{"response":{"docs":[{"id":"bcas_bcmss0837_646","title":"Little Rock Schools: Western Hills Elementary","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":["1990/1996"],"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","Western Hills Elementary School (Little Rock, Ark.)","School management and organization","Teachers","School discipline"],"dcterms_title":["Little Rock Schools: Western Hills Elementary"],"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/646"],"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\nCorrespondence, news clippings, and parent-student handbook, 1990-1991\nWESTERN HILLS ELEMENTARY SCHOOL 4901 Western Hills Avenue Little Rock, Arkansas 72204 Western Hills Elementary School 4901 Western Hills Ave. Little Rock, Arkansas 72204 Telephone - 562-2247 Dear Parents: Weslern Hi IIw Elementary School exisls solely for Lhe bene- fil of educuLing your children. 'I'lie sliiff, building and LexL- books are provided for their educational, moral and social needs. The extent to which your children will benefit from their experience will be determined to a great extent by the interest you show in their educational program. I strongly encourage you to make frequent visits to the school, get to know the teachers, regularly attend meetings of the Parent-Teachers Association, and attend special programs in which your child may participate. We believe when you demonstrate interest in your children's education, you will find their interests will also be stimulated and they will obtain the maximum benefit from their educational experience. This handbook lias been prepared to better acquaint you with Western Hills. It contains a calendar and general in- formation. IE you have questions or suggestions that are not answered in this handbook, do not hesitate to call me (the principal). We are always looking for ways that will enable the school to better serve our students. We, the Western Hills staff, are looking forward to working with you to make this school year a valuable and enjoyable one for all of our students. Sincerely Margie Puckett Tri nd palI Lillie Rock School Oislrict SCHOOL CALENDAR 1990 1991 AUGUST S M T W T F S 1 5 6 7 8 2 3 4 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 0 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 OCTOBER S M T W T F S 1 2 3 4 5 6 Labor Day Thanksgiving Christmas 7 8 9 10(10^13 14 15 16 17 18 19 20 21 (H) 23 24 25 26 27 28 29 30 31 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 King's Birthday Spring Break Memorial Day TEACHER RECORDS DAYS, INSERVICE DAYS (Students not in school) August 20,21, 22, 23, 24, 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 5 I 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 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 21|22 23|24 25 26 27 28 29 30 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 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 DECEMBER 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 23'24 25 26 27 28 29)\n3C'3l'| JANUARY S M T W T F S [1^]3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 (18)19 2012 iJ 22 23 24 25 26 27 @29 30 31 S M T W T F S 1 2 3 4 ^ (6^@ 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 CALENDAR 1990-91 August 27 September 3 September 13 October 11-12 October 22 First day of school for students Labor Day Holiday Open House AEA Convention (Thursday \u0026amp; Friday) Teacher Inservice - Students don't attend November 1 November 2 November 22-23 December 21 January 3 January 18 January 21 January 28 February 25 March 28 March 29 April 1-5 May 27 June 5 Teacher Record Day - Students Out Parent Conference Day - Students Out Thanksgiving Holidays (Friday) Christmas Holidays begin at end of day Schools Reopen Teacher Record Day - Students Out Martin Luther King Holiday Inservice Days - Students Out Inservice Days - Students Out Teacher Record Day - Students Out Parent Conference Day - Students Out Spring Vacation Memorial Holiday Last day for studentsWESTERN HILLS ELEMENTARY SCHOOL DAILY SCHEDULE 7:00 - 7:45 Care 7:30 - 7:45 Bus Students Arrive * 7:45 7:45 - 8:00 First Bell Rings (Students may go to classroom) Bookstore (Students wishing to buy supplies may do so between 7:45 - 8:00) * 8:00 Classes begin (Students not in the classroom at 8:00 will be tardy) 9:45 - 10:00 * Recess - Kindergarten, First, Second 10:05 - 10:20 * Recess - Third, Fourth, Fifth, Sixth Lunch Periods: 11:45 - 12:30 * Lunch, Kindergarten, First, Second 12:30 - 1:15 * Lunch, Third, Fourth, Fifth, Sixth * 2:30 Get Ready For Dismissal * 2:35 DismissalWe believe in children.. WE BELIEVE IN CHILDREN CHILDREN COME FIRST in their touch, hope in their attitude. . There is faith in their eyes, love at life's joy. run with them through tall close in tragedy. We thrill with them grasses, and hold them We believe in children... the fragile dream of yesterday, life's radient reality today. tomorrow. and the vibrant stuff of Yes, we believe in children, for wherever mountain village, industrial we go, to day's children at work in center, or open country, we find yester- the building of a better tomorrow. Our Philosophy - The entire staff at Western Hills is dedicated to helping each child develop his or her fullest potential. believe the elementary years are \"formative We Often., the child's future years of education. termined by the success success or frustration in school is deWe want to be sure or lack of success of those early years. our children feel good about school, about their teachers and friends, but most importantly about themselves. We strive to develop in the child a positive self-concept, social awareness, and the ability to apply academic skills real life situations in our a better toward ever changing society. Organization - Western Hills is tentatively scheduled to have 2 Kindergarten classes, 2 first year classes, 2 second year classes, 2 third year classes, 2 fourth year classes. and 2 sixth year classes. 2 fifth year classes Curriculum of The curriculum at Western Hills is an organized series experiences which have been decided of children and which upon in terms of the needs velopment toward desirable goals. provide for their continuous growth and deCurriculum (continued) The staff is aware that each child is unic|ue. Our teachers dedicated to helping each child develop are a The staff is loyal, friendly and understanding. positive self  image. together, sharing materials and ideas of the children in mind. Teachers work well - always keeping the welfare Special personnel ties . are provided to enhance pupil learning opportuniThese include a resource teacher. a speech therapist. a music teacher. teacher, art teacher, a nurse, a librarian, a library clerk, reading instructional assistant that teaches physical education, math teacher, computer aide and our retary. super school sec- GENERAL POLICIES We will show respect to our principal, teachers, and cafeteria staff at all times. secretary, custodians We respect school property. When we arrive late or early, we should check in at the school office. If we need to take medicine (aspirin, cough drops, prescriptions) parents must contact the school. our We will take all school notes home and it is required, we will be sure to bring back give them to our parents. If a signed return slip. We will bring money to school only when we have something to buy.We wil J.. , . SCHOOL walk in the sch 1 building keep our hands off of the walls not touch the bulletin boards stay alert for doors being opened talk quietly so we do not disturb other classes CLASS AREAS In addition to the rules unique to each teacher and class areas, will observe the following reles: we We will... ask for teacher's permission to leave the class respect the rights and property of others respect school property keep our work and desks neat and orderly be respectful to whomever is speaking in class and not interrupt conduct ourselves so we do not disturb others who are working INDOOR FREE PLAY We will... use quiet tone of voice play indoor games put the games up and go to our seats when recess is over receive permission from the duty teacher before we leave the class area AFTER SCHOOL We will... go directly home if we are walking or riding our bikes be sure to follow safety rules when crossing the streets not talk to strangers 4BUS AREA walk to the bus quietly quickly find our bus leave our hands to ourselves get on the bus in an orderly manner talk in a soft, quiet tone of voice bring a note from our parents if we do not ride our regular bus STUDENT CODE OF BEHAVIOR A GOOD CITIZEN A GOOD CITIZEN: Will be... Courteous Obedient Nice Honest Helpful to others Responsible Dependable Will show.. Good sportsmanship Self-control Respect to all adults Good habits of conduct Will... Take turns at all times We will.. Mind their own business Respect the rights of others Have good study habitsRESTROOMS We will . . . properly use paper towels and toilet tissue do our part to keep restrooms clean be sure to turn off water faucets not write on walls FREE PLAY We will., . only play in our assigned areas respect the rights of others and display good sportsmanship leave the playground to go to class only with the permission of the duty teacher stop activity immediately when the bell rings and get in line bring in all the play equipment enter the building quietly and go directly to class For safety reasons we will not: play tackle football fight or wrestle throw rocks roughhouse when playing games bring toy guns or knives to school This booklet has been printed to acquaint all parents and students with school policies that they are most likely to come in contact with. We encourage that if you have questions to call or come by the school for explanation. SiEXPECTATIONS FOR STUDENT BEHAVIOR IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District Board of Directors establishes the following levels of student behavior expectations. It is the intent of the Little Rock School District Board of Directors to extablish these behavioral levels as a part of the necessary learning process of students. These behavioral expectations are important as desirable levels of behavior as well as being critical to students' academic development. All Students shall\n(a) show respect to others and show respect for the rights of others (b) (c) (d) (e) respect the authority of school personnel behave in a courteous'manner learn and demonstrate acceptable social behavior the school and to individual classes the necessary bring t------ materials (books, pencils, paper, assignments) and to actively participate in the learning process (f) use manner appropriate personal hygiene habits and dress in a that is not disruptive to the learning environment (g) adhere to all school rules and regulationsParent Rights and Responslbllillcs Parent Involvement The policy of Western Hills Elementary School is to Inform and involve parents in the instructional process. Parents and schools are partners in helping children learn. As partners, it is essential that parents know clearly what they can expect from the schools, and, in turn, what the schools can expect of parents. As a Western Hills parent, you have certain rights which are assured through law or School Board policies. They are summarized here for your child's benefit. Student Records Rights . to review all records maintained by the schools on your child. . to expect that State and Federal regulations and laws, concerning student records, are considered applicable in the school's preparation, maintenance, and release of information contained in such records. Instructional Rights . to have a conference at mutually convenient times with your child's teachers, counselor, or principal when needed . to visit a classroom at your convenience if you have called the school first and made arrangements with the teacher or principal . to discuss items on your child's report card with appropriate school personnel . to review your school's annual plan of goals and objectives . to have your child's teacher/administrator respond to your phone calls within 24 hours and to a note within 48 hours Disciplinary Rights . to receive, upon request, a full explanation from a teacher or administrator any time your child is disciplined to receive a written notice if your child is suspended from school, including reasons for the suspension . to appeal a suspension through the appeal procedure adopted by the school board, and to be advised of that procedure by the principal . to expect the discipline code as outlined in this handbook to be consistently followedlareni Responsibilities  to see that your child attends school regularly and quired by Arkansas law on time as reto provide an appropriate place quiet to study which is well lighted and  to provide name and phone number where emergency to become familiar with the academic parent can be reached in an program of your child to see that homework is completed properly and on time to attend parent-teacher conferences scheduled by the expecially the first report card conference school to cooperate with school personnel in helping your child if there Ts a learning, behavior, or health problem to be familiar with grading, homework and pay for public property which is vandalism other school policies to damaged by your child through to read and/or respond to all communications from school to give input into school decisions through direct or indirect or the PTA organization support GENERAL SCHOOL INFORMATION The Little Rock School System follows a state mandate of 178 required school days. Starting and dismissal times, along with general hours are provided on the next to school any earlier than 15 , type school page. Generally, children should eating breakfast at school should minutes to the opening of school. not report Children and then go directly to the playgorund. report to the cafeteria for breakfast two weeks of school. the first bell rings. All students should Breakfast is not served the first remain on the playground until they should report to the cafetorium. If weather doesn't permit children to stay outside school If parents must leave children at any earlier than fifteen minutes IS recommended the child or children be enrolled in Children must not be left to their own supervision, full responsibility for the safety of their children prior to opening of classes, it the Day Care Program. Parents must assume prior to 7:30 a.m. J(eiier.ll School Inforinat ion (continued) After school students should go directly home and stop to play unless a note from home authorizes other wise. check, in\" rather than route to and from school A direct is encouraged. should check by the office and get tardy slip before Wlienever students are tardy they going to class. Li^en to EMERGENCY CLOSINGS your radio and television for details if bad weather emergency closings. causes Please discuss do in the event now with your child where he is to go and what he is to you are not at home. Phone Directory Western Hills Elementary Western Hills Cafeteria School Nurse Little Rock School District Administrative Offices 562-2247 562-2247 562-2247 374-3361 ADMINISTRATIVE PHILOSOPHY The administration of this school administrative philosophy: promotes the following 1) A sound basic of 2) program of instruction will be the right every child attending Western Hills Elementary. Nothing at Western Hills Elementary School will be know- ng y practiced or permitted that is contrary to good safety practice  -- or common sense. 3) In order to facilitate school, communications between home and the administration and teachers will, whenever possible, return all phone calls within a 24-hour and all notes within a 48-hour period, tlon of children, safety of children, a,.d involvement with and period Hence, the educa- and communication parents will serve as Che basis of- all material found in the content of this handbook.Cafeteria - Our cafeteriii serves an excellent lunch every clay. Menus arc pustecl in the cafeteria weekly. Children are encouraged, if they buy lunch, to bring lunch money on Monday for the entire week. Western Hills participates in federal lunch programs that allow for free lunches and reduced price lunches. Applications may be filled out at registration or the first day of school. Students on the free and reduced lunch program must have a new application approved. Please instruct your children on the importance of not leaving money in or on their desk. Breakfast is served between 7:15 and 7:50. Severe Weather Policy - If, during the day, weather conditions become bad enough to require closing school before the regularly scheduled time, parents should listen to the local radio and T.V. stations for details. Discipline of pupils - Students are expected to maintain all rules of the school while on school campus. Misbehavior such as fighting, pro- fanity, gross disrespect for faculty and staff will not be tolerated and will be dealt with accordingly. Students will also be required to obey any reasonable rule that the faculty or staff may enact for the health and safety and general well being of the student body. Every effort will be made to inform the students of the rules of good conduct required at school. Parents should take every opportunity to review rules of good behavior with their children, work together we will have better citizens. If home ajtd schoolMeil ication School policy forbids the giving of Internal medicine at school, unless the parent fills out a permission slip. Children should not bring medicine to school. If it is necessary for the medication to be given, please bring it to school and sign the permission slip. Safety on the Playground - Encourage your child to learn rules of good safety that will enable him/her to play safely on the school playground. On most days your children will be sent outside unless you send a note requesting that he/she remain inside during recess. Safety Measures and Precautions - Fire drills are held monthly quired by state law and periodically tornado drills are held. as re- Visits to School - We are happy to have you visit school at any time. It is important that all visitors to the school come to the office before going to any classroom. Kindergarten - Kindergarten children will attend a full day from the beginning of school. (7:55 - 2:30 p.m.). School supplies for kind- ergarten children should not be purchased until you have received IC'ter from your child's teacher. Parent-teacher conferences for kindergarten children will be held after EPSF testing. Parents will receive a letter scheduling this conference. Grade level meetings will be scheduled early in the year for parents. fiismissal - All children are dismissed at 2:3 p.m. Parents picking a children up, should use the drive into campus and pick children up on the sidewalk next to the building. Children will not be allowed to cross the drive to Melba Street unless accompanied by parent. The parking lot of the school is not designed to be used as a loading or unloading area for children. Please do not enter the parking lot except to park and enter the school. Children are Instructed to stay on the sidewalks and not cut across the parking lot.Tlie District Handbook of Rights and Responsibilities is taught the lirst two weeks of school. Parents and students will sign a letter indicating they have read and will observe all rules in the handbook. i'll is Letter will be on file in the principal's office. General policies are inserted at the end of the book. Go over these with your children. A copy of the Western Hills Discipline Plan will be sent home the first week of school for you to go over with your children. After this has been done the appropriate sheet should be signed and returned to school. Media Center - Our school library is well equipped and vital to the quality of our educational program. Pupils and parents are encouraged to use all materials and to check out books. Pupils, teachers and parents must cooperate to see that these are returned in good condition. If materials are not return, a charge will be assessed, based on the condition of the material. Check Out and In of Pupils - This is always done through the school office for the childrens protection. Especially with check outs. this is a needless interruption of the classroom that can be avoided by simply working through the school office. No student will be permitted to leave the building with any adult other than parents or guardians until proper permission is given by the parents. Keep Your Child at Home - (When you observe the following): 1, 2. 3. 4. 5. An acute cold Swollen glands or sore throat Skin rashes or sores Flushed face or other signs of abnormal tem.perature General signs of illness such as vomiting, earache, headeache, listlessness or weakness. Accidents and Illness at School - Our facilities for dealing with sick children are extremely limited. If your child becomes sick at school you will be called to pick liim/her up. in case of serious accidents. you will be called and you may cither pick your child up or somtu'ne will meet you at your doctors's olfice or hospi! '1 . .ahool is hear on Wednesday every week and every other lucsday. id I b \u0026gt; r^wol Supplies - On the first day of school, pupils will need to bring only paper and pencil, plies your child will need. Teachers will furnish a list of sup- school bookstore between 7:50 and 8:00 These supplies may be purchased at the a.m. dally. Mpendance - Regular attendance is a very important factor in determining a pupil's grades regardless of ability. for school attendance is the parent's. Responsibility the parent of the student should call the the reason for absence. Any time a student is absent school's office and report Students, 5-17 years old must attend school under the Arkansas Compulsory Attendance Law. Students who are excessively absent may receive in-school or class exclusion, lowered citizenship grades. suspension a referral to Pulaski County Munxcipal Court, and as a last resort, may be withdrawn from school. Only absences for illness, family principal are excepted. emergency, or approved by the Tardiness \" Tardiness presents a hardship both to students and teach- ers. Please see that your children attend school and are on time. Students who this instructional time u] Excessive tardies can : are tardy in excessive amounts will be expected to make ne up at recess, the noon hour, or after school, lead to a send home. Excused Absences during school hours. - Doctor and dental appointments are not encouraged However, when it is not possible to get the appointment after school hours or on a day of early closing, then one is permitted during school hours. Children should not miss a full day of school for such an appointment. Parents should pick up and return students to class with as little time lost as possible. Pupils should be picked up by their parent or immediate family.Excuxed Absences (continued) They will be released only on written request and authorization of parents or guardian. If someone else is to pick up your child during school hours, please send written authorization. All children must be picked up in the office. No child can wait outdoors for their parent to pick them up. Parents must sign out children in the office anytime they pick up their children prior to the end of the school day. Buses - Bus service is provided by the school district as a service to parents. Impress on your children that riding the bus is a privi- lege that may be revoked if certain rules are not followed. Children that misbehave create a safety hazard for all children on the bus and wlll be dealt with accordingly. Here are some tips that will make rid- ing the bus better: 1. Go over bus rules with your children. - 2. Have children at the bus stop on time. Emphasize orderly behavior at bus stop. This is not a play time. Parties - There are two scheduled parties each year, at Christmas and Valentines Day. Room parents and the'PTA will plan the two parties with the cooperation of the classroom teacher. PTA - The Western Hills PTA is an active organization dedicated to it's goals and objectives. Teachers encourage parents to become active participants in the education of their children. Our unity is felt by all patrons, pupils and staff, and is one of our strongest assets. Four meetings are held each year. Monthly news- letters and announcements will be sent home by the children. Parent-Teacher Association Officers: President 1st Vice President 2nd Vice President 3rd Vice President Secretary Treasurer Susan Herndon Patty Hamilton Pam Lawhon Ruth Schwerin Gail Walton Carolyn BurnsPTA Meeting Dates: Open House Children's Christmas Program Founder's Day Art Show September 13, 1990 To be announced To be announced To be announced To be announced If you would like to volunteer your services to be a working member of our PTA call Susan Herndon - President. Vlps - (Volunteers in Public Schools) - We encourage parents who have the time to volunteer. To volunteer contact the school or the VIPS Chairman. You will receive communications about this periodically during the year. The VIPS chairman at Western Hills is Barbara Moore 565-5785. Home work - Western Hills Elementary follows the policy adopted by the Little Rock School District on homework. A copy of the policy is inserted at the end of this book. Read policy carefully. Students Do Have Homework. Textbooks - Students will be supplied textbook appropriate for their level of achievement. care in using them. Books are expensive and students should take Students and parents will be held responsible for replacing lost or damaged books. Children will be issued a textbook card at the beginning of the year for parents to sign and return. Withdrawals - If it is necessary to withdraw a child from school, the school should be notified at least two days in advance. We must be sure that all textbooks and library books are accounted for. We must have a written request from the parent or the parent may come in person to request a transfer for a pupil. If you send a note, please give us your complete new address, and if possible, the school that your child will be attending.Lost and Found - Please be sure that your child's name is in his clothing and lunch box. Such things are easily misplaced and labeling them will facilitate their return. Pupil Dress - Pupils behavior and conduct is reflected very much by their form of dress while in school, urge the following: Therefore, we strongly Avoid the short shorts (walking shorts - just above the knee are acceptable), bare midriff blouses or shirts, the see- through tops or shirts and uncomfortable shoes. Dress your children in school attire that is appropriate for a school I situation. Our building is completely air conditioned and very comfortable to work in. Change of Address - If you change your address or phone number. or work location, please notify the school. If an accident should occur to your child while he is in school, we want to be sure a parent or guardian can be reached without delay. School Bookstore - Many of the supplies your child will need at school school can be purchased in the school bookstore, daily from 7:45 a.m. to 8:00a.m. It is open Large amounts of money should only be sent to school when necessary. Send money to school only when it is required.NAME grade WESTERN HILLS staff LIST ei.i-^ikntaky ROOM NAME Margie puckett- principal POSITION __CQUfJi^ -V.ICKJ-__ CROSBY, LINDA K inclcrgarr en Ik 5PANN. MARILYN hill, PICOLLA SMITH, JENNIFER POUNDERS, JOAN THOMAS, SHIRLEY ANDERSON, RUTH Warren, sharon ANDERSON, FAYE -PITTS, NITA -BROWN. NANCY KELLY, HELEN ________ ERIT7.. colleen ^QRKflWHKL -NANCY brown. MARY ANN THRONEBERRY, BARBARA .SCHWERIN, RUTH HENDERSON, MARY BETH BEUHLING, CTNDY CURRY, LINDA WEEKS, PEGGY YEATMAN, JANICE DOUGLAS, SANDY Moore, Barbara HORTON, SWAYZINF hakIlR. patsy COLLINS, BETH Kindergarten 1 1 2 2 3 3 4 4 3. 6 -Lfhrar-i a Sft,Ediicar-tnn Reading So, Math -Counselor Music Speech Ther. ----------: Secretary Nurse Supervistnn  3 4 5 1 2 T-2 T-5 T-4 T-1 2 2. in J.ihraT-y T-3 U 11 T-3 Health Rm. Aid ! Supervision Aid - Cert. Inst. Aide I P.E. Library Clerk Gif ted/Talanted JACKSON, ClIRTTS ROBINSON, SHARON Somputer Aide ---Custodian Custodian GULLEY, IRENE DREWER, ROBERTA short, nancy Cafeteria Direc Cafeteria Cafeteria toI \u0026lt;I 0 3 Z 0 6 1 9 9 1 11 TO: FROM: re: date: On site FROM JOHN W.UPLKER P.fl, TO 3'10108 MEMORANDUM MR. JOHN W. 9ALKER MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER LR3D V. PC3SD - New Construction within the LRSD MARCS 5, 1991 visits to four elementary schools P. 02 (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: I visited 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 (3 sections each of K-6) If 21\" classrooms The construction will consist of \"5\" additional classrooms, a new playground, office, nurses station and a cafeteria to be shared with Cloverdale Jr. High School. Final student capacity (after construction): students 492 I II I ! ! 03/06x1991 1 1 i33 FROM JOHN U.WALKER P.S. PAGE TWO March 5, 1991 TO 3710100 P. 03 The only portable building at Cloverdale Elementary is the music room. High has several Cloverdale Jr. portable^, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SgRlNGS BLEMSNTARY Principal: Eleanor Cox (black female) Current student capacity\n200 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 playground and a new parking lot. new classrooms, a Final student capacity\n400 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. i I WESTERM HILLS ELEMENTARY Principal: Margie Puckett (white female) Current student capacity\n336 students 63.7% black 35.3% white .5% other The construction will consist of \"IO\" classrooms. additional I  I II I i I I I I .1 I i 03x06/1991 11:3? FROM JOHN U,WALKER P.P, PAGE THREE March 5, 1991 TO 3'10100 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. woopany? elementary Principal\nPat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of expansion of the cafeteria. n 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 Ia3z06-'l'?91 11:37 FROM JOHN U.UflLKEF P.A. TO 3710100 p.ai JOHN w. Walker, P.a. Law 172:3 Broadway Little Rock, Arkansas rjaw Telephone (501) 374-\n3758 FAX (501) :3744187 JOHN W. WALKER RALPH WASHINGTON mark BURNETTE WILEY A. BKANTON. JR. Wise wmiCfd to rracSjo* io ficnr^a  th* Dw.\"3al uf CJumbie. FACSIMILS COVSR I-4ZAK M. P.ALNiCK LAW \u0026amp; FINANCE BLTX: SUITE 1002 123 roURTH .AVENtiL PITTSBURGH. PA 1.5219 (412) '288-9220 TO: Cbi/wu^ Ytcx. NO. : S1I-0I6D FROM: hr \"nr, DATE: KE: ~U^ MESSAGE: THIS FAX CONSISTS OF IF YOU DO NOT RECEIVE PAGE(S) , INCLUDING THIS COVER PAGE. 'SkG^{S} , PLEASE CALL AT THE NUMBER LISTED ABOVE AS SOON AS POSSIBLE. f i I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_590","title":"Millage","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":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Civic leaders"],"dcterms_title":["Millage"],"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/590"],"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\n16A  SUNDAY, MAY 7, 2000   Arkansas Democrat '^azcttc Advertisement A performance analysis of THE LITTLE ROCK SCHOOL DISTRICT: Ten years of rising revenues and declining student achievement Summary J^ince the Implementation of Little Rocks 1990 desegregation plan and its various revisions over the last decade, almost ten years of rising education revenues have failed to reverse the Little Rock School Districts (LRSD) declining academic performance. In fact, scores in core academics have continued falling each year of the plan in the wake of annually increasing budgets and spending. And the gap between black/white student performance has not closed as promised at the beginning of the plan 10 years ago. With the vote on Little Rocks latest school tax increase just around the comer, the issue of an ever-widening spending versus student performance gap is bound to raise questions among local voters. LRSD STH GRADE ...should the community ante up a new round of tax dollars? Or is it possible more money is not the answer, but that it is simply time for wholesale changes in everything from school leadership, governance, teaching methods, and curriculum to management, fiscal practices, and accountability programs? Many local citizens think so- -and the facts are with them. For example, will LRSD ever be capable of orchestrating a longsought academic turnaround given the legal burdens and other contentious issues it must constantly deal with now? And, should the community ante up a new round of tax dollars? Or is it possible more money is not the answer, but that is simply time for wholesale changes in everything from school leadership, governance, teaching methods, and curriculum to management, fiscal practices, and accountabiltity programs? Many local citizens think soand the facts are with them. For some voters the concern is more visceral. Call it litigation burnout tied to endless desegregation actions and rulings. They simply believe that as long as lawyers and courts drive the process of education reform, basedas it ismore on resolution of race issues than on solving the overriding problem of academic quality for all students, black amd white, LRSD schools will remain educationally substandard. Scores will not get better, more legal haggling will be inevitable, divisiveness will endure, and Little Rock and its schools will remain hostage to those who would prosper from more than 40 years of complex legal history. Some even say the city just seems destined to remain in a lingering perception of racism so far removed, in reality, from the terrible prejudices and discrimination of 1957 as to be sadly laughable. Knowing the enduring stigma of racism unfairly shapes the citys image around the world angers many taxpayers. They feel it is time to move on. To be sure, the ongoing community effort to change racial attitudes in Little Rock has been extraordinary for many years now. Little Rock is no longer a community marked by an ingrained cultural tolerance of racial discrimmination. It has worked hard and grown in character to become a modern, foward-looking city committed to freedom and equal opportunity for every citizen. Most of the citys citizens know that the Little Rock of 2000 is a far cry from the Little Rock of 1957. Anyone who would suggest otherwise is either blind or disingenuous-or both. Still, growing unrest among taxpayers over these things will lead many of them to withhold what they believe to be a futile infusion of tax dollars. They view LRSD as a troubled school district mired in unending legal bickering and tom by fractional agendas. They see it as lacking leadership and the internal capablity to apply resources wisely. They see no collective will among school leaders to abandon failed practices and try new ones. And until new leadership with new insights, new ideas, and the courage to challenge the education status quo in Little Rock emerges, they will save their money. A copy of the full report can be obtained by contacting the Arkansas Policy Foundation, 111 Center St., Little Rock, AR 72201 (501)375-6703 LU ex O LU Q ex O LU \u0026lt; LU ex o Z o z LU o (X LU 50% 45% 40% 35% 30% 26% 20% 15% 10% 0% -6% -10% -15% -20% -25% -30% -35% -40% -45% -50% 50% LU 48% 40% 35% O 30% - Q 25% tX 20% O 15% V5 10% 0% O -5^ Z -10% LU -15% -20% g -25% g -30%- Q. -40% -46% -60% LU CO \u0026lt; LU ex o LU Q ex o I g: O Z s z LU o ex LU PERFORMANCE COMPARED TO INCOME\n1991-99 Rise 38.6% FALL 19.7% (scores based on SAT basic battery which measures core course results) 1991-1999 LRSD 7TH GRADE PERFORMANCE COMPARED TO INCOME:1991-99 Ris 38.6% SCORES O.d/e (scores based on SAT basic battery which measures core course results) 1991-1999 50% 46% 40% 35% 30% 25% 20% 15% 10% 0% -5% -10% 15% -20% -25% -30% -35% 4CJ% 46% -60%. LRSD 10TH GRADE PERFORMANCE COMPARED TO INCOME: 1991-99 Paid advertisement paid for by the Arkansas Policy Foundation, 111 Center Street. Little Rock. AR 72201 Rises 36.8% FALL 18.3% (scores based on SAI basic battery which measures core course results) 1991-1999I aINSIDE Wounds from World War II still unhealed. 20A News/Part 2 Arkansas Democrat ^(gazette  SUNDAY, MAY 7,2000  1SA Texas bends rules for church groups Critics worry Bush win would bring lax laws for faith-based social services BY HANNA ROSIN THE WASHINCtON POST CORPUS CHRISTI, Texas - Over the door of one church-based drx^ treatment center in Houston, a sign printed in foot-high letters aimounces\nDrug Addiction Is NOT a Disease. Its a Sin. At another, clients pa^ by a po^r of an addict in a hospital bed, ripping IV tubes out of his arms and throwing his pills in the garbage. An angel hovers nearby, offering her protection from this plague of prescriptions. And at a Christian young adult home in Corpus Christi, police recently took the unusual step of arresting a supervisor after teenagers complained that they were beaten and roped to a bed, all in rule book as thick as a Russian the name of Christian discipline. novel that covers every detail from More arrests are anticipated, au- fire detectors to fr^ed carpets. thorities say. Counselors in religious treatment These are some of the results  programs now may skip the crimi-expected and unexpected  of nal bac^round chec^ and tiun- Gov. George W. Bushs bold new dredsofhoursoftrainingrequired experiment in welfare reform.\" With his conviction that religious of their state-licensed peers. Faith-based groups that provide groups can transform lives in ways child care or operate homes for government cant, Bush sponsored troubled youths can opt out of state laws in 1997 that allow churches to inspections and choose to be regu-provide social services their own lat^ by a Christian child care way, outside the intrusive glare of agency approved by the state. the state. Since their inception, the new The new laws exempted faith- rules have been criticized by tradi-based drug treatment pro^'ams tional caretakers, who worry that from all state health and safety reg- Bush has placed too little empha-ulations followed by their secular sis on holding religious groups ac-counterparts, a list contained in a countable, and too much on the no-tion that faith alone can heal addiction and delinquencydespite decades of research to the contrary. Weve worked so long and hard to combat the stigma that substance abuse and delinquency and mental health are a symptom of a breakdown of morality, and to convince people they are an Illness, said Bill McColl, spokesman for the National Association of Drug and Alcohol Counselors, This would roll us back 60 years, right back to when people thought you were an alcoholic merely because you didnt accept Jesus as your personal savior, See LAWS, Page 17A AssocMIsd Frets Republican presidential candidate Texas Gov. George W. Bush talks with reporters and his campaign staff Friday during a flight from San Diego to Austin, Texas, aboard his campaign plane. AesodsMd Press Democratic prvMetiBal candidate Vice President Gore shows reporters in Chicago on Thursday what he said was Republican Gov. George W. Bush's 1995 Texas budget 2'\npages folded in fours. The presidential campaign is turning into Stats Ware. Bush, Gore battle with hazy numbers to raise credibility BY CALVIN WOODWARD TNEASSOCIATID PRESS WASHINGTON  The presidential campaign is turning into Stats Wars as Democrat Al Gore and Republican George W. Bush reach for the statistics that will let the political force be with them. The numbers are coming fast and furious:  Almost half of Texas prisoners go back behind bars in three years, Gore claimed in a slam on Bushs revolving door justice system. Drug use by teen-agers has almost doubled in the Clin-ton- Gore administration, Bush shot bacL  Test scores show Texas students are lagging, ------------- dark sky of confusion, bringing a bright flash of clarity to everything. Its stolen lightning.\" Passed on by the priests in white coats,\" as he put it, statistics are grasped by politicians seeking advantage, government offrcials wanting fatter budgets, advocates wanting this and that, and then are hurled at a debate with all the certitude of Zeus. The voice of power and authority is with me,\" Murray intoned. If you argue with me youre actually arguing against things as they are.\" Unchecked in the absence of debates since the end of the primaries, Gore has been firing away with tax, environmental and Gore It almost does not Charges federal prisons Seem to matter, have cut drug- . treatment beds by ODSCrveS DaVia one-third. Some figures Murray, an that underpin the anthlODOlogist who accusatuions are , outdated or un- StUoicS the USC and supported, such as Gores claim of misuse of numbers. crime numbers to show his opponent would chew up the Social Security surplus and has made a mess of Texas. Bush has dueled with opponents throughout the primaries and now with Gore on Statistics are a way to cidivism under j. whether numbers Texas show ciuiviain uuuer ,, , , . Bush. Others, like conuemn and indict Bushs about teen-age drug use. hSS in a hurry, he said. are essential^ correct but fall short of telling the whole story. It almost does not seem to matter, observes David Murray, an anthropologist who studies the use and misuse of numbers. Statistics are a way to condemn and indict in a huny, he said. Best of all for a candidate, be said, in quoting them you both get authoritativeness and no accountability. Murray is research director for the Statistical Assessment Service, a think tank that works for better understanding of scientific and social research and debunks spurious statistical claims. Lately, the service has taken issue with assertions that the declining infant mortality rate has something to do with dye closing of nuclear power plants. It has faulted for improbable precision a federal study that said a 20-cent increase for a six-pack of beer could reduce gonorrhea by 9 percent And it has dissected and disputed claims that the number of missing or abducted children runs into the tens of thousands a year. Statistics are powerful, Murray said. They come ilown from a higher achievement in schools and lower taxes for citizens  and whether he has had anything to do with it Charges are made and denied, and campaigns release their supporting evidence, which is sometimes thin and occasionally wrong. But by then, the candidates have moved on to another statistical frontier, leaving behind an aura of science from their number-dropping. Recidivism in 'Texas prisons is not up under Bush, as far as anyone knows. Because of the long lag time in analyzing how many convicts go back after three years  the standard measure  no such figures have been released yet on inmates let out since Bush became governor in 1995. But Gore, blaming Bush for a revolving door prison system in a major crime speech last week, claimed rates under Bush have gone up almost to 50 percent  a figure actually operative when Democrat Ano Richards was governor. The Gore campaign got the figure from newspaper and magazine stories that published it without attributionto any source or t See STATISTICS, Page 17A P^irdiosG UI will Items otVerySpedol Prices Swivel Rocker/Recliner 298 Compare flP499 Famous ,1 Compere 01799 ^493 swivel rocker recliner Oversized Casual Plaid Sofa Oversized casual sola features 10\" plush cushioning and a long wearing ptaid cover in earth tones. COflPWATION 6 Months Sam As Cosh J Cottage Retreat Bedroom Suite M98 Compere iit%99 Three piece cottage style bedroom snlte ' ~ f includes beadboard, door dresser and mirror. Matching pieces are also sale priced. 5 PieceNostalgiaOak Dining Suite b* Five piece 1 'nostalgia' oak dining suite features a round lable top with heavy empire base and includes table and four matching J side chairs. * Twin Over Full Bunkbed ,?133 ,M99 Twin over fall metai^ bunkbed Is fully safety certified Compare (rt199 and Includes attached ladder and full leagth guard rails. Bunkbed Is . . available in red or while powder coaled Bnisb. ^tJ0\u0026lt;|SoMngs(i9r Mother'sHw I GossIpBench SbmUM, Kprf Jn,*, dtenroroaL chenyofouk- | kunuKoo urriEMoa.' OuiltRack $1988 Quillrsdilses'iiiabkta dieiTyororic Across from Sum's Whoiesota. 57QS WARDEN ROAD, 83A-1454 estExtt 132-EostExn 130, 9912IHIERSTAIE 30, S454009 W.U1KEm.Aa\u0026lt;frt\u0026gt;mMiKO(c\u0026gt;niCrin. IIUI WBTMAfIKHAM. 9^-7130 CMWAY.BO SEARCY, 401 PWERlUFf, XJHtowmRil, 329-701) I Pftoldf 7684606 .3M)' Morkel, 535-9566 ' SrailtK. 1903 Albert 'pfke, i24-74I2 hanksfurniture.com MorUeTopI ttwfy geauiat mvtile JOHEStORO. 1B08 mgMorxl, 931-0324 RIKSEUVILIE. 2606 E Moin, 9M-5871 HARRISON, 121) Hwy 62-65 N, 741-2009 FORT SMITH. 59)2 S 36l1i SI, 646-6631 SFRIHCOAIE, Hwy 7)B, 751-4921 BEXT0KV1UE. US 7) ot Hwy 102,271-2320 FAYETTEVIILE, YWioBton of Hwy 7), 442-2666 I h* k HiW toW bMtew 4 b mad l b  lite ( b  $01. 9(Hn-6|\u0026gt;ffl * Sun, ipm-bpm ISA  SUNDAY, MAY 7, 2000  Arkansas Democrat ^azcttc Millage  Continued from Page 1A neighborhood associations known for their carefijl monitoring of local government. There was no organized opposition to the proposed increase until Thursday, when the Arkansas Policy Foundation placed a fUll-ps^e advertisement in the Arkansas Democrat-Gazette criticizing the district for failing to raise standardized test scores and challenging the need for the tax increase. By Friday. Superintendent Les Carnine. his staff and School Board members had dissected virtually eveiy line of the foundations advertisement and accompanying 15-page report, pointing out in an ll-page document of their own all the errors and outdated information they found in thd study. The ad ran again Sunday. If the proposed tax increase is adopted, more than $115 million in repairs and technology expansions is planned for the schools. School Board members in March approved a list of specific projects that would be undertaken at each school. The improvements, to be made over the next five years, would include a new elementaiy school in the western section of the district, 113 new classrooms  83 of which would replace portable buildings, five expanded cafeterias, three new or expanded libraries, one new gymnasium and 20 roofing projects. Other improvements would include modernizing bathrooms, improving heating and air conditioning systems, making buildings more accessible to handicapped people, and providing the necessary electrical wiring and equipment to support at least one computer for every five students. The 5-mill increase would generate about $9.5 million a year, based on current prope^ assessments. Three of the 5 mills would be debt-service mills. They would be used to finance a 33-year debt on a series of bond issues that would make up the $115 million for the school repairs, renovations and technolc^. The remaining 2 mills of the 5 would be designated as dedicated maintenance and operation mills. The $3.8 million generated annually fiom the 2 mills would be used for the oi^oing upkeep of buildings and computers. Included in the ballot request to raise the districts tax rate fiom 41.4 to 46.4 mills is notice of a total district debt of up to $190 million and the extension of 9.4 debtservice mills that are supporting the districts current debt. When LRSD standardized test scores: 1991-1999 charter schools and private school ent peers. The students progress at vouchers, as well as reports on a rate comparable to national av-that is paid, money fiom the 9.4 mills would be applied to the new debt. If the proposed increase passes, the overall mill rate for a Little Rock district properly owner would go fixim 63.9 mills to 6B.9 mills, which includes taxes for school, city, county and Arkansas Childrens Hospital. TSe.'lrfaiwtts Micy Foundation last ^eek criticized the bale Rock School Distrtci for a history of declining scores m tests that compare bale Rod jljik-. seventh-and lOih-graders lo national samples cf students vtho look the same tests. Thefoundation used \"normal curve equmileni\" scores, a slaiisiical measure most c^en used fy researchers because it can be used in computations. Normal ame equivalent scoring allons one test to be compared to another even if one version is more difficult than another. College entrance exam scores are normal airve equnaleni scores. Standardized test scores are more often reported to the public in \"national percentile ranldngs.\" which indicalea student's relative standing in comparison to other students who look the same test. A student al the 75lh percentile,forexample. scored as well or better than 75 percent tffithe students in the national sample. Both npes of scores are skm-n in this chart. Both show that the average basic battery scores - combining math, reading and language arts scores - are generally belon' the 5^h percentile trhich is considered the national average Lillie Rod district leaders objected to the policy foundation comparing scores earned b\\ siudeni.s in 199! on the Metropolitan.ichievemeni Test, sixth edition, to scores earned on the Slanford.ichievement Test, the eighth or ninth editions. Each of the three tests is diffiereni and each isbasedon adiffireni national sample of students. --------- 1991 MATS IMMHO.HpCiMMVHI ACCftMnwil 1992-1995 SATS Sanbra KcftMiwil T(L Hittitan 1996-1999 SATS SufCoia AdKMfliani TcdMicdMi NORMAL CURVE EQUIVALENT SCORES 516 30 0. SOJ 54.4 nn-0 46.0 r-iW5 91 92 '93 94 '95 as '96 W '96 '99 '91 '92 '93 '94 '96 '95 '96 '97 '98 '99 '91 '92 '93 '94 '95 '95 '96 97 '98 '99 NATIONAL PERCENTILE RANKINGS 57 40- 20- 0- 91 '92 93 '94 95 '95 96 9 7 98 99 58 50 42 i-i40 91 92 '93 '94 '95 95 96 '97 96 99 91 92 S3 94 '95 95 '96 97 '98 '99 NOTE:TslswrdRWMe(lntiinulnl995.inffie\u0026lt;(m\u0026gt;gan(lial. SOURCE. UlM Rock SeftM Oisinct Arkansas Oamocral-Gazaiu pensions, welfare reform and leg- erages for student growth, i-s--l-a--t-iv--e-- -e--t-h--ic--s-.- -T--h--e-- -M---u- r-p---l-^-- -C--o-m-- - \"But, the challenge that all m- mission, a foundation initiative, ban districts have is to learn how has conducted studies and written to accelerate in eveiy way possible reports on ways to streamline gov- our students' learning so that at ernment. some point they 'catch up,' \" dis- Jackson T. Stephens Jr., chair- trict leaders said. man and acting president of the foundation, said the report was They also cited statistics showing that when test results are bro-written by foundation members ken down by race. Little Rock ftom data acquired from the white students perform as well or school district, a 1999 independent better than their white peers management study and reports around the state and Little Rock from the federal Office ofDesegre- black students hold their own in gation Monitoring comparisons with black students The foundation report de- from other districts, doii^ better scribed the Little Rock district as than some and not as well as oth-a fhilure'' and \"one of America's consistently troubled districts. It ers. District leaders also noted that said the district, the largest in the in three schools  Dodd, Gibbs stete, is caught up in political fac- and Jefferson elementaries, where tionalism, lo^-standing desegre- curriculum changes in literacy gation litigation, economic stress and math instruction were piloted and public unrest. Authors of the  fifth-grade test scores improved report said the district failed to by 13 or more points, -a-b--a--n--d-o--n-- --u--n-s--u--c-c--e--s-s--f-u-l pro-g rams. A*ccording to th'e district re- They suggested that wholesale sponse, foundation authors changes are needed in district demonstrated a lack of test under-foundation leadership, curriculum and fiscal standing when they said the -Stan. management. ford Achievement Test includes 'The advertisement featured components that are nonacademic, graphs showing that, while the dis- The educators also pointed out tricts revenues steeply increased that foundation authors said they since 1991, basic battery scores on used scale scores ft^m the dif-standardized tests in grades five, ferent tests when they actually seven and 10 dropped by as much used normal curve equivalent\" as 19.7 percent in the same period and were below the 50th per-scores.  -------  . Each nationally standardized centile, which is considered the test  including the Stanford national average. Achievement Test  is scored and Basic battery scores are a com- reported in a variety of ways, bination of reading, language arts S\"c..o..r.e..s.. . l Yom t he Sta nford test and mathematics scores. are generally reported to parents The foundations report includ- and the public in terms of pared scores from three nationally centile rankings, which describe s--t-a--n--d-a--r-d--i-z--e-d-,, state----m--a--n-jd-a.te-dj ihow local students c..o..m...p..a..r.e. t.o. a tests: the Metropolitan Achieve- national sample of students who ment Test, sixth edition, last ad- took the same test. ministered in the 1990-1991 school Normal curve equivalent year, and the Stanford Achieve- scores, on the other hand, are ment Test both ei^th and ninth equal-interval normalized stan-editions. dard scores, which make compari- One of the purposes of the stan- son possible. An NCE score of 43.5 dardized tests is to compare the on a math test is comparable to a achievement levels of Little Rock 43.5 score on a science test. The or Arkansas students to a national scores can be added, subtract^. sample of students who took the divided or averaged, making the same test. Little Rock district officials ob- searchers. jected to the foundations comparisons across three tests. The scores usehil to educators and re- Regardless of the type of scoring used, the district s-.ores were scores earned by students who generally below the SOth pertook the Stanford Achievement centile, which is considered the Test, ninth edition, last September national average. we..r..e.. ...c..o.rm--p--a-r-e d- to th e- --s--c--o-r-e s School district officials jabbed earned by different students who at the foundation for saying that took the Metropolitan Achieve- the districts student perfor-ment Test.............................................mance data are not generally re- \"You are comparing our kids to- ported or made easily accessible day to what was going on in 1990 to the public. Again, not true! A mill is one-tenth of a cent When used as a property tax rate, each mill produces $1 of tax for each $1,000 of assessed valuation. Property in Arkansas is assessed at 20 percent of its actual value. A $50,000 home, for example, has an assessed value of $10,000. A 1-mill tax on that property would be $10, a 5-milI tax would be $50. On a the documents were inaccurate, 5100,000 house, a 5-mill tax would misleading, outdated or incom-and 91, said Kathy Lease, who the district responded, pointing oversees the districts testing pro- out that the scores are reported gram. Its a different world. 'Aiey in the Democrat-Gazette, dis-are different tests that ask differ- cussed at televised board meet-ent questions. Every five years [the ings and displayed on a Departpublishers] re-do the test. One of ment of Education World Wide the things they do is make the test Web page. more difficult. We respond to ali requests for ------------ ------------------ --- --------- In their spirited response to the information, the response contin- P'^--------------------------------------------- foundations ad, district officials ued. \"APF accuses us of putting a The Arkansas Policy Founds- acknowledged the below-average positive spin' on our reports. So tion. a nonprofit organization test scores. But they also said the its a positive spin when we show founded in 1995, has about 200 district has hi^ percentages of improvement? , . ----------  -------- members across the state and in economically disadvantaged stu- ---------------.. stunned and outr^ed district Texas. The foundation has in the dents who come to school with be $100 a year. the Arkansas Policy Foundation advertisement in Thursdays newspaper and the 15-page report on which the ad was based In response to other matters in Raw numbers distort message State funding changes, inflation affect LR School Districts budget and campaign officials, who said past published reports advocating fewer skills than their more afilu- See ELECTION, Page 19A BY ANDREW A. GREEN ARKANSAS DEMOf RAMAZEnt good indication ofwhat the ^ical in desegregation-related legal fees classroom teacher made in the between the 1997-98 and 1998-99 Little Rock School District expenditures Selected expenditures, 1991-1999 In raw numbers the little Rock ^. But the expense category school years. In 1998, the district School Districts budgethas increased \"Certified Salaries gives a good negotiated a new plan that will 1^ more dian a third since 1991. indication of the overall changes in eventuallyendthefederalgovern- But that figure doesn't take into what the district pays its educators. -........ ................................. account inflation, and it doesnt .........  ments supervision of the district's ---------- ------------ -------------- -------- That category refers to pay for desegregation efforts, take into account a major change in anyemployeewithateachingcer-the way the state finances teachers tificate. That includes classroom BUSING .r.e..t.i.r..e..m...e..n..t. and -h--e-a--l-t-h- be-n--e-f-i-t-s-,- ----t-e--a-c--h--e--r-s-, librarians, principals In the 1995-96 school year, the When those two factors are added and the superintendent. Dividing district began contracting with in, the change is much smaller, ris- the total salary by the number of Laidlaw, a private busing compa-ing about 3 percent instead of 36 certified employees doesnt mean ny, to transport most of its stu-percent between 1991 and 1^. much because the categopf in- dents. The district continued to Revenues for the district are eludes a wide range of salaries, typically slightly higher than ex- B.u.t. w.h.en. .ta.ke.n. a.s a w.h o,le, cer-penses. and boUi have increased tified salaries increased by about by about the same yearly rate in 23 percent between 1991 and 1999. operate buses for special education students. The largest annual increase in costs came in the year Laidlaw the 90s. In 1991, both were a little Discounting inflation, the total in- took over. Total busing costs in-over$ 130million,andinl999,they crease for those nine years is creased 44 percent that year, but were about $180 million. about 2 percent. since then, costs have remained But -b-e--t-w--e--e--n the .1.9..9.5..-.9..6. ..a.nd The biggest change from one fairly stable. 199697 school years, the \"Equaliza- year to the next comes in the 1998- When adjusted for inflation, tion Funding line item under the 99 school year, when the total for overall busing costs increased by state revenues section of the bud- salaries increased by about $8 mil- about 16 percent between 1991 get, which had been stable for sev- lion, which is 14 percent and 1999. eral years, suddenly increased $16 atijcd cvpcuece million. On the expenses side, ben- change in state funding for teacher other EXPENSES That, too, has to do with the efits and other operating expenses retirement and health insurance. The districts expenses for facil-increased nearly ^e same amount The three school districts in Pulas- ity services, which include custodi-retirement Much of the difference results ki County successftilly sued the al salaries and other expenses for from a change in how the state state after the chan^, saying it upkeep, increased by about 17 perpays for teacher retirement contri- didn't give them enou^ money to cent over the last nine years. Ad-butions and health insurance pre- make the necessary payments, justing for inflation, those mainte-miums. Previously, the state had Salaries and benefits for that year nance expenditures have actually paid directly into the retirement show large increases as a result of declined slightly. system and to the insurance the settlement in the case. providers. But then state started sending the money to school districts, which make the contributions and payments. LEGAL FEES Spending for safely and security nearly doubled between 1991 and 1999. Yearly changes show little The amount the district paid in pattern, but die most significant legal fees varied si^ficantly fixim change came in the 1994-95 school Inflation also accounts for a year to year, sometimes increasing year when the district started con-large part of the budget increase. dramatically, sometimes staying tributingtothesalariesofpoliceof- The $130 million budget in 1991 is roughly the same, sometimes de- ficers stationed on school grounds. worth about $160 million in 1999 dining. dollars. When a^ustments for \"The cost of utilities has deThere is no apparent pattern to dined sli^tly over those nine those factors are counted, the dis- fees resulting fVom ongoing litiga- years. Capital outlays, which in-triCt's budget increased by about 3 tion over the districts desegrega- dude classroom equipment, have lion efforts, nor do the other legal varied f^m year to year. In 199\u0026amp;- /it millions of dollars In ihoiisands of dollars eo $5S,l $674 AO 91-92 CirttM levies' NeicerliM (gvNi' SibiliWes TerUSALAHES Fria(tb6b TRMSPORTtHON USD lain TOTUrUNSPORTtTKM lEOlFEES Rttsiv OtMfrifitiH muSAlfBS\" SifrirtiMarib UtSMTM Office! Prams TOTM Utttics OriEwl iii lumt uPMb CitiUcsIlir FTtCirtifiW\" mUcKHtifM TBIU percent between 1991 and 1^. ....................... ......... .............._______________,____ ,____ _ mMKBCMHMK expcnscs 8 clcar 99, those expenses had dropped by iM,,nuo MLAKita There is also 8 mitigatl^factor more than $1 million fi-om the be- Distric^ budgets dont give a for the roughly 50 percent increase ginning of the decade. expenses show a dear trend. S9.5 9B-'99 In millions of dollars 1.000 - 500 98-99 1991-92 55.IX316X I62X,1XX 1.766.1X.X 7ai9l211.X 1X2-93 53231.621.41 16305897.40 1.774,609.10 71312,127.91 199384 X,171,W.43 172X91920 1.606.9X37 75.079.64700 8.992.742.29 9908.175.12 990591305 6.768.00882 6.551.836.63 6,156095.02 6.768.00882 6.551.838.63 6.156.095.02 $1,OU $114 0 H 81-'92 199t-X 55.125X1.04 17.425225.72 1,77758953 74,328.7X29 1995-X 56509.31569 1522020420 15033XX 7323284867 10,127,41263 9620,738.18 6062.049.81 6062.049.81 2539.9KJ12 6595334X 9.18529902 110.12522 19933825 310.063.47 370306.02 97,092.70 467396.72 235397.14 2S3.9S184 48934896 18586208 129,17486 315836.14 30374516 312.003.06 615.74824 760.378.15 760.378.15 9,66257371 3388.09707 13387341.M 5.627544.92 3359.731.x 1.727.x 124250 296950 68177304 68177304 8618729.68 2662567.71 13548.434X 6.718665.18 2354.X4.10 1.70608 1.32720 3.03528 * IndicOH mroecDv* taltiy soRwiwnt for 1997.99 \" Privaia cernpmy fa! prondn trmtporltiXin mmch SOURCE LIM Rock SchMOcMct 779584.72 77908472 729.78925 19121539 921.004.64 88997935 276.181.39 1.166.160.74 98-'99 In millions of dollars 98-'99 1996-97 58.179,08215 158X8X52 2052.046X H.I]S2.ieJ23 l9SMt 5989310511 16808,72233 2563.4S1.X 7868527684 199639 67.7743XM 19202328.62 1594292.48 83571811.x 21027.425.01 20.365.129.48 22122046 48 2.002.48692 7213.99580 9216.48182 138092221 7.720.55951 9.601.081.72 1.868.10030 7,622,72079 9,490.821 09 200.076.73 479.737,72 137.18730 43120345 566390.^ 321899.72 690.40264 1.01230236 1.071,44027 222726X 1294.16659 1,121.01215 227.71883 1.348.730 98 1.41520557 29528699 1.71049256 9.44783806 363715495 13.650.174 00 7352.587.65 1.704.608.05 1,755.70 1^.44 3039.14 9367332.11 3155,92790 14278.0X00 7243370.95 1334.49351 1.635.94 1279.43 291537 9525842.x 3572631.63 14.75230607 8204.34021 307050787 1.665.15 1,017X 288229 10238.411,62 3385.1X52 17210.1M.71 9.181.42370 2346.55781 1.62679 1.021.03 264782 11.081.87146 3341.92570 18.159.394.77 93X2C8W 21866819 1587.34 1.054.77 274211 11284847.73 3.689.005.11 19.783.124.10 1153235368 2741.1X27 1,738.49 loeox 2818.79 ' inckKMs  rwQDUM seOemenl viWi th) Jothu* nHn)on (or muDloIg ysvs ' Pul-In* aouiviloni omciayMs who hoU slats leaching cehilicalas AfkatDn\u0026lt;ooit-GuKKIRk MOI4TC0MERY . Arkansas Democrat ^(Gazelie -I   SUNDAY, MAY 7, 2000  17A How Arkansas congressmen voted Here is how AiKansas' U.S. Senators and U.S. Repiesentatrves voted on major roll call votes during the week that ended Friday. KEY: 0 FOR HAGAINST  NOT VOTING PASSED DEFEATED HOUSE 0Tini Hulchinson (R) O Trade with Africa. Approved EBIarwhe Lirwoln (D) 309-110, the conference report on a bill (HR 434) providing increased access to U.S. markets to apparel and Ownocratic plan. Failed 54-45, a Democratic plan for renewing the other goods manufactured in sub-Sa- Elementary and Secondary Eduction haran Africa, the Car^jbean Basin Acl (ESEA), which is the main statute and Central America. The bill waives for federal funding of education (or or lowers U.S. duties and quotas kindergarlen throu^ 12th grade. The products from more than 70 court- underling GOP bill (S 2). which re- tries, with its greyest benefits going to manufacturers who use U.S. raw mained in debate, would convert most categorical grants into block materials to make their clothing. By grants that states could spend with 2006. African apparel exports to Oie minimal supervision if they meet .United Stales are projected to in- broad objectives. crease 17-fokJ under the free-trade measure, to $4.2 billion annually. In part. Democrats sought to kill a -------------------------------------GOP school voucher proposal. Also. Albert Wtynn, O-Md., said: This is they sought to preserve the existing an opportunity for us to chart a transi- categorical grant structure for cSstrib- tkxi path from providing economic as- uting approximately $14 billion annu- sistance to provkting trade assistance afiythrou^tiieESEA.about^billion to Africa, to help Africa move from -...........'---------* economic dependence to economic seif-reliance.' of which goes Io the nation's poorest districts- - ------ Patty Murray, O-Wash,, said the Joe Moakley, 0-htess., said the bfil GOP block grant 'does not go to the will neithsr help African workers nor American workers. It will allow the transfer of goods from China through Africa, goods that are made in unsafe classroom. It goes to stale legislatures and adds a new layer of bureaucracy between the education dollar and the students who are so Im- conditions by workers who are drastt- portanl, ... Today, education dollars cally underp^. are targeted at the federal level to A yes vote was to approve the *'-------- -  trade bill. I Marion Berry (D) Jay Dickey (R) Asa Hutchinson (R) Vic Snyder (D) Charter schools. Passed 397- America's most vulnerable students.... Under block grants, there would be no assurance\" of that. Bin Frist, R-Tenn., called the Democratic approach 'simply mors of the same.\" He said GOP block grants are needed because There has been no streamlining, no coordination [of] all 20. a nwibinding measure (H Con these programs, which have been lay- Res 310) to declare a National Char- ered one on lop of the other over the ter Schools Week. Charier schools last 30 years. ... Some people say are federally funded institutions for there are 280 programs, some say kindergarten through 12th grade that there are 750 programs.\" operate with a large degree of auton- a yes vote backed the Democratic omy within public systems. They use alternative. nontradifionaf approaches, including  Hutchinson (R) innovative curricula, in pursuit of aca- ...........- demlc results. Critics charge that they lack fiscal and academic accountability and undermine the traditional public school system. Thirty-five stales, the District of Columbia and Puerto Rico have received more than $350 million In federal grants over the past several years for charter schools. This year, more than 350,000 students are enrolled in 1,700 charter schools. Tim Roemer, D-lnd., said charier schools \"serve significant numbers of students with lower incomes ... students with disabilities. They are not schools that attempt to ... pick the best students. They are public schools that attempt to educate in innovative new ways.\" No member spoke aganst the measure. Ayes vote was to bolster the charter school movement. 0Lincoln (D) Be t I 5 iBerry (0) Dickey (R) Hutchinson (R) Snyder(D) SENATE O' Nuclear waste veto. Failed $4- 35. a bill to override President Clin- -O- Merit pay. Passed 54-42, an amendment to S 2 (above) enabling states and localities to use federal education grants to implement teacher testing, merit pay and tenure reform programs. Over injections from Democrats and the National Education Associalion, the GOP amendment authorizes these initiatives along with other \"teacher empowermenf programs at a cost of billion annually. Spencer Abraham, R-Midi., said: \"In the business world, employees who go the extra mile and exceed expectations are financially rewarded.... Are teachers, tasked with educating and shaping our children's lives and future, any less deserving of merit- based pay rewards?\" Edvrard Kennedy, D-Mass said Democrats favor \"whole school reform\" rather than \"rifle shots\" like merit pay that would overlook teachers who are teaching in some of the roughest sr^toofs.\" He added it is belter To provide incentives to encourage professkxial development and mote advanced degrees.\" A yes vote backed the teacher ...-----....... --------.... ..... testing and merit pay initiative, ton's veto of a Ml (S1287) to perma- gHutchinson (R) nently store the nations nuclear mlinr-nin ini waste near Yucca Mountain, Nev,, 90  miles northwest of Las Vegas. Supporters needed 67 votes to defeat the veto and pass the bill. Under the bill, more than 4250 metric tons of spent fuel, now in surface storage at power plants and defense facilities, would be transported by rail and Iraki to the Nevada site for lemporaiy storage above ground and permanent burial by 2007. Rod Grams, R-Minn., said: There is simply no scientific nor technological reason why we cannot move waste from ctvitian reactors Io a central repository.... There is overwhelming proof that we can transport nuclear waste on ships, roads and rail without a threat to either the environment or human beings.\" Harty Reid, D-Nev., called transportation \"replete with danger* because Terrorist threats are significant. We know that no matter how hard you try, you cannot keep the trainloads or the truckloads of nuclear waste secret. ... All along the routes where 5Oplus millton people are within a slingshol of these trains and highways, they are atl going to be exposed.\" A yes vote was to enact the bill. \"O'Teacher hiring. Failed 53-44. a bid by Democrats to fund the third year of President Clintons class-size reduction program, which is helping local districts hire 100,000 elementary school teachers over six years. About 29,000 have been hired to date. The underlying GOP-drafted bill (S 2) shifts targeted funding of $1.7 billion from the hiring program to a block grant that could fund programs such as merit pay, tenure reform and teacher testing. Patty Murray, D-Wash., said\nUn- fortunately, this Republican bill abandons our commitment to helping students team in less crowded classrooms.\" Kay Hutchison, R-Texas, called GOP block grants lor teactner programs superior to the Democrats' 'one-size-fits-air approach, especially for schoi^s withoul crowding problems. A yes vote was to continue the Democrats class-size reduction categorical grant. 91 Hulchinson (R) ^Lincoln (D) RolCalRapon Syndicate Urgent news for adults with heartburn and infants with colic who took Propulsid Many heartburn sufferers and infants with colic who took the drug Propulsid have e.xperienced serious heartbeat rhythm problems (arrnythmias). Symptoms may include heart palpitations (fluttering palpit____ ________ t), rapid heartbeat, chest pain, shortness or thumping in the chest), of breath, fatigue, dizziness or hunting. An clcctrocanlio^am (EKG) is used to diagnose this problem. Over 100 deaths linked to Propulsid have been reported to die FDA if you or a family member used Propulsid, and have had any of these problems, call us immediately, so we can evaluate vour potential claim against (he drug manufacturer. Your legal rights have tune dradlines, so call today (open 7days/wcek) toll free from anywhere in the U.S. at 1-800-THE-EAGLE for a free consultation. We practice law only in Arizona, bur associate with lawyers throughout the U.S. to help injured people across the country. GOLDBERG \u0026amp; OSBORNE The Injury Lauryers, 1-800-THE-EAGLE. {1-800-843-3245) Oflk Laws Texas officials say theyre  Continued from Page 15A OTiIy Correcting ycaTS of Traditional social service orga- narmw-mind^new The nizations say allowing faith-based UlUKieuness. 1 ne programs to regulate themselves SCCllIar. pOSt-NcW Deal creates a mutually affirming at- ,, . mosphere, where groups of a simi- WOnQ haS SnUt Certain lar mind-set could be reluctant to churches out of providing find or report abuse. The Christian agency that oversees the youth social SCrviCCS, despite homes invites the superintendents of those homes onto its board, and tneiT OuVlOUS SUCCCSSCS, of Christ in Corpus Christi, still insists on working only with counselors who have met the states credential requirements. The first page of his client handbook says in bold letters\n\"Chemical dependency is a disease.... It is NOT a moral weakness.\" Initially its a choice, and were responsible for our choices, but saying 'Please help me' and 'Please stop hitting me.' 1 couldnt see them, but I always heard them, They never saw the cows, or the field, but spent most of their days cleaning the kitchen. Lord, I am going crazy.\" he wrote one night in his Bible. Please help me. After almost a month. Simons and some people are biologically or Aron Cavellin. 11, dided to run facility supervisors insp^t one another's homes  a conflict of interest. tho' say. Perhaps more important, the Church-State Cooperation. but it critics wony that these are precise- limited contact between church- chemically disposed. said Griffiths. We have to be realists. Sometimes people just need medical detox.\" LOOKING FOR PROOF Social scientists say faith-based away, right after laps, but both were cau^L At about 6 p.m.. Alan Lee Smith, a supervisor at Roloff Homes, drove them into the woods and tied their wrists, then roped them to each other. He took them to a IS-foot-deep sewage pit and ordered them to dig, groups make exaggerate claims of the boys toid police.  or----------------------------------- success, long before there are any as was safely possible. studies to back them up. Teen .. ... ....... . ... ...... ------ -------------O-\n............rWherever we can. we must ex- Challenge, for example, claims a 90 have to jump over the pit He tried, promise to establish an Office of pand their role and reach, without percent cure rate for drug addic- **   Faith-Based Action to seed the changing them or corrupting them, * Texas experiment nationwide. Bush said about church-run proTexas officials say they're only grams in July, when he announced correctingyearsofnarrow-rainded- -----------..............................   ly the types of problems that would run groups and the state as much crop up in every state under a Bush ------------ administration, given his campaign ness. The secular, post-New Deal world has shut certain churches out of providing social services, de- a campaign initiative modeled on the Texas experiment This is the next bold step in welfare reform. Even before the new laws were spite their obvious successes, they approved. Texas had no shortage of tion. At about 2 a.m., Simons was told if he needed a break he would but was tired and fell short. He wound up in the hospital with But no evidence supports that, three toes broken, his ankles said John Diulio, who fevers the sprained and his feet swollen into approach but is skeptical of some useless clumps. of the claims of success. A study by Police found enough evidence one Christian researcher consid- to arrest Smith, 42, and charge him ered favorable to Teen Challenge with unlawfrl restraint, a thi^-de- showed a success rate equal to the gree felony. About one-third of the church-based service medical model 13 percent 30 young men and boys living there --------------------------- M,x\nil Ccr- Teresa Calalay knew nothing of at the time have since filed com- reflected a one-size-fits-all mental- vices to many Baptist and the statistics when she first thought plaintSiandthesherifTsofficeex- ity. But we have to respect the dif- Methodist homes around the state, of sending her son. Justin Simons, pects more arrests. ferent methods,\" said Don Willett, But most of those traditional chari- to Roloff Homes, a group of five David Gibbs, an attorney with a policy adviser to Bush. In their ties opposed the changes, and af- youth and young-adult facilities In the Christian Law Association, view, addiction is indicative of sin- terward chose to stay under state Corpus Christi. speaking for Roloff Homes, pointful behavior\nits at root a moral regulation. She did not know that months ed out that the program is for older problem that requires a moral so- The churches that took advan- earlier, the mother of a teen-age teen-agers, and voluntary. He de- lution. as opposed to the therapeu- tage of the new laws were mainly girl living at one of the groups scribed it as military style, but tic notion that its a disease. from the more evangelical, inde- youth homes, shut down by regula- said any punishment was \"an in- They also ai^e that the system pendent strains of Christianity, tors several years earlier but new- centive to encourage competitive includes sufficient checks and bal- part of the long Protestant tradi- ly reopened by Bushs laws, com- behavior. say. social So far. government rules have groups, from Lutheran Social Ser- ly reopened by Bushs laws, com- behavior, -------- -------------------------------- tion that believes the church is plained to state officials that her As I look at the situatio.., I monitoring group has set up its solely accountable to Jesus Christ daughter had been bound with would hope law enforcement gets own stringent criteria, and when and government monitoring rope and duct tape, an account an understanding of the program, abuse is reported the state is em- fringes on Gods authority. confirmed by the state. All she and the tough discipline involved, powered to step in. As a practical matter, monitor- knew was that her son would be and sees if there are any criminal mas nPEiMMEMT fellow Christians instead of away from home for the first time elements, Gibbs said. \"And they government came as a great relief in his life. have to look at the veracity of who The Texas experiment began in to the homes. Previously, theyd Reluctant as she and her hus- is giving statements. Some of it is a spirit of defiance. In 1995, the been subject to the whims of state band were, they knew they had to terrifically elaborate,\" Texas Commission on Alcohol and investigators. In its two decades of do something with their son. When Texas law allows caretakers to Drug Abuse threatened to shut existence. Victory Children's Home he was a young boy, doctors diag- use reasonable force to impose dis- down Teen Challenge, a popular in Alice, an hour west of Corpus nosed a genetic disorder that ulti- cipline and keep order, said Grant faith-based drag rehab program, Christi, has dealt with one investi- mately made him jumpy and ag- Jones, Smith's attorney. In any forviolating a variety of state regu- gator who called the home a gressive. Nine times he was hired ease, homes designed for young lations, including hiring unli- Weird cult\" another who opposed at fest-food restaurants, and nine men over 18 have never been regu- censed counselors. any form of corporal punishment times he was fired because he lated by any agency. The Light- Bush sided with Teen Chai- and a third who pulled 11 girls couldnt concentrate. TTien came house, where Simons was staying, lenge. He convened a task force from the home when he decided tlie speeding tickets and a fight shares property and supervisors and called faith-based providers to they were too isolated. with a friend that police had to with Roloffs new children^ home, testify how theyd turned around Wed tell a person from the breakup. and at least three of the teen-agers troubled lives. His staff then wrote state the Lord really changed this _ _ staying there were under 18, but it and promoted legislation similar to girl and theyd say\nOK, uh, next. M'LlTMtY STTLt jj supervised by the new Chris- ances. So far, the one Christian As I look at the situation, I in- Reluctant as she and her bus- gressive. Nine times he was hired laws in Florida. And whos the Lord  said Nancy Calalay heard of Roloff Homes tian child-care agency. The Texas changes took effect Ruth Gill, the home administrator, through her pastor in Georgia, who The boys stories were not wellin September 1997, mainly target- \"Now the people who oversee us told her they had a good record received in the church community ing child care and drug treatment speak the same language. Its not with wayward teens. on March that supports Roloff, where they Under the new rules, churches that that were tryir^ to get away with 10, the whole family flew to Corpus are assumed to be the tall teles of once merely gave advice or pas- anything. But they understand us. Christi to take her son to one of the undisciplined, unsaved boys. After tora! care can now advertise them- Still, traditional social services homes for young adults. the arrests, David Blaser, who runs ----------------------------------------------- fbr adults, selves as drug treatment programs, providers have their doubts. I con-   ' simply by signing up with the state. So far. 38 churches have re^stered. And next year, the state will con- I thought he would find him- thenewTexasAssociationofChris- tinue to be nervous about whether self puttingoutsweet feed and salt tian Child Care Agencies, sent two folks who constantly work tt^ether lick, she said. And that he would of his inspectors to Roloff to deter- -------------,................................ will be strong in their detennination find God out there in a field with a mine ifthe younger boys and girls Sider funding the faith-based to assure protection for children, bunch of cows. She and her hus- his agency oversees were affected, groups. said Phil Strickland, who runs the band asked about the discipline These hoys have s Under the child-care changes, social service arm of the Baptist policy and were told that if the nation, I guess, said Blaser. My the state has so far approved one Convention and chose to leave his boys misbehaved, they would be men were down there and found Christian monitoring agency, the homes regulated by the state. forced to run a few laps, Army out what the situation was. The boy 'Texas Association of Christian To these more traditional style. claimed he was pushed and shoved ------- ---------------------- ------ To these more traditional style. Child Care Agencies, which over- groups, the redemption-only cure boys a great im\u0026lt;^- ---------r-------------- What Simons, 18, says he found and made to jump the piL But he ignores reality. The Rev, Buck Grif- was something quite different did it himself He wanted to jump ----- ------------ .. ,-------- fiths, who runs (Christians Against Every night I always heard some- the pit just like any boy always do- Faith in Action: A New Vision for Substance Abuse out of a Church one getting beat and screaming, ing the wrong thing. sees seven Christian youth homes. Bushs initiative was called Statistics  Continued from Page 15A without saying when the finding of nearly 50 percent was made. According to the latest figures from Texas, three-year recidivism dropped to 40.8 percent for prisoners released tn 1094, Richards last year in office. The Bush campaign, denying charges that drug-treatment programs have been reduced for prisoners in Texas, accused the a bum number is even more like- Clinton-Gore administration of ly to live on than before. Once cutting drug-treatment beds for something gets passed into the federal prisoners. media bloodstream, its almost Justice Department figures impossible to get it out again, he backed up Bushs claims. While said. the percentage of prisoners in mainline drug treatment dropped by about a third, however, the percentage in alternate forms of drug counseling doubled from 1991 to 1997. With instant information now so widely accessible, Murray says He was intrigued by the theory that statistics have special power in campaigns because they lend credibility to an enterprise that so many people dont trust. But hes not sure about that He doesnt have the numbers to back it up. A mothers love DESERVES EXTRAORDINARY QUALITY.  Rockin' Vac  Introducing the new S-lb. Oreck XL a with an FM radio in the handle. r To make vacuumit^ as close to fun as it can get, we've added a state-of-the-art radio in the handle. 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BeatustUfiSTooSbortForOnllmayJtwtbj 23l9CamdnKi PIntBbiff.AK 71(03 pi (870) 879-3040 fa (870) 879-1809 Hoan: lO-iSO JAritansas Democrat Wazcttc   SUNDAY, MAY 7, 2000  19A School tax election The following is the text voters will see on the ballot for the Little Rock School District tax election The total rate proposed above includes the uniform rate of 25.0 mills (the Statewide Uniform Rate\") to be collected on all taxable property in the State and remitted to the State Treasurer pursuant to Amendment No. 74 to the Arkansas Constitution to be used solely for maintenance and operation of schools in the State. As provided in Amendment No. 74, the Statewide Uniform Rate replaces a portion of the existing rate of tax levied by this School District and available for maintenance and operation of schools in this District. The total proposed school tax levy of 46.4 mills includes 32.0 mills specifically voted for general maintenance and operation, 2.0 new mills for current expenditures/dedicated maintenance and operation expenditures dedicated specifically for the puiposes of purchasing school buses, purchasing furniture and equipment to support instructional programs, purchasing computer software and renovating and repairing existing facilities, 9.4 mills voted for debt service previously voted as a continuing levy pledged for the retirement of existing indebtedness, and 3.0 new debt sen/ice mills. The 3.0 new debt service mills plus the 9.4 existing debt service mills now pledged for the retirement of existing bonded indebtedness, which debt service mills will continue after the retirement of the bonds to which now pledged, will be a continuing In debt service tax until the retirement of proposed bonds to be issued in the principal amount of $190,000,000 and which will mature over a period of 33 years and will be issued for the purpose of refunding outstanding bonded indebtedness and for erecting and equipping new school facilities and making additions and improvements to existing facilities. The surplus revenues produced each year by debt service millage may be used by the District for other school purposes. The total proposed school tax levy of 46.4 mills is an increase of 5.0 mills (2.0 for current expenditures/dedicated maintenance and operation expenditures and 3.0 mills for debt service) over the rate presently being levied. Arkansas Democrat-Gazette Tax calculations If your real and personal property is valued at... $25,000 $50,000 $75,000 $100,000 $125,000 $150,000 You should be assessed at... $5,000 $10,000 $15,000 $20,000 $25,000 $30,000 Your school tax bill at 41.4 mills is... $267 SiiT $621 $828 $1,035 Your total tax bill at 63.9 millsis... $319^56\" $639.00 $958.50 $1,278.00 $1,597.50 $1,917.00 Five new school tax mills will cost you this amount per year... $50 $75 $100 $125 $150 Your total tax blit at a proposed 68.9 mills is... $344.50 $689.00 ____________$1,033.50 $1,378.00 $1,722.50 $2,067.00 Amount of city, county and school taxes based on different property values and how a proposed 5-mitl increase in school taxes would affect tax bills. Property tax is calculated by multiplying the property assessment by the tax rate, which is expressed in mills. One mill is equ^ to one-tenth of a cent, which produces $1 for every $1,000 of assessed property value. To calculate the cost of a 5-mill increase on a $75,000 house, multiply the assessed value of the house, $15,000, by the tax rate of 5 mills, or .005, to get $75. ' Rates include taxes for the Little Rock School District, the city of Little Rock, Pulaski County general fund. Pulaski County road maintenance and Arkansas Children's Hospital maintenance funds. Arkansas Democrat-Gazette Election  Continued from Page 18A the foundations report, school district officials questioned why the foundation failed to acknowledge the districts 24-page Revised Desegregation and Education Plan. The new desegregation plan was approved by a federal judge in April 1998 and has resulted in far less litigation. And district leaders criticized the foundation for saying that school revenues grew by nearly 40 percent since 1990-91 without explaining state funding changes. Those changes resulted in larger payments to districts, but the districts had to pay their own teacher retirement and health insurance benefits. In defending the district against the foundation report, Gamine and his staff cited stability in district leadership\nstronger curricula in core subjects at all levels\nmultimillion-dollar grants for science, after-school programs and safety\nmore stringent graduation requirements\nand greater emphasis on advanced placement and technology courses schools. in high Carnine, who has been superintendent for nearly three years, also pointed to the districts ^owing eennrroollllmmeenntt,, declining dropout numbers, greater student attendance rates, new alternative education programs, campus leadership teams and a new accountability system in which schools will be held responsible for improving student achievement. APF charges that we do not teach phonics, rote and memorization, and  of all things  getting the answer right in math, the response said. Nonsense. Again, they never examined our curriculum. Stephens, chairman and president of ExOxEmis which is a biotechnology firm, said Friday that he was disappointed in the districts critical response to the foundations report, particularly on the test score issue. He said he intended to vote against the tax proposal. As a nonprofit group, the foundation is restricted on political campaigning. Voter education activities, such as debates or forums, are not prohibited by Internal Revenue Service guideArkansas Democrat-Gazette/STATON BREIDENTHAL Vernon Smith, principal at Hall High School, climbs the steps to a classroom in one of five portable buildings parked behind the school. Money from a proposed tax increase would be used to build at least 12 permanent classrooms at Hall. Districtwide. 113 classrooms would be built\n83 would replace portable buildings. lines for tax-exempt nonprofit organizations, according to Internal Revenue Service Publication 557. But, an Internal Revenue Service press release dated April 24,1996, said that if the forum shows a preference for or against a certain [candidate], it becomes a prohibited activity. While Stephens said he would vote against the tax, J. French Hill, treasurer of ttie policy foundation, issued a statement late Friday saying that he did not participate in the preparation of the advertisement or the report and that he intended to support the tax increase. And, the investment company operated by Stephens brother, Warren Stephens, is one of the biggest single contributors to the Yes for Kids! campaign committee. The Stephens Group Inc., which is the district's financial adviser, has donated at least $3,000 to the cam-paipi. As of Tuesday the campai^ committee had received $41,593 in contributions, according to Arkansas Ethics Commission records. Gamine said Friday that while it was disappointing that the districts tax proposal has some opposition, in a lot of respects this may have energized people. Riggs said campaign supporters will increase efforts to encourage voters to go to the polls. Its no coincidence that this came out when it did, but it doesnt change what were trying to do, Riggs said. Gamine said slacking on education spending in the district now could cause economic hardships in Little Rock in the future. For the health of this area, people really ought to understand that we have the vast majority of the workforce for the 21st century in our classrooms, Gamine said. To not educate them appropriately so they can fill the desks and work spots in this commtmity is not thinking. The School Board last month approved on first reading a policy that would determine how spending of the money raised by a tax increase would be tracked and reported to auditors, the School Board and the public. In the policy. Gamine recommends that the district hire an architect or construction manager to oversee completion of projects and an accountant to track funds raised by the bond issues. The employees would prepare progress reports by school and by project and would include estimated completion dates. The board is expected to give final approval to the accountability plan this month. Note: A list of proposed capital projects and proposed maintenance and operation projects and polling places is posted on Ute Arkansas Democrat-Gazette's Web site: htip:ZAww4m)efflgaX)m 1 20A SUNDAY. MAY 7, 2000 Arkansas Democrat ^(Bazettc WEATHER Todays temperatures Weather trends Little Rock area c\u0026amp;nate data Todays national forecast Today's Arkansas forecast I------* An increased risk of scattered thundershowers this afternoon. Highs will be in the 80s. Partly cloudy skies tonight with isolated showers possible. Lows will be in the 60s. rwMMD* 653 O tUrrinn 82*4 83/M Extended forecast TUESDAY - Partly cloudy. Highs, upper 80s, Lows. mid-60s. WEDNESDAY- Scattered thundershowers. Highs, low 80s. Lows, mid-608. MONDAY- Partly cloudy. Isolated thunderstorms. Highs, mid-80s. Lows, mid-60s. Pollution and UV index The pollution information is rtot available on weekends or holidays. Ultra Violet Index: 6 Arkansas rivers and lakes UV Level: High SoiMh 87/85 Arkansas Hst Sprint* 877 .Tcorken I 84/88 9 UtttaRDck ta/w 9 PlntBMf S\u0026amp;\u0026lt;S7 Dorado 9 8G/67 Yesterdays temperatures El Dorado Fayetteville Fon Smith Harrison Hol Springs Jonesboro Little Rock North Little Rock Pine Bluff Texarkana Moon phases Through 7 p.m. HI I 84 I 71 ! 76 I 72 I 82 I 78 I 61 I 81 I 81 I 84_______ I  O FIratcpr, May 10 Full Mey 16 TEMPERATUF E(9* T 1089 I 2000 MJJASONOJFMA Arkansee and' Van Buren Ozark L\u0026amp;D Dardanelle Morrilton Toad Suck Llttfe Rock Pine Blufl Flood ataga tributarias 22 1 Ht. ft 19.9 357 343.2 32 30 9.4 12.9 275 257.1 23 42 Pendleton Bridge 31 7.5 31.9 27.5 White River and tributaries Calico Rock Batesville L\u0026amp;D Coming Pocahontas Bieck Rock Imboden Newport Augusta 19 23 15 17 14 18 26 26 2.2 5.8 2.2 1.8 2.3 3.7 1.7 13.7 24-hr Pra-chg. +0.5 +0.5 -ts -0.6 -05 0 +05 0.3 0 0 0 +05 +0.4 +0.1 +0.3 eip. 0.71 0.22 M 0.06 0.30 0.21 2.70 M 0 0.20 0.07 0.20 0 0.90 0.35 0.03 Judsonia Georgetown Des Arc De \\reil3 Bluff Clarendon St. Charles Butfsio St. Joe 30 21 24 24 26 25 27 Lo 66 59 63 60 63 64 64 64 63 64 Praolp 0.02 158 0.99 0.30 0.06 0.02 1.41 0.38 2.15 0.05 PRECIPITATION 3Lastqtr. May 26 New June 2 7.3 2.8 6.1 5.4 125 10.1 +0.3 +1.2 +1.2 +0.9 0.19 059 0.56 M 2.00 M Ouadtha and tributaries Aihadeldiia Benton (Saline) Boughton Camden Moro Bay Felsenthal Cache River Patterson SI. Francis St. Francis 17 16 20 26 63 70 6 18 5.3 5.7 5.3 7.8 9.6 69.1 65.3 7.5 0 +0.4 +1.3 -0.8 +3.4 +2.9 +3.1 0 0.3 ST 0.05 2.05 0.52 M 0 1.98 0.47 0.23 0.01 HIgMow Saturday: 81/64 HIgIVIow a year ago today: 79/52 Normal high/low today: 78/57 Record high: 93 (1952) Record low: 43 (1917) 24-hr. precipitatim lo midnighi Friday: 0.09 In. Total thia month through Friday: 1.67 In. Total thie year through Friday: 13.06 in. Departure from normal: -4.61 Sunrise today: 6:13 a.m. Sunset today: 7:56 p.m. (Data from North Utils Rock Airport) LR hourly temperature report . ------- J 609 80s I Praridri iinlxili'ilyfciftbi tMMdamramrft*o o fUnrirrW Ciiittr to THE WEATHER CHANNEL CMnpAtdto WetotMT Cntmt, 8\" Normal 1999 I 2000 MJJASONDJFMA Madison Mississippi- Cairo Memphis Helena Arkansas City Greenville 32 40 34 44 37 48 Beaver (Norm: 1120) Table Rock (Norm: 915) Bull Shoals (Nom: 654) Norfork (Norm: 652) M M M 7 p.m... 8 p.m... 9 p.m... 10 p.m. 11 p.m. Adams Field (7 p.m. Friday to 6 p.m. Saturday) ^Oa ..71 .70 ..66 .66 ..68 Midnight ....86 1 a.m. 2 a.m. .64 ..64 3 a.m... 4 a.m... 5 a.m... 6 a.m... 7 a.m... 6 a.m... 9 a.m... 10a.m. .64 .64 .64 .64 .64 .66 .66 .70 11 a.m. Noon .. 1 p.m... 2 p.m... 3 p.m... 4 p.m... 5 p.m... 6 p.m... .73 .75 .75 .75 .81 .81 .81 11009 Around the world Hi LoWthr Amstrdam 70 62 po Jotxini Athens 75 55 pc AucWand 64 47 ah B'Aires 64 52 dr Bangicok 96 74 la Barbados 67 74 pc BarealonB 72 66 ah Belting Bakri 70 53 pc 74 86 ih Kiev Uma Lisbon London Madrid Manito KI LoWthr 83 48 pc 72 47 8h 71 68 po 71 53 Sh 87 60 po 69 48 sh 92 78 la Belgrade 74 60 ah Montreal 78 59 sh Moscow 69 42 eh o oLCM 1^ rsromts HAIN ice e  PTCiMm CLOum Around the nation Saturday M M M 15.1 26.5 7 a.m. M M M -0.2 05 t 0 t 0.09 f 0 2 0 2 0 24-hour Bwtti 76 62 dr Nairobi 65 58 ts Saturday Change Bermuda 72 62 pc Breaaato 73 56 pc Budapest 72 52 pc Calgafy n S4 ah Copnhegn 64 52 pc Oltohren 106 77 dr Nassau 84 89 la NewDelhnoi 79 ts MbuquarquB Arwhorage Ariwvtoa Atlanta BMtoga Bismarck Boslon Biownovlto Buffalo HI 87 57 82 84 83 70 89 59 90 72 atariMtoaSC 84 Charleston. WV 86 1114.3 905.6 644.1 546.6 GreersFeny(Nonn:461) 461.6 Blue h4tn. (Norm: 387) Nimrod (Noon: 345) Ouachita (Norm: 575) 366.2 342.8 577.5 0 0 0 0 +0.1 +0.1 +0.3 0 Dublin 63 47 pc Niootoa Oslo Faria Rio Rome 81 69 ah 65 41 pc 74 54 #h 88 72 ts  86 Chfcago Cincinnati Ctovetend 86 84 84 Oallas-Ft Worth 86 Ffankfut 78 56 po Geneva Harare Havana 73 50 8h TO 69 to 87 65 sh Sanjuan 65 75 pc Singapore 90 77 M Stockholm 63 41 pc HeltInM 62 43 pc HongKong\u0026amp;4 72 pc Manbul .67 40 po Jerusalem 77 58 dr Sliney Taipei TWAvIv Tokyo ihmnto 89 $9 pc 83 67 pc 86 58 dr 69 55 Sh TO 60 di Vancouver 58 38 pc Oanvar Dea Mc^nes Oatfrit Duluth ElPaao Fairbanks Honolulu ' Houston Jedtsonville KarwaCIty Las Vegas LMAjqatoa 80 79 88 82 96 58 85 85 66 81 76 90 72 Lo 57 34 62 61 42 49 46 57 TO 57 66 57 82 57 83 70 46 59 81 51 72 27 74 72 88 57 80 73 60 Fcaat^'^* etoer 88 fair 56 PtOUy 83 ptcldy 86 ahH S9 tstrm 67 tosm 84 ptcldy 82 FK* 90 tstrm 79 aar 86 ptcldy 69 wnn TO tstrm 62 wnn 80 ptcldy 88 81 tstrm 80 wnn 79 tslrm 75 otoar 96 ptcldy 59 ptcldy 68 pwey 88 dear 84 86 90 pWdy 69 Lo 34 86 63 41 44 44 61 72 61 83 62 63 62 60 66 48 56 80 49 66 33 70 70 66 62 63 65 69 LoutovBto Memphis MtomlBsBon Mpls-St Paul Natontito New Orleans NowYMk Oklahoma City Ofnaiia Philadelphia Phoantt Pittsburgh Porttend,Ore. Raleigh BtotlaKeCtty San Antonio BanOtoge San Francisco Seama Shreveport SIOUX ftoM Si. Louis Tulsa Wsshingion 86 80 83 87 84 86 88 82 83 87 99 85 87 70 90 87 59 69 87 81 76 TO 86 63 65 73 64 80 70 82 65 60 61 73 60 39 55 46 71 82 51 40 67 89 65 86 65 tainn 63 63 ptcldy 84 67 pKWy 84 73 isirm 77 55 fttkfy 65 . 84 ptcldy 87 70 plddy 88 87 ptddy 87 63 tsinn 84.69 clew M Otow 98 plddy 83 eidy 84 dear 90 Wnn 84 ptcldy 93 ptoMy 71 shwrs 64 pwc^ 81 plddy 87 latmi 72 tstrm 62 67 71 60 48 83 43 71 81 51 42 68 66 63 ptdV 86\n66 fair 92 62 Warmaat In contiguous U.S. 106 at Abilene. Texas, on SalurCay Coldest In eontiguoua U.S. 20 at Sunriver. Ore., on Saturday Dead Marines seen as symbols of unhealed WWn wounds BY ERIC TALMAEKJE THE ASSOCIATED PRESS NAGO, Japan  In the chaos that followed the ferocious Battle of Okinawa, amid scores of thousands dead and widespread lawlessness across the island, the disappearance of three young U.S. Marines caused scarcely a stir. It was July 1945, a month before atomic bombs would fall on Hiroshima and Nagasaki and end the war. The men were listed first as deserters, then as missing in action. More than five decades later, the discovery of the bones  in-side a cave up a steep jungle slope guide who often takes hikers to old war sites, found Kurombo Gama in February 1998, the Americans bones were visible. We could see the joints intact, she said. She bad heard the village stories about a cave and sought help from a man who grew up in Katsuyama. The U.S. military identified the remains as those of Pfc. James D. Robinson of Savannah, Ga.\nPfc. John M. Smith of Cincinnati\nand Pvt. Isaac Stokes. The bodies of Robinson and Smith were returned to their fami- Ues^toWhomet^^ papers two months ago authorizing the Marines to investigate Smith's death. He was buried with full military honors in a Cincinnati suburb March 25. Last month, she heard the story circulating in Japan  about the cave, about the alleged rapes. Are they saying my husband raped somebody, or was it that they decided to make a scapegoat of him? Headen said. I just dont believe this. Headen, now 72, married Smith about six months before he went to war. She remarried in 19^, after he didnt come home. BUSINESS Issue Number 2 Greater Little Rock Chamber of Commerce April 1990 Vofe'fe For Kids In this Special Edition Issue: Chairman's Report. Feature Story 2 Committee Announced Millage Tax Chart Q\u0026amp;A by Dr. Steele Milt Honea, Economic Development Photographs of School Conditions Steve Pinter, LR Board of Realtors Rev. Hezekiah Stewart Statement Monthly Expenses at the School District Chamber News 10 Committee Members 12 for /7e // Business, Religious, Education and Civil Leaders Join Parents to Support School Millage. (Story page 2) A 2 2 3 5 6 8 9 9 k I F ! i Greater Little Rock Chamber of Commerce Chairman's Report by Russ McDonough Chairman of the Board Greater Little Rock Chamber of Commerce Vofe%sf6r Kids This issue of \"Business\" should dispel any doubt as to how important your Chamber feels the upcoming April 19th Little Rock School District millage is. As you will note, this entire issue is devoted to the School System and the millage election. I believe this is probably the most important election that has been held in Little Rock in the twenty years that I have lived here. Passage of the millage will allow implemention of the school plan that was worked out by Gene Reville and the community, and accepted by Judge Woods' Court. All indications are that the student assignment portion of that plan is being receiv^ very well by school patrons. That, plus the magnet and incentive schools and the other elements of the plan, gives Little Rock the opportunity to have a school system that not only is well accepted, but is better than those in surrounding states. That would be great for our young people, great for us as employers, and overall very helpful to our local economy. The Greater Little Rock Chamber of Commerce has been making a successful campaign for the passage of that millage its top priority. Fifty for the Future has helped to fund the campaign and we, of course, have been working closely with members of the school board and administration, the PTA and other segments of the community. A multitude of groups and organizations have announced their support of the millage. I urge you to support this millage election in every way that you can and, in particular, to be certain to vote for the millage on Thursday, April 19th. Please ask your families, friends and employees to do the same. We can and will win this election with your help. Vote Yes For Kids Committee Kicks Off Little Rock School Millage Campaign A group of business, religious, education and civic leaders have joined parents in forming a committee to work for passage of the Little Rock School millage on April 19th. The Vote Yes For Kids Committee will be cochaired by Little Rock Mayor Buddy Villines and Reverend Hezekiah Stewart, director of the Watershed Project in College Station. The committee kicked off the campaign Thursday, April 5, with a news conference at Rightsell Elementary. Villines and Stewart BUSINESS is published monthly for SI per year for members and S225 for non-members, by the Communications Division of the Greater Little Rock Chamber of Commerce, One Spring Street, Little Rock, AR 72201. Second Class postage is pending at Little Rock, AR. POSTMASTER: Send address changes to BUSINESS, One Spring Street, Little Rock, AR 72201. addressed the crowd of over 50 supporters and announced the other members of the campaign committee. \"It is time for the white and black communities to come together and declare war on ignorance, drug abuse, child abuse and all the social maladies caused by a lack of education, \" declared Stewart. \"It is time to secure a future for our young people. If there were ever an opportunity for us to show our children how much we love them and care about their future, this is it.\" Stewart pointed out that many organizations were represented on the campaign committee. \"All segments of the community must work together to pass the millage. It's the right thing to do and the right time to do it.\" Villines stated, \"For the past several years we have been a community in turmoil. The (Continued on page 5) What Does This Mean To You? The proposed 8 mills will increase taxes on a home valued according to following chart: Property Value Per Year Tax Increase $30,000 $35,000 $40,000 $45,000 $50,000 $55,000 $60,000 $65,000 $70,000 $75,000 $80,000 $85,000 $90,000 $95,000 $100,000 $48 $56 $64 $72 $80 $88 $96 $104 $112 $120 $128 $136 $144 $152 $160 2 April 1990 Q.?A Questions Answered by Dr. Ruth Steele Why do we need an 8-mill tax increase? 9:20 in the morning and not arrive home before 5:00 in the afternoon. pay your taxes in October. This means we must borrow money from banks at a high interest rate until we receive the money necessary to address the cash flow problem. It's also good to point out that our books are open, and we have been audited every year. Audit reports are available to the public. What caused the deficit? During the last 10 years the District's revenue has not kept pace with steadily increasing costs of operating the schools. Only once since 1979 has the District received a millage increase, and that was for 2.5 mills. Standards for education have also been raised. These have given us programs like the Gifted and Talented, smaller classrooms and counseling for elementtuy students, but they have also caused more expense. We also have the additional cost of desegregating our schools. Where will the money go? First, 2.5 of the 8 mill increase will be used to fund a comprehensive capital improvement project which will benefit 35 of our 50 schools. With this money, we will be able to replace portable classrooms with permanent ones, remodel, expand and re-roof some school buildings, install heating, plumbing and air-conditioning systems in others, improve playgrounds and parking lots where needed and in some cases build new fences and install new intercom systems. These improvements have been needed for several years, but the District has been unable to afford them. Also, a percentage of the millage money will be allocated for salaries for our employees. This will not go toward top administrators since these salaries have been frozen for next year. Some of the money will be spent on a security program that will help keep our children safe in our schools and at bus stops. Finally, much of the money will be spent to fund a mostly voluntary student assignment plan developed by the District staff in conjunction with Gene Reville, endorsed by parents and approved by the courts. Isn't the LRSD in financial trouble because of mismanagement? From past media coverage, it is easy to get the impression that the District is in financial difficulty because of mismanagment. The fact is the District has never ended a school year in a deficit in its operating budget. However, the court does allow us to operate in a deficit in our desegregation budget. With a successful millage election we will no longer operate in a deficit, beginning as early as 1991. Increased educational costs in the last ten years have strained our budget. Failure to pass millages has also been a major factor. We have upgraded our facilities and built new schools. New programs to enhance our schools have also been costly. Prices for purchasing goods and services have increased, and our utility bills have gone up, just as everyone elses have. All of these factors play a significant role in our inability to meet our bills. Will 8-mills be enough? Yes. The proposed increase will give us enough revenue to balance our budget and implement the new student assignment plan. With this increase, we do not anticipate the need for another increase in the next four years. What will we lose if the millage doesn't pass? First, it will be necessary to cut an additional two million dollars from our operating budget in 1990-91. This means significant cuts in school nurses, athletic and music programs, assistant principals, physical education aides and other needed programs. Other money from the millage increase will be spent to end the 3rd run bus system which has made it necessary for junior high students to start schools as late as Also, 70% of our budget is used for salaries, leaving 30% to pay for supplies, improvements, programs, debt service/loans and insurance. We receive the majority of our revenue after you What will we get if the millage passes? We will be able to upgrade (Continued on page 4) April 1990 3Q.?A. Questions Answered (Continued from page 3) existing facilities and build new schools to replace outdated existing facilities. Playground improvements, new carpeting, re- roofing and parking re-surfacing will keep our children safe and comfortable. A complete list for every school is available in the District offices and at your local school. We will also be able to implement the new student assignment plan. Now parents will know for the first time in years which school their children will attend. We will be able to afford teacher raises. Safety and security measures will be enhanced. Equally important, no more major cuts will be made in the school's budget. Also, junior high students wil be able to start school earlier and end their day before 4:30 in the afternoon. What percentage of the millage increase will go to salaries? Presently, 72% of the District's budget is spent on salaries and fringe benefits. State law ensures that the current level of support for employee salaries will be maintained. We will accomplish this by allocating at least 56% of the net increase in revenues resulting from the mills dedicated to additional maintenance and operational costs. Of the 8 mills proposed, 5.5 mills will be used for the new student assignment plan, safety and security, salaries and educational programs. If the millage is passed, will non-certified employees benefit from the increase? Yes. Pay increases comparable to those for certified employees have been included in our budget projections for future years. Also, we did not eliminate any of the non-certified employees. Working conditions for many non-certified, as well as certified, employees will also improve since additional revenues will permit us to renovate and improve many of our buildings and replace needed equipment. How will the millage help children who have problems in school or who may be in danger of dropping out of school? Some of the funds will be used for guidance and counseling services and more alternative schools. We will also expand our early childhood programs to give children a better chance for a good start in school. We will provide more training to teachers and administrators to help them maintain well-disciplined schools and classrooms and create a supportive, nurturing school environment for our children. Other funds will be used to increase student participation in school activities as recommended by the parents who served on Mr. Reville's Extracurricular Activities Committee. Why is it important to eliminate the late bus run for junior high students? The third bus run causes junior high students to have to begin their school day at 9:40 and end it at 4:20. This means a lot of unsupervised time for our children (most parents say too much unsupervised time) and makes them easy prey for outsiders and others who wish to do them harm. Teachers and administrators tell us that many youngsters are worn out before the day is over. Also, the late school closing time prevents participation for some children in many activities after school. School-sponsored events such as ballgames must begin late, thus causing the day to be even longer. All these reasons are why we want to eliminate the late bus run and have only two opening times for our schools. I don't have any children in Why public schools. should I have to pay more taxes? Weak schools contribute to a deteriorating economic base, and no community can afford that. Public schools have a direct impact on the City's business stability and growth. Property values are also directly connected to the quality of our public schools. It's a proven fact that it is cheaper to educate rather than to rehabilitate youngsters. Quality schools can only benefit all of our citizens. Isn't this a case of the LRSD crying wolf again? No. We cannot stress strongly enough the need for a millage increase. In addition to all of the reasons listed above, we are under court order to desegregate. This means if the millage is unsuccessful, we will be back in court trying to seek relief. In the end, the school district as we know it wil not continue to exist. We must get this millage for the survival of the schools. Without a millage increase we will fall farther and farther behind in our ability to provide the quality education that the students of this City need and deserve. 4 April 1990 nMilt Honea Vice President Economic Development Quality of Schools Is Important to Economic Growth On Thursday, April 19, we have an opportunity to mold the future of our community for years to come. All we have to do is agree to invest 8 mills in the Little Rock school system ($80 a year on a $50,000 house). Thats not much to dedicate to the future of our childrens education and the prosperity of our community. For much of the 1980s, Pulaski Countys economic growth as measured by job creation and personal income has been subpar when compared to national figures and to figures for metropolitan areas of similar size in the southeast and south central United States. Several studies have indicated that one of the major factors in this subpar growth has been the real and perceived problems of our public school system. These problems include the lack of stability, constant court battles, and the continuously changing student school assignments. In regard to new businesses which are competitively searching for a new location, the quality of schools is important to them for three reasons\nFirst, businesses want superior schools for the employees they will relocate to the new community. Second, they view quality of schools as a major indicator of the quality of the employees they will hire in the new location. Third, they want to ensure a good quality of life for all their employees long-term, once they are in the new location. When it comes to the final decision, most site locators have at least a dozen good alternative communities before them. These dozen locations usually are essentially equal in terms of all quantifiable economic measures. It is at this point that subjective factors such as quality of education become the swing factors determining the outcome. Often, the site locators have to look for small weaknesses in an area which can become knock-out factors, which give them a rationale for  ex /\\rx^ V^QcW Vilecm'' (xa'.xJ eliminating a community from further consideration. While superior schools may cause a favorable decision, it is almost certain that poor school will cause a knock-out factor. As a person who has worked both sides of the processas a site selector for a large industry, and as a community citizen trying to woo new industry, I can assure you that quality of education is one of the most important selection criteria effecting our ability to attract new and expanded business. By voting for the 8 mills, we can implement a plan that will guarantee continuity and stability in student school assignments, make needed capital improvements, raise teacher salaries, and provide the quality of education to our children that will bring a more prosperous economy to Little Rock. Milt Honea, Vice President Economic Development o y, Via. n^- ^oi^Si April 1990 5 I J 6 April 1990 Open ceiling reveals insulation in elementary classroom. 1 J I-   Photo processing courtesy of Wesley Hitt Photography. '1 Is Little Rock Going Forward, or Are You Going Back? Asks the Washington Post A typical week at the Little Rock School District Communications Department includes numerous conversations with media from around the world. The topics range from school security, the budget and desegregation. \"The question the media wants answered the most, \"is Little Rock going forward, or are [we] going back?'\" stated Skye Winslow, Assistant Director of Communications for the Little Rock School District. 'The inquiries usually lead back to the crisis at Central High in 1957. Everybody knows our history. It ' ' '  \\ A A Soil erosion surrounding basketball court at elementary school playground. Calls within the last six weeks have been received from: USA Today 60 Minutes NBC Sunrise Washington Post British Broadcasting Corp. Education, USA 1J Photo processing courtesy of Wesley Hitt Photography. The schools have received visitors from South Africa Russia Japan Hungary Greece Italy France and Germany within the last two weeks alone. The international interest in Little Rock's school system, as well as the local interest, is a high priority with the Communications Department. April 1990 7 Little Rock Schools vs. Real Estate The impact of schools in our area has adversely affected property values more than any other single item I have seen. Several examples or situations that relate to this are the following: In 1987 and 1988, the total number of properties sold in the greater Little Rock area was down 22% compared to 1986. Meanwhile, the surrounding outlying cities and towns like Conway, Benton, Cabot, etc. were down only 2% for the same time period. Thus a 20% difference in areas. All the areas had the same interest rates, tax laws, etc., but the Little Rock area was way down. Also, Little Rock normally is a stronger and healthier market because of industry, convenience and because many people in the smaller towns work here. Thus the only explanation has to be the schools. We have seen numerous people put their homes up for sale for the sole purpose of getting out of this school district. This has caused many more sellers than buyers. In any market or with any product, its a simple case of supply and demand. Not only did we have an over-abundance of properties for sale, we had a lot fewer buyers, especially those considering moving here from other areas and statesprimarily because they did not know which school their children would attend. As a result of more sellers and fewer buyers, we have experienced a term not known to most of us called Deflation. Yes, property values, in most areas in Little Rock in the last few years have dropped anywhere from 5% to 15%. We have seen numerous times when the seller had to write a check in order to sell his property! This was after owning the home for several or more years, putting money down on it, making improvements and paying mortgage paymentsand then paying to sell! Appraisals are lower than what people paid for their homes several years ago. Deflation has hurt many homeowners and will continue to do so until we can get some appreciation going up instead of down. To most people, their house is their most valuable material possession, and in many cases this is their only savings or nest eggthe equity in their home. With deflation as we have recently and are currently experiencing, this will affect many more in the future. Lets take a minute and look at pure simple logic, or as I call it, common sense. 1. The medium home price in Little Rock is around $64,000\nthe passage of the proposed 8 mills tax would increase property taxes approximately $100 to the homeowner. The cost of putting one child through a private school for one year is approximately $2,000. If the proposed tax does not pass and the approved plan cannot be implemented and our schools continue to deteriorate, many more people will put their Steve Pinter, President Little Rock Board of Realtors children in private schools. 2. At 2% deflation per year as weve experienced in recent years (some areas more, some less), on a $64,000 house, thats $1,280 loss per year! However, at a 2% appreciation per year, if we can turn the schools around and reverse the supp-ly/ demand situation earlier mentioned, thats a $1,280 per year gain! Or, in other words, a $2,560 spread! Now, I ask you, is a $100 investment per year worth thousands of dollars per year in extra equity and/or in savings from private school expense? If you think it makes good sense, then youll vote for the 8 mills tax on April 19. If you disagree, well, thats also your choice. One other itemwhen property values decrease and when people have to spend extra money on private schools, there is much less money spent in the local economy everything from pizza twice a week to a new car to new clothes. It affects each and every one of usno matter what we do for a living! Please, think about it! By Steve Pinter President, LR Board of Realtors 8 April 1990 Examples of Current Year's Average Monthly Expenses Running 50 schools is no simple operation. For the past school year, the Little Rock School District reported a few average monthly expenses to give an idea of the dollars it takes to keep the doors open. These dollars are funneled back into the Little Rock economy, as goods and services are purchased from local companies. These figures are a partial listing of average month expenses for the current school year. H It is the right thing to do and the right time to do it. by Reverend Hezekiah Stewart, Co-Chairman, Vote Yes For Kids Committee It is time that the white and black communities come together and declare war on ignorance, child abuse, drug abuse and all the social maladies caused by a lack of education and secure a future for our young people. It is time for us to take our rightful place in America as a city engaged in the betterment of the quality of life for all people. If there were ever an opportunity to show our children we love them, this is it. It is time to act in a responsible fashion, carrying out our duty as parents and adults to make life better for the next generation. It is time to eliminate the pains of ignorance so costly to our state. We have a choice- we can either pass the millage or we can increase taxes to build more prisons. I despair of seeing so many young people in jail who have been short-changed by our schools and society. We all pay a huge price for that loss of human resources. We are calling on the religious community, business community, professionals, nonprofessionals and everyone who desires to vote for the millage on April 19. It is right under God, our Constitution, state and city laws. It is the right thing to do and the right time to do it.  Utilities for an Average Month............... Milk for an Average Month................... Produce for an Average Month............... Bread for an Average Month.................. Cleaning Liquids for an Average Month.... Disposable Paper* for an Average Month... Typing Paper for an Average Month. Fuel for an Average Month Salaries for an Average Month........ *Paper towels, etc.................................' **A semi-truckload of cut paper In the current school year, the quantity of food for the average month is reported as follows\nHamburgers Served for an Average Month Pieces of Chicken per Average Month Pizza Slices Served for an Average Month Lunches Served for an Average Month Breakfasts Served for an Average Month A'la Carte Items per Average Month Hours to Prepare per Average Month Millage Campaign (Continued from page 21 turmoil surrounding our school district has hurt us economically in our ability to attract new business and industry. It has hurt our neighborhoods because of the inability to project stability in attendance patterns for children in our schools. It has hurt our ability to attract and retain good teachers.\" \"Most of all,\" Villines continued, \"we have been unable to assure all of our children continued quality education to prepare them for the future. Some people will say that we don't have a choice. The truth is we have a very clear choice. We can, by passing this millage commit to ourselves and our children that we will have an education program that is moving forward. If it fails, we are telling ourselves and our children that we $206,725 $ $ $ $ $ $ $ ** 54,418 28,732 8,357 4,000 6,000 25,000 85,000 ...... $5,840,000 ($292,000 / day) 35,850 53,640 24,336 303,554 67,015 37,271 24,480 are not willing to commit to their and our future.\" Little Rock voters will be asked to approve an 8 mill increase in property taxes at a special election on April 19. On a $50,000 home the tax amounts to $80 per year. Reverend Stewart pointed out that the increase of $80 would amount to an average of 22 cents per day. \"That's less than the cost of a cup of coffee or soft drink. Surely we are willing to pay the equivalent of the cost of a cup of coffee to insure the future for our children.\" Of the 8 mills, 2.5 mills will be dedicated to vital capital improvements. By law, 56% of the net increase resulting from the mills will be used for certified personnel. Non-certified personnel will receive a comparable salary increase.  April 1990 9Established Industry Appreciation Fish Fry The Established Industry Committee will host an Industrial Appreciation Fish Fry, 5:00 p.m. Thursday, May 3, at Arkla Gas, 400 East Capitol Avenue. Special guests include Jack Growe, Head Coach Arkansas Razorbacks\nHarold Horton, Recruiting Coordinator\nand Bill Gray, Assistant Athletic Director. This is an informal event where manufacturers and distributors in the Greater Little Rock area are invited to mix and mingle with other area industrialists and businessmen. Take Advantage of on-the-job training. 10 The Executive Decision. Executives throughout Little Rock are making a first class decision. They're making First Property their choice for short and long term housing needs. First Property Management. The last word in worry-free housing. We can include: Furniture Bed and Bath Linens Kitchen Cookware, Dinnerware, Maid Service \u0026amp; Much More Call our Cciporate Services Director SO 1-227-7538 Fox Run* Greenwood Forest WiUiamslJurg  Walnut Ridge Because yot^refirst wilh us! r? VIf'AST propertv The Little Rock Private Industry Council on-the-job training program will furnish you qualified applicants and pay 50% of their salary during training. The Private Industry Council (PIC) on-the-job training program is a federally-funded job training program to prepare individuals for their entry into the labor force. Through PICs on-the-job training program you are able to:  Select qualified applicants.  Train them according to your companys needs.  Receive up to 50% reimbursement of the employee's wages during the training period.  Qualify for tax credits. Other services provided by PICs on-the-job training program include labor market information, employment counseling, applicant assessment and testing, job search assistance and more. PIC also accepts referrals from businesses for people eligible for the program. To find out more about on-the-job training and how it can start working to benefit your company, call Private Sector Coordinator Judious Lewis at 371-4488 or write him at: Little Rock Job Training, 500 West Markham, 220 West Wing, Little Rock, AR 72201. April 1990BUSINESS Date: Thursday, April 26 Time: 5:00 to 6:30 p.m. Place: Howard Johnson 1-30 at 9th Street JORTON BrOtIiERS Printinq Co. For all your Printing needs. 702 W. 4Tli STBiu NoRTh LiTilt Rock, ArUansas J75 7227 TypoqRAphy Tickets for Business After Hours are $5.00 in advance and are available at the Chamber, from any Ambassador or by sending a stamped self-addressed envelope with your check to: Business After Hours c/o Greater Little Rock Chamber of Commerce One Spring Street Little Rock, Arkansas 72201 Tickets are $7.00 at the door and are limited to Chamber members and first time guests. When you save time, you save money. APS offers four ways to save both. 1. Ad Placement Service 2. APS Clipping Service 3. APS Mailing Service 4. Statewide Classified Ads ARKANSAS PRESS SERVICES Representing the Newspapers of Arkansas Call us at 374-1500 IO! Broadway. L R. 72206 April 1990 Novell NelWare High-Performance Connectivity^oducts  NetWare, the industry standard local area network operating system for the PC, PS/2 and Macintosh.  Full line of software and systems technology for interconnecting computing resources.  Professional consulting, training and service. Trained Novell installers.  Authorized Novell Reseller. B N O V E L L N O V E I I X a\\ '^goldVb NOVE BESEi T WORD DATA, INC. 917 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 1501) 372-2355 BESELLBS VfEiSca Welding \u0026lt;S Industrial Products \u0026amp; Gases 800 East Roosevelt Road Little Rock, Arkansas 72206 501-372-2252 II 1990 Chamber Board of Directors and Executive Committee Chairman of the Board... .Russ McDonough Chairman-Elect.................... Past Chairman...................... First Vice Chairman.......... Second Vice Chairman .... President .............................. VP/Economic Development .. Barnett Grace . .Sherman Tate .Curt Bradbury Herschel Friday ... .Paul Harvel ... .Milt Honea VP/Community Development .. .Bill Cravens Mayor Buddy Villines Co-Chairman Vote Yes For Kids Committee Eton Evans Witsell, Evans \u0026amp; Rasco Hugh Moore Central Arkansas Labor Council VP/Communications............ VP/Governmental Affairs ... VP/Membership/ Member Services ................ Treasurer.................................. President, Fifty for the Future ...................... Chairman, Doubleday Fund . Directors . .Bill Malone Doug Buford ... Drake Keith Mahlon Martin Walter Smiley . .Sam Sowell Reverend Hezekiah Stewart Co-Chairman Annie Abrams Little Rock School District Fred Allen Senator David Pryor's Office Alice Glover Retired Schoolteacher Dr. Gerald R. Mullikin Pulaski Heights Methodist Church Ted Grace Metropolitan Junior Chamber Steve Pinter Little Rock Board of Realtors Reverend Wendell L. Griffin Emmanual Baptist Church Mrs. Johnnie Pugh ACORN Dr. Ted Bailey John Bowman Taylor Brown Lewis C. Cole Bob Connor Margaret Davenport Gene Fortson Mac Geschwind Hon. Rita Gruber Jerry Gusewelle Col. Albert R. Hart Hon. Patrick Hays Walter Hussman, Jr. Sheila Jones Ernest Joshua Ed Ligon, Jr. Steve Patterson George Pitts Jack Reynolds James Rodgers Hon. Judith Rogers Bob Shell Ed Smith James Smith Dr. Ruth Steele Hon. Buddy Villines Gus Vratsinas Woodson Walker Larry Wallace Bill Waters Reverend Jerry Black Dick Herget Greater Paradise Baptist Church Marsh \u0026amp; McLennan Bill Bowen First Commerical Bank Doug Buford Wright, Lindsey \u0026amp; Jennings Wanda Bynum Arkansas Gazette Rick Campbell Mitchell Law Firm Staff Dale Charles President, NAACP Deborah Heritage Southwestern Bell Linda Russenberger Second Vice President, PTA Council Milt Honea Arkla Gas John Signaigo Magic 105 Keith Jackson Metropolitan Junior Chamber Frank \u0026amp; Katie Lambright Marsh \u0026amp; McLennan Grainger Ledbetter Walter Smiley Smiley Investment Corp. G. Richard Smith, M. D. Courtney Swindler General Mechanical Contractors Paul H. Harvel ... 0 Nolan Fleming. Pal Jones................ Judy Russell......... Kim Pruitt ........... C.R. Sawrie......... Carol Cobb........... Sharon Priesi .... Angela Patton ... Joyce Raynor .... Karen Aufdenberg .............................................President ................Economic Development .......................Community Affairs ..........................................Leadership ...............................................Research ..........................................Agriculture ........................................Membership ........................................Membership ........................................Information Econ. Dev./Community Affairs ..............................Communications BUSINESS A Publication of the Bill Cravens Consultant Dwight Linkous Linkous Company Sherman Tate Arkla Gas Betty Ruth Davis President-ElecL VIPS Russ McDonough Winrock Enterprises Willie Thompson Retired School Administrator Delores Edgeston President, PTA Council Jesse W. Mason, Sr. Leadership Roundtable Larry Wallace Wallace \u0026amp; Clayton complete list at lime of publication GREATER LITTLE ROCK CHAMBER COMMERCE ONE SPRING BUILDING* LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871 SERVING LITTLE ROCK, NORTH LITTLE ROCK AND CENTRAL ARKANSAS 12 April 1990HERSCHEL H. FRIDAY (1 922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR., P.A. JOE 0. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. OSCAR E. DAVIS, JR., P.A. JAMES C. CLARK, JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM HI. 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. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A, LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III, P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III, P.A. KEVIN A. CRASS, P.A. WILLIAM A. WADDELL. JR., P.A. SCOTT J. LANCASTER. P.A. M GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER, JR.. P.A. HARRY A. LIGHT. P.A. FRIDAY, ELDREDGE \u0026amp; CLARK A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 February 29, 2000 RECEIVED HAS 1 ZUUU OFFICE OF DESEGREGATION MONITORING SCOTT H. TUCKER. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY, JR.. P.A. JONANN CONIGLIO FLEISCHAUER, P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. P.A. TONY L. WILCOX. P.A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH CLIFFORD W. PLUNKETT DANIEL L. HERRINGTON K. COLEMAN WESTBROOK. JR. ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYDER JASON 8. HENDREN BRUCE B. TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH MARTIN A. KASTEN ROBERT T. SMITH OP COUNSEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. WRITERS DIRECT NO. (50 1 \u0026gt; 370-1 506 Mr. James W. McCormack District Court Clerk 600 West Capitol Avenue, Suite 402 Little Rock, AR 72201-3325 Re: Little Rock School District v. Pulaski County Special School District USDC No. LR-C-82-866 Dear Mr. McCormack: Enclosed please find the original and three copies of Motion for Authorization to Hold Millage Election to be filed in the above-captioned case. Please return a copy of same to me bearing your file mark in the enclosed, self-addressed stamped envelope. By copy of this letter I am forwarding a copy of same to the attorneys of record. Thank you for your assistance. Yours truly, CJH/bk Enclosures cc w/enc.: Mr. Mr. John W. Richard Walker Roachell Mr. Ms. Mr. Mr. Samuel Jones Ann Brown (hand delivered) Timothy Gauger Steve Jones RECE'=^ MAR 1 iuuu IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFFICEQF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MOTION FOR AUTHORIZATION TO HOLD MILLAGE ELECTION For its Motion, the Little Rock School District (\"LRSD\") states: 1. The Little Rock School District IS faced with the pressing need for additional funds which can be committed primarily to construction, renovation and maintenance of its school facilities and to provide technology in its classrooms. The LRSD Board of Directors voted on February 24, 2000 to seek a millage increase to address these needs at a special election to be held on Tuesday, May 9, 2000. 2 . LRSD will seek to increase its current millage rate by 5 mills. 3 for debt seirvice and 2 for dedicated maintenance and operation purposes. Each mill will generate approximately $1,900,000.00 annually. The debt service mills will be used primarily for construction and renovation of school facilities and to provide new technology for LRSD students. The dedicated maintenance and operation mills will be used initially for maintenance, including necessary work that has been too long deferred. In the future, the dedicated maintenance and operation mills will also be used to replace technology as it becomesoutdated. 3 . The LRSD Revised Desegregation and Education Plan requires school construction and renovation, an effective and equitable maintenance program for school facilities and an equitable allocation of technology. See generally sections 2.9, 2.10, 3.6 and 5.5. The funding sought by LRSD at the May 9, 2000 election would greatly increase LRSD's ability to meet those Desegregation and Education Plan obligations. 4 . This Court has emphasized the importance of proper budget planning in order for the parties to properly meet their desegregation commitments. In order to properly plan for the 2000- 2001 school year, it is important for LRSD to know in May whether or not additional funds will be available to improve school facilities and to expand student access to technology. It is therefore necessary for LRSD to seek the Court's approval to hold an election on May 9, 2000 rather than at the regular time for annual school elections on the third Tuesday in September. 5. The Knight intervenors. the Arkansas Department of Education and the North Little Rock School District have been advised of this Motion and they have no objection to authorizing the requested millage election. an Order 6. This Court has previously authorized the Little Rock School District and the Pulaski County Special School District to hold millage elections at times other than the normal time for annual school elections. Order, March 19, 1990, Docket 1331\nOrder, February 21, 1992, Docket 1559. 2WHEREFORE, for the reasons set forth above, the Little Rock School District prays for an Order authorizing a millage election in the Little Rock School District on May 9, 2000 and directing that the election will have the same force and effect under Arkansas law as if it were a regular annual school election. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT Christopher Heller John C. Pendley FRIDAY, ELDREDGE \u0026amp; CLARK 2000 Regions Center 400 West Capitol Little Rock, Arkansas (501) ------------ 72201-349 By: tristopner stopher Hell. 3CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following on this 2 9'^* day of February, 2000 : Mr. John W. Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell Roachell Law Firm 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown VIA HAND DELIVERY Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 M. Samuel Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 200 NationsBank 200 West Capitol Avenue Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Steve Jones JACK, LYON \u0026amp; JONES 3400 TCBY Tower 425 Capitol Avenue Little Rock, AR 72201 .ristopher Hell 4 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAME\nMARO? 2000 LITTLE ROCK SCHOOL DISTRICT, Plaintiff vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l,etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * * * * * * * * * * * * * No. LR-C-82-866 RECEIVED MAR 8 2000 CfceRK ORDER The Little Rock School District moves the Court for an Order authorizing a special millage election to be held May 9, 2000 [docket no. 3339]. The District states it has a pressing need for additional funds to meet desegregation commitments associated with the construction. renovation, and maintenance of its school facilities. Additionally, the District explains it must plan for the needed expenditures by May 2000 and cannot wait for the annual school election (scheduled for September 2000) to place the proposal before the electorate. After careful consideration, the Court finds that the proposed special election should be authorized. See Liddell v. Missouri, 731 F.2d 1294, 1321 (8'* Cir. 1984). THEREFORE, the Court hereby authorizes a special millage election to be held in the Little Rock School District on May 9,2000 for the purpose of placing before the electorate a proposal to increase the millage rate in the Little Rock School District by 5 mills. FURTHER, the millage election authorized by this Order shall have the same force and effect under Arkansas law as if it were a regular school election. IT IS SO ORDERED THIS 7^ DAY OF MARCH, 2000 ClffiF JUDGE UNITED STATES DISTRICT COURT fHIS DOCUMENT ENTERED ON DOCKET SHEET MS CC'MPUANC ON :^yiT^RULE58ANI fl 79(a) FRCP BY I 2r August 17, 2000 Memo To: Ann Brown From: Skip Marshall-Volunteer Subject: Highlights of LRSD financial dilemma Earlier this year, the voters within the LRSD school district approved an increase in their property tax mileage. The increased mileage was a total of 5 mills of which 3 mills dedicated to capitol improvements and 2 mills was for technology and operational expenses. was LRSD has developed a list of building improvements needed and has arranged those needs in priority. Many of these priorities have been needed for some time, but were not started due to the lack of money. Many of the needs are urgently needed and, of course, are at the top of the priority list. Since the creation of the needs list and the estimates used to determine approximate costs at that time, the local (regional) construction economy has dramatically grown. This boom seems to have been started about the time of the building of the new arena and the expansion of the statehouse convention center was started. Over the past decade, prior to the building boom, the training of apprentices to the building trades (sheetmetal, electricians, welders, carpenters, and plumbers) had been reduced due the lack a need for those skills in this area. This is not unique to this area, as witnessed by the importing of union skills from the Los Angeles area where construction was slow to the boom of building in Las Vegas in the late 198Os and early 199Os. Consequentially, this boom in the construction economy for both residential and commercial buildings has created a major dilemma for LRSD. This dilemma is caused by two factors: first, the lack of skilled workers and second, the increased demand for both workers and materials has impacted the cost of construction. holier' What LRSD faces today is that the cost estimates used are now much-MBlEr than originally forecast and the schedule of work must be pushed out further. Some projects that were scheduled for completion in 18 to 24 months may not even start for 24 months. The LRSD administration, I believe, has made a wise decision. They will not proceed with any construction project without contracts with reliable contractors. They decided to delay any construction project, even though it may cause some hard feelings with some of the public, if it meant that the delay was wiser than using a less reliable contractor and having shoddy work. Although this means that some pet projects may not be started as quickly as the public might desire, it does, I think, indicate that LRSD is being financially responsible to its tax paying and school patron constituents.However, a result of the decision to delay issuing requests for bids and issuing contracts is that the district doesnt need the money to pay for these projects as quickly as originally planned. 144 LRSD has issued $45,000,000 new bonds. Within the next several months, they will ------ restructure $43,000,00fyof old debt and will reissue new bonds for this amount over a /-----------------longer period of time, thus reducing the debt service requirements of the district. This iXMXz.- restructuring will reduce the debt service payment from approximately $6,000,000 per year to approximately $3,000,000 per year. Although, based on the current rate of interest, LRSD is able to issue as new debt somewhere between $70,000,000 and $80,000,000, there is no need at the present time for that added money nor would it be in the best interest of the district to increase the amount of debt when the monies would not be needed for 36 to 60 months from now. It appears on the surface that the easy solution would be to sell the bonds, then invest the money and collect the interest. Unfortunately, the IRS has a different idea. Some time ago, regulations were established that precludes organizations from selling tax-exempt bonds and then investing the money and using the profits for other than the purposes stated to the taxpayer. The regulation dictates that any money raised through the sale of tax-exempt bonds must be spent over a specific period of time or any interest earned over the cost of the issue would be taxed and taken by the federal government.. There are guidelines within the IRS codes that specify that a certain percentage of the monies must be spent within the first six months, a greater percentage within the first 12 month, then yet greater percentage within the first 18 months, and 95% or greater spent within the first two years after the issue date or any interest earned over the amount being paid would all be payable to the IRS. This is called the arbitrage rule. a This ruling precludes LRSD from selling the remaining amount of $70 to $80 million in bonds at the current tax-exempt interest rate and then investing that money in a higher rated return until the money was needed 3 to 5 years from now. The interest earned over and above the interest cost would be taken by the IRS. The opposite side of that coin would be if the interest earned was less than the interest cost, there are no benefits to the district. So the decision to not sell all of the bonds would appear to be a good financial management decision on the part of LRSD. There is another aspect which now raises its head. The State of Arkansas is required to fund all school districtfto at least 80% of the wealth level of the LRSD. If LRSD doesnt issue all of the available bonds, the amount of the non-issued bonds is included when determining the wealth level of LRSD. (Actually, it is not the face value amount of the non-issue as it is the amount of money that would be needed to provide the debt service amount when determining the wealth of a district). It has been estimated by ADE and others in the know that in order to satisfy the increased wealth level of LRSD and provide funding to the poorer districts to meet the mandatory levels could cost the state approximately $150,000,000 more per year in additional funding.There has been pressure placed on LRSD to issue all of the bonds so that the state administration would be able recommend to Legislature to fund the added amount necessary to pay all teachers either the $1,500 for the coming school year (2001-2002) a total of $3,000 to be paid out over the biennium (2001-2003). If the state were to be forced to increase the funding levels due to the increased wealth of LRSD, then the chances of the Legislature passing a teachers increase would be in jeopardy. or This whole situation is very political as can be imagined. It is my understanding that most of the district superintendents in the state are very aware of this situation and of \" course would prefer that LRSD not issue the added bonds. Each district will receive the same amount of money as prescribed in the funding formula as an equalization rate. The districts that are below the federal range (less than 80% of the LRSD wealth level) receive the amount to bring them up to the 80% level in addition to the amount prescribed by the equalization formula. 3^ \u0026gt;A. I ' l''''^^ ^'2' ^Q kvi^lCci' ^Cc- .Board of Directors Dr. Katherine Mitchell, Zone 1 Little Rock School District 810 W. Markham Little Rock, Arkansas 72201 Non-Profit Organization U.S. Postage PAID Permit No. 1367 Little Rock, AR Mike Daugherty, Zone 2 Judy Magness, Zone 3 Baker Kurrus, Zone 4 received Larry Berkley, Zone 5 MAV] 2001 Tony Rose, Zone 6 Sue Strickland, Zone 7 afiKATlOlfOirofi|gG March 2001 FROM: RE: Leslie V. Carnine, Superintendent of Schools Status of Capital Improvements Last year the voters of Little Rock agreed to fund major repairs and renovations needed in our school buildings and to upgrade technology throughout the school district. The Board of Directors of the Little Rock School District and I recognize that you should know how your dollars are being invested in our schools. The Board approved an accountability policy so that community residents will receive regular updates on the status of these projects. On the reverse side of this sheet you will find a brief summary of the status of the phase one projects. You will note that a large number of projects are currently in the design phase. The architects are working with the Campus Leadership Team of each school to develop the scope of work for major repairs and renovations. We want to ensure that the work that is being done will provide the greatest benefit for the individual schools. Its important for you to remember that you are a big part of our success through the tax dollars you pay to support our teachers and students. We are always mindful of our responsibility to continue to provide quality education to the children of our community and to meet our commitments to you, our patrons. Thank you for your continuing support. 'Leslie^ Superint .a: le indent of SchoolsLittle Rock School District: Status of Building Renovations/Repairs In May 2000 voters in Little Rock approved a millage increase to pay for major repairs and renovations to our schools and to upgrade technology in all buildings. We promised that we would provide regular reports to the community on the status of these projects, and this list provides that information. Additionally, a Technology Plan has been approved and is being implemented. Additional information will be provided as we move forward in that effort. Americans with Disabilities Act projects: Architect has been selected\ncontract in negotiation. Asbestos removal: Contract between LRSD and Architect executed. Complete Badgett Cafeteria Southwest Scope of Work/In Design Brady Elem. Mabelvale Elem. Summer 2(X)1 Badgett - remainder of bldg. Dodd Elemenatry Meadowcliff Elem. Fair Park Hall High School Henderson Middle - partial Watson Elem. Building Additions/Renovations: For the following projects, either the Campus Leadership Teams currently are assisting architects in developing the scope of work, or the projects are in the design phase: Badgett Addition Badgett HVAC Renovation Badgett Fire Alarm Bale Addition/Renovation Booker fire alarm system Brady Addition Bldg. Energy Mgmt. Systems Carver Drainage Correction Carver Parking Addition Central High Major Addition Central Front Landing Repair Central Fire Alarm System (Summer 2(X)1) Quigley Stadium Structural Repair Cloverdale Middle Repairs Dodd HVAC Dunbar Middle J.A. Fair Addition/Roof Repairs Fair Park HVAC Forest Park HVAC/Parking Franklin Renovation Fulbright HVAC/Parking Hall High Major Addition Jefferson Renovation Transportation Resurface Lot Mabelvale Elem. HVAC Oakhurst HVAC Otter Creek Addition/Parking Parkview High Renovation/Roof Parkview HVAC Parkview Parking Lot Rockefeller HVAC/Parking Lot Romine Renovations Southwest Drainage Corrections Terry Renovations/Parking/Driveway Mabelvale Middle Addition/Renovation Wakefield HVAC/Fire Alarm Mann Major Addition McClellan Major Addition McClellan Stadium Repair McDermott HVAC Meadowcliff Fire Alarm Metropolitan Shop Vent System Watson Renovations Williams Parki\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_636","title":"Miscellaneous","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":["1990/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Educational statistics","School boards"],"dcterms_title":["Miscellaneous"],"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/636"],"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\nCorrespondence, brochure, and news clippings\nAmerica's Culture Begins WITH Education I America's Culture Begins WITH Education The Music Educators National Conference believes that every child should have a quality education in music. Knowledge and skills in music and the other arts are vital for their aesthetic, historical, and cultural value. Without the arts in the curriculum of America's public schools, children are denied an education that provides a firm foundation for living and making a living. To reinforce this view, we asked prominent American citizens, who are the chief executive officers of major companies, to share their personal and corporate commitment to the arts in education. Their statements support MENC's belief that the study of the arts makes a special contribution to the development of children's creativity, self-discipline, critical thinking, and self-esteem. The study of music and the other arts gives students a sense of their cultural heritage and helps them develop their human potential to the fullest extent possible. Indeed, America's Culture Begins with Education. i I John J. Mahlmann Executive Director 1 I O z UI m z o 20N3W Music Educators National Conference 1 I  w I w 'Ml f I Ui 1 d! -'Sfi \u0026gt;11 \u0026lt;9 T \u0026lt;Si '\\ * J  *% F  I \" f  ' 4Xi h' \u0026lt; America's Culture Begins WITH Education * T 1 Fl IJ i a f\nw^WS 4 uM Si\u0026gt;. y Robert E. Allen Chairman and Chief Executive Officer AT\u0026amp;T Corporation Yle live in an age increasingly ruled by science and technology, a fact that only underscores the need for more emphasis on the arts. As we find science encroaching on every field of study, we need to ensure that our humanity does not become a historical footnote. That can best be assured with a solid understanding and appreciation of the arts. A grounding in the arts will help our children to see\nto bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser. I 1 i 1 ! I i JohnH. Bryan Chairman of the Board and Chief Executive Officer Sara Lee Corporation I I J The arts have value not only because they enrich our lives as individuals, but also because they enrich society as a whole in several ways. For example, creativity is so crucial to the success of democratic capitalism. The arts are also important to society because they are such a civilizing force ... as essential over time as adequate housing, a cleaner environment, and other compelling causes. And the arts are an important component of education. If we expect America to remain a civilized country into the next generation and the next century, education should include a strong grounding in one's tradition and culture. The arts are an important part of this acculturation process. They help explain who we are and how we got here. They reach us and teach us in ways that can enlighten and inspire, often for a lifetime. Some people may see art simply as elitist entertainment, not relevant to the problems of the day. But art can be very important in giving a sense of direction and purpose to the youth of our society. 1 Willard C. Butcher Chairman of the Board The Chase Manhattan Corporation I firmly believe that there is place for the arts  music, dance, drawing, painting, writing  in the school curriculum. In the elementary grades, the arts are a valuable component in broadening a childs mind and talents. In secondary school, the arts provide a sense of history, connecting the past to the present. When a student reaches college, a liberal arts education teaches not just clear but creative, innovative thinking. That's the kind of individual Tm interested in recruiting for Chase: one who can think conceptually, write well and  perhaps most importantly  bring a creative outlook to the conference room table. Beyond that, however, an appreciation of music and the arts can provide countless hours of enjoyment for a full and rewarding life. Kenneth T. Derr Chief Executive Officer Chevron U.S.A. Long before talk about the right and left sides of the brain became popular, businesses like ours knew that the need for thinkers extended far beyond the concert hall and the art gallery. Every part of a vital society depends on creative thought. The world in which we live and work, and in which we create our future, should be a world in which new ideas are valued, and where restless creative minds seek better ways of doing things. The energy that keeps a child's foot tapping, that paints purple leaves on a pink tree, that ranges freely in an open world of the imagination, will bring to our society a vitality that will energize any corner in which it finds itself. A large corporation such as ours can thrive best in a society in which young people are vital and quick and creative. We need such young people not only as employees but also as neighbors and customers, today and in future days. J 1 ! 1 David T. Kearns Chairman and Chief Executive Officer Xerox Corporation VIhy arts in education? Why education at all? The purpose of education is not simply to inform but to enrich and enlighten, to provide insights into life as it has been led and as it may be led. No element of the curriculum is better suited to that task than arts education. Whether we think about music, the performing arts, the plastic arts, whether we think about appreciation or performance, the arts take us beyond pragmatic concerns of the moment and give us a glimpse of human possibility- Ars longa, vita brevis: art is long, life is short. This timeless quote  attributed to Hippocrates, used by Chaucer, Browning, and Longfellow  reminds us pf the true importance of art and the reason for arts education. Art alone endures\nit is the highest form of human expression\nand it is accessible to everyone. Even though most of us cannot perform as Beethoven, Leonardo, Sophocles, or Picasso did, we can appreciate and participate in their accomplishments. There is, of course, a practical reason for arts education  indeed, for liberal education: as I said in Winning the Brain Race, a book I coauthored with Denis P. Doyle, \"a liberal education not only imparts the great lessons of history, citizenship, and science, it teaches people to think, to solve problems, to take risks ... to think independently, to step back from problems and the croivd, to be an entrepreneur and innovator. The virtues of a liberal education are the virtues of free enterprise in general and the high tech, knowledgebased society in particular: flexibility, adaptability, inventiveness, even playfulness. William E. LaMothe Chairman of the Board Chief Executive Officer Kellogg Company I believe that a liberal arts education prepares young people for adult life far better than a more narrowly focused education. The perspectives on music, art, history, languages, and the other disciplines help adults understand more about life, get more enjoyment out of life, and contribute more to their families, churches, and communities. An education enriched with participation in lively arts encourages students to reach for the best within themselves. The self-esteem they develop from this experience builds the confidence to reach for the best in our society. Business also benefits from education in the arts. Successful companies in our emerging global economy need more than technicians. They require men and women who thrive in an environment of multiple cultures and who understand the variety of needs among both employees and customers. Appreciation of music and related arts bridges the gaps among societies and offers young people valuable lessons in cooperation and sensitivity to others. One of the most wasteful decisions any school could make would be to discard arts education as a \"frill. The investment in a fine arts curriculum is repaid many times over by the quality of life it fosters in the community and by the growth it encourages in our most valuable asset: our children. Edward H. Rensi Chief Operations Officer President and Chief Operating OfficerU.S.A. McDonald's Corporation Helping our children become the most informed, well-rounded people they can be is the greatest gift we can offer them. It will allow them to embrace the world and to reach their full potential in both their personal and professional lives. It is our job, as parents, educators, and friends, to see that our young people have the opportunity to attain the thorough education that will prepare them for the future. Much of that education takes place in the classroom. We must encourage our youngsters in such pursuits as music education. In addition to learning the valuable lesson that it takes hard work to achieve success, no matter what the arena, music education can provide students with a strong sense of determination, improved communication skills, and a host of other qualities essential for successful living. 3 John Sculley Chairman and Chief Executive Officer Apple Computer, Inc. The creative arts provide us with a unique and vital perspective about our world. As performers or supporters of music, dance, art, or theater, with each experience we have the possibility of being inspired and seeing the world through a different lens. Those experiences are critical to our personal growth because they can play a major role in spurring our own creativity. As a chief executive of a technology company that thrives on creativity, 1 want to work with people whose imaginations have been unleashed and who tackle problems as challenges rather than see them as obstacles. An education enriched by the creative arts should be considered essential for everyone. I II I awu. \"T W*5 I I II I A- -' , I-  t -\u0026lt;^1 V \u0026gt;a V, I Photography Credits Kathleen Menke, Crystal Images Vivienne della Grotta Mark Madsen National Art Education Association Linda Rutledge B. Youngo z lU m z MUSIC EDUCATORS 23N3n NATIONAL CONFERENCE 1902 Association Drive Reston, VA 22091 Copyright  1990 MENC ISBN 0-940796-82-1The Music Educators National Conference is the only national association that addresses all aspects of music education  band, chorus, orchestra, general music, teacher education, and research. Nearly 60,000 members represent all levels of teaching from pre-kindergar- ten to the doctorate. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high- cjuality program of music instruction. MUSIC m Q Z III z . O EDUCATORS 23N3W NATIONAL CONFERENCE-*  * sr, i Little Rock School District July 26. 1990 Mrs. Arma Hart and Mrs. Ann Brown Associate Metropolitan Supervisors 201 East Markham Street Suite 510 Little Rock, AR 72201 jXi^- Dear Mrs. Hart and Mrs. Brown: 2!1 .sjsSJS* In response to your memorandum of July 12, 1990, we are preparing to move ahead with implementing the Tri-District Plan in accordance with the July 2, 1990, order of the Eighth Circuit panel. Paragraph 1 of the Order states: \"The Tri-District Plan provides for the use of presently operating school facilities in a manner different in some respects from the uses proposed by the parties under the settlement plans. To the extent of any such differences, the presently operating school facilities involved shall be used for the 1990-91 school year in accordance with the Tri-District Plan.\" In concurrence with this paragraph of the Order, the following schools will be opened in 1990-91. 1. 2. 3. 4. Dunbar International Studies Magnet School Washington Interdistrict Magnet School Central High School International Studies Program Incentive Schools: Rockefeller (with Early Childhood Magnet), Stephens, Garland, Rightsell, Mitchell, and Ish. In addition, building expansion projects for Woodruff, Western Hills, and Cloverdale will continue. We are also renovating space for housing the Safety and Security Office and have tentative plans for modification of the Incentive Schools. , Paragraph 2 of the Order addresses both facilities and programs. It states, \"New facilities required under the Tri-District Plan but not under the settlement plans shall not be constructed absent agreement of all parties. New programs required under the Tri-District Plan but not under the settlement plans may, if planning can be completed in time, be operated for the 1990-91 school year.\" In concurrence with Paragraph 2, facilities planning for the Aerospace Magnet, Business Communications Magnet, Downtown Early Childhood Center, MacArthur Park Magnet, and Science (Zoo) Magnet, while continuing. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Mrs. Arma Hart and Mrs. Ann Brovzn  July 26, 1990 Page Two cannot be finalized until we receive final orders from the Eighth Circuit Court. With regard to programs, those initiated in 1989-90 and continuing in 1990-91 include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Before and after school care in incentive schools Early Childhood Education (Garland, Franklin, Badgett, Ish, Stephens, Rockefeller, Washington) Staff development (Director and Trainers) Homework centers in incentive schools. HIPPY Library media program (REACH) Multicultural curriculum enhancement and staff development materials (art, English, foreign language, mathematics, reading, science, special education) Program for Accelerated Learning (reading and mathematics) Summer school tuition program Expanded plant services assistance (construction managers, custodial assistance, additional craftsmen) Expanded special education services (including Learning Center) Development of multicultural curriculum guides Minority teacher recruitment program Parent involvement (expansion of VIPS services) Secondary alternative school program Parkview Science programs Additional programs to be implemented in 1990-91 include: 1. 2. 3. 4. 5 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Academic progress incentive grants for area schools Human relations training for all employees Expanded communications and public relations programs Safety and Security Office Curriculum audit Expansion of the Student Assignment Office/Recruitment Program Two-run transportation system Incentive School program Extracurricular activities program Area school improvements (collaboration with area schools committee) Positive student discipline (including hearing officer) Badgett aviation theme (planning only) Senior high alternative school program Precollege testing Junior high restructuring McClellan Community School program Expanded elementary counseling/social work program Implementation of multicultural curriculum (grades 7-12) Planning for the implementation of programs and services in special education, gifted and talented education, and parent involvement as described in the addenda to the Tri-District Plan will also continue.Elementary: School Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens LRSD GUIDANCE COUNSELOR ASSIGNMENTS (Data provided by LRSD) 1991-92 1992-93 Enrollment 220 360 337 634 420 601 531 392 303 320 402 507 506 279 254 339 200 484 505 511 427 312 356 342 289 403 357 245 B W 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 2 2 1 2 1 1 1 1 1 1 1 Allotment (Days) Enrollment B W Allotment (Days) 5 full 5 full 5 full 5 full/5 full 5 full 5 full/5 full 5 full/2 full/1 alternating 5 full 5 full 5 full 5 full 5 full/5 full 5 full/ 2 full/1 alternating 5 full 5 full 5 full 5 full 5 full/2 full/ If/a) 5 full/3 full 5 full/ 2 full/1 alternating 5 full 5 full 5 full 5 full 5 full 5 full 5 full 5 full 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 500 509 440 264 353 379 249 361 361 209 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 1 2 1 1 1 1 1 1 2full/3{'/2) 3 full/ 2(/2) 3 fUll/2(Va) 5 full/Sf/a) 1 full/4(72) 1 full/4\u0026lt;V2) 5full/5C/2) 5 full/2(/2) 3full/2C/2) 3full/2(/2) 1 full/4(/2) 5 full 5 full 5full/3(/2) 5 full 5 full 5 full *5 full 5 full/2(/2) 5full/2C/2) 5full/2(/2) 5 full 5 full 5 full 5 full 5 full 5 full 5 full 5 fullLRSD Guidance Counselor Assignments (continued) 1991-92 1992-93 School Enrollment B W Allotment (Days) Enrollment B W Allotment (Days) Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 512 479 841 467 323 495 394 225 1 2 1 1 2 1 2 1 1 5 full 5 full/2 full/1(72) 5 full/5 full 5 full/5 full 5 full 5 full/2 full 5 full 5 full 541 500 822 451 335 502 355 234 1 1 1 2 1 1 1 1 1 1 5 full/3(Vz) 5 full 5 full 5 full 5 full 5 full 5full/4{/2) 5 full 1 full/4\u0026lt;V2) * Vacant from Februaryl, 1993 through March 19, 1993. Secondary: School 1991-92 1992-93 Enrollment B W Enrollment B W Cloverdale Jr. High Dunbar Jr. High Forest Heights Jr. High Henderson Jr. High Mabelvale Jr. High Mann Magnet Jr. High Pulaski Heights Jr. High Southwest Jr. High Central High Fair High Hall High McClellan High Parkview Magnet High 745 691 765 859 665 872 761 704 1,721 882 1,082 980 844 1 1 1 2 1 1 1 1 2 2 2 1 1 2 2 2 1 1 2 2 2 4 1 2 3 2 775 705 787 914 667 849 774 695 1,950 886 976 966 854 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 2 1 2 1 4 2 1 2LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 1\n1 October 18, 1991 J* OCT 2 3 1991 OHice of Dese^reg: latii ion MonitcfinQ TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Content Area Curriculum Supervisors SUBJECT: Multicultural Education Curriculum Guides The process for revising the multicultural curriculum guides is currently being implemented. Revisions will occur in all content areas, grade levels K-9, and in the College Prep Recommendations as outlined by the Arkansas State Department of Education. These areas are the minimum core courses in English, Natural Sciences, Mathematics, Social Studies, and Foreign Language. In addition. revisions of multicultural guides will be made for courses beyond the minimum core. These Enhanced Preparation areas are Natural Science, Mathematics, Speech, and Fine Arts. All revised multicultural curriculum guides will be implemented beginning with the 1992-93 school term.* 1 Z I \u0026lt; - -  Little Rock School District March 28, 1991 \\^S\\ Oftce o\\ Ms. Ann Brown and Ms . Arma Hart Office of Desegregation Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ann and Arma: I have enclosed for your review a report which I am presenting to the Board on Thursday, March earlier recommendation regarding' the The report grew out implementation of a of an 2.0 grade point average as a requirement Since the recommendation was tabled, I have continued to think about how we for graduation. can best improve student learning so that the achievement of 2.0 is the norm rather than the exception. I believe a the approach contained in District blueprint for this report will provide the Board and improving our school system and consequently enhancing learning for students. 28 . a I invite your comments and suggestions. Cordially, Ruth S. Steele Superintendent of Schools pk 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 NO MORE EXCUSES\nA PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND What students are learning in our schools is the most important issue School Board members, administrators, and teachers must consider as decisions are made about education in our community. The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, the use of school libraries, homework assignments, minimum grade point requirements for graduation, the number and quality of reading assignments, multi-cultural education, \"tracking. H higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to submit a report to the School Board for its consideration by December. The administration submitted its report December 3 and recommended that the 2.0 requirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. In January, 1991, the Little Rock School District received the Curriculum Audit conducted in September 1990 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curriculum objectives do not exist, grading practices are inconsistent, promotion criteria are unclear, assessment is not related to the curriculum, and curriculum guides lack internal consistency. In short, even though the Little Rock School District is performing \"reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p.a. requirement. The results showed support for the 2.0 but most thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement\nA Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1. \"Most of the data in this report show that our present education performance is low and not improving. II 2 . \"Research shows that student academic performance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening.\" 3. \"Time devoted to some subject areas is limited...\" 4 . \"Homework is often minimal or non-existent. II 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective.\" 6. \"Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. II 7 . \"Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments.\" 8. II Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively.\" 9. \"Students' grasp of the four basic arithmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. II Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. II 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events. II 12. \"In recent assessments, more students appear to be gaining basic skills, yet fewer are demonstrating a grasp of higher-level application of these skills.\" 13 . II Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably large. II 14. \"Large proportions of students....are not enrolled in challenging mathematics and science coursework.\" 315. II Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets. It Other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from all textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarely borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what they read\nonly 45 percent said they talked in pairs or groups about their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week - or less than 15 minutes per day. At grade 12, half the students assessed in 1988 reported that they had written two or fewer papers as part of an. school assignment in the six weeks before the assessment. Only 14 percent of the Sth graders and 9 percent of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one quarter of the eleventh graders assessed were not enrolled in a math course and another one quarter were taking lower level math courses such as General Mathematics, Pre-algebra, or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. These findings are by no means all that the NAEP Report presented. Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. for several reasons: This appears to be the case (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are not atypical of what we find locally and should give us cause for grave concern. In fact, the grade distribution, test scores. level of expectations, a large amount of \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1988 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. The District has experienced significant changes in its geographic boundaries. Board governance, and administration. As was pointed out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction, expertise, and intervention are provided in the educational programs of the Little Rock School District. tl (P-14) In my opinion, two things are necessary before we can fulfill the responsibilities we have as a school district toward 5our patrons and students. First, Board policies must be reviewed, revised, and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) must be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre of teachers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-12. It most certainly will require reorganization of the central office administration and an allocation of sufficient resources in order to accomplish this major goal. Not until these things are done can we move forward as a district to address in a meaningful way the evaluation of effective teaching and building management, assessment of student learning, overall school success, and the effectiveness of central office leadership. In my opinion, it would be unfair to place the full burden of improvement in student learning on the students and the parents. It is our responsibility to take appropriate and immediate action to remove all barriers to improved performance and at the same time raise expectations for student achievement. RECOMMENDED PLAN OF ACTION TO ACCOMPLISH THE GOALS OF INCREASED LEARNING FOR ALL STUDENTS I am recommending the following: 1. A review and adoption of revised Board policies in Curriculum and Instruction by the Little Rock School Board at a work session to be held before the end of the current school year, preferably during the month of April. All other Board policies will be reviewed. revised as necessary, and adopted by September, 1991. 2 . A decision by the Board at this work session as to the educational outcomes we want our students to have when they leave our schools. 6 3 . A decision at the work session regarding the priority the Board wishes to assign to the thirteen recommendations of the Curriculum Audit. 4 . An acknowledgement by the Board that the proper way for the schools to address disparities in academic achievement is first to have a written curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. 5. Authorization by the Board to design and develop a curriculum specifically for Little Rock School District students which incorporates the characteristics in recommendation number four. 6. Authorization by the Board to develop a comprehensive grade level assessment program to determine the extent to which our students are mastering the curriculum. 7. A revision of the District's grading policies to make them more consistent from school to school and from classroom to classroom. It should be clear that grades are to be assigned on the basis of mastery of specific curriculum content. 8. Periodic reports to the Board, preferably each semester, showing the distribution of student grades at the secondary level. These reports will indicate courses in which students have the greatest difficulty and will track the progress of individual students on a random basis from grade to grade. 9. An ongoing review of the District's remedial and compensatory programs by the Biracial Advisory Committee with recommendations for changes presented to the Board yearly for the next three years. 10. The implementation of an Instructional Management System by the 1992-93 school year that will enable us to track the progress of individual students and provide corrective prescriptions to improve learning. 11. The immediate reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent will devote her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors will be redefined to include 7more programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13. 14 . 15. 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in the delivery of key components to our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. Development of school-based parent training programs in every school emphasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the \"Plan to Increase Learning for All Students. * * *  August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing Reports to the Board and community regarding grade distribution and test scores for the Little Rock students.  * * * A July 1991 February 1992 July 1992 February 1993 July 1993 and ongoing Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992 * * * 2. 3. * * * January 1993 June 1993 and ongoing twice yearly. 4 . Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August 1993 MONITORING AND EVALUATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. as a graduation requirement. It is recommended that this year's seventh graders be used as the base population from which to track an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 10LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHTkM STREET LITTLE ROCK, AR 72201 June 27, 1991 TO: Board of Directors Ott'C 0^ OesM^ FROM:\nhip Jones, Manager of Support Services THROUGH: Ruth S. Steele, Superintendent (5^ SUBJECT: Pankey School Over a year ago, the residents of Pankey approached the Board. The residents did not want the District to sell the Pankey site because Ms. Josephine Pankey had donated the site to the Pulaski County Special School District many years ago. donated the site to a public entity. Because a Pankey resident the residents felt that a public entity should not sell the property without regard to its donated purposes. the Pankey residents. At the Board's direction, we began to work with On September 10, 1990, the District offered to the Pankey community three general principles for a possible long-term relationship between the District and the Pankey community: 1. 3. The District agrees to allow the Pankey residents six months (to March 15, 1991) to organize, develop plans, and present the District with a formal plan for the construction and operation of a community center at the site of the former Pankey School. 2. The residents of Pankey agree to incorporate so that the residents will have legal status to negotiate and make binding agreements with the District. The District will proceed with the demolition of the Pankey School building so that the site will no longer be a hazard to the community. On September 19, 1990, we updated the Board on the status of our work with the residents. In the memo we stated II If the community the District will can be an economically independent partner, consider providing alternative learning programs, homework centers. etc. 1991. for the community. The II We met with residents again in April, residents proposed that the District renovate the building at an estimated cost of $400,000.( PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 TO: Bobby G. Lester, Superintendent RECEIVED FROM: Eddi^^ollins, Pupil Personnel Services Assistant Superintendent JUL I 0 SUBJECT: Student Transfer and Magnet School Summary 0* Desegregation Monitoring for the 1991-92 School Year DATE: July 9. 1991 Attached is a copy of the magnet and majority-to-minority student assignments for the 1991-92 school year. As of June 18, 1991, there were 141 elementary students assigned to the regular magnet school program and 13 students assigned to the M-to-M magnet schools (Rockefeller and Washington). Of the total number of elementary students assigned to the regular magnet schools, 29 were black and 112 were white. Black students from PCSSD are not allowed to transfer to the M-to-M magnet schools. There have been 11 elementary students assigned to PCSSD from LRSD and 9 students assigned to LRSD from PCSSD under the regular majority-to-minority transfer provision. At the secondary level, 222 students have been assigned to the regular magnet schools for the coming year. and 113 were white. Of these, 109 were black Seven students have been assigned to the M-to-M magnet schools (Central and Dunbar). Twenty-eight secondary students have been assigned to PCSSD from LRSD and 26 students have been assigned to LRSD from PCSSD under the regular M-to-M provision. A total of 363 students has been assigned to the regular magnet schools and 20 students assigned to the M-to-M magnet schools. Of the 363 students assigned to regular magnets, 138 were black. There has been a total of 39 students assigned to PCSSD and 35 students assigned to LRSD under the M-to-M provision. At the close of the 1990-91 school year, we had approximately 876 students enrolled in the magnet school program. We have received 13 applications for the intra-district integrative transfer for the 1991-92 school year (10 white and 3 black), will be taken on these requests after the Sth day of school. Act ion Pulaski County Special School District adjusted projected enrollment for the 1991-92 school year is 21,023 students (5,610 black-27%, and 15,413 white (73%). ELEMENTARY SCHOOLS Adkins Arnold Drive Baker Bates Bayou Msto Cato College Station Elem. Harris_______________ Jacksonville Elem. Landmark Lawson Grove Elem. pakbrooke Pine Forest Pinewood Robinson Elem. Scott Sherwood Sylvan Hills Elem, Taylor Tolleson TOTAL ELEMENTARY 1991-92 Projected Enrollment B \"THT 142 16% ____22. 26% ____ 48% 336 2% ,14 144 35r 94 22% 102 Jl ll 47% -.234_ 18% 64 1^1 19% 127 15% 179 \"22% 95 3BF 82 ~2^ 117 TSF 131 26% 108 3ii^ I I w : 235 : 84% : lAl \u0026gt; 213 . 363 : 55%\" 595  529 152 ^TST 352 65% 407 \u0026gt; 53% 292 82% 285 gir 545 85% 581 III 4il- 341 82% 597 1991-92 STUDENT TRANSFER AND MAGNET SCHOOL SUMMARY (As of 6/18/91) Regular Magnet School Assigrsnents M-to-M Magnet School Assignments Enrollinent Minus M-to-M and Regular Magnet School T B W T B W T  Assignments Plus M-to-M Transfers LR to PCSSD Minus M-to-M Transfers PCSSD 377 440. 289 699 609 673 246 454 530 629 829 546 349 580 ^12 687 634 A31 218 458 728 410. 587 12,081 A 0 7 0 7 A 8. A 0 A 0 0 A 0 A A 0 29 J. a 8 A 1 4 0 10 1 3 A A 14 8 7 10 5 1 13 -A 10 112 8 1 4 1 10 8 4 10. A 14 3 1_ 10 5 A 13 A A 10 141 0 1 1 0 0 0 A A 0 0 4 4 1 2 1 2 1 1 13 1 2 1 2 1 1 13 B TS?- 142 16% -_Z2. 27% ____76 48% 330 2% 14 '22% 144 31 102 284 35% 221 29% 241 46% 246 18% 64 14% 127 \"TST 106 29%' 179 TBS\" 82 \"ZST' 117 TB%  131 26%  108 22% \" 132 3??i\nW 62^ 235 84% _365 73% 205 52% 360 98% 594 ~78% 525 64% 152 77% 339 46% 238 65% 404 71%' 588 54% 290 82% 284 86% -ffl- 53J Sii 57: 71% 44\nCT* 13\n32( 825 59( 745 30(  T B T B W to LR n f\" 1991-92 Adjusted Projected Enrollmrent 377 AIL 281 690 608 669 239 441 522 625 829 53A 348 664 679 624 431 217 443 721 408 576 A 0. A A A A A A A A 1 A A 2. A A A 4 0 4 0 1 1 B SB?\" 142 16% 13 28% ._ao 48% 330 2% zit\" 144 \"BBT 81 23% 102 55% 284 35% 221 29% ^41 46% _240. 19% 81 14% 127 16%  106 29%  .122. 23% 26% .117. 18% 111. 26% 132 w UTT 235 84% -365 204 52% 360 98% 525 152 77% 339 45% .23^ 65% 71% _5a2 54% 81% .223. 86% -ffi- 537 84%  513 71%' ..442. Bl Hi J2h. 82% .220. 74% 444 T 377 AXL 284 690 608 669 239 441 .5A3. 350. 56Z 664 679 A24. 434 217 AA3. 221 Aoa 31Ai. 11,927 11 0 11 0 A A 576, 31 IU,929SECONDARY SCHOOLS 1991-92 Projected Enrollment 1991-92 STUDENT TRANSFER AND MAGNET SCHOOL SUMMARY (As of 6/18/92) Page 2. Fuller Jr. High J'Ville Jr. North B TtT Regular Magnet School Assignments M-to-M Magnet School Assignments J'Ville Jr. South J*Ville High___________ mils High -North Pulaski________ Northwood________ Oak _Groye_High_________ Robinson Jr. High Robinson High______ ^Ivan Hills Jr. High Sylvan Hills High -TOTAL SECONDARY________ 162 29% .A2i 25% 265  A7F 312 20% 160 18% ASA 23% lUO 25% 111 715- 192 23% 213 27% 2501 W 53% 475 74^ 460 71% 434 75W 792 53? 358 80% 658 82% 795 329 331 ^795 737 77% 717 73% 6820 T B W T B W T Enrollment Minus M-to-M and Regular Magnet School Assignments Plus M-to-M Transfers LR to PCSSD Minus M-to-M Transfers PCSSD DISTRICT TOTAL 889 622 607 1057 670 818 953 975 429 442 929 930 9321 z 59 0 .a 0 50 0 0 0 0 0 0 109 JI 6 1. 12 3 3 45 11 6' 9 6 113 225 6 _2, 12 53 0 1 1 B 43% 355 76^- 162 29i 17,3 75T 265 43T 262 3 0 1 45 11 6 9 6 222 363 0. A 0 0 0 1 7 20  ^0% 1 4 1 7 160 23% 219 19% 180 74% \u0026gt;- 111 AIF 192 23F 213 26% 2392 w 57% 475 74T 454 71% 427 780 \"57%- 354 SOT 653 77% 730 81% 746 TEW 325 75^ 123 11^ ' 711 74%  6700 \u0026lt; T B W T B W to LR n t 1991-92 Adjusted Projected Enrollmrent 830 616 600 1045 616 813 949 926 Ali 436 920 924 9092 20 A 1 1 a. 7 3 6 28 39 0 A 1 0 0 1 1 1 0 0 0 0 7 3 6 28 39 0 0 0 0_ A 9 2 26 35 B 43% 35,5 ISA 29% 25% 266 262 20% 160 23% 219 20% jar 26% 9 2 I 195 TW 219 27% 26 2420 35 w 57% 475 7# ASA 71% 75i 719 354 gor 652 T 1045 616 77% 812 730 80% -237 74% 316 79% 728, 76% 709 73% 6674 949 918 A22. A34. 923 928 9094 21^ 73* 5610^.41321 123 I JRETENTIONS 1990-91 JUNIOR HIGHS W B M F M F M Cloverdale 7 8 9 7 2 3 2 5 0 14 17 4 6 9 0 0 1 0 Dunbar 1 8 9 0 3 0 0 1 0 0 3 0 0 2 1 0 0 0 RECFIVCD OCT 2 8 1991 Office of Desegregation Monitoring 0 F 0 0 0 0 0 0 Forest Heights 7 8 9 0 1 3 0 0 1 0 6 5 6 10 7 0 0 0 0 0 0 Henderson 7 8 g 0 0 1 1 1 1 14 13 7 8 12 3 0 0 0 0 0 0 Mabelvale / S 9 4 1 0 1 0 1 8 9 4 1 5 1 0 0 0 0 0 0 Mann / 8 9 0 0 0 0 0 0 3 0 0 2 4 0 0 0 0 0 0 0 Pulaski Heights 7 8  9 1 1 0 0 0 0 1 11 0 0 8 2 0 0 0 0 0 0 Southwest A 0 0 0 0 0 0 7 8 9 6 8 1 6 5 2 2 0 0 1 1RETENTIONS 1990-91 SENIOR HIGH W B 0 11 F M F M F Central K 10 11 12 0 h, 2 4 0 1 0 0 1 11 7 10 1 9 4 8 0 1 0 0 0 0 0 0 Fair- K 10 11 12 0 2 1 2 0 1 0 0 0 6 0 5 0 1 1 4 0 0 0 1 0 0 0 0 Hall K 10 11 12 0 6 3 7 0 5 2 1 2 14 10 14 0 8 5 10 0 1 0 0 0 0 0 0 McClellan K 10 11 12 0 8 5 5 0 2 4 9 0 22 22 12 0 9 11 16 0 0 0 0 0 0 0 0 Parkview K 10 11 12 0 1 1 2 0 0 1 1 0 2 1 4 1 1 0 5 0 0 0 0 0 0 0 0Central BM 114 BF 155 Hall BM 107 BF 89 Parkview BM 56 BF 76 McClellan BM 74 BF 80 Fair BM 64 BF 66 GRADUATION DATA 1990-91 WM 88 MF 127 WM 61 WF 96 WM 39 WF 80 WM 51 WT 55 WM 54 MF 58 OM 7 OF 6 OM 1 OF 2 OM 8 OF 4 OM 0 OF 2 OM 2 OF 0/ 4 5 51)1 .374 f L 5 Schi V 1.1' I i  d' I I9S9 NaUonai Merit and Nationai Achievement Schoarship -.iver, Jonathan Nationai Merit Srh larsht^ J. A, Fair Sarnett, Cynthia Sarnett, Jr -- Cauley. Get Davis, Johnso! Levine, Skinner, Chns Shaffer, ha isr National Merit scholarship National Merit Scholarship National Merit Semifinalist Nationai Merit Scholarship National Semifinalist Nation^. Merit Scholarship National Merit Scholarship National Achievement Semifinalist Hall High Hall High Hall High Hall High Hall High Hall Hic^ Hal! High Hall High Hr Andrew National acir.vement Scholarship Parkview* BaLe\n-, otc)r:en Bland Jen. Bolton, Jesse Clemons. J'lngnd Gates, Lorrair- Glubc- . .Si'if ,' LU\nforence. National Merit Scholarship National Achievement Scholarship National Merit Scholarship National Acruevement Scholarship National lerit Scholarship National erit Sciioiarship Neal, Karan' Randolph, Turner, r..,- Wit ..BJca National Merit Scholarship National Achievement Scholarship National Achievement Scholarship National Achievement Scholarship National Achievement Scholarship Centra! Centra Centr-' Central Central Central Centra! Central Central Centr.-h Central ( Ji 1 Mhiftil05 06'92 13:58 0301 374 7609 L R School Dlst ODM @003'009 NATIONAL MERIT SEMIPINALIST 1. Brandy Bridges, Central, 30375 Brandy Rd.,11, Mrs. Sandara Bridges 2. Kevin Brockmeier, Parkview 1300 Northwick Ct., 07, Mrs. Sally Brockmeier 3. Nicholas Cockcroft, Central 514 N. Cedar, 05, M/M David E. Cockcroft 4. Helen Daniel, Central 1406 S. Cedar, 04, M/M B. Page Daniel 5. Bliss Daniel, Central 1406 S. Cedar, 04, M/M B. Page Daniel 6. James Donato, Parkview 1913 Jennifer Dr,, 12, M/M James Donato 7, Jason E, Farrar, Central 3714 Oakwood Rd., 05, Ms. Betty Farrar 8. Jennifer Firestone, Parkview 7315 Amhurst Dr., 05, M/M William Firestone 9. David L. Hall, Hall 14 Tallyho Ln., 07, Mr. and Mrs. Gary H. 10.Cheryl R. Johnson, McClellan, M/M Bill Johnson 11.Ellen Lu, Central 1502 Green, Mtn. Dr. IIIC., 11. M/M Ming Lu 12.Alistair E. Newbern, Central 10 Ozark Point, 05, M/M William D. Newbern 13.Kristen Parsons, Parkview, 5 Natural Steps Dr., Roland, 72135, Mrs. Jane Parsons 14.Kevin Shumaker, Fair, 7006 W. Wakefield Dr., 09, Dale/Susie Shumaker 15.Enn T. Stockey, Central 920 N. Spruce, 05, Mrs, Susan M, Santa Cruz 16.Kelsey M. Stout, Central 3407 Doral Dr., 12, Dr/M Kimber m. Stout 17.Tracy L, Tatom, Central 54 El Dorado Dr., 12, M/M Sam W. Tatom 18.Michelle D. Thompson, Central 53 White Oak Ln., 07, Mrs. Teresa S. Thompson 19.Emily B. Truax, Central 905 N. Shackleford, 11, Dr/M Kurt H. Truax 20\u0026lt;Elizabeth R. Wilson, Central 520 W. Elm, 05, Dr./M Frank J, Wilson x 21.Shelley A. Wunder, Hall ( Country Place, Roland, 72135, M/M Jerry D. Wunder 22,Matthew C. Yeager, Hall, 1118 Wild Turkey Ct., 11, m/M James C. Yeager05 06'92 13:58 501 374 7609 L R School DISt ODM 0004 11119 NATIONAL ACHIEVEMENT SBMIPINALISTS 1. Una Allen, Central, 2, 2818 Welch, 02,Rev/M Lee A. Allen Thurlo Cobb, Hall 1815 S. Monroe, 04, M/M Thurlo Cobb 3. Rolando Herts, Central 5 Woodlore Ct., 72211, Dr. Ruth Herts 4. Chandra Hinton, central 5300 Baseline, Apt. 22G, 09, Mrs. Patricia Hinton 5. Leia Scott, Fair, 5601 Forestview Rd.,04,Therman/Mary Scott,Jr. 6. Michelle Slater,Fair 5707 Pecan Lake Rd.,04,James/Annette Slater 7. Ronald Smith, Central 1822 Allis, 04, Mrs. Lois D. Threet 8. Nnamdi I. Thompson, Hall 4323 W. 17th, 04, M/M Morris Thompson NATIONAI. MERIT COMMENDED STUDENTS 1. 2. 3. 4. 5. 6. Bryan W. Adams, Central 2401 N. Fillmore, 07, M/M Tom Adams April Barrow, Parkview, P.O. Box 15732, NLR 72231,. Mr. Marvin Barrow Ashley E. Boyt, Central 5211 Stonewall, 07, Mrs. Dianne Boyt Cory Susan Fitzgerald, Fair, 9616 Alexander Rd.,72103,Sidney/Annette Fitzgerald Gregory E. Hamilton, Central, 10 Northwest Ct., 12, Dr./M George Hamilton Suzanne Sisson, Parkview 7716 Hillsboro Road,Mabelvale, 72103, M/M Carrol Sisson National Achievement Commended Sherri Atkins, Central 10527 Warren Drive, 09, Mrs. Shirley Atkins Milicent N. Ewing, Hall 1400 Old Forge Dr. #1601, 07 Bethany Hall, Central 10223 Independence, 09, Arthur/Margaret Hall Marcia Howard, Parkview 3606 Tudor Dr.,04, Mrs. Juanita Howard Darrell Johnson, McClellan 2022 S. Rice, 02, Mrs. Vederal Johnso Jerry Jones, Central 1501 West 18th, 02, Rita Lancaster Sonya Marks, Parkview 8 Lakeside Dr.,04, M/M Arcell Marks Kessha Moore, Parkview 2111 Dorchester Dr., 04, M/M Victor Moore William Swanigan, McClellan 6510 Mabelvale Cutoff Rd. R21, 09, Mrs. Shirie Swanigan05 06'92 13:59 0501 374 7609 L R School Dlst ODM @005'009 /m Jermonie Weaver, Central 2600 Roaine Rd., 04, Mrs. GirtnaL Weaver Phillip J, Williams, Hall 2123 Labette Manor Dr., #624, 050506 '92 13:59 0501 374 7609 L R School Dlst ODM @006'009 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. 12. 13. 14. National Merit Scholarships Barney, Tiffany L Central 7001 West 65th, 09, Mark \u0026amp; Victoria Barney Bertram, Chris, Parkview 118 Johnson, 05, Thomas \u0026amp; Pamela Bertram Casciano, Jonathan D Central 1921 Romine Road, 05, Daniel \u0026amp; Gertrude Casciano Climer, Amber, Parkview 419 Carpenter Dr., 05. Mary Beavers Corbell, Jayme B., J. A. Fair 92A Aliza Drive, 09, Mike \u0026amp; Nila Corbell Davis, Susan L., Parkview 4 Labette Ct., 05, Ronald \u0026amp; Lois Davis Floyd, Jill A.. Central also, achievement semifinalsit 1710 West 19th Street, 02, Mr. \u0026amp; Mrs. James Floyd Holmes, Emily A., Central 610 North Oak, 05, Ron Holmes Kern, Maradee K., McClellan 10400 Republic Lane, 09, Mr. \u0026amp; Mrs. Greg Kern Krain, Lewis, Parkview 218 Valley Club Circle, 12. Mark \u0026amp; Doris Krain Langston, Joey, Parkview 9904 Coppersmith Lane, 07, Leo \u0026amp; Joyce Langston Lea. Michael, J. A. Fair 28 Crepe Myrtle PI, 09, Robert \u0026amp; Nancy Lea Lovelace-Chand'er, Altx, J. , air 45 Laver, 09, Ben \u0026amp; Vernta Lovelace-Chandler Luchin, David S., Central 1605 Jr Deputy Road. 05. Che -uchin05'06.92 14:00 0301 374 7609 L R School Dlst ODM @007/009 15. 16. 17. McNee, Emily, Parkview #1 Red Fox. Jacksonville, Ar. 72076, John \u0026amp; Valerie Paul. Melissa S.. J. A. Fair 7 Wagon Circle, 09, Joyce Jean Paul Schriver, Robert R., Hall 39 St. Andrews Dr,. 12. Carol \u0026amp; Byron Schriver Jr. McNee 18. 19. Scruggs, Jennifer, Hall 8 Cherry Creek Cove, 12, Dr. \u0026amp; Mrs. Sheehan, Anne E., Central 4812 Club Rd., 07, Nancy Sheehan Jan W. Scruggs 20. Smith, Larry E., Central 11 LahPttp r. also, achievement semifinaiist 1 Laoette Cr 't, 05, Alice Smith 21. Soo, Jeffrey A., Central 1214 Wild Turkey Ct., 11, Allen \u0026amp; Evelyn Soo 22. Tseng, Jesse L., Central 8 Oakmont Ct., 12, Dr. \u0026amp; Mrs. Jyi-Ming Tseng 23. Turner, Justin T., Central 2725 Charter Oak Dr., 07, Mr. \u0026amp; Mrs. Tom Turner 24. Vogler, Hannah K., Central 28 Pine Manor, 07, Mr. \u0026amp; Mrs. Richard Lawrence 25. Webb, Sarah E., Cenuui 5505 Edgerwood, 07, Mr. \u0026amp; Mrs. Roger Webb 26. Woods. Casey, Hall 17324 Cooper Orbit Road, 10, Jan \u0026amp; Shelby Woods Merit Scholarship Commended 1.. 2. Earl, Mary Arnette, Central u, ^29 El Dorado Drive, 12, John \u0026amp; Suzanne Hatch, Sandra, Hall ouzanne Earl 3. ^srl \u0026amp; Karin Malott, Ragan L., Central Hatch 10000 Kane Dr., 05, Barbara French05/06.'92 14:01 0301 374 7609 L R School Dlst ODM @008-009 4. Taylor. Jonathan M., Parkview 4312 Longtree Cove, 12. Kenneth P. Taylor National Achievement Scholarship 1. 2. 3. 4. Bunting, Eric L., Hail 3424 W. 14th St.. 04. Mrs. Ruth M. Johnson Floyd, Jill A., Central also, merit semifinalist 1710 West 19th Street, 02, Mr. \u0026amp; Mrs. James Floyd Hood, Carla, Parkview 1233 West 37th, 06, Curtis \u0026amp; Susie Hood Smith, Larry E., Centra! also, merit semifinalist 5. 6. 11 Labette Court, 05. Alice Smith Wade, Carla N., Parkview 11324 Hickory Hill Rd., 11, Johnny \u0026amp; Joannie Wade Williams. Shayala L., Parkview 2529 Ozark Drive, North Little Rock. 72116, David \u0026amp; Jean Williams National Achievement Commended 1. 2. 3. 4.. 5. Bradley, Adrienne R.. Parkview 1711 Garfield Court, 04, Ms. Adeal Williams Bradley Cheek, Paula R., J, A. Fair P. O. Box 175, 03, Frank \u0026amp; Shirley Cheek Edwards, Jennifer L., McClellan 9211 Oak Grove Lane, 09, Mr. \u0026amp; Mrs. Willie Fdwards Ivory, George S., Parkview 8815 Beck Rd., 12, George \u0026amp; Rose Ivory Lacey, Julian, Parkview 6412 Shirley Drive. 04, Dr. J. J. Lacey \u0026amp; Mrs. Marian Lacey 6. 7. Robinson, James G., J. A. Fair 7616 Woodhaven Drive , 09, Jimmy \u0026amp; Jimaline Robinson Taylor, Damien, Parkview 19 Tanya Court, 04, Darryl \u0026amp; Georgia Taylor05 -06'92 14:01 501 374 7609 L R School Dlst --- ODM 0009-009 8. Terry, Alvin L. Ill, Parkview 25 Quebec Dr., 04, Beverly A, Terry \u0026amp; Alvin L. Terry Jr. Student ,Vho Received Achievements That Have Moved From District 1. Caldwell, Drew O., Central, Merit Semifinalist (Moved to Benton) 2. Doub, Amy. Hall, Merit Semifinalist (Moved to Florida) 3. Kruger, Natasha, Central, Merit Commended (Moved to Colorado)National Coalition Music Educators National Conference Arkansas_____________ Coalition for Music Education National Academy of Recording Arts and Sciences, Inc. National Association of Music Merchants Arkansas Coalition Coordinating Committee Mike White Arkansas Music Educators Association Earl Allain National Association of Music Merchants Craig Baker National Academy of Recording Arts and Sciences, Inc. Aoerican Choral Director's Association: Arkansas Arkansas Choral Director's Association Arkansas Elanent. Educator's anentary Music Association Arkansas School Band and Orchestra Association Arkansas School Music Dealers Association August 8, 1992 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dr. Bernd: RECEIVED AUG 1 0 1992 Office of Desegregation Monitoring As Co-Chairman of the Arkansas Coalition for Music Education I must protest the summary exclusion of elementary general music from your curriculum for the 92-93 school year. I believe that this action on your part is both hasty as well as shortsighted. The two major tasks we face in all of the state's public schools, I believe, are \u0026lt;1) to reduce expenditures to match reduced Income from the state of Arkansas and from lower tax revenues due to the recession, and (2) to raise the quality of the students' education, as measured by test scores. First, the enclosed data, plus an important videotape that I will be pleased to provide, show that cutting the music program will cost the school system more money and will NOT reduce a funds shortfall in subsequent years. The principal reason is that music teachers are responsible for larger classes than other non-music teachers, who would need to replace them. Those larger performing groups such as band and choir will become smaller as the quality of early music education is diminished. participate. Fewer students wi11 want to Where will you put those students who would have been enrolled in the choir or band? This is the phenomenon called \"Reverse Economics.\" Secondly, involvement in music develops students' self-discipline, motivation, and self-esteem (as well as Important skills). Especially for disadvantaged and at-rlsk students, the music-related Improvement in the students' self-worth and attentiveness causes the students to be more self-disciplined and motivated toward other Important subjects  math, science, social sciences and English  test scores of which are used to evaluate the effectiveness of educational programs. Just how is it that quality is recognized in a school? is ultimately determined by what actually takes place between teachers and students. It P. O. BOX 3217 / LITTLE ROCK, ARKANSAS 72203 (501) 374-8206 One of the most valid indicators to look for would be the richness of the curriculum. All schools provide pretty much the same offerings in languages and literature, math, the sciences, and the social sciences. However, they differ enormously In their offerings In the arts. We all can name schools that provide extensive arts programs. the schools that we recognize as being among the best. Very often these are There Is a strong and positive correlation between a high degree of excellence In a school and a vigorous, dynamic program In the arts. While at first glance it may seem illogical to the unaware, an effective answer to achieving substantially higher test scores would be to double the funding for music and the contact time for students in grades K-6. Early contact with the student will pay off when that student graduates with substantially higher test scores than previous generations. Also, guidance counselors should ininedlately begin encouraging the secondary students to enroll in music or other arts courses with the hope that they will slightly Improve their scores before they graduate. Longer periods with the same discipline, motivation, and attention problems we have today are not likely to result in substantially more student learning  students currently at the lower end of the test-score range are not likely to- inprove their test results dramatically. Students motivated from the early grades on through music classes do respond well to their other academic responsibilities. There has been a dramatic increase in the inequity of educational opportunity for the children of Little Rock as well as the rest of Pulaski County: a) no elementary music instruction\nand b) unqualified or poorly prepared music teachers being placed into the regular classroom. Those parents who recognize the value of Instruction In music and who can afford private instruction will see that their children receive it. What will the other parents do? Is this education by ZIP code? another factor in the establishment of a cultural caste system? Is this Just I encourage you to consider what I have offered to you. that will corroborate these statements, other arts can do for our children. Get the research documents Don't close your mind to what music and the Sincerely, Mike White Enclosures: Did You Know...? Verbal/Math Mean Scores - Arts Participants Above Average Verbal/Math Mean Scores - vs. Varying Amounts of Participation Change In Enrollment Research/Resource List Copies to: U.S. District Judge Susan Webber Wright Ann Brown - Office of Desegregation Monitoring Little Rock School Board Members Managing Editor: Arkansas Democrat-Gazette Managing Editor: Arkansas Times Coordinating Conmittee: Arkansas Coalition for Music EducationDID YOU KNOW... 1. According to studies made by The College Board in 1989, students taking music and other arts courses scored an average of 20-40 points higher on both verbal and math portions of the SATs in 1987-89 than students who took no arts cl asses. 2. 3. They also found that students who took more than four years of music and the other arts scored 34 points better on verbal SATs and 18 points better on math SATs than those who took music for less than one year. The arts (music, visual arts, drama, and dance) are now an official part of the AMERICA 2000 initiative (AMERICA 2000 Arts Partnership) being developed by the U.S. Department of Education. 4. Music is beginning to be understood as a -form o-f intelligence, not merely a manifestation of it. Researchers are moving toward a theory of \"multiple intelligences.\" Seven have been identified to date. one of them. Musical intelligence is This could indicate a dramatic new way of learning and teaching. 5. Researchers in Australia have demonstrated statistically significant relationships between music instruction and positive performance in such areas as: a) reading comprehension, spelling, mathematics, and learning ability\nb) listening ability\nc) primary mental abilities (verbal, perceptual, number, and spatial)\nand d) motor proficiency. 6. K-1 music instruction programs in the schools sponsored by Yamaha have been associated with remarkable achievement in reading. One study of the effects of the Yamaha program in the Downey, California, Unified School District showed, for example, that the reading level of first-grade students with a single year of music was nearly one grade higher than their peers\nthose with two years of music scored at almost the third-grade level\nand some students scored as high as fourth- and fifth-grade levels. 7. Early childhood exposure to music and music education can also have a significant impact on early child development. Music has a profound influence on language and social and emotional maturation in children, beginning in infancy. 8. The earlier and more varied a child's music experiences, the greater the prospects for growth and development are in music. 9. As contemporary neurophysiology and psychomotor research discover more about the rhythmic organization of movement, it is likely that musical experience will be shown to have important effects on motor skills development as well. 10. Music education also provides a critical introduction to and reinforcement of such academic and personal skills as critical thinking, problem-solving, and learning how to work cooperatively toward shared goals. Critical thinking skills are widely endorsed as a sine qua non for our children if they are to make much needed contributions to the work force. 11. Skills acquired through learning how to manipulate symbols\nhigher order cognitive skills such as the ability to analyze, synthesize, and evaluate information\nand the kinds of teamwork abilities and conflict-resolution skills required for success in the modern workplace are both implicit and explicit in music instruction.12. Music speaks in unique ways to at-risk children. - The personal attributes that music reinforces are particularly valuable for the \"educational ecology\" schools are trying to construct for at-risk students. 13. A recent Harris poll found that 9 in every 10 people feel that including the arts in education is important for children. The results of the survev are survey overwhelmingly in support of including arts in the regular curriculum, integrated with the mainstream of children's education. 14. 97 percent feel that by learning about the arts \"Children become more creative and imaginative.\" 15. 16. 94 percent feel they \"develop skills that make them feel more accomplished.\" 93 percent feel that the \"arts make learning in school more exciting and interesting.\" 17. 91 percent say the arts help children \"learn to communicate well in developing speaking and writing skills.\" 18. 90 percent feel that exposure to the arts in school makes children \"become tolerant of other cultures.\" 19. 85 percent believe that the arts bene-fit children by helping them develop di^cio! irtP jund narcovoranro ' discipline and perseverance. 20. 80 percent think that when children in school learn about and participate in the arts, they \"learn skills that can be useful in a job.\" 21. 76 percent of those surveyed feel that arts courses in the schools should be paid for \"by the school system as part of the regular school budget.\" 22. 69 percent favor cutting administrative expenses in the school system before cutting spending on the arts. 23. 67 percent feel that the arts are \"as important as learning to read and write wel1 .\" 24. 58 percent want to make it a requirement for graduation that each student complete at least one year of arts courses. 25. The Arkansas Department o-f Education requires the use o-f a state mandated course content quide in elementary music. --- ---... --------- , They don't enforce it, but it is The content guide is much too complicated for the regular classroom teacher who is inadequately trained in music. required. the required content. fun song. Consequently, they do not teach H the student is lucky, they will occasionally sing aVerbal mean scores SOO 450 400 350 300 250 200 150 100 50 0 lllllllll Acting/play Art history/ production appreciation Dance Drama Music Music Photography/ Studio art Math mean scores 500 495 490 - 485 - 480 - 475 - 470 . 465 appreciation appreciation performance  Mean for all students film and design No coursework II.Hill Acting/play Art history/ production appreciation Dance Drama Music Music Photography/ Studio art appreciation appreciation performance film and design No course work Item 1. These graphs depict studentsperformance on the Scholastic Aptitude Test (SAT) in 1989. Students of music appreciation and performance scored significantly above average on both sections. Source: The College Board, 1989 Profile of SAT arui Achievement Test Takers, College Entrance Examination Board, pp. 1 and S. Used by permission.Verbal mean scores 455 450 - 445 . 440 . 435 . 430 . 425 - 420 - 415 T T Less than 1 year 1 or 1.5 years 2 or 2.5 years 3 or 3.5 years 4 years More than 4 years Math mean scores 495 490 - 485 - 480 . 475 - 470 T Less than 1 year 1 or 1.5 years Mean for all students T i. T 2 or 2.5 years 3 or 3.5 years 4 years More than 4 years 2. SAT performance of students with varying amounts of arts study. Note that students with long-term arts _jzr_________.1. .1 -.1 t ...  study tend to score significantly h^her than those with Uss coursework in the arts. Source: The College Board. ToAzra, College Entrance Examination Board pp land % TT/H Ev TWr\u0026gt;micBiz\\r rr 8. Used by permission.Percentage change physical education driver's education arts Item 5. Change in enrollment in various subject areas between 1912 and 1981. Music is one of only three subjects whose actual enrollment and proportion of students enrolled declined despite an overall influx of students during t/u period. Source: National Center for Education Statistics. A Trend Study of High School Offerings and Enrollments: 1912-13 and 1981-82. In Digest of Education Statistics: 1986-86, U.S, Government Printing Office, Washington, DC, pp. 39, 55. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. RESEARCH/RESOURCE LIST Howard Gardner, Frames o-f Mind. New Yorks Basic Books, 1983 X. Leng, 6.L. Shaw, and E.L. Wright, \"Coding Musical Structure and the Trion Model of Cortex,\" Mus i c Percept i on. Vol. 8 (1990), pp.'49-62. \"The Musical Brain,\" U.S, News World Report. June 6, 1990, pp. 56-62. \"The Non-Musical Outcomes of Music Educations A Review of the Literature, Bulletin of the Council for Research in Music Education. No. 55 (1978), pp. 1-27. G.F. Herbert, \"The Nature of Teacher Training in the Implementation of a Development Programme of Music for the Primary School,\" Music in Teacher Education s National Conference Report, Mel bourne s A.M.E.L., 1979, pp. 44-49. Review of I.B. Tapley, \"An Evaluation of Musical Training in Auditory Perception for First-grade Children,\" by J.T. Jetter, Council for Research in Music Education. No. 61 (1980), pp. 50-55. Anne Gates, \"Extra-Musical Benefits of Music Educations Preliminary Investigation,\" Research report to the Australia-Japan Foundation (April, 1980) . The testimony of John Waltrip, president of Waltrip Music Centers of Arcadia, California, at the National Commission on Music Education's Los Angeles Forum, September IB, 1990. Preface, Music and Child Development. Frank R. Wilson and Franz Roehmann, eds., St. Louiss MMB Music, 1990. Edwin Gordon, \"The Nature and Description of Developmental and Stabilized Mental Aptitudess Implications for Music Learning,\" Ibid, pp. 325-335. Thomas Bailey, \"Changes in the Nature and Structure of Works Implications for Skill Requirements and Skill Formation,\" in Education and the Economys Hard Questions, Hard Answers, papers prepared for a conference on \"Education and the Economy 5 Hard Questions, Hard Answers,\" sponsored by Teachers College, Columbia University, held at Ocean Edge Conference Center, Brewster, Massachusetts, September 5-7, 1989, pp. 70-71. Sue E. Berryman, \"What Do We Need to Teach? To Whom? When? How?\" Ibid, pp. 78-79. \"Data on Music Education: A National Review of Statistics\" revised, compiled by Daniel V. Steinel , Music Educators National Conference, 1990, Table 4.3. and 4.4. \"College Bound Seniors, The Class of 1990,\" College Entrance Examination Board, Princeton, NJ, August 28, 1990. The College Board, 1989 Profile of SAT and Achievement Test Takers. College Entrance Examination Board, pp. 1 and 3. National Center for Education Statistics, \"A Trend Study of High School Offerings and EnrolImentss Statistics\n55. 1972-73 and 1981-82,\" in Digest of Education 1985-86. U.S. Government Printing Office, Washington, DC, pp. 39, 1. H 17. \"Americans and the Arts VI,\" Harris Poll, LH Research, March 1992 report, ACA, One East 53rd Street, New York, NY 10022, ATTN: ACA Books. ATTNs11/04/92 08:04:59 CM320100 SATS LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT NOVEMBER 4, 1992 PE-PROU Physical Education Program Outcomes Objective Description Tax M-% TI GL QC LV SL PE-PROU-001 PARTICIPATE IN INTERMEDIATE MOVEMENT ACTIVITIES AD\n07/17/92 75% CD: 07/21/92 RD: 00/00/00 R#: The students will participate in a variety of intennediate movement activities which will provide them an opportunity to develop at a more proficient level. Additionally, they will be encouraged to use these movement activities for personal enjoyment, creativity, and self-expression, as well as for socio-emotional development. PE-PROU-002 RECOGNIZE EXERCISE, REST, NUTRITION ESSENTIAL FOR HEALTH 75% AD: 07/17/92 CD: 07/21/92 RD: 00/00/00 R#: Students will recognize and demonstrate that exercise, rest, nutrition and relaxation are essential for improvement and/or maintenance of a healthy lifestyle. PE-PROU-003 RECOGNIZE CONTRIBUTION OF PHYSICAL CONDITIONING/PRACTICE AD\n07/17/92 75% CD: 07/21/92 RD\n00/00/00 R#: Students will recognize the contribution of physical conditioning and practice to improve performance and enjoyment of team sports, individual/dual sports, and recreational activities for lifetime benefits. PE-PROU-004 RECOGNIZE SIMILARITIES/DIFFERENCES RACE, GENDER, ORIGIN AD\n07/17/92 CD\nRD: 00/00/00 R#: 75% 07/21/92 Students will through movement recognize and respect similarities and differences of race, gender, origin, age or handicapping condition. I RECEIVED February 26, 1993 MAR 2 1993 Office of Desegregation Monitoring Hrs. Lucy Lyon Library Coordinator, LRSD Franklin School 2600 N. McKinley Little Rock, Arkansas 72204 Dear Mrs. Lyon: The elementary library program, and funded by the desegregation plan, instruction. program oriqinally materials greatly access to the and research. requirements concerned that and we library at the provided for small approved in group assistance to teachers. point of need for have been of the desegregation plan librarian has been unable to We are meet the this year because the provision instruction, for required to do large group instruction as teacher-release large additional group access to the library time. During a hinders us meaningful time from to support curriculum. The the instruction and hampers resources using hands-on is limited. large group for our our that they these students, need and and activities deserve in basal new curriculum requires ability at-risk denies the Furthermore, to which provide students, are more teachers the implementing the new less and less dependence on and textbooks materials. to achieve success with this the library program must be revised. We request consideration the following plan for library utilization. This revision will require only the current library ' literature curriculum. your and more and In order more on library of revised. plan for require only tL.____ staff (an elementary librarian and library clerk) and no additional funding. Lessons would teacher be input at each based on curriculum grade level. These objectives and lessons which will emphasize literature appreciation, skills be taught to small Heterogeneous groups (1/2 class) on alternate weeks. This will enable us to use hands- on activities and to better meet the needs of all of our With a small group in session, the library and its remain continuously available to other students under the supervision of the clerk. will students. materials can research methods, and study heterogeneous of all These respectfully submitted in the belief they will enhance the educational opportunities for all   your consideration of this proposal. that our revisions are educational We thank you in advance for f Sincerely, Little Rock School District Elementary Librarians3 ) cc: Dr. C.M. \"Mac\" Bernd Dr. Katherine Mitchell Dorsey Jackson John Moore Patricia Gee Oma Jacovelli John Riggs William Hamilton Honorable Susan Webber Wright Ann Brown, Desegregation Monitor A Provisions of Plans or Orders the LRSD Has Failed to Fulfill Board Responsibilities The LRSD Board of Directors has committed to the following goals which it has failed to fulfill, according to the introductory section of the 1992 plan, page 1.  The elimination of achievement disparity between black and white students on norm- referenced and criterion referenced tests.  Promoting positive public reaction to desegregation.  The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. In addition, under the title \"Leadership\" on pages 2-3 of the 1992 plan, the board and superintendent have failed to assert leadership in the following areas.  Clearly delineating the districts desegregation mission to the staff and the community.  Utilizing the desegregation mission as a guide for the development of policies and setting expectations for the superintendent to implement the policies.  Adopting a budget which will provide the resources necessary for an effective, desegregated school system. Making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment.  The conduct of an annual self-evaluation of their commitment to a quality desegregated education. Incentive Schools  Failure to reserve kindergarten and four-year-old program seats for white students and engage in documented, sustained, and vigorous recruitment to attract those students, (plan page 140, May 1992 order, page 28).  Program specialists have not been hired at all incentive schools (May 1992 order, page 41).  A staffing needs assessment has not been administered and analyzed (May 1992 order, page 41).  Themes have not been incorporated into the core curriculum at each school (May 1992 order, page 42). Little significant progress has been made toward desegregation of the incentive schools, with the exception of Rockefeller (1992 plan, page 149). Lack of coordinated recruitment and failure to implement aU plan recruitment activities (i.e., individual brochures, marketing blitz) (1992 plan, pages 215-217).  The Parent Council has not begun to monitor or report on all activities related to the incentive school program (1992 plan, page 151). Equity Issues  Failure to show significant progress in the reduction of the achievement disparity between black and white students (1992 plan, page 1, 1989 Settlement Agreement, page 26).  Black students (particularly black males) continue to be disciplined at a rate disproportionate to their percentage of the student population (1992 plan, pages 28, 33-34).  Failure to effectively address the overrepresentation of black students (particularly black males) in special education (1992 plan, page 111). Recruitment  The district has not developed a Strategic Recruitment Plan pursuant to the ODM Incentive School Recommendations (page 4) and e LRSD Marketing Plan.  The Recruitment Tracking System, first requested during the March 1991 Construction Hearing, has not been implemented. Additional Items from the May 1992 Order  A plan has not been submitted describing the extended activities designed to address the needs of Washington Magnet School attendance zone students (May 1992 order, page 38).Rot ^taes JUL 2 0 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET OSes- t- LITTLE ROCK, ARKANSAS 72201 Aaa 11 1 July 15, 1993 TO: Mrs. Ann Brown, Monitor Office of Desegregation Monitoring FROM: e Estelle Matthis, Interim Superintendent SUBJECT: ADMINISTRATIVE VACANCIES This communication is a follow-up of the productive meeting that Jerry Malone and I had with you in your office on July 9, 1993. am providing you a listing of the people who are currently performing responsibilities that were assigned to the top administrators who recently resigned from the District and/or returned to another assignment: Vacated Position Assigned Responsibilities Superintendent Estelle Matthis Assoc. Supt. for School Operations Estelle Matthis (with advice and counsel from Jerry Malone) Assoc. Supt. for Curriculum Dennis Glasgow Manager of Support Services Jerry Malone (providing primary advice and counsel to Mark Milhollen) Asst. Supt.-Secondary Schools Victor Anderson Limited Science Supervisory Activities Annita Paul I Mark Milhollen will consult matters. with Bill Mooney on financial The assistant superintendents report directly to me on a daily basis. The assistant superintendents will assume supervisory roles for the Incentive Schools.Ann Brown Memo July 15, 1993 Page 2 The role and responsibilities of Desegregation Facilitator have been clarified and Mrs. Arma Hart will relocate to the Desegregation Office at 501 Sherman in a timely manner. (See Organizational Chart) Bill Mooney will continue to provide technical assistance. Interviews will be held to select principals for the following schools: July 15, July 20, July 21, 1993 1993 1993 Central High School Wakefield Elementary Mitchell Incentive School Mary Jane Cheatham, who is returning from a sabbatical, has been assigned to Baseline Elementary School. The District will need to advertise and select an Assistant Superintendent for secondary schools by the end of August, 1993. These responsibilities cannot be performed by Victor Anderson after school starts. You were most cordial and helpful during our visits. We will make every effort to respond to your concerns and requests in a timely manner. If additional information is needed, please contact me. /bjf cc: Board of DirectorsBOARD OF DIRECTORS I Little Rock School District Organizational Structure JULY 1993 ,-[ H __ I--------- deanelle Wagner Commurrlcalians I ^Slerilng Insram, I * Esteflo MatlhJs Inlerlm Superintendent \u0026gt;7 I 1 . Brady Oadberry Labor Relatlona To Ba Announced HumanRasouroeB I--------- Marie Parker AssoaSLKd. Oeeegretaoon I ToBeArtnounced Assoo. Stel. School I EstekMatthb Assoo. Su^. CurtcUum 1 Student Aseignmerrt 3 I ToBeArtnotneed ManmAasoureee and Support Rudolph Howard Hearing OHicer Arma Hart Deaegregedlon Fadlrl^or J Uargarat Gromillior Asfit.Supt., Bem. lOScteole LnnyS. Roberlsonl Aect. Supt.. Elm. 14 Spools I |ToB0\u0026gt;liJ inouncd Alice Stovall Reading I *Ano Arts Carol Green Vocaliorial Marte Willhollon Corrtronsr Dabble Milam Volunteers In PuUk) Schools Martha Rodgers fielore- \u0026amp; Mr- School CAB Bed Rather  Parent Recnrrtme rcnritmerrt Coordinator 4 Cotherirte GUI Parent CoordInaJor ] [ PrincFpek Teacfieis irwerrtlvo Schoota\u0026lt;7) RoponsIbiUly of Appropriata Aasociale Sqwfaleadenl I Prfncipale Teachers 3 4 3 [ -[ Asst. Supt., Seo. 13 SCTioole J Princfpab Teachers J Linda Young New Futures AtWetlca blhello Falun Ahemaiive Leamrno ] , Gene Parker ^Lamuage Artsl Foreign Language Dennis Glasgow Sdertce CManneWood Mathematics Marie A McNeal Social StLNfles Hj ] { Inetrudiortal Techrwlogy 'Ph\u0026gt;'8al Educailon Je Evelyn Elston Drug Educailon Pal Price Early Childhood J OonttaHudspdh Stair Development ] ] 1 I Leon Adams \"IFederal Programs/ I Grartls { { Dr.PanyXohtei *.  */ r\\vriK ExconbnaJ CWWren ParJette Martin Aduk Education  Lucy Lyon Littmry Servicae { I DougEalpn Facjlrtiea Sarvicae Brad Montgomery Transpo nation Jackie Boyldn Food Services Che/fieNea]  Proeursment Bill Bamtwuu Secun^Risk J^an^enjeM Dave KIngseira Monnation ServiaiI i ! I n I I 1 1' ! i i i  i I 1\n1 LRSD enrollment figures - 7th day compaTison Sr.high Central Fair Hall I McClellan Park view Total Jr. high Cloverdale Dunbar ! Forest Heights i Henderson Mabelvale Mann Pulaski Heights Southwest Total Elementary Badgett Bale I Baseline I Bcoker 'I Brady j Carver I ] Chicot i lovercaie i ii Coda ,  i Fair Park I  i 1 I i J f I SO Bl 862 493 642 642 439 91 31 972 500 528 633 461 3.073 3,094 SO Wh 606 385 490 386 361 2,228 SI so total SI total Wh enrollment enrollment 667 338 487 323 397 2,232 1,468 878 1,132  1,028 800 5,306 1,659 838 1,015 956 858 5,326 % black 59 60 52 66 54 58 iA it i? It Democrat Friday, 9-6-91. 493 402 526 642 395 514 414 497 524 415 512 661 427 485 461 493 3,913 3,978 234 232 234 238 220 367 270 162 1,957 209 274 213 127 233 367 294 203 1,920 727 634 760 880 615 881 714 659 5,870 733 689 725 788 660 852 755 698 5,896 71 60 71 84 65 57 61 71 67 I 't -*5 Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek 168 292 93 336 328 307 364 281 191 272 202 322 293 214 141 186 156 288 239 344 281 319 342 311 153 242 190 411 233 257 178 189 57 . 72 276 276 122 269 184 100 133 65 . 182 66 266 25 57 59 64 82 275 139 274 187 90 136 61 208 79 273 15 75 140 190 Pulaski Heights\n\u0026gt; wtOQfM I\nI Rightsell i Rockefeller - Romine I t t i Stephens Terry Wakefield Watson Western Hills Williams Wilson Woodruff Washington Total Grand Total 216 282 326 275 192 166 201 197 196 314 188 289 321 333 209 276 301 120 443 205 264 277 242 284 157 183 267 277 305 228 238 324 334 195 272 275 148 463 147 4 233 269 207 156 28 178 114 5 72 50 13 228 170 168 127 226 119 64 317 9,157 9,266 4,862 147 12 276 239 220 178 30 197 159 5 118 55 11 266 148 127 130 216 111 81 352 5,097 -------------- 16,148 13,338 9,047 9,249 White student category includes students of other 225 , 364 369 612 450 576 548 381 324 337 384 388 55Q 239 198 333 U4 449 551 533 431 220 344 315 202 268 364 201\n517 491 501 336 502 420 184 760 14,020 25,196 215 352 321 619 420 593 529 401 2S9 303 398 492 506 272 253 336 202 481 503 497 420 314 354 342 272 395 360 239 504 472 461 325 488 386 229 820 14,363 25,587 73 82 74 56 67 54 65 78 53 80 48 84 46 94 70 56 94 43 52 56 58 90 44 54 98 70 85 95 47 69 72 60 56 71 65 57 65 64 I i i\" I j? races steve scallion / x/alimits 13 Desegregation at work ^30. Arkan^^ niv\u0026lt;^ Hinson Rd. Mara Lynn 3 11 21 city limits KEY O School 12 Satellite zone (not contiguous to school) city limite Q] Third-day enrollment in Little Rock Elementary Schools Cl 130. COj El *\u0026gt; 9 [laaMco KI3 Treasure mil , EEI Honhibige 2' 3 E o 5 ^5 18 ..fi J---- _ ?[ Effl -ncih------ ^-36lh UJ Col. Glenn El -Oasa Lina J I ra a\u0026gt; f ilft HI X gj .^^Evofofean 2 Markham 0.4 8 I 24 th Creek I 12th ^i[a 28ih \u0026gt;i KU UJHM^ham a 7^ il2th a\n19 ,14 ^30- Little Rock School District ^'Elementary Schools I S I JO 10th  G ^Confadarate airpod [2^ 1 5 15 o rt(X)$avelt Ashar city limits iL-aTW\" Fourche/|7 ^1 jt ^Orode Creak Fourche Creak T Eli 5 t    S Mnixiivnia h l J*? Cutofl^ Claybrook r/5 28 El I Schools I J Magnet Schools [ Booker Arts Magnet Washington Math arxi SdencG Magnet Carver Math and Science Magnet Gibbs International Studies Magnet Williams Basic Skills Magnet I I Percentage of black students fell^ Percenlage of black students increased Bold type indicates no change 1 Badgett 2 Rockefeller 3 Washington 4 Ish 5 Rightsell 6 Mitchell 7 Stephens 8 Garland 9 Franklin 10 Bale 11 Pulaski Heights 12 Fair Park 13 Forest Park 14 Jefferson 15 Brady 16 McDermott 18 Fulbright 19 Terry 20 Romine 21 Wilson 22 Western Hills y' 23 Meadowdiff 24 Geyer Springs v' 25 Dodd 26 Wakefield 27 Otter Creek 28 Mabetvale 29 Chicot 30 Watson 31 Cloverdale y 32 Baseline 33 WoodruffATTACHMENT B DISTRIBUTION LIST FOR POLICIES \u0026amp; ADMINISTRATIVE DIRECTIVES All Building Principals Superintendent Assoc. Supt., School Operations Associate Supt. for Curriculum Assoc. Supt. for Support Services Assoc. Supt. for Equity (OLE) Planning, Research \u0026amp; Evaluation Jo Evelyn Elston (Drug Education) Mark Milhollen (Financial Services) Charlie Neal (Director) Purchasing Doug Eaton (Director) Plant Services Brad Montgomery (Director) Transportation Patty Kohler (Director) Exceptional Children Dave Kingsella (Director) Data Processing Jackie Boykin (Director) Food Services Asst. Supt. Elem. (Gremillion) Asst. Supt. Elem. (Robertson) Asst. Supt. - Secondary Director (Reading Dept.) Director (Barnhouse) Safety and Security Director (Leon Adams) Federal Programs Director (Gadberry) Human Resources Director (Jeanette Wagner) Communications Director (Carol Green) Vocational Educational Metropolitan Director (Donita Hudspeth) Staff Development Liaison (L. Young) New FuturesPage 2 Office of Deseg. (Ann Brown) Rita White Adm. Asst. (Human Resources) Linda Swain - Student Hearing Officer Othello Faison (Director) - Alternative Learning Center Arma Hart - Facilitator - Incentive Schools Paulette Martin Adult Ed. Director Ouida Carter - Quigley Stadium - Athletics Marie McNeal, Supervisor - Social Studies Lucy Lyon (Coordinator) - Instructional Technology Dennis Glasgow (Supervisor) - Science Dept. Debbie Milam (Coordinator) VIPS Supervisor - Math Department Mabel Donaldson - Gifted and Talented Catherine Gill PAC Coordinator Marie McNeal, Supervisor - Social Studies Pat Price, Coordinator - Early Childhood Marian Shead - HIPPY Martha Rodgers - CARE Mala Daggett - McClellan - Community Education Gene Parker (Supervisor) - English Dept.z LITTLE ROCK SCHOOL DISTRICT DISTRICT DIALOGUES (Straight Talk) ISSUES REPORT FALL 1994 Six District Dialogues were conducted for LRSD faculty and staff by Dr. Henry Williams at various locations throughout the City. Annroximate fliff*n\u0026lt;ianCR af parh nf fhp r^ictrJpf riioli^nnAc Ic tn\u0026lt;4iz\u0026gt;nfAvl attendance at each of the District Dialogues Is Indicated in parentheses. BUDGET CURRtCUlUH AID INSTItllCTItW DISCIPIIK AM\u0026gt; SAFETY lEADERSHIP/EMPLOTEE RELATIONS DESEGREGATION PAREITAL/OMUNITT IMWlWfCHr PRIMCtPAlS (29) October . 1994 additional staff needed st several schools school inprovement needed st several schools (e.g. grounds and facilities) reevaluate ABACUS to determine its' effectiveness as a teaching and monitoring tool the need for security at the elementary school level -possibility of an alternative classroom on the elementary level the need for Ass't Stperintendents to have the authority to approve requests over 1200.00 -perceived lack of stDport from administrators toward principles tXto report \"too many\" discipline sanctions the need for better use of data collected from reports to elIminate request for duplicate Information. technical assistance needed with absentee/tardlness recordkeeping support from Central Office with enforcement of the uniform policy at the Incentive Schools -discussion about state Purchasing guldelInes TRANSPORTATION (41) October 12, 1994 CENTRAL OFFICE (20 Octcber 24. 1994 CLASSIFIB (37) Hove^r 7, 1994 TEACHERS (32) Hove^r S. 1994 ASSISTANT PRINCIPALS (17) Novodter 21, 1994 timeliness of paychecks -explanation of budget process possibility of pay Increase -probabillty of cost of living raise -status of salary classification study status of salary study -drivers eeneerned with their safety -reconnendstion to reduce the ntirber of student write-ups for bus suspension sup(5ort from principals with enforcement of bus suspension -the need to adhere to the districts hiring polley the need for clarification of contracts concerns that buses are net properly maintained -grants have been written to assist with budget deficit -must provide the best quality of education to our students -implementation of ID bodges for secondary schools current mainframe computer does not meet the needs of the district -promotion opportunities for classified staff -the need te somehow canpensate ceployee'a whose salaries have topped out consider outsourcing transportation RIF an option for 1995-96 -*ttus of Balary study recomnendatlon for a millage election -lack of congeniality and camaraderie among enployees -additional secretary needed at schools with enrollments of 400 the reed for better clarification of Mlntenance contracts -the districts policy to hire outside the district the need to address the low sorale of the classified staff -the need for appropriate use of supervision aides -policy and prece^re needed to address transferring of student records the need to address different ways to measure disparity In achievement high mobility rate of student! in the district affects test scores district eust redefine academic disparity ust be sensitive ant responsive to the nee^ of parents -additional school nurses needed -consider direct deposit as a service to enployees -a central location to house student records is needed to eliminate misplaced records -the t\u0026gt;eed for Intermediate Algebra to be included in the High School Curriculus -available resources for Inclusion of students with special needs -possibility of scanning ABACUS test st the schools -Inability to close disparity because of time spent dealing with discipline problems -recamendstion to develop a Teacher Task Force for input with planning -Inclusion of teachers In the decisions making -the need to review sdninlstrstors who have a large transfer request each year -reporting process often times a request of duplicate Information the need to address secondary certification If Middle Schools inplemented consistency needed with interpretation of the Student Handbooks role as it relates te discipline policy -the need for slternative classrooms and schools review 2.00 CPA requirement te participate in sports -the need to be considered pert of the Administrative team -Improved cwnnunlcations needed between LRSD and Courts in order to better assist students who are already apart of the Juvenl le sirsten the need to cemunicste to the Courts the District's attendance documentation precess status of laplementatlon of middle schools tardiness of school buses interferes with Instruction time and creates attendance problemsLITTLE ROCK SCHOOL DISTRICT DISTRICT DIALOGUES ISSUES REPORT 1993-1994 Four district dialogues were conducted for LRSD faculty/staff by Dr. Henry Williams in the Board Room at the district's administration building from November 1993 through February 1994. The approximate attendance at each dialogue Is presented in parentheses. BUDGET CENTRAL OFFICE lit) November 23, 1993 TEACHERS nS) December 16, 1993 PRINCIPALS (261 Jenuary 6. 1994 CLASSIFIED STAFF 1351 February 2, 1994  Inoreaae In Ihe coat of auppliaa for aarvicing Iha dialricl'a achoola - poaaiblY raqueeting more money Item Ihe elate for aupporl ol Ihe dietrict  eooMning budgl out  Iha of (ovonuo prevUod by  utlng tlMmativaa to oH(( budgoi ouu  aaaurence Ihel deaairied alalf wl be treated lalrly II there la a aigriiioant budget out for the 1994-95 aehod year Iha Stale of Arkanaaa lor aupporting LRSO'a oparaiioni - eotnpantatofy adueatlon funding to tehoola - adjuaimania In Iha dialricl'a apanding plana due to Ihe *7 million projected budget cut lor tha 1994-95 achool year  recBpiiviiy ol central office edminiatratore rataliva lo the program planning arxf budgeting CURRICULUM AND INSTRUCTION - aiafl development, buddy ayelam, and mentoring provided for mw alalf peraona ao that an aval-changing aiudont population can ba nxita eltacllvely and affieienUv aetvad  an opinion that aome leeohara leek the aanaitivitv needed lo property inlereel with all ehildran  tha need to uaa Innovativa and varying alretegiea lo addreea learning dalidanciaa by aludanta - explanelion ol ourrent oollaboretive aflone with UALR to develop eduoaiional ptogrema in the ecienca and maihametiee - eligibility end aarvicing criteria for Chapter I  oontlnuad addidona lo the euiilculum with nothing aver being deiaiad  tha need to reorder Inaliuction to fit needa olatudenta  developing aurvivel, aocial aUlla (or (acuity and ataff to baiter menage atudania In an urban achool aetbng - the poaeibiNtv ol reainnturing tha aohool day in order to better meet tha needa of all aludanta - Iha need to eoneider indireduality ol iaaming and ol maturation leadineaa when planning lor Ihe beat inatruelion  LRSD'a auoceaa in providing a quoHtV education to an Incraaaingly varying atudenl  providing developmenlal expetienoea lot klndargartan, fireL arxl aeoond grada atudania ao that more el Ihaea atudarrlt can axparienca tuccata during the eohool day  different evenuee, methoda, lachniquee for leaching reading - diffarencet in Ihe aupporl Ihel non-magnet and magnet taechera receive - a plan of Improvement needed lo affeotlvelv addreea taechera who exemplify deflelenciee In their ablllliaa to propariy deliver Inaliuction DESEGREGATION  Ihe peroepilon by aome laj^ayoia that money la being wealed end apenl unwlaaly on Ihe Implementation of Iha Oeaagregation Plan  Iha need lo aaaaaa aludanta on alandardlzad leata In Iha aprlng aooordlng to funeUonal lavela inataad of giada placamant lavela  the imponanea of apraading the beliel that all chiMran can laarn regatdlaii of ihelr learning malutedon taiaa - a problem of exoaaa paperwork requited by teeohara - InwIry oomarnlng the laqulaltaa for getting LRSD beyond the aueplcea of the Court  Iha hnpoitanoo of learning what the Oeaagregation Plan la oommurloating  a laudable atatament about the Engliah aa a Second Language lESU tulora lor being algrinoant and aueoeaaful In Impacting language for mn-Engliah apeaking atudania - a requMi Ibt ragiatratlon information in Iha apring ter the aueeaading aehoel year In ordar to anhama Inelruotlonal planning and forecaatlng by prineipala - tha need for prinolpala of Inoanllve aohoolB to have knowladge about thair daoUnlng enrollmenta end poaaibla raenifleaUone for Ihair achoola ee a reaull ol daoHnIng onroilmante  antoJbnant plana let Ineantlva tohoola - leoruilment efforte which emphaeiza Ihe attributee ol LRSD  Ihe likelihood of changing tha diatriet'a attendance zonee DISCIPUNEfSAFETY  inv'oving the diaeipHiMZaafatv pereeptlona of Iha achoola - providing a aala end orderty cNtnale for aH oNWran and ataff - reeenl Molant. geng-relaiad eonlrontatlen al - pareaption that Iha dlatriet la ml aala  a repueet for tha dlatriet lo aneure emoke-lrea buHdinga  atudenta' foare about violent aelivily In our  addraaaing Iha made of ohddran who have on-going amoUenal and behavior problatna  preaanca and aaalgnment of polioa offioara to aneure aeourily  the cell (or a dietriot-wlde forum to addreea the laauea of aervtv erW dlaoiplirre  Superinlendent'a poaition to axaroiee axtrrmo mersurea for pnorantceing eefety for LRSO'e acudant populaUon  tha need to oxplora aitemattvo atrategiaa for helping atudenta with aevera behavior pioblema - tha need to Inereeae the numbar ol oouneelora aerving out achoola  the utilization of mental health woikera to Impaol atudania with aevera emotional end behavioral ptoUanw LEADEflSHIP/EMPLOYEE RELATIONS - Ihe Suparlntendent'a goal lo vlait on alia all achoola and programa - the dlaulol'a atandatda for moiala and ametienal aupporl of Ite ampleyaeo  a dlaeuaaion about tha rationale for heving an elementary ebametiva aohool - opinlona ooneemlng Iha City ol Utde Rook'a Soard of Dlraotora impoaad eurfaw - a need lor Improvement In the aoolal relalionahipe between ataff al differing adminitiretive levelB  prineipala need meta autenemy oonoerning teacher aaalgncnenta at their aohode  opinion that the MItalon Slalement ehoi be lived end aotuelized In LRSD'a daily operaliona - walltv of food aarvioa oparating In LRSD  tha unfair praodoa by aome prineipala to pull qu4lltv taaohara from fallow prinelpda  tha need Ie addreea low morala of the oleeelflad ataff In the dialriot  eonoama about agu*(V onb lob plaeainant - pareanlaga of atudania living al er below Iha poverty level Impacta the diatriet'a operadona  Ihe treed lor atrong and dedaive Inatruotienal leadarahip - Iha need to eenduol a aalary aohadule atudy with input from elaaailied ataff - plane to Inoreaea Iha morale ol LRSO'a (aoulty/elaff - tha diMeultv axparionoad by prinoipale In relieving poor. Inalfeciiva taaohara  tha rteod fet an operating 'eunahina club* (or Canlral Office Adminialratlon and paaiing on el - Iha need to proMda job adviaement Ie new peopla when they enter into the dillriot - Ihe opinion by prinolpala that Ihe preeaaa lor terminating ineffeetive amployeee la loo  enhancing promotlonaf epportunitiee for aeeraleriea In tha LRSD, auoh aa IrMremant raiaae  the ourroni griovonea prooeae datara prineipala' peralolenoe and momentum In attempting lo extriceta poorly performing - the need for a publiahed employee newelelter - Inquiry about future changea in adminlBtraiion  principala have Hmitad daelalen-making - eonoarna about Ihe reduetfen of ouatodlat ataff raconwnandatioRa - Iha need lot tha dietrict to (ermulala a new plan of Improvamanl for tha termination ol taechera and other employeoa - Ihe extent and degree ihel prindpele ahouU view the idea of elie-baaed management autonomy  the need to euneH Iha number of etudante retained beoauee of fulura al-riek ImpHcallona  drata ooda mandataa PARENTAL/COMMUNITY INVOLVEMENT - promoting communHy Involvamont In Iha dial riel  peronte' pereepdona oonoerning how altxianit ere treated al eoma el tha dialricl'a achoola - a ooneldarallon of Iha admfnlalralion'a oapeMiliea Ie aerve, aupport, and enharwe prineipela' efforta at the achool buHdinga  a dlaouaalon somaming the Imieaaing number of parenta In damantary achoola who are 21 yeart oM and younger and poaaible ramifleationa for ohildran ol theaa  uaing community aoureea lor reerultfnanl purpoaaaRECEIV^O LITTLE ROCK SCHOOL DISTRICT COMMUNITY FORUMS ISSUES REPORT FALL 1993 APR 5 1994 Office of Desegregation Monitoring Six community forums were conducted by Dr. Henry Williams at 7:00 p.m. at LRSD Schools throughout the city. The approximate anendance at each forum is indicated in parentheses. CLOVERDALE I33\u0026gt; Ociobtr 11. 1893 PARKVIEW 1321 Oclobtr 2S. 1993 BALE \u0026lt;311 November 10, 1993 FOREST HEIGHTS \u0026lt;401 November 19, 1993 ROCKEFELLER 1391 November 30, 1993 CARLAND (321 Oectrrbei 9. 1993 BUDGET  ervianadon o( budget prooete  axplanodon of budget . atetue e( budget planning (er the diatrici - unaqud budgole for area and Inoendva eohode  ttw need to out traneportelien oetie  dittriol'e ebiiiY to mdnttin and operate CURRICULUM AND INSTRUCTION  teeohere ehould have eooeee to e variety of inetiuodonal malariele in ell echoole  eempular dtaraoy (or  iKoeotivo poptrweik re\u0026lt;iuirtd el itoohirt DESEGREGATION DISCIPLINE/SAFETY LEADERSHIP PAREMTAL/COMMUNITV INVOLVEMENT . amount epent on lewyere' (ate by LRSD . dletnct'e eoeounte- bHitY to reptfr end nwinttin prepedy Inner-olty, tmiAer opeiedng loheeli - look of mofnttnonct U|\u0026gt;k*op It Girliraf  bu49trv oonMrrinit  teeohere theuld udHie new Inatruotional . implementinp the LRSD Deeearsgapon Ren  needed aiudlee to determine the oHeotivenMa o( the many progrwna rrvandaled In the Ce\u0026gt;es:eovtnn Ren - Idtndfy and impltrintnt needed dteinedvee to euepention - teeohere theuld poeteai aUlla neoterary to menage the diacipiine proWtme whioh eoour within the eehoolt  prinelpda ehould modd eHaetfva Inatruedond praedoM In thdr leaderehip ioIm - eerraedng the ndaoonoepden that 'area* eohode de not provide the aame quaSty ol Inatruedon aa de Iha 'megnat*  prlnelptie ehould be held aeoeunteble for the growth and devdopment of thdr ataff  oommunity Invdvomom In the diatriet'e budnoBO and Mtoreeta - providing Inetrueiion at the right level e1 di(fioul1Y lor gilted etudente  ehaek and balerwe ayetem and remadlation for tiudenta who era net lunodonlng at the (urior high level end  LRSO't reeponeibilltiM to the Innenoltv oommuriliiee where eoheolt have been oloeed beotute e( deaegregatron efforte  irrrfdr trnnvrurrtatlon burden of bleok aludente (or bringing ebout deeegregation in LRSD - dIowIng black aludente to uea unfilled eeela whioh have bean previoudy reeervad for while etudente at Irvcentive echoole . future direodono for meving LRSD beyond Iha Oeeegiagadon Plan  Inirtotlone ef but drivere auoh M epeeding and not atepping al railroad eret tinge  caliber of bua drivert In the dittrict - the UM of oameiH and eidM on bueM to Mdel in providing a M(a environment on Iha buaae . increadng the number el oommunity vduntaei and parente In eohode - providing Haob etudente eooeeelbllUv to their ettending eohode wNoh era outeMe el their raladva inrtencily naigfberhoode  rehabUttdon ef doeed eohode In bleok correnuridee for ueeful - euggeedon that LRSD beoorvM mere proaodva In order Io dietomlnate poaitlvo informadon about tventt which era ooouning In the  the degree that the Superintendent plane Io be eeteeeable and avaNtblt to the petrona of Iha liietrict - future dtrecdona lor LRSD - fcnprevod ooordinadon o( vduntMia arvd perenta for epdmd eupporl and aadeiance (er the eohode  (he need to leach otudonie hew to appredato alhnio dhreraily and diaabled aludente - proepeele (or improving the ourrent detegre- gation orida  Intagradon e( etudente with handioapping oendidona with the mHpamaam populaden o( tiudenta  aeourlty plana and nwaeuree at high echod levd . aveHabillty of dtemadve progrema (or tiudenta who are behavior prebleme at damantary levd - odrber et aoheol but driven - eflaodvenaea o( echod  preoor tcomponation oori (or ttudonti with - epiniont oonoemlna edueadofial veuehere (er prlveie eoheolt  imprevinp eMeeeiblllty oondilfone In tohool buUdlngt (et nudentt with phytloel hendlo^t . Iha need to hold paronia raoponelbla for (hdt oNkfran'a dierupdva behavior  orgariting a good newa oampaign about the peeidva avantt oocurring In the LRSD - olfioitnt eportlion ef the Englith et i Seeond Lenpueet Pieo\u0026lt;tm \u0026lt;ESU . ueefuInMe ef Family Uta eunloulum - an Inolualonatv ourrieulum whioh tupporta Iha teeoNng and appraoletlen of ell ethrlo gioupe  tupporc lor Sparlih tpoiUng itudinti - ai^anden o\u0026lt; Four-YMr- OW Program at ail achode  provlaien (er a ourrloulum wNoh dtcraaeee tiw dlepeiity betwMn ethnle groupt - centare end teehrwiogy to embedieh and bnprova ourrioukjm for non-Englith apaddng  knplMnanutton ef whioh wll aneure that all etudente grow aoademieally. eooMy. and amotienelly with empheele on baaio akUlt and eoedemio enrlchmant while doting diaparidet In achievement - oomperieon of LRSD euriioulum with national and IntamallentI educallonei goale - eodd aUBa taught and eupportad by - ehangM In Sifted and Ttitntad EnrIehmant Program  the dietrlot't future beyond the plan - diadpllna and order at the junior high ached lovd  knpfovloa iht IrrtoQt e( Mloty in tfn ditirtol  ultcy on tohool butM  odiber of ached bua  Incraeaad auperviaien  pianaby the Superintendent ta doit aM eohode - partntt theuld be held rttponaibit lor their eMIdren'e behavior In the eoheolt - apeeiel prevftiorw by arrployurt (er pererita who need to ndtt work lor toheel oonlareneet - Ullng verled meaeurerrwntt to aeeaee aludent ptrformanca end eohrevenwnt  leek of awarenMt by LRSD ttaohere Io teeoh Uaek etudente appropriately  expendon o( the Early Childhood Program Ie other aohoelt beoaueo demonatrated at Rockefdler  the need to efitr etfeotive end eflloient Ineiruedon ter the SumriMi School Frogram - blaek etudente enoountar dHfloufty in anroking In eohode where a oartain number ef aaata have been raMrvad for while etudente due to Ran - future direodono (or moving LRSD beyond the Plan gdahable *eiM,* *lnoendve,* and magnet* oehoda parpetuatM the Idea ef oepartte but equd* - the need (er eUaleglet end prograne to teeoh oonfllot reeolutlon end problem tolling  the need (or LRSD to addroM the probiema of gang vfdenoe and aedvItY at the eohode  the need to raduea Iha number o( etudente euepended and/or expelled . developmenl et a pubdo rdadona oampaipn gaaiad toward the Utde Rook Board ef Oireolore anf the community at large  dtvalepmant ef a boner ralationahip with the media  upside the eere (het It tfvon to yeunotlere In the CARE Preortm - dedieitien of GIbbt* ptrentt luppen ind purport the poltv mennei by wMoh thit eeheel operiiM dtily * enoouregemant el parental Invelvemenl wMoh Impaote petldvelY the operatren e( LRSO't - Mm (or but 4rivort  mitbehevioi el ttudtnlt on bueot  atudy to raved aped Re Mormadon eoneeming trana- portaticn In (he dietriol  Camp Pfd(or MBMdbWty erlteria  uuriBiiuiiam of Board to keep eohode open In bleok, Inrwf^ity ndghborhoode - ttetue of rebuilding  deddorwnoidng proooM lor exeeudng repaira ef eohode  probabdity ef dodng Carlarxt - demegrtpliie atudy to determine whet eoheolt theuld be doeed  tohoola need votunlary aervloaa to help eHeel eoete  Importanot of oommuriity aupport  Chopler I tidring lor - Adull edueeden for perenti to mppert lenfftepe tUHlLittle Rock School CHstrict 810 W. Markham Street Little Rock, Arkansas 72201 RECEiVF^ Date: To: Through: From: Re: MEMORANDUM November 22, 1994 NOV 2 9 1994 Oilice of DesegiegattOH jnr. Ann Brown, Office of Desegregation Monitoring Dr. Russ Mayo, Associate Superintendent Dina Teagii^^ommunications Specialist Pubiic Relations Training Jeanette Wagner has advised me that you would like to observe one of the public relations training sessions that we provide for school level employees. I hope that you will accept my invitation to come to any of the following meetings scheduled this month: Garland Multi-Media Technology and Educational Research Elementary School Monday, December 5 3:03 - 3:20 p.m. Wilson Elementary School Wednesday, December 7 1:45 - 2:00 p.m. Western Hills Elementary School Wednesday, December 7 2:45 p.m. By copy of this memo, I will let the principals of these schools know that you might attend their meetings. I am very encouraged by your interest and look forward to your comments and suggestions. cc Robert Brown Franklin Davis Scott MorganLITTLE ROCK SCHOOL DISTRICT SCHOOL EVENT NOTIFICATION FORM School Date sent to Communications School Contact Person Phone Date of the event Time of the event (begins) (ends) Person in charge of event Phone (if other than school contact person) Who is doing the event? (club, partner) What is the event? Where will it be held? Why are vou doing this event? What issue are you addressing with this event? Effective schools ___ Parent involvment __ Teacher/Student recognition Student achievement ___ Other (specify') Curriculm Partners in Educ. involxement Special programs ___ Explain w'hy this event would be a good photo opportunity for the newspaper or telev'ision stations. What makes the event \"visual\"? BE SURE TO LET THE COMMUNICATIONS OFFICE KNOW WHEN T.V, COVERAGE HAS OCCURRED AT YOUR SCHOOL SO THAT YOU ARE CREDITED FOR REPORTING AND RECEIVING COVERAGE FOR THE lyjaMiij For Communication Office use onlv: Sent to media Date sent Did not send Comments Used by media yes no KARNLRSD Safety and Security A recent Gallup poll shows that parents across the nation are concerned about their childrens' safety and security at school. At the LRSD we are taking pro-active measures to provide a safe environment for learning. Here are some of the things we are doing, or have done for you and your children:  Publish a report compiled from the Blue Ribbon Task Force committee listing the issues and recommendations for solutions.  Place Police Resource Officers in all secondary schools to help provide a balance between crime prevention, education and enforcement and to provide informed positive contacts for students.  Test LRSD bus drivers for drug use for a period of three years before it was mandated by state law.  Cooperate with the Little Rock Police Department on incidents requiring a police report.  Cooperate with parent groups to improve school environments.  Provide personal alarms for teachers and staff members at a reduced cost.  Employ a Safety and Security Supervisor to investigate student and parent concerns.  Implement scheduled and random electronic scanning of buses, students and students lockers.  Implement random/rotating assignments of security cameras and personnel to school buses  Assign 43 Safety and Security Officers to secondary schools and place additional security officers in schools during the last week of school.  Invite George Butterfield, consultant for the National Center for School Safety, to visit LRSD schools to address safety problems, publish a report on his findings, and present a safety workshop for administrators and principals. l(V31/94 Little Rock School District 810 W. Markham Little Rock, AR 72201 Non-Profit Organization U.S. Postage Paid Permit No. 1367 Little Rock. Arkansas .c. 1 Our Pride is Showing at the Little Rock School District  The Little Rock School District has more course offerings than any other district or private school in the state.  There are 125 businesses that are Partners in Education with the LRSD.  LRSD leads the state with 84 counselors for its 50 schools.  LRSD offers 21 advanced placement courses in its high schools.  LRSD is an educational partner in the New Futures for Little Rock Youth initiative which is a $15 million grant from the Armie E. Casey Foundation. Little Rock is one of only five cities to receive this honor.  LRSD has more that 489,925 books in its school libraries\nthat's twice the state standard.  LRSD offers courses in five foreign languages: Spanish, French, German, Latin and Greek.  In 1994, LRSD seniors were awarded more than $3.3 million in college scholarships.  LRSD traditionally has more National Merit Scholars than any other district in the state.  LRSD offers an educational program for four-year-olds, allowing parents to begin their child's learning very early.  The LRSD has an Instructional Resource Center for teachers and parents with materials and services available to enhance the educational experiences of all LRSD students.  In the 1994-95 school year, LRSD identified 221 seventh graders to take the SAT and ACT college entrance exams as part of the Duke University Talent Identification Program. HV31/94  LRSD offers many educational options such as incentive, area, magnet, and interdistrict schools, each with specialties unique and different.  LRSD has a strong gifted and talented program.  LRSD students have access to the electronic encyclopedia through the library media centers and computer labs.  LRSD offers an extensive program of adult education to meet the needs of people in Central Arkansas with mbming, afternoon, evening and summer programs.  More than 53% of LRSD teachers hold Master's Degrees or have more than 30 hours towards advanced degrees. Ill WORTHEN NATIONAL BANK ALLTEL HONORS Recognizing Outstanding Academic Achievement In Central Arkansas Public Schools DECEMBER 1994 A SPECIAL SUPPLEMENT TO ARKANSAS TIMES AND ARKANSAS BUSINESS These Kids Are All WET Area High School Students Part of Water Education Team Program W^orth Little Rock High School  s West Campus (NLRSD) and Joe T. Robinson High School (PCSSD) are two of 14 high schools statewide entering WET this year, a hands-on water education program coordinated by the Arkansas Department of Pollution Control and Ecology (ADPC\u0026amp;E). The program, entering its third year, now has 30 schools and more than 500 students participating. We are very pleased to have these additional schools join the program. Its going to be an exciting year for the students as they learn about water quality in theory and in practice, says Gregg Patterson, coordinator of WET. Teachers and students from the schools ALL WETContinued on page 5 ONE )NET YEAR: With their teacher and lead sponsor representative, students from Joe T. Robinson High School, new in the WET program this year, learn about chemical testing procedures from ADPC\u0026amp;E's Phillip Osborne. From left are students Natasha Stearns, Kara McCowen. and David Frazier with Jim Irving (teacher), Lucy Moreland (4-H center), and James Mullins (Pinnacle Mountain State Park.) LRSD Announces Achievement Program Semifinalists Last month in Arkansas Honors, Pulaski County Special School District and North Little Rock School District announced its semifinalists in the National Achievement Scholarship Program for Outstanding Negro Students. Now the Little Rock School District is proud to announce its five semifinalists in the prestigious program. Honorees are: Roland R. Brown and Estelle Rutledge from Central High School\nMichael D. Craig from J.A. Fair High School\nCarmelia MacFoy from John L. McClellan High School\nand Samuel Merriweather from Wilbur D. Mills High School. The achievement program is a privately financed competition for Black Americans conducted by National Merit Scholarship Corporation. These academically able high school seniors have an opportunity to continue in the competition for some 800 Achievement Scholarships, worth more than $3 million, to be awarded next spring.  SEMIFINALISTS: (from left to right) Roland Brown, Estelle Rutledge. Michael Craig, and Carmelia Macfoy. Not pictured: Samuel Merriweather 2 ARKANSASHONORS ARKANSAS HONORS Contacts LRSD Advanced Placement Scholar Awards JEANETTE WAGNER Director of Communications Little Rock School District 324-2020 u- J-Sixteen students at Little Rock Central High School and one student at Hall High School have been named AP Scholars by the College Board in recognition of their exceptional achievement on the college-level Advanced Placement (AP) Examinations. Also, one Central student, Matthew Dorfman, was named Arkansas AP Scholar of the Year 1994. The College Board recognizes three levels of achievement: the AP Scholar with Distinction, the AP Scholar with Honor, and the AP Scholar. At Central, five students qualified for the AP Scholar with Distinction Award by earning grades of 3 or above on five or more AP Examinations, with an average exam grade of at least 3.5. These students are: Eric Chen, now a freshman at Harvard University Matthew Dorfman, now at Rice University aAndrew Frits, now at Georgia Tech aDaniel Holt, now at Princeton University aAmy Morgan, now at the University of Chicago. The AP Scholar with Honor goes to students earning grades of 3 or above on four or more AP Examinations with an average exam grade of at least 3.25. These students are: Jonathan Barger, now at Vanderbilt University Clifton Leigh, now at M.I.T. Cory Walker, now at Macalester College (Minn.) AP Scholars complete three or more AP Examinations with grades of 3 or higher. The Central scholars are: Sarah Fan, now at Amherst College (Mass.) Amy Hoth, now at Wartburg College (Iowa) Victoria Kumpuris, now at Washington \u0026amp;Lee University oHenry Murphy, now at Rhodes College Elbert Traister, now a senior at Little Rock Central Christa Twyford, now at the University of South Carolina Lisa Vehik, now atDartmouth CollegeTamara Ward, now at the University of Arkansas, Fayetteville Hall Highs Mark Dyer was recognized as an AP Scholar. Approximately 10 percent of Americas graduating seniors have taken one or more AP Examinations. Only about 12 percent of Matthew Dorfman the more than 450,000 students who took AP Exams in 1994 performed at a sufficiently high level to merit such recognition. The exams, which students take in May after completing challenging college-level courses at their high school, are graded on a five-point scale. Most of the nations colleges and universities award credit and/or placement for grades of 3 or higher.  SHARA B. BRAZEAR Communication Specialist North little Rock School District 771-8000 \u0026amp; W SUSIE ROBERTS Administrator for Informational/ Special Services Pulaski Co. Special School District 490-2000 A KELLY FORD Special Editor to Arkansas Times and Arkwsas Business 664-6454 Outstanding First-Year Teacher AIs. Lisa Miller has been nominated to represent the Little Rock S chool District in the Sallie Mae First Class Teacher Awards, sponsored by the American Association of School Administrators. These awards honor outstanding first-year elementary or secondary school teachers. Miller is a fourth-grade teacher at Jefferson Elementary School and began her teaching career last year at the LRSD. She was selected for the nomination for her ability to make learning real to students by using different mediums for children toex-press values, self-worth and opinions. Some of her teaching methods incorporate current events and collages with group speaking and writing activities.  lAsa Miller Liz Fulton AP\u0026amp;L Names Outstanding Teacher Liz Fulton, a science teacher at North Little Rock -West Campus, was honored by Arkansas Power and Light as an Outstanding Teacher of the Year, one of ten superior Arkansas educators so named. Ms. Fulton has taught in the North Little Rock School District for the last 10 years. An awards banquet including a reception and dinner was held in her honor October27 in the Camelot Hotel in Little Rock. Ms. Fulton was presented $500 in cash and the AP\u0026amp;L distinguished teachers commemorative award.  SUPPLEMENT TO ARKAMSAS TIMES AMD ARKANSAS OUSINESS  3 Simply Delicious Try Dining At This School-Based Full-Service Restuurunt It's Simply Delicious....and the food is too! Simply Delicious, located at Pulaski County Special School Districts North Pulaski High School, is the states only school-based, full-service restaurant operated by students. Open to the adult public and NPHS faculty and staff for lunch Tuesday to Friday from 11:15 a.m. - 1 p.m., the restaurant is operated by juniors and seniors enrolled in the Occupational Home Economics Program. The students earn credit and receive the unique opportunity of becoming real entrepreneurs while completing their high school education, says instructor Ginger Price. Students sell home-made yeast rolls at Thanksgiving and Christmas\nthe proceeds pay their way to the national VICA conventions. The rolls, either herb or plain, cost $3 per dozen and can be frozen. Orders can be placed by calling 982- 8960. Simply Delicious VICA students have placed as one of the top three teams in the nation in the club business/parliamentary procedure category for the past several years at the national convention. The students consistently take top awards in the culinary arts division at state VICA meetings. Simply Delicious is also available for catering parties and other special events. Students have catered receptions at the Governors Mansion, PCSSD Board of Education events, weddings, anniversary parties and luncheons, and evening meals for business and civic organizations.  Association Names Arkansas Speech Teacher of the Year SLR Teacher Honored \u0026amp; h 1^: Lisa Tiller, North Little Rock - East Campus debate and communication survey teacher, has been named Arkansas Speech Teacher of the Year by the Arkansas State Communication Association. The organization of high school or college speech and theater teachers recognizes one high school teacher every year for outstanding work in the area of speech and theater in the classroom and in the organization. Ms. Tiller has been a member of ASCA and taught in the North Little Rock School District for 7 years. She has served on several committees, but her primary interest is with the Student Congress Committee\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_658","title":"Monitoring","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":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational statistics"],"dcterms_title":["Monitoring"],"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/658"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING' PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 TABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees I 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I o D School Profile Interview Observe DocumentSCHOOL PRINCIPAL MONITO: S) LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 Grade Level(s) DATE NUMBER OF CLASSES VISITED t PL po L\\ease /p^nt obs^ 3S^^t^e pXactic^ chcr^ r^ations and evides^ s andXareas in need jCe in suffffcient de^ \\of improvement. / il to indicate Observers should review e ichool Profile prior to completing this form. SP 1.1 SP 1.2 SP 1.3 in S\u0026lt;fhQol The composition of the school staff ensures that students have access to, and contac with, staff of certified and non-certified personnel. COMMENTS: a varied School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: CIRiCLB O^ YES 'N9 i/ r YHS YES XT NO NO Educational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect, racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subject YE YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx.  Rm#___Appx. Curriculum JI IT JI V of students of students of students Race Race Race Time Time Time Subject Subj ect Subject The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: YE NO 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: YE NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _____________ ______________ _____ Y / NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: Y^\\ NO 2.5 There is evidence that the multicultural curriculum is being implemented. O/D 2.5.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS : . ________________________________________ YE, NO O/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________ ES NO O 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ______ ___________________ YES I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: ___. YES T NO oEducational Equity Monitoring Page 4 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and NO 3,2 3.3 community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e.. Governor's School, Girls'/Boys' State, etc.) COMMENTS: YE, NO 3.1 D D 7 I/D 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: YES 0 0 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: YE, NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _____ Y YES / YES NO YES NO Educational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: _____________________________________________ YE, 7.0 Special Education YE, NO YES NO YES NO Y' NO YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8 . O O 8.2 YES NO O 8.3 YES Nj O 8.4 YES y NO O 8.5 YES 0 Educational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES /NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related to . multi-cultural 'curriculum delivery and NO I I 10.0 COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations COMMENTS: NO Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 Y' NO Educational Equity Monitoring Page 9 r\u0026gt;/l SP 11.0 D/I D/0 D/1 Educational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES 0 11.3 Classroom instiruction proceeds in an orderly manner. COMMENTS: Y^S NO 0 11.4 How visible are the following persons in directing/ controlling students? following for each person(s). Indicate one of the I/P 11.5 A. B. C. Very active/visible ^Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I 1 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadershio/Manaoement SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NyEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: ____________ _______ YES SP 12.3 The school has an effective home/school communication program. COMMENTS: ES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ES NO O 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: / YES /NO / 0 12.6 Hallways are orderly. COMMENTS: YE NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ______ ______ YESi NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: ____________ ____________ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitahle services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation   810 West Markham Street Little Rock, AR 72201I Little Rock School District February 1, 1991 ti TO: Ann Brown, Office of Desegregation Monitoring Arma Hart, Office of Desegregation Monitoring FROM: THROUGH: (M James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools iODr. Herb Cleek, Deputy Superintendent SUBJECT: Semi-annual Monitoring Report According to the Tri-District Desegregation Plan, the Little Rock School District was required to provide a written monitoring report to the court on a semi-annual schedule (February 1, or the nearest work day, and July 15, or the nearest work day). Although the Tri-District Desegregation Plan is no longer in effect, the Little Rock School District is still in the process of preparing a semi-annual monitoring report. This report should be completed for submission on or before February 28, 1991. cc: Chris Heller Sterling Ingram 810 West Markham Street Little Rock, Arkansas 72201  (501)374-33615 s: Little Rock School District February 6, 1991 Ms. Ann Brown Ms. Arma Hart Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AP. 72201 1 Re: Monitoring of Desegregation Plan in LRSD Dear Ann and Arma: Now that we are certain there will be no further appeals of the Court of Appeals December 12, 1990 order, I believe we should establish, to the extent possible, a systematic approach to compiling and sharing the information necessary for you to monitor the implementation of the approved desegregation plan. Two of the most important functions of the Office of Desegregation Monitoring are to gather the information necessary to determine whether the desegregation plan is being properly implemented and to establish a means by which implementation problems can be quickly resolved. We want to provide necessary information to you in a timely manner and to act quickly to resolve implementation problems. We believe there are two ways we can help you get the information you need to effectively monitor desegregation implementation in the District. First, once you have determined what information you will need on a regular basis (monthly, quarterly, annually), we will establish a system to provide you that information on the dates requested. Second, we will designate one person at LRSD who has sufficient authority to provide any information requested by your office to serve as the person responsible for insuring that you get a prompt response to any ad hoc information request. We believe it will be helpful to both LRSD and ODM if we could establish a calendar of information which will be necessary on a regular basis and designate a person who is responsible to insure that all other information requests receive a prompt response from LRSD. We understand that regular reports and ad hoc information requests will not provide you with all of the information you need for effective monitoring and that there is no substitute for visiting the schools and talking with teachers, parents, and students. We will assist you in whatever way 810 West Markham Street o Little Rock, Arkansas 72201  (501)324-2000Ms. Ann Brown and Ms. Arma Hart February 6, 1991 Page Two we can or in whatever way you would find helpful to facilitate this aspect of your work. We are committed to the successful implementation of our desegregation plan and will work quickly to resolve any problems which are brought to our attention. I urge you to make us aware immediately of problems you find concerning the implementation or operation of our desegregation plan. We want to be able to respond quickly and effectively in resolving whatever problems exist and to work cooperatively with you in addressing them. You may already have some ideas about how we can work cooperatively to insure that our desegregation plan is successful. We would be happy to meet with you to discuss any of the proposals set out in this letter or any other steps we can take to insure that our efforts are successful. Sincerely, Ruth S. Steele Superintendent of Schools RSS/pkk 3 Little Rock School District February 25, 1991 n 2^ O\\Ve TO\nLRSD Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: /Dr. Ruth Steele, Superintendent of Sci Dr. Herb Cleek, Deputy Superintendent Dr. Schools SUBJECT: Monitoring Report on Incentive Schools Please find attached the Educational Equity Monitoring Report for the Incentive Schools. The report summarizes the findings from the first monitoring visits to the incentive schools. Each incentive school principal was asked to respond to the concerns listed in the monitoring report. review. No concerns were listed for Rightsell. The responses are attached for your 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 ' t !Xijr*v0i / 12- LITTLE ROCK SCHOOL DISTRICT kiWi 'l. l:'. . - ri   . i J I  I- t-l t., r INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990\nV' :t 5nr- A il\ni^,i I ft INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 .i/Ciii.-rt?,'   jiv\n! a-*' }\u0026lt; Ob i'^\" t-- '.I, c:.  The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School District Biracial Committee. The committee is required to monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted school visits during October 1990 and November 1990. ------------ Each team reviewed a school profile which contained basic information related to current conditions in the schools. 'f This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, content areas, and grade level programs, * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school 1 '4' M t * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school f: Findings: ux\nr \u0026amp; JA All schools were within appropriate percentages for certified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to.100% black at Ish and Rightsell. Non- A scarcity of \n' '  \u0026gt;1\nINCENTIVE SCHOOLS .^EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 WO^Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Garland Ish Mitchell Rightsell Rockefeller Stephens Black #/% White #/% Other #/% Total Non Certified Black White U / 5- 1t/ 'o Total 14/50% 14/50% 0/0% 28 9/53 8/47 17 12/57 9/43% 0/0 '6 21 13/93% 1/7 14 15/60% 11/52% 9/30% 14/52% 10/40% 10/48% 20/67% 13/48% 0/0 0/0 1/3% 0/0% 25 21 30 27 14/100 15/100% 33/83 12/71 0/0% 0/0% 7/17% 5/29 Q, *0 14 15 40 17 *0 'b \"b \"b Black Teachers may constitute 25-50% of the certified staff 1 TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K -6 '! fc mi- Garland a Mitchell sell)i\n4i/ U.-.-n in Ji.- Rocke-zV. feller Stephens Black 11/ 58% 13/ 93% White 7/ 37% No Program : No Program 58/ 58% -11/ 41% Other 5% 0/ 0% 1/ 1% Total 19 14 100 13/ 68% 6/ 32% 0/ 0% 19 Black / 16/ 84% 16/ 100% 31/ 86% 3 2/ 97% 33/ 56% 2Z/ 90% White #/^ 3/ 16% 0/ 0% 5/ 14% 1/ 3% 2 6/ 44% 2/ Other /% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 1/ 3% Total 19 16 36 33 59 31 Black 192/ 90% 124/ 98% 153/ 88% 158/ 99% 159/ 163/ 95% white 13/ 6% 3/ 2% 3\\/ 12% 0/ 0% -15/ 22% 8/ 5% Other /t 4% 0/ 0% 0/ 0% 1/ 1% 3/ 2% 6/ 4% Total 214 127 174 159 209 171 Grand Total 252 157 210 192 368 221 1/ . The acceptable range for black student enrollment (K-6) in area schools is 51 percent  76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. ' The student enrollment at Rockefeller is 68t black, 30% white, and 2% other.W ^INCENTIVE SCHOOLS i^EDUCATIONAL EQUITY MONITORING Jr g-FIRST QUARTER REPORT 1990-91 Responses from Principal(s): The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little She said that success. The school biracial committee was devising a plan to sell the school to white families. ' 2.0 Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population i * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of multiculturally infused curriculum a  Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population Findings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. student work, bulletin boards and teachers plan books verified the implementation of the multicultural Displays of curriculum. Monitors observed students actively engaged in classroom instruction. e. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possibl Total realization of this goal was hampered by the low enrollment of white students.^^incentive schools ^^EDUCATIONAL EQUITY MONITORING ^^FIRST QUARTER REPORT 1990-91 ^^^Page 4 r student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. At '..Y h'V I. Reports from Garland, Ish, Mitchell, Rightsell Ksporus rrom Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) developed for each student. The Rockefeller team reported 'that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. were The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were pai'ticipating in classroom activities. However, a need for more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were visibly in use and that teachers and students expressed pride in the content.  At The team believed the bulletin boards and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. The team reported a variety of Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Mu^^^^'^^tural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural art was displayed throughout the school. These displays were representative of the racial/ethnic and gender differences of the student body. The classroom seating provided for racial/ethnic interaction, and while students were involved in classroom instruction, monitors noted that \"some\" were more actively involved than others. The majority of teachers visited maintained current and complete student records. tests were unavailable. However, some student magazine Short term goals were listed on the Student Educational Plans (SEPs) in all monitored class- rooms. - . 1,'S a' INCENTIVE SCHOOLS EDijCATIONAL EQUITY MONITORING ^glRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s):  1' f     -.n'- i J 1^\nThe principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school budget. Saturday school serves only a few children because the District does not provide transportation. Therefore, practically all of the children who attend ' are ones who can walk to school. On Saturday, November 3, thirty-one children attended\nfewer than thirty-one attended on previous Saturdays. School/District Initiated Honors and Awards At each school the monitors expected to see: * A variety of awards and honors * Written procedures and requirements governing honors and awards * Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities * Visible evidence that non-athletic awards and honors are valued as much as athletic awards and honors (secondary schools) Findings: All teams reported that a variety of awards and honors were provided for academic achievement and citizenship. The Stephens team reported that a variety of simpleincentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that awards could be encouraged. more It was reported by all teams that procedures evident to ensure that students were apprised of requirements governing honors and awards, principal made personal announcements and conducted meeting to inform students about award opportuniti were The Rockefeller -p 7 - 3.0 \u0026gt;3' es. s % J j' '-i 0^0 ! '0'' ^INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING BFIRST QUARTER REPORT 1990-91 fiPage 6 cV 't' Il I The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. .r'i 4 According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs\nthe school initiates its own -academic competitions based upon the philosophy of the principal. Responses from Principal(s): The principal at Ish commented that in order for the more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see: * Racial/gender composition of committees generally reflects the school community i  i-   .*..  Findings: population. As evidenced by information listed in the school profiles, committees appointments reflected that members had knowledge of educational programs for a varied student Committee members were selected on a voluntary basis and by request, according to interviewed staff at schools.  h v jS I u\na5.0 Responses from Principal(s)\n(None given) Extracurricular Activities some i At each school the monitors expected to see: * Extracurricular activities generally balanced by gender race and * Leadership positions generally balanced by race and gender when appropriate * Recruitment practices to promote participation of all races in extracurricular activities.Vj.\nj^\n^^| INCENTIVE SCHOOLS CATIONAL EQUITY MONITORING QUARTER REPORT 1990-91 Findings: i-ir ! I- Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of ' student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. and h Responses from Principal(s): .1 It was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against There were no other team comments regarding each other. this area. 'Xi 6.0 Student Achievement/Assessment At each school the monitors expected to * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/prorootion/retention rates monitored and analyzed to reduce disparities in achievement. Strategies to close the disparity in test scores identifiable groups Findings: are among When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at some schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores available. were see: } 'I' ?^'i\n.INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^FIRST QUARTER REPORT 199 0-91 ^Page 8 j'.sfeiyfc'? ?r,' j\n( J. J 'A' 'I Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. Achievement strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas' Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. were When retention rates were examined and compared, no differences were evident between identifiable of students at some of the schools visited. groups _ . -------- Very few students were retained at some schools as evidenced in the school profiles. in schools where differences were , - _ _ _ In schools where differences evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. ' Students who needadditional assistance are identified\nthe teachers provide appropriate teaching strategies\nare aides work with the students, and if indications observedthat this is not providing necessary instruction, the Pupil Services Team considers the student's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to * Clear, well-defined referral, procedures assessment and placement Special Education facilities that , . ------- ----are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available ror all students to participate in classroom learnino experiences see: * * Strategies to decrease minorities any overrepresentation ofSV A*? ^INCENTIVE SCHOOLS [educational equity monitoring [j.IRST QUARTER REPORT 199 0-91 :Page 9 ^tS Findings: 1^ t\nj Monitoring reports from Ish and Mitchell schools e, I .. ci* J vf i'  reflected all positive responses in this area. In theseschools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools i reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. 3j There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and nearby elementary school on half-time basis. a At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only. -- All other responses were positive. The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. one comment. The committee report for Stephens contained only This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. 3- if- I- j\n'' Jr\"- itV.- r I .V Responses from Principal(s)\nThe principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collatingand stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. $ The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies. I 7 I*'-' -.NINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING tA^^^W^FIRST QUARTER REPORT 1990-91  Page 10 ) 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the scnool staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: I The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher\ntherefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. \\T' ri' In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. I c\nThe monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. rA'\u0026gt;. v/t. I -T v .A-'- All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, according to observations reported by the monitoring The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served. teams. \u0026gt; r'INCENTIVE SCHOOLS A^(\u0026lt;EDUCATIONAL equity MONITORING feiwfejFIRST QUARTER REPORT 1990-91 Wfew.______ X V '7^ with the exception of the G/T classroom at   j Mitchell, monitors considered the classrooms integrated into the total school environment. as The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times  Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational eguity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff development activities related to eguitable staffing practices. __ Mitchell i't was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. At Responses from Principal(s): The principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inseirvices were presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictMl -M :i? f-k-: iX-INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^^IRST QUARTER REPORT 1990-91 Page 12 A Cl management. It was shared that the topics selected were the results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over hiring. At 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population * The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups  Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited i * School functions scheduled in community facilities near identifiable groups of parents Findings: '-tf  Overall parental involvement of all identifiable The groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working parents, and an inactive or unorganized PTA.  Stephens' team indicated that many strategies were being used to solicit parent participation, but the process had produced very little success.,1, I?.INCENTIVE SCHOOLS Ji tu ^EDUCATIONAL EQUITY MONITORING gFIRST QUARTER REPORT 1990-91 fjPage 13 W Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools All schools reported that some contact was made with parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. encourage According to the reports of Ish, Garland, Rockefeller, patrons and/or parents of ... schools did actively participate in the writing of the local school plans. Mitchell, and the incentive Responses from Principal(s): The principal of Ish indicated that each teacher make one positive phone call to student achievement/behavior. letter or bulletin that was to a parent each week regarding It was also shared that was sent home was numbered with tear-off section at the bottom for students to return. every a When this section was returned, it was kept on file documentation. The principal further reported that Ish had established a parent center that is utilized by all Identifiable groups of parents.  tutor, serve as room parents, and - - ----- She also shared that there was 100% participation on student conference day. identifiable participate in PTA. f I \u0026gt;1= as These same parents serve as room parents School profile from Stephens suggested little parental involvement was apparent. The principal was apparent. that very expressed in the report that he did not believe in \"holdinq the hands n-F _______ ____, iiuiuiny the hands of parents\" _____ that parents should be responsible on their to encourage involvement. He feels own. He stated opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline r .i-i :r is f ^ch school the monitors expected to see: * No disproportionality among identifiable students when discipline sanctions groups of are analyzed \u0026gt;1 rF 4 iW'?:INCENTIVE SCHOOLS Vs^Z^W/feEDUCATIONAL EQUITY MONITORING .^i^l^^iFIRST QUARTER REPORT 19 9 0-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management * The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies ha been distributed to parents and students. Garland School sent a handbook to each parent. signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are Ish School has on of handbooks. posted in most rooms. s The Suspension and. expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell, team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. ish and Garland reported no suspensions or expulsions. Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the progress of instruction. 1 P' In.all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling The team that visited Stephens stated that it needed to return to the school for further students. observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals \\____1___ active and visible in directing/controlling students.\" were also very s\nStrategies to eliminate disproportionate sanctions among identifiable student groups are evident at Rightsell, Garland, Rockefeller, and Ish, according to the monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING ^^/i\n^^FIRST QUARTER REPORT 1990-91 k- .I: ' 'if/' Responses from Principal(s): .!* The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Strategies established to prevent onerace classes and a review of the strategies to determine effectiveness * Evidence that the principal monitors the curriculum Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students the guidance program are served by * A system to receive information from former students ai.d patrons regarding the guality/needs of the total program and Findings: All six teams responded positively that the schools had concise, well-written statements of specific improvement goals. One monitoring team said that more specifics regarding inservice for added to the school improvement goals. clear, new staff could be * r INCENTIVE SCHOOLS /^EDUCATIONAL EQUITY MONITORING bpIRST QUARTER REPORT 1990-91 pipage 16 .0-3 All monitoring teams reported that the schools :a ? js: V *** \u0026lt;! had appropriate strategies for attaining improvement Although the Ish team members said that this was difficult to measure at this time. goals. iS: i Five positive responses were made regarding the schools having an effective home/school communication i r f- V t ir' program. At Ish school a memorandum was sent home with children each week\nand at this school, a parent survey was conducted at the end of the first nine weeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sen-t home about open house\nnumerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. ----- At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very \"Very pleasant,\" \"cheerful,\" \"colorful,\" \"beau'tiful\" and \"excellently maintained\" were used to describe the campuses and buildings. positive. n cheerful, It The hallways were orderly and the students were well behaved. All positive responses were recorded related to the friendliness and helpfulness of the office staff. Inschools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. J was Three school All six monitoring teams reported that there evidence curriculum monitoring occurred. Tl____________ reports indica'ted that the principals had made specific to monitor in the classrooms. I Vra. -i.u^i^INCENTIVE SCHOOLS '.SSfea^afeEbUCATIONAL EQUITY MONITORING jsr ^FIRST QUARTER REPORT 1990-91 fPage 17 .W-Ij Ki*: :^- ij The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs.   The team consensus for Mitchell School said that this item was not applicable to the school. Rightsell monitoring team reacted positively to this issue\nbut they made no comment on this item. The Stephens team members gave no positive nor negative response to the item\ninstead they wrote not applicable. The The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. but they also wrote At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem.\n _____ the counselor was unable to take students from class for At Rockefeller school iff. one-on-one help. pullouts. The Incentive School Plan calls for According to the monitoring team, it was difficult for the counselor to do with the children. no one-on-one and group work The counselor is assigned to Rockefeller School three days per week. Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): k. h Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers 'l i 1 A The Ish principal reported that the Ish teachers had a major role in setting the goals of the school. r I-INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING \u0026gt; j^m^^jFIRST QUARTER REPORT 199 0-91 18 Si I: 'r She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy alleqedlv violated. v j The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School, did not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those . i'feji-. MA 'V\u0026lt; There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, safety concerns for students and staff because___ dismissal time for the extended day during the central standard time period because it is dark when the students leave. there are of the There was concern for teachers and principals in all incentive schools \"holding up\" and Saturday activities. under demands of extended day The team for Mitchell stated: \"The environment at Mitchell is very positive and effective.We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance.\" I\\ INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES Ilb' K' ,su: To: :From: ect K' ir-iS' \u0026lt;- 'I I J?':\n'.a X. 0, it I. Mr. James Jennings, Cheryl A. Simmons, Associate Superintendent for Desegregation Principal Response to Concern Identified During November 0th Monitoring Visit . November 30, 1990 Please find the identified response following. concern listed below with the 10.1 Parent involvement is on a limited basis. utilize PTA Council to get PTA organized. Garland's Will parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. serve on its Bi-racial Advisory Committ Garland's parents also ee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained and will be leading APPLE workshops this year. parents have attended Parent Center Mrs. holding a as APPLE facilitators Several Garland workshops. Essie, Middleton, of the Little Rock PTA Council, 6:00-7:00 P.M. is workshop/planning session for Garland parents from on Tuesday, December Ath to for Garland's PTA for the 1990-91 assistance of Mrs. Middleton and Mrs. parents will devleop a plan to organiz will provide valuable tool In communication. organize and plan school year. With the Delores Egeston, Garland's e a strong PTA which continuity from year to year and serve as a recruiting parental involvement and improving'f**^*)* Ir -5^1 SISH\n INCENTIVE SCHOOL ^^OOi-S\nPulaski Street ^ock, AR 3, 1990 Jf rvi: TOi Mr. James Jennings, Monitoring and Program Development Associate Superintendent for Desegregation I I\nFROM '1 RE ' 1.0 i.2 1.4 2.2 2.5 8.1 f 'r.- Li I Mi i A. i- ri: f.' Lonnie S. Dean, Principal Monitoring Team Visit - Response(s) Non-certified staff has been were allowed.to remain when try to fill vacant positions as needed with The Bi-Racial Team is students. 1 all black since Ish School opened. They all other positions were vacated. non-blacks. I will working on strategies to recruit We have enrolled two (2) white visit. (We now have thirty five black more white students since the team's a total of five white students and one-hundred students in Grades K-6). The enrollment for Extended Day classes is one-hundred ten (110) , n 1 , twenty three (123) students enrolled in Extended Day , of a total of one-hundred grades 1-6. Friday. Our Saturday enrollment represents 83Z of our walking students, not provide transportation for District does represents 83Z of Saturday classes. out Our All ASDP's are available in each classroom now, Grades 4, 5, and 6. medical field, lawyers. pictures in the educator, eeleutist. politicians. We are in the Talented ses. process of adding two (2) black males program. All paper work is completed. to the Gifted andSi- li. .1 LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School \u0026amp; Battery Street* .Ji TO: FROM: SUBJECT: Phone 375-6931 memorandum December 3, 1990 Little Rock, Arkantai 72206 James Jennings, Associate Superintendent for Desegregation Monitoring and nita Hudspeth, Principal tchell Elementary Program Development Response to Monitoring Concerns of November 8 First, I would like to the comments registered always room for improvement, nova 4 m .1___-  express my appreciation for in this report. have in place. The written I am proud of the While there is program we requested arp education plans in the format requested e new for most teachers. I am continuing to 1 staff members individually and  . \"3 are relevant and helpful, mi vary depending on the student and teach work with most teachers. that the plans could in groups to ensure Initiation dates teachers, however, Should be docZntJng when All tSe^sSnd!\"-y^n I working ceacners individual 1 v. Par-h n____ t students indlvidually:p\nt oFtheDecemb addrLs these concLns? involvement 1 as a dramatic increase 1 we have made improvement, area.  The need for We have increased er s ongoing, at meetings this year as well in volunteer hours thus far. While , we will continue to work in this : r j .5'r 2^' :^!i LITTLE ROCK 5CLIOOL DISTRICT Rockefeller Elementary School ' \u0026gt;^ 700 Has, 17lh Phone 374-1226 Lillie Rock, Arkonsos 72206 : i -U f i\" I NDvembur 2/, 19'70  Toi J T f \u0026lt;7allies (Jenning Fronii dames .Jennings, Assodate fJuperintendenh Ilonitoring and Program AAnne Mangan',' Prindpal , DgvgIopment for IJosegregat 1 on Rocks fol 1 er Sclwol Subjset 1 Response to conct?rn of tlia Little Rock nioni taring visit front Coinini ttee Scliool District Bl racial fklvisory tJri November 7, vlBlt from the 1990, Rockefeller Gchool had the fir conf er'ent\nR, Nineteen cl LRSD Di racial there was only Advieory Committee. nt monitoring did one area of On till? asses were visited not have records current or Educational understanding. on records concern eiipressed and I was told that Equity Monitoring tf ley n I report - ns I read the report I all answers which were incomplete. further Ri! 11 to me. four teachere eijcept the one mentioned items and a concern only request to comiiient would have BOR that verifies on the indicated we received H .J. :r 1 lie that yet\n\" a positive response \u0026lt;^2). mere were comments at the end of the Til ere on several that the materials needed to was sent to the school This was not enough time You have been selective Would like for me to . for me to dutermi report. There is concern regarding safety or he prepared for the only four days before the\nne CDinments were selected itemss aass requested. 1*0 The staff interviewing team. intervi ewl decided that they Were no on the fact monitoring team 1t.o _ adJ equa, te ly compile aiBl cdlieodcuulm ede nvtaitsioint,. rn.,-r the criteria items that iRspond to in this report. Itow they chosen you at arid others not. Roc kef e11 er p 1 n c e I will It is difficult some areas wl th respond to those School was selected by an went through an ejitensive the original staff not commit to the incentive new black teachers r specialists Lach staff member ng- process. bl ack. could Two of by selected to be Seven teacher or members who school plan balance the staff, i B my understanding that iS In tin Acrrnn F i  _____ wi til The result i an acceptable many black applicants vacancy. Of the were seven new to. B a rad ally staff which Is 29-/. black. It thl 5 percentage -I though not desirable, - are ava^ 1 :h 1 interview as 1 dost? contact with . that he or Human r a n g e. . I have kept in , every applicant mE in the past. I have as a Robert Robi teach1 ng ns on Resources has and sent f-'? i  b'i B'*'- li fF' J 1 t 2. 1 about The comment made the neighborhood need for by hindergarten and and community younger children to Tirnh grade teaeliere he taught more about V:  about the wor_ldJ was the They are required to foil however and do awareness before being expected L general feeling of those teachers. \"\u0026gt;lticultural curriculum guides to AJp-i.riowever and do so as directed. about using the required materials. They lust agreement of its appropriateness for the they teach. -  materials. They have had adequate iriser'vice are not in total very young children that before school plu 2.2 I. am, Twenty days of inservice have already been provided P'ts one other additional day. at the present determine if any are Mastery dates will be not time, checking all teacher checked current, on up-dated, a regular basis. an d records to complete. 2.5xf I fiavB suggested that to better plan lessons a would be desirable. , very helpful If the the material in different subject staff development inservir.- v... huw using the multicultural curriculum guides stated that I think it would be curriculum supervisors could cros ce on how '  f-1.1 ,   W1.1U jiitc aarreeaass.. It is r ref erence my understanding ! ? H'  PH ij. teachers to . feel to be their turn In needs suggestions which will greatest need. ve schools will for the school. indicate what I have asked they 3. 1 More awards, than we have ro^fcfce-,r ed_I to studeunJts, atnta nR ocwke ehfeavllee r eSvcehr oooivle'n year. Students with strainhf a'., -^onoox ,.ivvu-vi cralght A s and honor roll students grading period have their names boldlv displayed A reception in their honor ' 4 ... first nine weeks. r were invited to attend and a large number achievement ribbons before, have Student 3 for- the 1990-91 been first nine weeks on the front h---a---l-l wall. .week following the end Btudents Tha students school Student and h were presented f-.T.A.), a \"Principal's stlcker/badge. Award school for the was held the Parents o-f these.. were present. their parents-chlldren were honored, students will be were Thi Refreshments followed (purchased by the pencil aanndd aa \"Guper activity Plans to was very repeated at the end I good citizen of the Monday morning, receiving a gold students are A for all students have a well received. reception 07 each star The to be of each nine weeks, week is announced for honor wi th a II at lunch students further recognir.ed worn during chosen over the intercom the Super Cltiz tliat day. Clasnes that the playground all en II on period at the end , SSttuuddeennttss,, in behavior chart for trays to the cl by having a sign and helium balloon display good behavi week are of the contest tl honored by day/week. are a special table The set s as a centerpiece or in the awarded an e:itra cafeteria and 3 oni f? c 1 js a (2 3 , the week. me. who have no 15 minutes checks on recess are allowed to bring tlieir assroom and have lunch with thei Plans have been made with to take the r teacher. 1 unch the 6th grade honor our partner, the Arkans veir -Trn..- . ----- students to the Gazette y ar for a tour and liinrli. Gar et te, at the end of i: .U- it/^i S' 'c- 1\u0026gt; * j iA I.U* ? V.1!\n1 The Hrkansats DazEktr? make picture badej es for the will cnine to tlin honored students. help by providing some of 'the refreshments? to get special T-shirts for the checks ntudent*!) on end of the can ar tin rncRptlnn and They will a 1 so traight A students. who have proven (\no citizenship on ths report year. Perfect attendance The monitors Grades They are also trying bn good citi:ienn by having no cards will be honored at the will not be awards will also bn given. suggested long from businesses. considered in thio area. term incentives such I believe that this date. I persona?TrhX 'nn\"w' ^^his one^^f\"the^non^t'\"\"l\"\"'^''^ \"^\"h^i^rships^^har'eourS monitoring team members or - o-ffmr^d JS'ijJ\" 7\"\"\"\"\" t t't it very costly. proposal 5 7.5 left I come of the monitoring such an I am not been approved by the as scholarships is one of the controversial way of offering such an incentive. i ncenti students members but feel offered by suggest!ons about how on an equitable basis would have to and it might to be be Roc kef el 1 er special educati aware or of any student - white or black leave for plans to on needs met, members mentioned this have not been able team 10. 1 to Identify I as any reasons of think that one of the being a student uch student. Teachers simply finrZ?\"' P^rt^nts . being abfe functions was limited. jhig and stated that was 1i mi ted. families have both to away volunteer transportatl ~ who has not having moni tori ng In speech but I parent participation to participat e i n in the , , , .------- -\" school  . partly due to the fact that parents working and they in the uransportation problems but whenever\"\"'' has been offered t^the n-,. MiSt\n!\n'. planned. Actlvlt\u0026lt;on i \" the parent i^\u0026lt;:'Sftnr r^.T.A. and pi anned. been offered es are borne this problem J* 'sS? 2. MS\" W v..:\n^\u0026lt;4 after regular working such hours'. as many unable to get parents do have or open houses is identified, a home visit is are held 10.2 the Whenever a home vi si t visit is are Immediately etaJed?\"'' 'P'' our ^total Huescion the purpose, total concern and interest in the come to thtj unable to '.the parent. .ft fe# 7. question There 1s A home absolutely vi si t reason for no reason school, the school students. We never try there is -''^^^'-.nced is 12. 1 be to make can can reinforce If a parent is certainly come to a surprise visit and the no phone. if there is a only great need and .J. . Inservice members. on W SJre B-^neral informati assisted .i *4\nfn.indlvldual ba.ia i given as ra group but teachers J level and instructed assignment. on i s i s held f or a all on theI V t t- 5 I little ROCK SCHOOL V A k if district Stephens Elementary School 3700 West 18  Phone 663-0374  Little Rock, Arkansas 72204 December 3, 1990 TO: FROM: SUBJECT: 1.1. 2.3. 3.2. James Jennings, Associate Monitoring and Program Development Superintendent for Desegregation Stanton L. Strauss, Principal, Stephens Incentive School RESPONSE TO CONCERNS FOR FIRST monitoring visit There are five black males on the staff: substitute, one instructional aide, the interview one P.E. teacher, one music . and two custodians, process as established by LRSD as well personnel files in the department of Human Resources. ' has hired a full time employee I followed ' reviewing The District of lack of black males as well to rectify the recruitment problem as black females in the Distri All students are involved through dire and independent practice. IL.,., 'actively' involved... than others, teacher is to be done ct. Ct questioning, guided practl More explanation is needed for Consideration also needs to be observers were \"actively and what teaching II 11 ce. ..-more Communication between student and according to individual learning styles. given to the amount of time the observing whole classroom Instruction strategies were being used. report Stephens.is in compliance with article 2.3. According to the According to the appraisal form Stephens's ments for academic and behavior I don't understand these to promote academic success. Steps toward achievement students do know the require-honors, yet this still is conflicting statements. a concern. I see this The entire focus is art hot. th. students can get all students working must be taken as a very positive goal. Teachers must we want them to be. accomplishment. Then we can gaot ugpr adfreo mle vtheel,r e.that will be quite an If we. 3.. 4. Here again I difficult. reading conflicting ssttaatteemmeennttss.. Responding to this is with articlejhe monitoring report Stephens is in statement reads that recognition of .as many students II 13 doL both pStisrsi can more effort be given. attention is given to as possible.\" If we  success, behavior compliance as much This I 1'.,/.'Jfonitoting . Concerns 1990 Is' I 6.3. Stephens graduation rate is excellent. ,1 .sr 'I- f /Ai xh:\n1 :S. 5 $5 V 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. L \u0026gt;! the LRSD policy. grades K-1. males. retained. Our promotion policy follows Stephens does have most of its Unfortunately most of those being rententions falling in retained are'black As long as there is a graded system some students will be There are virtually no retentions beyond first grade. The retained students have successful second as leaders. years and are emerging According to the monitoring report Stephens is in compliance article 8.5. with Facilities for the G/T teacher does not need to be In the incentive schools, half of the contact time is performed during Extended Day. G/T student at the same time. expanded. The G/T Teacher does not see every Numbers do not exceed the size of The G/T. teacher also make excellent use of the media center. not attending Extended Day, (which is not many), they are pulled out of the classroom and G/T room. the classroom. For those students , ----- are serviced in the Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to th This should be seen as a positive, involvement that we desire. 'Holding parents hands I do believe that the school should make communicate with parents and I feel that context. article 10.2. notebook. e present. I know we are not at the level of we do. was taken out of every effort to monitoring report Stephens is in compliance with Staff can communicate daily through the assignment Many conferences have been scheduled. Stephens is in compliance with k 4 strategies for parental involvement are always eing discussed. As stated previously, oarental article 10.5. increasing. According to the monitoring Article 11.2. The school has previously, parental involvement is report Stephens is in compliance with ' sent many communications to the of newsletters, letters, points of interest J A _ If ..* * calendars, and invitations. . letters from teachers, and good news as well as interim from the office, I shall offer There has been notes. parents in the form school information, 1 reports, weekly On the next newsletter a space for parent feedback. no information provided for principals about former Students, ic IS not that I am not aware of the availability there just IS no information made available once students leave Stephens. It is f A i12.3 Every effort is iiindcj to provide .sn communication program at Pockefeller School. laffective hoine/nchooi . will have to further The monitoring team explain I low our efforts dates constantly notifying parents of up-coming events, \u0026gt;Canab^e \"\"Ta\"\"  ^o attend, parent \"seminars Jet iit Zs '\"'^^tings and entertainment, and any other Tni It f Interest. In addition, news bulletins with fP^m articles are sent to parents and numerous letters every ThurZdZ\nm  behavior report on their child anything but'nrn \\ these things could do anytning but promote good home to to We are constantly notifying remember, activities to P'.T.A. meetings attend, of interest. articles Parents are are I fail to are entertainment, add!tlon, failing to meet parent and news parents and any bul1eti ns any of these things could school communication. V 1LITTLE ROCK SCHOOL DISTRICT 810 REST MARKHAM LITTLE ROCK, AR 72201 October 16, 1991 TO: Elementary Principals FROMMargaret Gremillira, Assistant Superintendent Larry RobertsonT^Bsistant Superintendent SUBJECT: 1. 2. 3. 4. Request for Information to Complete for the Office of Desegregation Monitoring (Immediately) Monitoring Sheet Nutcracker Ballet Fund-Raising Activities 1. We have received from the Office of Desegregation Monitoring a comprehensive list of basic information needed for monitoring purposes. Attached are forms for additional information required that is not in your school profile packet. 2. A monitoring sheet is attached for you to copy and distribute to your Please check to make store that all items are completed.  staff. Do not use the old forms. Return the forms to our office each nine weeks following Teacher Record Day. \"The Nutcracker Ballet\" will be limited this year to 3. 4. Attendance to ---------  grades 4-6. Please contact Lee .Ann Matson (324-2295) for assistance with busses and early reservations. Patrons are calling Central Office ccmiplaining about students of all ages ccaning to their doors selling products for their schools. Please be reminded that the LRSD Board policy clearly states,\"Elementary schools shall not have any fund-raising activities that will involve any students in door-to-door solicitations.\" Let us advise our PTA again of this policy in order to prevent any serious incidents. Please know that we are working to avoid any unnecessary paper work on your part. Call if you have any questions. Thanks. /laj AttachmentsLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 School Principal 1. PTA Officers Name Race Gender 2. PTA Committee Members Name ComtTC Pace 3. PTA total membership (approximate\nto date by race, future meetings. Keep records on Black VJhite Other (Please spec. ly) (over)LITTLE ROCK SCHOOL DISTRICT I i I ( EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1991 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS Equitable Placement by Race/Gender in School Programs Curriculum School/District Initiated Honors and Awards Committees Extended Day Program Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Page 2 3 7 8 9 11 13 14 15 17 18 19LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the LRSD Districtwide Biracial Committee and Planning, Research and Evaluation staff. Each team conducts one school visit each quarter using a monitoring instrument developed by the Biracial Committee, the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. I The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. Visits by the Planning, Research and Evaluation staff are scheduled cooperatively with each principal. Visits by the Biracial Committee are scheduled by the Office of Desegregation. The teams report quarterly to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMllARY REPORT Page 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current -conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report is a summary of the first quarter visits conducted between October 7 and November 20, 1991. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this -report is to identify the degree to which each school is progressing towards the goals of desegregation.' At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation requires a written response from each principal detailing a plan to eliminate any identified problems. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: * Racially balanced staff which reflects appropriate percentages as established by the Court * Racial/gender balance in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 3 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Three of the LRSD biracial teams monitoring reported a negative reaction to the item dealing with acceptable staffing range. The Mitchell biracial team indicated that there were only three male certified teachers. The Mitchell team also said that the support staff was black, except for one person (perpetrating stereotypical black roles). The Rockefeller biracial monitoring team identified a lack of males in the teaching staff at the school. The Stephens biracial monitoring team saw no black certified males, no white instructional aides, and stereotypical black non-certified staff. Response from Principal(s): None. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists LRSD/PRE Specialists reported that all of the incentive schools were within the acceptable staffing range. 2.0 CURRICULUM At each school the monitors expected to find:  A culturally diverse curriculum * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum  An adequacy of materials and equipment to support the curriculum  Varied teaching strategies that match the learning styles of the studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 4  Current and accurate documentation of student progress  Teachers demonstrating an understanding of a multiculturally infused curriculum  Students participating in heterogeneous groups that utilize peer tutoring  Displays of bulletin boards, materials, and publications that reflect the multicultural curriculum  Use of hands-on discovery and exploration teaching strategies * Academic program enhanced by extracurricular activities FINDINGS\nMonitored by Little Rock School District/Biracial Team Members Deficiencies in record keeping were noted by the LRSD Biracial Committee (BRC) monitors at five of the seven incentive schools. Student records were reported as not current and complete in some classrooms visited at Franklin, Garland, Rightsell, Rockefeller, and Stephens. Other deficits noted follow. Franklin (10-8-91) Some SEPs did not have dates initiated or evaluation procedures. Some ASDPs did not have strategies to address deficit skills. Garland (10-9-91) Most SEPs reviewed lacked parent signatures, instructional strategies and evaluation procedures. No instructional strategies were listed on any of the ASDPs that were reviewed. Ish (10-10-91) Some signatures were missing on some student records. Mitchell (10-24-91) Some SEPs did not include evaluation procedures and/or initiation dates. One ASDP did not have instructional strategies.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 5 Rightsell (10-6-91) In two classrooms, all of the SEPs were the same with one minor exception. Some SEPs lacked evaluation procedures and some ASDPs lacked instructional strategies. Rockefeller (11-14-91) SEPs were not found in some files. Stephens (10-28-91) Dates initiated needed to be added to SEPs at the first and third grades. Two of the six ASDPs reviewed did not have instructional strategies. The Biracial Committee monitors indicated that at Rockefeller there was no evidence that teachers had adequate materials and equipment to deliver and use the multicultural curriculum. The report stated that the multicultural guides seemed too complicated and that there was no tool to show how to use the multicultural guides. All students were not actively involved in classroom instruction at Rockefeller. Monitors observed some students' who were \"listless\" and/or inattentive. At Rightsell, the Biracial Committee monitors noted that while exhibits in the halls were very good, most classrooms did not have displays that reflected the multicultural curriculum. Monitors found that the displays of student work did not reflect varying teaching strategies. Displays were of workbooks, basals, paperwork with no hands-on or innovative strategies evident. Some classrooms did not have science resources in evidence. No classes were observed working on science. Most teachers visited had not taken their studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 6 on field trips to reinforce the academic program and some had not yet planned field trips. The sixth grade teachers at Stephens did not have the district's multicultural curriculum guides. Monitors found that grades 4 through 6 had very little, if any, student work displayed. Also, teachers visited indicated a need for more science equipment, some of which had been ordered. Response from Principal(s): The Stephens principal stated that she was monitoring records and she would take care of all students' records. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The Planning, Research, and Evaluation monitoring team found the following deficiencies at the incentive schools related to curriculum. In every incentive school, in some classrooms visited, student records were reported to be not current and complete. Additional findings related to teacher/student records follow. Franklin (11-4-91) Reading magazine tests had not been given in two classrooms. Mathematics tests, ASDPs, and parent/student discipline contracts were not available in some classrooms. There were no displays of student work in some classrooms visited. Garland (11-5-91) Some SEPs and ASDPs lacked parent signatures. A grade book was not available in one visited classroom. Grades were available for only one subject area in another classroom. Ish (11-6-91) Parent notifications were not available in PAL folders. Some SEPs lacked parentEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 7 signatures. Interim reports and parent/student discipline contracts were not sent home in one classroom visited. 3.0 Mitchell (11-11-91) Rightsell (11-12-91) Rockefeller (11-13-91) Stephens ((11-14-91) Reading folders were not available in one monitored classroom. signatures in one classroom. ASDPs lacked parent Some parent notifications were not signed or available in a PAL classroom. Some ASDPs and SEPs lacked parent signature. In PAL classes, some parent notifications were not signed and available. Reading magazine tests and mathematics tests had not been administered for the first nine weeks in one monitored classroom. Student/Parent discipline contracts were not available in one monitored classroom. Reading magazine tests had not been administered and recorded on reading folders in some monitored classrooms. Some ASDPs did not have parent signatures. In some classrooms visited at Franklin, there were no displays of student work reflecting varying teaching strategies. Although instruction proceeded in an orderly manner in the monitored classrooms at Garland, some students displayed disruptive behavior, therefore, they were not involved in the instruction. SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A A variety of awards and honors  Written procedures and requirements governing honors and awardsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 8  Methods for communicating requirements for receiving honors/awards to all students * A process to evaluate the honors and awards program * Plans to eliminate any gender/grade level inequities relative to distribution of honors and awards FINDINGS: Monitored by Little Rock School District/Biracial Team Members The Biracial Committee team reported that four of the seven incentive schools had no available evidence for distribution of honors or awards. Procedures for apprising students of the requirements and of information regarding various opportunities in educational programs was in place as observed by Biracial Committee team and PRE monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists The PRE monitors indicated that all information for this area would be available after the first nine weeks for all seven schools. However, procedures for apprising students of the requirements governing honors and awards and of information regarding opportunities in educational programs were in place at each school. 4.0 COMMITTEES At each school the monitors expected to find: Racial/gender composition of committees generally reflects the school populationEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 9 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members Members of the LRSD Biracial Team reported that the composition of each school based committee generally reflected the staff/parent population in six of the incentive schools. Although the school based committees at Garland generally reflected the staff/parent population, there was limited parent involvement and participation. At Rockefeller, school based committees did not reflect the staff/parent population. Monitors said there were no parents on the Biracial Committee and only two parents on the Parent Advisory Committee for this school. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists The composition of each school-based committee generally reflected the staff/parent population in each of the monitored incentive schools. 5.0 EXTENDED DAY PROGRAM At each school the monitors expected to find:  Provides parents with adequate information regarding extended day activities * Recruitment practices to promote participation of all students in extended day activities  Meets the individual needs of the students (SEPs)EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 10 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The Biracial Committee teams reported that all seven schools informed parents of the extended day activities by sending surveys, fliers, and parent-teacher conferences. Six of seven schools informed the Biracial Committee teams that the majority (3/4 - 80 percent and over) participated in extended day activities. These six schools also indicated to the Biracial Committee teams that the extended day activities were adjusted to meet the needs of all students. Only one school (Rockefeller) reported that less than one-third of the students participated in the extended day activities. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The PRE monitors reported that all seven schools informed parents during registration and at PTA meetings. Fliers and survey forms were also sent to parents to be signed and returned to each school. The PRE monitors reports indicated that the majority of the seven schools student population participated in extended day activities ranging from 52-71 percent (according to each schools' student population). The PRE monitors also reported that all seven schools extended day activities were related to the objectives of each SEP and adjusted to meet the needs of the students.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 11 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find:  All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement  Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents  Strategies to close the disparity in test scores among identifiable groups FINDINGS: Monitored by Little Rock School District/Biracial Team Members When test results were examined, overall achievement of students did not remain stable or improve at most of the incentive schools. Two of the incentive schools, Ish and Mitchell, demonstrated improved test results for overall student achievement. Goals and strategies were developed and are being implemented at most of the incentive schools to improve student achievement. Monitors at Rightsell reported that no evidence was provided on goals and strategies to improve student achievement. Promotion/retention rates reflected the school population at five of the incentive schools. At Rockefeller, the promotion/retention rates did not reflect the school population, according to monitors. The monitoring team forEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 12 Rightsell said that data was not provided on the promotion/ retention rates. Monitored by Little Rock School District/Planning, Research, and Evaluation Specialists Most of the incentive schools did not demonstrate stable or improved test results overall for student achievement. At Franklin, there was improvement on the Minimum Perfoirmance Test (MPT), but three grade levels had decreased scores on the Metropolitan Achievement Test-Sixth Edition (MAT-6). There was an overall decrease in student achievement on the MPT and MAT-6 at Garland and Ish. Although there was an increase in student achievement scores on the MPT at Rightsell, there was an overall decrease on MAT-6 scores. Monitors at Rockefeller reported that third grade students demonstrated improved scores on the MPT, while sixth graders had decreased scores. On the MAT-6, there was an overall decrease in test scores at Rockefeller. Two of the incentive schools, Mitchell and Stephens, demonstrated improved scores overall on the MPT and MAT-6. All of the incentive schools had developed goals and were implementing strategies to improve student achievement. The retention rate reflected the school population at each of the incentive schools, except Franklin. The monitors reported that the retention rateat Franklin, 16 males and 1 female, did not reflect the school population according to gender.EDUCATIONAL EQUITY MONITORING FIRST QUARTER 1991-92 INCENTIVE SCHOOLS SUMMARY REPORT Page 13 7.0 SPECIAL EDUCATION At each school the monitors expected to find:  clear, well-defined referral, assessment and placement procedures  Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences  Strategies to ensure equitable services by gender and grade level * Adequate facilities to meet the needs of the students served FINDINGS: Monitored by Little Rock School District/Biracial Team Members There were no areas of concern regarding special education reported by the Biracial Committee monitors at Franklin, Garland, Ish, or Stephens. No observations were made at Mitchell, Rightsell or. Rockefeller. The special education teacher was not available at Rightsell and the teacher at Mitchell was absent on the day of the visit. Monitored by Little Rock School District Planninc, Research, and Evaluation Specialists The PRE monitors found no areas of concern regarding special education at Garland, Ish, Rightsell, or Stephens. The Franklin report noted that materials and equipment were not adequate to deliver the curriculum in the special education classroom. The monitors observed that the number of male students enrolled in special education at Mitchell was disproportionateEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 14 to the school enrollment. Strategies to eliminate such disproportionality were not available in the School Profile. Monitors observed special education facilities at Rockefeller to be adequate\nhowever, the staff reported that the facilities were not adequate for the needs of the students served. Response from Principal(s): The Franklin principal stated that there was a new teacher in special education. There had been some concern about how pull-outs for special education would be handled since Franklin was an incentive school. He said he,was working on this situation along with the Special Education Department. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff  A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs  Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment  Adequate facilities to meet the needs of the students servedEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 15 FINDINGS: Monitored by Little Rock School District/Biracial Team Members There is not a teacher for gifted and talented (G/T) students assigned to Ish, according to the report submitted by the LRSD Biracial Committee. The report also indicated that the principal is attempting to locate a teacher for this position. No observation of the G/T programs at either Mitchell or Rockefeller was conducted by the monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists Students in the G/T program at Ish were not serviced during the first nine weeks.because there was no teacher for G/T education. At Rockefeller, the student enrollment in G/T was disproportionate to the school population\nfemales comprised 73 percent of the students assigned to the program. Response from Principal(s)\nThe principal at Ish reported that there was a teacher for G/T students during the first three weeks of school, and G/T services were provided to students. At Rockefeller, the principal stated that additional students have been recommended, but approval for assignment to the program must come from the G/T central office. 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 16 A Staff development provided at a variety of places and times  Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan  Documentation of staff development participation FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The data from the Ish report revealed that strategies for multicultural curriculum delivery and training related to educational equity had not been provided during the first nine weeks. The report from Stephens reported that less than half of the certified teachers had taken advantage of staff development activities to enhance teaching strategies for multicultural curriculum delivery, and only three teachers had received training in educational equity. Some monitored staff members at Rockefeller indicated that their staff development plan did not provide for development to increase the achievement of a diverse student population. There were no areas of concern at the remaining schools. Monitored by Little Rock School District/Biracial Team Members According to monitored teachers, the staff development plans demonstrated a commitment to equity by providing the appropriate and/or selected inservices. There were no areas of concern.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 17 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find:  Documentation of school-home communication and contact * Documented evidence showing how all identifiable groups of parents have been actively solicited  When financially possible, transportation provided for parents who need the service  School functions conducted in community facilities near identifiable groups of parents  School functions scheduled to accommodate all parent groups * Provision for regularly informing parents regarding all aspects of their child's school performance * Opportunities to develop leadership skills among all parent groups FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The reports from Ish and Rockefeller showed that there was no evidence to' support that parents had participated in the development of the School Improvement Plan. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The team from Mitchell indicated that monitored teachers expressed that actual parent involvement was extremely limited, but emphasized that all parent groups had been adequately informed.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 18 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * Discipline program monitored, evaluated, and updated  Community based support programs Mentoring program  Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained FINDINGS: Monitored by Little Rock School District/Biracial Team Members At Ish, the LRSD Biracial Committee was not able to determine from a review of the School Profile if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. These same strategies were not included in the School Profiles of Rightsell or Rockefeller, according to the reports submitted. At Rockefeller, the Biracial Committee determined that there was no evidence that all students and parents had been given information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding studentdisciplinary policies. The committee that monitored Rockefeller reported that there wasEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 19 no mentoring program established to meet the needs of at-risk students, nor was there evidence that students have access to community based support programs. The report did not specify if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. Response from Principal(s): The principal at Ish stated that the plan was in place. but he has not had a need to suspend or expel any students. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The parent/student contracts in the discipline handbooks were either unsigned or unavailable in some of the monitored classrooms at Rightsell, according to the monitoring report. 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find:  Clear, concise and well-written improvement goals * Physical environment supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Evidence that the principal monitors the curriculum * Strategies to increase participation in upper level class groups  Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program * A safe and secure campus for all students, LRSD employees, and visitorsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 20 FINDINGS\nMonitored by Little Rock School District/Biracial Teaun Members The LRSD biracial monitoring teams from Garland and Rockefeller reported no written, clear, concise statements of specific improvement goals. The LRSD biracial team reported that the Garland Counselor was on an extended leave with no replacement. The biracial team from Stephens School said that the office media center needed new carpeting. There were loose wires hanging inside and outside the Stephens building. Stephens also had a broken fence along the playground area. The biracial monitoring team from Rightsell found that the office staff rather than being friendly and helpful. seemed \"on edge.\" The biracial team from Rockefeller found no form for use in monitoring the curriculum or any other evidence that curriculum monitoring occurred. The Ish, Rightsell, and Rockefeller biracial monitoring committees could find no evidence that strategies were developed to increase the number of minority students in upper level classes. The Rightsell and Rockefeller biracial teams found some problems with security at the schools. At Rockefeller, the visitors were able to walk around without name tags. At Rightsell, a student opened the outside door to let the monitor (stranger) into the school.EDUCATIONAL EQUITY MONI^ORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 21 Response from Principal(s): The Ish principal stated that the item dealing with strategies to increase the number of minority students enrolled in upper level courses/class groups did not apply to the -elementary level. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists A few security problems were found at some of these schools by the LRSD/PRE program monitoring team. At Mitchell School, all the visited classroom doors were unlocked. At Rightsell, one outside double door was found unlocked. This was a rear entrance double door between the library and the annex classroom for four year olds. At Rockefeller, three outside doors were unlocked. At Stephens School, two outside entrance doors were unlocked. Also the back door to the girls' restroom was open. Some graffiti was observed on the wall of a portable building at Stephens. Response from Principal(s): The Rockefeller principal said that the outside doors near the cafeteria, were unlocked for a short time during lunch when students go outdoors and back inside with adult supervision. The Stephens principal said that she would have the graffiti removed. She also said that she monitors the building throughout the school day to keep the doors locked. Some students and staff continued to leave doors open. The school staff was working to correct the problem.TO\nFROM: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: \"\"^ony Wood, Deputy Superintendent, LRSD SUBJECT\nFirst Monitoring Visits - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991, F---- respond to the concem(s) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) Your response(s) should be Please listed below will be addressed, forwarded to my office. 2.2 Some of the SEP's did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP s did not have instructional strategies to address deficit areas. cc\ntarry Robertson Arma HartFRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO\nFROM:' SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns A copy of the attached memo was sent to all teachers whose SEPs were found to have areas of deficit. I personally reviewed each found to have areas of deficit. teacher's SEPs and I have a copy of what was given to each teacher in his/her file.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 7 2201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits - Concerns Your school was monitored by a team, from the Little Rock School District Biracial Advisory Committee on October 9, 1991. respond to the concern(s) listed below by November 1, 1991. Please be specific as to how and when the concern(s) listed below Your response(s) should be forwarded to my Please will be addressed, office. 2.1 Some teachers would like to have an additional Black History course. 2.2 Most Sep's did Interim reports appeared to be in order, not have parent signatures or dates of initiation, most SEP'S did not have evaluation procedures. There were no instructional strategies listed on any of the Also, 12.1 Gc: ASDP's that were reviewed. 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 Media center needs more bulletin board space. Library needs remodeling. Did not see evidence of requirements in profile. Limited parent involvement and participation. Students must remain during the full extended day. Limited parent involvement. Not reflected in profile. Not at this time. However, in discussion with Not in profile. _ . principal, he has very definite goals for this school. Larry Robertson Arma Hart* 'a' 'a* *A* Garland 3615 W. 25 th Uttie Rock. AR 72204 Incentive Mr. Robert L. Brown, Jr., Principal 0 A Phone: {501)671-6275 W 'Simply Truntfonnational'' TO: a' 4% .A* December 5, 1991 James Jennings, AAssssoocciiaattee SSuuppeerriinntteennddeenntt ftoorr Desegregation Monitoring and Community Services FROM:fA^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those programs recommended by this administrator\ntherefore they express discomfort in supporting that which they feel that The 2.2 the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles. SEP'S were not completed or properly initiated and still reflect serious deficits to this date. Teachers have been informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers had not been done, The teachers have been made aware of the concerns. Garland 3615 W. 25th UaleRodc AR 72204 Bobcats Incentive Mr. Robert L. Brouir). Jr. Principal l^yone: 1501) 671-6275 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 12.1 cc: School The needs of the Library are correct, small to conduct a full size staff mee setting. The facility is too ting with an appropriate The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement, has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. Thi s requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved. Some of the school patrons reflected on the profile are also employed in various capacities within the school. community church. Wltii partfULa have been held at a local Documentation and dates are available. Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several aspects of educational equity has been made by this administration. HHoowweevveerr,, those recommendations have not been approved by Central Office Administration. Larry Robertson Arma Hart Tony Wood LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991, Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. Cannot be determined from the school profile. 9.1 The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 9.2 A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan. 3.5Ish School First Monitoring Visit-Concerns Page -2- 10.4 10.6 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR TO: FROM:^ James Jennings, Associate Superintendent for Desegregation Monitoring and Comnunity Services Stan Strauss, Principal DATE: December 2, 199 1 RE: First Monitoring Visit - Concerns 3.2 The Parent/student Handbook is being revised to include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All students, those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned in 3,2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting is addressed to the entire staff and focuses on an area of instruction based on teachers individual improvement plans. The second meeting focuses on instruction and methodology, but is directed at primary teachers one time and intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school.LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 October 31, 1991 TO: Donita Hudspeth, Principal, Mitchell chool FROM: James Jennings, Associate Superintendent for -J IT Desegregation Monitoring and Community Services THROUGH: Tony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit -Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 24, 1991. respond to the concern(s) listed.below by Friday, November 15, 1991. Please Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be c 1.1 Support staff is black except for one person (perpetuating stereotypical .black roles). q 2.2 Most of the SEP'S were in excellent shape. There were a few cases, however, where SEP's did not include evaluation procedures and/or initiation dates. the ASDP' did not have instructional strategies. One of cc: Arma Hart Larry RobertsonLITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 \u0026amp; Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: 1.1 2.2 November 18, 1991 James Jennings, Associate Superintendent for Desegration Mon^oring and Community Services ita Hudspeth, Principal, Mitchell School First Monitoring Visit - Concerns The number of black support staff, to be sure represents an imbalance. Since I was already cognizant of this situation, I attempted to recruit white applicants for the additional instructional aides position. I did recruit two (2) white appliants, but was only able to recommend one for employment. Other positions/personnel have been in place for some time. Many staff members assume initiation dates for strategies written are the beginning of school. - - and/or initiation dates will be added. Evaluation procedures - -- ------ Two students' records who now have ASDP's did not arrive until early October. Their plans were completed in their entirety by Mitchell School. Those plans now have instructional strategies. TO\nFROM: THROUGH: SUBJECT\nLITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR .72201 October 29, 1991 Bobbie Goodwin, Principal, Rightsell School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services '?ony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 15, 1991. Please respond to the concern(s) listed below by November 11, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.2 Most of the SEP'S were in excellent shape. In two of the classrooms reviewed, however, all of the SEP's were the same (one minor exception), tain evaluation procedures. have instructional strategies. Some SEP's did not con- A couple of ASDP's did not 3.3 6.2 6.3 2.4.1 2.4.2 2.4.3 2.5 Several did not. lassrooms had excellent evidence. Hall exhibits were very All classrooms did not reflect. Most good. All workbooks, basal, paperwork (all books). No hands-on or innovative strategies evident. Some classrooms didn't even have science resources in evidence, science. No classes observed working on Not in school profile. No evidence provided. Net provided.Incentive Schools Monitoring page 2 10.5 I i i The principal did not provide evidence of outreach to parents in this area. 10.6 Principal said no. 11.2 Not available in school profile. 12.3 Not available. 12.6 Seemed on edge. Didn't bend over to help. 1 f 12.s 'Not in school profile. 12.10 Student opened outside door to let stranger in. classrooms unlocked. Several ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Appalling lack of emohasis evidenced in test scores. ExampI lack of student j--- plaved showe es. Not enough writing practices science and'social studies of writing skills dis^ facility with the language.^ Look temporary. net ^'Trailers lack adequate bulletin boards. ---------------- rnnHnnive to learning. Ghild\nr9n b.-ing away from ma\n.n ayea Oa conducive to learning-,. . Ck school not good. j i I cc: Larry Robertson Arma Hartx/.... LITTLE J ROCK SCHOOL DISTRICT Rightsell Elementary School TO: 911 West 19 Street Phone 324-2430 November 11, 1991 FROM: RF: 2.2 Little Rock, Arkansas 72206 Mr. James Jennings - Associate Superintendent Mrs. Bobbie H. Goodwin, Principal First Monitoring Visit Concerns Concerns are being shared with staff. students, with a few exceptions, are the same. Usually, the needs of Primary I Teachers have been instructed to list instructional strategies, if needed on ASDPs. 2.4.1 All teachers have been requested to show evidence that the multi-cultural cur- and 2.4.2 riculum is being implemented by bulletin boards or other displays in the classroom. 2.4.3 Concern is being shared with staff. display hands-on-materials used, and/or Language Arts. Staff has been encouraged to use and The observation occurred during Reading 2.5 One classroom at each level (3-6) is receiving materials and supplies for a science lab. Science classes are scheduled after lunch. 3.3 Extended Educational Programs are listed in the school profile. Students and parents are apprised of this information through oral and written communication from the staff. 6.2 Our school improvement plan is in the folder with the School Profile. Goals and strategies are listed to improve -student achievement using the measures listed. 6.3 Students retained are listed by grade, race, and sex in the School Profile. 10.5 I shared with the team that every effort is made to ensure communication with all parents. Our staff utilizes written correspondence, telephone calls, home visits, early arrivals and late departures to accomodate parents. 10.6 The team was made aware of meetings coordinated last year by the Incentive Schools Parent Coordinator. We also shared with them that surveys were being made by our Incentive School Services Coordinator and meetings/workshops would be planned and implemented this school year.I LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas October 31, 1991 TO: FROM: THROUGH: SUBJECT: 72202 Ann Mangan, Principal, Rockefeller James Jennings, Associate Superintendent for 715 Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSp First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 14, 1991. Please respond to the concern(s) listed below by Tuesday, November 12, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, warded to my office. Your response(s) should be for- 1.1 The student profile reflects that there is a lack of African males. ' Also, European American males. Only staff American male. custodian (1) European male (1) African 2.1 There is no tool to show how multicultural guide is used. 2.2 No SEP' found in some files. 2.3 ome students seemed II 1istless It and/or inattentive. All students should participate in class or be made to participate. 2,4.1 But doesn't reflect student population. Should be more reflective of African American com-  munity. 2.4.2 Yes, hut should be more reflective of the student population.I I Rockefeller Page -2- Concerns 3.1 No, program needs to be started. 3.3 No evidence. 3.4 No evidence. 3.5 No evidence. 4.1 No parents on biracial committee. parental participation. There is a lack of No evidence of involvement. 5.1 No evidence, one flier. 5.2 No, less than one-third. 9.3 10.1 Plan doesn't address diversity issue. No evidence of staff and parent interaction. I 10.5 No evidence. 10.6 No evidence. 11.1 No evidence. ! I 11.4 Working on it, right now only African American woman. 11.5 No evidence. 12.1 No evidence. 12.7 No form or evidence that curriculum monitoring occurs. 12.8 No evidence. cc: Arma Hart Larry RobertsonTO: FROM: JAMES JENNINGS, ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND COMMUNITY SERVICES ANNE MANGAN h^RINCIPAL, ROCKEFELLER INCENTIVE SCHOOL RE: RESPONSE TO FIRST MONITORING CONCERNS AS REPORTED BY THE DISTRICT BIRACIAL ADVISORY COMMITTEE/ OCTOBER 14,1991 VISIT DATE: NOVEMBER 18, 1991 The first visit of the Bi-Racial Monitoring Team was held on A copy of the responses made by the team was October 14, 1991. delivered to my office on Friday, November 15, 1991. An exit conference was held with me at the end of the visit and only a few serious concerns were reported to me at that time. The only two things that I felt would be addressed was the lack of male staff members and the fact that a mentoring program had not been fully implemented at that time. To have twenty-three concerns and twelve of those responses listed with \"no evidence fl was a shock and If the team assigned to monitor Rockefeller totally beyond reason. School saw no evidence, I would have certainly expected them to ask for it from a staff member or the administration. During the exit conference, the team appeared to be rushed and in a hurry to leave. I feel that if there had been that many serious concerns - and only a few were mentioned to me - they should have been made known to me at that time. I keep accurate and up-to-date records and all documentation was available for inspection. I have notebooks, files, and documentation in my office or with the teachers in every area being monitored. clarify anything questionable. If any part was unclear, I was available to In response to the concerns: 1.1 There are three African American males - custodians (3) There is one African American male - instructional aide (1) There is one European American male - certified teacher (1) I will continue to search for additional males to add to the staff and interview any who have applied for positions with LRSD. 2.1 The tool used to determine if the multicultural guide is being used by the teachers is to monitor the lesson plan book. The teacher plans instruction with the textbook and the multicultural materials as a guide. Plans are monitored by the administration. The comment on the report that the multicultural guide appearing to be too complicated should not be a negative response about the program at Rockefeller but rather a comment made to those that have supplied the guide to all teachers in the district and directed all teachers to use it on a regular basis. We also should not be held responsible for the fact that the textbooks do not reflect enough about African Americans. 2.2 ' their This is an absolutely false statement. All teachers have in possession the SEPS prepared for each student and I personally have copies of those SEPs in my office.2.3 I f some students seemed, \"listless\" or i nat tent i ve, have been being referred an underlying reason. Not knowing which children there may I to in this report, i t 13 very difficult to we re say. There are some children who are allowed to stay up until all hours of the night and we sometimes have to do everything possible to keep them awake. There are other extenuating circumstances but teachers do everything keep students on tasks. 2.4.1 and 2.4.2 change as the in their power to stimulate interest and The bulletin boards and the school and classroom focus of study changes. They do reflect the multicultural curriculum as well as all aspects of the curriculum being studied -art work from all cultures, handwriting, language arts, science, social studies, math. etc. 3.1 All children who were good citizens during the month of September were honored with a special sticker and a popcycle. same reward was given at the end of October. Reception n The There is an \"Honors at the end of each nine week period. The first of Parents of these receptions was held on Friday, November 15, 1991. students making either all As or the A/B honor roll were invited Students to the reception and approximately 50 parents attended. making straight As were awarded a \"I am a STAR at Rockefeller School\" tee shirt, a bumper sticker and a coupon for a kids meal at a local restaurant. tf The A/B Honor students were given a bumper sticker and a coupon for the Jr. Frosty at Wendys. A large sheet The cake, cookies, and punch was served to those attending. --- students with perfect attendance for the first nine weeks received cookies a coupon from McDonalds. Parents and students had been made aware of the awards that would be provided at the beginning of the year during meetings with the students and also explained fully at Parents Night and P.T.A. 3.3 I believe. if one were to check, Rockefeller was the only incentive school to provide an information sheet for parents during registration for the past two years. It fully outlined the educational opportunities that would be provided during extended for the past two years. day. Then, a survey was developed, listing possible selections. to determine interest in the various offerings. After this survey was completed, the programs most frequently chosen were offered during the extended day. 3.4 and 3.5 At the time of the monitoring visit. the list of for honors and awards had not even been turned in. recipients As soon as they were submitted to the office, an evaluation for equity No new awards are necessary since most definitely was conducted. the numbers population. of those awarded were reflective of the student 4.1 There IS Rather, there no are school bi-racial two parents on committee the Incentive set up this year. School Advisory Committee as directed by the district. It is beyond me how could report that there is a lack of parental participation when we have a very active P.T.A. and the executive board meets anyone regularly once a month. There is a listing of volunteers on in the office. There was approximately 275 parents in attendance. Parent Night that was very well attended. a highly successful Parent Night file with We had an Early Childhood 50 parents attended the awards reception. comment of It I certainly do not think that this merits No evidence of involvement.\" a 5.1 If a member of the monitoring team had asked for evidence of information sent home to parents about the extended day activities, they would have seen that we began giving them information during registration and continued to keep them informed up until time of implementation. The information included offerings, hours, registration for the number of days they wanted their children to attend, bus schedules, procedure for registration for CARE if they needed to stay beyond the ending time for extended day, etc. is more than enough evidence to substantiate this statement. There 5.2 the There are approximatel\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_549","title":"Parent and community involvement","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":["1990/2005"],"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","Parents","Educational planning"],"dcterms_title":["Parent and community involvement"],"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/549"],"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\nCONNIE HICKMAN 0 D Mhow well they do, and there is generally no 'right answer. The teacher evaluates -tudents' thinking skills to sec where they are at a given time, and to see where they may need extra work. Students thinking skills might be  Use entertainmenta TV program or a movieas the basis of family discussions.  Use daily activities as occasions for  valuated orally or with a papet-and-pencil tcsi For example, a teacher might be interested in evaluating students skills in analysisa breaking-down process to find nut how parts fit together to make a whole. Students might be asked to list the steps in\\olved in solving a particular problem, or in break down a task (such as making a into its component parts. How Can Parents Help Their Children Think More Actively? As a parent you can  Encourage your children to ask questions about the world around them.  When reading to or with young children, ask them to imagine what will happen next in the story.  Actively listen to your childrens conversation, responding seriously and nonjudgmentally to the questions they raise.  When your children express feelings, ask why they feel that way.  Suggest that your children find facts to support their opinions, and then encourage them to locate information relevant to their opinions. learning. For example, instead of sending a child to the store with a simple list of items to purchase, talk with the child first about how much each item might iost, how much all the items might add up to, and estimate how much change s/he should receive.  Reward your children for inquisitive and/or creative activity that is productive.  Ask your children what questions their teachers ate raising in class. For example, a history class might be asking how American westward expansion began. Remember, if your children arc active participants in a home where there is talk about the why and the how of things, they are more likely to be active thinkers both in and out of school. iiearagfOaiBiOTy Stock No. 0210-5 5 6 Thinking Skills: How Parents Can Help by Marcia Heiman and Joshua Slomianko H M National Education Association Washington, D.C. 20036-3290 *What L Meant by The Process of Thinking? Thinking and being aware of out own thoughts arc skills that make us human. Thinking is an active process. It encompasses events that range from daydreaming to problem solving. It is a kind of ongoing, internal dialogue that accompanies actions like performing a task, observing a scene, or expressing an opinion. What Arc Some Examples of Thinking Skills Instruction? Thinking skills instruction can be applied to all areas of the curriculum. Here arc some examples of teaching these skills in the classroom: What Does Teaching Thinking in School Mean? The teaching thinking movement goes beyond the learning of facts. It encourages students to ask questions of the information and ideas presented in class. It helps students learn how to identify unstated assumptions, to form and defend opinions. to sec ideas. relationships between events and There arc many approaches to teaching thinking. Some educators teach students to use a set of identifiable skillssuch as discriminating between relevant and irrelevant points in a particular argument, or generating questions from written material. Others try to involve students in classroom experiences that will help them think more activelysuch as a classroom debate or a mock court case. Copyright 1987 National Education Association of the United Slates  In an American history class, students might use a simulation exercise to understand the points of view of the colonists and the British at the time of the Revolution. That is, after studying background information, students would play roles of persons on both sides of the conflict, debating the issues as they reflect their imagined families, work, and community.  In a mathematics class, students might work together in pairs. While one student acts as problem solver, talking aloud his/her thinking on how to solve a problem, the other student is an active listener, asking questions and helping the problem solver think through the process. Later, these students would exchange roles.  In a first grade classroom, the teacher might engage students in a discussion of the reliability of evidence after reading them the story of Chicken Little. The teacher might lead this discussion by asking students whether the other anipals should have trusted Chicken Little, and how they could have determined the truth or falsity of het story.  After viewing a film on the Lewis and Clark expedition, a fifth grade teacher might ask students to work in pairs, listing the steps involved in planning and carrying out the expedition.  Children of all ages can do team research. For example, elementary school children might investigate the effects of the gold rush on westward expansion, while secondary students might study the traffic flow in a major intersection of their community. Thinking skills can even be taught in performance courses, such as band or woodworking. In band, students might be asked to think about how a piece would sound if the tempo or volume were changed. They might mark their scores with different tempos and volumes, then play the re-marked scores to hear the resulting differences in the music. Woodworking can be seen as a series of problems requiring solution. For example, instead of constructing a table by following a preset model, students might be encouraged to draw several ways of making a table (such as differing arrangements of legs or other supports, various tabletop shapes), and experiment with each design on small models, determining which are the most stable, pleasing to the student, and so on. How Can Students Thinking Skills Be Evaluated? First, its important to say that evaluating thinking skills is not the same as evaluating the number of words students spell correctlystudents arc not graded on 4 3 2 I I IINCENTIVE SCHOOL - PARENI INVOLVEMENI INCENIIVE SCHOOL- PARENI INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing \"home group\" for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals 8 and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 s National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraptofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Good Elementary Schools 1 Provide opportunities for the child to learn to read well, to communicate effec- tively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express het/himself in the fine arts and physical activity. 4 a staff of enthusiastic, alert teachersall of whom meet state cenification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 3 Relate learning to the real world of the child. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Ate responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 10 responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural understanding. Instmctional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I I IINCENTIVE SCHOOL  PARENT INVOLVEMENT HOME AND SCHOOL WORKING TOGETHER DEAR PARENT: Welcome to THE IjEARNING LETTER, our new school newsletter and a major step, we hope, toward making w L the partnership between home and IS school stronger and more d3mamic than ever before. Our students  your children  need the help and support of both of us If they are to have a chance to reach their full learning potential. This is a fact that we know to be true from experience, and 46 We want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. 3 that research has proved over and over. Every one of the recent research studies  and there has been a parade of them in the last few years  points to the unquestionable Influence parents have over the Intellectual growth and learning achievement of their children. At school we have dedicated ourselves to delivering the best possible education program for your child. But we want to do more\nwe want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. Thats why were extremely excited about our plan to send home THE LEARNING LETTER on a regular basis. The newsletter will include the best advice and suggestions from the leading educators and parenting counselors In the country. There will be a mix of short, interesting articles and practical, fun-to-do activities. Topics such as: helping with homework, moUvai and develc^izighome studly skills wilfbe covered  as well as more curriculum related subjects: visiting the library, discovering backyard science, exploring the real world of math and encouraging the reluctant writer. There will be book recconmendations, games to play and projects for the whole family to enjoy. A Garden of Ideas For Your Choosing We hope youll read each issue because you find it interesting and Informative. But we certainly do not expect you to act on every suggestion\nyour day, undoubtedly, la busy enough as It is. The ideas are presented for your consideration only. Read them, then pick and choose the ones that look particularly useful and interesting. And dont underestimate the interest factor\nthe leammg experiences you share with your child should be enjoyable and relaxing for both of you. Remember, a parents attitude is contagious  if you can erOPy show a respect for learning, the chances are your child will catch the idea. For sure, there Is no better teacher than experience\nand no better experience for a child than one shared with a caring parent. It Is to the dedication of that idea that we send home THE LEARNING LETTER and Invite you to become an active partner in the education of your child. To Porenh Helping Their Children LearnINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL - PARENT INVOLVEMENT without help. And the help of the teacher must be supported outside the classroom. Parents need to know the objectives of various types of instruction so that they can explain those goals to their children. If the teacher sends explanatory material home, read it carefully, so that you can answer your own questions, as well as those of your children. You can also help other persons in the community toward a better understanding of the schools. Talk with your friends about the schools programs. Even if they are not parents, they are interested in education. Tell them why it is important to vote for local bond issues designed to support education. Encourage them to inform themselves about local and national political candidates who are favorable toward public education, and to work to put such candidates in office. Urge senior citizens to join volunteer programs in the schools. Young people need a sense of community with other persons of all ages. Both the young people and the adults will be richer for the interchange of ideas and experiences. The community includes many people who may be able to bring expertise to the solution of school problems. Business people, artists, travelers, public officialsall should be invited to bring their knowledge and experience to education. Although it is true that all learning does not and cannot take place in the classroom, it is also true that the best classroom learning takes place when the ratio of pupils to teacher is small. When it is possible for a teacher to show interest in each student in a classroom, it is easier for all students to use their energies constructively. They ate motivated toward learning, rather than against it. It is important, therefore, that parents and other members of the community work together to make sure that the pupil-teacher ratio is kept as low as possible. A community divided on the issue of equal educational opportunity especially needs your help to keep the public schools safe from movements that would fragment them and make them incapable of providing a good education for all young people. When you find that private schools are being set up to exclude minority students, you can work with community leaders to find ways to circumvent such divisive activity. Let the press know about your convictions and your efforts to keep the schools functioning, because publicity will encourage others to join their efforts to yours. There are countless other ways in which all members of the community can help take care of the schools. Many will suggest themselves as you talk with teachers and look at your school in its relation to the community. Ask how you can help. Even if your time is limited, you may be able to make a valuable contribution in the very few minutes you can give. The important thing is that the schools belong to all of usthe whole people, as John Adams said. Copyright  1987 National Education Association of the United States Stock No. 5169-6 The Schools Are Yours. Help Take Care of Them. National Education Association Washington, D.C. 20036-3290 5 6 I Two centuries ago, John Adams wrote, The whole people must take upon themselves the education of the whole people, and must be willing to bear the expense of it. The words are direct and uncomplicated. Indeed, it is inviting to think that education in that time was much simpler than it is now, and that the expense, therefore, was much less. The educational task that we face now seems to be a much more complex one, so complex in fact that John Adamss wisdom seems scarcely to apply. But we delude ourselves if we think that those words have no relevance today. When our country was founded, education was one of the few safeguards against the unknown future. As a group of isolated colonies with dependent economies and leaders inexperienced in national government, our early communities had no certainty that they could survive as a country. Now that we are a vast, strong, and rich world power, it seems more than ever necessary to heed John Adamss words. The shadows of future global problems demand the knowledge and foresight that can only come from the education of the whole people. And for that we must turn to a comprehensive and flexible system of education. The schools, which belong to all of us, as John Adams hoped they would, are our best guide into the unknown. The expense we must bear for them is not simply one of dollars. It is, in addition, an expense of concern, and time, and active care. Our schools need our care, and taking care of a school is more than removing trash and repairing broken equipment and replacing damaged instructional materials. It involves a maintenance of spirit among students and teachers and other school personnel. That spirit, which we often call morale, in turn flows back to us and to all the other members of our community. At a time when the public educational system is threatened by those forces that would establish private schools to exclude minority students from an equal education, it is imperative that we maintain that spirit. The divisive action of a few strikes at the heart of the premises of equality and equal opportunity on which our democracy is based, and if we permit it to erode out public school system, we indeed jeopardize the education of the whole people. Caring about our schools is not necessarily constructive unless we can turn the care into positive action. We are all familiar with the kind of care that takes the form of complaining and hand-wringing about what has gone wrong with education. Complaints are verbalized in conversation as well as in the newspapers and other media. Suddenly we are awash in an issue called violence-in-the- schools, and we hear some people saying that such violence is a result of the breakdown of school discipline. This is an extreme example, of course, but the issue is one of increasing currency. And in order to be corrected, the situation requires a constructive care on the part of the entire communitynot just teachers and parents, but students as well. Without concerted action, this type of issue will threaten the entire fabric of public education, because our schools will be turned into centers of discipline rather than instruction. Suppose your community is facing such a you as a parent and/or problem. What can concerned citizen do about it? There are many things you can do. One of the most important is to encourage young people toward a sense that the schools belong to them as well as to adults. What steps do you take to help students to this realization? You can find out as much as possible about the problems facing the school and students in the school, as well as what the school is presently doing to solve those problems. If you believe that other approaches are necessary, you can meet with teachers and school officials to discuss the possibility of experimenting with other techniques for managing the situation. Remember that it is important to include students in planning meetings, because they are among the most vitally affected persons when a school has problems. You can help your children to involve themselves as completely as possible in their learning by showing them that intellectual curiosity is natural and valuable. If they have questions, help them learn how to find answers by looking up information in books and encyclopedias at home or by doing research at the public library. Encourage them to view the programs on television that focus on current events, or American history, or the various peoples, animals, plants, customs of other parts of the world. In spite of the brightness of todays young people, learning does not proceed 4 3 2INCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT  It is good to add Do this instead when you must tell your child no. Substituting a permissible activity takes the childs mind off the thing forbidden, and promotes a positive view.  When answering your childs questions or reviewing spelling words, suggest that he or she look up the answer in a reference source. Help your child find the answer, but dont be too quick to give it.  Speak proudly and frequently about your childs strengths.  Help your child find time each day that is his or hers alone. Children need time to think, dream, plan, make decisions, and free their minds from problems.  Allow your child, when possible, to experience the consequences of actions. A lost toy, for example, might not be replaced.  Proudly display your childs accomplishments at home. This includes everything from a five-year-olds artwork to a teenagers merit badge. I A Success Guide for Parents of Grade School Students Copyright  1987 National Education Association of the United States Stock No. 5179-3 National Education Association Washington, D.C. 20036-3290 5 6 I I I I I I Student, Parent, Teacher Were All in This Together How can you, the parent, have a positive effect on your childs schoolwork? Here ate some suggestions to consider:  Come to school and meet your childs teacher. You ate welcome. Parents support and frequent communication help children learn.  Ask your child what happened in school each day. If your child says nothing, dont give up. Ask questions about specific activities.  Become familiar with school regulations and school practices so that you will know whats expected of your child. If you have questions or concerns, discuss them with the principal.  Help your child see that school attendance is important and desirable.  Make TV watching a constructive force in your household. You might give your child an allowance of'TV time and promote high-quality programs. Watch television with your child and discuss what youve just watched.  If your child announces that he or she hates a certain subject, find out why. Then enlist the teachers help in changing the negative feelings. How You Can Help Your Child with Homework How can you help your child with homework? Here ate a few suggestions that can make homework a valuable link between the school and your home:  Make sure that your child has a good place in which to study. It should offer plenty of room to spread out materials, the right kind of lighting, and a comfortable chair.  When your child is doing homework, make sure the entire family gives that activity as much respect as possible, so the student is not disturbed unnecessarily.  Set aside the same time each day for homework. This helps develop the discipline most children need.  Establish rules for using the telephone. and TV during homework stereo, time. This will mean better concentra- ation.  Review spelling words with your child, perhaps once before going to bed and again in the morning. The same goes for other types of memory work such as multiplication tables, arithmetic drills, state capitals, and so on.  When your child is writing a school report, show that using information from several sources is better than just relying on one book. Help your child get acquainted with the wide range of available sources.  Go over your childs homework, expressing both your expectations and support. Make suggestions about spelling, grammar, punctuation, or the accuracy of solutions, but dont do the homework for the child. Parent-Teacher Conferences These are questions you may wish to ask your childs teacher at conference time:  What are the children studying this year?  What are they doing in specific subject areas? What do you include in social studies? What kind of arithmetic will they learn? How do you teach reading or spelling?  I see equipment with which I am unfamiliar (computers, overhead projectors, etc.). What is it used for?  How is the class organized? When are children taught in groups rather than as a class? What do you do for the child who learns faster or slower than the others?  How do you evaluate the childs progress? What tests are used? What do your grades mean?  What policies apply to this grade? What are the school rules? How much homework do you give? What kind of discipline is used? Self-Reliance, Self-Esteem, and Self-Discipline How can you help your child develop these important attributes? Here are a few suggestions:  Let your child know how interested you are in what he or she has to say. Show how carefully you are considering his or her opinions. 3 2 4 I I I I I Attend parent-teacher conferences when they are called.  Discuss with your childs teacher what his or her objectives are and find out how you can help meet those objectives.  If you dont understand some aspects of the school program, ask about them.  When the young people in your family watch TV, talk with them about what they watch. Remember that as watchers they tend to remain passive, so their verbal skills may need special practice.  Share your expertise with the school. If you have a special area of interest and knowledge, volunteer to talk with students about that area. They may be ea-together that we can assure all young persons indeed all persons of any agethe education to which they are entitled. Each of us, in turn, will be secure in the knowledge that we are helping to maintain the equal opportunity that is the birthright of every citizen of our country. Incentive School - Parent Involvement Working Together for Education ger to have a career or hobby like yours.  Help elect local, state, and national leaders who have demonstrated a true concern for education. Examine political platforms carefully and find out which candidates can do the most for your schools, on the basis of both their expressed intentions and their records. Above all, parents, teachers and other faculty members, students, and other persons from the total community must come together to establish mutually acceptable goals for the schools. That means a commitment of time, energy, and good will on the part of every one of us. It is only by working Copyright  1987 National Education Association of the United States Slock No. 5168-8 5 6 National Education Association Washington, D.C. 20036-3290 I I I I I I We have entered an age in which education is not just a luxury permitting some . . an advantage over others. It has become a necessity without which a person is defenseless in this complex, industrialized society. Lyndon B. Johnson said that in a commencement speech at Tufts University in 1963. And he went on to say that to deny any persons access to this education to which they were entitled was to deny them access to their rightful place in our economy, and to deny the rest of us their productive skills. Every young person in our country is entitled to public education. Indeed it is only through public education for all that equal opportunity is available to all. Education is much more than a joint occupation of teacher and student. It should be the lifelong concern of every citizen of the United States. It need not and should not be confined to the school building, even though its scope and direction are set in the classroom. Indeed, in order to understand the purpose and content of the educational process, each person in the community must know how and why the school functions as it does. This means that the education of the young people in out country must be the result of a cooperative effort among all of us. We cannot ask students and teachers to do it all alone. We have all heard complaints about low test scores and the neglect of basic education. But how many of us have heard the complainers question the tests, or define basic education in an objective way? Many times they do not know the facts but are, rather, responding to emotional rhetoric about returning to some golden age of education that in fact never existed. help the schools by Parents especially can finding out how they work and why certain data such as test scores may be interpreted in negative as well as positive ways. Armed with the facts, parents can be among the most persuasive supporters of education. That is the kind of public trust that we can carry constantly with the awareness that we make a solid contribution to the maintenance of our national values. In other ways, too, parents can be responsible partners in the cooperative venture. They surely are in the best position to help the school in its constant efforts to overcome the problems of increasing class size, disruptive student behavior, reduction of staff, and the numerous other threats to education that result from our changing times. By finding out how school budgets can be utilized to preserve the professional stable faculty, parents can integrity of a guard against the debilitating effects of increased class size. . Parents can also support the school in its efforts to maintain discipline by matching their own attitudes toward their childrens behavior to that of the school. By taking part in fiscal and political decision making at the local level, they can direct government toward legislative and fiscal decisions that result in conditions in which education prospers. If parents work and vote for political candidates whose platforms include strong support for the schools, then they are helping to turn the tide toward a unified educational effort. In a democracy in which the national law states that no segregation by race, creed, color, or sex shall be permitted in the schools, it is the duty of every citizen to help the community uphold that law in every way possible. Here, too, parents are in an ideal position to defend the process of justice for everyone. Parents should not be strangers to the classrooms in which their children spend so much time, not to the teachers who share with them the training and motivating of those children. They need to know what the school does. Above all, we must see that other parents and all other community members are aware of the responsibility they have in maintaining and supporting public education. Every one of us can do something, even if it is only one of the few things in the list that follows. Each of us can think of many mote things that would be particularly helpful in the schools of our own communities.  Make use of every opportunity to visit your childs school. 4 3 2 I I I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 Employ flexible grouping and scheduling methods. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have com-pleted high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I 1 A Checklist for Appraising All Schools A good school has One professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and Good Elementary Schools 1 preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the sch\u0026lt;x)l program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Provide opportunities for the child to learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements ate prepared, and interested in and prepared for the assigned to positions for which they , . _ age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar requirements. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the real world of the child. 6 A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. Pl Provisions encouraging racial balance of pupils and staff and fostering intercultural J. U understanding. Instructional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT You can also contribute your ideas about the parent involvement program or the educational system in general. Being a patent, you have a different viewpoint that is valuable to the teacher. What Ate the Qualifications for a Parent Volunteer? The basic requirements are simple. You should  Enjoy working with children.  Have an interest in education and the community.  Feel a commitment to the goals of the parent involvement program.  Want to help.  Be dependable and in good health. As you can see, it is very easy to qualify and the rewards are great. How Much Time Do I Have to Spend at School? Its strictly up to you! You can work out a schedule convenient to you and the teacher from several days a week to an hour a month. If you dont have transportation or if you have preschool children, you can set up carpools or share babysitting services with other volunteers. If you work during the day, you can still contribute by making things at home or helping with weekend activities. Both fathers and mothers should remember that it is important for children to have contact with parents in the classroom whether you come to school to tell them about your job or make recordings of instructional drills for them to listen to. Whatever time you can give will be appreciated it means more learning opportunities for each child. To Whom Will I Be Responsible? You will determine your schedule and activities with the teacher you are assisting, who will be your primary contact at the school. He or she will be there at all times to guide you and offer suggestions. The program is based on a cooperative partnership. The teacher plans and initiates learning activities, and you reinforce these efforts by motivating students, stimulating their interest in learning, and building their selfconfidence. When Can I Start? Right nowby volunteering your services and by offering any suggestions you have to help teachers plan a more effective program. You can also contact your friends and encourage them to participate. The success of your schools parent involvement program will be determined by your enthusiasm and interestso get involved! The result will be a more meaningful education for your child. Copyright  1987 National Education Association of the United States Stock No. 5158-0 Get Involved in Your Childs School National Education Association Washington, D.C. 20036-3290 5 6 I I I I I What Is a Parent Involvement Program?  An exciting concept designed to create a partnership between parents and teachers by bringing you into the classroom to participate in your childs day-to-day education. You and the teacher share a deep concern for your childs welfare, and there is no better way to encourage your childs growth and development than by working together to meet her or his educational needs. How Does This Program Benefit My Child? The primary focus of the parent involvement program is on the child. It aims to meet childrens needs more fully by making your schools educational program more flexible, and thus more child-oriented, through increased personal attention and assistance. As a parent, you are already aware of childhood curiosity. Your child wants to learnbut a lack of learning opportunities can stifle natural desire to find out about the many things that make up the world. By helping your childs teacher, you both can offer new and varied experiencessuited to his or her interests and capabilities. What Will I Gain from Participating in the Program? Your school system needs your support to carry out its programs. By working in your schools, you will become more familiar with these programs, and you will see why they are vital to your child. With this new understanding of educational needs and goals, you can give the schools the backing they need and encourage others to do the same. You will learn more about everyday happenings in the classroom from the increased communication and interaction between you and the teacher. You will have the satisfaction of helping children during a very important stage in their development. You will be able to provide the teacher with valuable information about your child and your communitycreating a link between school and community so vital in our multiethnic society. You will learn new skills in working with children. To sum it up, participation in the parent involvement program will give you a chance to make a significant contribution to your child, your schools, and your community. Why Do Teachers Need My Help? Today, there is an increasing emphasis on individualized instructionfitting the curriculum to the child. But time and money often work against a teacher who wants to employ new methods and materials, who wants to give each child personal guidance. When you assist teachers with growing paperwork, make instructional materials, or conduct a science experiment, you give them more time for planning activities, for trying new teaching strategies, and for working directly with children. As a parent volunteer, you allow them to be more effective teachersand the school obtains your skills and services that might be unavailable elsewhere due to financial limitations. Do Teachers Really Want Me in the Classroom? Teachers, like anyone else, want to be as effective in their work as they can, and your help will enable them to devote more time to professional activities. Remember the parent involvement program is voluntary for them, too. If they did not feel you would be a valuable asset to the instructional program, they would not ask for your help. How Can I Help in the Classroom? There are so many activities parents can participate inall of which mean an enriched learning experience for childrenit would be impossible to list them all here. For example, there are clerical jobs such as completing attendance forms or filing in- stmctional materials. Or you can work directly with children as you read them stories or help them play educational games. If you have an unusual hobby, you can be a guest speaker and show the class some of your work. The activities you participate in will be decided by you and the teacher you work with. In this way, the teacher can plan lessons with a knowledge of your skills and interests, and provide you with a variety of interesting tasks. 4 2 3  I  I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supponive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. Good Elementary Schools 1 Provide opportunities for the child to A broad curriculum to develop intellectual, emotional, scMzial, physical, and vocational 3 emotional, social, puysicai, anu niuuvuu competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nunure many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural Iv understanding. Instructional materials portraying minority groups and women realistically. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the teal world of the child. 4 Provide learning experiences beyond the classroom and the school building. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 } 2 I I I I I ILITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 March 23, 1993 Attorney Connie Hickman-Tanner ODM Dear Mrs. Tanner: I am sending your way sample copies of leaflets that I give to parents at Parent Meetings, distribute to Parent Council, Presidents and Parent Centers. PTA You are welcome to attend the PTA Presidents Breakfast at McDonalds on 701 Broadway, Saturday, March 27, 1993 from 7:45 a.m. to 8:45 a.m. Sincerely, Catherine J. Gill Ron Brandt On Parents and Schools: A Conversation with Joyce Epstein Joyce Epstein has been conducting research on teachers practices of parent involvement and the effects of family-school connections on students, parents, and teachers for over a decadeincluding her current work at the Johns Hopkins educational research centers (CREMS and the Center for Research on Effective Schooling for Disadvantaged Students [CDS)). Here she discusses five types of parent involvement and affirms that parents want to be more involved in their childrens learning, especially at home, and that they need clear direction from the schools. W hat do educators need to know about parent involvement? W'e're much clearer about that now than just six years ago. In our work with administrators, teachers, policy leaders, and other researchers, we've identified five major rypes of parent involvement. These five types occur in different places, require different materials and processes, and lead to different outcomes. [See \"Five Major Types of Parent Involvement, p. 25. | The point is that any one practice parent-teacher conferences or PTA activities or public relations efforts f.tnt cover the full range of ways parents and teachers need to work together for their children's education. Hundreds of piactices can be selected or designed to promote each of the five types. (See \"Examples\" chart, p. 26.) And research is beginning to produce information on the likely results of different practices. For example, several studies show that when parent.s help their child at home in a particular subject, its likely to increase the student .s achievement in that subject. By contrast, involving a hv Ja\\ Van fivn^laer \u0026gt; few parents in decision making on school committees probably won't increase student achievement, at least in the shon term. Parent volunteers at school can help teachers think positively about parents, and increase teachers' willingness to involve parents in other ways, but a few volunteers at school won't help other parents know how to help their children at home. Educators choices will be easier if they know these thingsand if they know their goals for parent involvement. What goals might they typically have? Tve compiled some examples of outcomes for parents, for students, and for teachers related to each of the five types of involvement. [See Examples\" chart, p. 26-1 What else have you learned about the effectiveness of the various practices? For one thing, commonly acceptexi practices aren't necessarily the best way to achieve the outcomes they're supposed to produce. For example, we've learnetl that to promote Type 1 involvementhelping parent.s fulfill their basic obligation.s a.s parents most schools conduct workshops for the parents. But parent.s cant come to workshop.s if theyre scheduled when the parent.s work or have other responsibilities. We want to change the focus of Type 1 activities from the numlK-r of parents who come IO .schixil at a given time to the numIxT of parents who get the information at times more convenient to them. Ail- ininisirators anti teachers can get the 2) 1:1)1 ( ATH INAI 1.1AI\u0026gt;1:KSHII'I i I I I i I f Five Major Type* of Parent Involvement Type t. The basic obligations of parents refers to the responsibilities of families to ensure children s health and safety\nto the parenting and child-rearing skills needed to prepare children for school\nto the continual need to supervise, discipline, and guide children at each age level\nand to the need to build positive home conditions that support school learning and behavior appropriate for each grade level. Type 2. The basic obligations of schools refers to the communications from school to home about school programs and children's progress. Schools vary the form and frequency of communications such as memos, notices, report cards, and conferences, and greatly affect whether the information about school programs and children's progress can be understood by all parents. Types. Parent involvemertt at school refers to parent volunteers who assist teachers, administrators, and children in classrooms or in other areas of the school. It also refers to parents who come to school to support student performances, sports, or other events, or to attend workshops or other programs for their own education or training. Type 4. Earenf inyoivement in teaming activities at home refers to parent-initiated activities or child-initiated requests for help, and ideas or instructions from teachers for parents to monitor or assist their own children at home on learning activities that are coordinated with the children's classwork. Type 5. Parent invoivement in governance and advocacy refers to parents' taking deci- sion-making roles in the PTAATO, advisory councils, or other committees or groups at the school, district, or state level. Il also refers to parent and community activists in independent advocacy groups that monitor the schools and work for school improvement. information from workshops to the parent.s who couldn't attend by using, for example, audio recordings, videotapes, summaries or newsletters, computerized phone messages, and cable TV shows. In too many cases, schools blame parent,s for not coming to the school building. The parents feel guilty for not coming, and their children feel bad because their parents didn't panicipate. To reduce the guilt and distress, we need new methods of sharing information. But maybe parents ought to feel guilty if they wont exert the effort to participate. Not necessarily. Expecting people to come to schtxil once in a whilefor an open house, a student performance, a parent-teacher conference, a report card pick-up, and one or two other important occasionsmay be reasonable, but expecting many parents to come often i.s not reasonable. In fact, it.s almost discriminators' against working parent.s, parents who live far from the schtx)!, and single parents with other family obligations. Id like to see more attention to the type of involvement parent.s want mosi: how to work with their own child at home in way.s that help the student succeetl anti that keep the parents a.s panners in their children'.s education across the grades. OCTOtll-K 19Hy Why do you emphasize across the grades\"? Typical efforts to involve parents Stan to drop dramatically as early a.s grades 2 or 3. The parents at ail grade levels want to stay informed and involved. When teachers and administrators develop parent involvement pro- grams in the upper grades, the parent.s respond. Lets go on to talk about Type 2 involvement: communication from school to home. We've learned that a real problem in this area is making sure that memo.s and notices are written so that all parents can read them. Communica- tion.s from school to home need to be sent in simple, readable, jargon-free English or in the language spoken by the family. They may be in print form, but they can also be sent by computerized phone messages, kcal cable TV, radio, or in other ways. Schools need to design and test more effective The five types of involvement occur in different places, require different materials and processes, and lead to different outcomes. Yes. and they usually involve relatively few people. Schools need to review the procedure.s they use to recruit volunteers so that all who want to panicipate at the school building can do so. This can be tioiie with a simple form at the beginning of the school year or twice a year to capture the interest of familie.s who arrive after school starts. The skills, talents, and available time of volunteers need to be matched to the needs of teachers\nthis takes coordination. which can be provided by a parent-teacher team. And schools need to pnwide some training to help parent.s be effective volunteers. But schools should also find ways for parents to vtilunteer other than during the sch\u0026lt;x)l day so that those who work can offer assistance to the school, tcK). Some volunteer work can be done after schtx)!, in the evening, on weekends, on busines.s holidays that differ from schtx)! holidays, or during vacations. We'd like to see the ways to provide information. We need definition of volunteer change to into know not only whether message.s dude all parents (and others in the are going home but who understantls communitv) who give time anwhere them and who doe.s not, who we are to reaching and who we are not reach- , learning. This wi suppon sch(X)l goals and .student mine. This would greatly increase ing, anti why. J i V\u0026lt;ll I I  * j the number of parent.s nized a.s volunteers a who are recog- and relieve the Type 3 activities are those related guilt of parents to parents serving as voilunteers at school? cutne to who aren t available to the sch\u0026lt;K)l day. the schtxil building during 25Example* of Practice* to Prontote, and Outcome* from, the Five Type* of Parent Involvement Typet Parenting Type 2 Communicating Type 3 Volunteering Type 4 Learning at Home Types Representing Other Parent* Help All Familic* Estabinh Home Environment* to Support Learning Design Atore Effective Form* of Communication to Reach Parent* Recruit and Organize Parent Help and Support Provide liilca* to Parenti on How (o Help Child at Home Recruit and Train Parent leaden A few Example* of Practice* of Each Type School provides suggestions for home conditions that support learning al each grade level. Workshops, videotapes, computerized phone messages on parenting anri child-rearing issues at etch grade level. Teachers conduct conferences with every parent at least once a year, with follow-up as needed. Translators for languageminority families. Weekly or monthly folders of student work are sent home and reviewed and comments returned. School volunteer program or class parent and committee of volunteers for each room. Parent Room or Parent Club for volunteers and resources for parents. Annual postcard survey to identify all available talents, times, and locations of volunteers. Information to parents on skills in each subject at each grade. Regular homework schedule (once a week or twice a month) that requires students to discuss schoolwork al home. Calendars with daily topics for discussion by parents and students. Participation and leadership in PTA/PTO or other parent organizations, including advisory councils or committees such as curriculum, safely, and personnel. Independent advocacy groups. A Few Example* of Outcome* Linked to Each Type Parent Outcome* Self-confidence in parenting. Knowledge of child development. Understanding of home as environment for student learning. Understanding school programs. Interaction with teachers. Monitoring child's progress. Understanding teacher's job and school programs. Familiarity with teachers. Comfort in interactions at school. Interaction with child as student at home. Support and encouragement of schoolwork. Participation in child's education. Input Io policies that affect child's education. Feeling control of environment. I Sr^curity. Respect for parent, linpioved attendance. Awareness of importance of school. Student participation in parent-teacher conferences, or in preparation for conferences. Better decisions about courses, programs. Student Outcomes Increased learning skills receiving individual attention. Ease of communication with adults. Homework completion. Self-concept of ability as learner. Achievement in skills practiced. Rights protected. Specific benefits linked to specific policies. Understanding of family cultures, goals, talents, needs. Knowledge that family has common base of information for discussion of student problems, progress. Use of parent network for communications. Teacher Outcomes Awareness of parent interest, in school and children, and willingness to help. Readiness to try programs that involve parents in many ways. Respect and appreciation of parents' time, ability Io follow through and reinforce learning. Better designs of homework assignments. Equal status interaction with parents to improve school programs. Awareness of parent perspectives for policy development. I. L. Epstein, (forthcoming). \"Five Types of Parent Involvement\nUniting Practices and Outcomes.' In School and family Connections: Preparing educators ro involve families, L-------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 26 liDICAI IONM. l.l-Al\u0026gt;l-:K.SIIIi\u0026gt;I I You said earlier that Type 4parent participation in learning activ- ities at homi is the type of in- volvement that most parents want more help with. Yes, we've learned that we can greatly increase thi.s type of involvement when teachers design homework to include parent.s on purpose. Of course, some homework should be designed, as it presently is, for children to do on their own, but some homeworkonce a week in some subjects or twice a month in other subjectsshould be designed to require students to talk with someone at home about an interesting, imponant, exciting part of schtxilwork. Let's turn to Type 5 activities, involvement of parents in leadership roles, school governance, and so on. These activitie.s are important too, but they typically involve very few parent.s directly\nevery parent can join the PTA, pro, or other organization, but few panicipate in leadership roles. And those who do rarely communicate with the parents they supposedly represent to solicit their ideas or to repon committee or group plans or actions. We know that, to improve Type 5 activities, schools need to consider new forms of recruitment and training of parent leaders. children at each grade level. Our data suggest that schools will be surpriseil by how much help parents can be if the parent.s are given useful, clear information about what they can do. es(x.cially at home. We're seeing the same results How can busy teachers be encouraged to design homework of that sort? Our research reveals a few key com- poneni.s that should help. For example, we found subject-specific connection!* fx-tween teachers' practices of parent involvement in reading and gains in students reading achievement. Now we re working with teachers on a process to increase parent involvement in mathematics and science, subjects that are more difficult to organize for parent involvement at home. We call our process TIPS, meaning \"Teachers Involve Parents in Schoolwork.\" We've also learned that homework that involves parents can be scheduled on weekends, when parents say they have more time to help and to discuss idea  with their children. Schools often issign homework for Monday to 'lliursday only, a,s if it were a reward to have no homework over the weekend. We think it's better to give weekend assignment but make them differentenjoyable, interactive homework or long-term a.ssignments that require some discussion or exchange. How might a school faculty go about trying to improve their parent involvement program? One way to stan is by a.ssessing present practices. This can be done with questionnaires, telephone interviews, or meetings and discussions. 'Ihe important thing is to get the perspective!* of teachers and parents, then develop shon-range and long-range plans to strengthen practices in all five types of parent involvement over a three- to five- year period. This kind of planning, with activities and responsibilities clearly outlined, is very important if .sch(X)Ls are to progre.s.s from where they are to where they'd like to be. We've learned, by the way, that the strongest programs are usually developed in schools where there'.s a part- time coordinator to work with teach- ers and develop materials. The position of coordinator or lead teacher for school and family connections is just as necessary as a guidance counselor, an assistant principal, a school psychologist, worker. or stK-ial What about parents who do their children's homework for them? 1 think that (x.curs mainly because parents and children dont have a gixxl understanding of what the teacher expects. When parents are oriented to the teacher!* policies and patterns of hoinework assignments, grading, and so on, they know how to help anil how not to help. Can schools expect to get supportive parent involvement in all types of communities? Some edu^ cators feel that poor families just don't have the same goals as middle class schools. Data from parents in the most economically depressed communitic.s simply don't suppon that assumption. Parents say they want their children to succeetl\nthey want to helji them\nanil they need the schixd'.s and teacher.s help to know what to do with their emerge from many studie.s by different researchers using different methixLs of data collection and analysis. If schtx)ls don't work to involve parents, then parent education and family social clas.s are very important for deciding who becomes involved. But if schools take parent involvement seriously and work to involve all parents, then social clas.s and parents' level of education decrease or disappear as important factors. But isn't it true that some children come from homes in \"which they're mistreated or badly neglected? And don't teachers and administrators have reason to feel concerned about that? Yes, a small number of children and families need special attention from health and social service professionals. But in some schools educators have used these few as excuse.s for not developing pannership.s with ail parents. From research on parent involvement in urban, rural, and suburban schools, we believe that aixiut 2 to 5 percent of parent.s may have severe problems that interfere, at least for a time, with developing pannerships. and we know, tixi, that about 20 percent of all parents are already succe.ss- fully involved. But the other 75 percent would like to become more effective partners with their children'.s schools. The percentages vary somewhat from schtxil to school, but the pattern i.s the same, with most parents at all grade levels wanting and needing information and guidance from their children'.s sch\u0026lt;x\u0026gt;ls and teachers. All schix)ls have the opportunity to build strong pannerships with parents.n Joyce L. Epstein i.s Principal Research Scientist and Director, liffective Middle Grades Program, (xnter for Research on Elementary and Midille Schix*ls. Ilie Johns Hopkins l.'niversity. .15(16 N. Charles St.. Baltimore. MD 2121H Ron Brandt is A.SCD'.s Executive Editor. u OeroitKM 19H9 1Parent InvolvementZCommunily Linkages Tri-District Collaboration Plan Interdistrict Plan, pp. 56-58 Goal: Achieve a cooperative working relationship between and among the districts. Objectives: 1. strengthen existing community involvement organizations and programs\n2. develop additional programs designed to facilitate substantive involvement and cooperation of parents and citizens in the districts\nProcess: A. Develop parent involvement and support activities which facilitate the teaching-learning process. B. Use parents in marketing educational programs and benefits that will result from desegregation. o' c. Encourage community-wide multi-ethnic committees for input into planning and decisionmaking. D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities. Issues\na. Some activities have been implemented, some have been partially implemented, some not at all. b. These aspects of the plan are unevenly articulated and promoted throughout the LRSD. c. District management and support of the activities is segmented and intermittent\nno unified system for management, support, and measurement appears to exist. d. Is there a comprehensive plan and schedule for implementation of this section on a cyclical basis school by school and department by department? Who is responsible? e. Implementation of parent recruitment is not adequate. f. Successful school programs and approaches need to be promoted throughout the district. g. Parent commitment to schools needs to be fostered in each building. h. Accountability for implementation and outcomes needs to be improved.Summary: Tlie desegregation plan provisions regarding parent involvement and community linkages are reasonable and workable. However, implementation, coordination. management, measurement, and accountability for the provisions identified in the desegregation plan appear to be inadequate. Rec\n1. Implement the desegregation plan elements evenly across the district. 2. Develop a districtwide coordinated and integrated support system for parent involvement, community linkages, and tri-district collaboration for such involvement. 3. Identify \"promising practices\" and \"what works\" ideas and models, promote them as success prototypes, and devise a system to disseminate them throughout the district. 4. Equip parent recruiters to be successful, promoting their teammanship, developing comprehensive job descriptions, targeting their marketing, more closely to the schools. and connecting them 5. Identify the factors that foster parent commitment to individual schools (such as stability in the position of building principal) and commit to promoting preserving those factors. and 6. Devise and implement comprehensive staff development to train all staff in methods to support parent involvement. 7. Promote widespread awareness of school events (such as open houses) throughout the school district and community. 8. Tie the desegregation plan provisions, implementation, and results to employee performance evaluations, especially principals and other leaders.PARENTAL INVOLVEMENT LRSD SETTLEMENT PLAN HIPPY PLAN \"During the fall of 1986 the LRSD implemented HIPPY to serve educationally-disadvantaged children in the community where high risk children were designed curriculum of the identified.... The specifically home-based program trains aides (mothers) of four and five year old children in teaching their children at home. It (Volume I - Page 9) PERFORMANCE INDICATORS Parent Recruitment - recruitment plan - materials (flyers, PSA's...) - enrollment lists of participants Referral \u0026amp; Placement Training (orientation and ongoing) - training agenda, topics, speakers, locations, times.. - training materials Supervision/District Support - number \u0026amp; type of contacts - mechanism for mothers to receive assistance Evaluation - forms and results - Early Prevention of School Failure Test for participants entering and exiting kindergarten NOTE: Why not have test for participants pre and post HIPPY??? CITY WIDE EARLY EDUCATION PLAN II The plan proposed by LRSD for city-wide education will have a three-fold purpose: 1) Parenting education for both mothers and fathers, family health care, and nutritional guidance\n(Volume I -Page 21) II* PERFORMANCE INDICATORS Parenting Education Parent Recruitment Workshops - agenda, topics, speakers, locations, times... - training materials used \u0026amp; resources provided to parents - evaluation forms and results Family Health Care \u0026amp; Nutritional Guidance Information Dissemination - mechanism in which services/information is disseminated (flyers, workshops...) - type of information/services provided PLAN \"Parent involvement conferences, family services in parent advisory boards, parent-teacher volunteers and employees and the inclusion of parents IS effective early childhood program. an important component of II as an PERFORMANCE INDICATORS Parent Advisory Boards - board mission, goals, objectives, job descriptions, timelines... - recruitment - referral \u0026amp; placement - training - meeting agenda and minutes - district support - recognition - evaluation forms and results Parent-Teacher Conferences - list number of, time and location of parent/teacher conferences Family Services - identification of services - mechanism for delivering services - recruitment of parents to receive services - district support - evaluation Volunteers \u0026amp; Employees - recruitment - referral \u0026amp; placement - training - supervision/district support - recognition - evaluationPARENT INVOLVEMENT/COMMUNITY LINKAGES PLAN \"Broad-based citizens committees will be formed to increase community acceptance of the desegregation plan and to reduce white flight . community These committees will work to establish a broad-base of support of the Pulaski desegregation plan. fl (Volume I - Page 177) County School Districts' PERFORMANCE INDICATORS - committee recruitment efforts - committee composition (broad-based representation) - training provided - district support - goals and objectives - meeting agendas and minutes - evaluation PLAN It VIPS utilizes volunteers and community resource services to enhance parental involvement and support for all students of the district. The current list of volunteers .... will serve as a catalyst to explore ways to expand and improve community awareness about opportunities for involvement in support of the LRSD's long- range desegregation plan. tl (Volume I - Page 177) utilize parents in marketing educational programs and benefits that will result from desegregation. (Volume I - Page 179 \u0026amp; 184) ACTIVITIES PERFORMANCE INDICATORS Develop a resource list of parents who are willing to talk with potential patrons Responsible: VIPS Coordinator and PTA Councils Job Descriptions - Parent recruitment - Parent resource lists - Training for parents - District Support - Recognition - Evaluation Establish parent recruitment teams in each school to encourage families to enroll in public schools Responsible: VIPS Coordinator and PTA Coordinators - Job descriptions - Team recruitment - Team enrollment list - Training for teams - District support - Recognition - EvaluationACTIVITIES Seek positive media coverage featuring parents for all ethnic backgrounds Responsible: Communications Coordinator and Special Assistant Superintendent PERFORMANCE INDICATORS - Job descriptions - Parent recruitment - Media Plan - Media contacts - Parent participation - Training for parents - District support - Number \u0026amp; type of coverage - Recognition - Evaluation Work through local parent/ teacher organizations to encourage positive media coverage Responsible: Local PTA's all of the above Designate a contact person at each local school to report to an established information center Responsible: Principals and Local PTA Board List of school contacts Produce video presentations for area schools for use by real estate offices, day care centers, local businesses, economic development agencies and other community groups Responsible: VIPS Coordinator and Communications \" - Video presentations - Examples of letters sent to offices, groups... informing them of video and requesting an opportunity to make a presentation - Train presenters - List of Presentations - Evaluation \"VIPS will correlate efforts to equitably involve all segments of the community in the LRSD. The result will be maximum resource utilization and effective service desegregation of the District. If delivery in (Volume I - Page 178) support of fl LRSD's goal is to strengthen existing community involvement organizations and programs, and to develop new programs designed to involve parents and citizens in the three county districts in planning and implementation of the desegregation plan.\" - Page 178) (Volume I\"Develop parent involvement/support activities\" 178 \u0026amp; 182) (Volume I - Pages ACTIVITIES PERFORMANCE INDICATORS Establish a Parents in Learning Program Responsible: VIPS, PAC PI?, M? \u0026amp; Staff Dev. Coord, New Futures Dir \u0026amp; Drop-Out Prevention - Parent recruitment - Parent participation lists in learning programs (HIPPY, APPLE, Just Say No) - Orientation/training - District Support - Evaluation Provide parent workshops Responsible: Same as above - Parent recruitment - Workshops: agenda, topics locations, times, materials sign-in sheets - Evaluation Parents and staff will work cooperatively to to develop \u0026amp; encourage positive home learning Responsible: School VIPS Chair, PTA Board, Principal and Staff - Parent recruitment - Process for developing \u0026amp; encouraging home learning - Materials/Resources for parents(home study guides) - Training for parents - District support - Evaluation Each school will establish a multi-ethnic teacher/ parent committee to design \u0026amp; implement school based activities Responsible: School VIPS Chair, PTA Board, Principal and Staff - Job Descriptions - Parent recruitment - Committee membership list - Committee goals \u0026amp; objectives - Committee agenda \u0026amp; minutes - List of school activities - District Support - Recognition - Evaluation Encourage all parents to become active members of a parent involvement program Responsible: ? - Identified programs - Identified areas for parents to become involved - Parent recruitment - Program/Parent lists - Program goals \u0026amp; objectives - District support - Recognition - EvaluationINCENTIVE SCHOOLS \u0026amp; PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students identified five main types of parental involvement. have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being. A second type of parental involvement common to all schools is communication from school to the home. A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with Parent Volunteer Assistance, Parent Audiences, and Parent Attendance at Workshops. A fourth type of parent involvement is assistance with learning activities at home. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. We expect the process of developing parental involvement activities to be ongoing. (Volume II - Pages 103-116) Some suggested activities are listed below:\" ACTIVITIES PERFORMANCE INDICATORS Offer opportunities for adult community education - Needs assessment - Parent Recruitment - Workshops, agenda, materials. times, sheets locations, sign-in Evaluation Establish an Incentive-Wide Parent Internship Program with the purpose of employing parents as teacher aides and other positions for which they are qualified - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - List of parent interns - Training - District Support - List of parent interns who become district employees - Recognition - Evaluation Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified - Job Descriptions - Parent Recruitment - List of parent employees - Training - District support - EvaluationACTIVITIES PERFORMANCE INDICATORS Establish mentorships between teachers and parents in the incentive schools - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - Referral \u0026amp; Placement - List of Mentorships (teachers/parents) - Orientation/training - District Support - Recognition - Evaluation Establish a Parent Center in each school \u0026lt; Provide resources \u0026amp; staff to house/operate center which loan materials to parents - Operation of Parent Center with staff, hours, materials, - Staffed with community people - Inventory of materials and resources available to parents - Parent Recruitment - Sign in sheet of parents using center - Sign in sheet of materials and resources on loan to parents \u0026gt; Train \u0026amp; employ a parent in the community to operate the center - List of employees operating centers from each school and their background  Formulate a committee of parents and school personnel to make recommendations on materials - Job descriptions - Committee goals, objectives and timelines - Training - Committee Meetings and agenda List of committee reommen- dations(implemented and nonimplemented) - Recognition - Evaluation  Assume responsibilities - Communications packet for development and distribution - Mailing and drop off list of a monthly distribution packet of packet distributionACTIVITIES PARENT INVOLVEMENT Offer mini-workshops to parents on such as: study skills discipline, time management, pre-reading skills, financial management, developmental learning skills - List of workshops, agenda materials, locations, times, - Parent sign-in sheets - Evaluation Request that parents come to the school at least twice a year to pick up report cards - Invitation for parents to the school - Method in which parents are invited to the school - Parent sign-in sheets Provide and require opportunities for counselors to have direct with parents through scheduled meetings and home visits (require at least 2 home visits) - List of contacts with parents corresponding to students in the district (home or school) Use parent recognition as a tool for community and parent involvement - Recognition of parents at PTA meetings: agenda - Display parent community awards on bulletin board in entrance hall - Special awards meeting or banquet: list of awards - Provide school lunch vouchers for parents: list of vouchers given to parents - Involve students in awards selection process: list of students on selection committee Establish a systematic approach to effective communication between home and school o Identify at least 3 key communicators as a vital source for all to rely upon - List communicators at each each school o Teach parents system for advancing support and concern for the school - Design of system - Method system is taught or disseminated to parentsACTIVITIES PERFORMANCE INDICATORS o Establish a community resource list of role models and mentors - Job descriptions for role models \u0026amp; mentors(RMM) - Recruitment of RMM - Training of RMM - Recruitment of parents and students - Referral \u0026amp; placement - List of placements - District support - Recognition - Evaluation o Invite community patrons of pre-school youngsters to attend PTA meetings and other parental involvement activities - Invitation to parents - Method invitation is disseminated - Parent sign-in sheets Require contractual commitments from parents prior to enrollment - Signed Contracts o parent attendance at PTA and other school related activities o Prepare and distribute Parent Handbooks and monthly calendar events - Parent sign-in sheets - Mechanism for contacting absent parents - Parent Handbook - Monthly calendar events - Mechanism handbook and calendar are disseminated o Parents to sign homework assignments, projects, etc. - Signed projects \u0026amp; assignments o Parents call school to report absences and that the school call the home and document the reasons for absences - List of parent calls corresponding with child's absence - List of school calls listing reason for absences o Require at least 2 home visits - List number and time of home visits by school staffACTIVITIES PARENT INVOLVEMENT Formulate a governing body of administrators, parents and teachers to establish school policies and procedures Parent recruitment Committee agenda and minutes List of parent suggestions incorporated in the school's policies and procedures - District Support - Recognition - Evaluationi. { TEL: Nov 20.91 12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRiv 810 WE SI MARKHAM LITTLE ROCK, ARKANSAS 72201 PLLiASE i February 2, 1990 The Little Rock School District is now accepting applications for the following position the 1989-90 school year: POSITION: Parent Recruiter . QUALIFICATIONS: 1. 2. High school diploma. Knowledge of the district's desegregation plan. 3. 4. 5. 6. Some experience with community and civic groups. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. 8. NOTE: Must have computer experience. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THU INITIA SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: Tv nrw stiidonts to thc District and assist parents in the process of select- appropriate schools within the constraints imposed by the desegregation plan. c\nTo recruit new To the District in cictiieviny un dcueptnbl e racial balance at each school. BASIC PERFORMANCE RESPONSIBILITIES\n1. Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. 3. Facilitates parents visits to all schools. Provides information to parents concerning school options. 4. 5. Provides assistance in marketing schools. Assumes the responsibility for establishing support sysfem\u0026lt;, among parent, comniuf and civic groups.'.v-' ftiS TEL: Nov 20,91 12:28 No .004 P.02 - iS.' n 1 T r ^Olecrulter PERFORMANCE RESPONSIBILITIES: (Continued) ^^'*''\"1 District and various con,muni  orgsnizax-lOns. Provides as.si.stance in processing and riiaintaining waiting lists. 'W I*? 8. other duties as assigned. y^^'SALARY AND TERMS: BenLms'packlgo  *\"  P'us DgA^NE FOR RECEIPT OF APPLICATIONS\nFebruary 13, 1990 SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST (------------- ' SELECTION PROCESS. COMPLETE A VERY RIGOROUS NO . JOB CODE: 071015 - PARENT RECRUITER addressed to the^Associate^SuoeHnto^i^^y^r Employer. Equity concerns may I\nment. ' Pf^rinterident for Desegregation, Monitoring and Program Devc5, school. Again, we emphasize that we do not mean to imply that these changes are not peirmissible. Rather, changes of this kind I may be approved if the District Court finds they are justified. One other kind of change proposed by the parties deserves our attention: deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their \"Stipulation Regarding Little Rock School District and 1 I i i 1 Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the I requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. hire and Until that time, however, the district's obligation to maintain, the rprrnitprs should remain in the plan' The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-TEL: Nov 20,91  12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRi. ' 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE February 2, 1390 The Little Rock School District is now accepting applications for the following position  the 1989-90 school year\nPOSITION: Parent Recruiter I I 1 QUALIFICATIONS: I ! 1. High school diploma. 2. Knowledge of the district's desegregation plan. 3. Seme experience with community and civic groups. 4. 5. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 6. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. . 8. Must have computer experience. NOTE: APPLICANTS MUST BE PREPARED TO SHOU EVIDENCE OF THESE QUALIFICATIONS IN THE INIT SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To recruit new students to the District and assist parents in the process of appropriate schools within the constraints imposed by the desegregation plan, the District in cichievinu un ucuepLable racial balance at each school. sei c\nTo SASIC PERFORMANCE RESPONSIBILITIES: 1, Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. Facilitates parents visits to all schools. 3. Provides infonnation to parents concerning school options. 4. Provides assistance in marketing schools. 5. Assumes the responsibility for establishing support system-? among parent, comr:\n. and civic groups.i3FfK'5\\- n 1 i\n.'S' TEL\nNov 20.91 12:28 No,004 P.02 J2) ^crufter Performance responsibilities: (continued) ^Serves as a liaison between thc Little Rock School District and organizations. Various coniniuiii Provides assistance in processing and tiiaintaining waiting lists. Other duties as assigned. L^eSALARY AND TERMS: $18,216 - $23,359 - AN Salary Schedule 15-, Qenerits Package deadline FOR RECEIPT OF APPLICATIONS: ' February 13, 1990 SE^WRITTEN LETTERS OF INQUIRY TO: Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 Range 6, A Twelve Month Position plus NOTE: SELECTION PROCESS. INTERESTED IN THE ABOVE POSITION I------ ' MUST COMPLETE A VERY RIGOROUS NO 7 8 . JOB CODE: 071015 - PARENT RECRUITER The Little Rock School District is addressed to the Assoctatr^slSri'LL\"^'^''!'!- employer. Equity toncerns may 1\nment.  P^^^^Teriderit for Desegregation, Monitoring and Program Devc. I5 J I school. Again, we emphasize that we do not mean to imply that these changes are not permissible. Rather, changes of this kind may be approved if the District Court finds they are justified. attention: One other kind of change proposed by the parties deserves our deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their I I I I \"Stipulation Regarding Little Rock School District and Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. Until that time, however. hire and maintai the district's obligation to hp. recruiters should remain in the plan. The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-Ki h i LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 September 26, 1991 K' I, TO: Board of Directors ( FROM: MrTony Wood, Deputy Superintendent THROUGH: Dr. Ruth Steele, Superintendent^)^ it. SUBJECT: Levi Strauss Grant I i I recommend the acceptance of the $7,000 grant from Levi Strauss which will help fund the parent support and involvement group for students at the Alternative Learning Center. Some of the money is also designated for field trips for students and for a self-help program for Alternative Learning Center students. I 1 i I I7 -' -/L -) '/7 From: 4 Date: /] /\u0026lt;79/ ' 7ki /- I t, - -^p 7 i. 77, \u0026gt;'Li 'J \u0026gt; , ! /^ 'C-cT^l -:\u0026gt;\n\u0026gt;7 - 77 74 47^22 ~ 7^ 74^c,^ '^'~7 7^'X.'9-')^.'-7t\u0026lt;l\u0026gt;' '' I ' 1 ' 7' /L /i _ 3 7-7. - \u0026lt;7 ^7 / C/L^L^ccjtyc.'  7'i\u0026gt;b '/ 7,^.oe^,r/ _ 2\u0026gt;3c/ 7i,c,l2l,^7C- 3\u0026gt;^r- 77^07,^ /5',2C \\/7. 71^-7 2\u0026gt;'77\u0026gt;-8^'^^ 477^- 3-77^ -^'5^ ~ :5S-(7/ 7 37s-'^/^\u0026amp;1. 2. 3. 4. 5. 6. 'XXs'Wss. J CVs'* LITTLE ROCK SCHOOL DISTRICT Rightsell Elementary School 911 West 19 Street Mr. Durtney L. Bishop 1208 Glenda Drive Little Rock, Arkansas 225-2282 - H 372-8560 - W Mr. Robert Cook 917 West 22nd Street Little Rock, Arkansas 374-0861 - H Phone 324-2430 Little Rock, Arkansas 72206 September 27, 1991 10 BLACK ROLE MODELS 72205 72206 Mr. Tommy L. Dodson 2615 South Gaines Street Little Rock, Arkansas 375-4559 - H 324-2350 - W 122Q(i Rev. Homer Leon Fairchild 9516 Cerelle Drive Little Rock, Arkansas 224-2450 - H 72205 Mr. Aswad K. Fudail 2219 South Izard Street Little Rock, Arkansas 374-8363 - H 72206 Mr. Michael Landers, Manager Union National Building Southeast Office 801 East Roosevelt Little Rock, Arkansas 72206 376-7177 - W 7. 8. g. 10. 11. 12. Mr. Terrell M. Rose 3201 Roosevelt Little Rock, Arkansas 72206 660-6610 - W Mr. Amos Rochelle 6713 Village Drive #21 North Little Rock, Arkansas 945-9158 - H 324-2430 - W Mr. Roderick Carter 2017 Schiller Street Little Rock, Arkansas 375-2935 - H 324-2430 Mr. Lloyd Williams 9608 Cerelle Little Rock, Arkansas 224-1820 - H 324-2430 - W 122Q2 72205 Mr. John Mickles 5311 Stoneedge North Little Rock, Arkansas 945-3085 - H 324-2430 - W Mr. Chris Tarver 1616 North Bryant Little Rock, Arkansas 371-4527 - W 72117 MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS TO: December 19, 1991 Board of Directors JAN 6 1'392 Office of Desegregation Monixoring FROM\nRuth S. Steele, Superintendent of School THROUGH: ^Tony Wood, Deputy Superintendent Ivey, Manager of Support Services SUBJECT: NEW . PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.Memorandum TO: FROM: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Catherine Jewell-Gill, Incentive School Services Coordinator Connie Hickman, Associate Federal Monitor January 9, 1992 RE: Parent/Community Involvement I look forward to meeting with you on Monday, January 13, 1991 at 1:30 p.m. to discuss the district's progress towards implementing the Settlement Plan provisions regarding parent / community involvement in the incentive schools. Enclosed you will find a copy on the Incentive School Monitoring Guide. I have clipped the section on parent/community involvement for your review. If you have any questions and/or if I can be of assistance to you, please do not hesitate to call on me at 376-6200.\u0026gt; \"THROUGH A CHILD'S EYES\" INCENTIVE SCHOOLS ART CELEBRATION SUNDAY, MAY 16,1993 3:00 P.M. - 5:00 P.M. FIRST COMMERCIAL BANK BROADWAY \u0026amp; CAPITOL BANK LOBBY Presented by Little Rock School District Office of Organizational and Learning Equity Marie Parker, Associate Superintendent Catherine Gill, Incentive School Parent Coordinator Dr. C. M. Mac Bernd, Superintendent Little Rock School District Incentive Schools Background/Origin The Little Rock School District Board of Directors is committed to having quality desegregated education in all schools. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. Purpose The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. Special Features Student Education Plan Computer-Assisted Instruction Extended Day Student Homework Hotline Four-Year-Old Program Theme Focused Special Skills Program Parent Council Parent Center Excellent Pupil/Staff Ratio Incentive Schools Franklin Incentive School Franklin Davis, Principal 117 S. Harrison Garland Incentive School Robert Brown, Principal 3615 W. 25th Ish Incentive School Stan Strauss, Principal 3001 S. Pulaski Mitchell Incentive School Donita Hudspeth, Principal 2410 Battery Rightsell Incentive School Sharon Davis, Principal 911 W. 19th Rockefeller Incentive School Ann Mangan, Principal 700 E. 17th Stephens Incentive School Lonnie Sue Dean, Principal 3700 W. 18thi Program Master of Ceremonies Curtis Tate Invocation Elder Homer L. Fairchild Greater New Freedom Baptist Church Ashley Bolan, Rightsell Greetings Marie Parker, LRSD Chris Pearce, Mitchell Opening Remarks John Moore, LRSD Board Constance Baker, Rightsell Entertainment Remarks Charles Stewart, First Commercial Bank Apura Dave, Franklin Entertainment Remarks Ann Brown, ODM Ahmad Waheed, Rightsell Entertainment Recognition of Judges Marie Parker, LRSD Prince Kelley, Mitchell Awards/Proclamation Roy Albert, Parent Council President Ryan Gibson, Rockefeller Jacqueline Davidson, Parent Council Office of the Governor Closing Remarks Catherine Gill Incentive School Parent Coordinator Authur Kelly, Rightsell Judges Frank White, First Commercial Bank Garbo Hearns, Pyramid Gallery Eleanor Coleman, CTA Rochelle Davis, KTHV-TV, Channel 11I Acknowledgment s Planning Committee Catherine Gill, Chair Roy Albert Janice Brown Rebecca Evans Eva Fairchild Delaney Fleming Steve Meeker Carolyn Montgomery Ken Milton Shirley Thomas Juanita Washington Marjorie Williams Ruthie Gentry Shawn Ricks Marva Pearson Jayme Huff Carla Bobo Carletta Burchett Rosalyn Zeigler Incentive School Art Teachers Ken Milton, Mitchell Jayme Huff, Ish Carolyn Montgomery, Franklin Anita Stansbury, Garland Jim Baston, Stephens Marjorie Moore, Rightsell Rebecca Evans, Rockefeller Sponsors First Commercial Bank Southwestern Bell McDonalds/B roadway Arkla Gas Company Special Thanks Mann Magnet Dance, C. Michael Tidwell Parkview Magnet Dance Troupe, Marty Justice Mitchell Incentive School, Clarence Miller and Jimmy Calhoun Rightsell Incentive School, Ladonna Falls Garland Incentive School, Ricky Banks Ish Incentive School, Cleveland Ellis Media Coverage Arkansas Democrat-Gazette Kool 95 KARK-TV, Channel 4 KTHV-TV, Channel 11 Southern Monitor JournalTO: FROM: THROUGH: SUBJECT: /' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 22, 1993 Board of Directors Stennis Glasgow, Acting Associate Superintendent for/ Curriculum and Learning Improvement istelle Matthis, Superintendent Parent Home Study Guides The Little Rock School District committed to develop parent home study guides, grades 1-6, for parents and their children to use at home as part of the incentive school academic program. (Refer to page 153, item 15, Desegregation Plan. Little Rock School District, April 29, 1992.) area for each grade (1-6). The plan calls for guides in each core subject A committee of teachers and curriculum supervisors worked in May and June to develop the first draft of the parent home study guides. The draft copies were edited and illustrated by the Division of Curriculum and Learning Improvement. was reviewed by a representative group of parents. The second draft Input by the parents and the Board of Directors will be used to finalize the guides. The initial plan for parent home study guides has been expanded in two ways: kindergarten was added to grades 1-6\nthe guides will be used by parents/guardians and their children throughout the District, not just in the Incentive Schools. The main objectives in preparing the parent home study guides were: Activities will be short and interesting\nActivities will include integrated subject matter from language arts, mathematics, science and social studies. Gifted strategies will be incorporated into the activities\nMaterials and supplies needed for the activities will be readily available in the vast majority of homes\nActivities will be challenging but suitable for all parents/ guardians representing a wide range of education levels\nr c I( r ) t c c \u0026gt; o w 2 \u0026gt;D Activities will support the \"learning outcomes\" and curriculum of the Little Rock School District for grades K-6\nApproximately 10 minutes per weeknight or 30 minutes on a weekend will be the suggested time for parents and children to work together at home\nGuides will include important information for parents about self-esteem, drug education and study skills. Studies show that a child does better in school when a family The member takes an active interest in the child's schooling. grade. Parent Home Study Guide for each grade, K-6, will provide parents/guardians an avenue to communicate with their children about educational matters and to help them at home with activities K C O ?c h- cc that support the work being done at school. The Parent Home Study Guide will be shared with principals during a minisession at the Principals' Institute. Ideas for facilitating the use of the guides will be discussed with principals. The parent review committee has already provided some good ideas that the schools can use to increase the positive impact that the guide can have on parents and children in the District. A list of the committee members and parent reviewers is included for your information. r c r c \u0026gt; o K z D \u0026gt;t Parent Home Study Guides Committee Members Grades K-1 Ettatricia Clark - Kindergarten Linda Ford - Kindergarten Jo Ann Hestir - Science Frances Dugan - Language Arts Gwen Glasco - Kindergarten Dorothy Howard - Kindergarten Grades 2-3 Barbara Fincher - Language Arts Anne Holmes - Mathematics Opal Rice - Social Studies Felicia Hobbs - Counselor Beverly Kinneman - Science Joyce Willingham - G/T Grades 4-6 Linda Ammel - Counselor Barbara Hodges - G/T Theresa Peterson - Social Studies Grades 7-8 Jeff Carr - Language Arts Ida Pettus - Science Meredith Spann - G/T Jean Beavers - Counselor Julie Collins  Mathematics John Gross - Science Betsy Henderson - Social Studies Judy Warren - Social Studies Curriculum support Team Dennis Glasgow  Science Marie McNeal - Social Studies Alice Stovall - Language Arts Jo Evelyn Elston - Counseling Kris Huffman - Illustrator Patsy Campbell - Counselor Sammy Grandy - Mathematics Stella Hayes - Language Arts Sherrye Keaton - G/T Diane Rynders - G/T Mable Donaldson - G/T Gene Parker - Language Arts Pat Price - Kindergarten Technical Team Muriel Moore - Paste Up - Touch Up r ( r r c Sharon Kiilsgaard - Word Processing - Paste Up Lisa Joyce - Paste Up - Touch Up c 2 Parent Review Committee Fatima Akbar - Ish Roy Albert - Rockefeller Ewonda Baker - Stephens Helen Graham - Forest Park Jan Jones Carver Glenda Tarpley - Terry Catherine Gill Incentive Schools Parent Coordinator \u0026gt; Q W AP\u0026amp;L IQCj'! SEP 2 9 1993 Arkansas Power \u0026amp; Light Company Date\nSeptember 22, 1993 cf DesegrcgaiieH 'jcnriCfingr An r-ntc-rqy Compai. For release at l\n30 p.m., September 22 Contact\nJerd Garrison, 377-3545 News Entergy, AP\u0026amp;L Award Stay-in-School Challenge Grants Release Arkansas Power \u0026amp; Light Company and its parent, Entergy Corporation, today announced eight Stay-in-School challenge grants totaling $6,650 to Little Rock schools and community groups for projects designed to encourage students to stay in school until they graduate. The grants are among 38 being awarded this year by AP\u0026amp;L and Entergy to promote innovative solutions to drc^ut problems. The Stay-in-School challenge grant program will provide $32,000 this year to schools and non-profit agencies in Arkansas. Each recipient will match the grant. AP\u0026amp;L President Drake Keith said young people need to stay in school if they expect to develop their full potential and that Arkansas needs a well-educated work force to attract industry and grow economically. He presented checks to the following organizations at a ceremony at his office in the TCBY Tower Building\n* G_i^s _ E^mentary International_Studies Magnet School, \"Growing\nReal-Life Experience With Plants, Animals and Self-Esteem.\" Students will grow plants specific to different countries, such as a rice paddy as part of a study of China. Students will work in the garden and raise plants in the classroom to be transferred to a greenhouse and later to the garden. Students also will raise rabbits, chickens and ducks in hutches and use them to dear and fertilize the garden plots in the same manner as in third-world A countries. Judy Bryant, counselor at Gibbs, is in charge of the preset. which is designed to help at-risk students have positive learning experiences. The $1,000 grant will be matched by $500 contributions from the Arkansas Community Foundation and the Arkansas Democrat-Gazette.^_J. A. Fair High School^ \"Stay in School to Excel and Realize Success (SISTERS). A support group for at-risk girls will be formed to increase self-esteem and reduce the number of pregnancies. Field trips win be used to broaden the students' expectations for the future. The $150 grant wfll be matched by the School. Ruthie Hiett, teacher, and Kay Moseley, the school nurse, developed the project. * Pulaski Heights Junior High School, \"School Based Peer Mediation Program.\" About 40 students will be trained to mediate conflicts between students. The project is designed to provide an effective way for students to deal with conflicts and to reduce suspensions resulting from unresolved conflicts. Carol Kaffka and Laura Cummings, eighth grade teachers, developed the project. The $1,000 grant will be matched by New Futures for Little Rock Youth. Tittle Rock Incentive Schools, \"Building Parenting Skills.\" This project is designed to increase parent involvement in the seven Little Rock incentive schoolsIsh, Mitchell, Franklin, Carland, Rightsell, RnckefAller and Stephens. Parents will be invited bo a series of six meetings designed to help them understand the needs of their children in school and how the parents can help by monitoring their progress and providing encouragement. AAA dubs will be established at each school to encourage achievement. attendance and attitude. A parent-student breakfast also win be part of the program, which was develx^jed by Catherine GUI, parent coordinator. The $500 grant win be matched by State Senator Jerry JeweU. NAACP Fair Share Office, n Youth Development/Enrichment Program.\" This $1,000 grant wfll help the NAACP place disadvantaged minority high school students with minority businesses to learn firsthand what is involved in owning and operating a business. The use of businessmen as role models winhelp in^ire students to stay in school, according to Loretta Lever, project ooordinator. The NAACP also will host an award ceremony and reception honoring junior and senior high school students for improvement and achievement in academics, community involvement, leadership skills and attendance. Matching funds win be provided by New Futures for Little Rock Youth and the Black Corporate Executive Award Program. . * Fuller Junior High School, \"Mentor Program.\" This program is designed to provide support for students who are at-risk of dropping out of schod. Volunteer teachers win be trained to work with the students individually and in monthly meetings to help them build self-esteem. The students wffl. be rewarded for maintaining their grades and win learn ccping skills to help them deal with family, school and peer problems. Some students win be selected for training in conflict resolution so they can help their peers. Debra Pruss, an English teacher, and Mary Ann Halsey, who teaches home economics, planned the program. The $1,000 grant win be matched by the Pulaski County School District Foundation. *. Centers for Youth and Families, \"Literacy Project.\" The $1,000 grant and matching funds win finance instruction in reading, writing and spelling for 10 children enrolled in the Elizabeth Mitchell Day Treatment Program and the Cornerstone Project, Most of the children have learning disabnities and need intensive, remedial instruction, according to Stacey Mahurin, program director of the Centers' Dyslexia Training Center. The grant will be matched by $500 contributions from the Centers and the Cornerstone project. Hall High School, \"Keep Kids in Schod.\" This program will address three of the problems most responsible for causing high risk students to leave schod without graduatingrepeat suspensions and expulsions. / pregnancy and drug and alcohd abuse. Strategies include conferences to setgoals and address concerns, mentoring, support groups, positive reinforcement in the form of incentives, and educational field trips. The pregnancy prevention curriculum will emphasize the benefits of abstinence based on the Education Now and Babies Later (ENABLE) model. Students will be taught to value themselves as individuals capable of making wise derisions- Linda Jones, student assistance coordinator, is in charge of the program. The $1,000 grant will be matched by HaH High School. This is the fourth year of the Stay-in-School challenge grant program. Entergy and its operatijig companies in Arkansas, Mississippi and Louisiana award more than 90 matching grants annually of up to $1,000 each to promote innovative solutions to dropout problems. The program will continue next year. For information, schools and non-profit organizations should contact Alma Williams, manager of community relations for AP\u0026amp;L, at 377-3555. #* *LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY GRADE OF STUDENT Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade Q Sth Grade  9th Grade  10th Grade  11th Grade  12th Grade Q SCHOOL CODE NO.            PARENTS HIGHEST GRADE COMPLETED MOTHER O O o o Less than High School High School Some College College Graduate ___________SEX Q Female O Male FATHER I o o o o ETHNIC ORIGIN O American Indian  Alaskan Native  Asian QPacific Islander Filipino Hispanic QBIack (not Hispanic) QWhite (not Hispanic) 0 SCHOOL NAME DIRECTIONS\nTHeuifi^bbsV^of'^his questionnaire is to survey your perceptions based on your experiences in this school. There are no right or wrong answers. Statements have been designed to identify how often these school situatfons occur. EXAMPLE A L W A y s u s u A L L y S o M E T I M E S R A R E L y N E V E R 1. I like school. o o o o Your answer tells how often the statement (condition) exists. A L VJ A y s U s u A L L y S O M E T I M E S R A R E L Y N E V E R 1. People feel safe at this school. o o o o o 2. Teachers treat students fairly and consistently. o o o o o 3. Teachers and students have a sense of pride and work together in this school. o o o o o 4. Extra learning time is provided for students who need or want it. o o o o o 5. Students have opportunities to develop leadership skills. o o o o oA L W A Y S U s u A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Slow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles. o o o o o 18. Students in this school receive equal treatment regardless of race. o o o o o 19. Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. o o o o o 20. Teachers in this school receive equal treatment. o o o o o 21. Custodians in this school receive treatment equal to other staff members. o o o o o 22. Librarians in this school receive treatment equal to other staff members. o o o o o 23. Secretaries in this school receive treatment equal to other staff members. o o o o o 24. Teachers of all races in this school receive equal treatment. o o o o o 25. I am clear about my rights and responsibilities in this school. o o o o o I I 26. If a student has a problem, there are people in this school who will help. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 27. The principal and the assistant principal(s) of this school act on and are responsive to students' needs. o o o o o 28. Punishment for breaking school rules is handled fairly in this school. o o o o o 29. Teachers identify discipline problems early and respond quickly and firmly. o o o o o 30. Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. o o o o o 31. In this school problems are recognized and corrected. o o o o o 32. Teachers know and treat students as individuals. o o o o o 33. If a decision made at your school seems unfair, you have the right to take it to a higher authority. o o o o o 34. Learning expectations are communicated to all students. o o o o o 35. Parents understand the school's discipline policies and procedures. o o o o o 36. There are open lines of communication among students, teachers, and the principal's office. o o o o o 37. Information on career opportunities is available to my child in this school. o o o o o 38. All students participate in college entry or college level courses in this school. (Grade 7-12) o o o o o 39. Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. o o o o o 40. All students are provided with opportunities for success and recognition. o o o o o 41. Students treat teachers with respect. o o o o o 42. Teachers treat students with respect. o o o o o 43. Students treat other students with respect. o o o o o 44. Teachers treat other teachers with respect. o o o o o 45. Students are satisfied with their progress in school. o o o o o 46. I enjoy coming to this school. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 47. Parents are welcome in this school. o o o o o 48. Teachers provide parents with information and techniques for helping students learn. o o o o o 49. Student progress is reported to parents at conferences. o o o o o 50. Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. o o o o o 51. Parents voluntarily visit the school. o o o o o 52. Parents understand the school's instructional program. o o o o o 53. Teachers treat parents with respect. o o o o o 54. Parents treat teachers with respect. o o o o o 55. Parents and community members are involved in school decisions through advisory committees. o o o o o 56. Parents support the school's instructional program. o o o o o 57. Parents promote the school's instructional program. o o o o o 58. Principals treat parents with respect. o o o o o 59. Parents treat principals with respect. o o o o o 60. Principals treat students with respect. o o o o o 61. Students treat principals with respect. o o o o o 62. Parents are encouraged by the school staff to volunteer at the school. o o o o o 63. Parents use the Parent Home Study Guide to help their children study at home. (Grades 4-6) o o o o o PLEASE DO NOT MARK IN THIS SHADED AREA Printed in U.S.A. Trans-Optic by NCS MP99162:321 A1406LITTLE ROCK SCHOOL DISTRICT STUDENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY ??r MM 1 s'bM DIRECTIONS: The of thi^ or wrong a There-' are' situations occur. A. EXAMPLE 1. I like school. GRADE Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade  Sth Grade  Sth Grade  10th Grade  11th Grade  12th Grade  SCHOOL NAME SCHOOL CODE NO. o                SEX O Female o Male ETHNIC ORIGIN  American Indian  Alaskan Native  Asian  Pacific Islander  Filipino O Hispanic 0 Black (not Hispanic)  White (not Hispanic) ipit)i4ci8il?o\"survey your perceptions based on your experiences in this school. answers. Statements have been designed to identify how often these school A L W A Y S o Your answer tells how often the statement (condition) exists. A L W A y s 1. People feel safe at this school. o 2. Teachers treat students fairly and consistently. o 3. Teachers and students have a sense of pride and work together in this school. o 4. Extra learning time is provided for students who need or want it. o 5. Students have opportunities to develop leadership skills. o U S U A L L Y U S U A L L Y o o o o o S 0 M E T I M E S o S 0 M E T I M E S o o o o o R A R E L Y o R A. R E L Y o o o o o N E V E R o N E V E R o o o o oI I I A L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Stow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles.\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_1235","title":"Parent Committee: Desegregation planning committee volunteer forms, unable to work on committees","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"],"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","Educational law and legislation","Parents"],"dcterms_title":["Parent Committee: Desegregation planning committee volunteer forms, unable to work on committees"],"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/1235"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\nPARENT DESEGREGATION PLANNING COt+tITTEE VOLUNTEER FORM ~~~~~.-c-+-~~~~~~tbt/ Phone vening .- Yes, I want to work on a -- planning corrmittee I'm not able to work \u0026lt;''1 a col!'fl\"ittee If you checked yes, please indicate your preference a requestea be ow: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c00111ittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment _Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this form in the enclosed envelope by Friday, October 20. Thank you! ASAI' . .. ' PARENT DESEGREGATION PLANNING C\"\"1ITTEE VOLUNTEER FORM Yes, I want to work on a planning co11111ittee __ No, I'm not able to work on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: $_Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools Special Education ~ d and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: r r e ( -------------- Please mail this fonn in the enclosed envelope by tt iday, Octeber 20.... Thank you! A~AP v PARENT DESEGREGATION PLANNING C\u0026lt;M4ITTEE VOLUNTEER FORM Name__,i4}---L/ -',-~c e=---~'---C--\u0026lt;--.L....\u0026gt;-..1..:'--'-h-\"\"-e=...r:.-----1'----_______ Address 7 / 18 f3e +ft-e / {\nu -f {) f-./ -:S0-tt Phone (day) C/J f--:),739 (evening) Vves, I want to work on a -- planning colTITiittee No, I'm not able to work -- on a co111Tiittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: ~ laski County Little Rock North Little Rock Indicate your c0111Dittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Q rdistrict Schools ~ Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, October 20. Thank you! ~A/? Phone (day) e2\nl3-~l~d (evening) c2:2-/-\u0026lt;/9 41\n., I want to work on a -- planning corrmittee \\./ No, I'm not able to work ~ on a co111ni ttee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County L--lf'(tle Rock North Little Rock Indicate your c0111nittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3M by your third choice _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment ~tracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this form in the enclosed envelope by f=1 iday, Ocuiber 20.. Thanlc you! A..:sAP PARENT DESEGREGATIOU PL.ANNING COfflITTEE VOLUNTEER FORM Name /lf  r v 1 /1 I] C) / fD Address ,Jcro\nJ /l.J O /\nt/-'2- ZIP 7cl 116 Phone (day) ------- (evening) ------- Yes, I want to work on a -- planning colll!littee L_No, I'm not able to work on a comnittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice. a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools _Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement _Public Relations _Inservice Training _Disparity Issues _Student Assignment _Extracurricular Activities _Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Frida,, October 20. Thank you! ASAP  MAR VIN D. OTTO, PASTOR PARENT DESEGREGATION PLANNING COltitlTT[E VOLUNTEER FORM ZIP / cJ_ /(} J Yes, I want to work on a -- planning colllTiittee Ji_No, I'm not able to work on a conmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your C011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Convnunity Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, Ocwber 20. Thank you! A\"SAf' PARENT DESEGREGATION PLANNING C01+1ITTEE VOLUNTEER FORM Name /~a rs/, Vt'e,seif: Address SC,Of e_ onfed,:,r:qh? 11/vi-L/llle, to,K lltl~ tJf()_f I ZIP /'J2. 2/J' Phone ( day) '-fd/0-/qt,s (evening) '-f (/I}-/ 9/,6: Yes, I want to work on a -- planning conmittee _.JL._No, I'm not able to work on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your coomittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Convnunity Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by ~O. Thank you! ASAI' PARENT DESEGREGATION PLANNING C\u0026lt;M4ITTEE VOLUNTEER FORM Yes, I want to work on a -- planning cornnittee  No, I'm not able to work ~ on a cornnittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a  3M by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, October 20. Thank you! ~AP PARENT DESEGREGATION PLANNING Cor+IITTEE VOLUNTEER FORM Name Ga le l-7 g, (d_J e M ?t e y J Address I\u0026amp;\u0026gt;' HAvf/e (d j) l, l, )?, r I ZIP 7 l Z, I) 7 Phone (day) 6 $ 6 - go I( o (evening) 2 L 7 - _t\n\"\"] g I Yes, I want to work on a -- planning convnittee Y.. No, I'm not able to work -- on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c0111nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education ti~ /1/~ ~} /4/-~ ~!-~/\u0026lt;_~~ ~ 7 _~-~~jJ ~ d Gifted and Talented Education r,vr tvib ~ ~ ~ _h- _Early Childhood Education c/.,e_,,,~ k ~ ~ _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by..fr\nday, October 20. Thank you! l(SA.P PARENT DESEGREGATIOH PLANNING Cor,t,timE VOLUNTEER FORM Name!\n~ .JJJ/~ Jjd\n/ Address -::\nzr:Jf7 ~~ 8~ ZIP /\n}.\nLtJ \u0026amp; Phone (day) j J!/-6-L/\ni_c!) (evening) ------- Yes, I want to work on a -- planning conrnittee / No, I 1m not able to work -- on a conrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Reck North Little Rock Indicate your coomittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _L_Transportation l_Magnet Schools Lincentive Schools \\.3._Interdistrict Schools j_Special Education _LGifted and Talented Education _/_Early Childhood Education j_Parent and Community Involvement $_Public Relations _l_Inservice Training -3 Disparity Issues d_student Assignment _/_Extracurricular Activities J._ Multicultural Infusion LFinancial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by ~rida\ny October 20. Thank you! AsAP PARENT DESEGREGATION PLANNING COtl4ITTEE VOLUNTEER FORM Naae Address ------------------------------ ZIP Phone (day) ------- (evening) ------- Yes, I want to work on a planning colTlllittee l_No, I'm not able to work on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COMMITTEE VOLUNTEER FORM :-:-ress~.1\n%~d \u0026amp;wv ZIP ~{)fu Phone (day) cft24-4~~\n2 (evening) j?j)f#ilJi\ni Yes, I want to work on a planning colllllittee ~ o, I'm not able to work -- on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Educat ion _Early Childhood Education Parent and Corrnnunity Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this for11 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C\"'1ITTEE VOLUNTEER FORM Name sJk/4\nad\"u!g) Address {Q ftwc ff:/~ )JU ZIP 1\n} --::i.,, () \u0026lt;j__ Phone (day) 4::,3--.. 4 )-~ 0 (evening) ______ __ Yes, I want to work on a /No, I'm not able to work planning committee -- on a committee ~ ~ OJ If you checked \"yes\", please indicate your preferences~s~: -~, School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your cmmnittee preferences by placing a 1\" by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C0\"4ITTEE VOLUNTEER FORM ZIP 7\nZ\nl{) f Phone (day) ,'\n)0 ,.\n2-ct ~ 8'1 (evening) ~~ Yes, I want to work on a -- planning corrmittee V No, I'm not able to work fr on a corrmittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ca.nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COfililITTEE VOLUNTEER FORM Name Cejpsf-e t!en n e~s~V Address Jo t/10 c(J Y/ uJ a_ y Hwy J I) X ~) ClJL , 'l\nJ.. II f ZIP 7M 9 Phone ( day i ga- \u0026amp;-\n\u0026lt;zr~ (evening)_____ _ Yes, I want to work on a 4No, I'm not able to work~~ planning conmittee on a conmittee If you checked \"yes\", please indicate your preferences as requested below: ~ School district I'd like to work with: (Mf __ Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1  by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools lnterdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations lnservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources _..., Other suggestions for committee topics: -------------- Please mail this fon1 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COftitlTTEE VOLUNTEER FORM I\" Name /jpt-1- I ( (1 I Ker I\u0026lt;:'\\ Address \u0026lt; {tf'. f t )\u0026lt;! (/, (' /) l JJ, L./2J. ZIP / ////l Phone (day) ------- (evening) ------- __ Yes, I want to work on a planning corrmittee JL_NO, I'm not able to work on a corrmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ca.nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multi cultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fon1 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COtl4ITTEE VOLUNTEER FORM ZIP ]cl Yes, I want to work on a planning conmittee ~/ No, I'm not able to work ~ on a conmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your coanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this forw in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING CO...ITTEE VOLUNTEER FORM Name Paim f\nrJ ~ Address \\ \\ Ga.Kf\ne\\J Lane_., ZIP ]c?.~/2--, Phone (day) ~~~-(fj(pg' (evening) __-S_ C{_W[_e,, _ Yes, I want to work on a planning coITTTiittee VNo, I'm not able to work /+ on a coITTTiittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County X-Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1  by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multi cultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C\"'1IffiE VOLUNTEER FORM Name ( -\u0026lt;L) \u0026lt;C L I. c., S Jv / ,\nffuwavd Address / \"J-oq (win LB K e s j) r , v e_ ZIP Phone (day) -- -1\"- -9~-:i .-5 - (evening) ------- - Yes, I want to work on a -- planning committee ,//No, I 'm not ab 1 e to work -- on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a  3N by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this foni in the enclosed envelope by Friday, OG:teber 20. Thank you! A $ AP PARENT DESEGREGATION PLANNING Cor+tiffiE VOLUNTEER FORM :\u0026amp;h lJ ~I ,1L( Name r6 S::i: e r Address 954:,114 ZIP 7 2- 2-- tJ t( Phone (day) o\u0026amp;::q ~4{ (evening) L--- Yes, I want to work on a -- planning corrrnittee ,.?'.Jlo, I'm not able to work -- on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County ?--tittle Rock North Little Rock Indicate your coomittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, Octoher-20. Thank you! 1AP\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1236","title":"Parent Committee: Incentive school 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":null,"dc_date":["1990"],"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 law and legislation","Educational planning","School improvement programs","Parents"],"dcterms_title":["Parent Committee: Incentive school 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/1236"],"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 and may contain some errors.\nApril 10, 1990 OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 PHONE: 501/376-6200 To: Parent Incentive School Committee Members From: Associate Metropolitan Supervisors Subject: Meeting to Review LRSD Incentive School Plan Revisions The Little Rock School District has submitted to us their revised desegregation plans for the Incentive Schools, as required by the March 5, 1990 order of the Court. Enclosed are copies of their submission. We are very interested in your reaction to these revised plans and any suggestions you may have for changes or additions. We will meet at 7:00 p.m. next Tuesday, April 17, 1990 in the conference room of our offices on the fifth floor of 201 E. Markham to discuss the revised Incentive Schools plans. Please let us know that we can expect you at the meeting by calling Polly at 376- 6200. Thank you so much for your continued interest and support. MA~- 8-90 TUE 10:~5 U.A.P.B.-FISCAL A FAIRS P.01 Facsimile ~ransmiss:cn Comments: Number of Pages, lnc:ud~ng cover sheet /Q Phone: 'S::) 54:-6523 F x: (501) 534-202:. MA\"t'- S-\"a10 TUE 10: - U. A. f-. B. -F l i..\nAL AFFAIRS P.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorri Robinson-Gardner, Ch irperson Mrs. Ann West, Co-Chairperson William Finn, nn West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, D velopment and Compensation nd Extended Day Programs Chairp rson of th Subcommitte on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentiv Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Member Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MA'-.-- G 90 TllE 10 :54 U. A. P. B. -FISCAL AFFAIRS P.03 lN'l'RODU\u0026lt;.'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting b nefits of ttending Inc ntive or Magnet Schools as other childr n. If a particular school does not addr th ir educational need, then, they should be permitted to tr nsfer from their current school to on that will address their needs when spac is availabl and if th chool remains within the guidelin s set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCNTIVE SCHOOL PARENT COMMITTEE Th tncentiv School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committe me tings were h ld April 17, 23, ~Sand My 3. The subcommittee me tings were held April 18, 19, 20, 2, and 26. 1 MAY- 8-90 TUE 10:54 U.A.P.B.-FI AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan a submitt d A ril 2, 1990 with the following recommendations: RECOMMEND TIONS - OBJECTIVES AND GO S Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive achool , In order to P. t.~hliRh r.l~rity, incentiv school hould be called \"Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, ho~ever, upplementing the core with speci lty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive chools should b periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for complianc with approved recommendation . The IRC will assess the performance of the principals, particularly, the outcomes of stud nts on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- 8-90 TUE 10:5~ U.A.P.B. -FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSO, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waiv rs should be availabl. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers hav a commitment to providing the best pos ible education during th regul r chool day, but hav no desire to work in the extended programs (day, week, year). Thi reluctanc should not be viewed as a failur to be fully committed but a a result of having to prioritize family respon ibilities, commun ty involv ment and dditional ducational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B. - FISCAL AFFAIRS P.06 Because kindergarten teachers will not h ve base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as n cessary. RECOMMENDATIONS - STAFFING Once again, select administr tors making peraonn 1 decisions have demon tr ted that thy are not riou in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents ppear to be the number one choice. The Oistrict should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description inst ad of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- r -90 TUE 10:56 U-A-P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservic developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation ot deficits. Ev ry staff member should be required to participate in staff development activities. Staff development activities should b conducted within the two weeks preceding the beginning of the regular school year and hould focus on activities and trategi s which the entir staff will be working on during that school year. A progre meeting should be held twice in a nine w ek period to ensure th t the program imple entation is orking. 5 MA~- B-90 TUE 10:57 U.A.P.B.-FISCHL AFFAIRS P.08 RECOMMF.ND TlONS - STAFF COMPENSATION Since the interview process i well underway and court ordered deadlines ar quickly approaching, the r commendations set forth by this committee should be r viewed and implement d as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applic nts. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefit {district-paid or optional staff-paid} and examples of extra pay on the final monthly t ke home pay. The salary of the incentive school principal should be commensurate with the responsibility of th job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25,00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAV- 8-90 TUE\" 10:57 U.A.P.B. -FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hour per day for four days per week. Th ame hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive chool teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee r commends that th scholarship program be funded with the lump-sum approach. The funds should be invested immediately. Th committee recornm nd that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommend that an xternal gent b contr ct d to AP.rv. A invP.stmPnt m~n~9er. The gent hould be ~elected from the lit submitt d to th LRSD 4/2/90. ddition 1 recommendation are listed in th subcommittee r port on pp. 2-7. The Committee strongly endo~s s the of member of the ISCP for the Scholarship Trustee Committ e. 7 t'1AY 90 TIJ['\" 10:58 U.A.P.B.-FISCAL A AIRS P. l 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in C ntral Little Rock. They should have the option of attending chools in their n ighborhoods, However, if lsh School is closed for the 1990-91 school year whil a replacement school is being built in the general proximity, w strongly recommend that the district provide transportation to student reassign d to ightsell. e support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year nd build a new school at the old King site. recommend that the District provid the Garland and Stephens students. Howev r, we strongly transportation to reas ign Once these buildings re vacated, we strongly recommend that the District find suitabl alternative educational/service uses immediately. The Black community should not b graced with another \"eyesore\" like Westside. 8 r-.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, ~Sand May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAX- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive GChoola, In order to P.Rt.~hliAh r.1~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- B-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STA.FF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coo~dinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 TriDistrict plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities, staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.08 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~R invP.~tmPnt m~n~~er. The ag~nt should be salacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 MA\"-,-\" 8 \"5'U TUE 10:58 U.A.P.B.-FISCAL AFFAIRS P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another ''eyesore\" like Westside. 8 OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 May 16, 1990 TO: Jfcentive School Committee Members FROM: ~~ma Hart, Associate Metropolitan Supervisor RE: Incentive School Committee Recommendations Through conversation with several committee members, we have discovered that committee members have not received a copy of the committee's final recommendations made to this office. Enclosed you will find a copy of those recommendations submitted to our office on May 8, 1990. enc. 1 l . . , ..  I I -I I I I II I II II I I I REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMITTEE Dr, Dorris Robinson-Gardner, Chairperson Mrs. Ann West, co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund, Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 IN'I'RODU\u0026lt;.\"'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools, In oraer to P.Rt.~hliRh r.l~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 .M.A.  ~- . 8-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- S-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 ~ ~u TUE 10:~, u.A.P.B. FISCAL AFFAIRS P.08 RECOMMl-:NDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional etaff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 M8~- -8-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~A invP.~tmPnt m~n~aer. The aoent should be 5alacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 , , \"  t1 f.l,. \", -  8 - 9 0 TUE 1 0 : 5 E: LI - A  F'. E:  - F I SC AL AF FA I Rs P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the 9eneral proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMI\"rl'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver I I I I 1, INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendation~. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate wit.h the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP,\n:b~ :!~ ,t~~OOtV~l, 7 I RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new .school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors ' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school year. (This year.) The only students during the 1989-90 school to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end 1998 as the Little Rock district suggests. Under the Little Rock proposal in January, in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. . .. .. . . Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue -credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on lhe report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with one representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal~ No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years: After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for . .. .. . -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a 4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator, but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the , . -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. ..... INCENTIVE SCHOOLS COMMITTEE Dr. Doris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Chairperson of the subcommittee on Staff concerns, Development and Compensation and Extended Day Programs Ann West, Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Ruth Ragsdale (CPA) and Kenyon Lowe, Sr., Co-Chairs of Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver Recommendations from the Incentive School Committee The Incentive School Committee held three full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, and 25. The subcommittee meetings were held April 18, 19, 20, 24, and 26. The Incentive School Committee submits the following general specific recommendations: OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the appropriate name. BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is strongly encouraged. EXTENDED DAY/EXTENDED WEEK PROGRAMS Recommendations are listed in the subcommittee report. (Appendix~) BUILDING PLAN All Incentive Schools should remain open. Closing any of the Incentive Schools, especially Ish and Stephens, would place an even greater burden on the Black children in central Little Rock. If it becomes necessary to close one of the Incentive Schools, then, match that closing with a school west of University avenue such as Jefferson or Fulbright Elementary. Additional recommendations are listed in the subcommittee report (Appendix~) SCHOLARSHIPS An agent to serve as investment manager should be selected by a joint decision involving the Parent Finance Committee, Parent Incentive School Committee and Joshua and Knight Intervenors. STAFFING Recommendations are listed in the subcommittee report (Appendix f) Once again, select administrators making personnel decisions, have demonstrated that they are not serious in selecting principals and coordinators who are sensitive to the needs of black children in incentive schools. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The Coordinator of Incentive Schools could have the responsibility for coordinating field trips added to her job description. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placing all teachers in a pool is not encouraged. The Associate Superintendent for Desegregation and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial and Trust Fund Committees to ensure compliance with recommendations 1,3, 4, and 5 of the Tri-District plan. Additional recommendations are listed in the subcommittee report (Appendix~) CONCLUSIONS The Parent Committee on Incentive Schools and parents of black children are still frustrated by the continued iniquity and the subtle racism that exist in the decision making process by LRSD administrators. SUB-COMMITTEE REPORT ON STAFF COMPENSATION STAFF DEVELOPMENT EXTENDED DAY STAFF CONCERNS FOR INCENTIVE SCHOOLS April 23, 1990 APF\" ...tL STAFF CONCERNS 1. All extended programs will rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 2. Because Kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations will be adjusted or modified as necessary. STAFF DEVELOPMENT This committee recommends that after school staffs have been identified, a needs assessment be conducted to identify the focus of individual and group staff development, by June 15, 1990. The principal and a committee of teachers will develop individual staff development plans for each staff member. This plan will be a deficiency removal plan with identified resources for the alleviations of these deficits. The same committee will make a recommendation to the entire staff for total staff development activities. Every staff member will be required to participate in total staff development activities. The time line for the total staff development activities will be the two weeks preceding the beginning of the regular school year and will focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting will be held twice in a nine week period to ensure that program implementation is working. STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. This information should be given to all applicants prior to the final selection process. 1. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. 2. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits [district-paid or optional staff-paid] and examples of extra pay on the final monthly take home pay. 3. While principals have willingly accepted, as part of their administrative duties, the final responsibility for all programming at their respective schools, the salary of the incentive school principal should be commensurate with the responsibility of the job. 4. Each incentive school principal will select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 5. Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. 6. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. .. '' EXTENDED DAY 1. The committee recommends that the extended day begin at 2:30 and end at 5:30, Monday through Thursday. 2. The committee accepts the timeline of the extended year program of 1 months. The extended year program should begin two weeks after the end of the regular school year. In view of the fact that the student education plan dictates the need for the extended year program, parents will have the final responsibility for ensuring their child's participation. Some educational plans may indicate the need for social skills training, interpersonal skills training and behavior modification. A program will be provided to address these areas. 3. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. FINDINGS: INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE SUMMARY OF FINDINGS AND RECOMMENDATIONS Proposed plan will not decrease burden of busing on central Little Rock children. The elementary student assignment plan encourages segregation and penalizes the incentive schools. The proposed building plan is geared to placating the court rather than meeting the needs of the children. Closing three of the schools would put an even greater burden on these children. RECOMMENDATIONS: Keep all incentive schools open. Improve the buildings, parking areas, and expand if necessary. Equalize the elementary student assignment plan. Assign enough children from segregated \"white\" areas to the incentive schools to racially balance them. Build a new Martin Luther King, Jr. school on its current site with a capacity of no more than 450. Consult with staff, parents, and neighborhood groups while developing building plans (and other plans that affect the school). LRSD Board and Administration must commit to seek and serve the best interests of the central Little Rock children, rather than shuffling them around to try and placate the Court. A multi-purpose gym/auditorium serving the smaller central Little Rock schools should be constructed at Stephens. The Board and Administration must communicate openly and honestly with staff, parents and the community. They should not consult with persons who have vested business interests. ,, INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE REPORT APRIL 21, 1990 Committee Members: Kenyon Lowe and Ruth Ragsdale GENERAL FINDINGS: We find that the proposed LRSD plan will not decrease the burden of busing on central Little Rock children\nit will simply add 280 (\"white\") slots which are necessary to barely desegregate the schools without displacing current students. If the incentive schools are enlarged/closed as proposed, it will actually increase the burden on central Little Rock children. Most of the affected children will be required to walk longer distances to school. It is our opinion that the elementary student assignment plan devised by the LRSD encourages re-segregation and relieves west Little Rock of their responsibility to help desegregate the Little Rock School system. This burden is unfairly passed to central Little Rock, North Little Rock, and Pulaski County students. Because of these deficiencies, it will be extremely difficult to desegregate the incentive schools. We do not think it is fair to close three neighborhood schools that are \"hard to desegregate\" when the District is making them hard to desegregate by not assigning the appropriate ratios of Little Rock students to them. The LRSD has treated these schools as if they are embarrassments to them\nthey impulsively change plans and renege on promises to improve and/or rebuild them. It is our opinion that the LRSD Building Plan proposal is more oriented toward placating the Court than in meeting the needs of the children in central Little Rock. RECOMMENDATIONS REGARDING BUILDING PLAN: First, the student assignment plan must be equalized. The proposed building plan is based more on desegregation requirements than on the needs of the children. Equalizing the student assignment plan would help to desegregate these schools without compromising the needs of the children. The current student assignment plan gives children in west Little Rock the option of attending their neighborhood school or voluntarily transferring to another\ncentral Little Rock children are either mandatorily assigned to an incentive school or mandatorily bused to desegregate west Little Rock schools. The plan can be equalized by either giving central Little Rock children the same options as west Little Rock children, or by mandatorily assigning west Little Rock children in the same manner as central Little Rock children. The LRSD must make a commitment to the incentive schools to fulfill the needs of the children (spirit of the law) instead of doing things designed to comply with the letter of the law. In this spirit, we believe it is in the best interest of these children to maintain and improve existing schools so as to minimize walking distance and maximize individual attention. This is better served by small-to-medium sized schools scattered throughout the neighborhoods. It is also in their best interest to integrate these schools with children of different socio-economic backgrounds. Any expansion should be done slowly. The school staff, parents, students, and nearby residents should be involved in planning for expansion, and the plans must be approved by these groups. A new Martin Luther King, Jr. school should be built on its current site. The capacity should be no more than 450. The capacity of the Pre-K program should be increased to the point that ALL central Little Rock children whose parents wish to enroll them will receive a slot. A well-equipped gym/auditorium with a stage should be constructed on the grounds of Stephens School. (Stephens is centrally located and has plenty of space.) This could be used by any of the incentive schools for activities such as PTA meetings, assemblies, plays, competitions, joint projects, etc. It could also be used by community groups who agree to be responsible and comply with any requirements set forth. There is also room on the Ish grounds for expansion, if necessary. Mr. Lowe has visited Garland and is of the opinion that it also has room for expansion. The LRSD should actively support efforts to revitalize the central part of Little Rock. It should initiate efforts to make the areas surrounding these schools more attractive by providing off-street parking for staff and asking for the removal of businesses/activities deemed harmful to the children. (How about getting the liquor store at Pine and 18th shut down? ~very day the children see adult males drinking and hanging around there: this is not exactly a positive role model for the boys to see!) ' . COMMITTEE COMMENTS: DISINFORMATION MUST STOP. Whenever a staff member or parent calls the LRSD for information, they should receive a factual, honest answer. No administrator should withhold information, even if instructed to do so by superiors (unless, of course, it is of a personal matter). The principal selection process is an example: people who wanted information about these proceedings were not given the information they requested nor allowed any input. Administrators avoided questions and/or kept referring to others. No one seemed to know anything. We object to the use of \"Real tors\" to help develop building plans. No one with special interests should be consulted by the LRSD or allowed to have influence in their decision-making. We request that the District get facts straight from objective sources and continually give all information to the school staff and interested parents. Communications must be opened in order to stop the confusion, and decision-making should always involve people who are associated with the school. We object to secret proceedings, meetings, and development of proposals or reports without notifying the community and giving them an opportunity to participate. The incentive schools should be allowed to keep their current identities and emphases. The staff, parents and students should be the decision-makers concerning the program, and no major changes should be implemented at any incentive school without a community hearing and a democratic vote. This would include attendance zone changes, change of principal, and major program changes. Any incentive school could change its current emphasis if a majority of those present at a community meeting agreed. If the student assignment plan is not equalized, all students in the satellite zones who have no options within Little Rock must have scholarship funds appropriated to them. They should also have transportation to their local incentive school for extended day and Saturday programs if they so desire. Special incentive programs, if implemented, should continue for at least five (5) years after a school becomes racially non-identifiable. The LRSD \"Parent Recruiters\" should be terminated and no one else re-hired. They are hindering rather than furthering the incentive school program (and their pay is money down the drain). Ineffective principals in the incentive schools should be transferred. Effective ones, such as Kay Loss, should be retained. ... t Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. REPORT OF THE INCENTIVE SCHOOLS COMMITTEE I I I II II II II II    II INCENTIVE SCHOOLS COMMITTEE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 II II The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5  RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP\n:/:ot::h-,, :J~ j'~~l,I 7 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 I I I I I 'I \nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1283","title":"Parent Committee: North Little Rock School District, early childhood education","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, North Little Rock, 34.76954, -92.26709"],"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":["North Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational planning","Parents","Educational innovations"],"dcterms_title":["Parent Committee: North Little Rock School District, early childhood education"],"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/1283"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["164 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_643","title":"Program planning and budgeting, court filing","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","Education--Evaluation","Educational law and legislation"],"dcterms_title":["Program planning and budgeting, court filing"],"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/643"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nI a Synopsis of Circuit and District Court orders and ODM communication regarding the LRSD budget: Circuit Court Order of December 12, 1990: 1. If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations contained in the settlement plans are being flouted, it will be fully authorized to take appropriate remedial action. 2. The Court is to monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the settlement plans and agreement. Letter from the Monitor to LRSD, October 28, 1991: The LRSD must be able to provide the Court with information that: 1. Accurately and comprehensively accounts for the expenditure of settlement funds\n2. Demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n3. Describes a desegregation budget process that can be demonstrated, justified, and verified\n4. Enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. District Court Order of January 21, 1992: 1. The Court expressed concern about its ability to effectively monitor the settlement plan without budgets that reflect district intentions, goals, and priorities regarding desegregation efforts. 2. The Court determined that the LRSD budgetary process does not meet the requisites stated in the Monitors letter and directed the district to submit a revised budget. 3. The budget must be directly correlated to the specific provisions of the settlement plan which are reflected on updated implementation timelines contained in the plan. 4. The LRSD must submit a long-range budget projection on a per annum basis that covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. 5. The LRSD must submit a long-range revenue projection, covering the same period of time, that includes revenues anticipated not only from the settlement monies and the settlement loan, but also from state and millage revenues and any other money sources.( 6. The long-range revenue projection will provide a clear picture of the districts financial future and, thereby, enable the LRSD to predict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. 7. The district must specifically identify which desegregation costs are \"start up\" and when these start up costs will terminate. District Court Order of February 23, 1993: 1. The Court expressed concern about its ability to monitor the parties compliance with the settlement plans absent budget documents that clearly reflect the districts allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, programs, and priorities. 2. The superintendent submitted a budget document wherein he stated he would: a. b. c. d. e. Immediately begin directing a process for Board involvement in the long-range planning and budgeting process\nDirect the new administration team to conduct a desegregation plan audit\nRestructure the budgeting process so that full attention and resources are directed at improving student achievement\nStrive to place the entire district in the position of being accountable for improving student achievement\nLink programs which are designed to improve instruction and achievement to expected outcomes and goals. If a program does not have this linkage, the superintendent will recommend nonrenewal of personnel contracts in these areas. 3. The Court stated that findings in e LRSDs 1990 Curriculum Audit continue to exist in the district a. b. c. d. School management practices show inadequate control of district resources. The district may be not exercising appropriate stewardship such as in management of programs and personnel. The budget is not viewed as a comprehensive planning document driven by curriculum needs. Visible and tangible linkages between budget priorities and curriculum priorities are not apparent. 4. 5. The superintendent stated in a February 1, 1993 hearing that it would be one-and-one-half years before the LRSD would have a budget that would meet the requirements of the Courts previous orders. The LRSD must achieve a budget process, develop a budget document, and demonstrate budget management that fully reflect the districts careful planning for meeting itsdesegregation obligations over the full span of the settlement plans. 6. 7. 8. The Court is concerned with not only the expenditure of desegregation settlement money but also all the state, local, and federal funds the district uses to finance its entire operation. The Court finds it necessary to assist the LRSD by appointing a person or persons to work with the LRSD to prepare a budget document that will make it possible for the Court to monitor the districts many desegregation commitments. The Court will not consider the task complete until the LRSD demonstrates it understands that budgeting procedures, and the resulting budget documents, are not static, but an integral part of the districts on-going planning and evaluation processes.Numerous Court orders and records address the characteristics of the budgetary process and budget document that will enable the Court to effectively monitor how the LRSD is planning and applying use of its resources toward fulfilling its desegregation commitments. Based on ODMs monitoring needs and on Court records that include the Monitors letter of Oct. 28, 1991, Circuit Court orders of December 12, 1990, District Court Orders of January 21, 1992 and February 23, 1993, and LRSD submissions of July 31, 1992 to the District Court, the LRSDs budget processes and resulting documents must reflect the following elements, clearly and closely linked together: 1. 2. 3. 4. 5. 6. 7. 8. The districts legal obligations (plan provisions and court orders,) based upon a current desegregation plan audit that will enable the district to clearly identify its desegregation goals and subordinate objectives. Quly 31, 1992 LRSD submission) Needs assessment and planning, both short-term and long-term, to meet court order and desegregation plan goals, programs, and priorities, that also reflects a process which includes Board involvement in long-range planning and budgeting. Quly 31, 1992 LRSD Budget submission and Feb. 23, 1993 Order) Prioritization based on (1) importance or \"weight\" factors in relation to desegregation goals, plan provisions, and Court orders, (2) sequence of events (what must be done first so other things can be done second, and so on,) and (3) programs or activities that will require larger portions of resources, or a longer commitment of resources, in order to be fulfilled. (Jan. 21, 1992 and Feb. 23, 1993 Orders) Identification of all financial resources (including settlement funds and federal, state, local, and any other revenues) and anticipation of when millage increases will be sought. Qan. 21, 1992 and Feb. 23, 1993 Orders) An accurate and comprehensive accounting for the allocation and expenditure of all financial resources (including settlement funds and federal, state, local, and any other revenues.) (Feb. 23, 1993 Order) A monitoring system that includes a regular review of whether expenditures are being made at the rate and amount proportionate to allocations, goals, objectives, priorities, timelines, and formative and summative evaluation feedback. (Circuit Court Order, Dec. 12, 1990\nDistrict Court Orders of Jan. 21, 1992 and Feb. 23, 1993) Evaluation criteria and methods, both formative and summative, upon which to determine whats working, where changes may be needed, where any money is being wasted, where economies can be effected, and the rate of progress toward desegregation goals. (Circuit Court, Dec. 12, 1990) Timelines, with specific starting and completion dates for all work, that include designation of who is responsible for each step described above. 0an. 21, 1992) aProject goal: To develop and implement budgeting processes, budget documents, and budget management procedures and practices that are institutionalized as an integral part of the districts ongoing planning, monitoring, and evaluation processes to ensure the district fulfills its desegregation goals, programs, and priorities over the full span of the settlement agreement. (Feb 23, 1993)OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK ARKANSAS 72201 October 28, 1991 Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth: As you are aware, the District Court is obligated to monitor the use of settlement monies and does so through the Office of Desegregation Monitorin: ODM must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. For the past several weeks, my associate. Bob Morgan, has been working closely with your Manager of Support Services, Jim Ivey, and also with our financial consultants, the Arkansas Financial Group, to develop a system for adequately and fairly monitoring desegregation finances. During the course of this process it has become apparent that the settlement monies are being spent at a rate which will exhaust iem long before the plan commitments and their scheduled fulfillment have been realized. Budgeting and fiscal management to ensure full implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. 2. J. What are the district guidelines for identifying expenditures as desegregation costs? What process is used to project the desegregation budget? How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives?Page Two October 28, 1991 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in Code 13? 6. Who makes the decisions about which costs are actually debited to Code 13? 7. What criteria determine how budgeting and debiting decisions are made? 8. \"What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are e districts spending priorities and how have they been determined? 10. \"What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Within the next ten days, Bob and I want to meet with you to discuss the answers to' these questions. We are aware of the enormity of the districts planning, budgeting, and accounting tasks\nif we can be of any assistance as the above information is gathered, please dont hesitate to let me know. Very truly yours, W._____ Ann S. Brown Federal Monitor cc\nJudge Susan Weber Wright /I 3 7 2 4 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 0!:ic2 c! C i?5 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 On February 1, 1993, the Court held a hearing to determine, among other things, what progress the Little Rock School District (\"LRSD) was making with, respect to conforming its budgetary process to that outlined in earlier orders of the Court. Having considered the testimony and exhibits presented at the hearing, the Court determines that the LRSD needs assistance in developing a budget that complies with the Court's requirements for a budgeting process and document that can be effectively monitored. The Court first notified the LRSD of its concern about the LRSD's budgetary process over a year ago. During hearings on the parties' proposed modifications to their settlement plans. the Court expressed concern about its ability to monitor the parties' compliance with the settlement plans absent budget documents that clearly reflect the districts' allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, progreims, and priorities. The Court specifically addressed its remarks to the LRSD, and followed up its comments  ^0 bjwith an order filed on January 21, 1992, directing the LRSD to submit a revised 1991-92 budget, prepared in consultation with the Office of Desegregation Monitoring (\"ODM\"). The Court ordered the LRSD to make certain submissions so the Court could determine that the LRSD's budgetary process would meet the following requisites: 1) accurately reflect and comprehensively account for the expenditure of settlement funds\n2) demonstrate requirements requirements\nthe and link the between fiscal the underwriting district's of legal those 3) describe a desegregation budgeting process that can be demonstrated, justified, and verified\nand 4) enable the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. The LRSD filed its response to the Court's order on June 1, 1992, \"LRSD Projected Revenue and Expense - 1992/93-1996/97.\" version of this document was filed on July 31, 1992. A revised Among the changes and additions in the revision's section entitled \"Desegregation Budgeting: Description - Future Year Procedures\" were new statements that II (t]he Superintendent will immediately begin directing a process for Board involvement in the long-range planning and budgeting process\" and \"[t]he Superintendent will direct the new administration team to conduct a Desegregation Plan audit and related budget proposals.\" Additionally, in the budget document presented to the Court on July 31, 1992, which was the subject of an August 3, 1992 hearing. LRSD Superintendent Bernd, who had come on board July 1, stated: 1992, Once this budget is adopted, the budgeting process will not end. We must begin to restructure the budgeting -2-process so that full attention and resources are directed at improving student achievement rather than providing so many different programs which ultimately distract the District's focus to other issues. It is my goal to place the entire District in the position of being accountable for improving student achievement. This will be done by concentrating our attention first on the core curricular areas. Next,/ programs which are designed to improve instruction and/ achievement in these areas will be linked to particular' expected outcomes and goals. If a program dees not have this linkage, I will be recommending in the Spring of 1993 that personnel contracts in these areas not be renewed for the next fiscal year. Finally, for the District to operate efficiently and effectively, it will be necessary to streamline the administration. Because contracts have been renewed for 1992-93, this cannot be fully accomplished this year. the other hand, the District has several cost centers On where investment in personnel might produce savings generate revenues for the District. or will be considered in the coming months. All of these items Document # 1649. In December 1990, the LRSD Board of Directors received a Curriculum Audit it had commissioned the National Curriculum Audit Center to conduct. This report is a part of the case record. In Finding 5.3, the report found that \"school management practices show inadequate control of district resources.\" In Finding 5.1, the auditors stated: [T]he district may be not exercising H appropriate stewardship such as in management of programs and personnel.\" The auditors found that \"the budget was not viewed as a comprehensive planning document driven by curriculum needs. Visible and tangible linkages between budget priorities and curriculum priorities were not apparent . . tl Finding 5.4. The Court finds that this continues to be the case. -3-Despite the persistent urging of the Court, there is no indication that a budget process of the type sought by the Court is or will be forthcoming from the LRSD. During the February 1, 1993 hearing at which budget matters were discussed, the Court asked Superintendent Bernd when the district would have a budget that would meet the requirements of the Court's previous Orders. Dr. Bernd replied that he believed the district was \"at least a year and a half away.\" The Court has been patient. It encouraged the LRSD to work with the ODM on the district budget, but, despite ODM's diligent efforts to assist, the LRSD has not produced a budget process that enables the Court to meet its obligation to monitor desegregation plan compliance. The Court, thus, finds it is necessary to assist the LRSD by appointing a person or persons to work with the LRSD at LRSD expense to prepare a budget document that will make it possible for the Court to monitor the myriad of programs the LRSD agreed to conduct in its desegregation settlement plan. The Court is concerned not only with the LRSD's expenditure of desegregation money but also with all the state, local, and federal funds the district uses to finance its entire operation. The LRSD must achieve a budgeting process, develop a budget document, and demonstrate budget management that fully reflect the district's careful planning for meeting its desegregation obligations over the full span of the settlement plans. The person or persons employed will be paid by the LRSD but will report to the Office of Desegregation Monitoring. The LRSD is -4-expected to treat the employee or employees like its other fulltime employees for purposes of benefits and will provide adequate work space, equipment, and materials along with full access to information and support. The Court, after consultation with the person or persons and the LRSD, will determine appropriate salaries. The employment will not be permanent but will continue for as long as it takes to get the job done, as deteirmined by the Court. The Court will not consider the task complete until the LRSD demonstrates that it understands that budgeting procedures. and the resulting budget documents, are not static, but an integral part of the district's on-going planning and evaluation processes. DATED this cd day of February, 1993. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ChJ lOMPtlANCE WITH RULE 58 AND/OR 79^RCP jN by-----------d-------------- -5-aiv FILED ,,V-SPISTHICTCOUBT niSraCT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 1 51993 C2?.ci\n, 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 hereby notifies the parties that hearings will be held on Wednesday, July 7, 1993 and Thursday, July 8, 1993 to review budget matters involving the Pulaski County Special School District (PCSSD) and the Little Rock School District (LRSD). The following week is open for continuation of the hearings. The Court will begin the hearings with a discussion of the PCSSD's approval of a 1992-93 contract agreement with its employee union, PACT. The Court wants to know how the PCSSD will be able to fund that retroactive salary agreement and continue to meet its desegregation obligations under the settlement plan. The Court will also address the LRSD's 1993-94 budget, including the planning process the district used to develop that budget. Prior to the hearing, both the PCSSD and LRSD must submit the inforaation specified below to the Court, the Office of Desegregation Monitoring, and the other parties by the dates listed. The Court is requiring this detailed information because the school districts' ability to fund and carry out theirdesegregation plan commitments is requisite to fulfilling the legal obligations they agreed to in their settlement plans. In particular, the Court has expressed longstanding concern that it cannot meet its obligation to monitor desegregation plan compliance until the LRSD implements a budgeting process that will yield a budget reflecting the district's careful planning for meeting its desegregation plan provisions over the full span of the settlement agreement. Therefore, the PCSSD and LRSD will submit: By June 28, 1993: 1. Documentation of the following budget-related changes that includes a complete rationale for these changes (a \"business case\") and the dollar amount represented by each change: A. All changes in the nature of additions, deletions. or B. reinstatements\nDeficit reduction actions, such as changes in insurance funding, food service contracting, loans, etc. C. All certified teacher salary increases. These increases must be charted in the following manner (which is illustrated and explained in the accompanying chart): (1) Starting with the base salary for an employee category, create a table in increments of $5,000. Within each incremental group, show (2) the number of employee positions\n(3) the average salary, based on that group's total number of employees and their salaries\n(4) the average step increase\n(5) the average of any additional salary increase (percentage raise) -2- above the step increase\n(6) the new average salary for the increment that results from the step increase and percentage raise\n(7) the revised total increase for the increment group\n(3) the impact of these salary increases on the budget\n(9) total cost to the district of teacher salaries\n(10) the average teacher salary in 1993-94. D. (LRSD only) following: A summary spreadsheet reflecting the the initial 1993-94 tentative budget dated April 26, 1993\nseparate line items reflecting each addition, deletion. reinstatement, reduction. or any other action impacting the base budget\nand a total to be consistent with the updated 1993-94 tentative budget. E. (LRSD only) A written action plan for how the district will deliver all requirements of item 4 detailed below. By June 30, 1993: 2. An updated 1993-94 tentative budget document from both PCSSD and LRSD. The LRSD budget must include: A. By school or department, budget detail showing function code, object code, and FTE that includes any changes from the 1992-93 budget as to additions, deletions, and reinstatements\nB. Also by school or department, 1991-92 actual expenses. the 1992-93 budget, 1992-93 unaudited actual expenses. and the 1993-94 budget\n-3-c. Any other summaries and budgets shown in the table of contents of the tentative budget document. 3. A budget summary from both PCSSD and LRSD projecting revenues and expenses for each of the next five fiscal years. The summary must reflect annual incoming settlement monies (and for the LRSD, any settlement loan funds the district anticipates drawing), The summary must also include anticipated yearly M- to-M revenues. By July 30/ 1993\n4 . (LRSD only) A written plan for the long-range planning and budget process to be used in developing the 1994-95 budget that includes at least the following: A. Details of the planning and budgeting organization, including identification of the lead planning person and his/her responsibilities and authority, and how implementation of this process will be coordinated and controlled. These details should clearly describe the roles in the planning and budgeting process of the school board, the superintendent, the superintendent's cabinet, and any other key participants. B. A description of the needs assessment strategy that addresses sources identify needs, of input and techniques used to along with the roles of the key C. , anticipated outcomes, and timeframes. A description of the process for determining district planning and budgeting goals, including how those goals -4-will influence programs and budgets, the major planning standards and criteria used by the district, and the strategy for integrating the requirements of the desegregation plan into the goals. The description should include the roles of key participants. anticipated outcomes, and timeframes. D. A description of how programs will be identified and matched to priority needs, how programming will be developed to meet unaddressed needs, and how the requirements of the desegregation plan will be addressed. This description should include the roles of key participants, anticipated outcomes, and timeframes. E. A description of the process for linking programs and budgets, for determining program budget priorities, for ensuring that desegregation plan responsibilities are funded, and for the actual decision-making in allocating funds. This description should include the roles of the key participants, anticipated outcomes, and timeframes. F. A description of: how the planning and budgeting document will be structured and monitored\nwhat the document will look like (format)\nthe type and frequency of monitoring\nthe type and frequency of reporting\nand how program performance will be matched with budget expenditures. This entire description should include the roles of the key participants, anticipated outcomes. and timeframes. -5-G. A description of the program evaluation strategy, including how evaluation criteria will be established, how corrective action will be initiated, and how pT-ngTam evaluation will impact the next program and budget cycle. This description should include the roles of the key participants, anticipated outcomes, and timp-F-ramaa- H. A description of what strategy the district will use to specifically address the continuing shortfall of funding, and how this strategy will be incorporated into the ongoing long-range planning and budgeting process. This description should include the roles of the key participants, anticipated outcomes, and timeframes. SO ORDERED this day of June, 1993. united StAtES DISTRICT JT JUDGE BY 1 -6-LRSD 1993-94 CERTIFIED SALARY INCREASES (A) (B) (C) (D) (E) (F) (G) (H) (I) Base Salary Number ot Certlfled Positions Actual Average Salary Actual Average Stag Incraaca Actual AMeraga Salary Raise Average Total Increete (D+E) Ravaed Araraga Salary (C-t-F) Impact on BudQSt (Brfl Total Coot to Dktilct (BxG) 16,000-21,000 21,001-26,000 26,001-31,000 31,001-36,000 36,001-11,000 41,001-56,000 56,001-61,000 61,001-76,000 76,001-81,000 81,001-86,000 TOTAL (J) 1993-94 Average Salary (A) The base salary will be used only for identifying employees within a certain salary range. (B) The number of positions column identifies the number of positions within that base salary range. (C) The actual average salary is an average salary for all the positions identified in column (B). (D) Actual average step increase is the averaged dollar amount received per position identified in column (B). (E) Actual average salary raise is the averaged dollar amount received for the across the board\" percentage raise per position identified in column (B), (F) Average total increase is the step increase plus the salary raise. This is the amount the district will pay \"over and above\" last year. (G) Revised (or adjusted) average salary is the average salary identified in column (C) plus the step increase, plus the salary raise. (H) The impact on the budget is the number of positions identified in column (B) times the average total increase, column (F). This is the additional amount the district will be paying during 1993-94 over what they paid in 1992-93 for the positions identified in column (B), (I) Total cost to district is the amount the district will pay for salaries of those positions identified in column (B) during 1993-94. (J) 1993-94 average salary is determined by dividing the total cost to district, column (I), by the number of positions, column (B).1 5\"^ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CY____ 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 NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of the following budget documents required by the Court's June 15, 1993 Order: 1. An updated 1993-94 tentative LRSD budget document which includes: A. By school or department, budget detail showing function code, object code, and FTE that incudes any changes from the 1992-93 budget as to additions. deletions, and m I'  J I ! o reinstatements\nB. Also by school or department, 1991-92 actual expenses. the 1992-93 budget, 1992-93 unaudited actual expenses. and the 1993-94 budget\nC. Any other summaries and budgets shown in the table of contents of the tentative budget document. 2 . A LRSD budget summary projecting revenues and expenses for each of the next five fiscal years which reflects annual incoming settlement monies (and any settlement loan funds the district anticipates drawing). The summary must also include anticipated yearly M-to-M revenues. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 ^hristopherHeSer^ Bar No. 8108 3 ' CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 30th day of June, 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 72201Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 xistopher Hell  Ifc' (-jF  AUG 21 \u0026gt;5 Oi!. t: ycnitofing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION , LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER filed * 2 l3 PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS I -e Cii On July 7-8, 1993 and again on August 12-13 , 1993 , the Court held hearings on the Little Rock School District's (\"LRSD\") budget for the 1993-94 school year. This Court has previously expressed concern that it cannot meet its obligation to monitor desegregation plan compliance until the LRSD implements a budgeting process that will yield a budget which reflects the district's careful planning for meeting its desegregation obligations over the full span of the settlement agreement. Having heard testimony over the course of the two hearings, the Court commends the LRSD for initiating, with the help of the Office of Desegregation Monitoring, budgeting and long- range planning processes. The Court acquiesces in the implementation of the budget for the following two reasons: (1) the LRSD budget for the technically balanced, and 1993-94 school year is I  -.3 *-' (2) the LRSD considered its desegregation obligations in the budget, although there remain certain areas of concern. The Court continues to be concerned with the tremendously large budget deficits the LRSD projects for future years These deficitst are brought about partly by recurring expenditures that are funded through non-recurring revenue sources, a practice that threatens to jeopardize the district's ability to fund its desegregation obligations in the future. The Court also notes that, although the LRSD succeeded in creating a balanced budget, the district was able to do so by using extraordinary one-time budget balancing strategies that do not represent lasting budget reductions. One example of such budgetary practices is the way in which the district drained its Risk Management Loss Program to create additional revenue for the 1993-94 fiscal year. This fund, which the LRSD established to pay deductibles associated with losses not covered by insurance premiums, had accumulated a reserve. The LRSD transferred $500,000 from this reserve into the revenue side of the budget to shore up the sagging bottom line. However, the district will not be able to implement this strategy on an annual basis. See Exhibit 1-B, June 28, 1993 Submission. Although the district has termed such maneuvers \"Major Deficit Reduction Actions, II most are actually one-time budget reduction tactics that do little or nothing to remedy the predicted out-year shortfalls. This type of financial manipulation only allows the district to delay making the difficult budget decisions that will alleviate the projected deficits. The Court is also particularly concerned about the following budget items that represent reductions in previous program or department funding levels and thereby create the potential for negatively affecting the desegregation plan: (1) Office of Communications: The Interdistrict plan states 2that fl [d]esegregation will succeed only so far as the conununity supports and participates in it, and [a] community well-informed about its schools, and their desegregation, is more willing to place confidence in them and to participate in various aspects of desegregation-related initiatives and activities. In this respect, the Interdistrict Plan calls for the district to seek ways to fund additional staff who are responsible for public relations programs. Yet the district now recommends cutting the Communications Assistant to part-time with a salary of $10,000 and no travel or benefits package. The Court questions the effect that losing a full-time Communications Assistant will have on the district's ability to meet its plan obligations.* (2) McClellan Community School Program: In a June 28, 1993 submission. Exhibit 1-A includes the Community School among a listing headed \"Reinstatement of Programs\" that allots $100,000 to the program. In the July 8, 1993 submission, the business case for the McClellan program reiterates that \"the cost for restoring and expanding some community programs is $100,000. In the revised August 2, 1993 submission, an almost identical business case on the McClellan Community School Program appears again, but this time  without explanation for the change  \"the cost for restoring and expanding some community programs has been revised and is projected to be $55,000. The Court has previously reminded the district that The Interdistrict Plan provides that the districts will \"[cjontinue to embrace public relations as basic to successful desegregation. They will allot sufficient financial and human resources to effectively support the communication and involvement activities, training, and specialized programs or approaches to public relations which are required.\" -3-it It must be mindful of the language in its desegregation plan which states that a McClellan Community School Planning Committee (now called the McClellan Community High School Advisory Council) is a means for promoting community involvement and input so that whatever changes are proposed for the school will reflect the community's needs and wishes.\" See Order of December 30, 1992. The primary goal the McClellan Community School is to aid desegregation by bringing parents, local business people, and other citizens into the school as active program planners, guiders, and sustainers as well as participants in the community school classes. Yet the district proposes a funding alteration for the community program that causes the Court to question the effect this change will have on the district's ability to desegregate McClellan and meet its plan obligations. (3) Parent recruitment: In its July 8, 1993 submission, the LRSD allocated $74,000 for recruitment activities, but whittled that amount down to $34,000 in its August 2, 1993 submission. in business case entitled fl LRSD Office of Desegregation - Recruitment\". The business case in the latter submission cites that the funds a allocated for recruitment activities in the two previous budget years went largely unspent, as though that fact were justification for the assertion that follows immediately in the next paragraph: \"The LRSD can implement the recruitment activities in the Desegregation and Interdistrict Plans in a more effective manner than in the past and absorb a reduction in the budget. tl The desegregation agreements require the parties to engage in early. rigorous. and sustained -4-recruitment, yet the record in this case reflects the paucity of LRSD recruiting efforts (particularly for the incentive schools) and disappointing recruitment results. Even so, the August business case goes on to recommend that $40,000 less be appropriated for recruitment than had been proposed one short month before. The business case offers no explanation for how the district arrived at $34,000 as an amount adequate to meet the tremendous recruitment challenges it is required to undertake. Nor is the Court able to identify within the budget documents where the district has made any other appropriations specifically to underwrite recruitment. The Court expects the district to live up to its business case promise that 11 should any major concerns be detected, the level of funding for recruitment will be increased to a level that ensures on-going. successful recruitment activities.\" (4) The VIPS (Volunteers in Public Schools) and Partners in Education programs: These programs involve a multitude of parent and community activities that are specifically identified in the desegregation plans. Yet these programs are incurring severe cuts. including the only staff position specifically allotted to Partners. The shortened contracts of VIPS staff may leave them without adequate preparation time before teachers report back to their schools. The Court reminds the LRSD that the Court of Appeals considers appropriate involvement of parents to be a crucial element of the plan from which no retreat should be approved. See Appeal of Little Rock School District, 949 F.2d 253, 256 (8th Cir. 1991). Should the district's actions in this regard ultimately prove unsuccessful, the -5-/ r Court will revisit the issue. There are other areas of the budget which concern the Court. Nevertheless, while the Court does not affirmatively approve this budget which appears destined to create future problems, the Court will not block its implementation. The LRSD has made choices in its budget which the Court will permit at this time. In order to monitor closely the ongoing budgeting and planning processes and their impact on desegregation, the Court hereby orders the LRSD to submit to the Court, not later than 5:00 p.m. on the last work day of each month, the most recent copy of any project management tool the district is using to guide, monitor, and control the development and implementation of its program planning and budgeting processes. IT IS SO ORDERED this day of August 1993. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AMD,'OR 79(a) FRCP ON BY Ji*It -6-u : .n: IN THE UNITED STATES DISTRICT COURT. EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION I CEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. No- 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 ORDER A hearing held on August 12, 1994 culminated a series of Court dates, which had begun in February 1994, to consider the 1994-95 Little Rock School District (LRSD) budget. In an August 22, 1994 Order, the Court stopped short of affirmatively approving the 1994-95 LRSD budget, but did not block its implementation- The Court now- addresses in more detail the deficiencies in the LRSD budgeting processes. The LRSD made some improvements in its final budget document over the course of the budget hearings. The district succeeded in producing a final document that is much more readable and concise than previous versions. In the final budget, items are easier to find, understand, and correlate. Also, during 1993-94, as it planned OCT 2 4 iw for the coming fiscal year, the LRSD worked through the steps of the planning and budgeting process which it had developed in conjunction with the Court-appointed Budget Specialist. In generating the 1994- 95 budget, the district addressed all of the components of thatprocess to some degree. However, the LRSD did not always follow its plan and needs to improve timeliness, and overall quality of its work. accuracy, comprehensiveness. I. Projected Budget Deficits The Court continues to be particularly concerned about the increasingly large and ominous budget deficits that the LRSD projects for future years. These shortfalls are due in part to recurring expenses being funded through non-recurring revenue sources, as well as to the apparent trend of overall expenditures growing faster than revenues. As with the FY 1993-94 budget, the LRSD created a balanced 1994-95 budget by using extraordinary one-time budget-balancing strategies that do not represent lasting fiscal reductions\nfor excimple. saving $908,776 through the Early Retirement Incentive Program\nborrowing $1.6 million in settlement loans\nusing a $4.1 million carryover balance\na spending freeze in the amount of $400,000\na cut of $300,000 in the line item for substitutes (with no explanation of how that amount was determined or the potential impact of the cut). The specter of a financial crisis looms ever larger over the LRSD, threatening to jeopardize the district's ability to carry out its obligations to provide a high-quality, desegregated education in the years to come. Yet the district continues to procrastinate in facing the tough decisions that it must make in order to align its spending patterns with the hard realities of declining revenues. For example, positions in the administrative ranks continue to be added, schools are under-enrolled, and salary increases appear automatic. -2-II. The Program Planning and Budgeting Process The district has developed, with the assistance of the Office of Desegregation Monitoring (ODM), a program planning and budgeting process that can serve the LRSD well if the district exercises the required management discipline. The program planning and budgeting procedures are tools that must work for the LRSD. The process is not static, but ongoing and cyclical\nit must be constantly managed and continuously improved so that it meets the district's changing needs and resources. The Court has repeatedly stressed that the LRSD must delineate the links between budgeting, planning, and evaluation which will ensure that the district spends money wisely and meets its desegregation obligations. Yet the district made little effort during the 1993-94 fiscal year to complete meaningful program evaluations for budget decisions or modifications in programs or operations. At the end of the 1993-94 program development cycle. recommendations to modify or delete inefficient or ineffective programs were virtually non-existent. The district must improve the quality and timeliness of the products that should result from the planning and budgeting processes. Needs assessment, program evaluations, decisions to add. modify, or delete programs, and the budget itself all suffered from problems relating to timeliness and quality. Decision-making must be built on defined processes that are based on data and analysis and correlated into a management time-frame. Rather than using business cases as rationales to justify changes already made by -3-\"administrative prerogative, II the district should use its business- case process as a decision-making tool to define problems, identify alternatives, anticipate consequences, and then confidently make well-reasoned choices. As examples of deficiencies that can be generally categorized as quality-related, the FTE's (Full Time Equivalence, which indicate specific numbers of employees) had been omitted from the budget (but were restored at the direction of the Court)\nof 37 proposed business cases, 33 involved additions and modifications that added costs to the budget\nthe district had formulated no contingency plan in the event the transportation \"outsourcing\" option being investigated by the LRSD did not materialize (as it subsequently did not)\nproposed school closings at Baseline and Stephens did not relate to a comprehensive long-term facilities plan\nseveral of the business cases lacked substantive information and others contained information that was disjointed and fragmentary, incongruous, or 'inadequately explained and supported, thus leaving many questions unanswered. especially those having to do with the relationship between evaluation and planned changes.. Program decisions must be made within a time-frame which will allow orderly input into the budget process. Decisions delayed early in the cycle compress decision-making into slim time-frames, resulting in last minute decisions that leave little time for proper incoirporation into the budget document. Examples of tardiness include: the needs assessment was two months overdue and published so late that its usefulness was severely limited\ndecisions on -4-transportation outsourcing were two months late and delayed until the very last moment\nprogram development decisions were still being considered five months after they were scheduled for completion\nthe district has yet to develop a plan for paying back the settlement loans\nfilings due on July 18, 1994 for hearings scheduled for July 28 and 29, 1994 were late, forcing a continuation until August 12, 1994. The district must work to institutionalize the planning and budgeting process throughout all levels of the organization. The process must become a well-understood, standard operating procedure that is well-accepted and consistently practiced as a way of life in the LRSD. The process can be institutionalized only if participants at all levels are actively involved in all aspects on a day-to-day basis. The district must ensure that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. To this end, the Court requires the LRSD to work with ODM to: 1. Develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives. program development. budgeting. monitoring and reporting. and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented. -5-2. Institute management processes which will actively review progress, in terms of achievements and expenditures. on a regular basis, involving every level of the organization down to at least every budget manager. The LRSD will work with ODM to ensure that the management processes are adequately defined and implemented. III. Business Cases The LRSD presented a number of business cases in conjunction with its 1994-95 budget. some of which the district subsequently withdrew or ultimately did not fund. Although the Court will not comment here on each one of the business cases. it specifically addresses below those for which the Court requires additional information or orders the district to take specific action. The parties are reminded that, until such time that the Court approves changes (whether proposed through business cases or other means) that constitute any alteration in desegregation plan commitments. the parties are obligated to abide by the desegregation plan and relevant court orders. a) Incentive School Spanish Program The district submitted several business cases regarding the Spanish language program in the incentive schools. The desegregation plan identifies foreign language as a featured subject area of emphasis in the incentive schools. The plan strongly recommends that Spanish be the studied language, and calls for a number of specific activities and supports, including language labs, a total physical response methodology, and provisions for practical experiences and -6-interactions with a native language user. In addressing earlier proposals from the LRSD to modify or eliminate certain incentive school features, such as language labs, the Court issued a May 1, 1992 Order noting that the parties had agreed to a wide array of activities, enhanced programs, and support mechanisms that would be available at the incentive schools. The Order admonished the LRSD that the \"Eighth Circuit has emphasized the importance of the incentive schools and this Court will not allow the district to diminish the scope and quality of the schools' instructional programs and enrichment activities.\" A December 1993 report from ODM observed that the Spanish program in the incentive schools is \"in a deplorable state. The district still has failed to implement the foreign language program described in the incentive school section of the desegregation plan.\" (pg. 50) Subsequently, in submissions dated April 15, 1994, the LRSD filed individual business cases regarding Spanish instruction in each of the incentive schools. Most of the business cases requested either a half-time or full-time Spanish teacher. One proposed to pilot a Spanish immersion program at an unnamed incentive school. Later, in a July 18, 1994 submission, the district proposed a pilot program at one school that would cost $149,000. In this scenario. the remaining incentive schools would not offer Spanish during the regular instructional day. but would instead focus on infused cultural activities through the revised curriculum and thematic units. However, the district ultimately did not fund these business cases, but instead chose to allot new resources for foreign language -7-instruction at only one incentive school, Franklin, where the proposal was for a pilot Spanish immersion program in one first-grade class. Since the district has submitted and subsequently withdrawn or simply not funded so many proposals regarding Spanish instruction, it is unclear to the Court how the district plans to deliver a quality foreign language program as outlined in the desegregation plan. Therefore, the district must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered at each of the incentive schools. The description is to include the extent to which the program is offered during the regular instructional day or extended day\nthe date the program began in each school during this academic year\nthe days and times Spanish is offered at each school\nhow instruction is being delivered\nthe number of FTE's teaching the subject in each school\nwhether each teacher is certified in Spanish\na description of each language lab and how it is being used to reinforce instruction\nthe grade levels at which Spanish is offered\nthe number of children enrolled in Spanish classes at each school by grade level\nthe specific learning objectives of the program, and how those objectives correlate to the program as it is being offered in each school (for example, as related to the methodology, instructional time, language lab practice periods, interaction with native speakers, etc.) b) Incentive School Theme Implementation On April 15, 1994, the LRSD submitted five separate business cases that requested funding to implement various \"phases of themes -8-in each incentive school. However, the district ultimately funded none of these proposals in its final 1994-95 budget. The 1994-95 school year is well underway, and the Court fears that the district may not be providing students the full range of programs promised in the desegregation plan. Even though this Court's May 1, 1992 Order instructed the LRSD to fully implement themes in the incentive schools, the district has consistently dragged its feet. For example, the December 1993 ODM report on the incentive schools points out that \"the earliest official starting date for a specialist was February 17, 1993 at Rockefeller. Program specialists at Franklin, Mitchell, and Rightsell started as late as April 12, 1993, almost one full year after the [May 1992] court order.\" The report goes on to state that the specialists had been working to integrate each theme into the school's curriculum. Now, over two years after the May 1992 Order and over one year since full-time specialists began' working. it appears that the schools are requesting funding for implementation. What has happened in the interim is unclear. So that the Court may determine the extent to which the district is currently complying with previous orders to fully implement themes, the district is to submit on or before Wednesday, November 16, 1994, description of theme implementation in each of the a incentive schools that includes at least the following information: 1) the a summary of the theme, how it is being integrated into curriculum and school activities, and the implementation timeline and 2) if theme implementation is contemplated in phases, the -9- rationale for such a method and plans for seeking Court approval for that approach 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation 5) what remains to be done to implement the theme fully 6) the amount of money spent on each school's theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e.g., personnel, equipment, etc.) c) Staff Attorney In a June 1994 business case, the district proposed to add a full-time staff attorney position to the LRSD administration. The proposal states that the costs of adding this position would be offset by the savings in outside legal fees. Despite this assertion. the business case includes no dollar amounts for savings\nit only covers the costs of the new position and additional clerical support, a figure of some $94,000. Without a cost savings analysis, it is not possible for either the district or the Court to determine what the real savings may be. The budget figures for 1994-95 reflect no savings in the line item for legal expenses over the previous budget. The Court advises the LRSD to determine what portion of outside legal fees a staff attorney can realistically save the district before it moves to add another position to an already swollen administrative body. -10-d) Director of Student Assignment and Desegregation The district has proposed to change the Desegregation Facilitator's title and duties to encompass direct responsibility for all aspects of the Student Assignment Office, coordination of citizen monitoring groups, and other duties. During the hearings, the attorney for Joshua expressed objections to the change, maintaining that the LRSD had afforded him neither adequate notice nor involvement. He also cited the proposal as a modification of the desegregation plan, which requires adherence to a modification process that had not been followed in this instance. The Court concurred and also noted that, while the superintendent was free to organize his staff according to his professional judgment. any recasting of roles had to be consistent with the desegregation pleins or else approved through the requisite plan modification process. The Court cautioned that any staff reorganization or changes in job descriptions could not result in neglect of plan-mandated responsibilities. Furthermore, the Court raised the issue of accountability, because the business case does not make clear exactly who would perform the jobs formerly assigned to the Desegregation Facilitator. The Court has charged the Monitor with coordinating among the parties the plan modification process for this proposed change. She will work with the LRSD to identify any deficiencies in the business case and to address them in ways that preserve the intent of the desegregation plan when it provided that a Desegregation Facilitator would serve the staff and students of LRSD schools. -11-e) Great Expectations Program On August 8, 1994, the district filed a business case proposing to implement Great Expectations, a program concept and methodology developed by an educator in Chicago and implemented in that city and elsewhere. The case does not adequately reflect that the district used the business-case method as a planning tool to enable it to make a confident, fully informed decision in adopting Great Expectations. For example, the case does not reflect the extent to which the district researched other programs, the criteria the district used to choose this one, or what the district expects the program to achieve. The case does not state why Mitchell and Rightsell were selected as participating schools or how this program would mesh with the district's desegregation obligations. In depicting Great Expectations, the business case describes the types of learning activities that are already operationalor should bein the incentive schools according to the desegregation plan\n'for example. cooperative learning. the new LRSD integrated curriculxim. the classics literature program, the Latin Enrichment Program, reading and oral expression across the curriculum, heterogeneous groups, Writing-to-Read, positive expectations, positive self-esteem, and the Effective Schools model. While the Court does not disapprove Great Expectations, it does not accept it as a replacement of the incentive school programs which are catalogued in the desegregation plan. Rather, the Court sees the program as complementary and hopes that the Great Expectations approach will be useful in coordinating and supporting delivery of -12-the many programs and activities that incentive school children should regularly be experiencing. The Court notes that the district has provided no information indicating that Great Expectations should in any way affect the funding level or double funding feature of the incentive schools. (f) Incentive School Double Funding An August 8, 1994 business case proposed to save over $312,000 in the incentive schools by reducing certain personnel and services. ODM monitoring reports on the incentive schools have documented that the LRSD is more than double funding the incentive schools. The amount of money spent per pupil in the schools is a function of personnel and program costs in relation to the number of students enrolled in a particular building. Incentive school overhead costs remain relatively fixed from year to year, so if enrollment drops. per-pupil costs rise. Incentive school expenses have been increasing beyond the double funding point primarily due to under-enrollment and to increased personnel costs, noticeably due to the total amount of stipends paid to staff for the extended day and week programs. The district must curtail expenses wherever possible and appropriate\nbut at the same time, the district also must provide adequate compensatory, remedial. and enriched education to its students. The challenge which the double funding business case attempts to address is aligning incentive school costs with the programs and services promised in the desegregation plan. The only alignment method the district has contemplated in this proposal is cutting funding in various line items\nthe case does not consider -13-savings by increasing the number of students in each school through diligent recruitment, by releasing reserved seating, or by returning to their attendance zone those children who attend schools located outside their home zone. (Since the August hearing, the district has sought and received approval to release seats previously reseirved for white children in the four-year-old and kindergarten programs.) While the Court does not block implementation of these cuts, this business case is a further example of an instance where the guality of the district's proposals need to be greatly improved, example, a key element absent in this proposal is evaluation. For The LRSD does not offer an evaluation base upon which to construct a solid case for changing elements of school programs or operations as they relate to funding. Decisions must not be solely money-driven\nthey must be based on monitoring, measurement, outcomes, evaluation, research, and reassessment as well as on economy. Otherwise, how can the district determine what needs to be changed and how to change it? The business case fails to draw clearly the connections between the decisions that drove specific cuts, which cuts relate to which program or activity, how the cuts will potentially affect programs, what proportion of a category (such as supplies) a specific line item cut represents, and how the LRSD will monitor and measure the effect of the changes. Furthermore, the case neglects to factor in the critical relationship between the number of students and per-pupil expenditure\nnor does the proposal state the enrollment level upon which the cuts were based. (When Stephens Incentive School closed at the end of 1993-94, significant number of its students were a -14-assigned to Garland Incentive School. The business case does not state whether such enrollment shifts were considered.) The Court will be watching the effects which these cuts have on the incentive schools. g) Academic Progress Incentive Grants On July 18, 1994, the LRSD submitted a number of business cases which included one on Academic Progress Incentive Grants (APIG) . That business case is subtitled \"Proposed Modification of the Court- approved Desegregation Plan.\" Yet the district has provided no information or evidence that indicates the degree to which the LRSD may have followed the required plan modification process. The proposal is essentially to combine the funding of APIG and focused activities, although the desegregation plan indicates that schools were to have the opportunity to carry on both focused activities and APIG from separate funding sources: \"The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year\" (pg. 81). As for APIG, the plan refers to an annual process where area schools (both elementary and secondary) may develop proposals in order to receive funding. Subsequent court orders stressed that focused activities and APIG were to remain complementary of each other, and that one was not to supplant the other: \"However, the Court recognizes the [Academic Progress Incentive Grant Program] as a complementary addition to, but not a replacement of. the original focused activities feature of the plan. Focused activities will continue to be an option for area schools. -15-may center around a theme, and will operate according to the original plan which provides for community and parental involvement and an annual allocation of funds. tt (May 1, 1992, pp. 24-25, emphasis original). The record shows that more than 8 0% of LRSD students attend area schools. Focused activities and APIG were designed to ensure that the vast majority of the district's students would have access to school-based programs and services tailored to help them reach the desegregation goals for academic achievement. As a matter of fact. the business case on cutting incentive school funding states that the cuts will free up more money for the area schools, presumably to help meet the needs of those schools. The district has not persuaded the Court that the proposal as presented in the July 1994 business case will help promote desegregation goals, nor that it is in the best interests of the thousands of students who attend area schools. Therefore, the Court does not approve the proposal as submitted. If the district wishes to revisit this area, the Court advises it to consult with ODM and the parties to develop a proposal that will clearly support the desegregation plan goals and serve the needs of area school students. Any proposed modification of the desegregation plan must be done in accordance with the requisite procedures. h) Transportation The 1994-95 budget contained a $1.3 million appropriation for transportation, but that allotment was unaccompanied by a plan or business case indicating how the sum would be applied. Testimony at -16-the hearing was that $1 million would be used for buses and the remainder would be spent on other needs. The Court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. IT IS SO ORDERED this 24th day of October 1994. 5 I , / 1 mJITED STATES DTSTRyCT JUDGE OOCUMEfiT EVTERSD OH ^mpuancewith docket SHEET W ON FRC? J -17-\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_691","title":"Registration","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 management and organization","School enrollment","Educational statistics"],"dcterms_title":["Registration"],"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/691"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District First Class Schools For World Class Kids Information Registration 1993-94CALENDAR OPEN HOUSE DATES: (All Open Houses Begin At 7 P.M.) January 25 Incentive and Interdistrict Schools January 26 Elementary Magnet Schools February 1 Area and Magnet High Schools February 2 Area and Magnet lunior High Schools February 3 Area Elementary Schools REGISTRATION DATES: February 8-19 Pre-registration for new students, kindergarten, four-year-old and options (incentive, interdistrict and magnet schools). March 10 Assignment notification to all students, except four-year-old program applicants. March 15-26 Desegregation transfer application period. March 15-June 9 Registration resumes at area schools. April 9 Notification letters to desegregation transfers and four-year-olds. Dates and place for summer registration will be announced later. All students, new and returning, must confirm their school assignment at this time.INTRODUCTION The purpose of this brochure is to save your time by assuring that you know how, when and where to register your child in the Little Rock School District for the 1993-94 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first-class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. I TRANSFER OPTIONS Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Thematic elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/interna- tional studies, health science, business/ communications and basic skills. Interdistrict Schools. LRSD has two interdistrict elementary schools, one with a computer-science theme and the other's theme soon to be announced. Pulaski County Special School District's interdistrict school at Crystal Hill has a communications theme. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for secondary students will be granted from March 15 to March 26 only. Applications should be completed at the LRSD Student Assignment Office. Desegregation transfers also will be granted to the following elementary schools: Badgett, Bale, Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson, Wilson and Woodruff. Area (Attendance Zone) Transfers. Students who are not currently attending their area (attendance zone) school may request a transfer to their area school. Forms should be completed at the Student Assignment Office. M-to-M (Majority to Minority) Transfers. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609 Interdistrict Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 8-19 FOR NEW STUDENTS, KINDERGARTNERS AND FOUR-YEAR-OLDS Who Should Register: All students new to the LRSD for the 1993-94 school year or children who will be five years old by October 1, 1993, (for kindergarten) or four years old by October 1, 1993, (for four-year-old program) should complete the pre-registration process February 8 to 19 to receive a confirmed assignment by March 10 (except four-year-olds who will be notified April 9). How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick up a Pupil Information Form from your area school. If you don't know your area school, call the Student Assignment Office, 324-2272, and tell them your address, or drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information with them: Proof of students Social Security number, proof of student's aye and verification of home address. Acceptable documentation of age includes a certified birth certificate, visa or passport. Acceptable documentation of address includes a current utility statement, a sales/ purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you. ALTERNATE PRE-REGISTRATION DATE If you miss the February 8-19 pre-registra- tion, the next pre-registration opportunity will be March 15 to lune 9.Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips. Call 570-4000 for information. Safe, Secure Schools: Precautionary procedures include metal detector scanning in secondary schools, pilot police resource officer program, staff training for conflict resolution and ongoing review and advice on safety policies by a District/community task force. DIVERSE CHOICES ALLOW YOU TO CUSTOMIZE YOUR CHILDREN'S EDUCATION Select a school where they'll thrive in a learning environment that's tailored to their personality and talents. With so many options in the LRSD, there's bound to be one that is especially suited for your child. The following is a summary of options now available: Area Schools: The elementary school that is the district school nearest your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroombased program in basic skills as well as essential skills development necessary for problem solving and critical thinking. The elementary program focuses on instruction in language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors and a gifted and talented education program for students in grades 3-6. Gifted and talented teachers work with classroom teachers for student needs in grades K-2. At the junior high level, the focus on basic skills and decision making is expanded to a broader range of subjects including art.HOW TO PRE-REGISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets, majority-to-minority (M- to-M) transfers and desegregation transfers to another area school. (See Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any student not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. SPECIAL FEATURES The following are some of the special features offered daily by the LRSD throughout the school year: Before And After School Child Care: The CARE program is a non-profit program of child care offered to elementary-age students in the LRSD. It operates before and after school and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. Hours are 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. Nutritious Meals: Breakfast is available to students for 50 cents and lunch is $1 for elementary and $1.05 for secondary students who have a choice of menu items. other information. Best pupil-to-staff ratio in tfie District: this ratio helps increase interaction between students and trained adults. Special skills program: foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent workskops: priority to learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer an early start to prepare children for the learning process. Mentoring/role model programs: emphasis on developing self-esteem and social skills through volunteer, local business and professional persons. The incentive school program is based on the Pre K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficult to desegregate. (See Directory of Softools For A List of Incentive Schools. See Calendar For Open House Dates.) Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet school -- with exciting possibilities for students who wish to pursue specific interests. All magnet schools are tuition-free and available to students in the Little Rock School District, North Little Rock School District and Pulaski County Special School District. Transportation is provided to students who live more than two miles from the magnet school they attend. There is no tryout or pre-requisite course required for entrance. If the applicants exceed the seats available, selection will be made on a random basis by use of a lottery system. Enrollment is open county-wide. Applications must be submitted to the student's resident district. There are 12 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab complement the regular elementary program.band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, language arts, science, social studies and vocal music. Extracurricular opportunities include basketball, football, golf, tennis, track, volleyball, cheerleading, drill team and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. (See Directory of Schools For A List of Area Schools And Addresses. See Calendar For Open House Dates.) Incentive Schools\nThere are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and have a focus geared to educational achievement. These schools receive enhanced funding and voluntary M-to-M transfers are available for some students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: Student education plan: an individual learning plan is developed to meet each student's learning style, interests and needs. Computer-assisted instruction: children learn computer-based instruction in language arts, mathematics, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Latin is used to enhance language arts skills in grades 5-6. Extended day, week and year learning opportunities: classes after school and Saturday enrichment programs to enrich and reinforce academic skills. Parent Center: parents may obtain materials and training on parenting skills and 1 I 1\u0026gt; Central High International Studies (10-12): Limited magnet program with 175 seats developed around an international theme that capitalizes on the school's extensive foreign language program. McClellan Business/Communications (10- 12): Dual focus of business and communications provides a solid college prep business/ communications program and prepares students for the world of work, emphasizing ongoing collaboration with nearby institutions of higher education. Through a seven-class day, the program is enhanced by the schools community education program, also. - Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum, are offered. Visual arts, theatre, dance, music, microbiology and human anatomy are among the offerings.  Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dates.) Interdistrict Schools: There are three interdistrict schools. King Elementary will open as an interdistrict school in August 1993 on Martin Luther King Drive adjacent to 1-630. It will be conveniently located for the children of persons employed in the downtown/state Capitol/ Arkansas Children's Hospital vicinity. It will be open to LRSD students who live in the King attendance zone and students from the Pulaski County Special School District who are eligible for an M-to-M transfer. A thematic focus will be announced soon. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible'' Carver Basic Skills/Math-Science (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical- thinking skills. Gibbs Foreign Language/lnternational Studies (K-6) Daily French, German and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. \" Williams Basic Skills (K-6): An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. - Washington Basic Skills/Math-Science (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two math labs, a computer lab, IBM Writing to Read program and a strong emphasis on the hands-on approach to math and science education. Dunbar International Studies/Gifted \u0026amp; Talented (7-9): International studies are incorporated into seven classes daily including foreign languages, international studies, world issues and a soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Henderson Health Science (7-9): Health science study incorporated into seven classes daily including health sciences in today's world, in the universe and in the physical world. Science rooms are equipped with functional science laboratories and a curriculum specialist serves as a liaison with health science institutions for field trips and special events. - Mann Arts \u0026amp; Science (7-9): Two magnet programs, arts and science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance and science labs.I AEROSPACE PROGRAM INTEREST INVENTORY Clip or copy this form, fill it out and mail it back to LRSD I  The Little Rock School District is applying for a  federal grant to fund operation of an aerospace I program in three junior high schools, beginning in | the second semester of the 1993-94 school year, g and continuing into a senior high aerospace magnet  school to open in the 1994-95 school year if the  grant is received. ? If the District implements this program:  1. Would your child be interested in attending I one of the junior high schools where this program | will be operated?  Yes No 2. Which of these junior high schools would your child prefer? (please check one) Southwest junior High School Forest Heights junior High School Cloverdale junior High School 3. Would your child be interested in attending the high school aerospace magnet program? Yes No 4. Would you like additional information about these proposed programs? Yes No Student's Name Race (black, white, other) Home Address Parent Name Telephone Number Current School Current Grade Level_________________________  We encourage all students enrolled in the Little J Rock, Pulaski County or North Little Rock school J districts to respond to this survey.  Please complete this information, tear out this I page and return it to the LRSD Student Assign- I ment Office, 501 Sherman Street, Little Rock, AR | 72201, ATTENTION: Marie Parker.  for an M-to-M transfer. Strongly anchored with a traditional basic skills curriculum in social studies, science, math and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. There's a computer-based gifted math program which offers pre-algebra and algebra 1 to advanced math students. Physical fitness, music and art are a strong part of the curriculum. Computers are available in classrooms of the four upper grades. (See Directory of Schools For Address. See Calendar For Open House Dates.) Crystal Hill Elementary: In August 1992, Pulaski County Special School District opened the Crystal Hill Elementary Interdistrict School which has a communications theme. Located adjacent to 1-430 north of the Arkansas River, this school is open to LRSD students who are eligible for an M-to-M transfer. Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs\nFour-year-old Program: Tuition-free programs for children who will be four years old on or before October 1, 1993. (See Directory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dates.) HIPPY (Home Instructional Program for Pre-school Youngsters): A home-based instructional program that recognizes the parent as the child's first teacher and reinforces this idea in order to increase educational achievement and close disparities in achievement among students. Call 324-2266 for more information. Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. The fee for this program is $55 weekly. This program accepts voucher clients, also. (See Directory of Schools For Address. See Calendar For Open Howse Dates.)Directory of Schools SENIOR HIGH SCHOOLS Central lohn Hickman 1500 S. ParfeSI., 02 324-2300 I.A. Fair Al Niven 13420 David O. Dodd Rd., 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\" SI., 05 671-6200 JUNIOR HIGH SCHOOLS Cloverdale Gai/le Bradford 6300 Hinfoon Rd., 09 570-4085 Dunbar Nanci/ Volsen 1100 Wriyht Ave., 06 324-2440 Forest Heights Ricliard Maple 5901 Evergreen Rd., 05 671-6390 Mabelvale Waller Marshaleck 10811 Mahelvale West Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Finest., O'O 671-6250 Southwest Charity Smith 3301 S. Bryant St., 04 570-4070 ELEMENTARY SCHOOLS Badgett Mari/ Colston 6900 Pecan Rd., 06 324-2475 Bale Levanna Wilson 6501 W. 32ndst., 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Mary Menfe'ng 79I5W. Markham St., 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, AR 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinfaon Rd., 09 570-4055 Dodd Patricia McNeil 6423 Stagecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison St., 05 671-6260 Forest Park Virginia Ashley 1600 N. Tyler St., 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley Dr., 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pike, 09 570-4160 Jefferson Frances Cawthon 2600 N. McKinley SI., 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cutoff Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd., 07 228-3072 Meadowcliff lerry Worm 25 SAeraton Dr., 09 570-4165 Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 Pulaski Heights Kay Lass 319 N. Pine St., 05 671-6290 Terry La Dell Laaper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llayd Black 73 Westminister Dr., 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr., 09 570-4195 Western Hills Scalf Morgan 4901 Western Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Slannus Rd., 04 570-4180 Woodruff Pat Higginbotham 3010 W. 7tli St., 05 671-6270 INCENTIVE SCHOOLS (Elementary) Franklin Franklin Davis 1701 S. Harrisan St., 04 671-6380 Garland Rafcerl Brawn 3615 W. 25th St., 04 67)-6275 Ish Stan Strauss 3001 S. PulaskiSt., 06 324-2410 Mitchell Donila Hudspeth 241 OS. Battery St., 06 324-2415 Rightsell Sharon Davis 911 W. I9lii SI., 06 324-2430 Rockefeller Anne Mangan 700 E. j7th St., 06 324-2385 Stephens Lonnie Dean 3700 W. I Slit SI.. 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elemenlary Dr. Cheryl Simmons 2016 Barber St., 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 E. 6th St., 02 324-2460 Central High International Studies john Hickman 1500 S. Parfest., 02 324-2300 Dunbar Magnet Junior High (International Studies/Gifted \u0026amp; Talented) Nancy Valsen 1100 Wright Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elemenlary Danna Davis 1115 W. I6lii SI., 02 324-2490 Henderson Health Science Magnet junior High Clell Watts 401 john Barrow Rd., 05 228-3050 Mann Arts \u0026amp; Science Magnet junior High Marian Lacey 1000 E. Roosevelt Rd., 06 324-2450 McClellan Business/ Communications Magnet Senior High jodie Carter 9417 Ceyer Springs Rd., 09 570-4100 Parkview Arts \u0026amp; Science Magnet Senior High junious Babbs, |r. 2501 john Barrow Rd., 04 228-3000 Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th SI., 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elemenlary Karen BacHanan 115 W. 27th St., 06 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lacfeoH 7301 Evergreen Rd., 07 671-6363 INTERDISTRICT SCHOOLS King Elementary Martin Luther Kiny Dr. al 1-630. Romine Elementary Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elemenlary, Incentive, Inlerdislricl \u0026amp; Magnet Listings Far Phone Numbers S Addresses) 6-Wks. Through 3-Yrs. Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Vear-Old Program Badgett Bale Cloverdale Crystal Hill Franklin Garland Geyer Springs Ish King Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff (LRSD expects to add more sites for four-year-old programs for 1993- 94. Details will be announced as soon as possible. I Crystal Hill Elementary (Pulaski County Special School District) Wanda Ruffins 5001 Doyle Venable Dr. North Little Rock, AR 72118 753-4323 VO-TECH CENTER Metropolitan Dr. Doyle Dillahunly 7701 Scali Hamilton Dr., 09 565-8465 LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 Nonprofit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre^registration: February 8-19 k u Ku J * ' ftS o H Z : U s (A (A U (A (A (A U U M o X u o o X u w \u0026gt; O o X u (AJ $ Little Rock School District f I First Class Schools For World Class Kids J INTRODUCTION The purpose of this brochure is to save your time by assuring that you know how, when, and where to register your child in the Little Rock School District for the 1992-93 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. OUR MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the LRSD will provide: (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. Through an organized program of studies, each student will experience academic success and will learn to appreciate responsibility and productive citizenship. ALTERNATE PRE-REGISTRATION DATE If you miss the February 3-14 pre-registration, the next pre-registration opportunity will be April 6 to lune 5.CALENDAR February 3-14 Pre-registration for new students, kindergarten and options (incentive, interdistrict, and magnet schools). March 6 Assignment notification letters to all students. March 9-20 Desegregation Transfer application period. April 6-June 5 Registration resumes at area schools. April 13 Notification letters to Desegregation Transfers. April 27-May 8 4-year-old application period. May 18 Assignment notification letters to 4-year-olds. June 8-July 24 Summer Registration at Student Assignment Office. July 27-31 No registration accepted. August 3-7* Registration in all school buildings. (  OPEN HOUSE DATES (All Open Houses Begin At 6:30 P.M.) January 27 Area Elementary Schools January 28 Incentive and Interdistrict Schools January 29 Secondary Schools January 30 All Magnet Schools  * All students, new and returning, must confirm their school assignment at this time.Diverse Choices Allow You To Customize Your Child's Education Put them where theyll thrive in a learning environment thats tailored to their personality and talents. With so many options in the LRSD. theres bound to be one that is especially suited for each child. The following is a summary of options now available: Area Schools: The elementary school that is the district school for your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroom-based program in basic skills as well as essentia! skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors, and a gifted and talented education program for students in grades 3-6. At the lunior high level, the focus on basic skills and decision making is expanded to a broader range of subjects including art, band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball, and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement, The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. (See Direclon/ of Schools For A Lisi of Area Schools And Addresses. See Calendar For Open House Dales) Incentive Schools: There are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and will have a focus geared to educational achievement. These schools receive enhanced funding and voluntary transfers are available for students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: SludoHl eJucalion plan-, an individual learning plan Is developed to meet each students learning style, interests, and needs. Computer-assisted instruction: children learn computer-based instruction in reading, mathematics, social studies, and science. Writing to Read computer labs are available for kindergarten and first grade. Extends day, weeh and year learning opportunities: classes after school and Saturday enrichment programs enhance learning. Pdrewt Center: parents may obtain materials on parenting skills and other information. Student ftomwoji kolline: a telephone hotline is available for students to call for assistance. Best pupil-lo-staff ratio in the district: this ratio helps increase interaction between students and trained adults. Spedol shills program: foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent uorksftops. Priority Io learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer an early start to help prepare children for the learning process. The incentive school program is based on the K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficuilt to desegregate. [See Directory of Schools For A List of Incentive Schools. See Calendar For Open House Dales} Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet schoolwith exciting possibilities for students who wish to pursue specific interests. All magnet schools are tuition-free and Special Features The following are some of the special features offered daily by the LRSD throughout the school year: Before And After School Child Care: The CARE program is a nonprofit program of child care offered to elementary age students in the LRSD. It operates before and after school and all day on most school holidays, CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. Hours are 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. Nutritious Meals: Breakfast is available to students for 50 cents and lunch is $1 for elementary and $1.05 for secondary students who have a choice of menu items. Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips. Call 570-4000 for more information. Safe, Secure Schools: LRSD schools follow security and safety guidelines. It is essential that students and their families be familiar with the Students Rights and Responsibilities Handbook which details acceptable behavior and consequences of unacceptable behavior. The LRSD recently adopted 53 points of action to assure that our schools continue to be safe and secure. available to students in the Little Rock School District. North Little Rock School District, and Pulaski County Special School District- Transportation is provided to students who live more than two miles from the magnet school they attend. There is no tryout or prerequisite course required for entrance, however a student must exhibit a genuine interest in the program selected. Enrollment is open county-wide. There are 10 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab all serve to complement the regular elementary program. Carver (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical-thinking skills. Gibbs (K-6) Daily French, German, and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. Williams (K-6|: An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. Washington (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two math labs, a computer lab, IBM Writing to Read program, and a strong emphasis on the hands-on approach to math and science education, Dunbar International Studies/Gifted \u0026amp; Talented (7-91: International studies are incorporated into daily sevenperiod classes including foreign languages, international studies, world issues and soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Mann Arts \u0026amp; Science (7-9): Two magnet programs, artsand science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, and science labs. Central High International Studies (10-12|: Limited magnet program with 175 seats developed around an international theme that capitalizes on the schools extensive foreign language program. Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum are offered. Visual arts, theatre, dance, music, microbiology, and human anatomy are among the offerings. Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dales) Interdistrict Schools: There are two interdistrict schools. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible for an M-to-M transfer. Strongly anchored with a traditional basic skills curriculum in social studies, science, math, reading and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. Theres a computer-based gifted math program which offers pre-algebra and algebra I to advanced math students. Physical fitness, music, and art are a strong part of the curriculum. [See Directory of Schools For Address. See Calendar For Open House Doles) Crystal Hill Elementary: In August, 1992, Pulaski County Special School District will open the Crystal Hill Elementary Interdistrict School. Located adjacent to 1-430 north of the Arkansas River, this school will be open to LRSD students who are eligible for an M-to-M transfer. Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs: Four-year-old Program: Tuition-free programs for children who will be four years old on or before October 1,1992, [See Direclory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dales) HIPPY (Home Instructional Program for Pre-school Youngsters): A home-based instructional program that recognizes the parent as the childs first teacher and reinforces this idea in order to increase educational achievement and close disparities in achievement among students. Cal! 324-2266 for more information. Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. A fee for this program may be applicable, based on family income, [See Directory of Schools For Address. See Calendar For Open House Du()Directory Of Schools SENIOR HIGH SCHOOLS Central lohn Hichman 1500 Parh, 02 324-2300 |.A. Fair Al Niven 13420 David O. Dodd, 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\", 05 671-6200 McClellan lodie Carter 9417 Geyer Sprinys, 09 570-4100 JUNIOR HIGH SCHOOLS Cloverdale Gayle Bradford 6300 Hinhson Rd., 09 570-4085 Dunbar NflHCi/ Volsen 1100 Wrighl Ave., 06 324-2440 Forest Heights Richard Maple 5901 Evergreen, 05 671-6390 Henderson Evcrell Haufe 401 Barrow Rd.. 05 228-3050 Mabelvale Clell Walts 10811 Mabelvale W. Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Pine, 05 671-6250 Southwest Charity Smith 3301 S. Bryant, 04 570-4070 ELEMENTARY SCHOOLS Badge! Marg Golston 6900 Pecan Road. 06 324-2475 Bale Levanna Wilson 6501 W. 32nd. 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Marg Menhing 7915 Marhham, 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinhson Rd., 09 570-4055 Dodd Marg lane Cheatham 6423 Slayecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison. 05 671-6260 Forest Park Viryinia Ashley 1600 N. Tg/er. 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley, 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pi he, 09 570-4160 lefferson Frances Cawthon 2600 N. McKinleg. 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cut-off Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 Meadowcliff lerrg Worm 25 Sheraton Dr., 09 570-4165 Otter Creek Caroign Teeler 16000 Oller Creeh Ph, 09 455-7440 Pulaski Heights Kag Loss 319 N. Pine, 05 671-6290 Terry LaDell Looper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llogd Blacb 75 Westminster, 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr . 09 570-4195 Western Hills Maryie Puchelt 4901 Weslern Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Stannus Rd., 04 570-4180 Woodruff Pal Hiyyinbotham 3010 W. 71b, 05 671-6270 INCENTIVE SCHOOLS lElementaryl Franklin Franhiin Davis 1701 S. Harrisc-i, 04 671-6380 Garland Roherl Brou'n 36I5W. 25lh, 04 671-6275 Ish Sian Strauss 3001 Pulashi, 06 324-2410 Mitchell Donila Hudspeth 2410 Battery, 06 324-2415 Rightsell Bobbie Goodwin 911 W. 19fA, 06 324-2430 Rockefeller Anne Manyan 700 E. I7lli, 06  324-2385 Stephens Lonnie Dean 3700 W. 1810, 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber, 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Marg Guinn 2100 EasI 61b, 02 324-2460 Central High International Studies lohn Hichman 1500 Parb, 02 324-2300 Dunbar International Studies/Gifted \u0026amp; Talented Magnet lunior High Nancg Volsen 1100 Wriyht Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis 1115 W. I6lb, 02 324-2490 Mann Arts \u0026amp; Science Magnet lunior High Marian Laceg 1000 E. Roosevelt Rd., 06 324-2450 Parkview Arts \u0026amp; Science Magnet Senior Hiyh lunious Babbs 2501 Barrow, 04 228-3000 Rockefeller Early Childhood Magnet Anne Manyan 700 E. 171b, 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan 115 W. 271b 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lachson 7301 Evergreen, 07 671-6363 INTERDISTRICT SCHOOL Romine Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elementary, Incentive, Interdistrict, \u0026amp; Maynet Listinys For Phone Numbers \u0026amp; Addresses of Schools) 6-Weeks To 3-Years Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Year-Old Program Rockefeller Early Childhood Magnet Also Available At All Schools Listed Under Incentive Schools (Elementary) os uell as at the followiny schools: Badgett Bale Cloverdale Geyer Springs Romine Interdistrict Washington Magnet Watson Wilson Woodruff I VO-TECH CENTER Metropolitan Dr. Doyle Dillahunty 7701 ScoK Hamiilon, 09 565-8465 ITransfer Options Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Themed elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/ international studies, and basic skills. Interdistrict Schools. The LRSD has one interdistrict elementary school with a computer-science theme. PCSSD operates an interdistrict school at Crystal Hill. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for secondary students will be granted from March 9 to March 20 only. Desegregation transfers also will be granted to the following elementary schools: Badgett, Bale, Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson, Wilson, and Woodruff. M-to-M (Majority to Minority) Transfers. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609: Interdistrict Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 3-14 FOR NEW STUDENTS AND KINDERGARTNERS Who Should Register: All students new to the LRSD for the 1992-93 school year or children who will be five years old by October 1, 1992, should complete the preregistration process February 3 to 14 to receive a confirmed assignment by March 6.____________________ How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick up a Pupil Information Form from your area scfiool. If you don't know your area school, call the Student Assignment Office, 324-2272, and tell them your address, or drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information witfl tfiem: Proof of student's Social Security number, aye and verification of fiome address. Acceptable documentation of age includes a certified birth certificate, visa or passport. HOW TO PRE-RECISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets.maiority-to-minority (M-to-M) transfers, and desegregation transfers to another area school (see Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any applicant not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Beginning in 1992-93. sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. Acceptable documentation of address includes a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you.LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre-registration February 3-14/x 1 \\ Z /'z V I '\\ \" / _1 Free Program For Fewr-Year Olds Applications Accepted April 29-May 10 z \\ I \\ -1 \\ I z \\ I C\\ X \u0026gt; ! LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class Kids/- \\ _ A A Program Of Fun And Learning For Fowr-Yedr Olds z' I  Certified early childhood education teachers  Ratio of two adults to every 20 students (1 teacher, I aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available T^ultion-Free I - \\z Tuition-free program for children who will be four years old on or before October 1, 1991, is available at the following schools during the 1991-92 school year: S/'  Badgett  Franklin  Garland  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Woodruff I Applications will be accepted at these schools April 29-May 10. /\\ Selections will be by lottery whenever the number of applicants for the Program for Four-Year Olds exceeds the available seats. Enrollment preference is given to children who live within the school's attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 23. Those who cannot be placed will be put on a waiting list. '*  ' I /I''' \\  I I School Hours. The regular school hours are from 8:00 a.m. to 2:30 p.m., Monday through Friday except for regular school holidays. Childcare. Childcare for a fee is available from 2:30-5:30 p.m. For additional information. For more information about the Program for Four-Year Olds, call the Student Assignment Office at (501) 324-2272. \\ I -1 'A' ! \\ \\ - I -I I PUT YOUR 4-YEAR OLD ON THE RIGHT TRACK FOR SOCIAL, EMOTIONAL, PHYSICAL, AND COGNITIVE GROWTH. Enroll now for the Little Rock School Districts Special Program for Four-Year Olds. I I Little Rock School District Student Assignment Office (501) 324-2272 i 7LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 I  * Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, ARTO: FROM: THROUGH: SUBJECT: Little Rock School District Feburary 21, 1990 Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation\"^*^ Monitoring and Program Development Dr. Ruth Steele, Superintendent - Little Rock School District Revised Implementation Timeline In a recent conversation with Arma Hart it was indicated that you would like for the district to proceed with kindergarten pre-registration. explained to Ms. Hart that our original starting date for pre-registration was February 26, but this date was contingent upon court approval by January 15. I also explained that the kindergarten pre-registration period is directly related to applying for interdistrict and incentive magnets. The purpose of this memo is to get your approval of the dates listed on the attached timeline. We have reached the point that we cannot proceed unless we can publicize the implementation dates. Please note that preregistration will occur from March 5 to March 30. We will still be able to comply with the requirement to assign kindergarten students by May 1. The special newsletter on student assignments (FOCUS) will go to the printer in the next 2-3 days. Also, my office will meet with all principals and secretaries next week to share implementation dates and review the pre-registration and assignment procedures. A student assignment information booth will be available at McCain Mall and South- west Mall on Saturday, February 25. Also, a press release on the student assignment process will be distributed sometime next week. As you can see, a lot needs to occur during the next seven days, all possible, please let us know Thursday, February 22, if we can publicize these dates. If at '6 cc: Dr. Herb Cleek 810 West Narkham Street I I Little Rock, Arkansas 72201  (501)374-3361IMPLEMENTATION TIMELINE REVISED Little Rock Schoo! District Student Assignment Office Critical Tasks A. Develop reorganization plan for Student Assignment Office B. Announce position vacancies C. Interview candidates D. Recommendations to Superintendent and Board of Directors E. Student Assignment Process 1. Identify and unite split siblings. 2. Prepare FOCUS newsletter. 3. Provide desegregation plan inservice for all staff members. 4. Inservice for principals and secretaries on student assignment procedures 5. Mail special issue of FOCUS/ Student Assignments Special letter to private school students 6. OPEN HOUSE at magnet schools 7. Registration for K/NEW students (in schools) Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Human Resources Assoc. Supt. - Deseg Assoc. Supt. - Deseg. Student Assignment Officer Data Entry Supervisor Assoc. Supt. - Deseg. Director of Communications Superintendent Assoc. Supts. Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Communications Building Principals Assoc. Supts. Building Principals Assoc. Supts. Begi nni ng Date Dec. 18, 1989 Oan. 8, 1990 Oan. 22, 1990 Oan. 22, 1990 Oan. 2, 1990 Oan. 2, 1990 Oan. 16, 1990 Feb. 26, 1990 March 1, 1990 March 5, 1990 March 5, 1990 Completion Date Jan. 2, 1990 dan. 19, 1990 Feb. 2, 1990 Feb. 22, 1990 Feb. 26, 1990 Oan. 26, 1990 Feb. 2, 1990 March 2, 1990 March 9, 1990 March 30, 1990 March 30, 1990Critical Tasks 8. OPTIONS application period (magnets, incentive schools) 9. Publicize desegregation transfer process 10. Mail letters to Gibbs/Dunbar students 11. Select OPTIONS students 12. Assign ri sing grandfathered and students 13. Prepare OPTIONS assignment letters 14. Mail OPTIONS assignment letters 15. 16. 17. IMPLEMENTATION TIMELINE Principals/secretaries assign K/NEW students as capacity and desegregation requirements allow SAO assigns all K/NEW students unable to be accommodated at attendance zone schools - compile waiting 1i sts Prepare assignment letters 18. Mail assignment letters 19. Application period for four year old program 20. Application period for desegregation transfers Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Student Office Student Officer Student Officer Student Assignment Assignment Assi gnment Assignment Office Data Processing Student Assignment Office Building Principals Student Assignment Officer Data Entry Supervisor Student Assignment Office Student Assignment Office Data Processing Student Office Student Office Student Office assignment Assignment Assignment Beginning Date March March March April Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 April 5, 1990 7, 1990 19, 1990 2, 2, 9, 1990 1990 1990 13, 1990 9, 1990 16, 16, 27, 1990 1990 1990 May 1, 1990 May 7, 1990 Completion Date March 30, 1990 May 18, 1990 March Apr i 1 April April Apri 1 Apri 1 April Apri 1 April 23, 1990 6, 1990 6, 1990 13, 1990 13, 1990 13, 1990 20, 1990 27, 1990 27, 1990 May 18, 1990 May 18, 1990Critical Tasks 21. Assign four year old students and reassign desegregation transfer selections 22. Mail notification letters to four year old program and desegregation transfers IMPLEMENTATION TIMELINE Person(s) Responsible Student Assignment Officer Student Assignment Office Beginning Date May 21, 1990 June 1, 1990 Completion Date May 25, 1990 June 1, 1990 23. Summer registration for K/NEW students 24. Send confirmation letters to new students Student Assignment Student Assignment Office June 1, 1990 dune 7, 1990 August 1, 1990 dune 15, 199002 13 91 13:33 301 374 7609 L R School DIst --- ODM 001 1 Little Rock School District PRESS RELEASE PRESS CONFERENCE TODAY February 13, 1991 Contact: Skye Winslow, 370-1611 Dr, Ruth Steele, Superintendent, will hold a press At this tine conference Wednesday, February 13 at 4:30 p.ot, _ ___ she will announce the school registration dates for the 1991-92 school year. ### 810 West Markham Street Little Rock, Arkansas 72201  (501)574-336102 IS,91 13:33 301 374 7609 L R School DI st ODM 002 Little Rock School District PRESS RELEASE SPECIAL BOARD MEETING February 12, 1991 Contact: Skye Winslow, 370-1611 The Little Rock School District Board of Directors will conduct a special Board meeting on Wednesday, February 13, at 5:00 p-m. The purpose of the meeting is to conduct student hearings in a closed session. The Board will meet again in committee Thursday, February 21, at 5:00 p.m. They will also meet jointly in a dinner meeting at 6:30 p.m. on that same evening with the New Futures for Little Rock Youth Board of Directors at the Capital Hotel. The purpose of the joint meeting is to joint efforts of the two entities to address the needs of junior and senior high school students in the Little Rock School District. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-5361II 02 13 9_ 15:34 Q'3i T609 L R School DIST ODM @003 i Ji- SI 4tc Ba^itj h'- 1 Little Rock School District a I s I I ? PRESS RELEASE BIRACIAL COMMITTEE OPENINGS ( I I I February 11, 1991 Contact I Skye Winslow, S7O-1611 The Little Rock School District is seeking nominations IICl I for two C2) vacancies on the Biracial Advisory Committee. The Biracial Advisory Committee is responsible for advising the District on issues related to desegregation. Committee is also responsible for (racially identifiable.) schools. monitoring the The incentive I Monitoring visits are made each quarter and each visit normally requires 3-4 hours to tour a building and meet with the building principal. addition to monitoring visits. the Biracial the first luesday or\" each month. In ijommittee meets The Biracial Advisory Committee consists of twenty-one (21) people from various geographic areas of the community. Of these members, normally, C5\u0026gt; are white males, five C53 five (53 are black males. ere white females and one Cl) are black females, f ive five (.'5\u0026gt; shall be Native American Asian, or Hispanic American. following categories: one one C 1 \u0026gt; (1) white female white male I The two vacancies are for the People interested in serving on this committee should contact the Student Assignment Office at 324-2272, 4^44 810 West Markliani Street  Little Rock, Arkansas 72201  (501)374-3561 0213 91 17\n31 0501 374 7609 L R School Dlst ODM @002 Little Rock School District February 13, 1991 Statement Dr. Ruth Steele Superintendent Little Rock School District We are pleased today to announce the dates for our pre- registration for kindergarten and new students in the District for the 1991-92 school year. Those dates are Tuesday, February 26, through Friday, March 8. The dates also pertain to application for optional assignments at magnet schools, incentive schools, high school kindergarten and majority-tominority transfers. -Assignment letters will be mailed April 8. And while these dates are critically important to parents to sign their children up for school next year, this announcement today, in my opinion, has a much more far- reaching significance. It is significant because it is the first step we are taking toward the stability this District now can offer patrons as we begin operation under the District's settlement agreement plan for desegregation. Earlier today. Judge Susan Wright signed a stipulation that the Little Rock School District and other parties in 0 810 West Markham Street  Little Kock, -Arkansas 72201  (501)374-536102 13 91 17:32 0501 374 7609 L R School Dlst ODM @003 the desegregation case had agreed upon. This stipulation was necessary in order for us to liaplement the settlement plan approved by the Sth Circuit Court of Appeals in December. This stipulation relates to decisions about which programs begun under the Tri-District plan will be continued or amended, for example. 1 know* that many parents are anxious to begin the registration process and I understand your concern. Our announcement of registration dates is keyed to this court order because we wanted to be absolutely sure that we were all in agreement and coordinated before we began telling you any dates. We are planning a series of open houses ah all the schools so that parents can visit them, learn about the programs and then select schools that will best fit the needs of their children. We have a rich world of diversity and options awaiting students- We encourage parents to make good consumer decisions about our schools. Shop around. Check Us out. Parents will receive a special pre-registration issue of FOCUS, our District newsletter, at the end of next week which details our registration process. The newsletter also tells about the different kinds of schools and educational programs from which they may choose. Each of the open houses we're scheduling 'will begin at 6:30 p.m. The dates for them are: *Elementary area  incentive schools, February 26. 002 13 91 17:33 0301 374 7609 L R School Dlst ODM @004 *Eleiiit itary magnet schools, February 27. *Junior high magnet schools, March 4. *Junior high area schools, March 5. * or high ir net schools, March 6- *Senior high area schools, March 7. There are other dates for the school assignment calendar. All are addressed in the FOCUS newsletter. Copies of it can also be requested from our Communications Department, 324-2020. Our student assignment office is available to answer guestions parents may have and to provide individualized help as needed. That telephone number is 324-2272. -30- 002 13 91 17:53 0301 374 7609 L R School Dlst ODM 0005 Little Rock School District Kindergarten and New Students PRE-REGISTRATION February 26 - March 8 Open House Dates: Elementary Area and Incentive Schools February 26 Elementary Magnet Schools February 27 Junior High Magnet Schools March 4 Junior High Area Schools March 5 Senior High Magnet Schools March 6 Senior High Area Schools March 702 13 91 17:34 0501 374 7609 L R School Dlst ODM 001 School choices Include: * Area schools * Incentive schools 3 Magnet schools and * Interdistrict. QUESTIONS? I Call: i Student Assignment Office I I I I 324-2272. 0f 02 13'91 15:23 0501 374 7609 L R School Dlst ODM @002-003 TO: FROM: THROUGH: SUBJECT\nLittle Rock School District 810 West Markham Street Little Rock, Arkansas February 13, 1991 72201 All Building Principals and Central Office Administrators James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development 1991-92 Registration Procedures On Tuesday, February 13, Judge Susan Wright signed a stipulation that allov7S us to go ahead with pre-registration for the 1991-92 school year. The stipulation was needed to allow us to be able to continue sone of the programs started under the Tri-District Desegregation Plan. As you know, the Tri-District Desegregation Plan was overturned by the Eighth Circuit Court of Appeals on December 12, 1990. following programs\n(NOTE: Programs that are not directly related to student assignments will be considered at a later The stipulation allows us to continue the date. Also, Central High International Studies Magnet will be considered at a later date.) --Dunbar International Studies/Gifted and Talented Magnet McClellan High School Community School Program --Rockefeller Early Childhood Education Magnet Washington Math-Science Magnet In regard to pre-registration for the 1991-92 school year, please note the following dates: 1. Registration for kindergarten and new students - February 26 - March 8. ' Assignment letters mailed to kindergarten and new students - April 8. 2. Application period for options (incentive schools, magnet schools, high school kindergarten, and M-M transfers) - February 26 March 8. Assignment letters mailed for options - April S. 3. Open House: (6:30 p.m.) -Elementary area schools and incentive schools - February 26 -Elementary magnet schools - February 2702 13 '91 15:23 0501 374 7609 L R School Dlst ODM @003-003 1991-92 Registration Procedures page two -Junior high magnet schools - March 4 -Junior high area schools - March 5 -Senior high magnet schools - March 6 -Senior high area schools - March 7 4. Assignment letters mailed to grandfathered and rising students April 8. 5. Pre-registration reopens in schools - April 9 June 7. 6. Application period for desegregation transfers - April 8 - April 19. 7. Assignment letters mailed to desegregation transfer students - April 30. 8. Application period for four-year-old program - April 29 May 10. 9. Assignment letters mailed to four-year-old students - May 21. 10. Summer registration for kindergarten and new students (at the Student Assignment Office) - June 10 - July 19. 11. School Registration - July 29 - August 2. Inservice meetings for principals will be held on Tuesday, . '* Building principals will meet in their cluster February 19. Central office administrators are free to attend any of these meetings. groups. Inservice meetings for school secretariesZregistrars will he held on Wednesday, February 20, Secretaries/registrars will meet in their respective cluster groups and use the same schedule followed by the building principals. Gremillion cluster 9:00 a.m. Robertson cluster (including incentive schools) - Secondary schools - 1:00 p.m. 10:30 a.m. A special issue of FOCUS will be mailed to all parents by the of next week. endoa,13 91 16:13 301 374 7609 L R School Dlst ODM @001/004 #0ir\nxUL Little Rock School District PRESS RELEASE IiRSD Pre-registration Totals 1/217 March 13, 1991 For more information, contact Dianne G. Woodruff 324-2020 The two-week pre-registration period for kindergarten and new students for the Little Rock School District concluded Friday yielded 1,217 new kindergarten through grade 12 students to the District for 1991-92 school year. In the kindergarten level alone, the total was 1,014, including 447 white students, 548 black students and 19 students classified as \"other.\" This compares to a total of 945 in April 1990, including 485 white students and 460 black students. The figures for the pre-registration period in 1989 were 813 students, of which 397 were white students and 416 were black students. Officials said that the designation of white\" totals for 1989 and 1990 would include students classified as \"other\" but the exact number of how many were \"other\" is not available because the specific designation for the \"other\" category was not maintained at that time. Officials said the \"other\" category would account for something less than one percent of the -more-nuknj 03 13 91 16:19 0301 374 7609 L R School Dlst ODM 002 nil4 (2) total figure, based on the overall enrollment of students in that category in the District. Also registering for assignments currently enrolled in private schools. were 203 students This included 121 students in grades one through six (96 white students and 25 black students)\n57 students in grades seven through nine (49 white students and eight black students)\nand 25 students in grades 10-12 students). (23 white students and two black Dr, Ruth Steele, District superintendent. said she was pleased with the pre-registration results. She noted that the pre-registration effort this year was conducted a month earlier than the two period was two weeks previous and that the pre-registration in length, compared to three-week preregistration periods in 1989 and I990. \"Our staff of teachers and administrators who were on hand for the open houses during the pre-registration week\nshould be commended,\" Steele said, commitment and professionalism when \"Their enthusiasm, they met with prospective students and parents were instrumental in many of the registration decisions, I'm sure.\" Steele pointed out that the increase in the kindergarten enrollment. results indicate a steady \"I'm sure this reflects parents' feelings about improving stability and predictability in our student assignment plan and the area zones provided through the settlement plan.\" The U.S. Eighth Circuit Court of Appeals approved December 12 the settlement (more)03 13.91 16:19 0*301 374 7609 L R School Dlst ODM @003'004 (3) plan for desegregated school North Little Rock and Pulaski operation by the Little Rock, County districts. While the cases over operation of the districts were in litigation. there were four different years, she noted. assignment plans in the last four Steele added that this was the first year that the District has had available statistics on enrollees coming from private schools during the pre-registration period. \"While we can't offer any comparison on these private school numbers to previous years stability and predictability for part in their decisions,\" , we do believe that the District have played Steele said. At present, there are 345 students attending l,RSD schools who have transferred to the District from private schools since August 199o. This includes 97 students at the students, lo black students senior high level (85 white and two others)\n16 students at the junior high level (14 white students and two black students)\nand 232 students at the elementary level (171 white students, 58 black students and three others). Steele said she was confident more new students will enroll when registration resumes on April 9, Students who registered for an assignment during the a pre-registration period of February 18 through March 8 will receive their 1991-92 school Desegregation transfers for j . assignment on April 8. secondary students will be considered for persons who apply from April 8-19, also. On those transfers, students may transfer to another area -more-03. 13 .'91 16:20 0501 374 7609 L R School Dlst --- ODM 004.004 school as long as the reassignment allows the the receiving school to sending and requirements and as long comply with desegregation as a seat is available. Desegregation transfers Persons who cannot be made to magnet schools. wish to apply for a make application with the at 501 Sherman Street. desegregation transfer Student Assignment Office -30- may locatedJ Little Rock School District January 16, 1992 TO: FROM: Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for'3\"S Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools SUBJECT: 1992-93 Pre-registration Brochure I thought you might be interested in having a few copies of our pre-registration brochure. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 0424  92 09:14 301 374 7609 L R School Dlst @001-001 April 24, Little Rock School District NEWS RELEASE 1992 For more information: Dianne Woodruff, 324-2020 LITTLE ROCK SCHOOL DISTRICT TO BEGIN REGISTRATION OF FOURYEAROLDS The Little Rock School District will begin registration for the Early Childhood Education Program for four-year-old children April 27. The registration will continue through May a at the designated schools and at the Student Assignment Office at 501 Sherman. The Early Childhood Education program is a tuitionfree program made available to children who will be four years old on or before October 1, 1992. Selections are made by *-\u0026gt; ODM lottery whenever the number of applicants for the program exceeds the available seats. Enrollment preference is given to children who live within the schools attendan ce ne and have siblings enrolled in the same school. The sixteen schools that will provide the program include: Badgett, Bale, Cloverdale, franklin. Garland, Geyer Spr ings. Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington, Watson, Wilson and Woodruff. For further information contact the Student Assignment Office at 324-2272. ###( ,j8/03/92 14:29 301 324 2032 L R School Dlst 0D)I @002/003 KCKBBaS I Little Rock School District NEWS RA FAAF August 3, 1932 For more information: Dianne Woodruff, 324-2020 LgS_D_STUDENT ASSIGl^tt^ENT RE6ISTRATI0N SET Students entering the Little Rock School District for the first time may register at the Student Assignment Office at 501 Sherman through Friday, August 7. Documentation necessary to register includes the childs birth certificate, social security number. immunization records and proof of legal address. A utility bill, property tax *'^eipt or voter registration can be used to provide proof of address. The Student Assignment Office will not accept registration paperwork on August 10, II or 12 as they will be completing the assignment of all previously registered students during those dates. After August 7 the next opportunity to register new students is Thursday, August 13 or Friday, August 14 at the area schools. To determine the correct area school for your attendance zone, parents/guardians may contact the Student Assignment Office at 324-2272. CMQRE)^8/03/92 14:29 501 324 2032 L R School Dlst ODM @003-'003 LRSD Registration Page 2 In-5chocrl registration will occur August 13 and 14 from 11 a.m. until S p.m. returning LRSD junior and senior high students must register during this time. Elementary students that previously attended LRSD schools who need to process an address change should do so on these days. Also any current LRSD elementary students who did not receive registration materials by mail should register at the school on August 13 or 14. ###.793 17:18 501 324 2032 L R School Dlst ODM w 002/003 1 Little Rock School District NEWS RELEASE May 4, 1993 For more information: Jeanette Wagner, 324-2020 LRSD ANNOUNCES SUMMER SCHOOL LOCATIONS AJJD DATES The little Rock School District announced today the locations, dates and costs of its summer school program. Registration forms are currently available at LRSD schools through June 3. Summer school is offered for grades 1-12 and will be held Tune 23 through August 4. Locations, tunes and cost are as follows: Elementary school locations - 8 am, - 12:15 pjm - $115 Washington Magnet Elementary Geyer Springs Elementary Franklin Incentive Elementary Junior high location - 8 a-m, - 12:15 pjm - $115 Horace Mann Magnet Junior High High School location - 7:45 a-m. - 12 noon - $57.50 1/2 credit course $115 limit course $60 1/2 credit laboratory $120 1 unit laboratory $165 Driver Education Central High School Parkview High School (MORE)L k yckooi Bist ODM LRSD Summer School Page 2 Registration will be held at the summer school sites June 15-21. A late registration fee of SIO will be charged for students registering after June 21. No registration wiH be permitted after June 23. Students who did not reside in the Little Rock School District during the 1992-93 school year will pay an additional $10 fee per course. For more information call 324-2020. ft tl (tLillie Rock Public Schools MEMORANDUM To: Jeannette Wagner, Director of Communications From\nRuss Mayo, Associate Superintendent jLM, Date: November 17, 1993 Subject: Marketing for our annual registration period RECEIVED NOV.l 8 1993, LRSD ATTORNEY This memo is a follow-up to our staff meeting of November 16. It refines my request of you to develop a marketing plan with Julie and Sue for our annual spring registration period. I assume that our recruiters, Becky and Troy, would also help. I requested an overview for our staff meeting this next week. If we develop a specific plan this year, future years will require only revisions which improve the marketing process. Please use the following as your objective and develop activities (strategies) to accomphsh the objective using the same format you are using with the district-wide recruitment plan. Include an additional column fisting the cost of each activity. By December 17,1993, a registration marketing plan will be written explaining how the public will know of the details of our annual spring registration process and thus reduce confusion for the public about the process. The plan should include all methods and materials to be used and reflect sensitivity to different audiences. Within our materials, of course, we should include such things as times, dates, places, information needed to register, what programs are available, their criteria, who may apply, etc. Materials promoting a program which is available only to a certain audience should go only to that audience. As you plan, inform me of decisions that are required of the Superintendent's Cabinet before the plan can be executed. I will present them for consideration to the cabinet. I suggest you use our weekly staff meetings to discuss the plan as it is developed. Please schedule a meeting with me to review the rough draft of the plan no later than December 9. CC: Dr. Henry P. Wilbams, Superintendent Ms. Estelle Matthis, Deputy Superintendent Dr. Vic Anderson. Interim Assistant Superintendent Mr. Larry Robertson. .Assistant Superintendent Ms. Margaret GrimiUon, Assistant Superintendent Mr. Jerry Malone, .Attorney(\u0026gt;f= : /C^iD 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\nMay 10, 1994 To: Russ Mayo From: n Brown Subject: Registration Information Now that e LRSD has completed its main thrust of pre-registration for the 1994-95 school year, please immediately forward to me the total number of children (whether new students, M-to-Ms, desegregation transfers, or magnet assignments) currently registered by school, race, and grade level (including kindergarten and the four-year-old program). Because I had not received a 1994-95 registration brochure, we called your office today to ask for one. Sue Pedersen said that the brochures are still being printed but did not know a delivery date. Please let me know when you expect to receive the brochures and also send me a few copies as soon as you get them. Thanks. LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 May 12, 1994 RECEIVED MAY 1 3 1994 OtficQ of Desegregation Mcniwnng TO: Ann Brown, Federal Monitor FROM: JiXvC. Russell Mayo, Associate Superintendent for r Desegregation SUBJECT: Registration Information Per your request of May 10, please find enclosed a report of the number of students assigned to LRSD schools, by school, race, and grade level. Please be advised that four-year-old numbers are not included because we have not completed the assignment process for all four-year-olds. Rockefeller will reflect some four-year-old assignments because current three-year-olds have been grandfathered for 1994-95 and King's numbers will reflect some PCSSD assignments to the four-year-old program. Also, we expect to receive the 1994-95 registration brochures by June 1. delivered. We will forward copies to you as soon as they are01 LRSD SCHOOL: 001 CENTRAL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 1 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 2 9 201 158 137 4 1 199 184 181 6 10 400 342 318 0 1 91 80 97 0 1 115 77 114 0 2 206 157 211 0 0 7 5 9 0 0 9 10 7 0 0 16 15 16 6 12 622 514 545 100.0% * 83.3% 64.3% 66.5% 58.3% .0% 16.7% 33.1% 30.5% 38.7% .0% .0% 2.6% 2.9% 2.9% 59.5% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 50 0 667 667 666 Total 507 569 1076 269 307 576 21 26 47 1699 63.3% 33.9% 2.8% 2,05001 LRSD SCHOOL: 002 HALL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 2 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 10 107 123 90 1 6 121 110 102 2 16 228 233 192 5 3 35 53 54 2 2 59 63 42 7 5 94 116 96 0 0 5 5 6 0 0 2 3 2 0 0 7 8 8 9 21 329 357 296 22.2% * 76.2% 69.3% * 65.3% 64.9% 77.8% 23.8% 28.6% 32.5% 32.4% .0% .0% 2.1% 2.2% 2.7% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.0% 67.5% 20 0 400 400 400 Total 331 340 671 150 168 318 16 7 23 1012 66.3% 31.4% 2.3% 1,22001 LRSD SCHOOL: 003 MANN MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 3 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 0 65 72 61 0 87 91 92 0 152 163 153 0 66 58 53 0 75 64 57 0 141 122 110 0 3 4 5 0 5 3 1 0 8 7 6 0 301 * 292 269 .0% 50.5% 55.8% * 56.9% * .0% 46.8% 41.8% 40.9% .0% 2.7% 2.4% 2.2% .0% 50.0% 50.0% 50.0% .0% 55.0% 55.0% 55.0% 0 300 300 300 Total 198 270 468 177 196 373 12 9 21 862 54.3% 43.3% 2.4% 90001 LRSD SCHOOL: 005 PARKVIEW ARTS/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 4 Class Black Male Black Total White White Total Other Female Black Hale Female White Hale Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 0 60 61 68 4 0 74 78 87 7 0 134 139 155 0 0 48 44 48 0 0 61 60 48 0 0 109 104 96 0 0 4 0 2 0 0 7 6 3 0 0 11 6 5 7 0 254 249 256 100.0% * .0% 52.8% 55.8% * 60.5% * .0% .0% 42.9% 41.8% 37.5% .0% .0% 4.3% 2.4% 2.0% 40.0% .0% 50.0% 50.0% 50.0% 75.0% .0% 55.0% 55.0% 55.0% 20 0 331 331 331 Total 192 243 435 140 169 309 6 16 22 766 56.8% 40.3% 2.9% 1,01301 LRSD SCHOOL: 006 BOOKER ARTS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 5 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 21 23 28 21 24 21 19 0 20 19 16 27 25 27 36 0 41 42 44 48 49 48 11 0 14 15 13 16 21 19 10 0 22 22 24 23 22 24 21 0 36 37 37 39 43 43 1 0 2 1 0 2 1 0 2 0 1 1 4 1 0 2 3 0 3 2 4 3 1 2 60 0 80 81 85 90 93 93 60.0% * .0% 51.3% 51.9% 51.8% 53.3% 52.7% 51.6% 35.0% ,0% 45.0% 45.7% 43.5% 43.3% 46.2% 46.2% 5.0% .0% 3.8% 2.5% 4.7% 3.3% 1.1% 2.2% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 80 0 92 92 92 100 100 100 Total 155 153 308 109 147 256 7 11 18 582 52.9% 44.0% 3.1% 65601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 6 SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 3 91 102 51 0 81 75 57 3 172 177 108 0 42 40 32 0 51 42 44 0 93 82 76 0 1 5 1 0 4 0 0 0 5 5 1 3 270 * 264 * 185 100.0% 63.7% 67.0% 58.4% .0% 34.4% 31.1% 41.1% .0% 1.9% 1.9% .5% .0% 47.2% 47.2% 47.2% .0% 71.0% 71.0% 71.0% 0 260 256 256 Total 247 213 460 114 137 251 7 4 11 722 63.7% 34.8% 1.5% 77201 LRSD SCHOOL: 008 FAIR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 7 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 8 126 101 85 0 8 117 107 82 1 16 243 208 167 0 3 32 57 43 0 3 35 50 56 0 6 67 107 99 0 0 1 0 1 0 0 2 0 2 0 0 3 0 3 1 22 313 * 315 * 269 100.0% * 72.7% 77.6% * 66.0% 62.1% .0% 27.3% 21.4% 34.0% 36.8% .0% .0% 1.0% .0% 1.1% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 306 305 305 Total 321 314 635 135 144 279 2 4 6 920 69.0% 30.3% .7% 93601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 8 SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL Class Black Hale Black Total White Female Black Male white Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 7 78 102 86 3 81 92 109 10 159 194 195 1 36 32 24 4 22 26 34 5 58 58 58 0 3 4 2 0 0 5 2 0 3 9 4 15 220 261 * 257 66.7% 72.3% 74.3% 75.9% 33.3% 26.4% 22.2% 22.6% .0% 1.4% 3.4% 1.6% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 260 260 260 Total 273 285 558 93 86 179 9 7 16 753 74.1% 23.8% 2.1% 78001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH 1994/05/11 PAGE 9 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 95 67 75 4 82 77 56 10 177 144 131 2 46 71 73 0 53 61 59 2 99 132 132 0 2 2 1 0 1 1 1 0 3 3 2 12 279 * 279 * 265 * 83.3% 63.4% 51.6% * 49.4% * 16.7% 35.5% 47.3% 49.8% .0% 1.1% 1.1% .8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 234 233 233 Total 243 219 462 192 173 365 5 3 8 835 55.3% 43.7% 1.0% 70001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 10 SCHOOL: Oil SOUTHWEST JUNIOR HIGH SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 18 63 85 81 2 81 88 89 20 144 173 170 1 19 16 24 1 25 15 28 2 44 31 52 0 3 6 1 0 3 0 3 0 6 6 4 22 194 210 226 90.9% 74.2% 82.4% * 75.2% 9.1% 22.7% 14.8% 23.0% .0% 3.1% 2.9% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 252 251 251 Total 247 260 507 60 69 129 10 6 16 652 77.8% 19.8% 2.5% 75401 LRSD SCHOOL: 012 MC CLELLAN HIGH SCHOOL NEXT YEAR SCHCX)L COUNTS BY SCHOOL 1994/05/11 PAGE 11 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 19 125 127 80 1 3 131 123 106 4 22 256 250 186 0 3 40 26 29 0 2 46 39 32 0 5 86 65 61 0 0 3 0 1 0 0 1 2 2 0 0 4 2 3 4 27 346 317 250 100.0% * 81.5% 74.0% * 78.9% * 74.4% * .0% 18.5% 24.9% 20.5% 24.4% .0% .0% 1.2% .6% 1.2% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 394 393 393 Total 354 364 718 98 119 217 4 5 9 944 76.1% 23.0% 1.0% 1,20001 LRSD SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 12 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 16 101 126 114 5 96 115 90 21 197 241 204 1 59 49 39 0 40 41 33 1 99 90 72 0 4 7 4 0 6 4 4 0 10 11 8 22 306 342 * 284 95.5% 64.4% 70.5% 71.8% 4.5% 32.4% 26.3% 25.4% .0% 3.3% 3.2% 2.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 320 320 320 Total 357 306 663 148 114 262 15 14 29 954 69.5% 27.5% 3.0% 96001 LRSD SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 13 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 2 87 94 88 3 87 87 94 5 174 181 182 2 31 18 27 1 13 15 19 3 44 33 46 0 2 0 2 0 0 0 1 0 2 0 3 8 220 214 231 62.5% 79.1% * 84.6% * 78.8% * 37.5% 20.0% 15.4% 19.9% .0% .9% .0% 1.3% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 250 250 250 Total 271 271 542 78 48 126 4 1 5 673 80.5% 18.7% .7% 75001 LRSD SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 14 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 58 84 84 6 72 63 68 12 130 147 152 3 22 23 25 2 17 28 46 5 39 51 71 0 2 0 4 0 0 0 0 0 2 0 4 17 171 198 227 * 70.6% 76.0% 74.2% 67.0% 29.4% 22.8% 25.8% 31.3% .0% 1.2% .0% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 200 200 200 Total 232 209 441 73 93 166 6 0 6 613 71.9% 27.1% 1.0% 60001 LRSD SCHOOL: 017 BALE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 15 Class Black Male Black Total White White Total Other Female Black Hale Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 21 12 15 13 13 5 9 0 1 15 21 6 10 15 17 18 0 5 36 33 21 23 28 22 5 0 2 8 4 5 7 1 2 7 0 3 2 5 1 2 2 3 12 0 5 10 9 6 9 3 5 0 0 0 2 0 1 1 0 1 0 0 0 1 2 0 0 0 2 0 0 0 3 2 1 1 0 3 30 0 10 49 * 44 28 33 31 30 60.0% .0% 50.0% 73.5% 75.0% * 75.0% * 69.7% 90.3% * 73.3% 40.0% .0% 50.0% 20.4% 20.5% 21.4% 27.3% 9.7% 16.7% .0% .0% .0% 6.1% 4.5% 3.6% 3.0% .0% 10.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 92 94 186 34 25 59 5 5 10 255 72.9% 23.1% 3.9% 34601 LRSD SCHOOL: 018 BRADY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 16 Class Black Male Black Total White Female Black Male White Total Other Other Total Total Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 1 19 19 14 26 15 20 11 0 0 11 15 13 15 23 11 20 0 1 30 34 27 41 38 31 12 0 1 14 17 17 6 7 6 13 0 1 15 14 8 11 6 1 25 0 2 29 31 25 17 13 7 4 0 0 1 1 0 0 0 2 1 0 1 3 2 1 0 0 0 5 0 1 4 3 1 0 0 2 50 0 4 63 68 53 58 * 51 * 40 40.0% .0% 25.0% 47.6% 50.0% 50.9% 70.7% 74.5% * 77.5% * 50.0% .0% 50.0% 46.0% 45.6% 47.2% 29.3% 25.5% 17.5% 10.0% .0% 25.0% 6.3% 4.4% 1.9% .0% .0% 5.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 50 50 50 Total 123 99 222 80 69 149 8 8 16 387 57.4% 38.5% 4.1% 43501 LRSD SCHOOL: 019 BADGETT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 17 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 4 0 4 6 9 13 8 8 9 2 0 1 7 3 6 6 6 7 6 0 5 13 12 19 14 14 16 1 0 0 2 2 3 4 0 6 5 0 0 6 5 2 6 3 0 6 0 0 8 7 5 10 3 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12 0 5 21 19 24 * 24 17 22 50.0% .0% 100.0% 61.9% 63.2% 79.2%  58.3% 82.4% * 72.7% 50.0% .0% .0% 38.1% 36.8% 20.8% 41.7% 17.6% 27.3% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 23 23 23 25 25 25 Total 61 38 99 18 27 45 0 0 0 144 68.8% 31.3% .0% 20201 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 020 MCDERMOTT ELEMENTARY SCHOOL 1994/05/11 PAGE 18 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 17 24 22 16 18 16 8 0 11 15 19 21 15 24 20 0 28 39 41 37 33 40 14 0 16 15 14 19 16 13 19 0 19 15 17 16 22 23 33 0 35 30 31 35 38 36 0 0 1 2 1 1 0 1 3 0 3 1 1 2 5 0 3 0 4 3 2 3 5 1 56 0 67 72 * 74 * 75 76 * 77 * 35.7% * .0% 41.8% 54.2% 55.4% 49.3% 43.4% 51.9% 58.9% .0% 52.2% 41.7% 41.9% 46.7% 50.0% 46.8% 5.4% .0% 6.0% 4.2% 2.7% 4.0% 6.6% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 51.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 125 113 238 107 131 238 6 15 21 497 47.9% 47.9% 4.2% 49201 LRSD SCHOOL: 021 CARVER MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 19 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 22 24 24 34 25 25 14 0 14 18 25 21 25 31 31 0 36 42 49 55 50 56 8 0 19 29 20 27 26 24 13 0 10 15 20 14 21 17 21 0 29 44 40 41 47 41 2 0 2 0 0 1 0 2 0 0 1 0 0 1 0 0 2 0 3 0 0 2 0 2 54 0 68 86 89 98 97 99 57.4% * .0% 52.9% 48.8% * 55.1% * 56.1% * 51.5% 56.6% * 38.9% .0% 42.6% 51.2% 44.9% 41.8% 48.5% 41.4% 3.7% .0% 4.4% .0% .0% 2.0% .0% 2.0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 92 92 100 100 100 Total 171 148 319 153 110 263 7 2 9 591 54.0% 44.5% 1.5% 61301 LRSD SCHOOL\n022 BASELINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 20 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 12 0 3 16 25 16 13 13 16 12 0 3 16 9 17 15 13 15 24 0 6 32 34 33 28 26 31 4 0 0 2 8 3 5 7 6 4 0 0 6 5 3 5 3 2 8 0 0 8 13 6 10 10 8 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 2 0 0 0 0 1 1 0 0 34 0 6 40 47 * 40 39 36 39 70.6% .0% 100.0% 80.0% * 72.3% 82.5% * 71.8% 72.2% 79.5% * 23.5% .0% .0% 20.0% 27.7% 15.0% 25.6% 27.8% 20.5% 5.9% .0% .0% .0% .0% 2.5% 2.6% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 36 0 44 44 44 44 44 44 Total 114 100 214 35 28 63 1 3 4 281 76.2% 22.4% 1.4% 34001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 023 FAIR PARK ELEHENTARY SCHOOL 1994/05/11 PAGE 21 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Hale Female Other Count Black Percent White Other Percent Percent Hin % Black Hax % Black Hax Capacity K P4 SP 01 02 03 04 05 06 8 0 0 11 9 10 15 16 11 10 0 0 16 12 21 11 8 14 18 0 0 27 21 31 26 24 25 5 0 0 5 3 9 3 4 4 5 0 0 10 6 4 1 3 2 10 0 0 15 9 13 4 7 6 0 0 0 0 1 1 1 1 0 0 0 0 0 2 0 1 0 0 0 0 0 0 3 1 2 1 0 28 0 0 42 33 45 32 32 31 64.3% .0% .0% 64.3% 63.6% 68.9% 81.3% * 75.0% * 80.6% * 35.7% .0% .0% 35.7% 27.3% 28.9% 12.5% 21.9% 19.4% .0% .0% .0% .0% 9.1% 2.2% 6.3% 3.1% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 80 92 172 33 31 64 4 3 7 243 70.8% 26.3% 2.9% 34601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 22 SCHOOLS 024 FOREST PARK ELEMENTARY SCHOOL Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 13 17 22 13 5 9 4 0 15 23 17 19 5 7 13 0 28 40 39 32 10 16 23 0 18 11 17 21 16 16 24 0 20 23 19 23 23 16 47 0 38 34 36 44 39 32 0 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 0 0 0 1 0 2 1 1 60 0 66 75 * 75 * 78 * 50 49 21.7% * .0% 42.4% 53.3% 52.0% 41.0% 20.0% * 32.7% * 78.3% .0% 57.6% 45.3% 48.0% 56.4% 78.0% 65.3% .0% .0% .0% 1.3% .0% 2.6% 2.0% 2.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 88 90 178 122 148 270 3 2 5 453 39.3% 59.6% 1.1% 44201 LRSD SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 23 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 18 0 2 28 14 17 19 22 20 23 0 2 17 19 23 17 15 18 41 0 4 45 33 40 36 37 38 4 0 0 2 2 1 1 1 1 4 0 0 2 1 1 4 1 0 8 0 0 4 3 2 5 2 1 2 0 0 0 0 1 2 1 0 0 0 0 0 1 0 0 0 0 2 0 0 0 1 1 2 1 0 51 0 4 49 37 43 43 40 39 80.4% * .0% 100.0% 91.8% * 89.2% * 93.0% * 83.7% * 92.5% * 97.4% * 15.7% .0% .0% 8.2% 8.1% 4.7% 11.6% 5.0% 2.6% 3.9% .0% .0% .0% 2.7% 2.3% 4.7% 2.5% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 54 0 60 40 60 60 60 40 Total 140 134 274 12 13 25 6 1 7 306 89.5% 8.2% 2.3% 43401 LRSD SCHOOL: 026 GARLAND INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 24 Class Black Hale Black Total White White Female Black Hale Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 13 0 2 13 11 13 12 15 12 8 0 2 8 14 12 11 7 14 21 0 4 21 25 25 23 22 26 0 0 0 0 0 0 0 1 0 0 0 1 0 2 0 0 0 0 0 0 1 0 2 0 0 1 0 5 0 0 1 4 0 1 1 1 2 0 0 0 2 3 1 1 0 7 0 0 1 6 3 2 2 1 28 0 5 22 33 28 25 25 27 75.0% * .0% 80.0% 95.5% * 75.8% * 89.3% * 92.0% * 88.0% * 96.3% * .0% .0% 20.0% .0% 6.1% .0% .0% 4.0% .0% 25.0% .0% .0% 4.5% 18.2% 10.7% 8.0% 8.0% 3.7% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 91 76 167 1 3 4 13 9 22 193 86.5% 2.1% 11.4% 29801 LRSD SCHOOL: 027 GIBBS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 25 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 14 0 14 11 13 11 13 11 5 0 8 14 9 15 13 14 19 0 22 25 22 26 26 25 11 0 12 7 11 16 10 7 5 0 7 10 5 6 8 10 16 0 19 17 16 22 18 17 1 0 0 1 0 0 0 0 1 0 2 1 2 0 1 0 2 0 2 2 2 0 1 0 37 0 43 44 40 48 45 42 51.4% .0% 51.2% 56.8% * 55.0% 54.2% 57.8% * 59.5% * 43.2% .0% 44.2% 38.6% 40.0% 45.8% 40.0% 40.5% 5.4% .0% 4.7% 4.5% 5.0% .0% 2.2% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 40 0 46 46 46 50 50 50 Total 87 78 165 74 51 125 2 7 9 299 55.2% 41.8% 3.0% 32801 LRSD SCHOOL: 028 CHICOT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 26 Class Black Hale Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 4 22 38 28 32 23 22 13 0 5 21 25 25 18 24 23 24 0 9 43 63 53 50 47 45 12 0 7 4 13 8 10 6 9 6 0 3 12 13 14 8 9 10 18 0 10 16 26 22 18 15 19 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 2 1 42 0 19 59 90 75 68 64 65 57.1% .0% 47.4% 72.9% 70.0% 70.7% 73.5% 73.4% 69.2% 42.9% .0% 52.6% 27.1% 28.9% 29.3% 26.5% 23.4% 29.2% .0% .0% .0% .0% 1.1% .0% .0% 3.1% 1.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 75 92 92 75 75 75 Total 180 154 334 69 75 144 3 1 4 482 69.3% 29.9% .8% 56201 LRSD SCHOOL: 029 WESTERN HILLS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 27 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 3 0 19 18 10 17 15 16 7 0 11 16 13 14 18 18 10 0 30 34 23 31 33 34 3 0 8 8 12 9 6 11 4 0 8 8 9 9 6 7 7 0 16 16 21 18 12 18 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 18 0 46 50 * 44 49 46 52 * 55.6% .0% 65.2% 68.0% 52.3% 63.3% 71.7% 65.4% 38.9% .0% 34.8% 32.0% 47.7% 36.7% 26.1% 34.6% 5.6% .0% .0% .0% .0% .0% 2.2% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 98 97 195 57 51 108 1 1 2 305 63.9% 35.4% .7% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 030 JEFFERSON ELEMENTARY SCHOOL 1994/05/11 PAGE 28 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 2 17 14 16 10 16 15 10 2 12 11 18 18 24 14 18 4 29 25 34 28 40 29 20 2 19 26 22 28 19 24 17 1 18 22 17 17 17 16 37 3 37 48 39 45 36 40 0 0 1 0 0 1 2 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 2 0 56 7 67 73 * 73 * 74 78 * 69 32.1% * 57.1% 43.3% 34.2% * 46.6% 37.8% * 51.3% 42.0% 66.1% 42.9% 55.2% 65.8% 53.4% 60.8% 46.2% 58.0% 1.8% .0% 1.5% .0% .0% 1.4% 2.6% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 69 75 Total 98 109 207 160 125 285 4 1 5 497 41.6% 57.3% 1.0% 48601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 29 SCHOOL: 031 CLOVERDALE ELEMENTARY SCHOOL Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 16 0 0 27 23 20 12 16 26 17 0 0 18 17 19 18 17 19 33 0 0 45 40 39 30 33 45 5 0 0 12 5 6 8 2 2 6 0 0 7 4 5 3 2 5 11 0 0 19 9 11 11 4 7 0 0 0 1 0 0 1 1 0 1 0 0 0 0 1 1 0 1 1 0 0 1 0 1 2 1 1 45 0 0 65 49 51 * 43 38 53 * 73.3% .0% .0% 69.2% 81.6% * 76.5% * 69.8% 86.8% * 84.9% * 24.4% .0% .0% 29.2% 18.4% 21.6% 25.6% 10.5% 13.2% 2.2% .0% .0% 1.5% .0% 2.0% 4.7% 2.6% 1.9% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 54 0 69 69 46 50 50 50 Total 140 125 265 40 32 72 3 4 7 344 77.0% 20.9% 2.0% 44801 LRSD SCHOOL: 032 DODD ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 30 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 2 18 9 11 17 11 13 3 3 10 13 7 14 13 12 13 5 28 22 18 31 24 25 0 2 4 11 5 4 14 7 2 0 10 9 10 3 6 6 2 2 14 20 15 7 20 13 0 1 0 2 0 0 0 0 0 0 0 2 0 1 1 1 0 1 0 4 0 1 1 1 15 8 42 46 33 39 45 39 86.7% * 62.5% 66.7% 47.8% 54.5% 79.5% * 53.3% 64.1% 13.3% 25.0% 33.3% 43.5% 45.5% 17.9% 44.4% 33.3% .0% 12.5% .0% 8.7% .0% 2.6% 2.2% 2.6% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73,8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 91 75 166 47 46 93 3 5 8 267 62.2% 34.8% 3.0% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 31 SCHOOLS 033 MEADOWCLIFP ELEMENTARY SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 0 25 25 18 21 20 19 4 0 19 26 31 19 11 15 12 0 44 51 49 40 31 34 3 0 2 17 12 12 14 8 5 0 13 3 8 13 7 2 8 0 15 20 20 25 21 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 20 0 59 71 * 69 65 52 * 44 60.0% .0% 74.6% * 71,8% 71.0% 61.5% 59.6% 77.3% * 40.0% .0% 25.4% 28.2% 29.0% 38.5% 40.4% 22.7% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 136 125 261 68 51 119 0 0 0 380 68.7% 31.3% .0% 44201 LRSD SCHOOL: 034 MITCHELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 32 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 6 11 15 11 12 16 16 8 0 1 18 11 8 20 12 14 19 0 7 29 26 19 32 28 30 1 0 1 0 0 1 0 0 1 2 0 0 0 0 1 3 0 0 3 0 1 0 0 2 3 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 2 1 0 0 1 22 0 8 29 28 22 35 28 32 86.4% * .0% 87.5% 100.0% * 92.9% * 86.4% * 91.4% * 100.0% * 93.8% * 13.6% .0% 12.5% .0% .0% 9.1% 8.6% .0% 3.1% .0% .0% .0% .0% 7.1% 4.5% .0% .0% 3.1% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 98 92 190 4 6 10 2 2 4 204 93.1% 4.9% 2.0% 29801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 035 MARTIN LUTHER KING JR. ELEMENTARY 1994/05/11 PAGE 33 Class Black Male Black Total White Female Black Male White Total Other other Total Total Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 17 0 0 28 27 15 27 28 21 25 0 0 19 23 16 22 14 15 42 0 0 47 50 31 49 42 36 11 5 0 14 12 6 11 21 12 17 4 0 11 14 14 12 7 13 28 9 0 25 26 20 23 28 25 2 0 0 0 1 0 1 1 0 0 1 0 0 0 1 0 0 0 2 1 0 0 1 1 1 1 0 72 10 0 72 77 * 52 73 71 61 58.3% .0% .0% 65.3% * 64.9% * 59.6% 67.1% * 59.2% 59.0% 38.9% 90.0% .0% 34.7% 33.8% 38.5% 31.5% 39.4% 41.0% 2.8% 10.0% .0% .0% 1.3% 1.9% 1.4% 1.4% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 80 72 0 92 69 69 75 75 75 Total 163 134 297 92 92 184 5 2 7 488 60.9% 37.7% 1.4% 60701 LRSD SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 34 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K Pl P2 P3 P4 SP 01 02 03 04 05 06 23 0 1 5 3 0 16 17 12 16 13 12 11 0 3 0 4 0 22 13 14 20 11 17 34 0 4 5 7 0 38 30 26 36 24 29 15 0 4 3 5 0 5 11 10 5 5 2 9 0 1 1 2 0 4 8 6 8 3 3 24 0 5 4 7 0 9 19 16 13 8 5 1 0 0 0 0 0 2 0 1 0 1 0 0 0 0 0 2 0 0 1 0 0 1 0 1 0 0 0 2 0 2 1 1 0 2 0 59 0 9 9 16 0 49 50 43 49 34 34 57.6% * .0% * 44.4% * 55.6% * 43.8% .0% 77.6% * 60.0% 60.5% * 73.5% * 70.6% * 85.3% * 40.7% .0% 55.6% 44.4% 43.8% .0% 18.4% 38.0% 37.2% 26.5% 23.5% 14.7% 1.7% .0% .0% .0% 12.5% .0% 4.1% 2.0% 2.3% .0% 5.9% .0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 10 17 18 54 0 60 60 60 60 40 40 Total 118 115 233 65 45 110 5 4 9 352 66.2% 31.3% 2.6% 47901 LRSD SCHOOL: 037 GEYER SPRINGS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 35 Class Black Male Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 19 13 21 6 16 8 10 0 2 13 20 10 18 23 9 19 0 6 32 33 31 24 39 17 1 0 2 6 6 2 5 3 1 5 0 0 6 7 6 10 5 2 6 0 2 12 13 8 15 8 3 2 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 0 0 28 0 8 45 46 39 39 47 20 67.9% .0% 75.0% 71.1% 71.7% 79.5% * 61.5% 83.0% * 85.0% * 21.4% .0% 25.0% 26.7% 28.3% 20.5% 38.5% 17.0% 15.0% 10.7% .0% .0% 2.2% .0% .0% .0% .0% .0% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 25 Total 96 105 201 26 41 67 3 1 4 272 73.9% 24.6% 1.5% 32101 LRSD SCHOOL: 038 PULASKI HEIGHTS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 36 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 13 15 12 12 12 17 8 0 15 16 12 11 15 9 18 0 28 31 24 23 27 26 21 0 16 21 9 19 10 10 13 0 21 16 17 11 16 16 34 0 37 37 26 30 26 26 0 0 4 0 0 0 0 1 2 0 0 2 0 3 2 0 2 0 4 2 0 3 2 1 54 0 69 70 * 50 * 56 55 * 53 * 33.3% * .0% 40.6% * 44.3% 48.0% 41.1% 49.1% 49.1% 63.0% .0% 53.6% 52.9% 52.0% 53.6% 47.3% 49.1% 3.7% .0% 5.8% 2.9% .0% 5.4% 3.6% 1.9% 40.0% .0% 51.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 46 75 50 50 Total 91 86 177 106 110 216 5 9 14 407 43.5% 53.1% 3.4% 41901 LRSD SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 37 Class Black Male Black Total White Female Black Male White Total other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 10 0 0 7 12 13 13 8 18 13 0 0 13 12 13 14 14 11 23 0 0 20 24 26 27 22 29 3 0 0 0 1 2 1 0 0 0 0 0 0 1 1 0 0 0 3 0 0 0 2 3 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 26 0 0 20 26 29 28 22 * 30 88.5% * .0% .0% 100.0% * 92.3% * 89.7% * 96.4% * 100.0% * 96.7% * 11.5% .0% .0% .0% 7.7% 10.3% 3.6% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 3.3% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 30.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 20 40 Total 81 90 171 7 2 9 0 1 1 181 94.5% 5.0% .6% 27801 LRSD SCHOOL: 040 ROMINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 38 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 15 0 9 24 19 16 13 16 9 19 0 0 20 13 10 13 13 25 34 0 9 44 32 26 26 29 34 7 0 0 9 8 8 3 1 3 9 0 0 5 10 3 2 1 5 16 0 0 14 18 11 5 2 8 1 0 0 4 0 0 0 2 0 2 0 0 1 0 0 1 0 2 3 0 0 5 0 0 1 2 2 53 0 9 63 50 37 32 33 44 64.2% * .0% 100.0% 69.8% 64.0% 70.3% 81.3% * 87.9% * 77.3% * 30.2% .0% .0% 22.2% 36.0% 29.7% 15.6% 6.1% 18.2% 5.7% .0% .0% 7.9% .0% .0% 3.1% 6.1% 4.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 60 36 0 69 69 46 50 50 50 Total 121 113 234 39 35 74 7 6 13 321 72.9% 23.1% 4.0% 43001 LRSD SCHOOL: 041 STEPHENS INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 39 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 7 0 0 8 8 7 6 9 9 3 0 0 12 9 15 10 14 5 10 0 0 20 17 22 16 23 14 0 0 0 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 11 0 1 20 18 23 16 23 14 90.9% * .0% .0% 100.0% * 94.4% * 95.7% * 100.0% * 100.0% * 100.0% * 9.1% .0% .0% .0% 5.6% 4.3% .0% .0% .0% .0% .0% 100.0% .0% .0% .0% .0% .0% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 20 40 20 40 20 Total 54 68 122 2 1 3 1 0 1 126 96.8% 2.4% .8% 23801 LRSD SCHOOL: 042 WASHINGTON MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 40 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 30 0 1 35 43 26 49 29 25 28 0 0 23 21 28 36 32 27 58 0 1 58 64 54 85 61 52 8 0 0 23 18 14 19 27 20 8 1 0 12 14 22 21 7 13 16 1 0 35 32 36 40 34 33 2 0 0 0 2 2 1 2 1 1 0 0 1 3 2 1 0 1 3 0 0 1 5 4 2 2 2 77 1 1 94 * 101 94 * 127 * 97 87 75.3% * .0% 100.0% 61.7% * 63.4% * 57.4% 66.9% * 62.9% * 59.8% 20.8% 100.0% .0% 37.2% 31.7% 38.3% 31.5% 35.1% 37.9% 3.9% .0% .0% 1.1% 5.0% 4.3% 1.6% 2.1% 2.3% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 100 36 0 92 115 92 125 100 100 Total 238 195 433 129 98 227 10 9 19 679 63.8% 33.4% 2.8% 76001 LRSD SCHOOL: 043 WILLIAMS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 41 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 19 17 25 13 18 23 18 0 17 16 13 24 18 18 30 0 36 33 38 37 36 41 12 0 14 15 13 16 15 12 16 0 14 19 14 13 18 16 28 0 28 34 27 29 33 28 1 0 0 0 0 1 0 0 0 0 0 0 3 2 1 0 1 0 0 0 3 3 1 0 59 0 64 67 68 69 70 69 50.8% .0% 56.3% * 49.3% * 55.9% * 53.6% 51.4% 59.4% * 47.5% .0% 43.8% 50.7% 39.7% 42.0% 47.1% 40.6% 1.7% .0% .0% .0% 4.4% 4.3% 1.4% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 69 69 75 75 75 Total 127 124 251 97 110 207 2 6 8 466 53.9% 44.4% 1.7% 49201 LRSD SCHOOL: 044 WILSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 42 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 12 29 14 14 5 14 23 11 0 2 13 19 13 20 17 20 20 0 14 42 33 27 25 31 43 6 0 3 5 9 10 7 2 4 5 0 1 14 4 7 3 9 2 11 0 4 19 13 17 10 11 6 0 0 0 1 1 0 0 0 2 0 0 0 1 1 0 1 0 1 0 0 0 2 2 0 1 0 3 31 0 18 63 48 * 44 36 42 52 * 64.5% .0% 77.8% 66.7% 68.8% 61.4% 69.4% 73.8% * 82.7% * 35.5% .0% 22.2% 30.2% 27.1% 38.6% 27.8% 26.2% 11.5% .0% .0% .0% 3.2% 4.2% .0% 2.8% .0% 5.8% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 69 46 46 50 50 50 Total 120 115 235 46 45 91 4 4 8 334 70.4% 27.2% 2.4% 36901 LRSD SCHOOL: 045 WOODRUFF ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 43 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 9 17 6 5 7 8 5 0 0 10 12 8 6 3 9 14 0 0 19 29 14 11 10 17 4 0 0 8 9 9 4 5 5 4 0 0 7 5 1 7 4 2 8 0 0 15 14 10 11 9 7 0 0 0 0 0 0 0 0 0 0 0 0 2 1 1 1 0 0 0 0 0 2 1 1 1 0 0 22 0 0 36 44 25 * 23 * 19 24 * 63.6% .0% .0% 52.8% 65.9% 56.0% 47.8% 52.6% 70.8% 36.4% .0% .0% 41.7% 31.8% 40.0% 47.8% 47.4% 29.2% .0% .0% .0% 5.6% 2.3% 4.0% 4.3% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 44 44 22 22 22 22 Total 61 53 114 44 30 74 0 5 5 193 59.1% 38.3% 2.6% 234ran 01 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 046 HABELVALE ELEMENTARY SCHOOL 1994/05/11 PAGE 44 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 16 6 24 26 23 24 22 15 15 2 16 23 17 17 20 24 31 8 40 49 40 41 42 39 4 1 15 13 10 13 6 19 5 0 12 10 14 9 14 8 9 1 27 23 24 22 20 27 0 0 1 1 0 0 0 1 0 0 0 1 0 2 0 0 0 0 1 2 0 2 0 1 40 9 68 74 * 64 65 62 67 77.5% * 88.9% 58.8% 66.2% 62.5% 63.1% 67.7% 58.2% 22.5% 11.1% 39.7% 31.1% 37.5% 33.8% 32.3% 40.3% .0% .0% 1.5% 2.7% .0% 3.1% .0% 1.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 156 134 290 81 72 153 3 3 6 449 64.6% 34.1% 1.3% 49201 LRSD SCHOOL: 047 TERRY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 45 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 17 18 17 18 11 19 4 0 16 20 10 19 18 19 13 0 33 38 27 37 29 38 27 0 27 32 15 19 26 15 17 0 19 17 29 13 17 22 44 0 46 49 44 32 43 37 3 0 1 4 4 4 4 0 0 0 0 1 0 3 3 1 3 0 1 5 4 7 7 1 60 0 80 * 92 75 * 76 * 79 * 76 * 21.7% * .0% 41.3% 41.3% 36.0% * 48.7% 36.7% * 50.0% 73.3% .0% 57.5% 53.3% 58.7% 42.1% 54.4% 48.7% 5.0% .0% 1.3% 5.4% 5.3% 9.2% 8.9% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 75 92 69 75 75 75 Total 109 106 215 161 134 295 20 S 28 538 40.0% 54.8% 5.2% 52101 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 048 FULBRIGHT ELEMENTARY SCHOOL 1994/05/11 PAGE 46 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 3 17 18 17 22 23 17 10 1 19 16 13 11 15 15 23 4 36 34 30 33 38 32 19 2 18 21 23 14 32 27 25 1 13 15 16 24 21 20 44 3 31 36 39 38 53 47 1 0 0 0 2 2 0 2 0 0 2 2 1 3 3 0 1 0 2 2 3 5 3 2 68 * 7 69 72 * 72 * 76 * 94 81 * 33.8% * 57.1% 52.2% 47.2% 41.7% 43.4% 40.4% 39.5% * 64.7% 42.9% 44.9% 50.0% 54.2% 50.0% 56.4% 58.0% 1.5% .0% 2.9% 2.8% 4.2% 6.6% 3.2% 2.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 100 75 Total 130 100 230 156 135 291 7 11 18 539 42.7% 54.0% 3.3% 51701 LRSD SCHOOL: 049 ISH INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 47 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% * .0% .0% .0% * .0% * .0% * .0% * .0% * .0% * .0% .0% .0% .0%  0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 55.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 75.0% 60.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 40 18 0 46 23 46 50 25 25 Total 0 0 0 0 0 0 0 0 0 0 .0% .0% .0% 27301 LRSD SCHOOL: 050 OTTER CREEK ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 48 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 11 8 11 15 11 19 5 0 12 15 11 19 10 7 15 0 23 23 22 34 21 26 11 0 11 10 12 22 17 18 13 0 13 13 14 13 18 10 24 0 24 23 26 35 35 28 0 0 0 3 2 0 2 0 0 0 1 0 0 0 0 1 0 0 1 3 2 0 2 1 39 0 48 * 49 * 50 * 69 58 * 55 * 38.5% * .0% 47.9% 46.9% 44.0% 49.3% 36.2% * 47.3% 61.5% .0% 50.0% 46.9% 52.0% 50.7% 60.3% 50.9% .0% .0% 2.1% 6.1% 4.0% .0% 3.4% 1.8% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 75 50 50 Total 85 79 164 101 94 195 7 2 9 368 44.6% 53.0% 2.4% 35301 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 051 WAKEFIELD ELEMENTARY SCHOOL 1994/05/11 PAGE 49 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Hin % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 1 26 24 22 26 21 27 13 0 28 16 36 25 25 19 26 1 54 40 58 51 46 46 6 0 4 6 6 4 7 12 3 0 6 7 5 0 9 10 9 0 10 13 11 4 16 22 1 0 0 1 0 0 1 0 0 0 0 0 1 2 1 0 1 0 0 1 1 2 2 0 36 1 64 54 70 * 57 64 68 72.2% 100.0% 84.4% * 74.1% * 82.9% * 89.5% * 71.9% 67.6% 25.0% .0% 15.6% 24.1% 15.7% 7.0% 25.0% 32.4% 2.8% .0% .0% 1.9% 1.4% 3.5% 3.1% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 160 162 322 45 40 85 3 4 7 414 77.8% 20.5% 1.7% 49201 LRSD SCHOOL: 052 WATSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 50 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 27 21 23 26 22 20 15 0 0 24 23 28 21 23 20 24 0 0 51 44 51 47 45 40 2 0 0 6 6 8 5 2 8 8 0 0 4 7 5 7 4 3 10 0 0 10 13 13 12 6 11 0 0 0 1 0 0 1 0 1 1 0 0 0 0 0 1 0 1 1 0 0 1 0 0 2 0 2 35 0 0 62 57 64 61 51 * 53 * 68.6% .0% .0% 82.3% * 77.2% * 79.7% * 77.0% * 88.2% * 75.5% * 28.6% .0% .0% 16.1% 22.8% 20.3% 19.7% 11.8% 20.8% 2.9% .0% .0% 1.6% .0% .0% 3.3% .0% 3.8% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 75 50 50 Total 148 154 302 37 38 75 3 3 6 383 78.9% 19.6% 1.6% 460//Vr -f LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas isg J , J '   'yi .1^' June 15,1994 jlSii 2 1 (9?l Oftico c* Ceses^gSiK J? V'Ky '^'^' ) TO: FROM: RE Memorandum Ann Brown, Federal Monitor, ODM Jeanette Wagner, Director of Communications Incentive School Brochures Attached for your review are the final proofs of the Incentive School Brochures. The brochure for Stephens has been removed from the group at this time. The copy proofs have been reviewed and approved by the LRSD Superintendent's Council.lib L R School Dlst ODM @002/002 Little Rock School District NEWS RELEASE June 20,1994 For more information: Dina Teague, 324-2020 The registration dates for kindergarten and new students in the Little Rock School District are Monday and Tuesday, August 8 and 9. School will begin on Monday, August 22. Parents need to contact the LRSD Student Assignment Office for a school assignment as soon as possible. This office is located at 501 Sherman Street and may be reached at 324-2272. During school registration, parents and students will go to their assigned school to complete the registration process. Students already enrolled in the Little Rock School District may also report to their schools on August 8 and 9 to advise the District of changes in their registration information. ##.# 810 West Markham Street  Little Rock, Arkansas 72201 . (5011824-200008/12/94 17:23 501 324 2032 L R School Dlst ODM @002/005 J Little Rock School District NEWS RELEASE August 12,1994 For more information: Dina Teague, 324-2020 Little Rock School District parents and students who were unable to attend the district-wide registration on August 8 and 9 are encouraged to go to their designated school prior to August 22, the first day of school, to complete the registration process. Parents should call the school office to schedule a time for registration. All students, including those who pre-registered in the Spring, are required to complete the registration process before the school year begins. Kindergarten students and other students new to the district, as well as students who have changed addresses during the summer, should call the Student Assignment Office at 324-2272 to receive their school assignment. Parents must provide proof of address (utility bill, tax statement, or lease agreement). Students entering the LRSD for the first time must present their birth certificate, immunization record, and social security number at registration. ###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: February 9, 1995 To: Russ Mayo From: .rm Brown Subject: LRSD Registration Information Yesterday, I received in my mail at home the new LRSD brochure which contains a variety of information pertaining to pre-school registration. The brochure is certainly attractive and contains handy references to dates for open houses and registration, along with information on enrollment options. Unfortunately, the usefulness of the brochure is limited because it was not mailed in time to give parents adequate notice of many of the dates listed. For example, none of the brochures were distributed until after the open house dates (all in January) were past. When I called to inquire about the dates the brochures were mailed, your associate, Deana, helpfully answered my questions. She said that the brochures targeted at private school patrons were mailed February 1. Those for LRSD patrons were processed by a local advertising agency, and about two- thirds of those brochures were mailed on February 6 and 7\nhowever, because the agency discovered it was short some 5,000 covers, the remainder of the brochures will not be mailed until the week of February 13. In addition to the timing of the brochure, I also have concerns about the costs associated with it and some of the information it contains. I'll appreciate your answers to the following questions: 1. According to the district's monthly management tools, the brochures were 100% complete by November 30, 1994. Why, then, were the brochures distributed so late, after pre-school registration activities had begun? 2. How much did it cost the district to produce this brochure, including preparation and printing? How many hours of LRSD staff time were devoted to all phases of preparing the brochure? How much was (or will be) paid to the local advertising agency which helped process the brochures for mailing? What is the grand total of the costs associated with producing the brochure?Page Two February 9, 1995 3. How many brochures were mailed to private school patrons, how many to LRSD patrons, and how many to any other category? What is the total cost for mailing the brochures? 4. The brochure contains an insert entitled \"Applying for Choices,\" which includes information on M-to-M transfers and directs readers to refe\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_963","title":"Report: ''Educational Equity Monitoring Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["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","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School integration","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["Report: ''Educational Equity Monitoring Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/963"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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