee,LR. H. Oaci-iw5p.0, JH. HARRV A LICHT SCOTT TLCKCR JOHN CLAYTON RANOOlPM MARV l.WiSCmAN ojy Alton waoe HR ICC. C. OAPDnlH THSHAS F mElKS J. M ichal hi crcna Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Re: Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 Mr. Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 LRSD Renovation and Construction Projects Dear Counsel: The renova planned and commitments f seeking a st for the cons the continua- WILL Wil 1. COJASC. AM J. SMITH \u0026gt;AM A. CUCaCCipE, WILLIAM L. CPBV WlLLIAr L. PAT-QllJ, JR TC-SCOniin csQ.i c.ECOh cn lasii u u Hcr-r no 370^1506 i.on and construction projects described below pursuant to either th^ were ^^'ri-District Plan, the during the millage cam|5|b , or both. 1 will be ition concerning these s'cH^ls and court approval The construction projects at these schools, of the Central High School International Studies Program and the implementation of desegregation transfers at the elementary level within the Little Rock School District should be the only issues LRSD must seek to have resolved in advance of the submission of the modified settlement plan. \"ion. The following is a summary of the proposed renovation and construction projects: Woodruff Eleinentary: The Tri-District Plan (p. 8) states: Approximately two hundred students will be added to Woodruff's enrollment, which will require additional classroom space. which will require Some of these classrooms will be used for an early childhood education program. The school program.02 13 91 16:00 501 3762147 FRIDAY LAW FIRM @003 004 will also offer and Extended Day Program to attract children whose parents work in State government offices. A percentage of Woodruff's seats will be reserved to meet desegregation requirements. LRSD proposes to continue the renovation and expansion of Woodruff. The work at Woodruff will consist of adding five classrooms and expanding capacity from 209 to 344 (not counting the space for the four year old program). This expansion will require a slight enlargement of the Woodruff attendance zone, which will allow more Woodruff area students, most of whom are black, to attend a closer school. The expansion will also create the space necessary to recruit students whose parents work in nearby state government offices, and to balance the grade structure at Woodruff at two classes per grade (Woodruff presently has one class each at K-4, and two c sses each at grades 5 and 6). Western Hills Elementary: The Tri-District Plan (p. 8) states\nThe capacity of Western Hills will be expanded by 1991-92 to two hundred students, and its portables, which currently serve one hundred children, eliminated. LRSD does not propose to enlarge Western Hills Elementary (present capacity is 355, proposed is 358) but only to replace portable buildings with permanent classroom space. require any adjustment to attendance zones. The racial composition of Western Hills Elementary is expected to remain approximately 63% bitch.. There is no satellite attendance zone for Western Hills. This project will not black. Cloverdale Elementary and Junior High Schools: Plan (p. 8) states\nThe Tri-District The capacity of each school wiT approximately one hundred students. e increased by The project at the Cloverdale campus involves building a new cafeteria between the schools and renovating former cafeteria space into classrooms. In addition, a new classroom wing will be built at the junior high school so that portable classrooms can be eliminated. The capacity of Cloverdale Junior Hiah School win High will remain at 750. The capacity of Cloverdale Elementary will be increased from 464 to 492. This will allow LRSD to replace the present uneven grade structure (2 classes each at grades K, 1 and 6\n3 classes each at grades 2,3,4 and 5) with three classes per grade. The assignment zones for Cloverdale Junior High and Elementary will not change as a result of this project. ' There is no satellite zone for Cloverdale Elementary . The racial composition of the two schools (70% black at the junior high\n72% black at the elementary) is not expected to change a result of this project. as 02.-15 91 16:01 501 3762147 FRIDAY LAW FIRM @004'004 Geyer Springs Elementary\n____________ Except for Cloverdale Junior High and Western Hills, Geyer Springs has the highest concentration of portable buildings in the district. The renovation and expansion plan for Geyer springs calls for the replacement of portable classrooms with permanent construction, expansion of the kitchen, and the addition of sufficient classrooms so that the school can accommodate two classes each at grades K-6 and a new library. The capacity of Geyer Springs Elementary will be increased from 255 to 328. The racial composition of the school (71% black) is not expected to change as a result of this project, no satellite zones for Geyer Springs Elementary. There are The present imbalanced grade structure (2 classes each at grades K, 4 and 5\none each at grades 1,2,3 and 6) will be balanced at two classes per grade. Forest Heights Junior High: ________ The plan for Forest Heights Junior High School is to demolish most of the existing classrooms and to replace them with a new structure. by two architectural firms. This approach was recommend* Both fixrms reported that renovation the existing buildings would not be economical and would not sol the existing site problems such as drainage and supervision. new structure will house classrooms, The administrative area. The cafeteria, new library and a new gymnasium and vocational buildings (six classrooms) will remain intact but will undergo minor renovations. This project will replace thirty of the thirty-six existing classrooms and three portable classrooms with thirty-nine classrooms, for a net gain of six classrooms. These additional new classrooms are necessary to provide permanent classroom space to teachers who are now required to \"float\" a-nng classrooms which are empty during certain periods of the day day. ^nges in the number of students who attend Forest Heights Junior I School, the racial composition of those students (68% black/ and the attendance zone for Forest Heights Junior High School are not expected as a result of this construction. a These projects should have no detrimental effect on the implementation of our desegregation plan. The funds for these projects were budgeted following the successful millage campaign. Please let me know your position with respect to these proposals as soon as possible. I will be happy to provide any additional information you may need to assess these proposals. Yours very truly'. Christoph^'' feller CJH/k cc: 1 Dr. Ruth Steele Office of Desegregation Monitoring JOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 Date: February 26, 1991 To: Chris Heller From: Ann Brown Subject: Questions Regarding Proposals for LRSD Construction I've gone over the proposals for building in the LRSD very carefully. Attached are the questions that have occured to me as I've thought it through and researched some data. If you'd like to talk it all over, just give me a call.Questions about Proposed LRSD Construction Woodruff Elementary\n1. First paragraph quotes approximately 200 students\nthe Tri-District Plan provision which would add 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. to 344, a difference of 135 seats. second paragraph says capacity will expand from 209 Which is the proposal, 200 or 135? If the proposal is for 135 new seats rather than 200, why this deviation from the Tri-District Plan provision (which was taken directly from LRSD's December 1, 1989 revised Preliminary Plan submission to the Metropolitan Supervisor?) Do we correctly understand that the proposed five new classrooms will house one each of K - 4th grade? If five classrooms are added, one each for K through 4, a maximum of only 123 students can be placed in these classes according to state standards, the other 12 seats for, early childhood? What are Are we to understand that the proposed early childhood education (ECE) program is for four-year-olds? How many ECE classes will there be? How many students in each? If capacity is expanded from 209 to 344 \"not counting the space for the four year old program\", what are the plans for ECE space? Do you propose to offer an Extended Day Program as provided in the Tri-District section quoted? If so, what will the proposed Extended Day Program entail (what and when for which students?) Are you also proposing to implement the quoted Tri-District provision which calls for a percentage of Woodruff's seats to be reserved to meet desegregation requirements? If so, what percentage, representing exactly how many seats, will be reserved? What will be the black/white percentage of these reserved seats? What is the plan and timeline for recruiting children whose parents work in state government offices? The recent FOCUS says that new students register February 26 - March 8, 1991. How will children of state government workers be assigned to Woodruff: M-to-M, Act 609, intradistrict desegregation transfer? LRSD represented to the Special Master that Woodruff could not be expanded because of state elementary building and playground standards. How is it now possible to expand the school without violating state regulations? Exactly how will the Woodruff attendance zone be enlarged and by how many students? How many students will have to change schools as a result of the zone change? attend!ng? How many of these students are black? What grade level are these students? -1- Which schools are they nowWestern Hills: 1. 2. How many portables are currently at the school and what classes/grades to they house? How long have portables been in use at the school, by year and by number of portable buildings? 3. How many Western Hills students reside in an attendance zone that is other than that of Western Hills? How many of these students are not in their zoned school because of controlled choice and subsequent grandfathering? How many of these students are at Western Hills because their zoned school is full (e.g., incentive school, etc.) an 4. How many students are eligible to leave Western Hills to return to an incentive school or area school? How many of these students are black? How and when wi11 you determine how many children will actually leave Western Hills to return to their zoned school? 5. If all the students who could leave Western Hills to return to their home zone school did so, what would the enrollment of Western Hills be? 6. What does demographic data indicate the enrollment of Western Hills will be when populated solely by children who live in the current attendance zonewithout redrawing linesa few years down the road when all grandfathered students are out of the school? Cloverdale Elementary and Junior High Schools: 1. The quoted Tri-District provision states that both schools will be expanded by about one hundred students each, a provision included in the Tri-District Plan from the December 1, 1989, LRSD revised Preliminary Plan\nyet expansion of only the elementary school is proposed, proposed? Why is expansion of the junior high not 2. How many students who live in the Cloverdale Junior High attendance zone presently must attend another junior high because of grandfathering or inadequate seating at Cloverdale? 3. How many portables are currently at the school? What classes do they house? 4. Will increasing the capacity of Cloverdale Elementary by 28 seats, rather than the 100 in the Tri-Di strict Plan (and the LRSD Dec. 1, 1991, revised Preliminary Plan,) provide adequate seating for the proposed three new classes (one each at K, 1 and 6?) At maximum state class size at these grade levels, as many as 73 students could be enrolled in these three classes. 5. Figures recently provided this office by LRSD Student Assignment indicate that the capacity of Cloverdale Elementary was 422 in 1989-90 (with an enrollment of 419)\n1990-91 capacity is 464 and enrollment 389. How was the capacity of the school enlarged by 42 seats between 89-90 snd 90-91? Why was the capacity enlarged when enrollment actually decreased by 30 students? -2-6. Where will the students for the new K and first grade classes come from? 7. How many Cloverdale Elementary students are grandfathered? assigned to the school because their home zone school is full? How many have been Geyer Springs Elementary: 1. How many portable buildings are presently at the school and what classes/grades do they house? 2. The Geyer Springs attendance zone does not appear to exhibit a growth pattern. As a matter of fact, capacity and enrollment figures indicate that the school has been underenrolled for some time. So why is the school slated for expansion? 3. The district proposes to expand capacity by 73 more seats and to add four more classes (which could contain as many as 103 students.) Are attendance zone changes proposed? classes come from? If not, where will the children who will populate these 4. Neither the Settlement nor Tri-District Plans (nor the preliminary desegregation plans submitted to CMS by LRSD) propose altering the capacity of Geyer Springs. Why is the district now proposing to expand Geyer Springs before addressing building which is provided for in the Settlement and Tri-District Plans? Fore^t^leights Junior High: 1. How will the total capacity of Forest Heights be changed by the proposed new additions? 2. Figures supplied this office by LRSD Student Assignment Office in January 1991, along with those taken from the Aerospace Magnet grant proposal, indicate that Forest Heights currently has a capacity of 780, with 754 students (69% black) enrol led. This means the school is at 97% capacity. (Figures more recently povided this office by James Jennings put enrollment at 772, 99% of capacity.) The aerospace grant proposal states, on page 121, that \"space is available in the designated junior high schools to house the number of students being projected.\" Your current proposal states that \"changes in the number of students who attend Forest Heights Junior High School, the racial composition of those students (68% black) and the attendance zone for Forest Heights Junior High School are not expected as a result of this construction.\" But the aerospace grant proposes to attract White students from North Little Rock and Pulaski County schools. (page 25.) How many M-to-M students are anticipated to participate in the magnet program? How many intradistrict transfers will be accepted into the program? What will the total capacity of the school need to be in order to accommodate these new students? What is the total projected enrollment, the magnet program projected enrollment, and the projected black/white ratio (both school and magnet program) as a result of the magnet program? -3-General: 1. What is the projected total cost of the building proposals? What portion of these building costs does LRSD propose to underwrite with desegregation monies? 2. How will these building plans affect the burden of busing on black children? 3. What does the district intend to do with the portable buildings that are removed from Western Hills, Geyer Springs, etc.? 4. In an Attendance Zone Report submitted to OMS on April 2, 1990, James Jennings states a problem which is recognized in both the Settlement and Tri-District Plans: \"The Little Rock School District currently uses 90% of its total non-magnet elementary capacity. The District has stated on several occasions that the elementary building capacity, particularly in central and east Little Rock, needs to be increased. The District's capacity problem is compounded by the fact that the interdistrict magnet program reduced the number of elementary seats available to Little Rock students. Gifted/Talented have caused a reduction in school capacity.\" Also, programs such as PAL and Both the Settlement and Tri-District Plans agree that building capacity in central and east Little Rock must be increased {as did the LRSD revised Preliminary Plans of December 1, 1989) and there is a timeline for doing so. There are provisions in the Settlement plan (page 30, LRSD Vol II) for 1990-91 to \"relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue.\" Also, \"to build a new King Elementary School in downtown Little Rock...in the general area along 1-630 between 1-30 and University Avenue.\" Over the past several months, this office has received reports and proposals from the LRSD which deal with expanding seating in central and east Little Rock. However, the proposal currently before the parties does not address the pressing need to expand capacity in the downtown area. When will there be firm plans to address it? How can the district expect the Court to approve building in the western part of the city when the district has made no move to fulfill its obligation to build in central/east Little Rock area? 5. The building proposal provides for some adjustment of attendance zones. The LRSD April 2, 1990, Attendance Zone Report states \"The elementary capacity must be addressed before attendance zones are adjusted. will Otherwise, any adjustments simply shift the current capacity problem from one school to another school.\" This same report states repeatedly that \"the plans to close and rebuild incentive schools should be finalized before attendance zones are adjusted.\" We agree that this a sensible approach. Why has the LRSD abandoned it? 6. The recent FOCUS (on page 7) states that \"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.\" When will plans for expanding Rightsell in order to accommodate the four-year-old program be submitted? How will Mitchell physically accommodate the four-year-old program it was to have implemented two years ago? -4-7. There are numerous indications (including capacity and enrollment figures, statements by LRSD Board members at public meetings, and newspaper articles) that LRSD is short on junior high capacity. The LRSD Settlement Plan (Vol I), on page 174, states that: \"The capacities of junior high schools will be reviewed in light of needed programs. Such capacities will then be revised as necessary. If upon review, it is determined that inadequate junior high capacity exists in the Di strict to meet programmatic need of the Di strict and/or intradistrict and M-to-M needs as they develop, then an adequate site will be located and planning will begin for the construction of a new junior high school.\" When will the district review the capacities of junior high schools? When wi11 there be a plan to assure that junior high students will not have to wait for a seat? 8. The district seems to be predicating much of its proposed construction on the Tri-District Plan provision that all portable buildings will be eliminated. Can we therefore expect the district to move to modify the LRSD Settlement Plan (Vol II, page 5) provision that \"every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level?\" The provision of one plan to do away with portables contradicts the provision of another plan which justifies their use. -5-FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. B. S. CLARK A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ROBERT U. LIGHT. P.A. WILLIAM H SUTTON. P. GEORGE E. PIKE. JR.. I JAMES W. MOORE attorneys at law p. 2000 FIRST COMMERCIAL BUILDING 6YHON M. EISEMAN, JR.. P.A JOE D. BELL. P.A. MICHAEL O. THOMPSON, P A. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY. P.A, FREDERICK S. URSERY, P.A. AOO WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 Telephone SOi-376-2Oii LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A WILLIAM M. GRIFFIN III, P. A. THOMAS N. ROSE. P.A. MICHAELS, MOORE DIANE S. MACKEY WALTER M, EBEL III, P.A. KEVI N A. CRASS WILLIAM A. WADDELL. JR.. P. P CLYDE \"tab\" ThRNER H. T. LARZELERE. P.A. OSCAR E, DAVIS. JR. JAMES C. CLARK, JR.. THOMAS P. LEOOE''T. Fax No. 5OI-376-2IA7 p. JOHN DEWEY WATSON. P.A. LEWIS MATHIS. P.A. PAUL 8. BENHAM III, P.A. LARRY W. BURKS, P.A. A, WYCKLiFF NISBET, JR., P.A, JAMES EDWARD HARRIS. P.A, J. PHILLIP MALCOM, P.A. JAMES M. Simpson, p.a, MEREDITH P. CATLETT, P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON, P.A WILLIAM THOMAS BAXTER, P.A. February 25, 1991 WAI ER A. PAULSON II, P A. SCOTT J. LANCASTER JERRY L. MALONE M. GAYLE CORLEY ROBERT B. BEACH, JR. S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES GSCHWENO, JR HARRY A. LIGHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TON lA P. JOKES DAVID O. WILSON JEFFREY H. MOORE BARRY E. COPLIN, P.A. RICHARD O. TAYLOR, P.A. JOSEPH a. HURST. JR., ELIZABETH J. ROBBEN. P. \u0026gt; CHRISTOPHER HELLER. P. COUNSCL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P a WILLIAM L. TCPRY WILLIAM L. PATTON, JR.. P.A. WRITCP'S OlPCCT NO. Mr. Sam Jones o'. Mr. Steve Jones 370-1506 WRIGHT, LINDSEY ii JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 Mr. John Walker Mr. Richard Roachell JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Re: Construction Issues Dear Counsel: Since I wrote you last there has been a slight modification of our plans for Forest Heights Junior High School. We intend to leave standing and to renovate an additional five classrooms which will be used to educate no more than forty handicapped students. Please let me know if you have any questions or concerns about this change or about our other construction proposals. As you know, the Philander Smith College Board rejected an LRSD proposal to locate a new interdistrict school on the campus. Since then, with John Walker's help, we have reached the point that Dr. Titus is willing to consider a modified proposal for an interdistrict school at Philander Smith. LRSD is also considering Westside as a possible interdistrict school site, but is not yetready to propose that to the parties. I would welcome any suggestions you may have concerning the possible location of the new Stephens and King schools within the area described in our desegregation plan. Yours very truly Christopher eller CJE/k cc: Dr. Ruth Steele Office of Desegregation MonitoringOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 PROGRESS REPORT ON NEW CONSTRUCTION March 4, 1991 Little Rock School District Woodruff Construction ongoingbeen there about a week- -ground work being done for foundations currently facility. no work being done inside the Western Hills Construction ongoingcurrently digging for foundationnothing currently inside facility Cloverdale Elem Construction ongoingground work being done for foundation of cafeteriacurrently no work being done inside the facility Cloverdale Jr. Construction ongoingground work being done for foundation of cafeteriacurrently no work being done inside the facility Geyer Springs - Construction ongoingground work being done for foundationsparking lot torn up- playground torn upsome work being done inside buildingin six of seven classroom no heat, no ceiling and lighting reduced. Forest Heights Junior High - Currently no construction startedsurveying and meeting with principal0 3 Z 0 6 z 1 9 9 1 1 1 ! 3 ? FROM JOHN W.WALKER P.fi. TO 3710100 P .02 MEMORANDUM to\nMR. JOHN W. WALKER FROM\nMR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER re\nLRSD V. PCSSD - New Construction within the LRSD date\nMARCH 5, 1991 On site visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots. and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year, August, 1991. Mr. Herman visited Woodruff and Western Hills. I visited Cloverdale and Geyer Springs, as follows: Our findings at the locations were CLOVERDALE ELEMENTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have \"21\" classrooms (3 sections each of K-6) The construction will consist of ng II additional classrooms, a new playground, office, nurses station and a cafeteria to be shared with Cloverdale Jr. High School. Final students student capacity (after construction): 492 I 1 I03/06Z1991 11!3S FROM JOHN U.UflLKER P.fl. TO 3710100 P. 03 I i I i I 1 PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room. Cloverdale Jr. High has several portablej, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SPRINGS ELEMSMTARY Principal: Eleanor Cox (black female) Current student capacity: 200 students 76% black 24% white Current number of classrooms: 9 After construction, the school will have \"2 3 classrooms. The construction will consist of 14\" new classrooms, a new playground and a new parking lot. Final student capacity: 400 Anticipated capacity next school year\n326 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs construction has been set at 1 1/2 million dollars. WESTERN HILLS ELEMENTARY Principal\nMargie Puckett (white female) Current student capacity: 336 students 63.7% black 35.3% white .5% other The construction will consist of \"10\" additional classrooms. II 03x06/1991 11:39 FROM JOHN U.WALKER P.fl. PAGE THREE March 5, 1991 TO 3710100 P . 04 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. WOOPRPPg ELEMENTARY Principal\nPat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of expansion of the cafeteria. 10' new classrooms and There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. Please let us know if additional information is needed. I 1 I I I 1 J I i iI  - . 03/05/1991 10:12 FROM JOHN U.WALKER P.A JOHN W. WALKER RALPH WASHEsGTON MARK Bt 'RNETTE WOLEy A. BRANTON, JR. 'Afcw a^niUffd to Prartwc in Gcongi. A tfin bbuk-t yC Cohmb-n. DELIVERED VIA FAX Ms. Anna Brown Ms. Arma Hart TO 3710100 P. 02 John W. W/kLKER. P.A. ArroRNEl AT Law 1723 Broadway Litti.e Rock. Arkansas vzaje Telephone (501) -iTi-aT.ss FAX (501) 3744187 March 5, 1991 \u0026lt; Office of Desegregation Monitoring _201 East Markham Little Rock, AR 72201 Dear Ms. Brown and Ms. Hart: Would ionformation you kindly advise me whether , _ regarding construction which xt.^xu capacities in certain Little Rock School buildings? Mr. Chris Heller advises only normal maintenance - ---------is occurring. checking into this at once. LAZAR M. iALNTCK LAW  FINANCE BLDG. SLTTE 1\u0026lt;X'2 429 FOURTH AVENUE PITTSBLIRGH, PA 15219 (412) 2S8-9220 you have additional includes enlarging me that this is not happening and I would appreciate your into this matter and By copy of this letter to Mr, Heller, I am he look call me today if after he has received reply to this inquiry. I also asking that at all possible, With best regards, Z-----\\ 1 I cc: Mr. Chris Heller Ukii At J^n W. Walker Walker M TOTAL P.02I I 03/05/1991 10:12 FROM JOHN Id. WALKER P.A. TO 3710100 P. 02 JOHN W. WALKER RALPH WASHINGTON- MARK BURNETTE WILEY A. BRANTON, JR. * AWi\u0026gt; s'4a7niUed tc Practice in GcorgiA Oi*} Liislrit. 'jI Coh DELIVERED VIA FAX John w. Walker, P.a. Attornet At Law 1723 Broadway Lrrn.E RocK. Arkansa,s 7221)6 Tei,ephone (501) 374-3758 FAX (501) 3744187 March 5, 1991 Ms. Anna Brown Ms. Arma Hart Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 Dear Ms. Brown and Ms. Hart\nWould ionformation regaraing construction which includes capacities in certain Little Rock School buildings? you kindly advise regarding me construction whether which LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG SUITE 1\u0026lt;X\u0026gt;2 429 FOURTH AVENUE Pm^BURGH. PA 15219 (412) 2SS-9220 you have additional enlarging Mr. Chris Heller advis only normal maintenance is checking into this at once. es me that this is occurring. not happening and I would appreciate your By copy of this letter to Mr. -----\"* into this matter and after he has received he look Heller, I am call me today if reply to this inquiry. also asking that at all possible, cc: Mr. Chris Heller With best regards, W. Walker M03/06/1991 11:37 FROM JOHN U.WALKER P.P. TO 3710100 P .02 MEMORANDUM I I I I ! I to\nFROM: re: date\nOn site MR. JOHN W. WALKER MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER LRSD V. PCSSD - New Construction within the LRSD MARCS 5/ 1991 visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year. August, 1991. Mr. Herman visited Woodruff and Western Hills. Cloverdale and Geyer Springs, as follows: Principal: I visited Our findings at the locations were CLOVERDALE ELEMENTARY Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have \"21 classrooms (3 sections each of K-6) The construction will consist of i5ir additional classrooms, a new playground, office, nurses station and a cafeteria to be shared with Cloverdale Jr. High School. Final students student capacity (after construction): 49203/'06zl991 11:33 FROM JOHN U.UflLKER P.O. TO 3710100 P . 03 PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room. cloverdale Jr. High has several Cloverdale Jr, portable^, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SPRINGS ELEHSMTARY Principal: Eleanor Cox (black female) Current student capacity: 200 students 76% black 24% white Current number of classrooms: 9 After construction, the school will have 23\" classrooms. The construction will consist of \"14\" new classrooms, new playground and a new parking lot. a Final student capacity: 400 Anticipated capacity next school year: 326 There are currently 8 portable buildings that house the intermediate classes. Geyer Springs. There is also classroom sharing at The budget for Geyer Springs' construction has been set at 1 1/2 million dollars. WESTERN HILLS ELEMENTARY Principal: IF Margie Puckett (white female) Current student capacity: 336 students 63.7% black 35.8% white ,5% other The construction will consist of \"10\" classrooms. additional03/0BZ1991 11:39 FROM JOHN UI.UflLKER P.R. TO 3710100 P. 04 PAGE THREE March 5, 1991 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. ffOOPRPPP ELEMEMTARY principal: Pat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of 10 new classrooms and expansion of the cafeteria. There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. Please let us know if additional information is needed.John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rcxk, Arkansas 72206 Telephone (501) 374-37.58 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE 'WILEY A. BRANTON, JR. AIm admitted to Practice in Georgia \u0026amp; the District of Columbia. March 5, 1991 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG. SUITE 1002 429 FOURTH AVENUE PITTSBURGH, PA 15219 (412) 288-9220 DELIVERED VIA FAX Ms. Anna Brown Ms. Arma Hart Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 Dear Ms. Brown and Ms. Hart: Would ionformation you kindly advise me whether regarding construction which you have includes capacities in certain Little Rock School buildings? additional enlarging Mr. Chris Heller advises only normal maintenance me that this is not happening and checking into this at once. is occurring. I would appreciate your he look By copy of this letter to Mr. Heller, I am into this matter and call me today if after he has received reply to this inquiry. also asking that at all possible. With best regards, J Ignn W. Walker cc: Mr. Chris HellerLRSD CONSTRUCTION PROPOSALS As a backdrop to the current LRSD construction proposals, it will be helpful to keep in mind that the LRSD (and to a somewhat lesser extent, NLRSD and PCSSD) has repeatedly found itself in difficulties with desegregation efforts from the \"domino effect\" resulting from failure to thoroughly think through, evaluate, and learn from the following: 1. Cause and effect: All of the districts persist in tunnel vision and short sightedness, but LRSD is the worst of the lot. These \"eye problems\" frequently prevent the districts from recognizing that there may be several diverse factorsnot just one or twowhich work together to create a certain situation. They also have difficulty identifying the potential multiple effects that may ensue as a result of one course of action or another. They repeatedly fail to anticipate all sorts of things: the short and long tern consequences of decisions, changing scenarios, altered needs, etc. Neither do they seem to learn much from the history of their mistakes or their successes. 2. Broad scale and long term context and impact: The desegregation plans and programs are not something \"over there\", somehow separate from the normal, day to day business of delivering educational services to kids. Rather, desegregation is a part of the definition and means of how those services are delivered to all of the children. Anything done in a school district, either programmatically or operationally, invariably has an impact on desegregation because desegregation means the integration not just of bodies, but of ideas, programs, operations, and opportunities. This is the substance of true equity. 3. For every action there is a reaction: The desegregation plan must not be viewed as a disjointed, non-related series of stand-alone sections. What happens as one part of the plan is implemented {one program, one operation, one construction project) invariably impacts what's happening elsewhere in the district (and often in the other districts as well.) Each plan, program, and action must be seen in the context of the whole and as part of an action and time continuum, piece in place, changes. The puzzle (desegregation plan) is not complete without each Remove or distort just one puzzle part, and the whole picture 4. Responsibility: Each school district is ultimately responsible for the effective implementation of its desegregation plan. Placing blame or even giving credit to some external force obscures the fact that what happens in each district is the full responsibility of that district, make them do it! The devi1 did not 5. The LRSD does not seem to recognize the importance of good faith. The district has not been able to build trust with either the Court nor the community because of lies. mi stakes, broken promises. inconsistent and arbitrary actions, and frequent changes without any indication of the \"why\" of the changes. The old saw \"It's easier to get forgiveness than permission\" is not going to work, even in the cases where it might be appropriate, if there is no foundation of trust and a clear record of good faith action. What i s the LRSD doing to build a relationship with the Court and community which clearly demonstrates the district's good faith?Summary: A. Each decision must be considered in the context of the entire desegregation plan, keeping in mind the interrelatedness of the sections, the immediate and future impact of any action, and how one district's actions affects another. Think big picture and long term. B. Desegregation wholi Stic, involving and impacting all students. Desegregation plans are integral to how each district educates ALL its students. Education is describednot dichotomizedby a desegregation plan. C. Each district is responsible for the successful implementation of its desegregation plan. i s D. A record of consistently acting in good faith as well as in accordance with the provisions of desegregation plans is basic to eventually achieving unitary status.AS \"^^Ut/J)\" Questions about Proposed LRSD Construction Woodruff Elementary: 1. First paragraph, quotes the Tri-District Plan provision which would add approximately 200 students\nsecond paragraph says capacity will expand from 209 to 344, a difference of 135 seats. Which is the proposal, 200 or 135? 2. If the proposal is for 135 new seats rather than 200, why this deviation from the Tri-District Plan provision (which was taken directly from LRSD's December 1, Supervisor?) 1989 revised Preliminary Plan submission to the Metropolitan 3.Do we correctly understand that the proposed five new classrooms will house one each of K 4th grade? 4.If five classrooms are added, one each for K through 4, 123 students can be placed in these classes according to What are the other 12 seats for, early childhood? a maximum of only state standards. 5. Are we to understand that the proposed early childhood education (ECE) program is for four-year-olds? 6. How many ECE classes will there be? How many students in each? 7.If capacity is expanded from 209 to 344 \"not counting the space for the four year old program\", what are the plans for ECE space? 8. Do you propose to offer an Extended Day Program as provided in the Tri- District section quoted? If so, what will the proposed Extended Day Program entail (what and when for which students?) 9.Are you also proposing to implement the quoted Tri-District provision which calls for percentage of Woodruf f's seats to be desegregation requirements? reserved to meet many seats. will be reserved? If so, what percentage, representing exactly how these reserved seats? What will be the black/white percentage of 10.What is the plan and timeline for recruiting children whose parents work in state government offices? February 26 March 8, 1991. The recent FOCUS says that new students register 11.How will children of state government workers be assigned to Woodruff: M- to-M, Act 609, intradistrict desegregation transfer? 12.LRSD represented to the Special Master that Woodruff could not be expanded because of state elementary building and playground standards. possible to expand the school without violating state regulations? How is it now 13.Exactly how will the Woodruff attendance zone be enlarged and by how many students? zone change? now attending? How many students will have to change schools as a result of the How many of these students are black? What grade level are these students? Which schools are they aWestern Hills: l.How many portables are currently at the school and what classes/grades to they house? 2. How long have portables been in use at the school, by year and by number of portable buildings? 3.How many Western Hills students reside in an attendance zone that is other than that of Western Hills? How many of these students are not in their zoned school because of controlled choice and subsequent grandfathering? How many of these students are at Western Hills because their zoned school is full (e.g., incentive school, etc.) an 4.How many students are eligible to leave Western Hills to return to an incentive school or area school? How many of these students are black? How and when will you determine how many children will actually leave Western Hills to return to their zoned school? 5. If all the students who could leave Western Hills to return to their home zone school did so, what would the enrollment of Western Hills be? 6.What does demographic data indicate the enrollment of Western Hills will be when populated solely by children who live in the current attendance zone-- without redrawing lines--a few years down the road when all grandfathered students are out of the school? Cloverdale Elementary and Junior High Schools: l.The quoted Tri-District provision states that both schools will be expanded by about one hundred students each, a provision included in the Tri-District Plan from the December 1, 1989, LRSD revised Preliminary Plan\nyet expansion of only the elementary school is proposed, proposed? Why is expansion of the junior high not 2.How many students who live in the Cloverdale Junior High attendance zone presently must attend another junior high because of grandfathering or inadequate seating at Cloverdale? 3.How many portables are currently at the school? What classes do they house? 4.Will increasing the capacity of Cloverdale Elementary by 28 seats, rather than the 100 in the Tri-District Plan (and the LRSD Dec. 1, 1991, revised Preliminary Plan,) provide adequate seating for the proposed three new classes (one each at K, 1 and 6?) At maximum state class size at these grade levels. students could be enrolled in these three classes. as many as 73 5.Figures recently provided this office by LRSD Student Assignment indicate that the capacity of Cloverdale Elementary was 422 in 1989-90 (with an enrollment of 419)\n1990-91 capacity is 464 and enrollment 389. school enlarged by 42 seats between 89-90 and 90-91? How was the capacity of the enlarged when enrollment actually decreased by 30 students? Why was the capacity 6.Where will the students for the new K and first grade classes come from? 7.How many Cloverdale Elementary students are grandfathered? assigned to the school because their home zone school is full? How many have been Gever Springs Elementary: l.How many portable buildings are presently at the school and what classes/grades do they house? 2.The Geyer Springs attendance zone does not appear to exhibit a growth pattern. As a matter of fact, capacity and enrollment figures indicate that the school has been underenrolled for some time. So why is the school slated for expansion? 3.The district proposes to expand capacity by 73 more seats and to add four more classes (which could contain as many as 103 students.) changes proposed? classes come from? Are attendance zone If not, where will the children who will populate these4.Neither the Settlement nor Tri-District Plans (nor the preliminary desegregation plans submitted to OMS by LRSD) propose altering the capacity of Geyer Springs. Why is the district now proposing to expand Geyer Springs before addressing building which is provided for in the Settlement and Tri-District Plans? Forest Heights Junior High: l.How will the total capacity of Forest Heights be changed by the proposed new additions? 2.Figures supplied this office by LRSD Student Assignment Office in January 1991, along with those taken from the Aerospace Magnet grant proposal, indicate that Forest Heights currently has a capacity of 780, with 754 students (69% black) enrolled. This means the school is at 97% capacity. (Figures more recently provided this office by James Jennings put enrollment at 772, 99% of capacity.) The aerospace grant proposal states, on page 121, that \"space is available in the designated junior high schools to house the number of students being projected.\" Your current proposal states that \"changes in the number of students who attend Forest Heights Junior High School, the racial composition of those students (68% black) and the attendance zone for Forest Heights Junior High School are not expected as a result of this construction.\" But the aerospace grant proposes to \"attract White students from North Little Rock and Pulaski County schools.\" (page 25.) magnet program? How many M-to-M students are anticipated to participate in the program? How many intradistrict transfers will be accepted into the What will the total capacity of the school need to be in order to accommodate these new students? What is the total projected enrollment, the magnet program projected enrollment, and the projected black/white ratio (both school and magnet program) as a result of the magnet program?General\n1. What is the projected total cost of the building proposals? What portion of these building costs does LRSD propose to underwrite with desegregation monies? 2. How will these building plans affect the burden of busing on black children? 3.What does the district intend to do with the portable buildings that are removed from Western Hills, Geyer Springs, etc.? 4.In an Attendance Zone Report submitted to OMS on April 2, 1990, James Jennings states a problem which is recognized in both the Settlement and Tri-District Plans: \"The Little Rock School District currently uses 90% of its total non-magnet elementary capacity. The District has stated on several occasions that the elementary building capacity, particularly in central and east Little Rock, needs to be increased. The District's capacity problem is compounded by the fact that the interdistrict magnet program reduced the number of elementary seats available to Little Rock students. Also, Gifted/Talented have caused a reduction in school capacity.\" programs such as PAL and Both the Settlement and Tri-District Plans agree that building capacity in central and east Little Rock must be increased (as did the LRSD revised Preliminary Plans of December 1, 1989) and there is a timeline for doing so. There are provisions in the Settlement plan (page 30, LRSD Vol II) for 1990-91 to \"relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue.\" Also, \"to build a new King Elementary School in downtown Little Rock...in the general area along 1-630 between 1-30 and University Avenue.\" Over the past several months, this office has received reports and proposals from the LRSD which deal with expanding seating in central and east Little Rock. However, the proposal currently before the parties does not address the pressing need to expand capacity in the downtown area. When will there be firm plans to address it? How can the district expect the Court to approve building in the western part of the city when the district has made no move to fulfill its obligation to build in central/east Little Rock area? 5.The building proposal provides for some adjustment of attendance zones. The LRSD April 2, 1990, Attendance Zone Report states \"The elementary capacity must be addressed before attendance zones are adjusted. Otherwise, any adjustments will simply shift the current capacity problem from one school to another school.\" This same report states repeatedly that \"the plans to close and rebuild incentive schools should be finalized before attendance zones are adjusted.\" agree that this a sensible approach. Why has the LRSD abandoned it? We 6.The recent FOCUS (on page 7) states that \"Tuition-free programs for children who will be four years old on or before October 1, 1991, will be offered at Badgett, Franklin, Garland, Washington and Woodruff.\" Ish, Mitchell, Rightsell, Rockefeller, Stephens, accommodate the four-year-old program be submitted? When will plans for expanding Rightsell in order to How will Mitchell physically accommodate the four-year-old program it was to have implemented two years ago? 7.There are numerous indications (including capacity and enrollment figures, statements by LRSD Board members at public meetings, and newspaper articles) that LRSD is short on junior high capacity. The LRSD Settlement Plan (Vol I), on page 174, states that: \"The capacities of junior high schools will be reviewed in light of needed programs. Such capacities will then be revised as necessary. If upon review. it is determined that inadequate junior high capacity exists in the District to meet programmatic need of the District and/or intradistrict and M-to-M needs as they develop, then an adequate site will be located and planning will begin for the construction of a new junior high school.\" When will the district review the capacities of junior high schools? When will there be a plan to assure that junior high students will not have to wait for a seat? 8.The district seems to be predicating much of its proposed construction on the Tri-District Plan provision that all portable buildings will be eliminated. Can we therefore expect the district to move to modify the LRSD Settlement Plan (Vol II, page 5) provision that \"every effort will be made to install portable buildings in order to accommodate overflow situations at a particular gradelevel?\" The provision of one plan to do away with portables contradicts the provision of another plan which justifies their use.03/06/91 16:02 301 374 7609 L R School Dlst ODM 0002/002 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 6, 1991 TO: Chris Heller, Attorney FROM: (^jZChip Jones, Manager of Support Services SUBJECT: Incentive School Facility Improvements The following summarizes renovations at the incentive schools during the last three years: Mitchell $115,000 Renovations including air conditioning, carpeting, and playground equipment Franklin 1,330,000 Classroom addition, cafeteria remodeling, and furniture Rockefeller 176,000 Re-roofing, minor renovation Ricfhtsell 178,000 Air conditioning, re-roofing, classroom conversion, painting Stephens 63,000 Air conditioning, painting, carpeting Ish 135,000 Renovation, re-roofing, playground equipment addition. for additional renovations at the inventive schools in the amount of $180,000. funds are currently budgeted cc: James JenningsTO: FROM: RE: Little Rock School District 810 West Markham Little Rock, AR 72207 March 6, 1991 Ruth Steele, Superintendent Herb Cleek, Deputy Superintendent ip Jones, Manager of Support Services Status of Construction Projects Cloverdale Elementary/junior High: Architect: Contract signed: Bid Advertisement: Bid Opening: General Contractor: Contract signed: Status: Sims, Grisham, Blair May 8, 1990 December 5, 1990 December 28, 1990 Carson \u0026amp; Associates January 3, 1991 100 mobilized, fencing, poured piers. Contract Price: some demolition and excavation, underslab plumbing, some foundation forms set. $2,677,000 Western Hills: Architect: Contract signed: Bid Advertisement Bid Opening General Contractor Contract signed: Status: Roark, Perkins, \u0026amp; Perry July 23, 1990 December 5, 1990 December 19, 1990 NLR Plumbing and General Contractors January 2, 1991 Site utilities in portable building, 50 place. relocated 30% excavation. site demolition. foundations formed and Contract price: pouring foundations in progress. $1,005,400 Woodruff: Architect: Contract signed: Bid Advertisement: Bid Opening: General Contractor: Contract signed: Status: Contract price: Witsell, Evans, \u0026amp; Rasco July 10, 1990 January 6, 1991 January 24, 1991 Wilkins Construction Co. January 28, 1991 100% mobilized, demolition and excavation 50% complete, mechanical 2% complete. $749,711Building Status Report Page 2 Gever Springs: Architect: Contract signed: Bid Advertisement: Bid Opening: General Contractor: Status: Dan Stowers July 25, 1990 January 13, 1991 January 30, 1991 Kulander Construction Mobilized, demolition has begun inside and outside, utilities Contract price: istration relocated. $1,760,000 relocated, admin- Professional Development Center and Southwest Junior High: Architect: Contract signed: Status: Wittenberg, Deloney, and Davidson August 13, 1990 Finalizing programs and developing working drawings. Forest Heights Junior High: Architect: Contract signed: Status: Polk, Stanley, \u0026amp; Associates November 27, 1990 Finalizing programs and developing working drawings. New Incentive/Interdistrict School: Architect: Contract signed: Status: Blass, Chilcote, Carter Informal Agreement Preparing drawings for prospective sites. buiIplan.wpdDate\nMarch 5, 1991 To: Susan Webber Wright From: Ann Brown Subject: LRSD Proposals for School Construction Attached is a copy of a list of questions which I've sent to Chris Heller. Chris had asked me to review the LRSD proposals for new construction and let him know what questions or concerns I had. Here's a summary of my overall observations and concerns about the LRSD proposal. 1. Separate provisions from the Tri-District and Settlement Plans are being crossedor interwoven with entirely new provisionsinto what is essentially a hybrid, third plan. These building proposals seem to be something other than an attempt to find an \"appropriate fit\" between the two plans: some provisions represent an entirely new proposal\n,Others constitute a retreat from the more stringent provisions of the Tri-District Plan without completely returning to the essentially more modest provisions of the Settlement Plan. This cut-and-paste approach is resulting in some strange mosaics. For example, in some instances, part of a sentence from one plan is being spliced to an entirely new concept that exists neither in the Tri-District nor Settlement Plans. do one half of the sentence but not the other. Another time, they want to proposals are in neither one of the plans and are, completely new. Some of the therefore, I'm not suggesting that every bit of the intermixing is yielding an undesirable or unreasonable proposal or concept, but it does leave us to wonder why the plans are being crossed when there's not an apparent reason for it\nthat is, there's nothing in the quoted Tri-District provisions that have actually been started because of court orders and therefore now need to be melded into the Settlement Plans so they can continue \"in order to make a smooth transition\" as the Circuit Court has provided. Did the Court intend for the districts to wind between the Settlement and Tri-District Plans, clipping and twisting and occasionally introducing an entirely new thread, thereby weaving the fiber of a new plan? I think not. My interpretation of their opinion is that the Court acknowledges the need to find a sensible, workable bridge between the two plans in those instances where differences between them require a mechanism to assure a \"smooth transition\" from one to the other. So, the Court has wisely provided for \"the details of the settlement plans to be adjusted.\" Surely the word \"details\" is significant, especially in conjunction with the word \"adjusted, \" putting one in mind of attuning minor items or parts rather than rewriting for the purpose of altering a previous condition or requirement. If the parties are going to continue to pick and choose parts of the provisions of the two plans, occasionally tossing entirely strands onto the loom, the result may be a tangled Gordian knot rather than a smoothly interwoven transitional fabric.(By the way, in publications which are currently being distributed to parents, I also see this unraveling and reweaving happening in other areas of the two plans besides these construction proposals. The Rockefeller Early Childhood Education Magnet Program is a prime example.) Illustrations of the hybridization in the building proposals: (a) At Woodruff Elementary, the Settlement Plan calls for Woodruff to be closed. The Tri-District Plan calls for Woodruff to not only remain open but to add approximately two hundred students to the school's enrollment. however. The LRSD doesn't want to go quite that far, Their building proposal calls for adding 135 seats. Although current enrollment and capacity figures indicate that Woodruff is presently 23 students short of capacity, the 135 new seats added to the 23 that are presently vacant equals only 158 seats , District. still 42 seats short of the 200 proposed in the Tri( b) The Settlement Plan makes no special provisions for Western Hills Elementary but the Tri-District Plan calls for it to be expanded by 200 seats and for the portables which house 100 kids to be eliminated. sentence, but not the first part. The LRSD proposal is to do the last part of the (c) Cloverdale Elementary and Junior High Schools are not slated for expansion in the Settlement Plan but are to be expanded by about 100 students each in the Tri-District Plan. The LRSD proposal will do part of the sentence: Junior High at all (amazing since the district is it won't expand Cloverdale so short on junior high space) but it will expand Cloverdale Elementary, but only by 28 seats. (d) Geyer Springs Elementary is not slated for expansion in either the Settlement Plan or Tri-District Plans but the LRSD wants to make it bigger by 73 seats. However, both plans do impact the school in that they call for the elimination of portable buildings and Geyer Springs has a bunch of those. (e) Neither of the plans call for building at Forest Heights. The school facility is very much in need of improvement and the district has the right as well as the responsibility to provide an environment conducive Heights, located at to learning. Evergreen and However, ] University redoing Forest in white neighborhood, certainly should not be a priority implemented before building the schools in the downtown (black) area that are mandated by both plans. 2. There is no excuse for Heller waiting until now. after construction contracts have been signedand construction begun on every one of these schools except Forest Heightsto seek approval of school construction. 6) states: \"VII. The Interdistrict Settlement Plan (page Further School Construction: All school construction shall be subject to the court's prior approval and shall promote desegregation.\" Maybe the context of this provision would indicate that it's really about the construction of new schools\nbut it does say \"all\" and not \"new\". In any event, even Chris Heller told me he thought these building proposals needed to come before the Court. Chris said he didn't know that the LRSD had a entered into building contracts, but I sure wonder why: attachedis a memo from Chip Jones to James Jennings which we received as part of Jennings' October 1990 report to his board. states construction is on the way. It clearly The newspapers also knew about it and covered it in at least two stories (attached.) John Walker had told him of the articles only recently. Chris said 3. LRSD is trying to slip expanding western school capacity past the Court in various guises, replacing portable buildings being the favorite. The LRSD knows better than to try the capacity ploys\nthey've been severely reprimanded by both the Court and Gene Reville for it. As a matter of fact, all of the districts know that portables are a real touchy subject\nthat's why PCSSD just sent a memo to us begging to be allowed one portable at an elementary school to house some staff. PCSSD doesn't want to risk the displeasure of the Court over the old portable issuesits hands have been smacked before. a new Court not knowing the old tricks. But it seems LRSD is counting on The LRSD capacity figures on any one school change faster than a chameleonand always to suit the need of the moment. LRSD has shamelessly expanded schools in white parts of town while doing little or nothing to add seating in the central and eastern part of the city, even though both the Settlement and Tri-District Plans specifically address the need to increase downtown capacity. This is why the burden of busing remains on black kids. What the words \"build\" and \"replace\" often really mean is increasing the size of schools, especially in white neighborhoods. 4. The next thing that may happen is LRSD may want to increase the capacity of the incentive schools by moving the portables to them (as Dr. Steele has said in a t.v. interview but not in writing.) This could result in many black children being transferred out of the white neighborhood schools and back to the central/east side. A lot of black kids in central and east Little Rock had to be reassigned out of their attendance zone to schools in the west. (These reassignments are because of the old controlled choice assignment plan, or because magnets displaced them, or the children didn't apply or didn't get accepted to a magnet. or because incentive schools were full.) But the grandfathering that is in the Settlement Plan (and, at LRSD's insistence, also in the Tri- District Plan) guarantees that those youngsters who have been reassigned out of their attendance zone have the right to remain in the school they were reassigned to. Moving kids back and forth between schools is, of course, traumatic for the children and so isn't usually in their best interest. 5. The Interdistrict Settlement Plan states on page 7: Quality\n\"Building An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. n If portable buildings aren't good enough for schools in the western part of town, they aren't good enough for kids in the downtown area either. 6. It is important to note what the two plans have to say about portable buildings. itself. The Settlement Plan essentially contradicts One of its provisions (LRSD Plan, Vol II, Page 5) says that \"every effort will be made to install portable buildings in order to accommodate overflow situations at a particular gradelevel\" but it also says (on page 174 of the same document) \"Any school which has portable buildings will have these portables replaced with new units or repaired such that they will be in a condition suitable to housing a class and provide a positive environment for learning.\" However, knowing how portables can be used to play the capacity game, the Tri-District plan has little patience with trailers and banishes them all within five years: (on page 8 of the Area Schools section) \"All portable buildings will be eliminated over a five-year period beginning in 1990-91. n 7. other points about capacity: A. There are twice as many students as capacity in the schools in central and east Little Rock. of busing falls more heavily on black children. This is the main reason the burden B. Main causes of lower capacity in central/east Little Rock: older buildings are smaller so hold fewer kids\n(1) (2) downtown magnets can displace as much as 80% of the neighborhood kids who would normally attend them\n(3) a few schools in the downtown area have been closed, some of them for many years (Kramer, East Side, West Side, Lee, Gillam, King to name the ones that come to mind.) Not all of these schools were replaced with downtown buildings. 3. Grandfathering (found in the Settlement Plan and, much to Mr. Reville's chagrin, also the Tri-District Plan) has had a lot to do with the capacity issue. Under the old controlled choice assignment plan, downtown kids who couldn't get into a magnet because their number didn't come up or couldn't get into an incentive school because there wasn't room had to be bused to a westerly school. schools like Western Hills. This is when so many portables got added to Grandfathered students have the right to remain at their reassigned school but they're moving up a grade each year. So, within another few years, all the grandfathered elementary kids will have moved out of the primary grades. Now the schools expanded with portables to accommodate controlled choice reassignmentsand also more white kidsare asking to make those temporary portables permanent.FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY, P.A. B. S. CLARK ROBERT V. LIGHT, P. A. WILLIAM H. SUTTON, P.A. GEORGE E. PIKE. JR., P.A. JAMES W. MOORE BYRON M. EISEMAN, JR., P.A. JOE O. BELL, P.A. MICHAEL G. THOMPSON, P.A. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY, P.A. H. T. LARZELERE, P.A. OSCAR E. DAVIS, JR. JAMES C. CLARK, JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. LEWIS MATHIS, P.A. PAUL S. BENHAM HI, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET, JR., P.A. JAMES EDWARD HARRIS, P.A. PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 Telephone 501-376-2011 Fax No. SOi-376-2147 March 11, 199 RECeWED J. PHI JP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL HI DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN, P.A. RICHARD O. TAYLOR. P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH J. ROBBEN, P.A. CHRISTOPHER HELLER, P.A. HAND DELIVERED,,.  Ms. Ann Brown Ms. Arma Hart Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Re: Construction at LRSD Schools Dear Ann and Arma: LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WI JAM M. GRIFFIN HI, P.A. of 1 1 1991 THOMAS N. ROSE, P.A. MICHAEL S. MOORE DIANE S. MACKEY WALTER M. EBEL HI, P.A. KEVIN A. CRASS WILLIAM A. WADDELL, JR., P.A. CLYDE \"tab turner CALVI N J. HALL SCOTT J. LANCASTER JERRY L. MALONE M. GAYLE CORLEY ROBERT B. BEACH, JR. S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER. JR. H. CHARLES GSCHWENO, JR. HARRY A. LIGHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TO N lA P. JONES fJEFFREY H. MOORE COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR., P.A. WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A. WRtTERS DtRCCT NO. 370-1506 I am writing to provide you additional information about the construction projects at Woodruff, Geyer Springs, Western Hills, Cloverdale and Forest Heights. After sending to you and to counsel on February 15, 1991 a basic description of the proposed construction projects, I learned last week that construction is underway at Woodruff, Geyer Springs, Western Hills and Cloverdale. We intend to seek court approval of these projects as quickly as possible and have explored the impact of stopping the projects pending court approval. I have enclosed for each project the assessment of the project architect concerning the impact of suspension of construction work. The LRSD Desegregation Team has also reviewed the impact of the construction on our desegregation plan, and I have a good deal of information to share with you regarding that issue. I would like to meet with you as soon construction projects. as possible to discuss the I also intend to meet with the parties and to prepare a comprehensive motion for the court concerning these projects.I will be available to meet at your convenience, for your consideration. Thank you Yours very truly^''^ Christopher TIeller CJH/k cc: All Counsel - w/enc. Dr. Ruth SteeleWitsell. Evans iScRasco Architect I Planners March 8, 1991 Mr. Doug Kendall Little Rock Public Schools 3601 South Bryant Street Little Rock, Arkansas 72204 Re: Proposed Suspension of Work Woodruff Elementary School Dear Doug: In response to the District's request, we submit the following issues to be dealt with concerning suspension of construction work on the Woodruff Elementary School alterations and addition. The primary issue is scheduling. This project is under an extremely tight time frame with anticipated completion to be August 9, 1991. This would allow approximately two weeks for the District to occupy the new addition and the remodeled areas of the existing facility prior to the beginning of the 1991-92 school year. It has been our position that this schedule was obtainable under reasonable circumstances, but for an additional emphasis, we included $500 per day liquidated damages for time spent beyond August 9th to pronounce the District's intent to the Contractor. Any delay caused by the Owner (LRSD) would effectively waive all rights to liquidated damages and allow the Contractor to create his own timetable. Secondly, we have estimated additional expenses that the District would incur should a suspension of work be required. These expenses are those of the Contractor, Subcontractors and their suppliers which would directly transfer to the Owner. Items would include, but are not limited to: 1) Extended field overhead for the period of shutdown and the possibility of start-up delays due to weather, coordination, etc. The Contractor has estimated a cost of $770 per day for an expected three week downtime. Total Cost: $16,170 2) Due to the location of this project, aU on site materials and equipment would need to be removed and stored in a secured area. An estimated cost to move these materials, store in a secured area, and then transfer these items back to the job site would be a lump sum. Total Cost: $1,800 3) The phase of construction that this project is in has left the site extremely vulnerable to the impacts of weather. Currently the final construction grading has been done leaving exposed undisturbed soil. Footings are being poured, and should be 90% Witscll, Evans Rasco, P.A. 101 Ea^t Capitol Avenue. Suite 410 Little Rock. Arkansas 72201 (501) 374'5300Page 2 Mr. Doug Kendall March 8, 1991 complete by the 12th of this month. If we shut down at this point, without floor slabs in place, serious consequences would arise from any measurable rainfall. The dug footings would act as moats around the building line, trapping water and destroying the integrity of the undisturbed soil in our concrete slab areas. To rectify this probable situation, the soil within our building perimeter would need to be undercut and hauled off at a cost of $7 per yard and replaced with new compacted fill at a cost of $9 per yard. $9,770 Total Cost: 4) The work is at a stage where the temporary fence surrounding the project has been removed to allow perimeter grading and sidewalk demolition. A fence would be required around the site on the occurrence of a shut down. The Contractor would need to remove it once again when work resumes, therefore doubling his efforts. $2,106 Total Cost: Estimated Grand Total: $29,846 To avoid additional project delays and costs of Item 3, we suggest that a minimal compromise might be to allow the Contractor to complete his work on foundations and floor slabs. After this stage, the site could remain dormant for an indefinite period of time. Ironically, the time frame for completing this work will be approximately eleven days, nearly the full amount of time that you have requested to shut down. This issue is full of unusual circumstances. The items we have mentioned have some conjecture intertwined with some very real probabilities. Our architectural position concurs with your desire to keep this construction project on schedule. If I can be of any further assistance, please do not hesitate to let me know. Cordially, Witsell, Evans and Rasco, P.A. Eldon W. Bock, AIA Project Architect EWB:lhWILKINS SIMS ARCHITECTS 1001 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 501 375-3356 March 8, 1991 Mr. Doug Kendall Director of Plant Services Little Rock School District 3601 South Bryant Little Rock, AR 72204 RE: Addition and Modifications to Cloverdale Jr. High and Elementary Schools Little Rock, Arkansas Dear Mr. Kendall: As you reguested, I will attempt to address the affects of stopping the work on the above referenced project. It is difficult to be very accurate in our assessment of this action, since in our twenty-one years of experience, we have never stopped work on any project. The completion of the work on this project is so critical that we have scheduled certain portions of the work to occur within a certain time period. Some of this work is scheduled for the spring break If we and other portions for the summer months. stop the contractor, even for a short period, he will have a very good reason to miss these scheduled items. Possibly the most critical item is the remo- val of asbestos from the existing cafeteria, this is not done as scheduled, it impacts the If It is almost certain the school remaining work. will not be completed and available in time for the spring semester as anticipated. The contractor has advised us that there will be additional costs if the work is stopped. He has estimated his overhead costs, such as office expenses, salaries for key people, utilities, insurance, costs for rental equipment, etc. will be apprioxima- He estimates the costs for the tely $l,985/day. sub-contractors will add another $2,p00/day, for a total of almost $4,000/day. ARCHITECTUR\u0026amp;PLANNING/INTERIORS/GRAPHICSMr. Doug Kendall March 8, 1991 Page 2 Most of the building materials have already been ordered, so someone will have to be on-site to receive them. Some materials can not be left on the site, so there could be costs for storage of these items. Liquidated damages are included in this contract in the amount of $300.00 per day. If the time of completion exceeds the contract time, I am sure the contractor will use this as an excuse for not completing the work. The loss of momentum could affect his schedule much longer than the actual period he is stopped. If you have any questions, please call. Sincerely yours. WILKINS/SIMS/ARCHITECTS/P.A. Kenneth F. Sims KFS/ptg15 16 west third street little  P  rock, o . box 2 2 3 6 arkansas 72203 pho f a n e X 3 7 6 - 3 2 7 7 3 7 4 - 813 3 d a n f s + o w e r s a r c h I e c p. a. dan f. Stowers, a.i.a. March 8, 1991 Mr. Doug Kendall Director of Plant Services Little Rock School District 3601 South Bryant Street Little Rock, AR 72204 RE: Little Rock School District Little Rock, Arkansas Additions and Renovations to Geyer Springs Elementary School Project No. 90-1005 Dear Mr. Kendall: As per our conversation regarding suspension of work on the above captioned project, will attempt to answer the following questions. If a stop order is issued: 1. Determine Contractor. the amount of immediate hardship placed on the 2. Monetary value created by the stop order. 3. The detrimental impact that it would have on the construction process. first phase of the question, the Immediate impact on the General Contractor, is rather difficult to determine in as much as Kullander Construction has begun demolition work in most of the classrooms and corridors and all of the ceilings have been removed. Some of the roof and structural components have been removed where possible and all of the gravel from the existing roof has been removed. The asbestos contractor is scheduled to move into the building on April 1, 1991, to remove all sensitive materials. T-h-i-s will allow Kullander Construction to continue the demolition of the kitchen and April 1 office areas. If a stop order is issued, the asbestos contractor cannot be rescheduled until June 15, 1991. I Mr. Doug Kendall March 8, 1991 Page 2 The Principals Office is now located in a metal classroom building with telephone, intercom and fire alarm having been connected to this newly established office. Partitions have been constructed and a restroom provided for use as a Teachers' Workroom. Soil has been delivered to the site and is being compacted in anticipation of pouring foundations on March 13, 1991. The playground equipment has been removed and is not usable by the students at this time. Therefore, if a stop order is Issued, I think it would be necessary for the School District to plead with the Court to allow Kullander Construction a minimum of a week to secure the building. In addition, materials such as conduit and plumbing pipe have been delivered to the job site in anticipation of placing these items in the existing building and the new sections. We are scheduled to receive on Monday, March 11, 1991, concrete reinforcing bars and footing foundations will be poured beginning Wednesday, March 13, 1991. Electrical panels and other electrical switch gear should be on the job site before April 1, 1991. Other materials which have purchase orders include overhead structural steel members, heating and air conditioning units, brick and Haydite block and kitchen equipment. All of these materials require approximately ninety to one hundred and twenty days lead time in order for the manufacturers to schedule and deliver the materials. Therefore, Kullander Construction has secured delivery dates of June 1, 1991, for these materials and equipment. Should a stop order be issued to Kullander Construction, the result would be devastating to the contract completion date. The reason being that all of these materials and equipment would have to be reordered and new delivery dates scheduled. The esprit de corps on the project is running very high. Contractors, as well as subcontractors, have great expectations of being able to complete their work in a minimum amount of time and the cooperation of each and every man on the job is focused on the needs of the students. I am almost certain that a stop order would interrupt the continuity that we presently have and would never be able to regain.Mr. Doug Kendall March 8, 1991 Page 3 is Therefore Secondly, if the project is stopped, particularly by the Courts, there is no guarantee when or if the project will resume. Theiexute, I anticipate some of these contractors will seek other projects and we will lose the qualified people that we presently have on this construction project. To address the question regarding anticipation costs resulting from the stop order is probably the most difficult of the three propositions to actually determine at this time. AIA Document A201, General Conditions of the Contract for Construction, paragraph 14.3, IS on Suspension By The Owner For Convenience, states: The Owner may, without cause. order the Contractor in writing to suspend, delay or interrupt the Work in whole or in part for such period of time as the Owner may determine. This Section of the AIA document continues that an adjustment shall be made for increases in the cost of performance of the contract. According to my understanding, the Contractor could be required to cancel orders for materials and each and every manufacturer would be entitled to a \"restocking fee\"\nand the General Contractor, as well as the subcontractors, could be entitled to expenses and anticipated profit fees. Tn reviewing this proposition with Mr. Karl Kullander, if a stop order were issued, we have estimated that it could cost the Little Rock School District in excess of $175,000.00. Mr. Kendall, I hope that this information will be helpful and I pray that the Courts will be lenient in this matter. If we can be of further assistance, please feel free to call. Sincerely, Q Tn Dan F. Stowers DFS:met ROARK  PERKINS PERRY ARCHITECTS ENGINEER  713 W. SECOND LITTLE ROCK AR 72201-2287  501 372-0272 March 8, 1991 Mr. Doug Kendall Little Rock School District 3601 S. Bryant Little Rock, AR 72204 Re: Western Hills Elementary Renovation Dear Doug: As per your request, we have asked the contractor for a letter identifying additional costs related to a two-week shut-down of this project. His letter (copy attached) identifies a minimum of $18,140. additional cost. They also would expect to have the liquidated damages clause of the contract eliminated. In addition, we would expect to have a minimum of 10 hours architectural time at $60.00/hour for our additional involvement with the shut-down and subsequent restarting of this project. We would strongly advise against the two-week shut-down, as the momentum of the project would be lost, and it will ije virtually impossible to have this project available for the start of school the last of August, 1991. Yours very truly, ROARK, PERKINS \u0026amp; PERRY H. Price Roark HPR/bp Enclosure H. PRICE ROARK AIA PE  DAVID W. KENNEDY AIA CSI FRED M. PERKINS. JR. AIA  DAVID W. PERRY AIA SALLY BOWEN CSI MARC H. HATFIELD AIA / North Little Rock Plumbing \u0026amp; General Contracting March 8,1991 Roark, Perking \u0026amp; Perry RE: Western Kills Elementary Project Shutdown Listed below are a few of the cost that we would acure upon a project shutdown of approximatly two weeks. We would like to make clear that this shutdown is not at all feasible 4 these are only a fev\nof the foreseeable cost listed below has been scheduled for this project 4 will not have ar to go to. The equipment her project 1) One Padfoot Roller: $1,175.00 per week i? 2week3 q2,250,00 2) One Dozer: $650,00 per week  2 weeks= $1,300.00 plus $200.00 delivery= $1,500.00 3) One Backhoe: $800.00 per week  2weeks =$1,600.00 plus $200.00 delivery* $1,800.00 Total Rental Equipment: $5,550.00 1) Additional Overtime cost not figured in project which will be required to get project batk on schedule. 5 men s $65.00 including labor burden for 100 Hr3= $6,500.00 2) Plumber, Apprentice i Backhoe to rough-in slab that would have been ready within the next week \u0026amp; 4 half. Plumber i Appren, Backhoe \u0026amp; Operator Total Plumbing Cost AOHrs. X 30.00 = 40Hr5 X 43.00 = $1 ,200.00 $1,800.00 $3,000.00 3) Overhead cost on insurance, managment 4 Labor Burden that will not cease: $3,140.00 We would also have to have all liquidated damaged completely waived off this project. If this project is closed down indefinitly than we would expect ccmpldte payment on all Profit'\u0026amp;Overhead. Thank You, Vic Smith,Project Manager 18 North Dcpch Street  P.O. Dox 127  North Little Rock, Arkansas 72115  Office 501-374-2313  PAX 501-374-3215 I POLK  STANLEY \u0026amp; ASSOCIATES March 8, 1991 ARCH I T  C T S, LTD. Mr. Doug Kendall Director of Plant Services Little Rock School District 3601 S. Bryant Little Rock, AR 72204 Re: Additions and Renovations to FOREST HEIGHTS JUNIOR HIGH Project No. 264 Dear Doug: In response to the question raised about the impact of halting all work on this project while the court reviews the improvements at Forest Heights for compliance with the comprehensive plan, I have enclosed a copy of the proposed Construction Schedule. If our work is halted for as much as one week, the construction schedule cannot be met for the completion of Phase I renovation work by the 1991-92 school year as requested by the Little Rock School District. This would leave us with two options: 1. Phase I work would be delayed to the summer of 1992 causing the final completion date to be extended to August of 1993. 2, Phase I work would run over into the 1991-92 school year with Band, Choral and either Business Education or Art being displaced temporarily until the construction in their area is complete. Phase II schedule could remain as is, with the understanding that we could end up with an overlapping of construction (two contractors on the same site at the same time) leading to added confusion. The impact of added cost to the District under Option One would include the possible duplication of work under a make-do situation until the actual renovation work could be done and maintenance costs that would have been unnecessary had the renovation been completed a year earlier. The impact of added cost to the District under Option Two would include the rental and installation of portable buildings to house the displaced classrooms. 700 S. Schiller ' Little Rock, Arkansas 501'378 0878 72201Mr. Doug Kendall March 8, 1991 Page Two The only additional fees required by us to begin our work after a period of holding would be if the scope of the work changed so greatly that we were required to redesign the project. We have completed work through twenty-two percent of our contract which translates to a fee earned of approximately $38,000 -of which approximately $26,000 has been paid to date. This leaves a balance earned at this point of approximately $12,000. Sincerely, Carolyn Lindsey cc: Vernon Smith, LRSD Chip Jones, LRSD FOREST HEIGHTS JUNIOR HIGH SCHOOL Additions and Renovations March 1, 1991 CONSTRUCTION SCHEDULE PHASE I - Renovations, New Music Classroom March 4 Mar. 25,1991 3 weeks March 25 - April 1, April May June 1 - May 21, 21 - June 10, 4 - June 11, 1991 1991 1991 1991 1 week 7 weeks 2 weeks 1 week June 7, 1991 June 8 June 22, 1991 2 weeks June 12, 1991 June 23, 1991 Aug. 6, 1991 6 weeks Aug. 7 - Aug. 18, 1991 12 days Aug. 14, 1991 9 weeks Aug. 14 - Aug. 18, 1991 5 days Aug. 19, 1991 Design Development Phase I \u0026amp; Phase II Review Construction Documents Bidding ' Bid Opening, Negotiations, Sign Contract Teachers' last day in school Asbestos Abatement of first building Begin Construction of new Music Classroom Begin Renovations of first building Complete Renovations, Asbestos Abatement Move in Renovated Buildings Complete new Music Classroom Move in new Music Classroom First day of classes PHASE II - New Classroom and Administration/Library Building, Sitework, Demolition of Existing Buildings May 15 July 30 Aug. 2 0 - July 29, 1991 - Aug. 19, 1991 - Sept. 2 1991 11 weeks 3 weeks 2 weeks Sept. 3 Aug. 10 '91 Aug. 9'92 Aug. 24, 1992 - Aug 23, 1992 11 months 2 weeks Construction Documents Bidding Bid Opening, Negotiations, Sign Contract Construction Move in First day of classesMAR 19 '91 17:17 P.2 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR APPROVAL OF SCHOOL CONSTRUCTION For its motion, plaintiff Little Rock School District (LRSD) states: 1. schools: LRSD seeks approval of construction projects at eight Forest Heights Junior High School\nCloverdale Junior High School\nCloverdale Elementary School\nRightsell Incentive School, Mitchell Incentive School, Geyer Springs Elementary School\nWoodruff Elementary School\nand Western Hills Elementary School. Each construction project and its impact upon LRSD's desegregation plan will be described below. 2. With the exception of Woodruff Elementary School, the proposed elementary capacity figures presented in this motion are based upon twenty students per four year old class and the average number of students per class required by Arkansas Department of Education regulations for the elementary grades. Those averages are: Twenty students per kindergarten class\ntwenty-three students per class at grades 1 through 3\ntwenty-five students per Aflpfowi Seb \"-nwMAR 19 '91 17:17 P.3 class at grades 4 through 6. Woodruff Elementary School's capacity is calculated at twenty-two students per class for grades 1 through 6 because most of the classrooms for the upper elementary grades are too small to accommodate more than twenty-two students per class. The junior high school capacities are calculated in accordance with a formula which takes into account the size and use of each classroom as well as class scheduling requirements. The proposed projects which are the subject of this motion follow construction and renovation projects at schools in east and central Little Rock which were then known as \"major enhancement\" schools. The largest of the \"major enhancement\" projects was at Washington school, with a 1987-88 capacity of three hundred five (305), which was completely demolished. A new Washington school was constructed on the same site at a cost of $4,932,377.00. The capacity at Washington was increased by five hundred sixty-one (561) students to eight hundred sixty-six (866) . 4. A new wing of ten classrooms was added to Franklin 3. Incentive School and Franklin's cafeteria was remodeled in 1989. The cost of the Franklin project was $1,330,000.00. 5. Rockefeller, Rightsell and Ish Incentive Schools were renovated. including reroofing. beginning in 1988. Mitchell Incentive School was also renovated at the same time. Stephens Incentive School received air conditioning, painting and carpeting. but was not renovated to the extent of the other buildings because of the plan to build a new Stephens school. The combined cost of the Rockefeller, Rightsell, Ish, Mitchell and Stephens projects was knhy\\Mx\u0026gt; Ajipwrei SdiCc* 2MAR 19 '91 17:13 approximately Six Hundred Sixty-Seven Thousand Dollars. P.4 Capital improvements have also been made recently at Garland Incentive School at a cost, since 1988, in excess of $400,000.00. 6. The LRSD Board of Directors voted on March 15, 1990 to seek to increase the LRSD millage rate by eight mils, five and one- half mils for maintenance and operation and two and one-half mils for debt service. The debt service mils were designated for capital improvement projects. LRSD committed to its patrons that capital improvement projects would be undertaken at Woodruff, Western Hills, Cloverdale, Geyer Springs and Forest Heights if the millage passed. The millage was approved by the voters on April 19, 1990. 7. During the 1988-89 school year, LRSD prepared desegregation plan which proposed that a new King school and a new Stephens school be constructed in the area of Interstate 63 0 between University Avenue and Interstate 30. That desegregation plan was agreed upon by all the parties but rejected by the district court. The parties were ordered to implement a different desegregation plan, the Tri-District Desegregation Plan. 8. The Tri-District Plan called for the expansion of Woodruff Elementary School, the expansion of Western Hills Elementary School and the elimination of portable classrooms there, and the expansion of Cloverdale Elementary and Junior High Schools. The parties appealed but did not seek to stay implementation of the Tri- District Plan. LRSD notified the associate metropolitan a supervisors on July 26, 1990 that the \"building expansion projects lalhy\\Mo Seta CoaK 3MfiR 19 '91 17:19 P.5 for Woodruff, Western Hills, and Cloverdale will continue\". 9. Architects were hired during the summer of 1990 for the Cloverdale, Geyer Springs, Woodruff and Western Hills projects. The architect for the Forest Heights project was hired in November, 1990. During December 1990 and January 1991, LRSD advertised for bids, opened bids and hired general contractors for the Cloverdale, Western Hills, Woodruff, and Geyer Springs projects. Work has begun on those projects. No contractor has been hired and no work has begun on the Forest Heights project. Architects have not yet been hired for the Rightsell and Mitchell projects. 10. The \"Interdistrict Desegregation Plan\", which was approved by the Court of Appeals on December 12, 1990, says that \"[a] 11 school construction shall be subject to the court's prior approval and shall promote desegregation\". Interdistrict Plan, 8 J.D.R. 1723. The recruitment of students to non-magnet, non-incentive schools is a part of LRSD's desegregation plan. Interdistrict Plan, 8 J.D.R. 1721-22\nLRSD Desegregation Plan, 10 J.D.R. 2198. The proposed projects at Woodruff, Cloverdale, Geyer Springs, Western Hills and Forest Heights will contribute to LRSD's ability to accomplish that goal. 11. The project at Woodruff would add six new classrooms to the school. Woodruff's capacity would be increased from two hundred nine (209) to three hundred twenty-four (324) . With the increased capacity. Woodruff could accommodate forty-four (44) students per grade for grades 1 through 6, forty (40) kindergarten students and twenty students in the four year old program. 4 kubyvMo SA.MAR 19 '91 17:56 P.l 12. There is no satellite attendance zone for Woodruff School. LRSD does not propose to change the Woodruff attendance zone. There are presently 174 students in grades K-6 who reside in the Woodruff attendance zone. Fifty-nine percent of those students are black. Assuming full participation in Woodruff's four year old program, the present Woodruff attendance zone would yield 194 students, or sixty percent of Woodruff's proposed capacity. Ths remainder of Woodruff's capacity will be filled by recruitment. Woodruff's Care Program (at which students can remain until 5:30 p.m.! and Woodruff's location (adjacent to Interstate 30 near downtown Little Rock) will be used by LRSD recruiters to market the school to parents who work in state government offices, Arkansas Children's Hospital and downtown Little Rock. 13. Woodruff presently has one class each at grades K-4 and two classes each at grades 5 and 6. The expansion of Woodruff will create the space necessary to balance the grade structure with two classes per grade. 14. The construction project at Western Hills consists of replacing nine classrooms in portable buildings with nine permanent classrooms. LRSD does not propose to enlarge Western Hills Elementary School. This project will not require any adjustment to attendance zones. 15. There is no satellite attendance zone for Western Hills. Two hundred ninety-one students in grades K-6 reside in the Western Hills attendance zone. That group, which is fifty-four percent (54%) black, would fill Western Hills to eighty-nine percent (89%) Ans will lACoat 503'20/91 09:37 301 376214\" FRIDAY LAW FIR3I @002 of capacity. As a result of previous desegregation plans and the grandfathering provision in the current plan, one hundred eighty (180) students who reside within the Western Hills zone attend Western Hills, one hundred fifty-four (154) students who reside outside the Western Hills zone attend Western Hills and one hundred eleven (111) students who reside within the Western Hills attendance zone attend schools other than Western Hills. Grandfathering will be phased out according to LRSD's Desegregation Plan (10 J.D.R. 2198 \u0026amp; 2199) which allows students \"presently assigned\" to elementary schools ho remain in those schools but requires that kindergarten and new students will be assigned by attendance zones. 16. All but one of the portable buildings presently in use at Western Hills are approximately twenty years old. One portable building is only two years old. 17. The project at Geyer Springs Elementary School consists of building twelve classrooms by a combination of new construction and the conversion of some existing space to classroom use. Portable buildings which house eight classes will be removed, for a net increase at Geyer Springs of four classrooms. The additional classrooms will allow the school to provide two classes each at grades K-6. The construction project will also increase the size of the kitchen and create a new library at Geyer Springs. 18. The capacity of Geyer Springs Elementary School would increase from two hundred fifty-five (255) to three hundred twenty- eight (328) . The present enrollment at Geyer Springs is two 6 inhyVWo Afptw*! Sch CowSSraEBBBflSa  03/20 91 09:37 301 3762147 FRIDAY LAW FIRM 003 hundred seven (207), although two hundred sixteen (216) students reside in the Geyer Springs attendance zone. Eighty*-four students who reside in the Geyer Springs attendance zone attend Geyer springs Eleinentary School. The remaining one hundred thirty-two (132) LRSD students who reside in the Geyer Springs attendance zone attend various other LRSD schools. One hundred thirteen (113) students who reside outside the Geyer Springs attendance zone presently attend Geyer Springs Eleinentary School. 19. The present racial composition of Geyer Springs Elementary School is seventy-one percent (71%) black. The racial composition of the students who reside in the Geyer Springs attendance zone is sixty-seven percent (67%) black. After grandfathering is phased out, the school will reflect the racial composition of the attendance zone. No change in the assignment of students to Geyer Springs, however, will result from the construction project. 20. The LRSD students who reside in the Geyer Springs attendance zone would fill Geyer Springs to sixty-six percent (66%) of capacity, The remaining capacity will be filled by recruitment to the public schools of students who reside within the Geyer Springs zone and by the assignment of students who cannot be accommodated at neighboring Wakefield Elementary School which is presently operating at ninety-nine percent (99%) of capacity. See 10 J.D.R. 2198-99. 21. The project at Cloverdale Elementary school consists of the construction of new cafeteria, the addition of five a lathyVMo AppMnal Sds Cent 7MAR 19 '91 17=26 P.4\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_818","title":"Court filings: District Court, order; District Court, objections of Joshua intervenors to entry of order directing implementation of ''tri-district desegregation plan'' proposed by Metropolitan Supervisor Eugene T. Reville; District Court, consent order; District Court, response (of North Little Rock School District (NLRSD)) to tri-district desegregation plan submitted by Eugene T. Reville; 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":["1990-01"],"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":["Court records","Education--Arkansas","Educational law and legislation","Educational planning","School districts","School integration","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, order; District Court, objections of Joshua intervenors to entry of order directing implementation of ''tri-district desegregation plan'' proposed by Metropolitan Supervisor Eugene T. Reville; District Court, consent order; District Court, response (of North Little Rock School District (NLRSD)) to tri-district desegregation plan submitted by Eugene T. Reville; 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/818"],"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_345","title":"Curriculum","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":["1990/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.)--History--21st Century","Educational planning","Education--Curricula","School improvement programs"],"dcterms_title":["Curriculum"],"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/345"],"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\n4 / ATTENTION PARENTS LITTLE ROCK SCHOOL DISTRICT CURRICULUM AUDIT A curriculum audit ol the LRSD Is being conducted by the American Association ol School Administrators (AASA). This process Includes opportunities lor parents ol children In the district and other members ol the community to meet with the auditors to express their views and make comments. YOU ARE INVITED TO ATTEND AN ADDITIONAL OPEN MEETING FOR PARENTS WEDNESDAY, OCTOBER 3, 1990 4:00 - 6:00 P.M. OR 7:00 - 9:00 P.M. PARKVIEW HIGH SCHOOL AUDITORIUM If you are unable to attend these meetings, you may express your comments in writing and send to: Dr. William K. Poston Iowa State University Dept, of Professional Studies N229 Lagomarcino Hall Ames, Iowa 50011 ATTENTION TEACHERS AND OTHER PERSONNEL A curriculum audit ol the Little Rock School District is scheduled ior September 17-21. 1990. The audit will be conducted by the American Association, ol School Administrators \u0026lt;AASA).- This process wiH Include an\" Independent, external analysts ol the design and delivery oi our school system's curriculum in attaining desired  results within the context and cost parameters which it iiio ono COST porometers must function. The auditors will be gathering data from multiple sources, including interviews. FOR INTERESTED PERSONNEL. WALK-IN TIMES ARE POSTED BELOW. TUESDAY. SEPTEMBER 18 3:00 - 5:30 P.M. ill WEDNESDAY, SEPTEMBER 19' 3:30 - 4:30 P.M. INTERVIEWS WILL BE HELD IN THE ADMINISTRATION BUILDING 810 WEST MARKHAMI ATTENTION TEACHERS AND OTHER PERSONNEL A curriculum audit of the Little Rock School District is scheduled for September 17-21, 1990. The audit will be conducted by the American Association of School Administrators (AASA). This process will include an independent, external analysis of the design and delivery of our school systems curriculum in attaining desired results within the context and cost parameters which it must function. The auditors will be gathering data from multiple sources, including interviews. For interested personnel, wsik-in times are posted below. TUESDAY, SEPTEMBER 18 WEDNESDAY, SEPTEMBER 19 3:00-5:30 3:30-4:30 INTERVIEWS WILL BE HELD IN THE ADMINISTRATION BUILDING AT 810 WEST MARKHAM CURRICULUM AUDIT/REVIEW Reported by Sterling Ingram and Estelle Matthis (RECOMMENDATIONS IMPLEMENTED FROM NASE) RECOMMENDATIONS 1. Develop and adopt a comprehensive Board polity framework for curriculum management Action Taken\nThe LRSD Board of Directors created and adopted a comprehensive policy framework for curriculum management. 2. 3. To Be Completed: The development of a policy that establishes criteria for decisions on school facility remodeling, replacement, and closure. Reorganize the administrative structure for effective instructional management Action Taken: A. Partially implemented as supervision of the schools remains unevenly divided into three regions of approximately 17 schools each. LRSD has not added a fourth assistance superintendent position due to budgetary constraints and changes in administration. B. Separate and consolidate key curriculum and instruction operations from school operations. The Board approved the reorganization of the central administration to provide concentrated effort in curriculum development. Consolidate and restructure business services and support services. Action Taken: Partially completed. A director of human resources has been employed to provide appropriate control over persoimel hiring and to maintain overall supervision of key managerial functions in support services.Board labor relations responsibilities are no longer the responsibility of the director of human resources. 4. Establish administrative stability and integrity in management functioning. Action Taken: Improvements have been noted in this area. The district has employed two superintendents since the curriculum audit was conducted. With the employment of the current superintendent, the Board of Directors will need to review and address this recommendation. Noted improvements:  Board members professionally remind each other that they do not speak for them unless it has been authorized through action by the Board in legal sessions or as legally directed by the Board.  Limit Board authority to that stated in Board-adopted policies. Board members provide directives to the Superintendent\nstaff receives their directive from the Superintendent and/or their immediate supervisor. The chain of command is acknowledged by the Board through their actions and communications with staff.  Characterize relationships with administrators with respect and courtesy, both in public and in private. Some improvement has been made in this area. There may exist a need for this area to receive additional attention so that we are in compliance with LRSD policy BBA-R.  Develop a close-knit team with joint Board-Administration planning and collaboration. Beginmng with the 1993-94 school year, the Board, interim superintendent, and immediate staff entered into a very positive and productive relationship. Our superintendent and boards, work in harmony, both professionally and personally. A workshop to facilitate the initiation and accomplishment of this strategy will need to be scheduled and held within the very near future. 25. Adopt and follow a polity for improved Board governance. Action Taken: This recommendation has not been implemented. The Board of Directors has reduced the number of requests for information and is more sensitive to the working conditions of staff. 6. Purge the Professional Negotiations Agreement of provisions which unduly limit Board control of key educational programs and practices. Action Taken: Recommendation #5 has not been addressed. 7. Improve educational facilities based upon a district-wide needs assessment. Action Taken: A comprehensive facilities needs assessment conducted by an outside third party has not been completed. A facilities needs assessment has been recently completed by Plant Services. 8. Develop and implement functional curriculum documents. Action Taken: Functional and user-friendly curriculum and resource guides have been developed and have been utilized by staff for nearly two years. Teachers played a major role in the development of these curriculum documents. Teachers have a complete set of guides. Old guides were collected district-wide and disposed of to prevent confusion and misunderstanding regarding our Board-approved curriculum. T^e revised guides, customized test item bank, and the newly-installed instructional management system should facilitate the accomplishment of this recommendation. 9. Develop and implement a participative curriculum management process. Action Taken: A curriculum management process has been established in policy. Given the mandates from the Arkansas Department of Education (ADE) regarding the establishment of a new curriculum framework that determines the basis for district curriculum as well as the states 3initiatives regarding assessment, the district has aligned its curriculum development and assessment with the ADE. Recommendation #9 was utilized as the curriculum was revised. 10. Consolidate curriculum functions to facilitate curriculum planning, development, and delivery. Action Taken: The curriculum functions have been consolidated as of March, 1991 (refer to \"No More Excuses\"). Formation of a district-wide testing program has been delayed as the ADE is establishing a state-wide focus on assessment. The Program Planning and Budgeting Document presently serves as written procedures for course additions, deletions, or changes in curriculum. Quality staff development to support and enhance the newly-adopted programs of curriculum offerings remains a major concern that must be addressed by the district if we are to increase achievement for all students, which should result in the reduction of disparity between black and white students. 11. Establish a functional assessment program and expand testing. J Action Taken: A comprehensive plan to address expansion of district testing was developed during the 1992-93 school year. The decision was made to delay further development and/or expansion of tests pending the outcome of the ADEs initiatives regarding assessment. The district has developed and is using a customized test item bank and other authentic assessment measures to determine the effectiveness of our revised curriculum. See EPS codes IL and IM (also AFE). 412. Establish consistency and equity in educational programs. Action Taken: The issues raised in recommendation #12 are being addressed within the context of our court-approved desegregation plan. However, areas exist that have not been totally resolved and/or remediated. 13. Move toward greater involvement in budgeting with curriculum linkages. Action Taken\nThe development and utilization of the districts Program Planning and Budgeting Document affords us a mechanism for addressing this concern. The completion of Phase 11 of the Desegregation Audit, including non-desegregation programs, will establish curriculum linkages and allow district personnel to constructively monitor and evaluate the effectiveness of all of our programs. 14. Develop and use long-range strategic planning process. Action Taken: The Superintendent has committed to the districts development of a long-range strategic plan. A number of components needed in this process are currently in place. 5Ui, LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 SEP 2 ?ssg OfffCEOf August 31, 1998 ' ^^^^SR^SATlONMOfjlTOnifjQ TO: Ann Brown, ODM FROM: Dr. Bonnie Lesley, Associate Superintendent - Instruction SUBJECT: Promised Documents As I promised, I am sending to you a couple of documents: 1. A copy of the Executive Summary of the Kansas City, Kansas, Exit Plan 2. A copy of a draft of our Division 1998-99 Work Plan. Wed welcome your feedback. Im looking forward to our meeting at ODM and to my lunch with you and Liz. Thanks to for your Friday phone cal. I enjoyed the conversation! BAL/rcm1998-99 Work Plan for the Division of Instruction Little Rock School District SEP 2 iaL8 OFFICE OF OESEGREGATIOfJMOfilTORIFlG STANDARDS 1. Review and recommend revisions of the Boards Instruction policies. 2. Complete the 7-12 curriculum standards in English language arts, mathematics, science, and social studies. April 1999 Bonnie Lesley Linda Young Report to Dr. Carnine of recommended changes. Board approval of recommended changes Strategic Plan: Strategy 2 Goals 2000 Jan. 1999 3. Review and revise elementary, middle, and high school Curriculum Catalog\nconduct orientation sessions for central office staff, principals, and counselors. 4. Begin implementation of K-6 curriculum standards in English language arts and social studies. .S. Implement new science curriculum in grades K-8. Dec. 1998 Strategic Plan: Strategy 2. NSE Project. Goals 2000. 1998-99 1998-99 Gene Parker, Team Leader Dennis Glasgow Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon ADE Bonnie Lesley Gene Parker Dennis Glasgow Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon Carol Green Jo Evelyn Elston Gene Parker Marie McNeal Pat Price Mable Donaldson Patty Kohler Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Board approval of Standards documents. Publication of curriculum standards. Publication of new K-12 Curriculum Catalog. Agendas and meeting dates for orientation sessions. Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity with K-6 standards as measured on end-of-year survey. Professional development agendas and meeting dates. Publication of curriculum documoents. Teacher familiarity of K-8 standards as measured on end-of-year survey. 16. Implement new mathematics curriculum in grades K-8. NSF Project. Goals 2000.    / ''ilr i-'Hiu 1998-99 7. Complete plan for middle school curriculum for fall 1999. 8. Publish Middle and High School Student/Parent Curriculum Handbooks. 9. Define and establish Delivery Standards. 10. Align school schedules. Pre- K3 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/ coaching, and parent information/ education with Strategic Plan and Desegregation Plan. 11. Align school schedules, mathematics curriculum, and professional development with Strategic Plan and Desegregation Plan. \" Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Goals 2000. Strategic Plan: Strategy 2. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan: Sections 5.2.1,5.2.2, and 5.2.3. Revised Desegregation and Education Plan: Sections 5.3, 5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5. NSE Project. Oct. 1998 Jan. 1999 Jan. 1999 Nov. 1998 Nov. 1998 Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Linda Young Gene Parker Kathy Lease Bonnie Lesley Jo Evelyn Elston Marian Lacy Bonnie Lesley Gene Parker Gene Parker Pat Price Linda Young Marion Woods ADE Dennis Glasgow Vanessa Cleaver Pat Price Linda Young Marion Woods ADE Professional development agendas and meeting dates. Publication of cuniculum documoents. Teacher familiarity of K-8 standards as measured on end-of-year survey. Publication of committee recommendations. Board approval of recommendations. Publication of Curriculum Catalog and Middle School Student/Parent Curriculum Handbook. Publication of Middle and High School Student/Parent Curriculum Handbooks. Agendas and meeting dates for committee meetings. Publication of committee recommendations. Board approval of Delivery Standards. Agendas and meeting dates for professional development sessions for principals. Report on review of school schedules. Agendas and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Reading Curriculum goals. Report on review of school schedules. Agenda.s and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Reading Curriculum goals. 212. Develop in collaboration with Linda Watson a list of behavior standards\nadopt a discipline/ classroom management/ character education program and curriculum for teaching the behavior standards to all students. 13. Propose for Board adoption revised Graduation Standards and revision of tlie core curriculum requirements to align with new state requirements. 14. Implement Year One of NSF grant project: Extended Year Alg. 1\nAP examinations\nnew teacher training\nVital Link\nand Family MatlVScience programs. 5 . '(tiiiaii 15. Develop Early Childhood Education plan for fall 1999. 16. Develop plan to improve G/T, honors, and AP student enrollment and success (e.g., Project AVID). Strategic Plan: Strategy 10. Goals 2000 State law. Strategic Plan: Strategy 2. Goals 2000 NSF Project Strategic Plan: Strategy 8. Revised Desegregation and Education Plan. Goals 2000 Revised Desegregation and Education Plan. NSF Project Mar. 1999 Jan. 1999 June 1999 Feb. 1999 Nov. 1998 Marie McNeal Jo Evelyn Elston Patty Kohler Terrence Roberts Kathy Lease Jo Evelyn Elston Marian Lacy Dennis Glasgow Vanessa Cleaver Pat Price Marian Shead-Jackson Patty Kohler Bonnie Lesley Kathy Lease Mable Donaldson Terrence Roberts ADE Agendas and dates of committee meetings. Board approval of Behavior Standards. Board approval of character education curriculum. Publication of curriculum documents. Agendas and dates of teacher training during summer 1999. Board adoption of new Graduation Standards. Publication of new requirements in Curriculum Catalog and in the Middle/lligh School Student/ Parent Curriculum Handbooks. Records relating to Extended Year Alg. 1. Board adoption of policy relating to AP examinations. Agendas and dates of teacher training. Agendas and dates of meetings with Vertical Teams. Agendas and dates of Family Math/Science meetings. Copy of report submitted to NSF. Report on current status of Early Childhood programs. Publication of Early Childhood Improvement Plan. Board adoption of Early Childhood Improvement Plan. Publication of reorganization of Early Childhood programs and services as per Plan. Agendas and meeting dates of committee. Publication of recommended revisions to current policies, procedures, and programs. Board adoption of recommended changes. 3PERSONALIZED EDUCATION 17. Review Title I programs and services to align with COE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Desegregation and Education Plan. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan NSF Jan. 1999 1S. Complete planning for middle schools and smooth transitions from elementary and to high schools._________________________ 19. Assess ESL program and services and develop program improvement plan with estimated budget._________________________ 20. Review special education programs, policies, and/or procedures to ensure no racial discrimination in referral and p I a e e me nt______________________ 21. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan Goals 2000 State laws. Strategic Plan: Strategy 2 Goals 2000 Revised Desegregation and Education Plan. Arkansas initiative Dec. 1998 June 1998 Dec. 1998 March 1999 Bonnie Lesley Leon Adams Kathy Lease Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Steve Ross Phyllis McClure ADE___________ Kathy l.case Linda Young Gene Parker Kathy Lease Bonnie Lesley Patty Kohler Bonnie Lesley Kathy Lease Leon Adams Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Publication of revised Quality Index that included requirements of Title I Publication of consolidated School Improvement Plan format to include requirements of Title I Report from consultant, Phyllis McClure Documentation of changes in Title I programs and services Publication of committee recommendations Board approval of committee recommendations Publication of report and improvement plan Copies of recommended changes in programs, policies, and/or procedures Board approval of recommended changes Publication of implementation plan Report to Board-minutes 4PROFESSIONAL DEVELOPMENT 22. Complete planning and begin implementation of middle school professional development program. 23. Conduct in collaboration with Sadie Mitchell the Year One training for Campus Leadership Plan. 24. Restructure the districts professional development program and services so that they build professional learning communities at the district and school levels. Strategic Plan: Strategy 3 Revised Desegregation and Education Plan Campus Leadership Plan Goals 2000 Jan. 1999 June 1999 Linda Young Marion Woods Bonnie Lesley Marion Woods Gene Parker I Publication of committee recommendations Agendas and meeting dates for professional development sessions Publication of training plan Agendas and meeting dates for sessions 25. Implement Year One of ASCD's UPDl project with focus on school change and improving achievment in reading and mathematics. 26. Provide training in prejudice reduction and cultural sensitivity. 27. Consolidate COli, Campus Leadership, Title 1, and Instructional Technology planning requirements in collaboration with Sadie Mitchell\ndesign format and plaii'deliver training for Campus Leadership Teams. 28. Provide appropriate training for certified and clerical staff of Division of Instruction to improve productivity and communication. Strategic Plan: Strategy 7 Revised Desegregation and Education Plan: Sections 2.6.1,2.12.1, 5.2.1j, 5.2.2g, 5.2.3e, 5.3.1 Campus Leadership Plan NSE ASCDs UPDI ASCDs UPDI Revised Desegregation and Education Plan. COE Campus Leadership Plan Title I Instnictional Technology Plan Strategic Plan Oct. 1998 June 1998 June 1999 Jan. 1999 June 1999 Bonnie Lesley Director, Professional Development Marion Woods Bonnie Lesley Director, Professional Development Marion Woods Marion Woods Terrence Rnhertx Bonnie Lesley Sadie Mitchell Leon Adams Lucy Lyon Director, Professional Development Marion Woods Bonnie Lesley Marion Woods Lucy Lyon Agendas and meeting dates of team meetings Copy of restucturing plan Board approval of plan Agendas and dates of activities Copies of quarterly reports to ASCD Agcnilas and dates of sessions \u0026lt;?opics of new planning format and process Publication of training plan Agendas and dates of training sessions Copies of needs assessments Agendas and dates of training sessions 5BUILDING COMMUNITY SUPPORT 29. Restructure the districts parent/community programs and services to align with the Strategic Plan, the Desegregation and Education Plan, tlie Campus Leadership Plan, the NSF project, and the requirements of Title 1. Strategic Plan\nStrategy 2. Strategy 8. Revised Desegregation and Education Plan Campus Leadership Plan Goals 2000 Dec. 1998 Bonnie Lesley Debbie Milam Leon Adams Catherine Gill Linda Young Patty Kohler Pat Price Paulette Martin Marian Shead-Jackson Marian Baldwin Vanessa Cleaver Terrence Roberts Agendas and meeting dates of restructuring team Publication of reorganization and restructuring plan Board approval of reorganization and restructuring plan 6COMMUNICATION 30. Communicate curriculum standards so that all parents and students understand the expected knowledge and skills by grade level and course. Strategic Plan: Strategy 2. May 1999 31. Communicate aspects of middle school planning to smdents, parents, and community for fall 1999. 32. Provide second-language translations of key documents for students and parents. 33. Implement From Inside the CIA,\" a weekly publication for principals from the Division of Instruction. 34. Conduct quarterly meetings of all clerical staff in the Division of Instruction. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan Goafs 2000______________ Strategic Plan: Strategy 2 May 1999 May 1999 September 1998 August 1998 June 1999 Bonnie Lesley Suellen Vann Gene Parker Dennis Glasgow Maric McNeal Terrence Roberts Kathy Lease Linda Young Terrence Roberts Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Gene Parker Kathy Lease Bonnie Lesley Anita Gilliam Regina Moore Bonnie Lesley and designated staff Publication of documents in second languages Copies of weekly publications Agendas and dates of meetings 7ASSESSMENT 35. Design CRTs for fall 1999 in reading and mathematics. 36. Establish Perfonnance Standards in reading and mathematics. 37. Pilot HBJ CRTs in reading and mathenratics during 1998-99. 38. Reinvent PRE programs and services to support the Campus Leadership Plan. 39. Refine the Quality Index indicators and develop district and school profiles according to the proposed Quality Index. 40. Embed Title 1 and Smart Start accountability requirements into the Quality Index. Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Strategic Plan: Strategy 8 Revised Desegregation and Education Plan: Sections 5,2.1g. 5.2,2c. 5.2.3r, and 5.3.2 Campus Leadership Plan NSF Title I and Smart Start COE Campus Leadership Plan Campus Leadership Plan Title 1 requirements Feb. 1999 Feb. 1999 May 1999 Dec. 1998 Dec. 1998 Dec. 1998 Gene Parker Dennis Glasgow Kathy Lease Kathy Lease Dennis Glasgow Gene Parker Kathy Lease Dennis Glasgow Gene Parker Kathy Lease Bonnie Lesley Steve Ross Kathy Lease Steve Ross ADE Kathy Lease Leon Adams Steve Ross ADE Publication of CRTs Agendas and dates for training sessions Publication of communications plan for staff, parents, and students Agendas and date.s of team meetings Publication of proposed Performance Standards Board approval of proposed Performance Standards Copies of communication to teachers and principals (.'opies of assessments Summaries of results Copy of reorganization plan Copy of revised Quality Index Copy of revised Quality Index 841. Redesign the student grading and reporting system to reflect the standards-based focus of the district. May 1999 42. Design waiver form and process for schools seeking waivers from policy relating to Campus Leadership. 43. Redesign end-of-year climate suivey to include items relating to measuring progress of refonn. Campus Leadership Plan Campus Leadership Plan October 1998 Feb.1999 Kathy Lease Gene Parker Dennis Glasgow Marie McNeal Pat Price Patty Kohler Mable Donaldson Steve Ross Kathy Lease Bonnie Lesley Agendas and dates of team meetings Publication of report and recommendations Board approval of changes in grading system and reporting system Plan for teacher/principal training Budget for redesign of report cardselectronic and paper Copy of proposed waiver form and process Kathy Lease Bonnie Lesley Sadie Mitchell Copy of new survey instruments 97 i u PXg$^ J} LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 19, 1998 TO: Board of Directors FROM: THROUGH: SUBJECT: Dr. Bonnie Lesiey, Associate Superintendent for Instnjction Dr. Les Carnine, Superintendent Approval of Middle School Curriculum The staff recommends approval of the five attached documents: Area Middle Schools Curriculum and Parameters Dunbar Middle School Curriculum and Parameters Henderson Middle School Curriculum and Parameters Mann Magnet School Arts Curriculum and Parameters Mann Magnet School Science Curriculum and Parameters These course requirements for grades 6-8 were derived from and are aligned with the Middle School Program Standards\" adopted by the Board of Directors on October 22,1998. The process used to gather input on these documents included the following:  Initial proposal of course requirements and options developed by staff of the Division of Instruction and then review of drafts at each step of input.  Two reviews by the Superintendents Cabinet.  Three one-half day meetings with all eight middle school principals, Marian Lacey, and Linda Young to discuss and refine the initial drafts.  Input from counselors, teachers, assistant principals, and registrars as principals solicited feedback at the school level.  Presentation to all principals at their October meeting.  Meeting with and feedback from the Middle School Curriculum Committee, chaired by Gene Parker.  ODM was sent copies for review./\"hrrt LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 19, 1998 TO\nBoard of Directors FROM\nTHROUGH\nSUBJECT\nDr. Bonnie Lesley. Associate Superintendent for Instruction Les Gamine, Superintendent, Little Rock School District 1999-2000 High School Curriculum Board Policy IFD states the following\nChanges and improvements in curriculum offerings may be suggested and implemented administratively, as deemed necessary and educationally sound by the superintendent of schools but shall be reported to the Board prior to implementation. However, before new courses are added to the total offerings, such courses must be approved by the Board of Education. Courses may be dropped during one year because of few enrollees in the course, but reoffered and reinstated the following year by administrative action. This agenda item, then, does two things\n1. It reports on curriculum changes and improvements that are planned for fall 1999 implementation. 2. It requests the Board's approval of new courses added to the curriculum. The Division of Instruction has been engaged since August, in collaboration with school principals, counselors, and registrars, in a comprehensive review of the LRSD high school curriculum. We have examined and updated the 1991-92 curriculum catalog that was the last one published. We have made every effort to determine the list of all courses currently being offered and/or taught at each of the five high schools and Metropolitan. And we have given the curriculum supervisors, principals, and teachers the opportunity both to suggest new courses and to drop obsolete and unpopular courses. 14, New numbers have been assigned to make the numbers more meaningful. The first two digits designate the subject area. The third digit designates the first grade level at which the course may be taught (1= freshmen, 2= sophomore. 3= junior, 4= senior, and 5= advanced placement). The last digit is an odd number if the course is taught for only one semester and even if taught for a full year. 15. The Division of Instruction will publish soon a new edition of the High School Curriculum Catalog. It will include information on policy and regulations governing curriculum, graduation requirements, articulation agreements, course descriptions of all approved courses, and guidelines to advise students on course selection. When this publication is completed, the staff will provide copies to members of the Board. Request for New Course Approval The following twenty-two new courses are proposed for the Boards approval\nArt 1. Three-Dimensional Design (Sculpture) Grades: Credit\nSchool: 11-12 1 Parkview Magnet Business Education 2. Multimedia Applications in Business Grades: Credit: 11-12 3. Banking and Finance Principles Grades: Credit: 11-12 % 4. Banking and Finance Operations Grades\nCredit: 11-12 5. Banking and Finance Marketing Grades: Credit\n11-12 6. Banking and Finance Law Grades: Credit: 11-12One important source to examine was the IMS master course list. However, courses unique to one or two schools or courses added in fall 1998 did not necessarily appear on that list. Therefore, the attached tables do not always list a prior course number or title even though the course had prior Board approval. Information Report The attached report of high school courses for 1999-2000 allows the Board, staff, and others to see the following changes: 1. 2. 3. 4. 5. 6. 7. 8. 9. Some regular-level courses previously open to only one or two schools are now open to high schools if recommended by the Campus Leadership Team and approved by the principal, if adequate funding is available for materials and equipment, and if adequate numbers of students enroll. All advanced placement courses offered by the District at any school are now available at five high schools to ensure equitable access to this valued curriculum. Previously designated honors/GT/enriched/Pre-AP/AP courses are now all consistently designated Pre-AP or AP. (AP is an abbreviation for Advanced Placement.) Some course titles changed, as the report shows, due either to a need for consistency, to an issue of clarity, to changes in the states vocational course titles, and/or to a need to align with standard course titles. Ninth-grade courses previously taught in the junior highs have been moved to high school, thereby requiring some re-numbering of course sequences. Adopted core curriculum courses for second-language students at Hall High have been clarified and listed both under ESL and the respective subject areas. Full-year courses in a sequence have been consistently titled as I, II III, etc. One-semester courses in a sequence have been consistently titled as A, B. In some cases, due to the new four-year high school, prior gradelevel designations have been changed to include freshmen. 10. The Rationale/Notes column indicates courses or special groupings that are being deleted. 11. One-quarter courses have been eliminated or changed to one- semester courses. 12. The new University Studies courses at Hall High have been designated as APU (in English, Social Studies, and Science). 13. Special Education course titles have been changed to reflect new regular education curriculum and sequences.Journalism 17. Journalism III Grades: Credit: 11-12 1 18. Journalism IV (to be implemented in fall 2000) Grades: Credit: 12 1 JROTC 19. Air Force JROTC IV Grades: Credit: School: 12 1 Central High 20. Naval Science JROTC IV Grades: Credit: School: 12 1 Parkview Magnet Mathematics 21. Calculus Grades: Credit: 12 1 Trades and Industry 22. Computerized Commercial Art III Grades: Credit: School: 12 1 Parkview Magnet Please note that many, many courses have been deleted. They are indicated at the end of each subject area. Attachments BAL/rcmCommunications 7. Debate II Grades: Credit\n11-12 8. Debate III (to be implemented in fall 2000) Grades: Credit: 12 1 Dance 9. Young Mens Dance \" Grades: Credit\nSchool: 9-12 1 Parkview Magnet Drama 10. Drama II Grades: Credit: 10-12 1 11. Drama III (to be implemented in fall 2000) Grades: Credit: 11-12 1 English 12. The Bible as/in Literature Grades: Credit: School: 10-12 Pilot at Hall High in 1999-2000\nthen open to all Family and Consumer Science 13. Managing Resources Grades: Credit: 9-12 14. Food Science Grades: Credit: 11-12 72 15. Child Care and Guidance Management Services Grades: Credit: 10-12 1 16. Parenting Grades: Credit: 9-12 72Art 020400 020500 020800 020900 020600 021100 021100 020525 020575 020675 020160 020260 020300 020301 020302 020350 020375 Xbbrey?Mi^ thia INTRO TO ART ARTDESIGN GFtAPHC DESGN INTRO PAINT ART WATERCOL GREAT ART 12 FNE ARTS\nART DRAWING l-PM DRAWING II STUDIO ARTAP LAB ART I 9 LAB ART II 9 ART I 9 ART II 9 ART III 9 LAB ART III SCI ILLUS 9 ilDMcriptloni'^'M^^SSW^ Introduction to ArtGrades 10, 11,12 ArtDesign - Grades 10,11, 12 Graphic DesignGrades 11, 12 Introduction to Painting Grades 11,12 ArtWatercolorGrades 11, 12 Creative ArtGrade 12 onlyfor Adv. Fine Arts SurveyArt, Grades 10-12 Drawing IParkview Magnet, Grade 10 Drawing IIParkview Magnet Studio Art APParkview Magnet Lab Art l-Grade 9 Lab Art ll-Grade 9 Art l-Grade 9 Art ll-Grade 9 Art Ill-Grade 9 Lab Art III Scientific Illustrations (Art Elective) High School Course Changes Little Rock School District iV9\n|2000$ 'Cburse^J 021000 022000 022002 022004 022006 024000 022001 021008 022008 025000 025002 Abbroy.^f^ Title M INTRO TO ART ARTDESIGN GRPHC DSGN PAINTING WATERCOLOR GREAT ART SURVEY ART DRAWING 1 DRAWING 2 STUDIO ART AP ART HIST AP ^piidriptloh'fifcf^,^ bd Introduction to Art ArtDesign Graphic Design Painting Watercolor Creative Art Survey of Fine Arts Drawing I Drawing II Studio Art AP Art History AP {f-V-:*'' Simplified title. Simplified title. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught Deleted. Not taught. Deleted. 1ArtParkview Magnet only LCpuree^ 020572 POTTRY I \u0026amp; II i*-*! '''W It 020585 020660 020555 020582 020590 020595 020700 022000 AV CRAFTS JL DRAWING III OILSPM CRAFTS FIBER PRINTMAKING ART HISTORY ART CRAFTS SCR PRNT AIR ^*99\u0026gt;2oqo.^ ,Cout i rseA t\"SitVy Pottery I \u0026amp; IIParkview Magnet 022003 023003 022010 ^Abbrev^ POTTERY A KM POTTERY B POTTERY Pottery A Pottery B Pottery Ratlofiiale/Ndtesls Advanced Crafts/ Jewelry- Parkview Drawing III (Comb)  Parkview Magnet OilsParkview Magnet- Semester Crafts FiberParkview Magnet 022012 024008 023002 022014 023004 JEWELRY DRAWING 3 OILS CRAFTS FIBER 3-D DESIGN Jewelry Drawing III Oils CraftsFiber PrintmakingSemester- Parkview Art HistoryParkview Magnet Art Crafts- Grades 11,12 Screen Printing/ /Mrbrush Techniques 022005 021010 PRINTMAKING ART HIST Three-Dimensional Design Printmaklng Art History Separate numbers required. Parkview Magnet only. Separate numbers required. Parkview Magnet only. Number to schedule fullyear course. Simplification of titles. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only Parkview Magnet only. Parkview Magnet only. Not taught. Deleted. Not taught. Deleted. 2 Business Education 030500 030300 ^Description1^?j:?7^ [*99\n2000W 030425 030200 030455 030460 030800 030900 031175 032017 031200 031205 030700 031450 031600 031675 031650 KEYBOARDING KBD APP I 9 KEYBRD l/ll COMPUTER TI WORD PROC\nI WORD PROCJI COMP ACCT I COMP ACCT ii COMP APPL:DB CA\nSPRDSHEET SUPERWRiTE SUPERWRITE II BUSINESS LAW JREXECTRNG COE-RELATED COEEARLY COECOOP ii  - tv Keyboarding 9th__________ Keybbarding Applications I 9 Keyboarding and Keybbarding Applications I Computer Technology Introduction Word Processing I 11-12- Semester Word Processing II- Semester Computerized Accounting I- 10 Computerized Accounting II- -11 Computer Applications Data Base-Semester Computer Applications Spreadsheet Supenwrite-Semester Superwrite II (Magnet) 10 Business LawGrades 10, 11,12 Junior Executive Training Grades 11 Cooperative Office Education-Related Cooperative Office Education-Related Cooperative Office Education-Coop 031001 031003 031004 031019 031005 032005 032002 032004 033004 032007 032009 033002 032011 032013 033004 033006 033008 033010 033012 '\nAbbreV^SK' Is? Pescripllpn^ ^patlohBle/ ^btes^ KEYBOARDiNG KEYBD APPLS KEYBD/APPL COMPTECH INT WORD PROC A WORD PROC B WORD PRO A/B COMP ACCT 1 COMP ACCT 2 DATABASE MGT SPREADSHEETS OFFICE MGT RAPID WRTG A RAPID WRTG B BUSINESS LAW JR EXEC TRNG COE-RELATED COE-RELATED COE-COOP OJT Keyboarding________ Keyboarding Applications Keyboarding and Keyboarding Applications (full year) Computer Technology: Introduction Word Processing A Word Processing B Word Processing I Computerized Accounting I Computerized Accounting II Database Management Spreadsheet Applications Office Management Rapid Writing A Rapid Writing B Business Law Junior Executive Training Cooperative Office Education- Related Cooperative Office EducationRelated (Early Bird) Cooperative Office Education -OJT Word Processing A\u0026amp;B 3CT\" 030225 COMPUTER TBP 031100 COMP PG:AD B 030400 KEYBD:APP II Computer Technology Basic Programming_____________ Computer Programming: Advanced Basic___________ Keyboarding /Applications II- -Semester 032000 DESKTP PUBL 032005 Desk Publ II Computer Desktop Publishing-Semester Advanced Desktop Publishing (Magnet) ^T^31?AbbrwI^^^^Rbo5cHpti5ril .99-2000.? tCourseUi 1N^ 031015 032015 032006 031017 032017 033001 033003 033005 033007 033009 ^Abbrev.M V .W' PROGAMMING A PROGRAMMING B COMP BUS APPL DESKTOP PUB A DESKTOP PUB B MULTIMEDIA BANK/FIN PRIN BANK/FIN OPR BANK/FIN MKG BANK/FIN LAW Programming A Programming B 032040 032045 BUS ETIQUET INTR TO BUS Business Etiquette (Magnet) Introduction to Business (Magnet) 032019 032021 B ETIQUETTE INTRO TO BUS 032050 BUS FINANCE 032065 INT BANK II 032020 030100 ENTREPRNSHP CLERICAL REC 030450 030475 KEY/KEY APP I WRD PROCI/II Business Finance (Magnet)_______________ International Business and Banking II______________ Entrepreneurship (Magnet) Clerical Record Keeping, Grade 10 033014 034002 033011 032023 031050 OFC TECH LAB Word Processing l/ll Grades 10, 11,12_______________ Office Technology Lab Grades 10-12 ECONOMICS BUS FINANCE INTRN BUS ENTREPRNSHP Computerized Business Applications_____ Desktop Publishing A______________ Desktop Publishing J_______________ Multimedia Applications in Business Banking and Finance Principles Banking and Finance Operations Banking and Finance Marketing Banking and Finance Law______ Business Etiquette Introduction to Business Economics Business Finance International Business_______ Entrepreneurship Simplified title. Simplified title. New course New course. New course. New course. New course. McClellan High only. McClellan High only. McClellan High only McClellan High only. McClellan High only. McClellan High only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 4031150 032010 032015 171375 COMPTECH CP PROG: LOGO CP PROG:RPG GLOBAL ECON iL *7  ''u'Vv*- ** \"!(-f ,^'i S !if99-2000^ .Course^ 'NoS' Abbrey. f sif Title,' 5. i* - {DescHptldnr\u0026lt;W yS*.^ Computer Programming: Basii^Logo (Magnet) Computer Programming:RPG (Magnet) Global Economics-Central Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 5Communications ^CoUrse\u0026gt;^\nAbbrev.')\u0026gt;fS iij-r' SNo/t'Jij'iife' :\u0026lt;ntia j: TT * Description VeiVJtT^'^k^ ^^f\"J',' ' 99-^VW'f^ CourseW 052570 COMM/SPEECH9 JL. Communication/ Speech Grade 9 051100 COMMUNICA 1 Communication i 053000 053100 053400 055020 055030 051300 051102 ESL COMMON 1 ESL Communication i COMMUNCTR i COMMUNCTR it DEBATE PUB SPEAKiN GRP DYNAMiC COMMUNiCA il jRatldpaWNdt^l^'^ Hall High only\nfor second-language students Communications IGrades 10-12 Communications II Grades 11-12 DebateGrades 11-12 Public Speaking (Magnet), Grade 10 Interpersonal Skills and Group Dynamics 052100 053100 052102 053102 054102 052104 052106 COMMUNiCA 2 COMMUNiCA 3 DEBATE 1 DEBATE 2 DEBATE 3 PUB SPKG GRP DYNAMiCS Communication ii Communication lii Debate I Debate II Debate iii Pubiic Speaking Interpersonal Skills and Group Dynamics New course to build program. New course to build program\neffective fall 2000. Dupiication. Deieted. 6DanceParkview Magnet Fl 23498\nA-''\"'-'- '   No.  t\"*-^ TvvVtV''*''/,-. DANCE TECH I Dance Techniques I- 121000 DANCE TECH 1  ~ D^re %chnioues I ' ' 123505 123510 123520 123500 123487 123492 123495 123501 DANCE TECHII DANCE TCHIII DANCE ENSBLE HISTRY DANCE DANCE I 9 DANCE II 9 DANCE III 9 DANCE TECIII Park view___________ Dance Techniques II Park view___________ Dance Techniques III- Parkview Dance Ensemble^ Parkview History of Dance Parkview Magnet Dance I 9 Dance II 9 Dance III 9 122000 123000 124000 123002 122002 121002 DANCE TECH 1 DANCE TECH 2 DANCE TECH 3 DANCE TECH 4 DANCE ENSBLE HIST DANCE MEN'S DANCE Dance Techniques I Dance Techniques II Dance Techniques III Dance Techniques IV Dance Ensemble History of Dance Young Men's Dance Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Duplication. Deleted. 1 n 7Drama WWW No. v?  053500 053510 053525 053550 053600 053300 DRAMA DRAMA IS DRAMA II DRAMA III STAGE CRAFT INTERP COMM DramaInternational StudiesCentral______ Drama IIGrades 10-12 Drama IIIGrades 11-12 Stage CraftGrades 10-12 Interpretation Communication 051200 051202 052200 053200 052202 052204 DRAMA 1__ DRAMA 1 IS DRAMA2 DRAMA 3 STAGE CRAFT INTERPCOMM Drama I Drama I International Central High only. Studies Drama II Drama III Stage Craft Interpretative Communication New course to build program.__________ New course to build program\neffective fall 2000. I I 8DramaParkview Magnet fmgoooWBBraOT^ 'Counsel 050720 MIMEPM 050750 CLASS SCENE 050715 ACTINGPM 050755 CHILD THEATR 050760 THEATR HIST 053460 053560 DRAMA 9 THEATR/ARTS MimeParkview Magnet full year Classic Scene Study Parkview ActingParkview Arts Magnet Children's Theater- Parkview Magnet Theater HistoryParkview Magnet DramaGrade 9 Theater and ArtsGrade 9 052206 052208 052210 052212 052212 MIME CLASSIC STDY ACTING CHILD THTR THTR HISTORY i'\n:' ** '**.\u0026lt;' Mime Classic Scene Study Acting Children's Theater Theater History Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Duplication. Deleted. Duplication. Deleted. 9\nNoJ '?vt^' '''\" ' ' - noinnV '\" .tis jJoAii 081000 I DRIVER ED Driver Education Semester 081001 i DRiVER ED iS^ Driver Education IBSiSa Taught in summer school only. 10English 6CpU(ej 180709 180710 180711 180712 050302 050304 s3t\u0026gt;' y\nra y. f- ''Course\n^ .'.Title Idsa 050402 050406 050502 050504 050506 050602 050615 050605 050611 050603 050612 050700 055010 LANG ARTS-r LANG ARTS-rQ LANG PLUS 11 LANG PLUS 12 ENGLISH R 9 ENGLISH GT 9 ENGLISH 10 R ENG 10 GT/H ENGLISH 11 R ENG 11 GT/H ENGLISH GT ENGLISH 12 R ENG 12 REB ENGLISH GT ENG 12APEB ENGLISH IS R ENGLISH IS/G CREATIV WRIT TECH WRITING Language Arts -i- 9 Language Arts Plus 11 Language Arts Plus 12 English Regular 9 English GT/ Enriched 9 English Regular 10 English GT/ Honors Grade 10___________ English Regular 11 English GT/Honors Grade 11__________________ English GT 11 Hall, Fair_____________ English Regular 12_____ English 12 Regular (Early Bird) English GT/Honors Hall, Fair, Central_____ English 12 AP (Early Bird) 12 English/lntemational Studies Regular________________ English GT/Honors International Studies Creative Writing 12 (Magnej) Technical Writing (Magnet)______ No\n5?\" 051000 052000 053000 054000 051002 051004 052002 052004 053002 053004 055004 055006 054002' 054004 055008 055010 054006 055012 054008 053001 ww LANG ARTS 1 + LANG ARTS 2+ LANG ARTS 3-I- LANG ARTS 4+ ENG 1________ ENG 1 PRE-AP ENG 2_______ ENG 2 PRE-AP ENG 3_______ ENG 3 PRE-AP ENG 3 AP ENG 3 APU ENG 4 ENG 4 ENG 4 AP ENG 4 AP ENG 4 IS ENG 4 IS AP CRT WRTG/MAG TECH WRTG 21S Language Arts Plus I Language Arts Plus II Language /Vts Plus III Language Arts Plus IV English I___________ English I Pre-AP English II______ English II Pre-AP English III______ English III Pre-AP English III AP English III AP English IV_________ English IV (Early Bird) English IV AP English IV AP (Early Bird) English IV International Studies____________ English IV International Studies AP Creative Writing and Magazine Production Technical Writing 3 Pre-AP courses Include GT/EnrIched. Pre-AP courses include GT/Enriched. New Advanced Placement course. Hall High only, Dual CTedil with UALR. This number 1$ needed to schedule zero-hour course._____________ Pre-AP courses include GT/Enriched. This number needed to schedule zero-hour course. AP courses include GT/Enriched. Central High only._________ Course includes production of literary magazine._________ Course is open to all schools. 11mS}|B :ppur*ej\u0026lt;^ No.^a'vv isll 'Course'.\"-*' 053006 l^^sSOI RESEARCH 053008 052001 052003 MULTICUL LIT BIBLE AS/IN LIT ACT PREP ENG Research for the 21 Century fW- 4^ ROSS 180310 180410 180510 160610 180713 050310 050311 050315 050325 050406 050407 050505 050610 READING/ENG READ/ENG ASST READING/ENG READING/ENG LAP 12________ ENGLISH GT 9 I SKILLS GT9 ENGLISH EN 9 TECH WRIT 9 ENGLISH HONR ENGLISH GT ENGLISH HNRS ENG 12 GT/AP Reading/Engllsh Assistance Reading/Engllsh Assistance Reading/Engllsh Assistance English GT 9 Introductory Skills Seminar, Grade 9 English Enriched 9_______ Technical Writing9 Semester English Honors 10 Hall, Fair______________ English GT 10 Hall. Fair English Honors 11 Hall, Fair English 12 Adv. Placement, 12 Multicultural Literature The Bible as/ln Literature ACT Preparation Hall High only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Duplication. Deleted. Duplication. Deleted No longer taught. Duplication. Deleted Not taught at grade 9. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication, peleted. 12 IrWc^sw :ZiJ I Ol BR9'^P*'?V^i?^'????^t^5PU'W4000.*|JAbbr '4 .Course?^^ -Title 051500 052500 053500 054500 051502 052502 053502 054502 051102 151000 151002 152002 153002 154002 131000 132000 133000 bbrevj W ESL English 1 ESL English 2 ESL English 3 ESL English 4 ESL LA PLUS 1 ESL LA PLllS 2 ESL LA PLUS 3 ESL LA PLUS 4 ESL COMM 1 ESL INTRO SS ESL CIVICS ESL WRLD HIST ESL US HIST ESL US GOVT ESL PHYS I ESL BIOL I ESL CHEM I ESL English I______ ESL English II_____ ESL English III_____ ESL English IV_____ ESL Language Arts Plus I_____________ ESL Language Arts Plus II____________ ESL Language Arts Plus III __________ ESL Language Arts Plus IV___________ ESL CommunicaBon I ESL Introduction to Social Studies ESL Civics ESL World History ESL United States History_______ ESL United States Government ESL Physics I ESL Biology I ESL Chemistry I Hall High only Hall High only. Hall High only. Hall High only. Hall High only. Hall High only. Hall High only. Hall High only. L't.vi.fcH \u0026gt; ? Hall High only. See also In Communications.* Hall High only. See also In \"Social Studies*_____ Hall High only. See also In Social Studies.*_____ Hall High only. See also in Social Studies.*_____ Hall High only. See also in *Social Studies.*_____ Hall High only. See also In *Soclal Studies.*_____ Hall High only. See also In *Science.*_________ Hall High only. See also In Science.*__________ Hall High only. See also In *Sclence.* i I 13Family and Consumer Science \u0026lt; 1999-^95'^1'\nCour\nivS  \u0026gt;Titi^\n^rf^\u0026gt; 090210 HOME EC 9 090500 HSE MANAGMT 090811 INTPERS REL 090810 090600 090900 090700 090650 090400 090655 090750 091000 FAMILY DYNAM FPS \u0026amp; NUTRI CHDVL/PRT-RE CLOTH \u0026amp; TEX FD PROD MGTI HUMAN DEVEL FD PRD MGTII CONSUMER ED CHDVL/PTG KG Description I \u0026lt;99-2000 f.\n-.' 1 Course i :_ Home Economics 9 No\nfi \u0026gt;4i' 091000 AbbrrW^ i FAM\u0026amp;CONSCI Housing Management- semester___________ Interpersonal Relations Family Dynamics Foods and Nutrition Child Development/ Parenting Related Clothing and Textiles Semester Ftxxl Production, Management, and Services____________ Human Development- Semester____________ Food Production/ Restaurant Management Consumer Education- Semester Child Development/ Parenting Kinder 091001 091003 091005 091002 091007 093007 091009 092010 091011 091013  093008 094008 H\u0026amp;INT DSN HUMAN REL MNG RSRC FAM DYNAMICS FD \u0026amp; NUTRI FOOD SCI CHILD DEVEL CHILD CARE PARENTING CLOTH MGT FD PROD MGT 1 FD PROD MGT 2 Family and Consumer Science Housing and Interior Design____________ Human Relations Managing Resources Family Dynamics Food and Nutrition Food Science______ Child Development Child Care and Guidance Management Services___________ Parenting__________ Clothing Management Food Production, Management, and Services I_______ Food Production, Management, and Services II______ McClellan High only. McClellan High only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 14Foreign Languages C*99-2p00T AJJirwk 061100 061200 FRENCH I 9 FRENCH II 9 Frenct) IGrade 9 French IIGrade 9 -Ul^ Course 'WSPittsa 061100 062100 FRENCH 1 FRENCH 2 s i* 061300 FRENCH III French IIIGrades 9-12 061401 FRENCH IV AP French IV APGrades 10- 12 063100 064100 065100 FRENCH 3 FRENCH 4 FRENCH 4 AP French I (Grade 9) French II (Grades 9- 12)______________ French III French IV________ French IV AP 061501 FRENCH V AP French V APGrades 10- 12 064102 065102 FRENCH 5 FRENCH 5 AP French V French V AP 061510 061750 061755 061760 062200 062210 062220 062265 062267 062270 062501 062601 060400 060500 FRENCH VI AP GERMAN I 8\u0026amp;9 GERMAN II GERMAN III GRMN GT/AP GRMN GT/AP GRMNVI GT/AP LATIN I 9 LATIN II 9 LATIN III 9 LATIN III AP LATIV/AP/VIR SPAN I 9 SPAN II 9 French VI APGrade 12 German I German II____________ German III Latin I 9 Latin II 9 Latin III 9 Latin III AP Latin IV GT/AP Spanish IGrade 9 Spanish IIGrade 9 064104 065104 061200 062200 063200 064200 065200 064202 065202 064204 065204 061300 062300 063300 065300 064300 065302 061400 062400 FRENCH 6 FRENCH 6 AP GERMAN 1 GERMAN 2 GERMAN 3 GERMAN 4 GERMAN 4 AP GERMAN 5 GERMAN 5 AP GERMAN 6 GERMAN 6 AP LATIN 1 LATIN 2 LATIN 3 LATIN 3 AP LATIN 4 LATIN 4 AP SPAN 1 SPAN 2 French VI French VI AP______ German I_________ German II_________ German III________ German IV________ German IV AP German V________ German V AP______ German VI________ German VI AP_____ Latin I____________ Latin II____________ Latin III___________ Latin III AP________ Latin IV___________ Latin IV AP________ Spanish I (Grade 9) Spanish II (Grades 9- J2) 15060600 SPANISH III Spanish IIIGrades 9-12 063400 SPAN 3 -Si t \\ * ) .p.' 060701 SPAN IV AP Spanish IV APGrades 10- 12 064400 065400 SPAN 4 SPAN 4 AP 060801 SPAN V AP Spanish V APGrades 10- 12____________________ 064402 065402 SPAN 5 SPAN 5 AP ! 060810 060125 061900 062000 062100 062300 062400 060190 062700 062800 062900 064020 064030 064035 065030 065040 065050 SPAN VI AP IN LANGLIAGE9 GERMAN I GERMAN II GERMAN III LATIN I_______ LATIN II______ SKLS SPANISH CLS GREEK I CL GREEK II CLS GREEKIII RUSSIAN III 9 RUSSIAN 18-9 RUSSIAN II 9 JAPAN I JAPAN II JAPANESE III Spanish VI APGrade 12 Introduction to Language/CulturesGrade 9 __________________ German I German II______________ German III_____________ Latin II Classical Greek I Classical Greek II Classical Greek III Russian III Russian I_______ Russian II______ Japanese I______ Japanese II_____ Japanese III_____ 064404 065404 SPAN 6 SPAN 6 AP Spanish III (Grades 9- 12)_______________ Spanish IV_________ Spanish IV AP (Grades 10-12)_____ Spanish V_________ Spanish V AP (Grades 10-12)_____ Spanish VI_________ Spanish VI (AP) Not taught. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. DupllcaUon. Deleted. Duplication. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 16J Health and Physical Education T  Ik .'  ' '  V -I ./ 080920 080500 080520 080800 080540 080550 080510 HEALTH SM PE 9______ PE 9-12 SM  'U'v. .i '! PE 9-12 PE ELEC GIRL PE ELEC BOYS INT SPORTS 9 Health-Semester________ Physical Education9 Physical Education- semester______________ Physical Education (Grades 9-12)_________ Physical Education Elective (Giris) Physical Education Elective (Boys) Intramural Sports-Semester Course/K  .. -No. '\u0026gt;\n-.i. '\u0026gt;,' 081001 081003 081005 081002 201000 202000 203000 204000 201002 202002 203002 204002\nii\u0026lt;\nHEALTH PHYS ED 1A PHYS ED IB PHYS ED 1 ATHLETICS G1 ATHLETICS G2 ATHLETICS G3 ATHLETICS G4 ATHLETICS Bl ATHLETICS B2 ATHLETICS B3 ATHLETICS B4 , ViC *ei.5ire\"r Health and Safety Physical Education lA Physical Education IB Physical Education I Girls Athletics I Girls Athletics II Giris AthleUcs III Girls Athletics IV Boys Athletics I Boys AthleUcs II Boys Athletics III Boys Athletics IV Wttdhel^Noi^^^ V* 1  V  1 Required course. Required course. Elective course. Full-year course No credit toward satisfaction of graduation requirements. No credit.________ No credit.________ No credit.________ No credit toward satisfaction of graduaUon requirements._____ No credit.________ No credit.________ No credit.________ Not taught. Deleted. 17Journalism/Writing 054000 054100 054200 054250 055000 055005 020560 JOURNALISM I JOURN II JOURN II YB JOURN II SP MASS MEDIA MS MEDIA II PHOTOG-PM :. jiifu Jourrfalism IGrades 10-12 JourrlBlism IIGrades 11- 12 Journalism II (Yearbook) Grades 11-12 Journalism II (School Paper) Mass Media (Magnet) Grade 11 Mass Media IIGrades 10- 12 PhotographyParkview Magnet-Semester *g9\u0026gt;?ooQX Course,^: 'iPtl 051400 052400 JOURN 1 JOURN 2 Journalism I Journalism II 052402 052404 053400 053402 053404 054400 054402 054404 053405 054405 051406 JOURN 2 YB JOURN 2 NP JOURN 3 JOURN 3 YB JOURN 3 NP JOURN 4 JOURN 4 YB JOURN 4 NP MASS MEDIA A MASS MEDIA B PHOTOGRAPHY Journalism II (Yearbook) Journalism II (Newspaper) Journalism III Journalism III (Yearbook) Journalism III (Newspaper) Journalism IV Journalism IV (Yearbook) Journalism IV (Newspaper) Mass Media A Mass Media B Photography Some schools schedule both yearbook and newspaper together. Number needed to schedule Yearbook dass. Number needed to schedule Newspaper class. Third-year course allows program growth. Effective fall 2000. Number needed to schedule Yearbook dass. Effective fall 2000. Number needed to schedule Newspaper dass. Effective fall 2000. Fourth-year course allows program improvement. Effective fall 2001. Number needed to schedule Yearbook dass. Effective fall 2001. Number needed to schedule Newspaper dass. Effective fall 2001. McClellan High only McClellan High, only. Parkview Magnet only 18JROTC 260200 260400 260600 260100 260300 260500 AF ROTC I 10 AF ROTC II AF ROTC III NS ROTC 10 NJ ROTC II NJ ROTC III Air Force ROTC ICentral Air Force ROTC IICentral Air Force ROTC IIICentral Naval Science ROTC Parkview Magnet Naval Science ROTC II Naval Science ROTC III W-2000,V Course ',  No. 261000 262000 263000 264000 'AbbreVj (Titled\n. AF JROTC 1 AF JROTC 2 AF JROTC 3 AF JROTC 4 Air Force JROTC I Air Force JROTC II Air Force JROTC III Air Force JROTC IV 261002 262002 263002 264002 NS JROTC 1 NS JROTC 2 NS JROTC 3 NS JROTC 4 Naval Science JROTC I Naval Science JROTC II Naval Science JROTC III Naval Science JROTC IV a Central High only. Central High only. Central High only. Central High only. Effective fall 2002. Parkview Magnet only. Parkview Magnet only.___________ Parkview Magnet Q!)L___________ Parkview Magnet only. Effective fall 2002. 19Marketing Education aeicflptl^ \u0026lt;lJ 171500 MARKET REL I Marketing Education 173000 MARKET ED 1 Marketing Education I 171700 MRKTG COOP I Related I_______________ Marketing Education Coop I 171750 171600 MRKTG COOP lAFT________ MRKTG REL II 171800 MRKTG COOP II Marketing Education Coop I (afternoon) Marketing Education Related II  ________ Marketing Education Coop II 173002 173004 174000 174002 171850 MRKTG COOP IIAF Marketing Education Coop II (afternoon) 174004 032080 032085 032030 032035 032080 171510 MRKTG COOP 1 MRKTG COOP 1 MRKTG Ed'2 MRKTG COOP 2 MRKTG COOP 2 fashion MDS ADVERTISING RETAILING SALESMNSHIP INSURANCE MARKET REL I Fashion Merchandising (Magnet)________ _____ Advertising (Magnet) Retailing (Magnet) Grades 1011__________ Salesmanship (Magnet) Grade 10_____________ Insurance (Magnet)_____ Marketing Education Related I (Early Bird) 172001 172003 173001 172005 FASHION MDS ADVERTISING RETAILING SALESMNSHIP Marketing Education Coop I____________ Marketing Education Coop I___________ Marketing Education II (Management) Marketing Education Coop II (Management) Marketing Education Coop II (Management) Fashion Merchandising Advertising_______ Retailing Salesmanship Afternoon class. Afternoon class. Not taught. Deleted. Not taught. Deleted. 20 Mathematics 110501 110900 110904 111000 111004 111010 111300 111100 111104 111200 111250 111301 111351 110400 181000 110401 110402 110850 ALG I 9 R ALG II ALG lIGT GEOMETRY R GEOM GT/HNRS CONCEPT GROM PRE-CALCULSU TRIG/A ALG R TRGALG GT/H STATISTICS STATIS AP CALCUL GT/AP CALCUL BC AP PR-ALGEBRA 9 GEOM R APP MATH I 9 APP MATH II INTM ALGEBRA Algebra I Regular Algebra II 9________ Algebra 11 GT/Honors Geometry Regular Geometry GT/Honors Concepts of Geometry Trigonometry/ Advanced Algebra Regular T rigonometry/ Advanced Algebra GT/Honors Statistics Statistics AP Calculus AB AP Calculus BC AP Pre-Algebra 9 Applied Mathematics I 9 Applied Mathematics II Intermediate Algebra 111000 112000 112002 112004 112006 112008 113002 113004 113006 113008 115000 114000 115002 115004 112001 ii ALG I_________ ALG II_________ ALG II PRE-AP GEOMETRY GEOM PRE-AP CONCEPT GEOM PRE-CALCULUS TRIG/ADV ALG TRIG PRE-AP STATISTICS STATS AP CALCULUS CALC AB AP CALC BC AP ACT PREPiMATH Algebra I_______ Algebra II_______ Algebra II Pre-AP Geometry______ Geometry Pre-AP Concepts of Geometry Pre-Calculus Pacesetter Mathematics Trigonometry/ Advanced Algebra Trigonometry/ Advanced Algebra Pre-AP_________ Statistics Statistics AP Calculus Calculus AB AP Calculus BC AP ACT Preparation: Mathematics iti 'gr-\nThis course can substitute for Geometry. Need regular level of course. Deleted. Deleted. Deleted.__________ Deleted.__________ Not taught. Deleted. 21Music (Vocal, Band, Orchestra) Bo5535Mi?iIhhn5SjTJS!?35T75Serinnnn^5\u0026gt;3^ 'Coui 'Xoiiras^ 123100 123200 123300 CHOIR III CHOIR II CHOIR I Choir III Choii II Choir I 122900 121500 MADRIGALS BG BAND I 9 121530 BG BAND II 9 121600 121550 INT BAND 9 BG BAND 1119 122400 122500 FIRST BAND JAZZ BAND Madrigals Beginning Band I Woodwinds Beginning Band II Brass Intermediate Band Beginning Band III Percussion First Band (Concert) Jazz Band 121000 121002 122002 123002 124002 122004 121100 121102 122102 123102 121800 121900 122000 BG ORCHESTRA INT ORCH 9TH ADV ORCH 9TH Beginning Orchestra 021101 FNE ARTS:MUS Survey of Fine Arts--Music 124102 122006 123006 121200 121202 122202 123202 124202 121001 122880 MUSIC APPRECI Music Appreciation 121006 NOVICE CHOIR CHOIR 1 CHOIR 2 CHOIR 3 CHOIR 4 MADRIGALS NOVICE BAND Novice Choir Choir I Choir II Choir III Choir IV Madrigals Novice Band Beginners section Beginners' section BAND 1 BAND 2 BAND 3 BAND 4 JAZZ BAND 1 JAZZ BAND 2 NOVICE ORCH ORCHESTRA 1 ORCHESTRA 2 ORCHESTRA 3 ORCHESTRA 4 SURVEY MUS MUS APPREC Band I Band II Band III Band IV Stage Band I Stage Band II Novice Orchestra Orchestra I Orchestra II Orchestra III Survey of Fine Aris- Music Music Appreciation Beginners' section 22MusicParkview Magnet Si998:95^'1 i'Atbrev.-cwS^#\n Description' ' iCourseTitle': \\ s' tNo\nTitle: 35 jrs^^app^ 'CourseiS, :_ tNo? 122450 ENSEMBLE SM Small Ensemble Parkview Magnet 121300 122300 121302 122302 123302 124302 122304 123304 124304 121306 Abbrev -iiwjor Title , CADET BNP 1 CADET BNP 2 VARSITY BANP CONC BANP 1 CONC BANP 2 CONC BANP 3 SYMP BANP 1 SYMP BANP 2 SYMP BANP 3 INST ENSEM * pescrlp06n'j-\n| sgSilg^-w Cadet Band I Cadet Band II Varsity Band________ Concert Band I______ Concert Band II______ Concert Band III_____ Symphonic Band I Symphonic Band II Symphonic Band III Instrumental Ensemble Parkview Magnet only. 122870 123350 123325 123375 122865 120682 120685 121700 MUSIC THRY I MUSIC THRY II LAB SINGERS ARRANGING MUSIC HST AP PIANO I 9 PIANO II 9 ADV BAND 9 Music Theory IParkview Magnet Music Theory IIParkview Magnet Lab SingersParkview Magnet ArrangingParkview Magnet______________ History of Music AP Parkview Magnet Plano/Basic Musicianship I Piano/Basic Musicianship JI____________________ Advanced Band 122306 121400 122400 123400 125400 125402 123308 124308 VOC ENSEM MUSIC THRY 1 MUSIC THRY 2 MUSIC THRY 3 MUS THRY 3AP MUS THRY 4AP LAB SINGERS 1 LAB SINGERS 2 Vocal Ensemble Music Theory I Music Theory II Music Theory III Music Theory III AP Music Theory IV AP Lab Singers I Lab Singers II Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 23i 122050 122070 122080 122100 122200 122300 122800 122805 122810 123360 \u0026gt;  CHOIR 9 BOYS CHOIR 9 G B MUSIC III BAND III BEG BAND BAND II_______ ORCHESTRA INT ORCHESTR ADV ORCHESTR MUSIC T IIIAP Choir Boys 9_______ Choir Girls 9 Basle Musicianship III Band III Band II Interrliediate String Orchestra Advanced String Orchestra Music Theory III AP Coiiis* No. s S3^ Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 24I Science 'CptlrMf^ ' Counwiy'?^ No. 130600 130700 130401 130875 130500 130880 130801 130825 130901 130512 130750 130725 130861 PHYSICS UNIF PHYS I BIOLOGY BIOLOGY GT/H CHEMISTRY CHEM GT/HON UN PHYS II AP PHYSIOLOGY AV BIO GT/AP AP CHEMISTRY GEOLOGY/SCI ENVIRONM SCI AVSC T I GT Unified Physics I Biology_________ Biology GT/Honors Chemistry_______ Chemistry GT/Hon Unified Physics II AP Human Physiology- Semester Advanced Biology AP Advanced Placement Chemistry Physical Geology/Environ- mental Science Environmental Science AP Advanced Science Theoretical Research I 131000 131002 131004 132000 132002 132004 133000 133002 133004 135002 135004 133006 135006 ' 135008 134000 135010 133008 133010 X ESL PHYS I PHYSICS I PHYS 1 PRE-AP ESL BIOL I BIOLOGY 1 BIO 1 PRE-AP ESL CHEM 1 CHEMISTRY 1 CHEM 1 PRE- AP___________ PHYS 2 AP PHYS 2 APU ANAT\u0026amp;PHYS BIOL 2 AP CHEM 2 AP EARTH SCI ENV SCI AP ADVSCI RSRCH ARSRCH PRE- AP ESL Physics I________ Hall High only. Physics I________ Physics I Pre-AP ESL Biology I____ Biology I________ Biology I Pre-AP ESL Chemistry I Chemistry I______ Chemistry I Pre-AP Physics II AP Physics II APU Human Anatomy and Physiology Biology II AP Chemistry II AP Earth Science Environmental Science AP________________ Advanced Science/ Theoretical Research Advanced Science/ Theoretical Research Pre-AP Hall High only. Hall High only. Hall High only. University course._____ Combined two semesters for a full-year course. New senior-level course. Only one level is taught. 25)wo?g\u0026lt;^ 130310 130315 130350 130351 130850 130862 130886 130887 I P SCI 9 GT I P SCI ENR 9 INT SCI 9R I PHYSCI M 9 SCIENCEZreCH ADVS T II GT APP BIO/CHMI APPBIO/CHMII Integrated Physical Science GT 9 Integrated Physical Science Enriched 9 Integrated Science Regular 9 . Integrated Physical Science Magnet 9 Science/ Technology_____ Advanced Science Theoretical Research II Applied Biology/ Chemistry I Applied Biology/ Chemistry II Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 26ScienceParkview M agnet xCouree'^i i'No.: 1*99-2000! Course J No. )\u0026lt; i TAbbrWi\ni APDfWiJv l^b^ptlb^ 130885 130895 130905 130896 130828 130897 130260 130265 130304 I MICR BIOLOGY QL ANALYSIS ST/WRITING ENV HEALTH PHYSIOLOGY ORG CHEMSTRY LB SCIENCE 9 LB SCIENCEGT INT SCI 9 GT Microbiology--Semester Qualitative Analysis- Semester Applied Statistics/ Technical Writing- Semester___________ Environmental Health- Semester___________ Physiology-Semester Organic Chemistry- Semester Lab Science 9 Lab Science GT/ Enriched 9____________________ Integrated Science GT/EnrIched 9 133101 133103 133105 133107 133109 133111 MICROBIO QUAL ANALY STATS/WRTG ENV HEALTH ANAT\u0026amp;PHYS ORG CHEM Miaobiology Qualitative Analysis Applied Statistics and Technical Writing Environmental Health Human Anatomy and Physiology Organic Chemistry Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 27Social Studies Coursesft No.y\n' 151000 Atbre'v? ESL INT SOCST 11 150300 150304 150502 150402 150401 150405 150412 150802 150750 150600 150875 150880 150975 150760 CIVICS 9 CIVICS 9 GT/E WLD HISTORY AM HISTORY AMER HIST EB AM HISTRY GT AM HST/AP EB AM GOVERNMEN GLBL STUDIES WLD GEOGRAPH PSYCHOLOGY SOCIOLOGY EUR HST AP/G WRLD CULTURE Civics 9 Civics GT/Enriched World History 151002 151004 151006 152002 152004 152006 153002 ESL CIVICS CIVICS CIVICS PRE-AP ESL WRLD HST WORLD HIST W HIST PRE-AP ESL US HIST American History________ American History Regular (Eady Bird) American History GT 11-12 American History AP Early Bird American Government Global Studies Worid Geography Psychology Sociology_________ European History AP World Cultures GT 153004 153006 155006 155008 155010 154002 154004 155001 155003 151008 151010 151012 153001 155012 153003 155014 154006 US HIST US HIST US HIST AP US HIST APU US HIST AP ESL US GOVT US GOVT GOV\u0026amp;POL AP COMP GVTAP GLBL STUDIES WRLD GEOG WRLD GEOG PRE-AP PSYCHOLOGY PSYCH AP SOCIOLOGY EURO HIST AP WRLD CULTURE ESL Introduction to Social Studies ESL Civics Civics Civics Pre-AP ESL Worid History World History______ World History Pre-AP ESL United States History United States History United States History (Early Bird) United States History AP United States History AP United States History AP (Early Bird) ESL United States Government United States Government US Government and Politics AP Comparative Government AP Global Studies Worid Geography World Geography Pre-AP Psychology_______ Psychology AP_____ Sociology_________ European History AP World Cultures iiali Elective credit only. Hall High only. Hall High only. Hall High only. Hall High only. University course. Hall High only. One semester. One semester. 28'No.':sa,hK- 150215 150905 150340 150420 150225 150310 150315 150411 150420 150325 150327 150330 150505 150650 150805 150850 150860 150900 150950 AFR STUDIES9 ECONOMICS II GLBL STDS IS AM HIST IS ESL INTRO SOCST I SKILLS GT9 CIVICS GT9 CIVICS EN9 AM HIST GT/AP AM HIST IS UNITED NATNS INT ISS 9 LDS 20'\" CEN IS/AFRIC HST ARK STUDIES COMP GOVERMNT CT AM HISTRY INT RELATION ECONOMICS AM STUDIES African Studies 9-Dunbar Economics II (Maflnel) Global Studies IS American History GT AP O' hour ESL Introduction to Social Studies Introductory Skills Seminar GT 9 Civics GT9 Civics Enriched 9 American History GT 11-12 American History GT AP \"O' hour United Nations (1/2) International Issues 9 Leaders of 20'\" Century (1/2) Arkansas Studies Comparative Government Contemporary American History International Relations/ Contemporary Economics American Studies Seminar 152008 153008 153009 153010 151012 153012 X ?Abl^ Riisms^ a TWI*^ .V**\nAFR/AFR AM H ECONOMICS SERV LRNG PEER HELP GLBL STDS IS US HIST IS African/African American History Economics Service Learning Peer Helping and Facilitation Global Studies IS United States History IS McClellan High only. Hall High only. Central High only. Central High only. Changed to ESL Civics. Not taught. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught Defeted. 29Tracies and Industry 5 161460 170800 172300 172550 172400 172500 171000 171200 171250 171100 171300 171350 172600 172800 172850 172700 WRKPL READY CARPENTRY EX DRAFTING BAS AV MECH DRFT ARCH DRAFTING ENG DRAFTING CCE REL I CCE COOP I CCE CP AFT I CCE REL II CCE COOP II CCE CP HAFT ICT REL I ICT COOP I ICT COOP I AFT ICT REL II Workplace Readiness Carpentry Exploralion DraftingBasic Mechanical Drawing Advanced Mechanical Drafting Drafting-Architecture Drafting-Engineering Coordinated Career Education Related I Coordinated Career Education Coop I Coordinated Career Education Coop I- aftemoon Coordinated Career Education Related II Coordinated Career Education Coop II Coordinated Career Education Coop II- aftemoon Industrial Coop Training Related I Industrial Coop Training Coop I Industrial Coop Training Coop l-afternoon Industrial Coop Training Related II No., 172103 171100 172100 171001 172102 173102 173104 174104 173108 173110 173112 174108 174110 174112 173120 173122 173124 174120 WRKPL READY EXP IND TECH CARPENTRY EX EAST LAB BASMECHDRAW ADVMECHDRAW Af\\CH DRAFT ENGIN DRAFT CCE REL 1 CCE COOP 1 CCE COOP 1 CCE REL 2 CCE COOP 2 CCE COOP 2 ICT REL 1 ICT COOP 1 ICT COOP 1 ICT REL 2 Workplace Readiness Exploring Industrial Technology________ Carpentry Exploration Environmental and Spatial Technology Lab Basic Mechanical Drawing Advanced Mechanical Drawing___________ Architectural Drafting McClellan High only. Engineering Drafting Coordinated Career Education I_______ Coordinated Career Education Coop I Coordinated Career Education Coop I (afternoon) Coordinated Career Education II Coordinated Career Education Coop II Coordinated Career Education Coop II (afternoon) Industrial Coop Training I Related Industrial Coop Training I Coop Industrial Coop Training I Coop (afternoon) Industrial Coop Training II Related 30172900 ri' ICT COOP II ' \ni. ''r 172950 170250 170252 170251 170253 170900 160050 160055 160060 160401 160402 160705 161100 161200 ICT COOP HAFT GCE REL I GCE COOP I GCE REL II GCE COOP II CAREER ED EX AIR\u0026amp;HEAT TCI HEAT AIR EX AIR\u0026amp;HEAT TH APPL MATH 11 APPL MATH 11 COMM FOOD EX COMP TECH I COMP TECH II Industrial Coop Training Coop II Industrial Coop Training Coop ll-afternoon General Coop Education Related I General Cooperative Education Coop I General Cooperative Education Related 11 General Cooperative Education Coop 11 Coordinated Career Education Exploratory Air Conditioning and Heating Technology I Air Conditioning and Heating Technology II Applied Mathematics II Computer Technology I Computer Technology II '.Course yU 174122 lUbbi^ ICT COOP 2 174124 173126 173128 174126 174128 172130 173130 174130 ICT COOP 2 GCE REL 1 'AS GCE COOP 1 GCE REL 2 GCE COOP 2 COMM ART 1 COMM ART 2 COMM ART 3 3131 Industrial Coop Training 11 Coop Industrial Coop Training 11 Coop (afternoon) General Coop Education Related I General Cooperative Education Coop I General Cooperative Education Related 11 General Cooperative Education Coop II Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art HI fol Parkview Magnet only. Parkview Magriet only. Parkview Magriet only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 31Metropolitan Courses 1 Metropo SCourseTE  164360 ^Abbrsv??^ WRKP RDNS sa. 7 'CourseiTiiii '' No. niti* ss\n160100 160200 160300 160400 160700 160800 160550 160650 160900 161100 162150 162250 AUTO BODY I AUTO BODY II AUTO TECH I AUTO TECH II COM FOODS I COM FOODS II CMP GRAPIC I CMP GRAPH II COMP DRFTG I CMP DRFTG II COMP PRTG I COMP PRTG II Workplace Readiness- Metro Auto Body/Paint Techhology I Auto Body/Paint Techhology II Automotive Technology I Automotive Technology II Culinary /Vts I Culinary Arts II Computer Graphics/ Commercial Art I Computer Graphics/ Commercial /Vt II Computer-Aided Drafting I Computer-Aided Drafting II Computer Graphics/Printing Technology I Computer Graphics/Printing Technology II 162000 162100 163100 164100 162102 163102 163102 162104 163104 164104 162106 163106 164106 162108 163108 164108 162110 163110 164110 WRKP READY AUTO BODY 1 AUTO BODY 2 AUTO BODY 3 AUTO TECH 1 AUTO TECH 2 AUTO TECH 3 CULINARY ART1 CULINARY ART2 CULINARY ART3 COMMER ART 1 COMMER ART 2 COMMER ART 3 C-A DRAFT 1 C-A DRAFT 2 C-A DRAFT 3 PRINTING 1 PRINTING 2 PRINTING 3 Workplace Readiness Auto Body/Paint Technology I Auto Body/PaInt Technology II Auto Body/Paint Technology III Automotive Technology I______ Automotive Technology II Automotive Technology III_____ Culinary /Vts I_____ Culinary Arts II_____ Culinary Arts III Computerized Commercial Art I Computerized Commercial Art II Computerized Commerical Art III Computer-Aided Drafting I Computer-Aided Drafting II Computer-Aided Drafting III Computer Graphics/ Printing Technology I Computer Graphics/ Printing Technology II Computer Graphics/ Printing Technology III Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. 32No, 1 161300 161400 161700 161800 161900 163100 163200 162700 162800 162300 161400 162500 162600 162430 162440 161450 161500 161600 161850 162900 163300 '_A__M__\u0026gt;M COSMETOLOGY I COSMETOLOG II ELECTRONICS I ELECTRONIC II ELEC III HEALTH OC I HEALTH PC II WELDING I WELDING II RADIO BRD I RADIO BRD II CONSTRUCTN I CONSTRUCT II TV PROD I TV PROD II COSMETOL III COMP PROG I COMP PROG II INDS CONTRLS WORD PROC I I WORDPROCT Cosmetology I Cosmetology II_____ Electronics I Electronics II Electronics III Medical Professions I Medical Professions II Metal Fabrication I (Welding) Metal Fabrication II (Welding) Radio Broadcasting I Radio Broadcasting II Residential Construction I Residential Construction II TV Production I TV Production II Cosmetology III________ Computer Programming I Computer Programming II Word Processing I Word Processing II 1994000 '.Cot^y 162112 163112 164112 162114 163114 164114 162116 163116 164116 162118 163118 164118 162120 163120 164120 162122 163122 164122 162124 163124 164124 162126 163126 164126 rabBs i Title j i^  COSMTLGY 1 COSMTLGY 2 COSMTLGY 3 ELECTRONICS 1 ELECTRONICS 2 ELECTRONICS 3 MED PROFS 1 MED PROFS 2 MED PROFS 3 WELDING 1 WELDING 2 WELDING 3 RADIO BRDCT 1 RADIO BRDCT 2 RADIO BRDCT 3 CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3 TV PROD 1 TV PROD 2 TV PROD 3 DIESEL TECH 1 DIESEL TECH 2 DIESEL TECH 3 Cosmetology I______ Cosmetology II_____ Cosmetology III_____ Electronics I Electronics II_______ Electronics III_______ Medical Professions I Medical Professions II Medical Professions III________________ Metal Fabrication I (Welding)__________ Metal Fabrication II (Welding) Metal Fabrication III (Welding) Radio Broadcasting I Radio Broadcasting II Radio Broadcasting III Residential Construction I_______ Residential Construction II Residential Construction III TV Production I_____ TV Production II TV Production III Diesel Technology Services I Diesel Technology Services II Diesel Technology Services III Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan orily. Metropolitan only. Metropolitan only. Not taught. Deteted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 33 I- t 163055 163250 163260 163325 163350 163425 163450 163550 163575 I 1 AIR COND:EX HEALTH COOP HEALTH OC EX COSMO LEXNC COSMO LEXCR COSMO ILEXNC COSMO ILEXNC AUTO TECH:EX AUTO BODY:EX Air Conditioning Technology and Repair Extended Health Occupations _^ucation Coop Medical Professions ^Extended Day Cosmetology I Extended DayNo credit Cosmetology I Extended Day-Credit_________ Cosmetology II Extended DayNo credit_______ Cosmetology II Extended DayNo credit_______ Automotive Technology Extended Day Auto Body/Paint TechnologyExtended Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Day Not taught. Deleted. 34J 163625 i COMP ART:EX wo tlpa J. -No\nSi\njTKto 163650 163700 163705 163750 163800 163805 163810 163850 163900 163910 170675 170700 172200 COMP PRTG:EX COMP DRFT:EX COMM FDS:EX WORD PROC:EX COMP PROG:EX RES CONST:EX CP CONSTR:EX COMP ELEC:EX TV PROD:EX RADIO BRD:EX IND TECH II BUS/TYPWRITE COMM ART Computer Graphics/ Comrherical ArtExtended Day Computer Graphics/Printing Extended Day Computer-Aided Drafting Extended Day Culinary ArtsExtended Day Word Processing Extended Day Computer Programming Extended Day Residential Construction Extended Day Computerized Construction T echnologyExtended Day Computer Technology/ ElectronicsExtended Day TV ProductionExtended Day Radio Broadcasting- Extended Day Industrial Education Technology II Exploratory Business/ Typewriting Commercial Art Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught Deleted. Not taught Deleted. Not taught Deleted. 35Special EducationResource Room ^*99:20001!? 'Course Course' ^Abbre^J 190900 191400 191800 192200 190950 191750 192150 193000 191100 191600 192005 192405 191200 191700 192510 192050 191000 192320 191910 192300 192310 191300 191500 191510 191775 191900 192505 ENGLISH RR 9 ENG 10 RR ENG 11 RR ENG 12 RR READING RR 9 READING RR LEARNING RR LEARNING RR MATH RR 9 MATH RR BUS MATH RR BUS MATH RR PHY SCI RR 9 BIO RR HEALTH RR EARTH SCI RR CIVICS RR 9 WO HIST RR WO GEOG RR A HISTORY RR GOVERNMENTRR LRNG ST RR 9 AM GOVT RR AM HIST RR LRN STRAG RR A HISTORY RR PHYS SCI RR English RR 9________ English 10 RR_______ English 11 RR_______ . English 12 RR_______ Reading RR 9________ _ Reading RR 10_______ Learning Strategies RR 11 ' Learning Strategies RR 12 _______ Mathematics RR 9 Mathematics RR 10 Business Mathematics RR______________ Business Mathematics RR 12 _______ Physical Science RR 9~ Biology RR IQ________ Health RR___________ Earth Science RR Civics RR 9 World History RR 10 World Geography RR American History RR 12 American Government RR 12_______________ Learning Strategies RR 9 American Government RR American History RR Learning Strategies RR 10 US History RR-11 Physical Science RR No. Title ENG 1 RR ENG 2 RR ENG 3 RR eng 4 RR READ 1 RR READ 2 RR READ 3 RR READ 4 RR MATH 1 RR MATH 2 RR MATH 3 RR MATH 4 RR PHYS SCI RR BIOLOGY RR HEALTH SCI RR EARTH SCI RR CIVICS RR WRLD HIST RR W GEOG RR US HIST RR US GOVT RR i 36Special EducationSelf Contained M#98-99S|f, 'No.  I  Abbrey, '.Title\nVDescrfptlon^ 193900 194400 194800 195200 193950 194750 ENGLISH SC 9 ENGLISH SC10 ENGLISH sen ENGLISH SC12 READING SC 9 READING SC English SC 9 English SC 10 English SC 11 English SC 12 Reading SC 9 Reading SC 10 ' \n|i*9-2000!^  No. 194100 194600 MATH SC 9 G MATH SC 10 195000 G MATH 11 195505 G MATH SC 12 194200 194700 195510 PHY SCI SC 9 BIOLOGY SCIO HEALTH SC 12 Mathematics SC 9_____ General Mathematics SC 10__________________ General Mathematics SC 11__________________ General Mathematics SC 12 _______________ Physical Science SC 9 Biology SC 10_________ Health SC 12 191000 192000 193000 194000 191002 192002 193002 194002 191004 192004 2k^i ENG 1 SC ENG 2 SC ENG 3 SC ENG 4 SC READ 1 SC READ 2 SC READ 3 SC READ 4 SC MATH 1 SC MATH 2 SC 193004 194004 MATH 3 SC MATH 4 SC ^TMOeSefii - tfe- !.:i' 194000 195320 194910 195300 195310 CIVICS SC 9 W HISTORY SC GEOPHERAPHY SC____________ A HISTORY SC GOVERNMENTSC Civics SC 9__________ Worid History SC 12 World Geography SC 11 191006 192006 193006 194006 191008 192008 192010 PHYS SCI SC BIOLOGY SC HEALTH SCI SC EARTH SCI SC CIVICS SC WRLD HIST SC W GEOG SC 194220 194225 194230 194235 COM DOM 9 DOM DOMAIN 9 VOC DOMAIN 9 REC/LEISUR 9 American History SC 12 American Government SC 12 _____________ Community Domain CBI 9 Domestic Domain CBI 9 Vocational Domain CBI 9 Recreation/Leisure CBI 9 193008 194008 US HIST SC US GOVT SC 194825 COM DON CBI 194830 DOMES DN CBI _________ Community Domain CBI SC 11_______________ Domestic Domain CBI SC 11 191010 191012 191014 191016 192010 192012 192014 192016 193010 193012 COMM DOM 1 DOMT DOM 1 VOC DOM,1 REC/LEIS 1 COMM DOM 2 DOMT DOM 2 VOC DOM 2 REC/LEIS 2 COMM DOM 3 DOM DOM 3 37194835 '*.............. No. VOC DOMN CBI Vocational Domain CBI 194840 REC/LESR CBI SC 11______________ Recreation/Leisure CBI SC 11 193014 193016 VOC DOM 3 REC/LEIS 3 V^r Si \u0026gt;8i!i\u0026lt;i^*.'\u0026gt;*^A\n' 194900 195100 195500 194500 194510 A HISTORY SC SCIENCE sen P SCIENCE SC A HISTORY SC GOVERNMENTSC American History SC 11 Science SC 11_______ Physical Science SC 12 American History SC 10 American Government SC 10 194010 194012 194014 194016 COMM DOM 4 DOMT DOM 4 VOC DOM 4 REC/LEIS 4 38Non-Credit KCoureW BNo. 200100 200200 280100 220100 220150 270100 270300 270300 200400 200401 200309 STUD COUNCIL MONITOR MONITOR STUDY HALL STUDY HALL HOMEROOM HOMEROOM HOMEROOM ORN TCH PROF INTR EDUC LEARN FOUND9 V* Student Coungl MonitorLibrary____ MonitorOffice_____ Study Hallfull year Study Hall-semester HomeroomGrade 10 HomeroomGrade 11 HomeroomGrade 12 Orientation to the Teaching Profession Learning Foundations 9 Course' No.r . 201000 201002 201004 201006 201001 201008 202008 203008 204008 STDT COUN LIB MONITOR OFF MONITOR STDY HALL STDY HALL HOMEROOM1 HOMEROOM2 HOMEROOM3 HOMEROOM4 Student Council Library Monitor Office Monitor Study Hall Study Hall Homeroom I Homeroom II Homeroom III Homeroom IV Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 39F. MIDDLE SCHOOL CURRICULUMLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 December 15, 1999 HE(^ TO: Dr. Terrence Roberts Dr. Steve Ross Ann Brown. ODM Clementine Kelly (CTA) John Walker DEC 1 6 V9S3 OFFiGEOF FROM: Dr. Bonnie Lesley .'Associate Superintendent for Instruction SUBJECT: Instructional Standards One of the major projects that we are working on currently is a definition of instructional standards. Such standards are called for in Strategy 2 of our Strategic Plan and are implicit in the Revised Desegregation and Education Plan in several sections, as well as in the other critical planning/accountability documents that guide the Districts work. Few districts, if any, have adopted such a concept, but we are committed to doing so to provide a focus for professional development, to use as criteria in evaluating external instructional programs, to guide program evaluation, to provide criteria for teacher evaluation, and so forth. The standards that we adopt/adapt/create must be research-based and must attend to the needs of cultural minorities. We initially looked at the following models: 1. Dimensions of Leamina by Robert Marzano. et al 2. A Guide to Authentic Instruction and Assessment: Vision, Standards and Scoring by Fred Newmann. Walter Secada, and Gary Wehlage 3. Handbook of Reseach on Improvinci Student Achievement by Gordon Cawelti 4. Pedapoov Matters: Standards for Effective Teaching Practice by Stephanie Dalton 5. Educating Everybodys Children: Diverse Teaching Strategies for Diverse Learners, edited by Robert Cole 6. Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson Instructional Standards December 15, 1999 Page Two We then added two more models to consider\n7. The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings 8. How People Learn: Brain, Mind, Experience, and School, published by the National Research Council Finally, we are excited about some brand new researcha meta-analysis of studies on the effectiveness of instructional strategies by Robert Marzano. This study, available on the web at www.mcrel.ora. is the best research synthesis that I have seen on effect size and with correlations of specific strategies with instructional goals. You may want to read the entire study, but I am attaching only the summary chapter. Our goal is to either adopt, adapt, or create (synthesize) a set of instructional standards to be presented to the Board of Education by May. We will, of course, be consulting representative principals and teachers, once we on the committee fully understand the available research and our task. We invite your study of the accompanying documents and any advice you might have for us in the front end of completing this task. Please e-mail me, call, or write any suggestions or questions that you may have. Attachments cc: Dr. Les Carnine Junious Babbs Brady Gadberry Sadie Mitchell Dr. Marian Lacey Frances Jones Chris Heller Clay FendleyA.n Individual Approach to a World of Knowledge February 21, 2000 BECBVED Ms. Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 Dear Ann: I am sending to you a bundle of recent LRSD publications that I know youll be interested in. Also, 1 hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc\nJunious Babbs Brady Gadberry 810 W. Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032) Kindergarten Standards, Benchmarks RECBVEO MAR 1 0 2000 November 1999 Dear Kindergarten Parents or Guardians: OfflCEOf DfSfSRffiATOKOJIfTOflj,S This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in kindergarten. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level:  daily observations and frequent grading of the childs work by the classroom teacher\n teacher-made tests and examinations\nadministration of the State Benchmark examinations in grade 4\nadministration of the Stanford 9, a norm-referenced examination, at grade 5\nand  LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your child's teacher or the principal of the school. Sinosrely, Dr. Bonnie A. Lesl^, Associate Superintendent for Instructionpt GRADE Standards, Benchmarks RECI U 1 Cft r 1 November 1999 Dear Grade 1 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in first grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the elementary school level:  daily observations and frequent grading of the childs work by the classroom teacher\n teacher-made tests and examinations\nadministration of the State Benchmark examinations in grade 4\nadministration of the Stanford 9, a norm-referenced examination, at grade 5\nand  LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Si rely, 7, Associate Superintendent for InstructionSR A DE Standards. Benchmarks RECSiV MAR 1 0 Office cf \u0026gt;*4 f: , 1 iJsia p[^.RGftriOHMOiTORi^S November 1999 Dear Grade 2 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in second grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not ail. students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level:  daily observations and frequent grading of the childs work by the classroom teacher\n teacher-made tests and examinations\nadministration of the State Benchmark examinations in grade 4\nadministration of the Stanford 9. a norm-referenced examination, at grade 5\nand  LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic. Basic. Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Siricerely, Sirjcerely, Dr. Bonnie A. Lesley. 7. Associate Superintendent for InstructionNovember 1999 3\" SRAOE Standards, Benchmarks MAR i 0 .or *. J GFi'wH Cf KSESREGAWnyesr i5:5\u0026gt;5 Dear Grade 3 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in third grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know ifyour child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher\n teacher-made tests and examinations\nadministration of the State Benchmark examinations in grade 4\nadministration of the Stanford 9, a norm-referenced examination, at grade 5\nand LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Dr. Bonnie A. Lesley, Associate Superintendent for Instruction 4*\" GRADE  3 November 1999 Standards, Benchmarks d. 'J Ji' OsSEGFiEGATiCil ijKiiinGaiiiu Dear Grade 4 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in fourth grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher\nteacher-made tests and examinations\nadministration of the State Benchmark examinations in grade 4\nadministration of the Stanford 9, a norm-referenced examination, at grade 5\nand LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the studentswill score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your child's teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Dr. Bonnie A. Lesl^, Associate Superintendent for InstructionS' GRADE Standards, Benchmarks November 1999 Dear Grade 5 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in fifth grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and homework together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher\nteacher-made tests and examinations\nadministration of the State Benchmark examinations in grade 4\nadministration of the Stanford 9, a norm-referenced examination, at grade 5: and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient\" level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Dr. Associate Superintendent for Instruction6* GRAOE November 1999 Standards, Benchmarks MAS ] 0 ZGCil Office a? DESEGRE(3ATi0ijM0WT0fl|S Dear Grade 6 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 6. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the middle school level:  daily observations and frequent grading of the childs work by the classroom teacher  teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7.  LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the studentswill score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Associate Superintendent for InstructionI'\" GRADE ,v.\u0026gt;. /SD Standards, Benchmarks \u0026gt;UJ Illi: ~ 'J DESEGSrGAiiCfl November 1999 Dear Grade 7 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 7. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the middle school level:  daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7.  LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Associate Superintendent for Instruction 8* GRADE BKES .1 Standards, Benchmarks !\u0026lt;iAR 1 ( GFr: 5^. November 1999 Dear Grade 8 Parents or Guardians\nThis publication includes the Little Rock School District's newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 8. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the middle school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7.  LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sinaerely, 5 A.. Lestev T. Bonnie A. Lesfey, Associate Superintendent for Instructionf-n-oc C.P-Office of Desegregation Monitoring United Slates 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 \u0026gt;371-0100 /i'Ct-lfd April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your February 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 1. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time,to spend together catching up. Sincerely yours, Ann S. Brown Date: April 17, 2000 To: Gene, Horace, and Melissa From: Ann Re: Recent LRSD Publications Attached are some LRSD publications that Bonnie Lesley recently sent us, asking for our feedback. Please review each document individually according to the assignments below, answering the seven review questions in writing for each document. Note that these publications are the originals, so please dont mark them up. If youd like to jot notes on them (edits, etc.), work on a copy. Id like to have your reviews by this Thursday. April 20. Thanks. Gene: Horace: Melissa: High Schools:  High School Curriculum Catalog 2000-2001  Guide to Course Selection and Graduation Requirements, 2000-2001 Middle Schools:  6* Grade Standards, Benchmarks  7* Grade Standards, Benchmarks  8* Grade Standards, Benchmarks  Middle School Curriculum Catalog 2000-2001  Guide to Learning in Middle School Elementary Schools:  Kindergarten Standards, Benchmarks  1 Grade Standards, Benchmarks  2\"' Grade Standards, Benchmarks  3\"* Grade Standards, Benchmarks  4\" Grade Standards, Benchmarks  S* Grade Standards, Benchmarks Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.at- Office of Desegregation Monitorinq United Stales 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: April 25, 2000 To: Bonnie Lesley From: Ann Bro\nRe: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached Their consents ^e unvarnished and strictly FYI, so take them ofS^m, but please accept them in the spirit nt pnllpoiQiitxz of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, \"Whats a a Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them refiigerator cumculum enables them to learn how to fix their refrigerator, or in the alternative we say It s a curriculum their refrigerator can study in order to become a smart refrigerator No we dont' (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refrigerator curriculum is either. is one of lifes Another point of bewilderment has knows, maybe teachers too) are come to our attention. Many parents and students (and who very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to differentiate between the two terms and to widely broadcast definitions that will to work from the same understanding. to take care enable everyone Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.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: April 25, 2000 To: Bonnie Lesley From: Ann Bro\nRe: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached. Their comments are unvarnished and strictly FYI, so take them or them, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from fiustrated parents wanting to know, \"Whats a refrigerator curriculum?\" Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refiigerator curriculum enables them to learn how to fix their refrigerator, or in the alternative we say its a curriculum their refiigerator can study in order to become a smart refrigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refiigerator curriculum is either. Another point of bewilderment has come to our attention. Many parents and students (and who knows, maybe teachers too) are very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to differentiate between the two terms and to widely broadcast definitions that will enable everyone to work from the same understanding. Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.The document is sprinkled with items enclosed in boxes but the boxes do not signify a single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose? Why? If the guide fails to meet its purpose it will be because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. 1. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort.Comments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended? Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance from staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title. Curriculum Catalog, probably makes a statement of purpose unnecessary. J. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only observable omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSDs instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD b\"\", 7\"', 8', Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are learning at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fuifdls Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English?A Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Strengths: Weaknesses: Middle school students and their parents To explain the progression of required and elective middle school courses. The guide is less formally formatted than the curriculum catalog. The question and answer arrangement should make the guide more user-friendly. The pages aren t numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. In reality, the question and answer format is not as effective as it should be. The guide should have followed the format consistently rather than varying off into specific course descriptions. The more specific descriptions might have been more appropria\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_391","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Update Reports,'' Book 1","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation","School integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Update Reports,'' Book 1"],"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/391"],"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\nL R S D DESEGREGATION UPDATE Reports 1990-91 Book 1! Little Rock School District TO: FROM: THROUGH: nctnber ?5, 1990 W?s^ a jrsB\n4 '-r\"- U ix ViAl ^.' Oli iV 1 'i950 E!s5uS ci ill Ud k\u0026gt; r.iUi: U\n\u0026gt;UIUU\u0026gt;: \u0026lt;\u0026gt;d^i jUhl Ann Brown and Arma Hart, Associate Metropolitan Supervisors Games Oennings, Associate Superintendent for Desegregation'll^ Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent SUBOEOT: October Update on Desegregation Please find attached an update on implementation of the Tri-District Plan for the month of October. cc: Chris Heller 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 October 25, 1990 Board of Directors SLIP SHEET FOR REGULAR BOARD MEETING ON OCTOBER 25, 1990 FROM: James Jennings, Associate Superintendent for Desegregation _\u0026gt; ^5 Monitoring and Program Development THROUGH:^Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent SUBJECT: Update on Desegregation Plan Please find attached the update on the Tri-District Desegregation Plan for the month of October.ACADEMIC PROGRESS INCENTIVE GRANT Person(s) Responsible: Estelle Matthis The Academic Progress Incentive Grant Committee has been meeting on a regular basis. Twenty-three (23) of the thirty-five (35) area school proposals have been approved and funds have been made available to these schools. The remaining twelve (12) schools should have their grant proposals approved at the next meeting. Additional time was requested and granted to principals with new school assignments. AREAS SCHOOLS PARENT COMMITTEE Person(s) Responsible: Estelle Matthis Special curriculum committees have identified materials and supplies that are appropriate for implementing quality educational programs. Designated curriculum supervisors will design the survey format'to be reviewed and approved by the parents on this committee and other supervisors. Upon approval of the survey instrument, the committee will determine the timelines for initiating and completing Phase Two of this process. A copy of the survey instrument will be shared with the Board of Directors. AEROSPACE MAGNET Person(s) Responsible: Dr. Herb Cleek Dr. Steele and Dr. Cleek met with representatives of the Aviation Historical Society and the Airport Manager to discuss site selection. Plans are being finalized for visits to two or more existing aviation magnet schools to obtain information that will be useful in preparation of grant applications and curriculum design. The district plans to engage a grant writer to prepare an application for Federal funding assistance.Update on Desegregation page two CENTRAL INTERNATIONAL STUDIES MAGNET Person(s) Responsible: John Hickman Great strides have been made toward integrating the faculty and the student body. The first step toward desegregating the faculty was the reassignment of selected staff members. In the English department, there were no minorities teaching honors courses. However, through the Inter- national Studies program, one minority female has been assigned to teach GT/Honors I.S. English 050612 as well as Regular English I.S. 050603. Also, three other minority teachers have been assigned to teach in the program. A minority female teaches International Studies Drama, for which the student can receive a fine arts credit\na minority male teaches Global Insights 150340, a required course for students entering the program at the tenth grade level\nand one minority male teaches American History I.S. 150240, a required course. Presently, the International Studies Magnet program consists of ten teachers - four black and six white teachers. Approximately 400 students are enrolled in the program - 55% black and 45% white (39% male and 61% female). The ethnic groups represented are African-American, Caucasian, Asian, Irish, German, and Indian. Another step in desegregating the classes was to reassign qualified members of the student population. Since the honors classes have historically consisted of mainly white students, it was necessary to reassign certain black students to these classes. Those students who have con- sistently done well on the MAT-6 tests, but were placed in regular classes, have been moved to honors courses. These reassignments were made through the English and social studies classes. At this time, based upon the number of interim reports submitted, the majority of the students are doing fine. Ihe International Studies Magnet Program is in its first year. Neverthe- less, the administrators, faculty, and staff are working to make it a success.Update on Desegregation page three DUNBAR INTERNATIONAL SIWIES/GIFTED AND TALENTED MAGNET Person(s) Responsible: Nancy Volsen A major effort has been made by all staff members to implement a strong discipline progr^. All staff members have spent considerable time setting expectations and teaching students the appropriate behavior. The LRSD Rights and Responsibilities Handbook has been reviewed with all students. Assemblies were postponed until the new behavior plan was implemented. The first assembly was very successful. The students responded appropriately and were well-behaved. Assemblies will be planned for rewarding honor roll students each nine weeks. Assemblies that are appropriate to the the themes of the magnet school will be scheduled. A group of social studies students attended \"Globalfest\" at Arkansas Tech. Extracurricular activities related to the magnet theme are being organized. Student Council elections will be held shortly. filled. P},organized on October 16. All offices and most committees were Ihe first projects will include a newsletter, membership drive, fundraiser, and the recruitment of volunteers. EARLY CHILDHOOD EDUCATION Person(s) Responsible: Pat Price The An inservice is being planned for teachers and instructional aides of the four-year-old programs at Badgett, Franklin and Washington Schools, tentative date of the inservice is October 29, 1990. A proposed form for the Student Educational Plan for early childhood students has been submitted by a group of teachers. being reviewed and a decision will be made shortly. The form is presently Ihe district is in the process of planning staff development activities for the early childhood aides at Rockefeller. Substitute aides will have to be brought in if it is done during the work day\ntherefore, other alternatives are being explored.Update on Desegregation page four INCENTIVE SCHOOLS Person(s) Responsible: Pat Price, Estelle Matthis, and James Jennings On October 11, 1990, a meeting was held with Yvonne McLaughlin of Marketsearch and Nelda Bromberg of Bromberg and Associates. The committee presented an overview of the work project to the representatives of the two firms along with their specific responsibilities. A time schedule was then developed and the representatives were asked to turn in a cost proposal for their roles in the development and implementation of marketing plan for the incentive schools. a Instructional aides in the incentive schools were provided inservice on October 22, 1990, from 8:30 to 3:00. The inservice addressed the Use of Instructional Strategies and Behavior Management Technique^ :S. Peer tutoring programs have begun in all of the incentive schools. Checks were distributed on October 19 to the staffs in the incentive schools for their extended hours of work from September 17 through October 10. A supplemental payroll schedule has been developed by Mark Milhollen and will be utilized for extended day pay. Attendance records are being kept in all incentive schools for extended day and Saturday sessions. Parents were informed about extended day through written notification from the principals, verbal communication, at open house, and during the student education plan conferences. INTERDISTRICT PUBLIC RELATIONS Person(s) Responsible: Becky Rather and Skye Winslow Ihe interdistrict public relations committee is working to link American Education Week, November 11-17, with the \"Going Public with Pride\" logo. All school business partners are being contacted and urged to include a prepared promotional tag line and logo with any advertising they do during November. Opportunities for display of the message will include signs, mall posters, weekly sale flyers,-and electronic displays. The key communicators will meet October 29 for a training session with the Conmunications Department and local media.Update on Desegregation page five INTER- AND INTRA-DISTRICT STAFF DEVELOPMENT Person(s) Responsible: Marvin Zimmerman Ibe following activities have occurred since the last status report: 1. 'Participated in the PET State Seminar September 27 and 28, 1990. 2. Met with the Tri-District Staff Development Committee on October 5, 1990, at the PCSSD Administration Building. At this meeting, a mission statement for the conmittee was approved, and each district provided an update on 1990-91 staff development activities. 3. Developed a proposal concerning district-wide human relations staff development activities for the three (3) remaining desegregation staff development days. 4. Arranged with UCA to offer graduate credit for TESA and PET. 5. Planned and implemented the district-wide Human Relations Minicon- ference held on October 22,1990. tion for World Class Schools, II Using the theme \"Affective Educa- the miniconference was conducted at four (4) sites and offered the following workshops of which participants attended the four (4) of their choice: Developing Student's Self-Esteem Communication Skills Communicating with Parents Positive Expectations Conflict Management/Resolution Interpreting/Responding to Misbehavior Cross-cultural communication Connecting with Students Stereotyping Building Staff Cohesiveness MCCLELLAN COMMUNITY SCHOOL Person(s) Responsible: Dr. Herb Cleek Linda Tapley was hired as Secretary to the Director of Community Educa- tion. Ihe Advisory Counci1/Conmittee conducted a needs assessment sucvey on September 29. The Council is in the process of analyzing the results of the survey and preparing a budget request to support the pro- gram. Additional space for offices, classrooms, and multi-purpose meetings at McClellan Community School has been made through the purchase of a 7,500 square foot building.Update on Desegregation page six PARENT CENTER Person(s) Responsible: Liz Lucker and Pat Price lhe_parent surveys have been collected, tallied, and the results are available. The results are broken down by school as well as a total for all six incentive schools. Ihe following activities have been developed in response the survey results: 1. 2. 3. A list of 71 parents from all six incentive schools who have expressed a desire to work towards completion of their GED has been forwarded to Paulette Martin with the Adult Education Center. Paulette Martin and Liz Lucker will work cooperatively to contact these parents to arrange for them to begin whatever appropriate classes are necessary to achieve their GED. The results of the workshop section of the surveys have been prioritized. The VIPS Office has assisted in identifying resource persons for each of the 24 workshop selections. Those topics which ranked 1-10 in popularity have been the first to be scheduled. There are currently ten workshops scheduled and confirmed for November. The school-based Parent Centers will be in operation by the end of October. These centers are located either in the foyer or the media center of each school. The parent centers provide a quiet place whereparents can sit, relax and avail themselves of a variety of informational books and materials on parenting, educational and personal issues\nlists of resources in our district and community\ncalendars for upcoming events and incentive school workshops\nhandout information and pamphlets\nand a suggestion box for their input. STUDENT ASSIGNMENTS Person(s) Responsible: James Jennings Recruitment meetings will be held with PTA representatives from the area schools from October 23-31. The purpose of these meetings is to review strategies with each area school. Each school will be asked to develop specific recruitment strategies for the 1991-92 registration process. In regard to building capacity, a capacity survey has been conducted at all area schools. A capacity report for the 1991-92 school year will be available by late November. A sunmary of the October 1 enrollment count is attached.Update on Desegregation page seven  UNIVERSITY LAB SCHOOL Person(s) Responsible: Dr. Herb Cleek Space needs for the new Instructional Resource Center facility have been developed. A survey of the proposed site of the new IRC is underway, and site plans should be complete by the end of October. WASHINGTON BASIC SKILLS/MATH-SCIENCE MAGNET Person(s) Responsible: Dianne Wood/Dennis Glasgow/Karen Buchanan Young Astronauts Day was held on Friday, October 5. -A hot air balloon, parachutists, and a program by Arkansas Teacher in Space were featured events during the day. Implementation of activities outlined in previous updates is continuing as planned.LITTLE ROCK SCHOOL DISTRICT 810WEST MARKHAM STREET LITTLE ROCK, ARKANSAS OCTOBER 1 ENROLLMENT COMPAPISOM 1989-90/1090-91 WHITE black OTHER TOTAL %RLACK SENIOR HIGH: 10/3/89 10/1 /90 INCREASE(OECREASP) % 3461 3201 (360) (10.6%) 3^64 3174 (90) (3.8%) 77 90 13 16.9% 5802 5465 (337) (5.8%) 06 58 OHNIOR HIGH: 10/2/89 10/1/90 INCREASE(DECREASF) % 1951 1878 (73) (3.7%) 3937 4035 88 3.3% 90 81 (9) (10%) 5978 5984 6 .1% 66 67 ELEMENTARY: 10/3/89 10/1/90 INCREASEfOPCPEASF) % A 5 79 4740 161 3.5% 9489 9435 (54) (.6%) 137 161 34 36.7% 14,195 14,336 141 1% 67 66 OTSTRICT TOTAL: 10/2/89 10/1/90 INCREASE(OECREASF) % 8991 8819 (172) (1.9%) 16,690 16,634 (56) (.3%) 394 333 38 13.9% 25,975 35,785 f 190) (.7%) 64 64. KIMOERGARTEN: 10/3/89 10/1/90 INCREASE(OECREASE) % 639 683 5.3 8.4% 1364 1300 (64) (5.0%) 16 22 6 37.5% 1909 1 904 (5) (.26%) 63 TO: FROM: DATE: RE: Little Rock School District 810 West Markham Little Rock, Arkansas 72201 James Jennings, Associate Superintendent (^Chip Jones, Manager of Support Services October 23, 1990 Desegregation Update Major renovation/construction projects are being developed for Cloverdale Elementary, Cloverdale Junior High, Woodruff Elementary, Geyer Springs Elementary, and Western Hills Elementary. All architects are currently preparing working drawings so that bid documents can be prepared. Community meetings have occurred at Cloverdale Elementary and Junior High schools, Woodruff and Western Hills. A meeting at Geyer Springs will be held in the next couple of weeks. All of these projects are intended to replace portable buildings and, at the elementary level, to adjust capacity levels so that the same number of classes will exist at all grades. Presentations will be made to the Board at the November Board meeting. Little Rock School District December 5, 1990 CESVsD JAN 8 1991 CI! iC3 El E3iP0?a':\n S2?:phJccp TO: FROM: THROUGH: Ann Brown and Arma Hart, Associate Metropolitan Supervisors Oames Dennings, Associate Superintendent for Desegregation'TS'SS Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent SUBOECT: November Update on Desegregation Please find attached a copy of the Little Rock School District's November Update on Desegregation. cc: Oerry Malone, Friday, Eldredge \u0026amp; Clark 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 November 29, 1990 TO: Board of Directors FROM: James Jennings. Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of School .j\u0026lt;/ Dr. Herb Cleek*' Deputy Superintendent s SUBJECT: Update on Desegregation Plan SL'Oesegregation P,.ACADEMIC PROGRESS INCENTIVE GRANT Person(s) Responsible: Estelle Matthis The committee continues to meet on a weekly basis to review grant proStrategies and activities have been designed to increase the posals. achievement of all students which will result in decreasing disparity .-Il , . . ................M'-vt vuj Hiy U I juai n,y. All grants have strong parent components, and there is evidence of increased parent participation in school activities. Make-and-take workshops have been effective by involving parents in their children's education. After-school tutoring and Saturday school facilitate increased achievement for all students. E.^.. not received approval of all components of their grants. Make-and-take components should Eight schools have AEROSPACE MAGNET Person(s) Responsible: Dr. Herb Cleek Students, teachers, and principals were special guests at the Aviation Hall of Fame Banquet held on October 30. Students were honored for their participation in a writing activity related to careers in aerospace/aviation. the assistance of Dr. Phale Hale. An application for a Magnet School Funding Grant is being developed with Dr. Hale has extensive and successful experience in obtaining funding for magnet schools. Information gained from site visits by Herb Cleek to existing aerospace/aviation schools will be used in preparation of the grant application. The Airport Commission has approved the dedication of approximately 20 acres of land located at East Roosevelt and Bond Streets. CENTRAL INTERNATIONAL STUDIES MAGNET Person(s) Responsible: John Hickman Since the last report was submitted, the principal, faculty, and the International Studies Magnet Planning Committee have engaged in many activities to facilitate the desegregation of Central High School and to further fortify the magnet school program. Based upon the premise that a well-informed and well-trained faculty is needed to have a successful magnet school program, the principal selected two faculty members, Mr. Jerome Muldrew and Mrs. Beth Rule, to attend the Mid-South International Trade Association's meeting held in Little Rock on October 26, 1990. These teachers met with many Arkansas businessmanpage two who are involved in international trade\n  HiEhJXi2Ss fS? pai c Liie siuoents tor the business world, tion invited several faculty members Audra Dennis, and Marie McNeal and they talked with them exten- --------- to pre- Also, the Rockefeller Founda- - Dorothy McDonald, Nancy Wilson, - to attend the J. William Fulbright Award businessmen and several of the thirty (30) amh \"S = is- and several of the thirty (30) ambas- the consisted of educators from fourteen (14) suauc^ u served on the planning committee for the conference- the representative for the ATLAS team ~ ' restructuring of schools. Participants in this conference \"I states. Dorothy McDonald . also, she served This conference focused as from Michigan, Pennsylvania, Connecticut a few.  * Ms. McDonald was able to meet with educators and Washington. D.C., to name together in studying interdisciplinary 3S WpI 1 AQ lA/nfinn 4-kz\\rv\\ All ii . - . teaching units as well as writing them. All of the schools involved have a Similar mission and are focusing upon basically th^ same gJa^^ The ' cltfon^^^\"' e\"ded for the fine work they have done iS global edu- the International Studies Planning Committee Central High to address some of the issues that the to clarify and document. met at of the I.S. .. ... -- magnet school needed At this meeting, Dorothy McDonald, Cwv, program scheduled a meeting to establish teams from coordi nator HicriniinZe r-a nice LI ng IO esiaoiish teams from various I r EroSrL interdisciplinary units with the teachers in the 1 . u. pr uyI alli. The I.S. teachers met at the beginning of November plans to be used in the program.  ing, both formally and informally, teach. Several teachers who are not involved in the I.S. and developed unit Four groups of teachers have been meet- to further plan the lessons they will program were invited to attend the meeting and to participate in the team ?each?Eg'of the courses. Some of the themes selected for the initial teaching units preserve the environment, the link among history, foreign language and international relations, and the universal!- ty of man. Anti gone by Sophocles, and by Jean Anouilh, has been French. Greek and drama classes. studied in English. Also. Sophocles' version of Antigone I i\nif I\"terat,oa1 Dra. class W^ct- ed by Dons Nash, the teacher of the course. Gayle Cloud's Greek students various aspects of the Greek language during provided the audience with the various productions. course.page three The ATLAS team hosted four Afri at Central. . l^he dignitaries consisted of two Mi Affairs, a Deputy Director of Aurore, a,,J a spoke to the students in the I.S. English class and international relations classes can visitors from french-speaking countri nisters of Foreign and a Minister of Interior. They the I.S. drama, french, Also, one of Kay Cortinez's social es studies classes participated. Firsi, through their interpreted qSestioJr.' the students they told This activity proved to be students as well as the teachers. ------------- to ask an invaluable experience for the The students in the global They received activities. economics class have been engaged in many _ - - -    J ~ J I II IIIUIIJ a reply to their request for correspondence letter was from a 16-year old student international studies who said she wanted \"an Ampriran h included her picture and from the Soviet Union. II planning a group reply. an American friend, a postcard of Red Square. of She The students are A letter was sent by the students in the global economics class to thp Soviet Union with the Women's Peace Group from Arkansas : 'wunien s reace uroup from Arkansas The aroiin included Carolyn Newbern chairperson of the I.S. committee bern, also excited about the letter of reply, and travel brochures. Students have Mrs. New- loaned students pictures viewed buildings in the Red Square .. .. ---------- They have also read additional infnr- '\"^garding the contents and architecture of the buildings. They st mrturpQ Duccian uiAi/Art and are familiar with their names. looked at pictures of Russian workers, markets, and of street scenes. Mrs. Newbern has agreed to speak to the class and to that have been raised. c. . ,  -- answer the questions . Students have been following the changes in the Soviet Union. recent economic photographed the class along with Mrs. Venabl and Mr. Peterson, assistant principal, outside of the school. Union inauderthe^beauti-fufexterior^ e High School as a background to the student group. Mr. Charles Sloan of the AIDC Mr. Sloan discussed Arkansas C was a recent speaker for the class, international trade and its place in the global economy He furnished the class with brochures that included of businesses in Arkansas that   engage in international trade. names Mrs. Joan Deitz arranged for the kindergarten students Ahl 1 /I ______ .  along with the child development classes, to study the six foreign languages offered at Central. The students will study a language per month, starting in November with the study of German. languages, the students try. . starting in Along with the study of the various will also study the culture of the targeted coun- The International Studies Committee met on November 8. the business-higher education community was heartening, both'^in^quantitypage four and qualilty. administrators. Twenty-five business/educators. ten faculty members four SIX parents, and thrpp fnroinn ! T  X parents, and three foreign students attended. nesses represented included Heifer Project Worldwide o- i sjgsrsssr\u0026amp;.Tv's.r!\n?: is Center, Busi - Career Day, which is scheduled for Wednesday, individuals and businesses. IS scneauied tor Wednesday, December 5 will Kp a -thustas/.. expertise DUNBAR INTERNATIONAL STUD IES/GIFTED AND TALENTED MAGNET Person(s) Responsible: Nancy Volsen The Dunbar Alumni Association meet Sunday, October 21. I --------- .....e-c at Dunbar in their dedicated room on Mrs. Volsen met with the group and reviewed the new programs, renovations, and curriculum concepts renovations, ano curriculum concepts. The members of the orgSesrsSeSs^\"''\"'' An orchestra class has been added to the band program at the request students who wish to pursue this course area. Dunbar has 59 students participating in the Duke University Talent Identification Program (TIP). laient loeniiri program at the request Tk nr.  ^l^udents are preparing to go to mathcounts The PTA IS sponsoring T-shirt sales to nt and gain a budget for the PTA. peti tion. com- promote school spi- EARLY CHILDHOOD EDUCATION Person(s) Responsible: Pat Price Pat Price met with Michelle French and Dr. rat rnce met with Michelle French and Dr. Mary Mosley (November 6) and made final revisions of the Early Childhood Curriculum Handbook for the four-year-old program. The revised handbook will be typed distributed to staff members.  printed, and The Rockefeller Demonstration Magnet Planning Committee met October 29 and discusses the following items: 1. 2. 3. Purpose of the committee Demonstration Center Marketing the Early Childhood Programpage five 4. Teen mothers 5. Parent Handbook The committee met again Thursday, November 8. E_.\ncommittee reviewed and made recommendations for the During this meeting, the parent handbook. Inservice was held November 13 at Franklin School for p, invlualo year-old teachers, and instructional aides of Franklin, Badgett Washington, and the Incentive Schools who had not received traininq on the Four-Year-Old Curriculum Handbook. Six principals, one curriculum specialist, f' principals, four-  Six principals . ' 1*1 HIV I j/u IO, vHCVUllILUlUIil SIX teachers, and eleven instructional aides participated. FACILITIES Person(s) Responsible: Chip Jones Major renovation/construction projects are being developed for Cloverdal Elementary, Cloverdale Junior High, Woodruff Elementary, Geyer Sori nos Elementary, and Western Hills Elementary. e e All architects are currently preparing working drawings so that bid documents can be prepared. Community meetings have occurred at Cloverdal Elementary and Junior High Schools, Woodruff, and Western Hills, meeting at Geyer Springs will be held in the next couple of weeks. A All of these projects are intended to replace portable buildings and, at the elementary level, to adjust capacity levels so that the same number of classes will exist at all grades. Presentations will be made to the Board at the November Board meeting. INCENTIVE SCHOOLS Person(s) Responsible: Pat Price, Estelle Matthis, and James Jennings A. Approval has been granted for Marketsearch (a division of MRGH) and Bromberg and Associates to develop a comprehensive marketing plan for the incentive schools. Interviews are being conducted by Marketsearch to prepare for the develoment of the marketing plan. B. Mailing labels of non-black students currently on magnet waiting lists have been requested from Pulaski County Special School District and i' apage six from North Little Rock School District. Upon receipt of the labels the other two districts, incentive school brochures will be mailed to the parents of these students. C. The local bi racial committees of the incentive schools met at Rockefeller on November 6. Recruitment efforts were discussed, ideas were shared, and the committees were informed of their responsibility for the development and implementation of a recruitment plan for their schools. D. Techniques. Fifty instructional aides attended a full day of inservice, October 22, on the Use of Instructional Strategies and Behavior Management TArhninnoc.\" evaluations of this inservice were all very positive. E. Materials have been ordered for the Spanish program in the six rty.'c cchcclc. First Start in Spanish\" provides motivational activities to help students master basic concepts and vocabulary and apply them to their own everyday experiences. incentive schools. It F. The administration met with staff members from the incentive schools who were interested in expressing their concerns about extended day and/ or other components of the Incentive School Program, being addressed by the administration. The concerns are INTERDISTRICT PUBLIC RELATIONS Person(s) Responsible: Becky Rather and Skye Winslow The interdistrict public relations committee has purchased an ad for vinyl phonebook covers to be distributed free through realtors, ba,, and other businesses. The ad features the \"Going Public With Pride logo as well as the phone numbers of the three school districts, includes the new number for LRSD.) banks. (Th i s Our efforts with the American Education Week promo for \"Going Public With Pride\" resulted in only one business (The Janet Jones Company) dropping the logo into their ad. A thank you letter has been sent to Janet Jones Realty. The key communicators have attended a workshop and many of them are sending in a great deal of information. The Communications Department has been sending this information to the media each day. The district has received increased press coverage on positive stories during the past two months.page seven INTER- AND INTRA-DISTRICT STAFF DEVELOPMENT Person(s) Responsible: Marvin Zimmerman The fol levying activities have occurred since the last status report: 1. Co-sponsored with UALR, NLRSD, PCSSD, Benton School Bryant School District on Tuesday evening, October 30,  ............ Teachers The theme was \"Communicating Effectivel7with'Parents and approximately fifty (50) LRSD teachers registered. Clinic. 2. District, and a Beginning Planned with Ron Lanoue. Arkansas NCCJ Executive Director the H/d 1 r A DaJ 11/+-I .A T,. -  _ * Prejudice Reduction Training of Trainers scheduled for Wednesday December 12, and Wednesday, January 9, 1991. Fift^ (SC'  will receive the training necessary to conduct the district emplpyees. Fifty (50) LRSD staff members training for other 3. Identified with Dave Kingsella the data processing needs (hardware software, forms) essential to computerize staff development registration AUalliaflAn n/d ...aiaL r. U viwn. evaluation process, and workshop participation records, is the targeted date for the system to be operabl e. January 1, 1991, 4. Participated Friday, November 16, in a workshop conducted bv Dr. H. Stephen Glenn on -  -   ............. H dents. 11 Identifying and Teaching High Risk/Low Risk Stu- 5. Developed a Staff Development Needs Survey for the 1991-92 school year. 6. Began researching and reviewing district needs, materials, existing programs, etc., concerning a staff development program for new teachers. exi sti ng LOCAL SCHOOL BIRACIAL COMMITTEES Person Responsible(s): Sterling Ingram Additional training was^provided for local school biracial committee mem- ^2??. The training sessions were conducted by the Planning, Research, and Evaluation staff. The teams began monitoring bers on November 20, 1990. activities during the month of November.page eight MCCLELLAN COMMUNITY SCHOOL Person(s) Responsible: Dr. Herb Cleek Board approval was given for a budget proposal which will permit timelv allocated for identified categories of spending: Salaries \u0026amp; Benefits for Director and Secretary Program Operations Costs Purchase of Building $ 47.476.61 117.000.00 175.800.00 Priority attention will be given to the completion of improvements such as hAnrr?h^ lighting parking lot repairs, and other repairs that will enhance the safety and security of the McClellan facilities. PARENT AND COMMUNITY INVOLVEMENT Person(s) Responsible: Debbie Milam TRAINING: On October 22. training in \"Communicating with Parents\" was offered to all teachers during the district-wide desegregation inservice train!ng. On October 31 and November 1, the VIPS staff attended a training v/orkshop conducted by a national trainer brought This information will be integrated into future workshops provided by VIPS staff. on II Volunteer -- Staff Relations in by Children's Hospital. II On November 10, training was provided to Chapter 1 parents u 4.- r n ur tuning was provioeo to Chapter 1 parents on \"How to Motivate Parents to be Involved in their Child's Total Education/Home- School Program\" at the 13th Annual Tri-District Conference. II VIPS staff is preparing a staff inservice on \"Community Relations present to the staff at Meadowcliff Elementary on December 3. to NON-TRADITIONAL VOLUNTEERS: On October 29. the VIPS Board of Directors Community Involvement Committee met for the first time. loo be addressed by this committee include involving more senior black volunteers. Issues that will citizens and On November 2. a preliminary planning meeting was held between VIPS Retired Senior Volunteer Program and a group of residents of the Good Shepherd Center, a retirement community, who are interested in forming VIPS volunteer support groups in each of their three high-rise buildings.page nine TRI-DISTRICT RELATIONSHIP: , Monthly meetings continue with NLRSD and PCSSD partners coordinators at the Chamber of Commerce Partners in Education Subcommittee meetings. On November 28. VIPS staff and NLRSD's volunteer coordinator will meet to assist NLRSD in setting up a community board of directors. The three district partners coordinators are planning a joint presentation on the partners program for the Arkansas School Board Association State Conference on December 4. PARENT CENTER Person(s) Responsible: Liz Lucker and Pat Price The following activities and programs have been planned and/or impleniented during the month of November: 1. Six parent workshops have been held with a total attendance of 44 parents. The topics have varied from \"Motivating Your Children\n\" ing the 'Jitters' Out of Math\n\" \"Helping Your Child with Reading at Home\n\" and \"Drug Awareness.\" The feedback from parents has been very The parents have found the workshops to be helpful to them in their very vital role with their children. Ten more workshops are planned for the remainder of November and December.  Math\nposi ti ve. Awareness. II TakParents receive a Certificate of Attendance following each session they attend, teachers have been helpful in calling parents to volunteer as hosts/'\" hostesses for the workshops. Parents who attend most frequently and who volunteer the most will receive special recognition at the end of the Retired school year. 2. The school-based parent centers are in operation. Four are located in the media center of the school, one in the foyer, and one beside the Art room. Additional materials are being ordered and gathered from resources from around the state to supplement those materials already in the centers. 3. The names of ten parents of Stephens students and fourteen parents of Garland students were given to the Stephens School Family Learning Center as they were identified as potential GED students by their request on the Parent Survey in September. The remaining 40 parents from the other four school have been contacted by letter and are being called as a follow-up. Paulette Martin, of Adult Education, will provide two teachers to instruct up to 30 parents twice a week in an incentive school selected for convenience to the parents.page ten POST SECONDARY EDUCATION PLANNING Personfs) Responsible: JoEvelyn Elston A total of 428 eleventh grade students participated in a diagnostic testi from the five senior high schools ng seminar in mid-September in an E:'!\"\nSr\"-'S~\" - - Emulated ACT and SAT test instruments developed by the oarent KanlAn ' organization in Brooklyn, New York, were used to orovdpJh! I tespecti.e high scho^^t a ? ? v wa a d 2*' selecting disadvantaged students to participate in the seminars^ tKp two seminars in the seminars. 1990. an The seminars, many of these students would not as capable. High school counselors wilT maintain a file on each student particioant a^tJ^ricT simulated tests and the Py when these tests are I year. All participants will be provided administered during the school financial assistance, as needed! to co^\nt7e co ' o t 'a T/?M registration fees. The students will be scheduled into the earliest SAT/ACT administration following the Kaplan seminars so that additional support can be provided 'Svsr  '''\"3 thepage eleven STUDENT ASSIGNMENTS Person(s) Responsible: James Jennings and Julie Wiedower 1991-91 Recrui tment Plan A stable assignment plan relying on voluntary desegregation. navou.c pi dll relying on voluntary desegregation, a successful millage campaign, and an improved press image are important factors which create a greatly improved climate for recruiting students to the Little Rock School The 1991-92 school term marks the third year that students have been assigned by existing attendance zones and as patrons hPcnmA r a mi I *1 a y* t.\u0026gt;4 -hk M 4. __________j .. .  District. become familiar with assignment procedures and terms. ..miiiai Niin dssignmeni procedures and terms, greater attention can be directed to marketing the academic programs and resources of the The Recruitment Plan for 1991-92 will focus on five distinct objectives in order to meet the goals established. These objectives zo! ? to establish a recruiting network for area schools promotion\n2 to publicize and market kindergarten and new student registration- (3) to develop and implement the Incentive School Marketing Plan\n(4)to market the Magnet School Programs\nand (5) to promote and publicize the transfer options that are available. district. A series of small group meetings was conducted during the last two weeks in October with representatives of area elementary school PTA's in order to lay the groundwork for a recruiting network. Specific information was shared about how to identify incoming kindergarten and new students in each zone, how to contact these prospective new students aned what type of information should be provided to new families. Area schools will work with the Communications Department to develop school brochures to be used in promoting each building. In an attempt to standardize the basic information that a prospective patron receives, a handout was prepared and distributed which detailed those programs that should be marketed during every school tour. All PTA representatives were requested to meet with their principals and initiate development of an informal recruitment plan for their building. Communication between the Parent Recruiters and volunteer and staff recruiters in each building will be ongoing, and periodic meetings will be held to provide information and share recruitment strategies between the schools. The initial meetings were well received and they generated some valuable suggestions and strategies. A frequently-mentioned concern among the representatives, however, was the issue of building capacity and not being able to guarantee new students a seat at their attendance zone school. Recruitment meetings with area secondary schools will be held next month after the results of the capacity study are available. and Effective publicity for kindergarten/new student registration is especially critical for 1991-92 since the initial registration period will be held much earlier than in previous years. The advantages of conducting early registration and selection of magnet students are numerous and allows us to meet the needs of those parents, especially first-time patrons, who want to know \"where my child will be going to school.page twelve Publicity for registration will be more diverse i  . -------  I I uc iilur e The recruiting network mentioned earlier i Open House and registration well in advance'and , Student Assignment\" issue of FOCUS - in nature for 1991-92 will be notified of dates for \"\"1 will publicize it within i.'n'ed\nroly to'^irtRlS^aTne's JuraMu P'-PPhdfl'ani list that is being compiled The FCrii\u0026lt;\n\\nH/ P\u0026gt;\"ivate school mailing buted to area dayEa^rcente^s aJd be distri- students on the 1990-91 four-year-Sld waiting list^^ Comm^^'^\\^ prepare press releases prior to Dn^n Hnircc Communications will registration period nSJcos wifi an^2 \"\"J Periodically during the The Magnet Review Committee offiie wif?also\"JibliJi'* tion nprind and Onoe a.... . . .'SO publicize the magnet annlira- tion period and Open House dates districts. appear^continually on cable Channel 4. ize applica- to students in all three Pulaski County be produced and distributed to businesses, community  etc., with special east Little Rock neighborhoods where registered until August. L_,_. . \u0026gt; asking them to publicize registration centers, libraries, youth clubs, housing projects attpntmn muon + +U,. __________ attention given to the southwest and' students have traditionally not i..  mailed to pastors at area churches a. in their bulletins and through pul pit aware that Recruiters Letters will be announcements, and making them to parents about schoo?s\\hTjen?]^a?ion i^dJ'\"'i the possibility Of includ?Jg -^are pursuing electric company statements as well as printino LRSn registration Information on area grocery store sacks. *-RSD The development and subsequent implementati hensive marketing plan for the Incenti detailed plan will follow (under on of a professional, cc.t, ve School program is underway, separate cover) in January. compre- The schools is an important objecti.c of the . '   Special emphasis will be given the 1991-92 Recruitment Plan. net programs at Washington, Dunbar, Central, special \"new\" magcc. Qity program, rranklin - environmental sciences soecialtv Production of brochures for Dunbar and Rockefeller is rurrpn underway and these shouldbe available in December. provide detailed information (lead building tours and +zs1zsu_____J vMij, -------- IS currently We will continue to .nZ-f- iZr, u on Iieao building tours, mail written material and field telephone calls) to students in all three districts Ji^berial, IS p anned with the principals of Garver, Booker, WashiSgtoJ and Gibbsto evelop strategies to inform shadow zone students of the h'nHornii,.+ A meet!ng zone students of the kindergarten '\":t registration period. seats reserved for them during the first registration period. In the dents ?ra\\?e7y?a\":h?b\"S-' \"-'\u0026gt;'l\u0026gt;'-hod Stu- face lengthy bus-fides hen ihS'do'^^gnur Myketing the proposed specialty programs at Romine and Franklin will of J \u0026lt;l'-to-door distrtbutt J . ------..  J  . .V. I QUIIIC uuul - M i/h especially in newly developing neighborhood it newiy aeveioping neighborhoods along the West Markham/Parkway Place axis where kindergarten students have rom C taV'O/1 ! 4'kiz^ . __________ _  I 4m . on At registered in the past few years but declined to enroll consistently . at their assigned I 'Ji Itpage thirteen school. . The developer of a new subdivision south of 36th Street has been recruiters will work closely with families of elementary- aged children to orovide infnrmatinn aKnni- _. ..  provide information about thei specialty programs. r options and the new The fifth and final major objective of the 1991-92 Recruitment he the promotion of the transfer options that are available. Plan will will work with the Magnet Education-Team (MEnto plac^M-M'diXy' in all secondary schools in the county. - chures and information about schools r non-DiacK btn and 9th grade students el Special School Districts will -r J cases These cases will feature bro- i each district and will \"advertise\" A printout of non-black 6th and 9th grade --- vjr JU1 be requested so that a flier/information sheet can be mailed to those families listing the schools and special pro ram o en t e\" Ztinued promotion of M-M transfers to LRSD black elementary^nd secondary sJuJents abolt NLRSD^2d^PrssS^^h provide specific informati about NLRSD and PCSSD schools (such as location etc.). on size, special programs. Because Act 609 is a relatively nev/ vehicle for outside of Pulaski County to enter LRSD schools. allowing students from tn K1 y  schools, somo effort needs to be made to publicize the program opportunities available to students in Communities Purchasing newspaper space in Conway, Benton. Bryant. Cabot, etc., will be investigated. These ads could feature specific information about advanced placement c, special recognitions, or any other unique offering^ ' surrounding communities. These ads could feature courses, electives, honors/ (see attachment)TIMELINE/1991-92 RECRUITMENT PLAN Oct.90 - Aug.91 * provide information telephone calls. Oct. 90 as requested(building tours, presentations, etc.) develop recruitment plan coordinate Dunbar brochure production *hold recruitment school PTA meetings with Nov. 90 representatives area elementary Dec. 90 Jan. 91 collect private school directories * develop marketing plan for new Romine Magnet meet with principals from Carver, and Washington Magnets Booker, Gibbs, design \u0026amp; develop publicity materials for registration (fliers. posters, etc.) work with Communications on content of Student Assignment issue of FOCUS * notify schools of Open House/Registration dates work with consultants to develop Incenti School marketing plan work with MET, M-M transfers ve PCSSD and NLRSD to publicize hold recruitment meetings with area secondary school representatives publicize Act 609 Transfers implement Registration' publicity strategies ! Ipage fourteen UNIVERSITY LAB SCHOOL Person(s) Responsible: Dr. Herb Cleek A survey of the building site has been completed and a sidering alternatives for location of the new farilitv aspects of the building are being reviewed in terms nf*nilr^ progra various departments and specie, use ajea!  hfn^T e neS s r^Ure preliminary plan should be read, for examination in iSte Se? and architects are con- The programmatic A 1Little Rock School District December 16, 1991 i Sssa vj*** ' DEC 1 6 1991\nv*n L'icriiO*i^3 TO: FROM: THROUGH: SUBJECT: Office of D: ii' iUyi Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation 3^^ Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Update on Desegregation - November Please find attached a copy of my update on desegregation for November. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361SLIP SHEET FOR REGULAR BOARD MEETING ON NOVEMBER 21, 1991 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 November 21, 1991 TO: LRSD Board of Directors FROM: James Jennings, Associate Superintendent for 7^*35^ Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools SUBJECT: Update on Desegregation - November The following areas will, be addressed in this month's update on desegregation: A. B. C. D. E. F. G. Area Schools Gifted and Talented HIPPY Incentive Schools Recruitment Romine Interdistrict School StaffingUpdate on Desegregation - November page two Area Schools (See monthly updates from Margaret Gremillion, Larry Robertson, and Dr. Angela Sewall.) In addition to the monthly updates on the area schools, the assistant superintendents were asked to report on one-race classes and the removal of barriers to equitable participation in extracurricular activities. Gifted and Talented (See memo from Mable Donaldson) HIPPY \u0026gt; (See memo from Marian Shead) Incentive Schools (See memos from Arma Hart and Catherine Gill) Recruitment The September update on desegregation referred to eight additional schools that would be asked to develop recruitment strategies for the 1992-93 school year. The schools are: Baseline, Cloverdale Elementary, Geyer Springs, Henderson, Bale, McClellan, Watson, and Wilson. All of these schools, with the exception of Baseline, have developed tentative recruitment plans for the 1992-93 school year. , Baseline has been given additional time to develop a recruitment plan because of the building principal's recent illness. Although some of the recruitment plans will require further refinement, they represent a very good effort by the respective staff members and parents to improve the racial balance in each school. The following is a brief synopsis of the tentative recruitment plans for each school: Bale 1. 2. 3. 4. Improve appearance of the building Recruitment inservice for staff Recruitment breakfast for UALR professors, local business leaders, ministers, etc. Distribute brochures in target areasI Update on Desegregation - November page three 5. 6. 7. Publicize desegregation transfer option Open a four-year-old class in 1992-93 (subject to court approval) Place special emphasis on science at all grade levels Cloverdale Elementary 1. 2. 3 . 4 . 5. Open a four-year-old class in 1992-93 (subject to court approval) Develop brochures, bumper stickers, t-shirts, and a marquee Publicize desegregation transfer option Contact private school parents in surrounding area Improve the appearance of the campus Geyer Springs 1. 2 . 3 , 4. 5. 6. 7, Hold a dedication ceremony and invite former students, staff, and surrounding community Promote the availability of building tours Incorporate test data in every building tour Develop a school brochure Promote the various programs currently available at Geyer Springs Open a four-year-old class in 1992-93 (subject to court approval) Publicize desegregation transfer option Henderson  1. 2. 3 . 4 . 5. 6, 7. Develop a Health Sciences specialty program Publicize desegregation transfer option Improve the appearance of the building Address safety concerns Establish a speaker's bureau Develop a campus visitation program Schedule visits for feeder students (NOTE: The Offices of Desegregation and Educational Programs working with Henderson to develop the details of the health are sciences program.) McClellan 1. Develop a magnet program based on economics, business, and language artsUpdate on Desegregation - November page four 2 . 3 . 4 . 5. 6. 7. 8 . 9. 10. 11. 12. Publicize desegregation transfer option Address safety concerns Look at attendance zone Schedule visits for feeder students Develop a speaker's bureau Share recruitment plan with various organizations Develop a recruitment video Improve appearance of the physical plant Maintain/increase community education programs Push for positive press coverage and publicity Contact private school students in surrounding area (NOTE: The Offices of Desegregation and Educational Programs are working with McClellan to develop the details of the economics, business, and language arts program.) Watson 1. 2. 3. 4. 5. 6. 7. Open a four-year-old class in 1992-93 (subject to court approval) Look at attendance zone Develop a school brochure Do more recruitment for M-M transfers Publicize desegregation transfer option Ensure that transportation is ervailable for desegregation transfer students Improve academic program Wilson 1. 2 . 3 . 4. 5. Publicize desegregation transfer option Develop a school brochure Contact parents in school's satellite zone Schedule \"Get Acquainted\" activities Share newsletter with parents Romine Interdistrict School The 1991-92 marketing strategies for Romine are attached for review. These strategies were developed by the staff at Romine Interdistrict School. In addition, I will ask the Pulaski County Special School District to develop and forward recruitment strategies for Romine. students enrolled at Romine from PCSSD. At pr.esent, there are four interdistrictt Update on Desegregation - November page five staffing Teachers of Tomorrow Chapters are operative in sixteen (16) schools: Elementary: Watson. Chicot, Cloverdale, Rightsell, Washington, and Junior High: Dunbar, Henderson, Mabelvale, Mann, Pulaski Heights, and Southwest. Senior High: Central, Fair, Hall, McClellan, and Parkview. f} LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 November 15, 1991 TO: FROM: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services JJJ^^^^rgaret Gremillion, Assistant Superintendent - Elementary SUBJECT: November 1991 Area School Report Overview I felt an upbeat mood among the schools this month as I visited and talked with teachers and principals. With American Education Week following Children Book Week in November, the elementary students have had a variety of academic activities to enrich their young lives. All the schools have had specific awards for students who made progress in their academic work for the first 9 weeks grading period. The teachers are continuing in their staff development programs and commenting positively about the courses. lijenty-two first year teachers are in the mentoring program that is directed by Marvin Zimmerman. teachers are the instructors for the mentees. Our experienced The classes are scheduled after school from 3:00-6:00 p.m.. Hie next class is on November 25 at Dodd Elementary. The title for that meeting will be \"Students at Risk,\" The schools' PTA's are serving lunch as a show of appreciation, and our Superintendent has sent apples to all the staffs as part of American Education Week celebration. The principals are working closely with the supervisors and with me in monitoring the academic progress of our students. Cluster meetings are scheduled each month to discuss current research and practices that support our needs and goals. This month Dr. Diana Glaze gave an excellent report on Dr. Wong's workshop that she attended in Indianapolis. Alice Stovall followed up with strategies and motivational ideas that can be used in our classroom to excite students to learn. Principal meetings are scheduled monthly in order to review, study, and discuss LRSD policies and procedures. The federal policy and procedures covering the PAL program will be discussed by Leon Adams, Alice Stovall, and Dianne Wood at the November 25 meeting.Mr. James Jennings-November 1991 Area School Report November 15, 1991 Page 2 Special Happenings McDermott Funding from the Arkansas Art Council enabled McDermott's PTA to bring two talented artists to their school to conduct workshops and performances in the art of storytelling. Known as \"Twice-Told-Tales\", Mary Furlough and Alice Stands focused their storytelling talents on tales from the South, parti- culary the Delta region of Mississippi and Arkansas. Ihe artists conducted one and one-half hour workshops for the 3rd and 4th grade classes on November 13 and 14. Thursday, November 21 the artists will conduct their story- telling assemblies. Parents are invited to attend. Parents began their ongoing tutoring program of targeted students on November 4 after receiving training from Gayle Wilson (VIPS). Parents serving as volunteers in the kindergarten Writing-to-Reading program also started on November 4. The McDermott staff were treated to lunch on Teachers Record Day by their Partner-in-Education, Ruby Tuesday Restaurant, and had an opportunity to view the children's art work, which is regularly displayed at the restaurant. Also on display is the school's honor roll. Western- Hills The PTA is serving lunch to staff and special guest Dollie Lane from Storer Cable. Parents have been invited to classrooms all week to observe their children at work. The music teacher issued special invitations by grade levels to parents to come and listen to some beautiful music at their child's music time. On Friday, November 15, the students and staff dressed as book charac- ters to celebrate Children's Book Week, classrooms to read to students. Coninunity guests will be going to the A Design-A-T-Shirt Contest was held at each grade level. Storer Cable, Western  Hills' Partner-in-Education, selected a grand winner and used the design on 100 T-shirts that Storer purchased for Western Hills. Storer Cable is also filming the students for a program to be aired during the holiday titled, \"Happy Holidays from Western Hills School and Storer Cable - Partners-in-Education.\" Brady Good news: Five classrooms have tutors who come regularly each week to tutor. Students at Brady have writing and art activities planned for each day of American Education Week that are curriculum related and geared to high level thinking skills. Future, It Some of the project titles are: \"Hand in Hand We Make a Difference, It \"I'm Investing for My \"Future Teachers,\" \"Old Fashion Spelling Bees,\" as well as writing a letter(s) to any teacher in the school. Mrs. Janice Gordon chaired the event and also had available a list of 35 available \"Celebrity Readers.\" Students at Brady are involved. Currently each class is busy collecting food to fill their decorated Thanksgiving boxes.Mr. James Jennings-November 1991 Area School Report November 15, 1991 Page 3 Fulbright The Reading Department conducted another inservice for the Fulbright staff. Parents were invited to a parent inservice on \"Family Life.\" Six parents volunteered to pay and to take the training for the Junior Great Books Program. This will be targeted for the 5th and 6th grade students. Student art and projects will be displayed at the State Capitol during the week sponsored by the Instructional and Professional Development Committee of the CTA. Mr. Ezekiel Vaugh of Southwestern Bell, Fulbright's Partner-in-Education, visited and talked to the 5th and 6th grades on \"motivation. Pulaski Heights Elementary All students are currently involved in an essay writing contest for the PTA Council. Teachers were given a safety inservice by Bill Bamhouse. Arkansas Power and Light, Pulaski Heights'' Partner-in-Education, established two new student awards: A book for one child in each classroom as a reading award and an Eskimo Pie Party for all children with perfect attendance. Arkansas Power and Light is actively involved in the Pulaski Heights tutoring program as well as providing inservices on \"stress management.\" Wakefield Students escorted their grandparents to lunch during the Annual Grandparents' Day. Mrs. Patricia Bradley visited grades 4-6 to speak on being \"Drug Free.\" AT\u0026amp;T, Wakefield's Partner-in-Education, were judges for the school's Book Fair AT\u0026amp;T has planned an ongoing mentor program for boys in the 5 th Emphasis is on role models career experience, self esteem, and Week entries, and 6th grade, achievement. Fair Park For American Education Week, one 6th grade class selected the topic. Developing Respect for Education in a Challenging Society.\" They are using Little Rock officials as role model's names as the subject for each day. Other classes are focusing on American Indians, Pilgrims, explorers, and basic studies on how they lived, what they wore, foods they ate, and \"Getting a Good Education.\" On November 21, the Fair Park staff will go to the Hoover Lhited Methodist Church, 4000 West 13th Street, for a community PTA meeting. Second graders and the Intermediate Choir will perform. The topic of gang awareness will be addressed by LRSD Safety and Security staff. Fair Park and Blue Cross and Blue Shield, Fair Park's Partner-in-Education, will be sharing hobbies with the students. A luncheon was provided on November 1 at the Holiday Inn for all of the staff.I Mr. James Jennings-November 1991 Area School Report November 15, 1991 Page 4 A very impressive newspaper. Fair Park Flash, is sponsored and printed by the partners. It consists of six pages in color with many pictures. It idcntifi the students in the student council, peer helpers, and activities in each identifies classroom. place in their home. One full page is a seasonal calendar in color for the students to It is really an ego builder for kids. Chicot Tutoring groups at Chicot compiled 349 hours in October and 44 hours thus far in November. Each class is doing creative writing for American Education Week. The school's cooperative sponsor will be shadowing the principal one day during the week. Mabelvale Harvest Foods, Mabelvale's Partner-in-Education, will be distributing decorated Tliey are also distributing bookmarks featuring the sacks at their stores. theme, \"The World is an Open Book\" to all students. The \"Invention Convention\" projects will be on display this month for American Education Week. Mike Marcussen from Harvest Foods, Judge Buddy Villines, Channel 4 TV Anchor Jack Martin, LRSD Gifted/Talented Coordinator Mable Donaldson, Stephens Elementary Counselor Bernice Laney, and Mayor Sharon Priest will be the judges for the project winners. The \"Reading of Treasure Island\" will take place all week in the Media Center. The topic for the teacher inservice on November 19 will be \"How to Manage Stress.\" The topic for the parent inservice on November 15 will be \"Recipe for Learning.\" /lajLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM TO: FROM: SUBJECT: LITTLE ROCK, AR 72201 November 13, 1991 Mr. Oames Jennings, Associate Superintendent for Desegregation Moni ring and Community Service Larry S. Robertson, Assistant Superintendent for Educational Programs and Staff Development School Operations - November 1991 Barriers to equitable participation in extra curricular activities such as\nSafety Patrol, Student Monitor, Just Say No, Student Council, Ambassador, Flag Monitor, Honors Club, 6th Grade Basketball Team, Fire Marshall, Office Monitor, Choir, Odyssey of the Mind, Crime Prevention and Peer Tutoring are eliminated by the principal, counselor and teachers making recommendations on an equitable basis as it relates to sex and race of participants. There are no one race classes in any of my assigned elementary magnet or area schools. Area Schools Update Baseline - The staff recently participated in staff development designed to update their Comprehensive Outcomes Evaluation (COE). The highlight of this staff development was an address by Dr. Henry Roddy, Professor of Education at UALR, entitled \"Strategies for High Gains in At-Risk Students. II It is hoped that we will see the rewards of this workshop as the staff puts that acquired knowledge into their daily teaching. The first issue of the school newspaper, \"The Bear Facts\" was published in October, 1991. Not only does the paper provide an avenue of communication for parents, students, and teachers\nbut, it serves to enhance the writing skills of our young journalists. Cloverdale - Women in Energy\", Cloverdale's Partner in Education, sponsored a Conservation Art Contest at the TCBY building downtown on October 17, 1991. Students submitted three hundred ninety (390) pieces of art to be judged. The contest ended on October 17, 1991 with eighteen (18) ribbons being awarded for first, second, and third places. An awareness of energy conservation was certainly evident at Cloverdale with this art contest.J*lr. James Jennings, Associate Superintendent November 13, 1991 Page 2 Awards Assemblies have been planned for November 13th (kindergarten - 3rd grades) and November 14th (4th - 6th grades). Not only are these assemblies planned to award those students who have achieved but to encourage those who did not to strive just a bit more. Student recruitment plans have been submitted to the office of Desegregation. Plans are underway for American Education Week to have Cloverdale's Partner in Education, 'Women In Energy' shadow the principal one day duri ng the week. Geyer Springs - Recruitment efforts are continuing at Geyer Springs Elementary. Parents, teahers, and students recently held a talent show sharing with prospective community recruits the activities of Geyer Springs Elementary School. Brochures and pamphlets for prospective students are also being planned. Utilization of the local media in publishing upcoming school events is also planned. A school dedication is planned for January 20, 1992. event to be long remembered. It's slated to be an A \"STOP\" (Students That Officially Patrol) program is being planned at Geyer Springs with student interviews set to begin on December 2, 1991. The program will officially begin during the second semester. Jefferson - An anti-drug program using a cartoon character named Mr. R. F. Ant was presented by Dr. Kim Light, a professor for Alchol and Drug Abuse at U.A.M.S. body. The program was well received by the student An Open house for parents with students enrolled in the \"Writing to Write\" program was held on October 23, 1991. Writing to Write\" is a program for primary students where basic writing skills are taught and enhanced. Approximately twelve parents participated. u Over twenty-five (25) parents attended a PAL (Pupil Assisted Learning) Reading and Mathematics open house on October 29, 1991. Detailed explanations about the programs were given at each workshop. Parents were also encouraged to be actively involved in helping their children achieve to their highest potential. Oefferson Elementary has KATV-7 as its Partner in Education. They recently conducted a survey to assertain the viewing likes of the Jefferson students, o'clock news. This survey was featured on a segment of the sixMr. James Jennings, Associate Superintendent November 13, 1991 Page 2 Otter Creek - The Otter Creek Womens' Club used Otter Creek Elementary for a Craft Show on November 11, 1991 and donated $300.00 to the school's activity fund, cookie cutter. The money will be used to buy dies for the Students will participate in a canned food drive for Thanksgiving. A letter of invitation was sent to Partner, Rebsamen Insurance inviting them to shadow the principal for one day during American Education week.LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 November 8, 1991 TO: FROM\nJames Jennings, Associate Superintendent - Desegregation Dr. Angela Maynard Sewall, Assistant Superintendent I for Secondary Schools SUBJECT: Monthly Update Attached you will find copies of school agendas for the staff development programs provided on October 21, 1991 at the secondary schools. Additional information concerhiing activities, events, awards, programs and recognition received at secondary schools is as follows: Hall High School: Fall Theater Production - The Legend of Sleepy Hollow Visit fran a German High School Principal Homecoming assembly and parade SAT strategy course for students TRIBE training (PEER monitoring) Choir robing ceremony Parkview: Fall Theater Production - The Man Who Came to Dinner Dunbar Junior High: Organized Odyssey of the Mind team Stock market game organized Celebrated United Nations Day by dressing in the international costumes Forest Heights Junior High: Jim Argue, Jr., State Representative spoke to Dad's club on \"Politics and Education\" Scheduled parent \"Meeting in You Community\" for November 14 at Hoover United Methodist Church Henderson Junior High: Seven students selected for all-region choir IMabelvale Junior High: Student C.J. Jackson elected FBLA. President for District #5 Social Studies class participants in stock market game ranked in top 5 Social Studies class selected multi-cultural pen pal program Two students, Tameka Jones and Marie Watson won 2 shares a piece in the FHA District Star event Teacher and students worked to participate in Model UN in Chicago in May (Mrs. Kamara is the teacher) Mann Junior High: PTA supper and college night held Bosha Flamingo Ballet at school (10-14-91) Southwest Junior High: (also Cloverdale, Forest Heights and Pulaski Heights) Were visited by a representative of the State Department of Education and a representative of the Coalition of Essential School vho wanted to see teaming in practice. AMS/sh ILITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 November 14, 1991 TO: FROM: James Jennings, Associate Superintendent - Desegregation Dr. Angela Maynard Sewall, Assistant Superintendent for Secondary Schools SUBJECT: Desegregation Update Attached you will find copies of desegregation updates for all secondary schools in the district. AMS/sh )\"The Most Beautiful High School in America\" Central High School 14th and Park Streets Phone 376-4751 November 11, 1991 Little Rock, Arkansas 72202 NOVI gREOTi TO: Dr. Angela Sewall, Assistant Superintendent FROM: John L. Hickman, Jr., Prine ipal i : f\" SUBJECT: Monthly Desegregation Update There is an ongoing check by bll club sponsors to insure that there is participation by all students regardless of color. The only activities that are limited in the area of color here at Central High School are swimming, fencing and golf, are trying to recruit participants for these activities. Sponsors After the first nine week grading period counselors will actively recruit students for higher level courses in Math Advanced Placement and Honors classes. The principal, assistant principals and counselors make contact with parents to implore their willingness to have their student participate in upper level courses. Please know. Dr. Sewall, in all of our extra-curricular activities as well as our academic programs here at Central High School, we do encourage the participation of all students. Please call me if you have any further concerns. Below is a list of all one-race classes in our school. COE - Rei. - 6 students - All Black Teacher ARICK ICT Coop. 1 student - Black (3rd period) McLennan ICT Coop. 1 student - Black (4th period) Mclennan CCE Expl. 10-9 students - All Black WEBB CCE Coop. 11 12 - 4 students - All Black (4th period) WEBB CCC Coop. 11 12 - 14 students - All Black (6th period) WEBB Reading/English Asst. 10-9 students - All Black (4th period) BASS Reading/English Asst. 10 - 12 students - All Black (6th period) BASS November 11, 1991 Teacher Reading/English Asst. 10 - 10 students - All Black (2nd period) MAGEE Reading/English Asst. 10 - 13 students - All Black (4th period) MAGEE Reading/English Asst. 10 - 16 students - All Black (6th period) MAGEE Reading/English Asst. 10 - 15 students - All Black (3rd period) PREWIT Resource Room Earth Science 11-8 students - All Black BLESSING Resource Room Phys. Science 12 6 students - All Black BLESSING Resource Room Bus. Math 11 5 students - All Black (1st period) CARPENTER Resource Room Bus. Math 11 5 students - All Black (4th period) CARPENTER Resource Room Bus. Math 12-8 students - All Black CARPENTER Resource Room Lrn. Strg. 12 7 students - All Black GADDY Resource Room Lrn. Strg. 10-4 students - All Black (2nd period) GADDY Resource Room Lrn. Strg. 10-7 students - All Black (5th period) GADDY Resource Room Lrn. Strg. 10-7 students - All Black (6th period) GADDY Resource Room Amer. Gov. 12-4 students - All Black JARMON AFROTCII 11 - CT 13 students - All Black DEMINT J, A, Fair High School 13420 David O. Dodd Road Little Rock, Arkansas 72210 Telephone (501) 228-3100 s. MONTHLY DESEGREGATION UPDATE November 11, 1991 I. STRATEGIES EMPLOYED TO ADDRESS EQUITABLE REPRESENTATION 1. 2. 3. 4. Coaches recruit from the student body. Clinics for cheerleaders and drill team are held throughout the year. Students are encouraged by sponsors to participate in all activities. Teachers have been inserviced on the need for equitable repesentation. II. CURRENT ONE-RACE CLASSES Tvjo Resource Rooms A.P. European History A.P. Chemistry Beginning Band .4 School of the Little Rock School DistrictLITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 ^^OVo November 5, 1991 TO: All.Secondary Principals FROM: [J for Ajigela Maynard Sewall, Assistant Superintendent Secondary Schools SUBJECT: Monthly Desegregation Update I know how busy you are but ask that you take a minute to jot dora the following information for me so tliat I can compile the montlily desegregation I will need this information by November 12 at noon so that report. can be completed. a report Thank you. 1. Please provide specific strategies being employed in your school to address and remove barriers to equitable participation of students in extracurricular activities. 2. Identify and list all one race classes in your school. AMS/sh cc: Tony Wood HALL HIHG SCHOOL  1. At the July registration session we passed out a list of all clubs and the requirements for membership. During the first few weeks of classes the various organizations conducted recruitment projects.' On September 20 we programmed a club sign up day when all students were encouraged to signup for clubs of interest to them. During homecoming week only members of clubs could participate in the parade on floats, adding an additional incentive to club membership. \u0026gt; 2. One race classes at Hall as of 10/31/91. French I Geometry R Band. . Psychology 061501-01 911000-08 122400-01 150875-01 English RR(12) 192200-03 REAP REAP REAP REAP 180410-09 180410-08 180410-01 180410-02 IMcClellan High School November 13, 1991 1. Please provide specific strategies being employed .'.n your school to address and remove barriers to equitable participation of students in extra-curricular activities. We provide an athletic period for use to encourage students to participate in any athletic event they choose. We have Club Meeting dates once a month so that all students can meet during the day, as transportation is sometimes a problem for students. 2. Identify and list all one race classes in your school. Special Education - Black Early Childhood - Black Received this information over the phone per Mr. Carter 11/13/91.11-8-91 NOV 1 2 RECH To: Dr. Angela Sewall From: Juniou S\" 1. Specific strategies being employed to address and remove barriers to equitable participation of students in extra-curricular activities\na. b. c. d. More publicity given to try-outs\nannouncements on Channel l,etc. Teachers being aware of inequities and actively recruiting for their clubs/activities Fees being waivered or assistance given when students want to partic,ipatqfbut have financial difficulties Establishment of guidelines or suggestions to consider racial/ gender make-up of school when choosing students for extra-curricula activities, clubs, honors,etc. 2. The only one race class at Parkview is Photography, a one-semester course. Efforts are being made to remedy this. LITTLE ROCK SCHOOL DISTRICT Cloverdale Junior High School 6300 Hinkson Road Phone Little Rock, Arkansas 72209 To: From: Date: Dr. Angela Sewall, Assistant Superintendent Gayle B. Bradford, Principal Monthly Desegregation Update Information November 8, 1991 Re : 1. Strategies employed to address and remove barriers to equitable participation of students in extracurricular activities. * Recruitment of students school wide * Teams are aware of equitable participation and make certain that equity is part of any recruitment process. 2. One-race classes Southerland Wickliffe *Criswell 7th period Reading 9 Black 1st period Reading 8 Black 3rd period Resource Black *Please note that although the master schedule indicates a number of one race resource classes there pull-outs which go into those classes each period which are of both races except for this class listed. A'O.FTA f. r. FFO.'i: . 4 VC ') i'-F i XCl PA L T'i-.\\PAP NAOX!: J Jp . HP OH 3CBJ DFSEO Ri: P'j.R T IX RE3P OXL Y 7 J IUD FXO . DIAL Di'XS  read:, P i.'.PEiRFXjir H A'^ AXD i'L.-lS.S Or 'I 3 I Xi. O.ERHAX FA ( t ( RI IH xro //-/ 3-^1! TO: I'l)/. S.V C TO TA !: ) . EARLIER I.\\' THE YEAR, RE LOORED AT THE REMEDIAL READIXO CLASSES AXD RE.HOVED SPECIAL EDUCATICi.Y STUDE.XTS AXD SOHE OTHER STUDEXTS RHO DID XOT HEET THE SPECIFIC CRITERI.A .45 OUTLIXED BY HRS. BLACR CLASSES. STOVALL'S ORF ICE, THUS GREATIXG THE ALL THE CERHAX CLASS IS ALL IXHITE. IX AX EFFORT TO FURTHER BALAXCE THE RACE OF THE CLASSES, ARE LOORIXG AT THE REGULAR CLASSES AXD ASRIXG TEACHERS TO IDEXTIFY STUDEXTS RHO XIGHT BE ABLE TO HAXDLE EXRICHED OR RE GIFTED CLASSES. SEVERAL STUDEXTS HAVE BEEX IDEXTIFIED AXD HOVED IXTO .A HIGHER LEVEL CLASS. ALSO, TEACHERS ARE A SRED TO COXSTAXTLY XOXITOR THE STUDEXT FOR EVIDEXCE OF POSSI GIFTED BEHAVIOR TO POSSIBLY BE PLACED IX THE PROGRA.X. BLE OL'R EFFORTS ARE OX-GOIXG TO EALAXCE THE CLASSES. Ss'.v'x-S LITTLE ROCK SCHOOL DISTRICT Forest Heights Junior High School 5901 Evergreen Street  Phone 663-3391  Little Rock, Arkansas 72205 s f 4s November 11, 1991 t^1i. 1REGB TO: Dr. Angela Sewall, Assistant Superintendent FROM: Richard Mapl' Principal SUBJECT: Monthly Desegregation Update Below you will find the information requested: Equitable Participation of Students in Extra Curricular Activities. 1. Administrators, Counselors, Coaches and Club Sponsor are actively involved in encouraging all students to participate in extra-curricular activities regardless of race or sex. 2. In the Spring of each year Counselors, Band and Choir teachers. Foreign Language Teachers visit feeder schools to encourage students to participate in extra curricular activities. 3. In coining sixth grade students attend an orientation and tour of the building during the months of April and May. At this time extra-curricular activities are presented and students are encouraged to participate. 4. Students who are currently participating in extra-curricular activities are actively involved in recruitment of fellow students in Clubs, Cheerleaders and Drill Team. 5. Counselors and sponsors of extra-curricular activities excourage students to maintain grade point and citizenship requirements during the school year. One Race Classes - Black Course Sth - Regular Math 7th - Reading Sth - Reading 9th - Reading Period 4 1 \u0026amp; 5 2,5 \u0026amp; 7 1,3,4 \u0026amp; 5 Teacher K. Williams S. Ziegler M. Cobbs N. Williamson NOTE: These Reading classes were, scheduled according to the criteria specified by the district. Special Education 2,3 \u0026amp; 7 1,2,3 \u0026amp; 7 7 L. Kidd 0. Thessing D. Young r' ROCK SCHOOL J ______ LITTLE DISTRICT \u0026gt;1E Forest Heights Junior High School 5901 Evergreen Street  Phone 663-3391  Little Rock, Arkansas 72205 Strategies for the Reduction of One Race Classes Forest Heights Junior High Schools' student population is as follows: Black 72% Hhite Other 25.9% 2.1% t Therefore, in some cases it is very difficult to prevent one race classes from occuring. Example: The administration directed Forest Heights to establish Reading Classes for all students who read at the 25 percentile or below - all students identified are black.  have control over this directive. Therefore, the school does not In any class, in which we have control, schedule changes will be made avoid racial identifiable classes. to t LITTLE   s'-vkcSJ ROCK flufew SCHOOL DISTRICT 0 5 REC^ii I Forest Heights Junior High School 5901 Evergreen Street  Phone 663-3391  Little Rock, Arkansas 72205 November 4, 1991 Strategies for Maintaining and Increasing Enrollment in Enriched/GT and Foreign Languages Classes 1. Students enrolled in GT/Enriched and Foreign Language Classes will continue to be monitored to insure their current placement. 2. Students enrolled in Regular Classes that could possibly qualify for GT/Enriched classes will be provided enrichment by the regular classroom teacher. 3. Prior to Spring schedulin\nstudents v/ill be provided the opportunity to attend orientation to tha-Foreign Language. 4. Prior to Spring scheduling, parents will be encouraged to enroll their children in Foreign Language Classes. HENDERSON JUNIOR HIGH SCHOOL 401 Barrow Road Little Rock, Arkarisa ! 2205 W1 2 REDD TO: Dr. Hiige la Se\n\\-ia i 1, FROM\nEverett Hawks, RE: Requested Deseg. 1. 2. November 11, Assistant Principal Inf ormat ion 19 SI Super intendent i -V,/ ,1  I Strategies used to remove barriers to equitable participation of in extracurricular activities. b. c. students A list and brief de activities v parents at made ?ription of Henderson's available to all registrat iori. Extracurricular extracurricular tudents and their information was presented to the incoming seventh graders and their parents at the seventh grade orientation program. All sponsor of extracurricular activities were videotaped presenting a short reoruitment statement about their activity. These statements were shown to the entire school over our Channel 1 communications system. One Eace Classes (All of these one race classes are minority in membership) TEACHER SUBJECT PERIOD Batson J ohnson Keopple Alexander Thompson Willlams Fisher Henderson Lecky Taylor Gerard Gerard Guppy McCarrel1 McCarre11 Nadler Piggee Piggee Smith Eng. 7 - GT/Enr. PE 7 Health/'PE Home Ec. o 9 Math - S Reg. Math 7 Reg. Social Studies Social Studies 7 7 Civics Tech I Read - Read - Read - Read - Read - Math - Eng - Eng - CBI -  9 7 7 8 8 9 7 8 Resource 9 Resource 7 Resource 5 1 6 2 5 6 3 2 6 6 1.2,3,5 4 1,2,5 1,2, 4 2 1 2 . 6 LITTLE ROCK SCHOOL DISTRICT 810 W. Marldiam Little Rock, AR 72201 November 5, 1991 TO: AIK Secondary Principals FROM: ,jr. Angela Maynard Sewall, Assistant Superintendent . (/ for Secondary Schools SUBJECT: Monthly Desegregation Update I know how busy you are but ask that you take a minute to jot down the following information for me so that I can compile the monthly desegregation report. can be completed. I will need this information by November 12 at noon so that a report Thank you. 1. Please provide specific strategies being employed in your school to address and remove barriers to equitable participation of students in extracurricular activities. 2. Identify and list all one race classes in your school. AMS/sh cc: Tony Wood J. A. B. ExXaa caAAtcaXoA acXXotttet oAe open to aXX ttadenti AegoAdXett o{^ Aaee oa te^.. Spo)i2o.w and coaehet oAe acXtoeXy enXXxttng eXXgtbXe ttadenXt to poAttcXpaXe tn exXAA auAAteuXoA acXXotttet. C. V. E. F. Ob^iSA-vatton and tnteA.acXA.on uxbth otheAA ti at ed tn e.ntttttng ttade.nt!\u0026gt; tn e.xXAa c.uAAtc.utaA acAttotXteA. I^e. go to the. ^ejne,ntaAg tchoott ifJtth oua c.oantet.ou, band and c.hotA dtnectoA, and aoaohet to teX ttadenXt hnom o^ the pAogaamt and extAa caAAtcuXabt acXtvtXtet avattabte. Uhen appttaabte the ttadenX ti gtven a ehotee o{i htt/heA pAe^jeAenee. MX tta{,i membeu at MabeXoate oAe montXontng thti eoneeAn at aXX ttmet and attempttng to eoAnecX lohen potttbXe. A I I 2. A. B. C. Mti. Jone2 - 2 Reatitng Mu. S^cngh. - 1 RzacELng MiU. bJZEbon - 1 Spe-cZccE Edu-ca^on MathLITTLE ROCK SCHOOL DISTRICT Horace Mann Junior High Sciences/Arts Magnet School 1000 E.Rocsevelt Road Phone 324-2450 Little Rock, Arkansas 72206 DATE: November 12, 1991 TU: Dr. Angela Sewall, Assistant\nupt. FROII: 11. G. Principal SUBJECT: Honthly Desegregation Update 1. specific strategies to addres and remove barriers to equitable participation of students in extra-curricular activities. . * An orientation of clubs was set up by individual groups in the cafeteria.  club Day has been organized to take place during the regular school hours, making it possible for every student to join clubs of interest. Coaches encourage the students to participate in athletics. registration. We set up tables during Open House and preWe try to use some students in athletics, even if they require some development. Identify and list all one race classes at llann. one (1) Sth grade science cla\ntwo (2) R E A P classes. Nov 2 0 German II - Write O^JE RACE CLASSES PHJH 11-12-91 French II - White French III - White Pre Alg 8 - Black Earth Sci 8 - Black Reading 7-4 classes - Black Reading 8-3 classes - Black Reading 9-3 classes - BlackSouthwest Junior High School November 13, 1991 Regarding: Monthly Desegregation Update Information 1. Demonstrate a more equijhble representation in extra-curricular activities by actively recruiting under represented groups. 2. To provide opportunities for supplemental training needed to participate in extra-curricular activities during the after school program whenever possible. We presently have 3 English/Reading Assistant classes which are all black. ITO: FROM: SUBJECT: Little Rock School District November 6, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring ^K^^able Donaldson, Supervisor, Gifted Program Update on Desegregation - NOVEMBER Establish a schedule of regular meetings of Tri-District Supervisors Tri-District Supervisors have been meeting on the third Tuesday or Wednesday of the month. or all three supervisors. Days are alternated due to conflict in schedules of two Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. This is accomplished through memos, inservices and monthly meetings of staff. Procedures are sometimes\" shared through individual conferences. Participate Little Rock in Project Promise through the University of Arkansas at The District's participation is through Dunbar Junior High School (initial school). Twenty-six students in grade eight have been identified and will participate during the 1991-92 school year, at Dunbar, has been selected as the home visitor. Beth Wisener, Counselor She wi11 begin visiting students' homes as soon as orientation is completed for these students (end of first semester). An Advisory Committee has been formed (see attachment). The first Advisory meeting for the 1991-92 school year was held on October 23, 1991 at 8 a.m. in the G.T.-I/S cl assroom. The brochure for the project is being completed by Debbie Wahl, G/T facilitator, the classroom teacher for the project. A site visit by an evaluator from the University of Kansas is to be done soon. MD :mh Att: 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 i I I I I i I ! I PROJECT PROMISE The U.S. Education Deparimcnt's Office of Educational Research and Improvement has awarded a three-year grant to the University of Arkansas at Little Rock. Funded through the Jacob K. Javit.s Gifted and Talented Students An of 1OS8 Act 1988 (P.L. 100-297), Project Promise directly serves economically disadvantaged gifted and talented students in grades 6, 7. and 8 and their teachers. The University of Arkansas at Little Rock is working in collaboration with the University of Kansas to implement the project in five school districts in Arkansas, three in Kansas, and one in Missouri. The sites represent both rural and urban populations. The. cornerstone of Project Promise is its unique approach to identifying and serving economically disadvantaged gifted and talented students. School programs for the gifted often design curricula for students with rich experiential backgrounds. Then, to addres.s problcm.s of inequity, conscientious educators make extra efforts to identify and place culturally diverse and economically disadvantaged students in these programs. The logic is that the program is designed, then economically disadvantaged students arc sought. Project Promise reverses the order. Economically disadvantaged gifted students arc identified. a community-based program structured to their talcnt,s is implemented, and gifted students from more advantaged circumstances arc also given the opportunity to participate in the program and benefit from it. Project Promise serves 'gifted student.s with a continuum of services embedded in a leadership and career education program. leadership and career development and home-school collaboration.  options will be used\nTwo major types of programming The proposed career development model serves both disadvantaged and more advantaged students. The home-school collaboration component targets disadvantaged gifted student.s with career, college, and life-planning counseling. The key components of Project Promise arc\n1) 2) identification of gifted youth (especially economically disadvantaged). a continuum of integrated community-based services for students based on individual need. 3) provision of curricula, support materials, and inservice training for teachers/ school personnel. 4) dissemination of this model through state educational cooperatives and nationally through the Project Promise Newsletter. The- goals of Project Promise arc\nto influence awareness of future options and to increase educational and occupational goal.s (especially for economically disadvantaged gifted students)\nto increase gifted students' positive \"investment bchayior\"-by encouraging commitment to the school and community and to develop decision-making skills in a realistic context. In addition, it is anticipated that school personnel will increase their skills in identifying traditionally underserved gifted students and in implementing community-based programs for gifted and talented youth. A final goal i.s to examine policy issues related to gifiedness in the context'of the reform movement and the middle school. The cooperative nature of Project Promise will advance collaborative efforts between agencies and across state lines. The capabilities of the State Departments of Education, urban and rural., school districts, educational cooperatives, and the universities will be strengthened by the involvement of the community, business and industry, and social agencies generally untapped by professionals serving the gifted student. Project Director\nDr. Ann Robinson, University of Arkansas at Little Rock, 72204\n(501) 569-3124, Center for Research on Teaching and Learning, 2801 South University Avenue, Little Rock, ARWhat is Future Bobcats? Future Bobcats is a two year leadership program targeted to meet the needs of gifted students, those from impoverished backgrounds. especially The first year-, Future Bobcats will focus on leadership in the schools. During the first semester, students will attend a series of informative sessions in which they will meet and interview various school officials. \"ropes\" of school structure. learning the communication, Leadership skills such as decision-making, and planning will also be the topics of first semester sessions. During the second semester, students will actually analyze an issue within the school and take steps to address the issue, applying their leadership skills and knowledge of the school structure and leaders. The second year. Future Bobcats will follow the same model as the first year, a semester of informative sessions followed by a semester of action taken regarding a specific issue\nhowever, the students will broaden their perspective from the school level and focus on neighborhood/community issues and leaders. Through this program, students will become empowered, and will gain confidence through experience to become lifelong leaders. I PROJECT PROMISE: FUTURE BOBCATS Policy Statement (preliminary) I. Purpose and Goals A. Identifying students interested in and capable of becoming life-long leaders. B. Allowing these students to identify problems and needs within their school and or community to which they might respond. \u0026gt; C. Introducing them to the people and governing structures through which actions might be taken to deal with these issues. D. Nurturing the leadership skills needed to initiate and carry out actions, and E. Helping them become involved in planning and executing practical leadership activities within their school and/or community. II. Sponsor: Debbie L. Wahl, Gifted Specialist Implementing Teacher, Project Promise Dunbar Magnet Junior High III.Advisory Board (sub-committees will be formed) A. Will provide guidance for the program through quarterly meetings. B. Will help publicize the program, C. Will assist in seeking financial support, and D. Will aid in arranging curriculum related activities. TO: THROUGH: FROM: DATE: RE: LITTLE ROCK SCHOOL DISTRICT 810 West Markham - Little Rock, Ar. 72201 HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS 1401 Scott - Little Rock, Ar. 72202 James Jennings, Associate Superintendent of Desegregation 'stelle Matthis, Associate Superintendent of Education Marian Shead, HIPPY Supervisor November 14, 1991 Desegregation Update Concerning the update on desegregation timeline, the following is taking place. * Schedule workshop for parents and aides * Printing of materials and mail outs * Due to start-up implementation of the program, a workshop for parents was not done i,n October. Our annual Book Fair is scheduled for November 26, 1991 which will include an Awareness Workshop on Reading Readiness for parents and aides. Enclosed is a tentative agenda for the workshop. An announcement has been printed and a mail out is in the process of being done.1:00 1:15 1:15 1:30 1:30 2:00 2:00 3:00 6:00 6:30 6:30 7:00 HIPPY BOOK FAIR and AWARENESS WORKSHOP ON READING READINESS November 26, 1991 f Welcome Marian Shead, HIPPY Supervisor Harvest Tea, Browsing,Reading Awareness Panel Available For Parents\nStorytel1ing For Children With Paraprofessionals Storytelling For Children Featuring Mrs. Ethel Ambrose Of The Little Rock Public Library\nPanel On Reading Awareness Avallable For Parents Browsing And Reading Awareness Panel Available\nStorytelling For Children By Paraprofessionals Welcome Marian Shead, HIPPY Supervisor Speaker: Alice Stovall Reading Director 7:00 8:00 Reading Awareness Panel and Storytelling By Mrs. Ethel Ambrose Of Little Rock Public Library^hiii]ijiiii\ni\ni!\ni\n*i bnuufc.\nI HH.,.1 \\\\\\\\ mT\n7l WORKSHOP 'is \\ I I 1 ON ii READING 1 is READINESS 1 i^ : I  At Oup Book Fair! Tuesday, November 26, 1991 1401 Scott Little Rock, AR 72202 See You There! s I.Little Rock School District 1 November 13, 1991 memorandum TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Arma J. Hart, Desegregation Facilitator SUBJECT: NOVEMBER DESEGREGATION UPDATE I ! i implemented a desegregation assist  This checklist is to assisr. in assuring tbp nrincioals. \"\" Z (_ other desegregation reguirements in each of the principals. that the many programs and the settlement plan are being addressed in a timely manner. Monthly Desegregation Meetings and frequent telephone calls, a regular held with the Incentive School The purposes of Along with school visits desegregation meeting is--- Principals on the second Monday of each month, these meetings are: 1. to provide information and problem solving\nneeded for desegregation planning to identify problems or practices that have been schools that impede the quality of observed in the schools that impeae uie and excellence in the schools, and to desegregation seek viable solutions\nto allow principals to bring materials and ideas that are working in share with their colleagues\nrelevant educational their buildings to  - focused on the goals of the incentive schools iSa'iSi. a Set vision^of what is to be acoo.plished\nto stay to be accomplished\n2. 3 . 4. 5. to discuss current literature and research that relates to school improvement. 810 West Markham Street  Little Rock. Arkansas 72201  (501)374-3361Page 2 November 13, 1991 SchsdulGdInsGrvices to Proiuotie the AcadGinic ProQTains The following inservices have been scheduled in the Incentive Schools to ensure that the programs are implemented effectively: 1. Computer Loan Program Portable computers will be available for loan to students in grades 4-6 for use at home. Remediation and enrichment software will be available for home-based learning experiences. Purpose: achievement. The goal is to raise student Date: Place: Monday, November 25, 1991 Board Room Persons Involved: Teachers in grades 4-6 Media and/or Lab Specialist Persons Responsible: Evelyn Soo, Computer Specialist Lucy Lyons, Library Coordinator Dave Kingsella, Data Processing Director This same workshop will be offered to parents of students in grades 4-6 on November 25 and December 9, 1991 at Franklin and Rockefeller Schools, respectively. Students will be trained on the use and care of the. computer by their teachers during the Extended Day, Saturday Program, or at a non instructional period of the day. 2. Science Laboratory Equipment Purpose: To provide a hands-on-approach to teaching science and to improve students' understanding of the concepts. Science labs are available for grades 3-6 in accordance with the desegregation plan. Acquariums with live fish, hamsters, microscopes, a torso of the human body, and other equipment will be accessible. Teachers have received inservice training on how to use the equipment. concepts. an. a torso of thePage 3 November 13, 1991 Date: Place: November 11, 1991 Rockefeller School Persons Involved: Grades 4-6 Persons Responsible: Dennis Glasgow, Science Supervisor 3. Effective School Training Purpose: To explore the research findings on effective school practices with the aim of improving teacher behavior as it relates to planning, managing, and instructing in ways that keep students involved and successfully covering appropriate content. To identify ways that the principal as the instructional leader and the entire staff can make a difference in student achievement. ' Beginning Date: December 2, 1991 \"Overview of Effective Schools Training Model\" Place: Board Room Persons Involved: Person Responsible: Principals, teachers Marvin Zimmerman and Staff Development Department Other dates to be announced at the first meeting 4 . Speakers Bureau Purpose: The Speakers Bureau is an important recruitment committee that will assist in promoting the Incentive Schools with the goal of attracting white parents to help desegregate the schools. Each school will have a Speakers Bureau that will be knowledgeable about programs, staff, and the school community. The members will be available to assist with school tours, help arrange and be involved in meetings in targeted recruitment areas and local school recruitment meetings.Page 4 November 13, 1991 Date: Place: Time: November 25, 1991 Board Room 5:30-5:30 Persons Involved: 3 parents, 3 teachers and principals from each Incentive School Persons Responsible: Dianne Woodruff, Director of Communications Julie Weidower, Parent Recruiter  Parent Meetings Research supports that children have an advantage and do better in schools where their parents continuously support and encourage the school's activities. Mrs. Gill will provide a schedule of the planned parent meetings for this semester. Recruitment Efforts A weekly recruitment meeting is held with representatives from the Communications Department, Student Assignment, the VIPS office, and the Office of Desegregation to develop strategies for marketing the Incentive Schools. Action plans with strategies and timelines are being developed to ensure that a strong marketing plan exists. A collaborative recruitment meeting was held on October 1, 1991 with the administrative staff in Pulaski County Special School District regarding recuitment efforts at Romine Interdistrict School. Another meeting was held in Pulaski County regarding proposed programs and themes for the new Crystal Hill School on November 6, 1991. Ongoing meetings will be held when the need arises to plan cooperatively for the schools. KIDSFAIR Recruitment (Barton Coliseum) Over 500 parents visited the Little Rock School District booth during KIDSFAIR at Barton Coliseum on November 1-3, 1991.Page 5 November 13, 1991 The booth was attractively set up with information about incentive schools' offerings, and students' work was neatly displayed. The art teachers, media specialists and regular classroom teachers did an outstanding job in helping to plan and set up the booth. Flyers and bookmarks with the incentive schools' logo were given to prospective parents, was a bicycle which had been donated for a prize. was awarded to one of the parents that had registered. Also displayed This bicycle The parent recruiters will put the names and addresses of the parents on a database, set up parent meetings or provide appropriate follow up as indicated on the parent sign-up forms. Subject Area Emphasis \u0026gt; To improve student achievement, emphasis will be placed on the quality of programs and effective implementation. To address this issue, the appropriate curriculum and the staff development supervisors at the Instructional Resource Center will help identify the curriculum needs and expand the content areas in: reading, English/language arts, social studies, mathematics, science, foreign language, physical education, health and fine arts. A workshop has already been held for the Spanish teachers in the Incentive Schools. assistance will be provided as needed. Ongoing workshops and/or technicalTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 November 14, 1991 Mr. James Jennings, Associate Superintendent Catherine J. Gill, Coordinator - Incentive School Services Update on Incentive School Services Please find enclosed the requested information.TO: FROM: SUBOECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 13, 1991 Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Commuity Service Catherine J. Gill, Coordinator - Incentive School Servi ces Update on Components of Incentive School Program Parent Workshops have been informative and filled with questions and concerns regarding how parents can help their children to be more successful in reading. The facilitators have come from Staff Development and they were well prepared. Both parents and children are coming to the workshops. Additional parent request are for: 1. 2. 3. Make and Take Workshops Computer Workshops Increase the workshop to a longer period of time. My goal is to get 75% of the parents out for these workshops and to help make the Parent Centers more functional. Page 9 of the Desegregation Plan //3 states, 'we whould help children develop self-esteem by increasing the number of caring, nurturing adults who interact with them'. A class of fifteen students from Arkansas Baptist College are working very well with Rightsell Incentive School, their class would like to become teachers. Many of the students in They are working with students one-on-one to help with self esteem and reading to students. Seven other students are working as their schedules permit. Mentori ng Program Orientation for the mentoring program will be held on Tuesday, November 19th at 6:00 and again on Saturday, November 23rd at 10:00 a.m. at Rockefeller School. The agenda for Tuesday, November 19th consist of: Orientation Issues of Confidentiality Typical Life of a Student Main Address The Importance of Role Models Question and Answer Period More than 115 people have been invited to this meeting.Mr. James Jennings, Associate Superintendent November 13, 1991 Page 2 Boy Scouts/Gi\"1 Scouts All registered Boy Scouts in the Incentive Schools will receive free T-Shirts from the Quapaw area council, are the District Executives. Terry Sharp and Kelly Jenkins Ouachita Girl Scout Council, in conjunction with the Little Rock School District, has organized Girl Scout troops in all seven Incentive Schools as an integral part of the District's extended day program. Approximately 150 girls in 1st through 6th grades are nov/ registered Girl Scouts through this.program. Their troops conduct meetings on a regular basis after school\nand the girls are eligible to participate in all aspects of Girl Scouting, including badge work and summer camp. Troop leaders are teachers involved in the extended day program. Some are current or former Girl Scout members, some are not. However, all are excited about their involvement in the school troops. PTA Presidents All Incentive School PTA Presidents will be invited to a meeting on December 7th to discuss membership, attendance and a parent seminar. The Art work displayed in the Board Room is representative of al 1 our Incentive Schools. Various mediums are used. Children from one Incentive School were involved in a demonstration at Park Plaza Mall on 11/8/91. the Literacy Council. The demonstration was sponsored byNovember 1, 1991 TO: FROM: Mr. James Jennings, Associate Superintendent Lionel Ward, Principal - Romine Interdistrict School SUBJECT: 1991-92 Marketing Approaches The following represent activities we are inclined to use toward recruitment and marketing. We think that each will be effective. * Use special occasions and monthly communiques to report school effectiveness\n* Hold meetings on campus to discuss school effectiveness\n* Hold meetings off-campus to discuss school effectiveness\nConduct in-classroom/building tours, thanks for expressed interests\nFollow up such contacts with personal Have well-established and published promotional pieces including bumperstickers, fliers, pamphlets and more\nSet goals and develop consensus around prioritized items through a comittee of parents, teachers and other staff\n* Have a computer camp by grade level to build technological awareness in prospective parents and students, and finally. * Create school conditions that prospective parents will find attractive. Thank you for your assistance and cooperation. LW/lw cc: Mrs. Estelle Matthis, Associate Superintendent Mrs. Margaret Gremillion, Assistant Superintendent SLIP SHEET FOR REGULAR BOARD MEETING ON 3/28/91 p' LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 March 28, 1991 TO: LRSD Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH\n0^1 Dr. Ruth Steele, Superintendent of Schools |4c Dr. Herb Cleek, Deputy Superintendent SUBJECT: Update on Desegregation Early Childhood Education According to the settlement plan, all incentive schools will have a four-year-old program. Plans are underway to add a four-year-old class at Mitchell and Rightsell. These construction projects were approved by the court on March 21, 1991. Incentive Schools The Biracial Advisory Committee recently completed another monitoring visit to the incentive schools. All principals will be asked to respond to concerns identified in the monitoring reports. The next monitoring visit will occur after the administration of the MAT-6 test. The Semi-Annual Monitoring Report was submitted to the Office of Desegregation Monitoring on March 1, 1991. New Interdistrict Schools The administration is continuing to work on long-range plans for two new schools in the 1-630 Corridor. Three of the sites referred to in the February update on desegregation seem to have the greatest potential for accommodating our needs. 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. Presently, we have proposed two possibilities for locating a school on the Philander Smith campus, and the President of Philander seems to prefer a two-story building located between 12th and 13th Streets on the west side of the campus (Chester Street). The District is considering the idea of placing intermediate students (grades 4-6) at the Philander Smith site, if approved, and placing pre-kindergarten through 3rd grade at the old West Side site (14th and Marshall Streets). The placement of the younger students at the old West Side site will enhance the Update on Desegregation page two proposed partnership between the District and the Arkansas Children's Hospital. Philander's teacher education training program will serve both sites. All of these ideas are still under exploration by the administration and the respective parties. The administration is also exploring the possibility of building a new school at the current site of Stephens School. 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 next few weeks will be used to develop final proposals for the new interdistrict schools. Plan Modifications Proposals for plan modifications will be shared with all of the parties. According to the December 12 order from the Eighth Circuit Court of Appeals, it may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. partie should be able to agree as to whether any such The adjustments are necessary, and, if so, what they should be. t1 A considerable amount of work has been devoted to this effort. Each change, whether an addition or deletion, is highlighted for easy identification. Also, each edit page (page with changes highlighted) is accompanied by a clean copy that incorporates all of the changes. near future to review all changes. The parties will meet in the Recruitment The parent recruiters are currently involved in conducting building tours for prospective four-year-old parents. Tentative plans have been developed to conduct recruitment activities in the office complexes throughout the 1-630 Corridor. These activities will focus on recruitment to Woodruff School, the Incentive Schools, and other schools that are difficult to desegregate. The District will proceed with the development and completion of a marketing plan for the incentive schools. Recruitment plans will be shared with the respective building principals immediately after spring break.Update on Desegregation page three Romine Interdistrict School According to the settlement plan, Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to LRSD will also be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A survey has been developed to send to LRSD parents in the Romine area and PCSSD parents in the Baker School area. The Pulaski County Special School District Office of Desegregation has approved the survey. determine a specialty theme for Romine. The purpose of the survey is to The survey will be sent home by the students at both schools after spring break. Student Assignments Final assignment letters will be mailed to all parents on April 8. This includes kindergarten and new students who pre- registered by March 8. Desegregation transfer applications for secondary schools will be accepted during the period of April 8-19. Summer Learning Program The Summer Learning Program provides remediation in the areas of reading and math for secondary students participating in the Summer Youth Employment Training Program. The Summer Learning Program is sponsored by the City of Little Rock's Job Training Partnership Act (JTPA) Program. Students who need remediation attend school for half of a day and work half of a day. Planning is underway to begin this program shortly after the end of school. The Offices of Desegregation and Planning, Research and Evaluation have held several meetings with the JTPA Office to prepare for implementation. The administration is in the process of selecting a school site for the program. The program will last for six weeks.SLIP SHEET FOR REGULAR BOARD MEETING ON 3/28/91 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANS TO: Mai'ch 27 , Board of Directors 1991 FROM: \\^Herb Cleek, Deputy Superintendent 3^ THROUGH: Ruth S. Steele, Superintendent of Schools SUBJECT: PERSONNEL ACTION\nASSISTANT SUPERINTENDENT It is recommended that 1 Superintendent with an Dr. Angela Sewall be employed as Assistant effective date of Aoril Dr. April 1, 1991. Sewall will continue her present duties in addi ion to worki with secondary schools on daily operations and .. _ _ _ ______1 .-X: IQQn-QI c\nr-H rhr 1 school improvement matters for the remainder of the 1990-91 school year. The salary for Assistant Superintendent car allowance. is $53,000 per year plusRESUME' ANGELA MAYNARD SEWALL EDUCATION A.B. - 1968 St. Mary's College, Notre Dame, Indiana Major: Political Science and Philosophy M.A. - 1970 St. Louis University, St. Louis, Missouri Major: International Law Educ. Spec. 1986 University of Arkansas, Fayetteville, AR Major: Educational Administration Ed.D. - 1990 University of Arkansas, Fayetteville, AR Major: Educational Administration PROFESSIONAL EXPERIENCE 1990 - present Special Assistant for Accountability and Alternative Learning Programs 1989-90 Sabbatical Leave 1986-89 Associate Superintendent for Schools 1983-86 Principal - Henderson Junior High School 1983-86 Principal - Hall Senior High School 1982-83 Assistant Principal - Hall Senior High School 1978-82 Administrative Assistant for Student Services - Hall High School 1971-78 Teacher of Social Studies - Hall High School Department Chairman (1973-78)SLIP SHEET TO MARCH 28 BOARD MEETING LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS March 28, 1991 To: Board of Directors From: Through: Subject: Herb Cleek, Deputy Superintendent Ruth S. Steele, Superintendent Report on Community School Budget Mala Daggett, Community School Director, has informed me that the current budget is adequate to support activities The that have been approved through June 30, 1991. Community School Advisory Council will present a proposed budget for programs that will be scheduled for the first part of the 1991-92 school year at the June, 1991 Board Meeting.SLIP SHEET FOR REGULAR MEETING ON MARCH 28, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS March 28, 1991 TO: Board of Directors FROM\nEstelle Matthis, Associate Superintendent for Educational Programs and Staff Development THROUGH: Ruth S. Steele, Superintendent of Schools SUBJECT\nReview of Secondary Music Multicultural Resource Reference Guide The committee met several times to review the task assigned to us by the Board of Directors. A survey instrument to gather information from secondary music teachers regarding the effectiveness of the Secondary Music Multicultural Resource Reference Guide was developed by the committee. The survey forms were sent to all thirty-three (33) secondary music teachers. Twenty-two (22) survey forms were returned by our teachers. We have reviewed and sumonarized the results of the survey forms that were returned to my office. SURVEY RESULTS SURVEY SECONDARY PTUSIC MULTICULTURAL RESOURCE REFERENCE GUIDE Directions\nrhe After reading each statement, about response .he specific that most closely reflects circle the letter or subject area multicultural your experience/opinion resource named at the top of additional comments in the end of the survey. this page. You are also guide encouraged to make the space provided after each item and at 1. I have used the econdary Music Multicultural Resource Reference Guide while teaching music this year. A= to a great extent B= somewhat C= not at all 2 - 9% 16 - 69% 5 - 22% Comments: .see..,atUchgjd, 2. The multicultural guide for music has enriched the music curriculum. A= strongly agree B= agree C= disagree 4 - 19% 8 - 36% 8 - 36% strongly disagree 9% D = 2 - Comments: see attached 3. My students have various a greater appreciation and awareness of racial, cultural, and ethnic groups as result of my using the multicultural guide for music. A= strongly agree B= agree C= disagree D= strongly disagree 1 - 5% 10 - 45% 10 - 45% 1 - 5% Comments: see attached 4. Basic skills are an integral part of the multicultural guide for music. A= strongly agree B= agree C= disagree D= strongly disagree 5 - 24% 6 - 29% 8 - 38% 2 - 9%5. -1- Comments: see attached My principal has discussed the importance secondary music multicultural resource guide of using the during the school year. A= to a great extent B= briefly C= not at all 1 - 5% 11 - 52% 9 - 43% Comments: see attached My principal materials has been helpful in assisting me that have multicultural guide for music. .requested to in securing implemen the A= yes B= C = no I have not requesred/needed assistance 6 - 29% 2 - 9% 13 - 62% Comments\nsee attached The music imple.menta' supervisor ion or tne is needed to assist me in the Reference Guide. Secondary Music Multicultural Resource Comments: .4 = B= C yes no I have not requested/needed assistance see attached 10 - 44% 6 - 26% 7 - 30% 6. 7 . 8 . I I have attended an inservice session(s) in music his school year sponsored by the LRSD and other music organizations. A= 4 or more B= 2-3 C= 1 D= none 9 - 40% 5 - 23% 5 - 23% 3-14% Comments: see attached 9. The multicultural materials in Multicultural Resource Reference the Guide Secondary are Music useful in implementing the music curriculum. A= to a great extent B= somewhat 7 - 30% 9 - 40%-3- C= not at all 7 - 30% Comments: see attached Additional comments: see attachedCOMMENTS FROM SURVEY 1. Historical overview is very useful in introducing different styles of music. For suggested literature Don't have one. The information in the \"guide\" is helpful not only multi culturally but also internationally. 2. This \"guide\" has shown me where to look for other materials used in my classroom. I could have found the information in a comprehensive choral catalog. It is a valuable tool for quick reference. It can if it will be used by the music teachers as a resource guide. Teaching of basic music skills needs to be first priority... Students in this district do not know skills at high school level. 3. Mostly covered the Afro-American and European-American. We were already doing this. I have some students who can explain the different musical characteristics of the various countries mentioned in the \"guide.\" 4. Basic skills are not related except to explain the characteristics of performance practice of a particular piece of music. Basic skills are incorporated\nhowever other materials used in piano as basis. Dr. high level people need to be held accountable to students learning basic music skills. 5. The use of a muTticultural approach and guides has been stressed in faculty meetings\nnot on an individual basis. I actually discussed this with her explaining my leasson plans and the use of the \"guide. II 6. I have received materials ordered from MENC that go along with their guide as well as ours. I have used my personal recordings to demonstrate music from different parts of the world.COMMENTS FROM SURVEY (continued) I am not aware of any special money designated for this purpose. My vice-principal has been very helpful - we have discussed the guide and she has given me some materials. Seems to be concerned with public perception of this school. 7. What supervisor?? We need a full-time supervisor that will be a champion for our causes. A music supervisor is the key element in the success of this program. Music supervisor is needed to see that there is a consistent application of all curriculum guides and objectives. Could be very helpful. The music supervisor is greatly needed for the overall implementation of this program. This is not my reason for wanting a competent music supervisor. Without a supervisor there is no continuity. YES! We need a supervisor or someone who is familiar with the guide to show us all how to use it. I'm afraid we have some teachers who are not using it for this reason. 8. Pre-school workshop, AMEA in Oct., Chorister's Guild in Dallas in Dan. State convention and LRSD workshop\n.grad, school summer. I've attended two days at the All State Convention, AMEA meetings, and before school inservice. Pre-school conferences, AEA (AMEA) Convention in October, and the All-State Choir, Band, and Orchestra Convention. None were given by LRSD in music, which is horrible. in professional organizations go to other sessions, not active do not. Teachers that are active Those that are What music inservice has been offered? I was not notified.COMMENTS FROM SURVEY (continued) 9. What text? Multicultural materials are greatly needed in our district. A valuable instrument in implementing the music curriculum. I worked to develop it but after we lost our supervisor nothing else was said. Additional Comments: If the school district requires us all to teach multiculturally, then this \"guide\" is the best instrument we have to follow. not necessarily for students. It is, however, a guide for teacher use It is patterned somewhat after the MENC Multicultural Resource Guide, and there is probably none anywhere that can top the guide we developed. It's too bad we don't have teachers who seem to have an interest in presenting the information found in this guide to their students. I have used other materials and introduced music that helps my students to understand the multicultural differences. Spiritual which is based on a Negro spiritual. Our contest piece featured a piece called As a choir director, I have always made a point of including music of various cultures and periods in my annual curriculum, program. The multi-cultural guide is not necessary in my One of the main reasons for the decline of music in LRPS is our obsession with teaching other things than quality music. I would like to see added to this guide a listing on choral works, their difficulty level, and publisher information so that they could be efficiently added to the choral classroom and performance. We need staff development activities for music teachers in the district. The music teachers need activities geared to teaching the curriculum or how to teach the curriculum. I don't see the need for a multicultural music resource when we have so many other problems in the music program (low enrollment, students having only one elective to choose from, lack of money, poor equipment). I also don't have the time to teach what I need to teach in the area that I'm in now because of class scheduling and low enrollment. I don't understand how we're suppose to use the secondary music multicultural resource reference guide. It never has been fully explained to me. Is it a state requirement,or a district requirement? Are we free to use it or not use it as we like? Is it suppose to be a part of our curriculum guide for music? why not combine them? Are we suppose to use two curriculum guides for the same If so. course? I'm confused and dismayed!COMMENTS FROM SURVEY (continued) The guide looks good and could be a help but the LRSD has more serious problems in the music area. The quality of teaching\nneeds to be looked at. and All-State levels, the LRSD is getting blown away. At the region I feel that the staff that is at this school is not being used for the benefit of the LRSD, or in their best interests. The LRSD seems to be more concerned with black/white counts, tax money and how it is spent, school board retreats, policy, and all the forms that we're asked to submit at all times. I wish the school board and downtown administration would get back to what we're here for  teaching kids. This is not a black/white issue with me. color! I teach all kids regardless of their size, shape, or It seems to me that the LRSD could do better if they would listen to those of us that are in the \"trenches.\" If any one of us speaks out we are not listened to or tol to keep quiet, or are given a position of greater importance to smooth things over. The LRSD spent a lot of money having a curriculum audit and it seems to me that it was ignored. If there is anything negative, the LRSD ignores or forgets about it. It is put on the back burner so to speak. With the LRSD being the largest and best paid district in the state, it appears to me that we should have one of the best, if not the best music program\naround. to instead of down upon. It could be something the rest of the state could look u Wake up and smell the coffeee!FOR SUSPENSION OF RULES AT REGULAR BOARD MEETING ON MARCH 28, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MhhKH'.M STREET LITTLE ROCK, ARKANSAS TO: March 28, Board of Directors 1991 FROM\nEstelle Matthis, Associate Superintendent for Educational Programs and Staff Development q THROUGH\nVRuth S. Steele, Superintendent of chools q SUBJECT: Vocational Course Offerings 1991-9 submit Approval was given during our February board meeting to applications to the State Vocational Education Department for funding for computer science and computer literacy programs at Although approval of these proposals is our junior high schools. ----  not anticipated until late May or early June, we are requesting your approval to offer these courses for the following reasons. 1. Jim Miller, Director of Vocational Education, has advised us that conversion of these courses (Computer Literacy and Computer Science) can be made without state funding. State approval will allow the district to offer a more effective program with additional equipment and materials. Students will also be able to use this course to meet their vocational credit for graduation. 2 . Scheduling of classes for the 1991-92 school yeax\" will begin in April and a list of course offerings must be available no later than April 8, 1991. 3. Mr. Miller has recently polled our computer teachers to determine their willingness to secure the necessary training to meet state certification requirements. Our latest polls indicate a willingness on the part of our teachers to secure the required training.We recommend your approval to delete Computer Literacy and Computer Science from the ninth grade course offerings list and add the following course offerings foi' the 1991-92 school year: Computer Technology: Int\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_408","title":"Directories","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":["1990/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Teachers","School administrators","School management and organization"],"dcterms_title":["Directories"],"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/408"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["directories"],"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\nDirectories for administrative offices, school board members, schools and principles\nLRSD Central Offices All Plexar Stations (228, 324, 455, 570, 671) can be called by dialing the last four-digit extension. For information call 324-2000. LOCATIONS LRSD Adminiatratlon Building 810 W. Markham, 72201 Administration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Center 800 Appeison St, 72202 Cafeterta/Food Services 1501 Jones, 72202 Instructiottal Resource Center (IRC) 3805 W. 12th, 72204 Computer Central English Foreign Languages Math PAC Music Reading Science Social Studies Staff Development Metropolitan Vo-Tech. Ed. Ctr. 7701 Scott Hamilton Road, 72209 Plant Services/Malntenance 3601 S. Bryant, 72204 Purchasing 1800 E. Sixth, 72202 Safety and Security 1001 E 21 St., 72202 Student Assignment Offices 501 Sherman, 72202 Transportation Dept. 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 324-2000 324-2000 324-2260 324-2370 324-2250 671-6326 671-6315 671-6313 671-6313 671-6320 671-6325 671-6305 671-6326 671-6318 671-6311 671-6300 565-8465 570-4020 324-2230 324-2400 324-2272 570-4000 324-2426 DEPARTMENTS Adult Education Paulette Martin, Director Accountability/Altemative Learning Dr. Angela Sewall, Special Aaslstant Athletic Department Business Ed/Home Economics CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Dianne G. Woodrulf, Director 324-2260 324-2017 324-2426, 324-2018 568-5785 324-2395 324-2250 324-2020 Community Education Mala Daggett, Director Computer/Data Processing David Klngsella, Director Desegregation James Jennings, Assoc. SupL Early Childhood Education (Rockefeller, Lillie Carter, Asst Prin.) Educational Programs/Staff Development Estelle Matthis, Assoc. Supt Margaret Gremilllon, Asst SupL Lsrry S. Robertson, Asst. SupL English/Forsign Language Gene Parker, Supervisor Exceptional Childran GIfted/Talented Mable Donaldson, Supervisor Special Education Dr. Patty Kohler, Director Family Life Educatlon/New Futures Rene Carson, Coordinator Federal Programs Dr. J.J. Lacey, Jr., Director Rnanclal Services Mark Mllhollen, Controller Health Services Gwen Efird, RN, Coordinator HIPPY Marian Shead, Supervisor Human Resources Lynda White, Director Robert Robinson, Recruiting Coordinator Instructional Resources Center Dr. Mary Mosley, Director Incentive Schools Pat Price, Coordinator Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Specialist Ubrary/lnstrucUonal Tech Lucy Lyon, Coordinator Mathematics Dianne Wood, Supervisor Music/Fine Aris New Futures Linda Young, Liaison Parent Advisory Council Annie Abrams, Coordinator Parent Recruiters Partners in Education Debbie Milam, Coordinator 570-4149 324-2055 324-2272 324-2389 324-2011 324-2006 324-2007 671-6313 324-2194 324-2180 671-6318 324-2110 324-2078 324-2161 (beapar)569-0244 324-2266 324-2080 324-2086 671-6326 324-2015 324-2083 569-8485 324-2116 671-6377 671-6320 671-6305 324-2112 671-6325 324-2285, 324-2286 324-2290Planning, Research and Evaluation Sterling Ingram, Director Plant Serviees/Malntertance Doug Kendall, Director Pufrii Services Jo Evelyn Elston, Director Purchasing Department Charles Neal, Director Reading Dr. Mary Mosley, Director Safety and Security Bill Bamhouse, Director Science Dennis Glasgow, Supervisor Scott Field Social Studies Marie A. McNeal, Supervisor Staff Development Marvin Zimmerman, Director Leon Adams, Specialist Mary Jo Horton, Specialist Sue V/alls, Specialist 324*2120 570-4020 324-2162 324-2230 671-6326 324-2400 671-6318 671-6299 671-6311 671-6300 671-6312 671-6305 671-6300 671-6300 Student Assignment Office Student Hearing Rudolph Howard, Officer Substitute Office (SOS), Sue Rodgers, Coordinator Student Records Superintendent's Office Dr. Ruth S. Steele, SupL Dr. Herb Cleek, Deputy SupL Supply Center Leonard Willis, Manager Support Services EM. \"Chip \" Jones, Manager Trade/lndustriol Ed. Richard WrIghL Supervisor Transportation DepL Richard Johnson, Director Vocetlonal/Tech. Ed. Center James Millar, Director Vo-Tech Print Shop Terry Kirkpatrick, Manager Volunteers In Public Schools (VIPS) Debbie Milam, Coordinator 324-2272 324-2169 324-2091 324-2129 324-2100 324-2012 324-2010 324-2237 324-2009 $66-5785 570-4000 565-0524 565-2879 324-2290 Administrative Staff Abrams, Annie, PAC Coordinator.................. Adams, Leon, Staff Dev. Specialist................ Adams, Polly, Voc. Ed. Secy Adams, Wayrw, Facll. Coor. Akbar, B.J., Trans. Dispatch Allen, Malinda, Math.......... Allen, Martha, Voc. Ed. Coun........................... Allison, Linda, HIPPY Aide ............................. Anderson, John, Cust. Supv............................ Armstead, VIcM, Community Education....... Armstrong, Ramona, Labor Relations Secy. Armstrong, Shelia, Food Serv. Relmb. Coor. Aycox, Carutha, Federal Programs............... Baier, Keith, Trans. Meeh................................ Barksdale, Diane, Nutrition Ed. Coor............. Barnes, Kenneth, IRC Aide.............................. Barnhouse, Bill, SafetyZSecurity Director .... Bates, Herron, Custodial Supv....... Beard, Ken, FS Main. Tech............... Bennett,Pauline, Human Resources Secy. .. Bennett, Tammy, Plant Services Secy............ Benton, Belle, Pupil Serv. Secy....... Berkey, Randy, Psychological Examiner..... ....671-6325 ...671-6305 ...565-0524 ...570-4020 ...570-4012 ...671-6320 ...565-8465 ....324-2266 ....570-4024 ....570-4149 ....324-2116 ....324-2250 ....324-2110 ....570-400$ ....324-2250 ....671-6326 ...324-2400 ...570-4024 ...324-2250 ...324-2089 ...570-4026 ...324-2160 ....324-2192 Blagg, Lynn. English/For. LangTSoc. Stud. Secy......671-6310 Bledsoe, Emma, Admin. Custodian....... Bonds, Michelle, Switchboard Oper....... Boykin, Jackie, Food Ser. Director ....... BranL Dennis, Computers Spec............. Bray, Shirley, Fin. Serv........ Brewer, Jerry, Trans. Meeh...................... Brock, Dorothy, Fsm. Llfe/New Futures Brooks, Sharon, Eval. Spec................... .324-2030 324-2000 324-2250 671-6315 324-2071 570-4005 671-6318 .324-2127 Brown, Unda, Drug. Abuse Prev. Coor................ Brown, Willie, Adm. Bldg. Mgr.............................. Browning, Benita, Fin. Serv. ..... Campbell, Sharon, Purchasing. Caraway, Gwen, Purchasing.... Carpenter, Sharon, Deseg......... Carson, Rene, Family Ufe Coordinator.............. Carter, Ullle, Early Childhood Rockefeller........ Carter, Oulda, Athletics Secy.... Cash, Willard, Trans. Meeh........ Chapman, Susan, Sp. Ed. Supv. CBI .................. Claypool, RuUt, Fin. Services ... Cleek, Herb, Deputy Superintendent.................. Cole, Troy, Parent Recruiter.... Connolly, RoberL Data Processing .................... Cooper, Floyd, Trans. Supv....... Corker, Sue, Reading................ Cox, Tanya, Rn. Serv.................. Crafton, Janet, Dropout PrevJRecovery Coord. Cranford, Joan, Rn. Serv. ........ Crawford, Pam, Computers Spec......................... Daggett, Mala, Community Education Director Davis, Betty, Eval. Spec. ........... Davis, Johnnie, Trans. Meeh. ... Dean, Regina, KLRE/KUAR Manager ................ DeVore, Dana. Trans. Supervisor........................ Driver, Juanita, Fin. Serv....................................... Donaldson, Mabie, GIfted/Taiented Supervisor Dudley, Terry, Construebon Manager................ Dunbar, Ethel, Eval. Spec. ................................... Eagles, Carletta, Food Serv. Whs......................... Eans, Bonnie, Computer Specialist.................... 324-2164 324-2030 324-2069 324-2230 324-2230 324-2287 671-6318 324-2389 324-2426 570-4005 324-2176 324-2075 324-2010 324-2286 324-2055 570-4004 671-6326 324-2077 324-2265 324-2068 671-6315 570-4149 324-2126 570-4005 569-8485 570-4008 324-2076 324-2197 570-4026 324-2123 324-2257 671-6315 Edmondson, Penny, Plant Services Secy................ Edwards, Diane, Student Records.......................... Efird, Gwen, Health Serv. Coordinator.................. Ellis, Archie, Trans. Supv..................... Elston, Jo Evelyn, Pupil Services Director........... Eubanks, Gali, Purch. Supv................. Fairfax, Harrison, Cust Supv................................... Fells, Cedric, Trans. Meeh........................................ Ferguson, Anne, Fam. Llfe/New Futures.............. Forbes, Betty Jean, Staff Asst.................................. Ford, Glenn, FS Computer Program Specialist.... Fry, Ben, KLRE/KUAR FM Fulmer, Angie, Deseg.............. Fulmer, Lena, Sp. Ed. Supv.... Furrer, Jean, Food Serv. Supv Gadberry, Brady, Labor Relations Specialist........ Gardner, Gayle, Math Secy.... Gentry, Ruthie, Deseg. Secy.. Glasgow, Dennis, Science Supervisor .................. Glenn, Randall, Special Ed. .. Goetschlus, Carol, Family Ufe/New Futures........ Goza, Jean, Flitanclal Services............................. Grable, Hazel, FS Bookkeepei Graves, Barbara, Sp. Ed......... Green, Dorothy, Planning/Eval. Secy.................... Gremlllion, Margaret Assist Superintendent..... Griffin, Beverly, Ranning/Eval. Secy................... Griffin, Robert Supply Center Asst Mgr............ Gross, Mary Bea, KLRE/KUAR FM .... Hackler, Joan, Computer Specialist .. Hamilton, Deborah, Trans. DIsp......... Handley, Marcy, SOS Asst. Coord..... Hayes, Steve, Maint. Supv................................. Haygood, Angells, Special Ed. Secy...................... Harper, David, Data Processing...................... Harper-Brooks, Unda, Sp. Ed. Secy................ Hearne, Millicant PIE........... Heggs, Ursella, PAC Secy...... Herndon, Sherry, Reading Secy............................. Hill, Brenda, HIPPY Coordinator ........................... Hill, Claudette, Psy. Test Secy.............................. Hilton, Betty, Food Serv. Supv................................ Hobby, Dr. Selma, Eval. Spec................................. Hodges, Leia, VIPS ............... Honorable, Maggie, Human Resources ............... Horton, Mary Jo, Staff Dev. Specialist Howard, Rudolph, Student Hearing Officer......... Huddle, Mary, Gifted Secretary............................. Hudson, Valerie, VIPS........................ Huffman. Kris, IRC.............................. Kughett Carol, Exec. Asst. Support Services .... Ingram, Sterling, Planning, Res. \u0026amp; Eval. Director Jack, Lynda, Div. Exceptlortal Children................. Jacks, Brenda, HIPPY Secy..................................... Jackson, Chuck, Administration Printer.............. Jackson, Debbie, Data Proc. Secy.................. Jackson, Roy, Cust. Supv. ... Jackson, Pearline, Reading . Jacobs, Joyce, Sp. Ed. Secy. Jeffrey, Bonnie, Div. Exceptional Children.......... Jennings, James, Assoc. Supt. Desegregation ... Johnson, Jerry, Construction Manager............... .570-4020 324-2129 324-2161 570-4001 324-2162 .324-2234 .570-4024 .570-4005 .671-6318 324-2100 324-2250 569-8485 \u0026gt;24-2287 \u0026gt;24-2172 \u0026gt;24-2250 \u0026gt;24-2117 671-6320 \u0026gt;24-2272 671-6318 \u0026gt;24-2191 ..671-6318 324-2074 324-2250 324-2189 324-2120 .324-2006 324-2124 324-2237 569-8485 671-6315 570-4012 324-2090 570-4020 324-2184 324-2062 324-2181 324-2294 671-6325 ..671-6326 ..324-2266 324-2186 324-2250 ..324-2128 324-2291 324-2081 671-6300 324-2170 ..324-2194 324-2292 671-6326 324-2009 ..324-2124 ...324-2179 ...324-2266 324-2031 324-205$ $70-4024 671-6326 324-2180 ...324-2182 ...324-2272 ...570-4026 Johnson, Mickey, FS Driver................................... Johnson, Richard, Transportation Director......... Jones, E. M. \"Chip*', Sup. Serv. Manager............... Jones, RHa, Hurrun Resources Secy..................... Jones, Linda, Schools Secy.................................... Jones, Robert, Safety and Security....................... Jordan, Trey, Trans. Meeh Joyce, Usa, Reading Secy Kelly, Doris, Ins. Tech/Ub. Secy............................ Kendall, Doug, Plant SerJMalnt. Director........... Kiilsgaard, Sharon, Staff Dev. Secy....................... Kilpatrick, Willie, Math.... Kingsella, David, Data Proc. Director................... Knox, John, Food Serv. Warehouse Mgr............... Kohler, Patty, Special Ed. Director ....................... Korte, Paula ................................ Kumpuris, PaL Exec. Asst, to SupL....................... Lacey, J. J., Federal Programs Director............... Land, Kitty, Transportation Secretary.................. Uneoln, Betty, Computer Spec. . Logan, Kelli, Division of Exceptional Children.... Loudermilk, Terry, Trans. Mechanic.................... Lucker, Uz, Incentive Schools.............................. Lyon, Lucy, Ubrary Good McCraw, Helen, Data Proc...................................... McIntyre, Nina, Pay. Exam...................................... McMullen, UHe, Pay. Exam..................................... McNeal, Marie A., Soc. Studies Supervisor........ Martin, Paulette, Adult Education Director.......... Masterson, Marilyn, Mgr. Trainee........................ Matson, Lee Ann, VIPS . Matthis, EsteRe, Assoc. Supt Milam, Debbie, VIPS Coordinator Milam, Judy, Reading ... Mllhollen, Mark, Controller .............. Miller, Brenda, Deseg. Secy..................... Miller, James, VocJTech. Education Director .... Montgomery, Brad, Safety and Security Moore, Avis, KLRE/KUAR FM ............... Moore, Cathine, CARE Coor.................................. Moore, Muriel, Scl. Secy............ Morgan, Nancy, Data Proc........ Mosley, Mary, IROReadlng Director .................. Mounton, Velina, Dats Proc. Operations Mgr...... Murrsy, Fran, Purchasing........................ Myers, Nona, Pay. Test Secy.................. Nagel, Peg, Fin. Serv................................. Neal, Charles, Purchasing Director....... Newbum, Unda, Transp. Dats Entry Operator.... Nichols, Joyce, Homebound Teacher .... Norris, Margaret, Homebound Teacher .............. Norton, Faye, CARE................... OBaugh, Randy, Asst. Warehouse Mgr.............. Odle. Vicki, Psy. Test Secy..................................... Painter, Brownyn, Special Ed. .. Parker, Gerte, Engllsh/Foreign Language Supv. Paul, Annita C., Fam. Ufe/New Future............... Payne, John, Cust Supv............ Pederson, Sue, Exec. Asst. Deseg......................... Phillips, Don, Trans. Dispatcher Price, Pat incentive Schools Coordinator......... Porter, Diann, Psy. Exam........... .324-2257 .570-4000 .324-2009 .324-2082 \u0026gt;24-2016 \u0026gt;24-2400 570-4005 .671-6326 671-6377 570-4020 571-6300 671-6320 .324-2055 324-2257 \u0026gt;24-2190 \u0026gt;24-2193 \u0026gt;24-2012 \u0026gt;24-2110 570-4000 671-631$ ..324-2193 ..$70-400$ ..324-2014 ..671-6377 324-2059 \u0026gt;24-2173 \u0026gt;24-2171 ..671-6311 \u0026gt;24-2260 \u0026gt;24-2250 \u0026gt;24-2295 \u0026gt;24-2011 \u0026gt;24-2297 671-6326 324-2078 ..324-2272 ..565-0524 ..324-2400 ..569-848$ ..324-239$ ..671-6318 }24-20$7 ..671-6326 \u0026gt;24-2064 \u0026gt;24-2230 \u0026gt;24-2178 \u0026gt;24-2065 ..324-2235 570-4000 ...324-2180 324-2180 ...324-2395 ...324-2257 ...324-2185 ...324-2175 ...671-6313 ...671-6318 570-4024 324-2272 570-4013 324-2015 324-2174Putt, Paulette, Voc. Ed.......................................... Quattlebaum, Larry, Pay. Exam........................... Rather, Becky, Student Assignment................. Rector, Janet, Plant Serv. Secy Reeves, Sharon, Parts Clerk .. ReiMUd, Nan Q.. Data Proc..... Reynolds, Jsniee, Fin. Services......................... RIchsrdson, Jacquiine, HIPPY Coor.... RIdgell, Shirley, Human Resources, Secy......... Robertson, Larry S., Assistant Superintendent Robinson, Bettye, Trans, Supv Robinson, Robert, Teacher Recruitment Coor. Rodgers, Frances, Student Hearing Secy......... Rodgers, Norma, Exec. Asst. Adm..................... Rodgers, Sus, SOS Coor....... Rogers, Martha, CARE Supenrtsor................... Rollins, Robert, IRC Aide...... Roper, Annette, HIPPY Coor.. Rose, Shyrel, Sp. Ed............... Ruffins, John, Data Processirtg........................ Rynders, Diane, Coor, Gifted. Sanders, Jacqueline, Data Entry Coor............. Sanders, Lynette, Financial Serv....................... Saults, Chuck, KLRE/KUAR FM Schult, Shala, Fam. Ufa/ New Futures............ Scoggins, Leola, Math ...................................... Sellers, Richard, FS Supv. Mgr Sewall, Angela, Special Assistant..................... Shead, Marian, HIPPY Supervisor..................... Shepherd, Martha, FS Trainee........................... Smith, Etwanda, Plant Serv. Secy...................... Smith, Gary, Sp. Ed. CBI........ Smiti), Jewel, Custodian Annex ................... Smith, Linda, Exec. AssL Admin......................... Smith, Mary, Safety/Securlty Secy.................... Smith, Or. Paul, Eval. Spec. ... Smith, Paula, Math ....................................... Smith, Vernon, Const. Mgr. ... Soo, Evelyn, Computer Spec. Spinelli, Gretchen, Purchasing ......................... Spurgeon, Helen, Pupil Serv. Secy................... Stane, Jeanie, Insurance Secy........................... Stearns, David, Traits. Meeh. Steele, Ruth S., Superintendent ....................... Steelman, Mary Lynn, Sp. Ed. Speech Coor.... Stephens, Rose, Food Serv. Secy..................... Story, Wallace, Psy. Exam..... Streett, Barbara w.^...........^.... Sutton, Anna, FS Secy. .............................. Sutton, Jamea, Supply Center........................... Swint, Janice, Rn. Serv. ........ Tadlock, Mary Sue. Eval. Spec........................ Tanner, Gail, Adm. Secy. New Futures............. Tate, Sharrell, Purchasing .... Teeter, Judy, Reading............ Terry, Thomas, Sup. Center.. Thomas, Deborah, HIPPY Aide ........................ .......566-5785 .......324-2195 .......324-2272 570-4020 570-4028 ........324-2063 124-2066 124-2266 124-2085 124-2007 .......570-4002 124-2086 124-2169 124-2010 )24-2091 124-2395 ........671-6326 124-2266 124-2168 124-2060 124-2187 124-2287 124-2073 569-8465 671-6316 671-6320 324-2250 324-2017 324-2266 .........324-2250 ........570-4022 324-2177 324-2168 324-2011 324-2400 324-2125 671-6320 570-4026 671-6315 ____324-2230 .....324-2162 324-2083 570-4005 324-2100 324-2196 324-2250 324-2183 324-2195 __324-2250 __324-2237 324-2070 324-2122 324-2112 324-2230 671-6326 324-2237 .....324-2266 Thomas, Nanette, Division of Exceptional Children .. 324-2177 Thomas, Regina, Eval. Secy........ Trowell, Judy, Math............... Tucker, Deborah, Purchasing .. Umflest, Don, Ins. TechJUb....... ........324-2121 ____671-6320 ____324-2230 ____671-6377 Uitderwood, Dorothy, FS Supv............................ Van Drfesum, Pat, Human Resources ............... Viner, James, Trans. Foreman ..................... Walls, Collen Sue, Staff Dev. Specialist............. Wallis, Carolyn. Rn. Sarv.............. Wallworth, Betty, Inst. Tech/Ub Secy................ Washington, Charlotte, Schools Secy................ Washington, Daniel, Plant Serv. ... Washington, James, Student Assign. Officer... Whalen, Mike, Trans. Supv............ White, Anthony, Supply Ctr............ White, LyrKfa C., Human Resources Director ... White, Rita, Exec. Administrative Asst................ Wiedower, Julie, Parent Recruiter Coordinator Williams, Ethel, Trans. Admin. Coordinator...... Williams, Patty, Secy. Lib. Serv......................... Williams, Rutii, Data Proceasing........................ Williams, Sharon, Student Assign. Data Entry . 324-2250 324-2080 570-4005 671-6300 324-2072 671-6377 324-2013 570-4020 324-2280 570-4008 324-2237 324-2087 324-2084 . 324-2285 . 570-4000 . 671-6377 . 324-2061 . 324-2287 other Frequently Called Numbers Personal/Update Numbers Williams, Sharon, Division of Exceptional Children .. 324-2177 Williams, Sylvia, Custodian Annex...................... Williams, Tommy, Supply Center........................ Willis, Leonard, Supply Ctr. Manager.................. Wilson, Qayle, VIPS ...................... Winslow, Skye, Media Coordinator .................... Wofford, PaL FS Secretary .......... Wood, Dianne, Mathematics Supervisor............ Woodruff, Dianne, Director of Communications. Woosley, Lucy, Rnancial Serv...... Young, Krishna, Special Education .................... Young, Linda, Naw Futures Liaison.................... Zawlslsk, Anna, VIPS ____________________ 324-2168 324-2237 324-2237 324-2293 324-2023 324-2250 671-6320 324-2020 324-2067 324-2192 324-2113 324-2296 Alternative Learning Center... Arkansas Department of Education Arkansas Education Association.... Arkansas PTA......................... Arkansas Teachers* Credit Union . Arkansas Teachers Retirement.... Attorneys Friday, Eldredge, Clark.................... First Commercial Bank Bldg Auditors Thomas 4 Thomas........................ Heritage West Bldg. Changing Directions (TRAC)........... Fax (LRSD).........-............................. .324-2260 682-4475 375-4611 753-5247 375-9250 .682-1517 379-2011 375-2025 Little Rock Association of Educational Office Personrtel President Charlotl Randel ... 1st Vice Pres. Ouida Carter .. 2nd Vice Pres. Sue Rodgers.. Secretary Bobbie Levy.......... Treasurer Barbara Ball.......... Zimmerman, Marvin, Staff Development Director .... 671-6312 Zoch, Edwin, KLRE/KUAR FM ........_____ Zollar, Margaret, Family Life/New Futures LRSD Personnel Directory 56S-8485 671-6318 The Personnel Directory is produced by the Human Resources, Data Processing and Communications Departments of the LitOe Rock School District. Employees* address and /or telephone changes should be sent as soon as they occur to the Human Resources Dept. Forms are provided in the principals' offices for this purpose. Char\u0026gt;ges or additions to the first seven pages should be sent to the Communications Department 1 1 .324-2265 .324-2032 .570-4180/868-5096 324-2426/375-6638 324-2091/562-1683 .455-7420/223-9760 .671-6281/666-8497 Past PresVAdvisory Nancy Wuneburger .... 455-2413/565-0146 Little Rock Classroom Teachers Association 1500 W. Fourth, Suite 305 .... President Grainger Ledbetter Vice Pres. Eleanor Coleman.. Sec. Betty Mitchell ............. Treas. Betty Mitchell........... Exec. Dir. Frank Martin....... Adm. Ass'L Brenda Walton.... Little Rock PTA Council ........ Debbie Velez. President ..................372-3519 .372-3519/663-6142 .671-6267/664-3150 .671-6250/982-0789 .671-6250/982-0789 ...................372-3519 ...................372-3519 ...................225-3862 Little Rock School District Insurance Office Little Rock Teachers Credit Union ............... Magnet Review Com. Office. Office of Desegregation Monitoring .. Pfeifer Camp ........................................ Physlcan, School District.................... Dr. Chris Smith Ark. Children's Hospital Principals' Roundtable President Ralph Hoffman................ Pres. Elect Dr. Diana Glaze............ Sec. Deborah Mitchell....................... Treas. Linda Swan........................... Pulaski County Ed. Cooperative ........ Substitute Office Service Elementary ........................... Secondary................. Treasurer Louis J. Schaufele............................ Worthen Bank Bldg. .370-1607 .374-7119 .758-0156 .374-1011 .376-6200 .821-3714 .320-4362 .671-6250/663-3906 .570-4195/771-1046 .671-6363/568-5307 .570-4100/945-7770 ________375-2240 .324-2093 .324-2092 378-1000Schools Badgett Bale Baseline Booker Principals Mary Golston Levanna Wilson Brady Carver Central William Finn Robert Brown Mary Menklng Mary Guinn John Hickman Secretaries Shirley Moore Lucy Hendricks Annett Jones Marye Powell Jackie Wherry Betty Simpson Pattie Teach Cateteria Mary Lynch Barbara Glover Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair Otis Preslar Sadie Mitchell LoulM Tucker Fair Park Forest Heights Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Gayle Bradford Mary Jane Cheatham Nancy Volsen Al Niven Catherine Gill Hall Henderson Ish Jefferson Mabelvale Elem. Mabelvale Jr. Richard Maple Virginia Ashley Franklin Davis Mac Huffman Dr. Cheryl Simmons Eleanor Cox Donns Davis Dr. Vic Anderson Everett Hawks Lonnie Dean Francis Cawthon Julie Davenport Clell Watts Nettie Higgins Dsrlerte Martinek Sue Mitchell Marilyn McGrew Nan Howard Veola Hughes Sarah Shelman Pat Lusby Deana Keaihley Nell Ross Rachel WIliiams Jean Loctscher Erma Brown Olene Curry Vivian Harris Betty Rone Edith Blythe Darcus Johnson McClellan Jodie Carter Karen Ultleton Pam Plant Kay Gunter Merliee Low Winnie Camp Barbara Ball Jo Greenlee Nancy Wuneburger Elora Coleman McDermott Mann Meadowcliff Metropolitan Mitchell Otter Creek Parkview Pulaski Heights Elem. Pulaski Heights Jr. Rightsell Rockefeller Romine Southwest Stephens Terry Wakefield Washington Watson Western Hills Mike Oliver Marian Lacey Jerry Worm Or. Doyle Dillahunly Donita Hudspeth Carolyn Teeter Junlous Babbs Kay Loss Ralph Hoffman Bobble Goodwin Bobble Sheets Lynda Qualls Jessie Webb Margaret Hott Donnita Holt Sandi Wilbanks Carolyn Alexander Margie Northcutt Eleanor Bodenhaner Minnie Vault Charlene Jay Bobbie Dickerson Ruby Mickle Claire Burch Daita Morgan Carolyn Cole Essie Rayford Sylvia Boren Wanda Gilley Mae Kyzer Elizabeth Young Laurine Harrison Kathleen Bisbee Annie Richardson Audrey Walker Brenda Browning Rita Earner Joyce Weems Earllne Collins Laura Tanner Arlene Chambiess Nurses Estella Jones Lee Patsy Cornelius Millie McKenzie Uvlla Scott Linda Personne Mary Jo Curtis Nina Williams Margaret Bland Stevie Lowder Stevie Lowder Vickie Burney Ullian Wittenberg Kay Mosely UiKfa Personne Jo Gillum Linda Personne Lavelle Rollins Elizabeth Anglin Ann Callaway Vicki Barney Elizabeth Anglin Janice Yeatman Marilyn Hagberg Estella Lee Sue Sheppard Frankie Falkner Frankie Falkner Quick Reference List Notes Williams Wilson Woodruff Anne Mangan Uonei Ward Charity Smith Stan Strauss Alice Stovall Regina Thomas Renee Smith Linda Anderson Mary Reece Ruby Motley Nancy Stogner Rose Wright Rose Wright MenUta Gilliam Wanda Mobley Reba Henson Lloyd Black Karen Buchannan Dr. Diana Glaze Margie Puckett Dr. Ed Jackson Gwen Zeigler Pat HIgginbothm Beverly Karris Ann Campbell Donna Davis Temperlene Smith Annie Davidson Peggy Weeks Christy Harris Ella Anderson Barbara Allen Gall Ivy Alice Byers Pam Lawson Sarah Sellers Pal Singley Martha Shepherd Irene Gulley Constance Moore Georgetta Moore Christine Farris Millie McKenzie Evelyn Lawrence Becky Sage Vickie Barney Brenda Matthews Estella Jones Lee Marilyn Hagberg Barbara Bonner Deborah Bolls Deborah Bolls Sue Sheppard Cindy Warren Ann Callaway Patsy Cornelius Barbara Bonner Kay Mosely Evelyn Lawrence Chris Beasley Lavelle Rollins Janice Yeatman Sue Sheppard Margaret Bland Evelyn LawrenceQuick Reference List NotesLRSD Central Offices All Plexar Stations (228, 324, 455, 570, 671) can be called by dialing the last four-digit extension. For Information call 324-2000. LOCATIONS LRSD Administration Building 810 W. Markham, 72201 Administration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Center 800 Apperson St., 72202 Cafeteria/Food Services 1501 Jones, 72202 Instructional Resource Center (IRC) 3805 W. 12th, 72204 Computer Central English Foreign Languages Math PAC Music Reading Science Social Studies Staff Development Metropolitan Vo-Tech. Ed. Ctr. 7701 Scott Hamilton Road, 72209 Plant Services/Maintenanca 3601 S. Bryant, 72204 Purchasing 1800 E. Sixth, 72202 Safety and Security 1001 E 21 St, 72202 Student Assignment Offices 501 Sherman, 72202 Transportation Dept. 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 324-2000 324-2000 324-2260 324-2370 324-2250 671-6326 671-6315 671-6313 671-6313 671-6320 671-6325 671-6305 671-6326 671-6318 671-6311 671-6300 565-8465 570-4020 324-2230 324-2400 324-2272 570-4000 324-2426 DEPARTMENTS Adult Education Paulette Martin, Director Accountablllty/Altemative Learning Dr. Angela Sewall, Special Asaistant Athletic Department Businesa Ed/Home Economics CARE Program Martha Rogers, Supervisor Cafaterla/Food Services Jackie Boykin, Director Communications Department Dianne G. Woodruff, Director 324-2260 324-2017 324-2426, 324-2018 568-5785 324-2395 324-2250 324-2020 Community Education Mala Daggett, Director Computer/Data Processing David Kingsella, Director Desegregation James Jennings, Assoc. SupL Early Childhood Education (Rockefeller, Lillie Carter, Ass't Prin.) Educational Programs/SUff Development Estelle Matthis, Assoc. Supt Margaret Gremilllon, Asst Supt. Larry S. Robertson, Asst. Supt. English/Foreign Language Gene Parker, Supervisor Exceptional Children GIfted/Talented Mable Donaldson, Supervisor Special EducaUon Dr. Patty Kohler, Director Family Life Educatlon/New Futures Rene Carson, Coordinator Federal Programs Dr. J.J. Lacey, Jr., Director Hnanclal Services Mark Milhollen, Controller Health Services Gwen Efird, RN, Coordinator HIPPY Marian Shead, Supervisor Human Resources Lynda White, Director Robert Robinson, Recruiting Coordinator Instructional Resources Center Dr. Mary Mosley, Director Incentive Schools Pat Price, Coordinator Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Specialist Ubrary/lnstrucUonal Tech Lucy Lyon, Coordinator Mathematics Dianne Wood, Supervisor Music/Fine Arts New Futures Linda Young, Liaison Parent Advisory Council Annie Abrams, Coordinator Parent Recruiters Partners In Education Debbie Milam, Coordinator 570-4149 324-2055 324-2272 324-2389 324-2011 324-2006 324-2007 671-6313 324-2194 324-2180 671-6318 324-2110 324-2078 324-2161 (beepar)569-0244 324-2266 324-2080 324-2086 671-6326 324-2015 324-2083 569-8485 324-2116 671-6377 671-6320 671-6305 324-2112 671-6325 324-2285, 324-2286 324-2290Planning, Research aiKl Evaluation Sterling Ingram, Director Plant Serviees/Malnlenance Doug Kendall, Director Pupil Services Jo Evelyn Bston, Director Purchasing Department Charles Neal, Director Reading Dr. Mary Mosley, IMrector Safety end Security BUI Bamhouse, Director Science Dennis Glasgow, Supervisor Scott Field Social Studies Marie A. McNeal, Supervisor Staff Develepment Marvin Zimmerman. Director Leon Adama, Specialist Mary Jo Horton, Spedallst Sue Walls, Specialist 324*2120 570*4020 324-2162 324-2230 671-6326 324-2400 671-6318 671-6299 671-6311 671-6300 671-6312 671-6305 671-6300 671-6300 Abrams, Annie, PAC Coordinator.......................... Adams, Leon, Staff Dev. Specialist........................ Adams, Polly, Voc. Ed. Secy. Adams, Wayne, Facll. Coor. .................................... Akbar, 8.J., Trans. Dispatch. Allen, Malinda, Math............. Allen, Martha, Voc. Ed. Coun. ................................ Allison, Linda, HIPPY Aide ... Anderson, John, CusL Supv................................... Armstead, Vicki, Community Education................ Armstrong, Ramona, Labor Relations Secy.......... Armstrong, Shelia, Food Serv. Reimb. Coor......... Aycox, Carutha, Federal Programs.. Baler, Keith, Trans. Meeh. ................ Barksdale, Diane, Nutrition Ed. Coor Barrres, Kenneth, IRC Aide........ Barnhouse, Bill, Safety/Security Director............ Bates, Herron, Custodial Supv. ........ Beard, Ken, FS Main. Tech............. Bennett,Paullne, Human Resources Secy............ Bennett, Tammy, Plant Services Secy.................... Benton, Belle, Pupil Serv. Secy......... Berkey, Randy, Psychological Examiner.............. Blagg, Lynn, English/For. LangTSoc. Stud. Secy. Bledsoe, Emma, Admin. Custodian... Bonds, Michelle, Switchboard Oper.. Boykin, Jackie, Food Ser. Director........................ BranL Dennis, Computers Spec.............................. Bray, Shirley, Fin. Serv....... Brewer, Jerry, Trans. Meeh.. Brock, Dorothy, Fam. Life/New Futures................ Brooks, Sharon, Eval. Spec..................................... ......671-6325 ......671-6305 .565-0524 . 570-4020 . 570-4012 .671-6320 .565-8465 .324-2266 ......570-4024 .570-4149 .324-2116 .324-2250 .324-2110 .570-4005 .324-2250 .671-6326 .324-2400 .570-4024 .324-2250 .324-2089 .570-4026 .324-2160 ......324-2192 .671-6310 .324-2030 .324-2000 .324-2250 .671-6315 .324-2071 .570-4005 .671-6318 ___324-2127 Student Assignment Office Student Hearing Rudolph Howard, Officer Substitute Office (SOS), Sue Rodgers, Coordinator Student Records Superintendent's Office Dr. Ruth S. Steele, SupL Dr. Herb Cleek, Deputy SupL Supply Center Leonard Willis, Manager Support Services EM. \"Chip  Jones, Manager Trade/lndustrlal Ed. Richard WrIghL Supervisor Transportation DepL Richard Johnson, Director Voeational/Tech. Ed. Center James Miller, Director Vo-Tech Print Shop Terry Kirkpatrick, Manager Volunteers In Public Schools (VIPS) Debbie Milam, Coordinator Administrative Staff Brown, Linda, Drug. Abuse Prev. Coor................. Brown, Willie, Adm. Bldg. Mgr. ............................. Browning, Benita, Hn. Serv. ............................. Campbell, Sharon, Purchasing ............................. Caraway, Gwen, Purchasing............................... Carpenter, Sharon, Deseg...................................... Carson, Rene, Family Life Coordinator............... Carter, Lillie, Early Childhood Rockefeller......... Carter, Oulda, Athletics Secy. Cash, Willard, Trans. Meeh....... Chapman, Susan, Sp. Ed. Supv. CBI ............... t- Claypool, Ruth, Rn. Services .... Cleek, Herb, Deputy Superintendent.................. Cole, Troy, Parent Recruiter....... Connolly, Robert, Dats Processing .................... Cooper, Floyd, Trans. Supv....... Corker, Sue, Reading.......................................... Cox, Tanya, Rn. Serv.............................................. Crafton, Janet, Dropout PrevJRecovery Coord. Cranford, Joan, Rn. Serv. ..................................... Crawford, Pam, Computers Spec.......................... Daggett, Mala, Community Education Director . Davis, Betty, Eval. Spec. .................. Davis, Johnnie, Trans. Meeh................................. Dean, Regina, KLRE/KUAR Manager ................ DeVora, Dana, Trans. Super^sor Driver, Juanita, Fin. Serv..._____ Dofwidson, Mable, Gifted/Talented Supervisor. Dudley, Terry, Construction Manager................. Dunbar, Ethel, Evai. Spec. ........ Eagles, Carletta, Food Serv. Whs.......................... Eans, Bonnie, Computer Specialist..................... 324-2272 324-2169 324-2091 324-2129 324-2100 324-2012 324-2010 324-2237 324-2009 568-5785 570-4000 565-0524 565-2879 324-2290 324-2164 324-2030 324-2069 324-2230 324-2230 324-2287 671-6318 324-2389 324-2426 570-4005 324-2176 324-2075 324-2010 324-2286 324-2055 570-4004 671-6326 324-2077 324-2265 324-2068 671-6315 570-4149 324-2126 570-4005 569-8465 570-4008 324-2076 324-2197 570-4026 324-2123 324-2257 671-6315 Edmortdson, Penny, Rant Services Seev............. Edwards, Diane, Student Records Efird, Gwen, Health Serv. Coordinator.................. Ellis, Archie, Trans. Supv............... Elston, Jo Evelyn, Pupil Services Director............ Eubanks, Gall. Purch. Supv........... Fairfax. Harrison, CusL Supv................................... Fells, Cedric, Trans. Meeh....................................... Ferguson, Anne, Fam. Life/New Futures.............. Forbes, Betty Jean, Staff AssL..... Ford, Glenn, FS Computer Program Specialist .... Fry, Ben, KLRE/KUAR FM ........... Fulmer, Angle, Deseg..................... Fulmer, Lena, Sp. Ed. Supv............ Funer, Jean, Food Serv. Supv....... Gadberry, Brady, Labor Reiatlons Specialist....... Gardner, Gayle, Math Secy........... Gentry, Ruthie. Deseg. Secy......... Glasgow, Dennis, Science Supervisor ..... Glenn, Randall, Special Ed......................... Goetschius, Carol, Family Ufe/New Futures....... Goza, Jean, Financial Services ............................ Grable. Hazel, FS Bookkeeper............................... Graves, Barbara, Sp. Ed... Green, Dorothy, Planning/Eval. Secy.................... Gremlllion, Margaret, Assist Superintendent..... Griffin, Beverly, Rannlng/Eval. Secy................... Griffin, RoberL Supply Center Asst. Mgr............ Gross, Mary Bea, KLRE/KUAR FM....................... Hackler, Joan, Computer Specialist ..................... Hamilton, Deborah, Trans. DIsp............................. Handley, Marcy, SOS Asst. Coord......................... Hayes, Steve, MalnL Supv...................................... Haygood, Angelis, Special Ed. Secy...................... Harper, David, Data Processing............................ Harper-Brooks, Linda, Sp. Ed. Secy...................... Hearne, MilllcanL PIE .... Heggs, Ursella, PAC Secy Herndon, Sherry, Reading Secy............................. Hill, Brenda, HIPPY Coordinalor .......................... Hill, Claudette, Psy. Test Secy.............................. Hilton, Betty, Food Serv. Supv............................... Hobby, Dr. Selma, Eval. Spec................................. Hodges, Leia, VIPS ................................................ Honorable, Maggie, Human Resources .............. Horton, Mary Jo, Staff Dev. Specialist ... Hovrard, Rudolph, Student Hearing Officer........ Huddle, Mary, Gifted Secretary............... Hudson. Valerie. VIPS............................... Huffman, Kris, IRC..................................... Hughett, Carol, Exec. Asst. Support Services .... Ingram, Sterling, Planning, Res. 8\u0026gt; Eval. Director Jack, Lynds, Div. Exceptional Children................ Jacks, Brenda, HIPPY Secy................................... Jackson, Chuck, Administration Printer.............. Jackson, Debbie, Data Proc. Secy........................ Jackson, Roy, Cust. Supv...................................... Jackson, Pesriine, Reading .................................. Jacobs, Joyce, Sp. Ed. Secy.................................. Jeffrey, Bonnie, Div. Exceptional Children.......... Jennings, James, Assoc. Supt. Desegregation ... Johnson, Jerry, Construction Manager.............. .570-4020 .324-2129 .324-2161 .570-4001 .324-2162 .324-2234 .570-4024 570-4005 .671-6318 )24-2100 124-2250 .569-8485 124-2287 124-2172 124-2250 124-2117 671-6320 124-2272 671-6318 124-2191 .671-6318 .324-2074*^ .324-2250 ..324-2189 ..324-2120 .324-2006 ..324-2124 324-2237 ..569-8485 ..671-6315 570-4012 324-2090 570-4020 324-2184 324-2062 324-2181 324-2294 671-6325 871-6326 324-2266 324-2186 324-2250 324-2128 ..324-2291 ..324-2081 671-6300 324-2170 324-2194 324-2292 671-6326 324-2009 ..324-2124 ..324-2179 ..324-2266 ..324-2031 ..324-2055 ..570-4024 ..671-6326 ..324-2180 ..324-2182 ..324-2272 ..570-4026 Johnson. Mickey, FS Drlw.................................. Johnson, RIchsrd, Transportation Director........ Jones, E. M. \"Chip, Sup. Serv. Manager.............. Jones, RKa, Human Resources Secy.................... Jortes, Linda, Schools Secy................ Jones, Robert, Safety and Security ... Jordan, Trey, Trans. Meeh.................. Joyce, Lisa, Reading Secy.................. Kelly, Doris, Ins. Tech/Llb. Secy........ Kendall, Doug, Plant SerJMaInt, Director ......... Kiilsgaard, Sharon, Staff Dev. Secy. . Kilpatrick, Willie, Math........................ Klngsella, David, Data Proc. Director.................. Knox, John, Food Serv. Warehouse Mgr.............. Kohler, Patty, Special Ed. Director ..................... Korte, Paula ........................................................... Kumpurls, Pat, Exec. Asst, to Supt..................... Lacey, J. J., Federal Programs Director............. Land, Kitty, Transportation Secretary................. Lincoln, Betty, Computer Spec Logan, Kelli, Division of Exceptional Children.... Loudermilk, Terry, Trans. Mechanic .................... Lucker, Ux. Incentive Schools Lyon, Lucy, Ubrary Cood...... McCraw, Helen, Data Proc..................................... McIntyre, Nina, Pay. Exam..................................... McMullen, LlHe, Psy. Exam. . McNeal, Marie A., Soc. Studies Supervisor ....... Martin, Paulette, Adult Education Director......... Masterson. Marilyn, Mgr. Trainee....................... Matson, Lee Ann, VIPS ....... Matthis, EsteBe, Assoc. Supt Milam, Debbie, VIPS Coordinator ....................... Milam, Judy, Reading ........................................... Milhollen, Mark, Controller.................................. Miller, Brenda, Deseg. Secy.................................. Miller, James, VocJTech. Education Director ... Montgomery, Brad, Safety and Security............ Moore, Avis, KLREXUAR FM Moore, Cathine, CARE Coor. Moore, Murlei, Sd. Secy...... Morgan, Naitcy, Data Proc... Mosley, Mary, IRC/Reading Director................. Mounton, Velina, Data Proc. Operations Mgr. ... Murrsy, Fran, Purchasing.................................... Myers, Nona, Psy. Test Secy Nagel, Peg, Rn. Serv............ Neal, Charles, Purchasing Director.................... Newbum, Linda, Transp. Data Entry Operator... Nichols, Joyce, Homebound Teacher................ Norris, MargareL Homebound Teacher ............. Norton, Faye, CARE............. O'Baugh, Randy, Asst Warehouse Mgr.............. Odle, Vicki, Psy. Test. Secy.'................................. Palmer, Brownyn, Special Ed............ Parker, Gene, Engiish/Forelgn Language Supv. Paul, Annita C., Fam. Life/New Future.............. Payne, John, CusL Supv................... Pederson, Sue, Exec. Asst Deseg. .. Phillips, Don, Trans. Dispatcher....... Price, PaL incentive Schools Coordinator........ Porter, Diann, Psy. Exam....................................... .J24-2257 .570-4000 ..324-2009 324-2082 324-2016 324-2400 570-4005 671-6326 671-6377 570-4020 671-6300 671-6320 324-2055 ..324-2257 ..324-2190 .324-2193 .324-2012 324-2110 .570-4000 .671-6315 .324-2193 .570-4005 .324-2014 .671-6377 ...324-2059 ...324-2173 .324-2171 .671-6311 .324-2260 .324-2250 .324-2295 .324-2011 ...324-2297 ...671-6326 ...324-2078 .324-2272 .565-0524 .324-2400 .569-8485 .324-2395 .671-6318 .324-2057 ...671-6326 ...324-2064 ...324-2230 .324-2178 ..324-2065 ..324-2235 .570-4000 ..324-2180 ..324-2180 .324-2395 ...324-2257 ...324-2185 .324-2175 ..671-6313 ..671-6318 ..570-4024 .324-2272 ..570-4013 ...324-2015 ...324-2174 -YPutt, Paulette, Voc. Ed.......................................... Quattlebaum, Larry, Psy. Exam........................... Rather, Becky, Student Assignment................. Rector, Janet, Rant Serv. Secy........................... Reeves, Sharon, Parts Clerk . Renaud, Nan G.. Data Proc.... Reynolds, Janice, Fin. Services.......................... Richardson, Jacquiine, HIPPY Coor... Ridgell, Shirley, Human Resources, Secy......... Robertson, Larry S., Assistant Superintendent Robinson, Bettye, Trans, Supv............................ Robinson, RoberL Teacher Recruitment Coor. Rodgers, Frances, Student Hearing Secy......... Rodgers, NoriiM, Exec. Asst. Adm...................... Rodgers, Sue, SOS Coor....... Rogers, Martha, CARE Supervisor................... Rollins, RoberL IRC Aide...... Roper, Annette, HIRY Coor.. Rose, Shyrel. Sp. Ed............... Ruffins, John. Data Processing............... Rynders, DIsne, Coor, Gifted Sanders, Jacqueline, Data Entry Coor.............. Sanders, Lynette, Flnsncial Serv........................ Saults, Chuck, KLRE/KUAR f M Schult, Shala, Fam. Life/ New Futures............. Scoggins, Leola, Math Sellers, Richard, FS Supv. Mgr........................... Sewall, Angela, Special Assistant..................... Shead, Marian, HIPPY Supervisor..................... Shepherd, Martha, FS Trainee Smith, Etwanda, Plant Serv. Secy...................... Smith, Gary, Sp. Ed. CBI....... Smith, Jewel, Custodian Annex Smith, Linda, Exec. Asst. Admin......................... Smith, Mary, Safety/Security Secy.................... Smith. Or. Paul. Eval. Spec. .. Smith. Paula, Math ................ Smith, Vernon, ConsL Mgr. .. Soo, Evelyn, Computer Spec............................ Spinelli, Gretchen, Purchasing ......................... Spurgeon, Helen, Pupil Serv. Secy.................... Stane, Jeanie, Insurance Secy........................... Stearns, DavW, Trans. Meeh. Steele, Ruth S., Superintendent ...................... Steelman, Mary Lynn, Sp. Ed. Speech Coor.... Stephens, Rose, Food Serv. Secy...................... Story, Wsllace, Psy. Exam..... Streett, Barbara ................... Sutton, Anna, FS Secy......................................... Sutton, James, Supply Center........................... SwInL Janice, Fin. Serv........ Tadlock, Mary Sue, Eval. Spec ............... Tanner, Gail, Adm. Secy. New Futures............. Tste, Sharrell, Purchasing ................................ Teeter, Judy, Reading ..................... Terry, Thomas, Sup. Center.............. Thomes, Deborah. HIPPY Aide ......................... .....568-5785 ....324-2195 324-2272 570-4020 570-4028 324-2063 324-2066 324-2266 324-2085 324-2007 ......570-4002 ....324-2086 ....324-2169 324-2010 324-2091 324-2395 671-6326 324-2266 324-2188 324-2060 324-2187 .....324-2287 .....324-2073 569-8485 671-6318 671-6320 324-2250 324-2017 324-2266 .....324-2250 570-4022 324-2177 324-2168 324-2011 324-2400 324-2125 671-6320 570-4026 ......671-6315 .....324-2230 .....324-2162 ......324-2083 570-4005 324-2100 324-2196 324-2250 324-2183 324-2195 .....324-2250 324-2237 324-2070 ......324-2122 324-2112 324-2230 671-6326 324-2237 ......324-2266 Underwood, Dorothy, FS Supv. ........................... Van Driesum, PaL Human Resources ............... Viner, James, Trans. Foremsn ........................... Walls, Collen Sue, Staff Dev. Specialist............ Wallis, Carolyn, Fin. Serv. ............ Waitworth, Betty, Inst. Tech/LIb Secy............... Wsshlngton, Charlotte, Schools Secy................ Washington, Daniel, Plant Serv. ... Washington, James, Student Assign. Officer... Whalen, Mike, Trans. Supv............ While, Anthony, Supply Ctr........... White, Lynda C., Human Resources Director ... White, Rita, Exec. Administrative Asst................ Wiedower, Julie, Parent Recruiter Coordinator Williams, Ethel, Trans. Admin. Coordinator...... Williams, Patty, Secy. Lib. Serv. ........................ Williams, Ruth, Data Processing........................ Williams, Sharon, Student Assign. Dats Entry . ... 324-2250 ... 324-2080 ... 570-4005 ... 671-6300 ... 324-2072 671-6377 324-2013 570-4020 ... 324-2280 570-4008 324-2237 324-2087 324-2084 ... 324-2285 .... 570-4000 .... 671-6377 .... 324-2061 ... 324-2287 Williams, Sharon, Division of Exceptional Children .. 324-2177 Williams, Sylvia, Custodian Annex...................... Williams, Tommy, Supply Center........................ Willis, Leonard, Supply Ctr. Manager.................. Wilson, Gayle. VIPS ...................... Winslow, Skye, Media Coordinator .................... Wofford, PaL FS Secretary .......... Wood, Dianne, Mathematics Supervisor............ Woodruff, Dianne, Director of Communications. Woosley, Lucy, Rnancial Serv..... - Young, Krishna, Special Education .................... Young, Linds, New Futures Liaison .................... Zawlslsk, Anna, VIPS_________ 324-2168 324-2237 324-2237 324-2293 324-2023 324-2250 671-6320 324-2020 324-2067 324-2192 324-2113 324-2296 Zimmerman, Marvin, Staff Development Director .... 671-6312 Zoch. Edwin, KLRE/KUAR FM ...._____.... Zollar, MargareL Family Llfe/New Futures LRSD Personnel Directory Thomas, Nanette, Division of Exceptional Children .. 324-2177 Thomas, Regina, Eval. Secy. .... Trowell, Judy, Math.................... Tucker, Deborah, Purchasing.. UmfleeL Don, ins. TechJUb..... ...324-2121 ...671-6320 ...324-2230 ...671-6377 other Frequently Called Numbers Alternative Learning Center.. Arkansas Department of Education Arkansas Education Association.... Arkansas PTA......................... Arkansas Teachers' Credit Union . Arkansas Teachers' Retirement.... Attorrteys Friday, Eldredge, Clark.................... First Commercial Bank Bldg Auditors Thomas \u0026amp; Thomas........................ Heritage West Bldg. Changing Dlrecdens (TRAC).......... Fax (LRSD)........................................ 324-2260 682-4475 375-4611 753-5247 375-9250 .682-1517 .376-2011 375-2025 Little Rock Association of Educational Office Personnel President Charlott Randel .... 1st Vice Pres. Ouida Carter . 2nd Vice Pres. Sue Rodgers. Secretary Bobbie Levy.......... Treasurer Barbara Ball .......... Personal/Update Numbers .324-2265 .324-2032 570-4180/868-5096 324-2426/375-8638 .324-2091/562-1683 .455-7420/223-9760 671-6281/666-8497 Past PresJAdvisory Nancy Wuneburger.... 455-2413/565-0146 Little Rock Ctassroom Teachers Association 569-8485 671-6318 1500 W. Fourth, Suite 305 .... President Grainger Ledbetter Vice Pres. Eleanor Coleman.. Sec. Betty Mitchell ............. Treas. Betty Mitchell........... Exec. Dir. Frank Martin....... Adm. Asst Brenda Walton.... Uttle Rock PTA Council ....... Debbie Velez, President ..................372-3519 .372-3519/663-6142 .671-6267/664-3150 671-6250/982-0789 .671-6250/982-0789 ...................372-3519 ...................372-3519 ...................225-3662 Little Rock School DIstrlcI Insurance Office The Personnel Directory is produced by the Human Resources, Data Processing and Communications Departments of the Uttle Rock School District. Employees' address and /or telephone changes should be sent as soon as they occur to the Human Resources Dept. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. J J Little Rock Teaehera Credit Union .... Magnet Review Com. Office............ New Futures.......................................... Office of Desegregation Monitoring .. Pfeifer Camp ........................................ Physlcan. School District.............. Dr. Chris Smith /Vk. Children's Hospital Principals' Roundtable President Ralph Hoffman................... Pres. Elect Dr. Diana Glaze............... Sec. Deborah Mitchell......................... Treas. Unda Swain............................. Pulaski County Ed. Cooperative ..... Substitute Office Service Elementary................ Secondary................ Treasurer Louis J. Schaufele............................. Worthen Bank Bldg. ...370-1607 ...374-7119 ...758-0156 ... 374-1011 ...376-6200 ...821-3714 ...320-4362 .671-6250/663-3906 .570-4195/771-1046 .671-6363/568-5307 .570-4100/945-7770 ...................375-2240 ...324-2093 ...324-2092 376-1000Schools Badgett Bale Baseline Booker Brady Carver Central Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair Fair Park Forest Heights Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Hall Henderson Ish Jefferson Mabelvale Elem. Mabelvale Jr. McClellan McDermott Mann Meadowcliff Metropolitan Mitchell Otter Creek Parkview Pulaski Heights Elem. Pulaski Heights Jr. Rightsell Rockefeller Romine Southwest Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Principals Mary Golston Levanna Wilson William Finn Robert Brown Mary Menking Mary Guinn John Kickman Otis Preslar Sadie Mitchell Gayle Bradford Mary Jane Cheatham Nancy Volsen Al Niven Catherine Gill Richard Maple Virginis Ashley Franklin Davis Mac Huffman Dr. Cheryl Simmons Eleanor Cox Donna Davis Dr. Vic Anderson Everett Hawks Lonnie Dean Francis Cawthon Julie Davenport Clell Watts Jodie Carter Mike Oliver Marian Lacey Jerry Worm Dr. Doyle Dlllahunty Donita Hudspeth Carolyn Teeter Junious Babbs Kay Loss Ralph Hoffman Bobbie Goodwin Anne Mangan Lionel Ward Charity Smith Stan Strauss Alice Stovall Uoyd Black Karen Buchannan Dr. Diana Glaxe Margie Puckett Dr. Ed Jackson Gwen Zeigler Pat HIgginbothm Secretaries Shirley Moore Lucy Hendricks Annett Jones Marye Powell Jackie Wherry Betty Simpson Pattie Teach Louise Tucker Nettie Higgins Darlene Martinek Sue Mitchell Marilyn McGrew Nan Howard Veola Hughes Sarah Shelman Pat Lusby Deana Keathley Nell Ross Rachel Williams Karen Littleton Pam Plant Kay Gunter Merliee Lew Winnie Camp Barbara Bali Jo Greenlee Nancy Wuneburger Elora Coleman Bobbie Sheets Lynda Qualls Jessie Webb Margaret Holt Donnita HoK Sandi Wilbanks Carolyn Alexander Margie Northcutt Eleanor Bodenhaner Minnie Vault Regina Thomas Renee Smith Linda Anderson Beverly Harris Ann Campbell Donna Davis Temperlene Smith Annie Davidson Peggy Weeks Christy Harris Ella Anderson Barbara Allen Cafeteria Mary Lynch Barbara Glover Jean Loctscher Erma Brown Olene Curry Vivian Harris Betty Rone Edith Blythe Darcus Johnson Chartene Jay Bobble Dickerson Ruby Mickle Claire Burch Daita Morgan Carolyn Cole Essie Rayford Sylvia Boren Wanda Gilley Mae Kyzer Elizabeth Young Laurine Harrison Kathleen Bisbee Annie Richardson Audrey Walker Brenda Browning Rita Farner Joyce Weems Earline Collins Laura Tanner Arlene Chambiess Mary Reece Ruby Motley Nancy Stogner Rose Wright Rose Wright Mentha Gilliam Wanda Mobley Reba Henson Gali Ivy Alice Byers Pam Lawson Sarah Seilers Pat Singley Martha Shepherd Irene Gulley Constance Moore Georgetta Moore Christine Farris Nurses Estella Jones Lee Patsy Cornelius Millie McKenzie Uvlta Scott Linda Personne Mary Jo Curtis Nina Williams Margaret Bland Stevie Lowder Stevie Lowder Vickie Burney Ullian Wittenberg Kay Mosely Unda Personne Jo Gillum Unda Personne Lavelle Rollins Elizabeth Anglin Ann Callsway Vicki Barney Elizabeth Anglin Janice Yeatman Marilyn Hagberg Estella Lee Sue Sheppard Frankie Falkner Frankie Falkner Millie McKenzie Evelyn Lawrence Becky Sage Vickie Barney Brenda Matthews Estella Jorws Lee Marilyn Hagberg Barbara Bonner Deborah Bolls Deborah Bolls Sue Sheppard Cindy Warren Ann Callaway Patsy Cornelius Barbara Bonrwr Kay Mosely Evelyn Lawrence Chris Beasley Lavelle Rollins Janice Yeatman Sue Sheppard Margaret Bland Evelyn Lawrence Quick Reference List NotesI I i Quick Reference List NotesSchool Central,01 J.A. Fair ,08 Hall,02 McClellan,12 Parkview,05 Little Rock School District 1990-91 501-324-2000 Principal Address Phone John Hickman Al Niven 1500 Park, 02 5201 Dodd, 10 324-2300 Dr. Victor Anderson 6700 \"H , 05 Vocational-Technical Center Jodie Carter Junious Babbs 9417 Geyer Spgs, 09 2501 Barrow, 04 228-3100 228-3131 671-6200 671-6248 570-4100 570-4145 228-3000 228-3040 Metropolitan,04 Junior High Schools Cloverdale,15 Dunbar,07 Forest Heights,09 Henderson,13 Mabelvale,16 Mann Magnet,03 Pulaski Heights,10 Southwest,11 Elementary Schools Badgett,19 Bale,17 Baseline,22 Booker Magnet,06 Brady,18 Carver Magnet,21 Chicot ,28 Cloverdale,31 Dodd ,32 Dr. Doyle Dillahunty 7701 Scott Hamilton, 09 Gayle Bradford Nancy Volsen Richard Maple Everett Hawks Clell Watts Marian Lacey Ralph Hoffman Charity Smith Mary Golston Levanna Wilson William Finn Robert Brown Mary Menking Mary Guinn Otis Preslar Sadie Mitchell ~a\n- 'a:-,23 Forest Park,24 Franklin ,25 Fulbright ,48 Garland ,26 Geyer Springs,37 Gibbs Magnet ,27 Ish ,49 Jefferson ,30 , ^rir'vale 46 iwi V. It ,20 Meadowcliff ,33 Mitche\" .34 Otter OreeK,50 Pulaski Heights,38 Rightsell ,39 Rockefeller,36 ,40 Stephens,41 Terry,47 Wakefield ,51 Washington,42 Watson,52 Western Hills,29 Williams Magnet,43 Wilson,44 Woodruff,45 565-8465 6300 Hinkson Rd., 09 1100 Wright Ave., 06 5901 Evergreen, 05 401 Barrow Rd., 05 570-4085 570-4093 324-2440 324-2445 671-6390 671-6388 228-3050 228-3060 10811 Mabelvale W. 72103 455-7400 455-7407 1000 E. Roosevelt Rd., 401 N. Pine, 05 3301 S. Bryant, 04 06 324-2450 324-2451 671-6250 671-6256 570-4070 570-4075 6900 Pecan Road, 06 6501 W. 32nd, 04 3623 Baseline Rd., 09 2016 Barber, 06 7915 West Markham, 05 2100 East Sixth, 02 11100 Chicot Rd.,72103 6500 Hinkson Rd., 09 Mary Jane Cheatham 6423 Stagecoach Rd., 04 Catherine Gill Virginia Ashley Franklin Davis Mac Huffman 616 N. Harrison, 05 1600 N. Tyler, 07 1701 S. Harrison, 04 324-2475 324-2481 570-4050 570-4054 570-4150 570-4155 324-2482 324-2483 228-3065 228-3071 324-2460 324-2461 570-4062 570-4065 570-4055 570-4057 455-7430 455-7427 671-6260 671-6262 671-6267 671-6270 671-6380 671-6373 Dr. Cheryl Simmons 3615 W. 25th, 04 300 Pleasant Valley Dr., 12 228-3080 228-3084 Eleanor Cox Donna Davis Lonnie Dean Frances Cawthon Julie Davenport Michael Oliver Jerry Worm Donita Hudspeth Carolyn Teeter Kay Loss Bobbie Goodwin Ann Mangan Lionel Ward Stan Strauss Alice Stovall Lloyd Black Karen Buchanan Dr. Diana Glaze Margie Puckett Dr. Ed Jackson Gwen Zeigler Pat Higginbotham 5240 Mabelvale Pike, 09 1115 W. 16th, 02 3001 Pulaski, 06 2600 N. McKinley, 07 9401 M'vale Cut-off 72103 1200 Reservoir Rd., 07 25 Sheraton Dr., 09 2410 Battery, 06 671-6275 671-6280 570-4160 570-4158 324-2490 324-2491 324-2410 324-2411 671-6281 671-6283 455-7420 455-7425 228-3072 228-3075 570-4165 570-4171 324-2415 324-2416 16000 Otter Creek Pky., 09 455-7440 455-7443 319 N. Pine, 05 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Westminster, 09 115 W. 27th,06 7000 Valley Dr., 09 4901 Western Hills, 04 7301 Evergreen, 07 4015 Stannus Rd., 04 3010 W. 7th, 05 671-6290 671-6293 324-2430 324-2431 324-2385 324-2386 228-3086 228-3089 671-6350 671-6354 228-3093 228-3099 570-4190 570-4186 324-2470 324-2471 570-4195 570-4199 570-4175 570-4173 671-6363 671-6362 570-4180 570-4179 671-6270 671-6266 LRSD Alternative Learning Center-Othello Faison-800 Apperson, 72202, 324-2370I I LRSD Central Offices All Plexar Stations (228, 324, 455, 570, 671) can be called by dialing the last four-digit extension. For information call 324-2000. LOCATIONS LRSD Administration Building 810 W. Markham, 72201 Administration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Canter 800 Apperson St, 72202 Cafeterla/Food Services 1501 Jones, 72202 Instructional Resource Center (IRC) 3805 W. 12th. 72204 Computer Central English Foreign Languages Math PAC Music Reading Science Social Studies Staff Development Metropolitan Vo-Tech. Ed. Ctr. 7701 Scott Hamilton Road, 72209 Plant Services/Maintenance 3601 S. Bryant, 72204 Purchasing 1800 E.*Sixth, 72202 Safely and Security 1001 E 21 SL, 72202 Student Assignment Offices 501 Sherman, 72202 Transportation Dept 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 324-2000 324-2000 324-2260 324-2370 324-2250 671-6326 671-6315 671-6313 671-6313 671-6320 671-6325 671-6305 671-6326 671-6318 671-6311 671-6300 565-8465 570-4020 324-2230 324-2400 324-2272 570-4000 324-2426 DEPARTMENTS Adult Education Paulette Martin, Director Accountablllty/Altemative Learning Dr. Angela Sewall, Special Asaistant Athletic Department Businesa Ed/Home Economica CARE Program Martha Rogers, Supervisor Cafateila/Food Services Jackie Boykin, Director Communications Department Dianne G. Woodruff, Director 324-2260 324-2017 324-2426, 324-2018 568-5785 324-2395 324-2250 324-2020 Community Education Mala Daggett, Director Computer/Data Processing David Kingsella, Director Desegregation James Jennings, Assoc. SupL Early Childhood Education (Rockefeller, Lillie Carter, Ass't Prin.) Educational Programs/Staff Development Estelle Matthis, Assoc. Supt Margaret Gremilllon, Asst SupL Larry S. Robertson, Asst. SupL English/Foreign Language Gene Parker, Supervisor Exceptional Children GIfted/Talented Mable Donaldson, Supervisor Special Education Dr. Patty Kohler, Director Family Life Educatlon/New Futures Rene Carson, Coordinator Federal Programs Dr. J.J. Lacey, Jr., Director Rnancial Services Maik Milhollen, Controller Health Services Gwen Efird, RN, Coordinator HIPPY Marian Shead, Supervisor Human Resources Lynda White, Director Robert Robinson, Recruiting Coordinator Instructional Resources Center Dr. Mary Mosley, Director Incentive Schools Pat Price, Coordinator Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Specialist Ubrary/lnstrucUonal Tech Lucy Lyon, Coordinator Mathematics Dianne Wood, Supervisor Music/Fine Arts New Futures Unda Young, Liaison Parent Advisory Council Annie Abrams, Coordinator Parent Recruiters Partners in Education Debbie Milam, Coordinator 570-4149 324-2055 324-2272 324-2389 324-2011 324-2006 324-2007 671-6313 324-2194 324-2180 671-6318 324-2110 324-2078 324-2161 (beeper)569-0244 324-2266 324-2080 324-2086 671-6326 324-2015 324-2083 569-8485 324-2116 671-6377 671-6320 671-6305 324-2112 671-6325 324-2285, 324-2286 324-2290Planning, Research and Evaluation Sterling Ingram, Director Plant Servloes/Maintenance Doug Kendall, Director Pupil Services Jo Evelyn Elston, Director Purchasing Department Charles Neal, Director Reading Dr. Mary Mosley, Director Safety and Security Bill Bamhouse, Director Science Dennis Glasgow, Supervisor Scott Reid Social Studies Marie A. McNeal. Supervisor Staff Development Marvin Zimmerman, Director Leon Adams, Specialist Mary Jo Horton, Specialist Sue Wails. Specialist 324-2120 570-4020 324-2162 324-2230 671-6326 324-2400 671-6318 671-6299 671-6311 671-6300 671-6312 671-6305 671-6300 671-6300 Student Assignment Office Student Hearing Rudolph Howard, Officer Substitute Office (SOS), Sue Rodgers, Coordinator Student Records Superintendent's Office Dr. Ruth S. Steele, SupL Dr. Herb Cleek, Deputy Supt. Supply Center Leonard Willis, Manager Support Services EM. \"Chip \" Jonas, Manager Trade/lndustrial Ed. Richard WrIghL Supervisor Transportation Dept. Richard Johnson, Director Voeational/Tech. Ed. Center James Miller, Director Vo-Tech Print Shop Terry Kirkpatrick, Manager Volunteers In Public Schools (VIPS) Debbie Milam, Coordinator 324-2272 324-2169 324-2091 324-2129 324-2100 324-2012 324-2010 324-2237 324-2009 568-5785 570-4000 565-0524 565-2879 324-2290 Administrative Staff Abrams, Annie, PAC Coordinator................. Adams, Leon, Staff Dev. Specialist............... Adams, Polly, Voc. Ed. Secy.......................... Adams, Wayne, Facll. Coor............................. Akbar, B.J., Trans. Dispatch........................... Allen, Malinda, Math Allen, Martha, Voc. Ed. Coun.......................... Allison, Linda, HIPPY Aide.................. Anderson, John, Cust. Supv................ Armstead, Vicki, Community Education...... Armstrong, Ramona, Labor Reiatlons Secy. Armstrong, Shelia, Food Serv. Reimb. Coor. Aycox, Carutha, Federal Programs ... Baler, Keith, Trans. Meeh.................... Barksdale, Diane, Nutrition Ed. Coor........... Barrtes, Kenneth, IRC Aide........................... Barnhouse, BUI, Safety/Security Director ... Bates, Herron, Custodial Supv......... Beard, Ken, FS Main. Tech........ Bennetl,Paullne, Human Resources Secy. . Bennett, Tammy, Plant Services Sec) Benton, Belle, Pupil Serv. Secy.......... Berkey, Randy, Psychological Examiner.... .671-6325 671-6305 565-0524 .570-4020 570-4012 .671-6320 .565-8465 .324-2266 .570-4024 .570-4149 324-2116 324-2250 324-2110 .570-4005 .324-2250 .671-6326 324-2400 570-4024 .324-2250 .324-2089 .570-4026 .324-2160 .324-2192 Brown, Linda, Drug. Abuse Prev. Coor................. Brown, Willie, Adm. Bldg. Mgr............................... Browning, Benita, Fin. Serv. ................................. Campbell, Sharon, Purchasing............................ Caraway, Gwen, Purchasing............................... Carpenter, Sharon, Deseg Carson, Rene, Family Life Coordinator............... Carter, Lillie, Early Childhood Rockefeller......... Carter, Oulda, Athletics Secy............................... Cash, Willard, Trans. Meeh Chapman, Susan, Sp. Ed. Supv. CBI.................. Claypool, Ruth, Rn. Servic es Cleek, Herb, Deputy Superintendent................. Cole, Troy, Parent Recruiter................................ Connolly, Robert, Data Processing ..................... Cooper, Floyd, Trans. Supv............................. Corker, Sue, Reading....... Cox, Tanya, Rn. Serv........ Crafton, Janet, Dropout PrevJRecovery Coord. Cranford, Joan, Fin. Serv. ................................... Crawford, Pam, Computera Spec........ Daggett, Maia, Community Education Director Blagg. Lynn, Engllsh/For. LangTSoc. Stud. Secy......671-6310 Bledsoe, Emma, Admin. Custodian....... Bonds, Michelle, Switchboard Oper....... Boykin, Jackie, Food Ser. Director....... Brant, Dennis, Computers Spec............. Bray, Shirley, Fin. Serv.......... Brewer, Jerry, Trans. Meeh... Brock. Dorothy, Fam. Life/New Futures Brooks, Sharon, Eval. Spec.............. ....324-2030 ....324-2000 ....324-2250 671-6315 324-2071 570-4005 ....671-6318 ....324-2127 Davis, Betty, Eval. Spec................. Davis, Johnnie, Trans. Meeh......... Dean, Regina, KLRE/KUAR Manager ............... DeVore, Dana, Trans. Supervisor. Driver, Juanita, Fin. Serv....................................... Donaldson, Mable, Gifted/Talented Supervisor Dudley, Terry, Construction Manager............... Dunbar, Ethel, Evai. Spec..................................... Eagles, Carletta, Food Serv. Whs........................ Eans, Bonnie, Computer Specialist................... ... 324-2164 .... 324-2030 324-2069 324-2230 324-2230 324-2287 671-6318 324-2389 324-2426 570-4005 324-2176 324-2075 324-2010 324-2286 324-2055 570-4004 671-6326 324-2077 .... 324-2265 .... 324-2068 .... 671-6315 .... 570-4149 324-2126 570-4005 569-8485 570-4008 .... 324-2076 .... 324-2197 .... 570-4026 .... 324-2123 .... 324-2257 .... 671-6315 Edmondson, Penny, Plsnt Services Secy.............. Edwards, Diane, Student Records....... Efird, Gwen, Health Serv. Coordinalor Ellis, Archie, Trans. Supv....................... Elston, Jo Evelyn, Pupil Services Director.......... Eubanks, Gall, Purch. Supv................................. Fairfax, Harrison, Cust. Supv. Fells, Cedric, Trans. Meeh....... Ferguson, Anne, Fam. Life/New Futures............. Forbes, Betty Jean, Staff Asst................................ Ford. Glenn, FS Computer Program Specialist.... Fry, Ben, KLRE/KUAR FM ................................... Fulmer, Angie, Deseg............... Fulmer, Lena, Sp. Ed. Supv..... Furrer, Jean, Food Serv. Supv. Gadberry, Brady, Labor Relations Specialist...... Gardner, Gayle, Math Secy.... Gentry, Ruthie, Deseg. Secy. .. Glasgow, Dennis, Science Supervisor ................ Glenn, Raitdall, Special Ed...... Goetschius, CaroL Family Ufe/New Futures...... Goza, Jean, Financial Services ............................. Grable, Hazel, FS Bookkeeper Graves, Barbara, Sp. Ed........... Green. Dorothy, Ptanning/Eval. Secy.................... Gremilllon, MargareL Assist Superintendent.... Griffin, Beverly, Plannlng/Eval. Secy................... Griffin. Robert, Supply Center Asst. Mgr............ Gross, Mary Bea, KLREXUAR FM...................... Hackler, Joan, Computer Specialist ................... Hamilton, Deborah, Trans. Disp............................. Handley, Marcy, SOS Asst. Coord.................... Kayes, Steve, Maint Supv...... Haygood. Artgella, Special Ed. Secy...................... Harper, David, Data Processing Harper-Brooks, Unda, Sp. Ed. Secy................... Hearne, MiilicanL PIE ............. Heggs, Ursella, PAC Secy........ Herndon, Sherry, Reading Secy............................. Hill, Brenda, HIPPY Coordinator Hill, Claudette, Psy. Test Secy Hilton, Betty, Food Serv. Supv............................... Hobby, Dr. Selma, Eval. Spec. Hodges, Leia, VIPS ....................................... Honorable, Maggie, Human Resources ............... Horton, Mary Jo, Staff Dev. Specialist ................ Howard, Rudolph, Student Hearing Officer ........ Huddle, Mary, Gifted Secretary............................ Hudson, Valerie. VIPS............. Huffman, Kris, IRC Hughett, Carol, Exec. AssL Support Services .... Ingram, Sterling, Planning, Res. \u0026amp; Evai. Director Jack, Lynda, Div. Exceptional Children............... Jacks, Brenda, HIPPY Secy..... Jackson, Chuck, Administration Printer............... Jackson, Debbie, Data Proc. Secy........................ Jackson, Roy, Cust. Supv. ................................... Jackson, Peartlrw, Reading .... Jacobs, Joyce, Sp. Ed. Secy.................................. Jeffrey, Bonnie, Div. Exceptional Children.......... Jennings, James, Assoc. SupL Desegregation ... Johnson, Jerry, Construction Manager ............. ......570-4020 324-2129 324-2161 5/0-4001 3 24-2162 3 24-2234 5 20-4024 ......570-4005 ......671-6318 3 24-2100 324-2250 ......569-8485 ......324-2287 ......324-2172 ....-324-2250 324-2117 ___671-6320 324-2272 671-6318 324-2191 671-6316 324-2074 ___324-2250 324-2189 324-2120 .......324-2006 324-2124 324-2237 559-8485 671-6315 ......570-4012 324-2090 570-4020 324-2184 324-2062 324-2181 324-2294 671-6325 671-6326 324-2266 ......324-2186 ......324-2250 324-2128 324-2291 324-2081 671-6300 324-2170 324-2194 324-2292 671-6328 .......324-2009 .....324-2124 ......324-2179 324-2266 324-2031 ___324-2055 570-4024 .......671-6326 .......324-2180 ......324-2182 ......324-2272 .......570-4026 Johnson, Mickey, FS Driver ................................. Johnson, Richard, Transportation Director....... Jones, E M. \"Chip\", Sup. Serv. Manager............. Jortes, RKa, Human Resources Secy................... Jones, Unda, Schools Secy Jones, RoberL Safety artd Security..................... Jordan, Trey, Trans. Meeh Joyce, Usa, Reading Secy Kelly, Doris, Ins. Tech/Ub. Secy.......................... Kendall, Doug, Plant SerJMalnl. Director ........ Kiilsgaard, Sharon, Staff Dev. Secy..................... Kilpatrick, Willie, Math..... Klngsella, David, Data Proc. Director ................. Knox, John, Food Serv. Warehouse Mgr............. Kohler, Patty, Special Ed. Director ..................... Korte, Paula..................... Kumpuria, PaL Exec. AssL to Supt....................... Lacey, J. J., Federal Programs Director............ Land, Kitty, Transportation Secretary................ Urtcoln, Betty, Computer Spec............................. Logan, KellL Division of Exceptional Children .... Loudermilk, Terry, Trans. Mechanic................... Lucker, Uz, Incentive Schools............................. Lyon, Lucy, Ubrary Cood. McCraw, Helen, Data Proc McIntyre, Nina, Psy. Exam ......... McMullen, UHe, Psy. Exam McNeal, Marie A., Soc. Studies Supervisor ....... Martin, Paulette, Adult Education Director........ Masterson, Marilyn, Mgr. Trainee....................... Matson, Lee Arm, VIPS .... Matthis, Eatele, Assoc. Supt................................. Milam, Debbie. VIPS Coordinator ....................... Milam, Judy, Reading ..... Milhollen, Mark, Controller................................... Miller, Brenda, Deseg. Secy Miller, James, VocJTech. Education Director ... Montgomery, Brad, Safety and Security... Moore. Avis, KLRE/KUAR FM ................... Moore, Cathine, CARE Coor......... Moore, Muriel, Sd. Secy................ Morgan, Nancy, Dels Proc............ Mosley, Mary, IRC/ReadIng Director................. Mounton, Veltna, Data Proc. Operations Mgr. ... Murray, Fran, Purchasiitg..................................... Myers, Nona, Psy. TesL Secy..................... Nagel, Peg, Fin. Serv................................... Neal, Cheries, Purchasing (Mrector.......... Newbum, Unda, Transp. Data Entry Operator... Nichols, Joyce, Homebound Teacher...... Norris, Margaret, Homebound Teacher ............ Norton, Faye, CARE...................... O'Baugh, Randy, AssL Warehouse Mgr.............. Odle, Vicki, Psy. Test Secy............ Palmer, Brownyn, Special Ed....... Parker, Gerw, Engllsh/Foreign Language Supv. Paul, Annita C., Fam. Ufe/New Future ............... Peytte, John, CusL Supv. ............ Pederson, Sue. Exec. AssL Deseg....................... Phillips, Don, Trans. Dispatcher... Price, PaL Irtcentltm Schools Coordinator........ Porter, Diann, Pay. Exam............... .324-2257 570-4000 324-2009 124-2082 324-2016 324-2400 170-4005 .671-6326 .671-6377 $70-4020 .671-6300 .671-6320 324-2055 324-2257 324-2190 324-2193 324-2012 324-2110 .570-4000 .671-6315 324-2193 570-4005 324-2014 B71-6377 324-2059 .324-2173 .324-2171 .671-6311 .324-2260 .324-2250 .324-2295 .324-2011 .324-2297 .671-6326 324-2078 .324-2272 565-0524 324-2400 569-8485 124-2395 671-6318 124-2057 .671-6326 124-2064 324-2230 324-2178 324-2065 324-2235 570-4000 324-2180 324-2180 324-2395 324-2257 324-2185 324-2175 671-6313 ..671-6318 570-4024 ..324-2272 570-4013 324-2015 324-2174Putt, Paulette, Voc. Ed............. Quattlebaum, Larry, Psy. Exam Rather, Becky, Student Assignment............... Rector, JaneL Plant Serv. Secy........................ Reeves, Sharon, Parts Clerk . Renaud, Nan O., Data Proc.... Reynolds, Janice, Fin. Services....................... Richardson, Jacquiine, HIPPY Coor... Ridgell, Shirley, Human Resources, Secy......... Robertson, Larry S., Assistant Superintendent Robinson, Bettye, Trans, Supv........... Robinson, Robert, Teacher Recruitment Coor. Rodgers, Frances, Student Hearing Secy......... Rodgers, Norma, Exec. Asst Adm..................... Rodgers, Sue, SOS Coor....... Rogers, Martha, CARE Supervisor................... Rollins, Robert, IRC Aide..... Roper, Annette, HIPPY Coor.................. Rose, Shyrel, Sp. Ed............................................ Ruffins, John, Data Processing......................... Rynders, Diane, Coor, Gifted Sanders, Jacquelirw, Data Entry Coor.............. Sanders, Lynette, Finsitclal Serv....................... Saults, Chuck, KLRE/KUAR FM Schult, Shala, Fam. Uf^ New Futures............ Scoggins, Leola, Math .......... Sellers, Richard, FS Supv. Mgr Sewall, Angela, Special Assistant.................... Shead, Marian, HIPPY Supervisor.................... Shepherd, Martha, FS Trainee........................... Smith, Elwanda, Plant Serv. Secy..................... Smith, Gary, Sp. Ed. CBI...... Smith, Jewel, Custodian Annex........................ Smith, Linda, Exec. Asst. Admin........................ Smith, Mary, Safety/Security Secy................... Smith, Or. Paul, Eval. Spec............................... Smith, Paula, Math ............... Smith, Vernon, Const. Mgr................................. Soo, Evelyn, Computer Spec Spinelli, Gretchen, Purchasing....................... Spurgeon, Helen, Pupli Serv. Secy................... Stane, Jeanie, Insurance Secy......................... Stearns, David, Trans. Meeh Steele, Ruth S., Superintendent ..................... Steelman, Mary Lynn, Sp. Ed. Speech Coor... Stephens, Rose, Food Serv. Secy.................... Story, Wallace, Psy. Exam................ Streett, Barbara.................................................. Sutton, Anna, FS Secy........... Sutton, James, Supply Center Swint, Janice, Fin. Serv. ...._ Tadlock, Mary Sue, Eval. Spec......................... Tanner, Gall, Adm. Secy. New Futures........... Tste, Sharrell, Purchasing ... Teeter, Judy, Reading....... Terry, Thomas, Sup. Center Thomas, Deborah, HIPPY Aide 368*5785 324*2195 324*2272 .570-4020 .570*4028 324*2063 324*2066 324-2266 324-2085 324-2007 570*4002 324*2086 324-2169 324*2010 324*2091 324*2395 671*6326 324*2266 ..324*2188 ..324*2060 324*2187 324*2287 324-2073 569-8485 671*6318 671*6320 324*2250 324*2017 ..324-2266 ..324*2250 570-4022 .324-2177 .324-2168 .324-2011 .324*2400 .324-2125 .671*6320 ...570*4026 .671*6315 .324-2230 .324-2162 .324-2083 .570-4005 .324*2100 ...324*2196 ...324-2250 ...324-2183 ...324-2195 .324-2250 .324-2237 .324-2070 .324-2122 .324-2112 .324*2230 .671-6326 .324*2237 .324*2266 Underwood, Dorothy, FS Supv............................ Van Driesum, PaL Human Resources ............... Viner, James, Trans. Foreman ..... Walls, Collen Sue, Staff Dev. Specialist............. Wallis, Carolyn, Rn. Serv, ............ Wallworth, Betty, InsL Tech/Ub Secy................ Washington, Chariotte, Schools Secy................ Washington, Daniel, Ptant Serv. ... Washington, James, Student Assign. Officer.... Whalen, Mike, Trans. Supv........... White, Anthony, Supply Ctr. ............................... White, Lynda C., Human Resources Director ... White, Rita, Exec. Administrative Asst................ Wiedower, Julie, Parent Recruiter Coordirtalor Williams, Ethel, Trans. Admin. Coordinator...... Yinillams, Patty, Secy. Lib. Serv......................... Williams, Ruth, Data Processing........................ Williams, Sharon, Student Assign. Data Entry . 324-2250 324*2080 570*4005 671-6300 324*2072 671*6377 324-2013 570-4020 324*2280 570*4008 . 324*2237 . 324*2087 . 324*2084 . 324-2285 . 570*4000 . 671*6377 . 324-2061 . 324*2287 other Frequently Called Numbers Personal/Update Numbers Williams, Sharon, Division of Exceptional Children .. 324*2177 Williams, Sylvia, Custodian Annex...................... Williams, Tommy, Supply Center ........................ Willis, Leonard, Supply Ctr. Manager................. Wilson, Gayle, VIPS........................................ Winslow, Skye, Media Coordinator .................... Wofford. PaL FS Secretary ......................... Wood, Dianne, Mathematics Supervisor............ Woodruff, Dianne, Director of Communications. Woosley, Lucy, Financial Serv.......................... Young, Krishna, Special Education .................... Young, Linda, New Futures Liaison ................... Zawlslak, Anna, VIPS........................................... .... 324*2168 .... 324-2237 .... 324-2237 .. 324*2293 .... 324*2023 ..... 324*2250 .... 671*6320 .... 324*2020 ..... 324*2067 .... 324*2192 .... 324*2113 .... 324*2296 Alternative Learning Center... Arkansas Deparknent of Education Arkansas Education Association.... Arkansas PTA-.................... Arkansas Teachers' Credit Union . Arkansas Teachers' Retirement .... Attorrteys Friday. Eldredge. Clark................... First Commercial Bank Bldg Auditors Thomas \u0026amp; Thomas....................... Heritage West BkJg. Chartgirtg Dlrectiona (TRAC)_____ Fax (LRSD)________________..... 324*2260 682*4475 375*4611 753-5247 375-9250 .682-1517 376*2011 ... 375*2025 Little Rock Association of Educational Office Personnel President Charlott Randel .. 1st Vice Pres. Ouida Carter 2nd Vice Pres. Sue Rodgers Secretary Bobbie Levy ........ Treasurer Barbara Ball Zimmerman, Marvin, Staff Developmenl Director .... 671-6312 Zoch. Edwin, KLRE/KUAR FM ................... Zollar, Margaret, Family Ufe/New Futures LRSD Personnel Directory 569-8485 671*6318 1 1 Thomas, Nanette, Division of Exceptional Children .. 324-2177 Thomas, Regina, Eval. Secy............ Trowell, Judy, Math....... Tucker, Deborah, Purchasing........ UmHeet, Don, Ins. TechJUb............ ....324-2121 ....671*6320 ... 324-2230 671-6377 The Personnel Directory is produced by the Human Resources, Data Processing and Communications Departments of the Little Rock School District. Employees' address and /or telephone changes should be sent as soon as they occur to be Human Resources DepL Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. ....324*2265 ....324*2032 .570*4180/868*5096 .324*2426/375*8638 324-2091/562-1683 455-7420/223-9760 671-6281/666-8497 Past Pres./Advi8ory Nancy Wuneburger .... 455-2413/565*0146 Uttle Rock Ctassroom Teachers Association 1500 W. Fourth, Suite 305 .... President Grairtger Ledbetter Vice Pres. Eleanor Coleman.. Sec. Betty Mitchell ............... Treas. Betty Mitchell............. Exec. Dir. Frank Martin......... Adm. Ass't Brenda Walton.... Uttle Rock PTA Cot til ..................372-3519 .372-3519/663-6142 .671*6267/664*3150 .671-6250/982-0789 .671-6250/982-0789 ..............372-3519 ..............372*3519 225-3882 Debbie Velez, President Little Rock School District Insurance Office Uttle Rock Teachers Credit Union .. Magnet Review Com. Office............. New Futures................................ Office of Desegregation Monitoring Pfeifer Camp ................ Physlcan, School District............................... Dr. Chris Smith Ark. Children's Hospital Principals' Roundtable President Ralph Hoffman............................ Pres. Elect Dr. Diana Glaze Sec. Deborah Mitchell...................................( Treas. Linda Swain........... Pulaski County Ed. Cooperative................. Substitute Office Service Elementary........ Secondary............. Treasurer Louis J. Schaufele.......................................... Worthen Bank Bldg. ..370*1607 .374*7119 .758-0156 .374-1011 .376*6200 ..821*3714 ...320-4362 .671-6250/663*3906 570-4195/771*1046 671-6363/568*5307 .570-4100/945*7770 ..................375-2240 .324-2093 .324*2092 .378*1000Schools Badgett Bale Principals Mary Golston Levanna Wilson Baseline Booker Brady Carver Central Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair William Finn Robert Brown Mary Menking Mary Guinn John Kickman Otis Preslar Sadie Mitchell Gayle Bradford Mary Jane Cheatham Nancy Volsen Al Niven Fair Park Forest Heights Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Hall Henderson Ish Jefferson Mabelvale Elem. Mabelvale Jr. McClellan McDermott Mann Meadowcliff Catherine Gill Richard Maple Virginia Ashley Franklin Davis Mac Huffman Dr. Cheryl Simmons Eleanor Cox Donna Davis Dr. Vic Anderson Everett Hawks Lonnie Dean Francis Cawthon Julie Davenport Clell Watts Sectelaries Shirley Moore Lucy Kendricks Annett Jorws Marye Powell Jackie Wherry Betty Simpson Pattie Teach Louise Tucker Nettle Higgins Dartene Martinek Sue Mitchell Marilyn McGrew Nan Howard Veola Hughes Sarah Sheiman Pat Lusby Deana Keathley Neil Ross Rachel Williams Karen Uttieton Pam Rant Kay Gunter Merllee Low Winnie Camp Barbara Ball Jo Greenlee Cafeteria Mary Lynch Barbara Glover Jean Loctscher Erma Brown Olene Curry Vivian Harris Betty Rone Edith Blythe Darcus Johnson Charlene Jay Bobble Dickerson Ruby Mickle Claire Burch Daita Morgan Carolyn Cole Essie Rayford Sylvia Boren Wands Gilley Mae Kyzer Elizabeth Young Laurine Harrison Metropolitan Mitchell Otter Creek Parkview Pulaski Heights Elem. Pulaski Heights Jr. Rightsell Rockefeller Romine Jodie Carter Mike Oliver Marian Lacey Jerry Worm Dr. Doyle Dillahunty Donita Hudspeth Carolyn Teeter Junious Babbs Kay Loss Ralph Hoffman Bobbie Goodwin Anne Mangan Lionel Ward Nancy Wuneburger Elora Coleman Bobble Sheets Lynda Qualls Jessie Webb Margaret Holt Donnita Hott Sandl Wilbanks Carolyn Alexander Margie Northcutt Eleanor Bodenhaner Kathleen Bisbee Annie Richardson Audrey Walker Brenda Browning Rita Ferner Nurses Estella Jones Lee Patsy Cornelius Millie McKenzie Uvlta Scott Unda Personne Mary Jo Curtis Nins Williams Margaret Bland Stevie Lowder Stevie Lowder Vickie Burney Ulllan Wittenberg Kay Mosely Unda Personne Jo Gillum Uttda Personne Lavelle Rollins Elizabeth Anglin Ann Callaway Vicki Barney Elizabeth Anglin Janice Yeatman Marilyn Hagberg Estella Lee Quick Reference List Notes Joyce Weems Earllne Collins Laura Tanner Arlene Chambless Sue Sheppard Frankie Falkner Frankie Falkner Millie McKenzie Southwest Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Charity Smith Stan Strauss Alice Stovall Lloyd Black Karen Buchannan Dr. Diana Glaze Margie Puckett Dr. Ed Jackson Gwen Zeigler Pat Higglnbothm Minnie Vault Regina Thomas Renee Smith Linda Anderson Beverly Harris Ann Campbell Donna Davis Temperlene Smith Annie Davidson Peggy Weeks Christy Harris Ella Anderson Barbara Allen Mary Reece Ruby Motley Nancy Slogrter Rose Wright Rose Wright Mentha Gilliam Wanda Mobley Reba Henson Gali Ivy Alice Byers Pam Lawson Sarah Sellers Pat Singley Martha Shepherd Irene Gulley Constance Moore Georgette Moore Christine Farris Evelyn t.awrence Becky Sage Vickie Barney Brenda Matthews Estella Jones Lee Marilyn Hagberg Barbara Bonner Deborah Bolls Deborah Bolls Sue Sheppard Cindy Warren Ann Callaway Patsy Cornelius Barbara Bonner Kay Mosely Evelyn Lawrence Chris Beasley Lavelle Rollins Janice Yeatman Sue Sheppard Margaret Biand Evelyn LawrenceQuick Reference List NotesSchool Central,01 J.A. Fair ,08 Hall,02 McClellan,12 Parkview,05 Little Rock School District 1990-9 501-324-2000 Principal Address Phone John Hickman Al Niven 1500 Park, 02 5201 Dodd, 10 Dr. Vidor Anderson 6700 \"H , 05 Jodie Carter Junious Babbs Vocational-Technical Center 9417 Geyer Spgs, 09 2501 Barrow, 04 324-2300 228-3100 671-6200 570-4100 228-3000 Metropolitan,04 Junior High Schools Cloverdale,15 Dunbai',07 Forest Heights,09 Henderson,13 Mabelvale,16 Mann Magnet,03 Pulaski Heights,10 Southwest,11 Elementary Schools Badgett,19 Bale,17 Baseline,22 Booker Magnet,06 Brady,18 Carver Magnet,21 Chicot ,28 Cloverdale 31 Dodd ,32 Fair Park,23 Forest Park,24 Franklin ,25 Fulbright ,48 Garland ,26 Geyer Springs,37 Gibbs Magnet ,27 ish ,49 Jefferson ,30 Mabelvale,46 McDermott ,20 Meadowcliff ,33 Mitchell ,34 Otter Creek,50 Pulaski Heights,38 Rightsell ,39 Rockefeller,36 Romine ,40 Stephens,41 Terry,47 Wakefield ,51 Washington,42 Watson,52 Western Hills,29 Williams Magnet,43 Wilson,44 Woodruff,45 Dr. Doyle Dillahunty 7701 Scott Hamilton, 09 Gayle Bradford Nancy Volsen Richard Maple Everett Hawks Clell Watts Marian Lacey Ralph Hoffman Charity Smith Mary Golston Levanna Wilson William Finn Robert Brown Mary Menking Mary Guinn Otis Preslar Radio Mitchel! 565-8465 6300 Hinkson Rd., 09 1100 Wright Ave., 06 5901 Evergreen, 05 401 Barrow Rd., 05 10811 Mabelvale W. 72103 1000 Roosevelt Rd., 06 401 N. Pine, 05 3301 N. Bryant, 04 6900 Pecan Road, 06 6501 W. 32nd, 04 3623 Baseline Rd., 09 2016 Barber, 06 7915 Markham, 05 2100 East Sixth, 02 11100 Chicot Rd..72103 Mary Jane Cheatham 6423 Stagecoach Rd.. 04 Catherine Gill Virginia Ashley Franklin Davis Mac Huffman Dr. Cheryl Simmons Eleanor Cox Donna Davis Lonnie Dean Frances Cawthon Julie Davenport Michael Oliver Jerry Worm Donita Hudspeth Carolyn Teeter Kay Loss Bobbie Goodwin Ann Mangan Lionel Ward Stan Strauss Alice Stovall Lloyd Black Karen Buchanan Dr. Diana Glaze Margie Puckett Dr,^ Ed Jackson Gwen Zeigler, Pat Higginbotham 616 N. Harrison, 05 1600 N. Tyler, 07 1701 S. Harrison, 04 570-4085 324-2440 671-6390 228-3050 455-7400 324-2450 671-6250 570-4070 324-2475 570-4050 570-4150 324-2482 228-3065 324-2460 570-4062 570-4055 455-7430 671-6260 671-6267 671-6380 300 Pleasant Valley Dr., 12 228-3080 3615 W. 25th, 04 5240 Mabelvale Pike, 09 1115 W. 16th, 02 3001 Pulaski, 06 2600 N. McKinley, 07 9401 Mvale Cut-off 72103 1200 Reservoir Rd., 07 25 Sheraton Dr., 09 2410 Battery, 06 671-6275 570-4160 324-2490 324-2410 671-6281 455-7420 228-3072 570-4165 324-2415 16000 Otter Creek Pky., 09 455-7440 319 N. Pine, 05 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Westminster, 09 115 W. 27th,06 7000 Valley Dr., 09 4901 Western Hills, 04 7301 Evergreen, 07 4015 Stannus Rd., 04 3010 W. 7th, 05 671-6290 324-2430 324-2385 228-3086 671-6350 228-3093 570-4190 324-2470 570-4195 570-417,5 671-6363 570-4180 671-6370 LRSD Alternative Learning Center-Othello Falson-800 Apperson, 72202, 324-2370School Ccntral,01 J.A. Fair ,08 Hall,02 McClellan,12 Parkvicw,05 Vocational-Technical Center Metropolitan,04 Junior Hiitli Schools Cloverdale,15 Dunbar,07 Forest Heights,09 Henderson,13 Mabelvale,16 Mann Magnet,03 Pulaski Heights,10 Southwest,! 1 Elementary Schools Badgctt,19 Bale,17 Baseline,22 Booker Magnet,06 Brady,18 Carver Magnet,21 Chicot ,28 Cloverdale^l Dodd 32 Fair Park33 Forest Park34 Franklin 35 Fulbright ,48 Garland 36 Geyer Springs37 Cribbs Magnet 3^ Ish ,49 Jeflerson 30 Mabelvale,46 McDermott 30 Meadowcliff 33 Mitchell 34 Otter Creek,50 Pulaski Heights38 Rightsell 39 Rockefeller36 Romine ,40 Stephens,4I Terry,47 Wakefield ,51 Washington,42 Watson,52 Western Hills39 Williams Magnet,43 Wilson,44 Woodrufr,45 Little Rock School District 1990-91 Principal Address Phone John Hickman Al Niven Dr. Victor Anderson Jody Carter Junious Babbs Dr. Doyle Dillahunty Gayle Bradford Nancy Volsen Richard Maple Everett Hawks Clell Watts Marian Lacey Ralph Hon'inan Charity Smith Mary Golston Levanna Wilson William Finn Robert Brown Mary Menking Mary Guinn Otis Preslar Sadie Mitchell Mary Jane Cheatham Catherine Gill Virginia Ashley Franklin Davis Mac Huffman Dr. Cheryl Simmons Eleanor Cox Donna Davis Lonnie Dean Frances Cawlhon Julie Davenport Michael Oliver Jerry Worm Doniti) Hudspeth Carolyn Teeter Kay Loss Bobbie Goodwin Ann Mangan Lionel Ward Stan Strauss Alice Stoval Lloyd Black Karen Buchanan Dr. Diana Glaze Margie Puckett Dr. Ed Jackson Gwen Zeigler Pat Higginbotham 1500 Park, 02 5201 Dodd, 10 6700 H, 05 9417 Geyer Spgs, 09 2501 Barrow, 04 7701 Scott Hamilton, 09 6300 Hinkson Rd., 09 1100 Wright Ave., 06 5901 Evergreen, 05 401 Barrow Rd., 05 10811 Mabelvale W. 72103 1000 Roosevelt Rd., 06 401 N. Pine, OS 3301 N. Bryant, 04 6900 Pecan Road, 06 6501 W. 32nd, 04 3623 Baseline Rd., 09 2016 Barber, 06 7915 Markham, OS 2100 East Sixth, 02 11100 Chicot Rd.,72103 6500 Hinkson Rd., 09 6423 Stagecoach Rd., 04 616 N. Harrison, 05 1600 N. Tyler, 07 1701 S. Harrison, 04 300 Pleasant Valley Dr., 12 3615 W.2Sth, 04 5240 Mabelvale Pike, 09 1115 W. 16th, 02 3001 Pulaski, 06 2600 N. McKinley, 07 9401 Mvale Cut-ofl 72103 1200 Reservoir Rd., 07 25 Sheraton Dr., 09 2410 Battery, 06 16000 Otter Creek Pky., 09 319 N. Pine, OS 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Westminster, 05 115 W. 27th,06 7000 Valley Dr., 09 4901 Western Hills, 04 7301 Evergreen, 07 4015 Stannus Rd., 04 3010 W. 7th, 05 Tri-District Alternative Learning Center-Jonie Turner-800 Apperson, 72202, 374-7525 376-4751 224-6609 661-9000 565-0314 225-6440 565-8465 565-8426 375-5574 663-3391 225-3358 455-2413 372-3123 664-7073 565-4416 490-1582 565-6621 565-5589 376-3319 225-1815 374-3783 568-2554 565-0986 455-3110 666-0359 666-5415 666-0348 224-2350 666-9436 565-0184 372-0251 376-3629 663-9472 455-2227 225-6568 565-0324 375-6931 455-3320 663-9469 374-7448 374-1226 225-8833 663-8374 225-1215 568-3874 372-5474 565-1577 562-2247 666-0346 565-0924 663-41493-year terms SCHOOL DISTRICTS BOARDS OF DIRECTORS COIMHM' OF PULASKI 1992 - 1993 ^TTLE RXK ^^**43._9_ Mills Dr. C. M. Mac Benid, Supt., 810 West Markham, LR 72201 0. G. Jacovelli 6622 Gold Court --------------------------------- 324-2000 1994 in ^_resident_____________________Little Rock, .AR 72209 568-7585(H) John Moore 12015 Pleas^t Tree Dr. ~ 374-6535(W) vice President____________________Little Rock, AR 72211 223-2297(H) Patricia Gee 8409 Dowan Drive 569-2498(W) -------Little Rock, AR 72209______________562-0571 (H) Dorsey W. Jackson 2901 N. Fillmore 375-3275(W) -------------Little Rock, AR 72207 664-2393(H) Dr. Katherine P. Mitchell1605 Welch St. 374-6305(W) Member-------------------------Little Rock, AR 72206 375-9377(H) uohn A. Riggs3600 Foxcroft  570-3528(W)  ---------------------Little Rock, AR 72207_______________223-8916(H) Bill D. Hamilton306 Arthur Drive 661-2590(w) Qnh 1in---------Little Rock, AR 72204_______________664-8727(H) _________ 1992 ^RSD school election postponedwhen rescheduled, those elected shall s'erve to 1995 'NORTH LITILEROrTi.'.%TMVf^^ aPPointed to serve the unexpired term iivJrvXn LillXijlL KUCixJo. J Tomz^r-. c____rx X ----------. .j. - Little Rock, .AR 72209 12015 Pleasant Tree Dr. Little Rock, AR 72211 8409 Dowan Drive 72209 2901 N. Fillmore Little Rock, AR 72207 1605 Welch St. Little Rock, AR 72206 3600 Foxcroft Little Rock, AR 72207 306 Arthur Drive Little Rock. AR 72204 in #6 #3 #1 #4 ii2 1993 1994 1994 1993 1992* 1992* Mable Mitchell President______ Pat Blackstone /ice President Prentice Dupins Secretary Lynn Hariiilton Member Dixie Harrison Member J. W. Johnson -lember Marty Moore Member Mr. James Smith, Supt, 5006 Glenview Blvd. 2. P.O. Box 687, MLR, 72115 North Little Rock, AR 72117 3409 Bunker Hill North Little Rock, AR 72116 431 McCain Blvd., F-23 North Little Rock, AR 72116 4103 Arlington North Little Rock, AR 72116 One Shady Valley Court North Little Rock, AR 72116 437 West Fourth St. North Little Rock, AR 72114 4417 Central North Little Rock, AR 72118 9ii5-2ii3ini) 753-5128(11) 791-0267(H) 758-2209(H) 753-1461(11) 771-45Q6(H) 758-3181(H) in 771-8000 1995 in #2 in #5 #3 in 1993 1994 1994 1993 1993 1995 4-vear terms ^ULASKI COUNTY ?lr. Gene Goss ^resident_______ Mr. Jim Burgett Vice President Mr. Reedie Ray Secretary SPECIAL**43.9 Mills Mr. Bobby Lester, Supt. 29 Narragansett Dr. P.O. Box 8601, L.R, 72216 49O^^^W: Mr. Doyan Matthews Member_________________ Mr. Mack McAlister Member_______________ Mrs. Mildred Tatum Member___________________ Mrs. Ruth White Tucker Member North Little Rock, AR 72120 35 Fairfield Drive North Little Rock, AR 72120 414 East Valentine Rd. Jacksonville, AR 72076 5422 Elizabeth Lane  North Little Rock, AR 72118 P.O. Box 956 Jacksonville, AR 72076______ 11405 Highway 365 Little Rock, AR 72206 19001 Kanis Road Little Rock, AR 72211_______ 835-8176 (.H) 835-1311(H) 982-565O(H) 851-2097(H) 982-4491(W) 897-4842(H) 821-3224(11) in ii5 #7 in ii6 in it2 1994 199i^ 1996 1996 1995 1995 1993 prepared by Ms. Debbie Crownover, Secretary PULASKI COUNTY BOARD OF EDUCATION xQ/16/92 372-7800 V C'SiiC: OCT I 9 1992 0^ :ey: \"l f derinj(5-year terms) Mr. Cecil Bailey President Mr. Thomas Broughton Vice President Dr. George McCrary Member PULASKI COUNTY BOARD OF EDUCATION 1992 - 1993 5805 Eagle Creek North Little Rock, AR 72116 4602 W. 23rd Little Rock, AR 72204 #2 Crestview Plaza Jacksonville, AR 72076 372-4181(W) 835-7104(H) 664-6577(W) 664-6577(H) 982-4551(W) #1 NLRSD 1995 #3 LRSD South 1996 #2 PCSSD 199A North Mr. E. Grainger Williams P.O. Box 366 372-3056(W) #5 LRSD ^^ber _ Little Rock, AR 72203 666-8697(H) North j^2 election postponed, position is currently at-large, but will be Zone 5 LRSD/No. Dr. Martin Zoldessy 11601 Rodney Parham 224-0200(W) #4 PCSSD 1^4 Member Little Rock, AR 72212 . 223-0100(H) South 372-3056(W) 666-8697(H) 199/  224-0200(W) 223-0100(H) Ms. Debbie Crownover Secretary to the Board 504 E. Devon Sherwood, AR 72116 372-7800(W) 835-9347(H) Secretary sine 1985SCHOOL/SCHOOL CODE . Central High (01) J. A. Fair ^8) Hall (02) McClellan (12) Parkview Magnet (05) Metropolitan Vo-Tech (04) (15) Cloverdale Jr. High Dunbar Magnet (07) Forest Heights (09) Henderson (13)' Mabelvale (16) Mann Magnet (03) Pulaski Heights (10) Southwest (11) Badgett Elementary (19) Bale (17) Baseline (22) Booker Magnet (06) Brady (18)^ Carver Magnet (21) Chicot (28) Cloverdale (31) Dodd (32) Fair Park (23) Forest Park ^4) Franklin (25)^ Fulbright (48) Garland (26)^ Geyer Springs (27' Gibbs Magnet (27) King (aSy Jefferson (30) Mabelvale (46) McDermott (20' 20) Meadowcliff (33) Mitchell (SA)\"\" Otter Creek Jif Pulaski Hei' leigf (39) er (C Rightsell Rockefeller 36) |Ss\\38) * Romine (40) Stephens (4l) Terry (47) Wakefielo (51) Washington Magnet (42) Watson (52) Western Hills (29) Williams Magnet (43) it Wilson (44) Woodruff (45) * Incentive Schools LITTLE ROCK SCHOOL DISTRICT SCHOOLS/PRINCIPALS 1993-94 PRINCIPAL Rudolph Howard Al Niven Dr. Vic Anderson Jodie Carter Junious Babbs Dr, Doyle Dillahunty Gayle Bradford Nancy Acre Richard Maple Cl el I Watts Walter Marshaleck Marian Lacey Ralph Hoffman Charity Smith Mary Golston Levanna Wilson Dr. Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking Mary Guinn Otis Preslar Frederick Fields Patricia McNeil Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Sadie Mitchell Frances Cawthon Julie Davenport Mike Oliver Jerry Worm Dr. Samuel Branch Carolyn Teeter Uarolyi Lillie Ci larter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean June Looper Willie Morris Karen Buchanan Theresa Courtney Scott Morgan Dr. Ed Jackson Gwen Zieg er Pat Higginbotham2 I K kS yi I Directory of Administrative Offices Central offices with 600 extensions may be called by dialing 370-1- plus the extension. For offices with 100 extensions or any departments, you may dial 374-3361. LRSD Administration Building Adult Education Paulette Martin, Director Accountability/Alternative Learning Dr. Angela Sewall, Special Assistant Athletic Department Business Ed./Home Economics CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Becky Rather, Director Computer Central Computer/Data Processing David Kingsella, Director Desegregation James Jennings, Assoc. Supt. Drug Abuse Prevention Linda Brown, Coordinator Early Childhood Education 374-3361 664 634 683 568-5785 372-6282 686, 372-3128 611,612 666-0136 613 604 117 (Rockefeller, Lillie Carter, Asst Prin.) Educational Programs/Staff Development Estelle Matthis, Assoc. Supt Margaret Gremillion, Asst Supt. Asst. Supt. English/Foreign Lang. Exceptional Children Gifted/Talented Mable Donaldson, Supervisor Special Education Dr. Patty Kohler, Director Family Life Education/New Futures Rene Carson, Coordinator Federal Programs Dr. J.J. Lacey, Jr., Director Financial Services Mark Milhollen, Controller Foreign Languages Marie A. McNeal, Supervisor Health Services Gwen Efird, Coor. HIPPY Marian Shead, Supervisor Human Resources Lynda White, Director Incentive Schools Pat Price, Coord. Instructional Resources Center Dr. Mary Mosley, Director KLRE/KUAR FM Regina Dean, Mgr. 374-1265 601 633 627 661-1859 630 654 661-1928 623 616 663-6305 122,135 (beeper)56g-0244 136 607 607 661-1780 569-8485 Labor Relations Brady Gadberry, Specialist Library/lnstructional Tech Jim Hardwick,Supv. Mathematics Dianne Wood, Supervisor New Futures Linda Young, Liaison Parent Advisory Council Annie Abrams, Coordinator Parent Recruiters Troy Cole Julie Wiedower Planning, Research and Evaluation Sterling Ingram, Director Plant Services/Maintenance Doug Kendall, Director Pupil Services/Psy. Testing Jo Evelyn Elston, Director Purchasing Department Charles Neal, Director Reading Dr. Mary Mosley, Director Safety and Security Bill Barnhouse, Director Science Dennis Glasgow, Supervisor Scott Field Social Studies Marie McNeal, Supervisor Staff Development Marvin Zimmerman, Director Student Assignment Office James Washington, Officer Student Hearing Officer Rudolph Howard Student Records Substitute Office (SOS), Sue Rodgers, Coordinator Superintendents Office Dr. Ruth S. Steele, Supt. Dr. Herb Cleek, Deputy Supt. Supply Center Leonard Willis, Mgr. Support Services E.M. Chip\" Jones, Manager Trade/lndustrial Ed. Richard Wright, Supervisor Transportation Dept. Richard Johnson, Director Vocational/Tech. Ed. Center James Miller, Director Vo-Tech Print Shop Terry Kirkpatrick, Mgr. VIPS Debbie Milam, Coordinator 689 635 661-0353 628 666-2235 638, 375-7828 651 565-5504 668, 670 681 661-1780 376-8760 661-1928, 661-1905 666-2477 663-6305 661-1855 604 374-33616x1.143 659 374-3413 105, 137 610, 640 602 682 603 568-5785 562-6300 565-0524 565-2879 666-1515 8 I 3 I a ! J: i I ! i r\n1Directory of Administrative Offices Central offices with 600 extensions may be called by dialing 370-1 plus the extension. For offices with 100 extensions or any departments, you may dial 374-3361. LRSD Administration Building Adult Education Paulette Martin, Director Accountability/Alternative Learning Dr. Angela Sewall, Special Assistant Athletic Department Business Ed./Home Economics 374-3361 664 CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Becky Rather, Director Computer Central Computer/Data Processing David Kingsella, Director Desegregation James Jennings, Assoc. Supt. Drug Abuse Prevention Linda Brown, Coordinator Early Childhood Education 634 683 568-5785 372-6282 686, 372-3128 611,612 666-0136 613 604 117 (Rockefeller, Lillie Carter, Asst Prin.) Educational Programs/Staff Development Estelle Matthis, Assoc. Supt Margaret Gremilllon, Asst Supt. 374-1265 601 Asst. Supt. English/Foreign Lang. Exceptional Children Gifted/Talented Mable Donaldson, Supervisor Special Education Dr. Patty Kohler, Director Family Life Education/New Futures Rene Carson, Coordinator Federal Programs Dr. J.J. Lacey, Jr., Director 633 627 661-1859 630 654 661-1928 623 Labor Relations Brady Gadberry, Specialist Library/lnstructional Tech Jim Hardwick,Supv. Mathematics Dianne Wood, Supervisor New Futures Linda Young, Liaison Parent Advisory Council Annie Abrams, Coordinator Parent Recruiters Troy Cole Julie Wiedower Planning, Research and Evaluation 689 635 661-0353 628 666-2235 638, 375-7828 Financial Services Mark Milhollen, Controller Foreign Languages Marie A. McNeal, Supervisor Health Services Gwen Efird, Coor. HIPPY Marian Shead, Supervisor Human Resources Lynda White, Director Incentive Schools Pat Price, Coord. Instructional Resources Center Dr. Mary Mosley, Director KLRE/KUAR FM Regina Dean, Mgr. 616 663-6305 122,135 (beeper)569-0244 136 607 607 661-1780 569-8485 Sterling Ingram, Director Plant Services/Maintenance Doug Kendall, Director Pupil Services/Psy. Testing Jo Evelyn Elston, Director Purchasing Department Charles Neal, Director Reading Dr. Mary Mosley, Director Safety and Security Bill Barnhouse, Director Science Dennis Glasgow, Supervisor Scott Field Social Studies Marie McNeal, Supervisor Staff Development Marvin Zimmerman, Director Student Assignment Office James Washington, Officer Student Hearing Officer Rudolph Howard Student Records Substitute Office (SOS), Sue Rodgers, Coordinator Superintendents Office Dr. Ruth S. Steele, Supt. Dr. Herb Cleek, Deputy Supt. Supply Center Leonard Willis, Mgr. Support Services E.M. \"Chip * Jones, Manager Trade/lndustrial Ed. Richard Wright, Supervisor Transportation Dept. Richard Johnson, Director Vocational/Tech. Ed. Center James Miller, Director Vo-Tech Print Shop Terry Kirkpatrick, Mgr. VIPS Debbie Milam, Coordinator 651 565-5504 668, 670 681 661-1780 376-8760 661-1928, 661-1905 666-2477 663-6305 661-1855 604 374-33616x1.143 659 374-3413 105, 137 610,640 602 682 603 568-5785 562-6300 565-0524 565-2879 666-1515\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 "}],"pages":{"current_page":135,"next_page":136,"prev_page":134,"total_pages":155,"limit_value":12,"offset_value":1608,"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. 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