{"response":{"docs":[{"id":"bcas_bcmss0837_1024","title":"\"Aerospace Technology Magnet School, Long Beach Unified School District, Aerospace Technology Magnet Program\" and correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Finance","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["\"Aerospace Technology Magnet School, Long Beach Unified School District, Aerospace Technology Magnet Program\" and correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1024"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n/ ' I A AEROSPACE TECHNOLOGY MAGNT long Beach Un1hed SchOOI ()slflCI Area E Sopennteodenl s Ot1ice 5101 E Centra a SHeel Long Beacn CA 90808 (S2T1E3)V 4E3N6 9F9IS31H , A rea E Superintendent  ext. 3950 GAIL QUINN, Industry and Post Secondary liaison (213) 436-9931 ext. 1402 ~C~/ ~t ClAV\nk., 3ro.,,,\n6 a-...L u-z.~ tr,J\u0026amp;.\"\"-fl \u0026lt;u au~4,,\u0026lt;JL, ~ , !1~ L.f--0 C 1L\u0026lt;\u0026amp; - o,__, u~ '1v ~ ~~),, ('~a,a_ e?y.x:u~ ~ a-,,..cL ~ ~!!r_yicJ..,/4, 1-1a), ~ ~ ~ ct,,R., ~ \"C7M--U- -ruy ~~-,v{4 7J ~), 1Z_,,-,,J\u0026amp;\u0026lt;2, ,h-,_ J- ~ ~ :,,u_, +v-lc ,,0 c~/.,AJ ~ Magnet Schools  Alvarado  Bancroft  Buff um  Cleveland  DeMille  Lakewood  Monroe January 6, 1992 TO: Kathryn Johnson Johnson and Associates FROM: Gail Quinn Aerospace Technology Magnet-Long Beach SUBJECT: Contract Proposal to repare Little Rock Magnet Schools Assistance Program Grant Application to U.S. Department of Education - 1993 The following delineates consultant fees and budget, and a timeline of activities to prepare the MSAP federal grant application for Little Rock Schools. It is assumed that the grant deadline will be early 1993 which allows for a one year preparation period. Although I spent four months on the Long Beach application, I expect to write the Little Rock application in 8 weeks or less. The organization will be the same as spelled-out in the table of contents of the Long Beach grant of which you have a copy. I will use vacation time for planning with yourself, Little Rock School personnel, and others\nand for writing. The dates listed below are my vacation dates: January 20 April 18-26 June 27-August 22 November 10-12 February 14-17 May 23-25 September 14 November/Thanksgiving Grant planning trips to Little Rock and Washington D.C. will need to be arranged according to the vacation schedule. In addition I can take 4 days this year and next year as needed for travel~ Travel time must include a Saturday to keep airline fares at $300-$400 instead of $1,000 for round trips\ntherefore, I would initiate travel on Saturday or complete a trip on Sunday. All meals and working while flying are free or at my expense. Please review the budget on the next page. 1. 2. 3. 4. Consultant Budget Contract not to exceed ($50 hourly rate x 320 hours) Airline fares a) Average 3 round trips to LR @ $358 b) Hotel - $66 x 3 nights x 3 trips c) Average 2 round trips to Washington O.C. (Los Angeles or direct to Dulles Airport) $398 each d) Hotel average $100 x 2 nights x 2 trips e) Ground transportation Federal Express Average $22 x 10 mailings Secretarial Assistance Average $15 hourly x 160 hours $16,000 $1,074 $594 $796 $400 $125 $220 $2,400 $21,609 Total Cost Note: The grant application will ask for 4 million each year of the two-year project period. You may want to weigh any consultant fees, whether they are for this proposal or others, against the 7 or 8 million Little Rock can anticipate for a successful application. The timeline and criteria relate to the requirements of the grant application. I recommend the following as a guide. Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 1) Quality of Project Design Identify: . curriculum components, course sequence (JHUniversity), technical skills and academic content in relation to LR junior and high school course requirements\nPrepare course outlines for all new courses\nLaboratory facilities, hardware/software, and equipment needs\nSpecial instructional approaches and activities\nStaff training Collaborative efforts with university, industry, FAA, and business/industry organizations\nProgram objectives in relation to MSAP Goals regarding the \"Strengthening of academic content and development of marketable technical skills. 2) Desegregation Plan/MSAP objectives to reduce a. b. c. Consultant Resource Needs state and local curriculum standards and frameworks Postsecondaryrelated courses outline Technology resources available/compile listing Timeline February - June Trip 1 in February to plan project design Trip 2 in July to critique completed project Design and to discuss Desegregation aspects to proposal1 Evaluation plan, Key personnel and Management plan, and Budget Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 3) Evaluation Plan relative to items 1, 2 4) Key Personnel and Plan of Operation 5) Budget and budget justification\ncost effectiveness 6) Complete all other criteria of grant 7) First review panel/ Washington D.C. 8) Second review panel and meeting with U.S. DE Program officer . Consultant Resource Needs Timeline July July August August Trip 3 - End of August to finalize application  Trip 1 - Washington D.C. Trip 2 - Washington D.C. One month prior to grant due date I. II. Ill. Unit Outline Aerospace Science, GRRDE 4 Earth characteristics that affect flight IV. Unmanned satellites and exploration A. Atmosphere A. Weather Satellites 1. Weather-Measuring B. Applications technology satellites 2. Temperature C. Lunar probes B. Magnetosphere D. Interplanetary spacecraft l . Magnetic lives of force 2. Radiation belts V. Humans in space Flight in the atmosphere A. Astronauts A. Lighter-than-air-craft l. Selection 2. Physical requirements B. Heavier-than-air-craft ,. B. Space suit Principals of flight 2. Lift/Gravity VI. Projections Technological advances A. Further exploration of space A. Power 1. Power plants 2. Spacecraft l. Chemical batteries 2. Propellers B. Solar systems B. Spacecraft design 1. Significance to Earth l. Symmetry C. Technological improvements in air- 2. Protection of payload craft C. Data collection l. Instruments 2. Recoverable spacecraft D. Safety I. II. 111. Unit Outline Rerospesce Science, GRADE s Earth characteristics that affect flight C. Doto collection A Atomosphere 1. Instruments 2. Passive unmanned spacecraft 1. Weather-Changing 3. Computers 2. Density \u0026amp; pressure 3. Radiation D. Safety B. Magnetosphere IV. Unmanned satellites and exploration 1. Solar Wind A Communication Satellites Flight in the atmosphere B. Astronomy satellites A Bird Flight C. Projects Mercury, Gemini, Apollo B. Heavier-than-air-craft D. Skylab 1. Principals of flight V. Humans in space 2. Lift/Gravity 3. Thrust/Drag A Life-support systems 4. Wind tunnel 1. Spacecraft-atmosphere, water Technological advances supply, food, instrumentation A. Power B. Reentry into Earth's atmosphere 1. Solar cells VI. Projections 2. Fuel cells A Utilization of space environment B. Navigation 1. Life support systems 1. Orbit 2. Control B. Universe C. Technological improvements in air-craft I. 11. 111. Unit Outline Aerospace Science, GRADE 6 Earth characteristics that affect flight IV. Unmanned statellites and exploration A Atmosphere A. Earth observation satellites l . Weather-Forecasting B. Biosatellites 2. Jet stream 3. Ionosphere C. International cooperation 4. Gases and dust D. Space Shuttle Flight in the atmosphere v. Humans in space A. Lighter-than-air-craft A. Astronauts B. Heavier-than-air-craft l . Selection l. Problems in flight 2. Training 2. Rockets 3. Newton's Third Law B. Life-support systems 4. Fuel 5. Guidance l . Spacecraft-temperature, waste, personal hygiene, communica- Technological advances tions A. Management of systems VI. Projections l . Coordination A. Management of resources 2. Flow charts 1. Education B. Navigation and guidance 2. Earth Resources 3. Weather l. Orbit 2. Control B. Products from space 3. Guidance C. Technological improvements in air- C. Data collection craft l . Instruments 2. Computers D. Safety I. Unit Outline Aerospace Science, GRADE 7 Ute in Space II. Humans in Space A. Fish otolith organ A. Life-support systems 1. Abnormal swimming 1. Space craft 2. Orientation to light 2. Reentry into atmosphere 3. Hatchlings adopt 3. Physiology B. Bacteria and spores B. Astronauts 1. Growth 1 ' Selection 2. Shape 2. Physical requirements 3. Sensitivity 3. Training C. Spider behavior C. Medicine 1. Web texture D. Careers 2. Web shape Ill. Bird Flight D. Motor-sensory performance A. Physiology 1. Astronaut coordination B. Perception and Guidance E. Plant responses 1. Growth 2. Photo tropism J A AEROSPACE TECHNOl~Y MAc.NET Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth I. Matter and Energy in Space 2. Atmospheric pollution A. Fluid behavior D. Satellites l . Surface shape 2. Oscillation of drops l . Weather 3. Coalescence 2. communication 4. Diffusion 3. Technology 5. Charged particle mobility 4. Search and rescue B. Mechanics 111. Flight l . Conservation of momentum A. Mechanics 2. Action and reaction 3. Energy exchange l . Lift/Gravity 4. Gyroscope 2. Thrust /Drag C. Magnetic Effects B. Power D. Crystal Growth l. Fuel II. Space and Earth from Space C. Navigation A. Stars and Planets l . Guidance 2. Control l . Quasars 3. Orbit 3. Pulsars 3. X-rays from Jupiter D. Design B. Celestial objects E. Data Collection l . Lunar libration clouds l . Instruments 2. Objects within Mercury's orbit 2. computers C. Remote Sensing F. Safety l. Volcanic eruptions  -\n.\n1 .-i - =~ ~ Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth Page2 IV. Careers A Academic 1 . Aerospace engineer 2. Astronomer 3. Chemist 4. Electronic engineer 5. Geographer 6. Geologist 7. Mathematician 8. Meteorologist 9. Physicist 10. Systems analyst 11 . Test and research engineer B. Technician 1 . Aerospace craftsperson 2. Aerospace engineering techni-cian 3. Electrical technician 4. Electronics technician 5. Ground radio operator 6. Machinist technician  7. Metallographic technician 8. Optical technician 9. Patternmaker onci moldei. .  .. _ 10. Teletypist 11 . Mechanic - aircraft 12. Mechanic - ground support vehi-cles ~ 13. Aerial photography 14. Flight attendant INDUSTRY PARTNERSHIPS CONCEPT LEVELS Theme Major Conceol: fwhal lhe sludonl will F.NF:RGY: Lir.HT ullirnatr.ly 11ndcrslandJ r -- - - - - _l _ ----- ----. 1 LIGHT F.NF:RGY IS THF. PORTTON OF THF: ELECTRO- I Explanatory Concept: I MAGNF:TJC SPECTRUM TO WIil CH THF. fllJMAN F:YF. I S I ( an Idea used to explain the major concept) I SENSITIVE. IT TRAVF.1.S VF.RY R/IPlDI.Y IN I STRAIGHT l.TNE.S . ' I '--- _______ l __ _ S11bConcepts: (the parts of the explanatory concr.ptJ -r may be absorhed, r e fJPcted, or refracted. I LJght. White liRht is a mJxt.ure of co l ors that can be Sf'parated Into a spectrum of col or. Industry/ Teacher Generated Ac ti vi ties: 1.S 1988 r ____ [ ___ \"l Manipulative I Laboratory Skills I I Use r e flected lip.ht I I to chanRe tempf'rat.urf' I lpo]artzed light I 1mirrors and lf'nsf's I 1Prisms \u0026amp; spectra 1 1ero lor mixinr, I I I I L ___________ _J I I -....J r - - A pplk,atioos:- - - 1 f Science Processes I I recoP,ni ze hypotheses I 1eq11ipment. USf'rl in t I Jtr:ht research - 1 industry processes 1analyze how hrn i n 1 interprets imapf's ,r~latf' flow of elec- 1 trons produced in a t photof'lf'ctric cell to I F:inst.ein's e\"\u0026lt;p]anat.tont1 It.hat. liRht. is a str 11 l_o[ J:!.hQ.lO.!!..\"l ___ _ f ,- - - - - - Those who apply li~ht t.echnolor:y to I solvin~ problems ln society or to improvjn~ society tn some slr:nificanJ way and must. 11nrlerst.:-.nd how 1 ir:ht. I I can be userl as n form of energy. I L _____ l _____ J r- - - - - J - - - - 7 r - - - - L - - Applications: , Careers I Society 6 Technology I : lefiber optics I I aerospace , lelasers \u0026amp; holo~r~ms I I emed1ctnf' flnfrared ima~inr: I I ephot.o~raphy - spec ial! ,spPct.rum nnalysis I I pffect,s I ' ephot.oelec t.ric cell I t.clevJsinn lechnlrinnl synchrotron I lenelneering I : I t I L __________ J L ________ J PREPLAN Title: Objective: - Concept I~ s t r~c tion Department OFFICE OF SCIENCE EDUCATION CONCEPT SCIENCE TEACHING SECONDARY ACTIVITY LESSON PLAN - Process Skills Involved Materials: LESSON Introduction: (anticipatory set or input) Procedure: Discussion: (closure) Evaluations Purpose (why learn or use): (relevance to society/technology) Revised 1987 I . AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District A Partnership with ...  McDonnell Douglas  Northrop  Rockwell International  Long Beach City College  California State University, Los Angeles  NASA  Jet Propulsion Laboratories Our Mission AEROSPACE TECHNOLOGY MAGNET T he mission of the Aerospace Technology Magnet is to insure that all participating students will be technologically'literate, well-educated and better prepared to be responsible, productive members of the workforce. This mission will be attained through an articulated 2+2+2 curriculum in manufacturing technology, problem-solving applications integrating academic core components, and career guidance. ..... The future has arrived. AEROSPACE TECHNOLOGY MAGNET Step into tomorrow as you enter the unique classrooms of the new Aerospace Technology Magnet, the first of its kind in the U.S. You'll notice the quiet excitement of students investigating technology and their futures in some of the most advanced public school computer laboratories in the world. In close cooperation with the Southern California Aerospace Industry Education Council, the Aerospace Technology Magnet is designed to provide tomorrow's skilled workforce. A TM is -Hkely to become a national model for public education. It offers students several paths to high tech careers. Graduates can start aerospace careers with entry,level jobs right out of high school. Or they can continue in articulated aerospace manufacturing programs at Long Beach City College and California State University Los Angeles to earn engineering degrees. The only upper limit is a student's skill and desire for more advanced training. Student success in computer technology, mathematics, science, and pre,engineering will translate into competitive success for U.S. aerospace firms. The quality employees that graduate from this model of industry,education partnership will help the U.S. succeed in increasingly competitive world markets. We are fortunate that the U.S. Department of Education, the Long Beach Unified School District, McDonnell Douglas, Northrop, Rockwell International, Long Beach City College and California State University Los Angeles have created this dynamic plan to teach new skills and keep the U.S. aerospace industry strong. 2 AEROSPACE Initial Funding Source: Project Duration: Cooperating Industries and Agencies: Focus: Levels: Number of Schools: Number of Students: U.S. Department of Education 6.2 Million Two Years August 1989 - July 1991 McDonnell Douglas, Northrop, Rockwell International, Ellison Machinery, NASA and JPL Manufacturing Technology 4-12 Continuation\nArticulation with Long Beach City College and California State University Los Angeles School of Industrial Technology and Engineering 7: 4 elementary schools, 2 middle schools, 1 high school 2000 3 AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District Elective Integration Computer Technology The Instructional Program Grades 4-12 Core Aerospace Science Mathematics Communication Skills \u0026lt;:=\u0026gt; Elective Integration Manufacturing Technology AEROSPACE TECHNOLOGY MAGNET Long Beach Un~ied School District The Instructional Program 4 6 12 +2 +2 Grades/ T T T T T Levels ---------------------------------- L Manufacturing Technology Communication Skills Applied Mathematics and Science Computer Technology Long Beach City College Associate Degree  Advanced Training - Manufacturing Technology Level II - Tool Designer - Computer Numerical Control Technician - Machine Operator - Computer Numerical Control Programmer California State University Los Angeles School of Engineering and Technology B.S. Degree options:  Mechanical Engineering  Electrical and Computer Engineering  Industrial Technology ~!-I Overview of the Instructional Program Grades 4-12 AEROSPACE TECHNOLOC.V MA\u0026lt;.NET Computer TechQology 4-12 0 Keyboarding  Hypermedia Animation 0 Aerospace Pre-CAD 0 Application Ulllitles:  Word Processing  Database  Spreadsheet  Graphic Design  Programming  Simulation  Hypercard 4-5  Hi-Tech Presentations  Networking  Telecommunicaions  Lego Logo, Logo CAD  Oral and written skill integration through project creation and application utilities. ., . Aerospace Science 6-8 0 Earth Characteristics that Affect Flight 0 Technological Advances 0 life In Space 0 Matter and Energy In Space  Spacecraft Design 0 Humans In Space  Power  Data Collection  Navigational and Guidance 0 Unmanned Satellites 0 Projections  Further Explorations  Technological Improvements 0 Flight 0 Space and Earth from Space 9-12 0 Aerospace Biology  Responses of the Human Body in Space 0 Aerospace Physical Science  Forces of Flight  Aircraft Design and Structure  Stability and Controls  Instrumentation  High Speed Flight  Remote Sensing 0 Mathematics 8-12 Technical Algebra 9-12 Descriptive Geometry 0 Communication Skills 12 Technical Writing Manufacturi~g Techr:iology 6-12 0 Materials 0 Processes 0 Measurement 0 Electronics 0 Automation CAD  CAM Gibbs Software  CNC Dyna Mills  CNC Dyna Lathes  Soorbot ER Ill Robotics System  Hydraulics  Pneumatics  Mechanics  Company Organization and Management  Job Requirements  Educational Requirements , Technology Lab 2000 j.: \u0026lt;O I n t e g r a t i 0 n  Computer Applications  Product Creation  Problem Solving ATM EduCOMP The Student's Educational Plan .  .... Elementary - Grades 4 and 5 \u0026lt; 4 schools) .  Keyboarding and Computer Application Utilities  Aerospace Science  Written and Oral Skill integration through product creation and computer applications -__ \u0026lt;: -~- - Middle School - \u0026lt;2 schools) Grade 6  Aerospace Science  Lego Logo Programming, Logo CAD  Aerospace Pre-CAD Grade 7  Aerospace Science  World of Technology Tech Lab 2000  Hypercard/Hypermedia Grade 8  Aerospace Science  Drafting and Manufacturing Technology  Aerospace Physical Science  Aerospace Biology  Integrated Software Applications  Hypermedia  High Tech Presentations  Intro to Manufacturing Technology in the Tech Lab 2000  Drafting Technology  Desk-Top Publishing  Technical Algebra  Descriptive Geometry  Electronics Technology  Manufacturing Technc!ogy  Technical Writing 7 .. ,~ A AEROSPACE State-of-the-Art Equipment At Each ATM School TtCHNOlOQY MAGNET HIGH SCHOOL Technology CNC/CAM Computer Laba Science Laba Lab 2000 CAD Faclllty Faclllty Lakewood 36 Mac llex 12 Maclld 10 Mac II ex 31 Mac II d 11 Mac II ex 6Laba 1 Mac II ex File Server 1 Mac II ex File Server 4 MacSE 1 LaserWriler 1 lmageWriter 2 Laser Writers 1 lmageWriler 1 Apple II GS 1 Image Writer 1 LaserWriler 2 Scanners 1 CD ROM Unit 1 Image Writer 1 LO Printer 2 Dyna Mill 4 Videodisk players 1 Laserdisk Player 1 Laser Writer 1 Tape back-up Unit 1 Dyna Lathe Sound and Video 1 TV Monitor 1 LOWriler 1 Mac II ex File server 2 Robotics Digitizers 1 VCR 1 Scanner 3 Plotters 1 Pneumatics 1 VCR 1 Tape Backup Unit 1 Tape backup Unit 1 Scanner 1 Hydraulics 1 TV Monilor 1 CD Rom Unit 1 CD ROM Unit Versacad site license 1 CAM Recorder SciMatech Multifunction, Gibbs NC CAM slte Yamaha Speakers lnlerfaoe Probes license and Sensors MIDDLE SCHOOLS Technology Hypermedia Lego Logo Aerospace Science Lab 2000 DeMille 36 MacSE 36 Apple II GS 12 Apple II GS 7 MacSE Bancroft 1 Mac llex Flleserver 1 Mac SE30 Flleserver 1 Mac II ex Fileserver 2 Apple IIGS 10 Laba 3 tmageWriters 2 lmageWrlters 1 lmageWriler 1 Mac II ex 2 LaserWriters 1 TV Monitor 1 Tape Backup Unit 1 lmageWriter 1 Tape Backup 1 VCR 1 Laserdisk Player 1 LaserWriler 2 TV Monitors LogoWriler site lioense Video Microscopy , LO Printer 11 CD ROM unh Technlc Control t 1 Scanner 1 VCR Robotics Kit 1 Tape backup Unit 1 Laserdlsk player 1 TV Monitor 1 CD ROM UnH video and sound 1 VCR digitizers Yamaha speakers ELEMENTARY SCHOOLS Computer Laba Physlcal Science Laba Buffum 35 Apple IIGS 12 Apple II GS Cleveland 5 MacSE30 1 Mac SE30 Flleserver Monroe 1 Mac SE30 Fileserver 1 lmageWriler 3 lmageWriters 1 Tape Backup Unit Alvarado 2 LaserWriters 1 Laserdlsk Player 8 Laba 1 Scanner 1 TV Monitor Total= 24 Laba 1 Tape Backup Unit 1 CD ROM unit 1 VCR 2 TV Monitors 1 VCR 1 Laserdisk player Yamaha speakers 1 CAM Recorder Sound digitizer , Electronlca Faclllty CNC/CAM 11 Mac llcx 1 Mac II ex File server 1 lmageWrlter 1 LaserWriter 1 Scanner 2 Plollers 1 CNC Dyna Mill 1 Robotics Kepro Etched Circuit Equipment Douglas CNC/CAM and Gibbs Ne CAM Software Programs CAD/NC/CAM Facility 17 MacSE30 1 Mac SE Flleserver CD 1 lmageWriter 1 LaserWriler 1 Plotter 1 Dyna MIii 1 Lathe 1 Robotics 1 Mechanics 1 Pneumatics 1 Hydraulics/ Claris CAD/ Gibbs Ne CAM Software -- lnsb'Uctor's Zone Problem/Concept Exploration Island -\"': - ( I I L Owrhead Grid \\__ T echnolbrium Deep Thi S.~LS_-::::::7x: ~ Reoean:11 Pods (wall-mounled) Wcble Equlpnwnl ~ Concurrent Engineering Zone I I (). c:,IP9JI \u0026lt;(j\\ lJ Communications Island ,C\\J -~Ion Ai:',:.:.,i_-\u0026amp;::._.f..~~-:-:.-:: Q TedlCelll\"' (wal-mounted) Fabrication/Prototyping Island (JJ_ Experimental Structures ttt?P88ttiQ ' Mini-s Zone Testing/ Data ~uisttion - - Island l Soft Prototyping ~ Island e, .., .,..,.. ... ,_..~,---,..---... Technology Lab 2000 / the SmartLab for Pre-Engineering Studies Designed for the Long Beach Unified School District O\u0026gt;  aw A AEROSPACE Organizations Touring ATM Labs February 1990 - January 1991 TECHNOLOGY MAGNET Long Beach l.lniied School District Across the Nation and Canada  The U.S. Department of Education/School Improvement Program Director  The Council of Great City Schools, Washington, D.C.  Prince George County Public Schools, Maryland  Montgomery County Public Schools, Maryland  Little Rock (Arkansas) School District California  San Jose Unified School District  Sanger Unified School District  Anaheim Unified School District  Los Angeles Unified School District  Stockton Unified School District  Los Angeles County Office of Education Technology Education Teachers Statewide Replication of portions of ATM Industry  McDonnell Douglas  Rockwell International  ARCO Transportation  Methode Electronics - Graphic Research  Northrop Corporation  Ellison Machinery Presentations by the ATM Staff  National Science Teachers Association Conference  National Middle schools Conference  National School Boards Conference, Washington, D.C  National Committee for School Resegregation  Macintosh LA 1989 and 1990 10  Rockford (Michigan) School District  Phoenix Union High School (Arizona)  Peoria School District, Arizona  Las Cruces Public Schools (New Mexico)  Burnaby School District, British Columbia, Canada  Los Angeles County Office of Education Computer Technology Teachers throughout Los Angeles County  San Diego State University  California State University, Long Beach (3 visits)  Oxnard Union High School District  Napa County Office of Education - ROP  GTE  TRW  IMAR  National Technical Systems  Navy Space Systems  California Vocational Education Conference  Industry Education Council  Southern California Aerospace Industry Education Council 2+2 Articulation Workshops at El Camino College and Cerritos College  Institute for Manufacturing Automation Research at Hughes Aircraft  \"'IJ A AEROSPACE TECHNOLOGY MAGNET Long Beach Unlied School Dislrid Introduction ATMEduCOMP Design  Manufacturing  Service Industrial Simulation The formation and operation of a company within the ATM middle and high schools has as its primary goal the introduction of actual industrial practices and procedures within the classroom. The Company will be confronted with all of the real everyday problems, frustrations and rewards that an actual company encounters. Students are faced with the requirements of individual responsibility and accountability for specific jobs. Interaction with students from other classes and other schools now becomes necessary for completion of tasks. Accurate and complete communication is essential, as it is in industry. It now becomes necessary for a student to perform for the benefit of the group and the product rather than just for himself, just as is required in the \"real world.\" Activities The learning experiences in industrial simulating are broad and varied and are introduced through exposure to and involvement in the following activities. 1. Generation of organization charts showing individual responsibilities within the company. 2. Keeping of time cards noting dates, contract, job and activity information. 3. Calculating bids for design, engineering and production costs. 4. Analysis of bids against actual cost on completion of task. 5. Schedule forecasting through the use of Gantt Charts. 6. Wage realities through monthly computer generated paychecks showing all required deductions. 7. Designing and fabricating jigs, fixtures and other related tooling for machining, holding and positioning of parts. 8. Cost analysis of development and tooling through amortization over product run. 9. Work simplification analysis of production tasks. 10. Task analysis for CNC program writing for lathes and milling machines. 11. Task analysis for writing robotic application programs. 12. Management meetings for personnel and production problem solving activities. 13. Technical report writing and inter-divisional communications. Procedures  A General Manager will be appointed to oversee all daily operations.  Each school participating as a part of ATM EduCOMP shall become a division of the company. The primary instructor at each school shall become the Division Manager. Each division will generate its own organization chart showing lines of responsibility. Each division of the company will be assigned specific tasks to perform toward the completion of the product. The division will submit a fixed cost bid to management of their part of the project. The bid will be based on engineering drawings and specifications submitted to the division, specifying exact tasks to be performed. Upon award of contracts, each division will submit an organization chart of personnel showing the responsibility structure of the division. Within the structure each division will have a Project Manager and a Manager of Quality Assurance that will report directly to the Division Manager. Other responsibilities and titles within the division will be assigned by the Division Manager as needed. 11 Each employee of the company will be assigned an hourly wage scale commensurate with his or her responsibilities. Time cards will be submitted to the designated accounting site every two weeks. Time cards will carry the name of the employee, the division where working, the appropriate dates, the contract and assemblies worked on, the operations performed and the hours required per operation. The times for each division will be verified and signed off by the divisional Project Manager prior to submission to accounting. Accounting will be responsible for generating the company payroll by the last day of each month. Computer generated checks will be issued showing number of hours worked, gross pay, net pay and  all the appropriate deductions. Accounting will also be prepared to submit operation cost analysis reports to the Division Managers and the General Manager at the end of each month. Overhead, general and administrative and contingency costs will be established by the Division Managers in consultation with the General Manager. Company memos will be used for all substantive communications between divisions and central management. Phone calls will be confirmed by a memo from the initiator when involving engineering changes, schedule changes or modification of assigned tasks. Summary The company will operate as much like a standard manufacturing firm as can be accomplished in a classroom setting. The students become employees and will be assigned Tesponsibilities that are uniquely their own. The experience is intended to give them an introduction to the many details required to properly operate a manufacturing enterprise. The actual product used as a learning vehicle is important only from the standpoint of keeping student interest. The most important aspect of this type of experience is the exposure to the process. 12 ~ AEROSPACE TECHNOlOC.Y MAc.NET Long Boach lkliiocl School Oi\u0026amp;trict ATMEduCOMP Design  Manufacturing  Service Management Plan General Manager ATM Program Coordinator, Lakewood High School I I Manager of Finance Division Manager Division Manager Division Manager Instructor, Bancroft MS Instructor, DeMille MS Instructor, Lakewood H.S. I I I I I I Project - Manager of - Project - Manager of Project - Manager of Manager Quality Manager Quality ~ Manager Quality Assurance Assurance Assurance Period 1 Period 1 Drafting/CAD - Inspector - Inspector Inspector (4) Period 2 Period 2 Drafting/CAD \u0026gt;-- Inspector ,__ Inspector Inspector (6) Period 5 Period 4 Drafting/CAD \u0026gt;-- Inspector ~ Inspector Inspector (7) Period 6 Manufacturing f-- Inspector -- Inspector (3) Period 7 Electronics - Inspector Inspector (4) 13 AEROSPACE Number of High SchoolGraduates from the Program TECHNOLOGY MAGNET . - Our Mission is to ensure students will be technologically literate, well-educated, and better prepared to be responsible, productive members of the workforce. Year 1991 1992 1993 Number 22 55 40 Total: 81876 . \" 1994 114 1995 1996 170 210 1997 215 1998 1999 560 490 Fact: ATM Students in the 1998 high school graduation class will be the first to have completed the total program which they began as fourth graders. a Number does not include students who live in the Lakewood attendance area who are participating in A TM classes . .\".\u0026lt;..t AEROSPACE Aerospace Technology Magnet Locations TECHNOLOGY Gail Quinn, Assistant Director, 880 Locust Avenue , Long Beach , CA 90813  (213) 436-9931 , ext. 7277/8 ..........\n.- -------------- :- ------------ ~ : ~ ..., .:' \\ ~  r~  t I ' I ' .. :' :_ ___' . ' : I t :,. ............  : ... .. - ..r. -............. ~---: \\ ~ . . .6. Cleveland ,... ,------------- . ' ' .  ! Bancroft \\ :' A Monroe:..  Lakewood . . . ' ,-- - ---- --- ----- - - - _1 ' -     .   - - - -      -  -   j    I '' . . .DeMllle --...... ,  Lakewood High School 4400 Briercrest Avenue, Lakewood  425-1281 e Bancroft Middle School 5301 E. Centralia Streat, Long Beach 425-7461  DaMllla Middle School 7025 E. Parkcrest Street, Long Beach  421-8424 15 A Alvarado Elementary School .. ... 1900 E. 21st Street, Signal Hill  985-0019 A Buffum Elementary School ... . 2350 Ximeno Avenue, Long Beach  498-2431 A Cleveland Elementary School 4760 Hackett Avenue, Lakewood  420-7552 A Monroe Elementary School 4400 Ladoga Avenue, Lakewood  429-8911 ..' NASA, ROCKWELL CELEBRATE THE BEST PARTNERS IN EDUCATION Bob Minor, president, Rockwell International, Space Systems Division (SSD), and Joyce Jarrett, director, Productivity and Quality, NASA, recently honored 10 Southern California educators for their innovative contributions to the quality of elementary and secondary school education-and to the quality of tomorrow's NASA scientists. The brief ceremony, in which the honorees were presented with certificates by Mr. Minor and Ms. Jarrett, was part of SSD's Building Excellence in Science and Technology (BEST) program. \"For over 20 years, SSD people have applied their mal'f!gement and technical skills to problem solving in the community,\" Minor said. \"I'm really proud of their efforts and the tremendous difference they've made in people's lives. I'm also proud that we're able to play a part in NASA's own community efforts. We've been partners in space for a long time\nit's gratifying to see our partnership ex1ended to common concerns right here on earth.\" Programs and activities such as BEST exemplify Rockwell 's commitment to community involvement. While our activities in the community range from small business support to Special Olympics sponsorship, we are especially committed to supporting educational programs, for they represent a long-term commitment to improving the quality of life for future generations. Only by passing on our knowledge to the youngand supporting them in their quest for new knowfedge--\u0026lt;an we ensure that our society stays competitive in the world marketplace and that our standards of living are maintained. Our honorees' creative solutions to the challenges of education are as varied as  . _, -  . \n..~-  I ,- 1990 Issue the students who have benefited from them. Gail Quinn of the Long Beach Unified School District, with support from government agencies and private industry, founded the country's first aerospace education curriculum for elementary and secondary school students\nLong Beach elementary -school students can now learn basic computer skills along with reading and arithmetic, while their high school counterparts work on hands-on projects in areas such as robotics. Hank Smith, a longtime SSD employee, was a cofounder of SSD's Advanced Career Training (ACT) program, in which SSD volunteers teach weekly after- Community Interface Program FOUR-POINT PLAN 1. To expand on existing employee lnvolv1m1nt and 1nrlchm1nt program. 2. To enhanc. relation, with cuatomer1, key government repreaentatlvea, and ag,nclH. 3. To achieve leader1hlp end HI 1tandud1 In asal1tlng bualneu organizations that Impact Rockwell's business Interest. 4. To support the private sector by Interacting with communities to ensure their economic 1tablllty. 16 .411111~ Rockwell P._~ International Spac Svstem1 01v111on A Journal Of The Community Interface Program BEST wishes-Joyce Jarrett, NASA director for Quality and Productivity, and Bob Minor, president, Rockwell International, Space Systems Division, sign c.rtlllcates of appreciation for ten outstanding Southern Callfornla educators. school classes to local high school students in professional fields ranging from technical writing to computer programming. Linda Kennedy, principal of Ward Elementary School in Downey, initiated a partnership with SSD that brought material and human support to the school, both in the classroom and out. Karen Allen of the Bellflower Unified School District has helped numerous disabled students pursue rewarding and productive careers in mainstream society. These people's accomplishments, and those of their peers, can play a crucial role in the future of America's space programand, for that matter, in the future of any field that demands an educated work force. Quiet innovations such as theirs rarely make big news, but they do make a big dif ference. In this brochure, we will highlight some of the people at Rockwell who are working to make a difference in our communities-and in doing so, we hope to inspire others to do the same. , so will only add to the problem.\" said Randow. \"Our theme 1s 'the decade for preparedness.' \" SSD and its primary customer, NASA, share a concern for the future of space study and exploration and know that the dream of expanded space exploration can never be rea lized without a new generation of scientists and engineers qualified to continue the work of their elders. The Community Interface Program (CIP) through its Four-Point Plan promotes the ultimate partnership of Rockwell, the private sector, and the customer. This yea r. Rockwell contributed thousands of dollars to the NASAsponsored Project LASER Mobile Teacher Resource Center, which travels around the country to provide teachers with software, videotapes, and stacks of printed material about aeronautics, astronomy, and space exploration for students of all ages. SSD's Building Excellence in Science and Technology (BEST) program is specifically geared to recognize educators who have endeavored to improve the quality of education. Working hand-in-hand with educators are the Rockwell International employees who voluntarily participate in programs such as the Rockwell Educational Advancement Program (REAP) to inspire students from preschool through graduate studies to believe in themselves and strive for higher levels of achievement. Workforce 2000 at SSD - A Direction not a Destination Another step is to ensure that existing employees are prepared to meet the requirements of evolving technology. Kirk McKenzie, director of Training, Affirmative Action and Services. supports the concept of \"life-long learning.\" \"We have developed the philosophy that throughout a person 's tenure there will still be a need for learning exposure, because skills become outdated,\" said McKenzie. \"Since 75 percent of the jobs here are of a technical nature, we need to anticipate where we're going and communicate these things to our people.\" Frank Chabre, vice president, Human Resources and Employee Communications, said Rockwell and the union are working together to come up with continuous improvement initiatives. \"We want our employees to be as strong as possible, and we want good people from the community to come in to take jobs,\" he said. \"Whether it's working in engineering or working in the community. when we all work together, it's a pretty powerful relationship.\" SSD and NASA team up to reward the cpllshments of Southern California educ.torL Standing, from left to rtght: Bob Minor, Joyce Jarrett, tuink Smith, EIIM Sandford, John Smith, Carol Fox, and Karen Allen. Seated, from left to rtght: Gall Quinn, Ernie Roy, Linda Kennedy, and Betty DeWolf. .... SSD Joins the Congressional Black Caucus to show support for aducatlonal development programs. Standing, left to right: Leon Tlpplna, Business Development\nJeanette Lax, Logistics Administration\nthrff Washington, D.C. area students and their t cher\nCarroll White, Logistics Operations and Support\nind Dr. Curtis Graves, NASA deputy director, Government ind Civic AffalrL ROCKWEU-CULTIVATED PROFESSIONAL PERSONNEL REAP TEACHER IMPROVEMENT PROGRAM {TIP) E~RYQ= Q ~ Q ,-----, r-----, ,--------, ,--------, COMMUNITY COi.LEGE  9ClHC( EXPOeUAI!  MATH.ENGINEEMN:1, ec,vca ACHIEVEM!NI'  ADYANCEDCAAIEEl'I  STATTECHNICAI. ., i EDUCATION DEVELOPWVff TIW-CACT) AOVISOAVco.MTTU  \"EOIONAL OH EDUCATION OCCUPATIONAL aESEAACH CSTAC!Aj PAOGRAw 1-,  IUIU\u0026gt;IHO EXCElUHCI ' YOCAT10HAl. SCIENCE\u0026amp; TECHHO..OOY BEST  CAREER DAY PROJECTS 'COUNSELING  MOTTVA T10N 'TOURS EOUCA110HAL PAOC3AAM  TEACHER IMPAOV!WEHT' ____________CV E_Pl ____ _ P_AO_G RA _w ___ SMALL 8lJSjNESS  HANDS-ON EXPERIENCE  WORK EXPERIENCE  EXPOSURE PROGRAr.15  SOENTIFIC CllYMPICI  CONFERENCES 17  ACT 3 ~ (T\\JEI)  DA TA ENTRY  ROP 20 HR (MON.fll)  COi.LEGE INTERNSHIP  VEP 20 ~ (MON .fRQ  STACER MONTK, Y WTD 101021-4U7 w cc i  ~ Aerospace Physical Science AEROSPACE TECHNOLOGY Units are integrated into the required LBUSD Science and Scope Sequence. Teachers use conceptual strategies, supportive activities, and industry resources to emphasize content. I. Atmosphere and Theories of Flight A. Characteristics of Atmosphere 1. Composition and behavior 2. Pressure, weight and density 3. Temperature and humidity 4. Wind and air currents 5. Effects of altitude and relative wind B. Theories of Flight 1. Bumoulli's Principle 2. Newton's Action and Reaction Theory II. Forces of Flight A. Lift 1. Angle of attack 2. Relative wind and air density 3. Wing area and airfoil design B. Drag 1. Angle of attack and boundary layer 2. Aspect ratio and velocity III. Aircraft Design and Structure A. Materials: wood, aluminum, steel, titanium, nickel, magnesium, ceramics, plastics B. Design: fuselage, tail, wings (subsonic - supersonic) IV. Stability and Controls A Stability 1. Positive, neutral, negative 2. Sensitivity of controls, dynamic and static 3. Longitudinal: relative wind, thrust, drag 4. Lateral: dihedral, keel effect, sweepback 5. Directional: vertical tail surfaces, center of gravity, throttle B. Flight controls: ailerons, rudder, elevators, trim tabs V. Aircraft Instruments A. Engine: oil pressure, fuel, manifold pressure, carburetor temperature gauges B. Aircraft: air speed indicator, magnetic compass, alitrneter, tum-and-back indicators, rate of climb indicator, artificial horizons C. Operating Principles: electrical and mechanical instruments VI. High Speed Flight A. Nature of Sound 1. Transmission and variations in speed 2. Mach number, subsonic, transonic, supersonic, hypersonic B. Transonic Zone 1. Air compression and variations in airstream pressure and velocity 2. Shock wave formation and effect on flight C. High Speed Design: thickness-to-chord and aspect ratios, structural strength, drag-lift, sweepback and delta planforms, geometric wings D. High Speed Heat Problems VII. Remote Sensing A. Earth Features: global techonics, landforms, snow-mapping, vegetation patterns, cultural features, ocean currents, meteorological motions B. Technological Coordination: search and rescue, communications, natural resources, vehicular tracking VIII. Careers: professional and technician PREPLAN Title: 3, 2, 1, Impact! Objective: Concept Science Teaching Secondary Activity Lesson Piao Concept: Objects theoretically accelerate toward the earth at 'g'. Forces such as air friction change the acceleration of a falling object. Process Skills Involved: communicating, comparing , organizing , relating , inferring Cognitive Skills Involved: knowledge, comprehension, synthesis Materials: stopwatch, graph paper, leaf, feather, golf ball, marble, etc. LESSON Introduction: Ask students to predict which will fall faster, a golf ball or a marble. Show video of \"hammer and feather\" experiment of the Apollo mission. What differences between earth and moon cause these objects to behave differently. Procedure: 1. Your groups should choose a strategy to drop an object and clock its time of fall to within 0.1 second or better. Consider a long-fall drop site, various releasing techniques, and reaction times associated with the timer you use. 2. Submit your plan to your teacher. 3. Measure the height and the falling times for your object using the approved methods. 4. Using your measured value for the height, calculate the theoretical time of fall for your object. Remember, this is the time it would take the object to reach the ground if there were no air resistance. 5. Using the graph paper, trace figure B, leaving out the actual speed v. time curve. Draw one vertical line from the theoretical time of fall for your height up to the theoretical speed v. time line. Draw the other vertical line from the actual time of fall up the theoretical speed v. time line. 6. Starting from the origin, sketch your approximation for the speed v. time curve, out to the point where it crosses the actual time line. The area of of your stippled region should be the same as that of the cross hatched-region 7. Draw a horizontal line from the upper right corner of the your stippled region over to the speed axis. Where it intersects the speed axis is the object's probable impact speed. 8. Repeat the procedure for other objects available. Discussion: 1. How did your graph for the marble compare to that of the golf ball? the leaf? 2. Compare your answers to others in class who have used the same objects. Are your answers similar or dissimilar? What could have affected your outcomes? 3. What would a speed v. time graph look like of a styrofoam cup dropped from the Empire State Building? Would it differ from that of a bowling ball? If so, how would they compare? Evaluation: 1 . Have students approximate (using their graphs) the time of impact of an object that you choose from the classroom. How does the material in \"slower objects compare to that of faster objects? 2. Have students write a proposal for materials to be used in rockets that are going to re-enter the earth's atmosphere. Purpose (relevance to society/technology): Re-entry of objects such as satellites and the space shuttle into earth's atmosphere must be predicted based upon many factors, including friction due to air resistance. Objects falling toward earth are affected equally by acceleration due to gravity, but air resistance acts on objects differently because of surface area, porosity, etc. IbOenaOc h ~ unified _tf school district \"'\" PREPLAN Instruction Department Office of Science Education Concept Science Teaching Secondary Activity Lesson Piao Concept Science Teaching Secondary Activity Lesson Plan PREPLAN Title: Apparent Weightlessness Objective: Concept: Microgravity exists in spacecraft orbiting the earth due to freefall. Microgravity can be simulated in classroom freefall experiments. Process skills involved: observing, communicating, comparing, organizing, inferring, applying Cognitive skills involved: knowledge, comprehension, application, analysis Materials: 2 Styrofoam or paper cups, 2 long rubber bands, 2 washers or other small masses, masking tape, large paper clip, water LESSOO Introduction: It is commonly believed that because astronauts aboard an orbiting space vehicle appear weightless, the pull of gravity upon them is zero. This condition is commonly referred to as \"zero-g\". While it is true that they feel weightless, gravity is acting upon them. It acts with almost the same magnitude as on the earth's surface. The key to understanding this condition is realizing that both the astronauts and the space vehicle are in free fall. Many students have experienced free fall on amusement park rides. The primary difference between such rides and the space vehicle is that the ride has no horizontal velocity (relative to the earth's surface) as it falls toward the earth, so iot eventually hits the earth. The horizontal velocity of the space vehicle ensures that as it falls toward the earth it also moves around the earth. It falls without getting closer to the earth's surface Both cases involve free fall. Procedure: Activity #1 1 . Knot together two rubber bands to make one long rubber band. Knot each end around a washer, and tape the washers to the ends. Bore a small hole about the diameter of a pencil through the bottom of a Styrofoam or paper cup. Fit the rubber bands through the hole from the inside. Use a paper clip to hold the rubber bands in place under the bottom of the cup. (See Fig. A) Hang the washers over the lip of cup. The rubber bands should be under some tension. 2. Drop the cup from a height of about 2 meters. Record your o bse rvatio ns. Activity #2 1. Remove the rubber bands from the cup you used in Activity #1 and fill the cup half-full with water, using your finger as a stopper over the hole. Hold the cup directly over a sink. Drop the cup in the sink. 2. Observe what happens to the water as the cup falls. Record your observations. Activity #3 1. Using a new cup, poke two holes through the ~ near the bottom of the cup. Hold the cup directly over a sink. Drop the cup in the sink. Observe what happens to the water this time. Record your observations. Discussion: Activity #1: What happens to the washers? Explain what caused the washers to act in this way. Activity #2: What happens to the water as the cup falls? Explain why the draining water acted as it did. Activity #3: What happens to the water as the cup falis? Explain why the draining water acted as it did. Evaulation: Suppose you were standing on a bathroom scale inside an elevator. Based on your observations in this activity, predict what would happen to your weight reading when the elevator: 1) Accelerated upward 2) Accelerated downward at an acceleration less than g 3) Moved upward at a constant speed 4) Moved downward at a constant speed 5) Accelerated downward at an acceleration greater than g Purpose: (relevance to society/technology) This concept illustrates articifical weightlessness. NASA uses this concept to simulated microgravity on earth in order to train new astronauts. I . ( 1 LONG BEACH UNIFIED SCHOOL DISTRICT DEPARTMENT: Science COURSE TITI..E AND NUMBER: Aerospace Physical Science 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESTER: 5 GRADE LEVELS: 9-12 PREREQUISITES: Admittance into the Aerospace Technology Magnet Program or 2.0 cummulative grade point average or better. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes concept that is supported with aerospace classroom activity. .' ( 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand how physical and earth science concepts are important to the aerospace industry.* OBJECIJYFS The student will be able to define matter and identify its properties. The student will be able to identify the basic units of matter and explain where they came from. The student will be able to identify the principles that govern the interactions of matter. The student will be able to explain how chemical structure determines the physical properties of matter. The student will be able to explain what happens when substances change. The student will be able to identify the controlling factors of substance change. The student will be able to describe motion and identify the basic kinds of motion. The student will be able to describe force, identify its characteristics, and explain the relationship of force and motion. The student will be able to explain what machines do and the principles that govern their actions. The student will be able to describe energy and its characteristics. The student will be able to identify uses of energy (e.g., aerospace applications*) and explain the changes that occur when energy is used. The student will be able to describe heat energy, explain where it comes from, and identify its properties. *Denotes concept that is supported with aerospace classroom activity. 3 The student will be able to identify uses of heat energy (e.g., aerospace applications*). The student will be able to describe electricity and magnetism, identify their properties, and explain how they interact. The student will be able to identify uses of electricity and magnetism ( e.g., aerospace applications*) The student will be able to describe light  and identify its properties and sources. The student will be able to identify uses of light (e.g., aerospace applications*). The student will be able to describe sound and identify its properties and sources. The student will be able to identify uses of sound (e.g., aerospace applications*). The student will be able to identify objects in the universe and how these objects relate to one another. The student will be able to explain how the universe has evolved. The student will be able to explain how we learn about the contents and structure of the universe. The student will be able to explain how plate tectonics has shaped the evolution of the earth. The student will be able to identify the responsibilities of humans toward natural resources. The student will be able to describe the water cycle\nexplain how it affects the climate, weather, and life of the earth\nand how it affects surface features of the land and the ocean floor. The student will be able to describe the oceans. *Denotes concept that is supported with aerospace classroom activity. ! ( 4 The student will be able to explain how humans interact with the oceans and identify some long-term effects of human interactions with oceanic environments. The student will be able to identify the physical bases of the earth's climate and weather. The student will be able to explain how humans are affected by weather and climate, how to predict it, and how it can be altered by humans. METI-IODS AND MATERIALS USED IN TEACHING TIIB COURSE Basic Texts: Conceptual Physics, Addison Wesley Publishing Company, 1987 Chem Com, Kendall/Hunt Publishing Company, 1988 Focus on Earth Science, Merrill Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) NOTE: All physical science concepts are applicable to the aerospace industry. OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. Mechanics A. Motion 1. Newton's Laws a. Law of inertia b. Force and acceleration c. Action and reaction B. Vectors 1. Projectile motion C Momentum D. Energy F. Gravity 1. Center of gravity a. Stability 2. Universal gravitation 3. Gravitational interactions F. Circular motion 1. Satellite motion *Denotes concept that is supported with aerospace classroom activity. 5 a. Circular vs. elliptical orbits* 2. Rotation vs. revolution* 3. Centripetal vs. centrifugal forces* 4. Simulated gravity* II. Matter (Chemistry) A. Atomic nature of matter 1. Elements 2. Atoms a. Nucleus b. Electrons 3. Molecules 4. Compounds B. States of matter 1. Solids a. Density* b. Elasticity* c. Compression and stretching* 2. Liquids a. Buoyancy* 3. Gases a. Atmospheric pressure* b. Boyle's Law* c. Bernoulli's Principle* (1) Lift (a) Angle of attack and boundary layer* (b) Aspect ration and velocity* (c) Relative wind and air density* ( d) Wing area and airfoil design C Temperature and heat 1. Temperature 2. Heat 3. Thermal expansion a. High speed heat problems* 4. Transmission of heat* a. Greenhouse effect* 5. Change of state Ill. Sound and Light A. Vibrations and waves 1. Transverse vs. longituidinal 2. Doppler effect* 3. Bow waves 4. Shock waves a. Formation and its effect on flight* *Denotes concept that is supported with aerospace classroom activity. B. Sound 1. Speed of sound* a. Mach number b. Subsonic, transonic, supersonic, hypersonic C Light 1. Color a. Atomic color code-atomic spectra b. Sunlight* D. Reflection and refraction F. Lenses 1. Telescopes a. Reflecting b. Refracting F. Diffraction and interference 1. Lasers Semester Two IV. Electricity and magnetism A. Electrostatics B. Electric Fields and Potential C Electric Current 1. Ohm's law a. Current b. Voltage c. Resistance D. Electric Circuits 1. Series 2. Parallel 3. Schematics F. Magnetism 1 . Magnetic poles 2. Magnetic fields a. Earth's magnetic field* F. Electromagnetic induction V. Atomic and nuclear physics A. The atom and the quantum 1. Photoelectric effect B. Atomic nucleus and radioactivity C Nuclear fission and fusion 1. Fission 2. Fusion VI. Earth in space A. Earth-moon system Denotes concept that is supported with aerospace classroom activity. I  7 1. Eclipses 2. Space exploration a. Race to the Moon b. Space shuttle* c. Space stations B. Solar system 1. Origin* 2. Sun 3. Planets 4. Other objects C Stars and Galaxies 1. Stellar astronomy 2. Stellar life cycles 3. Classification of stars 4. Origin of the universe VII. Atmoshpere A. Characteristics of the atmosphere 1. Composition and behavior 2. Pressure. weight. and density 3. Temperature and humidity* 4. Wind and air currents 5. Effects of altitude and relative wind* B. Weather and climate 1 . Factors of weather 2. The water cycle 3. Forecasting a. Remote sensing 4. Climatology VIII. Oceans A. Composition B. Currents 1. Remote sensing C Waves D. Tides F. Topography F. Deposits VII. Plate Tectonics A. Theory B. Plates and plate boundaries 1. Remote sensing* C Earthquakes *Denotes concept that is supported with aerospace classroom activity. \\ , 1 DEPARTMENT: Science COURSE TI'ILE AND NUMBER: Aerospace Biology 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESIBR: 5 GRADE LEVELS: 9-12 PREREQUISITES: Successful completion of Aerospace Physical Science with grade of \"C\" or better, meeting of Biology 1-2 prerequisites, or Teacher Approval. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes aerospace application. I .  l 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand the effects of air and space flight upon the human body. OBJECTIVF.S The student will be able to identify the characteristics of living things. The student will be able to explain how the structures of living things perform their functions, interact with each other, and contribute to the maintenance and growth of the organism. The student will be able to identify the realtionships of living organisms and explain how living things are classified. The student will be able to explain how humans interact with other living things. The student will be able to identify the effects of air and space flight upon the human body. The student will be able to explain the biochemcial basis of life and metabolism. The student will be able to identify the component structures of cells, explain their functions, and explain how cells grow. The student will be able to explain how the characteristics of living things are passed on through generations and how heredity determines the development of individual organisms. The student will be able to explain how life has changed and diversified through time. The student will be able to identify the processes and patterens that characterize the evolution of life. The student will be able to identify ecosystems and explain how organisms interact in them. *Denotes aerospace application. \\ .  I 3 The student will be able to explain how energy flows within an ecosystem. The student will be able to explain how ecosystems change. The student will be able to identify the responsibilities of humans toward ecosystems. METIIODS AND MATERIALS USED IN TEACHING TI-IE COURSE Basic Text: BSCS Green Version: Biological Science: An Ecological Approach, Kendall/Hunt Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. The Biosphere A. Food Webs 1. Interactions of organisms B. Individuals and Populations 1. Abiotic and biotic factors 2. Limiting factors C Communities and Ecosystems 1. Ecosystem structure 2. Stability 3. Human influences D. Matter and Energy 1. Biochemistry 2. Photosynthesis and Respiration II. Continuity A. Cells 1. Structure 2. Function 3. Reproduction B. Reproduction 1. Sexual a. Meiosis b. Fertilization C Development *Denotes aerospace application. 4 1. Animal 2. Control of conception 3. Cancer D. Heredity 1. Mendelian genetics 2. Genes and chromosomes 3. Genes and DNA E. Evolution 1. Diversity, Adaptation, and Evolution 2. Natural Variation and Natural Selection 3. Forces of Evolutionary Change Semester Two III. Diversity and Adaptation A. Biological Classification 1. Prokaryotes a. Microorganisms and disease b. Bacteria, viruses, viroids, and prions 2. Eukaryotes a. Origin of mitochondria and chloroplasts b. Protists (1) Autotrophic (2) Heterotrophic c. Fungi d. Plants (1) Nonvascular (2) Primitive vascular (3) Seed plants e. Animals IV. Functioning Organisms A. Digestion and Ingestion B. Cellular Respiration C Nutrition D. Humans 1. Maintenance of internal environment a. Circulation ( 1) Cardiovascular function in microgravity* (a) Cardiovascular responses to lower body negative pressure is greatest during first three weeks of flight. Stabilization occurs by about the eighth week* (b) Changes in blood flow and compliance of the leg vessels (related to muscle) show rapid *Denotes aerospace application. I .  I 5 adaptations to first, weightlessness, then sudden return to one-g (c) Present length of space flights shows no deterioration of cardiac function, but longterm accumulation of cholesterol must be measured* ( d) Decrease in red blood cell mass is a constant occurrence during space flight* (e) Plasma volume decreases (f) Oxygen released by red blood cells increases (g) Minor structural chromosomal defects in blood cells seem not to significantly increase during flight* b. Metabolism ( 1) Metabolic functions in microgravity* (a) The ability to at relatively high levels (500kcal/h), without physiological problems, is reasonable for short periods* (b) The pacing of activities has been about 250kcal/h which, for long durations, has been comfortable (c) Fluid and electrolyte metabolism changes reach a stabilized condition of homeostasis* (d) Metabolism of bone minerals, protein, and carbohydrates show persistent lack of stability c. Immunity ( 1) Immunology in microgravity (a) Alterations in serum proteins is insignificant (b) Lymphocyte responsiveness decreases markedly on flight recovery* d. Gas exchange and excretion ( 1) Respiratory response in flight* (a) Above 10,000 feet the effects of hypoxia are significant: increase in breathing and pulse rate, dulling of sensory receptors, impaired vision, and decreased muscular control* (2) Lung cells exposed to weightlessness for two months showed only minor, insignificant changes e. Temperature regulation 2. Coordination a. Movement ( 1) Musculoskeletal function in microgravity *Denotes aerospace application. 6 (a) Increase in urinary calcium is similar to that found in prolonged bedrest (b) Significant loss of nitrogen and phosphorous is associated with observed reduction in muscle tissue ( c) Initial loss of mass in weightlessness will not prevent humans from sustained missions provided proper diet is maintained ( d) Mineral loss in bone occurs mostly in the lower extremities. This loss appears to stabilize after one to two months ( e) Muscles lose mass and minerals (f) Appropriate exercise can minimize loss b. Nervous System c. Endocrine System d. Behavior and nervous system ( 1) Neurophysiology in microgravity (a) Most humans going into microgravity experience some responses, varying from dizziness to incapacitating nausea (b) Humans are able to obtain adequate sleep over prolonged periods (c) Sleep quality diminishes during postflight periods ( d) In-flight tasks usually take longer at first than those conducted prior to flight* ( e) Performance adaptation in microgravity is very rapid (f) No evidence indicates that performance deterioration can be attributed to long-term exposure to microgravity* e. Drugs and behavior E. Plants 1 . Form and function a. Leaves and photosynthesis b. Stems and conduction c. Roots and absorption d. Growth e. Morphological adaptations to different environments 2. Maintenance and coordination a. Photosynthesis b. Respiration c. Biochemical and environmental control of growth *Denotes aerospace application. 7 V. Patterns A. Selection and Survival I. Populations a. Changes 2. Environments a. Succession and evolution in ecosystems B. Prehistoric ecosystems I. Environmental reconstructions 2. Evolution of life a. Human evolution C Biomes I. Climate a. Precipitation b. Temperature 2. Insolation 3. Human influences D. Ecosystems I. Terrestrial 2. Aquatic a. Freshwater b. Marine environments E. Human-shaped ecosystems 1. Human built ecosystems a. Cities and suburbs b. Agriculture c. Future ecosystems F. Humankind in the future 1. Human biology and behavior 2. Major issues in human ecology 3. Human technology in the future *Denotes aerospace application. J SCIENCE By the conclusion of the project period 1n 1991, at least 70 I of the Grade 4-12 students enrolled since October 15 w111 have completed with minimum competency8 the LBUSD Performance Based Assessment administered the last week of May/first week of June. 8H1nimum competency will be defined as an average of at least .....lQ1._ (Elementary/Middle) and _____.2!_ (~igh School) correct. PHYSICAL SCIENCE By the conclusion of the project period, 70 , of the grade 4-5 students enrolled in the magnet school progrm will score at or above an established competency score on each of four (4) teacher and student selected reportsb. The extent to which this objective is met will be determined by teacher records and verified by the site magnet facilitator. 8 Minimum competency will be defined as an average of at least _l_ on each report using the following scale: 4 Well beyond expectations for grade level\nextraordinary. 3 Does better than expectations for grade level\ncanpetent/fluent. 2 At level or average performance for grade level\nappears comfortable with demands of project . l Approaching average performance for this grade level\nsane skill/c0fl'4)rehension acquired. 0 Novice\nno evidence of relevant skill/comprehension . bScientific Method - Experimental Design Given a question or a problem, students will formulate a hypothesis, design an experiment, observe and draw conclusions frcrn the data. Process Skills Elementary: Observation, classification, comnunication, inference. Middle : Comparing, organizing, categorizing, relating, inferring, applying. Computer Technology for Scientific Purposes Having a product that reflects the use of canputers, laser discs, VCR's, calculators, and science equipment. Self-Assessment/Self-Esteem Student and teacher selected work will be placed in individual student portfolios. TECHLAB7 II PHYSICAL SCIENCE 11 I PROJECT RATING FORM FOR STUDENT ASSESSMENT Student: Grade: Scientific Method- Ski 11 Sb Sel f-AssessmeJt Experimental Process Computer Technologyc Self-Esteem Design I I I I IO QJ QJ Criteria C Ill \"' \"' .., - - 0 0. 0. .., Ill 0. 0. (to be developed) .I.l.l .-., C Ill ::, ::, QJ Cl V E E ... 0 C I I QJ C: Ill Ill Ill - 0 QJ Ill QJ \"' .c Ill QJ 0 V') ~ V') j .., .., - .., .., .., QJ V') QJ L - C Ill .., Ill - C - \"' L \"' Ill +-' Ol- Ol Cl) u Ill Ill u II\u0026gt; .., L Ill Ill Cl) L .... ::, Ill Ill \"U Ill \"' 3 u C C C QJ E - 0 0 Cl) ti# L 3 0 0 E 3 \\,. .c 0 0 Ill .D .c QJ QJ - C :, - Cl) . - ~ 0 . QJ ::, \u0026amp;. u QJ . QJ Ill 0. .D - .., - . \"U 4 u .D \"Cl 0 .! 0. .D 0 \"U u .D 0 \"U 0 L .., Ill o- -~ ~ - \"U \" 0 :, - .c 0 Cl) 10 .c - 0 Ill .. L - .c a. IO L L Q L,- ....I Cl a.. \u0026gt; a.. u c., a: ..J a.. \u0026gt; Cl ..J at: ID \u0026gt; a.. V') Cl l!l a.. u 3 ID 3 ::c 1. Abt llty to Implement a Plan of Action 2. Techn teal Skills/ Problem Solving 3. Understanding of Ideas Evidenced In Production 4. Understanding of Ideas Evidenced in Reflection 5. Quall ty of Work TOTAL Average - Total # of Criteria 8Given a question or problem, students will fonnulate a hypothesis, design an experiment, observe and record data and draw conclusions from that data . bObservation, classification, conmunication, Inference in elementary, comparing , organizing, categorizing, relating, Inferring, applying In middle . ~ving a product that reflects the use of computers, laser discs, VCR's calculators, and science equipment . Student and teacher-selected work will be placed in individual student portfolios . I L I \u0026gt;- Cl) -- 0. 0 E o Ill .C V') u V') Ol C4- Ill Ill - 0 0 0 . . QJ - \"U 0 \"\"Cl L C .c - 3 UJ a.. \u0026gt; 11/20/90 L O H Q B B A C K O H I P I B D 8 C K O O L ~ t ~ ~ x I c ~ llROSPACB TECHNOLOGY MAGNET PROGRAM PROPOSBD roa TBB MAGNET SCHOOL ASSISTANCB GRANT APPLICATtON TO TBB 0.8. DEPARTMENT OP EDOCATION APPLICATION FOR 2.QAT'IIU..n\"ID ..__,_  FEOERAL ASSISTANCE 12/4/89 95000-1886-AI ,. ,.,,.r,  - 2. Q.11'1 - ff Sl'AT'I SI.-\"-'- ~ ,.., :DP=-o- 89040822  Ow-  c:..r.- 4Q61'1_.., __ ,,___ ~~ ~ PR Award Its 165A90138 L~-- i..-- ~UM: Soec ia 1 Proiects Services USrottiy T:-~ S165A.,C'() 138-~ ____ ,,._r,1,,.._,ac,a_.,._.,..._ Long Beach Unified School District --i,.-=-i 701 Locust Avenue Dorothy T. Harper, Director Gail Quinn, Long Beach, CA 9J613 Special Projects Services Aerospace Tech no (2!3) 436-9931, Ext. 1322 Magnet Ext. 727 ----------- 7. ~a,~\\_,_, IIXl\")OT\u0026amp;.11 Jene, rn OCU'I ln 61 ol al I I al al 61 -I Ai I I A. -- M,_SCfWDO.... 9 5 - I 1.eo.- L Slam c.:r,.,_ ,,_,,,_,al~.._ c...._ J.-- .. ~ 01' -...c.r.1- 0.T- ll .,.,,.,r,_ ,. - 6jc.a,,,,,_ --- E- ~-- F-...... ..\n,,,,,n'-_, ., ~-.,., CD\"0Qr\"a:llt ~-- .. cx.i: 0  13.~C:-.:. ~ -~,,,, A. ~ A..C .. ~ .. -- c_,,.._o...a, 0~~ oi,..1-,.,,: L-01'-.--r, U.S. Depart::ient of E:ducat::.on/ ACC ioiash::.ngton, D.C. 20::.02 ''- :-.lT~- 01' --~ I s I 4 ll l ~ jS Al ,,. ~ mu c, ~ ~ ffl'L.E: Magnet Schools Assistance Program The Aerospace Technology Magnet Progra 12. -~ ..,\"\"0,ACT {C:,-. - - __ ,, Long Beac!-1 U:i i f:.ed Sc:1001 n:.sr:-ic~ \u0026amp;.~\"\"CACT: ,._ cco-,~ oosnncn ~ si.,o.. l!ndlnQ 0.. LAoc,lica,,c !11.~ 080190 073191 3 I, 32, 42 3 I, 32, .'.. _~ lL OT'7IIIA T'ID ~ I L is .-.,c,,,.roo, ~ -:-o,..,,..,. .,, -:T.lTI !DCJTl'IW caoa ~ oao:::ss-r .. i:-. 1  3,125,939 . QII .. -1:.5. ~ ~..:c\u0026gt;.~,.,-..:c\u0026gt;.:\"'CN WAS i.c.AD!: AV~\"\"\": \"\"\"E S-:-A\"l'c :XEC.ITil.1: ~ ,.:n ~ ~~ \"VIEW ,:i,. 11.\"-'t I ..QD CATI! 12 /i/89 ~si.. I ..QD II ,ci. D ~ IS MOT~ SI' !.C. 1Zl1'2 d.~  ..  O'I ~ MAS ,cir 3E9\u0026lt; ~ E1Y STA~ eOl'I 111:VlEW ~01,w  ..QD I. ~ .........  ..QD 11. S nta ~ ta.Jll0l.eff OIi ,,_ - .:Bn\n. :'CTAL  3,125,939 .QII CY . .., ... _.,_ Ci .., IL ro n,a IRST CII' - ~ - --- AU ::.i.r .... n.a ---=--~TIOOI AAII ~ - -=--:T. ,.. ~ ..... - CIULY ...,_..,,.,.. ~ ol1f o, n,a ~ \"\",.,.. --.x:ff ~ ~Y wm. noa TT.oooe:, ~..en\"' \"\"lf'II \u0026amp;G\u0026lt;ST.ucz ,s - I. r,,_ -al ---~WWW- 1 7 Leon E. Tavlor 1:i.r-\u0026lt;1111 Bus:.ness ~Iar:ac:,::- lc..-..-.cnor,a~ .'.. 36-9931 X II 89 d. ~,z\n\"'-lT -...o.a cQ,lllQl\"U NOi l..l,ACle .J Auttlonz9d !er ~I Reproduc:ion :3 ,~ ,\n,h ~IM'IC.lr\"C -\"Jlf'ffl ..,,4 \"C:\\t A 08 ~-oao .,.,, ,:wa .\n..re...., .a.. 1c\nstandard Form 424. Table of Contents. Budget Information MSAP Assurances TABLE OF CONTENTS Non-Construction Program .......... . Certification Regarding Debarment, Suspension, and other Responsibility Matters ...... . Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion .. Certification Regarding Drug-Free Workplace Requirements . . . . . . . . . . . Desegregation Plan Information. Supplemental Data Sheet. Abstract ... .  ..... Program Narrative. I. Background (green) A. City of Long Beach B. Long Beach Unified School District (LBUSD) C. LBUSD Voluntary Desegregation Plan 1 II. Needs Assessment. Goals. and Objectives (orange) . . . . 9 Need 1: The Reduction and Prevention of Minority Group III. Isolation Objective La. Need 2.a.l.: Strengthening the Knowledge of Academic Content 2.a.2.: The Underrepresentation of Minorities in Science and Math 2.b.: Developing Marketable Technical Skills 2.c.: Employment and Training Needs in the Aerospace Industry 3.a.: Evaluation of LBUSD Magnet Programs Objective 2.a. 2.b. Plan A. B. c. 2.c. 3.a. of Operation (beige) ...... . Management Plan Management Tirneline 26 Relationship of Project Objectives to Purposes of the Program D. Use of Resources and Personnel to Achieve Each Objective E. Equal Access and Treatment F. How Assistance Will Be Used to Promote Desegregation IV. Quality of Key Personnel (goldenrod) .......... 44 A. Overview B. Qualifications of Key Personnel c. Qualifications of Other Key Personnel to be Used in the Project _ D. Time Commitment of Key Personnel to Project E. Nondiscriminatory Employment Practices V. Quality of Project Design (blue) ............ 57 A. overview: The Aerospace Technology Curriculum 1. The Basic Skills for Physical Science and Physical  Science Laboratory . 2. Computer Technology and the Computer Technology Laboratory 3. The Pre-engineering Studies B. Aerospace Technology in the Elementary School 1. Content Knowledge in Aerospace Science 2. Content Knowledge in Computer Technology c. Aerospace Technology in the Middle School 1. Content Knowledge in Aerospace Science and Technical Algebra 2. Content Knowledge in Computer Technology 3. Content Knowledge in Pre-engineering Studies 4. The Technology 2000 Laboratory D. Aerospace Technology in the High School 1. Content Knowledge in Aerospace Biology, Aerospace Physical Science, Descriptive Geometry and Technical Writing 2. Content Knowledge in Computer Technology 3. Content Knowledge in the Pre-engineering Studies 4. The Technology 2000 Laboratory E. Instructional Approaches and Time 1. Cooperative Learning 2. Teachers Expectations for Student Achievement (TESA)\nformally entitled Equal Opportunity in the Classroom 3. The Academic and Non-Academic Student Recognition Program 4. Amount of instructional time F. The Staff Training Plan G. The Planning Component to Evaluate the LBUSD Magnet Program H. Bringing St~dents from Different Backgrounds Together I. staff Experience in and Knowledge of curriculum Development and Desegregation Strategies J. Addressing Educational Needs Appropriate to Students Enrolled K. Parental Decision-making and Involvement VI. Budget and Cost Effectiveness (lt pink) ......... 114 VII. Evaluation Plan (gray) ..... . . . . . . . . . . . . VIII.Adequacy of Resources (purple). . . . . . . . . . . IX. x. Commitment and Capacity (yellow) .. . . . . . . . . Special Consideration (drk pink). A. Recentness of the Implementation of the Approved Desegregation Plan . . . . B. c. D. E. Involvement of Minority Group children Need for Assistance Degree of Achievement Collaborative Efforts 116 120 122 127 BUDGET INFORMATION~ Non-Construction Programs GIii ................ ..... ,,..,. ~.,...,. . 11n1,.._ A IIUOCllf  ' -  ~-: 1......WUr blgN4,_. ....... ................ DeandcA ....... Adhlllr ..... ...... ..... .., .. ...... ....... .. , .... Ca) ~ (\u0026lt;) (d) (e) (f) ti\u0026gt; 1 I I I I I vcA,'P DI. I l\nC A 1 l'.Vi Q1Q 3.125 939 J. J. .. I. TOl'MS I I s I I 'l J?CQ'lQ .. J?t\n, O'lO - H~ -IIUOGITCAffGOAIU --f\\lNC'IIOIIC.ACIMI\\'  .,....anac.. ....... ,. ... .. ........ (I) (!) ()) (4) m I I I s I I 1/,,I\ni,.7Q I 11,.(,, 1.,1. It. ............. 204 .4 78 204 .4 is C. , ..... .. ., \" ... .. ...... 594. 151 594 .151 D\".1'7 ')')g rJ')'J \".l\".ID - t C..edliill It 1cn ?nn I co ?1\\1\\  c. ,~ .... . - .. . .. ... -- 73459 73,45~ L , ............ OllwllC.--ofle-1111 'L00S.102 1 .oos. ,h2 .. ....... ~ 120.837 120} 837 t. TOT AU (lull! of II end II ) I I s s I 1 _12'i 939 , .... 3.125.9H I,. ,... ___ s I I I I --- ~ ,_, SECIIONC NON-fEDUAL mouaas __ .... - . -- -- -IO'f.11. ..  I  .. , .. \"  - IJ. TOTAU (luaof ...... lelld 11) I I I SECTION D  fOIIECASTtD CASH NEEDS IL,.._.. ...... , .. ,_ -- -- -- S 3 125.939  1.196.889 I 602.738 I 602,7 39 ............ IS. TOTAL (waofliMI 1J 111111114) I 3,125,939  I. 196,889 I 602,738 I 602,738 I SECIION E  IUDGET ESTIMATtS Of FEDERAL FUNDS NEEDED FOR aAlANCE Of THE NOJECT ,., ......... .......... ---....... (d'\"-\" \"\"'1Mt4 11.  I I 17. IL , .. JI. TOTAUC.U-of..._111t) I I I SECTION f. OTHEI IUDCiET INFOIIMA TION . \u0026amp;Ana\u0026lt;hNdltioMIShee11rf'--Y) JI. DnctO..-: ,. Ill. ..... a....-: 120,837 RateS.012% 3. . . 005, 102 1J. ...... Capital outlay is deducted from the direct charges. the result is the base, which is indirect coat rate. . Aulhorlzed fo, local Reproduction  I --  602.737 I 602,737 ... , .... I  multiplied by the flf 424A t4_..I .... I ,......-,oi,ac...A-... ' THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Elementary Level: 4 Schools Magnet Enrollment 1720 pupils Object Class Number Cost a) Personnel/Certificated 1. site Manager/ 4 46,520 Computer Specialist 2. Physical Science 4 38,717 Teacher Specialist 3. Summer Teacher 3 $25 per hour Specialist in X 6 weeks X Physical Science 4 hours 4. Year-round 4 tracks $25 X 4 Intersession hours X 8 Teacher Specialist weeks (2 intercess-ions) 5. Classroom Teachers/Summer School 3 schools $25 X 4 X 3 hours X 6 teachers weeks per school=9 6. Classroom 1 school Teachers/Year Round X 3 Intercession teachers 7. Teacher Training: Stipends For participation in training that takes place after duty-hours or duty work year a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning X 4 tracks=12 25 49 $25 X 4 hours X 8 wks (2 intercessions) $13.71 X 6 hours $13.71 X 6 hours Total 186,080 154,868 1,800 3,200 5,400 9,600 2,056 4,031 Explanation supervision and instruction at school site instructor for Physical Science Lab implementation of a summer science program implementation of a summer science program implementation of a summer science program implementation of a summer science program training for teachers new to the program more training on equal status interactions c. TESA d. Computer, laser disc, hypercard, scanner, CD-ROM, and network administration training 8. Teacher 25 25 $13.71 X 6 hours $13. 71 X 30 hours 44 $100 X 5 Training: Substitute classroom days Teachers teachers to release classroom teachers \"Essential Elements of Instruction\", the Aerospace Curriculum, and Strategies for lesson delivery 9. Additional curriculum Writing a. Computer Technology Component 1. Lego Logo 2. Hypercard for the Apple GS b. Aerospace Science Sub-Total/Personnel 3 3 3 $25 X 40 hours $25 X 40 hours $25 X 40 hours 2,056 10,283 22,000 3,000 3,000 3,000 $410,374 training for teachers new to the program required training for project and classroom teachers new to the program teacher training carried out during school hours for purpose of teachers learning new content and software designated in the instructional lesson accompanying course outlines. The Madeline Hunter Model is used. To keep course content current with technology, and student level of competency. As students become knowledgeable and proficient, course outlines will need to be modified/updated to keep pace with student abilities and new information b) Fringe Benefits/Certificated (sheets attached) Sub-Total/Personnel and Benefits d) Equipment Juan Bautista Alvarado School 1. COMPUTER LAB a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive {A9M0106) Apple 5.25 {A9M0107), Apple Color RGB Monitor {A2M6014) A2B2092 Apple II Video Overlay Card A2P6020/A IIGS Hard Disk B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) b. M5335/A Macintosh SE Hard Disk 40 CPU (2MB) w/Apple Keyboard 32 1 1 1 8 1,466 385 1,055 4,768 2,470 82,764 $493,138 46,912 385 1,055 4,768 19,760 Mandated by employees bargaining unit as a part of Teacher contract effective through August 1991 Items a-hare required to implement coursework, and to share files and printers c. B0098LL/A S0MB-SE/30 AppleShare File Server system (for Apple II, Macintosh \u0026amp; MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361) , Apple Keyboard (M0116), AppleShare File Server 2.0 (M054S/B) , LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) d. A9P0521/A ImageWriter II Network Printer Includes ImageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) e. M6210 LaserWriter IINT w/Toner Cartridge and letter cassette 1 5,125 5,125 3 505 1,515 2 3,174 6,34S f. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC {M2640/A), Apple SCSI System Cable {M0206), Apple SCSI Cable Terminator {M0209) g. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive {M2700/A), SCSI System Cable {M0206), SCSI Peripheral Interface Cable {M0207), SCSI Cable Terminator {M0209) h. M6023 Apple Scanner w/cables Includes Apple Scanner {A9M0337), SCSI Peripheral Interface Cable {M0207), SCSI System Cable {M0206), and SCSI Cable Terminator {M0209) i. A2M2058 Apple II 256K Memory Expansion Kit j. Hayes Modem V9600 k. Farallon PhoneNet Connectors #PN208 1. Farallon Cable Adaptors rn. Farallon Sound Digitizer n. Pioneer Videodisc Player (LB-V4200) 2 2 2 32 1 50 2 1 1 1,105 923 1,343 111 905 23 5 134 1,161. 2,210 1,846 2,686 3,552 905 1,150 10 134 1,161 for networking system to be used in instruction o. Zenith TV Monitor Receiver, Color 25\" diagonal screen p. Wall-Mounted Rack, black enamel for 25\" TV and VCR includes installation q. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 r. Projector, Overhead, 10\" X 10\" optical stage with 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 r. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" s. Data Display for Apple IIGS 2 580 2 210 1 350 1 160 1 40 1 1,500 1,160 420 350 160 40 1,500 for students to view the instructional lesson for purposes of preplanning instructional lessons to be placed on the teacher station for teacher directed instruction installed on computer for purpose of viewing the instructional lesson on projection screen t. Bose Roommates 1 pair 250 250 to amplify Speakers audio from CD-ROM player which will enable students to hear lesson without use of headphones u. Furniture 1) Student desks 32 375 12,000 ( 3 2 II) with lock down devices to fit Apple GS computer systems per specifications attached in appendix 2) Student desk 8 350 2,800 (32\") with lock down devices to fit Macintosh SE computer systems, per specifications attached in appendix 3) Chair, 40 11.29 452 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 4) Table, printer 5 480 2,400 to house laser per specifications printer and attached in ImageWriter appendix Network Printer 5) Teacher station 1 500 500 for purposes of unit (on casters) teacher to hold computer, directed CD player, instruction laserdisc player, scanner, and overhead projector 2. PHYSICAL SCIENCE LAB a. A2P6015/A Apple 12 1,466 17,592 Items a - are IIGS 1MB RGB required to Professional System teach course Includes Apple IIGS content and CPU (1MB) software\nand (A0012LL/A) Apple to share files 3.5 Drive (A9M0106, and printers Apple 5.25 Drive (A9M0107), AppleColor RGB Monitor (A2M6014) A2B2092 Apple II 1 385 385 Video overlay Card A2P6060/A IIGS Hard 1 1,055 1,055 Disk A2M2058 Apple II 12 111 1,332 256K Memory Expansion Kit b. B0098LL/A SOMB-SE/30 AppleShare File Server system (for Apple II, Macintosh \u0026amp; MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361), Apple Keyboard (M0116), AppleShare File Server 2. O (M0548/B), LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A202059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) c. A9P0521/A ImageWriter II Network Printer Includes IrnageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) 1 1 5,125 5,125 505 505 d. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC (M2640/A), Apple SCSI System Cable (M0206), Apple SCSI Cable Tenninator (M0209) e. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI system Cable (M0206), and SCSI Cable Terminator (M0209) f. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) h. Zenith TV Monitor Receiver, Color 25\" diagonal screen i. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 2 1 1 1 1 1 1,105 1,343 923 1,161 580 350 2,210 1,343 923 1,161 580 350 to be used in instruction for students to view the instructional lesson for purposes of preplanning instructional lessons j. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" k. Video camerarecorder, VHS. (physical science lab) Two zone autofocus, AV input for recording from TV. To include, Battery Pack, AC adaptor, pause control remote unit, 300 to 75 Ohm transformer, A/V cable, AV converter connector, Battery pack charging connector, VHS coaxial cable, carrying case and shoulder strap. Panasonic Model AG-170 1. Data Display for Apple IIGS m. Bose Roommates Speakers n. furniture 1) Student desks (36 11 ) with lock down devices to fit Apple GS computer system per specifications in appendix 1 1 1 1 pair 12 40 1,500 1,500 250 378 40 1,500 1,500 250 4,536 One camera is required to take pictures of students doing hands-on activities for purposes of comparing the results of investigative work Installed on computer for purpose of viewing the instruction lesson on projection screen to amplify audio from CD-ROM player used in teacher directed instruction 2) Chair, classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 3) Table, printer per specifications attached in appendix 4) Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 5) Wall-Mounted Rack, black enamel for 25\" TV and VCR includes installation 6) Table, lab, 30 X 72\" per specifications in appendix 12 11.29 1 480 1 500 1 210 6 190 Monroe, Cleveland, and Buffum Schools 1. Additional equipment needs consistent with coursework descriptions in program narrative and first year equipment purchases a. A2P6060/A Apple IIGS Hard Disk 2 X 3 schools= 6 1,055 135 480 500 210 1,140 6,330 to house laser printer and ImageWriter Network Printer for purposes of teacher directed instruction one for the computer lab and one for the physical science lab b. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) 3 c. A2M2058 Apple II 3 schools 256K Memory X 32 Expansion Kit computers in computer lab and 12 computers in the physical science lab= 132 d. M6023 Apple 3 Scanner w/cables schools Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) e. Pioneer 3 Videodisc Player schools {LB-V4200) f. B0103LL/A 1 per Macintosh IICX Hard 3 schools Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) 923 2,769 111 14,652 1,343 4,029 1,161 3,282 4,768 14,304 for teacher directed instruction through technology in the computer lab for teacher directed instruction in the computer lab for teacher directed instruction in the computer lab g. Projector, 3 schools overhead, 10\" X 10\" X 2 labs optical stage with = 6 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 h. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" i. Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 3 schools X 2 labs = 6 3 schools X 2 labs = 6 160 40 500 j. Data Display for 3 schools 1,500 Apple IIGS X 2 labs = 6 k. Bose Roommates Pair of Speakers 1. Science Equipment such as assorted apparatus and balances: specific Gravity, measurement, weight, instrumentation, solar, electrolysis, heat, work, and light Sub-Total/Equipment 3 schools X 2 labs = 6 3 schools 250 5,000 960 240 3,000 9,000 1,500 15,000 $239,472 for teacher directed instruction in the computer and physical science lab for purposes of teacher directed instruction installed on computer for purpose of viewing the instructional lesson on a screen to amplify audio from CD-ROM player as used in teacher directed instruction for hands-on activities in the physical science lab e) Supplies 1. Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 4 schools X 2 labs per school= 8 4 APPLE PRINTER 3. A9G0331 ImageWriter II Color Ribbon (box/6) SUPPLIES: 4. A2M0077 Cloth Ribbon (DMP) (box/6) 3 per computer lab+ 1 per physical science lab X 4 schools= 16 3 per computer lab+ 1 per physical science lab X 4 schools= 16 30,000 240,000 139 556 59 944 44 704 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. LASERWRITER PRODUCTS: 5. M0139 LaserWriter II Legal Cassette 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 4 schools and computer labs X 2 = 8 4 schools and computer labs X 2 = 8 4 schools X 3 per computer lab and 1 per physical science lab X 2 = 32 125 1,000 90 720 25 600 8. Supplies 4 2,500 10,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Conswnables 10. Lego TC Logo Starter Kits includes interface, software, slot card, teacher's guide, student guides, reference guides\none kit for 4 students Apple IIGS #1092 4 X 1720 students 9 25 485 172,000 4,365 Introduction to robotics in computer lab and Lego Logo, Logo programming in the physical science lab 11. Lego TC Logo: Technic Control I for up to 24 students includes 12 Technic Control I sets of optosenors, volt motors, counting wheels and activity cards and 12 manual control units 12. Classroom sets of resource books for computer lab 13. Classroom sets of resources books and posters for physical science lab Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 4 2,223 4 1,000 4 2,000 1720 .25 X 10 students mailings 1720 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Elementary 8,892 4,000 8,000 $451,781 4,300 5,160 $ 9,460 resources for creating teaching lessons to be implemented in computer lab resources for, the lab instructor to plan experiments as part of teaching lesson student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Middle School Level: 2 Schools Student Enrollment: 1,951 pupils Object Class Number a) Personnel/Certificated 1. Site Manager/ Computer Specialist 2. Career Counselor .50 DeMille .50 Bancroft 3. Physical Science Teacher Specialists 4. Technology 2000 Lab Specialist - Pre-Engineering Studies 5. Summer Teacher Specialist - Applied Physical Science and Mathematics 6. Teacher Training: Stipends a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning c. TESA 2 1 2 2 2 X 2 teachers per school 10 25 25 Cost 48,734 49,026 38,714 38,714 6 wks X 4 hrs X $25 per hour $13.71 X 6 hrs $13. 71 X 6 hours $13.71 X 6 hours Total 97,468 49,026 77,434 77,434 2,400 823 2,057 2,057 Explanation program monitoring and computer instruction assisting students with career path\nliaison w/industry Instructors for Physical Science Lab Instructors for Exploring the World of Technology in the Technology 2000 Lab to implement special summer program Training for teachers new to the program More training on equal status interactions Training for teachers new to the program d. Computer, laser 10 $13.71 X 30 4,113 For teachers disc, hypercard, hours new to the scanning, CD-ROM, program and network administration training 7. Teacher Training To develop and/or Curriculum and/or revise Writing: new course Substitute Teachers outlines which to release include the classroom teachers learning of software programs and equipment a. Aerospace 3 $100 X 5 1,500 Biology days b. Aerospace 3 $100 X 5 1,500 Mathematics and days Technical Algebra c. Technology 2000/ 3 $100 X 5 1,500 The World of days Technology d. Aerospace 6 $100 X 5 3,000 Pre-CAD and Lego days Logo 8. Curriculum Writing Teams: Computer Technology, Aerospace Science, and Pre-Engineering Studies - Aerospace Pre-CAD 6 $25 X 40 6,000 and Lego Logo hours integrated in the Physical Science Laboratory - Technology 2000 3 $25 X 40 3,000 Lab/Introduction to hours Manufacturing Technology Sub-Total/Personnel $329,312 b) Fringe Benefits/ Certificated (sheets attached) Middle School Sub-Total/Personnel and Benefits d) Equipment 1. Bancroft computer Lab a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive (A9M0106 Apple 5.25 (A9M0107), Apple Color RGB Monitor (A2M6014 b. A2B2092 Apple II Video Overlay card c. A2P6020/A IIGS Hard Disk 15 1 2 31,737 $361,049 1,466 21,990 385 385 1,055 2,110 Part of employment contract Required to implement Lego Logo coursework, and utilize software not , available for the Macintosh (Note: Computer Labs are Macintosh Labs. DeMille has Apple IIE and GS equipment and therefore does not need additional equipment) DeMille and Bancroft Computer Labs: Additional equipment needs d. B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display (M0404), and Portrait Display Video Card (M0119) 2 4,768 9,536 To implement parent involvement component through home-school communication regarding the magnet e. A2M2058 Apple II 256K Memory Expansion Kit e. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) f. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) 39 2 2 2 111 923 1,343 1,161 4,329 1,846 2,686 2,322 To increase memory of Apple IIGS computers purchased with MSAP funds 1989-90. There are 12 Apple IIGS in each physical science laboratory and 15 (see la above) Apple IIGS requested for Bancroft's Computer  Lab. This will enable the project to utilize new software. To be used for instruction in the computer lab 2. Projector, 4 160 640 For teacher overhead, 1011 X 10\" directed optical stage with instruction in 14 II f/3 .5 lens, fan the computer cooled, attached 3 and physical wire cord science labs: approximately 16 projectors will feet long, dust go on the cover, 75 hour teacher station rated lamp. 3M Model 313 3. Projection 2 schools 40 160 Screen, pull down, X 2 labs wall mount, 6011 X = 4 60\", matte surface, includes brackets. Draper \"STAR\" 4. Teacher station 2 schools 500 2,000 For purposes of unit (on casters) X 2 labs teacher to hold computer, = 4 directed CD player, instruction in laserdisc player, the computer scanner, and and physical overhead projector science labs 5. Science 2 schools 5,000 10,000 For hands-on Equipment such as activities in assorted apparatus the physical and balances: science lab specific gravity, measurement, weather, instrumentation, solar, electrolysis, heat and work, light 6. Furniture: 15 375 5,625 Student desks (32\") with lock down devices to fit Apple GS computer systems per specifications attached in appendix 7. Chair, classroom 15 11 165 stacking, one piece, plastic shell, chrome frame, Dutch Blue Sub-Total/Equipment $ 63,794 t e) Supplies 1, Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 3. Apple Printer Supplies: A9G0331 ImageWriter II Color Ribbon (box/6) 4. A2M0077 Cloth Ribbon (DMP) (box/6) 5. LaserWriter Products: M0139 LaserWriter II Legal Cassette 2 schools 30,000 X 3 curricul-um componen-ts 2 3 per computer lab+ 1 per physical science lab X 2 schools 3 per computer lab+ 1 per physical science lab X 2 schools 2 schools X 2 computer labs 139 59 44 125 180,000 278 1,112 352 500 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 2 schools X 2 computer labs 2 schools X 4 labs 90 360 25 200 8. supplies 2 2,500 5,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Consumables 10. Lego TC Logo Technic Control I: Includes 404 elements with two 4,5 volt motors, two optosenors, two counting wheels and five activity cards (1090) 11. Classroom sets of resource books for computer lab 12. Classroom sets of resources books and posters for physical science lab 13. Pre-engineering Studies 425 students 5 2 2 a. Graphic 425 Representation students course 25 138 1,000 2,000 25 10,625 690 2,000 4,000 10,625 Lego Logo computer coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials Systems course 425 students 15 10,625 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 1951 .25 X 10 students mailings 1951 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Middle School $226,367 4,878 5,853 $10,731 $661,941 student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The High School Level - 1 School Object Class Number Cost Total a) Personnel/Certificated 1. Site Manager 2. Career Counselor 3. Computer Technology Teacher Specialist 4. Technology 2000 Lab Teacher Specialist: a. Introduction to Manufacturing and Technology b. Fabrication/ Modular Automation/ Prototyping/CAD 5. Aerospace Physical Science Teacher Specialist 6. Summer Teacher Specialist - Applied Physical Science and Mathematics 1 1 1 1 1 4 59,384 49,026 38,717 38,717 38,717 6 wks X 4 hrs X $25 per hr 59,384 49,026 38,717 38,717 38,717 2,400 Explanation Program implementation and supervision liaison at the high school. This is an actual salary. Programming magnet coursework and identifying student's career path (350 students) Instructors for magnet coursework To implement special summer program 7. Curriculum Writing of Writing Team detailed course Additional Hourly content into Salary: lesson plans a. Aerospace 2 24 hrs X $25 1,200 Biology (1 year) per hr course b. Fabrication/ 3 40 hrs X $25 3,000 Modular Automation/ per hour Prototyping/CAD (1 year) course c. Electronics/CAD 3 24 hrs X $25 1,200 (1 semester) course per hour d. Descriptive 3 40 hours X 3,000 Geometry (1 year) $25 per hour course e. Technical 3 40 hours X 3,000 Writing ( 1 year) $25 per hour course 8. Curriculum 14 $100 per day 7,000 Development: use of X 5 days substitute teachers to release teachers for writing 9. Teacher Training To implement Stipends: training program for teachers new to MSAP program a. Sensitivity to 5 $13.71 X 6 411 Interacting with hrs Diverse Populations b. Advanced 5 $13.71 X 6 411 Cooperative hours Learning c. TESA 5 $13.71 X 6 411 hours d. Integrating 25 $13.71 X 30 10,283 Required Technology - hours training for Computer, laser teachers new to disc, hypercard, the program and scanner, and the for classroom CD-ROM, throughout teachers who the teaching participate in lessons of newly follow-up lab developed Aerospace activities and Magnet curriculum reinforce activities taught in the classroom Sub-Total/Personnel $256,877 b) Fringe BenefitsL 51,447 Mandated by Certificated employees (sheets attached) bargaining unit as a part of Teacher contract effective through August 1991 Sub-Total/Personnel $.3o.~,32L/ and Benefits d) Equipment 1. Computer Lab: Hardware a. M5740LL/A 32 5,071 166,432 To implement Macintosh II Ci DeskTop Hard Disk 80 CPU Publishing, ( 4MB) High-Tech Presentations, and Integrated application coursework b. M0116 Apple 32 90 2,880 Keyboards c. M0404 Apple 32 769 24,608 Macintosh Portrait Display d. 80MB AppleShare 1 5,836 5,836 File Server System (for Apple II, Macintosh \u0026amp; MS-DOS Workstations) Includes Macintosh IIcx Hard Disk 80 CPU (4MB) (M5680), Apple Keyboard (M0116), Apple High Resolution Monochrome Monitor (M0400), Macintosh II 1bit Video Card (M0504), AppleShare File Server 2. O (M0548/B), Local Talk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), Apple Share Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) e. M0403 Apple 32 62 1,984 Universal Monitor Stand f. A2P6015/A Apple 5 466 2,330 To implement IIGS IMB RGB Technic II Professional Factory Systems: Includes Automation Apple IIGS CPU, portion of Lego Apple 3.5 drive, TC logo into Apple 5.25 drive, robotics and Apple Color RGB content of Monitor World of Manufacturing coursework g. A2B2092 Apple 1 385 385 II, Video Overlay Card h. M6210 2 3,174 6,348 LaserWriter IINT w/Toner Cartridge and letter cassette i. M6033/A Apple CD 1 923 923 SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) j. M6023 Apple 1 1,343 1,343 Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) k. Hayes Modem 1 905 905 V9600 1. Farallon 25 23 575 for networking PhoneNet Connectors system #PN208 m. Farallon Cable 2 5 10 Adaptors n. Farallon Sound 1 134 134 Digitizer o. Pioneer 1 1,161 1,161 to be used in Videodisc Player instruction (LB-V4200) p. Zenith TV 2 580 1,160 for students to Monitor Receiver, view the Color 25\" diagonal instructional screen lesson g. Wall-Mounted Rack, TV, VCR, black enamel for 25 11 TV and VCR includes installation r. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 s. Projector, Overhead, 1011 X 10\" optical stage with 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 t. Projection Screen, pull down, wall mount, 60 11 X 60 11 , matte surface, includes brackets. Draper \"STAR\" u. Data Display for Mac II 2 1 1 1 1 210 350 160 40 2,245 420 350 160 40 2,245 for purposes of preplanning instructional lessons Installed in computer, teacher uses for purposes of viewing the instructional lesson on the projection screen v. Bose Roommates 1 pair 250 250 To amplify Speakers sound coming from CD-Player which will enable students to hear elements of lesson without using headphones 2. Furniture a. Student desk 32 350 11,200 (32\") with lock down devises to Macintosh SE computer systems, per specifications attached in appendix b. Chair, 32 11.29 361 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue c. Table, printer 2 480 960 to house laser per specifications printer and attached in Imagewriter appendix Network Printer d. Teacher station 2 500 1,000 For purposes of unit (on casters) teacher to hold computer, directed CD player, instruction in laserdisc player, computer scanner, and coursework and overhead projector in the physical science lab 3. Pre-Engineering To implement Studies: Materials coursework: Systems/CNC/CAM Materials System a. Computer 2 8,995 17,990 Numerical Control (CNC) DynaMyte Model 2200 (attachment) for milling and drilling b. Forging Furnace c. Crucible Furnace d. Sandmiller e. Molder Tools and Flasks f. Mig Welder g. Welding Stations (10) includes regulators, plumbing, stainless piping, and safety (Broadhead and Garrett) h. Robotics Hardware package: Scorbot-er II Sub-Total/Equipment e) Supplies 1. Additional software 1 1 1 1 1 1 2,000 2,600 1,200 2,000 25,000 5,000 3 curri 30,000 culum componen-ts 2,000 2,600 1,200 2,000 25,000 5,000 $287,290 90,000 To implement robotics units into curriculum There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 2. LaserWriter Products: M0139 LaserWriter II Legal Cassette 3. M6002 LaserWriter II Toner Cartridge 4. Scanner Replacement Lamp 6 125 750 6 90 540 2 25 50 5. Supplies 1 2,500 2,500 . Xerographic paper . Pencils . Lined white paper . Pens File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 6. Science Consumables 7. Lego TC Logo Technic Control II: Includes 458 elements with three 4.5 volt motors, two optosenors, two counting wheels activity cards and six light elements 8. Classroom sets of resource books for computer lab 9. Classroom sets of resources books and posters for physical science lab 350 25 students 5 195 1 1,000 1 2,000 8,750 975 1,000 2,000 For 3 pre-engineering classrooms, Technology 2000 lab, computer and physical science Advanced robotics and factory automation as a part of Introduction to Manufacturing Technology Coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson 10. Pre-engineering Studies a. Graphic 350 Representation students course 25 8,750 Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials systems course 350 students 15 5,250 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades 11. Textbooks a. Descriptive 35 25 875 To implement Geometry students new coursework b. Technical 35 25 875 Algebra students Sub-Total/Supplies $124,190 h) Other 1. Postage 3685 . 25 X 10 9,213 student students mailings recruitment and parent involvement bulletins 2. Xeroxing/ 3685 .03 X 10 11,055 student printing costs students mailings X recruitment and 10 sheets parent involvement bulletins 3. Installation of 25,000 welding stations Sub-Total/Other $ 45,268 TOTAL DIRECT/High School $7 /\n,S, tJ-7~ THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories Object Class Number a) Personnel/Certificated 1. Project Manager (100%) 2. Assistant Director, Research (10%) 3. Program Specialist (.05) a) Personnel/Classified 4. Public Information and Recruitment Facilitator (.50) 5. Computer Graphics Technician (. 75) 6. Programmer (15%) 1 1 1 1 1 1 Central Office Cost Total 58,262 58,262 6,383 6,383 2,906 2,906 20,000 20,000 18,200 18,200 8,540 8,540 Explanation Implementation and supervision of project Evaluation of the districtwide plan to improve and magnets aRd summative evaluation of Aerospace Technology Magnet Project Student recruitment and marketing Developer of printed materials for student recruitment and marketing Access student achievement and other data in the evaluation of 15 magnets 7. Secretary (100%) 1 $2000 X 21,700 Typing of 10.85 pay public periods information, curriculum, evaluation, testing, teacher training material a. Clerk Typist .50 10,322 (. 50) b. Temporary Office 1 $10 per hour 3,600 Worker X 360 hours Sub-Total/Personnel $149,913 b) Benefits Applies to personnel according to , employees contract for employment\nsheets to calculate are attached 1. Certificated 12,395 2. Classified 26,135 Sub-Total/Benefits $ 38,530 d) Egyi12ment Portable Macintosh 1 3,595 3,595 For the {M5350) director to record the minutes of the Technical Advisory Committee and Site Parent Advisory meetings, and to take to conferences to record input of sessions Sub-Total/Equipment $3,595 Object Class f) Contracts 1.a. Maintenance of computer equipment b. Visiting Evaluation Teams: 2 \"outside magnet practitioners\" per team X 15 teams X a 9 day evaluation process consisting of site observations, interviews, and report writing Airfare: 3 trips X 15 people X $500 average 3 trips X 15 people X $200 average Hotel: 55 nights@ $80 Total Cost 50,000 70,000 22,500 9,000 4,400  Explanation The district will use a time and materials warranty on an open purchase order basis. on site warranty includes $75 trip charge, $60 per hour labor, plus parts. Loaner equipment will be supplied if repairs take longer than 24 hours. Carry-on is at $60 labor per hour, plus parts. This contract would begin when the 90 day Apple warranty terminates. NOTE: The district is assured a one year warranty with Apple dealers will be finalized if the project is funded, thereby reducing maintenance cost. The Planning Component to evaluate LBUSD magnet programs is 10% of the Direct Costs (MSA Acts P.L. 100-297: Section 3010). The evaluation process is described on pages 98-100 of the Program Narrative. Fifteen LBUSD Magnet Programs will be evaluated in 1990-91. The process is conducted by contracted visiting evaluation teams composed of magnet school practitioners from cities who have outstanding magnets. Cost cover the salaries of \"magnet practitioners\" for 9 days (3, 3 day evaluation sessions} Per diem: 55 nights @ $60 3,300 Sub-Total/Contracts $159,200 e) Supplies Office Supplies - xerographic paper, pens, pencils, file and pendaflex folders, envelopes, videotapes, diskettes, and tape Sub-Total/Supplies h) Other 1. Mileage@ .24 per mile, 500 miles annually 2. Xerox/printing cost@ .025 per sheet 3. Postage@ .25 per unit 4. Office Phone $200 X 12 months Sub-Total/Other TOTAL 25,000 $ 25,000 200 1,000 2,000 4,800 8,000 $384,238 Supplies for public information and recruitment, curriculum, training, and evaluation materials development Project Manager to travel to seven sites, industry, and community college, university sites Recruitment, curriculum, training, and evaluation material production Public Information materials MAGNET SCHOOLS ASSISTANCE PROGRAM ASSURANCES In accordance with section 3007 of Title III of the Elementary and Seco~dary Education Act of 1965, the applicant hereby assures and certifies that it agrees-- Cl) to use funds made available under the Magnet Schools Assistance Program for the purposes specified in section 3007 of Title III of the Elementary and Secondary Education Act of 1965: (2) to employ teachers in the courses of instruction assisted under the Magnet Schools Assistance Program who are certified or licensed by the State to teach the subject matter of the courses of instruction: (3) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in the hiring, promotion, or assignment of its employees or other personnel for whom it has any administrative responsibility:, (4) that it will not engage in discrimination based on race, sex, religion, color, national origin or handicap in the mandatory assignment of students to its schools or to courses of instruction within its schools expect to carry out the approved plan: (5) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in designing or operating extracurricular activities for students: and (6) that it will carry out a high quality educational program that will encourage greater parental decisionrnaking and involvement.       FOR THOSE APPLICANTS THAT HAVE PREVIOUSLY APPROVED DESEGREGATION PLANS ONLY. The applicant hereby assures and certifies that it is implementing that desegregation plan as approved. Long Beach Unified School District Organization Name Dr. E. Tom Giugni, Superintendent of Schools Name and Title of Auth:rize~sentative .Ls:f ~\nSignature Fll Date/ ' ASSURANCES - NO~ONSTRUCTION PROGRAMS Note: Certain of thne assurances may not be applicable to your project or procram- I! you have questions, please cont.a.ct the awardin( .,ency. Further, certain Federal awlJ\"dil:li qencie may ~uire applicants to certify to additional auurance1. I! 1uch ii the cue, you will be notified. ~ the duly authorued representative o( the applicant I certify that the applicant: 1. Hu the leral authority to apply (or Federal aui.ttanc:e, \u0026amp;Ad the institutional, znanaaeri\u0026amp;l and financial capability (incl udini funds 1ufficient to pay the non-Federal share of project coital to ensure proper planninf, mana1eme11t and completion of the project detcribed in t.hiJ application. 2. Will pv, the awlJ\"dil:li qency, the Comptroller C.11eral o( the United States, and if appropriate, t.he State, throll(h any authorued representative, acce11 to and the richt to examine all record , boolu, papen, or docume11t1 related to the award\nand will establilh a proper accountinc 1ystem in \u0026amp;CCQrdance with renerally accepted accountinr sta.odardJ or arency dinctivH. 3. Will establish safeiuards to prohibit tmployfft Crom u1in1 their po1itio111 (or a purpoH that conJtitutes or present.I the appearance o(penonal or orpniutional conflict o( intere1t, or personal pin. 4. Will initiate and complete the work within the applicable time Crame after receipt o( approval or the a wardin( \u0026amp;1911C)'. 5. Will comply with the I11ter1overnm1ntal Personnel Act o( 1970 (42 U.S.C. H 472S..763l relatini to prescribed standard, (or merit 1ystema (or prorrama funded under 0111 o( t.he nineteen statutes or reruJatioru specified in Appendix Ao( OPM's Standard, (or a Merit System o( Pert0D11el .Ad.ministration (5 C.F.R. 900, Subpart F). S. Will comply with all Federal ltatutet relatinc to 11011discriminatio11. TheM include but are not limited to: (al Tit.le VI oft.he Ciril Ri(hta Act of 196-4 (P.L. 88-3S2l which prohibit.I discrimination 011 the buit o( race, color or n.ational oriiin\n(b) Title IX or the Education Amendment.I o( 1972, u amended (20 U.S.C. H 1681-1683, and 1635-1686), which prohibitl cwcrimin.atio11 on the buit o( 11x\n(cl Section 504 oflh. Rehabilitation Act or 1973, u amended (29 U.S.C. I 79-4), which prohibit, cfa. crimi.natio11 on the buiJ of handicaps\n(d) the Ap Di1erimination Act of 1975, at amended (42 U.S.C.U 6101-6107), which prohibit, di1crim ination on the basil of qe\n(el the Drue AbUM Office and Treatment Act or 1972 (P.L. 92-255l, u amended, relatinf to nondiscrimination 011 the buit o( drur abUH\n(n the Compreheruive Alcohol AbUH and Alcoholism Pnvention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616l, u amended, r,latin( to 11ond.ixrimination on th1 buiJ o( alcohol abuse or alcoholitm\n\u0026lt;1l ff 523 and 527 o(the Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ff 3), u amended, relatinr to confidentiality of alcohol and drur abUM patient records\n(hl Title VIIl of tht Civil JUihta Act or 1968 (42 U.S.C. t 3601 et Hq.), a, amended, relatin1 to nondiscrimination in the salt, rental or financinr of hou1in1\n(i) any other 11ondi1crimination proi.liona in the specific 1tatute(1l under which application ror Federal auutance it beinr made\naod (j) the requirement, o( any other 0011d.iJcrimination 1tatute(1) which may apply to the application. 7. Will comply, or hu already complied, with the ~uinmentl o( Titles II and III o( the Uniform Relocation Aui1tanc1 and Real Property Acqui1ition Policies Act o( 1970 (P.L. 91-646) which provide for (air and equitable treatment or perso111 displaced or whose property is acquired u a result .o( Federal or federally assisted programs. These requirement.I apply to all interest.I in real property acquired for project purposes re1ardle11 o(Federal participation in purchase, . a. Will comply with the provision, or the Hatch Act (5 U.S.C. H 1501-1508 and 7324-7328l which limit the political actiYitiet o( employeu who11 principal tmplo,m.nt activitie1 are funded in whole or in put wit.h Federal (undl. 9. Will comply, u applicable, with the provisions or t.he Davu-B\u0026amp;con Act (40 u.s.c. H 276\u0026amp; to 276a- 7), the Copeland Act (40 U.S.C. t 276c and 18 U.S.C. H 87-4), and the Contract Work Hours and Wety Standards Act (40 U.S.C. ff 327-3331, re-prdinl labor 1t.and.ardl (or federally assisted c:on1truction subail'ffmenta. Stancwd Form Ocl ,, ... , Pr-.cnbed bl' OUI Ctc:ular A-102 Authorized for Local Reproduction n2 Certification Regarding Debarment, Suspension, and Other Responsibility Matters Primary Covered Transaction$ This certification is required by the regu!alx)ns implementing Ex8CU!iva Order 12549, Debarment and Suspension, 34 CFFI Part 85, Section 85.510, Participants' responsibili5es. The regu!alions were ~ as Part VII of h May 26, 1988 federal Register (pages 19160-19211). Copies of the regu!alions may be obtained by c:ontac!i'9 h U.S. Deparunent of Ech.calion, Grants and Contracts Service, 400 Maryland Avenue, s.w. (Room 3633 GSA P.egionaJ Office Builang No. 3), w~ D.C. 20202-4725, telephone (202) 7322505. (BEFORE COMPLETING CERTIACATION, READ INSTRUCTIONS ON REVERSE) (1) The prospective prrnary partx:ipant certifies 10 the best of its krowiedge and belief, ttiat it and its ~pals: (a) /.le not presendy debarrad, suspended, proposed for deba1Tner4. declared ineigbe, or wuitariy exd!Xled from covered transactions by arr\nF1lderaJ department or agency\n(b) Have not wihn a ttne-year period precadng ltu proposal been convidsd of or had a civi jl.01T)ent rerdered aoam them for ccmmission of frau:l or a criminal offense in comection witl otJtai'ir9, attempti9 1D obtin, or perlormr,g a putii\n(Federal, Stals or local) nnsaction or conlTad l6-cler a put:k b'anSaction\nviola.lion of Federal 01 State anlW1JSI SlallJ!8S or commission of embezzlement, 1hett, forgery, lri:lery, ta!sificatjon or deslndion of r8COf'ds. maJo:i'1g false s!alements, or receivn\nl Slelen p.-operty\n(c) /.le not presentty indici9d for or OM'MSI Ctinnally or cM1y 0'larQ8d by a goverm,enlaf entity (Federal, Stals or local) wilh commission of arr\nof the offenses eruneral8d in para~ (1 )(b) of ltu carUcaoon\nand (d) Haw not wittll'I a ttne-year period ~ ltu ~saJ had one or more puti,c nnsactions (Federal. Slate or local) IBrminaled to.- cause or defa1il. (2) 'Nhere the prospect.-e ~ par1ldpant is ll'atje 10 certify 10 arry al the Sta!emenls in lhs C8ftikation, such prospective participant shall attad'lan8x\nw,aliontcltui:roposat. Long Beach Unified School District Magnet Schools Assistance Program O~Name PP.'Award ~be( or Project Name Dr. E. Tom Giugni, Superintendent of Schools C1 ED Fool! GCS-OOS. (REV.12,U) Certification R~ardlng Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions This certffi:alion Is recred by the regualions inplementing ~ Order 12549, Debannent and Suspension. 34 CFR Part 85, Section 85.510, Participants' responsibi~Ues. The reo,.ialions Wffl pubished as Part VII of h May 26, 1988 EederaJ BeQister: (pages 1916(}19211). Co~e, of the regualions may be ob!ained by contacting h person 10 wndl tis proposal is submilltd. (BEFORE COMPLETING camFlCATION, READ ~UCTIONS ON REVERSE) (1) The prospective lower tier participant C8ftffies, by stbnission of !his proposal, tat neilher ~ nc, its principals are p-esentty deba.'red, , susperded, proposed lor debarment, declared ine6git,e, ' ~ exdooed from pam:ipallon in this nnsaction by arr, Federal depar1ment 0( agency. (2) Where the prospedlve lower * participant is ir,al:lle 10 carllly ti arr, of h statements in tis cer1iGcallon, sud'1 prospecUve participant shall altadl an expar,ab 10 tis~- Long Beach Unified School District Orgarwtion Name Magnet Schools Assistance Program PPJAward Punbef ' Project Name Dr. E. Tom Giugni, Superintendent of Schools Name and Tille of Autlorized R:Z-\n.. /f~_r- GJ ED Foon GCS-009, (REV. 12i18) Certification Regarding Drug-Free Workplace Requirements Grantees Other Than Individuals Thia CC't1\u0026amp;adcn ii raqwnd by tha regula.dom lmplement1ng tlw Orug-r~ Workpaca Ad ol 1981, 34 en Part 85, Sw,pan F. The ~na. pul:,lilbad in the January\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1000","title":"\"Aerospace Technology Magnet School Program,\" 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, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational planning","Magnet schools","Aviation Education Programs (U.S.)"],"dcterms_title":["\"Aerospace Technology Magnet School Program,\" 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/1000"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock School District Aerospace Technology Magnet Program The Little Rock School District's Magnet Schools Assistance grant applicatioo presents a dynamic plan fer implementation of a grade 7-12 Aerospace Techndogy Magnet Program in three (3) junior high schools and the new Aerospace Educatioo Center. The Center comtines a museum of aviatioo histcry with a grade-12 Aerospace Technology Schc:d a, a 19.8 acre tract at the Little Rock Regirnal Airpcrt adjacent to the main terminal, Falca, Jet, and Arkansas Aerospace. CoUabcratively develcped with the Aerospace industnest\u0026gt; and. Campaign Leadershipb\u0026gt;, foor universities\u0026lt;=\u0026gt; and the U.S. Department rJ Educatirn~Federal Aviatirn Administratirn (FAA), this magnet program t~.d. i~\nt'\\()\\:) . . targets the rlia ),T'lg of s dents fer 1mmed1ate employment ag/i/er postsecondary education in either engineering technology er airway science. As illustrated belCM', students are pro.lided a wide range ct choices fer career develcpment in a,e of nine areas at an entry, technician, er prctessirnal level: Aerospace Engineering Technology Aviation Airway Science (FAA)  Manufacturing  Airway Canputer Science  Computer Science  Airway Science Management  Mechanical  Aircraft Maintenance  Electronics  Aircraft Systems  Professiooal Pilct Majer Arkansas aer05pace emplC1fers and the FAA have identified techndogical CCOJpatirns and the skill base students need for future emp1C1jment. LRSD has inrorpcrated the skill base into a highly integrated prograrn/cnll'se sequence ca,sisting ci Academic Instructioo, Work-Based Leaming, Werksite Experience, and Infom,ation and Guidance. All magnet students will take a a:rnmrn academic ccre of sequenced courses whid, indude six years ci applied mathematics and science (mere than required for grap.~~ keyed to proouc:t engineering and flight/space cmcepts, two er more years ci a language signtflcant to ou1 glcLaJ catipeatl've mariEetpaee sud, m Jl!lpm,ese o ~\nand Applied Canmunication. In ccmputer netwerked laooratcries, students will access and ca,trd content, applicatirns, and infcrmatirn in the areas ci rocotics, bio astronautics, systems simulatirn, CA.DJ CAM, publishing, werd processing, teleca rn nunicatioo5\u0026gt; material science, and aerooynamic:s. Students will produce presentatirn material by' impcrting soond, graphics, digitized phctographs to hypercard er laserdisc stacks ci their c:wn aeatirn. In Science, students will ca,dud hands-on investigatioo5\u0026gt; manipulate scientific instrument5\u0026gt; and cdlect/analyze data a) Arkansas Aa-ospac~ Rohr Industries, Falcon Jet, Midcoast. Ceitral Aying Service b) Membership attached c) l 1niversities of Ari\u0026lt;ansas at Little Rod and Pine Bluff, Heid~n S\\ate University, Southern Aritansas Unive-sity TECH. . . Student Progression in the Aerospace Technology Magnet \"Linking the Curricular Path to Work\" Level 1- Aerospace Education Entry-Level Center Employment Grad(s\nJ\n2 ..  Support Analyst  Enginee\n, -~ T __ ..._ __ , y -~  Quality Analyst or  CAD Operator  Airway Science \u0026amp; Professional Pilot  Hazardous Material Specialist ! t I ' ' Level II  Advanced \u0026amp; Speclallzed Training Technical Careers  Southern Arkansas University TECH  Associate Engineer I - Associate of Applied Science Degree 181 and/or Advanced Certificates cone yNr after  Tool Designer Associate Degree) ..  Quality Technician i - Aviation Maintenance  Hazardous Material T earn Leader  UALR - Electronics Engineering Technology - Mechanical Engineering Technology I ' ' Level Ill - Baccalaureate Programs Professional Careers  UALR - Manufacturing Engineering  Production Engineer - Computer Engineering ..  Manufacturing Engineer  Liaison Engineer  Henderson State University  Design Engineer - Aircraft Systems Management  Quality Engineer - Professional Pilot  Environmental Engineer I - Airway Science Management I - Airway Computer Science\nI using the crit1cal thinking skills d cbservaticn, canmunicating. romparing, a-denng. categorizing. relating, inferring, and applying. Specialized curricula related to each cf the nine career cptirns has been developed to meet OCXl.lpation specific knONledge and emerging techndogy requirements. Students will be trained on the joo thrrugh partidpatia, in industry and aitpcrtbasecl internship programs. All students Will be educated to higher levels than ever be/ere. The vehide for CXXllpatia,aJ c:ertiftcatia, is achievement cf the U.S. Department of Laba-'s SCANS ary's Canmissia, cf Achieving Necessary Skills) five workplace ccmpetendes, Resources, lnterpersaial Skills. lnfcrmation, Systems, and Technology\nand the g of Certificates cf Initial Mastery (CIM). An assessment system based a, SCANS Kno.v-Ho.v and rumulative resume, which reports results. will be the permanent reccrd cf genuine student attainment of CIM and future employment. In addition, program a:rnpletion in a chosen OCXl.lpatia,aJ majer will enatie students to receive advance university credit and c:cntinuatia, of the engineering er airway Science career trade thrwgh associate cf Science and bac:caJaureate degree programs. [ I I I I I I I As yoo cxnsider the fine merits a this highly a::ilal:Drative magnet program, please keep in mind the thrusands ci students it Will:enable to gain state-of-the-art I techndogical skills. encourage to ca,tinue their educatia, thrwgh Artirulattrn Agreements, and iP fill key manufacturing and FAA jchs so vital to the future ci this I nation to a:rnpete in the wald market. s Ji \"_,_ \" [N,,. \\J..~ ,. ~ ,._ ..... ~~ c......, _,,_, \\. l'W \\ ~ ,.= ~\\. c.~ \\ ~0~ ...... J I $.\u0026gt;--\u0026gt; I I I I I I I I I. J ~~~t~ 7'0 ~ Background Information A Greater Metropolitan Little Rock Greater Little Rock's four county Metropolitan Statistical area (MSA) is the cehter of the second fastest growing region in the United States. Its central location is within 550 miles of forty percent of the United States buying power and population. The $1.3 billion dollar Arkansas Navigation System, one of the nation's largest water development projects, is a 445 mile waterway providing year-round access to ports on the Arkansas River from the Mississippi River to Tulsa, Oklahoma. The 1,500 acre port with its industrial harbor Foreign Trade Zone -14, and the United States Customs Port of Entry are an indication of the increasing importanc  Rock's '1 linkage to ports worldwide. All are in close proximity t Adams Field ittle llnP, ~ Rock's airport. The city's rich mixture of historic architecture an new Ul.,1'\"1('i development is attracting new residents. Little Rock is seeing growth and ~ revitalization unparalleled in the city's history. Little Rock is on the move. Fueling this revitalization are the aerospace industries, the Arkansas Aviation Historical Society, the Governor's Aerospace Task Force, and institutions of higher education. Some of the world's most successful aerospace companies are located here: McDonnell Douglas, Rohr Inc., Arkansas Aerospace (a subsidiary of British Aerospace), Falcon Jet owne~by the French-based Avions Dassaut Brequet Aviation, M1d co ast,p ,an1n.'Qa. e. entr al Fl ym. g Se rv1. ce.i .it.N, umerous pn.v ate an d corporate aircraft dealers~ a~ Aero-Commander, Pipe1, Beechcraft, and Cessnahave facilities at the Little Rock Regional Airport. Little Rock Airforce Base is home to the largest C-130 aircraft training and airlift facility in the world. A number of major educational institutions serve Little Rock's M.S.A. By far, the largest of these is the University of Arkansas at Little Rock (UALR), enrolling more than 11,000 students in seventy-five undergraduate and  forty~two graduate degree programs including Associate, Bachelor and Masters of Science Degrees in Engineering Technology. The Graduate Institute of Technology (GIT~housed in the new Engineering Technology Center,offers courses in mecfianical, computer science, electrical and manufacturing engineering. Industries utilize GIT facilities for advanced research and graduate study. In 1991, the Arkansas Space Grant Consortium, under the leadership of GIT at UALR, received a four-year training grant award from the NASA National Space Grant College and Fellowship program. The primary purpose of the program is to educate and familiarize faculty and undergraduate and graduate students with aerospace fundamentals and NASA's research programs and opportunities. A secondary objective is to motivate K-12 students to excel in math and science courses necessary for entrance into aerospace programs at the universities and high tech positions in industry. Henderson University, in coordination \u0026lt;,O~ ilJII 1 with Central Flying Service, conducts one of the few aviation degree programs in the nation. The University's Department of Aviation provides four-year programs in Airway Science Management,Airway Computer Science, Professional Pilot, and Aircraft Systems Management. . The Arkansas Av.iation Historical Society serves the entire state as the focal ~1uqfor the-involve~ef-Arkansas' aerospace industries in community affairs, education, and economic development. In 1989, the Society, executives of aerospace companies, the Little Rock School District, and UALR came together to form the Aerospace Education Center Campaign Leadership. The unprecedented public/private partnership has planned an Aerospace Education Center. As the architect's drawing illustrates, the Cenfer combines a museum of aviation history with an Aerospace Technology Magnet High School on a 19.8 acre tract at the Little Rock Regional Airport adjacent to the main terminal, Falcon Jet, and Arkansas Aerospace. The facility will cover 200,000 square feet, including common areas used by both the museum and high school such as the library, cafeteria, and theatre/ auditorium. The upper level of the museum will function as an educational resource for adult programs, and outreach for schools, state and nationwide through a satellite television uplink provided by the Arkansas Electric Cooperatives. The most comprehensive and largest technical and historical aviation and aerospace library collection outside of the Smithsonian's National Air and Space Museum was acquired for the Arkansas Museum of Aviation History. Virtually every civil and military aircraft, rotocraft, and spaceship designed and constructed throughout the world is represented in the collection by technical specifications, photographs, and historical descriptive information. There are well over 5,000 books, 50,000 journals, 200,000 photographs and transparancies, hundreds of rare collectable items signed by famous pilots and aviation personalities, original paintings, scale aircraft models, and unique aircraft parts. ~ The Society has raised over five~ll:n dollars in gifts and pledges toward construction ~e aviation history museum. The Little Rock School District has budgeted .cc million dollars for the construction of the Aerospace Technology Magnet High School from funds approved by voters at a property tax election in 1990. The Aerospace Education Center Campaign Leadership believes that Greater Little Rock's future rests on the vitality of its public education system. At all levels of the public education system, educators and industry must develop programs which give students the knowledge and skills that enable them to reach their full economic potential. While the Center will prepare students for aerospace careers, it will also focus the Central Arkansas community on commitment to excellence in education. In March 1819, Arkansas became a territory and the Arkansas Post, the state's first permanent settlement, became its capital. The little French village was soon deemed unsuitabl7mainly because of its location in the Mississippi Valley, far from the center of the territory. A year later the legislature moved . the capital to Little Rock. Todar.,with a metropolitan area spanning a (\\ seventy-mile radius, Greater Little Rock MSA is home to over 513,000 people. ' \"'- In the last quarter century, the Greater Little Rock MSA has almost doubled \" its populatioiy- approaching 1,200,000. Today, North Little Rock, the third largest community with a population of 62,000, and Little Rock are joined by the Arkansas River in Pulaski County. Twenty-seven percent of the MSA's population is under 18 years of age. Forty-four percent of the population is within the 18-44 age range. According to the 1990 Census, the population was ---percent Black, --percent white. B. Little Rock School District The Little Rock School District, encompassing an area in excess of 100 square miles, is the largest school district in the state in terms of enrollment. Enrollment in the schools has increased from 25,975 pupils in 1989 to 26,212 '7 pupils in October 1992. This increase is occuring at the junior high level. -  16,538 pupils or 64% of the total district minority enrollment is Black. The percent Black student population exceeds the District 64% average in grades 5-9. The highest percent Black student enrollment is 69% in grade 8. Jr, Of the District's f~ty-nine (49),~c!}qglis, thiry-six enroll pre-kindergarten or kindergarten through grade 6 students, eight enroll grad~J\n9 students, and five enroll grades 10-12 students. Educational program'o/school choices include elementaq{ijlcentiv~ools, grade K-12-InterdistriotBagnet '= /]thools, a=entary area schools. Chart A outlines the number and type of sch~ol o a s. T_he text b~low Chart A d~fines ~ach type of school and  the rationale for selecting certam schools for this proJect. J Chart A - The Organizational Plan for Little Rock Schools n = number of schools iie School andlor ucati on Pro!J'8f'll Bern mtary, ~es Pte-K or -6 JnorHi~, IJlldes ti gh School~ IJlldes 1i.-1 n n n a) Area. and Feeder Schools 22 6 J b) hcenti-.e Schools 7 NIA NIA c) lnterdis!l'ict M\u0026amp;Qnet Schools 6 2 2 d) h tierdis!l'ict N onmt.Q net Schools 1 NIA NIA Total J6 8 s ~~ a) Area Schools - The elementary school that is the LRSD school for where a student lives is called an Area School. Each Area School feeds into a particular junior high and senior high school. The instructional program focuses on language arts, mathematics, science, and social studies. b) Incentive Schools - Incentive Schools are Pre K-Grade 6 elementary schools located within the immediate downtown are . nt Black student enrollment for Incentive Schools ranges fro 85 schools receive double financial resources to provid eacher-student ratio of 1:20, additional instructional aides, permanent substitute teachers, and extended day-week-year learning opportunities. An individual learning plan is developed for each student based on the district K-6 core curriculum. Computer-assisted instruction, a student homework hotline,.e\n' a parenting skills center, and a program for four-year olds are additional features that distinguish incentive from area elementary schools. c) Interdistrict Magnet Schools - As Chart A illustrateQ terdistrict Magnet Schools have been established at all three school les- elementary, junior high, and senior high. Although operated by the Little Rock School District, students from North Little Rock School District and Pulaski County Special School District (PCSSD) ~ eligible for enrollment in accord with the desegregation plan. AlIJerdistrict Magnet Schools are racially balanced within the acceptable range of 55-59 percent black to 41-45 percent white. As Chart A illustrates, there are tet\\Wterdistrict Magnet Schools. These schools provide, in addition to the regular core program, coursework based on a special curricular theme. The desegregation section found on page 8 further describes the purpose and thematic focus for these schools. Chart A indicates there are 31 area and feeder schools. Some of these area/feeder schools are located in racially isolated areas of the school district. This project will establish a new grade 7-12 interdistrict magnet of three junior high schools, and the new grade 10 - 12 Aerospace Magnet High School. Each of the three junior high schools exceeds the 64 percent district-wide average for black students. Whites n :will be recruited from across district lines, primarily from Nort ttle ock and Pulaski County Special School Districts to racially bal e three junior high schools. The new Aerospace Magnet High School ill begin magnet program operation for tenth graders the second year of the project. The grade 10 enrollment will consist of 300 grade 9 voluntary student transfers from this magnet's junior high enrollment who will be continuing the magnet curricular career path at the new Aerospace Magnet High School. This project,~e, will establish the first rulaski County Int~trict ~ ~et conf ua  program in four secondary level schools consisting ..,.of grades 7-9 t e first project year and grades 7-10 the second project year. In subsequent non-project years, the Aerospace Technology High School will add grade 11 in 1995-96 and grade 12 in 1996-97 through normal progession of the magnet's grade level enrollment each year. Aft ()._ Aerospace Technology Magnet has been designed in collaboration with the Aerospace Education Center Campaign Leadership, the Universities of Arkansas at Little Rock and Pine Bluff, Henderson State University, and t1fy Sm._bern Arkansas University-TECH to attract this magnet's enrollment\u0026lt;oN (j.,2~ students. Students who attend each of the three junior high schools will also be eligible to participate in the magnet. The total grade 7 -10 aerospace magnet enrollment will be~pupils. The breakdown in enrollment is illustrated below: :l.\u0026lt;Z62- rv~-- ~\\ Pl- _ cA..,A.) Incoming ....:,\\...._-...,\\., J..v .s .l.oo I - From outside of LRSD From within LRSD 3~5\"  .21'0 grade 7-9 white students  90 grade 10 white students 1  630 grade 7-9 students ~,'.  210 grade 10 students l,41(.-vV\"' 65 Subtotal: 1,2.00'Magnet students In-Attendance Enrolled in Magnet Junior High Schools J\u0026lt;i\u0026gt;S z,,.  1597 grade 7-9 students Total:~ students ~ /qoO ~ 1996-97 the Aerospaget High School grade 10-12 enrollment will be at capacity which is ~~ils. The high s.08?Jfnrollment coupled with the grade 7-9 J 1oitri~h enrollmenyhlel~.s the aerospace magnet has the potential to serve~upils. The magnet enrollment will reduce black isolation in thr~~9ti5r high schools. qoo 4 96~ C. Interdistrict and Intradistrict Desegregation Measures - )~ C/::\u0026gt;l\u0026gt;!.rL.} .... 1. Background Information on the Court Order -- The only image that some people have of Little Rock is the one formed in the Fall of 1957 when Governor Orval Faubus defied a federal mandate and tried to use the Arkansas National Guard to keep nine black students from entering Central High School. In Cooper vs. Aaron (1958), the Supreme Court stated that \"public opposition to desegregation of the races, no matter how deeply entrenched, could not be allowed to interfere with the full realization of the constitutional rights of black citizens.\" Twenty-four years later (1982), the Little Rock School District brought suit against North Little Rock and Pulaski County Special School District, ~ ~ claiming that the Constitution compelled the consolidation of the three dll,- ~ districts into one governmental unit. This claim was rejected by the courts v7/\\ in 1985 and again in 1986\nhowever, the courts held that interdistrict constitutional violations had occured and must be remedied. Over the course of the next three years, various remedial orders were entered and further appeals were taken to court. 1 J Then, in 1988 and 1989, in a sharp departure from the adversary bitterness that had marked this controversy for over thirty years\nthe parties, including the Joshua intervenors representing the injured class of black schoolchildren and citizens, LRSD, the North Little RoAhool District (NLRSD), the Pulaski County Special School District (~9,SD), and the State of Arkansas (Arkansas State Board of Education), agreed to settle the case. They submitted to the District Court four comprehensive agreements covering both interdistrict and intradistrict desegregation measures - agreements referred to by the parties as the \"settlement plans.\" They also submitted a separate but related document, called the \"settlement agreement,\" settling the financial liability of the State of Arkansas. The United States Court of Appeals for the Eighth Circuit reversed this judgement on June 27, 1989,.and directed the District Court to adjust the boundary between the LRSD and PCSSD, to revise student attendance '-within each district to reflect the racial composition of the district,{:~o maintain PCSSD's percent black student enrollment within the ran of plus or minus 25% of the districtwide average of blacks by organiz ional R levels\nand to limit busing, one-way, to forty-five minuteD 2. The LRSD Desegregation (Settlement) Plan 0989) ttlfl~ ~ ~ The following description is from the record of the United States Court of Appeals for the Eighth Circuit: \"Eight of the 31 non-magnet elementary schools will be designated Incentive Schools. Initially they will be all black. These schools will receive compensatory-education programs and two times the level of  funding for six years. The plan includes a detailed and volum.ous  description of the kinds of programs that would take place at the Incentive Schools. A salient feature of these schools is a maxim.urn effective student-teacher ratio of twenty to one. Twenty-two of the twenty-three remaining elementary schools will be called Elementary Academies. These schools will have projected student ratios of between SO and 62 percent black. The other elementary school, Romine, would be an interdistrict school. Any white student can elect to attend an Incentive School, and a black student living in an Incentive School attendance area can opt to attend one of the Elementary Academies.\" 3. Interdistrict Desegregation Plan The Interdistrict Desegregation Plan is designed to achieve racial balance in the schools and districts of Little Rock, North Little Rock, and Pulaski Country Special School District through voluntary movement primarily to magnet programs. Interdistrict schools are \"to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal of these schools to be 50 percent black/white.\" The Little Rock School District reports biannually the number and percent of students enrolled by racial /1..A.-q background_jn each of the district's 49 schools. The above data is also summarized in terms of the total district (Pre-K-12). Interdistrict magnets are used to attract a specific student population from outside of the district and from within the original district to racially balance the school and district. Participation in a magnet is through student/parent choice. ~ The Magnet Review Committee.,(MRC), created by the Eig@ircuit Court of Appeals in September, 1986, oversees the implementation and operation of the interdistrict magnet schools. Com.prised of representatives from each of the three districts the Committee makes policy on issues such as magnet enrollment, trt:sfers, building capacities, and operating funds. fJi.:l:ri M '(1n.~ ~ The Magnet Educational Team (MET) is the recruitment arm oft,~ . 7 tiill and is responsible for public information and recruitment strategies and activities. In the Little Roc~l District, six elementary schools, three junior high schools, an igh schools have magnet programs (refer to 'Chart A). Six (6 erdistrict magnets (4 elementary, J j_Y.,nior high, 1 senior high) were created in Little Rock in compliancffl'the 1985 court opinion. Since 1987, five more interdistrict magnets have been established in the Little Rock School District. Magnets enhance the district's core curriculum. The specially designed curricula is the \"hook\" for attracting students across district lines. Individual interdistrict magnet school brochures provide a program description. Chart B summarizes the eleven interdistrict magnets in the LRSD by theme and number of schools participating at each school level. Chart B - LRSD Interdistrict Magnet Programs Theme School Level and # of Schools Elementary Junior High High School 1. Early Education 1 2. Basic Skills 1 3. Basic Skills/Math-Science 2 4. Arts 1 5. Arts and Sciences 1 1 6. International Studies 1 1 1 Subtotal 6 2 2 Total Magnets - 10  This is a Pre-K magnet housed in an Incentive School. The majority of LRSD Interdistrict Magent Programs have been in operation since the 1986-87 school year, Magnet enrollment that year was 3,647 pupi his year it is 7,250 pupils. The number of u ils enrolled in ? LRSD in ivid 1 magnets has increased 50%. The Interdistrict Desegregaton Plan is more than just magnets. The Pulaski County M-to-M (Majority to Minority) Transfer allows a student to transfer from a district and school where his/her race is in the majority ,,_ to a district and school where his/her race is in the minority. This means that black students in the LRSD may transfer to schools in North Little Rock and the Pulaski County Special School Districts, and white students I aJ in NLRSD or P aski County SS may transfer to a Little Rock School District school. The Aerospace Technology Magnet will advance the voluntary desegregation efforts of the Settlement Plans. The district commits that it will \"maintain the facilities on a racially integrated basis into perpetuity.\" (Refer to 2/4/91 Amendment in Appendix.) The Little Rock Scho o1ict 2esegregation Plan, the Pulaski County Special School District e nt Desegregation Plan, the North Llttle Rock School District Des gregation Plan, and the Interdistrict Desegregation Plan hold excellent promise for achieving unitary school systems in these three districts. (Exerpted from text of Settlement Plans - refer to Appendix.) 4. The Settlement Agreement The Settlement Agreement provided for payments by the State to the three school districts for desegregation purposes only. Under the agreement, the state makes payment to LRSD, NLRSD, and PCSSD totalling /f $107,723,175 over the next ten years. Jhe state le_gislature and the __Goyg_mor expended these funds without a court order. Moreover, the State also agreed to lend LRSD up to $20,000,000 over the next ten years. The loans are to be forgiven if at any time between the date of the agreement and December 31, 2000 the composite scores of LRSD black students (excluding special education students) on a standardized test agreed upon by the State and LRSD are 90% or greater of the composite scores of LRSD white students (excluding special education students). The settlement plans and the set~~ment do not limit the District Court's ability to re~e the creation of additional interdistrict schools. They limit only how new schools may be funded. This funding may include payments by the State for majority-to-minority transfers, but it may not include the imposition on the State of a share of the capital costs of these new facilities. The agreement does not bar the creation of additional interdistrict schools\nit simply provides that, when created, they will not be funded in the same way as the six stipulation magnets. (Refer to entire text of Settlement Agreement in Appendix.) ---~\"'---'--u..:2.l~ ~c~oL'ei!urt mandated the creation of the Office of Desegregation Monitoring staffed by a Monitor to supervise compliance yJ the four Settlement Plans and the Settlement Agreement. ~ ~ 111,jj II. Needs Assessment The Little Rock School District, in conjunction with Nortll Little Rock School District and Pulaski County Special School District, is implementing a court-monitored desegregation plan of which magnet programs and M-to-M transfers are a voluntary option to integrate the three individual school districts. Although Little Rock has achieved racial balance through the creation of ~/.,, interdistrict magnet programs in once racially isolated schools, th  ~ 1 schools whose percent black to white enrollment exceed the %- atio. The district wants to establish more a~rict voluntary mo ent of  students to bring racially-isolated schools within the balanced range. According to the l~D Enrollment'rirvey, there are three junior high schools that meet tltl\n~i~\nia. Three of the junior high schools have been targeted to attract white students primarily from school districts of the Interdistrict (Tritrict) Desegregation Plan, other school districts within close proximity of --a-1eUttlei~ck school districts, and private schools. This plan promotes desegregation/\nt increas~he grade 7-9 white student enrollment at each grade level of three ~ dally (bla~or high schools. ~ to attain this project's desegregation goals and objectives is the Akr'osface Technology curriculum. Since 1900, the United States has become wealthy and powerful by exploiting the rapid changes taking place in technology, world trade, and the international political order. New developments in technology, international competition, demography, and other factors have altered the nation's economic and social landscape. There will be few jobs for those who ...,,.,..-. -~ lack adequate science/ technical knowledge and who cannot read, follow ...,. sf~ directions, or use mathematics. Higher skill requirements of the economy ~t ~ that schools must impove the preparation of the nation's youth in order to economically compete in the global marketplace. This can only be accomplished if the schools have excellence in technology education, communications, problem-solving, and scientific and technological literacy. This district believes it is absolutely necessary to help students understand their technological future if they are to function as responsible, productive members of a competitive society. This district also believes this endeavor must be a cooperative and concentrative_ effort with this area's prime employers, the aerospace/ aviation industry, the State Department of Education, the Universities of Arkansas, Henderson State University, and Southern Arkansas University-TECH. The aerospace technology education magnet has long range impact for desegregation in  e Rock School District. First, it involves further voluntary movement of n-distri white students to prevent the progressive, increasing isolation of pre ommantly black junior high schools. Second, this project has carefully planned for a new racially balanced high school !9 prevent racial isolation in the existing high schools. Between Octobe~ _1987 and Octobe\n:r1992, the Black enrollment increased by 9% from a 51 % Black average to a 60% Black L u]Wt' 10 average. The increase will continue due to the progression of the junior high enrollment (69% black average) through the grades. Finally, this district is confident that the aerospace magnet will attract and retain a new enrollment of 360 grade 7-10 white students while maintaining the current enrollment.1 7 These are the reasons: l\u0026lt;\u0026gt;.,P!,.?- 1. \"Aerospace Technology\" is a statewide p~bc e ducation and economic development effort in accordance with th Arkansas Aerospace Task Force and its creation of the Arkansas Aviatio and Aerospace Commission through passage of State Senate Bill 35. Their mission is to provide \"the knowledge and skills that will allow students to reach their full economic potential.\" 2. 3. 4. 5. The Stipulation and Consent Order of February 1991 amended the LRSD E\u0026gt;esegregation~ to include the Aerospace Technology Magnet School(s) and their maintenance as racially integrated facilities. The public and private contributions of funds for up to 6.5 million dollars to construct the aviation history museum which will implement curricular activities during and after magnet school hours in coordination with the magnet's specialized curriculum. -\\-o .\\-,.t,M. ~ A successful millage campaign approved by voters f~llars to construct the AerospacE: Magnet High School. ~n.,.,~ The Aerosrace employment need for a skilllli workforce is well known in Arkansas. ~Specially-trained employees...,~required to meet new contracts for aircraft d the employment vacancies li~ ~ the Little Rock Airport , Ccmmi@Si8R. 0~ ~ ~\\-(.M'YI. ~\u0026lt;r Technology education is addressed in conjunction with the study of applied mathematics and physical science. More science and mathematics have been built into the existing curriculum. The academic and technology-integrated curriculum begins in grade seven to better prepare the minority student for future employment, college, and success in finding his/her niche in a technological society. Because of the strong aerospace industry and university linkage, and the hands-on problem solving approach used to learn the curricula, the district foresees the inclusion of some Little Rock elementary schools in the near future. ,n~1 Need 1: The Reduction and Prevention of Minority Group Isolation There is a need to establish a new interdistrict magnet at the it\nl}iMgh 1~ .._racially balance t ree sc ools. An en -o -proJec enrollment ~nable ( each of the aerosp~=~agne~ls and total magnet enrollment to reflect a ~ 11 J } black/white ratio of between 60 and 40%. The goal reflected by the% black figure in Table 1 is to reduce racial isolation by increasing the number of white pupils in three Little Rocle junior high schools. This will pring the junior high school % black student enrollment in line with the Interdistrict Desegregation Plan goal of 50% black/white. ~ fa ~ ~ TABLE 1 1 Reduce . End of Project . tJ Receiving Schools Now ~r-~ % Black 1. % Black ~~u \\ Cloverdale JH 73.7 so.d ---i -t-6\\- (cJ 2. Forest Heights JH 70.4 50.0 ~ 3. Southwest JH \\ 75.3 50.0 ~ The goal reflected by the percent black figure in Table 2 is to prevent black group isolation in the new high school. This Will be accomplished through voluntary movement of grade nine pupils from the three aerospace magnet junior high schools. The grade nine enrolhnent inciudes M-t@i transfers from NLRso, 0 ,f..._. PCSSD, and other school districts not a part of the Interdistrict Magnet ./l,A,'Off-4.- _Desegregation Plan\nand LRSD pupils provided such movement does not negatively impact the racial balance of the sending junior high schools. This will _rDaecsiaelglrye bgaaltaionnc eP tlhane .n ew high school in accordance with the Interdistrict TABLE 2 Receiving School New High School 70.0* End of Project % Black 50.0 *based on the% black student enrollment average for the desegregated sscehnodoiln. g junior high schools located in the attendance area of the new high 12 Program Goal 1: To reduce or prevent racial isolation in the Little Rock School District Objective l .a: By September, 1993, the district will reduce racial isolation through recruitment of white students from out-of-district to aerospace magnet programs. The aerospace magnet program will be balanced when the percent black to white figur s within the 60%-40% balanced range or is 50% black/white. Reduce % Minority % Minority Magnet School Before After 1. Cloverdale JH 73.7 50.0 2. Forest Heights JH 70.4 50.0 3. Southwest JH 75.3 50.0 Objective l.b: By September, 1994 the district will racially balance the new high school through voluntary transfers from the grade 9 continuing magnet enrollment. The new high school will reflect a 50% black/white ratio. Magnet School New High School Prevent- - % Minority Before 70.0 % Minority After 50.0 Need 2a.1: Strengthening the Knowledge of Academic Content For the past two decades in America, the low level of academic achievement in our secondary school has spelled disaster for our youth and for our economy. The statistics are alarming: a. Ninety-three percent of 17-year olds do not have the capacity to apply mathematical operations in a variety of problem settings. An increasing number of the nation's students are ill-prepared for college courses or jobs that require technical skills. (National Assessment of Educational Progress 1988, p.# 2) b. For generation1)traditional prejudices have encouraged mathematics achievement in only a pcrtirn d the student pcpulatirn - middle class white males. Females and mincrities1with the eic:ceptioo cl Asian-Arnericans) were 13 C. d e. percaved as beth 1ess capatie ci learning mathematics, and needing\" it les.s. (Mathematics Education - Wellspring ct U.S. Industrial Strength, Deam-t ber 1988.) In txxh participation and achievement, American students in science and mathematics are lagging behind prevtws years andcther a:11ntries. (Science and Engineering lndi~ors, Natimal Science Bard, 1990.) Qnly abo.rt twenty percent ct 10th graders believe thatidogy, chemistry, physics, a geanetry are needed to qualify fa their fl st\"' dee cxx::upattm. Only twenty-eight percent believe they need algebra Laigitudinal \u0026amp;nvey ct American Ywth, 1988.) Schcds must imprO/e their science instructim to allo.v the nation to base its ecxnany a, high technology. New programs must be developed and strategies reexamined to achieve the sharp fOCllS required. (The Triangle Cmlitim fa Science and Tedmdogy Educatia,. 1988.) Acarding to the results ct the National Science Foundatim's nationwide study, students are net receiving enwgh hands-en labcratay experience. f. The 1.25 grade-level-equivalent decline in the academic achievement ct high schod seniors lo.vered the natim's productivity by S86 tillim in 19fr'1 and will lower it by mere than S200 tillim annually by the year 2010 (Jwmal ct Curriculum Studies, 1989). Studies demcnstrate that a:mpetence in reading, writing, mathematics, science, and proolem solving are straigly related to productivity in alma\nt all jch. At the histaic education summit, September 1989, President Bush and the natim's gO/emas agreed to six national perfarnance gcals in educaticn to be achieved by the year 2cm. These two impatant goals were among those adcpted: Goal IV - Science and Mathematics U.S. Students will be first in the wend in science and mathematics achievement The pocr standing ci U.S. students a, intematicnal assessments ct mathematics and science achievement is no accident, says a new ASCD task face repcrt.  It results fran systemic proliems in the quality ct curriculum and instructim in the United States, the uneq.ial q,pcrtunities affaded different students_ and perv~ve cultural beliefs that do little to suppat high mathematics and science achievement The ASCD task face repcrt dtes fwr maja factors CDntril:l.lting to Jo.v U.S. student achievement in mathematics and science. These are 1) Rdaliwly few studads tae a:xases that indude high-lewl culllad in malhemalis and sdence Fewer than half ex students take a chemistry a algret:ra II cwrse and fewer than me in five ever take a a:11rse in physics, trigonanetry, analysis/precalc:ulus, a calculus. McreoYer, the  Aaem\nat,cm fq ~Cll m Cum0.1hpn Prvd~ . R.m!llng Our Sights ~ng U.S. Ad11eYBIW1t tn Mathlmll:lcs and Sdina, Dlarnt:a' 1991, p. 6 14 widespread tracking a students means many pupils - partiallarly minaities - are never required to learn high-level oontenl 2) Wla::11all':I and mem2 amtmhml\\, as WIii as the exflw I ts and a!ll!lll!!il!IIDEil!l'ldsll:s linked tothl!ln, fall torefted the '\"fauitlas d k:IKMledglr abcm hallf dlilchn lean bis. U. S mathematics and science curriculums sacr1t1ce depth fa co.,erage, da,'t take advantage d techndogies .. .fail to make crnnectia,s amcrtg the disciplines. and generally ignae the real-life experien\u0026lt;ES and oognitive develcpment a students. In general, students assume a passive rde, with teacher talk, textlxx\u0026gt;ks, and worksheets predaninating. The Natia,al Center fa Educatia, Statistics study recently dcx:umented the percentas,a 8th graders whose science teachers oonducted scientific experiments. @ah Catholic and private - other religioos and nai-religioos 1 \u0026amp;:hods - sci~ce teachers surpassed public sc:hods science teachers a, frequency _r'Once per day, and a,ce per week - fa prCNiding experimentatia, in science (Educatia, Week, September 1992). 3) 1ns1i udil.fl does nd retied the need for all stadmls to masll!r dlall~ cuiib::111. The training and suppcrt affaded teachers too citen fail to reflect the challenge ci delivering high-level crntenl Teacher preparatia, and insavice suppcrt, dass size and teadting Iced, and teachers' oppcrtunities fa cxilatxratioo and dedsioo making all hinder the delivery ci pctent instruction. 4) Oiltural values and dher fa.:hn cudn-ide to the belief._, fer many st:uda high adde..w:alli in malh and science is net worth slriving for er is 1IRiiiltainal:J Except fa a small number a highly mdivated students, many pupils appear to be swayed ~ discnJraging wltural attitudes to.vard math and science prciidency. In additia,, the United States is ooe a very fei.v industrialized demcx::rades that does not prCNide stra,g incentives (such as better jd::6) to students who do well in toogh high sc:hcx:i math and science CCllrses. The Natia,al Science Board and the ~ Panel~that alt students shoold be required to take math and science a full foor years in grades 9-12. The Natiooal Camdl a Teadlers a Mathematics, the Natiaial Science eachers' Asscx:latia,, and the American Assodatioo fa the Advancement ci ence also stated that math and science curriwlums shoold a::nnect earning to watc, integrate principles fran the two fl elds and ether plines, and take better advantage ci technologies. Similarly, grooping students ~ ability and tracking shoold be eliminated. Q Natia,wide research a, tracking suggests that being placed in a lo.v atility track effectively sJams the gate en any pc:6Sititity that a student can take ocurses leading to a:ilege (Natia,al Educatioo Lmgitudinal ~dy ci 1988). 15 Gaal III - Student Achievement and Otizenship American students will leave grades taJT, eight, and twelve having demcnstrated a:mpetenc:.y in dlallenging subject matter induding English, . mathematics, sdence, histay, and geography\nand every schcd in America wilt ensure that all students learn to use their minds well so they may be prepared ta responsil:ie citizenship, further learning, and productive empl~t in our modem ec:Cllmty. In respmse to Gaal ni the Secretary cl Labcr's Canmi~ia, a, Achieving Necessary Skills (SCANS) issued its initial report, What Wak Reqyires of Schools. This repcrt identified a three-part toundatia, - basic skills, thinking skills, and personal (11alities - that will be at the heart cl jd\u0026gt; perfamance ooth ta students gdng directly to wale and those planning further educaticn. The SCANS three-part foundaticn and the ASCD panel's science and curriculum 1EUJ11u11endations inducting mere a-edit hwrs will be ina:rpcrated into the project design. In Marcil 1992, representatives fran the tdlo.ving Arkansas educaticn and industry grwps met to discuss the knowledge and academic a:mpetendes that students shwld possess to succeed in preparing fa aera\npac:e/aviaticn careers:  Aerospace industry exea.itives  Aerospace Educatia, Center Campaign Leardership  Aviation Historical Society  State Department cl Educaticn Mathematics and Science Consultants, and the Asscx:iate Director ta Instructional Progra~ in Vocational and Technical EducatiCll  FAA Air Traffi_c Manager  LRSD !:Alperintendent ot Sc:hods  UALR Schcd cl Science and Engineering Essentially, the magnet will strengthen the academic achievement cl magnet wonc.-bwnd or a:ileg~l:n.md students in mathematics, science, techndogy, and 7 canmunicaticn crmpetendes in CDJrses equivalent to a:ilege preparatay--' r curricuj_um. Adtttms to rurrent typical~gn language CXJUrse ctferin~ will ,,\u0026lt;~~de an. 1 , e planned magnet program cl studies -~v .J- ltlbe based a, the Arkansas Plan fer Tech Pr~ 2+4+2+2 (February, 1992). ow Industry representatives panted wt hat traditicnal CDJrses\" in general science and mathematics, gecmetry, algetr trigcnanetry, and English do net emphasize enoogh practical applications cl tent, especially thase related to the high-tech '1mow-how,  #a~lity-to-do\" requir, in industry. It is imperative that industry and the public sc:hods waic tog her to b.lild strong, relevant science/math/ a:mmunicaticn/tedlndogy st into the c:unia.ilum. Relevant curriculum 'Z l I ~ means the camectedn-~ .....,.,L ~a-k and the magnet's specialized OJniOJI:~ The magnet progra~~~0.1late oourse a::ntent and a career ladder fran LRSD to UALR in Engineering Techndogy and LRSD to Hendersa, State University in Avtattrn. 1. State ct Arkansas Basic Siems Testing The Arkansas :Minimum Performance Testing Program is the mandated state effa1 fer repcrting the number and percent a grade 3, 6, and 8 students displaying mastery in reading, mathematics, language arts, science, and scx:ial studies. LRSD minimum perf=ce t~ results fer all students and fer students categcrtzed by ( and  ite) dCXl.lment national mathenatics and science findings 1 , , and al a::nfinn the cpinion held ~ industry oo cxntent tested Tatie 3, famd rn the cp~te page, display. s what basic skills are tested in mathenatics and sdence(__An analysis a what is tested and ho.v is indicated in the a::nduding statenents belo.v Table V This infonnattrn is pcrtrayed to show the need fa- a riga-ws ~ and sdence linked program Q \\ 17 TABLE 3 - The Arkansas Mint mum Pedronanc:e Testtn\u0026amp; Pr:QJUaro  Grade s B\nwc Sktns A. Mathematics Numeration  ldent. whole num. place value  Recog. whole num.tword name  Round whole numbers  Recog. dee. word name/std. fm  Compare decimals Whole Number  Add whole numbers  Subtract whole numbers  Multiply whole numbers  Divide whole numbers  Solve Reading Problems B. Science Earth History  Define Earth History terms  Identify evidence which supports theory of plate tectonics Matter and Earth Material  Identify characteristics of matter, rock types, minerals  Identify particles of nucleus/energy levels of atom  Define pH Earth Process  Define earth processes terms  Identify agents of erosion 18 Rational Number  Change Fraction/equivelent  Add/subtract fractions  Change Fraction to Decimal  Add/subtract decimals  Multiply decimals  Divide dec.-by whole number  Write percent as decimal Maurernent  Select metrir./cu~om meas  Determine line seg. length Geometry  Identify Shapes  Find perimeter Probablllty/Statlstlca  Inter. charts/tables/graphs Meteorology  Define meteorology terms  Identify major cloud types, layers of atmosphere/gases used, air pollutants and their sources, four types of precipitation  Identify weather Instruments  Identify lightning causes  Interpret data from a temperature graph Oceanography and Watercycle  Define Oceanography terms  Identify water cycle  Identify causes of water pollution Unlverae/Astronomy  Define universe/astronomy terms EnergyMmural Reaourcea  Define environmental terms  Identify/classify natural resources as renewable/non-renewable - 1 1 Test items fer science and mathematics reflect 1cno.vledge and skills typical a an upper elementary grade program Measurement and geanetry is minimal. Testing cf physical science cx:n~ is limited Test items indicated ~ the werds recognize, identify, determine, seiec:t, define, ask students to recall informatia,, the lo.vest level cf thinking per Ba:m's Taxaiomy. Condudini Needs Statements If ntes-dk:tnct d distri gnet students are, by the year 2000, to leav~ grade 8 having trated cx:mpetency in challenging suqec:t matter, then this interdistric:t magnet must proode the fdlo.vtng  The appHcatia, cf mathematical skills in science thrrugh a hands-a, industry-relevant program which measures student rutccmes thrrugh pertcrmance-based asses.mlel_!l  Academic cxntent strengthened~ cx:nnecting cmcepts fer earth, life, and physical sciences to engineering tedmdogy and aviatia,, and teaching fer cx:nceptual understanding.  An instruc:tiooal approach with 10~ utilizatia, cf the science pra:ess skill~ and experimental design  The use cf tec:hnotogy as an instructiaial tod in cx:njunctia, with a:mputer simulations and applications fer reccrding and interpreting data. Talie 4 repcrts the percentage cf grade 8 students (cf the Aerospace Magnet junier high schools) passing the Arkansas :Minimum Perlcrmance Testing Program by race and gender catagcries as a:mpared to the perca-tt passing fer all students in the district. TABLE 4 - The Arkansas Minimum Perfcrmana! Testing Program - Grade 8 Academic Area Junior Hiah SchoollDlatrtct Pwcent P ... lna All Students White Students BlackStudents SCIENCE Male Female Male Female District  Coverdale JH 64 95 79 70 48  Forest Heights JH 62 83 96 49 53  Southwest JH 46 n 33 46 35 MATHEMATICS District  Cloverdale JH 86 95 89 83 85  Forest Heights JH 80 87 93 70 81  Southwest JH . 75 87 76 69 73 19 , .. Results dearly show there ts a disparity in mathematics and science perlamance between white and rfack students. Maj~ differences in the percent passing rate cxx:ur between 1:iack and white males in both su~ect areas. and white and 1:iack females in sdence. The wide race-gender :) perlamance gap substantiates the neEd to strengthen how science.is taught to ensure equal access toward progress in the are curriculum 2. Stanford Achievement Test, Eighth Editia, Students in the Little Rock Sc:hcd Ilstric:t also take the Stanford Achievement Test ~ng. Stanford assesses achievement in all a:ntent areas - Reading, Mathematics, Language, Listening, Science, and Social Sdenm The Science sutxest reflects the natimal trend in science curriculum toward emph~zing a:ncepts ct science rather than isolated facts. However, Stanford uses the traditimal divisims dtphystcal science, tidogical science, and earth/space science as the vehides fa testing skills and understanding ct basic CD'lcepts. The prqxrtims in which the areas ct science are represented m the sutxest reflect the emphasis each receives natimally. In mathematics, Stanford has three su~ects: Ccncepts ct Number, Mathematics Computaticn, and Mathematics Applic:atims. Special Sa:JreS in using itt!J lnfamation and Thinking Skills are derived fran an evaluatim ct responses students make to items embedded in several sutxests such as Mathematics Applic:atims, Science, Scx:ial Science, Language, and Reading Canprehensioo. Grade eight and nine below nam percentile sares fa students enrdled in the three magnet junior high schcxis are shown oo the next page in Tal:ie 5 fer Mathematics, Science, Using Jnfcnnaticn, and Thinking Skills. Results are expressed as the percent ct students in \"1artiles me and two who sa:red at a below a specified percentile sa:re Tctal district percentile sares are used as _a tmis fa cx:mpariSCll to individual schcxi results. 20 J G R A D E 8 9 .. 8 9 8 9 8 9 Content Area by Quartiles DISTRICT N = 1669 N = 1625 SCHOOLS Cloverdale JH N =214 N = 199 Forest Helghta JH N =205 N =210 Southweat JH N = 167 N = 183 TABLE 5 - Stanf erd Achievement Test Spring 1992 Grades 8 and 9 Percentile Sa:res Mathematica Science Us~n Info. Pcerde ecore Pcef1tlleecore P eecore Q1 02 01 Q2 01 02 -  I 17 35 23 40 22 41 13 29 27 45 28 46 15 28 21 36 17 35 13 23 27 39 26 43 15 31 21 40 20 38 18 30 30 50 31 51 13 23 21 36 20 35 9 21 24 36 26 43 Quartile 2 - ~ ct students sa:red at er below these sares Quartile 1 - 25,, ct students sa:red at er below these sares ~ Thlnklnf. Skills Pcent  ecore Q1 Q2 20 40 23 41 17 34 21 55 15 35 22 43 17 28 20 36 ~ ~ ~ Results indicate, except in me inst~ that prq:,ased magnet schcxis have sares lower than the dism_g.7 ht~trast to the Arkansas Minimum Praidenty Testing, students faired better' in science than in mathematics. Sping 1992 was the first time the LRSD has given the Stanferd Achievement Test. The percentile sares shONn in Table 5 will serve as baseline data fer devEicping this magnet's student performance d:,jectives in the academics. ~ Need 2a2' The Underrqresentation cl Mincrlties In Sdence and Math The Congressimally estatiished Task Ferc:e a, Wanen, Mincrities, and the Handicapped in Science and Technology r~. O,anging America: The New Face c:i Science and Engineering, fcund thaf__]l.acks. who comprise 121, c:i the U.S. pcpulation, make up just 2,, ct all scientists and engineers. The findings are especially 21 unsettling oonsldering changing demographics. Prqec:ticns indicate that by the year 2CXXl, Blacks and Hispanics cxmtined will make up 47~ ct the American students enrdlment As a resulj it is imperative that the naticn and locaJ school districts take extraordinary steps to prepare minaities ta greater levels ct partidpaticn. in science, math, and engineertng. The Quality Educaticn ta Minaities Plan fa improving sdence and mathematics instructim nationally calls for q.iadrupling the number a minaity students receiving bachela's degrees in the sciences and engineering fran 17,000 in 1987 tc,68,000 l:!,' 2CXXl (Educaticn Week, April 1992). In the Little Rock Sc:hcx:i Ilstn5~ a the grade 7-9 enrdlment is Black. This is a 7% increase o,,er 1987 figures. LRSD anticipates ccntinued gains in the number/ percent ct Black students. The aitical issue ct underrepresented minaities, i.e. Blacks. and the need to bing Blacks up to parity in perfamance and graduatim rates, and in cxilege enrdlment is a gaal ct the LRSD as evidenced in the Pulaski County Schoo Desegregatioo Case Settlement Plans and Agreement:  1t any a the Incentive Schcx:is remains racially identifial:ie (SO,, or mae Black) after six yeiars. LRSD has explicitly a:mmitted itself to a:ntinue pre\u0026gt; viding cxmpensatay and enhancement funding (refer to page 4).  If at any time between the date a this agreement and Is:ember 31, 2CXXl, the cxmpa\ntte sa,res ct LRSD Black students (excluding special educaticn students) a, a standardized test are 90~ a greater ct the ampa\nite soores ct LRSD white students (exduding special educatia, students), the esaowed funds will be paid to LRSD and any ootstanding -loons will be fagiven. The intent is that LRSD will receive 20 millim ddlars plus any acx:rued interest if its gaal a increasing student achievement is reached and that the ~ate will be repaid in full amo.mt ct all loans plus interest if the LRSD does net reach  its gool (Seftember 1989). The m:1,on,1\u0026gt;t roUs 1,571 Black students. CurriClllum focuses en math/science a:n ent as related to car~.Aera\npace industry. Additiatally, the magnet provides the student wtth~eer q:mms artiClllated to university pre\u0026gt; grams. This magnet was purpa\netully designed to lay the foondatioo ta later academic perfamance and interest in math and science-related fields. lnduded in the design is career cnmseling. Career crunseling will stress in the student self-wcrth, motivaticn, and ammitment to acxx:mplish personal goals in learning and ~ aspace career preparaticn. The sc:hcxi district, industry, and higher educaticn believe this crllatx:rative effat to devel a high tech, marketalje skills magnet will ccntribute significantly to raisi g Bia student acheivement in mathematics and science, and to inaeagng umber ct students receiving asscdate and bachelor degrees in engineering techndogy and altway science. f/_ 22 \\leed 2b Develcplng :Marlcetatie Technical Sktlls 'America's once-commanding lead in the aittcal techndogtes driving eca,anlc OWth and nattaial security is selwsly threatened by faelgn crmpetttas,  the :OOndl a, Competitiveness said in its repcrt Gaining New Gramd: TechndQi.Y Priaities fa America's Future. The term High-Tech ts used to desatbe a wide artety a businesses and industry which indude: aerospace, a:mputers and dtware, tel ecx:u u uunlcati ans, eledrailc oompa,ents, medl cal technology, nstruments fa measuring and a:ntrolttng manuf acturtng processe.5, energy, , 3lvironmental, phctographtc, lasers and q,ttcal, and data processing services. The Natta,al Center fa Advanced Toc:hndogies (NCAn a the Aerosp~ Industries Assodatta, (AIA) Key Techndogies fa the Year 2cm Program have ndenttfled these hlgh-priaity tec:hndogles:  Computatta,al Sdenre  Scttware Develcpment  Advanced Metallic Structures  Advanced Composites  Superoonducttvtty  Ultra- Rellatie Eledrailc Systems  Artifldal lnteJlegenre  Airbreathlng Prcpulsla,  Rodcet Prcpulsion  Optical Information Processing  Advanced Sensors These techndogles represent a shared view a U.S. tedmotogy requirements. Gitical technotogtes in Engineering Prcxfuctia, and Electronic Canponents where the United States is falling behind a will net have a presenre are represented in Tatie 6 a, the next page.  U.S. Departmern olC.011111eceard Odens,: \\\\hlte HouseOHceolSchnce a,d Technology (Rela- to Appendbc. for deflntiom a,d list cl contrlooting organzations. 23 l  l J  I TABLE 6: Ted:Jnd0ies in Which the United States ts Weak, Lostna Badly, a: HAS LOST  Design for Manufacturing  Design ct Manufacturing Processes  Flexilie Manufacturing  High-Speed Machining  Predsicn Machining and Faming  lntegrattcn ct Research, Design. and Manufacturing  Integrated Orcutt Fal:ricaticn and Test Eq.iipment  Robotics and Autanated Equipment  Taal Quality Management  MemayOlips  Printed OraJit Balrd Tedmdogy  Optical lnfamaticn Sta-age  Multichip Packaging ~stems  Liquid Crystal Displays  Electro Statics Sa.tJ\"Ce Camdl en Canpetitiven~ partial listing This infcrmatioo h~ implicattcns fa the need ct this magnet to - teach industrial relevant technology slcnts in stattH:t-the-art technology laboratories - place a heavy fcx:us a, the applicatioo ct scientific kno,vledge - use engineers and tedlnidans fran industry~ instructors - provide industry-blsed learning experiences for students. Students in this magnet are primarily being trained~ tec:hnidans. Technidans wcrting with autanated eq.iipment must be familiar with tdh scltware and hardware used by \u0026lt;DmpUters and miaq.Tocessas. The development, design. installatia,, calilratioo, manufacture, assembly, and fabricattcn proasws using sqi'listicated equipment, tools, machines, and cx:mputers require a oomtinatioo ct kno,vledge and slcnts ectending far beymd the simple fail-safe mechanical devices ct a few decades ago The aera\npace industry and its array ct suppliers and sul:Hx:ntrac:tas are amCl'\\g tha\ne that witt increasingly req.iire techndogically literate entry level wakers. The American Vcxatiooal Asscx:iation (AV A) and the Center fa Oa:upaticnal 24 Researdi and Develq,nent (CORD) pdnt a.rt that technidans run-ently being prepared for entry in tancrrow's wcrk fcrce shculd possess several important charactaistics. A few cl these are highlighted belo.v because they have ramificatiais oo the rurrtrulum desaibed later. 1. .., 3. 4. A BROAD KNOWLEDGE BASE: They must possess fundamental academic skills in reading, a:mmunicattng, oomputtng, and applied science. COMPlITER LITERACY: Many high tech processes are a:mputertzed. Thus waters shculd possess a tasic understanding cl axnputers and their appltcatia,s in manufacturing and management infamatia, system.s. At. base, students should have the kno.vledge necessary to acress and use miaoprocesscrs cr intelligent a:mputer terminals using wnmesdally available scttware packages. AWARENESS OF A RAPIDLY CHANGING WORK ENVIRONMENT: Develq,ments in CAD (wnputer aided design) and CAM (wnputer aided manufacturing) alatg With advances in telecxmmunicatiatS, integrated dra.rits, laser/ epics and ether wnputer applicatims assure that techndogy Will oonttnue to grow and ecpand Thus, technical workers require a l:road base in technical and mathematical kno.vledge so that they can learn new techndogies and assimilate new infcrmatiat after they are employed. UNDERSTANDING OF A SYSTEMS ORIENTATION: Modern manufacturing tec:hni~es are wnprised cl a:::mplec inter-related systems a electrical, elec:trmic, pneumatic, hydraulic, thennal, and optical devices. People who wcrk with sudi equipment need a broad understanding a such systems. ~alists in each a these fleids Will still be required, but a grasp a the overall system a prcductim Will be impatant This grasp calls fcr an interdisciplinary appraadi to training. \u0026gt;~ 'With the diversity c:i high technologies, the need fcr new oourses is great. This Will require LRSD to integrate techndogies and new oontent into 'sting oourses as well as aeate specialized oourses a study. Sane ecamples i magnet are Ccmputer-alded Design (CAD) Applicati005i Lego Logo Rdxxics, igh Tech PresentatiatS, Airwirf Science Currirulum, and Quantitative Uteracy fcr Aerospace Althalgh LRSD has prepared CDJrse desaipticns and cutlin~ to appendix), additimal Wltent outlining lalxratcry and design prqect(~ be deveiq\u0026gt;ed with aera\npace/aviatia, rep-esentatives and the university. Flight and space Wlcepts need to be infused into the new science rurriculun,thus aeati~ science oourse a study. hi additia,, oourse oontent ~ ~ into an assessment design that measures actual student perfonnance in academic and wcrk-based learning requirements. 25 ~~ / Need 2c Emplg,,ment and Tratnin \u0026amp; Needs in the AS[cg,ace lndustzy -----/ Today tn our a,.intry there ts a aittcal need fer high~ ~dth~art technidans in the aeraspatE Industry. Aaxrdtng to~~ the Arkansas Aerospace Task Fer~ Toe greatest challenge ts to aeate an educated wcrkferce able to rapidly meet the needs c::t the industry. Although there will always be a need fer specialized training, tn the 1mg term much can be dme to betta- prepare students fa empt~t Educatim is our largest invesbuent in Arkanw and that investment prq,eriy focused can be air mast significant advantage CNB\" cthastates.. This statement parallels the dtsturang finding a the U.S. Labor Department's Secretary's Canmissim m Adueving N~ Skttts (SCANS): Mere than half c::t alt young peq,te leave schcxi wlthait the skills needed fa productive empt~t These young people will fac:2 the 1:ieak praspect a dead-end Joo after dead-end joo interrupted mly ~ periods c::t unemployment (Educattm Week, May 1992). Aax:rding to the Natimal Ca'lter a, Educattm and the Eanany, the ava-age skttt level c::t graduates net baJnd fa cxitege is the functimal ecp.iivalent a aln.rt a 7th a 8th grade achievement level. M:lSt at risk are students in the so-called general and vocattmal \"tracks. Because employers generally aren't interested in the a:,urses jd, applicants have taken er the grades they have earned, these students have little incentive to take tough academic d~ er to earn high marks. As a result, high schod becanes a hdding tank fer th~ not gang a, to cxitege. Researchers studying the waicferce pcint to an antnais sign: good jcbs - the kind that c::tfer reasonal:ie pay and the cppcrtunity to advance atmg a career ladder - are gradually being shut at to students fresh ait c::t school. The mcst prominant ecplanatim fer such findings is that white the skttl and knowledge requirements fer entry and advancement in the werkf ace are rising, graduates are nct being prepared to meet inaeased demands. New werkers must be aeative and resp::xlsible prdJlem solva-s and have the skilts and attitudes a, which empt~a-s can tuild,  aaxrding to the SCANS Canmissicn Traditimat jd,s are changing and new job\nare aeated everyday. High paying, tut unskilled jcbs are di:,appeaabtg. What the Canmisslm calls \"high-perfmnance\" wakplaces are mere flexil:ie and custaner aiented. Schcxis must teach the skills peq,te need to be productive and adaptable werkers.  A a:mmitment to meet this chattenge was adopted in a resoluttm by the Beard c::t Diredcrs c::t the Qty c::t Uttle Rode to use ec:cnanic develq,ment funds to develcp an .Aera\npaa! Muse.im and F.ducatim Center. Resduttms pertinent to the employment and training need fa this magnet are stated below: \"Wber5' the cf' d IJl8e Rlu has lllilialianed an euaanj1,\ndevdqanad frmd mthal: fhe dfy can euwu::.::gc and pUide lhe malnlenanae d ~ and 26 'Wlw:: Ell dlies and slalls thmapoat aarnatlm mdbme IDll!le f1mds fa rnlk.dl!v!lqmmll lopuude Ille malan and ma1n11manm d ~ and 'Wla  'he di\n)- llauagl111s \u0026amp;u.uuik: DIM!lqmmd Rmd male awallaiJle S3 nllkm to fadllta the cnallm d mme than 3111 Jda alAn.mN+-.e1and Ytbi::'-4 c:11121115 and ban harejdned kp8w toJian fer an w+1wrue 111andtheUl8elld -'=1weTtdadogr IC rSdai (nflafl'lll!lyth\u0026amp;,AF+-.aeOirurtapatdthe UtBe Rm Abp:at am rmpa\nand Wbti  'he dt:J wlD ba.Eflt ~ be slnnglhmed by an .. w: ,-e Cmla'tomal:ie rm dlb\u0026amp;as ID be ballll!ld fcrjdls in thenlaled as-,we bdaslrywhida ts gt\u0026lt;Mbtgin Ullle RDm. Two SCANS repats ootline the sktlls students shoold be taught and what needs to be dooe to effa::ttvely teach than In additim to the foondatim sktlls (refer to page 5), there is a set ct fivt: w11peteaides that are at the are ct Jci\u0026gt; perlamance. Aaxrding to SCANS these will be needed ct all graduates, b:th the ailege-bamd and those directly entering the wakfcrce. The five wakplace crmpetendes are desaibed below:  :\u0026amp;.si was Fmployees need to be able to identify, agantze, plan, and allocate resources (such as time, mmey, materials and facilities, and human resoorc:es).  lnl\u0026amp;psan.i slcllls. Employees shruJd be able to wak effectively with ahers. F.xamples are the abilities to partidpate as a member ct a team, teach ethers new skills, serve dients or a.istaners, exercise leadership, negotiate, and wak with diverse people.  lnfmmalim. Employees need to be able to acquire, evaluate, interpret, and wnmunicate infamatim, as well as to use wnputers to process informatim.  S,:atma Employees must understand ha.v sodal, aganizational, and techndogtcal syst~ wak and cperate effectively within them They must mcnita and WTect perfamance, improve the quality ct prcxructs and savic:es in existing systems and develcp new a alternative systems.  Tedaad'V- Empl~ees must be al:ie to judge which sets ci prcx:edures, tools, a machines, tnduding wnputers and their progr~. will produce the desired results. They must be al:ie to set up and cperate wnputers and their progranming syst~ as well as maintain and trrubleshoot techndogy. 27 The Ccrnmissirn's plan as detailed in America's O,oice High Skills cr Low Wages also remnmends that: All stud1::11b mml meet a naticnal sladad cl tib31icmal exallence by age 16 er sacn thaeal'ld. Sllatads _fRlling a 91::ries d perfu11r~ I a.BESSIDibtl!l'ldsll:s that Idled 11M: st.a.dad .add ftll!ive a Qrtlflc:ale d Initial Masmy. Nm ft!1DE:iving the mrtifi~ sllldt:ids wmld da.ue to go ID wort. enll!r a ailcgc pq\u0026gt; pqpaa,. er study fer a tl!danlcal a pt.les\u0026amp;ialal Cl!ltifiClle. In~ prqec:t design, the SCANS canpetendes will be inmrpcrated into the mathematics, science and technical causes of study as well as the design for measuring student pertonnance and the attainment a this magnet's program oqec:tives. The change ~ envisia,s will recplire additiaial resources through the funding of this prqec:t. Amrng the mast impatant will be investments in curriculum wrtting, teacrer training, technology and instructional material including oomputer-based and multimedia material. To address the emplayment and technical training needs, Little Rod's Aerospace j- Campaign Leadership and Industry has turned to LRSD, UALR, and Hendersa, State University to develc:p a better student. ~ With the assistance of the United States Department of Educatia, and the Little Rod\u0026lt; Aerospace Campaign Leadership and industries, LRSD beleives it can provide a state-a-the-art technology-driven ~ematics, Airway Science and Engineering :t-viagnet Program which meets the purposes, priaities, and spedal CC11sideratirns a the MSAP as well as addresses the natirnal imperative to maintain a wcrldwide c:anpetitive lead in techndogy. P.cwaia Gaal-2 To strengthen the kno.vledge c:i Academic Caitent and to develc:p marketable technie2I skills c:i students in project magnet schools. Oqec:tive 2.a 1: Perlonnance Assessment: Applied Science/ Mathematics/Techndqgy Integratia, with SCANS Wakplace Cpmpetencies and the Occupatirn Program Majors By the condusirn d the prqect period at least 80% of the grade 7-10 stud:en s( J enrolled in the magnet schcxi program will have attained the WakReaw ~ Proficiency Levela a, the LRSD-SCANS Perfcrmance-Based Assessment , administered the first week c:i May. a \\'Vhat Werk Requires ci School, a SCANS Re,port for America 2000. p. 24-29 (U.S. Department ci Laoor Secretary's Canmission a, Achieving Necessary Skills. 28 b Perfamance Standards will be set the first prqect year when actual baseline data bea:mes available. 0qective 2.a2: Perlonnance As.sessment: Certificates d Initial Mastezy (OM) By the c:a,lusion of the prqect period in 1995, at least 90% cl the grade 10 students in the magnet program will have achieved a Certificate cl Initial Mastezya as repcrted on the student's Cumulative Resume and verified by the site magnet As.sistant Principal. aoM is defined as the attainment cl an overall standard. The overall standard will be estaliished by the end cl the first prqect year in relatia, to student ootcx:mes repcrted for oojectives 2.a 1 and 2.Q and the Cumulative Resume. The Cumulative Resume will show prcliciency levels fer the werkplace cx:mpetencies and Aerospace Techndogy courses completed based on evaluatia, results retlecte::i in Pcrtfdias and Perfcrmance-Based ~ment materials. Leaming a Living: A Blue.print fer High Perlcrmance, A SCANS Re.pert fer America 2000. pages 60-68. Objective 2.b: Pcrtfdio As.sessment By the ca,dusia, cl the project period, 80% cl the grade 7-12 students enrdled in the magnet schcxll program will sare at er above an established cx:,mpetencya sare a, each cl foor (4) teacher and student selected SCANS Integrated As.signments. One repcrt er assignment must be selected fran each of the four (4) major areas. The extent to which this ~ve is met will be detennined by teacher records and verified by th~ Assistant Principal. aeanpetency will be defined as an average cl at least 2 on each report using the follo.ving scale: 4 Well beyond expectatia,s fer grade level\nextraerdtnary. 3 Does better than expectatia,s fer grade level\ncxrnpetent/fluent. 2 Af. level er average perlormance fer grade level\nappears canfcrtab1e with demands cl prqect. 1 Approaching average perfcrmance for this grade level\nsome skill/ comprehensia, acquired. 0 Nc::wic:e\nno evidence of relevant skill/ ccrnprehension c.omputer Technologx 1. Word Processing/ Keyboarding - Using proper keyboarding and editing skills to produce documents. 2. Graphic Design: Using the graphic program to prcx:!uce graphics. 3. Communicatiais: Using speaking, writing. video er hypermedia to 29 express an idea. 4. Programming: Being able to write a set ci instruciicns in the hype-media or LEGO/ LOGO environments. and Technd ogy Lab 2000 1. 2. 3. 4. and Aet:9sliace Science 1. Scientific Method - Experimental Design: Given a questioo a a problen\\ students wilt famulate a hypcthesis, design an experiment, cbserve and draw CDldusions fran the data 2. Process Skills: Canparing, a-ganizing, categaizing, relating, inf erring. applying. 3. Computer Technology fa Scientific Purpa\nes: Having a product that reflects the use ci computers, laser discs, VCR's, cala.llata-s, and science equipment. 4. Self-Assessment/Self-Esteem: Student and teacher selected wa-k will be placed in individual student pcrtfdiCE. and Airway Science 1. 2. 3. 4. or Engineering Techndogy 1. 30 I 2. 3. 4. o?ective 2.d Program Effectiveness During June c:i each prqed year, at least 80% c:i the parents, students. and teachers will rate the fdlowing items Neffective\" a, a locally develcped survey:  breadth c:i o.miwlum  program quality  parent training  teacher training  use of community resources  program ca,tributions to career cptions  improved student adlievement  positive ca,tributirn to student career plans By the conclusion of the project in 1995, the percent of Aerospace School students scoring in the second, third and fourth quartiles on the Stanford Achievement Test:in mathematics and science will exceed the percent of students scoring in the sec9nd, third and fourth  quartile~. in other LRSD schools_ in grades 8, 9 and 10. 31 III. Plan of OperatiQn A. Management Plan This section will discuss how the LRSD intends to manage the Aerospace Technology Magnet in order to ensure proper and~ administration of the project. This will be accomplished through a traditional vertital management structure ( shown below) complemented by new cross-functional organizations as used in McDonnell Douglas Corporation's (MDC) Total Quality Management (TQM) System. \\ \\ \\ \\ \\ \\ \u0026amp;I.IS ~\\\\..o ...... ~ .UO\" 'o.... P.,. c:.,c--,1.)~ ~ 1. Vertical Mana1?,ement Structure r f .... ,....f' .. ,)-:.  (..J,.,\u0026gt;.:.\\~ ~ r.:1_ u.~ \\ c:.\\ .. ~\"'\"\\ \\.~ ~ \\ ~-~ \\ t.  ~~ t \\L~  Little Rock School District \\:,\".....\\.w - Board of Education .ft rl\\J+~~-'- I ~Lo-)u '-' -ri_ Superintendent of Schools I Associate Superintendent Associate Superintendent Associate Superintendent Organizational and - School Operations and - Curriculum and Learning Learning Equity Climate I Assistant Superintendent Secondary Schools I Magnet School Principals I Assistant Principal- - Aerospace Magnet Magnet Site Manager Project Director I Magnet Specialist Teachers 32.. Management Plan (continued) As the chart illustrates. the overall administration of the magnet is centralized in the office of the Assistnat Superintendent for Secondary Schools who supervises and evaluates junior high and high school principals. The chart also shows there will be a Project Director . who will report to the same Assistant Superintendent. The Project Director is responsible for the implementation, monitoring, and on-going planning and evaluation activities of this magnet. Duties include: securing industry and university personnel to assist in preparing technical course content and to train teachers on curriculum products\ntraining personnel on the preparation of performance-based assessment material\nordering all equipment, software, and instructional materials relevant to curriculum . implementation\narranging for/ overseeing the installation of all laboratories\ncoordinating the public information campaign to recruit students across district lines\nestablishing/chairing the TQM Executive Steering Committee\nassisting in identifying qualified, talented instructors\norienting project personnel and teams to MSAP purposes, and student and program outcomes related to these purposes\nmaintaining expenditure records per grant award\nand preparing nrcw,,-,f-,,-7'1-n~ .. ~ to the U.S. Department of Education, LRSD Board of Educatio , agnet Review Commit , Universities, and Aerospace Campaign leadership. ~ -'.Ftte1~oJieec:cit Director w1 wor t ough the magnet site principals to direct the magnet school managers / assistant principals on their implementation responsibilities. The Magnet Site managers I Assistant Principals will be responsible for organizing teacher and student team~ and the Block Schedule at their schools\nmonitoring curriculum and performance-based assessment implementation\nand collecting evaluation data. I l ] 2.a. Cross-Functional Organizations: TQM Executive Steering Committee The TQM Executive Steering Committee will reJX)rt to the Assistant Superintendent of Secondary Schools through its Chairman, the Project Director. Membership will be composed of  the Magnet Project Director  one Magnet School Principal  four Assistant Principals - the Magnet Site Managers  the Aerospace Campaign Leadership Vice.:Chairnian  the General Manager, Rohr, Inc.  one LRSD Board of Education Member  the Dean, College of Science and Engineering Technology /UALR  the Department Chairman, Mathematics and Science/UAPB  the Director of Aviation, Henderson State University  the Dean of College Division, SAU-Tech 0  the Magnet Review Committee Chairman ----------r----......__  the Aviation Museum Director  LRSD Math / Science Curriculum Representative The Executive Steering Committee provides management guidance to enable the magnet to accomplish MSAP purposes, the project's specific objectives, and first- time program quality. The Committee's specific responsibilities include:  Providing review and oversight of progress as indicated in TQM Implementation Plan  Implementing TQM Measurement Tools for monitoring and assessing effective program performance, and achieving Systems Improvement/ Problem Solving (refer to Evaluation Plan)  Providing guidance to Horizontal teams that are empowered to ensure continuous improvements to program implementation and operation  Implementing Public Information / Marketing Campaign  Formulating final Articulation Agreements through university members  Coordinating Funding Plan for continuing program operation 2.b. Cross-Functional Orgaoimtions: Horizontal Teams The Horizontal Te.ams primarily represent the student and curricular / instructional technology organizational are.as and require integration to function effective] y. The Horizontal Teams are as follows:  Engineering Technology  Airway Science  Applied Mathematics and Science  Information and Guidance  Student Recruitment / Placement  Teacher / Student Teams\nScheduling The te.ams provide focus to program implementation and the process of continuous improvement as well as increased communication and shared decision making among the collaborative partnership. Horizontal Te.am responsibilities are outlined below for e.ach of the six te.ams. The Student Recruitment I Placement Team provides focus ment for the recruitment and enrollment of a white student popul tside of the district and a black student population from wit,~bd=\u0026lt;I\"\" reduce racial isolation. Processes and procedures for student-as  nt with district and Magnet Review Committee policies, and are enhanced by this magnet's recruitment strategies. The Applied Mathematics and Science Team provides focus and improvements to teacher training on the presentation of content to thematic instruction, job-related applications, investigative activities, and technology integration\nand performance-based assessment. The Engineering Technology Team provides focus and improvement for curriculum development and instruction consistent with industry standards, including emerging technology requirements, SCANS Know-How integration with academic instruction, and work-based / work-site learning experiences, performance evaluation, and certification. The Aviation I Airway Science Team provides focus and continuous improvement for curriculum presentation and articulation, and progress toward student certification in accordance with SCANS Know-How and FAA regulations. The Information and Guidance Team provides focus and improvement for career development and progressive communication to the community and industry regarding the education6.)md employment potential of students who participate in the magnet. This includes postsecon'Mary articulation, e, 1 three-level career path and wage / earnings, occupational I 1 cenification. industry-based work experiences, and preparation of career education/workplace readiness curricula. The Tea.cher-Student Organization Team provides focus for restructuring teacher and student assignments, and the Master Schedule to Block (\"flexible\") Scheduling. This new organizational approach is described on ~ The Magnet's Management and/or Teaching Staff will meet to review / assess implementation on regular basis as indicated below for specific groups: {f\n-: TQM Executive Steering Committee ........................... Quarterly  Superintendent's Cabinet .............................................. Quarterly  Assistant Superintendent Project Director, Magnet Site Assistant Principals ..................................... Twice Monthly  Horizontal Teams .......................................................... On-going until the instructional program is implemented\nthen twice monthly  Project Director, Teaching Staff, and Magnet Assistant Principals ........................................................ Monthly ) B. TQM Implementation Plan Overview The Magnet's Operating Plan will apply the MDC Total Quality Management System as an integrative mechanism for achieving MSAP purposes and objectives. Progress toward the Operating Plan will be formally reviewed each quarter by the Magnet's TQM Executive Steering Committee, and the Superintendent's Cabinet,and twice monthly by the Assistant Superintendent Project Director, and Magnet(sii\n)Assistant Principals. This review process ensures that management stays on track with-\"implementation activities and takes corrective action. if necessary. The Summary TQM Implementation Plan includes 13 majorobjectives and supporting tasks grouped according to three elements of the Magnet's TQM system: Personnel - School and Management Partnerships Teams\nSupportive Cultural Environment\nand Formative Evaluation System and Processes. Tables 7a, 7b, and 7c show the 1993-95 Summary Implementation Plan. * McDonnell Douglas Space Systems Company 37 I I I I Table 7a  Summary TQM Magnet Implementation Plan Attract /Hire / Orient Right Personnel :l Announce Openings-Management, Teache-----~  Attract Experienced Management People  Recruit Top-rated Local Talent _______ ......, ... :J Interview, Select, Assign Personnel ------+-L=-+---+---+\"'\"'\"\"\"I w All Hands Orientation Meeting --------+---\"'~--~--+---+--  Project Director Briefing on - MSAP Goals and Objectives - Magnet Student Outcomes and Measures - Curriculum \u0026amp; Instructional Technology - TOM Implementation Plan - Management Plan - Program Coordination with Museum of Aviation History Form Partnership Management Teams\nBrief and Train :J TOM Executive Steering Committee _____ ---fl_  Institute Orientation Program -------~ (8-1)  Train for Increased Accountability------1---.,..... ....... ~ ....... ~ .............. ,...... ....... ~ ....... - ::J Horizontal Teams ___________ ----1-~  Institute Orientation Program _______ -+--t~,.,.,.:,~,..,.,.,..J....,..,.,.,....h,..,.,.,.ml,.,.,.,.,.,.,.,I  Train for Increased Accountability _________ ....... ....... ~ .............. +\" ....... _ ....... \"\"\"\"i Achieve Magnet Student Enrollment ::.J Implement Recruitment Plan --------f-\"\"\"'~..,.....~ .....  White Students Across District Lines and Private Schools C Black Students within Magnet JH Schools White Students within LRSD - enrolled in Magnet JH Schools or other LRSD JH Schools :J Assign Students to Magnet Junior High Schools __ +--_-+\u0026lt;-\u0026lt;......,\u0026lt;-\u0026lt;1 ::J Assign Grade 9 Magnet Enrollment to New Aerospace Magnet High School KEY: Bold Text = Objectives ~ = Supporting Tasks A = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) Personnel - Teams and Partnerships Implement Student Information and Guidance Component  Advise Students on Occupational Program 1st  2nd. 3rd 4th :1st  2nd 3rd  4th Majors and Economic Potential --------+----+---1_ ...... ~ ....... ....,,.. ....... ~-....... .,,.... ....... .......... - Career Path at 3 Levels - Job Descriptions - Articulated Course Sequence I Advance Credit - Occupational Certification Achieve Teacher I Student Organizational Plan 0 Form Teacher Math/ Science/ Technology Teams---------------+---+\"\"\"\"\"\"'~ :J Assign up to 120 Magnet Students to One TeacherTeam-------------+---lt\u0026lt;\"\"'\"'\"\"'~ :J Establish Block Schedule ---------+-\"\"\"\"~\"' Achieve Specialized Course Content and Applications for Grades 7 -9 :l Technical Algebra I, Descriptive Geometry (8-9), Engineering / Space / FAA/ SCANS Infusion ----+-~-\"'\"\"\"1 :l Applied Mathematics I, 11, Engineering/ FAA/ Space/ SCANS Infusion (8-9)--------+---\"\"\"+\"'\"\"'\"\"\"I :.J Aerospace Mathematics, FAA/ SCANS Infusion (7) --------------+-----\"'\"\"\"'+\"\"'-\"\"\"\"'I :l Content Matrix for Science _ Including Aerospace Biology --------t--.LL,C,'1\"-'~'1  Software I Laserdisc Program Identification for the Above ---------+---'~...,,_,,__,. 0 Science Apparatus / Equipment Identification ----t---\n:\n~~,l..,..,. .... 0 Airway Science with SCANS Academic lntegratio ...._--+-___,\"\"\"\"\"......,..........,. ........ :l Engineering Technology with SCANS Academic Integration _______________ ......_~.....,_r.o+,\u0026lt;......., CJ Software / Equipment Identification for Airway - Science and Engineering Technology (9) _____ ....... ....... i:J Implement Instructional Program ____________ _.._._.......,..~ .............. .,,.... ....... ....,.... ....... ....,._...., KEY: Bold Text = Objectives ~ = Supporting Tasks .\u0026amp; = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) ) 4th Develop Performance-Based Assessment Material (Grades 7 -9) -----------+---+-----+\"\"\"''\"\"\"\"\"\"\"''\"\"\"~'\"\"\"~'\"\"\"\"\"\"\"'i\"-\"'\"\"\"I 0 Science ::\u0026gt; Mathematics u Technology Lab 20CO 0 Airway Science (9) c:I Engineering Technology (9) Implement Planning Component for Aerospace Magnet High School  Develop Course Outlines / Project Designs --~---\"\"\"-~=~=a..= - Aerospace Physical Science - Hi-Tech Presentations - CAD / CAM Project Designs - Electronics Project Designs - Airway Science/ Museum/ FAA/ University Activity Coordination - SCANS Infusion to Above  Align / Prepare Assessment Material to Course ---+---+----,1---...,.,.....,...~....,....,....,....~r,,.~\"'l Objectives to Content for Above  Design Computer Laboratory Facilities -----fl',\u0026lt;,\"\"'\"\"\"\"  Prepare Hardware/ Software Purchase Listing_--+----t---'\"\"\"+\"-\"\"\"\n.q  Identify Teacher Training Activities for All Grade 10 Curricular/ Instructional Technology Implementation  Prepare I Approve Formal Articulation Agreements ---------------t--,....,..\"\"'\"~\"\"\"\"\"\"\"'\"\"\"\"'\"\"\"\"\"\"\"\"\"\"l :.J Prepare Evaluation Collection Data Sheets I Surveys for Above\nDisseminate to Magnet Site KEY: Managers --------------+---+----+----,~--+'-\"\"\"\"\"\"\"  Portfolio - Computer Technology, Technology Lab 2000, Aerospace Science, Airway Science, Engineering Technology  Performance - SCANS Know-How, Certificates of Initial Mastery, Stanford Achievement  Program Effectiveness Surveys Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st= July- September 2nd= October - December 3rd= January - March 4th= April - June I  l I Table 7b  Summary TQM Magnet Implementation Plan Supportive Cultural Environment 1993-94 ,1994-95 2nd 3rd ..... 4th ,1st : 2nd . 3rd 4th Ensure Essential Knowledge and Skills Development :::J Implement Training Plan  Use of Multimedia Equipmen...._ ________ '\"\"\"'\"\"'-\"\"\"\"~\"\"\"\"-\"\"\"\"_.......,\"\"\"'\"4  Computer Software Applications and Videodisc Programs --------------------'\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"'\"\"'~\"'\"\"'\"\"\"\"\"'\"\"''\"\"\"  Teaching for Conceptual Understanding in Science Via the Content Matrix--------+----~=\"\"\"'=~=\"\"'=~  Experimental Design and Science Process SkillS----------------------=-\"\"\"'=~=~=\nu.q  Performance-Based Assessment through SCANS------------r-r-r-r~t\n:\n~\nl~\nj~~  SCANS Cumulative Resume Student Record --+--,=::l::::=---+------t:=~-\"\"\"'\"\"'\"\"'1-\"\"'\"\"''\"+'\"'\"\"'\"\"\"\"r\"-''\"\"\"I  Applied Mathematics and Software Programs ---1~~~----+---f'~~  Computer Technology Curriculum-----~~=~\nt----t~~b\"\"~\"\",,I  Airway Science Curriculum and Equipment -----....--\"1-------.,....--61  Engineering Technology Curriculum and Software Programs and Equipment------r--r=4\n:\n:\n:e:~~~~~~  SCANS Know-How Integration --------1..-----........ -~\"'\"\"'\"'\"'\"'\"\"'~~'\"\"\"\"~  Student Product Development Teams and Management ____________ -t-_--t\"___.,\"\"t...._-\n:'l\n~.,)n=~==b=~\"\"\"'  Portfolio Implementation and Management __________ ___.~=-~---~\"'\"\"''\"\"\"'-\"\"\"\"\" Achieve and Retain Enrollment :.l Implement Public Information Campaign -----+-...z\n,e.\"f,\u0026lt;=~==1\"-G\"\"\"-~\"\"\"=f-\"\"\"=\"iF\"\"-=~'\"\"I w Student Industry and FAA Tours and Shadow Programs --------------r--r-\n:\n:\n~~~=~=~=~~~~= Q Career Counseling ------------+--+-'\"'~~~~~~~~~~~~~~ 0 Industry I Aviation/ University Mentors-----+--,-+----1\u0026lt;'~'-\"l\"'\"\"''\"\"\"~'\"\"\"\"f-\u0026lt;~\"\"+\"\"\"\"~,......~ :J Student Awards Program ---------+--+---+----4---11----+---+-----,1----i Develop an Environment of Open, Honest Communication CJ Monthly Magnet Staff Meetings --------t----\"~=~~=e~~~~=~~~~= 0 Bi-monthly Horizontal Team Meetings------+-----+'\"'\"\"'~\"\"\"\"\"~\"\"\"~\"\"\"=4\"\"''\"\"\"\"\"\"\"~\"\"'\"'\"\"\"\"\"\"' KEY: Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June L j l 1 Table 7b (Continued) w TQM Executive Committee Meetings _____+ --..A.+-_..\u0026amp;._.-~. ......... \u0026amp;-,j--j.\u0026amp;.-.-+-+-.- -.-+-_..\u0026amp;.  Assessing Implementation Progress  Providing Guidance to Horizontal Teams 0 Management Staff Meetings (Bi-Monthly) ____. .~. \"\"-\"4'~=\"\"\"'~==~='4\"=.c,q..=\u0026amp;.u,.=\u0026lt;.u.\n~'\"\"I :I Progressive Communication Program  Progress and Feedback/ Meeting Minutes - TQM Executive Steering Committee ____ -4-_ _., .... .__,.1.L........1j..,_ _.j.___.j..,__,.,..,.__J,.__j - Horizontal Teams ----------~-... ~~~---.~--+~--.~--.. ... ~a....i...,.-1 - Superintendent's Cabinet _______. ...... _... . .,..__.,.,~L........1J..,__,.J..,___.j..,__,...4.__~..,_. .....j.. ,..  Teacher Recognition Progr t. ~ t.. t. ,. ~  School Tours ____________+ ---+-----~........~- ~ ...-...., .,.......- .-.-~~ --  Program Effectiveness Survey to Parents, Students, Teachers ------------\u0026lt;~-~-+---........ --.\u0026amp; ........ _---l __ ~_.....,....__ - Report to Board of Education A. A.  Newsletter A. A A. A A. A  A. KEY: Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st = July - September 2nd = October - December 3rd= January - March 4th= April - June Table 7c  Summary TQM Magnet Implementation Plan Formative Evaluation System \u0026amp; Processes Establish Management Schedule and Become Audit Ready ::l Prepare TOM Executive Steering Committee 1993-94 1994-95 1st 2nd 3rd  4th 1st ,, 2nd 3rd Quarterly Meeting Calendar and Agenda ____ ....,..  Assess Implementation Progress in Accord with TOM Plan\nProvide Corrective Action or 4th Changes, if necessary ___________ ___._ ....... .,.,,.,,., .............. _. ....... ........ ....._. ............... ,,.,..... ....... ..__  Assess Horizontal Team Progress\nProvide Guidance _______________ ....., .............. ,...... ....... ....... .....,. ............... ,,.,..... ........ ...,..... ....... ........  Assess Progress Toward Final Formal Articulation Agreements with Universities-----+---+-----1\"\"\"\"\"' ....... ~ ....... ~~ 0 Check Desegregation Compliance -------+---+---+-----+---+---+-: I Review / Assess Expenditures in Accordance with Grant Award--------------+----+----,f--\"\"\"\"'i\"\"'\"\"\"\"\"i\"\"\"\"\"\"1\"\"\"\"\"'~\"\"'~\"\"\"\"'1 :l Check High School and Museum Construction Progress----------------+-_...,... ....... ........................... 0 Prepare Horizontal Teams Calendar-------+-\"-  Prepare Magnet Staff Calendar--------+- Implement TOM Measurement Tools to Monitor and Assess Effective Performance ---------,1--....-..ii :l Team Self-Assessment Survey _______ -+----+--\"'-----lf---\" _ -+-_-+-__ \"'-----1 _ +-' __ --+-'_ :J Community Assessment Survey -------1---+---+----+--1----+---+----+-: J Benchmarking --------------+---+----+-\"---+---~--..__....--+-\"---+-- Achieve Systems Improvement/ Problem Solving :l Detailed Planning Based on Team Self- Assessment _____________ --+----t==~=~=~==~=~\"\"-\"'\"f\"\"\"\"\"\"\"I :l Apply Selected Problem Identification Tools, if necessary --------------i----~~~~~~~~~~~~~~~~ CJ Implement Structured Team Problem Solving ----t--F\"'....._~...,..~\"\"'~\"\"'\"\"\"~\"\"'\"\"'+\"' ....... '\"+' ....... \"\"'1 0 Detailed Planning Based on Community Feedback\nObjective Setting ---------+---+----+--1----l\"\"\"\"\"'\"f'\"\"\"'\"-'1 .............. +--'\"\"\"\"\"\"1 KEY: Bold Text= Objectives W2':l = Supporting Tasks A.= One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June C. Attainment of Specific Outcomes The MSA Act has two purposes: the elimination, reduction, or prevention of minority group isolation in elementary and secondary schools with substantial portions of minority students\nand the strengthening of content knowledge and the grasp of tangible and marketable vocational skills of the courses of instruction within magnet schools. As Table 8a, 8b show, this section will discuss the achievement of this magnet's outcomes to accomplish MSAP purposes within the project period Table8a MSAP Purpose: 1. Support the elimation, reduction, or prevention of minority group isolation A c.~...A-\\t.. Project Activities Project Objectives: La.Reduce racial isolation in three junior (J) high (H) schools exceeding the 60% (B) - 40% (W) range of being in balance. JH ~ Enrollment Outcomes New White Enrollment 118 195 112 % Black 13% 10% 15% Racial 1.b.Pfevent racial isolation in a school in danger of becoming  Centralized Public Information Campaign  The recruitment and enrollment of 1255 magnet students as coordinated throu h this ma net 's Student Recruitment and Placement Team and the ___ Magnet Review Commit e RC) 7 _.___ __  Car'eei:--cll~j-e{mtt~--ancr counseling to ensure program commitment  Assessment by the TQM Executive Steering Committee and the Student Recruitment I Placement Team Table Sb MSAP Purpose: Project Objectives: 2. Support courses of instruction within magnet schools that will substantially strengthen the knowledge of academic subjects and the grasp of marketable skills Project Activities 2.a.To strengthen content knowledge in science. mathematics, and the elements of high technology as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports\nand the Stanford Achievement Tests 2.b.To achieve the Work-Ready Proficiency Level and Certificates of Initial Mastery in accordance with the U.S. Department of Labor SCANS Reports for America 2000 and as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports 2.c. To determine the effects of a high technology program on student performance and work readiness as measured by the LRSD Communit,y Assessment Survey _,_..:  The development of detailed coursework which integrates instruction, SCANS competencies, high technologies, industry-based training and Museum of A via ti on programs. . ,,,,,../ Jr~  On-going articulation with the Universities at Little Rock and Pine Bluff, ~ Southern Arkansas University-Tech and Henderson State University regarding course content, the sharing of instructors, and formal articulation agreements  A structured on-going training program with verification of in-class laboratory implementation through supervision and monitoring by TQM Executive Steering Committee, Horizontal Teams, and LRSD Magnet Management ? Team_  The design of a science scope and sequence unifying concepts across disciplines, Aviation / Space, product engineering. and environmental issues using Science For All Americans themes  Technology-based instruction through multi-media integration experienced in state-of-the-art laboratories  The presentation of content through nine articulated course sequences representing five aviation career tracks and four engineering technology career tracks  Instruction that builds a student's conceptual understandings through handson, problem solving investigations, and teamwork  Enhance meat and reinforcemerrr-student understanding of content connected to museum activities, summer school programs, and industry tours and work experience  Restructured learning environments involving teacher-student assignment and schedule reorganiration  Student information and guidance regarding career track/ prescribed course sequence, university articulation, job descriptions and career levels regarding economic potential, industry-based training, and SCANS certification  Development of student portfolios and cumulative resumes for assessing actual student performance  Creation of SCANS Performance-Based Assessments in alignment with course objectives to measure actual student performance  Progressive program communication plan involving teacher and student '1 recognition assemblies\nschool tours open to the community\npartnership--/' ' team meetings\nand minutes, surveys, reports, and newsletters to the TQM Executive Committee, Horizontal teams, Superintendent's Cabinet, Board of Education. and the community  Implementation of the Evaluation Plan for assessing progress toward project objectives and the TQM Implementation Plan  Implementation of TQM Partnerships Management Teams for achieving continuous program improvements I , I D. Use of Resources and Personnel to Achieve Each Objective Goal 1: To Reduce or Prevent Racial Isolation Recruitment Pertinent to the achievement of goals in this area are the recruitment, enrollment, and retention of students in the magnet The recruitment, enrollment and retention of students in the magnet will be accomplished by personnel in the following positions who will be members of the Student Recruitment I Placement Team: Magnet Site Managers, Magnet Site Career Counselors, Computer I Technology Teacher, Technology La.6 2000 Teacher, with industry and university personnel, and MRC representatives. To recruit the project enrollment, a centralized and on-going, but staggered public information campaign consisting of aggressive marketing and recruiting will be carried out in North Little Rock and Pulaski County Special School Districts, neighboring school districts and private schools. The marketing phase will focus on providing general information to the community. The recruiting phase will be implemented in two stages. Activities are portrayed 1 the boxes below. inc de:  M s mailing of high  ts sheets tions and sessions  Special media coverage from newspapers and cahle TV involving industry and university partners  The placement of highlight sheets in targeted businesses, churches, and newspapers  Telephone hotline  Billboard, hus benches, newspaper advertisements Recruitment Activities include: Phase One - Project Initiation  Saturday recruitment booths at designated shopping malls and stores  Flyer distribution\nneighborhood blitz  Special assemblies at targeted schools demonstrating how students learn in this magnet, i.e. multimedia technologies  Evening sessions involving partnership presentations outlining career path and employment I ecomonic potential Public Service Announcements indicating how to apply eetings with L_RSD and PCSSD parents and PT A groups Phase Two - On-going  Media Blitz  Brochure distribution  Video cassette recordings used in public presentations and school assemblies  School tours and Open Houses with joint industry and university presentations  Speaker's Bureau and parent recruiters  Use of any of the above outlined in marketing and Phase One  Magnet School newsletters '-, Student Selection All students must complete an application form in order to be processed for enrollment. Enrollment priorities are listed below: I .a. NLRSD and PCSSD _______ l.b. Black and White Student White Students 2.a. Out-of-district ancL ______ 2.b. Private School White Students enrollees attending the three (3) magnet junior high schools -~ Thirty (30) White Students / (\"'~ '1, within LRSD. Ten students will be selected for each magnet site provided the racial balance of the sending school is not affected. Student selection within categories 1 and 2 above will be on a \"first-come/ first-served\" basis. Students will be wait-listed in the same manner. When a vacancy occurs, students will be called in the order listed. For the second year of the magne7only grade seven students will be recruited / selected unless an opening and no waiting hst exists for grades 8 - 10. Grade 9 students become the grade 10 student enrollment in the new Aerospace Magnet High School. Goa() 2r To Strengthen Content Knowledge in Mathematics, Science, and the elements of high technolog)'. ~ To ensure continuous improvements to program 0 implementation and operation through a Total Quality Management and Evaluation System. To accomplish the above goals, district and project-funded personnel and resources will be used in the (1) development and implementation of specialized curricula and assessment materials, (2) teacher training\nand (3) program communication, management and quality. Curriculum development and teacher training to implement the new instructional and assessment materials will be completed by the Horiwntal Teams for Applied Mathematics and Science, Engineering Technology\nand Aviation/ Airway Science. All project-funded personnel will be assigned to a team based on the particular magnet content they will instruct Horiwntal Team membership and tasks are specified in Table 9. Table9 Horizontal Teams Curriculum Development and Implementation  Teacher Training Applied Mathematics Engineering *Aviation/Airway Information \u0026amp; Teacher/Student \u0026amp; Science Technology Sciences Guidance Organization MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP . . 6 Mathematics Specialists . 3 Technology Lab 2000 . 2 SAU-Tech University . 3 Career Counselors . 3 Asta~nt P incipals 6 Science Specialists Specialists Professors 3 University . . 1 M gn eacher LASO Math/Science . 4 Computer Technology . 2 Henderson State Representatives Spe list and 1 Career Consultants Specialists University Professors . . 1 FAA Representative Counselor from each of the 2 University - Logowriter Robotics . 2 FAA Representatives . 2 Industry Representatives other Horizontal Teams Representatives -Aerospace Pre-CAD . . 1 Central Flying Service . 2 Industry Representatives -CAD Representative 1 FAA Representative . 4 Industry Representatives . . 2 Museum Representatives 1 ComputerTechnology -CAD . 1 ComputerTechnology Specialist - Product Engineering Specialist - Quality . -Environmental . 1 UALR Professor TASKS 1 SAU-Tech Professor .  Course Outline Preparation 1 UAPB Professor TASKS \u0026amp; Identification of FAA TASKS TASKS Resources, Equipment/  Content Matrix Preparation TASKS Software Purchases and  Career Development \u0026amp;  Block Schedule  SCANS Assignments hands-on activities tor Workplace Readiness Organization  Experimental Design to  Software \u0026amp; Equipment instruction Course Preparation  Heterogeneous, Racially Project Identification Purchases  SCANS Assignments, and  Articulation Agreement Balanced Teams ol 120  Engineering, Aerospace,  Capstone Projects, \u0026amp; Performance \u0026amp; Portfolio Preparation Students Museum Applications Instructional Module Assessment Material  Career Counseling  Science I Mathematics/  Equipment \u0026amp; Software Teaching Lesson Pre- Preparation Schedule and Handbook Technology Core Teacher Orders paration to Integrate SCANS  Instructional Schedule Preparation Team\nAssignment of 120  Performance-Based Workplace Competencies to Preparation  Monitoring \u0026amp; Assessing Students to each Teacher Assessment Materials Academic Content  Planning Component Team Progress per Tech Core Team  Planning Component  Performance \u0026amp; Portfolio Implementation Implementation Plan Implementation Assessment Manual  Monitoring \u0026amp; Assessing  Teacner Training Plan Preparation Team Progress per Implementation I Planning Component Implementation Plan  Monitoring \u0026amp; Assessing Implementation Team Progress per  Teacher Training Plan  Courses instructed by lmplementatlon Plan Implementation Henderson State University,  Monitoring \u0026amp; Assessing SAU-Teen, FAA, and industry Progress per TOM personnel Implementation Plan - - - r The membership of each Horizontal Team will be organized into working committees of 4 - 5 members that compose the partnership (i.e. LRSD, University, _FAA, industty, Museum) to complete curricular and assessment materials, to implement the planning_ component for grade 10 coursework as described on page __ , and to plan the sequence of activities for on-going training (refer to page __ ). The working committees will devise benchmarking criteria for assessing progress in accordance with the TQM Implementation Plan. One member from each horizontal team will report to the TQM Executive Ste.ering C.Omrnittee regarding program implementation progress. A second horizontal team member will be the liaison among the other horizontal teams to insure there is academic-technical-SCANS curriculum integration and assessment alignment with curriculum materials. As detailed course content and lesson models are developed, the project will acquire related computer hardware and software, scientific equipment/ apparatus, and instructional materials to meet the learning needs of magnet students. The project will also prepare the perfonnance assessment materials to correspond with course objectives in integration with SCANS proficiency levels, workplace competencies and portfolio work samples. Fused throughout curriculum and assessment material development will be computer I multi-media, software / video disc training sessions, and industty / FAA tours for magnet personnel to experience firsthand the technology requirements for content and instruction. Teacher training on curricular / assessment content will be presented by the working committee partnership to Magnet personnel of all horizontal teams and the TQM Executive Steering C.Ommittee, as appropriate. ~ Apple Computer, City Business Machines (Apple Computer Installing ~-+-\u0026gt;--.:Creative /~ ~ing Systems, and other hardware / software dealers will provid (in-kin the ?' computer software / hardware and Technology 2000 Laboratory training. T  g or magnet teachers to manage and implement student \"Product Development Teams,\" Elements of Instruction, and special lesson design will be coordinated by the Project Director through the Arkansas State Department of Education and professional organizations. Although teachers will prepare materials, install laboratories, and receive training the first semester of the project, it will be necessary to add project-funded summer and weekend institutes to accomplish Goal 2 by the second semester. Magnet teacher specialists will use this project's course content, and related participatory hands-on laboratory activities and technology to strengthen student understanding of concepts and skills. A variety of instructional and organizational approaches to meet the range of abilities, learning styles, and interests of students will be provided by all personnel in the I instruction of students. Teacher science / mathematics / technology teams responsible for just) '1 120 magnet students, more instructional time, academic / work-based / work-site learning t, integration incorporating SCANS Know-How, students working cooperatively in heterogeneous teams, the establishment of relevant work-connected learning to the educational setting. and flexible scheduling will promote individual student learning and raise student achievement levels. The instructional approaches, student/ teacher assignment plan. and block scheduling are described in depth on pages __ _ Career counselors at the junior high and high school levels are critical to student _progression and retention in the magnet, and career goal attainment. The four counselors will play an important role in gaining student commitment to complete the project and to continue the career path into community college or university enrollment and aerospace I aviation employment. These counselors will serve as advisors to magnet pupils as they work with -students making career track / occupational program major decisions, and planning course schedules~ will also be the liaison between industry and the magnet. and ~~~e magnet with respect to the work-site experience, program and \u0026amp; .... -:?ANS certification, and monitoring articulation agreement progress. To maintain student ~JY:, 7 interest in the magnet and chosen career goal, counselors will coordinate the industry mentor S\n,rrf ' and shadowing program, and student awards program with aerospace representatives. They j rY' ~ will also instruct the grade 8 Career Orientation and grade 10 Workplace Readiness courses. I All management and teaching personnel through their active participation on the TQM Executive Steering Committee (Project Director and Assistant Principals) or Horizontal Teams (Assistant Principals. Career Counselors, Magnet Specialist Teachers) will complete tasks integral to monitoring program implementation, and continuous improvement toward the achievement of project objectives. The network representation diagrammed below illustrates tasks necessary to this formative evaluation process. Guidance Toward \u0026amp; Acheivement of Project Objectives Structural Team Problem-Solving \u0026amp; Formulation of Improvement Objectives sta Bene C Horizo Tea elf-Asses ~~~ { ification  eeds E. Equa] Access and Treatment The Little Rock School District is committed to providing equal access and treatment to all those eligible to participate who are members of underrepresented groups. This commitment is demonstrated by the LRSD Board of Education Policy that states \"All children, regardless of race, sex, creed, ethnic backgrounds, and/or socioeconomic stature will have equal access to educational opportunities.\" LRSD has designed the Aerospace Technology Magnet to allow access of both minority and non-minority students to program enrollment in three Aerospace Magnet Junior High Schools. All students will be admitted to the program in accord with fair and equitable magnet enrollment procedures. These procedures use a lottery system when a school is over-enrolled guaranteeing that all programs are fairly accessible. In addition special education students who are being mainstreamed will be accepted into the magnet where the program is consistent with the IEP (Individual Educational Plan). School plants have been modified to allow the special education student easy access to facilities. Once students are accepted into the magnet instructional programs such as cooperative student work teams and student / teacher team organization will guarantee students will not be segregated within the school or the laboratory. F. Recruitment of Students From Different Social, Economic, Ethnic, and Racial Backgrounds i The Aerospace Technology Curriculum ----------... Applled Mathematica Aerospace Malhemalics (7) Applied Malhematic:s I (8) T edlnical Algebra I (8) \"\" Applied Mathematics II (9) OeticnptIve Geome1ry (10 Techmcal Algebra II (11) auant1tatIve Literacy tor Aerospaoe (12) DNcriplive Geometry (9) Tectncal Algebra II (10) Advanced AJgfbra/ Trlgouomelry ( 11) Cak:uUI (12) Aviation Airway Science Intro Aeronautics,t.ab (9) or General Av1a11on (9) or Machme Shop Technology (9) Progranvnmg Language (10) or A1raah Systems Theolv (10) or Powerplant Theory \u0026amp; Maintenance (10) Powerplant Theory ( 11) or Electrical C1rcut Analysis ( 11) For1ran.Cobol ( 11) or Av1atIon SaletyA.egislation/Air Transportation (11) Pnvate Pilot Cer1 A.ab (12) Powerplant Systems (12) or Air Traffic Control\" (12) or Assembler Language \u0026amp; Operating Systems Internship I, II ( 11 , 12) Aerodynam1cli \u0026amp; Per1ormance ( 12)  Classes will be instructed ,n Museum ol Aviation History Comput Technology Integrated Softwa,. Applicallona and Logowriler Robolic:s (7) Hypercard,tiypennedla and Aero.pace Pre-CAD(\u0026amp;) tt-Tech Pr...,._lions (9, 10) Applied ComnncaMon (English) (12) I Japar'IW or Ruaelan Oft~ Spanilh or German c1 ~ ) ~ ~ Magnet Course Sequences Grad 7-12 Title Ill - Magnec Schools Allistance, Sec. 3003: Stalemenl of P\\#poee (2) - Colx1ies ol in\u0026amp;1ruction lo sub\u0026amp;tantialy atrenglhen academic u:,jec:ts and lhe tangible/ marketable vocational skiU\u0026amp;. - Applled Science Aeroepace Science I (7) ~ Science II (8) Aero9pace Biology (9) Aeroepaoe Phymc:al Sdence (10) I Chemistry (10) Aerodynamca and Meteorotogy (11) Physica (11) 0Na1Jljve Allronomy \u0026amp; Phyac:al Geology (12) Engineering Technology In~. ConcuTwll EnglnNring (9) or km\u0026gt;. eon,u.r Sdence (9) Cc\u0026gt;quer-Aided O.V, Appllcallons (10) or Maoolad\\mg E11gl11a.tng lec::hi'lology I, II (10, 11) ~ Englnaarlng T ecmology.CAD I, II ( 10, 11) AdvMOed Cor11MW-Aldad o.lgr'I Applications (11) Prograrming tor Eliglneamg Majors (12) Fabrication DNiQ1'1 Prqedll (12) or Mechanical Systa,na DP (12) or Manufacturing Deaign PrOiec:t (12) Internship I, II ( 11, 12) - - Quality of Project Design The project includes the fcilowing topics: A O.,erview: The Aer05pace Technciogy Cu1Tia1lum 1. Applied SdenCE and Science Latxratay 2. Applied Mathematics 3. Computer Technology and the Canputer Techndogy Laboratcry 4. Faeign Languages 5. Engineering Technciogy 6. Aviation 7. SCANS Know-Ho.v 8. Work-Based and Wak-9te Leaming and Experience B. Aerospace Technology in Grades Seven and Eight (Junia High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in SdenCE 3. Content I\u0026lt;no.vledge in Canputer Techndogy 4. The Techndogy Lab 2000 Curria1lum Integrattoo Center 5. lnfamatia, and Guidance  C Aerospace Technology in Grades Nine and Ten 1. Content I\u0026lt;no.vledge in Mathematics, Sden~ and Computer Technology 2. Cootent I\u0026lt;na.vledge in Engineering Techndogy 3. The Tec:hndogy Lab 2000: Scientific Uteracy Center 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/Business Internships D. Instnic:tia,al Approaches and Assessment a Student Perfamance 1. Learning in Cootext 2. Product Deveiq,11.ent Teams/Cooperative Leaming 3. The Patfdio 4. Perfananc:e-Based Assessment E. Teacher and Student Organizati a, F. flexible Scheduling G. The Aviaticn Museum Educaticn Department Docent Program 1. Courses d Instnic:ticn 2. The Library 3. Schcol Visitaticn Program 4. Planetarium 5~r~ H. The Staff Training Plan 1 The Aviatim Museum Educatia,al Resoorae Caiter fa Teachers J. The Planning Canpaient to Develq:, Aa-a\npaae Techndogy Magnet Curriculum fa the High Sduxi K Bringtng Students Fran Different Backgrounds Together L Staff Experience in and l\u0026lt;no.vledge ct Curriculum Development and Desegregation Strategies M Addr~ing Educatia,al Needs Approp,ate to Students Enrdled N. Parental Dedsiat-Making and Involvement Eadl tq:,ic is desaibed in detail after the CYerview to this sectfa,. A Overview What fdlows is a oornprehensve summary a the Aertspace Technology a.1mdum As sho.vn in the aganizatia,al chart below, the Aerospace Techndogy Magnet is crganized into two oa:upatiaial program majcrs ct nine career trades and an interrelated academic and technaogy oore a rtqiirements a:mtsting at Applied Mathematics and Science, and Canputer Techndogy. The Aerospace Technology Curriculum Elective Elective Integration Core Integration Aviation Applied Engineering  Airway Sc:ienc:. Science Technology ~YComP'Mf Science Applied  Manufadimg Engineering AJr-,\u0026amp;aence Mathematica Technology ~rt * *  Electroni01 Engineering Ai-craft Syatama Comput Technology Management Technology  Cc\u0026gt;rnputer Enginewing AYll!lonMai~ Tec:MOlogy  Profeasional Pilot Foreign Language  Mechanical EnginNnng Technology I I I I  1 A structured sequence ci courses has been specifically designed fa- eadi a the three OJrricular ccrnponents to enhance participants' prospects fer immediate empl(3/ment er continued education following high school graduation. All magnet students in grades seven through ten will participate in applied mathematics and science, and a:mputer technology oourseworlc each year. This means that magnet students will take one mere year ci math and two more years of science than is required for high school graduatioo. All magnet students have the cptiai of beginning faeign language instruc:tia, in grade 7, 8, er 9 in a,e language a their chcice. This allo.vs for six years of a:nc:entrated study a a global language. Magnet students will select either the Aviatia, gineen g Techndogy Occupational Magnet program majcr and a car tr hin the selected __ cx::cupatiaial area upa, entering grade nine Th et stu en fdlo.v the specialized tDJrse sequence thrwgh grade 12, thereby a:mpleting the program in his/her oa:upational program majer. The chart a, the q,pastte page wtlines the rurrirulum ~ cx:mpa,ents and grade levels fer the entire grade 7-12 aerospace magnet. Grade 7-10 course seq.aences wi111 be implemented during the two year MSAP prqect pericx1 (1993-95). Grade 10 students will a:ntinue the rurrirular path as eleventh graders in 1995-96 and as twelfth graders in 1996-97. The latter two years (1995-97) are not MSAP prqect years fer this partirular application, thereter rses introduced durin these two ,~-.i.\u0026amp; :t._~ will be desaibed in the Canmitment and Capacity sec:tia, of this application. The magnet's articulated course sequences in Mathematics and Science, Aviation, and Engineering Techndogy are designed fer students to a:mplete in advance some requirements toward receipt a Federal Aviatia, Administration (FAA) certificates, and/ er Assodate a Applied Science or Bachelcr a Science degrees. 1. Applied Science and Science Labcratcry Aerospace Science ca,tent will be preseited in ca,nec:tia, with its applicatiais in aviatiai/space, design and prcxiuc:tion technology, and envira,ment protec:tioo. This will be aax:mplished thrwgh the recrganization ct the district's science rurrirulum and the aercspace science applications (refer to Appendix) to thanes. Thanes are ideas that integrate the ca,c:epts of different scientific disciplines. Cainec:ting the impcrtant science a:ncepts between existing rurrirulum and aerospace science with science themes will improve students' atility to make more meaningful the relaticnships between science a:ncepts and cxher related disciplines. Amaig the majer themes that will be used are these discussed in Science Fer All Americans-: * Chapter 11, Common Themes, p. 155. See Appendix. )  Systems  Coostancy  Patterns ct Olange  Sc.ale  Model  Evolution Table 1 represents a pattern fa a a:ntent matrix that wilJ be filled in with a:nc:epts and thematic ideas. ~ Table 1 - A Pattern for a Content Matrix Grade 7 8 9 10 G.,.,al Science Aeroepace Science Phyelcal Science Earth Soienoe U Avllltlorv Product eiwta11 .i SoJenoe Spaoe EnglnNrlng ..._ Unifying Concepts Theme(1) Subconcept The magnet's science teacher specialists wilt use the pattern fa a a:ntent matrix to design the sa:pe and sequence c:i the Aerospace Science curriculum (grades 7-8) Aerospace Bdogy (grade 9) Aerospace Physical Science (grade 10) in a:njunctia, with the district's General Science and Bdog cuniculum. Building the matrix will require that magnet t cher ecialists a:ncentrated pericxi c:i time free from teaching respa,si ...., applic.aticn asks for amiculum wTiting time during the S\\lmmers and after schod haus to develop the matnx in alllabcraticn with the universities and industry. Imptementatia, of the matrix will be enhanced ~ student investigatia, and experimentatia, in a laooratoty setting. This program also requires a science labcratcry at each magnet site for students t:tE ence hands-a, activities keyed to the matrix. The lal:xratcry will bes up to indude scientific equipment and materials. fifteen a:rnputers d a:rnputa- interface txJxes, probewar~ and software pacxages that will alla.v students to simulate experiences and use a:rnputer utilities (spreadsheet, graphing programs. database, wad prcx::essing). The district ts asking fa magnet program assistance to enable its tiack students and ina:rnirig white students to participate together in these specially-designed experiences. The tab will be staffed by a prqec:t-hired sdene2 tead\\er specialist who Will be a member ct a,e a the magnet's Science/Math/TECH instructtaial teams. This instructia,al team will direct each ct its four teams ct 30 magnet students in the labcratcry per the flexible schedule desaibed a, page __ . To determine impaiant aspects of lal:xratory implementatia,1 major goals have been estatiished. These are student attainment ct: Manipulative and a:mmunicative sktlls to indude the manipulation of materials and equipment, and the ailectia,/crganizatia,/a:rnmunication ct information fran labcratcry experiments and activities Ratia,al and aeative thinking prc::asses throogh observing and c:a,ducting statistical procedures, through ailecting, dassifying, and measuring oqects\nthroogh tndentifying and cx::ntrdling variables in c:a,trolled experiments  f ,-0 ~s \"s This goat invdves students in learning the scientific precesses ct dJserving, a:mmunicating, a:rnpartng, crganizing, relating, and applying. The district envisia,s the fdla.ving scenario as( a,e way magnet students will learn in the special science laooratory:  The Aeraspae2 sdenc:e teacher specialist prCJ.lides an interactive video disc presentation desait:ing gravity as fcrce.. Because it is hcnced to a c:anputa- program. the infamatia, on the disk will bP aa-essen in a variety ct ways (e.g., -Ii ). Throughoot the viewing ct the video, students wtll diswss gravity and fcrmulate answa-s to fellcm students' questions about gra ty a, ciher planets in oor sdar system. To prCJ.lide them with additia,al infcrmatiai, the students Will have aa::ess to 1) the Aeraspae2 Educatia, ter films, 2) university programs. and 3) a variety cl ether infcrmaticn sources availa):je thrrugh satellite a::rnmunic:atia,s netwerks. Werking in teams, students will use a variety cl ccmputer programs to s,mulate gravity in various erwira,ments, logging infcrmation aboot each enviraiment into a spreadsheet using the graphing functioo. They will use a werd prcx:essa to recxrd and analyze their ooservatioos. Students will use teleca1011unicatioos satware to seek advice from a NASA scientist about findings frcrn their simulation studies and the relationship between these simulations and actual NASA expeditiais. They will prepare a trief video presentatia,, desaiting their experiences, to help other students understand gravity. The skills to implement videodisc instruc:tioo and authcring programs will be taught in the Integrated Scttware Applicatioos and Hypermedia ccmputer a,urses. 2. Ap_plied Mathernati cs --- As displayed in the Applied Mathematics boc a the chart on page ---, all grade 7 magnet stud~will take Aeraspace Mathematics. Beginning in grade 8, two a,urse sequence ra.ites are depicted: ~ Applied tv1athematics I (8) Applied Mathematics II (9) Desaiptive Geometry (10) Technical Algetra (11) Quantitative Literacy fer Aerospace (12) ~ Tedmical Algebra I (8) Desaiptive Geanetry (9) Technical Algetra II (10) Advanced Algebra/Trigoncrnetry (11) Cal0.1lus (12) COJrse sequence A was devised fer learners who have generally an eighth-grade, pre-algetra mathematics canpetency level. Ca.irse sequence B captures the student whose pertcrmance indicates readiness fer algetra in grade 8. Beth CX11rses a::ntain required a::ntent knowledge which is y.\u0026gt;, ~., supplemented~ engineering er aviatia, related skills and ac:ti  ---.ne tw~  engineering and avtatia, applications ve ,.._,,_,..,,__ with industry and university persmnel, are relevant to careers emp asized in this program, and are linked to the Aerospace Science and ax:upational 0.1rri0.1lum Calt'se a::ntent is described oo pages __ . 3. Computer Technolcs,y and the Cgn,puter Technciggy Lat:oratay C.OUrse a::ntent in Integrated Scttware Applicatia,5. Logo.vriter Rotx:tics, Hypercard/ Hypermedia, Aera\npace Pre-CAD, and Hi -Tech Presentatioo will give students the bad\u0026lt;grrund of kno.vledge and skills needed to be competent ccmputer users in the Engineering Technciogy and Airway Science I , COJrsewcrk\nin the Technology Lab 2000\nand at the wcrksite. Canputer COJrse content reflects a sequential program c:i skill development and task a:mplexity involving the learning of sdtware applications, specific programs, and multimedia equipment. To implement the coursewak, this magnet program requires a a:mputer Jabcratay at the individual magnet sites. c.anputer coursewak will require crte a:mputer per student in a class. To aax:mcdate the typic.al grade 7-10 class size, 30 Macintosh LC Irs. 3 Laserwriter Ifs and 2 lmagwriter Irs. Teleccnuuunications hardware/scttware, a Macintosh Quadra file server systl!IT\\ and Appletalk Netwa-k (Ethernet) hardware will be needed for each Jab. All programs will be stcred crt the Quadra filesa-ver. Printers, the Quadra file sa-ver, and individual Macintosh a:mputers wilt be CD'\\nected together into a network system. Via the network, students will ~ and CD'\\tra CD'\\tent, applications, and infcrmaticrt in the areas a systems simulattcn, wad p~ing, Lego Logo. rdxrtics, and publishing. They will produce their o.vn presentatioo material ~ importing samd, graphics, digitized phaographs to hypercard or Jaserdisc stacks c:i their own aeaticn, and receive suppa\"ting visual imagery crt adjacent video mcnitas. The local netwak will allow teachers and students to share files, scttware, and printers. In adcliticrt, classrcxrns within the school, the tau magnet schools, and the museum will be tied tn together to the Prqect Directa's Office allo.ving for additional netwak savic:es like electronic mail and database sharing that will be widely utilized fa a: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 "},{"id":"bcas_bcmss0837_248","title":"Budget","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1989/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","Educational planning","Education--Finance","School management and organization","School administrators"],"dcterms_title":["Budget"],"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/248"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["prints (visual works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District DATE: August 10, 1989 TO: Eugene Reville, Metropolitan Supervisor FROM Mark D. Milhollen, Director, Einancial Services THROUGH:'Herb Cleek, Deputy Superintendent SUBJECT: STAFFING COSTS As a result of our meeting on Tuesday, August 8, 1989, I am submitting the following information concerning fringe benefits of Little Rock School District employees for the 1989-90 School Year: (1) SOCIAL SECURITY Current rate is 7.51% with a cap of $48,000\nsince rates historically change on January 1 of each year, we are using 7.60% for budget purposes. ~ (2) FRINGE BENEFITS - Package includes: TYPE ANNUAL OPERATING BUDGET COST ANNUAL FEDERAL BUDGET COST Health Dental Hosp. Indemnity Short Term Disab. Life Ins. ($16,000) $576.00* 161.28 65.52 45.60 26.88 $875.28 $1,195.20 161.28 65.52 45.60 26.88 $1,494.48 The Health difference in Federal and Operating costs is due to the fact that the State of Arkansas $619.20 of the cost directly to Blue Cross. pays (3) LONG TERM DISABILITY - The District provides this benefit at a cost of .0054 of the annual salary with a salary cap of $36,000, thus making the maximum District cost of $194.40. *It is anticipated that this amount will decrease when the State's contribution is revised. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 0(11 Myilf(a /o J i 'Jy c,J tuC Memorandum, August 10, 1989 - Page 2 To Eugene Reville (4) Most District employees are members of the Arkansas '7 Teacher Retirement System. The State of Arkansas pays the Matching Rate of 12^ on all Operating Budget employees, while the individual Federal Grant pay the 12% on each federally funded employee. must (5) The District allocates 12 Sick Days, 2 Personal Leave Days, and 10 Vacation Days for its 12-month employees. (6) Cost ceilings for actual meals and incidental for School District Travel are as follows: expenses (7) (8) (9) In-state Out-of-state not to exceed $17.50/day not to exceed $25.50/day I am also attaching a copy of our Administrative Directive 81-2055, concerning District Travel. The District also pays an annual car allowance of $1,200 to certain cabinet-level administrators, and $900 to most directors. In addition, we reimburse at the rate of $.24/mile for local travel. I am attaching a copy of the 12-Month, 240-Day Calendar. I am also attaching a copy of the 1989-90 Budget for the Superintendents Office.Uttle Rock Public Schools October 29, 1981 ADMINISTRATIVE DIRECTIVE 81-20SS TO: FROM: Prinopals, Directors, Supervisors, and Managers ^'V^ce Jones, Manager, Support Services THROUGH: Dr. H. Benjamin Williams, Associate Superintendent Educational Programs SUBJECT: Paul W. Masem, Superintendent of Schools Out-of-District Travel Regulations^tlA^ As you are aware, financial restraints resulted in a reduced budget for out-of-district travel along with many other budget items. In addition, our auditors have commented that our travel regulations and procedures To insure that maximum impact can be achieved from our are inadequate. limited travel budget, the following regulations are effective immediately. TRAVEL DAY The travel day shall begin at 6:00 a.m., include breakfast, lunch, dinner, and one night's lodging, and shall end the following morning at 6:00 a.m. Requests for reimbursements of expenses incurred in less than full travel days must reflect a reasonable allocation based on the expense limits directed herein for a full travel day. LODGING EXPENSES The district will reimburse actual lodging expense incurred in trav\"'' for the district. District employees must understand L 't the district 'rates on public funds and there is an obligation to protect these funds by using lodging as economical and reasonable in accordance with the purpose of the travel. Reimbursement for lodging expenses will require lodging receipts that indicate the employee has paid for the lodging. Receipts from personal credit cards will not be accepted unless accompanied by the receipt from the lodging establishment. LONG DISTANCE TRAVEL The district will reimburse travel expenses to the maximum limit of point- to-point costs for coach fare on common carriers. are required for reimbursement of common carrier costs. Receipts or ticket stubs If an employee chooses to use a personal automobile in long distance travel, reimbursement shall not exceed 23\u0026lt;t per mile or point-to-point coach fare, whichever is less. When more than one employee travels to the same location in a personal automobile, long distance travel cost will be reimbursed only to the employee whose personal automobile is used. Afxl Irard  Urtle Rrxk Art*77 701  (501)374-3361Principals, Directors, Supervisors, and Managers Out-of-District Regulations October 29, ^981 Page 2 local travel at destination Actual reasonable expenses destination will be reimbursed. of local travel by common carriers at the Reimbursement for airport limousines or airport bus costs require the submission of ticket stubs or receipts. Mass transit or taxi fare do not require receipts, but must be reasonable. AUTOMOBILE RENTALS Automobiles will not be rented at district expensewithout prior approv^^ of the Superintendent or his designee and in r.c zzzz ri- in advance, that automobile rental will be less expensive to the district than the cost o^ public transportation to meetings, conferences, etc. Reimbursement is conditioned upon advance authority as well as receipts no case without documentation. transportation to from the leasing agency. MEALS AND INCIDENTALS reimburse employees for actual meals and incidental expenses incurred in out-of-district travel on district business, not to exceed the following limits\nThe district will In-State and Border Areas - Not to exceed $17.50 per day. Out-of-state - Not to exceed $25.50 per day. The allowances listed Reimbursement is allowed for actual expenses, onjj^. rates but are cost ceilings that are not to be exceeded. are not per diem ADVANCE REQUEST FOR TRAVEL Submission of two forms will be required to receive advance permission for out-of-district travel. The \"Request for Absence for Professional Meetings\" form will be completed and submitted in accordance with the iU/, lIDrtoiiArf +0** llllTAT - in xi In addition, the \"Request for Out-of-Oistrict -'rdance with the instructions on that form. form (attached) will be submitted mac Travel\" form (attached) will be submittea in ac -ruance w.w,  ^structions on that form. No employee will be reimbursed fo. out-of-distr.ct -avei unless the required two forms are submitted and approved in advance. II This directive is effective immediately and until changed in writing.H WD o SV PC T W Jiy 3 LH 4 5 .cust 1 2 tember Stober 2 3 4 :vember 1 scember snuery '90 LH 1 2 3 ebruary .rch ril SV 2 SV 3 SV 4 y 1 2\nne Teacher Work Day - No School First Day of Student Attendance Last Day of Student Attendance Spring Vacation Parent Conference Th F M T W Th F 6 7 10 11 12 13 14 3 4 7 8 9 10 11 1 LH 4 5 6 7 8 5 6 9 10 11 I 12 I 13 WD 2 PC 3 1 6 4 7 5 8 6 4 1 1 SV 5 3 5 2 2 SV 6 4 1 8 5 5 9 7 4 9 6 6 10 8 5 9 7 10 8 10 7 7 11 9 6 11 8 8 12 10 o 7 12 9 9 13 11 8 1989-90 Calendar August 28 - June 7 Students - 178 Days July 3 - June 29 12.0 Months - 240 Days M T U Th F M 17 18 19 20 21 24 14 i 15 11 16 13 11 LH 12 17 14 12 15 i 16 12 12 16 14 11 13 13 17 15 12 Saturday, August 26, 1989, is a workday in the schools 16 13 18 15 13 17 17 14 19 16 14 18 14 15 14 15 18 16 13 18 15 20 17 15 19 16 16 19 17 14 20 18 15 I 21 18 23 20 18 22 19 19 23 21 18 SH LH SD 1 T W 25 I 22 19 24 21 19 23 20 20 24 22 19 26 I 23 20 25 22 SH 20 WD 24 21 21 25 23 20 Special Holiday Legal Holiday - No School Snow Day Inservice Day - No School Th 27 WD 24 21 F M T W Th F \u0026amp;O m z O 1/1 tz\u0026gt; o o o . -\u0026lt; tn tn m X) O m  \u0026gt;  tn  \u0026gt; tn  \u0026gt; CJ 2: \u0026gt; m -\u0026lt; tn o s: o \u0026gt; tn !\u0026gt; I _ 28 WD 25 22 26 27 LH 23 SH 21 25 22 22 26 24 21 31  28 25 30 29 26 31 1 20 i 30 27 31 28 29 4 3 16 20 20 2 1 SH 24 SH 22 26 23 23 27 25 22 27 LH 25 29 26 26 30 LH 28 25 28 SH 26 30 27 27 29 26 29 SH 27 31 28 28 30 27 30 SH 28 WD 29 31 28 1 18 1 1 1 SH 29 PC 30 29 1 2 13 20 20 20 16 22 5 178 5 1 2 1 7 2 5 1 1 5 16 3 65 10 Vacation Days - 240 Days j 20 I J ! 23 I i 20 ' 22 J 20 18 I 21 ! 20 22 21 22 21 250Little Rock School District I 1991-92 Revenue Projection and Budget Summary revenue-local taxes 1991-92 1992-93 1993-94 1994-95 1995-96 CURRENT TAXES aOtM) PULLBACK DELINQUENT TAXES EXCESS TREASURER FEES DEPOSITORY INTEREST \\ '.TaiH *3\n. .WJ REVENUE IN LIEU OF TAXES wise. ANO BENTS INTEREST ON INVESTMENTS MAY 1 4 ATHLETIC RECEIPTS Of: cf Dc-segrsgsucri M\u0026amp;nifcring REVENUE-COUNTY SOURCES COUNTY GENERAL REVENUE-STATE SOURCES I. PA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN transportation COMPENSATORY EDUCATION M TO M TRANSFERS ADULT EDUCATION revenue-other souRdes PUBLIC LAW 874 i TRANSFER FROM FEO GRANTS transfer FROM BONO ACCOUNT / TOTAL REVENUE. Little Rock School District Revenue Projection and Budget Summary EXPENSES 1991-92 1992-93 1993-94 1994-95 1995-96 CERTiFiEO SALARIES NON-CSRTIFIEO SALARIES aCNErlTS DESEGREGATION PURCHASED SERVICES MATERIALS \u0026amp; SUPPLIES other OBJECTS I CAPITAL OUTLAY DEBT SERVICE CCNTiNGENCY INCREASE IN FUND BALANCE BEGINNING FUND BALANCE ENDING FUND BALANCE \u0026gt; ITEM# PAGE# SETTLEMENT PLAN BUDGET DESCRIPTION 91-92 92-93 93-94 94-95DRAFT (FOR DISCUSSION ONLY) DESEGREGATION PLAN PROGRAMS REQUIRING FUNDS Deseg Prog # Plan Page # Description a' 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 21 22 23 24 25 26 27 28 29 31 32 33 34 35 49 5 5 12 20 28 28 39 44 46 48 58 63 82 86 114 129 129 143 148 148 224 226 227 1-9 93 34 35 28 114 106 1-56 131 125 00 Hippy 4-Year Old Program (Incentive School and other) Rockefeller Early Childhood Magnet Homework Centers Student Hearing Officer u' Office of Desegregation (and Student Assignment - p. 142) Extra-Curricular Participation: e.g., transportation Teacher Recruiter Staff Development Academic Support Programs, including remediation (PAL) (See 5/1 /92 order) Gifted and Talented Programs Multicultural Programs/Curriculum Academic Incentive Grants (amount not specified) Original Magnets (also page 4 in the Interdistrict Plan) Special Education Learning Center at Washington Security (required for \"safe schools\") Data Processing System for Student Information (also page 177) M-to-M Magnet Schools (Central, Dunbar. Washington. Henderson. McClellan) King Interdistrict School (also page 386) Stephens Interdistrict School (also page 386) Monitoring Activities (Evaluation Department plus CMIS-ABACUS) Desegregation Facilitator and Office (#6?) Computerized Transportation System Romine Interdistrict Theme McClellan Community School In-School Suspension Job Fair Testing Assistance - Disadvantaged Special Education - Equity Efforts Library Services Parent Recruiting VIPS - Recruiting Prejudice Reduction To Be Allocated Incentive Schools (Items numbered 50 and above) 51 52 53 54 55 56 57 58 149 152 153 153 153 153 154 156 Incentive Schools - Additional Programs Writing To Read Science Labs Computer Labs Foreign Language Computer Loan Program Extended Day Nifty Nutrition MAY i 4 U i V \u0026lt;Deseg Plan Programs Requiring Funds Page 2 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 158 171 171 171 171 172 172 176 176 176 178 178 179 190 193 194 153 Field Trips (also 173) Homework Centers Transportation (additional) Homework Hotline Mentors/Tutors Instructional Aides (additional) Extended Year I ncentive/Recognition Resident Counseling Service (Camp Pfeiffer) Monitoring Permanent Substitute (Recommended: therefore, required) Additional Compensation - extra hours Extended Week Staffing - Recommended Full-Time Positions (Recommended: therefore, required) Required Staff Development (also Page 204 - Paula Greer) Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs c:\\memos\\plancosl.wpdLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 June 1, 1992 3VSD JUN 1 1992 Mr. Christopher Heller Friday, Eldredge and Clark 2000 First Commercial Bldg. Oiiice ci Desegregaiicn Monitoring Little Rock, AR 72201 Dear Chris: Attached are budget projections for the Little Rock School District Desegregation Plan as specified in the January 21, 1992 Court Order. The Order's requirement for a revised 1991-92 budget is met by Exhibit A showing the projected cost of certain desegregation programs in this year through agreement with Mr. Bob Morgan of the Office of Desegregation Monitoring. A list of notes and assumptions is included and is an integral part of the document. These projections are estimates based on current information. Although the LRSD is committed to the programs of the Desegregation Plan, these figures should not be viewed as precise commitments of funds. It is our hope that the objectives of the Plan can be met in more cost-effective ways. Also attached is a procedure that the LRSD will use in future desegregation budgeting so that these costs can be more accurately known. The formats and procedures shown have been reviewed with Mr. Morgan, and we believe he understands and approves. We have stated to Mr. Morgan, however, that we view this as only a step in the process of working with his office on the definition and tracking of desegregation costs, and we will continue to work with him to perfect this process to our mutual benefit. Sincerely, 'Jim Ivey i \\ '-Manager of Support Services Jl/ch Attachment co: R. R. Morgan, Office of Desegregation Monitoring w/attachment c:\\project.upd\\ FEB-22-93 MON 10:59 SUSAN W WRIGHT FAX WO, 5013246576 LRSD Projected Revenue and Expense 1992/93 - 1996/97 Response to Federal Court Order Dated January 21, 1992 Assumptions/Notes: 1. 2. 3. 4. 5. P.02 The years of the projection and the formats used were done through consultation with Monitoring (ODM). the Office of Desegregation Although the LRSD implemented the Tri- District Plan and double funded the incentive schools in 1990- 91, these figures are not included. These projections are estimates based on current information. Although the LRSD is committed to the programs of the Desegregation Plan, these figures should not be viewed precise commitments of funds. as . _ . It is our hope that the objectives of the Plan can be met in more cost-effective ways. The LRSD is in the process of negotiating labor contracts with teachers and support personnel at this time. Consequently, projection of any salary costs starting with 1992-93 cannot be done with accuracy, and for the District administration to do so precludes good faith negotiation. The ODM understands this problem but feels that projecting no increases presents an unrealistic picture. Consequently, they have asked us to use a 3% annual increase in these costs. We agree to do that but wish to publicly state that this represents no commitment or intent on the part of the LRSD. If the Court desires, we can present.updated projections when these figures are known. We have al^ used a factor of 1% for inflationary increases in non-salary costs. We The LRSD is currently working to produce a balanced budget for Although this cannot be completed until negotiations are settled, programs must be reviewed and some 1992-93. union must be cut in order to meet the legal requirement of balanced budget. The projections herein assume that a sufficient reductions will be made to balance the 1992-93 budget. These reductions will not result in violation of the Desegregation Plan nor of state law. These reductions are shown as a line item entitled \"1992-93 Budget Reductions\". the Court desires, we will define these reductions for the Court when they are known. If As stated in the previous paragraph, it is assumed that $7.7 million in expense reductions will be implemented in 1992-93 Additional shortfalls will occur if and carried forward. further reductions or increased revenues are not fouiid. We are assuming a millage increase of five mills in September, This will not be required if sufficient reduction can 1993. be found. Note that the projections do not show use of the Desegregation loan in the revenues. It is our intent to use that as a reserve in the event that we cannot get millage rates increased at the time desired. The $1.5 million available in 1992-93 may, however, have to be used to balance the budget.FEB-22-93 MON 11:00 SUSAN W WRIGHT FAX NO, 5013246576 P.03 LRSD Projected Revenue and Expense Page 2 6. Program discussion. #51-75, Incentive School Programs, requires in the years through the 1991-92 school year, the cost of programs in the Incentive Schools exceeded the mandatory level of two times the area school instructional cost per student. Since the programs are now functioning and the mandatory level is increasing, the mandatory funding level ,, Therefore, will exceed program costs in 1992-93 and beyond. we have shown the cost of Incentive School programs in 1991-92 and have shown the mandatory funding level differential in 1992-93 and beyond. 7. The projections show the cost of programs that are funded by the revenue sources shown. Federal funds are utilized in some programs but are not shown in the expense. We don't show federal funds in our operating budgets and to do so here. believe, public. we 8. 9. 10. 11. 12 . 13 . 14 . Court desires. would create confusion for the court and for the We can provide information on federal funds if the Another program that will grow further is program. the 4-year old This has been projected based on the requirements of the Desegregation Plan and previous submissions. Any required new construction will be paid for with capital improvement funds from previous bond issues. of this is planned for. second-lien issues. we believe most Any additional will be covered with The 1993-94 reduction in Programs, equipment. equipment. reflects the program #10, completion of payments Academic Support for PAL Some funding is added for replacement of this The Desegregation Plan includes certain programs that require funds but are not included in the projections because they are funded by federal grants or because their cost is small and the cost information, broken out. of tracking them exceeds the value of the The costs are not omitted? they are just not The operating costs of the new King and Stephens Schools are shown as opening at the times requested in motions before the Court. If these motions are not granted, revised budgets if the Court desires. we can submit Operating costs in other schools are reduced somewhat upon the opening of these schools because 400 students will move to each of the new schools from others in the LRSD. The fifth and sixth positions (from the left) of the LRSD standard account code will be used for coding desegregation expenses. The Desegregation program numbers shown on the spread sheets are the codes to be used. The Order specifies that start-up costs be identified. since most of this has been expended in previous years, the only significant one remaining is the PAL cost discussed above.FEB-22-93 MON 11:00 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 Desegregation Budgeting Description - Future Year Procedures A. A list of Desegregation programs with 2'-digit program numbers and a description of costs to be charged to each program will be prepared. B. The program number will be coded in the fifth and sixth positions of the account number, so that costs may be charged to a Desegregation program from various operating units and functions for various objects and using money from various fund sources. C. After the normal budget planning process is complete  W. a W ... awF J. i 4 * * J-* JW J. iff W.* ILl J- O C-S lUSIUO will be sent to each budget manager telling them what costs or types of cost may be charged to Desegregation and how they are to be coded. This will be agreed to by the Associate Superintendent for Desegregation and the Manager of Support Services. D, The Associate Superintendent for Desegregation will review Desegregation expenses monthly to assure proper charging.FEB-22-93 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 Lime ROCK SCHOOL DISTRICT 1992-97 REVENUE PROJECTION AND BUDGET SUMMARY 05-2992 1991-92 1992- 93 1993-94 1994 - 95 1995-96 1996-97 REVENUE - LOCAL SOURCES CURRENT TAXES 40% PULLBACK DELINQUENTTAXES EXCESS TREASURERS FEES DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISC. AND RENTS INTERESTON INVESTMENTS ATHLETIC RECEIPTS 38,196,979 21,081,833 3,900,000 140,000 400,000 224,667 420,850 300,000 65,000 39,088,120 21,736,595 3,500,000 140,000 365,000 225,000 461,000 300,000 85,000 40,093,227 25,253,744 3,805,000 141,400 368,650 227,250 484,050 309,000 86,700 45,616,117 25,996,645 3,819,150 142,814 372,337 229,523 508,253 318,270 88,434 47,086,512 26,766,307 3,933,725 144,242 376,060 231,818 533,665 327,818 90,203 48,506,276 27,518,335 4,051,736 145,685 379,820 234,136 560,348 337,653 92,007 TOTAL 64,749.329 65.900,715 70,769,021 77,091,642 79,490,349 81,825.996 REVENUE - COUNTYSOURCES COUNTY GENE.RAL SEVERANCE TAX 73,419 11,000 73,419 11,000 73,419 11,000 73,419 11,000 73,419 11,000 73,419 11,000 TOTAL 84,419 84,419 64,419 84,419 84,419 84,419 REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN TRANSPORTATION COMPENSATORY EDUCATION M TOM TRANSFERS ADULT EDUCATION 28,118,907 8,637,482 4,500,000 73,419 1,474,485 629,752 147,050 3,000 2,983,190 874,311 1,798,665 624,119 28,118,907 8,926,606 28,759,387 8,094,112 29,419,061 6,042,591 30,102,462 9,629,942 30,862,449 683,125 TOTAL 49,364,380 73,419 1,500,000 675,000 147,050 3,000 3,100,000 875,000 2,490,900 653,094 73,419 1,545,000 742,500 154,403 3,000 3,348,000 918,750 3,248,910 672,687 73,419 1,591,350 816,750 162,123 3,000 3,615,840 964,686 3,760,540 692,867 73,419 1,639,091 898,425 170,229 3,000 3,905,107 1,012,922 4,140,580 713,653 73,419 1,688,263 988,268 178,740 3,000 4,217,516 1,063,568 4,491,150 735,063 46,562,976 47,560,167 47.142,246 46,488,830 44,984,560 REVENUE - OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM FED GRANTS TRANSFER FROM BOND ACCT 44,625 111,453 800,000 40,000 112,000 600,000 35,000 116,480 400,000 30,000 121,139 300.000 25,000 125,965 200,000 20,000 131,024 100,000 TOTAL 956,078 752,000 551,480 451,139 350,985 251.024 TOTAL REVENUE 115,654,206 113,300,110 118,965,087 124,769,348 126,414,583 127,146,000 :== CCaS!:FEB-22-93 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 P, 06 LITTLE ROCK SCHOOL DISTRICT 1992-97 REVENUE PROJECTION AND BUDGET SUMMARY 05-29-92 1991-92 1992- 93 1993-94 1994-95 1995- 96 1996 - 97 EXPENSES SALARIES BENEFITS DESEGREGATION PURCHASED SERVICES SUPPLIES \u0026amp; MATERIALS OTHER OBJECTS CAPITAL OUTLAY DEBT SERVICE CONTINGENCY BUDGET REDUCTION 67,748,508 7,808,935 16,910,424 6,791,207 3,817,539 887,696 1,606,543 8,718,196 0 71,437,088 9,022,067 19,141,451 6,992.544 3.927,703 755,079 1,621,715 9,597,115 500,000 (7,700,000) 73,765,037 9,202,508 18,887,119 7,202,320 4,045,534 777,731 1.670.366 9.090,123 600,000 (7,931,000) 75,316,854 9,386,558 22,144,629 7,418,390 4,166,900 801,063 1,720,477 8,845,246 700,000 (8,168,930) 76,822.807 9,574,289 24,940,080 7,640.942 4,291,907 825,095 1,772,092 8,258,921 800,000 (8,413,998) 79,373,940 9,765.775 25,864,401 7,870,170 4,420,664 849,346 1,825,255 8,041,468 900,000 (8,666,418) TOTAL OPERATING EXPENSES 114,289,046 115,294,762 117,309,739 122,331,190 126,512,136 130,245,103 INCREASE (DECREASE) IN FUND BALANCE 1,365,158 (1,994,652) 1,655,346 2,438,158 (97,553) (3,099,103) BEGINNING FUND BALANCE 634,842 2,000,000 5,348 1.660,696 4,098,855 4.001.302 ENDING FUNO BALANCE 2,000,000 5,348 1,680,696 4,098,355 4,001,302 902,199 lasiR t- 1 2 5 0 7 o 0 10 12 13 14 15 10 17 18 10 21 22 24 25 28 27 20 20 32 38 34 35 40 .51 -75 r L 5 5 20 28 30 40 48 03 02 80 114 120 120 143 148 148 224 227 1-0 03 34 35 28 100 I-50 tsi 125 00 Hippy * 4 Yr Old Programs Sttidsfit Hsarina Offtcar Offfcs of OossoMBSlioa ExiraCurricular Tsachar Recruiter Staff Development Academic Support Muihcultral Programs Incentive Grants Original Uagnela I Sp Ell Learning Center Security Data Processing System MIoM Magnet Schools King School Stephens School Monitoring ActivitKee Computerized Transportation R omine Theme Cummunity School j In School Suepenston Job Fair Testing Assistance Library Services Parent Recrailing VIPS - Recruiting Prejudice Reduction To Be AUucstad Incentive School Programs ^TOTAL SETTLEMENT PLAN BUDGET J' TTTPT \u0026lt; :3{\u0026lt;\n8-7 70 1105 121 04 1 i 01 00 1580 75 42: 87 82 35 41 71/75 02 40 12 14/08/120 00 T 00 90 72/45 73 75 244,077 204,350 101,040 432,504 110.000 45,702 f 418.570 2,004,720 200.005 730.732 3.800.000 103,415 080,082 200.335 400.272 O 0 345.320 10.000 17,207 270.002 741.217 1.500 12,850 501.404 52.000 02,088/ 50,000 200.000 4,128,058 10,010.424 252.320 502.073 102.477 430.140 110,000 40.020 587.074 2.730.374 200,005 800.000 3,800.000 110,342 704.553 410,384 1.330,038 0 0 300.270 10.000 70.000 270,002 750,381 1,500 11.350 580,017 52,000 04,048 5.000 200.000 4,437,312 19,141,451 250,000 057.450 105,552 452,323 : 113,300 40.837 504.704 2.102.810 270.002 0 3.014.000 113,053 818,300 422,074 1.013,028\n0 0 401.084 10,500 81.370 285.271 782,102 1,545 11,001 503,035 53.500 00,807 5.000 200,000 4.814.373 18.807,110 207,003 1,205,131 100.710 405.002 110,000 40.707 002,245 2,258.505 200,342 0 4.031,420 117,002 842,042 435.355 1.445,652 2,003,300 0 414,043 11.025 83.811 203.320 805.027 1,501 12,041 015.077 55,107 08.004 5,000 200,000 4,050.380 22.144,020 275.724 ? 1.104,723! 111.000 470,000 120.200 51.201 020.313 2.320,353 204.032 0 4,152.303 120,574 808,230 448,415 1.404.007 2.707,432 2.707,000 420.405 11.570 00,325 302.044 820,700 1.030 12.402 834,450 ' 50,822 70,071 5.000 200.000 4,307,023 24,940.060 203.005 1,232.112 115,330 404.205 123.000 52,010 030.022 2.300,143 303.700 0 4,270.033 124,101 804,277 401,888 1,484,110 2.815.720 2,815.280 430.250 12.155 38.015 311.723 854.000 1.088 12,775 053.490 58.520 73.100 5,000 200,000 4.030,500 25,804,401 ) m ro I ro I co ro OQ \u0026lt;n CD on COFEB-22-93 MON 11:03 SUSAN W WRIGHT FAX NO. 5013246576 P,08 Exhibit A 1105 1110 FOUR YR OLD PROGRA KINDERGARTEN 1120-99 REGULAR PROGRAMS 1210-99 SPECIAL ED PROGRAM 1320-99 VOCATIONAL PROGRAM 1410-99 ADULT EDUCATION 1510-99 COMPENSATORY ED 1910 GIFTED \u0026amp; TALENTED 2110-90 PUPIL SUPPORT 2210-99 STAFF SUPPORT SERVI 2310-20 ADM SUPPORT SERVlC 2410 PRINCIPALS OFFICE 2510-99 BUSINESS SUPPORT 2610-99 CENTRAL SUPPORT 3000'3 COMMUNITY SERVICES 5100 LITTLE ROCK SCHOOL DISTRICT EXPENDITURE PROJECTION BY FUNCTIONAL AREA 1991-92 TEACHER SALARY 52,349.84 2,795,060.64 28,811,085.64 4,037,827,87 4,071,829.27 756,490.90 1,156,944.86 2,598,700.99 2,634,664.92 183,975.48 3,939,101.54 290,883.36 BONDED INDEBTEDNESS OPERATING FUND 44,337.94 325,000.00 7,562,955.21 1,224,081.75 1,238,599.52 698,543.12 537,715.75 214,094.16 1,102,812.86 2,077,880.91 734,945.29 1,861,405.13 16,625,075.77 2,194,315.26 839,750.00 8,718,196.00 DESEQ FEDERAL GRANTS MAGNET SCHOOLS TOTAL TOTAL 204,356.00 6,686,389.30 11,626.28 118,050.36 35,608.75 1,649,581.34 317,475.66 1,653,162.72 4,265.335.80 107,044.21 710,699.21 510,528.09 640,566.28 362,373.04 351,162.00 130,509.54 3,522,602.96 67,162.00 428,580.73 444,781.18 115,554.79 425.733.12 9,069,517.95 273,945.79 601,212.16 6,880.00 187,848.98 651,786.63 423,530.00 3.000.00 464,212.24 1.195,556.85 1,051,829.76 301,043.78 3,545.793.76 52,129,948.10 5,909,854.73 6,380,853.31 864,661.41 6,473,270.95 1,626,050.00 5,099,356.87 7,284,019.73 5,299,811.36 7,103,107.73 18,390,604.74 2,995.726.73 1,944,528.52 8.718,196.00 51,378,915.33 45,999,708.67 16,910,424.00 5,889,938.48 13,887,841.24 134,066,827.72.4 t RECE5VEP IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 3 1992 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING On January 21, 1992, this court ordered the Little Rock School District to submit certain information concerning its desegregation budget. The required budget information was filed on June 1, 1992. The budget projections which were previously submitted have now been revised based on current information. The revised budget projections are attached to this Notice of Filing. 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 By: Christopher Helfer Bar No. 81083 kaihyXNotioc of Filing* CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following by depositing copy of same in the United States mail on this 31st, day of July, 1992: 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 #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Christopher He k*ih\u0026gt; 'Nodas of Kilin^ 2 LRSD Projected Revenue and Expense 1992/93 - 1996/97 Revised 7-30-92 Response to Federal Court Order Dated January 21, 1992 Assumptions/Notes: 1. The years of the projection and the foirmats used were done through consultation with the Office of 2. 3. 4. 5. 6. 7. Monitoring (ODM). Desegregation Although the LRSD implemented the Tri- District Plan and double funded the incentive schools in 1990- 91, these figures are not included. These projections are estimates based on current information. Although the LRSD is committed to the programs of the Desegregation Plan, these figures should not be viewed as precise commitments of funds. It is our hope that the objectives of the Plan can be met in more cost-effective ways. The LRSD is in the process of negotiating labor contracts with teachers and support personnel at this time. Conseguently, projection of any salary costs starting with 1992-93 cannot be done with certainty. For the purpose of these projections, it is assumed that annual step and experience increases will be provided to all employees. We have also used a factor of 1% for inflationary increases in non-salary costs. The LRSD Board of Directors adopted a balanced budget for 1992-93 on July 23, 1992. None of the budget reductions will prevent LRSD from implementing its Desegregation Plan. The modifications to the Desegregation Plan proposed by LRSD and approved by the Court for Henderson and McClellan, however, will have to be adjusted in order to implement the proposed budget reductions at those schools. At this time, the LRSD takes no position as to the necessity for a millage increase, are as follows: The reasons for taking this position A) B) C) It is not practical to rely on a millage increase in the near future to balance the budget. The LRSD's ability to fund long-range capital improvement projects is linked to the issue of extended millage. The LRSD Board of Directors must set its priorities and develop a long-range plan and budget around these priorities. It is assumed that capacity for the incentive schools will be limited to a ratio of 20 students to 1 teacher. The projections show in summary the revenue and expense of the most significant federal programs.LRSD Projected Revenue and Expense Page 2 8. Another program that will grow further is the 4-year old program. This has been projected based on the requirements of the Desegregation Plan and previous submissions. 9. Any required new construction will be paid for with capital improvement funds from previous bond issues. We believe most 10. 11. 12. 13. of this is planned for. covered with second-lien issues or possible extended millage. The 1993-94 reduction Any additional improvements will be from bonds secured by Programs, equipment. reflects in program Some funding the completion #10, Academic Support is added of payments for PAL maintenance of this equipment. for replacement and The Desegregation Plan includes certain programs that require funds but are not provided separate accounting codes at this time. This means that cost infoirmation for implementation must be extracted from other budget line items. The opening dates of the new King and Stephens Schools are shown as approved by the Court. The fifth and sixth positions (from the left) of the LRSD standard account code will be used for desegregation expenses. identifying The Desegregation program numbers shown on the spread sheets are the codes to be used. 14. The Order specifies that start-up costs be identified, known \"start up\" costs are as follows: The A. Academic Support Program $1.0 million ends in 1992-93 B. Data Processing $.25 million in 1992-93 and $.50 million through 1996-97 in 1993-94 C. Four-Year Old Programs $34,500 for five new programs and $30,000 for playground equipment No other significant \"start up\" costs are projected. 15. Because of the new reporting codes used for 1992-93, reconciliation between 1991-92 and 1992-93 program budgets is imperfect. The District will provide any specific answers which may arise because of the change in accounting coding structure.Desegregation Budgeting Description - Future Year Procedures A. A list of Desegregation programs with 2-digit program numbers and a description of costs to be charged to each program will be prepared. B. The program number will be coded in the fifth and sixth positions of the account number so that costs may be charged to a Desegregation program from various operating units and functions for various objects and using money from various fund sources. C. Each budget manager will submit a proposal for spending allotted funds. These proposals will be conjunction with the Desegregation Plan audit. reviewed in Once specific plans for spending have been proposed, the Superintendent will prepare a proposal for Board approval. In addition the Superintendent will prepare a process for reguiring Board approval for changes in planned expenditures above a to-be determined spending authority. Once the types of expenditures have been programmed, the Purchasing Department will not be authorized to issue a purchase order except for those items programmed and approved. D. The Superintendent will immediately begin directing a process for Board involvement in the long-range planning and budgeting process. E. The Superintendent will direct the new administration team to conduct a proposals. Desegregation Plan audit and related budgetLITTLE ROCK SCHOOL DISTRICT 1992-97 REVENUE PROJECTION AND BUDGET SUMMARY 07-29-92 1991-92 1992-93 1993-94 1994- 95 1995-96 1996-97 REVENUE - LOCAL SOURCES CURRENTTAXES 40% PULLBACK DELINQUENT TAXES EXCESS TREASURERS FEES DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISC. AND RENTS INTEREST ON INVESTMENTS ATHLETIC RECEIPTS 38,196,979 21,081,833 4,250,186 140,858 241,476 224,667 406,878 354,446 100,857 39,088,120 21,694,578 4,250,186 140,000 300,000 224,667 461,000 300,000 100,857 40,093,227 22,453,744 4,577,692 144,200 309,000 226,914 484,050 309,000 102,874 41,416,117 23,196,645 4,615,022 148,526 318,270 229,183 508,253 318,270 104,932 42,786,512 23,966,307 4,753,473 152,982 327,818 231,475 533,665 327,818 107,030 44,206,276 24,718,335 4,896,077 157,571 337,653 233,789 560,348 337,653 109,171 TOTAL 64,998,181 66,559,408 68,700,700 70,855,217 73,187,080 75,556,873 REVENUE - COUNTY SOURCES COUNTY GENERAL SEVERANCE TAX 73,419 15,350 73,419 11,000 73,419 11,000 73,419 11,000 73,419 11,000 73,419 11,000 TOTAL 88,769 84,419 84,419 84,419 84,419 84,419 REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN TRANSPORTATION COMPENSATORY EDUCATION M TO M TRANSFERS ADULT EDUCATION 27,264,460 8,637,482 4,500,000 73,426 1,513,699 824,870 147,050 3,000 2,379,879 858,743 1,770,486 697,589 27,042,713 8,926,606 1,500,000 73,419 1,341,887 821,449 229,403 3,000 2,692,563 548,034 2,490,900 697,589 28,394,849 8,094,112 73,419 1,500,000 903,594 240,873 3,000 3,300,000 575,436 3,600,000 718,517 29,814,591 6,042,591 73,419 1,545,000 993,953 252,917 3,000 3,564,000 604,207 5,200,000 740,072 31,305,321 3,829,942 73,419 1,591,350 1,093,349 265,563 3,000 3,849,120 634,418 5,460,000 762,274 32,870,587 683,125 73,419 1,639,091 1,202,683 278,841 3,000 4,157,050 666,139 5,733,000 785,143 TOTAL 48,670,683 46,367,563 47,403,799 48,833,751 48,867,755 48,092,076 REVENUE - OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM FED GRANTS TRANSFER FROM BOND ACCT 9,385 129,428 394,675 40,000 262,000 600,000 35,000 272,480 400,000 30,000 283,379 300,000 25,000 294,714 200,000 20,000 306,503 100,000 TOTAL 533,488 902,000 707,480 613,379 519,714 426,503 TOTAL REVENUE OPERATING 114,291,121 113,913,390 116,896,398 120,386,766 122,658,968 124,159,872ssa^sEa LITTLE ROCK SCHOOL DISTRICT 1992-97 REVENUE PROJECTION AND BUDGET SUMMARY 07-29-92 1991-92 1992- 93 1993- 94 1994- 95 1995- 96 1996-97 REVENUE-FEDERAL GRANTS CHAPTER I CHAPTER II TITLE VI B OTHER 3.272.693 224.423 558.810 1.076.226 4.474.288 215.020 569.986 1.097.751 4.563.774 219.320 581.386 1.119.706 4.655.049 223.707 593.014 1.142.100 4.748.150 228.181 604.874 1.164.942 4.843.113 232.745 616.971 1.188.240 TOTAL 5,132,152 6.357,045 6,484,186 6,613,869 6,746,147 6,881,070 REVENUE-MAGNET SCHOOLS 13,887,841 14,165,654 14,448,967 14,737,946 15,032,705 15,333,359 TOTAL REVENUE 119.423.273 120.270.435 123.380.584 127.000.636 129.405.115 131.040.941 LITTLE ROCK SCHOOL DISTRICT 1992-97 REVENUE PROJECTION AND BUDGET SUMMARY 07-29-92 1991-92 1992-93 1993-94 1994-95 1995- 96 1996-97 EXPENSES SALARIES BENEFITS DESEGREGATION SERVICES, SUPPLIES, EQUIP DEBT SERVICE CONTINGENCY 65,368,035 8,020,788 15,997,240 15,267,935 7,950,100 0 65,063,011 9,162,732 17,013,029 14,536,674 9,597,115 500,000 66,364,271 9,208,546 19,148,407 14,972,774 9,090,123 600,000 67,691,557 9,254,588 22,515,161 15,421,957 8,845,248 700,000 69,045,388 9,300,861 23,246,037 15,884,616 8,258,921 800,000 70,426,296 9,347,366 23,732,324 16,361,155 8,041,468 900,000 TOTAL OPERATING EXPENSES 112,604,098 115,872,561 119,384,121 124,428,511 126,535,823 128,808,608 EXPENSES-FEDERAL GRANTS 5,132,152 6,357,045 6,484,186 6,613,869 6,746,147 6,881,070 EXPENSESMAGNET SCHOOLS 13,887,841 14,165,654 14,448,967 14,737,946 15,032,705 15,333,359 TOTAL EXPENSES 131,624,091 136,395,260 140,317,274 145,780,327 148,314,675 151,023,037 INCREASE (DECREASE) IN FUND BALANCE 1,687,023 (1,959,171) (2,487,723) (4,041,745) (3,876,855) (4,648,736) BEGINNING FUND BALANCE 634,842 2,321,865 362,694 (2,125,029) (6,166,774) (10,043,629) ENDING FUND BALANCE 2.321.865 362.694 (2.125.029) (6.166.774) (10.043.629) (14.692.365) FUND BALANCE ANALYSIS BEGINNING FUND BALANCE 2,321,865 362,694 3,874,971 5,833,226 6,956,371 INCREASE(DECREASE) IN FUND BALANCE RECORD LOAN REVENUE BUDGET REDUCTIONS (1,959,171) (2,487,723) 3,000,000 3,000,000 (4,041,745) 3,000,000 3,000,000 (3,876,855) 2,000,000 3,000,000 (4,648,736) 3,000,000 ENDING FUND BALANCE 362.694 3.874.971 5.833.226 6.956.371 5.307,635 * $1,500,000 recorded as revenue In 1992-931105 1110 FOUR YR OLD PROG RA KINDERGARTEN 1120-99 REGULAR PROGRAMS 1210-99 SPECIAL ED PROGRAM 1320-99 VOCATIONAL PROGRAM 1410-99 ADULT EDUCATION 1510-99 COMPENSATORY ED 1910 GIFTED \u0026amp; TALENTED 2110-90 PUPIL SUPPORT 2210-99 STAFF SUPPORT SERVI 2310-20 ADM SUPPORT SERVIC 2410 PRINCIPALS OFFICE 2510-99 BUSINESS SUPPORT 2610-99 CENTRAL SUPPORT 3000'S 4000 5100 LITTLE ROCK SCHOOL DISTRICT EXPENDITURES BY FUNCTIONAL AREA 1991-92 TEACHER SALARY 138,077.08 2,760,904.00 28,381,519.29 3,989,261.59 4,023,283.53 1,013,772.90 1,143,799.80 2,570,622.02 2,667,369.46 198,491.86 3,895,984.12 287,255.96 COMMUNITY SERVICES NON PROGRAMMED BONDED INDEBTEDNESS OPERATING FUND 79,415.14 347,089.07 6,024,779.24 1,354,685.45 1,158,370.16 697,588.87 253,127.76 183,211.79 1,174,153.77 1,631,966.93 446,175.31 1,983,094.66 19,318,518.35 2,161,066.34 740,723.24 32,450.45 7,950,100.01 DESEG 94,937.48 6,072,099.95 10,538.70 107,559.18 35,631.06 1,589,524.16 309,073.21 1,479,959.60 441,244.35 107,262.02 1,041,101.85 465,561.53 504,079.83 3,738,667.07 TOTAL FEDERAL GRANTS MAGNET SCHOOLS TOTAL 302,717.88 338,788.30 130,394.89 3,123,267.62 55,541.49 371,072.25 301,061.72 88,318.56 429,905.44 8,567,902.51 276,198.03 592,044.13 5,333.69 181,901.87 658,847.84 414,539.17 4,792.23 302,192.60 114,004.58 1,207,390.15 1,050,413.66 503,364.75 51,070,341.61 45,536,516.54 15,997,239.99 5,132,152.12 13,887,841.24 312,429.70 3,537,898.51 49,046,300.99 5,933,401.65 6,220,045.30 863,614.82 5,985,026.13 1,564,454.95 5,083,769.09 6,494,896.88 1,174,230.08 7,193,730.95 21,414,826.09 2,913,883.83 1,546,995.67 7,950,100.01 131,624,091.50Prg # Pg# Description 1 5 2 5 5 28 6 28 7 39 Hippy 4 Yr Old Programs Student Hearing Officer Office of Desegregation Extra-Curricular 8 44 Teacher Recruiter 9 46 10 48 12 63 13 82 Staff Development Academic Support Multicultral Programs Incentive Grants 14 86 15 114 16 129 17 129 18 143 19 148 21 148 22 224 24 227 25 1-9 Original Magnets Sp Ed Learning Center Security Data Processing System M-to-M Magnet Schools King School Stephens School Monitoring Activities Computerized Transp Romine Theme 26 93 27 34 28 35 Community School In-School Suspension Job Fair 29 28 32 106 33 1-56 34 131 35 125 Testing Assistance Library Services Parent Recruiting VIPS - Recruiting Prejudice Reduction Plant Services 49 00 To Be Allocated Incentive Schools: 51 149 Office of Incentive Schools 52 152 53 153 Writing To Read Science Labs 54 153 55 153 56 153 57 154 59 158 61 171 64 172 Computer Labs Foreign Language Computer Loan Program Extended Day/Week Field Trips Transportation Instructional Aides 65 172 Extended Year 66 176 72 190 73 193 74 194 75 153 Incentivo/Recog nition Staffing Staff Development Teacher Stipends Other Academic Programs SUB-TOTAL INCENTIVES GRAND TOTAL SETTLEMENT PLAN BUDGET Unaudited 91 -92 92-93 93-94 94-95 95-96 96-97 214,295 278,772 284,347 290,034 295,835 301,751 811,591 88,332 452,998 31,072 45,924 400,069 2,846,490 164,490 658,575 3,738,667 56,291 703,830 200,727 354,920 0 0 373,686 0 17,267 295,276 914,101 4,063 0 588,441 22,367 62,714 0 268,247 0 13,314,433 261,482 1,096,193 1,325,132 2,682,807 15,997,240 1,202,033 1,238,094 1,520,236 1,810,843 1,847,060 99,087 101,069 103,090 105,152 107,255 433,133 441,796 450,632 459,644 468,837 0 0 0 0 0 42,204 43,048 43,909 44,787 45,683 447,446 456,395 465,523 474,833 484,330 2,785,221 1,840,925 1,877,744 1,915,298 1,953,604 240,315 320,000 3,800,000 110,307 617,038 411,583 721,442 0 0 391,495 10,000 85,816 115,000 748,258 1,500 11,350 716,504 27,000 65,863 5,000 200,000 13,886,365 63,147 15,000 15,000 15,000 7,500 5,000 863,000 37,500 20,000 549,695 260,000 21,500 914,823 59,500 225,000 55,000 3,126,664 17,013,029 245,121 320,000 3,876,000 112,513 629,379 773,930 543,085 2,603,300 0 399,325 10,200 87,532 115,000 763,223 1,530 11,577 730,834 27,540 67,180 5,000 200,000 15,927,943 65,041 15,450 15,450 15,450 7,725 5,150 888,890 38,625 20,600 566,186 267,800 22,145 942,267 61,285 231,750 56,650 3,220,464 19,148,407 250,024 255,024 260,125 320,000 320,000 320,000 3,953,520 4,032,590 4,113,242 114,763 117,058 119,400 641,967 654,806 667,902 789,409 805,197 821,301 553,947 565,026 576,326 2,655,366 2,708,473 2,762,643 2,707,000 2,761,140 2,816,363 407,311 415,457 423,767 10,404 89,283 115,000 778,487 1,561 11,809 745,451 28,091 68,524 5,000 200,000 19,198,082 66,993 15,914 15,914 15,914 7,957 5,305 915,557 39,784 21,218 583,171 275,834 22,809 970,535 63,124 238,703 58,350 3,317,078 22,515,161 10,612 10,824 91,068 92,890 115,000 115,000 794,057 809,938 1,592 1,624 12,045 12,286 760,360 775,567 28,653 29,226 69,894 71,292 5,000 5,000 200,000 200,000 19,829,446 20,213,235 69,002 71,072 16,391 16,391 16,391 8,195 5,464 943,023 40,977 21,855 600,666 284,109 23,494 999,651 65,017 245,864 60,100 3,416,591 23,246,037 16,883 16,883 16,883 8,441 5,628 971,314 42,207 22,510 618,686 292,632 24,198 1,029,641 66,968 253,239 61,903 3,519,088 23,732,324On January 21, 1992, the United States District Court ordered the LRSD to make certain submissions in order that ODM could determine that the LRSD's budgetary process would meet the following requisites: (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's 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. The LRSD filed its reply to that order on June 1, 1992 and began an ongoing process to satisfy the request of the court. By incorporating into the general ledger a code structure that ties the district's general ledger to the desegregation plan, a link has been established between the district's legal requirements (the desegregation plan) and its fiscal commitment (the budget). The district has committed to maintaining the code structure and to provide reports to the ODM for monitoring. The district has incorporated the new codes into the 1992-93 budget. The ODM continues to have concerns about the budgeting process that is used in the LRSD and its capability to determine its financial status. The LRSD is a multi million dollar enterprise. It is the state's largest school district and should set an example of strong fiscal management. Yet, the district operates its financial affairs like the smallest of school districts that have simplistic needs. The Arkansas Department of Education provides Handbook II as the basis for school district accounting and within the code structure there is ample flexibility to measure any aspect of school finance. The LRSD Policies and Procedures Manual has very little in the way of board policy relative to financial matters. There is no requirement for board approval of major expenditures. Therefore, major financial obligations are undertaken without full public disclosure committing the District to, not only current year obligations, but also to future payments. Examples include the purchase of computer equipment for the CMIT project and the expenditure of millions on the PAL program, as well as the open ended \"double funding\" of the incentive schools. The Board has not required, as a matter of policy, that new or changed needs that require substantial outlays be funded in the budget, and that the sources of the funds be identified. For example, if additional funds are needed for security personnel, which item in the budget will have to give up the money. The current financial system is essentially an accounting system that produces the accounting reports required by state law. However, it does not generally satisfy the high priority needs of the District itself. Major unmet needs include an improved ability to generate systematic short- and long-term expenditure projections, as well as an improved ability to allocate resources according to explicit District priorities, especially in relation to academic programs. In December 1990, a report submitted by a team from the National Curriculum Audit Team and commissioned by the LRSD Board stated in Finding 5.3 \"School management practices show inadequate control of district resources.\" and in Finding 5.1 \"the district may be not exercising appropriate stewardship such as in management of programs and personnel.\" The auditors found that \"the budget was not used as a comprehensive planning document driven by curriculum needs. Visible and tangible linkages between budget priorities and curriculum priorities were not apparent\" Neither is the desegregation plan used daily as an instrument to guide implementation of district policy. There is a disparity between the promise of the plan and reality yet there is no evaluation of the programs the school district offers to see \"what works\", and no changes are made to cut ineffective programs. In effect, the school district seems to have a large slump hole into which it pours money. In no way can the district offer that they have shown good faith efforts to improve the quality of the educational process. The lack of program orientation and other truly useful financial information may impede the District's efforts to provide an equitable and productive distribution of resources to all students. Program budgeting has the characteristic of a primary focus on the purpose for which funds are intended, e.g., McClellan Magnet Program, PAL Program, Alternative Programs, Gifted and Talented, etc., rather than on object code line items, e.g., textbooks, supplies, certified salaries, etc., or organizational units. When budget documents are presented to the board and public, there should be a comprehensive overview of each program and all of the resources allocated to them. The accounting codes used by the school district provide for the use of a function code which could be defined as program categories in a program budgeting system. School districts provide educational services to students in the form of academic programs such as reading, mathematics, science, social science, etc. Parents, teachers, and students view progress and achievement in the same terms. The financial and human resources to accomplish all of this in the LRSD are accumulated, budgeted, allocated, analyzed and reported in terms of funds, schools, functions and objects, but not the primary programs which embody the reasons for the district's existence. Thus, neither the public education constituencies nor the administrators themselves can readily discern the priorities of the district as reflected in the allocation of resources. The curriculum audit pointed this out to the district in its Recommendation 12: \"Move toward greater involvement in budgeting with curriculum linkages. That recommendation is especially valid H considering the need to balance budgets with revenues in an effective and equitable manner. The recommendation identifies the major steps, found on pages 119-120 of the curriculum audit, necessary to install programmatic budgeting. Instead of concentrating their management efforts on improvement of internal processes and developing basic management information, the district has continued to ignore the direction of the court and its own commissioned audit. The Board of Directors at the direction of the previous administration renewed contracts for all personnel effective May 1, 1992 and passed responsibility to provide a balanced budget to the new superintendent. As a result, sweeping cuts were made to the budget that were inappropriate. At the time of the cuts. Superintendent Mac Bernd made promises to improve the financial process in order to be in better position for the next year. He stated in the budget document transmittalOnce this budget is adopted, the budgeting process will not end. We must begin to restructure the budgeting 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 the 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 does 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 1992-1993, this cannot happen this year. On the other hand, the District has several cost centers where investment in personnel might produce savings or generate revenues for the District. All of these items will be considered in the coming months. Now as the District approaches May 1, 1993, history seems to be repeating itself. The district is projecting large deficits for the next year yet has little good information on which to base cuts or deployment of personnel. Again, the plea of \"wait until next year\" is heard. We can no longer continue down this path. The administration was aware of problems and has not put adequate resources to correct them. The position control system does not reflect the authority for each position or the person assigned to that position. How can a district cut personnel when it can't even determine what positions it has? Where is the plan for allocating personnel to the needs of the children?Budget concerns: A. Financial Situation Terminal financial situation No plan for fixing terminal financial situation Deficit spending Exact situation unknown...no current year forecast No projections for out years...revenue/expense Loan repayment odds going down B. Process No detailed budget calendar Adding on expenses while in deficit (positions, salaries) Dont have history of cut/add options considered Increases hidden in budget document No published teacher staffing analysis for current year No published current school capacity plan for budget C. Quality of Effort Poor quality of effort...job descriptions Poor justifications prepared for add/cuts No formal response planned back to Budget Committee No detailed linking between budget and Budget Committee No documentation on new hardware/software costs Long term costs of contracting outD. Policies and Procedures Personnel Policies Absentee/Sick Leave Policy E. Leadership and vision/rp. LITTLE ROCK SCHOOL DISTRICT EPS CODE: 06H APPROVAL OF BUDGET The published budget shall be reviewed and adjusted as necessary and presented for Board adoption as a working budget at the regular July meeting of the fiscal year for which it was prepared. Following Board approval, this budget shall be presented in prescribed form to the State Department of Education. Expenditures requiring a budget transfer in excess of $25,000 shall be approved by the Board. Revised: 2/25/93 16.I I LITTLE ROCK SCHOOL DISTRICT EPS CODE: DBH APPROVAL OF BUDGET The published budget shall be reviewed and adjusted as necessary and presented for Board adoption as a working budget at the regular July meeting of the fiscal year for which it was prepared. Following Board approval, this budget shall be presented in prescribed form to the State Department of Education. Expenditures requiring a budget transfer in excess of $25,000 shall be approved by the Board. Revised: 2/25/93 16.I I I LITTLE ROCK SCHOOL DISTRICT EPS CODE: DBH APPROVAL OF BUDGET The published budget shall be reviewed and adjusted as necessary and presented for Board adoption as a working budget at the regular July meeting of the fiscal year for which it was prepared. Following Board approval, this budget shall be presented in prescribed foirm to the State Department of Education. Expenditures requiring a budget transfer in excess of $25,000 shall be approved by the Board. Revised: 2/25/93 16.Bill HoaNey MEMORANDUM To: From\nSubject\nDate: Board of Directors Mac Bernd 1993-94 Budget Development Process April 22, 1993 j The purpose of this memorandum is to discuss the 1993-94 budget process in terms of the major steps that have been taken and will be taken so that our estimated 1993-94 deficit of 7.5 million dollars can be eliminated and a balanced budget can be submitted to the State of Arkansas. 1. The first step in the budget process was to hold community forums, to listen to the aspirations and concerns of our constituents. These forums were held in the fall of 1992L The main issues that surfaced from the forums were as follows: a. School safety and security b. Academic achievement c. Implementation of the Desegregation Plan d. Control of our own destiny both legally and fiscally. 2. After the Community Forums were completed, a Citizens Budget Committee began meetingJ These meetings began before the winter holiday and ended in April with a series of recommendations for the District to consider in light of near and long term budgetary concerns. The recommendations of the Budget Committee are attached to this memorandum. Recommendations that were used in the Financial Forecast are designated with an asterisk (*) in the Citizens Report. 3. As the Qitizens Budget Committee continued its work, a corresponding process involving the Superintendent's cabinet and other administrators was undertaken for the purpose of developing a budget that was balanced and reflective of the priorities identified in the desegregation plan and by the community. This group took the priorities of the Citizen's group into account during the process, but many of the Citizen's Committee recommendations are long term and will be considered for future years. 4. The steps outlined above have resulted in the Financial Forecasttthat we are outlining this evening. This forecast is presented to get direction from the Board so that personnel reductions can be accomplished before the May 1, 1993 statutory deadline. We are asking for a special meeting on April 28, so that the Board can take final action on the personnel reductions outlined in the Financial Forecast. A5. The next step in the process will be the development of the detailed Tentative Budget J^This document will be furnished to the Board on April 28th. As this is a detailed document which is quite comprehensive, we are not requesting action on it until the regularly scheduled meeting in May. The Tentative Budget will contain our most accurate estimates of revenues and expenditures in a detailed fashion. This is the budget that will be presented to the Federal Court for approval. It will not be the Final Budget because the complete picture of revenues and state funding will not be known in May. 6. The last step in the 1993-94 Budget process will be the development of the Final Adopted^ Budget which will be submitted to the Board of Directors in the July meeting. This is the Budget that will developed after the Federal Court has acted on the Tentative Budget After this Final Budget is acted upon by the Board, it will be submitted to the State of Arkansas for approval.DEFICIT REDUCTION PLAN FOR THE 1993 - 1994 SCHOOL YEARDEFICIT REDUCTION PLAN I. n. ADDITIONAL BUDGET EXPENDITURES REINSTATEMENT OF PROGRAMS m. REVENUE/EXPENSE FORECAST IV. BUDGET REDUCTION CRITERIA BUDGET RECOMMENDATIONS VI. POSITION REDUCTIONS1. ADDITIONAL BUDGET EXPENDITURE * 4 ASSISTANT PRINCIPALS AT INCENTIVE SCHOOLS $ 160,000 * 4 FULL-TIME SOCIAL WORKERS AT INCENTIVE SCHOOLS 132,000 * 1 SPANISH TEACHER 33,000 * POLICE RESOURCE OFFICER AT EACH SECONDARY SCHOOL (50% CITY 50% DISTRICT) 203,000 * KING STAFF - EXTENDED CONTRACTS ABACUS AND MISCELLANEOUS 350,000 * 1 SECRETARY FOR DESEGREGATION 21,500 TOTALn. REINSTATEMENT OF PROGRAMS PROGRAMS ESTIMATES * GIFTED \u0026amp; TALENTED 242,000 * COUNSELING 260,000 $ * MUSIC TEACHERS 551,000 * IRC AIDES 38,500 * COMMUNITY SCHOOLS 100,000 * PARENT RECRUITING 75,000 * SEVENTH PERIOD AT HENDERSON 303,000 TOTAL $ 1\n569,5O{1 m. REVENUE! EXPENSE FORECASTLittle Rock School District Revenue/Expense Trends $120  it $100 -  $80- -rn- c Q. K UI  $80 - c (X $40 - $20 -  b i $0 88-88 I 89-00 I 00-91 81-82 92-83 93-84 T n School Years Total Expenses Revenue Settlement Loan Settlement Payments Ail Dollar Amounts aro stated In Millions of DollarsLITTLE ROCK SCHOOL DISTRICT 1991-94 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1) 04-22-93 ACTUAL 1990-91 ACTUAL 1991-92 BUDGET 1992-93 PROPOSED 1993-94 REVENUE - LOCAL SOURCES CURRENT TAXES 40% PULLBACK DELINQUENT TAXES EXCESS TREASURERS FEES DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISC. AND RENTS INTEREST ON INVESTMENTS ATHLETIC RECEIPTS 31,899,357 20,601,593 3,214,974 118,998 317,646 120,412 317,978 141,376 91,322 38,196,979 21,081,833 4,250,186 140,858 241,476 224,667 406,878 354,446 100,857 39,088,120 21,694,576 4,250,186 140,000 300,000 224,667 461,000 300,000 100,857 41,027,982 21,420,949 4,277,692 145,690 303,000 245,162 484,050 340,000 102,874 TOTAL 56,823,656 64,998,180 66,559,406 68,347,399 REVENUE- COUNTY SOURCES COUNTY GENERAL SEVERANCE TAX 73,971 16,232 73,419 15,350 73,419 11,000 73,419 15,000 TOTAL 90,203 88,769 84,419 88,419 REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN TRANSPORTATION COMPENSATORY EDUCATION M TO M TRANSFERS ADULT EDUCATION 22,037.764 10,356.778 6,000.000 73.971 1.265.710 602.063 0 8.820 2,885.960 609.943 1,007.481 624.119 27.264.460 8.637.482 4.500.000 73.426 1,513.699 824.870 147.050 3.000 2.379,879 858,743 1.770,486 697,589 27,042,713 8,926,606 1,500,000 73,419 1,341,887 821,449 229.403 3,000 2,692,563 548,034 2,490,900 697,589 27,142,713 8,094,112 0 1,341,887 1,210,000 240,873 3,000 2.700,000 575.436 2.883.425 768.715 TOTAL 45,472,609 48,670,684 46,367,563 44,960,160 REVENUE- OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM FED GRANT TRANSFER FROM BOND ACCT 28,585 95,588 613,166 9,385 129,428 394,675 40,000 262,000 600,000 30,000  250,000  400,000  TOTAL 737,339 533,488 902,000 680,000 TOTAL REVENUE OPERATlNfl 103,123,807 114,291,121 113,913,388 114,075,978\u0026lt; LITTLE ROCK SCHOOL DISTRICT 1991-94 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1) 04-22-93 ACTUAL 1990-91 ACTUAL 1991-92 BUDGET 1992-93 PROPOSED 1993-94 REVENUE-FEDERAL GRANTS CHAPTER I CHAPTER II TITLE VI B OTHER 2,886,618 227,900 468,964 1,735,885 3,275,099 224,423 558,810 1,164,511 4,288,755 215,020 589,011 1,253,733 4,288,755 215,020 589,011 1,253,733 TOTAL 5,319,367 5,222,843 6,346,519 6,346,519 REVENUE-MAGNET SCHOOLS STATE/LOCAL 12,571,785 13,887,841 14,278,796 14,707,160 TOTAL 12,571,785 13,887,841 14,278,796 14,707,160 TOTAL REVENUE 121,014,959 133,401,805 134,538,703 135,129,6571 EXPENSES SALARIES BENEFITS DESEGREGATION SERVICES,SUPP,EQUIP DEBT SERVICE CONTINGENCY 56,996,869 7,312,664 14,598,558 17,053,677 6,646,769 0 65,368,035 8,020,788 15,997,240 15,267,935 7,950,100 0 65,063,011 9,162,732 17,013,029 14,536,674 9,597,115 500,000 67,930,687 9,454,597 . , 19,279,615 15,436,968 8,870,123 1,000,000 TOTAL OPERATING EXPENSE 102,608,537 112,604,098 115,872,561 121,971,991? EXPENSES-FEDERAL GRANT 5,319,367 5,222,843 6,346,519 6,346,519 EXPENSES-MAGNET SCHOOL 12,571,785 13,887,841 14,278,796 14,707,160 TOTAL EXPENSES) 120,499,689 131,714,782 136,497,876 143,025,670? INCREASE (DECREASE) IN FUND BALANCE 515,270 1,687,023 (1,959,173) (7,896,013) BEGINNING FUND BALANCE 119,574 634,844 2,321,867 362,694 ENDING FUND BALANCE 634,844 2,321,867 362,694 (7,533,319) 1rV. BUDGET REDUCTION CRITERIA A. COMPLIANCE WITH DESEGREGATION PLAN B. MINIMIZE IMPACT TO PROGRAMS C. STREAMLINE ORGANIZATIONAL PYRAMIDV. BUDGET RECOMMENDATIONS 1. USE DESEGREGATION LOAN $ 3,000,000 2. TRANSFER FUNDS FROM FOOD SERVICE 500,000 3. TRANSFER FUNDS FROM INSURANCE FUND 500,000 4. DEVELOP THE OPERATING BUDGET 1,000,000 '7 5. IMPLEMENT CAFETERIA HEALTH CARE PLAN 311,000 6. REFINANCE LEASE-PURCHASE AGREEMENTS 400,000 7. MISCELLANEOUS 325,000 8. POSITION REDUCTIONS 1.500.000 TOTALS ^36? VL POSITION REDUCTIONS GROUPS FTES ADMINISTRATIVE/MANAGERS 8.5 SECRETARIAL 7.0 CLERICAL 4.0 COMPUTER AIDES 50.0 MEDIA/LIBRARY CLERKS .STAi. 33 ___ * % SKILLED TRADE 4.0 MATH TEACHERS TOTAL 81.5 LITTLE ROCK SCHOOL DISTRICT CITIZENS BUDGET COMMITTEE Subcommittee Reports March 31,1993 Item Page Staff Appreciation 1 Legend 1 I. Academic Achievement 2 II. Desegregation 3 III. Non-Academic 6 IV. Physical Plant 10 V. Revenue 11 VI. Staffing 12 VII. Transportation 14 VIII. Safety and Discipline 15STAFF APPRECIATION The Citizens Budget Committee is extremely appreciative of the efforts of District employees who furnished information and assisted in the the committee's report. Without the employees cooperation, support, and willingness to be candid, the Committee could not have completed Its work. We owe all employees of the District a warm thank you for their assistance. LEGEND * Indicates that the recommendation was taken Into consideration in the 1993-94 budget / 1I. ACADEMIC ACHIEVEMENT The following are recommendations to help reduce the budget but still maintain an emphasis on academic achievement for all students. A. B. c. A concerted effort needs to be made to determine the success of the academic programs that exist at the present time. To accomplish this goal, we suggest that: (1) the school f district arxJ our committee determine the criteria needed to deem a program successful/unsuccessful and (2) teachers and principals throughout the district fill out an anonymous questionnaire that focuses on what programs they want to keep and/or implement Rationale: We feel that the success of our schools is, in large measure, dependent on those who are responsible for the delivery of services. Thus we need to help teachers and principals to become empowered individuals by asking them to be a part of the solution rather than part of the problem. We want the teachers and principals of the district to become active participants in solving the problems that face the district and one way to do this is by seeking their input concerning program services. Classes that have less than 15 students need to be canceled or if there are several students at more than one school who want to enroll in a particular class (e.g. German V), then those students need to take the course at one school. This will cost the district the travel expense for transfering and/or transporting students from school to school.  Rationale: We feel that offering courses that reach only a few students is not cost effective. By consolidating, we hope that the district can still offer most, if not all, of its courses. Some portion of the money that has been allocated for narrowing the gap between black and white achievement levels needs to be used for programs that foster professional development of teachers and academic progress for all students. Rationale: The district has been given money to narrow the gap and that is what it needs to be used for. We realize that more money does not necessarily mean achievement levels will automatically rise. However, we do see the need to invest in our teachers because without quality teachers we wSI not have quality students. / 2II. DESEGREGATION What is the District vision/mission statement? Our perception\nThe Little Rock School District must embrace the Desegregation plan wholeheartedly, provide the best education possible for each child in the district, encourage total parental involvement, value teacher input and be responsive to the community as a whole. In order to do this: the Superintendent must communicate to all levels of the employee population clear expectations for implementing the Desegregation Plan with reinforcement permeating to all segments of the District Each employee should be able to articulate the components which impact them. In addition, each employee should be held accountable for their particular area of expertise. Recommendations for 1993-94 budget reductions: A. Eliminate ail staff which reports to the Associate Superintendent for Organization and Learning Equity and move a support staff person from Planning, Research arxl Evaluation to serve as Administrative Assistant. B. Reduce staff in Planning, Research arxJ Evaluation by two staff persons by not filling current vacancies. C. Evaluate the 4-y6ar old program to determine rate of white retention and petition the court before future expansions. D. Lobby for LRSD to become Lead Agency for Head Start. E. Student Assignment Office Coordinator must be able to recognize problem areas of racial imbalance during the student assignment process, articulate to parents components of plan compliance, and correct. We noted several examples of assignments not in compliance. Review procedures as outlined in Plan arxJ require personnel to comply. Disparity in treatment because of race and economics was apparent during our visits. Attitudes arid awareness level of treatment must be reviewed with each staffing office. F. Review new school construction to determine school closings which would feed students Into new interdistrict magnets and reduce double funded incentive schools.  Martin Luther King (692) impact: Ish (187), Mitcheil (264), Rightsell (249)  Stephens impact: Stephens (209), Garland (256), Fair Park (243)  Determine facflity utilizations G. Combine ALL recruitment functions/eliminate one position through better utilization.  Teacher recruitment  Parent recruiting  VIPS recruitment  Private school recruitment 3Desegregation (continued) _H. Review Data Processing for effectiveness and flexibility, multiple usage and access for District users.  ABACUS: including existing training program implemented by Staff Development Office 1. J.  SIMS  WP  Use before and after normal school hours for teachers, PTSA, students  Review total computer operations for safety and computer security procedures, particularly reviewing system glitches, including: computer capacities \u0026lt; user help/assistance customer help line 4 simplify present data input and document preparation  Develop a starxiardized SYSTEM MANUAL for user on-site help.  In-house trouble shooter to handle day-to-day access and response.  Review cunent telephone operation for computer interface, call routing and data transmission efficiencies.  Develop systemwide searches by subject name to be used in data capturing. Review staffing levels at all schools to determine optimum level of student/pupil operations.  Bring class sizes Into line with state/district standards.  Review teacher class loads (example: teacher teaching at least 4 of 6 periods at high school level).  Rnal decisions on courses being offered should be made by final registration. Review Staff Development operations including better utilization of current district personnel with planned future elimination.  Perform more functions al principal/school level.  Curriculum Coordinators could function as resource for staff development.  Biminate teacher stipend for training (negotiation) utilize days and time already paid for through present contracts. 4 Desegregation (continued) K. Combine department heads and eliminate one position.  What are the positions?  Are persons in these positions functioning effecliveiy? L Add Grantwrfter reporting to Superintendent. M.  Salary must come as a result of grants submitted. This means that this position must pay for Itself plus generate new dollars for the District Eliminate KLRE/KUAR affiliation unless or untB it becomes an educational component of the District N. One-time incentive for early retirements (example: $3000 for 27 yrs, etc. - PN Agreement). 0. Planning Research and Evaluation now produces reports and recommendations which are not being utilized and Implemented. R^efine Planning, Research, and Evaluation impact In order that findings are implemented. P. Develop a coordinated nxinitoring efforts which wfli minimize disruptions in classroom.  Biracial Committee  Parent Advisory Committee  Include written summary of events, observations, eliminate in-room teacher/student confrontations. Q. Review Gifted and Talented Program for maximum pupil/teacher exposure. \u0026amp;  Restore time to 150 minutes per student.  Restore to prior budget levels.  Concentrate program implementation above 3rd grade level\nfocus on basic skills prior to 3rd grade.  Increase teacher requirements to Master's level: 3 year limit on acquisition. Committee Conclusions A. Monitoring is not our adversary, each individual in the District should be able to participate in the monitoring function because the Plan should be a part of day-to-day operations of every entity in the District B. WE BEUEVE THAT THE JUDGE HAS GIVEN DIRECTIVES ON ALL ASPECTS OF THE PLAN: THEREFORE. REVIEW ALL GOALS AND OBJECTIVE FOR EFFECTIVENESS AND IMPLEMENTATION - REPORT BACK TO DISTRICT BY APRIL 1, 1993 AND GIVE STATUS OF ALL PROGRAMS DESCRIBED IN PLAN. MAKE CONCRETE RECOMMENDATIONS FOR CHANGE OR IMMEDIATE IMPLEMENTATION OR EUMINATION BY MAY 1. 1993. 5III. NONACADEMIC A. STATEMENT OF UNDERSTANDING It is the understanding of this cluster that the Little Rock District School Board and the administration have previously cut $7.6 million from the current budget and are at an Impasse as to finding further areas of budget reductions. Also, the duster understands that a reduction of $5.6 million is needed to balance the budget for the 1993-94 budget year, unless the court reinstates the $7.6 million in budget reductions then the deficit would increase to $13.2 million. B. PURPOSE This cluster was formed as a subcommittee to evaluate the non-academic areas falling within the Little Rock School District budget The cluster's evaluation was to seek recommendations for helping to achieve an overall budget reduction for the district C. APPROACH Definition of Subject Area One of the early on determinations centered around defining what constituted nonacademic activities. The duster decided that any area that did not require teacher certification should be considered non-academic. Applying that criteria, the following areas were asked to provide someone to present a brief overview of where the area fit into the operations of the school district: * SCHOOL FOOD SERVICES - Ms. Jackie Boykin - PLANT SERVICES - Mr. Doug Eaton \u0026lt; INFORMATION SERVICES - Mr. Bob Connolly * PURCHASING - Mr. Charles Neal - HUMAN RESOURCES - Ms. Rita White  VOLUNTEERS IN PUBUC SCHOOLS - Ms. Debbie Milam \u0026lt; KLRE/KUAR - Ms. Regina Dean  FINANCIAL SERVICES - Mr. Mark Milhollen - NEW FUTURES - Ms. Unda Young  ATHLETICS - Ms. Ouida Carter X COMMUNICATIONS - Ms. Dianne Woodruff There are other areas we did not interview even though they satisfied the above criteria. These areas fell under the purview of another duster and we made every effort to avoid duplication of request being made to the district staff. These areas are as follows: - PLANNING, RESEARCH \u0026amp; EVALUATION - The duster on academics and student achievement. - CURRICULUM. STAFF DEVELOPMENT, INSTRUCTIONAL RESOURCE CENTER - The duster on academics and student achievement. 6Nonacademic (continued) - STUDENT ASSIGNMENT. C.A.R.E.. DESEGREGATION/EQUITY. PARENT RECRUITERS - The cluster on courts/desegregation. \u0026lt; HEARING OFFICE - The cluster on safety and discipline. \u0026lt; TRANSPORTATION - The cluster on transportation. D. GENERAL RNDINGS Achieving the desired results will mandate some difficult and unpopular decisions. The obvious spending cuts have been addressed in previous budget reductions. This cluster feels strongly that not only are spending cuts necessary, but an overall evaluation of the district from an operations audit prospective is critical to any long term productivity gains. A restructure of the district to achieve efficiency, cost savings. Job consolidation of duties and resources, and redistribution at duties and responsibilities is essential. The need to flatten the organization chart and eliminate the multiple layers of management are superb examples of this necessary restructure. If the district does not restructure and eliminate unproductive spending, the budget crisis will be ongoing. A cursory review indicated the need for an overall salary evaluation of negotiated salaries. It appears that the district is burdened with relatively high administrative salaries considering the local administrative and executive salary market. It is recommended that an immediate salary freeze be implemented until the budget crisis has been addressed in a manner that will allow for salary increases as a structured item in a balanced budget. It is further recommended that a hiring freeze be placed on replacement of nonacademic personnel until the positions are included In a balanced budget. All car allowances shoiJd be eliminated Immediately and business mileage should be reimbursed at 28 cents per mile with adequate documentation. The board should consider proposing an early out and/or a voluntary severance program to reduce nonacademic labor cost An across the board cut of five percent in each area over and above the following specific recommendations is proposed. E. SPECIFIC RECOMMENDATIONS The following areas were reviewed and the cluster offers the following specific recommendations for consideration. Implementation of the specific recommendations does not eliminate the need for application of the general recommendations to these areas. School Food Services This program Is totally self funded and operates without cost to the district. It is recommended that this area be left status quo. 7Nonacademic (continued) Plant Services This area was found to be a major area needing further evaluation and significant restructure and consolidation. Consolidation of the procurement and distribution of all janitorial supplies with the purchasing department is recommended.  Contracting as many functions as possible will eliminate the need for staff and the associated benefit cost. Areas of consideration include, but are not limited to, the plumbing crew, grounds crew, carpenter crew, and electrical crew. Use of students for routine upkeep and any other conceivable areas is encouraged. This would be less costly to the district, provide needed employment for students, provide a learning experience and also give students a sense of pride. - All vacated properties should be sold to supply income and reduce cost as well as staffing necessary to maintain these properties. Information Services Due to the limited time for review and lack of technical expertise, the cluster does not wish to make recommendations In this area. Purchasing Automation and staff reductions are the key recommendations in this area. The organization chart for purchasing is similar to that of a major corporation. All the accounting functions currently residing in the purchasing department should be immediately transferred to the district accounting office. No new positions should be filled in this area and elimination of a minimum of two positions through consolidation and automation is proposed. Human Resources Immediate consolidation for a staffing reduction of two clerical positions is recommended. It appears automation may be critical to reach the efficiency required with fewer personnel. Volunteers in Public Schools The five percent reduction as recommended in the general recommendations is proposed for this area. No further recommendations are made for this area except a comprehensive operations review be corxfucted as soon as practical. KLRE/KUAR Termination of the agreement between UALR and the district and discontinuing the district's involvement with the radio station is recommended. The costs associated with terminating the agreement are recognized, but felt to be justified because of present and future cost savings. \u0026amp; 8 Nonacademic (continued) Financial Services Time restraints precluded a review of staffing requirements in financial services. Upon the completion of the conversion of computer systems, a complete operations analysis Is strongly urged. New Futures The $400,000 cost of this program to the district generates approximately $2 million of funding from outside sources. Therefore, discontinuing the program is not recommended. Athletics This area is perceived to be one of the most community sensitive and costly areas to the district. The duster is cautious In specific recommendations in this area, but is quite definite in conveying the position that continued funding and enhancement, as has been the historic pattern, wBI have a decidedly detrimental impact on the ability of the district to fulfill its primary function education. After much deliberation, the cluster suggest that the athletic department be given the opportunity to present an athletic offering that is cost effective and equitable yet accomplishes a minimum of a five percent budget reduction. The committee would offer the following for consideration: \u0026lt; Consolidation of teams between schools eliminating the duplicate staffing and facilities requirements.  Elimination of any new athletic programs.  Elimination of programs that are not self funding and that do not achieve a minimum participation level. Communicatioi A comprehensive restructure based on the proposals of Ms. Woodruff is supported. The communications department should concentrate on external communications and the burden of internal communications should be placed on the Human Resources Area. It is highly recommended that restructuring be used to improve productivity as opposed to replacing Ms. Woodruff as department head. F. EVALUATION Time constraints and higher priority demands placed on data processing have precluded assessment of dollar values on specific recommendations. / 9 IV. PHYSICAL PLANT A. Mission To review the facilities and physical plant budget of the Little Rock School District to determine possible cost savings. B. Observations  Staff has made good progress In the use of technology to manage utility costs.  Some older facilities, because of general physical decline, or inefficient size, have outlived their educational value.  With the opening of the Martin Luther King school, the Little Rock School District has a \"window of opportunity\" to maximize use of a modem facSity and attract students. C. Recommendations  Continue to Tine tune\" utility management.  Promote Martin Luther King to the county In such a way that 100% enrollment Is attained. This will not only ensure the most efficient use of this facility, but will also provide a platform, or \"laboratory\" for some \"flexibility* in the management of the Little Rock School District.  Close and liquidate the current Instructional Resource Center building. 0  Close Ish and Garland schools. This is an extremely emotional issue. However, the committee feels strongly that these students will be better served from at least two positions: 1) if the Martin Luther King school is properly promoted to the county, the students moved from Ish and Garlarxl will be in a Desegregated School and 2) they will also benefit from the added self-esteem of attending school in a modem facility. This recommendation may reduce District costs by approximately $1.38 million. The Marketing of this is absolutely critical.  Any property which has become obsolete and for which there Is no foreseeable future use should be liquidated for operating cash where possible. In the case of Ish and GarlarxJ, which have tremendous community value, these properties should be offered to the community for some alternative use. If appropriate organizations do not step forward in a reasonable time, then perhaps the best plan would be to transfer the properties to the Little Rock Parks for the purpose of razing the buildings and creating parks. 10 V. REVENUE A. Mission Target long-term strategic planning Initiatives for the district with the primary goal of increased student enrollment In the district which will enhance revenue. B. Strategic Planning  The LitUo Rock School District should obtain the services of an expert in strategic planning for public schools in order to help facBitate a strategic planning process with the school board and District administration. Orre of the most strategic tasks ahead for the district is to stop the out migration of students. Within the past four years, there have been approximately 1.000 students who have left the District This out-migration must cease in order for the District to remain viable.  Strategies also will need to be developed In order to attract some of the 11.000 students who attend private schools in the district C. Little Rock Public Education Fund  One of the objectives of the strategic plan should be the recruitment of school officials and community leaders to form a Little Rock Public Education Fund. This independent group would focus on the long-term economic development of the district It would bring the Districts needs to the business, civic and philanthropic communities for a collaborative effort This approach has been successful in other public schools across the country.  The education furxl would also be charged with seeking federal, state and local education grants\nprivate foundation grants: and gifts from local, state and national industries. It would oversee the equitable distribution at these funds.  The education fund would Institutionalize the best programs and the best schools, making them the norm for the entire district D. Review Physical Plants  Determine disposable physical assets within the district and arrange for their disposal through the use of a local real estate agent who would aggressively market the property.  Determine underused assets and develop a strategy in order to rent these assets to the general public. A property manager should be able to rent empty buildings, kitchens, buses, theaters, auditoriums, shops and garages on weekends and during the summers. 11 VI. STAFFING A. Mission To review ways the LRSD can reduce staffing costs without consequential or adverse educational impact. B. Short term \"band-aids' (appropriate for the coming budget year)  Evaluate dosing small schools that are not cost effective. Review consolidation possibilities.  Review need for new schools and their subsequent staffing requirement  Review the value of all noncertified positions. Determine and make staff cuts wherever arxl whenever a vital function is not realized or will not be significantly impacted. Administration \u0026lt; Duplicity of function in different departments? \u0026lt; Absolute staffing requirement within each department for a vital function to be maintained? \u0026lt; Can some functions be more cost-effectively performed via contracts with the private sector? \u0026lt; Emphasize site-based management. Academic \u0026lt; Review the need for Instructional Aides. 0  Review the need for certified personnel in areas where lower cost non-certlfied personnel might suffice. I.e. study halls.  Review potential reductions in paid leave-of-absence policy. Little Rock School District personnel have reinstatement rights for two years. In the meantime, other personnel must be hired arxJ trained to fill the position of the absentee. Can the leave-of-absence policy be reduced without negative impact on education?  Adjust per-pupil ratio to North Central/State standards. How many classes are being / funded without a significant pupil count?  Offer an incentive for early retirement. Replace only the vital personnel and then at reduced salary levels.  Review value and impact of each position as natural employee attrition occurs. . (!)  Review sick leave policy. Are we encouraging absenteeism? Little Rock School District absenteeism runs as high as 15% while national average is approximately 6.5%.  Review substitute teacher pay. Could under-utilized teachers be used as substitutes? 12 Staffing (continued) C. Long-term solutions for a proper and healthy staffing environment. From the ground up...  Contract professional services to research from the ground-up ways to eliminate duplicity of function and streamline the total management structure.  Evaluation of the many and various programs to determine if they are delivering the original and desired impact of an equal high quality education. \u0026lt; Conduct focus groups of all personnel to determine ways the Little Rock School District can function more smoothly and efficiently. 13 VI. TRANSPORTATION Objective: Identify immediate and long term solutions to reduce the total operating cost. A. With the use of the present automated routed system, reduce the number of 65-passenger bus runs by five (5). Because of the increased routing efficiency, the following minimum savings can be realized: 5 driver positions Tire savings Fuel savings $50,000 9,000 14.000 B. C. D. E. F. Total Minimum Savings $73,000 With proDerlv administered driver training, and the use of Tach Sheets or Tattle-Tail\" sheets, which would be keyed Into a new \"Fuel Processing Transaction\" program, using existing personnel, (based on the estimated 92-93 projected fuel cost), a substantial fuel savings will be realized. Fuel savings cost Computer program cost Cost Savings $48,000 (20.000) $28,000 Review and revise hiring practices\nto include listing job availabilities with the Arkansas Employment Security Division and local colleges. Progressive ideas should be aggressively implemented to reduce the 20-30% driver turnover rate and absenteeism. Cost Savings $100,000 Cut the number of full time subs (drivers) from 24 to 14 by natural attrition. Cost Savings $100,000 Reduce the number of aides from 35 to 30 by natural attrition. Cost Savings $50,000 Begin a 5-year change-out period from bias to radial tires, which will decrease the fuel cost each year by approximately 4% and increase safety and longevity. Cost Savings (each year) $27,000 G. Purchase a minimum of 20 diesel buses per year (retiring 20 unleaded buses per year). Cost Savings of 50% fuel efficiency increase per bus minimum. 14VII. SAFETY AND DISCIPUNE The following are recommendations to help reduce the budget but still maintain an emphasis on academic achievement for all students. A. Present Budget $140,000 - Sonitrol 50.000 - Running office-drug dog, auto expense, off-duty police, drug testing of $190,000 employees, hand held safety alarm systems, etc. B. Present Staff Director 3 Supervisors (1 night building security - answers all fire arxf intrusion alarms) Secretary C. Proposed Cuts * Drug Dog - $3,500 * Drug Testing - cut $5,000 (less frequency of tests and decrease number of substances tested) D. Recommended Cut Combine job of Director of Safety and Security and Risk Manager position into one job which would eliminate the Risk Managers salary of approximately $40,000 including benefits. E. Other Recommendations * Budget for 14 additional school resource officers. * We strongly recommend that we continue to pursue collaborative efforts to expand and improve safety and discipline in LRSD through grants and other resources (a committee member has agreed to assist with this). * Violence prevention curriculum should be developed at the elementary school level to prepare students for their transition to junior high school. 15AREA AFFECTED Curriculum 'S Transportation - Plant Services - Food Services Associate Superintendent School Operations IRC Personnel Communications - LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PERSONNEL BUDGET REDUCTIONS explanation NO. OF POSITIONS Through secretarial pooling, we can eliminate four (4 positions. will be re-allocated and remaining duties will be absorbed by remaining staff members and coordinator for incentive schools. Contract driver training services with the possibility of our insurance company doing it. Eliminate one clerical position and assign the duties to shop foreman, mechanics. and secretaries. EPA Coordinator duties will be handled by Reduce custodial supervisory staff by two. Principals will assume supervision of Doug Eaton. custodians. Construction management will be subcontracted and made a part of the project bid. Eliminate one secretary and assign duties to the remaining secretary. Eliminate one data entry person. aximinate one data entry person. Duties will be reassigned to remaining personnel. Eliminate one administrative secretarial position, r  .- - Duties will be assigned to remaining pool. Eliminate one position in instructional technology. Reassign duties to remaining staff. Eliminate recruiting coordinator position. Teachers of Tomorrow Program will be coordinated by the Curriculum Division. Reassign some aspects of position control to the Financial Services Department, secretarial position. Eliminate one Eliminate the Communications Assistant Restructure some of the office duties. Sub-contract production of materials. position. Some 4 3 3 5 1 1 1 2external information and PR requests will be channeled directly to schools. 1 Gibbs Assistant Principal Assistant Principal position will be reduced to .5 FTE. MRC concurs. 1/2 Media Clerks The revised curriculum contains resource guides which identify materials needed to support the teaching of the curriculum. These guides were not available when media clerks were scheduled as full time employees. Reduce media clerks to 5 hours per day  benefits stay intact. 33% Computer Lab Attendants Restructure so academic support and regular teachers use labs for computer assisted instruction. Develop a team of 10 people who will act as technology support people to work out of IRC. Develop inservice for teachers to effectively use labs. 50 Plant Services Skilled Trade Eliminate 3 positions. Existing duties to be reassigned to other departments. 3 Primary Remedial Math Teachers Eliminate pull-outs for math in grades 1-3. Reassign 8 teachers. 8Little Rock School District NEWS RELEASE May 21,1993 For more informatiorL: Jeanette Wagner, 324-2020 LRSD BOARD OF DIRECTORS mi] IILES BUDGET WORK SESSION The Little Rock School District Board of Directors has schedule 1 a bj^get work session Saturday, May 22, at 7 aan. The session will be held m the board room at the LRSD AdministTative Offices BIO West Markham Street. tr-mr ftlAOffice of Desegregation Monitoring Unrted Statss District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (S01) 376-6200 Fax (501) 371 -0100 June 7, 1993 Gary Jones, Mgr of Resources and School Support Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Gary: Attached are Budget Document Suggestions that I hope you will find useful. Sincerely, ^\u0026lt;4- Bob Morgan Associate Monitor cc: Bill Mooney Mark MilhollenBudget Document Suggestions Executive Summary: Should include the reductions, add backs and reinstatements. Budget Summary: Projections should be extended to 1998-1999. That is a five year projection. The expense category for desegregation should be eliminated and the expense amounts should be allocated to salaries and supplies. Object Code Summary: Include actual 1992-1993 expenditures by object code. Add a column for FTE. Function Code Summary: Review and include additional function codes (programs). Include actual 1992- 1993 expenditures by function code. Add a column for FTE. Program Budget: Report by function and object only. Further breakdown by school can be provided in the department budget. Include actual 1992-1993 expenditures. Add a column for FTE. Department Budget: The department budget should be in the order: department, function and object. Include actual 1992-1993 expenditures. Add a column for FTE. Incentive School Budget: Eliminate this section Magnet School: Include the 1992-1993 Magnet Review Committee budget. In the format of the department budget project the 1993-94 budget for each magnet school. Add a cover page showing revenues from the state and the three school districts. Food Service\nThe food service budget shows a transfer to the operating budget of $5(X),000 which is justified for e recapture of overhead expense from prior years. Should not the budget also reflect a budget year overhead expense amount? Capitol Projects: The computation of the capital amounts being spent is left to the reader. Include an additional column to show the planned expenditure. Desegregation Budget: Eliminate the total break on object code to reduce the size of the section. Include an explanation of each item and show how to follow the item back to the department budget.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 RSCEJV Office ci Dssegrecatien McnUcring JuN 5 1993 June 24, 1993 TO: Board of Directors FROM: C. M. Bernd, Superintendent of Schools SUBJECT: ADMINISTRATOR PAY Now that the Board and virtually all other employee groups have agreed on contracts for the 1993-94 school year, it is necessary for the Board to administrators. make decisions concerning the District's In my opinion, the District must address the issue of recruiting and retaining talented managers. To that end, I suggesting that compensation for the positions of Associate Superintendent and Manager of Resources and School Support be set at $68,000 for the 1993-94 fiscal year. I am also suggesting that compensation for the positions of Assistant Superintendent, Controller, Student Hearing Officer, and Desegregation Facilitator be set at $61,000 for the 1993-94 fiscal year. Further, I am advocating a 1.5% base salary increase for all 12- month administrators except those listed above. In addition, I suggest that all 12-month administrators be placed on a 250 day contract with paid vacation days credited according to years of experience as an administrator in the Little Rock School District and Pulaski County Special School District at the time of the merger in 1987 as follows\ndays\n15+ years, 25 days. 0-7 years, 15 days\n8-14 years, 20 For all administrators whose contracts are less than 12-months, I suggest a 3% base salary increase. Finally, accumulate contract. am sick advocating that administrators be allowed to leave up to the length of the If a contract is reduced. individual's the accumulated sick leave cannot be greater than the length of the current contract. I It is my recommendation, following: therefore. that the Board adopt the A $68,000 annual salary for the positions of Associate Superintendent and Manager of Resources Support for FY 1993-94\nand SchoolA $61,000 annual salary for the positions of Assistant Superintendent, Controller, Student Hearing Officer, and Desegregation Facilitator. 1.5% base salary increase administrators for FY 1993-94\nfor all 12-month A A 250 day contract for all 12-month administrators with paid vacation days based on experience in LRSD and PCSSD of 15 days for 0-7 years of service\n20 days for 8-14 years of service\nand 25 days for 15 or more years of service\nA 3% base salary increase for all administrators on a less than 12-month contract\nand The ability for administrators to accumulate sick leave up to the length of the individual's contract.Little Rock School District June 28, 1993 RECEIVED JUN 2 8 1993 Mr. Chris Heller Friday, Eldredge and Clark 2000 First Commercial Building Offica of Desegregation Monitoring Little Rock, AR 72201 Dear Chris: As a prerequisite to the July 7 and 8 court hearings to review budget matters, I submit the following exhibits as required by Judge Wright's order dated June 15, 1993: 1-A Budget Changes Supported by \"Business Cases\" 1-B Major Deficit Reduction Actions 1-C 1993-94 Certified Teacher Salary Increases Matrix 1-D Budget Revision (Draft 4) 1-E Action Plan Based upon my interpretation of the order, the attached exhibits should complete our required filings for the June 28, 1993 court submission date. Sincerely, Mark D. Milhollen Controller MDM/cfh Attachments I I 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361c: Ann, Polly, Bill \u0026amp; Bob FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY, P.A. ROBERT V. LIGHT, P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.A. JOE 0. BELL. P.A. C. ECHOLS, P.A.  A. 8UTTRY, P.A. h ERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR . DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST, JR.. P.A. ELIZABETH J. ROBBEN, P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE, P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 June 28, 1993 yon KEVIN A. CRASS, P.A. WILLIAM A. WA006LL. JR., P.A. CLYDE 'TAB* TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR., P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWEND, JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE DAVID M. GRAF PAMELA D. PERCEFULL CARLA Q. SPAINHOUR JOHN C. FENDLEY. JR. COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A. GHiCS of Desegrog. WNITEH'S DIRECT NO. (5011 370-1553 Via Hand Delivery Ms. Ann Brown Office of Desegregation Heritage West Building, Monitoring Suite 510 210 East Markham Little Rock, AR Street 72201 Re\nLittle School Rock School District vs. Pulaski County Special District No. 1, et al.\nUSDC No. LR-C-82-866 Dear LRSD This Enclosed please find three of the booklets being filed by the as required by the Order of the Court dated June 15, 1993. booklet contains those documents submitted in response to paragraph l.A. through I.E. of the Order. Thank you for your attention to this matter. Sincerely yours. L . JUN 1^3 Ann: D Jerry L. Malone JLM/lwg Enclosures Stephens Inc. Mark McBryde Vice President August 26, 1993 Mr. Mark Millhollen Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Dear Mark: In connection with the Districts refunding bond issue (that refunds the bonds dated May 15, 1988), I am enclosing four schedules. A summary of these schedules appears below. Schedule 1 This represents the outstanding balance on the May 15, 1988 issue. Schedule 2 This represents the refunding issues \"Original\" schedule. Schedule 3 This schedule marked \"Converted\" represents the final repayment schedule for the refunding bond issue. Schedule 4 This report identifies the savings realized by refunding the May 15, 1988 bonds ($742,881.07). A per year breakdown of the savings appears below and on the next page. School Year Savings 1993/1994 1994/1995 1995/1996 1996/1997 1997/1998 1998/1999 1999/2000 2000/2001 2001/2002 $ 65,577.32 48,722.50 46,622.50 48,837.50 50,110.00 50,452.50 49,857.50 48,550.00 46,683.75 Investment Bankers 111 Center Street Suite 2300 Post Office Box 3507 Little Rock, Arkansas 72203 501-377-2306 Fax 501-377-3465School Year Savings 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 2007/2008 $ 49,080.00 50,465.00 45,955.00 45,780.00 49,447.50 46,690.00 If you have any questions regarding these schedules, please call. Cordially, Mark McBryde MM/mc Enclosures cc: Bob Beach DATE PRINCIPAL Schedule 1 Little Rock School District Debt Outstanding - Series 1988 DEBT SERVICE SCHEDULE COUPON INTEREST PERIOD TOTAL FISCAL p3TAL 12/ 1/93 6/ 1/94 12/ 1/94 6/ 1/95 12/ 1/95 180,000.00 205,000.00 220,000.00 6.200000 6.200000 6.200000 174,532.50 168,952.50 168,952.50 162,597.50 162,597.50 354,532.50 168,952.50 373,952.50 162,597.50 382,597.50 523,485.00 536,550.00 6/ 1/96 12/ 1/96 6/ 1/97 12/ 1/97 6/ 1/98 240,000.00 255,000.00 6.350000 6.500000 155,777.50 155,777.50 148,157.50 148,157.50 139,870.00 155,777.50 395,777.50 148,157.50 403,157.50 139,870.00 538,375.00 543,935.00 543,027.50 12/ 1/98 6/ 1/99 12/ 1/99 6/ 1/ 0 12/ 1/ 0 275,000.00 300,000.00 320,000.00 6.600000 6.750000 6.900000 139,870.00 130,795.00 130,795.00 120,670.00 120,670.00 414,870.00 130,795.00 430,795.00 120,670.00 440,670.00 545,665.00 551,465.00 6/ 1/ 1 12/ 1/ 1 6/ 1/ 2 12/ 1/ 2 h/ 1/ 3 345,000.00 370,000.00 7.000000 7.100000 109 ,,630.00 109,630.00 97,555.00 97,555.00 84,420.00 109,630.00 454,630.00 97,555.00 467,555.00 84,420.00 550,300.00 552,185.00 551,975.00 12/ 1/ 3 6/ 1/ 4 12/ 1/ 4 6/ 1/ 5 12/ 1/ 5 400,000,00 435,000.00 465,000.00 7.200000 7.200000 7.200000 84,420.00 70,020.00 70,020.00 54,360.00 54,360.00 484,420.00 70,020.00 505,020.00 54,360.00 519,360.00 554,440.00 559,380.00 h/ 1/ 6 12/ 1/ 6 6/ 1/ 7 12/ 1/ 2 h/ 1/ 8 505,000.00 540,000.00 5,055,000.00 ACCRUED 5,055,000.00 Dated 6/ 1/93 Bond Years Average Coupon Average Life NIC % STEPHENS INC. RUNDATE: 7.200000 7.200000 37,620.00 37,620.00 19,440,00 19,440.00 37,620.00 542,620.00 19,440.00 559,440.00 556,980.00 562,060.00 559,440.00 3,174,262.50 3, 174,262.50 8,229,262.50 8,229,262.50 with Delivery of 02-10-1993 6/ 1/93 44,907.500 7.068446 8.883778 7.068446 % Using 100.0000000 10:39:35 FILENAME: LRSD KEY: OLD88DATE PRINCIPAL Schedule 2 Little Rock School District Series 1993 Refunding Issue Original Schedule DEBT SERVICE SCHEDULE COUPON INTEREST PERIOD TOTAL FISCAL TOTAL 12/ 1/93 6/ 1/94 12/ 1/94 6/ 1/95 12/ 1/95 225,000.00 175,000.00 245,000.00 5.140000 5.140000 5.140000 67,783.75 129,785.00 129,785.00 125,287.50 125,287.50 292,783,75 129,785.00 304,785.00 125,287.50 370,287.50 422,568.75 430,072.50 6/ 1/96 12/ 1/96 6/ 1/97 12/ 1/97 6/ 1/98 270,000.00 285,000.00 5.140000 5.140000 118,991.00 118,991.00 112,052.00 112,052.00 104,727.50 118,991.00 388,991.00 112,052.00 397,052.00 104,727.50 489,278.50 501,043.00 501,779.50 12/ 1/98 6/ 1/99 12/ 1/99 6/ 1/ 0 12/ 1/ 0 300,000.00 325,000.00 345,000.00 5.140000 5.140000 5.140000 104,727.50 97,017.50 97,017.50 88,665.00 88,665.00 404,727.50 97,017.50 422,017.50 88,665.00 433,665.00 501,745.00 510,682.50 6/ 1/ 1 12/ 1/ 1 6/ 1/ 2 12/ 1/ 2 6/ 1/ 3 365,000.00 390,000.00 5.140000 5.140000 79,798.50 79,798.50 70,418.00 70,418.00 60,395.00 79,798.50 444,798.50 70,418.00 460,418.00 60,395.Q0 513,463.50 515,216.50 520,813.00 12/ 1/ 3 6/ 1/ 4 12/ 1/ 4 6/ 1/ 5 12/ 1/ 5 415,000.00 445,000.00 465,000.00 5.140000 5.140000 5.140000 60,395.00 49,729.50 49,729.50 38,293.00 38,293.00 475,395.00 49,729.50 494,729.50 38,293.00 503,293.00 525,124.50 533,022.50 6/ 1/ 6 12/ 1/ 6 6/ 1/ 7 12/ 1/ 7 6/ 1/ 8 500,000.00 525,000.00 ACCRUED 5,275,000.00 5,275,000.00 Dated 9/ 1/93 Bond Years Average Coupon Average Life NIC % STEPHENS INC. RUNDATE: 5.140000 5.140000 26,342.50 26,342.50 13,492.50 13,492.50 26,342.50 526,342.50 13,492.50 538,492.50 529,635.50 539,835.00 538,492.50 with Delivery of 08-24-1993 2,297,772.75 20,335.13 2,277,437.62 7,572,772.75 20,335.13 7,552,437.62 9/28/93 44,703.750 5.140000 8.474645 5.140000 % Using 100.0000000 10:02:56 FILENAME: LITTLE KEY: ORGPage 1 Stephens Inc. Schedule 3 Amount of Issue Name of Issue ] Date of Issue Principal Due s 5,385,000.00 Little Rock School District Original Schedule Converted Average Payisent: 526,676.64 DATE 12/ 1/1993 6/ 1/1994 12/ 1/1994 6/ 1/1995 12/ 1/1995 6/ 1/1996 12/ 1/1996 6/ 1/1997 12/ 1/1997 6/ 1/1996 12/ 1/1998 6/ 1/1999 12/ 1/1999 6/ 1/2000 12/ 1/2000 6/ 1/2001 12/ 1/2001 6/ 1/2002 12/ 1/2002 6/ 1/2003 12/ 1/2003 6/ 1/2004 12/ 1/2004 6/ 1/2005 12/ 1/2005 6/ 1/2006 12/ 1/2006 6/ 1/2007 12/ 1/2007 9/ 1/1993 12/ 1 PRINCIPAL 295,000.00 255,000.00 270,000.00 285,000.00 295,000.00 310,000.00 330,000.00 345,000.00 365,000.00 380,000.00 400,000.00 430,000.00 450,000.00 475,000.00 500,000-00 5,385,000.00 Avg Interest Rate Interest Due COUPON 4.2000 4.2000 4.2000 4.2000 4.2000 4.2000 4.3000 4.5000 4.6500 4.8000 4.9000 5.0000 5.1000 5.1000 5.1000 12/ 1 and 4.5897 6/ 1 INTEREST PAYMENT BALANCE PRIOR DEBT TOTAL DEBT REVENUE COVERAGE 62,630.62 119,066.25 119,066.25 113,711.25 113,711.25 108,041.25 108,041.25 102,056.25 102,056.25 95,861.25 95,861.25 89,351.25 89,351-25 82,256.25 82,256.25 74,493.75 74,493.75 66,007.50 66,007.50 56,887.50 56,887.50 47,067.50 47,087.50 36,337.50 36,337.50 24,862.50 24,862.50 12,750.00 12,750.00 476,696.87 487,777.50 491,752.50 495,097.50 492,917.50 495,212.50 501,607.50 501,750.00 505,501.25 502,895.00 503,975.00 513,425.00 511,200.00 512,612.50 512,750.00 2,120,170.62 7,505,170.62 5,090,000.00 4,835,000.00 4,565,000.00 4,280,000.00 3,985,000.00 3,675,000.00 3,345,000.00 3,000,000.00 2,635,000.00 2,255,000.00 1,855,000.00 1,425,000.00 975,000.00 500,000-00 7,985,614.90 8,462,311.7716,160,004.00 7,792,277.40 8,280,054.9016,160,004.00 7,205,568.15 7,697,320.6516,160,004.00 6,982,444.75 7,477,542.2516,160,004.00 6,143,877.00 6,636,794.5016,160,004.00 6,161,434.50 6,656,647.0016,160,004.00 5,929,839-50 6,431,447.0016,160,004.00 5,486,936.00 5,988,686.0016,160,004.00 5,444,044.50 5,949,545.7516,160,004.00 5,400,787.50 5,903,682.5016,160,004.00 5,117,030.00 5,621,005.0016,160,004.00 5,062,286.75 5,575,711.7516,160,004.00 5,001,645.50 5,512,845.5016,160,004.00 4,950,845.50 5,463,458.0016,160,004.00 0.00 4,888,932.50 5,401,682.5016,160,004.00 89,553,564.4597,058,735.07 1.9096 1.9517 2.0994 2.1611 2.4349 2.4276 2.5127 2.6984 2.7162 2.7373 2.8749 2.8983 2.9313 2.9578 2.9917 Purchaser: Account managed by Merrill Lynch Agent: Stephens Inc. Legal: Friday, Eldredge \u0026amp; Clark Trustee: First National Bank of Lawrence CountyDATE PRINCIPAL Schedule 4 Little Rock School District Series 1993 Refunding Issue Converted Schedule - Adjusted PROPOSED DEBT SERVICE COUPON SAVINGS REPORT BB8SBSBBBBSSSB INTEREST TOTAL PRIOR D/S SAVINGS CUMULATIVE SAVINGS 12/ 1/93 6/ 1/94 12/ 1/94 6/ 1/95 12/ 1/95 295,000.00 255,000.00 270,000.00 4.200000 4.200000 4.200000 62,630.63 119,066.25 119,066.25 113,711.25 113,711.25 476,696.68 487,777,50 523,485.00 536,550.00 46,788.13 46,788.13 48,772.50 95,560.63 6/ 1/96 12/ 1/96 6/ 1/97 12/ 1/97 6/ 1/98 285,000.00 295,000.00 4.200000 4.200000 108,041.25 108,041.25 102,056.25 102,056.25 95,861.25 491,752.50 495,097.50 492,917.50 538,375.00 543,935.00 543,027.50 46,622.50 48,837.50 50,110.00 142,183.13 191,020.63 241,130.63 12/ 1/98 6/ 1/99 12/ 1/99 6/ 1/ 0 12/ 1/ 0 310,000.00 330,000.00 345,000.00 4.200000 4.300000 4.500000 95,861.25 89,351.25 89,351.25 82,256.25 82,256.25 495,212.50 501,607.50 545,665.00 551,465.00 50,452.50 49,857.50 291,583.13 341,440.63 6/ 1/ 1 12/ 1/ 1 6/ 1/ 2 12/ 1/ 2 6/ 1/ 3 365,000.00 380,000.00 4.650000 4.800000 74,493.75 74,493.75 66,007.50 66,007.50 56,887.50 501,750.00 505,501.25 502,895.00 550,300.00 552,185.00 551,975.00 48,550.00 46,683.75 49,060.00 389,990.63 436,674.38 485,754.38 12/ 1/ 3 6/ 1/ 4 12/ 1/ 4 6/ 1/ 5 12/ 1/ 5 400,000.00 430,000.00 450,000.00 4.900000 5.000000 5.100000 56,887.50 47,087.50 47,087.50 36,337.50 36,337.50 503,975.00 513,425.00 554,440.00 559,380.00 50,465.00 45,955.00 536,219.38 582,174.38 6/ 1/ 6 12/ 1/ 6 6/ 1/ 7 12/ 1/ 7 6/ 1/ 8 475,000.00 500,000.00 5.100000 5.100000 24,862.50 24,862.50 12,750.00 12,750.00 511,200.00 512,612.50 512,750.00 ACCRUED 5,385,000.00 5,385,000.00 S3BSSS3BBBBBSSB 2,120,170.63 18,789.19 2,101,381.44 SBBBBSBSBBBBSB 7,505,170.63 18,789.19 7,486,381.44 BBBBBBBBBBBBZB Dated 9/ 1/93 Bond Years Average Coupon Average Life with Delivery of 9/28/93 556,960.00 562,060.00 559,440.00 8,229,262.50 8,229,262.50 BKBSSBBBBBSBBB 45,780.00 49,447.50 46,690.00 627,954.38 677,401.88 724,091.88 724,091.88 18,789.19 742,881.07 NIC % 43,766.250 4.844305 8.127437 4.828512 % Using 100.1283603 Net Present Value Savings at: 5.1400% Equals 525,255.39 or or 9.7540% of Par of the Current Issue 10.3908% of Par of the Prior Issue STEPHENS INC. RUNDATE: 08-24-1993 10:27:40 FILENAME: LITTLE KEY: NEWOCTOBER 1993 COURT DIRECTIVES UPDATE Stephens Interdistrict School: The court rejected the LRSDs site proposal, stated that PCSSD must be satisfied with the site, directed the parties to reach a consensus on an alternative site by October 15, 1993, and instructed LRSD to report to ODM on the districts use of the old Stephens building. (DCO 9-27-93) Granted LRSD an extension to reach an agreement with the parties on the site and directed the parties to report to the court by 5:00 p.m. on November 15,1993. (DCO 10-18-93) Scheduled Stephens hearing, if necessary, for December 7, 1993\npleadings are due November 19, 1993 and replies are due November 29. (DCO 10-19-93) Plan Audit: The court required LRSD to correct the audits deficiencies and to submit a \"complete, accurate, and self-explanatory desegregation audit\" by 5:00 p.m. on October 25, 1993. (DCO 10-7-93) ADE Hearing: Scheduled for November 17 and 18\npleadings are due October 29,1993 and replies are due November 8, 1993. (DCO 10-19-93) PCSSDs Racial Balance Hearing: Scheduled beginning on January 25,1994\npleadings are due January 7,1994 and replies are due January 17,1994. (DCO 10-19-93)NOVEMBER 1993 COURT DIRECTIVES UPDATE ADE Hearing: The court excused the LRSD board members from the ADE hearing. (DCO 11-15-93) The court entered a bench ruling finding : 1) Allens monitoring plan was the plan pursuant to the settlement agreement\n2) ADE failed to implement the monitoring plan and the settlement agreement, with the exception of paying money to the parties\nand 3) Joshua was entitled to attorneys fees through the November 18,1993 hearing. The court also ordered ADE to: 1) Develop an action plan by March 15,1994 detailing how it will comply with the settlement agreement and the monitoring plan, including goals, timelines, and the names of people responsible for complying with the settlement agreement and the plan. 2) Submit monthly progress reports, beginning December 17,1993. (DCH 11-18-93) 3) Meet with Joshua to determine attorneys fees Attorney Fees: Scheduled a hearing for December 13,1993 regarding Torrences attorney fees claim from Hollingsworth. (DCO 11-4-93) LRSD Board Attendance at Hearings: Board members required to attend hearings in which the LRSDs obligations under the plan are at issue. (DCO 11-15-93). 1993-94 MRC Budget: Approved the 1993-94 MRC budget and required the following for future budgets: 1) That each member of the MRC receive a copy of this order and the attachment, the March 16, 1992 order\n2) That future budget requests be accompanied by business cases and comply with the March 16, 1992 order\nand 3) That the MRC take affirmative steps to ensure that the LRSD submit its budget sufficiently early in the academic year to allow timely consideration and submission of the magnet schools budget. (DCO 11-16-93)LRSD Board Report: Required the board to file a report with the court by December 3, 1993 at 5:00 p.m. explaining how: 1) Board members are being more involved in the budgeting process\n2) Board members are preparing themselves to make specific budget decisions\n3) Board members financial approval is being sought and received\nand 4) Which specific line item budget transfers the board has approved since the 1993- 94 budget was finalized in August 1993. (DCO 11-16-93)AUGUST 12,1993 HEARING TRANSCRIPT DERECTTVES LRSD Budget Process: \"Establish a budget process that links the Plan with expenditures so the effectiveness of the Plan can be evaluated.\" (T 8-12-93, pg 14) Once the Plan Audit and budget process are in place and administrators are responsive to the Plan, well cut down on hearings and the board wont have to attend, unless there is a specific reason. (T 8-12-93, pg 23) Keep up the process (an impact statement and review process) to assure the court that when you modify programs there is no impact on the Plan or that the modification is proper. (T 8-12-93, pgs 122-123) LRSD Quarterly Reports: File quarterly-reports with the cabinet, board, and court. (T 8- 12-93, pg 126). LRSD July 1993 Action Plan: Keep to the plan, \"we will be watching you to make sure you do these things you plan to do and that you dont push back too many things.\" (T 8-12-93, pg 44, 46) Inform new board members of the districts action plan. (T 8-12-93, pg 84) 1993-94 LRSD Budget: The court will make sure desegregation programs are funded. The district should develop a budget and budget process that can be monitored. (T 8-12-93, pg 74) Budget decisions should rest with the board, but the \"Court will do it if she has to.\" (T 8-12- 93, pg 76) 1994-95 LRSD Budget: \"Think what youre going to do before next May and take a look at these quarterly reports...so that you can make some planning decisions for them next year as you go.\" (T 8-12-93, pg 120) LRSD Desegregation Plan Audit: The court and Walker would like a copy of the desegregation program inventory. (T 8-12-93, pg 100) Include court orders in the audit. (T 8-12-93, pgs 108, 140,149, 154) If you cannot meet an order or you want the court to change an order, petition the court. (T 8-12-93, pg 140) Include the courts directive that the McClellan Community High School Advisory Council should help the district monitor the effects of the budget cuts. (T 8-12-93, pg 149)Include the court orders regarding a recruitment tracking system. (T 8-12-93, pg 154,157) Area School Grants: The plan requires the district to complete a needs assessment on these grants. (T 8-12-93, pg 109). Incentive School Scholarships: The court suggested that Joshua file a motion requesting a hearing on the scholarships (T 8-12-93, pg 9) King Reserved Seats: \"It would be a good idea if you would make a firm policy on [the number of PCSSD seats reserved at King.]\" (T 8-12-93, pg 17) Interdistrict Schools: Goal to strive for-is 50-50 racial balance. (T 8-12-93, pg 70) Plan Obligations: Make the new administrators fully aware of the plan obligations (T 8-12- 93, pg 22) Inform new board members of the districts desegregation requirements. (T 8-12-93, pg 84) Ish Incentive School: \"I dont want you do anything to that building that would prevent it from reopening.\" (T 8-12-93, pgs 40, 41) LRSD Junior High Study and PCSSD Crystal Hill Jr. High: The court will consider the junior high study when considering PCSSDs motion to build a junior high school at Crystal HUI. (T 8-12-93, pg 95) Include Walker in working on the study, and \"if [the district] does not contact you about [the study], you contact them.\" (T 8-12-93, pg 97). LRSD Communications Assistant: \"The court is going to watch this.\" (T 8-12-93, pg 137) VEPS Budget Cuts: \"We will watch this.\" (T 8-12-93, pg 160). Board Member Review Session: Schedule a review session for Moore and JacovelU. (T 8-12-93, pg 169)CORR38 REVISED 06 DEC 93 LRSD BUDGET CYCLE ANALYSIS FOR POSSIBLE HEARING DATES 170 Prepare initial financial forecasts 12/01/93 12/30/93 171 Issue budget preparation instructions 11/30/93 12/03/93 172 Develop budget prep training material 11/18/93 11/30/93 173 Conduct budget prep training sessions 12/06/93 12/17/93 268 Complete fast-track evaluations 08/30/93 12/31/93 96 Generate program inventory report 01/07/94 01/07/94 174 Budget managers submit budget requests 01/14/94 01/14/94 175 Begin budget development 01/18/94 01/18/94 78 Publish needs assessment report 01/31/94 01/31/94 168 Submit business cases/programs to Board 02/14/94 02/14/94 POSSIBLE INFORMATIONAL HEARING 02/14/94 02/28/94 272 Review non-deseg program evaluations 02/15/94 03/15/94 176 Revise financial forecasts 03/01/94 03/15/94 177 Submit proposed budget to Board 03/24/94 03/24/94 POSSIBLE MAJOR HEARING ON DOCUMENT 03/24/94 03/31/94 178 Conduct Board work sessions 03/28/94 04/15/94 179 Revise budget 04/18/94 04/30/94 180 Notify certified personnel 04/01/94 04/30/94181 Board approval of tentative budget 05/02/94 05/26/94 POSSIBLE MAJOR HEARING ON DOCUMENT 05/26/94 05/31/94 182 Notify classified personnel 05/03/94 05/31/94 183 Board adoption of budget 07/01/94 07/28/94 184 Submit budget to state 08/01/94 08/26/94TO: GARLAND INCENTIVE SCHOOL 3615 WEST 25TH LITTLE ROCK, ARKANSAS 72204 FtB 2 4 Office c? Descyr ! J n Moc\n'or\nj  Mr. Mark Milhollen, Director of Finance FROM: Robert L. Brown, Jr., Principal DATE: February 16, 1994 SUBJ.: Variance in Budget Responses After the end of a hectic day, I had time to reflect on the events that I have been involved in as it relates to the allocation of financial resources for Garland's theme. In retrospect, I find the responses given to be conflicting. In fact, it is now necessary for me to inform my parents that another answer has been given to explain what happened to the money that was earmarked to purchase multimedia hardware. On October 5, 1994 at 3:00 p.m., a scheduled meeting with Estelle Matthis and Larry Robertson was convened in her office. You attended the meeting and provided the basis for Estelle's response and explanation as to what happened to the money. In your budget summation of Garland's previous expenditures, you concluded your presentation by stating that we went over our budget allocations for the 1993-93 school year. According to your report, there was no money to roll over or bring forth into this current year. Estelle indicated that the $45,000.00 dollars that she approved was tied to the $45,000.00 that Gary Jones told you to include in this year's budget. I informed my PTA Board of this in an effort to answer their questions on the money issue. I told them that according to Mr. Milhollen, we had no money left from the previous year. I told them that Mrs. Matthis indicated that the additional $45,000.00 she approved was not additional money but was what she could do to reflect the commitment made by the previous administration. Yesterday, your response to the lost of approximately $36,000.00 from our current budget was in stark contrast to the above account. Yesterday's meeting included Larry S. Robertson and Mr. David Jones. You stated that the decision to allocate funds for Extended Year and Inservice Stipends was based upon the fact that we didn't spend all of the allocated amount for each code. The combined total for the twocodes last year equals $60,000.00. The total for this year is $24,244.76. After asking for clarification on your response, you again affirmed that you allocated the latfer amount because we did not spend the money last school year. I argued our cause based upon the events which transpired last year. After we hire^a theme specialist, Mr. David Jones, Mrs. Hart directed us, under the authority of Janet Bernard, to get some equipment in our building because of the impending Court procedures. It was considered most important for us to find funds to begin the implementation process. After visiting your office, you helped me to find money in our account, including the Extended Year allocation. With your approval, we made the transfer requests in order to purchase the technology. The Purchasing Department did not complete the process. My stated position is that we should not be penalized for not spending the money if our intent to spend was made to the appropriate department, especially since you were a part of that process. These two accounts vary greatly. In fact, they are really opposites. How can this be? staf\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_370","title":"Desegregation: Interdistrict desegregation plan and settlement agreement","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: Interdistrict desegregation plan and settlement agreement"],"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/370"],"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\nJuly Submission Settlement Plan Interdistrict/Settlement Agreement #4 J*?the f.ll \u0026lt;lh-n, 1989 Minnn  Substantially finalized in February of 1989. Minor revision occurred thereafter. The parties extended by up to three in the text of '\"ferred to xt of the plan be extended by up to three voane ( on orm to the originally proposed schedule of compliance. INTERDISTRICT DESEGREGATION PLAN February IS, 1909 SP-01023 01716INTERDISTRICT DESEGREGATION PLAN February 15, 1989 1. Introduction 2. Overview 3. Interdistrict Desegregation Plan Student Choices and Options 4 . Summer School 5. Staff Development 6. Multl-Dlstrlct Desegregation Plan School Operations 7 . Library Media 8. Special Education 9. Vocational Education 10. 11. Guidance and Counseling Program Parent Involvement/Communlty Linkages SP-01024 01717INTRODUCTION The goals of school desegregation planning must he clearly focused and well understood. It Is Insufficient to establish as a single goal the physical movement of bodies and the rearrange- ment of boundary lines. An educational environment whlc.h encourages and provides academic and human growth for ail students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction. the parties have Included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdlstrlct desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdlstrlct desegregation aspects on assigned subjects. There were four (4) main committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand. 4) school operations. The student assignment committee also had oversight responsibility for the other committees. SP-01026 01718HI The committees submitted their reports to the oversight committee (Student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs. procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language 13 specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is Included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\". \"the districts\". \"districts In Pulaski County\", \"the parties\". \"trl-distrlct\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate In additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. SP-01027 01719OVERVIEW I. Ob1ectlves\nThe objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdlstrlct Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdlstrlct Schools to be 50% black/whlte. Proposed Interdlstrlct Schools shall be phased-ln to these ratios over time. The establishment of Interdlstrlct Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. Interdlstrlct Schools: There shall be Interdlstrlct cooperation in developing the thematic programs at the Interdlstrlct Schools. Responsibility for operating and managing Interdlstrlct Schools shall rest primarily with the host district. subject to coordination and cooperation among the parties with respect to such matters SP-01028 as 03 01720recruitment, theme selection. transportation, and other matters whlch are relevant to the interdlstrlct character of the faci- llty. Six (6) new Interdlstrlct Schools will be established in the near term: A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A. Jones site. The Interdlstrlct Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdlstrlct Schools. III. Incentive Schools: There shall be a limited number of Incentive Schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Academies) of 55* black and 45* white with a variance of 5*. The recruitment of white students to SP-01029 04 01721these Elementary Academies may Increase the percentage of white students In these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a combination of white recruitment into the Incentive Schools, and by a reserving designated number of seats in each Incoming kln- dergarten class for the enrollment of white students. As new Interdlstrlct Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experlences/actlvlties. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully Implementing such programs in a majority-black educational setting. IV. Magnet Schools\nThe Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and SP-01030 05 01722LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD Schools: The PCSSD schools shall have black-white ratio goal in a accordance with that district's proposed permanent desegregation plan. PCSSD. Interdlstrlct Schools shall be built and/or established by PCSSD commits to populate these and other Interdlstrlct Schools In accordance with the procedures outlined in this plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdlstrlct School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Construction: All school construction shall bo subject approval and shall promote desegregation. VIII. Transportation: to the court's Students shall be provided transportation in order to attend their assigned schools (Including its programs and activities ). Nothing In the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. SP-01031 06 01723zx. Sulldlnq Quality: An alm of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. Students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select IXLLa44etrtct Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent Imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimina- tlon of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially SP-01032 (} 01724Identifiable schools than on others, and further that the nigh demand/hlgh expectation concept will target low achievers in all schools C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Actlvltles: There shall be presLunptlon that racial disparity in a programs and activities in any school need not exist. where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented . Special attention shall be given to any Imbalance in placement into special education. honors, talented and gifted. advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV, Monitoring\nTho districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- SP-01033 ('Q 01725ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. XV. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the Intradistrict and interdlstrlct desegregation plans of the parties shall be In accordance with any underlying agreements between or among the parties, which when finalized are hereby Incorporated into this document by reference, or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdlstrlct plan without either approval of the settlement with the state. or Court-ordered funding from the State. Further, even if the settlement is approved. LRSD will need additional funds before It can Implement the plans. SP-01034 01726 (XVII. community Involvement: The parties are committed to ensuring a high degree of Involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. Curriculum and Programs: A joint committee will be established to review the curri culum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts In Pulaski County. SP-01035 01727INTERDISTRICT DESEGREGATION PLAN Student Choices and Options The parties to this proposal believe that the recent success of the Magnet Schools In the Little Rock School District as well as the real potential for expansion of the Interdlstrlct Majorlty-to-Minorlty program should constitute the fundamental building blocks upon which a multl-dlstrlct student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdlstrlct Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdlstrlct Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of the- mes, the location of themes, and the Implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may bo conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement. and further input regarding theme location. The parties believe SP-01036 11 01728that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdlstrlct Schools coming on line subsequent to the 89-90 school year. Those schedules will be completed on or before April 28, 1989. Interdlstrlct Schools The following Interdlstrlct Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The Immediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdlstrlct School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdlstrlct School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson Into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdlstrlct School. SP-01037 1.2 01729Little Rock black students will be permitted to attend designated Incentive School for its after-school incentive program. The only presently known facility modification necessary at Harris Involves an upgrade of the landscaping. Other potential a modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black students but also to the present student population at Harris. However, the parties fully intend to conduct appropriate parental meetings with black parents In the LRSD to determine whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly Identifiable. However, LRSD will make every effort to obtain comments from parents in the general target 1989 . areas on or before February 24, The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient black children for whom the scope to accommodate any Little Rock program is appropriate or necessary. C. Romine Elementary Romine Is to be converted into an Interdlstrlct School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to SP-01039 14 01731The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdlstrlct School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdlstrlct School. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdlstrlct School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary Harris Is to bo converted to an Interdlstrlct School. Such designation offers numerous advantages, including the fact that it is the only elementary school in the PCSSD which has sufficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program. SP-01038 13 01730LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist In the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor bet- ween 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw Its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area PCSSD will construct and operate a new Interdlstrlct School to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, If necessary. SP-01040 15 01732from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdlstrlct Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that Imbalance, PCSSD will construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregatlvo effects outlined above, this school in have the further desired desegregatlve effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdlstrlct (and. in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementarles will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected In those areas beginning with the 1989-90 school year. SP-01041 16 01733King Elementary LRSD will construct a new King Elementary School as a downtown Interdlstrlct School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located In the general area bounded by Interstate 630 between 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for Individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters All Interdlstrlct and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently option of attending Interdlstrlct or Magnet Schools. have the Serious consideration should bo given to the establishment of an alternative school In North Little Rock in 1909 or beyond. The parties recognize that such facility might most a appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school year, a timetable for construction of an Interdlstrlct School in SP-01042 17 01734the Chenal valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdlstrlct M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdlstrlct majority- to-mlnorlty transfers. This Plan will permit the treatment of interdlstrlct transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdlstrlct Majorlty-to-Mlnorlty transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and doos not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School, This will require additional constiructlon at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an Inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD and NLRSD shall recruit and exchange. on a one-for-one basis, the following students (and as described In Exhibit \"A\" hereto) : SP-01043 IS 017351. Junior High schoo1s: PCSSD Oak Grove white students with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools\nPCSSD Oak Grove white students with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the Joint pursuit of federal magnet grants for the operation of the multl-dlstrlct Magnet and Interdlstrlct Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdlstrlct Schools. SP-01044 19 01736IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. ai . INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\"  ^0 01737 SP-01045outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. still in compliance Ail other schools within the District with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching 1imit. this On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having ail students in grades 11 and 12, Northeast High School housing ail students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ SP-01046 21 017381989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ 22 SP-01047 01739Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senlor high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central .lunior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ SP-01048 01740 23proposed the use of the System of Muitipiuraiistic Assessme nt (SOMPA) as an alternative test for intellectual ability in Identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test. the expense of its administration and the fact that alternatives in the gifted field have proven more effective. the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantaiician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ SP-01049 1 01741Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantaiician Foundation in its report. The parties recognize that the purpose of the Cantaiician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantaiician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is being done through other programs, attached). (See Exhibit A The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantaiician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ SP-01050 01742District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. use -7- 3-OOlJ SP-01051 01743CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 February , 1989 By\nUj- STEPHAN W. JONES, Attorney for North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By\nLJA^ZZAARR W PALNICK? At Joshua Intervenors WRIGHT, LINDSEY 6 JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By\nM. SAMUELyJONES, Attorney for Pu^ski Oounty Sg^ial School DiatrLex ski -8- 3-OOlJ SP-01052 01744 \\ , Attorney fo?'^'. The undersigned parties do not object to this modification. By: LITTLE ROCK SCHOOL DISTRICT STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS By:_ -9- 3-OOlJ SP-01053 '2 01745 A ccm?ar:sos O SIX a.:: SY THS CATAL :r\nat:ve\nc:a.n fc: TATIC: :al ??a:t\n:e3\nz.\n:9SL) TO E.X.S' P3AC7 IS THE SC STH LT : SOCK sc:-::i DISTRICT PRKRAMS VI '^3 U I 13 5 c a CO u ai , 3 IV) Qi'? o ei e Is h I O w 1 e. e o 0 I u 9 V) CATALICIXN FOUNDATIOS'S RECO.'ClISOED ALTCINATIVE ISSTRUCTIOSAL PRACTICES ADAPTIVE LEARNTXC OnTROIXEKT I COEL \u0026gt; Adaocs laaraiat anviroaeanc co ' individual ntadto B Provides taehnlcal support to tlassrooa caachars. SCudtnc iadividuAl difftraacts dttcribad la cams diraecly ralacad co lascruccioa. EXCIPLAAY CEaSTU READING INSTKUCTTOM Elicxca corraec raipoasas from Qoa-raipoodia| scudaacsa E*cbllxhd uicacy Itvals Tint for suparrlitd praeclea. Cocrtlactd lia(ua|a art* acclvlelta. Effactlva managaaanc t aonltoring systaa. DISTAi DLiaet IniCTuecion. Scudaacs aysccaaecleaXly aova chrougb saquanead Bacart\u0026amp;ltd Oafintd ccachlst babavlors vich a focus. Cltacly tpselfltd goals. Rapld/hlgb tact of scudsnc itspoosas. Imdlaci acadsale ftadbaek. Ttaehsr concrols, solaces, and pacas ccevura assisted ihstxuctiob Skills caugbe ebrougb Indlvlduallasd Inscrueclon using CAI curricula. PEEX TtrTOlIKC Scudancs asslsclng ochar atudancs In acadaale ralacad acclvltias PXCCISIOa TEACHIMC w U ee t  o  \u0026amp; u e. 3 u o e. a Vi 8 . V.. e I u wi o c C hl-  '**1 W M I U u wt a 9 u a e o a o e U  9 (Z)  u (Z) u 8 8 S. 21- (2 SI c a 4 s X X X X z X X e e \u0026lt;9 O o u o wt u s 0 it s t a \u0026lt; o OK. O 9 9 a o o \u0026lt;Z) o 0 tj (Zl  e a o U 9 a 8 u J u e * 22 Cl m I a (0 e a e a V)  X X X X X X X z X X X X X X X X X X X X X X X X z X z X X Z X X X X X X X X z X X X X z z z X z z X X X X X X z X X X X z X X X X X z X X X X Z I I  I o O tn 1^ - - 29 ' EXHIBIT A EITICACT RLSrARCH KOT AVAILABLE 01746SUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupll/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be Implemented for those students who fall to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation. In accordance with Arkansas Department of Education guidelines. in the areas of reading, English/ language arts, mathematics, science. and social studies. Students will receive instruction only In the Identified area(s) of need, with instruction being provided In three-week modules. A student may receive extensive remediation In one area for six weeks or assistance In two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. SP-01055 30 01747Little Rock School Dlstrlct/JTPA Literacy Program Effective the summer 1907 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of remediation Instruction. reading and mathematics and provided The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education. some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children. like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity, a break In programming may bo detrimental rather than beneficial to the overall learning The purpose of the extended process. year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity Is present. The extended year program provides for an extension of the programming from the regular school year, as identified In the lEP. SP-01056 31 01748Areas of Collaboration Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students In all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/fundlng -transportation -eligibility Since all three districts. Including NLRSD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations. dates and curriculum offerings would be beneficial for all Invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students In grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- SP-01057 32 01749tlon. It Is also anticipated that a tuition-free summer enrich- ment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will bo provided for students who fall the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. V Expected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/fallures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. SP-01058 33 01750FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION INTERDISTRICT SUMMER SCHOOL SP-01059 /U(| A oiiiujivi\nI 2. i. tiUHdliiM* Si liHU I III i dent i f y elementary and secondary siiihiiier school sites Io advertise for, interview, and select sunnier school administrative staff Io develop propiised Siiiuiier school budgel -o,'4 QI .. \u0026lt;43 to  .4a \u0026lt;xi \u0026lt;43 in 63 I O O CJl o I. I I.? 2.1 3. I 3.2 3. 3 li H II I.  1 I...I Kll'lllli ..HI iiiiij lui: uii.il 1. lu i .aIci.cut suaiuer. sclicicil olloM11 III\n/Al.11V11 ii Work witli .u..i..er SibunI Cuur-dinators from titR, I'l.SSD, and IR to obtain  ecoiu.cinlatiun for elen.entary and seiondar, sites. Meet with lucdl building administrators to discuss the procedures. lOncerns, expectations, etc., for use of the identified buildings. Delevop job announcements fur interview Conduct sniii.ipr school joti interviows. Obtain I'Itlll sui.n.ei Sili(JU I budget balance fro lee t 1'3119 suiiii.ei siliUul program anil budgetary needs Investigate alternate fundin. sources for sunnier school 111 J\nii\u0026gt;.-iiic.\nllVli. Det emher-1, 1968 lanuaiy 3 dahuary-19, 1989 February 19 February 22, 1969 Hji cti t\n- liJti^l Hjicti 3\n-f983 Hllillli\niiAii\nbeeeit.ber-22, 1968 lan^ry 22 January 26, 1989 februjry March 16, 1989 Harcli 23-,-196'. Hdicli 23-. i98* ill.' h.:i, 1 111 1 117 hivisiahs-tif'Cum-eulum- dNd-Sehaals Ediicatiun.il Programs blVtSIUh-Ul-SthUols Di vi sItoh-wf-f urrI - Eulurn-and-Scheels Educational Program\nbivisiuhs-uf-tui ri- Eulum-and Schesls Edbcationjl Proyrji.is SAuiitpiipinoi itI Services IVAIIIAllH'l Records aiid/or finished puuknts will be on file for vi-r i f ic.it lon/eval nat ion of siiiuci.r schuul teachers. lulls fur fdL I 1 11 les Distribution of job annuidn i iueiits Interview schedules henelup bui]iji\nt K_ MitA Siiiiiiit'i IltlLl 1 Gu d L 1: _ (cuatiniutii)---------- OlUI-jCTTVIi 4 . fo identify summer school program dates ST-la-identify-tFanspar-needs- far-summer-sehu I (Hetrepalitan) Io plan for qua 1ity instruction in sunniei school a .AJ cu m   c. IM o w hO I O O 01 4.1 4.2 K ijc.i) i45.u\nkh.ai iixi riA/i itirma SlKAlljJ 1 K/ACr 1V IT 1 t.'i Coordinate dates with Suntvei school coordinators fiom NIR and PCSSD Submit proposed dates to (1) Plant Services. (2) Executive Staff, and (3) Board of Dircc tors for approval St I-Est imale-nawber-at-buses-and est-f8F:HetrepelitaH-suit*ef sehael-site Brstuss-Posstble--EBH-Pass-wi th-6Af 5.J Develop and implen\u0026lt;ent siiiiner school job announcements (in and Out of ERSD) 5^ Interview suiiiuer school applicants HEhllffllNC DATE Bet ember - 15 1988- In effect Mare\u0026lt;-I\n-I9g9 March U\n-I989 April )O!-I989 WICX) TIHH.IHL S.^ Notify teachers to be employee May 1,-1989 ENDUIG DA It Beetmber-22\n1988- O'ilQl.Q'J Hdrth-2J.-' March 29\n-I9g kK'.HXISinil.riY Dtvlaiohs-of-Burr*- Eulum-and-Sthaels Ed^ation^l Programs BivisioHs-af-Eurri-fcolb+ aRiJSthaals yucat iona 1^ Prpgr^im Di ret tor-af - Iranspur tatibHi-BIreetar ef-Veealiaaal Edotalien Breelar-of-Persanne Human Resources April 28i-19Hi Suiiiiier School Admin- May 9i-1989- islrators\nDirector of Personnel Human Re^ices\nContent Area Supervisors LVAIJbVUlXI Firidt dates Submission of d.ites tst tmaled-tbSl Job aiinouiiceiiieiit s Interview schedule Notification letters I_ II i\u0026gt; I.I..H.1 i..:i ll.-Ji lIliHIU \u0026lt;\ni I Illi I IM. AHI A (.0,11 I : Simii.er Schuul (c^nt inued) IllillJ.'l IVI'.', 6 1(1 .uleiJiidUj ly stuff and su|)|ity suKiier 6 I\niK\\iii,U'. //i.'l I'.'i i 11.. i'.i., 1 liil I ill 1 liAll-iiiiiiii.: daie: I i: j\\'i'i..liill I iV I VAUiAi u -\ni school -a Al cu m a  ID A* ISO cn W XJ I o o a\u0026gt; to I.leiillfy sUli....er s, lii.ol '.tafi evaluation protedures 6.2 Revise and print teather hand- Outs 6.3 Provide scuinier school contract to employees 6.A Provide inservice fur sunu.er school staff 6.5 6.6 April \u0026lt;i5-)yH9 Hay 8i-19119 Hiy it),-1989 lune 1989 April Huy 29,-1989 June 2,-1989 provide clinicdl supervIsion and mon I tor inij of program I'leiilify and secure n.jteri,ils, texts, and eguipmenl needed for junior hitjh and senior high level pro(|rani 6.7 Complete sunnier school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors June 1989 June 1989 August 19, 1989 Augus t August 1989 September 28 1989 Siiiiii.ei Silii.ul Aj.iiin-istraturs\nDirector of Personnel lliiman Resources SdlliC- iiS iillUVC Director of Persenne thmi^n Resources Division of Cun i-culum. Sunnier School Ad.i.inistrators Suni..er Sihool Admin-istrat. iis DivislOH-af-Schuuls-, School Administrators Educational Program's Suiiiner School Adiiiin-istrators\nEinancial Services Support Servites Eva lii.it lull Iles I'ln Pl lilted iii.itei 1.11 s Sign cuiitidcis Inservice di|eiid.i Pl irif ipa I s ' miles Rece I ve ii.jtcr ia 1 s Complete report Suliiiiitled report AUt A Hr 11 |.|..Ia.I.II lid i'l/itl Uli'inu. iCKJ Tiiin.iiii\nSijliiiik'i biluiol Ql^l*! ! : (Coiit ifiijcil) (iiiiu.Tivi.\n. :\nii\naiti\nii.\n/a\u0026lt;:iiviiii., liEj.lllilliA: liAli\nujiiiia\niiAii\nr.i? iuisiiiii 1 lY hv.\\iiiAri(d 7. Ill define the scope of the curriculum for the elementary and ary prograiiis. serond- 7.1 Hall notices to supei visors requesting recoinnendat ions lor summer school courses Noveoiber 3\n1988 November 38\n1988- Blvlbiun al  Lari- ita-lam Educat lulial Programs Nut l(e:\u0026gt; n.Jl li il y.2 Invite proposals for luin.icr school enrichment courses 7. J Pl art cooperatively with suiivuer school coordinators 7,4 Hake each district's offerings available to principals and counselors in all three districts 7^ Plan lor Bliver Education Program 7J) Identify and print each cuuise to be offered tor summer school No.eOibcr 3, 1988 llci-emhtr 1\n1988- April t\n-l)89 March Ii-1989 March 18i-1989 November 38\n1988 Becember 22\n1988 Hay 3\n-1989 March 9\n-1989 April 1\n-I989 Blvislofl ol tarrI-- fcalam Educational Programs Bivision nl Cum-eulbin tducat lonal Programs bivisicn-of-tam-- ealom Educational Programs Blviatnii-ol-tam-e a I amEducallonal Programs Support Services Bl V IsIuH-af- Carr 1 - ealaffi Educatlonal Programs AiiiiouiK.enieiilk  lid Couperjl) vL* pljii\\ Lists of offtriiiijs Action plan Course olferinijs fv tn o ro ho C U) I o o 01 Q k. 7.7 Plan and institute summer school media/advertising April 1\n-1989 May 2I\n-1989- bl visinn-oi-Lorr I - ealam Educational Programs Puhi Icily Alii A IK:.Il l.l.'.! I'lAli IllilJlU] J 1 iiHJ iin: Si ilhllH 'I b' iipy! Giiiil I: lull'll HIM-Ey) (iiiiH.'i ivu\n/. (i:i)iiHnueil) 8. lu impruve the ideiiti- 1 H dliuii 01 and iioti - I icat lull for students lu attend summer school T3 o\u0026gt; iQ ID ixi' I\\3 oi CiJ w fl I o O 01 iPv\nii-,Arn:ii.'./Ai:i ivi 1 ii\n, 7 .a He.elup 111 1.1111119 the (lire 1 uiitciit ioi lalh ol Ihe course uf feriiiijs Z.Share curriculum expeclal luus with sunmier school staff a. I hevelup suiuiici' school financial procedures ^.2 bevic-M appl icat lun/nul 11 ical lull procedures and course ulferirijs Hl th pr 1 lie I pa Is 8^1 He\nlew appl ii al luii/liut 11 leal luii prui.ediires and course ollerings Ml th cuunselors 8,4 Revise diid dislriliule Suinnii.-r school applications lu the individual schuuls 8^ Ailvei 11 Se it hul ai Shlpi 8^ Revise and prim student handbouks 111., I Illll ml HATE April l\n-lu89 Julie 19b9- March 1\n-1989 Hal ch 2U\n-1989 March 20\n-1989 llllilhi\nDAIK May 31\n-1989 Jure 20\n-1989 April 1\n-19H9 March 24,-1985 March 24,-1985 I ^..||.:l:,lhll I lY Subjei-l Al i a Super VI .UIs bivIston-of-torri-- ealam fdiical lonal ProijrairSj Summer Sihuul Ad.iiin-islralurs, Uivisibn-of- tuFricdlu-iiaHd Stheols f iranc iai Services\nand tducatluiial Pl udi aiiis Same as ahu.e Same as al-uve I.VAlllAI 11XI Coilleiil di ea ijiilili\n\u0026gt; Meeliiuj ajerJa filial [Il III' ediiitb Hetllii'j dijeiiJa Heeliii.j di|eiiJa March 20\n-1989 March 24\n-1985 March 80,-1989 March 24\n-198 Hay 8\n-1989 Hay 29\n-1989 blvlbioh-nl-Sthool5 tducat Hindi Pruijrams bn I 51 nil nt  School a {flueatluhdI PriHjramb Sunmier Schuul Adiiiiii- I slrdli.ib UlStrihul lull ut a|i|il II al lidic Allver 11 sc-iiii'iils llev 1 bed halidhiiul Ahl A Uc.l) ItXI IlAJI IlUUni Ullll-IUK Suiiiiicr Sttltol Godl 1: (continued) oiDiiJlVl\n, it. (i iiiit inued) 9. Io improve student evaluation procedu res 10. Io refine summer o, m lO  2 IM cn Ui hO I O O 01 cyi .VniAlHill.-./ACi IVI'l 11., a.7 Receive all stu.liiit app 1 ica t luii fornis and fec-s fro.i, local schools a.a Conduct Sumner school legist-trat ion 11.9 Conduct LAIC registration 3.1 Odvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) I).2 Establish registrar procedures for recording and averaging Sumner school grades for permanent record 0.3 Determine needs and request JTPA Summer workers ID.4 Determine how records are to be stored uu.iiihiia: ljy 1j/ 19i-1989 lune 1989 lay 1989 lay 8,-1989 lay 8,-1989 Hay-8-,-1989 Ongoin May 1989 Hllillli\nIVUK June 1989 June 1989 .June 1989 June 1989 Jay 18i-1989 '\u0026lt;ay-18\n-1989 lay-18,-1989 As long as funding and program are available June 1989 l\nh'.iu\nMltll 1I7 Local and Sun,Iter School Adi.iinistrators financial Services Sumner School Adnlin-istraturs\nfinaneiai Services Sanie as above Same as above Sumner Schuul Administrators Regular and Sonnier School Registrars\nData Processing Sumner School Administrators BivisleH-ef-Seheels, Programs\nFinancial Services I.VAIIIAI Kh'l ionus/fees tollecled School/course regisirdi um School/course registration School/course registration final (Ji'ocedures final procedures identIfied needs Procedures identified STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts. including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. SP-01066 40 01757FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION STAFF DEVELOPMENT SP-01067 I HUI 1)1 :iliiU_GAHiiU Mi .H-il UI Al lUU I IKI I Illi.  'll   -1 al t|m|-wiiI- HUI Tl-dlSTHICl COlLADORA!I OU PI AU .-I. .1 -. I Hir lli'f If IH t tHI- I it-.uidl ibK*,lihi -IfiijUi f * ftUi Hi Mi I- k.UH (- 4  btt c! T jr.c I .!i A': u! i 1i !l I. IlG Ii-i ( IHlI'l { I HUI HAU C'ILD Plsriiir.luii ID I J M Ilf I Kill .1 \u0026lt;'l.iif ilcv(i|\u0026lt;\u0026gt;|inri I I IfP C(T1|MISC\u0026lt;I til sriilalives Inn SClkUll TJ iliiiiinini (i( fiMir ) nieeliiigs |\u0026gt;er year will Ie |M.-Id, (wo (2) eacli seraeslcr. July, 1991 Staff Oevelopmenl DlrecLors of the Di st r icls duelling aii.ilv'' (i iin iici-ils nsscs:.iiMii( (hif\u0026gt;,iiiiig 0 I ids , Dee's fiNKl ion l Io ideiillfy iii|\u0026gt;lnncnl stall iDliieiil slralrgies will assist live r iota illtlliiig lie Ini ions o| inlng igiallly .regaUxI scliool IDs. -O m lO  o tn 00 0 nJ I O O O) 00MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort Is crucial to the success of this countywide desegregation plan. We commit ourselves to the following: I. Underlying Principles * All students will be accorded equal opportunity to participate In all academic and extracurricular programs and services in the districts\n* All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and Implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law\n* Staff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\nV: 01759 SP-01069FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION MULTI-DISTRICT PLAN SCHOOL OPERATIONS SP-01070 AREA 1 icai l.r\n,l\u0026gt;\ni.i b Multi ()istric^2!lB_^!!^\n2! f!PI21i92^ r.ual 1. Tu nlJEClIVt'J Appoint a st 11001 im provement council of the representatives I roir. cai h district. 1 1\njrKA'nj\nii .'i/Ai.i ivri u.-.\n. Ir.-SS Oh.j.H.j plun.-.ii. J f.,r' (letegregaticii anJ plan a.\n,.) 1 I I ,1 li/j) iniinimiATiaJ TUM-mK Liil.lisr. a ^221 l!i:R12Yi!lh'21 cation or iA.pleir.ei.tati r..\nfrjs, if any. PK.U.'NK.e: ':!!2 L niDIllG DMi\n,11111 i i'i Supc i 11.1 un.i(..|. t s anil Assotiale/Assisiant Super i ntei.'leiits for [,cstgrv\nai icn IVAI11/. 1 I. ..'I Ai,[,uii.t.:,LUl i-t 1 1.1. 11 \"O Qi CD IM l) Appo I llliliclll Ot CGHJUil lees to ileiil uilh issue specific con-cei IIS ill ar'eas of scbools and suppofl S C I V i C  s u C/) I O 2 1 (ers.,ns uitii spes-ilK e.^pui'11- v.ill rr.eet, as neeJeO. in co.t.- ir.ittees anJ resolve ongoing coordination in areas relate,! to the plan such as transportation and staff de.elop.tent 1 1 .1. i 1S.jC 1 Rctalui 1 .(I 01 1 C L S I S t .:M Supci u.lif. lent' s Hti.j l.i.u i.id .1 i i/Jl'IHi'l IHlI Fxj TiHiJ.ini: Aftt A Hili 11 H jf' J LJj r al Uil.S u?j! il I . (juiix\nrivi-.s s'ik/.nbii^./ACiivii iis\n id'^p in btOltltllliC iiVir I I et I \u0026lt;11   I   ' tlilJlNG IlAlt i\n.1 ii'.i id\n! 10 develop joint recrui l in J efforts and procedures willi particular emphasis on minority teacher lecruilment 1.1 SI..ire planning, resouicts a contacts for re. i ui tir.enl of staff, botli Cerlified an.l certified (. ,1. 111'1 etitly in effect Ongoing semiannual 1y liirc^t^r j_o liuinju Resources increase i n i:.i i...i i:, slillinj among cerliiicd tall ai.l ii.ore proper 1 ior.jl re, r suppoi I staff'- sct.l.'ili .11 ai: ..hj To sliaie the applicant pools am..ng the districts 2.1 Use teachers in ttie rtcruit-ment process Lui rent I y _ln effect Ongoing 0 lieu tul' S ^s^irces 01 llumin 2 .2 Certified and iioncer 11 f icd applicant pools will be shaieJ with the agreement to assist each other in correction of disproportionate staffing Curren^d y in effect Ongoing Resources I iluijin Propoi 1 lonal in pi e-i ntal i. ninon ty and nuijority fu.pl all staffing tategorits n 1 I n Io nioni lor d i str itnilion of staff across grade levels and support areas 3.1 1 ne pi i n. i pu 1 s mil tiC accountable to ensure equ liable distribution of ic-acliers by grade level and subject area Curre^ly_!n effect Ongu i ng Il 1 liC 1 e j I s Sia11 st 10 a 1 II. 11 1.11 .1 iij Ol IlC I r of Human Resources Assoc 1atc/Ass i slant Super i nlcndents teachers hive access lu i.-i i.ii., opportunities al all gr.i.ii levels, in all sufjjC'Cl aieas an.l in all (ft'uQi oHiS  AP, IL.nors. I..'l. etc T3 o\u0026gt; lO n\u0026gt; dlu CaJ o ID Ui 13 fO O N) AREA IK.I. MM.,Hl. 'jtl illlij.ilii. Multi bislricl Plan S, liianl bi.pi a11i.nt, Goal II: (liiiin iviii 1. (torilinueiJl To i.ltiilily studciils .lio may be iutiire teachers and to provide support programs to tllClil lu establish a joint conjiiittee to address district planning for support of students uho wish l.l become teachers -o \u0026lt; to :x) EQ 4.1 S. 1 5.2 5.3\niiG\\'ii .Ji .'H'.'li ll\n. isial.listi intuit tt.iJitis clubs in ele.T.ei.tary. junioi l.ighs Olli scnioi' l.i,]l, sct.oul'.. Hold career fairs ior stu.ler.t. Contact the business coirrr.un-ity for support Create \"contracts of intent\" to hire future teachers upon de.jrce and ccr ti I icat i.\u0026gt;ii completion provi.i,' 1 nterllsh 1 p uppui t.in 11 les f.,, students of educat ion I'.ii.iil,-Ili.,. I itiE ' 0.1' L- ii ef fee t E Au.^uSt 15119 Currently in of tect  CT, ru U) 1 o El.bllX\nDAIK Oi.goii.j Onjoir.j bn join.] Ri:.it,.Mlilll.ll'i' I'r 1 (,^ 1 pa 1 a /1 c a c liC'i's Assoc 1 u t t/A ss I stai.t Supei i iitenJents birectui' oi humin PfSOiirceS Illi t.\nui 11,1.7.111 ReSi'.ui I ts lull l.lii .j Pl 11.^ n.jls 1 '.iii' i ii.:i Inci ease ll,.- i.ui..i.-, r oi 111,1, 1 .1 ciitei in,] tl,t tcai.t,ii,,j j , oi ,\".,1,i. i. lncica*.c It,-- 1,1, OI mil, .III, students v.lio (jia,li.ate li',ii, ti,e Districts and it tin n i\nteach ti,, .1. I O W ARLA 111 iiht .\nAi HXi 1 i/Ji'iiiruiiii J Til tn Hit Hidii Qj slciC-l - LliP-ith'i'i! QUKt^ Goa) il: (continued) (liiil..TlVr\n\u0026gt; I). To cstablish a joint coiunittee for planning recruitir.ent strategies and procedures 6.1 6. i 6.3 \u0026gt;u Qi m ca (b cj GTfcMbUi-'./ACilVTlil^ Production of a Set of re-ciuilii. ent procedures and timelines to be developed jointly to increase effcc-tiveness and define ment responsibilities I c CI u I I Ocvelop d cOOpcIctiwC' d'jlC'f ment for recruitment of certified and nonccrtificd staff dith reservation of nu.T.oer of slots so that a employee categories mil ne desegregated Improve teaclier vcji l ing Condi I i'UiS to n.jintain teact.ers in llic profession liUJIilllbJ DATE Spring 1990 1991 199u HlUlliG DATE Ongoing Oibjoinj Ongoing K?\n\u0026gt;lt..l.,lllll.lli District Directors o llun^ Resources bl StI let bi I'l C 101 s of lluii.ai. Resources Snpp I -er vices and Bui Idin J I'l incipals IVMb'ub .'i Comp) Ct I on of ll.j do\noi, .i.t tfac I d 1 I d 11 os In d i I s t : I I positions con n .UI a le v.itn d1'fI ic t an I cour t apniosed gm del iiiCS loci c J1 ',11 I. I re ten I ion\n1 W 'fl I o o O' I'i^l ii .'i 1 I .'Ji'IMi'l H11 H . 'iiiai iiif. ARf A Multi bistricl SlIiJuI Uici jlMJli. I. ..H iii I . sluJeiil d i sc ip 1 iii.iiy jn.l a n .-...1 jiif.e policif. v.lmh j.l li  . . it.ilcul needs A^we]l_^s_sr.hco1 clj^te cciicei^ns ciitjH.rivi-.s 1. Establ i sh a comni ttee to study disciplinary rilles and regnlatioiis and to work to address areas of divergence 1.1 1.\nnG'xrb,il...''.'j7 ivii ii.. Ci.ii.mitce assessriiciit and cGCi-parison of policies and procedures in student Pjiidi.oGks n.xilll.lilu\n11 .n: ll.ljlllG D.AIK Omju i 16] li Alt,\n...11.11.117 i\n.Aiii\\i i.J 111 sag.jie.j.i 11 on of data related to student discipline I s tall I i th a pl otedui e tor stiai ing aeccss to disciplinary reccr ds when students transfei Qi lO n\u0026gt; a\u0026gt; co CT, CO Ui I O O J O' 2.1 J. 1 J. iiistriul |.,ipil personnel directors, identif ie 1 si tool staf fs . an 1 patrons CoiTifiletii,.T 61 tr.i i.i.l. fiGiT, II. d I s ti it IS lie-velop a set of riilcs/iuptr tat ions wPich is cunai.on to students in districts. (Spec i f ic pvnal ties r.a, vary-final penalties will t.e enforced in co.T.hOn) Review I,t stnknt dita t.i addicss issues of racial dI spar i ty 1'.. 11 e \u0026gt; .^pi' .'Uul I' ItJ lc designed Mr C6nj..unica11un of student disciplinary records wi.- n students trai.sln or are expel led/suspended li. effect ...jMih.J iiui Mil. III'. Ip.I I s BBQ ARIA llulLi-UisLiit.i I'J jii .Sclijul Qpeiiliciii jlodi 1 _____ oiK:nvi.s 4. keV lew of attendance policies to attempt to create a comaiion policy and set of procedures j. Appoint ongoing mon- 1loring commi ttee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if \"at risk\" due to teen parenthood etc. 4.1 5.1 5.2 6.1\nn(.Anj'\nir-''./ACHvirii.s Appoint ic-fliu c.,.....iHee of patrons, staff and toard members Appoint Coramitlee Ongoing revieu of disaggregated data to address disparities and student needs Plan alternative school to be available to students on a contract basis and con-tigent upon funding availability lie.11 iH.'jiljib.Al k'.l ri/'Ji'l.'ll'lJMEl J 'rnuiii.t bujltiiill'C ii.vrE As nL.'cUc'l As needed In effect UIDIIJC DATE Ongoing Ongoing Ongoing ki.')iv'i.,ibii.ri'i' Appi'vpi 1 ate Asso-ciate/ Assistant Super Intendent from each of the districts Siipci 1 fl LL-nJenl s Principils and District Administrators Appropriate Asso-ciate/ Assistant Super 1ntendent 1 Loirijilc l lull ui '.1 IA I H '.'1 I J a\u0026gt; in fb CaJ 4^ n\u0026gt; at UI W t) I o o 01 AHEA ijc.M bril.atliiAiiixi I'l/ji-itii'iiiia\n'uii 1 ituiaia: _.Hj 11 i: Q i 5 ir i L L Elaik Sthuii LUpiiji L i Olli. l.oa 1 1 (. Id provide ITPit dViJe jjd.jiiiiiill pprrooggrraammss in guidance/OuuiiSe) ing to s toilenL UCeJi-iDlt-tQ .ensucfi -cacaai-ciiuiLy---------- oiiJtrrivhS SrKvMTi\nILS/AC117II1 i i isECTItRUGG DATE ElfOIKG DAIt REiiU-ISlBlI.iri' LVAllJAI luU 1. Hold eruployment fair for students who would enter the world of work after school 1.1 1.2 1. J 2. Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with specific and special concentration in access to black colleges and universities and financial aid for minority slinlenls 2.1 2.2 2.i 2.'1 funtact employers (lueal, regional and national) Hold fair with focus on employers of minori t. Target skills neede.l tor employiaent as well as opportunities Hold joinl counselin.j information sessions for counselors Contact colleges regarding minority scholarships and financial aid f.ontuct colleges legarding admissions, minority admissions Provide target counseling for minority students in effect Ongoing 2 S in.lify slurlents. p.lients. and educate stall regarding all opportunities Yearly 1 ear ly In fall, annually Lach fall Lach fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing OnguI ng Ongoing Ol 03 ID CaJ cn n\u0026gt; OV O' C/1 hO I O O Directors of Guidance. Vocational Teachers, Director of Vocational Lduca tion Jouma 1 I sm Depar l-ments Counselors School Priiieipals Directors of Guidance Directu. j uf Gul dance w/couii ttec-of counselors Sc lidd 1 1 olihSe 1 OI s Counst l.,rs/l'rincipal Stall Gevelopn.enl Directors HtA l}\u0026lt;Sb liEblLKtGAriiXI IlAH UttTBlUfEATIOU TIHU.IHE 2!ul 11-District Plan ScbuJi Operations 3ai_J Uli .itx\nrivES S IKVlIi\n1LS/AC11V111 llbJllnlillG iiAu: DlDllX: DAIK REC\u0026gt;lv:bliin.l'iY tV.AlUAl Ki i I nlijnce minori ty r ecru I tir.ent and awareness of student of AP, honors and elective programs 3.1 I r,.l 1 V I .iiial sill.lent c.ni-ferencing . Teacher an.I c.iun-selor encouragement of anJ G.onitoring of students tn. jjinj ConnsciiH i/icaci.ers Propor tiunal minui ii, i vj.i i-i i.ial lOfi in these classes Provide pooling of resources and specific plans of intervention for students who are disadvantaged and/or at risk 11.1 1.2 Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Gn.goi ng birecloi s of f.u 1 - dance75tu'dent Services Deve 1 opr.enI an.l i...(,lei..ei.la 11 oi. o strategies Develop and implement student career guidance plan with individual student educational plans and comi.iun it a I i on with parents to encourage student access to al 1 curricular and pro-graiijiialic oppoi-tunities in a ratio commensurate with school racial compos 11 ion 5.1 10 be developed and reviewed by students, parents, counselors and teachers (predicate.! on potential) In eftect Lounse 1 ..I s/ leathers Director of Guidance Dcsegregj t ion Officer Implenienlalion of rimis -a 01 03 (0 a\u0026gt; GJ CT* W nJ o o -J 00 I \\RtA iKsu i)i:,ii\ni\nii\nAibxi ri/Ji na'iimuATiai Tiina.itii: t \u0026gt;-tiistrict Plan School Operations ioal IV: (continued) lilECnVE 1 nliance communications among divisions related to counsel iinj in the districts 6.1 6.? EncAT10IP.S/ACHVli'II.S Pcjular. niohthly r.retings air.ong directors of guidance Periodic Joint guidai.ie meetings UiTTitailCC D.A'IT .ibl, ISil E31DUJG DATE Ongoing REiriA'iSilllEllY Director of Guidance Appropriate Asso-ciate/ Assistant Siiperinler.dent Director of Guidance EVAUJAi 10.'I Enhanced Services Improved Cociii.unical i .ns Lo.Tipl e-1 loll of 1aSl o u a D a-yp'( d'ci records trans fr_^ icy ere - at ion and systems y.i Appoint coiinii ttee to develop procedure and timelines of records transfer 1591-92 Directors of goi-daiice, principals, directors of pupil accountiiij f.uinpl et I oh of last inprovca.cht in Proc JO o\u0026gt; 00 w hO I O O to iREA llulli District Plan Opera t ions  DECriVti To study GPA and citi-senship participation requirements of districts to address academic requirements and student partici pa tion needs 1.1 1.2 1.3 1.4 Iic4) ijr-'.l 1 fHrAfAl i'i.-Jl if li'iU Q ICXi lIMEI.IfiE Goa 1 V. To dt.vlop t.fuitaLle recruitment strategics, access and opportunities _ __for_all .AlUilpnts or extranirricular acliyilies P bnG\\Tlj\niL.S/ACiIVITli.S Revieu policies and percent of student participation in cavh district Review data on student par ticipation and achievement Over the last 5 years in each district Revieu racial group representation in extracurricular activities by district over 3-year period Appoint committee to evaluate results of data revieu and see if any areas of policy agreement exist DATE eudiiig DAIX Ongoing RESICiiSlbll ITi hVAHIAi io\ni Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Associate Superintendents Assouiutc Superintendent Associate Superintendent Associate Superintendent Completion of p.jliu) re\u0026lt;iL.. Revisions of policies to address student needs a Qi 03 (t\u0026gt; .Q* Xi rt\u0026gt; co CT\u0026gt; co (n hO I o o 00 o J REA iKM) nyji ufliuttJ/rATioti 'niia.niE llulli-bistrict Plan School Operations 241. V: (continuedj_____ UECriVI-LS To recrui t students for participation in academic related and athletic co-curricular activities 2.1 2.2 2.3 E\niH.-viEniE.s/ACi'ivrnt5 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students Pluvide special supports of costs, recruitment, and encourageii.ent to students Reserve slots, if necessary, to ensure student participation and access in programs on a proportional Oasis iiEiJtflllO'G DATE June 1909 June 1989 June 1989 BED ING DAIE Ongoing Ongoing Ongoing REShX'iolllil.llY Principals Counselors Teachers Associate Superintendent or Designee LV,\\lJIAlli.\nl Increased student purticipation - enhanced proporti..na1ity in student participation -o Q\u0026gt; ni -c* GJ CO fO W I O O 03 REA Multi District Plan School Opeidtions .lEX-'ElVES I. Oi str ic t uniformi ty in reporting test re^ts and analyzing disparities f orm bi-racial monitoring teams to ensure appropriate test preparation and testing coiidi t ions for all students. Implement strategies to reduce disparities by means of school plans and individual student improvement plans TO LCQU ft) o rt\u0026gt; w hO I O O 00 IQ 1.1 2.1 3.1 3.2 IKSO bLSbbRfjGAUutl H7JI UQTfMUftATlOtl TIMQ-UIE Coal VI. To cnhaiice testing programs anJ student |,repai nt ion anJ access to prograg^ S'lTtAT-EGIES/AUlVlTHS DEjGItfniMG DATE Program for analysis of student Spring 1989 test results with data disaggregation to analyze disparities and student needs by race by subject area Monitoring teams composed of Planning and Evaluation Specialist and other DTstriet_gcrsonnel to mon- Ttor test preparation and test conditions for students Analysis ol school by school data and individual student needs Development of strategies to address concerns and to meet needs June 1990 Suiimer 1989 Sunnier 1969 RflilllG DATE Ongoing Ongoing ongoing Ongoing ItESTttlSKlIl.nV Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents LVA1U\\T1O\nI Completion of tasi Activation of tlie monitoring coiiimi ttees Development of plans Ileasurahle decrease in disparities AREA U(SD ijEsu\nrfjga'i iixi ii/j) imiMun'A' n Tmn-iNE .Hu 11L ki ilLll_EUii-Suli!j!iL Hucr^l Goal VI\n(continued) )[1JECT IVE'S siitvresiLS/Acrivn I F.s BEL 1 till ItlG D.AIE UIDUIG DATE RESEtXiSIBll.nY EVAUhVllOil Provide services to teachers re\n'use of test scores interpretations of scores 'reporting of scores to parents interventions to benefit students (and address these specific needs 1 4.1 4.2 4.3 4.4 4.5 Joint staff development in testing Individual teacher analysis of student needs leacher preparation of strategies to address student needs School-based planning of interventions to assist students in areas of academic need leacher inservices for student learning styles, cooperative learning, and nionitoring needs of youth at risk and disadvantaged students and minority students Ongoing ongoing Ongoing Ongoing Oligo I ng Ongoing Ongoing Ongoing Ongoing Ongoing Directors of Testing/ Evaluation Appropriate Asso-ciate/ Assistant Superintendents Frinci pa Is Prine I pa 1s State Department of Education Districts Staff Devclopn.ent Direc tors Academic improvement of all students -a Qi lO (t) aj (D ro b) I O o 00 co FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION LIBRARY MEDIA SP-01084 M MU 01 vl J Ion: Initructlonjl Program/Area\nLIbrary Media OeJECTIVES STRATEGIES/ACTIVITIES BEG IHHING CATE LCMPLETION DATE COSTS The selection of materialsZresources to support the curriculum In desegregated school districts Is a multl-dlstrlct goal of the library media programs. Continue hosting Mu 111-D1strlct Hultl-cultural Resource Sharing annually ongoing Minimal Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts annually ongoing Minimal RESPONSIBILITY Library Media Directors or responsible person (Including NLRSD) Library Media Directors or responsible person (Including NLRSD) evaluation Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts he Inservice training Ibrary media staff embers to desegregated chool districts Is a ultl-dlstrlct goal of he library media rograms. Plan to host multl-dlstrlct Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 198a to explain the new national guidelines for school library media program planning ongoing ongoing Seek Funding From Cooperative Library Media Director or responsible person Including NLRSD) Inservice training will develop skills for library media specialists who work in desegregated school districts  1 Plan to host Inservice training for multl-dlstrlct library media specialists using district eiRployees to ba established ongoing Minimal to hO I o o 03 tn \"O cu uo n\u0026gt; m czi 05 J SB Division: Prograa/Area\nInstructional Library Media objectives utilization of television technology In desegregated school districts Is a aultl-dlstrlct goal of the library aedla prograa^ llecrultaent of Minority Library Media Specialists In desegregated school districts Is a multl-dlstrlct library aedla prograas. goal lultl-dlstrlct coaaunlca tlon for library aedla irograa adalnistrators Is a goal for the rograas. I 1 cn *o Ol la (D m o tu STRATEGIES/ACTIVITIES ___ I begihhihg date lepleaent utilization of cable channel 19 and/or videotapes prodjced at Metro to teach skills, etc. basic to be established COMPLETION DATE COSTS ^5PONSIBILnirJ EVALUATION to be established Seeking I Federal Funds under Star School am Library Media Directors or responsible person Students will gain practical vocational experl- Contact teachers training Institutlons/Recrult teachers for training In library aedla cert prograas certification - Copy aeMs relating staff lovelopaent opportunitt as Lo other district adilnlstra-tors Meet Inforaally for sharing sessions ongoing ongoing ongoing Hlnleal Library Media Directors or responsible person (Including NLSD) ongoing HInlaal Library Media Directors or responsible person (Including NLRSO) c 980T0-dS [ anco In running a television studio\nstudents will benefit froa Instructional units provided over cable system or recorded for later classroom use. Hiring and placeaent Inorlty aedla will occur. of specialists Bettor communication be achieved. will SPECIAL EDUCATION I. The school districts in Pulaski County should employ stra- tegles that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to 'handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples Include: (1) A multl-dlstrlct committee for assessment Is In Its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate In their community based Instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 01775 SP-01087boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel. facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts. It seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can ba established to meet the best Interests of the districts and can ba added to each district's individual desegregation monitoring plan. Areas for the districts, Including NLRSD, to explore and/or expand include: 59 01776 Sp-010882. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Mu1t1-Hand1capped d. Seriously Emotionally Disturbed Staff Development 1. a. b. c. Central Office Staff Prlnclpals/Other School Staff Teachers 3. Multl-dlstrlct assessment committee a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4 . Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multl-dlstrlct system (forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (Including NLRSD) will also look for activities that will foster cooperation and sharing such as III. writing grants to secure funding for innovative programs. Multl-Dlstrlct's Expected Outcome 1. By the 1969-90 school year the multl-dlstrlct will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 01777 SP-01089C. collaborate on staff development efforts in all D. aspects support of special education. activities of the multl-dlstrlct assessment E. committee. Establish a process education teachers. for recruiting minority special IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentatIon of minority students and males in special education. Greater demands have been made by parents. state. and national agencies vlded to for evidence of the effectiveness handicapped students. There is a of services proneed for better Information: (1) attesting to the relevance of special education (pull-out programs self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/exlstlng assessment Instruments , materlals/supplles and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of Improper or inadequate classification or placement in special educa- tlon\n(4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) providing more extensive parent educational Information systems. 61 01178 SP-01090Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. 01779 SP-01091FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION SPECIAL EDUCATION SP-01092 .'.t.l u J 1 r- 1 jn 19i^-9u ^^r\\,on Rcspons iblfc ( t J r I Goa 1: Dircciors - iri-Listricts Estniilis'n prcx^ess and coordination in area ot re. OBJECTIVES STRATEGIES/ activities :k\ni i: AIl'JI IJKlLII.i VTJiCulii'.. - -rait.Ticnt of minority teachers and support staff. k-'! r r ,r r !. 1 Special Iducetici. BEGlIltllNG DATE COMPLETION DATE COSTS RESPOHSIBILITY evaluation I \u0026lt;n oa I Ensure proportionate representation of cell qualified minority special education teachers Recruit and onploy minorit teachers in certified areas of: a. Mildly handicapped b. Hearing inpaired c. Moderately/severely liandicapped d. S|x\nech impaired e. Visually impaired actitdties: staff develo\njr.-nt a. Partnership with state colleges and universities for training and retraining of teachers. 1989-90 Chafing $7,000 $5,000 Tuition TO m o Ui hO I o 00 o O to u Directors: Personnel Special Education Supervisors - Special Education Professors, Special Education Department Central Office Staff Increased jxx)! of ccrcirctent minority special education teachers Af.f Ut. 1 i-ljn (i rsor. P.cSpon-Ti'blt [ji God 11 ___________________ ((tar) rectors - iri-lustricts :k\ni [ i\nji I iMii :. 11,1. Curriculiiii 1 \\ svste.n (forms and foniL:itj will Le developed for d.,\u0026lt;jr.entalion of due process procedures. r rt^,rMt/tjxci.il Lduc. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItlhlllG DATE COMPLETION DATE COSTS RESPOnSIBILITY EVALUATIOU 1. Ltvelop revised form.it for tri-district docerr^r.t  ation of due process. 2. Implement revised format for tri district docu\n.'ent-ali- ii of due process X) rm \u0026lt;ri I o 00 0) TJ I O O (O Is. a. Select conriittee of special education personnel from all three districts. b. Develop format for  documentation of due process c. Submit to ADE for review a. Inservice teachers ana personnel, on use of revised forms 1969-90 1991-92 Spring, 1991 OTfipilTR $30,000 for Printing Directors and Associate Directors Designated Special Education Staff I Docuneiitation will be consistent services will be provided in more timely rnreier for students i-\u0026gt; r'.ci Oojl: . .el, 1'.- H'.spon-., 1 Hr. \u0026gt; li.r.. (\u0026gt;etr, iri-i),strict i'e d' veli.:i a cg-rvin I'ru/r.r.i for stiti. OBJECTIVES 1. begin plan.-.ir.g process -Provide approiriate program for the foilcuing: a. Visual unpaired students b. Hearing impaired c. Multi-handicapjied d. Seriously Emotioiully Disturbed ai'leTeiit [iroer. nteas listld ubove.\ns l..r the I ya m on  \u0026lt;n 'U I 00 ro W hd 1 o O (O O1 . i .HjII IlMll !!.\nCiirrivul..--.   i' t.-. 1-1 tn i li.,idet.ee h-iixlicaps. STRATEGIES/ ACTIVITIES BEGItlllltlG DATE COMPLETION DATE COSTS RESPONSIBILITY He ^.ecul tdui EVALUATICH .1 r.-i, I . Conduct needs assessr.en . Select a school site (s for VI, 13,.'11, \u0026amp; 31) stubii i . Sliare specialists required to meet needs of VI, 12, Ml,\nrd SED Identify ar.J carbine e.x-isting resources available . Purchase ncedeel re'- suurces uikI irateriaH . 1 ruvidu s()eciali2i.d tr.iining fcr staff . Eeorui at end sole. of perscn.al aixl/or vice providers Sir.\n^iej ni-.d .uli.iii. to 1x2 dcten.iin.\nd by Individual Education Flans (lEF's) 1989-90 School \u0026gt;ear 1990-91 Ctlgpirg To be determined. Use of local, stale, and federal furds Directors and Associate Directors of Tri-District Ejtpanded and itttproveci services to low incidence handicap[x.\u0026lt;i students. Services will be inore cost effective I I G. J Ik'.\n I ck,. Mt ^tl i.. ul 1 : T. To CeJlCTIVlS STRATEGIES/ ACTIVITIES .re GOt ot LJ3_lGaiL3 to insercice tea.hers - kceiviec eentr.ll office Sl.llt Ir.Strc-ice six.ial te. on spe-ciai education ricultrr, and recarr e: teaching ials, etc. tcoi-r.irros .r.u zTs cur-ivJ r.c-presentotives tro.n thrcu (3j districts r.rt at specified tkr.cs to deter-c. ine needs ar.d select ccr. sultcnts tc Vi lop ii. .irii .ciiL to ovu-.k.^t a iicCkls assess-c\n Select a te.-icher coc- ..rittec i-.gIc\n! carious i:isi_-r prCijra-r. nerds process\nissa i.e. due of riricri: cverrepruscatation\ngular schcol/prcgran rc-ir. oditicalicns\nscreeair..'. 33 m us  (Ti -J I 00 to -tj Ct (.Jt-caiiGii. BEGItl.'lltiG DATE 9/o9 o/c9 i/'H ? r I I,. Pre pLcij] i/iu\niv t: COKPLETlOH DATE OTSPirg COSTS Consul torus Substitutes Teachers Ilitiri-J i Supplies Printing Stipei Js RESPOHSiaiLITV EVALG'ATICU Director and Associate Directors /WE l.ill h,jve a coeprehensive tri-district staff developceat prograns M hfl I O o (O at p ..'H Ri cpi.i.c 11.ie iijf,,\n. '   . 1^-----lloa . . -1-- rgiiiiy i i'\"' and r C3JtCTIVS I i- , i-Jh .idthi.. X14\nlearning Center. ii-nL-iLi'-:: t i t .j ...___L., L.\ni Rri.r IN c.eti.il idiicatiun thruu.ch .'i eu..-.\n.ri h-i...ive staff de-veloie.ent ' C.u\n'j ituli: r- STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 1. i-ravide insei-vice that locuses on teacher Lehavioi lo'.iard a disprojxirtion ol rir.arity students eareJaUy 1-iack .Tales in special education. I i I XI m I I I (Ti -a 03 I 4^ Ui n) I o o to a. Develop training center for regular teachers experiencing problems in understariding ar.d teaci\n- ing black tnales ai.d other mincrity students Identify teachers i.ith high referral rates of black icales to special education chcdule inscrrice Arrange sucatitutes far regular teachers Seivice Ut.iL Khuvier .'..aili\nicati,\nfar teacher lehavicr . 1\\ . l.k 1 tec.hers to Ir, Cl I I .li .1 iiti lizc 1939-9U OgpiiTg \u0026gt;125,OOu-Per-sonricl \u0026gt; 20,000 iL-it-srials/ Se(plins Director - Special Educ. Supervisors/Coordir.ators of Special Education Improve instruction for raitri'/./ other students Decrease in referrals to Ljec-cJ Education Principals Supervisors - Spec. Exluc SOS Director - Spec. Educ. Learning Center Staff Rates of disi.iissal of i.i\n.ck males/other students increas .iSe in discipline reicrraii 111. . I!., e.i'. .r.lii. ui.-.\nrt . lcs, 1, Ali.,1 Ilf t  i...\ntill,.I /A -  Ml I 1 : : ... 1  -  .111 Pv.l...1.Sibil- G. .I\n1 . I I h i: J  L.C -_l-_Lciii .llLtlll:. I r /Ar- . ! t  L !c!' C3 T1V t S STRATEGIES/ ACTIVITIES EEG I till I NG DATE CCHPLETIOti DATE CCST5 RESPOHSIBILITY E7ALUATIC!I  i'revide ir.teas ii.t disciplinary interter.ti for\nStu. and ral:. adv. :its uh. .ll atctici*!! iereivicc it diffi-ult to\nce acad-tically\nSlaients ..ho the.. sic..- patterns of devel_.pr.ent i.iiich ra'. i' odi: test sccrt.3. co m . f'ipl) shills at Ceiil^.. v\u0026gt;lth Student . ?.u:u~. to school . Ilcnitor teacher effectiveness Aly [ re-referral interver.- tioi'.s traii.ir.. CdrciCjlUTa luiuj assess lint: Linkir.^ Asiessr.-c\nt\nClassroom Strategics . Identify regular u.c ers for training ide training ti...L tocuses on cliangvs tn instruclio\n.al tech:i-to iT.atch stud. h r.cc'S i! . i t .iluatv i.\n.'.\nckiteri.il instrixtions are ] re- :-nted to stcdints 5/=5 5/6 0 7/69 / o9 ' 9/cy Regular Teachers Regular Ttacl^rs upervisors/Princi(\u0026gt;als Regular Teachers Principals Expande-d ts'.d ic.pruve-d teachi\n.., skills Reduce referrals for u.ir.crit\n, students to special ed..cation (hoping filgf/ing Qlgping I (Tt QO I Ui I o I 00 en O lO 00 25 teachers 5 days X ' ,0C-0 J 500 Central Office Staff Psychological Lxeeair- rs i 1^1. I I\ni':! :: I '.on Gc4 1\nRcip'.r.s ible 1  Ccr.ti: .i -l ?,i\nl\u0026gt; r i ?lir, ILitllus 1.\n1I .11 I'rh'jr / ,'-rL--: - jk 1. . . 1\n. : i I C3JECTIVES STRATEGIES/ ACTIVITIES BEGIll.'llhG DATE completion DATE COSTS RESPONSIBILITY EVALUATlC.'i 33 m o (Ti  to 'J I 00 CTi W tJ I o O to (O . O.eck for niss/tnleii\nef student skills/ deficits/teacliirg approaches . .Assess i.hy students are not nustering .materials Monitor stuleiit act iv'itics ever lor.,h ir. tur\\21s to identify Lfeskdj-Tij in ths learning process . kmiLcr icctive-r.ess - da stu dents understand tne t.isk? . Provide n-.A-rous i... hods of assessing chat students have learned . i^ale cut e.xclusicnj\nfeeturs for studenti not learning L.ck of instru.tic Inck of prerequisi les for ae-jiisilj i. for a'., .-ialls OlfPiTTg QTfpirig OTgpirig (\u0026gt;T8Ping ftlfipiJTg Ltattriuls jSuo L'l.pfove student pcrfor::.:nct\nI (D I 'I *iL.i I iKi t : r.  '.iin bu.il\nU :r I It. le I,,,-. I .J. - 1 1, i|, . J^_!\n?nljn!a^ibtr_l_________ ___________ I 1.,. . kre-j *' i\\rk: f .1, b j i.U bJif C3jtCTIVES STRATEGIES/ ACTIVITIES BEG I MU NG DATE CCHPLETION DATE COSTS RESPONSIBILITY evaluation i revise inservice ttut i'\u0026gt;\nuses on teacher liehavior toward a disproportion cf .-inority students c^xcxtU'. black males in special cvacation. rn co Ui fl I o caci.il factors - Scho-'.ls atteul, ! Atteridance Support syster. Pre-school instra-ction lrovi\u0026lt;,i2 TE.\\ InsctT. ice . Revici.- literature research regarding teacher expectation.\nfor minority students especially black ralts . l-ruvide training Application of trai.-,- ing by teacb.erj . ebserve/provide fee.i-back to teachers . Monitor teacherbthu\\ icr on an ongoing lasts 10/69 Qvpirig J5,^uu Special Education Qaitral Office Staff Increase stuJent/teacher interactions Higher exjx.ctations ter stirrr.ts Improved instruction and surij.t achieveraent O o r (,n Pcsi i:l. i f G.\nil : I D I c i I -Ut - P l. Tit Kiiitii  1. C. t U\nt:-S r 1 CSJtCTIVES STRATEGIES/ ACTIVITIES BEGIHHIHG DATE I I 33 m o co co iMi I . : I 1 I . . .  . Pr.cy-\nCCMPLETIGN DATE COSTS RESPOHSIBILITY  Cufi i .111*. ' 1 LI - * 2 L ' I**- ' * E7ALUAT1CH Ijisure the fcllo'..-i:.c\nAssist Hack .Tales in developing adaptive sla.ll. a. I'rovide cur.prehensive assusai.ciits and dk^ju i. b. Provide short-ten?, interven,tions such co group activities to strengthen social itCer-action skills without changii.g student's assigrr-.ents c. L-plu....nt Exit.-.del F'lacec'.ent services in n diagnostic classrooff,. Placement to lie revit.,- td each StiT.ester. d. icvelcp Parent Ga.iuu.t (1) InfomuLiei/r.t^/u:i (?) Behavior Managen.-cni Skills (3) .'J-.ocacy icr Qiildren y iraii'.ir.^ (A\nIntA^mcticn L'.-.tcr Cei'.tit\nat.j corai\non?-a?.ily rot.ources 9/i9 9/89 9/89 C^icig Chping Qlgpirg W 0 I o o 1 Regular Teachers Psychological Lxaniiners Social Uorker Psychologist Improve siuJent acadc.ic [ erConn..nce Increase in siudenl alt-c.-.da Increase parent invol .c- ,criL a.-id advocacy SyslCfir.ide effective KiryJs-o.. inservice I . - . i f i ,11. '.on P 'Sa Gu i : _L I blf 1 -J. .l.Jh (df i Iltlll.. 1I 1| *4' Xr. I b t\n$ Z Prt/jr \u0026lt; 'iff ivuht / ''ri\nJ  J' ..J\nr blC- _li 5. C:JCTIVlS STRATEGIES/ activities BEG I till I IlG DATE CCHPLETIOtl DATE COSTS RESPOHSIBILITY EVALUATICII Ejisure increased equity in instructional r.ethod- h'.y thrauch a cecipreh, sl\\'e P^ogr. lai f di iviieent 5. Lnsure increased equity ii instructicnai methodology through participation in regular classes co m I I o 05 'XJ I o no I co to O to f. Miint.iin transitional Services to regular classes throujji liais.n support sendees g. Oevelop/adept rateriuld ard disscninale to lce.J schools Conduct the fullccing services\nin- a. b. d. b. 1/90 4/90 CtTgping learning Strategic\n. laut-ich Readin' 'o A Peer Tutoring Mike adaptations/i...'ii- fications of curri- culun for regular classes Identity effective in- structional tcchni ,ee\n\u0026gt; learning styles, chinq stylca tea (\u0026gt;epir|g 1990-92 $ 750 i 500 'Ot 100 S 2ou f\u0026gt;.Ci00 $ 3oJ Central Office Staff Social Corker Special Teachers Director and Special Education Supervisors Decreasing reterrals of blacr tales and other minority . dents to special education StL' hicrease-d application of skills in regular classes ft Increast-d student-teaclier interactions Reduce the niiiiber of students pulled out of regular classesXI m D. 1 Doj 1 : n Pes ..i.s.ul   fi:-.-t Lil' - L-r iLi_r OBJECTIVES 1. hcfine the ruiiito\nO I 1 uo eo I O i\n11 arg ti- - f IJXl vvaluation process in the District. J. To c: in data colltc-tien for a Icngitudinal stui/ of plccer.cnt frac tices in the District. tZ) 'd I o I ttiiis itf.riii: svst - STRATEGIES/ ACTIVITIES 1. ILnitoring is completed on a bi-nnLhly basis. A su.-riary report is pre vided to the building principals, action forms Corrective are pro-vided to ensure continued con.jiliance of due process ty the District. ) Ca..\npile sfx.cial education enrollment including race, sex, etc. a.-.c monitor cn a regular Ixisis. Data is re-viewed Dy the associate superii.Lcndent. Specific schools are targeted if proble.TS are identified by staff. Building principals an: their staff nust develop action plans to ra-mediate deficiencies identified ty Central Office. Ttieso pains are rionitored ly Centi-.i Office staff. 11  I:  -l.ii.i fir eonduclin.\n.1 lon\u0026lt;i Iucjj-l\n! l-IuI. i,f -|cLial hliicaticn [.rocr jj. BEGINNING DATE Oigoing Ongoing / rv ! wD.\n.-dc-.sLil ifii .1 COMPLETION DATE Ongoing Ongoing COSTS Softuaru S3,OOtJ Consultants n.ooo Forms S2,000 Professional Growth JI,COO Materi.ils $3,000 RESPOHSIBILITY evaluation Central Office Sfecial Education Staff Director - Special Education lleview as an on-going process all rules, regulations, policies, and practices in the District's special education and regular education progrxis. Prereferral interventions are utilized by school personnel. Each school has organized pupil service Loaias. Prertferral interventions are designed to prevent inappropriate referrals as well as focus on alternative instructional programs. school's pupil service team Each actively participates in ensuring appropriate referrals. O w I !\niirib-:\nf::\ni. G. . i : 1 P .:.,lGlt L, il. .id _t. G.,tt H i.il i-\n!!.- * k i L11 i i \u0026gt;\nt ir . 1 V ,1. 1: t I nt.iLiiiii ot ninjril',' stui.i.t. .\n.rol I'd in rro^i I,.. I k r L 111... I C3JECTIVE3 STRATEGIES/ ACTIVITIES BEG 1 Ilin NG DATE COHPLETIOH DATE COSTS RESPONSIBILIT* evaluation 1. Provide assistar.ce in reducing the cverrepresunta-tic. n of minority students in special education. 33 m I o to I  W TJ I O o its 1. Schedule staff development on the following: a. b. d. f. e- Current legislatio.n aid litigation Eligibility criteri. for special edurnin and related service: Current trends in assess.T.ent lion-biased asjussTtr.t Translation of test data into appro-priate curriculu.i and instruction Adaptive Behavior AsSC:S.T.Ci, L Curriculum Based ASSC: cent il. Apply appropriate pre-referral interventions .11. Review coc:ponents ci Little Rock School District delivery system a. i.-.licies ard Procedures Apprniral GaiL b. Organizational structure c. Curriculum d. Service delivery rui., I Ongoing Ongoing Ongoing Ongoing Ongoing Oigoing Ongoing Ongoing Ongoing Oigoing 1991 1991 1991 Ongoing $25,CeO overall cost: Inservice average cost per type- $3,000 X 7 sessions 75 teachers $2,000 printed matters\n$2,000 consul taj'.ts $3,003 Director of Special Education Supervisors Dr. Al Sullivan State Department of Education - Special Education Consultants Central Office Staff In.prove skills .in utilizing cne referral, placcsrent procedures Decrease in referral of minority students to special education Decrease in misclassification of minority students as handicap\ned Increased knowledge of due process and appropriate proerarrdng increased laiuwledge of e\nM..ciel Education Programs aid Procedures I 1 1'1.Ill 1O' 1'1 I '..UR Kc-.ipur.'., iblc M 11 L.'V CojI : le ci\"i: i I'liliurt lor t OBJECTIVES 1. i'artieijjate in a tri-districl assess.Tnint cu-- ir.ittee with a planned agenda and stated di:Ti-rim m \u0026lt;n lo I ro U) 'fl I o O o\u0026gt;\nk\nI i ?i ni 11.: _____ (O.ir/  1 r 1 -I  1 s t r i c t s j'.c Iri-district asses .IRI H.I..ltli\n|C'.r..l./ I.11 Uii fl^illi. . J $|vCl\u0026lt;ll 1/11. .111 .-.-I ..t I. .. STRATEGIES/ ACTIVITIES BEGIHHIHG DATE COHPLETIOH DATE COSTS RESPOHSIBILITY EVALUATIOII . Dettnaine agenda nrttiig . Establish consiste.icy in areas of assessment: -screenirig -evaluation instnrr.er.ts -eligibility criteria -review existing assess- T.er.t instruments -identify new assessmei instrimeiits and pur-ciiase for field test-ii's It -expanj purchasing based on data secured from field testing Ongoing Ongoing $10,000 Directors - Special Elc. Ongoing Ongoing Consultants Examiners Consistency within and across tri-district boundaries thcuiji-out the assessment process. Ongoing Ongoing Qigoing C\u0026gt;going Ibterials/ Supplies Printing Cooperative Purchasing Coordinators 1 I \u0026gt; I JI. Ihi\n1 i \"..uil r'espur.. Itilc 1'1 Gc J1 I je t . .1 e r 3 (/ II, 1 Il.I Prey . \"Z Ari\nt'lCl'jJci-iiilll..ii - , ...t I \u0026gt;11 Alai blue :t lu.i C2JcCT[VES STRATEGIES/ ACTIVITIES SEGUIN ING DATE COMPLETION DATE COSTS RESPOHSIBILITY E'ZALG'ATICII e. Parent involvc.'xnt f. Parent Lducation Seminar - Special Education To reduce by ten percent over a five year period the number of minority students enrolled in siecific learning disabled pnulaticn Current Percent\n:' .Researeh-longitudinal Stud, a. Pilot Program in targeted schools utilizing various strategiu. b. Use effective strategies district wide 1993-94 Director of Spe\u0026lt;ial Education Supervisors Longitudinal studies vill iidi-cate tltat special education enrollment will reflect district's racial population. Principals black 7o4 Unite 30.^ Special Education Taxlias 3. Io reduce over a five year period by twenty percent the nusber of students cn-rolled in it. :ally retard-vd and speech i\npaired population. a. Lise as its base of operation federal, PL 94-142 and Statu Zirkansas\n\\ct 102, legislations. CL.nr 9/87 1993-94 Division of School Personnel Supervisors Adherence uh 11 reduce the [rrcjit of misclassification representation. id over-m well written ulicies lave been esl.'JJi.-hxi to provide satisf.x-tory assurance tltat policies, procedures and progrrrr.s esLddi.^bf c-d and addnistered l^- the district sh-ill L ccTELSUit \\,itli the ptt/- visiais of fcda-al\nnJ stale laiditcs. o I --J -XI co \u0026lt;n GO I W I o O 01 J t. .1. !1 TIMul. urJ 1 : S H 1 R.-'. 1 -r - i-st. lll .'Lattlli.s 1: r r(,'ir-.-lnrta -f. - :[Z\nIXLciiil Ijdu: I CoJtCTl 5 STRATEGIES/ ACTIVITIES BEGINNING CATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 70 m o -w lO I W tl I O I I I b. Review the referral evaluation, and placement decisions irade by the Education Mana^ecent Tca.m. c. Monitor the process aixj all due process folders in each school. 9/84 9/84 Ongoing Ongoing Special Education Gffitra Placenent decisions and Office Staff ecuca-tional plans will be bascsC on overall comprehensive mants. assess- An appreciable decline in corrective action procedures. o  iMI Ub'.iiOII liKil I. -.j.i I. 1.1 . 11 If r 1,11 CEJECTI'.'ES I iiijj\n'!! Lie. .iiiiiii. i'. .iiU',I ir. b 1Vr. UJI tjirru ulu Pre jrjin/Are : I .  Irj-J '! J'lu. I . STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY evaluation 1. Insure pro.'xjrtion.ite representation of kill r,u.ilified minority special education teachers. 33 m I ' 00 uo I cn W hd I o O 03 Recruit and employ minor-ity teachers in areas of: Curtilic-a. Mildly haixlicapped b. Hearing impaired c. Modcrately/scverel handicapped d. Speech impairud e. Visually unpaired Expand staff development activities: a. Partnership kith state collejjes and universities for training aid retraining of teachers. b. See Student Idc-nti  fication and Place (cent and Instructional Methodology for otlier staff develoiinent activi  ties. 7/89 8/89 1993-94 Oigoing $7,000 $4,000 ibition Directors: Personnel Special Education Supervisors- Special Education Professors, Special Education Deparbnent Central Office Staff 50 percent of district's teaching staff kill be qualified minority teachers r 1 Jfl\n:i\n-i i :ii\n',li IlMil J-.\"\n LCr. Scspors lb 1 GgjI\n'111 l-nSL!!' J__ i 1 ij.L lur Isl. 11 1 :r.-'VC il l2U^ i IL I  I .\"klLlhl\n. ind equity in raiti i i.ils end supplies provided to harelicapiinl students.  CurriulilLI\nrc'jruih/z.rtj 1 1. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItilllNG DATE COHPLETIOH DATE COSTS RESPONSIBILITY EVALUATION Social education teachars t.'ill detnonstrate systcn-atically that hi^h quality effective special instruc lien is being provided through the use of varied innovative, and appropriate iraterials and supplies. a . Identify a special education conmitte-a representative of the total special educatiui staff to assist in thu: selection of appropriate materials and supplies 3/\u0026amp;1 (\u0026gt;igoing None Director - Special Educ Each classroom will contain adequate and appropriate raterialt/ supplies b. Schedule \"tkiterial Fair\" Ongoing for staff using local, state, and nationally knoi.Ti vendors c. Identify materials/ supplies, etc. that an basic to resource, itinerant and special classrooms 3/88 ftigoing $120,000 Supervisors Special Education Ccomittee Lnprove quality of instruction d. Identify rciterials/ supplies needed to ira-prove/ enhance the quality of instruction identified in students lEP's 10/89 Oigoing Special Education Connittee e. .'ionitor selcction/usv of liciterials/supplies Ongoing Ongoing Principals Supervisors At I uJ i i' 1 jn H-SOr Bvsp.r.ilUe iii'n.ta:- - Fs 11 1 I  r l/, e uCc I\n5' . C* rntir.iiH .irj- r 5 C3JECTIVES STRATEGIES/ ACTIVITIES 8EG1IIH1HG DATE IIMLl !l.i -  --''cAnn CCuurrii''iiccuulliittnn - Special 1ro.ra r r .-^rM/Tjiecial Lducatich' XI m o I  00 (E \u0026lt;O I 'a in t) I o COMPLETION DATE COSTS RESPOHSIBILITY EVALUATICH f. Activities to focus on current trends of nee- materials/smiie g. Schedule sharing times for effective and innovative use of materials/ s-pplics h. Aaaptations/rxxlifi-cations of materials, suppl ies/equipnei'.t Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing $3,000 $2,000 Supervisors Director Teachers Teachers Informed regarding national trends Availability of new materials and supplies I i I o FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION VOCATIONAL EDUCATION c SP-01111 Annual Plan 1994 (^ear) Scr Person Responsl^V vocational Directors Goal: To 'mprove articulation/offerings of PCSSD, LRSD, and NLRSD  lit ) Cl1i icn InslriKt ion Prc'\nrani/Arei Voca t i OBJECTIVES STRATEGIES/ ACTIVITIES BEGItllii.'iG DATE CCMPtETlCN CATE COSTS RESPCHSIBlLliy EVALL'ATiCfl To improve articulation of 1 vocational programs. I Attend each other's 'advisory council meetings 1903 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of students into Metropolitan Vo-Tech 2. Review course offerings 1988 - 1989 Annually FI AvQtnA None Vocational Di rec tots 1 -a a* Id n\u0026gt; :ia m o lO 00 2. Offer Open Houses Student Brochures Employment fair 1988 1989 Annually -$989 Completion Activity of $200 Vocational Directors 1989 - 1990 1990 II .. Annually. -1998 Completion Activity of $2S0 Vocational Directors Annually -1998- I I $250 Vocational Directors I I Completion Activity Completion Activity of of Ui hO I O hO AREA |j\ni) IJI.S1 iki riAH iiii-iuu I TinhJ.iin\nVotiLiandL-- Goal: Io improve cooperation among vocational departments in PLSSD. LRSD^ ahd HLRSD oitittriivLs 3. Student meetings 3.1 4. Share Information 4^ 4.2 Sl'KATOI I I'.S/AC.r IV1 f I E.S Conduct monthly meetings among vocational directors It Share applicant pool 5. Comnon Course Description 5.1 2t Consult each other concerning new course offerings Review course offerings and course descriptons for differences a 01 Id n\u0026gt; o m AO Ui t) I o BEflllltllflG DAl-E Monthly September -12 Oeteber-ll Hevember-IS Beeember-11 uiDiix\nDAIK Q-Ospj.ns When new course i Ongoing arise January 1989 February 1989 Ongoing ItliltXISIltlLI'lY Each director will attend Each student wi11 attend Each Director will attend EVAIJIAIKX) Minutes of Meetimjs Ddcumentation Documentation Documentation W GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for Joint activities. Some of the areas of cooperation that will be explored are: entering the working world students 1. employment for directly after high school. 2. 3. minority scholarships and financial aid, parent education In terms of student opportunities. 4 . college recruitment minority applicants. practices and their impact on 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective Intervention and/or at-risk students. strategies for disadvantaged The outcomes expected from using a Joint approach by all con- cerned school counseling personnel in the multl-dlstricts Include: Increased employment for post high youth. school minority 1. 2. more minority students attending receiving financial assistance to attend college college. and/or 3. increased enrollment of minority students in advanced and AP classes. 4. 5. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and more positive parental interaction with the schools. SP-01114 83 01800To facilitate and Insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bl-raclal multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will bo formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cir- terlon. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. 84 SP-01115PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be infoirmed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community Involvement is of utmost importance in planning and implementing a school desegre- gation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental Involvement affords parents the sense that they have some control over their children's education and their future. Research Indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are variety of approaches and specific activities that can be effective in promoting support and Involvement in desegregated schools. The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs. as SP-01116 85 a 01802well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1969 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a a community-supported effort to involve parents in 2. 3. 4. 5. 6. the learning process programs as APPLE, which would utilize such Just Say No,\" and HIPPY\nProvide workshops for parents on such topics as discipline, learning aids, study skills, academic tutoring, etc.\nParents and staff work cooperatively to develop strategies to encourage positive home learning\nEach school will establish a teacher/parent commit- tee to design and implement school-based activities\nPromote multi-ethnic In-school paront/teacher committees\nDevelop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired n teachers and community leaders\nSP-01117 86 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public 3. C. schools: Seek positive media coverage featuring parents from all multiethnic backgrounds: a. b. c. Work through local parent/teacher organlza- tlons to encourage positive media coverage\nDesignate a contact person at each local school to report to an established information center\nProduce video presentations of area schools for use by real estate offices, utility companies and day care centers\nEncourage community-wide multi-ethnic cltlzen/parent/ teacher/student committees for input Into planning and decision-making: 1. Establish building. district and multi-district level committees which are racially, geographically and soclo-economlcally representative to provide input and feedback on the operations of the schools and the districts\nSP-01118 87 01804D. Work with the Chamber of Commerce Committee on Education on Its advocacy for public school activities: 1. Expand the school/business partnerships\n2. Have a multi-district event to honor business part- ners in public schools\n3. Encourage the Chamber to continue existing programs such as ths teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD SP-01119 88 0180Sdocket \\O. 126 3a return to folder 29a.1 V s \u0026lt;v PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01120 03443 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01121 03444 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT CONTENTS Page I. Introduction 1 II. General Provisions 2 III. A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Magnet Funding Calculation .............. Magnet Surplus Credit..................... Magnet Operational Charge................. Restrictions on Funding Magnet Schools .  Continuation of Existing Funding ........ Compensatory Education, Early Childhood Education and other Statewide Programs . . Conditions to Settlement ................. Act 34 Exemption ......................... Staff Development......................... Recognition of Autonomy................... District Budgets ......................... Prohibition of Punitive Action .......... Rededicated Millages ..................... Limit of Liability ....................... Majority to Minority Provisions.......... Consent Order............................. State's Role in the Desegregation Process . . A. B. C. D. E. F. G. H. I. J. K. . L. M. Monitoring Compensatory Education........ Statement of Support for the Plans .... Petition for Election..................... Statutes and Regulations Affecting Desegregation............................. Elimination of the Pulaski County Education Service Cooperative....................... Commitment to Prlncit)les................. Remediation of Disparities in Academic Achievement............................... Test Validation........................... In-Service Training....................... Recruitment of Minority Teachers ........ Financial Assistance to Minority Teacher Candidates ............................... Minority Recruitment for ADE Staff .... School Construction....................... 11 SP-01122 03445 2 2 3 4 4 6 6 7 8 9 10 10 10 11 11 12 13 13 13 14 14 14 15 15 16 16 16 17 17 18 IV. Dismissal of Litigation 18 A. B. C. Dismissal of the State with Prejudice and Release................................... Agreement Regarding Litigation Among Joshua and the Districts......................... Reserved Issue ........................... 18 19 19 V. Attorneys* Fees 20 VI. The LRSD Settlement 22 VII. A. B. Payment Schedule and Terms Loan Provisions.......... 22 24 The PCSSD Settlement 27 A. B. C. D. Financial Settlement 1. Magnet Payments . 2. Other Payments. . Staff Development. . Food Services. . . . Housing............ 27 28 28 29 30 30 VIII. The NLRSD Settlement 30 A. B. C. D. Magnet Payments. . ................... Compensatory Education Payments. . . . Additional Payments................... Description of Additional Compensatory Education Programs ................... 30 31 31 36 IX. Execution 36 ATTACHMENTS Attachment A Attachment B Attachment C Attachment D Release of Claims State Release of Claims - LRSD Release of Claims' - PCSSD Release of Claims NLRSD 111 SP-01123 03446 I. Introduction The Little Rock School District (\"LRSD\") Desegregation Plan (January 31, 1989) , the Pulaski County Special School District No. 1 (\"PCSSD\") Peirmanent Desegregation Plan (October 3, 1988 , as supplemented February 15, 1989), the North Little Rock School District (\"NLRSD\") Desegregation Plan of March and October, 1986 (as amended or modified through February 15, 1989 or by operation o this settlement agreement) and the Interdistrict Desegregation Plan (February 15, 1989) (the \"Plans\") hold excellent promise for achieving unitary school systems in these three districts which are free from the vestiges of racial discrimination. Continued litigation regarding funding and other issues may make more difficult and further delay effective implementation of the constitutional obligations of the State of Arkansas and the three Pulaski County school districts (the \"Districts\"). This settlement of the issues concerning the Districts, the Joshua Intervenors (\"Joshua\"), the Knight Intervenors (\"Knight\") and the State of Arkansas in Little Rock School District vs. Pulaski County Special School District, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (\"this Litigation\") is in the best interest of the students, patrons and staffs of the Districts and the people of the State. SP-01124 1 03447 The superintendents of the Districts support the settlement and it has received the unanimous approval of their respective boards of directors. The business community as represented by the Greater Little Rock Chamber of Commerce also supports the settlement and the Plans. That group has pledged the strong support of its membership to help the Districts achieve many of the goals of the Plans. The black plaintiff intervenors (\"Joshua\"), the NAACP Legal Defense and Educational Fund, Inc., the Little Rock and North Little Rock chapters of the NAACP and the Greater Little Rock Christian Ministerial Alliance pledge their support to the Plans and this settlement. The settlement is also supported by Knight (LRCTA, PACT, NLRCTA and the AEA) . The Arkansas State Board of Education, the Arkansas Department of Education (\"ADE\") and the Governor of Arkansas support the settlement. I SP-01125 1-A 0344811. General Provisions A. Magnet Funding Calculation Each District's magnet students will be included in the calculation of that District's table rate in determining State aid to be paid under the MFPA formula or any future funding formula. B. Magnet Surplus Credit Any cash surplus remaining in the magnet school fund for given fiscal year after all expenses and receivables for that fiscal year have been accounted for (including payment to the host District for administrative costs) will be returned to the Districts and ADE as follows: (1) NLRSD will receive the difference a a between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year to the extent surplus funds are available\n(2) If additional surplus funds exist following the payment to NLRSD, PCSSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available\n(3) If additional surplus funds exist following the payments to NLRSD and PCSSD, 2 SP-01126 03449 LRSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available. (4) If additional surplus funds remain following the payments to NLRSD, PCSSD and LRSD, the ADE will be refunded its magnet operation payments to the extent such funds are available. This provision will remain in effect for seven years beginning with the 1988-89 school year. The payment to the host District for administration of the magnet schools for the 1988-89 school year will be 3.09% of the magnet school fund. In future years. the payment to the host District for the administration of magnet schools will be the same percentage of the magnet fund as the state-determined percentage of the host District's budget attributable to administrative costs. C. Magnet Operational Charge The current per pupil operational charge for magnet students ($3,100) will remain in force until changed by the Magnet Review Committee, or in the event the Magnet Review Committee is restructured or eliminated, then by agreement of the parties, subject to the review of the district court in any event. SP-01127 3 03450 The parties will review the operational charge on an annual basis but will not increase the charge solely for the purpose of creating a surplus. Calculations in paragraphs II.B., VII.A.1. and VIII.A assume a $3,100 operational charge. D. Restrictions on Funding Magnet Schools The State will have no further obligation to contribute any additional funds to magnet schools other than under paragraph II E. below. The Districts' obligation to contribute funds to magnet schools shall be limited to their paying their portion of the costs of the six existing magnet schools pursuant to the Court's order of February 27, 1987. Any reference to the six existing magnet schools in this settlement shall mean, for funding purposes, up to their present seating capacities. Those seating capacities are as follows: Carver 613 E. Williams Gibbs Booker Mann Parkview 515 351 660 935 991 Continuation of Existing Funding In addition to any payment described elsewhere in this agreement, the State will continue to pay the following costs: SP-01128 4 03451 (1) The State's portion of magnet school operational costs for the six existing magnet schools (Gibbs, Booker, Carver, Parkview, Mann and Williams) using the formula employed by the State during the 1987-88 school year modified by the inclusion of the number of students from each District attending magnet schools in the calculation of that Districts table rate for distribution of MFPA\n(2) Majority to minority student transfer incentive payments to the host and home Districts as described in the August 26, 1986 M to M stipulation\n(3) The State's share of Magnet Review Committee expenses as currently allocated\n(4) Transportation to the six existing magnet schools\n(5) Transportation of majority to minority transfer students between the Districts as described in the August 26, 1986 (6) M to M stipulation\nand The State's share of any and all programs for which the Districts now re\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_979","title":"Discipline","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":["North Little Rock School District"],"dc_date":["1989/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School improvement programs","Student assistance programs"],"dcterms_title":["Discipline"],"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/979"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n PGMID : DIS012R DisciplinaryR eferral Su,maryB y Page AUG-F8E9B- 90 Referral Reason 3/08/91 -------TOTAL--------I-------BLACK--------1-------WHITE--------I-------OTHER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTACT! 01 Disregard for directions of teachers 2762 31. 99X 1506 I 1868 21.MZ 971 887 10.m 528 7 .OBl 7 I or administrators, I 02 Disregard for directions of bus drivers, 508 5,887. 243 I 403 4.m 168 I 104 1.20% 74 .on lunch aides, or other authorized school I I personnel. I I I 03 Disruption and/or interference with the 2326 26.94% 1605 I 1580 18.30% 107b I 741 8.581 526 s .m 3 I nor  al and orderly conduct of school I I and school-sponsoreadc tivities. I I 04 Behavior that involves indecent and/or 101 i.m 77 I 70 .an 53 31 .m 24 0 .OOl 0 I iuoral acts. I OS Wagerinogr any formo f gambling. 7 .08:t 6 I 4 .m 3 3 .03l 3 0 .OOl 0 I 06 Physical abuse or assault or threatened 123 i.m 94 I 94 1.08% 72 29 .331 22 0 .001 0 I physical abuse to a school employee. 07 Physical abuse or assault or threatened 1401 16.m m1 994 11.sn 664 406 4. 70'/. 291 .Oll 0 I physical abuse to other student or any I other individual. I I 08 Possession of a knife, razor, ice pick, 56 .m 51 I 39 .m 36 16 .181 14 I .01'/. 1 I explosive, pistol, rifle, shotgun, I I pellet gun or any other object that can I be considereda weapono r dangerous instrument. I I 09 Using, offering for sale or selling 32 .m 28 I 10 .rn 8 I 22 .25'/. 20 0 .00'/. 0 I alcoholic beverages or any narcotic drug I as defined by Arkansas law or School I Board policy. I I 10 Destruction of or the atte1pt to destroy 51  597. 40 I 24 .m 17 I 27 .m 23 I 0 .001 0 I school property. I I I 11 Stealing or the atte,pt to steal school 75 .m 55 I 62 .717. 46 I 13 ,15'/. 9 I 0 ,OOl 0 I property or the property belonging to I I I another individual, I I I 12 Cheatingo r copyingt he worko f another 17 .m 11 I 10 .rn 7 I 7 .08'/. 4 0 .00'/. 0 I student. I I 13 Failure to abide by attendance rules, 694 8.03% 590 I 373 4 .32'l. 317 I 315 3.64'/. 267 I 6 .06X 6 14 Useo f profanity, vulgar languageo r 328 3,7 97. 223 I 222 2.m 143 I 105 l.21l 79 I ,01'/. 1 obscene language. I I 15 Com1ittinge xtortion, coercion, black- 4 .047. 3 I 4 .on 3 I 0 .00'/. 0 I 0 .OOl 0 I mail or forcing another person to act I I I I through the use of force or threat of I I force. I I 16 Engagingin verbal abuses such as naae- 104 1.201. 84 I 70 .Bl'/. 57 I 34 .m 27 I 0 .oox 0 I calling, ethnic or racial slurs, or I I I I using derogatory statements to other I I I I students, school personnel or other I I individuals. I I I 17 Hazing, Hazing includes any willful act 43 .m 30 I 31 .m 19 I 10 .m 9 I 2 .m 2 I done by a student, either individually I I or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, etc. I TOTARLE FERRALS8-6--32 5601I 5858 67.86%3 660 1 mo 31,m 1920 24 .m 21 ~ .,. PGHID : DIS013R DisciplinaryR eferral Su11arBy y 3/08/91 AUG-F8E9B- 90 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencwe ith Student 1324 15.33'l. 490 I 938 10,861 316 I 382 4.m 171 I 4 ,04% 3 I I I 02 Conferencwe ithP arent 247 2,86'l. 1951 165 1.m 124 I 81 .m 70 I .on 1 I I I 03 Conferencwe ith Studenta nd Parent 341 3.m 316 I 203 2,351, 185 I 137 UBI 130 I .on I I I 04 Privileges Denied 227 2.62'/, 100 I 171 1.98X BO I 55 .m 19 I .on I I 05 BehaviorC ontract 145 1.67'l. 100 I 86 .99% 56 I 58 .m 44 I .on 0 I I I I I 06 DetentionH al1 3459 40.on 2276I 2233 25.86X 1440I 1219 14,m 830 I 7 .OBX 6 I I 07 StudentN ill NakeU pT i e 39 .45'1: 24 I 24 .m 15 I 15 .m 9 I 0 ,001 0 I I I I 08 Student Placed on Probation 240 2.787. m1 142 1.64% 83 I 96 i.m 67 I 2 .m 2 I I I I I 09 OnC ampuSsu spension( S.A.C.) 1226 14.20% 1010I 850 9.841 6751 370 4.281 329 I 6 .m 6 I I I 10 Off CampuSsu spension 160 1.85% 115 I 114 i.m 77 46 .m 38 I 0 .001 0 I I I 11 Boys Club Suspension 79 .m 62 I 56 .64Z 41 I 23 .m 21 I 0 ,001 0 I I I I 12 Bus Suspension m i.m: 91 I 99 1.141 75 I lb .181 16 I 0 .001 0 I I I I I 13 Corporal Punish1ent 560 6.487. 4251 433 5.0H 324 I 127 i.m 101 I 0 ,001 0 I I I I 14 RecoMmenEdxedp ulsion 34 .m 32 I 25 .m 23 I 8 .09l 8 I .on 1 I I I I I 15 Other 436 5,051. 213 I 319 3.691 146 I 117 i.m 67 I 0 .001 0 I I I I I TOTAALC TIONS---8--632 5601I 5858 67.86%3 660I 2750 31.BSl 1920I 24 .m 21 I \u0026lt; .. . ~ . Attachment II-I PGII D: D!S012R Disciplinary Referral Su11aryB y Page AUG-FE90B- 91 Referral Reason 3/08/91 -------TOTAL--------J-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENT I CODDEE SCRIPTION TOTAL PCT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Disregard for directions of teachers 2730 30.281 ml I 1900 21.081 13491 815 9.0H 581 IS .m 11 or ad1inistrators. 02 Disregard for directions of bus drivers, 388 4 .307. 272 276 3.061. 187 109 1.201. 82 3 .031 3 lunch aides, or other authorized school personnel. 03 Disruption and/or interference Nith the 2749 30.50% 2000 1928 2un 1404 814 9.031 593 7 .on 3 nor1al and orderly conduct of school and school-sponsoreda ctivities. I 04 Behavior lhal involves indecent and/or 56 .m 36 42 .m 26 13 ,141. 10 .on 0 I i111oraal cts. 05 Wagerinogr any for  of ga  bling. 8 .081. 7 5 .05'l. 5 I 3 .m 2 0 .001. 0 I 06 Physical abuse or assault or threatened 106 1.1TI. 93 I 70 .m 60 I 36 .m 33 I 0 .001 0 I physical abuse to a school e1ployee. I I 07 Physical abuse or assault or threatened 1537 17,0S'l. 1132 I 1111 12.:m 804 420 4.m 322 b .Obl 6 I physical abuse to other student or any I other individual. 08 Possession of a knife, razor, ice pick, 64 .m 60 34 .m 34 29 .m 25 I .on explosive, pistol, rifle, shotgun, pellet gun or any olher object that can be considered a weapono r dangerous instru111ent. 09 Using, offering for sale or selling 45 .m 43 23 .m 21 22 .241 22 0 .001. 0 alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the atte1pt to destroy 30 .m 26 13 .m 11 17 .!Bl 15 0 .OO'l. 0 school property. 11 Stealing or the atte1pt to steal school 74 .an 56 I 55 ,bl'l. 39 19 .m 17 I 0 .OO'l. 0 property or the property belonging to another individual. 12 Cheating or copying the work of another 20 .m 16 lb .m 14 4 .041. 2 0 .001 0 student. 13 Failure to abide by attendance rules. 640 7.101. 565 I 344 3.811. 300 I 295 3.m 264 I .Oil I I 14 Use of profanity, vulgar language or 365 4.041. 270 I 266 2.951. 192 I 97 1.07% 76 I 2 .021 2 I obscene language. 15 Co11itting extortion, coercion, black- 13 .14'I. 12 I 12 .rn 11 .on 0 .001 0 I ail or forcing another person to act I through the use of force or threat of force. 16 Engagingi n verbal abuses such as na,e- 133 1. 4 71. 104 93 l.OH 68 38 .m 34 2 .on 2 calling, ethnic or racial slurs, or using derogatory state1ents to other students, school personnel or other individuals, I 17 Hazing. Hazing includes any Nillful act 55 .m 45 I 44 . 48'l. :,7 11 .m 8 0 .OO'l. 0 I done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, huMiliation, etc. TOTARLE FERRALS9-0--13 6678 6232 69. 141 4562 2743 3o.m 2087 38 .m 29 I ...... . P6MID : DIS013R Disciplinary Referral Su,maryB y 3/08/91 4UG-FE9B0- 91 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PAREIN T PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencew ith Student 11S8 12.84% 730 I 801 8.887. 491 I 349 3.87% 231 I 8 .087. 8 I I I I I n2 Conferencew ith Parent 331 3.67'/. 310 I 216 2.39% 203 I 113 i.m 105 I 2 .02! 2 I ! I I 03 Conferencew ith Student and Parent 391 4,337. 369 I 268 2.9n 251 122 i.m 117 I .OH I 04 Privileges Denied 382 4.237. 274 269 2.987. 192 I 111 1.237. 80 2 .02% 2 I I 05 BehaviorC ontract 132 1.467. 122 99 1.on 91 I 33 .m 31 0 ,007. I) I 06 DetentionH alI 3323 36.867. 2172 I 2235 24.m 1457 1075 11.92% 709 13 .147. 6 I I ,_17S tudent Will MakeU pT ime 78 .867. 59 I 54 .m 41 23 .257. 17 I .017. 1)8 Student Placed on Probation m 3.987. 295 I m 2.Bn 214 I 98 1.081. 79 2 .on 2 I\n)9 OnC ampuSsu spension( S.A.C.) 1355 15.03%1 181)I 898 9.967. 764 I 451 5.007. 411 6 .067. 5 I I l0 Off CampuSsu spension 241 2.6 7'l. 218 I 160 1.m 143 I 81 .an 75 0 ,007. 0 I ! 11 Boys Club Suspension 120 1.337. 110 I 81 .891/. 75 I 39 .rn 35 I 0 .007. 0 I I I I \\2 Bus Suspension 184 2,047. 153 I 153 1.m 130 I 31 .m 23 0 .00'.I. 0 I I [3 Corporal Punishment 246 2.m 205 I 201 2.m 165 I 45 .m 40 0 .oor. 0 ft\\\\\u0026gt;Y, .. - I 13 rt:{l) I 6 fl, I l 4 RecoamendEedx pulsion .lff 8 I ,..Cf. - ,{}'17: .-n ,.-1 .on 0 .007. 0 I I I 15 Other 703 7.797. 473 I 529 5.867. 338 I 171 1. 89'.I. 133 3 .03% 2 I I TOTAALC TIONS----9-013 6678 I 6232 69. 14'l. 4562 I 2743 30.43'l. 2087 I 38 .m 29 I THE NORTH LITTLE ROCK SCHOOL DISTRICT OFFICE OF STUDENT AFFAIRS February 8, 1991 EXPULSIONS FOR 1990-91 SCHOOL YEAR NAME SCHOOL GRADE/RACE/SEX OFFENSE Waits, Sheere Lakewood Md. Richey, Haden Ridge road Md. Conklin, David Ridge road Md. Lowe, Dekashun Ridge road Md. Perkins, Willil-, Rose City Md. Bryant, Wilma Rose City Md. Campbell, Jeremiah Rose City Md. Barnett, Me1issa NLRHS-East Dotson, Andre NLRHS-East Kuske, Danny NLRIIS-East Watson, Pashee NLRHS-East Wesley, Roderick NLRHS-East Bogard, Dornetrical NLRHS-East Gunnells, Yosheki NLRJIS-East Horton, Eric NLRHS-East Key, Dewayne NLRHS-East Moore, Phillip NLRHS-East Rhodes, K,,y~hia NLRHS-East Talley, Anthony NLRHS-East BLK/WHT 1 1 DISTRICT POLICY PROHIBITED CONDUCT 8 /Black/Female Weapon 7 /White/Male Prohibited 8 /White/Male Weapon 8 /B\nt.ack/Female Weapon 7 /Black/Male Weapon 8 /Black/Female Weapon 8 /Black/Male Prohibited 9 /White/Female Weapon 9 /Black/Male Drugs and 9 /White/Male Weapon 9 /Black/Female Weapon 9 /Black/Male Disorderly 10 /Black/Male Disorderly 10 /Black/Female Weapon 10 /Black/Male Disorderly 10 /Black/Male Weapon 10 /White/Male Weapon 10 /Black/Female Weapon 10 /White/Male Weapon 3 0 1 0 FBJ FBM FBO FBP DEMONSTRATIONS AND DISORDERLY ACTIVITIES DRUGS AND ALCOHOL 8 5 WEAPONS AND DANGEROUS INSTRUMENTS 13 6 Total: 19 Conduct Conduct Alcohol Activit-, Activit.'., Activity .. NLRSD REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 MIDDLE SCHOOLS From AUGUST Through JUNE ------------------------------------------------------------------------------== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------- -----BM------ -----BF------ 1ota1 number of a.,oigm,ents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =======-=----=--------------------------------------------------------==-====-=- 09 S.A.C. 394 42.00% 232 24.73% 180 109 10 HOME SUSP. 22 50.00% 13 29.55% 20 10 11 BOYS CLUB 63 55.26% 28 24.56% 44 22 16 EXPULSION 3 100.00% 0 .00% 3 0 1 9 9 2 - 9 3 -----BM------ -----BF------ 1ota1 number of assigments: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU  236 25.16% 134 9 20.45% 8 17 14.91% 15 0 .00% 0 -----NBM----# REF PCT /TOT # STU 76 8.10% 46 0 .00% 0 6 5.26% 5 0 .00% 0 -----NBF----# REF PCT/TOT # STU 938 469 44 38 114 86 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 612 45.30% 320 23.69% 193 113 10 HOME SUSP. 56 39.72% 46 32.62% 45 32 11 BOYS CLUB 88 59.06% 34 22.82% 53 25 16 EXPULSION 1 33.33% 2 66.67% 1 2 COMPARISION -----BM------ rotal number of assigrments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 328 24.28% 111 31 21. 99% 25 22 14.77% 16 0 .00% 0 -----NBM----# REF PCT/TOT # STU 91 6.74% 39 8 5.67% 5 5 3.36% 4 0 .00% 0 -----NBF----# REF PCT/TOT # STU 1351 456 141 107 149 98 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 218 55.33 % 88 37.93 % 92 38.98 % 15 19.74 % 413 13 4 23- 7- 13- 10 HOME SUSP. 34 154.55 % 33 253.85 % 22 244.44 % 8 800.00 % 97 25 22 17 5 69 11 BOYS CLUB 25 39.68 % 6 21.43 % 5 29.41 % 1- 16.67-% 35 9 3 1 1- 12 16 EXPULSION 2- 66.67-% 2 200.00 % 0 .00 % 0 .00 % 0 2- 2 0 0 0 Z-3 - REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 HIGH SCHOOLS From AUGUST Through JUNE -=----------------------------------------------------------------=-----====-=== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------= -----BM------ -----BF------ -----NBM----- -----NBF----- 1ota1 nunber of as~ignnents: # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------= 09 S.A.C. 313 53.97% 100 17.24% 143 24.66% 24 4 .14% 580 163 59 92 21 335 10 HOME SUSP. 25 59.52% 4 9.52% 10 23.81% 3 7.14% 42 21 4 10 3 38 11 BOYS CLUB 51 67.11% 9 11. 84% 16 21.05% 0 .00% 76 38 8 12 0 58 16 EXPULSION 1 50.00% 1 50.00% 0 .00% 0 .00% 2 1 1 0 0 2 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total m1mher of aR:,igrments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual ~tudents involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 302 43.20% 167 23.89% 163 23.32% 67 9.59% 699 133 94 80 37 344 10 HOME SUSP. 32 65.31% 6 12.24% 7 14.29% 4 8.16% 49 28 6 7 4 45 11 BOYS CLUB 45 61.64% 16 21. 92% 10 13.70% 2 2. 74% 73 39 13 8 2 62 16 EXPULSION 5 71. 43% 1 14.29% 1 14.29% 0 .00% 7 5 1 1 0 7 COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF----- Total nunber- of assignments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 11- 3.51-% 67 67.00 % 20 13.99 % 43 179.17 % 119 30- 35 12- 16 9 10 HOME SUSP. 7 28.00 % 2 50.00 % 3- 30.00-% 1 33.33 % 7 7 2 3- 1 7 11 BOYS CLUB 6- 11.76-% 7 77.78 % 6- 37.50-% 2 200.00 % 3- 1 5 4- 2 4 16 EXPULSION 4 400.00 % 0 .00 % 1 100.00 % 0 .00 % 5 4 0 1 0 5 ), Z-4 REF: DIS032 NORTHL ITI'LE ROCKS CHOOLD ISTRICT Suspension/Expulsion Comparisons Run Date: 7 /22/93 DISTRICT LEVEL From AUGUST Through JUNE -------- .------------------------------------------------------------------===== 1 9 9 1 - 9 2 =----------------------------------------------------------------==-=====--==-== -----BM------ Total nunher of assigments: # REF PCT /TOT Actual students involved: # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU ==---------------------------------------------------------------------------=== 09 S.A.C. 707 46.57% 332 21. 87% 343 168 10 HOME SUSP. 71 57.72% 25 20.33% 63 20 11 BOYS CLUB 245 60.20% 75 18.43% 185 61 16 EXPULSION 4 80.00% 1 20.00% 4 1 1 9 9 2 - 9 3 -----BM------ rota1 number of assigr,nents: # REF PCT /TOT Actual students involved: # STU 09 S.A.C. 915 44.61% 284 10 HOME SUSP. 148 50.86% 116 11 BOYS CLUB 295 59.60% 177 16 EXPULSION 6 60.00% 6 -----BF------ # REF PCT/TOT # STU 487 23.74% 189 70 24.05% 50 99 20.00% 72 3 30.00% 3 379 24.97% 226 24 19.51% 23 73 17.94% 63 0 .00% 0 -----NBM----# REF PCT/TOT # STU 491 23.94% 181 59 20.27% 48 90 18.18% 59 1 10.00% 1 100 6.59% 67 3 2.44% 3 14 3.44% 12 0 .00% 0 -----NBF----# REF PCT/TOT # STU 158 7.70% 71 14 4.81% 11 11 2.22% 9 0 .00% 0 1518 804 123 109 407 321 5 5 2051 725 291 225 495 317 10 10 -------------------------------------------------------------------------------- COMPARISION -----BM------ rota1 number of .,.,e,,ments: # REF PCT/TOT Actual students involved.  # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU -------------------------------------------------------------------------------- 09 S.A.C. 208 29.42 % 155 46.69 % 112 29.55 % 58 58.00 % 533 59- 21 45- 4 79- 10 HOME SUSP. 77 108.45 % 45 180.00 % 35 145.83 % 11 366.67 % 168 53 30 25 8 116 11 BOYS CLUB 50 20.41 % 24 32.00 % 17 23.29 % 3- 21. 43-% 88 8- 11 4- 3- 4- 16 EXPULSION 2 50.00 % 2 200.00 % 1 100.00 % 0 .00 % 5 2 2 1 0 5 Z-1 REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7/22/93 ELEMENTARKY-6 From AUGUST Through JUNE ----------------------------------------------------------------------==-======= 1 9 9 1 - 9 2 ------------------------------------------------------------------------======== -----BM------ -----BF------ rotai number of .,,,ignnents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =---------------------------------------------------------------------===-====== 09 S.A.C. 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 10 HOME SUSP. 24 64.86% 8 21.62% 5 13.51% 0 .00% 37 22 6 5 0 33 11 BOYS CLUB 131 60.37% 38 17.51% 40 18.43% 8 3.69% 217 103 32 36 7 178 16 EXPULSION 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total number of \"\"igr,nents: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actu.,l students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 0 .00% 0 .00% 0 0 10 HOME SUSP. 60 59.41% 18 17.82% 47 12 11 BOYS CLUB 162 59.34% 49 17.95% 99 35 16 EXPULSION 0 .00% 0 .00% 0 0 COMPARISION -----BM------ rota1 number of assignments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 0 .00% 0 21 20.79% 16 58 21. 25% 38 0 .00% 0 -----NBM----# REF PCT/TOT # STU 0 .00% 0 2 1.98% 2 4 1.47% 3 0 .00% 0 -----NBF----# REF PCT/TOT # STU 0 0 101 77 273 175 0 0 -------------------------------------------------------------------------------- 09 S.A.C. 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 10 HOME SUSP. 36 150.00 % 10 125.00 % 16 320.00 % 2 200.00 % 64 25 6 11 2 44 11 BOYS CLUB 31 23.66 % 11 28.95 % 18 45.00 % 4- 50.00-% 56 4- 3 2 4- 3- 16 EXPULSION 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 Z-2 ,   DISCIPLINE INFORMATION REFERRALS ACTIONS TAKEN (Please attach computer generated information) 23  '1: DISC1a Discipli111TYR efernl S....ry.-By P19e 1 IUU.ATM Rtf1rnl Ranon 9nJJl'f2 D LI11l m ~ sam. - w12 -TIJTrL-- ---a.ta-- ---tOf-lJa-- Code Dascriptian Totll Ptt Pu Can Tot,l Ptt P1r Con Tot1l Ptt Pu Can 01 Disr191rd for dir1etions of t11chen REFERRAL2S4 ~.oox 15 14 23.m 9 10 16.661 6 .. idalnlstr1tors. STtmE\u0026gt;fTS 22 39.2.SX 13 14 25.00X 9 8 14.2SX 4 r191rd for dir1etions of bas drivers, REFERRALS 1 1.661 0 1 1.661 0 0 .oox 0 lanch ,idK, or other 111thorizasdc hool Sl\\lE(l'S 1 1.78X 0 1 1.7BX 0 0 .oox 0 penonrwl. OJ Disrtlan .ind/or intM\"ftrera with the REFERfW.S 5 8.331 3 5 s.m 3 0 .oox 0 norul ind orderly condw:to f school S1lllOOS 5 8.92X 3 5 8.92X 3 0 .oox 0 1nd school1POll5Dr,lcdt iv it in. 04 JIRhlviotrh lt inOlvesi ndlcent. ind/or REFERRAL0S .oox 0 0 .oox 0 0 .oox 0 iMOr1l ,cts. snmrs 0 .oox 0 0 .oox 0 0 .oox 0 05 Wi9fif II I or IIIY for of 9HDl i Ill, REFERRALS0 .oox 0 0 .oox 0 0 .oox 0 S1llDTS 0 .oox 0 0 .oox 0 0 .oox 0 06 PhYSicll ibue or HSillt or thr11ttned REFERfW.S 2 3.33X 1 2 3.m 1 0 .oox 0 ph)'Sic1l lbue to  school lO)'le, STlllENTS 2 3.571 1 2 3.571 1 0 .oox 0 07 Physlcll lbue or 1ss11lt or thrNtened REFERRALS 2 3.331 2 2 3.331 2 0 .oox 0 physic,l lbue to othlr st.dent or IIY  STlllENTS 2 3.571 2 2 3.571 2 0 .oox 0 othllr individul. 08 Pos1e11ian of, knife, ruor, ic1 pick, REFERM.S 0 .oox 0 0 .oox 0 0 .oox 0 espl05iw, pistol, rifl1, shotvm, snmrs 0 .oox 0 0 .OOI 0 0 .oox 0 pellet 1111o1r 1ny other abjact thit un be cansiderad  IINPOfl or dilllJl!l'OIS instnnt. 09 Using, offtrint for s,le or selling IIEFEJM.S 0 .oox 0 0 .oox 0 0 .oox 0 1lcmollc IMMrlCJIS or 1ny n1rcotic dr119 STlllENTS 0 .oox 0 0 .OOI 0 0 .oox 0 ,s dlfinld by Arhl'ISH lill or School Bolrd Policy, 10 DKtrw:t ian of or the ,tt..,t to destray REFERRALS 0 .oox 0 0 .OOI 0 0 .oox 0  1 prqierty. STIIOTS 0 .oox 0 0 .oox 0 0 .oox 0 11 int or the 1tte1Pt to st11l school IIEFEJM.S 1 1.661 1 1 1.661 1 0 .oox 0 pro,erty or the property belonging to STlllENTS 1 1.78X 1 t 1.7BX 1 0 .oox 0 1nother individul. 12 ChNti111 or co,ying the of ,nother REFERRALS 0 .oox 0 0 .oox 0 0 .OOI 0 student. STlllEHTS 0 .oox 0 0 .OOI 0 0 .OOI 0 13 Fi ln to ibide by ,ttmi.nc:e rates. REFERRAL2S0 33.33X 15 12 20.00X 8 8 13.m 7 STUllENTS 19 33.92X 14 12 21.Q 8 1 12.SOX 0 14 Useo f prof,nity, valpr 1111111o11r REFERfW.S 4 6.661 3 4 6.66X 3 0 .oox 0 absc1111l1 111utt. ST1JOTS 3 5.35X 2 3 5.35X 2 0 .oox 0 15 Cc:aitting extortion, coercion, bl1ek- REfERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ui l or forcing 1nothlr person to Kt snmns 0 .oox 0 0 .oox 0 0 .oox 0 thrCMl9hth e ne of force or thr11t of force. 16 ETIIPiinJt in wrbl l lbues nch H ~ REFERRALS1 1.661 0 1 1.661 0 0 .oox 0 c1lli119, ethnic or r,ci1l slll's, or STUllENTS 1 i.78X 0 1 i.78X 0 0 .oox 0 usint dlr091tory stateaents to other st.dents, school perSOlllll!lo r other individuls. 17 Hiz i119. REFERRAL0S .OOI 0 0 .oox 0 0 .oox 0 STUllENTS 0 .oox 0 0 .oox 0 0 .oox 0 18 w119 relted t1ttivities. REFERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ST\\WfTS 0 .oox 0 0 .oox 0 0 .OOI 0 TIJTf(. REFERIW.S6 0 ~ 42 70.00X '17 18 30.00X 13 - STUIDTS 56 36 41 73.211 26 15 26.781 10 Raf, D190i3il Disciplinary RlrilPITiSl uM,ry )y 91Y)/f2 CUii.AIDE Action T1un NJmtL ITTLEm HIQ4! Dill. - 11/12 --TUT#l.-- -rua- ----fOf-k.Aa-- :s:rlption Totil Ptt Pu Con Tot1l Ptt Pu Con Tot1l Ptt PIT Con 01 Conferenc i th Student ACTIIJIS 9 15.00X 3 8 1J.m 3 1 1.661 0 Sl1IEITS 9 1S.25X 3 8 13.551 3 1 1.691 0 02 Conf.,-anc ith Puent ACTIIJIS 2 3.m 2 0 .oox 0 2 J.m 2 STlllOO'S 2 3.B 2 0 .oox 0 2 3.B 2 03 Conferancei th Student ind P1rent ACTIIJIS 2 3.331 2 2 3.m 2 0 .oox 0 STIIIOOS 2 3.381 2 2 3.381 2 0 .oox 0 04 Privi l\"6 Denied flCTIIJIS 1 1.661 1 1 1.661 1 0 .oox 0 STUDENTS 1 1.691 1 1 1.691 1 0 .oox 0 05 B1hnior Contnct ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .oox 0 0 .oox 0 0 .oox 0 06 DetentionH ill ACTIIJIS 7 11.661 2 4 6.661 1 3 s.oox 1 STUDEHTS 7 11.Blil 2 4 6.77X 1 3 S.081 1 07 Stldlnt Yi l l Kak ~ Ti ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 Sl1IEITS 0 .oox 0 0 .oox 0 0 .oox 0 08 StllNllt Pl1eed on PrabltiCII ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 09 On CilfU 6apersion (S.A.C.\u0026gt; ICTitl6 24 40.00X 20 15 Z5.00X 12 9 15.00X 8 ST1IIENTS 23 38.981 19 15 Z5.42X 12 8 13.m 7 10 tmR Sa,eiision ICTIIJ6 1 1.661 1 1 1.661 1 0 .oox 0 STUIOTS 1 1.691 1 1 1.691 1 0 .oox 0 11 bl Cllb Sa,eniion ICTIIJIS 3 S.OOI 2 3 s.oox 2 0 .OOI 0 STUDEHTS 3 s.oex 2 3 s.oex 2 0 .oox 0 12 Bu Sapefsion ICTIN 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 1-ardiy School ACTIIJIS 9 15.00X 5 7 11.661 4 2 3.331 1 STUDEHTS 9 15.25X s 7 11.861 4 2 3.381 1 14 Recoaende[dJp llsion ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .OOI 0 0 .oox 0 0 .oox 0 15 othtr ACTIIJIS 2 3.331 2 1 1.661 1 1 1.661 1 snmTS 2 3.381 2 1 1.691 1 1 1.691 1 16 Eq,ll1i0111 ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 snmTS 0 .oox 0 0 .oox 0 0 .oox 0 TOTILA CTIIJIS 60 40 42 70.00X 27 18 30.00X 13 snmrs 59 39 42 71.181 27 17 28.B11 12   COHPREIIENSIVOEU TCOHY.S.V ALUATION (COE) SURVEYR ESULTS (If applicable, please insert after this page) 24  I J NORTH LITTLE ROCK HIGH SCHOOL COMPREHENSIVE OUTCOMES EVALUATION NORTH LITTLE ROCK, ARKANSAS _ 1991 ARKANSASC OMPREHENSIVSEC HOOLI MPROVEMENPTL AN Arkansas D~pQrtment of Education - School: North Little Rock High School - West Year: 1991-92 District: North Little Rock School Superintendent: James R. Smith TABLE OF CONTENTS Letter of Coi:mnitment from District ..................... 1 Letter of Commitment from Principal .................... 2 Introduction . .......................................... 3 Overview of the Improvement Plan ....................... 5 COE Steering Coi:mnittee ................................. 7 Target Area Conuni ttees . ................................ 8 Review of Data ........................................ 10 Description of School and Comrnunity ................... 12 Mission Statement and Goals ........................... 15 Mission Statement ..................................... 16 Monitoring and Assessment of Student Achievement ...... 17 School Climate . ....................................... 24 Parent/Community Involvement .......................... 28 High Expectations ..................................... 32 THE NORTH 1LrITlLE ROCJK PllIBLIC SCHOOL -ADM!NISTR1UIVE OFFICES 2700 POPLAFi STREET COE Steering Committee North Little Rock High School-West Campus 101 West Main Street North Little Rock, AR 72114 Dear Committee Members: The administrative staff of the North Little Rock School District is committed to assisting the faculty of North Little Rock High School West Campus with the implementation of their Comprehensive Outcomes Evaluation Plan which was developed over the past several months. The four areas targeted for improvement are in concert with district priorities established by the Board of Education. We recognize the value of this introspective school improvement process and pledge our support for the school's plan. Sincerely, ~Lt James R. Smith Superintendent of Schools dw P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 November 19, 1991 Dear Comprehensive Outcomes Evaluation Visiting Team: 101 West 22nd Street North Little Rock, Arkansas7 2114 (501) 771-8100 Since the fall of 1990, I have observed our staff working tirelessly and diligently in planning for the future of North Little Rock High SchoolWest. The commitment and dedication displayed by the entire community has been an inspiration to all who have witnessed the rebirth of North Little Rock High School. It is with great enthusiasm that I fully endorse and pledge my commitment to the plans for the future of North Little Rock High SchoolWest as set forth by our Comprenensive Outcomes Evaluation plan. s ly,\n/ Ari?.~\nlompsbn, Kin~pal North Little Rock High School-West 2 INTRODUCT:i:ON North Little Rock High, West Campus, began its Comprehensive Outcome Evaluation (COE) Improvement Plan in November of 1990. Actually the school was a new school because of the reorganization of two former high schools, Ole Main and Ncrtheast\nthus, some data from both former high schools had to be obtained\nhowever, most of the staff was formerly from Northeast or Ole Main. The Steering Committee, reflecting a cross section of the faculty and staff, began to gather statistics and administer the perceptual surveys to a sampling of parents from different demographic areas, to all students administered by the English teachers, and to the faculty and staff members. Parents assisted in the mailing of surveys to parents. Concurrently, the school's mission statement and goals committee, comprised of faculty and community people, began its report. Other committees, such as the School and Community, earnestly began. Sirice COE is a new process, informational meetings were held. After receiving the surveys, the Dawson Educational Service Cooperative in Arkadelphia tabulated the results\nin addition, North Little Rock High's computer instructor, utilizing the statistical materials, developed charts making the results more visual. Each committee chairman prese11ted an in-depth report to the faculty. Based on the analyses of all data, including the archival, achievement, and perceptual, the faculty unanimously decided on the following target areas: 1. HIGH EXPECTATIONS 2. SCHOOL CLIMATE 3. PARENT/COMMUNITY INVOLVEMENT 4. STUDENT ACHIEVEMENT/TIME ON TASK (MANDATORY) Committee chairmen, selected from the Steering Committee, and vice-chairmen were chosen for each area\nagain after examining the data, the chairmen, vice-chairmen, and subcommittees selected outcomes. After numerous meetings, the chairmen, vice-chairmen, and committee members formulated detailed improvement plans designed to eliminate the disparities revealed in the baseline data. The criteria for each outcome were completed during the spring of 1991. During the summer the Steering CoIDmittee Chairman and target area chairmen met to check for repetition. In e\u0026amp;sence, the Improvement Plan for the target areas were finalized\nhowever, after some of the improvement areas were identified in the plan, actions were immediately begun fer implementation for the 1991-92 school year. The faculty was again apprised of the study, modifications, and final results. 3 The faculty, staff, and administration of North Little Rock High, West Campus, recognize that the Improvement Plan is an ambitious document\nhowever, with the combined efforts of the students, staff, administration, and community, not only will these issues in the five-year plan be addressed, but other concerns will be addressed because the school is dedicated to student growth. 4 Respectfully submitted, Billie Jo White Emogene Wetherington OVERVIEW OF THE IMPROVEMENT PLAN The four targets and the desired outcomes form the basis for the school improveme~t plan. The action plan is designed to achieve the outcomes established for each target. TARGET: Monito1:ing and Assessment of Student Achievement/ Time on Task OUTCOXES 1. To increase enrollment in academically challenging courses and maintain thet enrollment throughout the school year with particular attention given to. increasing minority student participdtion. 2. To improve student success on standardized tests and in the classroom. 3. To increase student time on task. 1. 2. TARGET: School Climate OUTCm!ES To increase student perception of the schocl as a safe environment. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. TARGET: Parent/Community Involvement OUTCOMES 1. To increase the involvement oi the business community in the school programs. 2. To increase the involvement of parents in the school programs. 3. To improve involvement o= the non-business community in school programs. 5 'I\"ARGET: High Expectations OUTCOMES 1. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation. 2. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. 3. To expand the use of classroom strategies designed to encourage interactions that promote critical thinking skills and problem solving abilities. 6 North Little Rock High School-West Campus COE Steering Committee Emogene Wetherington, Chairperson Penny Clay, Reporter Pris Benson Ron Brown Greg Burl Anita Cameron Linda Fuller Liz Fulton Tom Hudson Rena Knight Patsy Pearson Sue Perry Betty Sneed Roy Spradlin Mary Taylor Billie Jo White 7 North Little Rock High School-West Campus Monitoring and Assessment of Student Achievement/ Time on Task Committee Betty Sneed, Chairman Bill Garvin, Vice-Chairman Phyllis Doerr Eulin Downing Geraldine Garrett Ron Ingram David Kaufman Mar::orie Kirby Sallie Langford Sam Mascuilli Carol McAdams Darrell McCoy Mary Power Roseanne Sallis Ira Scoggins Harold Stark Mike Tucker Phyllis Wiggins High Expectations Committee Liz Fulton, Chairman Monica Davis, Vice-Chairman Glen Amis Jim Billings Steve Dar.iels J inuny Harper Lou Hart Quilla Lanes Jim McMurry Christine McRae John Narkinsky Trish Partridge Suzzette Reynolds Jon Robbins Mary Lee Schultz Mildred Standley Johnny Talley Carol Toombs Tammy Tucker 8 North Little Rock High School-West Campus School Climate Committee Rena Knight, Chairman Berdell Ward, Vice-Chairman Helen Casteel Johnnie Collier Ann Cowart Gary Davis Cheryl Fallis Patrina Greenway Annie Hamilton Faith Jones Donnas McGinley Carl Moore Don Robbins Jackie Ryan Jan Scholl Kathy Smith George Thompson Willie Vincent Joe Ward Parent-Community Involvement Committee Patsy Pearson, Chairman Cynthia Hampton, Vice-Chairman Shelia Baker Sue Beach Bill Bowers Gwen Brooks Louise Cammack Cheryl Daniels Kay Ewart Rick Gravette Gary Haver Gail Hopkins Fred Johnson Ron Kieklak Shelia Smith Paul Stovall Billy Wagley 9 REVIEW OF DATA Members of the Steering Committee gathered archival, achievement, and perceptual data on which to base the school improvement plan. ARCHIVAL DATA The archival data included personnel information on certified and non-certified staff members\nstatistics about students' attendance rates, family environment, and participation in extracurricular activities\nand detailed information about the instructional program. Archival data indicated strengths in the following areas: a highly educated, experienced staff\na comprehensive instructional program, and an extensive student activity program. Approximately 70% of the faculty members hold masters' degrees and above. Specific strengths of the instructional program include the Advanced Placement courses, the television production program, and the computer lab facilities for math and reading instruction. The student activity program includes 44 student organizations that meet on a rtgularly scheduled basis within the school day. Therefore, all students have the opportunity to participate in extracurricular activities and are encouraged to do so. Archival data revealed the following areas of disparity: The percentage of minority students enrolled in advanced courses was low. The nunilier of students selecting lower level courses was considered excessive. The absentee/tardy rates for all students needed improvement. These concerns are addressed in the following targets: Monitoring and assessment of student achievement and high expectations. ACHIEVEMENT DATA The achievement data wa$ obtained through records from the school guidance office and the district's offices of instructional services and computer services. Included in the information compiled are grade distribution records, MAT-6 scores, ACT profiles, PSAT scores, lists of scholarships awarded, lists of state and regional awards received, and lists of students receiving honors for outstanding achievement. A significant area of strength is in the number and amount of scholarships awarded to g~aduating seniors. Another area of strength is in the number of state and regional awards received by students in the speech and drama department. 10 A five-year summary of ACT scores shows that our composite score of 19.9 represents a steady increase since 1988-89. For the first time in five years, our composite score is at the state average. Twenty-eight percent of students taking the ACT in 1990-91 were black. The composite score report by ethnic groups shows a 3.6 point difference in the scores of black and white students. Only 34% of black students taking the ACT had the college-core curriculum as compared to 44% of white students. Steps are being taken to encourage all students to complete the strongest courses in which they can be successful. The summary report of the Metropolitan Achievement Test, 6th edition, which was administered to eleventh graders in April 1991, shows an overall basic battery percentile of 56.6. This average indicates that our students scored above the 50th percentile nationally. The test data also reveals a 22.2 percentage norm discr1:pancy between scores for white students and those of minority students. Reducing this disparity while raising the overall test scores is a desired outcome of the improvement plan. PERCEPTUAL DATA The perceptual data was based on the opinions of students, parents, and certified staff members and was obtained through surveys designed for each group. Parent volunteers assisted in mailing surveys to a random sampling of parents. Surveys were distributed through the English classes to all students. All faculty members also completed the opinion surveys. All groups surveyed indicated the following areas of strength: Clear school purpose, monitoring and assessment of student achievement, and high exp~ctations. The opinions of parents, students, and teachers varied on some of the correlates. Although the results of the surveys were generally positive, some variances occurred in the areas of school climate and parent and community involvement. There was a slight discrepancy in the attitudes of students toward the school as a safe environment and the attitudes of their teachers and parents. The surveys also showed a perceptual difference in the area of fairness as related to the administraticn of discipline. There was also a discrepancy in the attitudes of the students, parents, and teachers regarding the degree to _which parents and other members of the community are involved in the school. These areas of discrepancy are addressed in he improvement plan. 11 . DESCRIPTION OF SCHOOL AND COMMUNITY The city of North Little Rock lies just across the Arkansas River from Little Rock. An estimated 61,700 persons live in North Little Rock. That figure represents a 6% decrease in population in the ten-year period from 1980 to 1990. The median age of about 33 years is increasing, and the school age population percentage is decreasing. Approximately 79% of the residents are white, 20% black, and 1% other minorities. Studies indicate that the black population percentage in North Little Rock is increasing while the white population percentage is decreasing. Of the existing labor force in the city, the largest percentage of workers hold management or professional positions (24.3%), while 19% have administrative or clerical jobs, and 12.3% are in service fields. The remainder of the work force is made up of sales people (11.8%), skilled craft workers (11.8%), unskilled laborers (16.7%), and those in technical fields (3.4%). The remaining .7% make up the workers representing fields other than those listed. Although industrial development in North Little Rock is restricted by boundaries on all sides, there are positive economic indicators for the school and community. While the unemployment rate in Greater Little Rock is 7.6% the citizens in North Little Rock are at 4.6%. In 1989 voters approved a 4.9 mill school tax increase on real property. This millage increase is an excellent indicator of the community interest and support of public education in North Little Rock. Cultural and recreational facilities in North Little Rock include the Laman Public Library, the Community Band, the Old Mill, Wild River Country, Riverfront Park, and the North Little Rock Community Center. Within minutes of North Little Rock are the Arkansas Arts Center, the Arkansas Symphony Orchestra, The Arkansas Ballet, and the Arkansas Repertory Theatre. The area also offers the Arkansas Museum of Science and History, the Little Rock Zoo, and a number of state parks, lakes, streams, camping and hunting areas, and hiking trails. The North Little Rock School District is serving 9,194 students in the 1990-91 school year. The city's demographic trends are reflected in the school population, which has decreased in recent years. Of the total enrollment, 52.3% are white, 46.5 are black, and 1.2% represent other minorities. The racial composition has also paralleled the city's trend of declining white population and increasing black population. 12 The 1990-91 school year is the first year for implementing the reorganized secondary school plan. This reorganization process was completed by the \"Planning Task force for Secondary Reorganization,\" which included 39 committees and subcommittees made up of parents, teachers, students, administrators, and citizens. Beginning in 1990-91, the North Little Rock School District changed to one high school on two campuses and three middle schools. All 9th and 10th graders attend the North Little Rock High School East Campus with an enrollment of 1,372. All 11th and 12th graders attend the North Little Rock High School West Campus with an enrollment of 1,180. Seventh and eighth graders attend Lakewood, Ridgeroad, or Rose City Middle Schools, depending on residence and school attendance zones. This reorganization allows the racial makeup of the secondary schools to reflect the racial. makeup of the community as a whole. The administration of the North Little Rock School District operates under policies established by a Board of Education. The School Board was reorganized in 1989 from a six-member at large board to a seven-member geographic zone board to allow for a more equal representation of the various races and socioeconomic groups in North Little Rock. Positions are for alternating three-year terms, and elections are held each September. The North Little Rock School District has established a number of programs to meet better the needs of minority students. The position of Assistant Superintendent for Desegregation was established in March 1990 to ensure racial equity. An activity director at each secondary campus works toward greater minority student participation in extracurricular activities. Compensatory education programs have expanded, and staff development opportunities have been implemented for improved understanding of students who achieve below grade level. Free bus transportation is now provided for all students living more than two miles from schools. District-wide trends indicate that the North Little Rock schools are expanding services and improving educational opportunities for all students: -A greater percentage of public school students graduate than ever before. -The standardized testing program has expanded to include students in grades 1 through 11. -Special education programs are offered to hundreds of students with a variety of learning disabilities and handicaps. 13 -Hundreds of students are in programs for the gifted and talented. -More than 500 computers provide for individualized, self-paced instruction. -Schools work with students to reduce drug and alcohol use. -North Little Rock students consistently earn top awards in regional, state and national competitions in math, history, vocational education, music, art and other subject areas. -More than 100 scholarships were awarded to 1990 graduating seniors. The North Little Rock School District is following the national trend of community involvement in its education development. With the reorganization of the secondary schools in the district, parents and other residents served as advisors on reorganization committees. The Classmate Program teams schools with businesses in the community. These business partners reward student achievement, recognize teacher achievement, provide materials and services, and help schools reach their goals. The Student Incentive Program at North Little Rock High School is designed to recognize and reward student excellence in academic performance, attendance, activity involvement, and citizenship. The Incentive Program is based on a cooperative effort of the school and area businesses tu reward students with discounts at the community businesses. After the first nine weeks of operation, there was a 74.2% increase in students qualifying for the program. The community has also been involved in the creation of the television production program on the West Campus. Through a grant and city funding, a television studio was installed to broadcast City Council meetings. A strong PTSA (Parent, Teacher, Student Association) provides assistance for students and teachers in the North Little Rock School District. Parents and other residents also serve as advisors on academic area committees and other special topic committees that are established to consider school issues. The interest of North Little Rock residents in their schools and their individual neighborhoods results in local involvement, improved services, and community pride. 14 Mission Statement and Goals The chairman of the committee met with the Steering Committee November 14 and November 28 to receive information, data, and guidelines for direction to proceed. After several conversations with Steering Chairs Wetherington and White, and an organizational meeting of the Mission Statement and Goals Committee, surveying the educational community - students, teachers, parents - became the number one priority. In order to develop a surve:, instrument, the committee decided to formulate a list of goals based on existing philosophies: administrative priorities for 1990-91 and objectives from past evaluation processes. After the chair gathered the pertinent data, members of the committee met in a lengthy, writing session. Six goals were for~ulated and sent to a cross sampling of classes: basic, regular, and honors English, as well as special education and other disciplines. The PTA P~esident took surveys to meetings with parents for their input. All teachers on the staff were surveyed. A second draft added three goals based on the data collected. A final survey produced one additional goal for the committee, making a comprehensive list of ten goals in the final draft. Using these ten goals, the committee developed the Mission Statement, which was presented to the Steering Committee in January and was accepted. In the fall of 1991, the chair met with representatives of the East Campus, for their input. Based en their findings, two goals were modified and the final Mission Statement completed. West Campus sue Perry, Chair Sylvia Allen Marilyn Carter Cynthia Hampton Mala Rogers MISSIOO SI'ATEMENT With a carmitrnent to provide experience, opportunities and challenges where irrlividuality is acknowledged and maximum potential can be realized, North Little Rock High School values people, ideas, and learninJ. * * * * -* Goals The curriculmn must be designed to educate all youth so that they may becane productive and responsible citizens of our country and world. The cu..rriculum should provide multicultural experiences which enable students to learn to respect irrlividuals, their cultural differences, and the interdependence of people through a study of histo.cy, gt\n!()(Jraphy, and varied cultures of the nation and the world. The curriculum must provide instnlction which enables students to learn basic skills in matherratics and reading, as well as to achieve canpetence in oral and written ccmnunication. The curricuhnn must provide an enviroment in which students learn to think critically in order to make infonred decisions so that they may attain self-respect ru1d self-discipline. The curriculum must be designed to raise the cultural level of the a:mrn.uut.y by developing within the student an appreciation of art, literature, il!ld music. * The curriculum must be designed to nurture adaptability in students so that they may achieve their full IX)tential and nay realize that many of the jcbs in which they will work have not yet been created. * 'lhe curriculum must be designed to meet the special needs and abilities of our students on all levels. * The curriculum should offer o:wortuni ties for students to learn market-ready skills through a variety of work-related programs. * The curriculun must offer students a varied program of school-related activities focusing on the developrent of lE:adership skills, service to the school and camnmity, involverrE11t, and cooperation. * The curriculum must bE: designed to develop the whole person intellectually, physically, arotionally, and socially. 16 TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT/TIME ON TASK Beginning in March 1991, this committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee merr~ers isolated three areas directly impacting student achievement: increasing time on task, improving student success un standardized tests and in the classroom, and increasing and maintaining enrollment in advanced classes. The committee felt particular attention must be paid to the achievement of minority students in each of these areas. A subcommittee was assigned to each outcome. Each subcommittee conducted additional research into its outcome before considering specific actions to address the outcome. A survey of enrollments in advanced courses (advanced, college bound, GT, AP) revealed a lower percentage of minority students in these courses. Teachers in all subject areas expressed concerns regarding students dropping to a \"lower level\" course or initially selecting a \"lower level\" course rather than meeting the challenges of the advanced courses. The data for absentee/tardies revealed a rate higher than desirable for all students. Teachers also expressed concerns over the amount of class time missed due to interruptions and absences. A review of MAT-6 scores showed a significant discrepancy between scores for white students and those of minority students. This same discrepancy could also be noted in the current GPA data. Once the data was reviewed, each subcommittee considered specific actions to address the desired outcomes. The preliminary improvement plans were presented for consideration to the whole committee. Suggestions were offered and incorporated by the subcommittees. Final inprovement plans were submitted to the Steering Committee in April 1991. 17 00  IMPi PLAN Target:IDNI'IORING AND1 \\SSl'SSMENOTF S'!UDENI' ACHIEVEMENI'/'l'IOMNE T ASK  OUtcare:'ro increase enrollment in acadanically challenging cwrses and maintain that enrollment throughout the school year with partic.'Ular attention given to increasing minority student participation. ACTICNS RFSPCNSIBILITY TIMELINE RFSCOOCES STAFFD EVEWPMENr EVAWATIClD-1A TA 1. Develop ways to GUJ.dance Inplarent Student Explanation and List of potential identify students for counselors, 1991-92 achieverrent interpretation of students. acadanically Teachers Re-check data, Student test scores challenging cwrses Principal each year records, Of:portunities for based on test scores, teachers teachers guidance to past performance, conference teacher reccmnendation, etc. ' 2. R!:!fine and e.'ql\u0026lt;Uld Principal, Initiate Brochures, Opportunities for CaTiparisoo of current procedures for Guidi:ince Spring 1992 Curriculum teachers and guidance to enrollnent to that of providing Counselors, Expand in Booklets, discuss ccurse content previous years. infonnation to students Dept. Chairman, 1992-93 Choices Program and teacher and parents conoenring Teachers Newsletters expectations. the challenges, Camri.ttee St:ooent Leaders oi:portunities, and Coordinator Cwrse Cootent expectations in these Guides courses. 3. Establish a procedure Priocipal, Preliminary Canputer lists O:mnittee of parents, Caiparison of to make it nore Guidance, plans, of enrollment Camselors, Teachers dropout/transfer difficult for students Teachers 5Pring 1992 and other interested rate in current year. to change to less Expand in faculty to hear requests Monitor grade reports challenging ccurses. 1992-93 for schedule changes. to detennine success Revise as rate. needed 4. Establish procedures Principal, Preliminary Professional Infonn parents, teachers, Students grades and for intervention with Dept. Cllairman, plans, Fall publication, and students of programs dropout/transfer students having Teachf:rs 1992 District available. Carmittee rates carpared to difficulty in these FUll .i.rrple- curriculum of teachers to those of previoos courses before dropout/ mentation specialist reccmnend programs. years. transfer occurs. SPring 1993-94 TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. 2. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hac been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating (7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Parents generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from parents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes were selected on the basis of the data listed above, a subcommittee was appointed to develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24  IMPi PLI\\N Target:MCM:TORINGA NDA SSESSMENOT F S'IUDENr ACHIEVll1EN.l'/TIMOE N TASK  Outcare:To increase enrollrrent in aCTldanically challenging ccurses and maintain that enrollmmt throughout the school year with particular attention given to increasing minority student participation. ACTIOOS IID3PCNSIBILITY TIMELINE RESOURCES STAFF' DEVEWPMENI' EVALUATIOmO TA 5. Implement incentive Departnental Inplement NLR TV, Departnental Staff Number and list of. programs within ccurses Staff Fall 1991 School dete:anines workable incentives uses. so students can Recheck Newspaper, ideas and activities Number of students achieve success and be each year Bulletin receiving recognized for their Boards, reoognitico. efforts: i.e. Exhibits, Crnpetitions, Local Publication of work, Businesses etc. N 0  IMP~ PLAN Target:l'Oll'IORING AND l\\SSESSMENl' OF S'IUDENT ACIIIEVEMEN'l'/TIME 00 TASK Outcane:'l'o inprove student success on i\ntandardizE..'CIte sts and in the classroan. l\\CTIONS RESPrnSIBILITY TIMELINE RESOURCES STAFF DEVEIOFMENI' 1. Inplement programs Principal, Trial run Test Prep. Meeting of cannittees designed to prarote Guidance 1991-92 Manuals, and staff to encourage suocess on Counselors, Fully Professicoal cross-curricular starrlarclized tests. Teachers implemented Journals involvement. Staff a. Establish before/ 1992-93 meeting to review skills after school to be taught. tutoring sessions in test-taking skills b. Provide canpute.r Principal, Add to and District Explanation of what in software for the Media Specialist update Mooia available. canputer lab to holdings Services, prepare students each year Canputer for a variety of Vendors tests. c. Encourage teachers Principal, !nplement Professional Departmental inservice to~ a variety of Dept. Chainnan, 1992-93 Publications, on relevant testing testing styles. Director of and recheck District styles Secondary each year CUrriculum Education Specialists 2. Inplenent progr= designed to encourage a higher success rate in the classroan. a. Develop before and Principal, Trial run Guidance Meetings of ccmnittees after school Dept. Chairman, Spring 1992 counselors, and st.aff to encourage tutoring sessioos Teachers Fully Professional cross-curricular for study skills implemented Publications involvement. and content in 1992-93 required subjects.  EVAlllATIOND ATA Report on student scores as reported by testing services. Report on student scores as reported by testing services. Student Survey. Report on student scores as reported by testing services. Corputer generated smrnary of grades at end of each sanester.  IMProvllrr PIJ\\N  Target:M:JNITORING AND ASSESSMENr OF Sl'UDENT AOJIEVEMi,NT/TIME ON TASK OutOC111e:J'o .inprove student success on standardized tests and in the classrOCill. ACTIONS RESFONSIBILITY TIMELINE RESOURCES STAFF DEVEIOPMENT EVALUATIODNA TA . b. InpJ.ement special Pr1.rx:1.pal, Inplement Renaissance Inservice on CanpJter generated. recognition and Renaissance 1991-92 Program, Renaissance Program. sumnary of grades. incentive programs Team Refine each Ccmmmity for academic year adrlevarent c. Continue and expand Principal, Implemented Existing labs. Explai,atioo to teachers Canp.iter generated the rea.ding labs. Reading 1990-91, and staff of the program s1.lllll,aryo f grades. Specialists Revise and and its possibilities expand each year N 3. Iroplanent a plan to increase parental 5UHX\u0026gt;rt for academic achievement. a. Establish an Principal, Initial Renaissance Inservice on the Student achievement academic booster Renaissance Plans, 1991 Program, programs ftan the data, Student/ club. Team Pully Camunity Renaissance program. teacher surveys implemented 1991-92 b. Refine the present Principal, Examine Interim report Meetings to explain Parent survey at the program to keep Guidance existing Parent conf. precess and get input end of the year. parents informed counselors, program and Days fran teachers in regard to Camunication revise as Newsletters academic progress Coordinator necessary and results of standardized tests. N N  IMPi PLAN Taiget :IDNITORINGA NDA SSES9-IUJTO F SWDENTA OUEVEMINJ.'/TJMONE TASK Outcane:To increase student time on task. ACTIONS RESPONSIBILITY TIMELINE P.ESOURCES 1. Establish a procedure to minimize outside interruptions to the classroan. a. Establish a Principal, Inplem:mt NLR 'IV regularly scheduled teachers, office Septauber Pager for tinE, procedure, st\n,.ff, guidance 1992, Refine custodians and length of counselors in May of announcements. each year b. Inplerent an Principal, Inplement Club sponsors, assanbly schedule Activities 1991-92 School which provides an Director, Cami. Refine in calendar equitable of teachers May of each distribution of tinE .for classes and minimizes the loss of class tinE. c. Establish an Administrators, Inplarent Teachers, effective policy D-Hall teacher 1991-92 D-Hall for dealing with Re-evaluate teacher tardies to minimize each the disruptions to sarester class tinE. d. Develcp a policy for Principal, Inpleuent Administrators administrators, Assistant 1991-92 Counselors office personnel, Principals, Refine Teachers and guidance to Guidance each year limit classrocm Counselors, interruptions (i.e. Office sending rressages, Personnel pulling students ait for conferences)  SI'l\\FF DEVELOFMENI' EVAUJATIODNA TA Explanaticn in preschool Teacher survey at faculty meeting. the end of the year. Written e)!j)lanation and fonns in faculty handbook. Explanation in preschool Teacher survey at faculty ~ting. the end of the year. Written explanation in faculty handbook. Explanation in preschool Survey of teachPrs faculty ~ting and and administrators procedures stated in at the end of the faculty handbook. semester. Explanation in preschool Survey of teachers facul t'\u0026lt;J r.eeting and and staff at the details in faculty end of each serrester han:.ll:xx:\u0026gt;k 'w\"  IMProvlL PLI\\N Target:l-0,JI'IORING ANil ASSESSMENr OF STUDENI' ACIJIEVEMENI'/TIME 00 'J'A.\u0026lt;\nK OUtcaoo:To increase student time on task. J\\CTIONS RESPCNSIBILITY TIMELINE RESOUR:ES 2. Inplement a plan to reduce absences fran the classroan. a. Establish a District InplE:rrent Club spcnsors, maxim.Jm number of Adrn:ini.strators, February Teachers, school business Schcol Board 1992 Parents, absences per Re-evaluate Students serester (clas~ each year related and extra- L\"'l.trricular) b. Establish a Principal, Inplanent Renaissance program to Teachers 1991-92 Program, encarrage and Crnmunity recognize good attendance. c. Establish a system Caiputer Service\nTrial run Existing for catputer- Director, Fall 1991 ccnputer assisted attendance Principal Implerent hardware, check each class 1992 Trai.ntd period. Personnel 3. Continue programs to Assistant Fall 1993 Trained encarrage tirre on Superintendent Personnel, task within the for Instruction, EY.isting classroan. Director of procedures for Secondary i.nservice Education, Principal  STAFF DEVELOPMENI' EVAIUATICN DATA Explanation in preschcol Teacher/ student faculty ireeting and survey at the end handbook. Explanation of tht year. to studk,nts at beginning of year and include in student handbook. Inservice session on C01p1ter generated Renaissance Program attendance report each grading period. Explanation in faculty C01p1ter generated ireeting. attendance report each grading period and teacher sw:vey. PET and Classroom Observation and Managerent for those evaluation by who have not attended administrators TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. ?.. To increase the level of satisfaction teachers feel about their jobs and their work envircnment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hud been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating {7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Par~nts generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from pa.rents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes wert selected on the basis of the data listed above, a subcommittee was appointed tu develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24 N Ln  IMPi. PLI\\N Target: School Clilrate OUtCCIIE:To increase student perception of the school as a safe enviranrrent. 1\\CTIONf\nRE.5PrnSlBILITY TIMELINE RESOUOCES 1. Encourage the use of Administraticn AUgust NLRID police patroi.s thra.1gh 1991 carrpus before a.ud after school 2. Establish and A ccmnitt.e.-e of Septanber ProfesE\nional illplanent a roothc-d by administrators, 1991 camo.mity which tr=bled or counselors, and cw.nseling dangerous students teachers services, coold be referred for NLRSD camseling and perhaps counselors, alternative schooling local alternative school 3. Expand the use of peer Peer counseling 3rd 9 weeks Faculty and c=nseliug to enable faculty advisor 1992 student students to discuss human relations vohmteers for fears about safety camri.ttee pe.-e.r ccunseling services 4. Establish a nethod by 1\\dmi.n:i.stration Spring 1992 Human which a student may Relations identify duty Camri.ttee personnel 5. Utilize portable 1\\dmin:i.stration Spring 1992 Faculty camunication devices for duty pers01mel  STAFF DhVELill!'!ENI' EVALUATION DA'l'A Explain procedures to Sturent survey at staff in preschcol end of schcol year IllEtting Explain procedures to Study of referral staff in preschool data over a five meetings year pericd Current faculty advisor Records kept by peer to meet with and to coonselirg train volunteers Explanation of Perusal of data by identification procec,.ure admin:i.strati ve r\ntaff Dplanation involving Perusal of data by the use of camunicati.on adminir\ntrative staff devices  IMPi PIJ\\N  Target:Sch=l Climate OUtcare:To increase the level of satisfaction teachers feel about their jabs and their work envirorarent. ACTIONS P.ESPONSIBILITY TIMELINE REOOURCT.S STAFFD EVEWFMENI' EVAIUATICDNA TA 1. InplenEnt reward Teacher 5-year plan Businesses, Inionn staff of Feedback fran system for years of recognition beginning Civic criwria honorees service ccmnittt, Spring 1992 organizations, patrons 2. Provide faculty PISA and Student 1992-93 Businezses Inform staff of F'Eeedback fran luncheons once a organizations academic and patrons criteria faculty and hosts nonth school year Septanber May 3. Establish system of Teacher 1992-93 Supervioors, Inform staff of Feedback fran acknowledgeirent for recognition Spring and Principals, criteria faculty outstanding teaching ccmnittee Fall Departnent practices in the Semester Chairs, classro:m Students and peers 4. Obtain discounts from Renaissance August 1, Renaissance Infonn staff businesses Director 1991 Director  IMProvill.r PLAN  'l'arget:.School Clinate Outcx:rre:To increase student perception of school niles, policies, ana aisciplinary actions as fair and e::aj.table. 1\\CTIONS RFSK.lNSIBILI'IY TIMELINE RF.SOORCES STAFF DEVEIJJPMl:NI' EVALUATIODNA TA 1. Include a unitollll A comm.ttee of By August 1, Present and Present new Evaluation oy survey system of rules and administrators, 1992 past handbooks to faculty ar.d staff at the end of the punishnents to be teachers, parents fran and point out changes school year followed consistently ar..d students surrounding in the Student districts Hrux'lbook, with established ai:peals process ' 2. Conduct a survey to The Student By March 30, Survey Results Circulate results of Use data fran survey know exactly where Council 1992 the survey to fonrulate possible students ~ceive new proaa.-dures \"unfairness\" to exist 3. Form hmian relatims Students, August l, Students, Inform staff On-going team teachers and 1991 teachers, and a. To coordinate administrators administrators activities that praoote unity and involvarent frar, all s~ts of the student popllation b. To act as a ccmnuni-cation tool between the student body and the faculty and administration c. 'l'O serve as a sounding board for student problems d. To serve as a liaison be~n school and ccmnunity TARGET NARRATIVE PARENT-COMMUNITYIN VOLVEMENT Beginning in March of 1991, the members of the Parent-Community Involvement Committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee members defined three areas that directly impact parent-comnmnity involvement and selected the following desired outcomes to facilitate the improvement: 1. To increase the involvement of the business community in the school programs, 2. To increase the involvement of parents in the school programs, and 3. To improve involvement of the non-business community in school programs. Using the surveys which were administered to students, parents, and teachers as a basis, the committee came to the conclusion that there were discrepancies in the attitudes of the students, their parents, and their teachers regarding the involvement of parents in school programs. In response to the question of parent conferences, 63% of the students said parents rarely or never attended\nhowever, parent responses showed 92% did have an opportunity to discuss student progress through some form of teacher conference. The committee members felt that increased involvement on the part o~ both the business and non-business community should be a target area since more than 60% of students surveyed stated that guest speakers were rarely invited to classes. A subcommittee was then assigned to each outcome. Each subcor.unittee conducted additional research into its outcome before considering specific actions to address the outcome. The subcommittees met over several weeks developing their plans. The plans were submitted to the chairman and the vice chairman of the target committee for approval. Some were returned for refinement and the elimination of duplications. The final versions of these plans are attached. 28 N '  :\n:MPi. PLI\\N Target:PARENI'-\u0026lt;Il'IMUNITIYN VOLVEMENT OJtcane:To Increase Involvarent of Parents in the School Programs ACTIONS RE.5PCtlSIBILITY TIMELINE IlESOOlO:S 1. Farm Academic Booster Administration Inplerent Renaissance Club sponsors Spring '91 Program 2. Increase direc,t Administration Fall 1992 Media Involvarent of parents Coonselors Continuing Newsletter with students' procJrarn Teachers Staff Ccmnuni ty Camrunications Orc,dlllZatiumi Coordinator A. Teacher camrunication with parents 1. 11 G::od News\" card 2. Telephone B. Parent Conferences/ Open House 1. weal Media/ NLRIV 2. School newsletter  STAFFD EVELOENT EVALUATIODNA TA Presentation of Participation of Acadanic Booster Club actively involved parents Distribution of carparison of information to staff participation with through school calendar previous years w 0  lMPi PIJ\\l'i Target :PARENT-a:JMMUNITilYlV OLVEMEl'lT Outc::aoo:To increase the Involvarent of the Business Camll.lility in the School Programs ACl'IONS RESPOOSIBILITY TJMELINE RESOUICES S'ffiFF DEVElOFMENJ' 1. Detenru.ne and Renaissance Inplaient Students Presentation of camrunicate the needs Carrnittee October Staff P,erurissance Program to of the school to the Principal 1992 Business Staff business ccmrunity Ongoing Camunity A. Survey students, staff, and camruni ty B. Establish goals c. Present resultD to camrunity 2. Utilize the rr~terials/ Renaissance Inplerrent Staff Crnpilation of resa.ircp_s resources fran the Ccmnittee Novanber Business available and business carmmity 1991 Camunity presentation to the Revise each Stuaents st,1.ff year 'Ihereafter 3. Establish a procedure Principal Inplarent Staff Explanation of Academic for contirruing Renaissance Spring '91 Students Booster Club to Staff business camrunity Camu.ttee Expand Business involverrent, i.e. Chamber of Invol varent Carm.mity Academic Booster Club Ccmnerce '91-92 Parents Ilcfine each year thereafter  EVAWATICN DATA Analyze data Detennine the use of resa.irces by staff Trace the involvarent of business camuni ty over 5-:year period J'   IMPROVEMENT PI! Target: PMENI'--\u0026lt;Xt-MJNITYIN VOLVEMENI'  OUtcare:_'.I'o I11prove Involvement of the Non-Busilless camunity in School Programs ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVEWPMENT EVALUATICtil DATA 1. Establish school needs Sch:Jol Inplerrent Camtunity Pre-school conferezx::es Deternu.ne nllll\\bers for ackli tional Camunications Octc:ber 1991 Students Staff receives training and effectiveness involvenent of the coordinator Evaluate Parents in parent-camrunity of volunteers used non-business ccmnunity yearly School involvement strategies during year and ways to involve Personnel camunity 2. Establish a p:iol of A ccranittee of Inplarent Parents, Teachers advised of Staff and volunteers volunteers (rrumbers to volunteers, February Grandparents services av-dilable and will evaluate be detennined parents, school 1992 .Retired procedure for obtaining effectiveness of according to requests personnel, and individuals and services during faculty program on an w for service) students other rreeting individual basis interested persons 3. Develop_ an awareness Coordinator of Inplerrent Media Special rulletins to Survey staff and of services available Volunteers Septanber District staff i.e. calendar volunteers and Principal 1992 newsletters students School newsletters School television .. TARGET NARRAT:VE HIGH EXPECTATIONS Collection-of information used in this study began two years ago in preparation for the total restructuring of the two existing North Little Rock High schools. Work continued through the fall of 1990. This committee first met in March, 1991, to review collected materials, including achievement, archival and perceptual data. The project was completed in May, 1991. Many positive factors were noted in data gathered through surveys of teachers, students and parents. Some areas of conce=n, derived from the collected data, led this committee to identify high student expectations as an area that needed enha1,cement. The following factors were noted: Increased performance-based assessment and other alternative assessments should be expanded to stay abreast of national trends. Enhanced learning could occur with the use of more classroom activities requiring thinking skills, problem solving, and cooperative learning. Student enrollment in higher level and science, could be increased by enroll and to remain in the class. would be valuable in this area. courses, especially math encouraging students to Mere parent involvement Recruitment of minorities for high level classes would improve the racial composition of classes and help reduce discrepancies between black-white test scores. Improving attendance rates of students in lower-level classes would improve the success rates of these students. The committee chose three outcomes designed to alleviate concerns and to enhance student expectations on the part of teachers, parents and students. They are as follows: To expand the Ube of classroom str~tegies designed to encourage interactions that promote critical thinking skills and problem solving abilities. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation . 32 w w .. '  IMPID PLAN  'rarget: High Expectations OUtcare: To expand the use of classrcx:m strategies designed to encoo.rage intP.ractions that prCJ10te critical thinking skills and problan solving abilities. ACTICNS RESPCNSIBILITY TlMELINE RESOURCES STAFF DE.VEWPMENI' r:vALU1\\TICND ATA 1. Provide observation Central office By May 1, School distn.ct Select master teachers Em-of-year days for teachers to and b.Jildirq 1993 and business with daronstrated departmental reports ooserve master teachers administration and university ability in teaching to include a sumary (in and out of alliances problan solving arid of what observaticns district) =itj cal thinking were ccooucted and what changes were inplarcnted in classroans as a result of the observations 2. EDphasize tests Classroan By September State Schedule inservice Gurvey at end of requiring problan- teachers 1, 1992 DE:part:rrent of sessions on alternate 92-93 to ccnpare solving and decision- Education\nforn,s of testing types of tests being making skills\ndistrict used encau-age performance iI1Structional based assessment services 3. Encourage teacher Director of By May 1, Content area Give inservice sessions Carpare teacher rnanbership in state Personnel, 1992 orgruuzations for participation in participation in and naticnal content Director of and acadanic content area 1993 with that in area organizations Secoooary alliances organizations, workshops 1992 Education, and conventions Assistant Superintendent of Instruction 4. Hold inservice Acadanic August 1992 Specialists Inservice workshcps Inflf'rvice evaluation workshops enphasizing depar1:ntnts Ongoing forms proolair-sol ving, central office Classroan observatim cooperative learning, thinking skills and alteniative assessrrent  IMPID PLAN  Target: High Expectations Outoane: To prarote the use of instructional techniques and policies that convey high teacher expectations for all students ACTIONS RESPCNSIBILITY TlliELINE RESOURCES STAFF' DEVEWPMENT EVALUATICDNA TA 1. Do away wJt.h 50% floor Central offJ.ce 1991-92 Central office Staff meeting on grades and school board 2. Encwrage training Ce:ntral office Over next Central office Training sessions Observations programs such as PET, 5 years TESA, cooperative learning, thinking skills, etc., that will err:ourage teachers to expi:ess consistently high expectations for all students 3. Administrator-parent- Glidance, Septaiber Retention data of teacher-guidance teacher, parents, 1992 students in upper-conference prior to administration, level classes and cut~ff date for students docurrentation of drq:ping upper-level conferences clas5es 4. Establish an academic Renaissance team October School Staff rrero newsletter 1991 personnel 5. Offer suggestions for Academic February Master teachers Staff Developrent days Inservice evaluation inservice programs on departments 1992 forms high expectations for students and teachers within each content area 6. Decrease enrolllrent in Guidance August 1992 Central office Camtunicaticn of action Statistical l=-level classes Administration Principal to staff, along with evaluation of so nore individual Departrrent Chairs Glidance expectations academic performance attention is possible Deparbrent of these students Chairs .. ' t'  IMProJ!llI' PLAN  Target: High Expectations Outcane: To inplenent programs that will aid \"at-risk\" students in mastering requirerrents for graduation w V, 1. 2. 3. 4. .ACTIONS Conduct a survey of students/teachers on reasons for poor attendance, dropping out or making failing grades on the pru:t of students. Prarote student participation in the follc:Ming programs as necessary --oaipensatory education -alternative school p~nt -reaclin9' program (PALS, Ll'Jl)\n.iorkstudy programs -suwart groups -incentive programs -parenting skills for students Inplement attendance alert teams Provide incentive programs within classes and/or departnents so students can be recognized for their efforts RESIOISIDILITY English classes and staff surveys CCllllSelors, special services Attendance administrator, OC11p,1ter services director Academic department Renaissance Team Department chairpersons TIMELINE RESOl.JK:ES STAFF DE.VEWPMENI' EVALUATIODNA TA 1991-92 Staff and Staff meeting SUrvey results and. students identification of tq\u0026gt; ten conoerns May 1992 Special Review conoerns for services changes September Attendance Staff meeting CCJl{'Uter generated 1993 administrator attendance report for and OC11pUter each grading period services Fall, 1991 Renaissarce Faculty rrcetings Statistics analysis program on attendance, :ill,proved grades, graduation rates  ANNUAL SCUOOL IMPROVEMENT PLAN (Please insert after this page) Nit  .!' r \"' REPORT to the NORTH LITTLE ROCK BOARD OF EDUCATION From the COORDINATING COMMITTEE ON DISCIPLINE MAY 1995 \\. ~ Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Overview The Coordinating Committee on Discipline was appointed during Spring of 1994 through the Office of the Superintendent to develop recommendations relating to the broad area of discipline in the North Little Rock schools (see Committee list in Appendix A). The Coordinating Committee met from August, 1994, through May, 1995. In weekly meetings, it defined discipline, identified the areas of concern, and selected the categories for Focus Groups. More than two hundred and fifty people were involved in the Committee and Focus Group activities, contributing more than 1200 work hours of time to the project. Dr. Allan Ward of the UALR Department of Speech Communication served as Project Facilitator. The Coordinating Committee organized sixteen Focus Groups. Each Focus Group included a category of participants in the school system, including parents, teachers, students, administrators of the elementary, middle, and high schools, bus drivers, law enforcement/related personnel, alternative elementary school teachers, and alternative secondary school teachers. The Focus Groups identified needs and recommended solutions. Facilitators for the Focus Groups were Dr. Linda Pledger and Ms. Christy Standerfer of the UALR Department of Speech Communication. The Coordinating Committee reviewed the recommendations of the Focus Groups and, through a series of discussions and written drafts, prepared this final report to be presented to the Board of Education. Committee Definition of Discipline For the purposes of making recommendations to the Board of Education, this Committee uses the following definition: Discipline is the process of learning and following clearly defined guidelines for productive behavior and of identifying penalties for violations of that behavior. This process includes the acceptance of responsibility for choices and consequences, thereby demonstrating selfcontrol and respect for self and others. 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Philosophy of Discipline The Committee feels it is important that all of the detailed work of writing and implementing discipline policies should be carried out in a spirit that views discipline differently from punishment. The Committee views discipline as a positive part of the process of learning, where we emphasize consequences for behavior. In this way, the process of disciplining can become a \"teaching moment,\" demonstrating how, in the future, alternative behaviors can produce more beneficial results. The positive benefits of discipline have an impact on individuals who are learning new behavioral choices and also on the learning environment which is freed from disruption and can concentrate its collective efforts on the activities related to education. There are three aspects of work with discipline that relate closely and must be constantly considered: first, written guidelines on discipline should be as specific as feasible\nsecond, flexible and reasonable application of the guidelines would be made in individual circumstances\nand third, the more frequent and extensive the communication is among all parties related to matters of discipline, the more consistent should be the individualized application of the guidelines. This philosophy of emphasizing the positive aspects of discipline can be infused into the educational system by all of us in a variety of ways in individual circumstances. 3 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Recommendations Discipline Policies 1. Review the district-wide policy currently in force. 2. If necessary, rewrite the policy in simple, direct language. 3. Review the policy with groups of students, parents, faculty, bus drivers, and law enforcement and related personnel to be sure the policies are clear to them, and invite their suggestions in the wording of the policies. Make them all owners of the process and the result. Be specific on cause and effect relationships\nthat is, list and define a specific offense and explain as specifically as possible the range of consequences for the person who abuses this guideline. 4. When the policies are completed, have a major kick-off campaign, in which these policies are made accessible to everyone. Hold assemblies for students, discussions for parents, review sessions for faculty, etc. Be prepared to implement the policies consistently starting on a date soon after the kick-off activities. Content of Policies 1. Describe categories of offenses from mild disruptions to lifethreatening situations. Identify the nature of the specific kinds of acts that come under each category. 2. Specify the personnel responsible for handling each level of offense. 3. Be very specific about the range of consequences for each category of offense. Be prepared to enforce these consequences consistently. 4 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Implementation of Policies 1. After the policies are revised, hold discipline training sessions for all district personnel. Encourage them to act promptly and consistently in all situations. Let them know that the goal is for all personnel to implement the policies with equal justice in all school environments. Emphasize positive aspects of maintaining a safe and orderly environment for learning. 2. Implement a plan for addressing infractions specifically and quickly. 3. Ensure that timely feedback occurs among all parties involved. Student Support 1. Develop training plans for peer facilitation: a. Increase time of peer panel sessions. b. Develop \"Buddy\" system for long-term relationships. c. Bring together students with similar concerns. 2. Offer both guidance and personal counseling services for students, adding personnel as funds become available. 3. Identify at-risk students as early as possible and provide assistance. Student Safety 1. Increase hall supervision. 2. Increase the use of metal detectors and video cameras on school property. 3. Expand number of resource officers. 4. Provide teacher training on gang-related issues. 5. Monitor the process of admitting students from other districts. 5 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Follow the procedures for disciplinary referrals and evaluate them for efficiency. 7. Assure quick access and response time for all teachers in obtaining assistance. 8. Make intercoms accessible in all staff work areas. 9. Work with the NLR Police Department to do an analysis of each school building, in order to be aware of any security measures that should be implemented. 1 O. Consider adding aids or increased video monitoring on bus routes with documented behavior problems. Student Self-respect 1. Share information about successful incentive programs across the district. 2. Review incentive programs to determine effectiveness in promoting good student behavior. 3. To improve the image and perceptions about schools, disseminate regularly information about the positive things students are doing. 4. Establish a procedure for on-going discussions so students can voice their opinions and make suggestions. 5. Promote more student interaction with educators and people in the community. Law Enforcement and Related Personnel Recommendations 1. Develop a method of networking among students, parents, school officials, probation officers, juvenile justices, law enforcement officers, resource officers, OHS, and any other pertinent agencies. 2. Notify schools and teachers of the students under court jurisdiction. 6 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Lobby for legislation that would have an impact on discipline, such as acts that would expand and improve the juvenile justice system, and that would add a OHS office in NLR and a probation office in NLR. 4. Provide more full-time resource officers in schools as needed. 5. Provide all school personnel with training in conflict management. 6. Incorporate into the curriculum in all grades the teaching of personal responsibility. 7. Explore ways to make parents feel welcome in schools. 8. Monitor the method of documenting and reporting discipline incidents for clarity and consistency. 9. Enforce all attendance regulations. New Teachers Guidance 1. Develop a mentoring, buddy system. 2. Create orientation on procedures and discipline. 3. Do not overload schedules of new teachers\nconsider release time for observing mentor's teaching skills\nand have new teachers observed in classroom and assisted if necessary. 4. Encourage administrators to hire as early as possible in order to have the schedule completed as soon as possible so teachers can be prepared. Coordination of Policies Between High School Campuses 1. Schedule periodic dual-campus faculty meetings to insure increased communication between staffs. 2. Review all dual-campus faculty meetings to ensure increased communication between staffs. 7 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Identify as early as possible students at risk of not completing high school and provide assistance. Accou ntab i I ity 1. Offer viable alternatives for students (such as vocational training and apprenticeships). 2. Develop clearly written procedures and referral processes, including a range of acceptable options for discipline. These options will provide parents and students and educators with alternatives from which to choose, such as parenting skills training to be attended by both parents and students. These options will also enable the educator to exercise creativity in dealing with individual circumstances in unique and innovative ways. 3. Design and implement staff development programs for conflict management adapted to meet the needs of each building. 4. Develop a plan for recruiting positive role models for minority males. 5. Develop a pre-K through 12 program to teach students conflict-management skills and to build positive self concepts. Reality of Gangs 1. Provide periodic training for all administrators, teachers, support personnel, parents and community in the sociology and basics of gang-related matters 2. As soon as possible, appoint a Task Force to research, plan, implement, and evaluate a program of positive options to replace gang-related activities. The Task Force should include representatives from home, school, and community. 8 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Positive Feedback 1. Carefully record and quickly publicize accomplishments in the area of discipline, including policy and responses to wellknown incidents. 2. The NLR newspaper should be contacted by the district's Information Coordinator for continuous positive coverage of progress made. 3. The Information Coordinator should consider the feasibility of producing an employees' newsletter and of devoting a section of current publications of the school system to provide continuous positive feedback. 4. At school assemblies, PTA meetings, faculty meetings, administrative sessions, etc., a place on the agenda should always be available for an update of the positive things being implemented. 5. In conjunction with the NLR newspaper and the schools, consider developing a periodic column and/or an insert such as Positive Results, written by rotating high school student interns, accountable to the journalism teacher and the newspaper. Listening To and Empowering Students 1. Schedule small group meetings on a regular basis so all students will have the opportunity to express themselves. At the students' request, bring in others, such as law enforcement officers, counselors, administrators, bus drivers, who can address various topics of concern to the students. Send reports from the student group meetings to the appropriate personnel. 2. Empower the students to use the procedures of working through the system, including the Principal, the Superintendent, and the Board. 9 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Alternative Schools, Elementary 1. Rename the Alternative school, omitting the word Alternative. 2. Provide clearly-defined entry and exit guidelines, including who is involved and who makes decisions at each step. 3. Provide more on-site counseling opportunities for students. 4. Provide written information from the school staff for parents of children in alternative schooling, including legal aspects and procedures for entering. 5. Continue to provide staff development and networking with other programs and agencies. 6. During the coming year, explore alternative schools in other states for options used in disciplining students. 7. In staff development, address legal issues concerning discipline, including procedures for Family in Need of Supervision (FINS)\nprocedural due-process\ntort law\nstate codes on behavior\nIDEA\nSection 504 of the Rehabilitation Act of 1973\nand provide yearly training in non-violent crisesprevention and intervention. Alternative Schools, Secondary 1. Provide clearly defined entry and exit guidelines, including who is involved and who makes decisions at each step. 2. Provide thorough orientation program for all new students. 3. Provide social skills curriculum supervised by trained professionals to help the students' interpersonal behavior. 4. Maintain low student-teacher ratio with paraprofessionals to aid teaching teams. 5. Include in-service training for working with behaviordisordered youth. 1 0 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Continue to work with juvenile intervention programs, including Step One Early Intervention Program and the Youth Challenge Program at Camp Robinson. 7. Explore the feasibility of including a Student Assessment Class (SAC) for alternative students. 8. Consider daily use of metal detectors at Argenta and the Boys' and Girls' Club. 9. Provide teachers with training in physical crisis intervention. 10. Explore the possibility of uniforms for students, with possible corporate sponsorship to fund those in need. 11. Expand programs for students with alcohol and drug problems and for children of alcoholics. 12. Include parental responsibilities as part of the intake process, e.g. regular school visits and enrollment in parenting classes. 13. Continue to encourage progress toward site-based management and decision-making. 14. Implement in-house G.E.D. option. 15. Ensure that teachers have sufficient and current materials. 16. Consider incentive stipends for teachers in alternative schools. 17 Provide more on-site counseling opportunities for students. On-going Future Efforts The Committee suggests that the superintendent create an ongoing committee with rotating membership to review discipline concerns and make recommendations for change. 1 1 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Facilitator's Recommendations for Using Team Focus These suggestions are made as a way to efficiently implement the next steps of the NLR work on discipline. Team Focus is an interactive computer-based program originally operated by IBM. This equipment is now at UALR and just becoming available for use. Participants meet around a U-shaped table as they might in a regular conference setting with a recessed computer station in front of each of them. A facilitator assists in the user-friendly computer generation of ideas, editing, and prioritizing, with intermittent discussion among participants. Because all participants have simultaneous input into the computergenerated group results, the Team Focus process makes maximum use of participants' time, accomplishing in a short session what might take long multiple meetings without the equipment. The Committee this year has conducted a broad needs assessment, has made many specific suggestions for implementation, and has identified areas that need further detailed work. For the next phase in the ongoing work with discipline, these recommendations are made: 1. To implement those recommendations that need no further study. 2. To let the appropriate administrative offices implement recommendations related to their respective areas. 3. Where more detailed steps to be taken are needed, to appoint several smaller committees, each with a very specific narrow area of focus. 4. To use the T earn Focus resources for each of these committees to create specific action steps and to prioritize them within a short time frame. 5. To utilize the services of UALR Team Focus facilitator Dr. Michael Hemphill, Chair of the Department of Speech Communication, to coordinate these committees' efforts using the new equipment next year. 1 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Appendix A Coordinating Committee on Discipline Members Bobby Acklin Harold Allen Rhonda Banks Bill Bowers Joyce Brewer Dana Chadwick Johnnie Collier Kathy Cook Esther Crawford Rose Dirden Christine Hickman Charles Hunter Fran Jackson Robert Johnson Louene Lipsmeyer Mable Mitchell Nancy Moore Lou Scott Sherry Smith Helen Stegal Winston Turner Bill Whitten Gayle Wing Assistant Superintendent-Desegregation Principal-Glenview Elementary Parent/East Campus PTA President Administrative Asst-Lakewood Middle School Parent Director of Secondary Education Teacher-NLRHS-West Campus Principal-Rose City Middle School Director of Elementary Education Teacher-Belwood Elementary Parent/HIPPY Program Parent/Biracial Committee Director of Student Affairs Parent/Biracial Committee CTA President/Teacher-Central Elementary Board of Education School District Psychologist D.A.R.E. Officer CTA/Teacher-Ridgeroad Middle School Parent Teacher-Lakewood Middle School Counselor-Boone Park Elementary Parent/PTA Council 1 3 PROHIBITED CONDUCT AUG 1 8 1995 Ofifc e of DesegregatioMno rntonng FBJ Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation, and various other influences that result from student misbehavior. Certain student actions are beyond the definition of acceptable student behavior and are therefore prohibited in school. Prohibited conduct includes, but is not limited to the following: 1. Disregard for directions of teachers or administrators. 2. Disregard for directions of bus driver, lunch aides, or other authorized school personnel. 3. Disruption and/or interference with the normal and orderly conduct of school and school sponsored activities. 4. Behavior that involves indecent and/or immoral acts. 5. Wagering or any form of gambling. 6. Physical abuse, assault, insult or threatened physical abuse to a school employee. 7. Physical abuse, assault, insult or threatened physical abuse to another student or any other individual. 8. Possession of knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous instrument. 9. Possession of alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy\nor using, under the influence, offering for sale, selling, or buying alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10. Destruction of or the attempt to destroy school property. 11. Stealing or the attempt to steal school property or the property belonging to another individual. 12. Cheating or copying the work of another student. Page 1 of 2 PROHIBITED CONDUCT FBJ 13. Failure to abide by attendance rules. 14. Excessive tardiness to class. (Secondary use only) 15. Use of profanity, vulgar language or obscene gestures. 16. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 17. Engaging in verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statement to other students, school personnel or other individuals. 18. Hazing includes subjecting students to indignity, humiliation, intimidation, social or other ostracism, shame or disgrace. 19. Gang Related Activities include belonging to or participating in secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities. Clothes, jewelry, hand signs, and other symbols of gangs and gang membership are not permitted. 20. Sexual harassment. The School District reserves the right to establish rules in addition to those listed above and to punish those who are guilty of their violation. Punishment may include detention study hall, suspension, expulsion or referral to the police. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 2 of 2 DISORDERLY ACTIVITIES FBM Disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Page 1 of 1 DISRUPTION OF SCHOOL FBQ No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption or obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonable certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction is reasonably certain to result from his/her urging. Any student who threatens a teacher or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher, will be scheduled by a building administrator as soon as possible following the incident. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 1 of 1 DRUGS AND ALCOHOL FBO The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances. Further, the North Little Rock School District supports a comprehensive program approach which includes, prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. The services of a certified drug/alcohol counselor are available at no cost to District students and parents. This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus}, or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To posses, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. Page 1 of 2 DRUGS AND ALCOHOL FBO 1. First violation: The student shall be suspended to the North Little Rock Boys and Girls Club for a minimum of ten (10) school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. 2. Second violation: The student shall be expelled for the remainder of the school year. B. Selling or buying on school property any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. ( 1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/ drug counseling may be grounds for expulsion. Page 2 of 2 EXPULSION FBT The Board of Education may expel a student for the remainder of the school year for conduct it deems to be of such gravity as to make short-term suspension or other disciplinary action inappropriate or where it finds that the student's continued attendance at school would be disruptive to the educational program or would pose unreasonable danger to other students or staff members. (Arkansas Statute 80-1516) The Superintendent of Schools, or his designee, shall give written notice to the parent or legal guardian that he has recommended to the Board of Education that the student be expelled for the remainder of the school year. The notice shall be sent by registered or certified mail to the address shown on District records. The notice shall contain a statement of the reason(s) for the recommendation and shall reflect the date, hour, and place where the Board will hear and act upon the recommendation. The hearing shall be conducted not less than three calendar days nor more than seven calendar days following the date of the notice, except that the Superintendent and the parent or legal guardian may agree to a date not conforming to this limitation. The President of the Board or other designated Board member shall preside at the hearing. The student shall be entitled to representation by legal counsel. The hearing shall be held in open session of the Board unless the parent requests that the hearing be conducted in a meeting that is closed to the public. During the hearing, the Superintendent or designee will present evidence, including the calling of witnesses, that gave rise to the recommendation of expulsion. The student, or representative, may then present evidence, including the statement of persons with knowledge of events or circumstances relevant to the charges made by the Superintendent. Formal cross-examination will not be permitted. Questions of clarification, however, may be raised by any member of the Board, the Superintendent, or designee, or the student or his/her representative. The presiding officer shall decide in case of question about the appropriateness or relevance of any question asked by any participant. Act 567 of 1995 requires expulsion from school for a period of not less that one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 SAFETY REGULATIONS BICYCLES/MOTORIZED VEHICLES FCF Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive automobiles. Licensed students in grades nine through twelve are permitted to drive automobiles to school. In order to have the privilege of driving any motorized vehicle, the student must complete a registration form provided by the school. All vehicle drivers must obey the following rules: 1. Observe all traffic regulations required of automobile drivers. 2. Ride single on bicycles and motorcycles. Safety helmets must be worn by riders of motorcycles. 3. Park in designated places and leave the area immediately. Students should not return to their vehicles during the day for any reason unless authorized to do so by school personnel. Bicycles, motorcycles, or automobiles may not be driven (or ridden) during the school day unless student has properly signed out in the office and is departing the campus 4. Prohibited substances, items, and weapons found in a vehicle parked on a school campus will subject the driver of the vehicle to all penalties described by policies. The school cannot be responsible for stolen or damage to property\ntherefore, students are encouraged to use locks. Page 1 of 1 STUDENT DRESS AND GROOMING FBD The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all time. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed. 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No caps, hats, or sunglasses will be worn in school building(s). These items are best left at home. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If in the judgement of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Page 1 of 1 SUSPENSION FROM SCHOOL FBS The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplinary reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: 1. Violates school policies, rules, or regulations. 2. If guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations will likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact involving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: 1. The student shall be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the opportunity to present his/her facts or opinions. 3. If the school official finds the student guilty of the misconduct, a suspension may be imposed. 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an Page 1 of 2 SUSPENSION FROM SCHOOL FBS incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined as, \"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. 6. The parent(s) or legal guardian(s) of a student shall have the right to appeal a building level decision as outlined in the student handbook section, \"Complaints, Problem Solving, and Appeal Procedures.\" Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. If a student is assigned to SAC three times in a given school year, any subsequent serious misbehavior will result in that student being suspended off-campus (Boys' Club, Alternative School or home) for a maximum of ten (10) days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students has been established for suspension of students who are identified as having severe discipline problems. While under suspension, students shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Absence from school due to off-campus suspension shall be treated as an unexcused absence. Page 2 of 2 WEAPONS AND DANGEROUS INSTRUMENTS FBP No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a knife, razor, ice pick, explosives, mace, pepper spray, tear gas, pistol, rifle, shotgun, pellet gun, or any other instrument or substance capable of causing bodily harm. Act 57 of 1994 prohibits any minor under the age of eighteen (18) from possessing a handgun and sets the criminal penalty for possessing a handgun on a school campus, on a school bus, or at a school bus stop. Violation of this state law is a Class D felony with no provision for a suspended or probated sentence. Students found in possession of a handgun will not be treated as a first offender. Act 567 of 1995 requires expulsion from school for a period of not less than one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 ABSENCES AND EXCUSES FADA The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instances parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal. 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students who have unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. A student who accumulates six (6) unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals will notify parents or guardians when students unexcused absences total three (3). Notification will be made by telephone (on the same day) or by mail (on the following day). Schools will notify the prosecuting attorney's office when students unexcused absences exceed six (6). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. Act 572 of 1995 amends Arkansas Code 6-18-222 related to school attendance. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. Because a student is required to be in attendance, days of suspension to the oncampus Student AssigQment Class (SAC) and/or the suspension class at the North Page 1 of 2 ABSENCES AND EXCUSES FADA Little Rock Boys and Girls Club are not counted as days of absence. A student who is exempted from compulsory school attendance (18 years of age or older) will not be permitted to enroll in school after the 6th day of the first semester or after the 6th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Arkansas Code 6-18-222 requires school districts to notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is authorized by state law to suspend motor vehicle operator's licenses of students under the age of eighteen ( 18) who are not enrolled in school. Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock Schools are in session. Secondary students who are found off school grounds without permission from the school will be transported to Argenta Alternative Education Center. Parents will be contacted for further action on the truancy. Page 2 of 2 ENTRANCE REQUIREMENTS FMB In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parents. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in the first grade of an Arkansas School District or a private school, but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 363 of 1993 amends Arkansas Code 6-18-208 as follows: (a) Prior to a child's admission to an Arkansas public school, a school district shall request the parent, guardian or the responsible person to furnish the child's social security number and shall inform the parent, guardian, or other Page 1 of 2 ENTRANCE REQUIREMENTS FAAB - responsible person that, in the alternative, they may request that the school district assign the child a nine (9) digit number designated by the Department of Education. (b) Prior to a child's admission to an Arkansas public school, the parent, guardian, or responsible person shall provide the school district with one ( 1) of the following documents indicating the child's age: ( 1) A birth certificate\n(2) A statement by the local registrar or a county recorder certifying the child's date of birth\n(3) An attested baptism certificate\n( 4) A passport\n(5) An affidavit of the date and place of birt\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_989","title":"Elementary School, Parent-Student Handbook","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":["North Little Rock School District"],"dc_date":["1989/1990"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Elementary School, Parent-Student Handbook"],"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/989"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1989-1990 ELEMENTARY SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS NORTH LITTLE ROCK SCHOOL DISTRICT Parent-Student Statement of Responsibility Student Name Date The statement below must be signed and returned to the homeroom teacher within one (1) week after the student receives the handbook. We have read the North Little Rock Parent-Student Handbook. We understand the District's discipline policies and realize that the student must adhere to these and to the other policies, rules and procedures contained in the Handbook. In the event that we are not entirely certain of some aspect of school policy, we will contact the principal for clarification. Student Signature Parent/Guardian Signature Date State law (80-1629.6-80-1629.8) requires documentation of student and parent receipt of student discipline policies. This document will become part of the student's file. (over) Emergency Procedure Information Date ____ Student's Name _______________ _ Date of Birth -----------------~----- Address ______________ Home Phone ____ _ In case of emergency, illness or accident to the student named above, the school is authorized to proceed as indicated. Number below in order of desired action. __ Contact parent at number listed above. __ Contact iather at Business Name Phone __ Contact mother at ___________________ _ Business Name Phone __ Contact other ____________________ _ Name Phone Physician's Name _______________ Phone ____ _ Hospital Preference ____________________ _ Signature of Parents or Guardians: Mother's Signature Father's Signature Student's Signature It is very important that this be returned to the school office as soon ~ possible. ELEMENTARY PARENT-STUDENT HANDBOOK NORTH LITILE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1989-1990 ADMINISTRATIVE OFFICES 2700 POPLAR STREET Dear Students and Parents, The North Little Rock School District is recognized as a quality educational institution. Sound academic programs, great variety of offerings, special programs to meet student needs and strong school spirit have led to educational excellence in our schools. Excellence has been maintained through the outstanding support and cooperation of the students and patrons of our school district. I thank you for that support and cooperation and look forward to a continued good working relationship. This handbook has been provided so that you will better understand the purposes, policies, and regulations of the North Little Rock School District. It is important that you familiarize yourself with the total contents and that the handbook be retained for reference from time to time. If you have questions regarding information included in the handbook or any other matter, please contact the principal's office. We welcome suggestions that will help make the North Little Rock Schools even better. I hope that this school year is a happy and productive one for you. Sincerely, ~~~ James Smith Superintendent of Schools bja P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501 /758-1760 ASSURANCE OF COMPLIANCE WITH CIVIL RIGHTS RESPONSIBILITIES The undersigned superintendent for the North Little Rock School District in Pulaski County, assures the Director, General Division, Arkdnsas Department of Education, that all Schools within the District are in complidnce with the following Civil Rights Regulations as stated: ********* Title VI, Section 601, of the Civil Rights Act of 1964 No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Title IX, Section 901, of the Education Amendment of 1972 No person in the United Stdtes shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Section 504 of the Rehabilitation Act of 1973 No otherwise qualified handicdpped individual in the United States ... shall, solely by reason of handicap, be excluded from the participation in, be denied the benefit of, or be subject to discrimination under any program or activity receiving Federal financial assistance. This is to certify that the District's Civil Rights Coordinator is: Name: Bobby Acklin Telephone: Address: 2700 Poplar Street (P. 0. Box 687) North Little Rock, AR 72115 758-1760 ~,l) Sj,gnature r{ kkd of Superintendent Date 1 COMPLAINTS AND PROBLEM SOLVING A good communication link between the school and the home is necessary if students are to receive the maximum benefits from the educational opportunities available to them in the schools of North Little Rock. Good communication results from open, frequent and objective dialogue among students, teachers, parents and school administrators. Most school problems are the result of poor communication among the parties involved. Proper communication, therefore, usually solves most, if not all, problems that are related to the school. In order to ensure that problems are discussed and solved as quickly and fairly as possible, the following procedure is to be employed in the North Little Rock School District. If a parent becomes concerned about a problem at the classroom level, the parent should make an appointment with the teacher and thoroughly discuss the matter. Most problems are solved at this level. Should the problem not be solved through discussions with the teacher, or if the problem is not related to classroom activities, the parent should contact the principal for further attempts to find a workable solution. If the parent is not satisfied with solutions offered at the building level, the matter may be appealed to the appropriate educational director or assistant superintendent at the District Administrative Office. The phone number is 758-1700. After other appeals have been exhausted, the parent may appeal to the Superintendent of Schools. The Superintendent may uphold, overturn or modify decisions made by other District administrators. An appeal of a decision by the Superintendent may be heard only by the School Board while an official meeting of the Board is being held. North Little Rock School District 1989-90 Calendar s M I w I E s s M I w I E s August January 1 2 3 4 5 H 2 3 4, 5 6 6 7 8 9 10 11 12 Au1, 18, 22, 23, 2 7 8 9 10 11.121 13 13 14 15 16 17 SD 19 staff development 14 W (16 17 18 19 20 20 W SD SO SD W 26 Au. 21, 25, teacher work day 21 22 23 24 25 26 27 27 (28 29 30 31 Au, 28, first school day 28 29 30 31 September Sept. , Labor Day February 1 2 1 2 3 3 H 5 6 7 8 9 Oct. 12-13, IIEA Met tings 4 5 6 7 8 9 10 10 11 12 13 14 15 16 11 12 13 14 15 16 17 17 18 19 20 21 22 23 Nov. 6-10, dismiss early for parent conferences 18 so 20 21 22 23 24 24 25 26 27 28 29 30 Nov. 23, Thank.s1ivin1 Day 25 26 27 28 October Dec. 21-Jan l March 1 2 3 4 5 6 7 Winter Holidays 1 2 3 8 9 10 11 H H 14 Jan. l, New Year's Day 4 5 6 7 8 9 10 15 16 17 18 19 20 21 11 12 13 14 15 16) 17 22 23 24 25 26 27] 28 Jan. 15, teacher work day 18 [19 20 21 22 23 24 29 [30 31 Feb. 19, staff development 25 28 27 28 29 30 31 (no school) November March 26-30, dismiss early April 1 2 3 4 for parent conferences 1 SBSB SB SB SB 7 5 e 7 8 9 10 11 8 9 10 11 12 13 14 12 13 14 15 16 17 18 April 2-6, Spring Break 15 16 17 18 19 20 21 19 20 21 22 H H 25 April 15, Easter 22 23 24 25 26 27 28 26 27 28 29 30 May 28, Memorial Day 29 30 December June 1, Teacher work day May 1 2 1 2 3 4 5 3 4 5 6 7 8 9 6 7 8 9 10 11 12 10 11 12 13 14 15 16 13 14 15 16 17 18 19 17 18 19 20 H H 23 20 21 22 23 24 25 26 24 H H H H H 30 27 H 29 30 31] 31 June KEY w 2 w Teacher Workday, Student Holiday 3 4* s s r a 9 SD Staff Development Day, Student Holiday 10 11 12 13 14 15 16 H Holiday for Students and Staff 17, 18 19 20 21 22 23 [ Begin Nine Weeks Period 24 25 26 27 28 29 30 ] End Nine Weeks Period SB Spring Break *Days to be used as make-up days in case of inclement weather Table of Contents Absences and Excuses ............. . Academic Skills Development Plan Conferences Arrival/Departure Time ............ . Arkansas School Laws Governing School Attendance .    North Little Rock School Board Policy Pertaining to School Attendance Behavior at School Activities Bus Conduct . , ..... . Care of School Property .. Change of Address ..... Communicable Disease Conduct To and From School . . .. Contact With Students While at School Corporal Punishment ......... . Demonstrations and Disorderly Activities Detention ............ . Discipline for Handicapped Students Drugs and Alcohol ....... . Electronic Communication Devices Emergency Phone Numbers Entrance Requirements .. Expulsion ....... . Field Trips ...... . Gifted/Talented Education Guidance Services. Handguns ....... , Health Services .... . Homebound Services   Homework/Independent Study Skills Injuries/Illnesses at School Leaving School During School Day Lost and Found ... Magnet Schools ....... How to Apply for Magnet School Enrollment M - to - M Transfers  . . . .    How to Apply for M - to - M Transfer Make Up Work .... , .. , . ,  Medication ....... Notes from Parents Regarding Absences Parent-Teacher Association Physical Education Promotion/Retention .. Public Display of Affection Religion in Schools .. Reporting Student Progress  Safety Regulations--Bicycles/Motorcycles/Other Vehicles Schedules ....... School Breakfast .. School Closing In Inclement Weather School Lunch .... School Supplies ..... Search, Seizure and Interrogation Seasonal Parties .... Special Education .... Student Assignments . . .     Student Behavior--Prohibited Conduct Student Dress and Grooming Student Insurance. Student Records  Student Suspension Tardies Telephones Testing Program . Textbooks . Tobacco and Tobacco Products Transfers . Visitors Weapons and Dangerous Instruments Yearbook 1 1 1 2 3 3 3 3 4 4 4 4 5 5 5 5 5 6 6 6 7 7 8 8 8 8 8 8 9 9 10 10 10 10 11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 14 15 15 16 16 16 17 18 18 18 18 18 18 18 19 19 Absences and Excuses The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instance parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal 3. When the student is on official school business. When a student returns to school after being absent, he/ she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students having unexcused tardies or absences shall be disciplined accordingly. No make up work shall be allowed if the absence is unexcused. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused and no make up work shall be allowed. An elementarys tudenti s not permittedm ore than twenty-four( 24) absencesd uring the school year including excused and unexcused absences. Exceptions will be granted only by the principala fter consultationw ith teacher,g uidancec onsultanta nd othersw ho have knowledgeo f the circumstancesI.f a studente xceedst wenty-four( 24) absencesd uring a school year, and no exception is granted, then the student may be retained in that grade for the next school year. Excessive absences or patterns of absences may result in court action being taken against the parent. Academic Skills Development Plan Conferences Act 474 of the Arkansas General Assembly requires conferences to be organized and held by the public schools with the parents, guardians or persons in loco parentis of students in grades three, six and eight who failed to master the state's minimum performance test. The school district shall evaluate students and develop academic skills development plans to assist students in achieving mastery of the basic skills in subject areas where performance is below mastery. The conferences will be held by the end of October each school year to review the academic skills development plans. Arrival/Departure Time Ideally, students should not arrive at school more than 10 minutes before school opens (or before bus departure time) except to participate in scheduled activities. The District recognizes that this ideal cannot always be realized oo--,auseo f family schedules\nhowever, because children must have the security of supervision, absolute limits must exist as to when the school will assume responsibility. The North Little Rock School District assumes this responsibility up to 30 minutes before school hours for students who do not ride a bus to another school and up to 15 minutes for those who do. Students should vacate the school grounds immediately after school. Bus students should vacate the grounds immediately upon arrival at the home base school. Parents must make other arrangements outside these limitations. Arkansas School Laws Governing School Attendance Arkansas school laws pertaining to school attendance are found in the following acts: (Act 60-1983 and Act 1069-1985) SECTION 1. The public schools of any school district in this State shall be open and free through completion of the secondary program to all persons between the ages of five (5) and twenty-one (21) years whose parents or legal guardians are domiciled in the district and to all persons between those ages who have been legally transferred to the district for education purposes. Any person eighteen (18) years of age or older may establish a domicile separate and apart from his or her parents or guardians for school. attendance purposes. SECTION 2. The minimum age for enrollment in public school kindergarten shall be age five (5) on or before October l of the year of initial enrollment. Provided, any student who has been enrolled in a kindergarten program in another state for a period of not less than sixty (60) days, who will become five (5) during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon the written request of the student's parent or guardian. SECTION 3. (a) Every parent, guardian or other person residing within the State of Arkansas having custody or charge of any child or children of age seven (7) through sixteen (16), both inclusive, shall send such child or children to a public, private or parochial school under such penalty for noncompliance as shall be set by law. Provided, however, this Section shall not be applicable to any child who has received a high school diploma or its equivalent as determined by the State Board of Education. (b) The State Board of Education shall adopt rules and regulations for the implementation of this Act, which shall provide that any parent or guardian of a child aged five (5) on or before October l of any school year shall have the option not to enroll such child in kindergarten in that year. Any six year old child who has not completed a kindergarten program prior to initial enrollment in a public school district shall be evaluated by the district and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the district's kindergarten program. (Act 60-1983) SECTION 4. The Board of Directors of each school district in the State shall adopt student attendance policies. Each school district shall, as a part of its six-year educational plan, develop strategies for promoting maximum student attendance, including, but not limited to, the use of alternative classrooms and in-school suspensions in lieu of suspension from school. A student attendance policy may include excessive unexcused absences as a mandatory basis for denial of promotion or graduation. (Act 1069-1985) 2 North Little Rock School Board Policy Pertaining to School Attendance Every child who resides within the North Little Rock School District who is at least seven (7) years of age and not more than seventeen (17) years of age, and who is not legally exempt from this requirement, shall attend public school in the District or in some other public school district to which the student may legally be transferred. The following are exempt from the compulsory attendance law: 1. One who attends a_ recognized private, parochial or home school, 2. One who, because of a physical or mental handicapping condition, attends a special school, 3. One who has been suspended or expelled in accordance with the requirements of law, and 4. One who has graduated from high school. Truancy is the unlawful absence from school. Arkansas law holds parents or guardians legally responsible for insuring that children who are subject to the compulsory attendance law do attend school on a regular basis. The Board expects school administrators to seek strict enforcement of laws relating to school attendance. Principals shall see that charges are filed against parents or guardians when attendance laws are broken. Prior to the filing of charges, parents shall be warned in writing that such charges will be filed if their child's attendance does not comport with the law. Behavior at School Activities Students attending school sponsored activities, on-campus or off-campus, shall be governed by school district rules and regulations and will be subject to the authority of school district personnel. Failure to obey rules and regulations and/or failure to obey reasonable instructions of school personnel may result in loss of eligibility to attend school sponsored events. Failure to comply with District rules and regulations may also result in disciplinary action applicable under the regular school program. Bus Conduct Since the school bus is an extension of the classroom, students shall be required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. When a student does not conduct himself /herself properly on a bus, such instances shall be brought to the attention of the building principal by the bus driver. The building principal shall inform the parents immediately of the misconduct and seek their cooperation in controlling the student's behavior. The principal shall discipline guilty students as deemed appropriate. A student who becomes a serious disciplinary problem on the school bus may have transportation privileges suspended or terminated. In such cases, the parents of the students involved shall become responsible for seeing that their children get to and from school. Care of School Property Deliberate destruction or damage to school property will result in payment for loss, as well as other disciplinary action which may include police involvement. Careless destruction or damage may result in a requirement to pay damages. 3 Change of Address It is the parent's responsibility to keep addresses current in the school office. Communicable Disease The Board of Directors hereby authorizes the Superintendent to make determinations on the exclusion of a student/individual suffering from a reportable disease, as defined by the Arkansas Department of Health, on a temporary basis not to exceed ten (10) school days. ,!'\\n exclusion longer than ten (10) days shall be brought before the Board of Directors immediately for a determination on the individual's status. Before any official action is taken by the Board for an exclusion longer then ten (10) days, the individual shall be provided an opportunity for a hearing before the Board of Directors upon appropriate notice. Students/individuals excluded for reason of infectious/ communicable disease shall be readmitted by one or more of the following methods as determined by the State Department of Health: 1. By permit for readmission issued by the State Department of Health. 2. After a period of time corresponding to the duration of the communicability of the disease .as established by the State Department of Health. 3. By application to the School Health Advisory Committee and upon the recommendation of the School Health Advisory Committee. Conduct To and From School School officials may take disciplinary action against any student who does not exhibit proper personal conduct while traveling to and from school. Walkers must cross street only at crosswalks and must obey the crossing guard. Students should walk facing oncoming traffic. Contact With Students While at School In case of question about the legal custody of a student, the principal shall require the necessary documentation in order to make a valid determination of who has custody and what, if any, limitations are imposed. In cases of estrangement where legal custody has been afforded a parent, or where other legal restrictions have been decided, it shall be the responsibility of the custodial parent to make such information known to the princi-pal. Estranged parents may visit with students during school hours with consent of the parent holding legal custody. Without such consent, visits shall be in the presence of the principal. If the police, SCAN, or family service agencies wish to contact students for the purpose of obtaining information, the principal shall cooperate. If removal from school is requested, the principal shall inform the parent or legal guardian prior to any release of custody of the student. If the principal is presented a subpoena by a police officer, he/she must release the student with or without communication with the parent or legal guardian. 4 Corporal Punishment Reasonable corporal punishment may be used as a means of preserving an effective learning environment. When used, corporal punishment shall be moderate and shall be used solely for the purpose of changing student behavior. Corporal punishment shall be administered in the District in accordance with the following guidelines: l. Students shall not be paddled in the presence of other students. 2. Paddling may be done by a building administrator. At least one other certified staff member must be present when corporal punishment is administered. All paddling must be administered in the administrative offices. 3. The student shall be informed of the offense and be afforded an opportunity to explain his/her actions before corporal punishment is administered. 4. The District shall respect the wishes of parents who formally notify the school that they do not want their child disciplined by paddling. Other discipline measures, including suspension, may be employed if parents do not want corporal punishment used. 5. If used, paddling will be administered to the buttocks only. 6. A written record of the date, nature and reasons for the corporal punishment shall be made and retained by the principal. Demonstrations and Disorderly Activities Demonstrations and disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such demonstration activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Demonstration and disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Detention Elementary and secondary school principals may establish student detention (D Halls) as a means of discipline to preserve an effective learning environment. Detention may be used before and/ or after regular school hours. Parents shall be notified in advance that early/late detention has been assigned and shall assume responsibility for student transportation. Discipline for Handicapped Students Handicapped students who engage in misbehavior are subject to normal school disciplinary rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. Drugs and Alcohol This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. 5 It shall be a violation of policy for any student: 1. . To sell, supply, or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To possess, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) First violation: The student shall be suspended off-campus for ten school days\npolice may be called\nproof of professional help is required\nand parental conference is required prior to readmission. (2) Second violation: the student shall be expelled for the remainder of the school year. B. Selling any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/drug counseling may be grounds for expulsion. Electronic Communication Devices The North Little Rock School District will enforce Act 146 of 1989, which prohibits elementary and secondary students from possessing paging devices or electronic communication devices on school campuses. Emergency Phone Numbers Emergency phone numbers where parents can be contacted are to be provided for each student enrolled in the school. It is the parent's responsibility to keep these numbers current and up-to-date. Entrance Requirements In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than (i() days, who will become five during the school year in which he is enrolled 6 in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any publi~ school in the state shall be age six on or before October l of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher and the child's parent/s. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in a first grade of an Arkansas School District or a private school but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October l of that year. A student entering a school in the District for the first time shall submit a copy of his/her birth certificate. Official enrollment shall not be completed until this requirement is met. When a student moves into the District from attendance in an accredited school, he/she shall be placed in the same grade that would have been assigned in the former school. Students who have attended an unaccredited school shall be evaluated by the District and proper grade placement determined. Arkansas law requires that all students be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whooping cough) and red (Rubeola) measles. Students who do not comply with this requirement shall be excluded from school enrollment. A student entering a school in the District for the first time shall submit a copy of his/her immunization record. Expulsion The Board of Education is authorized to expel a student for the remainder of the school term: 1) for conduct that is deemed to be of such gravity as to make a relatively short temporary suspension inappropriate, 2) when the Board finds that the student's continued attendance at school would be unacceptably disruptive to the educational program, or 3) when continued attendance would present unreasonable danger to other students and faculty members. Arkansas Statute 80-1516 provides that directors of a school aistrict may exclude students for immorality, refractory conduct, insubordination, infectious disease, habitual uncleanliness or other conduct that would tend to impair the discipline of the school or harm the other students. Field Trips A field trip is defined as any organized educational experience outside the classroom involving travel. Written parental consent must be obtained for each field trip. 7 Gifted/Talented Education A program of gifted/talented education is provided for those students who require differentiated activities and services beyond those normally provided in the regular school program. Students who are above average in ability, task commitment and creativity may be considered for the program. Students must exemplify an interaction of these three traits. Referral for consideration to receive services through the gifted/talented program may be made to the principal by school personnel, parents, peers or the student. The decision for placement is made after all available data are reviewed by a referral/ph1r.ement committee. Guidance Services The North Little Rock School District maintains a guidance program in its elementary and secondary schools consistent with state and North Central Association regulations. The program provides counseling for students, parents and school personnel relative to students' academic progress, behavior and personal matters. Parents and students are encouraged to seek guidance services at any time. Handguns The North Little Rock School District will enforce Act 649 of 1989, which prohibits minors from possessing or carrying handguns. In Section I, a handgun is defined as, \"a firearm capable of firing rimfire ammunition or centerfire ammunition, which is designed or constructed to be fired with one hand:' Health Services Health services by the school nurse are primarily inspectional rather than diagnostic in nature. Students are routinely screened for hypertension in the 10th grade. Screening for vision and hearing is conducted for new students and is available for others at teacher and/ or parent request. Students receiving special education services may be screened more often depending upon the date of their last comprehensive evaluation. Secondary students participating in interschool competitive athletics, including Special Olympics, are required to pass a physical examination each year BEFORE being allowed to take part in such sports. Free physical examinations are provided at the beginning of the season for all students participating in such sports. Examinations conducted by family medical doctors at parents' expense will also be accepted. Homebound Services Students with medical conditions certified by a medical doctor which will require them to be absent from school for four or more consecutive weeks are eligible for homebound services. Application forms need to bf' completed as far in advance as possible and are available from Special Services. (771-6123) Homework/Independent Study Skills Recognizing that homework is a flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making this type of assignment: That parent-student understanding of the necessity for homework is desirable. That homework shall be within the limits of individual student ability. That, within the limits of good judgment, homework should vary gradually from fairly light (no more than 15-30 minutes per day) in grades 1-3 to fairly heavy (no more than 60-120 minutes per day) in grades 10-12. 8 That teachers, particularly at the secondary level, shall, at all times, be aware of the student's problem of multiple assignments. That homework, to be purposeful and worthwhile, should, in all probability, vary from day to day depending upon the needs of the students. That the availability of study materials such as reference books at home be considered in assigning homework. The following guidelines for homework and the development of students' in - dependent study skills will be observed in making homework assignments: Assignments will be considered as an extension of the classroom instruction for the purpose of either independent skill practice for mastery or for review of previously mastered skills/ concepts. Assignments will not involve skills/ concepts which have not been previously taught. Assignments to achieve mastery of new skills/ concepts will follow guided practice to ensure that the learner can successfully practice the skills/ concepts accurately. Maximum use of classroom time for input and supervised study should be planned for each lesson. Some homework assignments can best be accomplished during supervised study conducted as part of the allotted instructional period. Assignments will be designed to provide short, frequent practice sessions focused on small segments of learning while maintaining maximum meaning for the learner. Assignments will be made which address common needs of groups of learners and specific needs of individuals rather than automatically assigning common homework to all learners without regard to the individual learner's need. Immediate feedback should be given to the learner whenever possible. Injuries/Illnesses at School When a student is injured in the school building or on the school grounds, the parent will be called immediately. The student may be taken to the family doctor if parents have rr.~de emergency numbers and the name of the family doctor available. When a student becomes ill at school, the parent is called immediately. The student will remain in the health room until the parent can check the student out of school. If contact with the parent cannot be made, the principal and teacher will do what is expedient and safe for the injured and/or seriously ill student, which may include taking/ sending the student to the emergency room of a hospital. The school assumes no responsibility for treatment. Leaving School During School Day If at any time during the school day it becomes necessary for a student to leave school, the student must report to the office to obtain permission from both a parent or guardian and a school official. The check-out sheet must be signed by the parent/guardian/ parent designee or a school official. Parent designee must be documented by a written statement from parent/ guardian. Any student arriving at school after the tardy bell or returning after an absence during a part of the school day must report to the office to get permission to return to class. Only those students who Jive within walking distance (five blocks) and have written parental consent may be granted permission to go home for lunch. 9 Lost and Found Students are encou_raged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. Magnet Schools Six magnet schools located in Little Rock are available for North Little Rock students. Each offers one or two areas of specialization for students of all ability levels. Magnet schools offer highly-trained staff members and enriched learning activities. Optional enrollment is open to all students, kindergarten through grade twelve. Registration is on a first-come/first-served basis. Once enrolled, a student has priority to continue attending the magnet school, until he or she chooses to transfer to another magnet school or back to the assigned school in North Little Rock. The Arkansas Department of Education provides transportation to and from school for students who attend magnet schools. Pick-up points will be announced at a later date. How to Apply for Magnet School Enrollment Fill out one application for each child. Place in a stamped envelope and mail to: Magnet School Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. M-to-M Transfers The plan approved by the U.S. District Court allows for majority-to-minority (Mto- M) transfers among the three Pulaski County districts (North Little Rock, Little Rock and Pulaski County School Districts.) A student who is enrolled in a district in which his or her race is predominant may enroll in any district and school in the county in which his or her race is in the minority, provided that school offers appropriate programs for the student's needs at his or her grade level. Therefore, any white student in the North Little Rock School District (which is predominantly white) may elect to attend any school in the Little Rock School District (which is predominantly black.) The Arkansas Department of Education will provide transportation from predetermined pickup points for students who participate in the Mto- M transfer plan. 10 How to Apply for M-to-M Transfer Fill out one application for each child. Place in a stamped envelope and mail to: M-to-M Tran~fer Office, North Little Rock School District, P.O. Box 687, North Little Rock. AR 72115. Applications may be obtained by calling 758-1760. Appncations are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. Make Up Work A student who misses school due to an \"excused absence\" shall be afforded the opportunity to submit make up work. Following the absence, the teacher and student shall make arrangements for completion of the assignments. In order to receive credit, all work must be completed within the prescribed time. A student who misses school due to an \"unexcused absence\" shall not be afforded an opportunity to submit make up work for credit. Medication Written parent consent is required for the school to administer any medication. A medication consent form should be completed, even for medication given on a temporary basis. Prescription and non-prescription drugs must be brought to the school office in the original container stating the dosage and method of administration. Reasons for the medication must be clearly stated. All medication, including non-prescription drugs, will be kept in the principal's office and will be administered by designated school personnel. Students are encouraged not to possess any non-prescription drugs. (Possession of illegal drugs is addressed in the School Board Policy on Drugs and Alcohol FBO.) Notes from Parents Regarding Absences To be readmitted to school, a student shall bring a note from a parent or legal guardian stating the reason for the absence and the dates of the absence. Notes will be presented to the appropriate staff member. If a note is not received on the day of the return, the student will be readmitted to class with an unexcused absence. Parent-Teacher Association Parents are encouraged to join and participate in Parent-Teacher Association activities. Elementary Parent-Teacher Association meetings are usually held on the second Thursday of each month. 11 Physical Education Each elementary student shall be required to participate in physical education activities unless a doctor's statement is on file in the principal's office recommending that the student be excused from this activity. Any student who has religious objections to certain activities in the physical education program will be allowed to substitute other activities. Religious objections must have supportive documentation. Upon written request from the parents, a student may be excused from physical education activities on a temporary basis due to illness or injury. Promotion/Retention Generally, students will progress according to their chronological ages. Retention must be substantiated by a student's records. The principal and teachers will confer with the parents regarding student retention. Public Display of Affection Public display of affection is considered inappropriate behavior. Failure to abide by this rule may result in disciplinary action. Religion in Schools The Board respects the sincere religious beliefs of all students and staff members. The Board believes that teaching about religion, as it relates to a study of the historical development of civilization is appropriate. Moreover, it is proper for teachers to enumerate and emphasize the generally accepted moral and ethical principles of the different religions. Teachers shall not, however, evaluate, advocate or place values upon any particular religion or religious belief. No student shall be required to participate in programs or activities which are contrary to the tenets of his/her religion. Speakers who are affiliated with religious organizations shall be allowed to speak in schools only upon the approval of the Superintendent of Schools. The Superintendent's decision shouid be guided by the following considerations: The presentation is designed for all students who might attend the assembly or meeting. The presentation does not advocate the beliefs of any denomination, religious group or faith. The presentation does not encourage students to attend worship services or activities associated with specific denominations or beliefs. Reporting Student Progress Report cards are issued to students at the end of each nine week grading period. Written interim reports will be sent home to parents if a student's performance is unsatisfactory. Grades issued in subject areas are O-Outstanding (95-100% ), M-Mastery (85-94%), S-Satisfactory (80-840Jo) and U-Unsatisfactory (below 80%). Grades shall be based on many factors such as: tests, class assignments, class participation and special projects and contributions. Students are also graded on behavior, work habits and social growth. 12 Formal parent-teacher conferences are held after the first and third nine weeks' grading periods. Parents receive the report cards at the conferences. If a parent does not attend a conference, the report card will be sent home with the student. Report cards for the second and fourth grading periods will be sent home after the grading periods end. Parents are encouraged to confer with teachers and administrators throughout the year concerning the progress of students. Appointments should be made through the school office. Safety Regulations - Bicycles/Motorcycles/ Other Vehicles Students may ride bicycles to school. Motor vehicles are not allowed. Bicycle riders must: 1. 2. 3. 4. Walk bicycles while on the schoolground to minimize the possibility of accidents. Observe the same traffic regulations required of automobile drivers. Ride single on the bicycle. Park in designated places and leave the area immediately. Bicycles may not be ridden during the day. 5. Skate boards and scooters should not be ridden on the school grounds. The school cannot be responsible for stolen bicycles\ntherefore, students are encouraged to use locks. Schedules Assignments to classes are based on available data and are generally expected to be permanent. If errors or changes in student enrollment should occur, the school staff will approve appropriate changes. School Breakfast Breakfast will be served in all elementary schools. In the case of late school openings because of inclement weather, breakfast will not be served. Students may pay on a daily basis in the breakfast line. The first school day of each week, reduced price and paying students may go to cafeteria before school and pay for any number of meals desired but not less than one week. School Closing In Inclement Weather Weather conditions sometimes force the cancellation or alternate scheduling of school. It is not always possible to provide in advance alternative plans and procedures for students to follow because of the varied circumstances of times and conditions that might arise. Therefore, the District administration is charged with the responsibility of making alternate plans, procedures and schedules as the weather conditions warrant and notifying students and parents through the means of broadcast and print media. The guiding principle will be the safety and welfare of the students. School Lunch Hot lunches are provided in the school cafeteria. Students are encouraged to participate in this nutritionally balanced program\nhowever, students may choose to bring a lunch from home. Students who have doctor verified milk allergies may have fruit juice with their lunch in lieu of milk. Each student who lives within five blocks of the school will be allowed to go home during the lunch period provided that a note is brought from the parents stating a desire 13 for a lunch permit to be granted. Students will not be excused to eat lunch anywhere else except at home, and only those students having a permit will be allowed to leave the school campus during the lunch period. The North Little Rock School District operates a lunch assistance program which complies with federal guidelines. Students may pay on a daily basis in the lunch line. The first school day of each week, reduced price and paying students may go to cafeteria before school and pay for any number of meals desired but not less than one week. School Supplies Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. Search, Seizure and Interrogation The District respects the rights of students' privacy and security against arbitrary invasion of their person or property. School officials do have the right, however, to search students and their property in the interest of the overall welfare of other students or when necessary to preserve order and discipline in the school. School authorities may conduct searches of student lockers, desks and automobiles when a reasonable cause exists to believe that stolen items or items prohibited by law or policy are contained in the area to be searched. School officials may seize illegal contraband, weapons or stolen property found in a search. The search of a student's person shall be conducted by a school official of the same sex and with an adult witness of the same sex present. Interrogations by Jaw enforcement authorities shall be conducted in private with the school principal or designee present. Efforts shall be made to have a parent or guardian present. In the event a parent or guardian cannot be present within a reasonable length of time, law enforcement officials shall be permitted to proceed with questioning. Seasonal Parties Seasonal parties are limited to two per year in the elementary schools. These are at Christmas and Valentine's Day. The Christmas party will be planned by the teachers and principal. The principal and teachers may work with parents in planning the Valentine's Day party. Other parties are at the discretion of the principal. Special Education A special education program is provided for handicapped students whose handicap-ping conditions result in educational deficits. Special education services are available for: l. Speech/Language handicapped 2. Learning disabled 3. Mentally retarded 4. Orthopedically handicapped 5. Emotionally disturbed 6. Severely/profoundly handicapped 7. Hearing or visually impaired 8. Other health impaired Referral for consideration to receive special education services may be made to the principal by teachers, administrators, parents, counselors and students. The decision for appropriate placement is made after all available data are reviewed by an evaluation/programming committee and appropriate school personnel. 14 Student Assignments School attendance zones for elementary, junior high school and high school students shall be established in accordance with the Federal Court ordered desegregation plan.  Students shall attend the schools as assigned by the District. If a family moves from one attendance zone to another during the final nine weeks of school, the students may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Students who establish residence in another school district may, at the option of the parents, continue enrollment in a North Little Rock school if the change in residence occurs within the final nine weeks of school. Student Behavior - Prohibited Conduct Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation and various other influences that result from student misbehavior. Certain students' actions are beyond the definition of acceptable student behavior and are, therefore, prohibited in school and while traveling to and from school. Prohibited conduct may include, but is not limited to the following: 1. Disregard of directions or commands of teachers, administrators, bus drivers or other authorized school personnel. 2. Disruption and/ or interference with the normal and orderly conduct of school and school-sponsored activities. 3. Behavior that involves indecent and/or immoral acts. 4. Wagering or any form of gambling. 5. Physical abuse or assault to a school employee, other student or any other individual. 6. Possession of a knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun or any other object that can be considered a weapon or dangerous instrument. 7. Using, offering for sale, or selling alcoholic beverages, any narcotic drug as defined by Arkansas law, or what the student represents or believes to be any substance prohibited by the district policy on Drugs and Alcohol. 8. Destruction of or the attempt to destroy school property. 9. Stealing or the attempt to steal school property or the property belonging to an-other individual. 10. Cheating or copying the work of another student. 11. Failure to abide by attendance rules. 12. Use of profanity, vulgar language or obscene language. 13. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 14. Engaging in verbal abuse such as namecalling, ethnic or racial slurs or using derogatory statements to other students, school personnel or other individuals. 15. Hazing. Hazing includes any willful act done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, intimidation, physical abuse or tt.reats of abuse, social or other ostracism, shame or disgrace. The School District reserves the right to establish rules in addition to those appearing in this policy and to punish those who are guilty of their violation. Punishment may include corporal punishment, detention study hall, suspension and expulsion. Any of these disciplinary actions may occur on the first offense or any sub~ 15 quent offense depending upon the nature of the situation and the age of the student involved in the situation. The student shall be informed of the offense and shall be afforded an opportunity to explain the actions before disciplinary action is taken. Student Dress and Grooming The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all times. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed: 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No hats or sunglasses will be allowed to be worn in the building. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If, in the judgment of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Student Insurance An accident insurance policy is offered to all students at the beginning of the school year on a voluntary basis. Parents may choose school day coverage or 24 hour coverage. Expenses above and beyond either policy covered by the student accident insurance will be assumed by the parents. Student Records Authorized school personnel shall have access to students' records. The parent or legal guardian shall have access to his child's records upon written request to the principal. If a student is 18 years old or older, he/she has the right to determine who, outside of the school system, may have access to his/her records. A student's records may be released to other school systems upon the written request of the parent or guardian, or student if he/ she is 18 years old or older. A student's records may also be released to other school systems upon their request, provided that notification is given to the parent or legal guardian, or student if he/she is 18 years old or older. Parents have the right to request that the school withdraw material from a student's record. Refusal by the school entitles the parent to a hearing to determine if material is 16 accurate and appropriate. If at the hearing, material is ruled to be accurate, material remains in the file, but parents may prepare a statement to be placed with the material stating their objection. Statement is to be made available with objectional material whenever access is permitted. Directory information may be made available for noncommercial uses by the school principal without the prior consent of the parent. However, at the beginning of each school year, the parent may request that all or part of such information not be made available. Directory information shall be defined as: Student's name Address  Phone number Parent's name Grade level School(s) attended  Activity participation  Height and weight, if member of athletic team  Dates of attendance  Honors and awards received Student Suspension The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. Within the scope of this policy, the school principal may suspend students for a peri-od of time not to exceed 10 days for any one action. The following guidelines are to be followed in imposing student suspensions: I. Suspensions are to be imposed only by the principal. 2. The principal shall advise a student who is to be suspended of the exact nature of the misconduct and shall give the student the opportunity to express his/her perception of the facts of the matter. 3. Suspended elementary students must be released only to the parent or guardian. 4. The parent or legal guardian and the Superintendent of Schools shall be given written notice of each suspension. The notice shall include the specific reason(s) for the suspension, its duration, the manner in which the student is to be readmitted to school and (if appropriate) the method through which the suspension may be reviewed or appealed. The notice shall be mailed to the parent or legal guardians at the address reflected on the student's records on the day the suspension is imposed. If a suspension exceeds four school days in addition to the day the suspension is imposed, the parent shall be notified of the right to have the decision to suspend reviewed by the Assistant Superintendent for Student Affairs. At the review, the student and the student's parent or legal guardian may make statements and present evidence. The Assistant Superintendent may sustain, revoke, terminate or otherwise modify the suspension. The student, parent of record, the principal and the Superintendent of Schools shall be notified of the Assistant Superintendent's decision on the day the review is completed. Students may be suspended for the violation of rules established by the school and within the scope of policies adopted by the Board. 17 Suspension imposed for periods of time in excess of 10 days shall be treated procedurally as an expulsion. All students returning to school at the expiration of a suspension must be accompanied by a parent or legal guardian. Tardies Promptness to class is necessary in order to maximize learning opportunities for all students. Students are, therefore, expected to be in class and ready for instruction at the appointed time. Excessive tardies will necessitate disciplinary action. Telephones School telephones are for school business only. Students will be called to the phone only in case of emergencies. Important messages will be delivered by office personnel. Parents desiring to talk with teachers should call the office and leave a phone number. The calls will be returned at a convenient time. When pay phones are available, use will be regulated by building rules. Testing Program Standardized tests are administered in grades two through six. In accordance with state regulations, minimum performance tests are administered to students in grades three and six. Textbooks The North Little Rock School District furnishes textbooks to all students and provides access to library books and other media materials. Loss or destruction of books or other media materials will result in payment to the school district. Tobacco and Tobacco Products Students shall not be permitted to have tobacco products (including matches and lighters) in their possession. This restriction applies to students at school, on school grounds, at bus stops, on school buses and/or at any school-sponsored event during or after regular school hours. Transfers The students of the North Little Rock School District will attend school according to assigned residence zones or as assigned under the Federal Court-ordered desegregation plan. The only exceptions are for medical or programming reasons. If a f arnily moves from one attendance zone to another during the final nine weeks of school, the student may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Visitors All visitors are required to register with office personnel. Classroom visitations should be arranged in advance through the principal's office. Student visitors in the classroom are strongly discouraged and should be permitted only after careful consideration by the building principal. 18 Weapons and Dangerous Instruments No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a firearm, knife, explosive device, or any other instrument or device capable of causing bodily harm. Expulsion from school may result and/ or criminal charges may be filed against any student who has possession of a weapon as described herein. Yearbook No commerciallyp reparedy earbooks hall be produceda t the elementarys chool level. 19\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1074","title":"Exhibits: Unitary hearing, Pulaski County Special School District, Volume I","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1998"],"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","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Court records"],"dcterms_title":["Exhibits: Unitary hearing, Pulaski County Special School District, Volume I"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1074"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit numbers 417-425\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n........ AO 187 (Rev. 1/80) ID DATE V V V V v v v V v- V v r -, V V V v V .j,/ EXHIBITS Identification No. ~ 2. \"It.=? Ir tt5 1'4'? ~ Mi\u0026lt;ID .+- II t+-t~ #, 1\"3 if I ~ 1'5 t. 11 ii\u0026gt; I 'a 11\\rlI I lf .lo I 1f ~ I 'i Rulings Offer/Rec'd) t Q _LfLG~ C. C. ~ 'i-1.\\~-3 C. ~ 4 C'J.l.j\n). i C, C. ' Ct~33 C.Y-~ ~ C:..X~31 L)\u0026lt;'S 0 vs. N LR.SD DESCRIPTION C. e, c.sso ' . ... + ... +~ t\"\"~ oi-+s \\.s -\\-~\\-c+\\'c. h ~ e.se~t'.C\"~ab'M .Pion Pc..u \\ 6 L.\\ \\ S~c ~s ~c.T\"\" h .. ~c,...\\...., r1-,,..i:,..~s. bR-C-~~-8t..l CAUSE NO. C. ubjectio 187  r\u0026lt;~v. I /80) GI ~J ~t y_k, b,-~5 Plft Deft) DATE I I EXHIBITS No. J Identification Rulings Offer/Rec'd) 3 C\n'f. 4~ c_ 44'5 c_ ~ '-l L/ l, \u0026lt;L.- ~ 14 '1 c., yg ci i./ \"tq ~'I, ~so ~ 1i'5\\ C.t 4S :l C l..{S:) e, L.{S'-1- C-i i 5'5 c_y.. i.\\S(p I C'j.'151 lci~s'6 lc.t4'5 I LRSD vs. DESCRIITION 0~ \" JI ll h I\\ 1, ) ' h l' l I' 1, l, ,, Q_ V\\~ +-~ \"\"3 ~c:sso fl\\ e.V'/\\ OD 00 ,, ,, ,, \" f'C,SSD ~b \\oM LR -C-5{:l-- ?i' Ll CAUSE NO. 0 Vl O~-- d- - \\ i-7 ~ .\n:i -d-'7 .:'1 ~-\\i-'i~ r~ Buw ~s ~ -~5-'1 Eld, ' Col I ,'n.s\nl.-d-.,, -'t :-\u0026gt; J--\\f-\"Vi' C-k,- ~-~S -'i8' .._ e..i-\nl-j.}--4? -\\-n \"'\"'- Bow c: - l -, i 0 f .).-4-, +u Lc:~~er- ,'CSSD rc.ssn I \" 3-\n,.. - '} 1, lo S-\\3- ,, ' h ~ .).- . ,, \\I \"l- 11- , .6 187 . (Rev. I /80) S ubjection DATE   V   ./  ./  J/ V  // V---.~ ii  I v I EXHIBITS No. Identification I I I I I I Rulings Offer/Rec'd) C \u0026lt;'.!., t14\u0026amp;1 C'i. 4'10 ~ ri I c., 111 ~ c_ ti\\-'1 3 Ct \"1'1 ~ C. L./'15 Q. 111i 1 L\\?.SD vs. DESCRIITION Le Sc Pc.s:5 o S-ecur-1 ,,.. ,- LR.-\u0026lt;\u0026gt;i\ni.-rl l CAUSE NO. EDWARD L. WRIGHT 7 (19031977) ROBERT S. LINDSEY {,9131991) ISAAC A. SCOTT, JR . JOHN G. LILE GORDON S. RATHER , JR. TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD. JR. PATRICK J. GOSS ALSTON JENNINGS. JR. JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY Ill LEE J . MULDROW N.M. NORTON EDGAR J . TYLER CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L. LOWTHER. JR. CHARLES L. SCHLUMBERGER SAMMYE L. TAYLOR WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADOEN Ms. Ann Brown WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK. ARKAN SAS 72201-3699 (501) 371-0808 FAX ( 501) 3769442 OF COUNSEL ALSTON JENNINGS RONALD A . MAY M. TODD WOOD Writer 's Direct Dlal No. 5012121345 ajones@wlj .com July 10, 1998 Office of Desegregation Monitoring 201 East Markham Street Little Rock AR 72201 RE: PCSSD Hearing Dear Ms. Brown: I enclose copies of PCSSD's Exhibits as follows: Exhibit ex 450-Evaluation Report 1994-1995 Exhibit ex 451-Evaluation Report 1995-1996 Exhibit ex 452-Evaluation Report 1996-1997 ROGER 0 . ROWE NANCY BELLHOUSE MAY JOHN D. DAVIS JU DY SIMMONS HENRY KIM BERLY WOOD TUCKER RAY F. COX, JR. HARR Y S. HURST , JR. TROY A. PRICE PATRICIA A. SIEVERS JAMES M. MOODY, JR. KATHRYN A. PRYOR J . MARK DAVIS CLAIRE SHOWS HANCOCK K EVIN W. KENNEDY J ERR Y J . SA LLINGS FRED M. PERKINS Ill WILLIAM STUART JACKSON MICHAEL 0 . BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER B ETSY MEACHAM AIN SLEY H. LA NG KYLE R. WILSON C. TAD BOHANNON DON S. McKINNEY MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Exhibit ex 453-PeSSD Office of Desegregation Second Semester Monitoring Report August 15, 1995 Exhibit ex 454 -Pesso Office of Desegregation First Semester Monitoring Report March 12, 1996 Exhibit ex 455-PeSSD Office of Desegregation Second Semester Monitoring Report August 13, 1996 Exhibit ex 456-PeSSD Office of Desegregation First Semester Monitoring Report February 11, 1997 WRIGHT , LINDSEY \u0026amp; JENNINGS LLP Ann Brown July 10, 1998 Page 2 Exhibit ex 457-PCSSD Office of Desegregation Second Semester Monitoring Report July 17, 1997 Exhibit ex 458-PeSSD SAT 8 Testing Report 1994-95 Very truly yours, Enclosures ALJ/cjh WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ~~-~ Angell L. Jones Legal Assistant EDWARD L WRIGHT 7 (1903-1977) ROBERTS LINDSEY ( 1913-1991) ISAAC A. SCOTT , JR. JOHN G. LILE GORDON S. RATHER, JR. TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD, JR . PATRICK J . GOSS ALSTON JENNINGS, JR. JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES 111 JOHN WILLIAM SPIVEY 111 LEE J . MULDROW N M. NORTON EDGAR J . TYLER CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L . LOWTHER, JR . CHARLES L. SCHLUMBERGER SAMMYE L. TAYLOR WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADDEN Ms. Ann Brown WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK, ARKANSAS 72201-3699 (501) 371 -0808 FAX (501) 376-9442 OF COUNSEL ALSTON JENNINGS RONALD A . MAY M. TODD WOOD Writer 's Direct Dial No . 501-212-1345 aj ones@wlj .com July 10, 1998 Office of Desegregation Monitoring 201 East Markham Street Little Rock AR 72201 RE: PeSSD Hearing - Dear Ms. Brown: I enclose copies of PeSSD's Exhibits as follows: Exhibit ex 450-Evaluation Report 1994-1995 Exhibit ex 451-Evaluation Report 1995-1996 Exhibit ex 452-Evaluation Report 1996-1997 ROGER D. ROWE NANCY BELLHOUSE MAY JOHN D DAVIS JUDY SIMMONS HENRY KIMBERLY WOOD TUCKER RAY F . COX, JR. HARRY S. HURST, JR . TROY A . PRICE PATRICIA A. SIEVERS JAMES M. MOODY, JR. KATHRYN A. PRYOR J . MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J . SALLINGS FRED M. PERKINS Ill WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER BETSY MEACHAM AINSLEY H. LANG KYLE R. WILSON C. TAD BOHANNON DON S. McKINNEY MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Exhibit ex 453-PeSSD Office of Desegregation Second Semester Monitoring Report August 15, 1995 Exhibit ex 454 -Pesso Office of Desegregation First Semester Monitoring Report March 12, 1996 Exhibit ex 455-PeSSD Office of Desegregation Second Semester Monitoring Report August 13, 1996 Exhibit ex 456-PeSSD Office of Desegregation First Semester Monitoring Report February 11, 1997 WRIGHT , LINDSEY \u0026amp; JENNINGS LLP Ann Brown July 10, 1998 Page 2 Exhibit ex 457-PeSSD Office of Desegregation Second Semester Monitoring Report July 17, 1997 Exhibit ex 458-PeSSD SAT 8 Testing Report 1994-95 Very truly yours, Enclosures ALJ/cjh WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ~~-~ Angell L. Jones Legal Assistant Little Rock School District 1995-96 Budget Analysis Function Function Description ~ 2539 Other Facilities Acq \u0026amp;Co 2542 Upkeep of Buildings 2541 Service Area Direction 2544 Upkeep of Equipment 2545 Vehicle Maintenance 2548 Asbestos Program Magnet Schools Substitutes Amount $240,213 8,924,431, 201,085/ 12,800, 63,200., 61,388 1,076,870 200,000 Total $10,779,987 (G-t :V-llj LOSS FUNDING ADD ON CALC. WITH M-to-M'S COUNTEDfTRUST FD. NOT INC./STATE USED THIS METHOD YEAR A.D.M. A.D.M. W/M-to-M\"S 3 YR. AVE. DIFF. LF PER. LFWADM USED S.B.E.R. ADD-ON VAL. 1990-91 21,720.18 21,977.24 1991-92 21,590.45 21,849.46 1992-93 21,032.91 21,449.70 21,758.80 309.10 44.69% 1993-94 20,494.90 20,911.69 21,403.62 491.93 62.30% 138.14 138.14 $2,494.92 $344,648.25 1994-95 306.47 306.47 $2,594.97 $795,280.46 LOSS FUNDING ADD ON CALC. WITHOUT M-to-M'S COUNTEDfTRUST FUND NOT INC. YEAR A.D.M. 3 YR. AVE. DIFF. LF PER. LFWADM USED DIFF. S.B.E.R. ADD-ON VAL. FUND. LOSS 1990-91 21,720.18 1991-92 21,590.45 1992-93 21,032.91 21,447.85 414.94 44.69% 1993-94 20,494.90 21,039.42 544.52 63.00% 185.44 138.14 47.30 $2,494.92 $462,645.98 $117,997.73 1994-95 343.05 306.47 36.58 $2,594.97 $890,198.23 $94,917.77 LOSS FUNDING ADD ON CALC. WITH M-to-M'S COUNTED \u0026amp; TRUST INCLUDED YEAR A.D.M. A.D.M. W/M-to-M'S 3 YR. AVE. DIFF. LF PER. LFWADM USED S.B.E.R. ADD-ON VAL. FUND. LOSS 1990-91 21,720.18 21,977.24 1991-92 21,590.45 21,849.46 1992-93 21,032.91 21,449.70 21,758.80 309.10 51.35-k 1993-94 20,494.90 20,911.69 21,403.62 491.93 93.97% 158.72 138.14 $2,494.92 $396,000.81 $51,352.56 1994-95 462.26 306.47 $2,594.97 $1,199,559.89 $404,279.43 LOSS FUNDING ADD ON CALC. WITHOUT M-to-M'S COUNTED \u0026amp; TRUST INCLUDED YEAR A.D.M. 3 YR. AVE. DIFF. LF PER. LFWADM USED DIFF. S.B.E.R. ADD-ON VAL. FUND. LOSS b~u-91 .::'.1,t \u0026lt;'.U.11::1 1991-92 21,590.45 1992-93 21,032.91 21,447.85 414.94 51.35% 1993-94 20,494.90 21,039.42 544.52 93.97% 213.07 138.14 74.93 $2,494.92 $531,592.55 $186,944.30 1994-95 511.69 306.47 205.22 $2,594.97 $1,327,808.38 $532,527.92 ~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. PCSSD'S WITNESS AND EXHIBIT LIST RECen,~ OFFICE Oi DESEGREGATION MONITORING PLAINTIFFS DEFENDANTS INTER VENO RS INTERVENORS The PCSSD submits the following as its exhibit and witness - list: EXHIBIT LIST 1. 1989 Releases (attached to Settlement Agreement ) 2. ODM Racial Balance Reports 3. Charts from PCSSD Petition for Release From Federal Court Supervision. 4. Staff Development Data 5. Charts pertaining to cheerleading, drill team, student government, Beta Club, and National Honor Society. 6. Affirmative Action Reports 7. Discipline Reports 8. Handbook for Student Conduct and Discipline 9. Secondary Education Report 10. Counselor's Reports 11. Special Education Reports 12. Gifted and Talented Reports 13. Athletic Reports 14. Non-Athletic Reports 15. Biracial Committee Minutes 16. PCSSD Desegregation Plan 17. Interdistrict Desegregation Plan 18. PCU 1039 (Minority AP student recruitment) 19. PCU 1040 (Social Studies Advanced Placement Recommendation Notice). 20. PCU 1041 (Social Studies Advanced Placement Recommendation Followup Student Conference form). 21. The Special Master's Interim Findings and Recommendations concerning PCSSD geography and demographics, dated August 19, 1988, as previously transmitted to the Court on January 20, 1994. WITNESS LIST 1. Bobby Lester, Superintendent, PCSSD\n2. Bill Bowles, Assistant Superintendent for Desegregation, PCSSD\n3. Eddie Collins, Assistant Superintendent for Pupil Personnel Services, PCSSD\n2 4. Dr. Bobby Altom, Assistant Superintendent for Instruction\n5. Gary Miller, Assistant Superintendent for Personnel\n6. Don Stewart, Assistant Superintendent for Business Affairs\n7. Ed Hogan, Assistant Superintendent for Support Services\n8. Charles Green, Director of Secondary Education\n9. Tommie Sue Anthony, Director of Gifted and Talented Programs\n10. Martha Kay Asti, Director of Special Education\n11. Brenda Bowles, Coordinator of Multi-Cultural Education. WITNESSES VIA PREVIOUS TESTIMONY 12. 1988 Testimony of Ed Hogan, docket No. 1059-A, dated June 16, 1988, page Nos. 6 through 213\nand docket No. 1060-A, dated June 17, 1988, page Nos. 6 through 162. 13. Douglas A. Ask, Docket No. 2540 , testimony beginning at page 95 . 14. Bill Bowles, by recent deposition not yet transcribed. 15. Dr. Bobby Altom, by recent deposition not yet transcribed (including previous testimony given in open court in this case, the docket reference for which we have not yet located). 3 . ...__ - - AO 187 (Rev. 1/80) fll EXHIBITS DATE No. tit 2. 1t~ V It V ~'5 V *-~ V v v .I-v Ms ID V .+- II ~ it I~ V iH3 v ~l v - -+t 1'5 V \\,I, V 11 v -IP I 'B v I ti,- lI V I lt-.,lo v' I lf ~I Identification ~ Rulings Offer/Rec'd) t C. _L..f 1~ c_ c i11~-3 C. ~ 4.l C'i ~d-i C,\"\" ~ C. {_ ~31 c-,_ t.133 c.~ '1 'i e..14~ C. tt.\\ :\u0026gt;\u0026lt;o C..X~3'7 vs. N LRSD DESCRIPTION ce., C..SSD ' r+s rt-or+ s 1- ... \\-s ?..:+ \\.,, ~ {. \\ 'c, \\.~ s. B1,~c..~ \\ D 4D Pc..u \\ 6 ~ l S~c l\".s 1-c.r- \\i.,~e,.-,._ F,\"'-d,\n..,.~!i. bR -L-1?:). -S' l. l CAUSE NO. C. . . . 187 .  t{ev. I /80) 1B LR.SD ~,\u0026amp; ~5 y_ k, 6/ ~ s LB -C-~\"J.- b' ll. Plft Deft) vs. CAUSE NO. - ~1-..RSD EXHIBITS Identification ubjection~ DATE Rulings DESCRIPTION No. Offer/Rec'd) ' b- ).Ci-'1~ c.,x ~39 ~ -~\n-l-1 ~\"' o{. ~b~-i I\\) -t-ov-i ot J- \\ i-4 ~ I I c_'{ h\\ 46 \" JI \\DMW\\\\J A-,J-k,hnJ .)-J'l .:c, ~ . l\u0026lt; h \\ I c., 'l ~ Li l 6 :1, B:,1.,\nle s. ~-\\i-'i~ (!__ '{ \"-l Lt\n}... 1, 1, Br~ G\u0026gt;uw!es ~-\n.}..5-C,S? (1,~ 4 3 ) \\ II EJJ .~ G,1 i.'n.s ol.-Jf} .qg C,jy~'-1 l, 1 ~ rvi:lles' d--\\~\"-1? I c_ 'f. ~45 /\\ ,, C..k,-lc-, G~ee V\\ .\n\u0026gt;. - .\ni.s -'i 8' .... ~~ 141..jl, l, ,, ,l/ \"Bobt,,-.1 Le.st-er\n.i-\\J.-4? I  ~Y.. i.l 4 '7 Q_ V\\~ D ~ ex' r'3 ~r\\o:?,.,_~\\nn E.1c--e'l\"\"o\\.- (::L\":..,e~I \\ -..) I - lt-.30-'j f L, '{_ LJL,l g ~c.sso ()\\~V't\\o -\\-n ~ Boi.) le 'S. t,, - I -'i i ''--...... t\n3/J Jjf C~ i_f '-/Cl l\\\\el\"f\\.o fr.,_ Bo'ob~ 1'.ll+cm 0 f .i-'-f-'i'7 +u Li=~~c,- (:,'I, ~ so l~ct4-ti5\"' Evalua~,~ ....  R-Pl\u0026gt;dr-.\\- -r~sso I C.:'/._ ~ '5\\ Mq5 _q l, E va/1,,,,l.,\",., ... R\"'-oor-f- fc,SSO ' C.'L 4S :l 19,l.-9'1 E val~at-1 On (\u0026gt;pDC,r +- fC.S.SD . \\ . c, --\\5':) OD\\'l\\ S-cond -5.e .... ,..c:Jf't- fl'\\.I) n,+11r ,no Retort \u0026lt;il-\\S-'i'S .....) . ,. ~ C, J.. L.\\ 5'-t l-1..::. t\" ,, --. onrn I' \" 3-~-~L ~ii5~ ., \" DDIY\\ St\" ,.\"\".._,l ., s-r~ -qL I c_y.. 1,5(,, Fus\\- ,, ,. 6DIY\\\n). - \\\\ - 'i' '1 - I ,. \\I - C'1.\"i51 6Drt1 Secord \"t ~ \\1-'l 1 - I I \\ Ctl.\\S~ f'c..sso Tc,~\nV\\Q R~Gll\"I\"' \\- ,,~4-q5 - I '1 ... ,_~~ ....:i ' lct4'5q P,c~l..lre w) Te,LL, ~,.. - I I . I j - .o 187 (Rev. I /80) e ubjection DATE   V v  ./    J/ V v V V -.,   - I v I V EXHIBITS No. Identification I Rulings Offer/Rec'd) C C, ~ t141,1 C.' '-l'lD (..\n'l I c... 111 ~ C. 't'l 3 C.'J_ '-4'1 ~ C, '-1'15 c.. 4'7i 1 1g ,~ I G vs. CAUSE NO. rv LQS o DESCRIPTION \\( ~ Te.r M 1n +, ~lo\\. Le d, J '1'i ,-,-+-'i'l +o \u0026amp;w es 1'1-'tf Sdu..r~a. .- I-Sc St 1.4c:J. CA\\ Bowe Pc..ss o 5-ecl.H't fu ~o l.JA -e\\\"\" ~.f.ecl ' -'l-i'i1 to L~ +i:f\" c,... .,1.~~cd ~-4 -C,'7 MAR 9 i99B Qff\\CE Of -~1\\0tt MOtt\\lOR\\I\u0026amp; I EXHIBIT 1 RELEASE OF ALL CLAIMS AGAINST THE STATE For and in consideration of its payments and commitments set forth in the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the State of Arkansas, its constitutional officers, elected officials, appointees, employees, agencies, departments, their predecessors and successors including, but not limited to, the Arkansas State Board of Education and its members (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination or segregation in public education in the three school districts in Pulaski County, Arkansas or to the violation of constitutional or other rights of school children based on race or color in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond 2 the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (the \"Litigation\") is to be dismissed with prejudice as to the Arkansas State Board of Education and the former and current members of that board named in the Litigation. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced payments or commitments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. EXECUTED this ~day of _.d....J...'f..: J .. .i. _ _ , 191J by: WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 200 First Commercial Building Little Rock, AR 72201 - By: Christopner Hell r One of its Attorney 3 * * * * * EXECUTED THIS /Slf_ day of --'-)A_e11-+y ____ , 19JJ by: WITNESSED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 * * * * * EXECUTED this J'JIA_ day of ~IL#. f~ \"!- , ~ by: WITNESSED AND APPROVED: JACK LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Little ROCK SCHOOL * * * * * EXECUTED this\n\u0026gt;st-- day of -~.\u0026amp;a.a.a.\n...._ __ , 19:J. by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFEN I and Attorneys WALKER, P.A. Broadway Rock, A its Attorneys ... THE JOSHUA INTERVENORS ~t:~ ay \u0026lt;8:n Oo ~ By~===-----::16'1\"-:-+--=----rF-~'-:-,---:Little Rock, Arkansas , I 4 * * * * * EXECUTED this~~~ay o~E. WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL L' tl ~ock, A~2~01 l~lW. Third B  I,,\\ (_A__. Richard w. Roachell One of its Attorneys . ' I '' I RELEASE OF ALL CLAIMS AGAINST THE LRSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached {hereafter, the Consideration), the undersigned parties do hereby release, acquit and forever discharge the LRSD its directors, administrators, appointees, employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as the Released Parties) of and from any and all actions, causes of action, claims . and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory iights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth Circuit and 2 that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Cooper v. Aaron, Norwood v. Tucker and Clark v. Board of Educatic,n of the Little Rock School District) (the \"Litigation\") is to be dismissed with prejudice as to the LRSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and commitments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. ' ' 3 I EXECUTED this tf day of ft'-4r , 199l by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Professional Association 1200 Worthen Bank Bldg. Little Rock, AR 72201 By: f?\u0026lt;'V.:\n:_,(fll__ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION By 2f d,,4(..t U Y'J.  t-1,fj~ Cha rma.A, Board of Directors * * * * * EXECUTED this / f~ day of _/A..__ .o.... -y+---' 199. by: WITNES-.ED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 t, Board of Directors * * * * * .r: I tC:,'fl EXECUTED this dJ/L day of 1:21~ , 1-5,0-oy: WITNESSED AND APPROVED:~ LITTLE ROCK SCHOOL JACK LYON \u0026amp; JONES, P.A. DISTRICT 3400 TCBY Tower Littl * * WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By.,_ ______ ~---- Norman J. Chachkin One of its Attorneys and of Directors * * * THE JOSHUA INTERVENORS BRSDy Cas~s ReIp #sent~ative By9c0a. Q~ President, Little Rock, Arkansas Branch of the NAACP 4 W. WALKER, P.A. B Broadway k, AR NLRSD s Represent and President of the Little Rock, Arkansas Branch n w. Walker ne of its Attorneys Byofthe~~ ~~ntative * * * * * EXECUTED this d-~day of-JI...~ E, , 199L by: WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL 10 . Third ttl ~eek, ~2 1 201 -u,\\.. l.A.__ Richard W. Roachell One of its Attorneys KNIGHT INTERVENORS RELEASE OF ALL CLAIMS AGAINST THE PCSSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge appointees, the PCSSD, employees, its directors, administrators, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory rights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern 2 District of Arkansas and the Court of Appeals for the Eighth Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court :or the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Zinnamorr v. Pulaski County School District, LR-C-68-154) (the \"Litigation\") is to be dismissed with prejudice as to the PCSSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and cornmi trnents are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. EXECUTED this WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 3 Little Rock, AR 72201 /7BY.,,.,.._\"\"-+-::,---,---------,,.....:....--=--__,,--__ _:By~~\u0026lt;~ Presid~nt, Christophertteffir / -----One of its Attorneys * * * * * EXECUTED THIS / 3ft day of \u0026lt;: , 199f by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Profe~ional Corporation 1200 Worthen Bank Building Little Rock, AR 72201 By: ~~(lu__ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION * * * * * EXECUTED this day WITNESSED AND APPROVED: of~ ,by: JACK LYON \u0026amp; JONES, P.A. 3400 TCBY Tower ::w.RE S't.e en W. Jo s One of its At orneys NORTH LITTLE ROCK SCHOOL DISTRICT * * * * * EXECUTED this --- day of ______ , 1990 by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By ____ --..,....,.------ Norrnan J. Chachkin One of its Attorneys and THE JOSHUA INTERVENORS By_/~~~ ~ Class-.,ptesentative By oJk__ ~sb President, Little Rock, Arkansas Branch of the NAACP JOHN W. WALKER, P.A. 1723 s. Broadway Litt~ Rock, AR 72201 r--V\"---'a n W. Walker ne of its Attorneys 4 Clas Repres and President of e North Little Rock, Arkansas Branch By cg~jL__, PCSSD Class Representative * * * * * ~ -~ _J EXECUTED this'' day of ~C: , 1991 by: WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL L' ttl ~ck, (AFf') ~2201 l~W. Third By ., w\\LL__ Richard W. Roachell One of its Attorneys KNIGHT INTERVENORS 4 ~ By . - (Ui~.f/j LRC A Re~resent tive By~~~q-~~4-SL.~~c:::J::~~By~~~....::\n. i,......,.....,.\"\"\"\"\"....,,.........~-_..:\n.....\n._ _ ,r1esen a ive RELEASE OF ALL CLAIMS AGAINST THE NLRSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the NLRSD, its directors, administrators, appointees, employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory rights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth 2 Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Graves v. Board of Education of North Little Rock School District and Davis v. Board of Education of the North Little Rock School District (the \"Litigation\") is to be dismissed with prejudice as to the NLRSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and conuni tments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. 3 EXECUTED this ~~ay of _{Ji__.'\"'\"'.J...t. ..(.. _ , 19 9i by: I WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, AR 72201 By One of its Attorney * * * * * EXECUTED THIS /ft day of ..... faf.__=or.,..._ ___ , 199', by: WITNESSED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SC DISTRICT NO. 1 * * * * * EXECUTED this If day of 9' I , 19911 by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Professional Corporation 1200 Worthen Bank Bldg. Little Rock, AR 72201 By 9(~~@4___,_ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION , Board of Dire * * * * * EXECUTED this ___ day of ______ , 1990 by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By.,..,.... _____ ...,..,.._.....,.....-____ _ Norman J. Chachkin One of its Attorneys and THE JOSHUA INTERVENORS BRDycfas~s Re#prsen~tati By\u0026lt;i)O--k-gJ~ President, Little Rock, Arkansas Branch of NAAC JOHN W. WALKER, P.A. 1723 S. Broadway Litt Ro 4 By.........,.,L,t.'!.,l.,L.~::!\n'.,\n_..:.:..:...!:..:.::::~~--===:::::::. J 0 its Attorneys * * * * * EXECUTED thisa{'n.lday o~.,) C , 1991 by: WITNESSED AND APPROVED: KNIGHT INTERVENORS MITCHELL \u0026amp; ROACHELL L t~ ~- ock, ~ 72201 ltt:W. Third B  1._), ~ \\...l.__ Richard w. Roachell One of its Attorneys - 1997-98 ENROLLMENT AND RACIAL BALANCE IN THE PULASKI COUNTY SCHOOL DISTRICTS January 30, 1998 - Office of Desegregation Monitoring United States District Court Little Rock, Arkansas AnnS. Brown Federal Monitor Melissa R. Guldin Polly Ramer Associate Monitor Office Manager - EXHIBIT ' 2 fJ, JI.Ii 1997-98 Enrollment and Racial Balance in the Pulaski County Special School District Table of Contents Introduction ............................................................... 1 Plan Provisions and Findings ...... . .. . .... . ............ . ....... .. ..... . ........ 5 Pulaski County Special School District ............. . ......... .. ........ .. .. . 5 Elementary Schools .............................................. 5 Secondary Schools .................................. ... .......... 7 Schools with Specialty Programs .. .......... . ..... .. ..... ..... . .. ... 8 Interdistrict Schools ............................................. 10 All PCSSD Schools ............................................. 11 Summary and Conclusions ...... ... ... . ... . ............. . ........ . ............ 12 School Enrollment Charts .................................................... 14 Little Rock School District .... ................ . ... . ... . ............ .. .. C-1 Enrollment by Organizational Level ...... . .............. . ..... .. . . C-10 Stipulation Magnet Schools . ...... .. .... . .................... ... C-12 Incentive Schools . ......... . ...... . ...... ... .. . ......... .. .... C-14 Area Schools ................................................ C-16 Schools with Magnet Programs ................ ... ........ . ... . .. C-22 Kindergarten Classes Located at High Schools .......... . ..... .. ... .. C-23 Early Childhood Programs ...................................... C-24 Enrollment to Capacity Comparison ............................... C-27 Pulaski County Special School District .... . ...... . ...... . . . .............. C-28 Enrollment by Organizational Levels . . .. .. . ....... .. . .. .... ... .. . .. C-35 Schools with Specialty Programs .. . .... .. .... . .. .. . . ............. C-37 Four-Year-Old Programs . ... ... .... .. ...... . ...... .. .... . . .. ... C-38 Enrollment to Capacity Comparison .. . ... . .. . . . . .. ... .. ....... . ... C-39 North Little Rock School District .. . .......... . .... . . . .. . .... ... ...... .. C-40 Enrollment by Organizational Levels . . ...... . . . . . . . . . ..... . . . .... .. C-46 Four-Year-Old Programs ... . ... . .. . .. . ...... . ......... . .. .. .... C-48 Enrollment to Capacity Comparison .. . ...... . ....... .... . . .. .... .. C-49 Imerdistrict Schools . . ...... .. .... ... .. . . . ... . .. . .. ..... .. .. . . . .. . . . . C-50 Countywide Totals . . . .. .. .. . .. ... . ... . .... .. .. . .. .. . .. . . .. . . .. . ..... C-52 Organizational Levels . . .. . .. . . . ... . .. . .... ... . .. .. .. . . .... . . . . . C-52 Enrollment Totals . . .. . . .... . .. . ............ .. . . ... . .. . .. . . . . . . C-54 INTRODUCTION The Office of Desegregation Monitoring (ODM), an arm of the United States District Court, prepared this report. ODM ass~ts the Court in monitoring the compliance of the three Pulaski County school districts with court orders and the desegregation plans that form the substance of their settlement agreements. Purpose, Scope, and Background For several years, ODM has published an annual report on the enrollment and racial balance of the schools in the three Pulaski County districts. However, due to circumstances explained below, this year for the Pulaski County Special School District (PCSSD) alone have we assessed enrollment and racial balance in relation to the racial balance guidelines found in the desegregation plans. 1 Nevertheless, we again list the student enrollment and racial balance of the schools in all three districts in this year's report, because enrollment and racial balance affect the districts' participation in the two programs that promote interdistrict student transfers: the magnet schools and the M-to-M (majority-to-minority) interdistrict transfer program. In an Order dated September 18, 1995, the District Court withdrew its monitoring and supervision of the North Little Rock School District (NLRSD) in the area of student assignments. As a result, our findings do not include an assessment of enrollment or racial balance in NLRSD schools in relation to any type of desegregation plan guidelines. However, NLRSD's participation in the interdistrict magnet school and M-to-M transfer programs is affected by its enrollment and racial balance: therefore, we have included NLRSD enrollment and racial balance data in the School Enrollment Charts section. On December 6, 1996, the Little Rock School District (LRSD) petitioned the District Court to seek a respite from court monitoring while the district worked on modifications to its desegregation plan. On December 27, 1996, the Court granted LRSD's request for a monitoring moratorium. During that moratorium period, the district developed a revised desegregation and education plan and submitted it to the court in a filing dated September 26, 1997. In that same filing, the district asked that ODM continue to refrain from monitoring until after the Court ruled on the proposed new plan. In its Order of October 23, 1997, the District Court ruled that \"the hiatus from ODM monitoring will continue until this Court rules on the LRSD motion ... \" Therefore, our findings for 1997-98 do not include an assessment of enrollment or racial balance in LRSD schools. Yet, as with the NLRSD, the LRSD's participation in the interdistrict magnet and M-to-M programs is affected by its enrollment and racial balance, so we have included the LRSD enrollment and racial balance data in the section containing the School Enrollment Charts. Although this report focuses on the PCSSD and the 1997-98 school year, we have included enrollment information dating back to 1988-89, when the parties initially reached their settlement agreement. Looking at figures over the past ten academic years enables us to assess long-term trends 1While the six stipulation (original) magnet schools operate in the Little Rock School District, they serve students in all three districts\ntherefoce, we have included one chart showing that these schools meet the racial balance guidelines found in the Interdistrict Desegregation Plan. Page 1 and to draw some conclusions about what those trends indicate about enrollment and the balance of the races in individual schools, as well as the district as a whole. - The PCSSD Desegregation Plan recognizes only two racial designations, black students and white students. The plan includes provisions that set goals for balancing the enrollment of these two racial groups within each school Except for interdistrict schools, which have plan-specified guidelines that are static, these goals are based on the percentage of black students enrolled districtwide by organizational levels. Every year racial balance is assessed for each school based on the district's racial balance at each organization level for that year. The Interdistrict Desegregation Plan sets standards for racial balance at interdistrict schools that are different from those for other schools.2 Due to the unique standards set for these types of schools, this report examines interdistrict schools in a separate section. Racial Balance Calculations The PCSSD Desegregation Plan includes guidelines that set racial balance goals for individual schools. The plan set 20% as the minimum black enrollment for PCSSD schools. The maximum black enrollment at all organizational levels is based on a variance of 25% from the annual percentage of black enrollment at each of the two organizational levels (elementary and secondary). Using these guidelines, we derived a mathematical formula to calculate the targeted maximum percentage for black enrollment at PCSSD schools: For example, for the 1997-98 school year, the PCSSD has a districtwide elementary student population that is 33% black. The allowable variance in racial balance is calculated by multiplying that 33% by 25% (.33 X. 25 = .0825), then adding the product (rounded to 8%) to the total elementary black proportion of 33% (33% + 8% = 41 % ) to establish the maximum black enrollment of 41 % in elementary schools. The type of mathematical operation outlined above can be used to calculate the maximum range of racial balance targeted for each PCSSD school (unless the range is defined by specific plan provisions, such as those governing the interdistrict schools). It is important to remember that the calculations used to define the maximum are based on the percentage of black enrollment, an understanding that the parties reached among themselves. If the enrollment figures for any other racial group are substituted for the black percentage, the results will incorrectly define the target range. Because the plan-prescribed formula used to calculate the targeted racial balance is tied to the district's black enrollment for that particular year, it is not possible to uniformly compare racial balance compliance from year to year without linking a given year's enrollment to that year's acceptable range. Since the target range for racial balance may vary somewhat from one year to the next as districtwide black enrollment fluctuates, it is possible that, due to a change in the district's overall racial balance, a school that was out of compliance one year could have an identical enrollment the following year and yet be within an acceptable range. 2Clinton and Crystal Hill in the PCSSD are called magnet schools, but the desegregation plans provide for them to operate as interdistrict schools. Regardless of whether or not they carry a magnet designation, all interdistrict schools are required to meet the plan-prescribed racial balance guidelines for interdistrict schools. Page 2 As previously noted, the racial balance goals for some PCSSD schools are not determined by any type of formula or plan-prescribed floor. The Interdistrict Desegregation Plan sets specific minimum and maximum racial balance guidelines for all interdistrict schools. Although the desegregation plan specifies a minimum black enrollment for PCSSD schools, certain provisions of an agreement among the parties (called the Joshua Agreement) can possibly raise the PCSSD minimum and potentially alter the maximum as well. Information Sources October I student enrollment figures for the last nine years fonn the basis for this report. The Arkansas Department of Education requires school districts to file a report each fall that reflects the number of children enrolled on October 1 (or the school day closest to that date). Although the enrollment at any school may fluctuate somewhat during the academic year, the October 1 figures remain the basic student tally for each school. In order to make uniform year-to-year comparisons, we have generated enrollment charts that are based on the reported October 1 data. The school districts furnished all the data upon which we based this report. The accuracy and completeness of our figures depend on the reliability of the infonnation reported by each district. Throughout this document, we have rounded all percentages to the nearest whole number. Although the desegregation plans deal only with two racial designations (black students and white students), the districts provided statistical information about students who are of racial or ethnic groups other than black and white (such as Asian or Hispanic). The enrollment charts count these children in a separate category designated as \"other.\" However, these students of other races are counted along with the white students in statistical totals and comparisons in order for the report to remain consistent with the two racial categories identified in the desegregation plans. Report Organization 1bis report is divided into three sections. The first section includes the relevant desegregation plan provisions and our findings regarding the extent to which the PCSSD is meeting those requirements. Each plan provision has been summarized and referenced to its source by page number in the April 1992 PCSSD Desegregation Plan (PCSSD Plan) or the April 1992 Interdistrict Plan (Interdis. Plan). We have also made reference to a document, called the Joshua Agreement, which is among the agreements the parties have reached. Our findings deal with both the enrollment and racial balance of the PCSSD schools. Since the racial balance at each school is a product of its enrollment, the findings on enrollment precede those on racial proportions. The second section contains a summary of the findings and our conclusions about them. The third section, School Enrollment Charts, consists of a series of charts that depict enrollment data. Some of the charted statistical information is further subdivided into school organizational levels. As we assembled the information for this report we encountered data dealing with school capacities and schools that have specialty or early childhood programs, which are features designed to promote desegregation. While such infonnation does not relate directly to the purpose of our report, we Page 3 believe these figures are enlightening. Therefore, we have included charts that depict specialized enrollment data and charts that compare each school's capacity to its enrollment. - The charts in the section reflect the ten-year history of enrollment and racial balance at each school. As explained earlier, neither the NLRSD nor the LRSD are currently subject to monitoring in the area of student assignments: however, the School Enrollment Charts section organizes enrollment data from these two districts because enrollment and racial balance in all the districts remains a factor in interdistrict student transfers. We organized the charts by district, grouping the information that pertains to a single district. The last section ends with graphs that display interdistrict and countywide enrollment by race. Page 4 PLAN PROVISIONS AND FINDINGS PULASKI COUNTY SPECIAL SCHOOL DISTRICT Elementary Schools (Corresponding charts are on pages C-28 through C-31 .) Plan Provisions PCSSD schools are to strive for a minimum black enrollment of 20%. Bayou Meto Elementary school is exempt due to its remote location. (PCSSD Plan, pg. 72) The goal of the plan is to achieve a minimum black student enrollment of 20% by the end of six years in all PCSSD schools. By the end of the implementation period, all PCS SD schools should be within the range of plus or minus 25% of the then prevailing districtwide average of blacks by organizational level. (PCSSD Plan, pg. 84, incorporating the Joshua Agreement, page 9) Enrollment Findings  The 1997-98 elementary enrollment of 10,832 is the lowest number recorded for the PCSSD in ten years.  Between 1996-97 and 1997-98, the PCS SD has lost 445 ( 4%) of its elementary students. 3 - The number of black elementary students has declined by 72 (2% ). - The number of white elementary students has decreased by 373 (5% ).  Between 1996-97 and 1997-98, 16 of the 25 elementary schools experienced a decrease in their total enrollment: Adkins has lost 29 students (9%)\nBaker 2 (1%)\nBayou Meto 14 (2%): Cato 13 (2%): College Station 34 (11 %)\nCrystal Hill 29 (4%)\nDupree 68 (16%)\nHarris 27 (9%)\nJacksonville 139 (19%)\nLandmark 42 (8%)\nLawson 13 (4%)\nPinewood 83 (15%)\nScott 10 (8%)\nSherwood 35 (8%)\nSylvan Hills 9 (2%)\nand Tolleson 36 (7%). At Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elemen.tary, and Pinewood, the enrollment decline was at least partly due to the relocation of sixth graders to Jacksonville Middle School, a change which occurred during the grade-level reorganization that involved those schools for 1997-98. (See footnote 3.)  Between 1996-97 and 1997-98, nine PCSSD elementary schools have shown enrollment increases: Arnold Drive has grown by 10 students (3%)\nBates 2 (less than .5%)\nClinton 8 (1%)\nFuller 18 (5%)\nOak Grove 10 (2%)\nOakbrooke 15 (3%)\nPine Forest 34 (7%)\nRobinson 21 (5%)\nand Taylor 20 (5%). 3Some of the decrease in elementary enrollment that occurred between 1996-97 and 1997-98 was due to the district's reorganizatioo of the Jacksooville junior highs. Jacksooville Junior High South (which previously held grades 7-9) was recoofigured to house grades 8 and 9\nJacksooville Junior High North (which also previously held grades 7-9) was renamed Jacksooville Middle School and began serving grades 6 and 7. Sixth graders were moved from Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elementary, Pinewood, and Taylor to Jacksonville Middle School. This movement resulted in a population shift from the elementary level to the secondary level because some sixth graders, who had previously been counted as elementary students, were counted as secondary students beginning in 1997-98. According to the district, Jacksonville Middle School had 351 sixth graders in 1997-98. Calculations show that the 351 students that were moved out of the elementary school category for 1997-98 account for 79% of the 445- student decline in elementary population from the previous year. Page 5   Since 1988-89, the district has lost 1,421 (12%) of its elementary students. - Significant losses have occurred at 17 schools: Adkins lost l03 students (279c ): Bates 277 (37%): Cato 105 (17%): Dupree 118 (24%): Fuller 217 (36%): Hanis 411 (60%): Jacksonville 207 (26%): Landmark 165 (26%): Lawson 75 (21 %)\nOak Grove 124 (22%): Oakbrooke 193 (29%): Pine Forest 106 (18%): Pinewood 217 (32%): Robinson 71 (15%): Scott 96 (45%)\nSherwood 185 (33%): and Sylvan Hills 323 (44%). - Two schools have shown less significant enrollment declines: Taylor lost 24 students (5%) and Tolleson lost 47 (9%).  Enrollment has risen in four schools since 1988-89: College Station has shown a significant increase of lO 1 students (54% ). The other three schools have much smaller increases: Arnold Drive added 20 students (5%), Baker lO (3%), and Bayou Meto 16 (3%). Racial Balance Findings To detennine the upper end of the target range for racial balance in the PCSSD elementary schools, we used a mathematical formula based on the desegregation plan and the Joshua Agreement. The 1997-98 enrollment in PCSSD elementary schools is 33% black. Using that figure as the basis for calculations. the maximum black percentage at any PCSSD elementary school this year should be 41 %. Since the desegregation plan specifies 20% black enrollment as the minimum for all schools, the racial balance range for 1997-98 is 20% to 41% black.  In 1997-98, ten of the 25 PCSSD elementary schools (including the three interdistrict schools) have fallen outside the target for racial balance, which is two more than the eight elementary schools that failed to meet the racial balance goals last year.  The enrollment at Baker (an interdistrict school which has a minimum goal of 40% black enrollment) is 21 % black, which is 19 percentage points below the minimum for interdistrict schools. During the last ten years, Baker has never come close to achieving the minimum goal\nmoreover, progress toward that goal has continually declined for the last three years.  At 14% black in 1997-98, Lawson has fallen well below the minimum goal of 20% black. Since last year, Lawson has dropped two additional percentage points away from the minimum\nsince 1994-95 (the one year Lawson was within the range), it has fallen nine percentage points.  This year, Pine Forest (which had been within range the last two years) is below the minimum guideline. The school has failed to meet the minimum target for black enrollment for six of the last ten years.  Of the seven elementary schools that exceed the maximum range of 41 % black enrollment, four are located in the southeast sector of the PCSSD and three are located north of the Arkansas River. - Although within range last year, College Station, at 43% black, is above the targeted range. The school has been above the maximum range for eight of the last ten years. - Although within range for the last five years, Scott, at 43% black, moved above the targeted range this year. The school has been above the range for four of the last ten years. - Bates, Fuller, and Landmark have all been outside the target range for the last ten years. This year, Bates exceeds the target range by 15 percentage points, Fuller by 19 points, and Landmark by 4 points. Since 1996-97, enrollment at each of these schools has moved farther above the target range. - At 53% black, Harris, which has exceeded the target for black enrollment for the seventh consecutive year, is 12 percentage points above the goal. Page 6 - At 46% black, which is five percentage points above the goal and four points higher than last year, Jacksonville continues to exceed the target range. This is the third consecutive year that the school has missed the target range.  Although above the targeted range last year, Taylor is within the range this year. Secondary Schools (Corresponding charts are on pages C-31 through C-32.) Plan Provisions PCSSD schools are to strive for a minimum black enrollment of 20%. Bayou Meto Elementary school is exempt due to its remote location. (PCSSD Plan, pg. 72) The goal of the plan is to achieve a minimum black student enrollment of 20% by the end of six years in all PCSSD schools. By the end of the implementation period, all PCS SD schools should be within the range of plus or minus 25% of the then prevailing districtwide average of blacks by organizational level (PCSSD Plan, pg. 84, incorporating the Joshua Agreement, page 9) Enrollment Findings  In 1997-98, for the third consecutive year, PCSSD's total secondary enrollment has increased over the pervious year. The 1997-98 enrollment of9,192 has risen by 2%, or 174 students (13 black and 161 white), over the number recorded in 1996-97.4  Six of the twelve secondary schools have posted enrollment increases between 1996-97 and 1997- 98: Fuller Junior, Jacksonville Middle (previously Jacksonville South), Jacksonville Junior (previously Jacksonville North), Jacksonville High, North Pulaski High, and Robinson Junior. - The largest increases occurred at Jacksonville Junior (246 students or 47%) and at Jacksonville Middle (88 students or 13%) and are due to the reorganization of the Jacksonville junior high schools. (See footnote 4.) - All other increases in student enrollment were much more modest: Fuller Junior High (18 students or 2%)\nJacksonville High (1 student)\nNorth Pulaski High (34 students or 4%)\nand Robinson Junior High (24 students or 6%). 4Some of the increase in secondary enrollment that occurred between 1996-97 and 1997-98 was due to the district's reorganizatioo of the Jacksonvillejunioc highs. Jacksooville Junior High South (which previously held grades 7-9) was recoofigured to hoose grades 8 and 9\nJacksonville Junior High North (which also previously held grades 7-9) was renamed Jacksooville Middle School and began serving grades 6 and 7. Sixth graders were moved from Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elementary, Pinewood, and Taylor to Jacksonville Middle School. This movement resulted in a population shift from the elementary level to the secondary level because some sixth graders, who bad previously been counted as elementary students, were counted as secondary students beginning in 1997-98. Acccrding to the district. Jacksonville Middle School bas 351 sixth graders in 1997-98. While calculations show that moving those 351 sixth graders into a secondary school category for 1997-98 increased the secondary count by 174 students, enrollment in the secondary level actually deaeased, when thooe students are subtracted, by 177 students from the previous year. Page 7  Between 1996-97 and 1997-98, five schools have shown a decrease in overall enrollment: Mills High (-70 or 8%)\nNorthwood Junior High (-87 or 9%): Oak Grove Junior and Senior High (-39 or 4%)\nRobinson High (-16 or 4%)\nand Sylvan Hills High (-25 or 3%). - The 70 student decline at Mills this year nearly offsets the enrollment gain of 84 students recorded in 1996-97. - Since 1995-96, Northwood Junior High has lost 152 students (15%). - The current enrollment of 785 at Sylvan Hills High School is a ten-year low.  Between 1988-89 and 1997-98, enrollment has fallen in nine of the twelve secondary schools: Northwood, Robinson, and Sylvan Hills Junior Highs\nOak Grove Junior and Senior High: and Jacksonville, Mills, North Pulaski, Robinson, and Sylvan Hills High Schools. Racial Balance Findings In order to determine the upper end of the target range for racial balance in the PCS SD secondary schools, we used a mathematical formula based on the desegregation plan and the Joshua Agreement. The 1997-98 enrollment in the PCSSD secondary schools is 32% black. Using that figure as the basis for calculations, the maximum black percentage at any PCSSD secondary school this year should be 40%. Since the desegregation plan specifies 20% as the minimum black enrollment for all schools, the racial balance range for 1997-98 is 20% to 40% black.  Both Fuller Junior High and Mills High have remained above the target range for each of the last ten years. At 44% black, Fuller Junior High is four points beyond the maximum target\nand Mills, at 48% black, is eight points beyond the maximum goal. - The percentage of black students attending Fuller Junior High has remained fairly stable during the last ten years, ranging from 43% in 1993-94 to 49% in 1995-96. - The racial balance at Mills High has been constant at 48% black over the last five academic years, although the enrollment has increased by 34% during that same time period.  No PCSSD secondary schools have fallen below the minimum of 20% black enrollment during the past seven years. In 1988-89, five secondary schools had student populations that were less than 20% black. Schools with Specialty Programs (A corresponding chart is on page C-37) As early as 1988-89 in some schools, the PCSSD began offering specialty programs as a means for promoting voluntary desegregation. Eight schools have offered some type of specialty program, and some schools offer multiple programs. Schools which have (or once had) specialty programs are Bates, College Station, Fuller, and Landmark Elementary Schools\nFuller Junior High School\nand Jacksonville, Mills, and Sylvan Hills High Schools. At the end of 1994-95, the PCSSD discontinued the Math and Science Together (MAST) specialty program it had offered at Bates. Since dropping MAST, the district has not instituted any other specialty program at Bates. Plan Provision In an attempt to further promote desegregation within PCSSD, the district continues to explore the implementation of certain intradistrict specialty programs. (PCSSD Plan, pg. 82) Page 8 Enrollment Findings  Six of the eight PCSSD schools that offer (or have offered) specialty programs have experienced a slide in total enrollment since the school began a specialty program. - Between 1990-91 (the year the specialty program began) and 1997-98, Bates' enrollment has shrunk by 172 students (27% ). Bates began experiencing a significant decrease in enrollment in 1992-93 and suffered a 12% decline in 1993-94 and another 12% drop after the school's specialty program was discontinued at the close of 1994-95. - Between 1988-89 (the year the specialty program began) and 1997-98, Fuller Elementary's enrollment has decreased by 217 students (36% ). - Landmark's enrollment has declined by 104 students (18%) between 1990-91 (the year the specialty program began) and 1997-98. The 1997-98 enrollment is presently the lowest recorded in the last ten years. - Jacksonville High has lost 207 students (17%) between 1988-89 (the year the specialty program began) and 1997-98. Mills' enrollment has decreased by 19 students (2%) between 1988-89 (the year the specialty program began) and 1997-98. However, in 1994-95 the district added two more specialty programs and enrollment began to climb. Between 1993-94 (the year before the addition of the two specialty programs) and 1997-98, enrollment has increased by 195 students (34% ). Nevertheless, the current enrollment of 766 represents a loss of 70 students since last school year. - Enrollment at Sylvan Hills High has decreased by 116 students (13%) between 1991-92 (the year the specialty program began) and 1997-98. The current enrollment of 785 is the lowest number recorded in the past ten years.  Enrollment at College Station was 188 students in 1988-89: however, that number jumped 29% (54 students) when the specialty programs were added in 1989-90. Enrollment continued to increase through 1992-93, and has fluctuated each year since. The current enrollment of 289 is near the average enrollment over the last ten years.  With the exception of 1990-91, enrollment at Fuller Junior increased between 1988-89 and 1993- 94. For the next three years (1994-95 through 1996-97), enrollment declined. In 1997-98 enrollment has risen for the first time in four years. The current enrollment of 861 represents an increase of 18 students since 1996-97 and 34 more students than were recorded in 1988-89. Racial Balance Findings  In 1997-98, six of the eight schools that have offered specialty programs exceed the target range for black enrollment\nonly Jacksonville High and Sylvan Hills High are within the range.  Bates, Fuller Elementary, Landmark, Fuller Junior High, and Mills have exceeded the target range for ten consecutive years.  Fuller Elementary, which has an enrollment that is 60% black, falls furthest from the district's target range for racial balance.  Bates, which has 56% black students, remains far from the district's goal for racial balance. Despite the racial imbalance and the constantly shrinking enrollment, the district has not put in place a new specialty program to replace MAST, which was dropped after 1994-95.  At 43% black, College Station falls just outside the target range. Although the school has met the goal for racial balance only twice within the last ten years (one of which was last year), since the addition of the specialty program, racial balance at the school has remained close to the target. Page 9  While both remain outside the target range for racial balance, the racial ratios at Fuller Junior High and Mills High have remained fairly stable. - Mills has a student population that has held steady at 48% black for the last five years. - Fuller Junior High's current enrollment is 44'k black, which is one percentage point lower than that recorded in 1988-89.  Sylvan Hills High, which once had an enrollment with less than 20'k black students, has been within the target range for the last eight years. - The district's addition of two specialty programs in 1991-92 had no immediate effect on Sylvan Hills' racial balance. However, since 1993-94 (when the Teachers of Tomorrow clubs grew into the Teachers of Tomorrow Academy, a full-fledged academic program with specialized courses) Sylvan Hills High has moved closer to the districtwide average for black and white enrollment. INTERDISTRICT SCHOOLS (Corresponding charts are on page C-50 through C-51) Three elementary interdistrict schools are located in the PCSSD: Baker. Clinton. and Crystal Hill. Clinton (which opened for 1994-95) and Crystal Hill (which opened for 1992-93) lrere built expressly to serve as interdistrict schools. Baker was designated as an interdistrict school in 1989- 90\nbefore that designation, it did not offer any special themes or enhancements. The interdistrict schools were designed to promote desegregation by attracting M-to-M ( majorityto- minority) interdistrict transfer students. The Settlement Agreement provides that when a student transfers from a district in which his race is in the majority to a district in which his race is in the minority, the State of Arkansas v..ill reimburse the receiving district for the cost of educating the Mto- M transfer student. The state also provides a financial incentive to the sending district and pays for all costs associated v..ith transporting M-to-M students. While each of the interdistrict schools draws students from a nearby attendance zone, the district must recruit M-to-M students along with intradistrict transfer students to provide racial balance and to help fill the schools to capacity. School capacity is a product of calculations based on a number of factors such as school size, the number of classrooms, recommended class sizes, and the types of courses offered. Plan Provisions The districts will establish interdistrict schools with a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black and 50 percent white. (Interdis. Plan, pg. 3) Enrollment Findings  Baker's student population has remained stable over the last three years, varying from last year's enrollment by only two fewer students.  Increasing by eight students this year, enrollment at Clinton continues a three-year increase.  Enrollment at Crystal Hill continues a three-year decline with the loss of 29 students in 1997-98. Page 10  Current enrollment levels at the PCSSD interdistrict elementary schools are high but not at capacity: - Baker, which is filled to 96% of capacity, has only 14 empty seats. - Clinton is filled to 90% of capacity and has 86 seats available. - Crystal Hill is at 91 % of capacity and has 71 unfilled seats.  Collectively, the PCSSD interdistrict schools have 171 empty seats this year, while last year the number of seats available at these schools was 113. Thus, the PCSSD interdistrict schools have 58 more empty seats than they did last year. Racial Balance Findings  Baker is the only PCSSD interdistrict school ever to fall below the minimum target of 40% black enrollment. - Since 1995-96, Baker's black population has steadily dropped, from 27% to 24% to 21 % . - In its nine years as an interdistrict school, Baker has never come close to meeting the minimum goal for black enrollment and currently has the lowest percentage of black students since it became an interdistrict school in 1989-90.  Each year since their openings, Clinton and Crystal Hill have conformed to the racial balance goals. - This year, both schools are within one percentage point of the ideal racial balance for an interdistrict enrollment, which the Interdistrict Plan designates as 50% black and 50% white. All PCSSD Schools (Corresponding charts are on pages C-33 and C-39.) The findings below pertain to the total districtwide enrollment in the PCSSD from 1988-89 to 1997- 98.  PCSSD's total 1997-98 enrollment of20,024 is the lowest recorded in the last ten years.  Between 1996-97 and 1997-98, the total PCSSD black enrollment decreased by 59 (1 %) and the white enrollment decreased by 212 students (2%) for a total loss of 271 students ( 1 % ).  Although black enrollment has decreased since last year, it has risen by 1,082 students (20%) since 1988-89\nduring that same time period, the number of white students has dropped by 2,929 (18% ), for a districtwide net loss of 1,847 students (8%) over the last ten years.  The proportion of the district's enrollment comprised of black students has increased from 25% in 1988-89 to 33% in 1997-98.  The total 1997-98 enrollment of the PCSSD constitutes only 83% of the district's total school capacity. Page 11 SUMMARY AND CONCLUSIONS The PCSSD Desegregation Plan and the Interdistrict Plan set goals and guidelines for the racial balance of student enrollment in the individual schools. While these targets are not rigid quotas, the district nevertheless agreed to strive to meet these self-imposed goals. Guidelines for maximum black enrollment in all PCSSD schools, except the three interdistrict schools, are based on a mathematical formula that adjusts some of the enrollment requirements as the racial make-up of the student population shifts from year to year. Over the last ten years, the proportion of total PCSSD enrollment comprised by black students has grown steadily as black students have entered the district and white students have left it. While the adjustable upper range for racial balance allows the majority of PCSSD schools to meet the racial balance goals set in the desegregation plans, the district has several schools that lack sufficient black population for true desegregation. The PCSSD Desegregation Plan and the Joshua Agreement set 20% as the absolute minimum for black enrollment This year, Lawson and Pine Forest elementaries (in addition to Bayou Meta, which is exempt from the 20% target) fall short of that goal Several other PCSSD elementary schools have enrollments that perennially hover near the minimum for racial balance. Baker, one of the district's three interdistrict schools, has a current enrollment that is only 21 % black. This figure sharply contrasts with the 40% minimum black enrollment that is targeted for all interdistrict schools. In its nine years as an interdistrict school Baker has never come close to meeting the minimum goal for black enrollment As a matter of fact, this year the enrollment at Baker is perilously close to slipping below the 20% minimum set by the plan for all PCSSD schools. Nine PCSSD schools are beyond the targeted maximum for black enrollment: College Station, Scott, Bates, Fuller, Landmark, Harris, and Jacksonville Elementary Schools\nFuller Junior High\nand Mills High. Five of these nine schools have exceeded the target range for the last ten years: Bates, Fuller, and Landmark Elementary Schools\nFuller Junior High School\nand Mills High School While the majority of the district's schools fall within the plan-prescribed guidelines, the PCSSD has made little progress in addressing those schools that have persistent racial imbalance in their enrollments. In addition to achieving the desired balance at each school, the district must also be concerned with maintaining or increasing the total number of students attending its schools. The number of students enrolled determines the amount of state funding received and also affects many other areas of school and district operations, such as staffing levels and course offerings. Also, enrollment is often used as a barometer of community support for a school or the school district as a whole. If a particular school is losing students, it could indicate a decline in the level of community satisfaction with that school. By the same token, if total school district enrollment is falling, most observers would conclude that support for the local public schools is eroding. A serious issue facing the PCSSD is its continued loss of students. The reorganization of the Jacksonville junior high schools, which resulted in moving many sixth graders from the elementary roster to the secondary roll, makes enrollment comparisons between 1996-97 and 1997-98 a little less exact. Nevertheless, it is clear that the district has lost students at both the elementary and secondary level. Page 12 The economic impact of enrolling M-to-M students can be considerable. While the PCSSD interdistrict schools are filled to 91 % of their capacity, the schools have 171 empty seats. If all the seats at the interdistrict schools that were available for transfer students could be filled with M-to-M students, both the sending and the receiving district would receive significant financial gains. In 1995-96, the PCSSD registered a slight increase in enrollment, and it appeared that the district might have turned the tide of declining enrollment. But a substantial downturn in student population in 1996-97 was followed by more losses in 1997-98. The district's current enrollment represents a ten-year low. If enrollment continues to fall, the district will find itself confronted with perpetual financial shortfalls and the myriad of other difficulties that result from significantly declining enrollment. District leaders need to detennine the various causes underlying the loss of students and take steps to stanch the flow of children out of the district. The very financial and educational viability of the district is at stake. Page 13 SCHOOL ENROLLMENT CHARTS This section of the report is organized by school district in alphabetical order. The enrollment charts for each district are further divided by school organizational level: all elementary schools are grouped together as are junior high and senior high schools. Separate charts focusing on schools with special requirements (interdistrict schools and schools with specialty programs) are also included. Each district's enrollment grand total is the sum of all its schools at all organizational levels. Every district has some schools that are difficult to categorize. For example, the alternative schools, which seek to provide a learning environment specially structured to meet the needs of at-risk youth, do not fit in the category of specialty schools as defined by the desegregation plans. Thus we have grouped these schools with the non-specialty schools. This section of the report also includes some charts depicting specialized enrollment data (such as the four-year-old program) and school capacities. On the charts, we used color highlighting to mark the years that each school has been outside the racial balance guidelines as those guidelines would have been defined for that year. Blue highlighting irxlicates that the proportion of black students is above the maximum guideline in the desegregation plan: yellow highlighting indicates that the proportion of black students is below the minimum. No highlighting appears for the schools in NLRSD nor for the LRSD in the 1997-98 school year. Page 14 I  I LRSD .. School 88-89 Elem Black 202 ~ White 77 other Total 279 %Blk 72 Bale Elem Black 297 ( cl'ea school) White 117 Other Total 414 %Blk 72 Baseline Elem Black 292 (ar88 school) White 108 other Total 400 %Blk 73 Booker Elem Black 355 (magnet school) White 292 Other Total 647 %Blk 55 ae Black 278 White 169 other Total 447 %81k 62 carver Elem Black 222 (magnet school) White 224 Other Total 446 %Blk 50 Chicot Elem Black. 363 (area school) White:. 197 Other Total .. 560 %Blk 65 Cloverdale Elem Black 281 (area school) White 165 Other Total 446 %81k 63 LITTLE ROCK SCHOOL DISTRICT TEN YEAR ENROLLMENT COMPARISON Preoared bv the Office of Des8QI \"\"\"tion Mon1tonn\u0026lt;J 89-90 ~91 91-92 92-93 93-94 180 166 161 154 132 57 56 59 48 57 0 0 0 0 0 237 222 220 202 189 76 75 73 76 70 292 302 295 248 225 88 66 60 62 68 5 7 5 11 10 385 375 360 321 303 76 81 82 77 74 282 272 258 262 265 100 91 74 74 76 7 7 5 3 2 389 370 337 339 343 72 74 77 77 77 325 346 347 345 321 280 260 275 269 265 5 8 12 7 9 610 614 634 621 595 53 56 55 56 54 292 330 286 275 263 142 121 128 111 122 8 5 6 12 12 442 456 420 398 397 66 72 68 69 66 273 327 325 329 325 308 267 271 262 263 8 9 5 7 7 589 603 601 598 595 46 54 54 55 55 .. 339 362 341 350 356 188. 180 187 177  147 4 2. 3 8 t 531 544 531 535 509. 64 67 64 65 70 294 289 304 291 304 122 98 84 71 75 3 2 4 4 7 419 389 392 366 386 70 74 78 80 79 94-95 95-96 96-97 97-98 133 166 185 214 44 44 32 19 0 0 2 0 177 210 219 233 75 79 84 92 214 243 266 265 87 85 94 78 8 19 15 19 309 347 375 362 69 70 71 73 245 247 241 267 77 75 56 44 4 5 5 12 326 327 302 323 75 76 80 83 305 316 313 ' 308 245 267 272 , 275 23 21 18 ' 14 573 604 603 597 53 52 52 52 254 250 236 , 235. 137 124 t03 ' 98, 17 20 32 ' 39 408 394 371 372 62 63 64 63- 309 326 311 . ' ' 312' 267 290 274 264' 12 13 19 20\" 588 629 604 . ' 596' 53 52 51 I' ' 52 344 345 364 l )  3:70 151 99: 127\n~ -~ 127 ~ ~ - 8 B 27 ,. \"t 40 . ' 500 452 518 .537 68 76 70 ) '.: ' '69 312 384 439 =:. 469 74 64 51 '.\\~ 34.. 6 5 10 - . 9 392 453 500 ' 51.2. 80 85 88 ( ' 92 Page C-1 LASO Ten Year Enrollment Comparison School 88-89 89-90 ~91 91-92 92-93 93-94 94-95 95-96 96-97 ril-98 Dodd Elem Black 270 253 194 166 183 189 193 190 156 145 (area school) White 144 138 134 134 121 97 97 97 82 74 Other 3 3 3 0 6 8 7 4 5 Total 414 394 331 303 304 292 298 294 242 224 %Blk 65 64 59 55 60 65 65 65 64 65 Fair Park Elem Black 247 240 279 257 192 200 204 211 193 188 (area school) White 94 92 65 60 49 60 73 53 55 54 Other 0 1 3 2 3 5 6 7 6 Total 341 332 345 320 243 263 282 270 255 248 %Blk 72 72 81 80 79 76 72 78 76 76. Forest Park Elem Black 251 223 205 191 198 200 198 205 218 205, ( area school} White 172 165 1n 206 242 253 228 222 227 219' Other 4 5 5 4 5 6 8 4 6 Total 423 392 387 402 444 458 432 435 449 430' %81k 59 57 53 48 45 44  46 47 49 ' 48 Franklin Elem Black 414 364 343 428 352 300 393 400 414 427 (incentive school) White 28 72 59 71 50 40 41 24 31 31 Other 12 9 8 9 5 9 7 7 6 Total 442 448 411 507 411 345 443 431 452 ' 464 %Blk 94 81 83 84 86 87 89 93 92 :: 92 Slack 327 325 1: 293  231 225 .\nFulbright Elem 233 235 255 265 24 (area sehool) white ... 271 242 259 :,  264 . 296 : 272: 289 254 227 - 247 : Other 9 7 11 .. 9 15 18' .... 9 8 8 576\n'., 559  :.-. .-,: ,_._.- . ::, Total .,. 598\\ .,. 506 53(k '\" .., 520. 542 518' I 500\n: . 495  %Blk ,' / ::: 56,:\"/ , . . . :.: 42 :, . .. 413:' :. 55: :' 52 46: .,,, 45 ., 49. 53 \\ :~ , 48, Garland Elem Black 276 268 211 262 233 181 246 235 254 ' ~.(253, (incentive school)\n, White 23 15 18 15 17 3 9 2 6 .. .\n,6, :' :' Other 2 11 2 6 21 27 18 17 .:  12 Total 299 285 240 279 256 205 282 255 277 271 , %81k 92 94 88 94 91 88 87 92 92 93 Bllitifr ..:: ......  :i)!:1'35\n}',i~, ir 180 . \u0026gt;177 :'.::::::::_,_.\n_ _,_\n:.,_ _\n\\( Geyer Springs Elem C 15 ::a::a:a::o.~ .:':\n:: .1\u0026lt;1Ai' ~: ..., ~  i\u0026gt; '': ZiF }'' 233 ., :, 237 (area school} t 82' .:,:::  l}i:1(' 56 ,. .. . . ., ?1J)S  i/::l'! 79{ \n2y,es 1\u0026gt; 11\u0026gt;\n:\u0026gt;:, \nWfflle\ni :, .. .\u0026gt; 69i . 74 ' - 69 . ..,:\".. 69 :. ~ . other( : /,:. A ,. ....... : .: '' o:: lti\u0026gt;  \u0026lt;h , (l 1., .. ~r\n.o \u0026lt;:::,: 2 .\\j\\ f\nf ::.:\na:\n\u0026gt; . .a 1,/}:. f()' YC~ F ~--)i ,\nt 201 I',. , .. 1: ...  rotat 205 254 . i' ... 282  : aia .,.t:i:'S~ :::: [\n' s1o, ,?}: 310 .316 , %,Blk  66 66 72 71 63 72 74 75 75 ,'/ 75', Gibbs Elem Black 172 172 187 190 191 170 160 165 160\n\\t~1 (magnet school) White 163 159 140 141 134 121 121 132 146 / . 143 Other 7 6 8 11 8 12 10 6 1/.'/ / , Total 335 338 333 339 336 299 293 307 312  311 . %Blk 51 51 56 56 57 57 55 54 51  '/ 5 Page C-2 LASO Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 W-98 lsh Elem Black 178 157 142 188 182 . ' school} White 7 4 9 5 . 19 after 1992-93 school year. Other 0 0 3 0 Total 197 164 146 200 187 %Blk 90 96 97 94 97 Jefferson Elem Black 272 239 237 209 204 213 218 210 207 227 (area school) White 216 237 225 270 273 287 279 285 282 . 279 Other 3 7 5 6 4 5 6 8 7 Total 488 479 469 484 483 504 502 501 497 513 %8Ik 56 50 51 43 42 42 43 42 42 44 King Elem Black 88 357 309 289 332 354 (inlJBrdiatrict school) White 6 189 227 230 279 287 Cloeed after 1988-89\na,- interastrict King opened tor Other 7 15 12 11 17 1900-94. TotaJ 94 553 551 531 622 658 %81k 94 65 56 54 53 54' Mabelvale Elem Black 373 311 321 266 278 311 340 318 308 -. 299' (area school) White 213 222 235 234 219 174 124 139 104 , 99 Other 2 3 5 3 3 10 3 6 9 Total 586 535 559 505 500 488 474 460 418 407 %Blk 64 58 57 53 56 64 72 69 74 ' 73 D81TTlOtt8em Black 298 314 323 291 275 262 241 259 277 '273 school) White 208 190 193 206 220  232 233 213 196 ' 186 Other 10 8 14 14 15 20 15 16 ' 18 Total 506 514 524 511 509- 509 494 481 489 .. .f'/7 %Blk 59 61 62 57 54 51 49 53 57 , ~7 Meado'NCliff Elem Black 312 2 252 292 306 279 305 285 ( 283: (area school) , ' White 144 162 154 174 147 127 131 93 82 , .\n59. Other 2 3 1 1 1 1 2 6 10. Total 456 432 444 427 440 434 411 400 373 332- %Blk 68 62 65 59 66 71 68 76 76 , 79 MltcheU Elem :de 220- 220 :\n. 183 285 232 215 260 250 248 \\ ' 223' (lncElntiY\u0026amp; school) Whit\u0026amp; . 41 19 24 27 28 12 8 7 12 f6' Other 0 0 0 4 3 4 0 2 3 Total 261 239 207 312 - 264 230 272 257 262 , , 242' %81k 84 92 88 91 88 93 96 97 95 / . 9Z '. Otter Creek Elem Black 207 170 180 160 143 141 154 139 132 ! t51 (area school) White 154 172 179 191 203 195 196 193 170 . - -. ,_. 168 Other 0 0 5 7 5 9 7 8 -,_ ! g ' Total 361 342 359 356 353 341 359 339 310 , 328 %Blk 57 50 50 45 41 41 43 41 43 46 Page C-3 LASO Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 'R-98 Pul Heights Elem Black 226 218 211 185 198 190 197 189 245 254 (area school} White 100 87 108 151 173 197 207 207 200 20 Other 2 6 6 8 11 16 10 9 8 Total 326 307 325 342 379 398 420 406 454 464 %81k 69 71 65 54 52 48 47 47 54 55 Aightsell Elem Black 196 194 191 282 239 184 225 210 237 234 (incentive school) White 45 16 1 6 9 4 4 6 5 12 Other 1 1 1 1 1 0 3 4 3 Total 241 211 193 289 249 189 229 219 246 249 %81k 81 92 99 98 96 97 98 96 96 94 Rockefellec Elem Black 255 215 195 282 250 240 264 259 266 264 (incerrtllo6 school with a mag,et program} White 45 33 71 116 104 93 124 131 155 167 Other 2 5 5 7 7 15 16 15 ts Total 300 250 271 400 361 340 403 400 *436 +450- %Blk 85 86 72 70 69 71 66 64 61 59 Romine Elem Black 360 342 323 301 277 247 234 213 201 206 (intardistrict school) White 112 78 66 55 74 73 73 80 82 90 Other 5 3 1 10 14 16 9 21 32 Total 472 425 392 357 361 334 323 302 304 328 %81k 76 80 82 84 77 74 72 71 66 63 Stephens Elem Black 227 225 190 235 202 141 '. (incenliw school) White 6 0 12 9 7 3 Closed after Iha 1993-94- schoci yea,. Other 1 0 1 0 1 Total 233 226 202 245 209 145 %Blk 97 100 94 96 97 97 '' Terry Elem Black 307 312 289 243 238 243 234 239 231 . , 235. (area school) White 215 197 227 253 286 292 295 279 266 ' , 253, Other 4 6 16 17 26 30 18 18 ' 23. Total 522 513 522 512 541 561 559 536 515 ' 5n %8lk 59 61 55 47 44 43 42 45 45 46, ... Wakefield Elem Btack'\n. \"316 :..~\n:(. 301 -326 329- j 341 331 327 368 385 322' ., (area sci'lod) - White- - 185 ,\n_ 160 1--69 141 147 - 100: 73 C 51 38 . .. 41 Other ': .. . - 3 7 9 6 4 13 10. 13 ' . w - , _. 3.73 - Total 501 464- 502 479 500  44-7 413 .\n.: 429 436 1 %Blk 63 65 65 69 69 75 79 86 88\n.. 86 . . Washington Elem Black 510 438 480 483 451 443 422 392 352 . ..., (interdistrict school) White 8 313 356 332 260 211 210 272 247 Old Washington razed\nnew Washington opened for Other 1 11 5 7 10 33 24 44 61 ..- 1989-90. Total 519 762 841 822 721 687 656 708 l'  660 . %Blk 98 57 57 59 63 64 64 55 Page C--4 LRSD Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Watson Elem Black 297 294 347 338 332 353 340 353 394 441 ea school) White 168 160 168 126 117 89 81 84 80 46 Other 2 3 3 2 0 6 7 5 6 Total 465 456 518 467 451 442 427 444 479 493 %Blk 64 64 67 72 74 80 80 80 82 89 Western Hills Elem Black 213 196 204 190 209 215 215 208 219 222 (area school) White 119 140 131 130 124 114 95 106 92 92 Other 1 4 3 2 3 7 1 1 1 Total 332 337 339 323 335 332 317 315 312 315 %Blk 64 58 60 59 62 65 68 66 70 70 Williams Elem Black 246 255 281 273 275 257 250 264 259 248 (rnagiel school) White 229 241 218 214 218 207 214 232 226 2H} Other 5 6 8 9 8 10 12 16 12 Total 475 501 505 495 502 472 474 508 501 479 %Blk 52 51 56 55 55 54 53 52 52 52 Wilson Elem Black 289 263 298 288 265 263 254 304 294 297 (area school) White 123 134 118 105 90 87 83 72 57 53 Other 0 2 1 0 4 8 8 11 12 Total 412 397 418 394 355 354 345 384 362 362 %Blk 70 66 71 73 75 74 74 79 81 82 \nooctruff Elem Black 163 137 120 145 147 147 148 170 185 201 ee school} White 58 52 62 n 83 . 84 87 81 80 ' 81 Other 4 4 3 4 5 8. 3 3 ' 2 Total 221 193 186 225 234 236 243 254 268 284 %Blk 74 71 65 64 63 62 61 67 69 71 High School Black 87 90 98 93 109 110 104 101 72 ' 40 Kindergartens White 36 27 15 18 13 16 16 11 4 ~ ,, 1 Other 2 0 0 0 1 0 3 1 0 Total 123 119 113 111 122 127 120 115 77 41 %Blk 71 76 87 84 89 87 87 88 94 98 SubTotal - Elem Black. _ 91i84 9:489 9.435 9537 9182 9\n055 9004 9239 9.417 9402 White 4768 4579 4,740 4,971 4960 4838 4 767 4613 4,534 ,_ 4- 380' Other 127 161 175 201 251 400 333 407 475 Total 14302 1-4195 14.336 14683 14343 14144  14.171 14.185- 14.358  14,257 %Blk er, 67 66 65 64 64 64 65 66 66 Alternative - Jr_ High Black 10 The LRSD did not provide White 0 October 1 enrollment for the alternative jr h igh until Other 0 1997-98, although the Total 10 school was established ore 1997-98. %81k 100 Page C-5 LASO Ten Year Enrollment Comparison School Cloverdale Jr. High Dunbar Jr. High (interdistrict school with magnet programs) Forest Heights Jr. High Bfack White Other Tolat %Blk Black White Other Total %Blk Black White 88-89 424 288 712 60 600 141 741 81 492. 278  ~90 470 251 10 731 64 454 120 2 576 79 538 -254- 16 90-91 91-92 92-93 535 531 571 224 209  192 5 5 12 764 745 775 70 71 74 423 420 410 236 263 283 4 8 12 663 691 705 64 61 58 530 541 554 224 208 220 \" 18 ...  13 93-94 94-95 95-96 96-97 97-98 566 521 527 553 552 130 119- 73 70 52 5 7 9 16 18 701 647 609 639 622 81 81 87 87 89 439 468 440 451 442 251 227 279 299 291 11 12 13 25 38 701 707 732 775 771 63 66 60 I ,. 58 57 575 , ,:  565 578 485 ,. ,,\n452, .. ,. -195 .-. \u0026gt;  1-97'\" t65, 135 ' ' i Hit' ,.,,,. .. . .. 18 , \" ,,., ,, 1a\u0026gt; .,.,::16 _\n10 .... , ' 15' soa mi . .. 6T . 69 787\" ''\u0026gt; 788-.: .. k  759, ., k ',, 780\n  17 630 70 if \\ 73 f /'O cc72\nf, 76 .. 77 -~o\n: \u0026lt;.: 7:.. _ 7~/ :._: ~ -r Henderson Jr. High (includes a magnet program) 685 678 661 623 610 215 210 229 152 116 Black 614 680 672 711 / 'a62if White 340 256 211 135 ,-:,,: st( r Other 20 19 13 14 27 27 17 15\n, .  12' Total 954 956 902 859 914 915 917 792 741 //. 724 %Blk 64 71 75 83 75 74 72 79 82\n_\"/, 86  Mabelvafe.Jr. High.,. 'Black  ,325. \u0026lt;:{ 372: 1T 404 ,_.. ~ \u0026lt;r\nt,'4$. /,,i.:~ ,:\n!'\"' 417 \u0026gt; )~ ) : . 347 (( ,379 White, , 256, 8ci'. 235 ttl. 214 .\\235\" i\nt? 22a\u0026gt; ti,\u0026lt;.fl7( ,,:  1:st'., ), \u0026lt;125,~\n:J t6 ' _\n\\ 122_: Other.,,,, ir:}~:Iii/,, 21~:e\\:,.?2 ::j 1 t:iJr :f :\n.. ),':l } 1\n'i.' 'ii.:-A\u0026lt;:3, ,,::.{._, 5 (:-: :. 4  :+ora1t\n}  58:1f iif609= ,'\n:~ :J?~ :. 1('\n_ 66i .:.:' :: \"  585\u0026gt; i:t~~.: \u0026gt;\n\u0026gt; 468 _:r:)'SQ5, -, ..... ,  .. c:,,.\u0026gt;- .im1t ,::\n'.\n/si\n,.11\nAt: :tlilV\u0026amp;S. i!I .fsas: :::u ...... :t~,\n\u0026gt; t.~\\: ~1r\n11::: \\,::ci\u0026lt;\u0026lt; \u0026lt;::i ___ 1-t,- t//)~-t _.,,j Mann Jr. High (magnet school) Black 516 476 515 491 505 494 456 451 White 366 381 356 365 327 341 366 382 Other 20 15 16 17 16 23 14 ~ ~ ~ ~ m ~ ~ ~ ~ % Blk 59 54 58 56 59 58 54 53  :\n. ii \\ ~ 11 j =: s~ i.\ni1j~1\n,~\nr\nt:: {t :. ':\n,,\nf,,\na i: {i$ :~:  . Tbfaf.. :.L \"' r :. ,. _ 1,22.- .. ~:- :1st.- :\nt !!\u0026gt;~   .,.. .,.,. .,  ' 'f\nf ': ./,.':,~~t: I . .,,,,,., ,,, ,,,.,,, , ,,z,.,,,\",\" c' ,c:.,.':\u0026gt;:\u0026lt;'::i ,' ,,,,.,, ._., ,.,, ,, , f j\n: ,, . ,_ ,.,,, \"'.,',\n,.,.\n.\u0026gt; \\\n ' { { ', ,_-'_,.{:. % Blk, .:-.::,-,. ~ -:a:\n,,v :':::\n\"' ,\n,, t.H' :t,:':'(J\noa,, ::,,\n,-,, -.:.-:,o:\n\"'\"  .,. ,, ,:J:::IF  / / ,.--57, Southwest Jr. High Black 512 493 492 521 523 524 487 512 White 222 198 151 176 166 141 105 84 Other 9 12 7 6 14 18 16 Total 734 700 655 704 695 679 610 612 %Blk 70 70 75 74 75 77 80 84 Page C-6 I LASO Ten Year Enrollment Comparison School 88--89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 !17-98 Sub Total - Jr. High Black 3 912 3,937 4025 4112 4138 4163 4006 3.~1 3 817 3,768 White 2156 1 951 1878 1 882 1 948 1 816 1,738 1 587 1,558 1,511 Other 90 81 68 80 100 118 95 111 136 Total 6068 5978 5 984 6,062 6,166 6,079 5862 5623 5486 5,415 %Blk 64 66 67 68 67 68 68 70 70 70 Alternative - Sr. High Black 6 The sanlOI' high alternative White 0 program began in 1997-98. Other 0 Total 6 %81k 100 Central High Black 1,136 1,060 928 1,036 1,133 1,178 991 974 1,073 1,068 (includes a magnet program) White 884 720 617 640 761 618 548 542 634 724 Other 33 35 45 56 33 49 30 38 29' Total 2,020 1,813 1,580 1,721 1,950 1,829 1,588 1,546 1,745 1 821 %Blk 56 58 59 60 58 64 62 63 61 59 Fair High Black 455 507 504 534 562 580 618 638 639 612 White 449 397 353 335 310 311 276 244 168 138 Other 7 9 13 14 8 7 8 6 7 Total 904 911 866 882 886 899 901 890 813 757 %Blk 50 56 58 61 63 65 6S 72 79 81 all High Black 632 629 694 587 560 580 662 618 584 554 White 617 551 502 476 390 351 313 254 194 187 Other 12 16 19 26 27 36 39 29 43 Total 1 249 1 192 1,212 1,082 976 958 1,011 911 807 784 %Blk 51 53 57 54 57 61 65 68 72 7,1 McClellan High Black 602 634 613 640 638 648 664. 708 751 , 790. . (commuruly scl'lool wHh a mag,et prognm) White 569 439. 379 328 312 211 203 171 151 132 Other 8 11 12 16 7 10 5 8 13 Total 1.171 1..681 l 003 980 966 866 an 884 910 935 %81i 51 59 61 65 66 75 76 80 83 84 Metropolitan High Black (As a YOCalional high school which students may attend White for half a day, Metropolitm Other students are counted in the enrollment of their assigled Total high school.) %Blk ' Parkview High Black 482 434 436 446 485 443 420 429 445 464 (magiet school) White 347 354 350 373 358 315 ,. 328 373 385 418 Other 17 19 25 11 10 37 35 36 29 Total 829 805 804 844 854 768 785 837  866 911 %Blk 58 54 54 53 57 58 54 51 51 51 Page C-7 School I 88-89 89-90 90-91 91-92 92-93 93-94 94-95 I 95-96 96-97 97-98 Sub Total - Sr. High Black 3,307 3.264 3,174 3,243 3,378 3.429 3,355 3.367 3,492 , 3\n494 White 2,866 2.461 2,201 2.152 2,131 1,806 1,668 1,584 1,532 , ,t ,599 - \u0026lt; Other 77 90 114 123 85 139 117 117 , ,: 121 - \u0026lt; Total 6,173 5,802 5,465 5,509 5,632 5,320 5,162 5,068 5,141 . ,_ ' 5-,214 % Blk 54 56 58 59 60 64 65 66 68 ,:/_~' . 67 Sub Total- Black 7219 7,201 7,199 7,355 7,516 7,592 7,361 7,308 7,309 ,_ -'-7,262 Secondary White 5,022 4,412 4,079 4,034 4,079- 3,622 3,406 3,171 3,09-0 '-':r:n-0 Other 167  171 1.82 203 185 257 212 228 '.,:::z5-7 Total 12,241 11,780 11,449 11,571 U ,798 11,399 . 11,024 10,691 10,627 : fo,629 % Blk 59 61 63 64 64 67 67 68 69 ._ ' .. '68. Grand Total Black 16,753 16.690 16,634 16,892 16,698 16,647 16,365 16,547 16,726 16,664 White 9,790 8,991 8,819 9,005 9,039 8.460 8,173 7,784 7,624 7,490 Other 294 332 357 404 436 657 545 635 '' 732 Total 26.543 25,975 25,785 26,254 26,141 25,543 25,195 24,876 24,985 _ 2'4 886 % Blk 63 64 65 64 64 65 65 67 67 r 67 r Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. 0 Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, . the LASO was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school year, we did not assess the enrollment of LASO schools in relation to racial balance guidelines. The high school enrollment totals, both individually and collective, do not include the number of students in the kindergarten classes that are located within those buildings. The high school kindergarten enrollment is included in the elementary enrollmeia totals.   Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and _ three-year-olds. Before 1994-95, the LASO included only children in the four-year-old program through six1h grade in \"' Rockefeller's October 1 enrollment report. ... , Ii I I I I I Page C-8 , LRSD TEN YEAR ENROLLMENT COMPARISON 30.000 25.000 20,000 15,000 10,000 5,000 0 -==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n===7 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97 i iii Total  Black  White The graphs below magnify the total, black, and white enrollment shown above. The graph above is at intervals of 5,000 students\nthose below are at intervals of 500. 18.000 17,500 17,000 16,500 16,000 15,500 27,000 26,500 26,000 25,500 25,000 24,500 24,000 Black Enrollment 1 s,000-+--,---,~~~---,--r---.--r--r' Total Enrollment 11 ,000 10,500 10,000 9,500 9,000 8,500 8,000 White Enrollment PageC-9 School Elementary Junior High Senior High. Sub Total - Secondary Grand Total Page C-10 LITTLE ROCK SCHOOL DISTRICT BY ORGANIZATIONAL LEVEL TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegreganon Mon1twng ! 0s-a9 I 89-90 90-91 I 91-92 92-93 I 93-94 94-95 I 95-96 Black 9,447 9,489 9,435 9,537 91s2 9.055 9,004 9,239 White 4.732 4,579 4,740 4,971 4,960 4.838 4,767 4,613 Other 127 161 175 201 251 400 333 Total 14,179 14,195 14,336 14,683 14,343 14.144 14.171 14.185 %Blk 67 67 66 65 64 64 64 65 I Black 3,912 3,937 4,025 4,112 4,138 4.163 4,006 3.941 White 2.156 1,951 1,878 1,882 1,948 1.816 1,738 1,587 Other 90 81 68 80 100 118 95 Total 6,068 5,978 5.984 6,062 6.166 6.079 5,862 5.623 0 '\u0026lt;\u0026gt; Blk 64 66 67 68 67 68 68 70 Brack 3,394 3,264 3.174 3,243 3,378 3.429 3,355 3,367 White 2.902 2.461 2,201 2.152 2.131 1.806 1,668 1,584 Other Tl 90 114 123 85 139 117 Total 6,296 5,802 5,465 5,509 5,632 5.320 5,162 5,068 %Blk 54 56 58 59 60 64 65 66 Black 7,306 7,201 7,199 7,355 7,516 7.592 7,361 7,308 White 5,058 4,412 4,079 4,034 4,079 3.622 3,406 3.171 Other 167 171 182 203 185 257 212 Total 12,364 11,780 11 ,449 11,571 11 ,798 11 .399 11 ,024 10,691 %Blk 59 61 63 64 64 67 67 68 Black 16.753 16 690 16.634 16,892 16,698 16,647 16,365 16,547 White 9,790 8,991 8,819 9,005. 9039 8,460 8,173 7,784 Other 294 332 'J.57  404 436 657 545 Total 26,543 25.975 25,785 26254 26,141 25,543 25.195 24,876 %Blk 63 64\" 65 64 64 65 65 67 96-97 I 97-98 9,417 9,402 4,534 4,380 407 475 14,358 14.257 66 66 3,817 3.768 1.5s8 \\ 1.511 111 I 136 5.486 5.415 10 I 70 3,492 3,494 1,532 1.599 117 121 5,141 5,214 68 67 7,309 7,262 3.090 3,1 10 228 257 10,627 10.629 69 68 16,726 16,664 7,624 7,490 635 732 24,985 24,886 67 67 J l J I I  1 LASO ENROLLMENT BY ORGANIZATIONAL LEVEL ,0.000 8,000 6,000 4,000 2,000 Elementary Level 0 J2:==============,r 1989-90 1991-92 1993-94 1995-96 1997-96 1988-89 1990-91 1992-93 1994-95 1996-97 II Black O White Secondary Level 10,000 8,000 6,000 4,000 2,000 o-lc====::\n:::::====::\n:::::====-:\n,\" 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97  Black  White The graphs below subdivide enrollment at the secondary level. The graphs above are at intervals of 2,000 students\nthose below are at intervals of 500. 4,500 4,000 3,500 3,000 2,500 2,000 Junior High Level 1,500 -J.!:=\n=::::\n==\n=::::\n==\n=::::\n==\n=::::\n==?' 11194-95  Block  White Senior High Level 4,500 4,000 3,500 3,000 2,500 2,000 1,soo.J.1::=============.r 1969-90 1991-92 1988-89 1990-91  Black  White Page C-11 School Booker Elementary Arts Magnet Carver Elementary Basic Skill\u0026amp;'Math- Science Magnet Gibbs Elementary Foreign Language/ International Studies Magnet Williams Elementary Basic Skills Magnet Mann Jr. High Arts \u0026amp; Science Magnet Parkview High Arts \u0026amp; Science Magnet GrandTotat ' C Black White Other Total %8Ii( Black White Other Total %Blk Black White Other Total %Blk Black White Other Total %Blk Black While Other Total %8lk Black White Other Total %Blk Black' White:  Other, Totai  STIPULATION MAGNETS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegregallon Morntonng 88-89 89-90 90-91 91-92 92-93 93-94 355 325 346 347 345 321 292 280 260 275 269 265 5 8 12 7 9 647 610 614 634 621 595 55 53 56 55 56 54 222 273 327 325 329 325 224 308 267 271 262 263 8 9 5 7 7 446 589 603 601 598 595 50 46 54 54 55 55 172 172 187 190 191 170 163 159 140 141 134 121 7 6 8 11 8 335 338 333 339 336 299 51 51 56 56 57 57 246 255 281 273 275 257 229 241 218 214 218 207 5 6 8 9 8 475 501 505 495 502 472 52 51 56 55 55 54 516 476 515 491 505 494 366 381 356 365 327 341 20 15 16 17 16 882 an 886 872 849 851 59 54 58 56 59 58 482 434 435 446 485 443 347 354 350 373 358 315 17 19 25 11 10 829 805 804 844 854 768 58 54 54 53 57 58 1993 1.935 2.091 2.072 2.130 2.P:10 .. -~ 1,621 1723 1 591 1.639 . 1.568 1,St.2 ~ 0 \"' 62 63 74\n62 . , .\n. -:\nA .. 3.6t4 ( 3.7a0 3,745 3785 , 31so \" a:58Ci - '\u0026lt; %Blk , 55 52: 56 55 ... 57 ): '.56 94-95 95-96 96-97 97-98 305 316 313 308 245 267 272  275 23 21 18 14 573 604 603 597 53 52 52 52 309 326 311 312 267 290 274 264 12 13 19 20 588 629 604 596 53 52 51 52 160 165 160 161 121 132 146 143 12 10 6 7 293 307 312 311 55 54 51 52- 250 264 259 . 2.48 214 232 226 219 10 12 16 12 474 508 501 479 53 52 52 52 456 451 443 , 446 366 382 395 392 23 14 16\n, 20 845 847 854 \" 858. 54 53 52 I ~ .1 52 .\n420 429 445 I \\. 464 328 373 385 ' t 4'1,8 \\ 37 35 36 ~  .  , 2!f 785 837 866 91'1 54 51 51 ' 51- ' , t900 1 951 1 931 ' 1..9$ ' . . :\\ 1 541 t676 1698 ' l.711 U? ,1t7\nt- 1:os ,t 111 ... .-,\\102 ~JS-558 ' 3.:732 ,- 3740 ~\n.\n.\n. . .3,752 }., ~-- 53 ' 52 ~ ,\n~ ~ 52 ~-\\., 52 Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school A year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines. W Page C-12 1997-98 Black Percentage in Stipulation Magnets 100 90 80 70 60 50 52 51 40 30 20 10 0 Booker Carver Gibbs Williams Mann Parkview Page 4 of the Interdistrict Desegregation Plan reads, \"The Little Rock [School] District shall continue to operate the interdistrict magnet schools established in 1987-88. Those schools shall be racially balanced to a point of between 50 percent and 55 percent black.\" At the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium, so for the 1997-98 school year, we did not assess the enrolhnent of LRSD schools in relation to racial balance guidelines. However, because the six stipulation (original) magnet schools located in the LRSD serve students from all three school districts in Pulaski County, we prepared the above graph to show that all six supulation magnets fall within the plan guidelines for racial balance. Page C-13 LH:\u0026gt;U i. ~\\..t:N 11 Vt: :\u0026gt;\\..nVvL\n:, TEN YEAR ENROLLMENT COMPARISON Preoared by the Office of Des MorntormQ School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 9~96 96-97 97-98 Franklin Elem Black 414 364 343 428 352 300 393 400 414 427 White 28 72 59 71 50 40 41 24 31 31 Other 12 9 8 9 5 9 7 7 Total 442 448 411 507 411 345 443 431 452 4 %Blk 94 81 83 84 86 87 89 93 92 92 Garland Elem Black 276 268 211 262 233 181 246 235 254 253 White 23 15 18 15 17 3 9 2 6 6 Other 2 11 2 6 21 27 18 17 12 Total 299 285 240 279 256 205 282 255 277 271 %Blk 92 94 88 94 91 88 87 92 92 93 lsh Elem Black 178 157 142 188 182 Closed after the 1992-~ White 19 7 4 9 5 school ye. Other 0 0 3 0 Totat 197 164 146 200 187 %Blk 90 96 97 94 97 Mitchell Elem Black 220 220 183 285 232 215 260 250 248 223 White 41 19 24 27 28 12 8 7 12 16 Other 0 0 0 4 3 4 0 2 3 Total 261 239 207 312 264 230 272 257 262 242 %Blk 84 92 88 91 88 93 96 97 95 9~ Rightsell Elem Black 196 194 . 191 282 -- 239 184 225 210 237 \\ 234 White 45 16 _ 1 6 -- 9 4 4 6 5 '' 12 Other 1 ' t 1 . 1 1- 0 3 4  a 3 Total 241 211 193 289 . - 249 189' - 229 - 219 246 - 249 %BIie 81 92 99 98 96 97 98 96 96 Rockefeller Elem Black 255 215 195 282 250 240 264 259 266 2 White 45 33 71 116 104 93 124 131 155 167 Other 2 5 5 7 7 15 16 15 . 19 Total 300 250 271 403 361 340 403 400 436 *450 %Blk 85 86 72 70 69 71 66 64 61 59 Stephens Elem Black 227 225\n,.: 190 235 202 141 : , ( ' - '- ' White 6 - , ,--~ 0 L~ --_ 12 . 9 7 3 Cfo6ad aner Iha f993-!M . Other . - 1 :- 0 ... 1 . - 0 . 1 - . school year. .. - - - Total- . 233\" 226\n - 202 . 245 7' 209 14\u0026amp; _%,RIie 97 100 94 96 97 97 ' - Grand Total Black 1 766 1,643 1,455 1,962 1,690 1,261 1 388 1 354 1,419 -- 1,40't White 207 162 189 253 220 155 186 170 209 -232 Other 0 18 26 20 27 38 55 44 45 \\. ,~ Total 1 973 1,823 1,670 2,235 1,937 1,454 1 629 1,568 1,673 '  -.1 676 %Blk 90 90 87 88 87 87 85 86 85 ! 84  Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and three-year-olds. Before 1994-95, the LRSD included only children in the four-year-old program through sixth grade in Rockefeller's October 1 enrollment report. Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school year, we did not a~ the enrollment of LRSD schools in relation to racial balance guidelines. W Page C-14 LASO INCENTIVE SCHOOLS ENROLLMENT Franklin Elementary 60()-,------------- soo+-------------- 400 JOO 200 :oo 1989-90 1991.92 1993-9' 1995-96 1997-98 1988-39 1990-91 1992-93 1994-QS l!X\u0026gt;S.97 Mitchell Elementary soo~------------- soo+-------------- ,oo-+-------------- 1989-90 1991-92 1993-94 1995-96 1997-98 1988-l!9 1990-91 1992-93 1994-95 1996-97 Rockefeller Elementary ,\noo-,-- ------------ 500+-------------- ,oo 300 200 100 ~.......... ........... '\u0026lt;- 1989-90 1991-92 1993-94 1995-96 1997-98 1988-a\u0026amp; 1990-91 1992-83 1994-115 1999-97 Garland Elementary Rightsell Elementary Total Incentive School Enrollment 2,500-,-------------- 1,500 1,000 500  Total  Black O White Note: Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-yearolds, tv.o-year-olds, and three-year-olds. Before 1994-95, the LASO included only children in the four-yearold program through sixth grade in Rockefeller's October 1 enrollment report. Page C-15 LRSD AREA SCHOOLS TEN YEAR ENROLLMENT COMPARISON P reoar,e dblY th e Offi ce otDe sear\"\"\"hon Morntorin l Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Badgett Elem Black 202 180 166 161 154 132 133 166 185 White 77 57 56 59 48 57 44 44 32  Other 0 0 0 0 0 0 0 2 0 Total 279 237 222 220 202 189 177 210 219 233 %8lk 72 76 75 73 76 70 75 79 84 92 Bale Elem Black 297 292 302 295 248 225 214 243 266 265 White 117 88 66 60 62 68 87 85 94 78 Other 5 7 5 11 10 8 19 15  19 Total 414 385 375 360 321 303 309 347 375 362 %Blk 72 76 81 82 77 74 69 70 71 73 Baseline Elem Black 292 282 272 258 262 265 245 247 241 2ff7 White 108 100 91 74 74 76 77 75 56 44 Other 7 7 5 3 2 4 5 5 12 Total 400 389 370 337 339 343 326 327 302 323 %Blk 73 72 74 77 77 77 75 76 80 83 Brady Elem Black 278 292 330 286 275 263 254 250 236 235 White 169 142 121 128 111 122 137 124 103 98 Other 8 5 6 12 12 17 20 32 39 Total 447 442 456 420 398 397 408 394 371 372 %Blk 62 66 72 68 69 66 62 63 64 63 Chicot Elem Black 363 339 362 341 350 356 344 345 364 .. White 197 188 180 187 177 147 151 99 127 , 127 Other 4 2 3 8 6 8 8 27 , 40 Total 560 531 544 531 535 509 503 452 518 ~ ' 537 %Blk 65 64 67 64 65 70 68 76 70  69 Cloverdale Elem Black 281 294 289 304 291 304 312 384 439 ~ 469 White 165 122 98 84 71 75 74 64 51\n,  4 34 Other 3 2 4 4 7 6 5 10 \\ 9 Total 446 419 389 392 366 386 392 453 500 I 5-12 o/oBlk 63 70 74 78 80 79 80 85 88 ' , , 92 Black .\n\n,,, 189' ., '\nDodd Elem 'ZJO 253 194 166 183 .. 193 190 156 \\ 145 White 144 - .138 134 134 121 97  97 97 82 ~ . \"~ !' 74 C ~\no ~ Other \" ,_ 3 3 3 0 6 . 8 \". 7 4  5 Total 414 394 331 303 304 -~2 298 -- 294 242 -' ( 224 %Blk 65 64 59 55 60 65 65 65 64 . -~ 1:  65 Fair Park Elem Black 247 240 279 257 192 200 204 211 193 ,\" 188 White 94 92 65 60 49 60 73 53 55\nr 54 Other 0 1 3 2 3 5 6 7 '' 6 Total 341 332 345 320 243 263 282 270 255 . ' \". 248 o/oBlk 72 72 81 80 79 76 72 78 76 :. :. Page C-16 LASO Area Schools Ten Year Enrollment Comparison Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Forest Park Elem Black 251 223 205 191 198 200 198- 205 218 205 White 172 165 177 206 242 253 228 222 227 219 Other 4 5 5 4 5 6 8 4 6 Total 423 392 387 402 444 458 432 435 449 430 %81k 59 57 53 48 45 44 46 47 49 48 Fulbright Elem Black 327 325 293 231 225 233 235 255 265 . 240 White 271 242 259 264 296 272 289 254 227 247 Other 9 7 11 9 15 18 9 8 8 Total 598 576 559 506 530 520 542 518 500 495 %Blk 55 56 52 46 42 45 43 49 53 48 Geyer Springs Elem Bfack 157 136 145 180 177 208 223 231 233 , 23-7 White 82 69 56 74 105 78 66 71 69 '' 69 Other 0 0 0 0 2 11 8 8 ' . 1-0 Total 239 205 201 254 282 288 300 310 310 ' 316 %Btk 66 66 72 71 63 72 74 75 75 ' 75 Jefferson Elem Black 272 239 237 209 204 213 218 210 207 ' 227 White 216 237 225 270 273 287 279 285 282 279 Other 3 7 5 6 4 5 6 8 '_ 7 Total 488 479 469 484 483 504 502 501 497 513 %Blk 56 50 51 43 42 42 43 42 42 44 MabelvaleElem Black 373 311 321 266 278 311 340 318 308 299 White 213 222 235 234 2t9 174 124 139 104 99 Other 2 3 5 3 3 10 3 6 9 Total 586 535 559 505 500 488 474 460 418 407 o/o Blk 64 58 S7 53 56 64 72 69 74 . 73 McDermott Elem Black 298 314 323 291 275 262 241 259 277 , 273 White 208 190 193 206 220 232 233 213 196\n186 Other 10 8 14 14 15 20 15 16 , ta Total 506 514 524 511 509 509 494 487 489 477 o/o Blk 59 61 62 57 54 51 49 53 57  57 Meado~liff Elem Ebck 312 268 287 252 292 306 279 305 285 ' 263 W.hite 144 . 162 154 174 147 127 131 93 82 ', 59 Other 2 3 1 1 1 1 2 6 ' 10 Totat 456 432 444 4'Zl 440 -~ 434 411 400 373 ' .332 o/o Blk 68 62 65 59 66 71 68 76 76 79 Otter Creek Elem Black 207 170 180 160 143 141 154 13-9 132 151 White 154 172 179 191 203 195 196 193 170 168 Other 0 0 5 7 5 9 7 8 ' 9 Total 361 342 359 356 353 341 359 339 310 328 %Blk 57 50 50 45 41 41 43 41 43 46 Page C-17 LASO Area Schools Ten Year Enrollment Comparison Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98. Pul Heights Elem Black 226 218 211 185 198 190 197 189 245 2 A White 100 87 108 151 173 197 207 207 200 ( \" Other 2 6 6 8 11 16 . 10 9 8 Total 326 307 325 342 379 398 420 406 454 464 % 81k 69 71 65 54 52 48 47 47 54 55 Terry Elem Black 307 312 289 243 238 243 234 239 231 235 White 215 197 227 253 286 292 295 279 266 253 Other 4 6 16 17 26 30 18 18 . 23 Total 522 513 522 512 541 561 559 536 5151,. 511 % Blk 59 61 55 47 44 43 42 45 45 46 Wakefield Elem Black 316 301 326 329 347  337 327  368 385 322 White . 185 160 169 141 ' 147 106 38  41 Other 3 7 9 6 .. 4:\u0026gt; ., 13. 10 13 ' 1'0 .. Total 501 464 502 ' 479 -500 c 447 \n, / 413 429 436 ' 373  %Bfk 63 65 65 69 69 75 79 86 88 . 86 Watson Elem Black 297 294 347 338 332 353 340 353 394 C 441 White 168 160 168 126 117 89 81 84 80 ,, 4 6 Other 2 3 3 2 0 6 7 5 \\/, 6 Total 465 456 518 467 451 442 427 444 479 \\ .' 493 % Blk 64 64 67 72 74 80 80 80 82 '.  89 Western Hilts Elem . Black ' \\ 213 . _\n:,\n196} '.::\" 204 :' l 90 ,, )'m (r::}' 215 j\nr \u0026lt; 2t5  208 ,.,  219 i i: {-  White ,. 11'9 \u0026lt;\u0026lt; 140 +'\u0026lt; 131  ./  130 . \\24 }[?) 114 \\  ,,:95 :,  106 ... 92 . '. 92  0t~r- ....  ,, , .. : 1: \u0026gt; 4: '. '3 , --: ) ~]'\n'. .  :l' \" .] {:   1 1 . : 1 ' Totaf,. i '\\ 332 fi '~7k:' .3a9 . ']\\'323 :,{@'.3$ \\t[::', 332 i . ') 317 ::: 315 \u0026gt; 312 },, 315 '. %,~ - 64 \u0026gt;\u0026lt; '.\\{sii \\\u0026gt; '\u0026gt;60: [: :\u0026lt; 59 62 65 68 66 70\n\"'' . '70  Wilson Elem Black 289 263 298 288 265 263 254 304 294\n'.\n', '297 White 123 134 118 105 90 87 83 72 57\n\\\\\\53 Other 0 2 0 4 8 8 11 /,,\".\\ t2 Total 412 397 418 394 355 354 345 384 362 ,\n'\n\u0026lt;\\~62 % Blk 70 66 71 73 75 74 74 79 81 \\C ' ' 82 WoodMf Etem: })\n:j f~i i{:ii,}11 1:\nl!'.!! ~lit 1~\n:::ii'\\):~\n::::::~~}\n:'\\\n.: ~\n'\n:\n: '  ~: 'i '.\n:\n:1 ::. ~:::. ~= :\u0026lt;:~ ~ :\n: '~ ': :tTb?\n: \n'\"'] 1:,:\u0026lt;.,.['J :tf,:!}?!:l ,'c:n:: ,,:,., E f:t:iIi\\\\i :r,i'ha {'::e , sf',\\\\\\2 ., ,r~\u0026gt; '(l:~  ::::\n:,,. ~~ ... :: ' ., ,    ::.:::, \u0026lt;': 12  '.',\n\":: \"~54g: ..... 2aa~:,\\ ,28'4 ...\n' ':? , ~~\n74 71 65 64 63 62 61 67 69 \\ \\'.,\"11 Sub Total - Elem Black 6,238 5,879 5,980 5,566 5,483 5,556 5,502 5,789 5,958 ,, 5~020 White 3,499 3,316 3,272 3,388 3,438 3,289 3,207 2,991 Other 76 92 116 123 149 224 185 Total 9,737 9,271 9,344 9,070 9,044 8,994 8933 8,965 %Blk 64 63 64 61 61 62 62 65 Page C-18 LRSD Area Schools Ten Year Enrollment Comparison Junior High Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97  97-98 Alternative - Jr. High Black 10 LRSO cid not prtMd\u0026amp; White 0 October 1 enrollment fa th\u0026amp; alternative jr. higl until 1997- Other 0 96, although 1he schoa was Total 10 eslllbtished before 1997-98. %81k 100 Cloverdale Jr. High Black 424 470 535 531 571 566 521 527 553 552 White 288 251 224 209 192 130 119 73 70 , 52 Other 10 5 5 12 5 7 9 16 . 18 Total 712 731 764 745 775 701 647 609 639 622 %Blk 60 64 70 71 74 81 81 87 87 - 89 Forest Heights Jr. Black 492 538 530 541 554 575 565 578 485 , 452 High White 278 254 224 208 220 195 197 165 135 , 181 Other 16 18 16 13 18 18 16 10  Hi Total 770 808 772 765 787 788 . 780 759 630 .. 648 o/oBlk 64 67 69 71 . 70 73 72 76 77 '. 70 Henderson Jr. High Black 614 680 672 711 685 678 661 623 610 624 Qnciudes a mag,et program) White 340 256 211 135 215 210 229 152 116 88 Other 20 19 13 14 27 27 17 15 12 Total 954 956 902 859 914 915 917 792 741 724 %Blk 64 71 75 83 75 74 72 79 82 ' 86 abelvale Jr. High Black 325 372 404 429 438 453 417 363 347 379 White 256 235 214 235 - 226 197 161 125 116  122\nOther 2 2 1 3 4 7 3 5 4 Total- 581 . 609 620 665 667 654 585 491 468 ' 50S %Blk 56 61 ' 65 65 66 69 71  74 74 .' ' 75 Pul Heights Jr. High Black 429 454 454 468 452 434 431 447 462 I .. 43.7 White 265 256 262 291 319 351 334 327 314 'It,.' 317 Other 11 6 2 3 '5 6 7 9 , t3 Total 694 721 722 761 774 790 771 781 785 \\. 767 %Blk 62 63 63 61 58 55 56 57 59 ' 57 southwest Jr. High Blad{' 512 4 492 521 523 . 52:4 . 487 512 466f, 426 White 222 198. 151 t76 166 14t 105 84  113~_ ' 613 Other 9 12 7 6 - 14 18 16 15 ~ ~ f6 Total 734 700 655 704 695 6-79 610 612 594~ 5-10 %Blk' 70 70 75 74 - 75 77 80 84 78 \\,. 84 Sub Total - Jr. High Black 2 796 3,007 3087 3 201 3,223 3,230 3,082 3 050 2 923 ,. . 2 880 White 1 649 1,450 1 286 1,254 1 338 1 224 1 145 926 864 828 Other 68 62 44 51 73 83  68 70 I 78 Total 4,445 4,525 4435 4,499 4,612 4527 4 310 4,044 3,857  ~786 %Blk 63 66 70 71 70 71 72 75 76 76 Page C-19 LRSD Area Schools Ten Year Enrollment Comparison Senior High Schools AI..C  Senior High Central High (includes a magnet program) Fair High Hall High 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 9fr97  97-98 1 Black While Other Total %Blk Black White Other Total %Blk 8'ack While Other Total %Blk Black White Other Total %Blk Bfack: Whit\u0026amp;- 1,136 884 2,020 56 455 449 904- 50 632 617 1,249 51 502\n: 569: r  Other.  Total - . t 1-71 %Blk. St 1,060 928 1,036 720 617 640 33 35 45 1,813 1,580 1,721 58 59 60 507 504 534 397 353 335- 7 9: 13 911. 866 882 56 58 61 629 694 587 551 502 476 12 16 19 1 192 1,212 1,082 53 57 54 634 ,0. -\n.\n, 613 640  439: ,\n,\n, 379: . 328 ~-\"\\' a . . 11 12 , -1081 . f\n003 980 -,\n5.9 . 2 61 65 1,133 1,178 991 761 618 548 56 33 49 1 950 1 829 1,588 58 64 62 562 580 618 310 311  276 14 8 7 886 899 90t 63 65 69 560 580 662 390 351 313 26 27 36 976 958 1,011 57 61 65 638 t\"'\"' -. 648 . 664 3ti 21,1 ~ - 16 .~~~- 7-  10 966 i:i\\ ~ an 6.8 75 76 974 542 30 1,546 63 638 244 8 890 72 618 254 39 911 68 703 ' 17t 5 884 80 1,073 634 38 1,745 . 61 , 63%  1681i O 1,068 7241 29 813 ' 7571 79 '   81 584 '-. 554- 194 1 ,', 1871 29 '. 43 807  7841 72  71 Sub Total - Sr. High Black 2 825 2,830 2 739 2,797 2 893 2,986 2,935 2,938 3 047 /: 3:03C White 2,519 2107 1,851 1779 1,773 1,491 1340 1,211 1147 /, \\--~tsfl Other 60 71 89 112 75 102 82 81 ::,\n~ Total 5 344 4,997 4 661 4 665 4,778 4,552 4 377 4 231 4,275 //4'\n3()3 I % Blk 53 57 59 60 61 66 67 69 71 \u0026gt;./\n/ro TotaJ.Emallmant :. '~ \\ 11.lWl j \\\nt'.~teh'i:soo 1fif:SM 1~1't~-?t{m1ft1!sta ~'11.1n_.: U:928'.\\t~9:f Area and Non- - ./ - -, ::-: \"' 1~ ' ''t,jJ~ i:\\)f,40g\nh:e\\12-tFA: ... r...::u r\n\\\\ia \".c?:s..692\n,, ~t28 .,. 41S1.-' i631 I Speciality Schookt:, ii~ ~:~~:,:}/ i:'ti~\n~ ,. 225 {/\n~~u/J', t'* g}~~i~z\n.-:409 :ii 335 f ::3\n\\, \u0026gt;_43~ _. tdlaf.: \"t8t62ii ci}l,1m ,T1a:MOi~ 1~-~ ?tts\n43'i 1tlio'13 f :t,1~ ,~#~ . t1.086 \u0026lt;.11.o\u0026lt;x I .,~4:Dk ,,\n~1:\"-e.1\nr\nl* t,2 ~?10{'~-1 ~\u0026lt;,t'.ij~ ~t,'..c\n\\~ (~~\nlt~~ :Jl~'.,1\n? )\n.ct.)J ss , __ 10 \\\\ '/70 Note: Toe blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the I year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the tenns of a monitoring moratorium\ntherefore, for the 1997-98 school I year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines.  Page C-20  LRSD AREA SCHOOLS* Ten Year Enrollment Comparison 20.000 15,000 10,000 5,000 0 --'==:::\n:::=:::\n:::==\n:::==\n:==\n==::::\n::=:::::\n:==\n:====,\" 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97  Total II Black O White  Includes those area schools that have a magnet program. The graphs below magnify the total, black, and white enrollment shown above. The graph above is at intervals of 5,000 students\nthose below are at intervals of 500. 13.000 12.500 12.000 11.500 11,000 10,500 10,000 20,000 19,500 19,000 18,500 18,000 17,500 17,000 Black Enrollment Total Enrollment 8,000 7,500 7,000 6-500 6-000 5,500 White Enrollment 5,000 -J.-~--=\n-~~.:\n:~--=\n-~~.:\n:~.:\n~~~~.:\n~~~.:::-:f,,.. Page C-21 School Rockefeller Elem (incentive schoa) Cooperabve Early Childhood Education Mag,et Progam Dunbar Jr. High (interdistnct school) Gifted and Talented Magnet Program Henderson Jr. High (area school) Health Science Magnet Progam Central High (area school) International Studies Magnet Program McClellan High (aras school} Business/Canmla'licaliona Magnet Progam Black White Other Total o/oBlk Black White Other Total %Blk BJack White Other Total %8lk Black White Other Total %Blk Black . White Other ' LASO SCHOOLS WITH MAGNET PROGRAMS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office ot Desegregation Monrtoring 88-89 89-90 90-91 91-92 92-93 93-94 255 215  195 282 250 240 45 33 71 116 104 93 2 5 5 7 7 300 250 271 403 361 340 85 86 72 70 69 71 600 454  423 420 410 439 141 120 236 263 283 251 2 4 8 12 11 741 576 663 691 705 701 81 79 64 61 58 63 614 680 672 711  685 678 340 256 211 135 215 210 20 19 13 14 27 954 956 . 902 859 914 915 64 71 75 83 75 74 1,185 1,060  928 1,036 1,133 1,178 885 720 617 640 761 618 33 35 45 56 33 2,070 1,813 1,580 1 721 1,950 1,829 57 58 59 60 58 64 61-5 634 . 613 640  638 648 576 439- \" 379 328 312 2fJ . ~ 8~ 11 .  ~- .. 12 --:~ ~- 16 7 94-95 264 124 15 403 66 468 227 12 707 66 661 229 27 917 72 991 548 49 1,588 62 664 203 .. 10 , Total ' 1,19L 10\u0026amp;1~ 1003. 986 ':a,,/ 966 ' 866' -  an %81kl 52  51 ,, 61  66 \",,, 66 75 76  Indicates the school year the magnet program began. 95-96 96-97 97-98 259 266 264 131 155 167 16 15 19 *406 \"436 *450 64 61 59 440 451 442 279 299 291 13 25 38 732 775 771 60 58 57 623 610 624 152 116  88 17 15 } # 12 792 741 724 79 82 ', 86 974 1,073 1,068 542 634 724 30 38 2S 1,546 1,745 , 1,821 63 61 5.9 708 751  790 . 171 151  ,  1\"32 5 8 ) '  13 884 910\n935 80 83 : 84  Beginning 'Mth the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and I three-year-olds. Before 1994-95, the LRSD included only children in the four-year-old-program through sixth grade in Rockefeller's October 1 enrollment report. Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the J year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school I year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines. Page C-22  I School Central High Fair High Kindef'garten program moved after the 1995-96 school year. Hall High McClellan High Kindef'garten program moved alter the 1996-97 school year. Parkview High Kindergarten program ITlOY8d attar the 1996-97 school yea,. Grand Total LASO KINDERGARTEN CLASSES LOCATED AT HIGH SCHOOLS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegregation Mon1tor1ng 88-89 89-90 90-91 91-92 92-93 93-94 94-95 Black 49 50 49 50 49 50 49 White 1 0 0 0 0 0 0 Other 0 0 0 0 0 0 0 Total 50 50 49 50 49 50 49 %81k 98 100 100 100 100 100 100 Black 11 10 11 8 18 16 13 White 5 3 2 1 1 3 3 Other 0 0 0 0 0 0 Total 16 13 13 9 19 19 16 %Blk 69 77 85 89 95 84 81 Black 3 3 9 8 8 6 7 White 16 16 10 11 10 11 13 Other 0 1 0 0 0 1 0 Total 19 20 19 19 18 18 20 %8Ik 16 15 47 42 44 33 35 Black 13 13 17 18 18 18 20 White 7 3 3 2 1 2 0 Other 0 0 0 0 0 0 0 Total 20 16 20 20 19 20 20 %Blk 65 81 85 90 95 90 100 Black 11 14 12 9 16 20 15 White 7 5 0 4 1 0 0 Other 0 1 0 0 0 0 0 Total 18 20 12 13 17 20 15 %Blk 61 70 100 69 94 100 100 Black 87 90 98 93 109 110 104 White 36 27 15 18 13 16 16 Other 0 2 0 0 0 1 0 Total 123 119 113 111 122 127 120 %81k 71 76 87 84 89 87 87 95-96 96-97 97-98 43 31 33 1 1 1 1 0 0 45 32 34 96 97 97 13 2 0 15 87 8 13 7 8 3 0 1 0 0 17 16 7 47 81 100 19 15 0 0 1 1 20 16 95 94 18 13 0 0 0 0 18 13 100 100 101 72 40 11 4 1 3 1 0 115 77 41 88 94 98 Page C-23 TEN YEAR ENROLLMENT COMPARISUi- Pr eoar ed b V itl e Office 0 f De seqre, ianon Mo n,t o nnQ School I 88-89 89-90 90-91 I 91-92 92-93 I 93-94 94-95 95-96 96-97 I 97-98 Badgett Elem Black  14 9 10 8 20 27 25 29 (area school) White 5 6 7 8 5 9 6 2 (Four-year-old program) Other 0 0 0 0 0 0 0 Total 19 15 17 16 25 36 31 31 %Blk 74 60 59 50 80 75 81 94 Bale Elem Black  9 9 19 19 18 17 (area school) White 9 9 14 11 15 12 (Four-year-old program) Other 0 0 2 5 3 6 Total 18 18 35 35 36 35 % Blk 50 50 54 54 50 49 Baseline Elem BJack  18 23 24 25 27 (area school) White 13 13 10 11 8 (Four-yeer--old progmn) Other 0 0 2 0 0 Total 31 36 36 36 35 %81k 58 64 67 69 n Brady Elem Black  8 8 8 10 9 (area school) White 9 9 9 6 9 (Four-year-old program) Other 0 0 0 2 0 Total 17 17 17 18 18 %Blk 47 47 47 56 50 Chicot Elem Black .  9 9 11 21 18 (area school) White ... -~- 9 1 6 14 17 (Fouryeet-dd progarn) Other 0 2 1 1 0 ..  Total 18 18 18 36 35 %Btk ' .. '\u0026gt; -50 -'- 50 6t 58 51 Cloverdale Elem Black  9 27 34 42 25 29 ( area school) White 7 12 12 10 9 5 (Four-year-old program) Other 1 1 1 1 2 2 Total 17 40 47 53 36 36 %81k 53 68 72 79 69 81 Fair Part\u0026lt; Elem Black \u0026gt;,-\n\".\u0026amp; , ...  -::~? :\n'~- .. _:\n.[\" \" - 1 . :' 18 18 17 17 (araa school) Wtiit\u0026amp; '\n-\\::,rt ,c , .. [,.J\n/~.-~. ~\n:\n'--ft 5 \"'_,\n'\n:/ 1'5 -\n:\n~)~ :.:\n:t\n: ,~,. .'S 16 17 :rr i /':\\~,. ' , ... . jf 'of~', ':. . -~::\nf3 ... ~ .... (Four-~-old progam) Other . .. . '\"'-'  0 3 . 3 2 Total, .. '.,\n..._ ... -a- ~ (\n', 15 ~~1b?36\n: 36 .\" ~-\n36 36 . ' . -- .  %Blk .. .. , .. 47 ... -~ 50 50 47 47 Franklin Elem Black  29 36 31 27 28 46 63 61 58 (incentive school) White 25 19 25 24 18 21 6 9 12 (Four-year-old program) Other 5 3 4 3 3 5 0 2 2 Total 59 58 60 54 49 72 69 72 7 %81k 49 62 52 50 57 64 91 85 81 Page C-24 LRSD Early Childhood Programs Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Garland Elem Black  11 11 9 9 15 13 15 16 (incentive school) White 7 5 3 0 0 1 1 0 (Foor-year-old progam) Other 2 2 0 5 3 4 2 2 Total 20 18 12 14 18 18 18 18 %Blk 55 61 75 64 83 72 83 89 Geyer Springs Elem Black  9 11 23 21 21 18 (area school) White 9 5 11 15 15 14 (Four-year-old program) Other 0 2 3 1 0 3 Total 18 18 37 37 36 35 %Blk 50 61 62 57 58 51 lsh Elem Black  Data not 12 9 (incentiY\u0026amp; school) White 3.vailat le for 4 3 (Four-year-old progarn) Other 1988 89. 1 0 School closed after the 1992- Total 1989 90. 17 12 93 school year. %Blk nd 19 ~0-91 71 75 King Elem Black  27 32 40 36 35 (interdistr1ct school) White 31 31 31 34 35 (Four-year-old program) Other 2 3 0 1 1 Total 60 66 71 71 71 %Blk 45 48 56 51 49 Mabelvale Bern Black  9 9 11 9 (area school) White 8 8 6 7 (Four-year-old progam) Other 1 0 0 0 Total 18 17 17 16 %Blk 50 53 65 56 Mitchell Elem Black  13 9 11 19 17 13 13 (incentive school) White 7 5 1 0 1 3 5 (Four-year-old program) Other 0 0 0 0 0 2 0 Total 20 14 12 19 18 18 18 %Blk 65 64 92 100 94 72 72 Rightsell Elem Black  11 9 10 17 16 16 9 (Incentive school) White 5 6 0 1 2 1 8 (Four-year-\u0026lt;lid progam) Other 0 0 0 0 0 1 1 Total 16 15 10 18 18 18 18 %Blk 69 60 100 94 89 89 50 Rockefeller Elem Black 16 21 26 23 (incentive school) White 16 19 17 19 (Infant through three-year-old Other Data beforE 1994- ~5 not orovid ed 1 2 3 3 program) Total 33 42 46 45 %Blk 48 50 57 51 Page C-25 Ui::.u c:a 11y 1...,rn1anooo i---rograms I en t edr 1:::nro111111:rn vv11 ,1-1011:ov1, School 88-a9 89-90 90-91 91-92 92-93 93-94 94-95 Rockefeller Elem Black  Data r wt 31 25 28 32 (incentive school) White avai labl e for 28 22 23 16 (Four-year-old program) Other 1988- 59. 1 2 0 5 Total 1989-\u0026lt;)0 . 60 49 51 53 Blk ahd 199 0-91 52 51 55 60 Romine Elem Black  9 9 19 18 (i nterdistrict school) White 10 4 11 16 (Four-year-old program) Other 0 4 2 2 Total 19 17 32 36  Blk 47 53 59 50 Stephens Elem Black  20 14 12 8 8 8 (incentiv\u0026amp; school) White 0 3 7 4 3 1 (Four-year-old program) Other 0 0 1 0 0 0 School closed attar the 1993- Total 20 17 20 12 11 9 94 school year. %Blk 100 82 60 67 73 89 Washington Elem Black  20 18 20 36 (interdistrict school) White Date not 16 18 14 11 (Four-year-old program) Other availa )le for 1 0 0 5 Total 1989-~ '.) and 37 36 34 52 Blk 199( 1-91 54 50 59 69 Watson Elem Black .  11 9 30 (atea school) .. White 6 7 6 (Four-year-old program) Other .,. ... 0 0 0 ,.._  Total -: . . : 17 16 36 :- .... ,.. . %8Ik  65 56  83 Wilson Elem Black  9 9 (area school) White 8 8 (Four-year-old program) Other 0 0 Total 17 17 Blk 53 53 Woodruff Elem ,.,. . Black :/-.-.,\n:: }i\\ , ll'-'',:\":-::_--0.::--.:-t--::..:---.c :. ,,-.::,:,\n,: }?+ \\.,',o \\'0 1ii (area school) .. ...  ..... White /  \u0026gt;: .. :--\n])f1i{, -:::: .. : .t \n:.\n7 . i:1' 4 ...  -::/ ::::,:-::::::?--:, :,, (FOUl'.-year-\u0026lt;\u0026gt;id program)  . Other ....... \u0026lt; ........................ .::::.Jt\" '!ii: . :: J \\\n::: t  Total 'Y . :: :ft+ h,i)::y?. ...:.: ,.... . ....... ... ---'::\n. .::}:/ij 5 ...   \u0026lt;I %Blk .. ::::\n-':}-: y\nr :\n:]I~H\\ O?),.: ... -.\n-:---: :.-' ...... .... _.,. ...... .,._ :,.::- ',.,-.OU :---::--7: 0/ Grand Total Black 20 43 73 155 188 285 White 0 28 38 110 141 191 Other 0 5 6 9 11 16 Total 20 76 117 274 340 492 %Blk 100 57 62 57 55 58  Indicates the first year LASO established an early childhood program at that school. Page C-26 9 8 1 18 50 ['{{'\n18 :/\n: 15 !E\\:.:2- --:\n:36 :::::\nIso 435 220 38 693 63 95-96 96-97 97-98 25 27 27 23 26 26 3 0 51 53 5., 49 51 51 21 19 18 10 13 14 2 4 4 33 36 36 64 53 50 30 26 27 22 21 20 1 5 6 53 52 53 57 50 51 25 23 34 10 12 -- 0 1 0 35 36 36   71 64 94 10 9 9 7 9 8 1 0 1 18 18 18 56 50 50 - ' 20 : ..  - ---\u0026lt;::--19 18 [.} :16 -::- . .  16. -':C:' 15 I S') Q . . :\u0026lt;'. 1 1 1\"'''\"\"\\ .. __ :. : 36 34 :0--:\"/'\n .:,u :1-:c\n:.ss. :\u0026lt;1 : 53: 53 480 463 460 241 260 255 26 33 34 747 756 749 64 61 Elementary Schools Badgett Bale Baseiine Booker Brady Catver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitcheil Otter Creek Pulaski Heights Rightseil Rockefeller Romine Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total LITTLE ROCK SCHOOL DISTRICT COMPARISON OF CURRENT YEAR ENROLLMENT TO BUILDING CAPACITY Prepared by the Office of Desegregabon Mon,tonng Oct 1, 1997 1997-98 Percentage Enrollment Capacity Filled 233 257 91% 362 401 90% 323 390 83% 597 656 91% 372 467 80% 596 613 97% 537 558 96% 512 492 104% 224 328 68% 248 351 71% 430 399 108% 464 434 107% 495 540 92% 271 298 91% 316 328 96% 311 353 88% 513 492 104% 658 728 90% 407 515 79% 477 517 92% 332 465 71% 242 298 81% 328 351 93% 4o4 374 124% 249 258 97% 450 469 96% 328 487 67% 511 515 99% 373 492 76% 660 836 79% 493 492 100% 315 328 96% 479 517 93% 362 394 92% 284 324 88% 14,216 15,717 90% Junior High Oct 1, 1997 1997-98 Percentage Schools Enrollment Capacity Filled ALC-Jr. High 10 Cloverdale 622 868 72\"(, Dunbar 771 812 95~ Forest Heights 648 858 76%, Henderson 724 907 801% Mabelvale sos 614 82\"(, Mann 858 850 101~ Pulaski Heights 767 745 103~ Southwest 510 737 69(, Total 5,415 6.391 85~~ Senior High Oct 1, 1997 1997-98 Percentage Schools Enrollment Capacity Filled ALC-Senior High 6 Central 1,855 1,891 98~0 Fair 757 954 79\"(, Hall 791 1,291 61~ McClellan 935 1,199 78c%, Parkview 911 1,000 91~ Total 5,255 6,335 83%\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_432","title":"Finances","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Finance","Education--Evaluation","School management and organization"],"dcterms_title":["Finances"],"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/432"],"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\nFINANCE COMMITTEE SUMMARY November 21, 1989 GOVERNING GUIDELINE FOR THE COMMITTEE: \"How to achieve adequate funding for our schools.\" 1. 2. 3. 4 . Areas to explore: to review present operating cost. Ways to increase revenues. Best ways to Invest the money we do have. Propose Immediate and long term options. TOPICS DISCUSSED AND RECOMMENDATIONS A. Reorganize district debt to lower payments over the next few years by extending that debt over a longer period of time. *B. Shift current debt mills that are no longer needed to fund debt payments to maintenance and operations so that additional revenues may be realized through the forty percent (40S() pullback provision of State law which allows the pulling back of revenues from the succeeding year for current year use. *C. Participate in inter-district schools designed to enhance the desegregation programs of all three districts located In Pulaski County, which will enhance the revenue condition of the districts by providing more State funding. D. Merged Services (ranked according to savings potential). 1. 2. Food Service - seemed to have most promising value. Transportation - although complicated. Is a likely area for significant savings when thoroughly studied. 3. Printing services - some savings presently realized by utilizing vo-tech program. 4. E. F. G. Should investigate to maximize utilization. Data Processing - unlikely due to widely differing methods of operation. 5. Purchasing - all three districts are already appear to be receiving maximum benefits due to their own high volumes. 6. Warehousing Functions - no obvious savings apparent. exploring further. other non-profit sector? Selling Services *1. But worth Can excess space be leased to other districts or Food Services - sales to other districts not just to North Little Rock and Little Rock. 2. Data Processing Services - explore possibility of selling services to other districts. Continue To Build On \"Business Partner's\" Relationship. Positively Take Full Advantage of Free or Low Cost Programs. (Recent Commercial News Deal Pulaski County Accepted Is a Good Example). H. Grant Money - Maximize our opportunities to receive all funds that are available. *1. All Incentive and magnet programs should be closely monitored to assure a favorable cost:benefit ratio. J. Voluntary pupil movement may cost more initially, but is necessary to guarantee parental support, and provide necessary stability that will produce greater long term savings and enhance ability to raise funds. *K. Develop Slick Advertising Campaign to Promote: Theme - \"Good things that are happening in our schools.\" 1. 2. 3. 4. 5. Parent Involvement with school and administration. Teachers and administrators - quality and commitment. Combat negative media image. Quality of education In every school. Extra opportunities available: magnets, incentive. Inter-district. 6. The Importance of parents and patrons. Perceived stability through positive ad campaign will promote real stability which will enhance our opportunities for increased public funding. FINAL COMMENTS Our committee felt that time allowed was too short for adequate study of Pulaski County Special School District's financial condition. We also believe current committees should be continued beyond the planned preparation to monitor and enhance implementation. Which would promote the essential parent/patron Involvement which is needed in our school system. *Indlcates areas we consider to have a high probability for immediate Impact on our financial condition..5 Deloitte \u0026amp; Touche Ill Center Street, Suite 1800 Little Rock, Arkansas 72201-4420 Telephone: (501) 374-0206 Facsimile: (501) 374-4809 March 7, 1990 Mr. Eugene Rev i I Ie Metropolitan Supervisor Office of Metropolitan Supervisor Her i tage West Bui Iding 201 East Markham, Suite 510 Little Rock, Arkansas 72201  Dear Mr. Revi lie: Deloitte \u0026amp; Touche is pleased to respond to your request for assistance in performing an assessment of the costs incurred by the Little Rock School District (the \"District\") which are attributable to the U.S. District Court (the \"Court\") desegregation order. This proposal is based upon: Information supplied to us during personnel and yourself. interviews with both District read i ng of the February 16, 1988 II Recommendations of the Special Master. II Interim Report and A  A reading of Volume I of the \"Little Rock School District Proposed Desegregation Plan\" dated January 31, 1989.  A reading of the District's Fund 13 (i.e.. Desegregation Account) record of expenditures for fiscal year 1989. Based upon our initial interviews and preliminary assessment of the documents supplied to us by the District, we believe that a more detailed accounting of District desegregation activities would appear to de desirable in order to:  Establish rules for the District's accounting and reporting of desegregation costs for reimbursement by the Court's desegregation fund. Estab I i sh a base year II programs and associated costs. benchmark for allowable desegregation order This procedure is necessary in to both provide the District with a basis for financial forecasting and for the Court to have a mechanism to readily identify new initiatives of the District which are additions to the approved \"base year\" programs. Since each succeeding year's budget for the District builds upon the platform of the District's prior year desegregation programs, it is essential to clarify allowable base year desegregation costs so that both the Court and the District can monitor program performance and costs.STATEMENT OF THE EXISTING SITUATION The Metropolitan Supervisor serves as an agent of the U.S. District Court in allocating funds to the Little Rock School District to implement Court mandated changes in the District's operations and programs to achieve a goal of desegregation. The Metropolitan Supervisor has a responsibiIi ty to ensure than desegregation funds are used in an appropriate and prudent way In recent months both the to implement the directives of the Court. Metropolitan Supervisor and the Court have expressed concerns regarding the reasonableness of costs which the District has reported as being incurred to achieve the desegregation goal. A more detailed accounting of program expenditures for desegregation activities Fs essential to provide the Court and the Metropolitan Supervisor with the assurances that:  Claimed desegregation costs fully conform with the plan for desegregat ion.  Claimed costs are reasonable and have been incurred by the District.  Claimed costs correlate to the specific programs identified in the plan, and that actual expend i tures by the District for desegregation programs conform to the budgets set forth in the plan. The Little Rock District s i m i I a r I y i s reimbursement process for desegregation costs. experiencing problems with the operated at a deficit, and is experiencing H The District recently has cash flow\" problems. In this environment the District's financial planning can be greatly disrupted if:  Claimed reimbursements for desegregation costs are disallowed by the Court.  Court payments are not made on a timely basis. Certain financial Distr ict can be alleviated forecasting difficulties currently experienced by the if a set of rules for the accounting and reporting of allowable desegregation costs can be developed. POLICIES NEEDED TO ASSURE RELIABLE INFORMATION Our preliminary analysis of the existing situation has identified a series of policies that must be developed to define an H cost. H allowable desegregation It should be noted that the listing of policies identified here is preliminary in nature and is based upon our initial two-day assessment of the existing situation in order to develop this proposal. During the performance of the project, we would expect to substantially refine this preliminary listing of required policy decisions. Policies which appear to be required include addressing the following questions\n- 2 -)  What percentage of target group students which must compromise program beneficiaries in order to permit 100% of program costs to be al lowed?  Should desegregation costs not presented or itemized in the plan be al lowed?  Should claimed desegregation costs be allowed to vary significantly form the budgeted amounts set forth in the plan?  Should programs implemented before the desegregation order funded in whole or in part from the Cour Vs desegregation funds? be The preliminary listing of policy issues described above and other issues that will possibly be identified during the project must be addressed and resolved in order to establish the allowability of certain costs claimed by the District. OBJECTIVES OF THE PROJECT Our objectives in performing this project include:  Assisting the Metropolitan Supervisor in establishing a financial report ing procedure which prov i des means of report ing desegregation costs associated with specific desegregation programs Iisted in the plan. a Identifying policy decisions which are necessary to establish which programs and costs will be allowable reimbursable desegregation costs.  Contrasting program expenditures with the beneficiaries of those program expenditures to identify instances where the costs of a desegregation program activity should possibly be shared by the District and the Court. Identifying expenditures, if any, which vary significantly from the budgeted amounts for the program set forth in the plan. Identifying expenditures, if any, claimed by the District which may not be clearly attributable to the plan.  Developing recommendations to strengthen the process for updating and monitoring the District's plan for desegregation. In conducting our analysis we plan to use fiscal year 1989 plan, budget and expenditure data as the benchmark year for establishing programs and costs which are allowable and reimbursable costs. The policy, procedure and reporting issues identified during our analysis of fiscal year 1989 data should provide the necessary foundation for the Court to evaluate and act upon subsequent fiscal year claims by the District for cost reimbursement. - 3 - WHAT WE PROPOSE the District's claimed The appropriate starting point for analysis of desegregation costs would appear to be the fiscal year 1988 operating The fiscal year 1988 expenditures will provide a basis for expend i tures. the subsequent evaluation of fiscal year 1989 expenditures to determine whether fiscal year 1989 District activities are new initiatives in response to the desegregation order or are reclassifications of previously existing activities and programs. In establishing the fiscal year 1988 expenditure data, we will analyze and document:  District programs existing in served and costs. 1988 in terms of size, students  Identify teacher/pupiI ratios by school. We will also prepare a profile of each school for which desegregation costs were claimed in fiscal year 1989. The profile for a school will document the status of the school with respect to the desegregation activity in fiscal year 1988. As an example, the District has indicated that additional custodial employees were assigned to certain schools in fiscal year 1989 as part of the desegregation initiative to improve the cleanliness and Our profile of fiscal year 1988 practices would appearance of the school. establish whether a custodial employee claimed in fiscal year 1989 was or was not performing substantially the same duties in fiscal year 1988. Once we have established the fiscal year 1988 benchmark data, we will then Activities claimed by the District analyze fiscal year 1989 District costs to isolate desegregation related activities instituted by the District. will be costed on a program basis. We will then contrast the fiscal year 1988 benchmark data with the fiscal year 1989 desegregation costs claimed by the District to:  Identify on a program-by-program basis new desegregation activities implemented by the District. Building upon the custodial example, we might indicate that five new custodians had been retained and assigned to schools A, B, C, D and E. V,'  We would also estimate the cost of this program. Identify instances and associated costs where a preexisting fiscal year 1988 activity had been reclassified as a desegregation cost. Again as an example. if a student/teacher ratio at a particular school were ten to one in fiscal year 1988, we would identify a claimed desegregation cost in fiscal year 1989, if it purported to be for the purposes of reducing the student/teacher ratio at the school to a ten to one ratio. - 4 -t It should be stressed that both the custodial and teacher/student ratio examples are presented only as examples to facilitate an understanding of our planned approach. We have no information which indicates these examples are factual and they should not be construed as factual by the reader. After we have isolated the specific desegregation activities of the District in fiscal year 1989, we will perform additional tests. One test wiI I consist of a program activity-by-activity review to determine whether the program activity is focused upon the targeted disadvantaged student group or serves a I I students. If all students participate in a particular program activity, we will determine a reasonable allocation of the program activity's costs between those allocable to the target group and those allocable to the non-target group. We will contrast each desegregation program and its associated costs with the desegregation plan to identify, if any:  Programs which are not referenced in the plan.  Programs where expenditures have been claimed by the District which vary significantly from planned amounts. We wi I I select expenditures on a random basis and will examine 1) support to verify the desegregation related nature of the expenditure and 2) related disbursement support. We will then prepare a report for the Metropolitan Supervisor which lists in sequential order each program activity claimed by the District in fiscal year 1989 as a desegregation related activity. For each program, we will:  Briefly describe the purpose and objective of the program activity. Identify the costs of the activity. Identify and explain, if applicable, any costs which appear to be reclassifications of an activity which existed and was performed in fiscal year 1988, the base comparison year. Identify program activities which are shared by disadvantaged and other students and recommend an appropriate proration of costs. Finally, we will track and list legal expenditures by the District from fiscal year 1981 to the present. If District records permit, we will also classify legal expenditures as related or unrelated to the desegregation suit. Our final report will also identify certain policy decisions required in order to clarify the reimbursement process and wiI I further present recommendations for the types of reports which should be prepared by the District to support future claims for reimbursement. - 5 -Only the Court can and should decide whether a particular District desegregation initiative meets the intent of the Court order. Our proposed I eve I of assistance intended to ensure that both the Metropolitan Supervisor and the Court are in full possession of the facts with regard to the financial and program activities data. Such facts wi11 ass i st providing them with sufficient information to permit them to make difficult decisions regarding the appropriate allocation of funds to the District for desegregation activities. I s i n PROJECT STAFFING Our proposed project team for this engagement will include: Mr. David Bankard, a partner from our Firm's national public sector pract ice. Mr. Bankard will serve as the engagement partner and will be responsible for the overall performance of the work and for all deliverable products which are developed. Mr. C. Michel Haigh, the partner in charge of our Firm's Little Rock office. our Firm. Mr. Haigh is a very experienced audit partner with He will serve as the technical partner for the project and will advise our project team regarding accounting treatments and testing procedures. Ms. Rozanne Thompson. pract ice, wi I I serve a manager as our the project manager. Firm's pub Iic sector She wiI I be responsible for the development of our detailed project work plan and the supervision of the day-to-day performance of the work. i n Ms. Lee Ann Shell, an audit manager in our Little Rock office, will serve as a team leader. The team will be further supplemented with senior and staff accountants from our Little Rock office. Our team collectively possesses the necessary blend of K through 12 expertise and knowledge of accounting and costing procedures to efficiently and effectively perform this analysis in a manner which is highly responsive to your needs. PROJECT SCHEDULE AND COSTS We estimate that the analysis can be accomplished in a six week period, are prepared to begin work on the project immediately. We - 6 - Our fee quotation for this project is $65,000 plus expenses. This quotat ion represents a significant discount from our usual and customary fees. The fee quotation includes an oral presentation and discussion of our findings and recommendations for the Metropolitan Supervisor and/or the Court. The fee quotation does not, however, include any expert witness testimony which may result from the performance of the work. Should expert witness testimony be required, we would plan to bill these services at our full standard rates. * We appreciate this opportunity to assist \"the Metropolitan Supervisor with the performance of this important project. It is our belief that the accounting rules and procedures which are developed during this project will provide the necessary framework for controlling and monitoring desegregation expenditures for many years to come. road It More importantly, the rules of the which are developed during this project will improve relationships between the Court and the District by establishing the financial parameters under which desegregation costs will be reimbursed by the Court. Our ability to perform the work described in this proposal is clearly predicated upon the cooperation of District personnel who will need to provide access to program and financial data. We look forward to working with you. Should you have any questions regarding this proposal, please feel free to contact either Mr. David Bankard at (312) 856-8130 or Mr. Mike Haigh at (501) 374-0206. Very truly yours. David M. Bankard Partner C. Michel Haigh Partner - 7 - TO: Little Rock School District March 16, 1990 Members of the Metropolitan Supervisor's Financial Committee FROM: Ruth Steele, Superintendent We need to seek endorsement from the Financial Committee on two items with respect to the use of desegregation settlement funds. 1) We have provided documentation to support our position that a hearing officer and related expenses should be included in the desegregation budget. Both our preliminary plan submitted to the Metropolitan Supervisor and the Court approved plan address' the needs to reduce the disparity of disciplinary actions. In our preliminary plan, we also submitted a funding proposal that included a hearing officer and a budget for positive student discipline. 2) The district has had a serious cash flow problem for the past year and a half. Although we received the first payments from the Settlement a couple of months ago, these payments merely reimbursed the district for desegregation expenses already incurred. cash. As a result, we are on the brink of running out of The Settlement provides for a $6,000,000 loan to be \"loaned\" to district for desegregation programs. We have asked our attorneys and the State to draft the loan documents so that these funds will be available to fund desegregation efforts. We are requesting that the Financial Committee establish and endorse a procedure that permits the LRSD to make withdrawals from the proceeds of the loan fund that are in the Metropolitan Supervisor's escrow account. It is requested that the procedure provide for timely withdrawals that will assist LRSD in avoiding unnecessary interest costs. The district has been negotiating with local banks for several weeks to secure a line of credit to alleviate our cash flow problems. They have requested that we pledge as additional collateral for the line of credit the Settlement payments to be paid on July 1, 1990. We request that the Committee endorse the district pledging the payments as collateral for a line of credit. The necessity to pledge these payments will be minimized if a procedure is established with regards to loan fund proceeds. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Little Rock School District To: From: March 21, 1990 V. a r\nOffice of Metropolitan Supervisor - Finance Committee \"KUth S. Steele, Superintendent of Schools Subject: Request for Determination on Allowable Desegregation Costs MW 2 1 W i..2! In keeping with efforts to ensure that desegregation funds are used in an appropriate way, the Little Rock School District (LRSD) submits for your consideration the following expenditure estimates for planned desegregation activities: 1. Curriculum Audit  A description of this activity, as written in the January 2, 1990 Tri-Distrlct Desegregation Plan is enclosed as Exhibit I. Current estimates on the cost for this activity are $5,000 for 1990-91 and $50,000 for 1991-92. Original cost estimates provided by LRSD for the curriculum audit were $5,000 for 1990-91 and $100,000 for 1991-92. It is our belief that the curriculum audit should be accomplished during the first semester of the 1990-91 school year to provide maximum effectiveness in the development of plans for reducing disparity in the academic achievement of students. Further, we believe that it would be beneficial to have advanced training in the 1989-90 school school year for two or more staff members who will serve on the internal audit team. This approach will permit members of the internal audit team to become familiar with the audit process and thus enable preparation of information for use by the external audit team. 2. Two-Run Bus System -- Exhibit II provides details on changing from a three-run to a two-run bus system. At this time, it is estimated that the annual cost for this part of the Desegregation Plan will be $600,000 for 1990-91 plus Increases 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3301of three percent for the next four years of the capital lease payment period. Revised costs estimates will be provided no later than the end of the five year payment period. We have been advised that an order for new buses should be placed no later than April 2, 1990 to ensure delivery for the beginning of the 1990-91 school year. 3. Information on Magnet Schools and Programs required by the Trl-Dlstrlct Desegregation Plan Is enclosed as Exhibit III. According to the Plan, Dunbar Junior High School will open In the fall of 1990 as an Interdlstrlct Magnet School for International Studies and for Gifted and Talented Education. A joint planning committee has de- veloped recommendations on facilities renovations that would be appropriate to the themes at Dunbar and would enhance recruitment of students to the new Interdlstrlct Magnet School. Cost estimates for Initial renovations at Dunbar are enclosed as Exhibit IV. He are seeking approval on the described renovations at this time so that work might proceed on schedule. Additional estimates will be submitted as planning continues on Dunbar.From: Tri-District Desegregation Plan - January 2, 1990 Exhibit I INFORMATION ON CURRICULUM AUDIT These recommendations are made in addition to the ones proposed by the districts. The individual district plans follow. PLANS FOR REDUCING DISPARITY\nLITTLE ROCK SCHOOL DISTRICT The Little Rock School District has identified three problems related to equity in the academic achievement of its students. First, disparity continues between black and white achievement, as evidenced by grades and standardized tests. Second, black and white students are disproportionately represented in certain classes, programs, and activities. And third. the level of learning expected from students often varies according to a student's race. These problems will be addressed in the following ways: Problem One\nDisparity in Educational Achievement Despite years of awareness of the problem and numerous attempts to combat it, the disparity in educational achievement between black and white students continues, worsening as students move from grade to grade. The Little Rock School District will develop the following programs to address this problem. Five-Year Program Review\nThe district will immediately develop a five-year schedule for the review of all courses and including incentive programs, and magnet schools. to determine whether their content is sufficiently challenging, students. relevant, and enriching to all 5Curriculum Audit: The Little Rock School District will conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a schedule, in order to prearranged assess their effectiveness for all students. Programs to be audited include, but are not limited to: Chapter 1 Reading and Math Drug Education Foreign Languages Four-Year-Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library-Media Mathematics Music Physical Education, Health, and Nutrition Education Program for Accelerated Learning (PAL) Reading Science Social Studies Special Education Vocational Education The first programs to be audited will include Chapter 1 Reading and Math, Guidance and Counseling, PAL Learning Lab, and Foreign Languages. The purpose of the review will be to determine whether programs need to be modified to increase their educational value to students. In some cases programs may need to be eliminated or drastically changed. Review Multiethnic Curriculum Guides: Curriculum supervisors will be required to review the use of the multiethnic curriculum guides in order to propose necessary revisions and modifications. This review will be done yearly so that problems which become apparent can be quickly resolved. Instructional Management: The Little Rock School District will seek assistance Instructional Management System in for establishing an Technology now exists that can analyze every a student. student's learning style and achievement level, predict success or failure in school based on certain factors, and prescribe the necessary interventions in a timely manner. The 6district will inunediately engage experts in instructional technology to devise such a system. It should be noted that this approach is intended to benefit the successful as well as the unsuccessful student. The district will attempt to have this program in place by 1991-92. Problem Two\nDisproportionate Representation in Programs The disproportion representation of blacks and whites is not' a problem that can be addressed by simplistic solutions such as quotas or percentages, which are often humiliating and frustrating to students. All students, both the gifted and the low-achieving. must be provided every opportunity to excel, contribute, produce. and be challenged in school. A necessary precondition for this to occur is a strong basic education for all students beginning with kindergarten or before, and enrichment for disadvantaged children so they can compete with the more advantaged without losing ground over the years. Enrichment activities include additional or extended homework centers, summer learning programs, Saturday classes, extended day programs, academic incentive programs, and tutorial services. In schools that lack these programs, the district will allocate funds to establish at least one such program in each school. Principals, teachers, and guidance counselors can positively affect this problem. However, Boards of Education and administrators must support their efforts and insist on optimum learning opportunities for all students. The extent to which staff development can assist teachers and administrators in dealing with this problem will be discussed in the staff development section of this plan. 7From: Tri-District Desegregation Plan January 2, 1990 Exhibit II DETAILS ON TWO-RUN BUS SYSTEM student Assignment Appeals Conunittee\nThe Appeals Committee will consist of one representative from each of the following organizations: the Biracial Advisory Committee the PTA Council the Little Rock Classroom Teachers Association The Appeals Committee will also include two members at-large appointed by the Board of Directors, and one ex-officio member (an administrator) appointed by the Superintendent. The Appeals Committee will meet once each month to hear appeals. It will review only the following types of appeals: --geographic isolation racial isolation medical hardship --extenuating circumstances (as defined by the parent) Transportation: For the 1989-90 school year, the Little Rock School District is using a three-run bus system with schools opening on the first run at 7:55 a.m., on the second run at 8:50 a.m., and on the third run at 9:40 a.m. For the 1990-91 school year, the Little Rock School District will use a two-run bus system with the first-run schools opening at 8 a.m. and the second-run schools opening at 8:50 a.m. The Little Rock School District will also attempt to have all 17From: Tri-District Desegregation Plan - January 2, 1990 Exhibit III INFORMATION ON MAGNET SCHOOLS AND PROGRAMS PROPOSED INTERDISTRICT MAGNET SCHOOLS AND PROGRAMS 1990-91 1. Washington Basic Skills/ Math and Science Magnet Grades Pre K-6 2. Dunbar International Studies/ Gifted and Talented Magnet Grades 7-9 3. Central High International Studies Interdistrict Program Grades 10-12 4. Rockefeller Cooperative Early Childhood Education Demonstration Magnet Grades Pre K-6 1991-92 1. University Laboratory Magnet Grades Pre K-9 2. Franklin Early Childhood Environmental Science/Basic Skills Magnet Grades Pre K-6 3. Romine Gifted and Talented/ Basic Skills Magnet Grades Pre K-6 Aerospace/Technology Pre-Engineering Magnet Grades 7-12 1992-93 1. Business/Coiiununications Magnet Grades 7-12 2. Environmental Sciences/Zoo Magnet Grades 7-9 3. Garland Montessori Magnet Grades Pre K-6 4 . 1993-94 1. MacArthur Park Science/Natural History/Arts Magnet Grades Pre K-6 8elementary schools on the first run and all secondary schools on the second run. In order to move from a three-run to a two-run bus system, the Little Rock School District will need to acquire approximately forty additional buses before the 1990-91 school year and plan to replace approximately 15 to 20 buses per year, beginning in 1991-92. Financing these purchases with capital leases should reduce the first-year impact on the budget. In addition. the two-run system will require approximately thirty additional drivers and two route supervisors. 18DESCRIPTION OF INTERDISTRICT MAGNET SCHOOLS AND PROGRAMS There will be twelve additional interdistrict magnet schools in the Little Rock School District, with student ratios of 55-60 percent black and 40-45 percent white, and one, Central High School, that will be a limited interdistrict school. The 55-60 ratios will be implemented in the initial grades at the six existing magnets. There will be one interdistrict magnet school in the Pulaski County Special School District, and one. Oak Grove Jr./Sr. High School, that will provide an interdistrict program. Student ratios will be set at the maximums allowed by the court. Some funding for the interdistrict magnets will be through majority-to- minority transfers. The themes of every school will be further discussed and reviewed with parents for possible modification. LITTLE ROCK INTERDISTRICT MAGNET SCHOOLS Washington Basic Skills/Math/Science (Pre K-6) This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by academic. physical, and social competition\nand who are interested in math and science. 9Dunbar International Studies/Gifted and Talented (7-9) Dunbar Junior High School will open in the fall of 1990 as an Interdistrict Magnet School for International Studies 4nd for Gifted and Talented Education. A joint planning committee of area businesses, school administrators from the three districts, staff. and parents will be formed to supplement present plans developed by the district. They will start Feb. 1, 1990, to develop international studies programs for both Dunbar Junior and Central High Schools. A pledge of cooperation and support has been secured from the Greater Little Rock Chamber of Commerce and from Arkansas-based businesses interested in seeing the schools of Arkansas succeed. Those area businesses include Systematics Inc., Stephens Inc., Jacuzzi, Maybe1line. Timex, Orbit Valve, and TCBY. Other businesses will be approached to seek their assistance in this process. These corporations have significant international business interests. Central High School (10-12) A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies 10TO: FROM: Exhibit IV COST ESTIMATES FOR DUNBAR RENOVATIONS LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 South Bryant Street Little Rock, AR. 72204 Bob Robertson, Vernon E. THROUGH: DATE: Principal, Dunbar Junior High School Smith, Construction Manager Doug Kendall, Director of Plant Services March, 14, 1990 SUBJECT: received mak 1990 SERVICES Proposed Renovations to Dunbar Junior High School The following is an estimated cost for proposed renovations of a rpeting, windows, and grounds, cosmet ic building, and materials to complete the job. improvements to the DESCRIPTION ESTIMATED COST Carpet and Pad Removal and Replacement (16,348 Stage Curtains Lighting in Auditorium sq. ft.) Auditorium P.A. Main System Intercom System (Console Only) Electrical (Computer Room) Seif Sufficient Air Handler (B-5) Masonary Cleaning Window Replacement (Clear Plexiglass) Parking Lots (New) Asphalt Drive for Bus Drop Off Sidewalk Repairs Basket Ball Courts \u0026amp;. Goals Landscaping Removal of Two (2) Existing Flagpoles From Old Carver \u0026amp; Gilliam and installation at Dunbar Junior High (Completion Date, April 15, 1990) $ 15,000.00 3,707.60 3,882.00 1,200.00 2,500,00 1,250.00 5,500.00 3 ,090.00 30,720.00 14,775.00 4,599.41 1,500.00 3,500.00 8,725.00 1,500.00 Sub Total cc: Contingency, Fees, Permits, etc. (10%) Total $101,449.01 10,144.90 $111,593.91 Chip Jones LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 South Bryant Street Little Rock, AR. 72204 TO: Jackie Boykin, Director of Food Services FROM: Vernon E. Smith, Construction Manager THROUGH: Doug Kendall, Director of Plant Services DATE: March 12, 1990 SUBJECT: Renovation of Dunbar Jr. High Kitchen The following is an estimated cost for proposed renovations to the Kitchen at Dunbar Jr. High School, and items required to complete the job. DESCRIPTION ESTIMATED COST Partition Walls Exhaust Fan and Duct System For New Dishwasher Hot Water Heater \u0026amp; Booster Security Gate (Steel) Electrical Pantry (Wall Removal \u0026amp; Build New Shelves) $2,358.00 1,517.00 1,700.00 1,950.00 425.00 585.00 Total $8,535.00 . cc: Bob Robertson Chip Jones V-'\" To: From: Subject: Little Rock School District April 3, 1990 Office of Metropolitan Supervisor - Finance Committee 0^ A Ruth S. Steele, Superintendent Request for Determination on Allowable Desegregation Costs The Little Rock School District (LRSD) submits the following expenditure estimates on planned desegregation activities for your consideration and approval as allowable desegregation expenditures: 1. 9JJ-i-Se of Safety and SecurityExhibit I summarizes the recommendations made in the TriDistrict Desegregation Plan relative to establishing an Office of Safety and Security. The LRSD requests authorization to establish this office for the 1990-91 school year at a cost of $850,000 per year plus annual increases of approximately three percent (3%) for ongoing maintenance and operations expenses. In addition, approval is requested for a one-time capital improvements expenditure of $100,000 for renovation and modification of the former LRSD Transportation building located at 21st and Barber Streets so that this facility might be used as headquarters for the Office of Safety and Security. 2, a description of the science magnet program which was initiated in 1989-90 in accordance with Volume I of the LRSD Desegregation Plan dated January 31, 1989. Implementation costs for the second year of the program are estimated at $180,000 for one-time facilities expansion/im-provement and $70,000 per year for personnel costs. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 It is respectfully requested that a decision be given on these requests by April 16, 1990 so that necessary actions can be taken on a schedule that will enable programs to be in place by the beginning of the 1990-91 school year. RSS:nr Encl. Exhibit I Exhibit II Security Parkview Science Magnet SchoolExhibit I - Tri District Desenregation Plan - January 2, 1990 SECURITY SUMMARY AND RECOMMENDATIONS In the many meetings and forums held throughout Little Rock and Pulaski County last fall, a recurring theme was the concern of parents, black and white, about school safety and security. These themes involved apprehension about the safety of children in and around schools. and with black parents and community members. concern about the disproportionate numbers of black students suspended and expelled, particularly black male students. School programs in desegregated settings will suffer greatly if positive discipline policies aren't consistently and equitably enforced. Parents and community members must be involved in the preparation of programs to deal with this important problem. Staff development involving human relations, prejudice reduction. and discipline is an essential element of any program. The districts have included in their plans excellent suggestions regarding codes of conduct, security forces, and parent and community involvement. These plans must go forward in addition to recommendations contained in this report. The school principal is the key to this effort. School principals must be concerned about the safety of children in and around schools. and their leadership is essential in providing a safe school environment for children. For this reason, selection of school principals, inservice training in the area of discipline 14 . Establish a school-based student attendance incentive system at each school. discipline and 5. Activate discipline/attendance intervention teams at schools. Mandate that the pupil services team will do monitoring and involve the counselor with students who have discipline/attendance problems. 6. Involve parents in the team process regarding their children through meetings/conferences. 7. Establish discipline-review committee and sub-committees to include principals, staff, patrons, students, and at least one Board member to review discipline data and recommend modifications to ensure equity of policies and policy administration. The committee will be involved in the process of analysis of data and planning for reducing disparities in discipline. 8. Appoint a joint committee with Pulaski County Special School District and North Little Rock School District to coordinate discipline policies. 9. Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Safety and Security To parents whose children may be attending school in a part of the community that is unfamiliar to them, the issue of safety and security is extremely important. The Little Rock School District Board of Directors is determined to have safe, secure schools for children. Therefore, the following are proposed: 1. Establish an Office of Safety and Security with a coordinator and approximately thirty safety supervisors who will patrol campuses. follow and/or ride school buses, and perform other duties intended to protect the safety and security of school children. Salaries for safety supervisors will be in the $20,000 range. 2. Establish by 1990-91 a two-run bus system. thus eliminating a system requiring junior high students to begin their school day at 9:40 a.m. 12Exhibit II - Little Rock School District Proposed Desegregation Plan - January 31, 1989 PARKVIEW SCIENCE MAGNET SCHOOL Overview Parkview became\n ' 1987-88 school year, arts, drama, and dance the fine arts an interdistrict Fine Arts Magnet School for the A specialized curriculum in music, is part of the magnet program. visual program has attracted for the 1988-89 school 1 students short of capacity. Although approximately 815 students y3r, the school plant is still over 150 In anticipation of the facility , -----i--.-J . wii pa u xuil UX remaining undercapacity in the future and to provid ror students graduating from the Mann Math/Scien\u0026lt; e continuity and science a Sve^ a Ptoposed. The program will be phased In foir^in^ f 100-150 tenth grade students dents Wil 1 class. similar number of tenth grade stu- ? added during year two and year three of the school with a final enrollment of 300-400 students. school is proposed, three year period with rorming the initial class. A The Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regul science program in depth and breadth. ar 2. To increase student understanding in the science content that IS prereoTjisite to a __ r_ . that IS prerequisite to a pre-professional course of study in medicine or health. or technical 3. To increase student acquisition of laboratory techniques in science. skills and 4 . To develop skills in information acquisition cessing, statistical analysis?- rtecto?r:S?ingr\" 5. To increase the Russian to the curriculum. foreign language offerings by adding ri mi 1 nm 6. To provide opportunities for health-science professionals health-science site, site. students to interact with through field trips to the .4. ,, presentations at the school fessional^ student shadowing of the health-science pro- i co o lUildlS I Program Design specialProgram will combine the District's high tech paS siSen?iT^  curriculum tLt wli? premajor in th\ntechnical wodld potentially maS exrpiirrS- students who of undergraduate providers washout\" blocks. After consulting with the University microbiology and organic chemistry Little Rock,  -------------care providers \"wash out\" programs because of a major stumbling of Arkansas at were identified few -lluas courses with traditionally high failure rates in undergraduate health-science Students fail these courses because of programs. a lack of mastery of the prerequisite content and skills. The magnet program will serve to strengthen the students' knowledge and skills in these and other critical areas. A. Organizational Structure/Operations Parkview Science Magnet School will be phased in over a three year period of time. In 1989-90 one hundred to one hundred and fifty (100-150) student seats will be available for tenth grade. in 1990-91 one hundred to one In hundred and fifty student seats will be added to eleventh grade to accommodate the rising tenth grade students. A similar number of seats will be added for twelfth grade in 1991-1992, bringing the total capacity to 300-450. The exact total (100-150) 300-450. capacity will complement the enrollment figures/projections for the Fine Arts Magnet program. The seven period day currently in place at Parkview will need to continue to allow students the rime to take the specialty courses in the curriculum. The Science Magnet School will utilize the administrative team and teaching staff that already Magnet School. * ' ' ' serve the Fine Arts - A part time Russian teacher will be the only additional staff member needed for the In 1989-90 an additional science teacher and Technical Writing teacher will be needed. 1988-89 school term. a part time , - ------------- Additional staff requests beyond 1989-90 will be based upon enrollment. The Parkview Science Magnet School will with the University of Arkansas cl L__:__ Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Both Universities have expressed work cooperatively at Little Rock College of B. for a willingness to host student groups for special laboratory investigations and guest lec- riiroe a 4- 4- U r i ~ J -.   j j____ .__________ _ tures at the University Campuses, and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some individual \"shadowing\" experiences where a student follows and works    fessional for a period of time. The University of Arkansas with a health-care proParkview Science Magnet . , - will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. School staff the Curriculum Design/Course Offerings The Little Rock School District non-science senior high curriculum will be combined with the District's high tech science courses and a science component to form the program or studies for Parkview Science Magnet School. District - _ 117The following program of study is required for high school graduation: Required Graduation Requirements (Grades 9-12) English (4 units) Social Studies (3 units) Mathematics and Science (5 units) Physical Education (1/2 unit) Health Education (1/2 unit) Vocational Education (1 unit) Fine Arts (1/2 unit) Computer Education The science magnet special course offerings are as follows: Biological Science 1. 2. 3. 4 . 5. Biolab (1 year) (existing District high tech course) Microbiology (1 semester) (new course) Human Anatomy and Physiology (1 semester) (new course) Environmental Health (1 semester) (new course) AP Biology (existing course) Physical Science 1. 2. 3. 4 . Chemtech (1 year) (existing District high tech course) Qualitative Analysis (1 semester) (new course) Organic Chemistry (1 semester) (new course) Physics (1 year) (existing course with slight modifications to emphasize medicine and health applications) Mathematics/Science Skill Courses 1. 2. Applied Statistics (1 semester) (new course) Technical Writing (1 semester) (new course) Mathematics (all are existing or proposed District courses) 1. 2. 3. 4 . 5. Geometry (1 year) Algebra II (1 year) Advanced Algebra and Trigonometry (1 year) Calculus AB (1 year) Calculus BC (1 year) - . 118Foreian Lancruaae 1. 2. 3 . Russian I, II (1 year) (new course) German I, II, III, IV (1 year) (existing course) Latin I, II, III (1 year) (existing course) Recfuired and Elective Non-specialtv Courses Non-specialty courses required for graduation and free elective courses will be selected from the District's full Program Parkview High School of Studies offered at Program ReoTJirements Biolab (1 year) required in the tenth grad Chemtech (1 year) required eleventh grade e in the tenth or Physics (1 year) required in the eleventh or twelfth grade Applied Statistics (1 semester) required in the eleventh or twelfth grade Technical Writing (1 semester) required in the eleventh or twelfth grade Two (2) semester electives must be chosen from Microbiology, Human Anatomy and Physiology, and Environmental Health in grades 10-12. One U) semester elective must be chosen from Qualitative Analysis and Organic Chemistry in grades 11-12. AP Biology may be elected grade. in the twelfth Two (2) years of foreign language must be chosen from either Russian, German, or Latin in grades 10-12. Mathematics must be taken each 10-12. year, grades All students will complete a science research project each year. All students will complete a 3 hour \"of a health-science professional during the twelfth grade. shadowing\" a 3 The following sample schedules are for illustrative only: purposes 119Sample Schedule A Sample Schedule B Grade 10 (PE, Health, Vocational Education, and Algebra II were taken in the ninth grade) 1. 2 . 3 , 4 . 5 . 6 . 7 . English Social Studies Geometry Foreign Language Biolab Chemtech General Elective (PE, Health, Vocational Education were not taken in the ninth grade) 1. 2. 3. 4 . 5. 6 . 7 . English Social Studies Geometry PE/Health Vocational Biolab Foreign Lang^uage Grade 11 1. 2. 3. 4. 5 . 6 . 7 . English Social Studies Trigonometry and Advanced Algebra Qualitative Analysis/Fine Arts Survey Foreign Language Physics General Elective 1. 2. 3 . 4 . 5. 6 . 7. English Social Studies Algebra II Fine Arts Survey/ Anatomy \u0026amp; Physiology Chemtech Applied Statistics/ Technical Writing General Elective Grade 12 1. 2. 3. 4 . 5. 6. 7 . English Calculus Advanced Biology Anatomy and Physiology/ Environmental Health Applied Statistics/ Technical Writing General Elective General Elective 1. 2. 3. 4 . 5. 6. 7. English Advanced Algebra/ Trigonometry Foreign Language Physics Qualitative Analysis/Organic Chemistry Microbiology/ Environmental Health General Elective Staff Development The instructional staff will ment and sSJ? a participate in curriculum develop- TSouchout development activities during the summer of 1989. to provide thJ ' inservice programs will be conducted to provide the staff with subject specific content and ski] 1c\nand litate^the^deVstrategies and skills that will faci- narc delivery of the science curriculum. UALR and GAMS J X . .--------------------- Consultants from will be used to assist with staff development. Parent Involvement Parents and participating students will understanding of the rules of the program'. sign a contract assuring X .,  school and participation in the Hoc' X will be expected to attend designated Pta ''  ----------- a limited number of meetings and other special events. 120Physical Facilities Space will be needed in the second , , ----------- year of the prooram for research laboratory/technical writing lab. use as writing lab. The room will house hou^^h! fragile instrumentation in science and will house the computers needed for the technical writing also course. Evaluation Evaluation for the ovaxudtion ror the science magnet school will be tied directlv tn ahH  mom coring team from the District' and Testing Department\n- dent questionnaire\n(:\n teview or such records^ and reco?S of trips, speakers, science fairs, J Information will be gathered. and assessed throughout guest experiences. luation report will Directors. ------- s Evaluation (2) a teacher questionnaire\n, - . (3) a stu- a parent questionnaire\n(5) an admi- (6) a review of pertinent documents behavioral records, (4) (5) science and \"shadowing\" , - ------ reviewed, analyzed, the school year and a summative eva- be presented annually to the Board of a summative to the Board 121April 18, 1990 To: From: Subject: OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 Dr. Ruth Steele, Superintendent, Little Rock School District Office of the Metropolitan Supervisor LRSD Requests for Determination on Allowable Desegregation Costs We have received your correspondance of March 21 and April 3, 1990, requesting a determination of allowable desegregation costs in reference to items discussed under the headings of \"Curriculum Audit,\" \"Two-Run Bus System,\" II High School Facilities,\" \"Office of Safety and Security, II Dunbar Junior and \"Parkview Science Magnet School.\" on Monday, April 16, 1990. We discussed your requests with the Finance Advisory Committee The Office of the Metropolitan Supervisor, with the advisement of the Finance Commi ttee. expects to thoroughly assess all requests for desegregation expenditures to determine whether they are appropriate and consistent with the spirit and the letter of the desegregation plan. However, at this time, with the work of the Deloitte and Touche firm still underway, we do not have information sufficient to enable us to determine whether any potential expenditure is reasonable and allowable. We will use the results of the Deloitte and Touche analysis and recommendations as a basis for identifying procedural and decisionmaking guidelines with which we will operate in the future in regard to desegregation expenditures.OFFICE OF THE METROPOLITAM SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK. AR 72201 April 19, 1990 To: From: Subject: Members of the Finance Advisory Committee Ann S. Brown, Associate Metropolitan Supervisor Memo to LRSD Regarding Requests for Determination on Allowable Desegregation Costs Attached for your information is a copy of the memo that was sent from this office to Dr. Ruth Steele, pursuant to our Finance Committee meeting on April 16, 1990. The three Associate Metropolitan Supervisors trust that this correspondence conveys the concensus of opinion from our meeting. serving not only as acknowledgment of the LRSD requests, but also making a reasonable statement regarding our inability to act on any desegregation funding requests until we have had an opportunity to review the findings and recommendations of Deloitte \u0026amp; Touch. Enc.To: From: Subject: Little Rock School District April 19, 1990 Office of Metropolitan Supervisor - Finance Committee^^ Ruth S. Steele, Superintendent Request for Determination of Allowable Desegregation Costs (No. 3) The Tri-District Desegregation Plan provides for the hiring of at least one additional parent recruiter and one data entry operator for the Student Assignment Office of the Little Rock School District. Exhibit 1 describes duties that will be performed by these individuals. Estimated annual costs of salaries, benefits, and other expenses for the two positions will be in the range of $51,000 to $55,000. These personnel are needed immediately to accommodate implementation of the long-term student assignment plan. Your favorable consideration and approval of these costs as allowable desegregation expenses at the earliest practical date will be appreciated. RSS:nr Attachment: Exhibit I - Tri-District Desegregation Plan dated January 2, 1990 QJ.f.l.ce Student Assignment * -r 810 West Markham Street * * v\u0026gt; Little Rock, Arkansas 72201  (501)374-3361 Exhibit I - Tri-District Desegregation Plan - January 2, 1990 Student Assignment Office\nThe Student Assignment Office will monitor new assignments, process all data entry work for elementary schools, process interdistrict majority-to-minority transfers and magnet assignments, reassign students because of over-crowdedness or desegregation requirements, consider appeals, verify addresses. conduct recruitment efforts, maintain waiting lists, and process desegregation transfers. The Student Assignment Office will also be responsible for incentive school and kindergarten assignments. The Student Assignment Office will be reorganized and extra personnel will be added to provide temporary and/or permanent support. At least one parent recruiter and one data entry operator will be added on a permanent basis. These individuals will be needed to accommodate the additional magnet, incentive school, and pre-kindergarten options that will be created by the long-term student assignment plan. Address Changes: All students will be required to report address changes immediately to the school's main office. Students who change addresses will have the option (if space is available and the assignment complies with desegregation requirements) to attend their new attendance zone schools or to remain at their current schools. The district will not be responsible for transportation if students elect to remain at their current schools. 16Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, i.t_ must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month. 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, \"the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area.\" As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County -- Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Downtown Early Childhood Center will have three four-year old classes dur- ing the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats OLittle Rock School District May 11, 1990 TO: FROM: Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervisors Chip Jones, Manager of Support Services _ James Jennings, Associate Superintendent for Desegregation ^(5 Monitoring and Program Development THROUGH:^l)r. Herb Cleek, Deputy Superintendent of Schools 0)^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the participating districts be allowed to use the Settlement proceeds to pay for the Center. O 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 Downtown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the application period to inform downtown employees about the downtown early childhood program. The three districts will work together to promote and support publi- city efforts. As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. The downtown area i s defined as the Central Business District of Little Rock. The boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a parti- cular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program wi 1T be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children. the joy of learning. It win appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected be- Children will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. Such activities facilitate language talking. and fine motor development. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD OTO: FROM: Little Rock School District May 11, 1990  V Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervi sors Chip Jones, Manager of Support Services James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH:l?^br. Herb Cleek, Deputy Superintendent of Schools ^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the parti ci- pating districts be allowed to use the Settlement proceeds to pay for the Center. 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, it must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month, 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, \"the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area.\" As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County  Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Downtown Early Childhood Center will have three four-year old classes during the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats ODowntown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the application period to inform downtown employees about the downtown early childhood program. city efforts. The three districts will work together to promote and support publi- As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. fined as the Central Business District of Little Rock. The downtown area i s deThe boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a particular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children, the joy of learning. It will appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected beChildren will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. and fine motor development. Such activities facilitate language talking. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD Osg| OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 STAFF/LRSD MEETING May 25, 1990 AGENDA 1. Area Schools 2. Deseg Requirement for Kindergarten 3. Extracurricular Activities Cheerleader/Drill Team Try-Outs 4. Magnet Schools 5. Incentive Schools 6. Hiring of Principals 7. Downtown Early Childhood 8. Early Childhood Education Report 9. Committee Procedure 10. Timeline for Monitoring Instrument 11. Other Deloitte \u0026amp; Touche 111 Center Street, Suite 1800 Little Rock, Arkansas 72201-4420 Telephone: (501) 374-0206 Facsimile: (501) 374-4809 May 11, 1990 Ms. Ann Brown Office of Metropolitan Supervisor Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown: Deloitte \u0026amp; Touche is pleased to respond to your request for a brief summarization of the areas we suggest for policy establishment resulting from the procedures that we were engaged to perform for the late Mr. Eugene Reville, Metropolitan Supervisor. Our procedures were performed in accordance with the proposal letter submitted to Mr. Reville on March 7, 1990. Deloitte \u0026amp; Touche School District (the visited the administrative offices M May 11, 1990. District\") during the period of April 9, of the Little Rock 1990, Our primary contacts at the District were Chip Jones, to Milhollen, James Jennings and Estelle Mathis, of the following desegregation plans: Mark The District provided copies February 16, 1988, Master\". Interim Report and Recommendations of the Special Volume 1 of the \"Little Rock School Plan\", dated January 31, 1989. District Proposed Desegregation \"Tri-District Desegregation Plan\". The District also provided an analysis of the Desegregation Account (Fund 13 on their accounting records). This analysis presented the desegregation costs of the District for the 1988-89 school year that were claimed as costs to be reimbursed by the U.S. District Court (the \"i desegregation settlement agreement. Court\") as part of the The total cost presented is $5,471,069. The costs were summarized by school and by major desegregation program\nPAL, Homework Centers, Extended Day Care, Early Childhood Education, Enhancement Schools and an Other cost category.After reading the information above and other related information provided and after analyzing various supporting documentation for desegregation program related expenditures, we held discussions with various individuals including District administrative and school personnel, staff of the office of the Metropolitan Supervisor and Court personnel. The target beneficiaries and the nature of costs were generally found to be as represented by the District. In our analysis of costs we noted no situations which were not supported by adequate documentation. Based on these procedures, we believe that the following areas for policy establishment should be addressed. Future Desegregation Plans Require guidelines desegregation programs. for budget information to supplement the Require guidelines for the format of financial information. Require guidelines for the preparation of the program implementation timetables. Determination of an Amendment Process Develop a formal process to document changes in the desegregation plan and the related budgeted amounts. Financial Reporting Process Require required. guidelines to describe the types of financial reports Require the presentation of the District's total desegregation expenditures, not only those related to the Court desegregation fund. Require comparison of budgeted expenditures to actual expenditures. Require explanations of budget variances. Determine the frequency of financial reporting. Establish an Evaluation Process Determine the criteria that are needed to measure the effectiveness of the desegregation plan and each program within the plan. Determine the reports that the District should prepare to provide those criteria. Determine the frequency of the reporting. 2We understand that you wish to avoid the additional incurred in our preparing a detailed report. cost that would be As you requested, we have only prepared a brief listing of the areas where certain policy decisions to be necessary. appear We understand that you believe our previous meetings with you in which we presented the specific details of our findings provided sufficient detailed information to you and that, in light of the previous detailed discussions, an in-depth written report is not necessary. As we communicated previously, we will be pleased to provide such details to you again, verbally or in writing. We appreciate this opportunity to serve you and believe that the accounting rules and procedures that are developed as a result of these various policy decisions will provide the necessary framework to monitor and control the desegregation expenditures in the future, further assistance in establishing policy. Our firm would be pleased to be of Sincerely, 3OFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 August 24, 1990 To: Bobby Lester, Superintendent, PCSSD James Smith, Superintendent, NLRSD Ruth Steele, Superintendent, LRSD From: '^Ann Brown, Associate Metropolitan Supervisor CZy.Arma Hart, Associate Metropolitan Supervisor Subject: 1990-91 Budget: Salary Adjustments On July 30, 1990, a letter was sent from this office to the financial directors of each school district regarding the 1990-91 budget for the Office of the Metropolitan Supervisor. As stated in that correspondence, we will continue to operate on the same budget total that was approved by Judge Henry Woods for the 1989-90 fiscal year. In accordance with an agreement with the late Eugene Reville, employees of the Office of the Metropolitan Supervisor are to suffer no financial loss as a result of their temporary employment move from a school district to this office. Anytime there is a salary increase for employees in one of the school districts which has previously been the \"home\" district of a Metropolitan employee, that staff member is to automatically receive the same salary increases as employees in the home district. Our agreement with Mr. Reville also specified that salary adjustments would be made after negotiations between the districts and the unions are completed. According to news reports, the Pulaski County districts have reached salary agreements with their employees. At this time, compensation at the rate commensurate with the salary increase settlement reached in the Pulaski County Special School District has been made to the former Associate Metropolitan Supervisor whose home district has been the PCSSD. However, compensation corranensurate with both the retroactive and current salary increase settlements reached in the Little Rock School District has not been received by the three employees (both current Associate Metropolitan Supervisors and our Administrative Assistant) whose home district is the LRSD. You will note from the attached copy of our July 30 memo that the budget will accommodate such salary increases for the Metropolitan staff without any additional cost to the di stricts. Since Judge Woods' order of July 6, 1990, clearly bars retaliation against any member of the Metropolitan Supervisor's staff, we believe that the failure to receive the adjustment in salary is inadvertent. correcting this oversight will be appreciated. Your immediate attention to Thank you.OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 November 6, 1990 TO: Dr. Ruth Steele, Superintendent Little Rock School District FROM: oily Ramer, Administrative Assistant THROUGH: .rma Hart, Associate Metropolitan Supervisor SUBJECT: 1990-91 Interim Budget With Judge Wright's Order of October 30th approving our 1990-91 interim budget, I am in the process of determining each district's contribution for that budget and bringing my books up-to-date, need to be followed to complete this process: The following steps 1. 2. LRSD send to this office a print-out determining the exact amount due LRSD for the 1989-90 retroactive pay for Ann Brown, Airma Hart, and Polly Ramer. LRSD send to this office a print-out determining the exact amount due LRSD for the 1990-91 retroactive pay for Ann Brown, Arma Hart, and Polly Ramer. 3. Using the above infoznnation. OMS pro-rate and credit the remaining 1989-90 budget against the districts 1990-91 budget contributions. 4. The three school districts cut checks for the amount due OMS for the 1990-91 budget. 5. OMS cut a check for the to-date reimbursement due LRSD for salary, travel allowance, and benefits for Ann Brown, Arma Hart, and Polly Ramer for 1990-91. 6. Monthly the OMS cut checks for reimbursement of salary, travel allowance, and benefit payments for Ann Brown, Airma Hart, and Polly Ramer. As you see by the above steps, the completion of the 1990-91 budget process cannot begin until this office receives the print-out of the retroactive pay. greatly appreciated. Whatever may be done to expedite this process will be with you or Mark Milhollen, if you so desire. If any questions arise, I will be glad to meet Thank you for your cooperation in this matter. 09/17'90 15:26 301 374 7609 L R School Dlst  001 n ECCtCEBBL aw Little Rock School District September 17, 1990 TO:. Arma Hart, Ann Brown, Polly Ramer FROM: ^Ruth S. Steele SUBJECT: Salary Adjustments I have asked Chris Heller to review the issue of salary adjustments for the metropolitan supervisor's staff, and he is now doing so. As I indicated to you, Arma, in our telephone conversation on Friday, I do not believe I have the authority to give you a salary increase without being directed to do so by the Court, since you and other members of the staff are not employees of the Little Rock School District, and- since I have no authority to make budget decisions regarding the operation-of your office. A second point is' that even if I- did have such.authority,'you and Ann would not be able to receive a raise because senior level administrative employees' salaries were frozen at a level established on August 30, 1989. In effect, you have been treated in the same way as all other top level administrators in the District have been treated.- Following salary adjustments made last summer, which reflected a higher percentage for.some than for others, salaries were frozen and remain frozen as of this date.' We I hope-this helps to clarify my position regarding this matter. .... look forward to the opportunity to see a proposed budget for 1990-91 and to comment upon i-t, as I believe the Court Order which established the office requires. /bjf cc: -Chris Keller- Herb Cleek PAX - transmit l TO: jJxPyd-7 DEPT: fT WlfjLlTi Memo FROM: C0:_ PHONE: NO-OF PAGES I FAX?: Post.lt'Brand fax transmiftai memo 7S71LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET TO: FROM: LITTLE ROCK, AR May 28, 1991 Ruth Steele, Superintendent SUBJECT: In order 72201 Jones, Manager of Support Services Phase II of Capital Improvement Plan to clearly define the modification section of the plan. parameters of the facility I recommend that we send the revised capital improvement plan to Ann Brown with notations next to those approval. time lines. proj ects for which we will solicit specific court All other projects will proceed under Board approved For projects that require specific court approval. I further recommend that we be allowed to contract with an architect so that budgets can be finalized and drawings prepared for the Court's review. The amount of money from Phase I for which specific court approval has been or will be sought is $12,954,480 or 77% of the total $16,900,000 issue. Of the $15,100,000 proposed issue, $10,507,691 would require court approval or 70% of the total issue. Obviously, this approach allows the Court to have sufficient resources to monitor and control the District's general direction. Without seeking a working solution to the plan language, the Court might have to approve every capital improvement project. If the District had to take this approach, stop. facility improvements would If you approve this recommendation, I will contact Chris so that we can try to reach an agreement with Ann Brown. cc: James Jennings Doug Kendall c\n\\n)emos\\phasel I .wpdSchool Henderson Henderson Henderson J.A. Fair J.A. Fair J.A. Fair J.A. Fair J.A. Fair King Mabelvale Mabelvale Mabelvale Mabelvale Jr. Mabelvale Jr. Little Rock School District Bond Issue Application May 10, 1991 Improvements Plumbing Replacement Energy Management Site Improvements Replace Phone System Energy Management Renovate Shop Area Waterproofing Repair Emergency Lighting New School Replace fire alarm Site Improvements Emergency Lighting Roofing Site Improvements McClellan (Field House) Roofing McDermott Metropolitan Mitchell Old Carver Old Carver Otter Creek Otter Creek Parkview Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Jr. Rightsell Rightsell Rightsell Rightsell Stephens Southwest Jr. Terry Terry Wakefield Wakefield Site Improvements Roofing Classroom Addition -4 ' Roofing Heating Replacements Emergency Lighting Site Improvements Site Improvements Carpet and Floor Tile Fire Bells Site Improvements Intercom Repair Site Improvements Plumbing Repairs Site Improvements Classroom Addition Roofing School Replacement Classroom Addition Roofing Site Improvements Emergency Lighting Paint /Vrf- Page 2 Cost 10,000 25,000 70,000 3,000 ' 25,000 33,000 (U 5,000 4,000 1,500,000^ 12,000 20,000 21,933 30,000 3,545 30,000 97,555 65,000^ 47,032 67,000. 2,500 25,000 25,000 25,000 2,000 5,000 15,000 20,000 10,000 50,000 65,000 16,866 3,400,000* 626,000^ 89,250 15,000 6,000 30,000 Isf |5\u0026gt;^w!) (Mu(, Little Rock School District Bond Issue Application May 10, 1991 School Improvements Cost Asbestos Abatement Badgett Badgett Badgett Badgett Baseline Baseline Booker Booker Booker Brady Central Central Central Central Central Central Central Central (Gym) Cloverdale Jr. Dodd Dodd Dunbar Eastside Fair Park Fair Park Fair Park Fair Park Food Service Forest Park Forest Park Fulbright Garland Geyer Springs Gibbs Henderson Henderson Henderson District-Wide - Phase 1 Carpet and Floor Tile Energy Lighting\nRenovation Site Improvements Plumbing repairs Intercom \u0026amp; Bell Repair Emergency Lighting Seal and Waterproof windows All-Weather bus waiting area Site Improvements Site Improvements Paint Waterproof East Exterior Installation of Lang. Labs Roofing Repair Deck Carpet and Floor Tile Replace Panic Devices Electrical Repair/Improvements Major Renovation Handicapped ramps Emergency Lighting Major Renovation Roofing Site Improvements HVAC Replacement At, Paint Carpet and Floor Tile Renovation Site Improvements Underpinning kitchen area Site Improvements Additional Outside Lighting Major Renovation Replace Sewer Line Replace Rooftop HVAC Units Wall Repair Enclose Six Hall Entrances 1,000,000 10,000 11,000 2,000 10,000 3,000 15,000 15,000 5,000 5,000 30,000 15,000 127,000 30,000 126,631 5,000 25,000 8,000 5,000 3,161,160*\" 5,000 4,000 100,000 71,400 20,000 8,000 30,000 30,000 200,000 2,000 5,000 15,000 5,000 2,006,800^ 6,000 30,000 40,000 35,000 Page 1Little Rock School District Bond Issue Application May 10,1991 School Improvements Cost Wakefield Wakefield Wakefield Waston Western Hills Wilson Wilson Wilson Wilson Wilson Wilson Woodruff Site Improvements Minor Renovation-' Carpet and Floor Tile Site Improvements Major Renovation Replace Ceiling Tile Fence Repair Replace Plumbing Fixtures Replace A/C Units Roofing Carpet and Floor Tile Major Renovation Contingency 30,000 75,000 25,000 20,000 1,235,832 Z 50,000 30,000 30,000 6,000 83,475 30,000 1,024,688 491,333 Total Previous Issue 16,900,000 6^ Page 3 Sux (Ac, Little Rock School District Bond Issue Application May 10, 1991 School Improvements Cost Proposed Issue Bale Bale Bale Bale Bale Baseline Baseline Baseline Baseline Booker Booker Booker Brady Brady Brady Brady Brady Brady Brady Brady Chicot Dodd Dodd Dodd Dodd Forest Heights Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Fulbright Garland Gillam Hall Hall Lighting \u0026amp; Plumbing Replace Hot Water Pipes Site Work Electrical Service Carpeting Roofing Site Improvements Electrical Service Minor Remodeling Provide vent fans Carpet and Floor Tile A/C replacements Repair Walls Ceiling repair under skylights Site Work Repair/Replace Heating System Intercom Equipment/Furnishings Carpet and Floor Tile Gutters installed New Cafetorium Sewer system Replacement Replace Wooden Building Paint Ceiling Replacement PbaserZ^ Renovation Cabinet repair Door glass replacement Carpet and Floor Tile HVAC Improvements Paint Additional Receptacles Doors for restrooms Carpet Roofing Acoustic Tile Replacement Painting 63,000 45,000 20,000 22,000 50,000 151,365 3,000 50,000 10,000 2,500 15,000 37,000 5,000 10,000 50,000 53,000 2,000 45,000 55,000 2,000 250,000\u0026gt; 15,000 80,000 e 25,000 125,000 3,867,691*' 1,000 1,500 3,000 20,000 32,000 3,000 10,000 10,000- 3TWo 25,000 Page 1School Hall Hall Hall Hall Hall Hall IRC Ish Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson King J.A. Fair Mabelvale Mabelvale Mabelvale Mabelvale Mabelvale Jr. Mann Mann Mann McClellan McClellan McClellan McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Otter Creek Little Rock School District Bond Issue Application May 10,1991 Improvements Floor Replacement Replace Lighting Replace Plumbing Fixtures Parking/Site Work Steam Piping Heating Control Improvement New Facility Roofing Carpeting/Floor Tile Window Repair/Replacement Electrical Replacement Plumbing Replacement HVAC Replacement Cost 60,000 40,000 30,000 200,000 107,500 _ 6.5QQ ^\"\"'^,740,000^1^ 88,200 Site Work Painting New School Track Repair Roofing Paint Receptacles in Cafeteria Carpet and Floor Tile 8-10 Classroom Addition (Approx.) Plumbing Repairs School Sign Improve drainage Renovate Art/Kindergarten Areas Cafeteria Expansion Site Work Paint Carpet and Floor Tile Re-roofing Site Improvements HVAC Improvements Improved Electrical Service a* Paint Electrical Service Fence Repair Paint 60,000 60,000 150,000 140,000 250,000 50,000 40,000 2,350,000-h /.S 50,000 167,779 25,000 1,500 5,000 950,000slf 10,000 5,000 10,000 120,00^* 200,000 t Page 2 I 80,000) i 30,000 35,000 80,000 100,000 120,000 100,000 30,000 25,000 10,000 24,000 School Parkview Parkview Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Purchasing Romine Romine Romine Romine Terry Terry Watson Watson Watson Watson Watson Watson Williams Total Proposed Issue Little Rock School District Bond Issue Application May 10,1991 Improvements Paint Energy Management ' Replace A/C Units Roofing Paint Steam Piping Minor Renovation Roofing Additional Restroom Floor Repairs Upgrade Electrical Renovation '-CUSA. Site Improvements Carpeting and Floor Tile HVAC Replacement Roofing Repair HVAC control Replace Electrical Service Repair HVAC controls Replace Gas A/C System Carpet and Floor Tile Paint Reroofing Emergency Lighting Cafeteria Expansion Cost 35,000 20,000 12,000 5,995 40,000 150,000 50,000 19,530 5,000 2,000 15,000 50,000 45,000 15,000 215,000 I 28,98qJ 10,000 30,000 12,000 45,000 10,000 30,000 100,000 6,000 350,000 15,100,000 7ol Page 3CJJ.  _ - L-  08-'13 91 16:26 I 0301 374 7609 L R School DIst 0D5I @002/002 * i*: 3.-'\nLittle Rock School District August 13, 1991 Mr. Don Smith Thomas and Thomas Certified Public Accountants 201 . Markham Little Rock, AR 72201 Dear Don: Thomas and Thomas is authorized to release to the Office of Desegregation Monitoring current and prior year workpapers for the Little Rock School District. audi' and I If further information is needed, please let me know. Sincerely, Ruth S. Steele Superintendent of Schools RSS/ch 810 West MarRham Street  Little Roch. Arkansas 72201  {501)374-3^61 fcj - r. 08 '19 91 13:34 501 374 7609 L R School Dlst @001 I 5 '3 a TO: FROM\nRE: Little Rock School District August 19, 1991 Bob Morgan - O.D.M. Mark D. Miihollen, Controlle 4 INFORMATION REQUEST Per your telephone request of August 16, 1991, I am providing you the following information. 1. 2. Desegregation Legal Fees through 6/30/91 $2,670,897.67 1991'-92 Total Operating/Desegregation Budge' $110,109,825.00 Post-It brand fax Irani To ismtttal memo 7671 L DpL Phone? (Fax-* ~ 1 I \u0026lt;1 1 k' k 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3561 i ? xra tLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM UTTLE ROCK. ARKANSAS AUGUST 22, 1991 TO\nBOARD OF DIRECTORS cons*- L5N CONTROLLER ENI TONY WOOD, DEPUTY SUPERINTENDENT THROUGH\nDR. RUTH . STEELE\nSUPERINTENDENT SUBJECT\nFINANCIAL REPORTS WE RECOMMEND THAT THE FOLLOWING FINANCIAL REPORTS BE APPROVED AS SUBMITTED.LITTLE ROCK SCHOOL DISTRICT RECEIPTS-OPERATING. DEBT SERVICE AND DESEGREGATION FUNDS FOR THE PERIOD ENDED JULY 31. 1991 APPROVED BUDGET YTD RECEIPTS REVENUE-LOCAL SOURCES CURRENT TAXES DELINQUENT TAXES 40% PULLBACK EXCESS TREASURERS FEE DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISCELLANEOUS AND RENTS IMTCDCCT AM IM\\ZCOT^^ CMTC ATHLETIC RECEIPTS TOTAL 37,919,150 4,000,000 21,222,860 122,568 400,000 206.000 300,000 ooe\nnnn 85,000 64,480,578 4,317,766 137,590 3,157 39,653 4,498,181 REVENUE - COUNTY SOURCES COU^iTY GENERAL SEVERANCE TAX 117.332 _____q. 117.332 u REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN ORPHAN CHILDREN EARLY CHILDHOOD TRANSPORTATION INCENTIVE FUNDS - M TO M ADULT EDUCATION CO.MPENSATORY EDUCATION TOTAL 23,349,349 7,637,482 4,500,000 76,190 1,612,456 577,435 9,085 450,000 3,400,000 1,300,000 660.000 602,491 44,174,488 2,000,000 50,000 4,200 2,054,200 REVENUE  OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM FED. GRANTS TRANSFER FROM BOND ACCT TOrAL 44,625 90,900 1,000,000 1,135,525 0 rOTAl P.EVENUE 109,907,^923 6,552,381:\\uii PAiGGSCNG .'SSCSS 129ES7CS PLANT SERVICES SUBTOTAL  690.000 ECNC ISSUE PURCHASING CONTINGENCY subtotal LITTLE ROCK SCHOOL DISTRICT BOND .ACCOUNT FOR THE PERIOD ENDED JULY 31, 1991 ScG oALANCc 07-01-91 7,714.24 53 651 32 61,365.56 95.425.30 26,959 12 122.254 92 5 -^lO 000 SONO ISSUE ENERGY GRANT 74.942.65 AiR CONCri NIN3 15,352.43 SUBTOTAL 9C.295 13 5 154 '0'3 DUNBAR CC'NTINGENC':' 139.833.50 1.629.018 67 ii'iCCyic 1991 -93 0 co 0 CO 0 CO I rv^,'! c^\\, SALANCc 1991-93 1991-93 07-31-91 7,714 24 53,651.32 0.00 0 CO 0.30 c.oo 0 00 . 495.00 495.00 61,365.56 95.425.80 26.959 12 -122 384 92 74,942 65 14,857.43 89.300.13 subtotal 1.767 852 37 0.00 0.00 0.00 139,833.50 1.623,018 87 1,767,852.37 c.SOJ.OOO 3OND ISSUE CENTRAL 21.981.59 11.622.00 TROPOLITAN 16.725.03 PARKVIEW 21.087.73 BOOKER 23.014 60 DUNBAR 12,520.25 10,359.59 16,725 03 21,087.78 23.014.60 12.520 25 FAIR 54,944.13 MDCHELL PULASKI HGTS 65.000.00 20,000.00 24,342.00 2.500.00 54,944.13 40,658.00 17,500.00 southwest MCCLELLAN 566.307.95 4,740.66 561.627.29 783 50 783.50 HENDERSON ALT LEARNING CENTER 150,241 47 63.143.0.3 CLOVERDALE JR CLOVERDALE ELEM 1,537,377.50 33,562 01 40,C00.00 45,692 82 MABELVALE 32 218 77 10,044.01 5,074.00 150,241.47 68,148.03 - _ 1.532,184.68 28,518.00 27,144.77 BRADY 27,595 47 16.246.43 BADGETT 31.027 67 MCDERMOTT E.AS ELI NE 19,973 98 11 gga 73 T A.R PARK 71.752 08 FOREST PARK 2,729 00 GARLAND 2.247 19 11,349 04 31,027.67 19,973.98 11,694.73 71.752.08 2.729.00 2,247.18I r UND EQUITY-BEGINNING RE'yENUE CURRENT TAXES DELINQUENT TAX 4m\u0026gt; PULuBACK OT^GR TOTAL LOCAL MFPA VOCATIONAL TPANorCR IAI l\u0026lt;/N OTHER SETTLEMENT PRCjCEEDS SETTLEMENT LOAN I Ml. FEDERAL OTHER STATc TOTAL RE'v'ENUE \u0026amp; EOUir/ r\u0026gt;?ENDlTURES CERTIFIED NON-CERTJFiED BENEFITS DESEGREGATION PURCHASED SERVICES S'lJPLIES Si MATERiAlS CAPITAL OUTLAY dedT service OT.HER OBJECTS CO N TI T'JGE NOi' total expenditures r*jnL/Ckuui I I ciNuii'i'j LITTLE ROCK SCHOOL DISTRICT FINANCIAL REPORV FOR THE ONE MONTH PERIOD ENDING JULY 31. 1991 OPEMAl INGzliESEG BUDGET ACTUAL BUDGET MAGNET ACTU/U. FOOD eri iviec RUDOfT actual SF FCIAL REVENUE BUOCiET ACTUAL CONSTHUCTION BUDGET ACTUAL 300,000 50,931 ?. IdG|9'j3 13,512,853 37,919,150 4,000,000 21.222,860 64.480.E78 23.349.349 1.612.456 3,400,000 3,792,533 7,637,482 _ 4^500,000 44,291,820 . 44 625 ___1^090^900 110,207,923 47.636,190 13,762,313 7.232,586 13,185,342 8,260,270 4,533.533 1,728,426 8,385,834 4,678,725 ____7PO,OGO 110209,825 S8,C%8 4 317 766 137.590 55.32.5 4,436,181 2,cxx\n,ooo 50,000 4.200 6,503,961 547,478 u, ',47a Gj612 3G2 190,589 553,700 120,769 370.184 649 523 253 0CO 450,183 1.475,462 234 176 24 6/3 33,745 7,115 48 935 207,84/ 5,566 560 a Cx\u0026gt;\na- 46,141 1526 2G2 421.500 3 29-1 219 312 2L? 43! W IRb.OX 1 502,31'* 73 3.545 33,171 5,024 23,280 13.225 7,049 ^/)57____ _:.2ej4:T6_. 894 .-,.2*357.4.3Q5-._ . 6,063 6.060 .3:518 7 15,044 14.847 1,385 S.74S 830,670 70.431___ 44^^9__ _ 040,416 . .469uO4Z_ i4W9L- ^35.9781306 ) )EXPEND^'TCRES WSSTcFN HILLS DCDD GEYSR SPRINGS PULASKI HGTS ELEM RIGHTSELL WILSON WOOUHU^r M'ABEL'-AuE ELEM TERRY FULBRIGHT OTTER CREEK WAKEFIELD WATS EAST SICE FOOD SERVICE ASBESTOS KING STEPHENS CONTINGENCY SUBTOTAL UTTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED JULY 31, 1391 EEG SALANCE 07-01-91 836.713 94 3 831 45 1,052.713.31 24.454.65 129,547.53 1.26.461.58 516,638.56 64.077 83 102.865 00 1 3 890 80 26.279 53 142.963.30 17,422 63.390.96 15 792.11 644,827 57 1.500,000,00 3 400.000.00 245.612.86 11.733.172.80 INCOME 1991-92 O.CO 15 ICO.Of0 PROPOSED ISSUE BALE o 199,472,61 ^4 4 O C C A A BOOKER BRADY CHICOT 54.500.00 222.000.00 250.000.00 TRANSESRS 1991-9C 30 009.00 EXPSNOtrURSS (70.000 00) 0.00 1991 135 318 54 358.496 87 25.679 13 115.310.03 S.437.00 22.071.76 736.565 25 644.49 END SAuiNCE C7-31-91 4,2G0.CC 701,401 40 3,831 45 694,226.44 24,454 65 103.868 40 126.461.58 431,328.53 64,077 83 102.865 00 13.890.80 26.279 53 133,526.80 17.422 54 68 .390 96 15,792.11 622,755.81 1,500.000.00 3,400,000.00 175.612.86 10.946,607.55 198,828 12 214,365.00 54,500.00 222,000.00 250,000.00 DODD FOREST HEIGHTS 245.000 00 FOREST PARK FULBRIGHT 3.725.788.63 60.500 00 10.000.00 32,089.70 QARbANO GILLUM 10.000.00 57 960 00 245,000.00 3,693,698.93 60,500.00 10,000.00 10,000.00 57,980.00 HALL 500.000.00 500,000.00 IRC JEFFERSON 2.634,568.55 838 200 00 KING 2.350.000 00 FAIR MABELVALE ELEM MABELVALE JR 50.000 00 199.279 00 950.000.00 MANN 25.000 00 MCCLELLAN 400 000 00 C 876 42 2,634,588 55 838,200.00 2.350,000 00 50,000.00 199,279.00 950,000.00 25.000 00 393,123 58EXPENDITURES MCDERMOTT MEADCV.'CLIFF OTTER CREEK PABKViEW FLiLASW HGT3 ELEM PULASKI HGT3 JR PURCH.-SING rC'W\nne : ti Y A'ATSON WILLIAMS SUBTOTAL RETENUES sale of property PROCEEDS-FIRE LOSS INTEREST SUBTOTAL TOTAL LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED JULY ST. 1991 BEG BALANCE 070191 65.000.00 400,000.00 CC AAA AA 24.00000 55,000.00 207 995.00 91.530.00 50.000.00 303.980.00 40.000.00 203,000 00 350,000.00 14,852.138.79 147,614.26 115.677.75 0.00 263 492.01 28.890.701.58 INCOME 1991-92 0.00 6.069.08 6 069 05 6.069 08 TRANSEERS 1391-9S 0.00 C 00 0.00 EXPENDITUReS END BALANCE 19S1-92 39.S10.61 13,745 00 13.745 00 840 415 36 0T-31~91 e5.000.C0 400,000.00 CC Ann nn 24.000.00 55,000 00 207,995.00 91,530.00 50.000.00 303.530.00 40,000.00 203.000.00 350.000.00 14.612,528.18 147.814.26 101.932.75 6.069 08 255 815.09 28.056.354 80OFFICE 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\nAs you are aware, the District Court is obligated to monitor the use of settlement monies and does so through the Office of Desegregation Monitorin! ig- 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 them long before the plan commitments and their scheduled fulfillment have been realized. Budgeting and fiscal management to ensure fuU implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. 2. 3. 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 the 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 fall 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 ddstricfs 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, V-Ann S. Brown Federal Monitor cc: Judge Susan Weber Wright 71 ^KKBB0S =*j5r Little Rock School District December 12, 1991 7' in DEC 1 5 1991 Mr. Bob Morgan Office of Desegregation Monitoring Heritage West Building, Suite 510 Citics ot I'ior'ng 201 East Markham Little Rock, AR 72201 j I J 'kjt ^5^5? J S w 5 J Dear Bob: Attached are our responses to the questions posed in Ann Brown's letter to Dr. Steele on October 28. I believe you will find them to be essentially the same as our previous verbal responses. Please call if you have questions. Sincerely, T: Tony Wood Deputy Superintendent TW/ch 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361LRSD ANSWERS TO ODM QUESTIONS (Reference 10/28/91 Ann Brown letter to Dr. Steele) Question 1. Question 2. What are the district guidelines for identifying expenditures as desegregation costs? Answer: Desegregation is one of the basic objectives of the District. Almost everything we do is directed to some degree to this goal. It is not possible therefore, and we have not attempted to identify all the cost associated with it. Our approach has been to identify personnel and materials that are required for the specific programs mandated by the Desegregation Plan, to set up budget accounts for those expenses, and charge to them as the programs are implemented. This approach may result in our charging less than possible to desegregation, but it should allow us to account for the settlement funds. It has never been the view of the LRSD that the settlement funds would cover the total cost of desegregation. Using the funds for court-mandated programs will allow us to use the money and to be able to show that it was used for proper purposes. For the purposes of showing that settlement funds are properly spent, budget/expense accounts are established for the specific programs in the Desegregation Plan. Expenses associated with those programs are charged to those accounts. What process is used to project the desegregation budget? Answer: Building principals, department directors, and others responsible for various functions in the LRSD are designated as budget managers. Each spring the budget managers submit requests for each of the budget account codes assigned to them. If an individual has responsibility for a program mandated by the Desegregation Plan, he or she will have account codes for that. These budgets are approved by the Deputy Superintendent, Associate Superintendents, Assistant Superintendents (where appropriate). Manager of Support Services, and the Controller. All of these codes will show a fund code of 13. If a Desegregation Plan program requires office supplies, for example, there will be an amount coded in the budget for expenses of that description that are related to the desegregation program.QDM Response Page 2 Question 3. 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? Answer: The costs can be tied to programs that are specified in the Desegregation Plan. This will not be obvious from accounting reports but can be done through discussion with budget managers and the Associate Superintendent for Desegregation. Question 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? Answer: If. at budget time, it is determined that an individual will divide time between Desegregation Plan mandated programs and other activities, appropriate portions of that persons cost will be budgeted to the fund source codes. That persons cost will be automatically charged as budgeted through the year. For non-personnel costs, most of the expenses that can be charged to desegregation programs are easily identified, such as PAL computers and four-year- old program equipment. We have the capability to apportion costs, if needed. Question 5. Who makes the decisions about which cost items are budgeted in Code 13? Answer: The budget managers make this decision with review by the Deputy Superintendent, Associate Superintendents, the Manager of Support Services, and the Controller.QDM Response Page 3 Question 6. Who makes the decisions about which costs are actually debited to Code 13? Answer: The budget managers either make this decision or review monthly expense listings to make sure it is properly done. The Associate Superintendent for Desegregation also reviews all Fund 13 expenses monthly. Since many Desegregation Plan projects are the responsibility of the Associate Superintendent for Educational Programs, she also closely reviews these expenses on a monthly basis. Further, our computer system will not allow a budget account to be overdrawn. To transfer additional money into an account from another account requires approval of the Manager of Support Services. These processes are the same as those used to control all LRSD expenses including those that must meet certain state regulations. practices are sound. Independent audits show that LRSD accounting Question 7. What criteria determine how budgeting and debiting decisions are made? Answer: The accounts are clearly named so there is little confusion. The budget managers code the expenses. Question 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? Answer: The procedures described above with the monthly reviews described are intended to catch any improper coding. If an expense is improperly coded to a valid account that has sufficient funds, manual reviews like those described above are the only possible ways to detect it. As stated above, these are the same procedures used throughout our system, and independent audits have consistently found our procedures to be sound.QDM Response Page 4 Question 9. What are the districts spending priorities and how have they been determined? Answer: The district must implement the programs mandated by the Desegregation Plan, must meet state education standards, must meet debt service commitments, and must make the capital improvements committed to voters in millage elections. All salary expenses are under contracts. There is little to prioritize. As Desegregation Plan programs are implemented and their effectiveness is determined, we can petition the court and the other parties to allow us to discontinue or modify those that are not effective. Until we reach that point, we can do little to prioritize our costs. Question 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? Answer: The LRSD will implement the plan called \"No More Excuses: A Plan to Increase Learning for All Students in the Little Rock School District.\" This plan, which was adopted by the Board of Directors on March 28, 1991, provides the framework for attaining the 90% achievement goal for black students (see attachment). Question 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Answer: As stated in response #9 above, LRSD will measure effectiveness and attempt to remove ineffective programs in the plan. We will address overall funding problems through reducing programs that we can reduce, better management practices and, if necessary, a request for increased millages. F\nodminfo2.wpdNO MORE EXCUSES: A 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 impo: teic: What students are learning in our schools is the most tant issue School Board members, administrators, and ors must consider as decisions are made about education in cur ccsEiunity. 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, assignments, the use of school libraries, homework minimum grade poin requirements for graduation. number and quality of reading assignments, multi-cultural the education. \"tracking,\" 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 subm consideration by December.\na rep The ad: to the School inistration oa: te. ,5 fcr ts 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. o Cl Tn January, 1991, the Little Rock School District received culum Audit conducted in September 199 0 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 o: IS ent, promotion criteria are unclear. assessment is not to the curriculum, and curriculum guides lack internal ency. In short, even though the Little Rock School ri t 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 The results showed support for the 2.0 but mos requirement. . a. 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: A 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 th our present education performance is low and not improving.\" 2. \"Research shows that student academic perforaance 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... H 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. tt 6. II 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. II c . It 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. \"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.\" 12. \"In recent assessments, more students appear tc e gaining basic skills, yet fewer are demonstrating a erase of higher-level aoolication of these skills. II 13 . \"Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably larce.\" 14 . It Large proportions of students....are not en led in challenging mathematics and scie-ca 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. II 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 alJ^ textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarelv 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 thev 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 - o less than 15 minrtes per cav. At grade 12, half the students assessed in 1983 reported that they had written two or fewer papers as part of any 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 q-.iarter of the c sessed were no enrclle eleventh graders in a math course and another one quarter were taking lower j.ev5 Ma t'1 mat.h courses such as General ematics, ?re-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 typical of what we find locally and should give us cause for e 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 1938 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. District has experienced significant changes in its geographi The boundaries. Board governance. and administration. As wa ed 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. provided in the educational programs of the L. and intervention are ict. It (p.l4) e Rock School In fulfill opinion, two hings are necessary before we can he responsibilities we have as a school district toward 5our patrons and students. reviewed. First, Board policies must be 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) 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-\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_448","title":"Gifted and Talented program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Gifted persons","Student assistance programs"],"dcterms_title":["Gifted and Talented program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/448"],"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\n4?.-1 Little Rock Central High School Enrollment Data Advanced Placement/Gifted and Talented Classes End of School Year 1996-97 Course Black Other Total % Black Am. Hist. 18 108 126 14 Euro Hist 44 50 12 French IV 32 37 14 French V\u0026amp;VT 35 36 German 22 22 Latin 14 16 13 Spanish 19 94 113 17 English IV 15 97 112 13 Biology 12 37 49 24 Chemistry 22 26 Physics 13 13 Calculus AB 41 49 16 Calculus BC 16 16 Statistics 57 62 6 5 1 0 2 4 0 8 0 5 3 0 4 0 0 8 All Advanced Placement classes at Central are open to identified gifted and talented students without regards to their intent to take the Advanced Placement test at the completion of the course. Their records do not indicate whether they entered the class as GT students or as Advanced Placement students\nconsequently, the numbers above contain both categories of students.Dear Dr. Williams, My name is Sarah Holt. Five years ago I was in Hall High School for kindergarten. It was different than other schools in good ways. One way was how the teenagers came in and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came in to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very Involved. We couldn't have done those activities In larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. It would be awful if you shut it down because then other kids would miss out on the fun. Sincerely, Sarah K. HoltibUe ' ') ' DKS9 I / Administrative Vacancy 3.2 an -----, 3 I (Position now open ' GIFTED PROGRAM SPECIALIST (COORDINATOR) t I I Little Rock School District J Septepiber 7, 1989 QUALIFICATIONS\n1. A Master's Degree (rninimutn) in Elementary or Secondary Education. 2. Must meet Arkansas certification requirements for Gifted and Talented. 3. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. 4, 5. 6. NOTE: Demonstrates strong human relations/interpersonal skills. Evidence of a strong conmitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INlflAL SEEING 1NTRVIW\n-----------------------------------------------------------A r REPORTS TO\nSupervisor - Gifted and Talented Jr JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-K\u0026gt; gifted programming and other aspects of the Gifted Education Department. ' / BASIC PERFORMANCE RESPONSIBILITIES: 1 rS?^. .Li [' 1. 4. 3\\ '-5, 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other dtities assigned by the Supervisor. A r  es 3iVd 9. ,K:SI S66IZe2/S0 ' '(3 ':3 ,'T i Ia- B.j'cvAi,  )! '/ a\" Page Two (2) Gifted Program Specialist salary'AND TERMS\n$25,306 - $38,877 -- An Eleven (11) Month Contract plus Educational Stipend, Car Allowance, and Benefits Package. EVALUATION\nPerformance of this job will be evaluated in accordance with provisions of the Boards policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS\nSeptember 15, 198S SEND WRITTEN LETTERS OF INQUIRY TO\nEstelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE\nF0 3\u0026amp;yd I-A, INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER V   7 a'7 V. 'I Aq.\nl'V\\ J 1' I aRBaiitaji ( 9 cJ i- 7.1 I -V-'H\" 'Jii A, SS:ST S66T/2/S0 i4bi ) Hl I ^3 S0 SCHOOL Cloverdale Jr. Hign LITTLE ROCK SCHOOL DISTRICT SECONDARY FACILITATORS 1994-95 PHONE NUMBER 570-4085 FACILITATOR Tamara Gullett Dunbar Magnet______ Forest Heights Jr. High Henderson Magnet Jr. High Madelvaie Jr. Hign Mann Magnet Pulaski Heights Jr. southwest Jr. central High J.A. Fair Hall McClellan Parkview Magnet 324-2440 671-6390 228-3050 455-7400 324-2450 671-6250 570-4070 324-2300 228-3100 671-6200 570-4100 228-3000 Joyce underwood Marian Thomason JOy Williams snarron Cannon Bonnie Bumpers Marsha Bibb Jackie Falls Lois Thompson Ruthie Hiett Joan Cage Jan Conine Linda Kamara 3 S661/E2/S0 \"I. f' 'SO 3Sd g ss:si S66TZeS/S0 i Etease Post Administrative Vacancy 3.2 an Position now open GIFTED PROGRAM SPECIALIST (COORDINATOR) Little Rock Schooi District September 7, 1989 QUALIFICATIONS: 1. 2. 3. 4. 5. 6. NOTE: . A Master's Degree (minimum) in Elementary or Secondary Education. . Must meet Arkansas certification requirements for Gifted and Talented. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. . Demonstrates strong human relations/interpersonal skills. Evidence of a strong commitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE Initial screening interview. \" -------------------------------------------- REPORTS TO: Supervisor - Gifted and Talented JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-12 gifted programming and other aspects of the Gifted Education Department. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. 5. 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other duties assigned by the Supervisor,4. page Two (2) Gifted Program Specialist SALARY AND TERMS: S'.??  *\" plus Educatl Car Allowance, and Benefits Package. onal Stipend, EVALUATION: Performance of this job will be evaluated i RnarH'e p evaluated in accordance with provisions of thp Board s policy on Evaluation of Professional Personnel. Provisions ot the DEADLINE FOR RECEIPT OF APPLICATIONS: September 15, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Estelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION RIGOROUS SELECTION PROCESS. 7:\n,-,\n, A POSITION DOES NOT NECESSARILY MEAN THAT AN -------- must COMPLETE A VERY S^CAUSE AN INDIVIDUAL APPLIES FOR 'I .\":i INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER(?c: in -s. pa,-OTr'\",7 -O OCT 1 1994 Office of Desegregaiicn l-Zcnitvvng October 11, 1994 Elizabeth Shy Dowell 68 Cardinal Valley Drive North Little Rock, AR 72120 Dr. Henry P. Williaims, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Williams\nAttached is a copy of the position paper as adopted by the Dunbar Arkansans for Gifted And Talented Education (A.G.A.T.E.) membership at the September 28, 1994, meeting which you were unable to attend. A.G.A.T.E. wants the district and school board members to understand this adoption was chosen for what they believe is best for the entire school population. If based solely on the needs of their individual Gifted and Talented identified children at Dunbar, the parents decision would have been far different. Beginning last spring, as the district began addressing the budget constraints, parents were systematically excluded from the decision making process. The program, as implemented for the cunent school year, is not what was told to parents and students during recruiting. Again this fall, before any opportunity for real dialogue between the district administration and parents, a decision was reached, based on limited parental input, to re-instate the program as it had been for the previous school year. My personal experience with parents has taught me there is a very real distrust of the district on the part of its patrons. I believe it is this type of unilateral decision-making which promotes these feelings. As the logistics became known, such as the master schedule having to be reworked for the entire school population, a lack of parental concensus became obvious. A.G.A.T.E. feared a situation was developing that would pit parent against parent in trying to implement the fall mandate. We, therefore, elected to support maintaining the program as is for the current school year only. The Gifted and Talented program at Dunbar is a bare minimum program. An enhanced program is probably a more accurate title. It is suggested that all members of the Board tour Fuller Junior High School, in the Pulaski County Special School District, and make a comparison between the two G and T programs. I believe that LRSD will find it more difficult in the near future to recruit white students from the other districts as the success and quality of Fuller Junior High's program becomes more widely known throughout the county. Whether as individuals we support Gifted and Talented programs or not, in terms of desegregating Dunbar, it is the Gifted and Talented program which draws white students. If the quality and integrity of the program cannot grow, the district will find it harder to recruit and parental support for the district will diminish. Sincerely Yours in Support of Public Schools, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. ESD/esd C: Ms. Ann Brown, Office of Desegregation Monitor Little Rock School District School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Dr. Katherine Mitchell Ms. Judy Magness Mr. T. Kevin O'Malley Ms. Linda Pondexter Mr. John A. Riggs, IV Ms. Nancy Acre, Dunbar PrincipalArkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28, 1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2. 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically. a. b. c. d. letters will be sent by the Student Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allowed by the Little Rock School District to opt to attend another junior high\nstudents shall be required to return a letter of intent, the LRSD will reinstate the ratio cap among attendance zone black students, thereby encouraging the recruitment of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar Principal, Dunbar International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped together in the four core subjects\nteachers of Gifted and Talented classes will be certified as Gifted and Talented teachers. To strengthen the program, Gifted and Talented classroom size shall not exceed 22 students. For the remainder of the 1994-95 school year ONLY, the identified Gifted and Talented students and the designated Enriched students at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality and integrity of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A G A T E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501)834-3720Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE 1100 Wright Avenue, Little Rock, Arkansas 72206 Elizabeth Shy Dowell, President January 26, 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 RECEIV' JAN 3 11995 Dear Dr. Williams\nOffice of Desegregation Monitoring In follow-up to the Dunbar A.G.A.T.E. Position Paper of last fall, we reiterate our concerns for the International Studies and Gifted and Talented magnet programs as outlined. While all four points remain very high priorities, at this time we want to recapitulate item 1 .b. of the position paper,(see attached.) Specifically, the ratio cap among attendance zone black students and the recruitment of identified gifted and talented black students from outside the Dunbar attendance zone. When Dunbar Junior High School opened as a magnet programs school, to meet court ordered desegregation guidelines, a 60% ratio cap for black students from the attendance zone was established. The Student Assignment OflBce initially required a student, who elected not to participate in either program, to return a form to the SAO. At that point, the student would be assigned to another school in the district. If the number of black attendance zone students electing to opt out of Dunbar dropped the ratio below 60%, the school could then recruit G \u0026amp; T identified black students from other attendance zones. Three years ago, without informing either the school administration or the parents of participants, the Student Assignment OflBce stopped sending out the above mentioned forms. This left prospective students and their parents with the impression they could come to Dunbar and not participate in the either of the magnet programs. As this information circulated and SAO never said anything to the contrary, students who in the past had opted out, returned to Dunbar. Not only did this unpublished SAO policy have a devastating effect on our programs, i.e. the elimination of some courses and the number of sections available in others, but each year we fall further behind in meeting the court ordered desegregation guidelines. Our numbers are approximately 69% black, 31% non-black for the current school year. We believe it is imperative, for the viability of the programs and for student recruitment, the Student Assignment Office for the 1995-96 school year should: A. in order to be in compliance with the courts, reinstate the ratio cap\nB. require students to return a form committing themselves to the Dunbar program(s) or be allowed to opt out of Dunbar.As cautioned in my cover letter of October 11,1994, regarding what might happen when the quality of Fuller Junior High School's G \u0026amp; T program became known, we have lost two Pulaski County Special School District white students to Fuller and a third is actively looking into making the switch. Lest this leave the impression that Gifted and Talented programs are of most import to white parents, I pass along the concerns some black parents have brought to me. More pointedly, the small number of black students in the G \u0026amp; T program at Dunbar. One parent told of how her son felt uncomfortable with so few black males in his G \u0026amp; T classes and the pressure put on him by peers to not participate. Of those who came to me, all said virtually the same thing, their children need others like themselves to withstand the peer pressure. We can only accomplish this through the proper use of the ratio cap. While we understand and sympathize with your daily pressures, we implore that these matters be given an immediate and high priority by you and your staff. Sincerely, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. Enclosure: 1 cc\nMs. Ann Brown, Desegregation Monitor Dr. C. Russell Mayo, LRSD Student Assignment Office LRSD School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Ms. Judy Magness Dr. Katherine Mitchell Mr. Kevin O'Malley Ms. Linda Pondexter Mr. John A Riggs, IV Ms. Nancy Acre, Dunbar Principal ESD/esd Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28,1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2, 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically: a. b. c. d. letters will be sent by the Student .Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allow^ed by the Little Rock School District to opt to attend another junior high\nstudents should be required to return a letter of intent\nthe LRSD will reinstate the r atio cap among attendance zone black students, thereby encouraging the reciuitnient of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar principal, Dunbar's International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped to gether in the four core subjects\nteachers of Gifted and Talented classes will be certified tis Gifted and Talented teachers. To strengthen the program, classroom sij'.e shall not exceed 22 students. For the remainder of the 1994-95 school yearONLY, the identified Gifted and Talented students and the designated Enriched studea's at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. I The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A.G.A.T.E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501) 834-3720 Icc.- Tnczi 0=* . -MAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RECEfoB-n May 2, 1995 MAY 1 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Montoring The Little Rock School District Board of Directors voted April 27, 1995,\" to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4, Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent May 2, 1995 Dear Parents of Children in Gifted and Talented Programs, The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for ail children. In order to save this position, please help by doing one or all of the following: 1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, as parents, are obligated to take immediate action. For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabi Dowell Secondary A.G.A.T.E. Parent May 4. 1 995 may I 1 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 Markham Street Little Rock, Arkansas 72201 Office of Desegregation Mu. Dear Or. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia. Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit, Novi, and is most impressive. However, I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to \"wean\" children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergarten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a \"way out* of their existing circumstances or simply as the 'cool' thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying good-bye* to his *students* on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion, I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely, Patricia B. Holt 45409 Addington Lane Novi, Michigan 48374 cc: E. Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L. Poindexter P. Gee S. JohnsonMAY- 9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 A -R I 'S B U R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg Arkansas 72432 (501) 578-5426 Serving Public Schools in: Craighead County Bay-Brown Brookland Buffalo-Island Jonesboro Nettleton Riverside Valley View Westside Crittenden County Crawfordsvitle Earle Marion Turell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel Blytheville Gosnell Manila Osceola So, Miss. County Poinsett County East PoinsHtl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 The Honorable Susan Webber Wright OfBce of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District, It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasnt doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff development and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fell by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCE5VSD CHA-MSERS OF SUSAN WRIOiT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE MAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 May 4,1995 The Honorable Susan Weber Wriglit Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am writing to urge you to disallow the termination of the position of Gifted and Talented Education Coordinator for the Little Rock School District which is currently filled by Diane Rynders. I have a daughter at Gibbs International Studies Magnet School who has been in the gifted program there for the past three years.' I believe that the elimination of Ms. Rynders' position will have a detrimental effect on the quality of services provided by the district in this area. My daughter has also participated in the Odyssey of the Mind program, of which Ms. Rynders is Stale Director, and I know that tire termination of her position will also affect the involvement of the district in this program as well as in olher programs Ms. Rynders coordinates. Unfortunately, these programs are some of the extra-curricular benefits of a G/T Program that is designed to impact positively on students who are not identified for the program. Through programs like Odyssey of the Mind and Quiz Bowl, Future Problem-Solving and others, many nonidentified students gel to participate as well. I have first-hand experience in Odyssey of the Mind, as I was a coach for my daughter's team the past two years at Gibbs. Besides the student programs she coordinates, Ms. Rynders also monitors .school programs and provides staff development for teachers throughout the district. I have been in education for the past 21 years and have served as Supervisor for Gifted Education at the Arkansas River Education Service Cooperative for the past 11 years. Prior to the hiring of Ms. Mable Donaldson and Ms. Rynders, the Little Rock School Dislricfs Gifted Program was almost non-existent. They are a strong team and there is no way the program can continue to develop and improve if Ms. Rynders' position is eUminaled. My appeal to you is two-fold\nboth as a parent of a student in the Little Rock School District and as an educator who knows how important key people are to programs and their growth and development. Diane Rynders is an asset to the Little Rodk School District in her role as Coordinator of Gifted Programs. It is not an expendable position if we hope to continue to have programs that not only provide opportunities for our precocious learners, but also impact positively on the education of all of our students. I urge you to overrule a short-sighted and poorly researched decision and secure the position of G/T Coordinator and Diane Rynders in it. Sincerely, CHAMBERS OF Davis Hendricks 1016 East H Avenue North Lillie Rock, AR 72116 SUSAN '//RJGHT MAY 0 9 1995 U. S, DISTRICT JUDGEMAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 1 R, D, SAUNDERS DIRECTOR 1 i DAWSON EDUCATION CO-OP ft 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501 / 246-3077 May 5, 1995 Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright: I am concerned about the Little Rock School District cutting the position of Gifted and TaJented Coordinator. I feel that this program would suffer without the services that Ms. Diane Ryndera provides. She is involved with differentiated curricuhun development for gifted students, monitoring the programs in the elementary schools for the district to Insure compliance, and the identification of gifted students in the district She has L\u0026gt;ecii instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Ntind comiietition. She held the position of State Director for a great number of those years. Under her guidance and leadersiiip, Aikausas has been well represented at the annual OM World Pinals. Without her expertise, I feel this program will sufier- ajid iiliimateiy the studenis of liic Littie Ruck Seiioul Disiiict wiit nut iiuve the opp^inunsiies afforded to them through her knowledge of the competition rules and regulations. Please consider the reinstatement of this position for the students of the Little Rock School District They deserve the very best we can give them, and I think Ms. Ryaders skills are an asset for the district. Thank you for your consideration. Sincerely, I 7' Judy Lively [udy Super-isnr of Gifted Educatiaii May 0 9  OP \" 'VSf/GHT J995 ''/ S. ^'^^TRlcr -JiJDGE: s^Ewing i^e. e^cAooZ1 eSsWin^ tAi C^ifdiEHI I I MAY- 9-95 TUE 15:28 is c 1 I* V JAIIPI) MlIXLRY. Dirfctftr Baxter Mountain home Norfork FULTON Mammoth Spring SALEM Viola INDEPENDKNCK Batesville Cord-Charlotte CUSll.MAN Midland Newark Southside SULPHUR ROCK IZARO Calico rock Izard county Consolidated Melbourne Mt. pleasant SHARP EVENING SHAPE Highland STONE MOUNTAIN VIEW Rural Special TIMBO SUSAN W WRIGHT NAESC Telephone May 5, 1995 FAX NO. 5013246576 P. 04 Northcentral Arkansas Education Service Center P. 0. Dox 739  Melbourne, Arkansns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nV/RIGKt 0 9 1395 U. S. DISTRICT judge I am writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students, I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed.^ A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative oveirview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. overview I must admit that I can't comprehend why why, at a time when Little Rock is spending millions of dollars to encourage An Etiual Opportunity EmployerKATHRYN C. FITZHUGH 4715 Darragh Drive Little Rock, AR 72204 501-565-1994 Home 501-324-9444 Office *10 ,595 00^3 Q May 6, 1995 Dr. Henry P. Williams Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 RE: Gifted and Talented Coordinator, Little Rock Public Schools Dear Sir: I write as parent of Erica J. Fitzhugh, a child in the Little Rock Public School System. I write also as an interested friend of many Little Rock school children and young adults whom I see and talk to every week. I am a member of the Carver Magnet Elementary PTA, a VIPS volunteer, an Andersons Taekwondo parent volunteer and a member of Arkansans for Gifted and Talented Education. I am a Girl Scout volunteer and a former girl scout leader. I am concerned about the April 27, 1995, vote to eliminate the Little Rock School Districts Gifted and Talent Coordinators position. I understand that there is to be one similar position remaining, the District Gift and Talented Supervisors position. My concern is that activities such as Odyssey of the Mind, Quizbowl, and Sixth Grade Challenge competitions will be eliminated along with the elimination of the Gifted and Talented Coordinators position. In addition, I am concerned that the other duties of this position such as monitoring programs and conducting training for school staffs, will be severely curtailed or totally eliminated because there will be one person doing the job of two. I urge you to restore this position or advocate that the Board restores it. Keep the quality of our gifted programs high - we need all the programs, involvement and encouragement that wePage 2 can get for our children. It means a lot to the children as well as to the parents. Thank you for taking the time to read this letter. Very truly yours, Kathryn C. Fitzhugh cc: Magnet Review Committee Lz/Dr. Margie Powell Ms. Margaret Gremillion Ms. Sadie Mitchell Dr. Linda Pondexter !i i 1995 ice Ct J' . .'J May 6, 1995 Mrs. Margie Powell Office of Desegregation Monitoring 201 E. Markham, Ste 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Powell, As a gifted specialist in the Little Rock School District, I am very concerned about the decision made by the Little Rock School District Board of Directors on April 27, 1995, to eliminate the District's administrative position of the Gifted and Talented Coordinator. With only one District G\u0026amp;T Supervisor remaining to serve the GT programs in our 49 schools, I forsee the quality of our programs deteriorating. One person can't be responsible for the administrative duties and the direct services provided to the students and gifted specialists. If there is any action that can be taken by you to help get Mrs. Diane Rynders' position reinstated, please do so. Sincerely, Beverly Kinneman Gifted Specialist Otter Creek Elementary HAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central I have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there wa.s absolutely no leadership and continunity occuring Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know 1 am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time I spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning One of the main attractions is the many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact Please feel free to contact me if you need any additional input. Central High School RSCfi-Jyarp, '^'fUGKr 0 9 1995 S. ^ISTFilCTOffice 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 (SOI) 3710100 May 8, 1995 Ms. Jill Clogston, Supervisor, Gifted Education Northeast Arkansas Educational Cooperative P.O. Box 100 Strawberry, AR 72469-0100 Dear Ms. Clogston: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy, Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although 1 cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2(X)O or me at (501) 376-62(X), for the date and time of the school board meeting. 'gie L. Powell Associate Monitor MAY- 8-95 MON 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Randolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax: (501) 886-7719 Central Office Teacher Center G-T / Reading! Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE d 206 South Main P.O. Box 100, .Strawberry, AR 72469-0100 S28-3395  Fax: (501) 528-3396 Computer Services, Media Resources Regional Services (SED) 5crving Since 19S4 LEAS In: Clay County Clay County Central Coming Piggott Greene County Delaplaine Gieene County Tech Mtimvaduke Northeast Arkansas Jackson County Jackson County Swifton Lawrence County Black Bock Hoxie Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Biggers-Reyno Maynard Oak Ridge Central Focal,ontas Sharp County Cave City Willjford MAY i iYn May 4, 19 95 0fries of Os. -.y 1 .V.oiiiccung Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nS-2 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. 3m a colleague of Mrs. Diane Rynders, who has that position. Through her efforts she has established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate in programs such as Odyssey of the Mind and Quiz Bowl, it is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration, Thank you for your Sincere, ill Clogston upervisor of Gifted Education May 0 3 1935J1h^-95 mon 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Raxulolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax\n(501) 886-7719 Central Office Teacher Center G-T ! Reading t Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE 206 South Maia P.O. Box 100. Straw'beny. AR 72469-0100 528-3395  Fax\n(501) 525-3396 Computer Services, Media Resources Regional Services (SED) Sening Since 19S4LEAS In: May 4, 1995 Clay County Clay County Central Coming Piggott Greene County Delaplaine Greene County Tech Mannaduke Noitheast Arkansas Jackson County Jackson County Swifton Lawrence County Black Rock Hpxic Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Bi^gcrs-Reyno Maynard Oak Ridge Central PocaliontAs Sharp County Cave City WiHiford Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: S-3 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. . I a  colleague of Mrs. Diane Rynders, who has that position. Thrrough herr efffforrtts sshe hass established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate \"- ----------- of the Mind and Quiz Bowl. in programs such as Odyssey . . , _ It is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration. Thank you for your Sincere, ill Clogston upervisor of Gifted Education OS 133^ Us. ^'STRfCT judge: cc\nCc. MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 RECEIVED May 9, 1995 MAY 1 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Roch School District. 1995, District's Coordinator. the Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it's We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. needs. groups and developing educational plans for students with special In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, I Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 Rece\n5VS\no II I I MAY 111995 u. s. district judge MAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. a In closing, I urge you to please consider the damage that will be done to the G/T program, but more importantly to all G/T students, should this position be eliminated. read in a report that 90% of every federal dollar, for I education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours. John W. Calaway Supervisor of Gifted Education ie: Jackie S. Clark 7721 ClaybrookRoad. Mabelvale. AR 72103 May 10, 1995 M4y ? Dr. Henry Williams Little Rock School Superintendent 810 West Markham Little Rock, AR 72201 -3 Dear Dr. Williams: I am deeply concerned about the elimination of the Gifted and Talented Coordinator. I have two children that will be directly affected by loss of service in this area. In fact, when we made the decision 5 years ago to take our children out of private school and place them in public school, the Gifted and Talented program was a major motivation. My children are will be in the 10th and 11 grades in the 95-96 schcxjl year at J.A. Fair High School. Both have all \"GT\" courses, and should this particular program be adversely affect^, it would have a tremendous impact on my decision regarding remaining in Pulaski County. Although I hope to sell my home within the next few months and move outside the county, my children want to request transfers back into the school district because they not only enjoy their schools, but I feel like they are getting a good education in the process. I would appreciate your strong consideration. I know that not only \"GT\" students, but all students are affected by the programs that are a part of the Gifted and Talented Coordinators position. We need to take out the \"fat\", but we need to leave the \"meat and potatoes\" in the administrative structure. Respeci mLu- Jackie S.vCl^k cc: Magnet Review Committee Margie Powell/Office of Desegregation Monitoring tMAY-16-95 TUE 14:48 SUSAN H WRIGHT FAX NO, 5013246576 P. 04 May 12, 1995 RECESVSa MAY I 6 1995 CHAft 3(_}crA.M KAff: E Office of Desegregation Monitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent[ 810 West Markham Little Rock, AR. 72201 'J. S. DtSTFJfCT Dear Dr. Williams: distr^bVe5\\\nTaSVo^- \"gij't^ has Little Rock School District talented sending you a copy to parents of been students in the sicnooi Dxstrict. We rcaciniz(a rhat- t-y,  i-ne tnne for you in identifying specific artas difficult sincerely believe however t-bat-  budget cuts. We Talented Coordinator positioA ,iu ad?lSSv''iff.r? and r?= ill the discontinuation or and successful programs. iscontinuation of direct services the We appreciate the _se?sion on Vy 17?^ iVsT. on May 17, 1995. children in the Gifted/Tal\\ As advocates for you and the hoard ot directors ilf^eoonside^lh'e 7e eliminate the position of Gifted and Sincerely, c Mills \\ Elementary A.G.A.T.E. Parent Elizabeth Bowell Secondary A.G.A.T.E. CC: Parent Honorable Susan Webber Wright Anne Brown - ODM LRSD Board of Directors LRSD Administrators Dr. Patty Kohler, Division of Magnet Review Committee Exceptional Children of Education Director James Smith - Superintendent of NLRSD ' Gene Wilhoit Bobby Lester John Walker  Superintendent of PCSSDcc \\ HAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RE May 2, 1995 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Monitoring The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the - - District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students, However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3.- Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann 376-6200. Brown or Margie Powell 5. It is very important that parents write to the Honorable Susan Webber Wright District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent cc : HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P, 06 \u0026gt;\u0026lt;44/ 1 6 . DHice of VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 ftECEsVSD CHA.MEIEHS OF SiJSAN WRIGHT MAY 15 1995 ^(^segregation Monitoniiy Home (501) 661-1758 Work 376-3800 ! FAX 372-3359 U. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. Tliat position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half die staff for this aspect of public education will be eliminated. The coordinator has taken die lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groat Boolcc, Sixth Grad* Challenge, and Monitoring Programr. 1 have coached a Gibbs Magnet Schotil Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about h^ndividually. To cut half tile administrative staff of the G/T program sends the wrong message to tlie folks we want to try to keep in tlie Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heiglits Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"1 oppose tlie elimination of the Gifted/Talented Coordinators position at LRSD\" or words to dial effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on tlie back of this letter. T\" /jtJO coMi. -b Ke Ttijh' I if. i V V \\ f,' 1\u0026amp;\n ll I*.. j MAY-22-95 MON 10i57 X h\u0026lt;jcAVZ- 7'. #  rr Ba SUSAN W WRIGHT FAX NO. 5013246576 G. RICHARD SMITH, M.D. j \u0026lt;v^4 P.'QS i. Tc: .  h s/hill'S \"11 r, 1)1) ( 'f' \u0026gt; ife 4 j'. J. t. -.  f .' .'Y J bfM^ \"U' V V. .\u0026lt; (^1: J. T- '? ' ' .J '1\n1 r- y: .' i\u0026lt; p:  ' h 'T^'' I y' I\"*? I -X .1 z J\u0026lt; Vr^'.\u0026lt;-.- 1 *1 MtW ^hHS] 1^- V r S:- K rv. ZA \u0026gt; W-.v *1 '1 T'i 1 3 it f:  ' 41s aa MAY-22-95 MON 10:57 SUSAN W WRIGHT FAX NO. 5013246576 #2 Melinda Drive Little Rock, AR 72209 May 18, 1995 I t-: P. 04 Henry Williajvis LRSD Superintendent 810 W. tSarkham Little Rock, AR 72201 Dear Mr. Williams, I am writing this letter in regards to the Gifted and Talented Coordinator position being eliminated. schools. I feel this is a very important program in our It must not be restricted to just one supervisor to serve the 49 schools or 4000 students involved. It is an excellent program that my child has enjoyed. He has had the opportunity to be involved in many things he would not have in a regular classroom iithese children need this extra encouragement. They need more than one supervisor to organise these project^. The LRSD needs to look in another direction to cut the budget. These teachers along with their supervisors are doing a great job! My husband and I would have been at the meeting last night, but we could not be there by 5:30pm. However, we do want our opinion on the subjected noted. Ihank you for this consideration. We would like for our children to excel at school. Please DO NOT make thi's budget cut. / Sincerely, I Mrs. Dan M. Walker cc: Honorable Susan Webber Wright District Judge 600 W. Capitol Little Rock, AR 72201 Magnet Review Conniittee 1920 N. Main North Little Rock, AR 72114 Margie Powell Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, AR 72201 tergaret Gremillion Assistant Superintendent - Elementary 810 W. Markliam Little Rock, AR 72201 Sadie Mitchell Assi-stant Superintendent \" Elementary 810 W. Markliam Little Rock, AR 72201 Dick Hurley LRSD Human Resource.s 810 W. Markliam Little Rock, AR 72201 P- ' nntI3 i MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO. 5013246576 VICTOR A, FLEMING 3801 TCBT Tower LUtle Rock, Arkansas 72201 (501) 376^3800 t FMl 372-3359 Honorable Katherine P, Mitchell Member Little Rock School Board 1605 Welch Street Little Rock, AR 72206 Dear Ms. Mitchell: May 18, 1995 P. 05 I First, Im sorry you weie uanble to attend the special meeting of the Little Rock School Board on Wednesdayj May 17. 1995. On behalf of all the persons who are opposed to cutting the GT Coordinators position, the Boards allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in the cut that you approverl last month. As was demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at the present time nt least, is very much like the payment of au insurance policy tliat protects one's home, business, or automobile from calamities Uiat are hoped will never occur. The GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the aduiinisirative positions designed lo maintain this fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you Siiicqi'i Vidiof k VAF/c^ IcdlidtOlM cc: Lve que.stions or comments, please feel free to call. M.S. Caryn Taulbee Ms. Barbara Mills t r S3 (J MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO, 5013246576 1 P, 06 VICTOR A. FLEMING 3801 TCBY Tower Little Rock, Arktutsas 72201 (501) 376-3800 ! FAX 372-3359 May 18, 1995 Honorable T. Kevin OMalley Member Little Rock School Board 24 Glenmere Drive Little Rock, AR 72204 Dear Mr. OMaUey\nFirst, let me once again thank you for your courteous participation and attention at the si\u0026gt;ecial meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was tinie you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your aUowing us to present our case is very much appreciated. Second let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinalors position front the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of tlie persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program, As I indicated in my remarks to tlie Board, the payment of this persons salary, at the present time at least, is very much like tlie payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur,. The GT program is .something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvisedly or in baste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf cc: Ms. Caryn Taulbee Ms. Barbara MillsBB Ba s k' MAY-22-95 MON 10:59 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 yiCIOH A. FLEMING 33(11 TCBY Toy^\u0026gt;er Little Rock, Arkansas 72201 (501) 376-3300 ! FAX 372-3359 May 18, 1995 Honorable Judy Magness Secretary Little Rock School Board 708 Hall Drive Little Rock, AR 121^5 Dear Ms. Magness\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewiiere but, on behalf of all the persons who are opposed to cutting tlie GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the QT Coordinators position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, tire payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that arc hoped will never occur. Tlie GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain tliis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf IrvllttLOW cc\nMs. Caryn Taulbee Ms. Barbara MillsnAY-22-95 MON 11:OO SUSAN W WRIGHT I FAX NO, 5013246576 P. 08 VICTOR A. ITEMING 3801 TCBY Tower JMe Rock, Arkansas 72201 (501) 376-3800 ! FAX 372-3359 May 18,1995 Honorable John A. Riggs Member Little Rock School Board 3600 Foxcroft Little Rock, AR 72207 Dear Mr. Rigg.s: First, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock Scliool Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. L 1^' Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinaiors position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who sjxike against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, lite payment of tlris persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur. 'Fhe GT program is something the Little Rock School District should he extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvis^ly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A. Fleming VAF/cf IndleCuOM cc: Ms, Caryn Taulbee Ms. Barbara Mills A  -/r' - . 'a* \"  '^7MAY-22-95 MON 11:00 SUSAN W WRIGHT FAX NO. 5013246576 P, 09 I \" I j VICWR A. FLEMING 3801 TCBi' Tower Little Rock, Arkansas 72201 (SOI) 376-3800 ! FAX 372-3359 May 18, 1995 t I Honorable Patricia Gee Vice President Little Rock School Board 8409 Dowaii Drive Little Rock, AR 72209 Dear Ms. Gee\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you tn the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in Uie cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to tlie operation of an extremely unportant program. As I uidicated in my remarks to the Board, die payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy tliat protects ones home, business, or automobile from calamities that are hoped will never occur. The GT program is something tlie Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain litis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, \\)lv Victor A, Fleming VAFZcf U\u0026gt;(l(ea,W4 cc: Ms. Caryn Taulbee Ms. Barbara Mills I . .V ei 9 ! a s s i 4 JMAY-22-85 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 I P. 10 V/CTOR A. FLEMING 3801 TCBY Tower Little Bock, Arkunsas 72201 (501) 376-3800 f FAX 372-3359 May 18, 1995 Honorable Linda Pondexter Pre.sident Little Rock School Board 502 Green Mountain Drive, #56 Little Rock, AR 72211 Dear Ms. Pondexter\nFirst, let me once again thank you for your courteous participation and attention at tlie special meelbig of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are op{X)sed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. I Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from tlie administrative slots that have been set forth in the cut that you approved last inonlli. As demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to tlie operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at die present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are lioped will never occur. Ilie GT program is something the Llitlc Rock School District should be extremely proud of and the issue of culling half of tlie administrative positions designed to maintain this fine program is one that .should not be entered into unadvisedly or in haste of any sort. Should you have questions or conunents, please feel free to call. Sincferely, t Victor A. Fleming VAF'/cf U4dlf4L004 cc: Ms, Caryn Taulbee Ms. Barbara Mills S' anBtsanRBHmHRiMAY-22-95 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 P.ll 2908 Lee Avenue Little Rock, AR 72205 May 13, 1995 Hon. Susan Wright, U.S. District Judge U.S. Courthouse 600 West Capitol Little Rock. AR 72201 Dear Judge Wright: We believe that the Gifted and Talented Program is essential to the success of the Little Rock public school system, and oppose the elimination of the Gifted/Talented  Coordinator's position from the Little Rock School System. .17\n.,1 Through our own experience with two children and almost nine years of public school attendance, we are convniced of the importance of such programs as Odyssey of the Mina and Quiz Bowl We strongly feel that the District should be encouraging academic excellence through the expansion of programs such as these. To eliminate the position of Gifted and Talented Coordinator would reduce the stalling for this important arc\n, at the administrative level by half This seems to strike at the heart of the mission of pub-schools We believe that Gifted and Talented programs are essentials, not frills, ana ask that you help to encourage such programs by retaining the coordinator's position I sorely, -7 CgTaJcVv'-- 3 :'3 'avid and Terry Cowan copy Arm Brown Oftice of Desegregation Monitoring ... 16 ?995 J It l^lSTFUcy JUDgit I %1R J ai MAY-15-1996 09:05 GEv'ER SPRINGS RBC 501 5b2 4189 I P.01 Sgggr springs first gaptist Church .1\u0026gt;6}5 Gpydr Springs TJ^oad  Littlp Pock, flp 7220*3 pbonsz .50J 365-347-f  FtIX 50t 5624189 To\n1 Of: _ From: A FfJX# 31/- 0/DG pagi^s\nlimfE\n*)ats2: Comments: i- I 4^ Sb -J s , \u0026lt; - -4. / I rz '^  'A A-i O ' r -izU 0 - LOt I 4 f /\u0026lt;\u0026gt; 'T' O ! S I a t  I MAY-15-1996 09:06 GEYER SPRINGS FBC 501 562 4189 P.82 May 15, ) Two roads diverged in a yeliow wood, and I- I took the one less travelled by. And that has made all the difference From now on each time I read this poem by Roben Frost, I will think of you - our special Senior Ciass of 1996. I will remember that, by choosing to continue with the Honors/AP program, you have metaphorically chosen a different path and, in this case, a more difficult one I will remember your perseverance in the face of so many assigned works to read, so many papers to write, so much red ink. ( 1 hope you know that sadism is not part of iny nature, but rather that 1 knew you were capable of excellence and that life demands attention to detail ) 1 will remember your courage as 1 played Devil s Advocate in discussions and tried to hold you accountable for generalized statements ( I hope you realize that I w ished not to change vour point of view, but t o strengthen it and that you will be held accountable in medicine and law, teaching, engineerinu, the ministry, business, and family life,) I will remember your endurance as you played volleyball, sottball, and baseball, golf, soccer, and tennis, as you ran track and put together the schooi newspaper, panicipated in drama productions and oratory contests and Superintendent's Cabinet and Mercantile Bank Board meetings You sang in the choir, played in the band, marched and cheered at every home game and many of those aw ay Some of you worked at afterschool iobs and several endured personal trauma and family trials. through -A? to the end and met all the deadlines You accomplished all this and still stayed You have surpassed my greatest expectations And. ccnsequentlv I want to thank you for that and for the new and unique perspectives you have given me on so many different subtects. Some people believe that studying the Humanities, literature in pamcular is a waste of time because these subjects do not help you make a better living. 1 would like to hope they will mak living better You have read of the nature of good and evil from Shakespeare and Golding, of e racism and Colonialism from Achebe . Existentialism from Hemingway, selfhood from Kafka, the impact of an unjust society on the individual from Wright, courage of conviction from Huck, the human tragedy that can result from those who blindly follow' tradition from Jackson, and the rewards of grit and determination from a little girl who named herself Ellen Foster and whose \"new mama\" showed us all what a loving parent should be We learn mainly from experience, of course, but we define and conceptualize through these things that come from books - the products of long hours and days of tbougnt and editing, visions and revisions, (to paraphrase Ellen Gilchrist ) the best parts of the best minds that have ever lived on earth, your real legacy from the educational svstem that no one can ever take from you in anyt MAY-15-1996 09=07 GEYER SPRINGS ^bc 501 562 4189 P.03 way As long as there are schoois a.nd libraries and free societie.s this wiil be waiting for you whenever vou wish to take it And lite will be better for vou when you do Some time ago at a party an acquaintance of ours, a businessman in the community, discussed the wonders of the corporate world with my husband for a few minutes and then turned to me - with incrediility, I thought- and asked why on earth I chose teaching as a career, especially in Arkansasyou can guess the rest I w'as stunned and could only answer at the moment that, well. 1 liked it It was a duesticn I could not let go of and, as w e so often do 1 replayed the moment in my mind I suppose 1 chose teaching initially because, except for Donna Reed . June Cleaver, and my own sweet mother, rny only role models were the strong, traditional women who taught me at Pulaski Heights and Central High Schoo! Later J stayed because, luckily, my salary was not the pnmary one tn our family But it is more than this - these are the superficial reasons If he reeled around at me once more, if I could replay that instant with all my wits about me. I would say, Why did I choose teaching Weli. it is because of Bryan and Jeremy, Clif. Ryan and Cheryl, Erica and Ashley, Liz, Sarah, .Alicia, Brigette, and Meredith. Tara, Leslie and Erin, John Paul. Corey, and Patrice, Tamika and Tamka, Dereka and Daphne. Laura, Brandi, Charnelle Amber and Stacy. And certainly it is also because of Cristy and Felicia. Jeremy H and Jason, Lizz. Hunter Jill ano Kara. Torrie and Angie. Tamara, Aronna. Kevin, Kelly, and Jeff, Allison and Ron. Kerne, Tametra, .Meivelyn, and Rusty.Kisa, Reesa, and Mackenzie \" May the sun snine warmly on your face, May the rain fall gently on your shoulders. May the roaa nse up to meet you, .'Vid may God always hold you in the palm of Kis Hand ..With iTiuch love, ,-7 \"AL P.03MAY-16-95 TUE 14:51 SUSAN M WRIGHT FAX NO. 5013246576 cz. i P, 09 RECEIVED May 9, 1995 MAY I 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Rock School District. 1995, District's Coordinator, Che Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it' s We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. groups and developing educational plans for students with special needs. In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, i Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 I Recen/go may 111995 I U. S. DISTRICT JUDGEiC-.' MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 DON 31 ^31 QAI63YIULE PIKE JACKSONVILLE AR 12W ^icAoCa i':\u0026gt;tc ii) eLJ)ef I/-)/jiff REGEfVSO J/rci r /o! Cl -iAivirig-^s: \u0026lt; SIjS.AN vv^i 3ia VV?\n1GHT J 6 J995 may 12 1995 Office of Desegregation ftfloiiiionng Tc^c? (' U. S. DfSTRfCT JUDGE 73 f /'\u0026gt;t I' iij pi f/hii h/ C^ffry/'fa fcr fh/ 1^'^/'*''y pr^'/''O/\\. affech a h p ' VA o ri'/ t, c\u0026gt; I I. !y th. //^\u0026lt; pyjy/c. 7i^- G li\\ -^chd!.5dhc-f\u0026lt;5 I  r Cl f/\u0026gt; f t\u0026lt; r-f/^c^ / /Q U 7i\\^ d. y-b]5racti. /rvcker^ //\u0026gt; errc7^^./yiy c'/'UfrA- ThfC ^ypr^ial hr { ^/if'lrhar//. i/ds. fri'^ /hr I'f/ /h r^yc i/dS. I. 0 C6orii'^^^r I r/ii/e. 'h Jz-yf  dcr^ a. d-e- Cr-.UJ yi \\-ull~ // T^ If . 7/a! .1 /o Gllq S^id//ddz'ily. rc, a (l/'i/:' /r'/n-i^/i'///! 5f/-c:ci r.a/ii/-i' '1 u. J\" '/id f/^^z '/. 7'\n='^ r2i55 11 yj cf:' ait. rd c. rid.'/u/ii ^wy fd '/G'^C. I'/Cdi//\u0026lt;'/ J .-hl /h/'-y/^ 1^! !/^ -}h //yi^ i'l if /h. (f/- -h / ,.7, 'h ClD'I. !.(.{, prrrr' (/rL, ! C. (.( /I d\", r, \u0026lt;/. '\u0026gt;. /f/lA e\u0026lt;^/\\r-^/GL^ 7cc: HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 0 OtIiCQ of W4r 1995 ^^^^aregation Arkansas Association Gifted Education Adininistratoi Route 1, Box 2 Plumen-ille, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Connoting irs This is in regard to Little Rock School District's number of Gifted \u0026amp; Talented position in reducing the Administrators . I fad that one administrator quality of Gifted \u0026amp; cannot maintain the District has Talented Education which the Wane iM'lershl\nP of Mrs. Rynders has pre-monitoring for all worked with curriculum development, of students,i\nadditlt^L\"\"n^^'^ \"tification Sixth Gradechaditgi etc I ask that Little Rock Schon.1 this position. ennsider reinstating R incerely, President Arkansas Association Gifted Education Administrators K-ti'CSrui. n Xi 15 DISTRICT JUcr\n^MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 Office cc: jtJi, P. 07 J 6/995-- Arkansas Association Gifted Education Administrators Route 1, Box 2 Plumerville, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Des, ^nitor,ng This is in regard to Little position in reducing the Administrators . Rock School District * s number of Gifted \u0026amp; Talented I feel that one administrator quality of Gifted \u0026amp; Talented District has cannot maintain the Education which the Mrs. Rynders has worked pre-monitoring for all ,\nwith curriculum development, of Students,in addition^Jrorfv^'^ schools, identification Sixth Grade Challenge, etc. Mind, Quiz Bowls, I ask that Little Rock Schon.1 this position. \u0026gt;. ennsider reinstating Sincerely, Pally Bakker President Arkansas Association Gifted Education Administrator 5 op' I':P,wr.?iGHT -15 1.995 ^-OflSrRlCTJLJuc\n^-f- ./AA)'AWKAWM k f 1 I JohnMf* LO0 Ciz WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 1 i, if iWi a fl 965-2191 635-5201 RECEIVED CHAMBERS pF SUSAN WEBBER WRIGHT may 1X 1995 o.u'm! 9fiE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY 1 1 1995 Office of Desegregaiion Monitoring May 9, 1995 Franklin County... Altus-Denning Charleston County Line Ozark Pleasant View Tke Honorable Susan Webber Wrigkt Office of Desegregation and Monitoring 201 , Mar ft. Earn Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wrlgfit\nJohnson County... Clarksville Lamar Oark Westside I am writing on bekalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for tke Little Rock ScAoof District, Superintendent kas \"cut\" It is my understanding tfiat tke Littie Rock tkis position from funding for tke fiscal year beginning in July 1993 as one of several \"cuts\" deemed as unnecessary expenditures. I find tkis Cine of reasoning to be guite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of hfs. Rynders and wkat ske kas done for tke gifted and talented programs in tke Little Rock District. Diane Rynders kas worked kard to develop a fine staff of teojckers in tke gifted and talented program wko are knowledgeable of tke area Scott County... Waldron and informed about tke various types of assessment wkick can and is 6cing done to assess students in your district in order to fairly treat all populations represented. Ske kas gone out of ker way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students wko kad not been previously identified prior to ker tenure, Ske kas worked to develop community interest and support in tke GT programs, tke student projects, and worked to interrelate kigker fevcf tkinking skills wit kin tke regular curriculum. Ske kas worked witk tke GT teackers to develop a district-wide 6tk grade competition open to large numbers of students keld yearly in tke spring. It kas Migrant Service In... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County expanded tke understanding of kow giftedness can be skown in many ways to students, faculty, and parents alike. I am appaffed tkat tke Little Rock Superintendent could consider efforts suck as tkis to be \"unnecessary expenditures\". Tkis position is vital to tke efforts being undertaken to meet tke federal mandates establisked by tke courts to equalize services to all populations. Tke position, and especially tke individual in tke position, does muck to provide positive examples of wkat students are capable of doing to tke community and tke public at large. Students of all races are seen working together cooperatively to sofve problems in student competitions such as Odyssey of the Mind, Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a ciass room setting. It provides exposure to new experiences utitizing drama, music, and otAer visuai and fine arts as a part of tfie overaU problem solving. CfiiCdren of various ages, cCassrooms, races, and ability levels all work, together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It /ocuscs Ort tAc child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate EAttrte Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. incM/ely, Carolyn P. 5Ary GT Supervisor cc\nVICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 MAY 1 5 1995 Home (501) 661-1758 Work 376-3800 / FAX 372-3359 Office of Desegregation Monitoring May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. 1'11 be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular position's being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a cqjy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half the staff for this abject of public education will be eliminated. The coordinator has taken the lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of the Mind, Junior Great Books, Sixth Grade Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was there when others were not for any potential problem. But this effort to retain the position she holds is not about he^dividually. To cut half the administrative staff of the G/T program sends the wrong message to the folks we want to try to keep in the Little Rock public schooi system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"I oppose the elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to that effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T ALSO-PMo? .xrM\u0026gt;pJ4K) rX Ui I it's-J at u/iSTec : MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 JACKSONVILLE AR 72076 bic Aus/en p'l^bicP i^y. Aa^yPo! , CHAM-T^g^S (\u0026gt;\n- SIjSAN vvnvrft^r.-\n? yjRlGHT ^ll\\X 12 1995 U. S. DfSTRfCT JUDGE -- RSOEIVBD may I 6 1995 Office of Desegregation MonitohnQ J^c'rZ r V/e (2 \"y rf/j b T^ht U- - torj''/ia/cr liA ffech \u0026gt;' '^-J-^- - I. u /\u0026gt;iS yk Q,P}J\ny, tP yy-b!^ \\Kto/ c I '/' r\u0026lt; I i/ ' d, I,,4^ ht'/au.-xe. 7-^J ^ , ! }/ I ' .J Aj/}-^ T\u0026gt;s/\u0026lt;i (J\u0026gt;7l\\ A-'x yhsr-x^ bt^tckty y ^A\u0026lt;2cni,^e,,- cbAJfM. rbtfc a(e^ 4ic ytclal %r fif h\u0026gt; jS^Z/rZ/'Z y'^'-:' PhC ixye. \u0026gt;(_ J 7c/. d\u0026gt;/^7j / I. 0 k, A Cta uJ.'/f ! sya'j^:\\ \\ f -jy r' Al f/Ac \u0026lt;-!' k' /rJJ\"- y /''^iP 22!^ y ii-itfC ^A/'2 A'L.^ bdt^/!^i ^ b Ayb S'b ,'i'f\u0026gt;/f b \u0026lt;^. e./ri '/(/ / e- ypccb' D cllq J' h / /Aas Q-/ J-l At 2 brj /y \u0026gt;\u0026gt; 7^ /i i/t recfn.bi^Ay y ~^i'C.\u0026gt;t:iiyj( t)' 7abipJ- iPi'\u0026lt;^''jriii'A l^\u0026gt; .f. Ik lt.i- Il I- .'J' I ?, |\u0026lt;r^.^:e^,^l'\u0026lt;J 'M pfO'c/t:- ^b' idi^''-. ^- rJH.ny '- ,y b j 1 /, I -/l^,,l tficKHc. Tt k. U cbJleyt^ /-'.p /M /I/' PIrs/'/'^f^ 'f'b / p/fie. (jC.t: MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 'My J 6 ' Ellice of ^esegregai'on VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 RECltP/SD CHAVL'EHS OF SUSAN WRIGHT MAY 15 1995 Monitoring Horae (501) 661-1758 Work 376-3800 ! FAX 312-3-553 J. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Girted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. 1 am researching that even as diis letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope 1 can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half tlie staff for this aspect of public education, will be eliminated. \" t The coordinator has taken the lead in LRSDs outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groot Boolcc, Sixth Grode Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeomans hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about hej|^ndividually. To cut half die administrative staff of the G/T program sends the wrong message to die folks we want to try to keep in die Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. , Please write Judge Wright a letter or post card, stating \"I oppose die elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to diat effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T /)L5O-P\u0026gt;48 ni: ccnf^ -feKeARIUmiM \u0026lt;:'****.. e rfWtk* I uo0 r'-O  Srt C 7 cc ' -/c.- ^(p/y 6tpy f. U, WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 965-2191 635-5201 Cinnf^ n RECEIVED CHAMBERS OF _ SUSAN WEBBER WRIGHT MAY 1X 1995 laE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY i i 1995 Office of De' May 9, 1995 .vl.-' Franklin County... Altus-Donning Charleston County Line Ozark Pleasant View The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E, Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge WrigAt\nJohnson County.. Clarksville Lamar Oark Westside I am writing on behalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for the Little Rock ScAoot District, Superintendent Aos \"cut\" It is my understanding tAat tAe Little RocA tAis position from funding for tAe fiscal year beginning in July 1995 as one of severat \"cuts unnecessary expenditures, H deemed as I find tAis Une of reasoning to be quite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of Ms, Rynders and what she has done for the gifted and talented programs in the Little Rock District, Diane Rynders Aas u/orAed Aard to develop a fine staff of teacAers in tAe gifted and talented program wAo are knondedgeable of tAe area Scott County... Waldron and informed about the various types of assessment which can and is being done to assess students in your district in order to fairly treat aU populations represented. SAe Aas gone out of Aer way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students who had not been previously identified prior to her tenure. She has worked to develop community interest and support in the GT programs, the student projects, and worked to interrelate higher level tAinking skills wit Ain th.c regular curriculum. SAe has worked with the GT teachers to develop a district-wide 6th grade competition open to large numbers of students held yearly in the spring. It Aas expanded the understanding of how giftedness can be shown in many ways to students, faculty, and parents alike. Migrant Service in... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County I am appalled tAat the Little Rock Superintendent could consider efforts such as this to be \"unnecessary expenditures\". This position is vital to the efforts being undertaken to meet the federal mandates established by the courts to equalize services to all populations, Tke position, and especially the individual in the position, does much to provide positive examples of what students are capable of doing to the community and the public at large.#w( =69W/E?' Students of aff races are seen working together cooperativeiy to solve problems in student competitions such as Odyssey of the Mind. Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a cCassroom setting. It provides exposure to new experiences utilizing drama, music, and other visual and fine arts as a part of the overalC problem solving. Children of various ages, classrooms, races, and ability levels all work together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It focuses on the child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate Diane Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. inc^/ely. Carolyn P. 3/iry GT Supervisor Western Arkansas Education Service Cooperative Guy F. Fenter, Director RR 1 Box 104 - Branch, AR 72928 M  The Honorable Susan Web^^f Wright office of Desegregation and monitoring 201 E. Markham Little ^ock, AR 72201 Suite 510 iitiiilltiilll iiiiiilliiiililliiiililliitllltc : (Li^ MAY-16-95 TUE 14:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 May 12, 1995 RECEIVED MAY 1 6 1995 RECS:5'.fSD CHAMs.se '.V'liC-l-fT Office of Desegregation fsionitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent 810 West Markham Little Rock, AR. 72201 J. 3. DISTRICT JUDGE Dear Dr. Williams.- We are , - sending you distributed to --------- a copy of a letter that has been uiscrioutea parents of cr-ifi-oH 1 ----neen Little Rock SchoTl District wa Moomi in the time for you in identifyi specific difficult Sincerely believe, however  J or budget cuts. We Talented Coordinator position will ad-ita the Gifted and because the result will be the ai,cxSS\u0026amp;M' and successful programs. services children in the Gifted/Taiant-o/i 1955. As advocates for you and the board of directors LRSD, we hope that eliminate the position of Gifted end rSSSd JJcrdTnaTS\"\"' Sincerely, Barbara Mills Elementary A.G.A.T. . Parent Elizabeth Dowell CC: Secondary A.G.A.T.E. Parent Honorable Susan Webber Anne Brown - ODM Wright LRSD Board of Directors LRSD Administrators Dr, Patty Kohler, Division of Magnet Review Committee Exceptional Children Arkansas Department of Education Director   Superintendent of NLRSD ~ Superintendent of PCSSD John Walker Gene WilhoitOfffce of Desegregation Monitoring Unjtsd 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 May 12, 1995 Ms. Judy Lively, Supervisor, Gifted Education Dawson Education Co-Op 711 Clinton, Suite 201 Arkadelphia, AR 71923 Dear Ms. Lively: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. lincerely, T  irgie L. Powell Associate Monitor -MAY- -95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 i7 R. 0. SAUNDERS DIRECTOR i DAWSON a EDUCATION ' I', 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501/246-3077 I May 5, 1995 Honorable Susan Webber Wri^t Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright I am r-onecreed about the Little Rock School District cutting the position of Gifted and Talented Coordinator. I feel that this program would suffer without the scrrices that Ms. Diane Ryndei's provides. Site is involved with OifTerentiated curriculum development for gifted students, monitoring the pregrams in the elementary schools for the district to liLsure compliance, and the identification of gifted students in the district She has l?ecn instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Mind coiniietition. She held the position of State Director for a great number of those years. Under her guidance and leadership, Arkansas has been well represented at the annual OM Wiirld Hnals. Without her expertise, I feel this program will sufter-and iiiiimately tile studeuis of uic Liiiie Rock Schoo! Disirici wiii nut iiuve the oppiirtunsiies afforded to them through her knowledge of the competition rules and regulations. Plca.sc consider tlte reinstatement of tliis position for the students of the Little Rock School Distiict They deserve the very best we can give them, and I think Ms. Rynders skills are an asset for tbe district Thank you for your consideration. I Sincerely, Judy Lively Supendsor of Gifted Education I: 1995 s. 0 9 \u0026lt;Sc^oo[i. eSeWui^ tHi ^^itclxui Office of Desegregation Monitoring Unhed States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (SOI) 376-6200 Fax (501) 371 -0100 May 12, 1995 Ms. Kay Kyle Luter, Supervisor of Gifted Education Crowleys Ridge Education Service Cooperative P. O. Box 377 Harrisburg, AR 72432 Dear Ms. Luter: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance wdth provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is ray understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Margie L. Powell argie Associate Monitor-MAY--9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P,08 *1 A P R I S BV R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg, Arkansas 72432 (501) 578-5426 Serving Public Schools In\nCraighead County Bay-Brown Brookland Buffalo-Island JonesOoro Nettleton Riverside Valley View Westside Crittenden County Crawfordsville Earle Marion Turrell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel aiytheviile Gosnell Manila Osceola So. Miss, County Poinsett County East Poinsetl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 R J! \u0026gt; MAT 10 i?95 The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, Office of O'S-\nf:n^ I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District. It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasn't doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff d^elopment and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fail by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCEP/SD CHA\n.ERS OF SUSAN WRIGHT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE 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 May 12, 1995 Mr. Kirby Shofner 204 N. Ash Little Rock, AR 72205 Dear Mr. Shofner: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, 1 believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, 1 W- Powell Associate Monitor W- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central 1 have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there was absolutely no leadership and continunity occuring. Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know I am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time 1 spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning. One of the main attractions is rhe many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact. Please feel free to contact me if you need any additional input. Sincerely ____ Kirby Shoraer Central High School W/IV 0 91995 Us. ^l^TFiiCTOffice 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) 371-01OO May 12, 1995 Mr. John W. Calaway, Supervisor of Gifted Education Northcentral Arkansas Education Service Center P.O. Box 739 Melbourne, AR 72556 f Dear Mr. Calaway: to respond to your letter in which you express and talented coordinators position in the Little the concerns that community members Judge Susan Webber Wright has asked me to concern about the elimination of the gifted \u0026lt; Rock School District. Although she is sensitive to have about the desegregation process and related issues, as a matter of policy, Judge Wright have about tne aesegrcgauvu ...--------------- h^r Dffirp of does not correspond directly with citizens. \u0026gt;\"s\u0026lt;eh\u0026lt;), she 1. up ns m he Office Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on talented education in the three the staff, one of my responsibilities is to monitor gifted and Pulaski County School districts. I have been contacted by S CU^ fro the state expressing concern, marnt, and dismay at the propos^ by the superintendent of the Little Rock Coordinator of Gifted and Talented education. -------  .. School District to eliminate the position ot Our involvement with the LRSD is limited to monitoring compliance with provisions in them desegregation plan, and gifted education is a is required to obtain court approval for any implementing their plan. The court has not given component of the districts plan. The LRSD action that might have an adverse impact on the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. the Board of Education. It is my I suggest that you forward a copy of your letter to understanding that a parent group has petitioned for a special board meeting toaddress the eh^Saation o? the coJrdlnaroVs posinou. If you are in.ercs.ed in attending, .he ntcctlng.^you may can the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, I ar! L. Powell ssociate MonitorI I I MAY- 9-95 TUE 15:28 1 A I 5 i S c I.. V c .lAltEU MdXLEY, Dt/crMf Baxtkr Mountain home Norfork FULTON Mammoth Spring SALEM Viola Independence Batesville CORD-CIIARLOTTB CUSHMAN Midland Newark Southside SULPHUR Hock IZARD Calico rock Izard County Consolidated Melbourne MT. ILEASANT SHARP EVENING SHADE Highland STONE MOUNTAIN VIEW Rural special TIMBO SUSAN W WRIGHT NAESC Telephone .=iOl-3efi.79i).5 May 5, 1995 FAX NO. 5013246576 fP?04 MAY 1 0 1995 Northcentral Actons as ess Education Service Center P. 0. Box 739  Melbourne, Arknnsns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: J RGCRIVu-q SUSAN V/r-m.-,.-\n, MAY 0 9 1395 U. s. DISTRICT judge Iam writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students. I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed. A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative overview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. I must admit that I cant comprehend why X can't why, at a time when Little Rock is spending millions of dollars to encourageMAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is a strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. In closing, I urge you to please consider the damage that will be done to the G/T progreun, but more importantly to all G/T students, should this position be eliminated. I read in a report that 90% of every federal dollar, for education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours, John W. Calaway Supervisor of Gifted Education 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 May 12, 1995 Mr. Davis Hendricks 1016 East H Avenue North Little Rock, AR 72116 Dear Mr. Hendricks: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Ma/gie L. Powell Associate Monitor MAY- .9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 t May 4,1995 MAY 1 0 Ti95 The Honorable Susaii Weber Wright Office of Desegregation and Monitoring 201E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Office of Dessgreg\u0026amp;iic\n... ?g Dear Judge Wright, I am writing to urge you to disallow the t\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_471","title":"Incentive Schools: Enrollment","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School enrollment"],"dcterms_title":["Incentive Schools: Enrollment"],"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/471"],"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\nFRANKLIN SCHOOL ENROLLMENT GRADE LEVEL 4 yr. K 1 2 3 4 5 6 Self-C TOTAL PERCENT B 364 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 17 14 12 13 1 3 60 52% 25 23 3 3 1 1 56 86% 36 29 7 3 0 0 75 87% 36 27 2 1 0 0 66 95% 31 25 4 3 0 0 63 89% 25 29 35 7 241 48% 1989-90 W 0 T 17 26 24 2 187 37% % Blk B 4 4 4 1 41 8% 3 0 0 49 86% 3 1 1 64 86% 1 0 0 64 92% 0 0 0 10 90% 30 6% 1990-91 W 0 T 3 5 507 84% 1%  1% 1991-92 % Blk B W 0 T % Blk 12 12 448 81% 343 59 9 411 83% 428 71 8 507 84%GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK M F 3 8 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 15 2 285 94% GARLAND SCHOOL ENROLLMENT WHITE 211 OTHER TOTAL % BLACK M F M F 3 2 2 18 61% 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%GRADE BLACK LEVEL M F 4 yrs 8 4 K 6 7 1 24 16 2 15 11 3 9 10 4 8 17 5 11 20 6 11 6 CBI 3 2 TOTAL 95 93 PERCENT 48% 47% B 157 1989-90 W 0 T % Blk 7 164 96% ISH SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL I BLACK 2 2 1 17 71% 1 1 15 40 2 1 29 19 25 1 6 3% 1 3 1 2 B 142 32 17 6 200 2% 1% 1% 87% 100% 90% 100% 100% 97% 100% 83% 94% 1990-91 1991-92 W 0 T % Blk B W O T % Blk 4 146 97% 188 9 3 200 94%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 SC* TOTAL PERCENT B 220 BLACK M F 7 6 17 12 19 24 24 28 14 24 7 164 53% 1989-90 W o T 19 0 239 25 17 14 16 16 13 2 121 39% % Blk 92% B MITCHELL SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 3 3 1 1 1 12 4% 183 4 3 2 2 2 1 1 15 5% 1990-91 W 0 T % Blk B 24 0 207 88% 285 20 35 46 46 41 46 31 38 9 312 1991-92 W 0 T 27 0 65% 83% 96% 89% 93% 96% 97% 97% 100% 91% % Blk 312 91%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 TOTAL PERCENT B 194 BLACK M F 4 1 16 14 27 21 17 19 27 15 23 21 19 154 53% 1989-90 W 0 T 14 22 16 128 44% % Blk B 16 1 211 92% RIGHTSELL SCHOOL ENROLLMENT WHITE 191 OTHER TOTAL % BLACK M F M F 2 3 16 69% 0 0 0 0 0 0 0 2 1% 1 0 0 0 0 0 0 4 1% 1990-91 W 0 T % Blk B 1 1 1 1 193 99% 282 31 48 36 43 37 43 35 289 1991-92 W 0 T 100% 100% 98% 100% 100% 100% 98% % Blk 6 1 289 98%GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK M F 10 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 12 15 18 21 16 18 18 11 18 147 33% % Blk B 33 2 250 86% 6 34 82% 39 2 284 86% ROCKEFELLER SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 7 8 37 59% 15 13 1 60 52% 9 12 53 60% 11 12 69 67% 5 2 4 3 4 60 14% 195 22 217 7 7 2 5 5 71 16% 1990-91 W 0 T 2 2 % Blk 1 1 3 1% B 71 16 87 5 211 12^ 282 5 45 45 46 44 41 440 1991-92 W 0 T 38 309 116 5 403 69% 78% 87% 80% 78% 69% % Blk 70% 58% 22 15 37 59% 70% 304 131 5 440 69%GRADE BLACK LEVEL M F 4-year 6 2 K 5 19 1 18 21 2 21 14 3 13 12 4 16 7 5 18 23 6 21 14 CBI 5 1 TOTAL 123 113 PERCENT 50% 46% B 225 1989-90 W 0 T % Blk B 0 1 226 100% STEPHENS SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 1 1 5 2% 1 2 3 1% 1990-91 W 0 T % Blk B 1 1 12 25 41 35 25 23 41 37 6 245 1991-92 W 0 T 191 5 7 203 94% 236 8 1 67% 96% 95% 100% 100% 100% 100% 95% 100% 245 96% % Blk 96%SCHOOL B INCENTIVE SCHOOL THREE YEAR ENROLLMENT COMPARISON 1989-90 1990-91 1991-92 W O T % Blk B W O T B W O T g. Blk Franklin* Garland Ish Mitchell Riffhtsell Rockefeller Stephens Total 364 268 157 220 194 243 225 1,671 72 15 7 19 16 39 0 168 12 2 0 0 1 2 1 18 448 285 164 239 211 284 226 1,857 81% 94% 96% 92% 92% 86% 100% 90% 343 211 142 183 191 217 190 1,477 59 18 4 24 1 87 12 205 9 11 0 0 1 5 0 26 411 240 146 207 193 309 202 1,708 83% 88% 97% 88% 99% 70% 94% 86% 428 262 188 285 282 304 236 1,985 71 15 9 27 6 131 8 267 8 2 3 0 1 5 1 20 507 279 200 312 289 440 245 2,272 84% 94% 94% 91% 98% 69% 96% 87%'''' \"SoZcrt t-r\u0026lt;onk.liri\nEnrallf^eni - Hl5 ZnrollnenT:- '-1'7Z ClG.5drocr-i5\n2i ft\\ie. 010.5.5 Size: 20-1 Aicle5 'Rec^enredL: H over 20.') /?G.te: JO GcLrlc-ncG i7\u0026lt;7\u0026lt;3-\u0026lt;7l E.nrollricr\u0026gt;i - 2cS'' / 771-72 IzarcIlnei'iT:- 2,73 ^3.1^0 i3\\. Uli} 8'9.2% 31. 99,/% 3i. CC-50rCGrl.3: H hvc. Clc.5^5 Size: i7^\u0026lt;a AicUis'ReqcirecL: 9.3 C-ier zai 7?ci.ic: 3 \u0026lt;21. j-sh : l^7C 7l ZCircIlrieni - -^7^ LorcHoenl\" ZCZ ^7.9% 31. 94.C% 01. C+5A^ CICK^ssrocns: iC Ave. CIczss Size: 1 S'. 1 AiJes Hecji-i redL\n4.. 6, Over 20\n1 ScJjc : Z CZO-cZo} '\u0026gt;'^iiche! 1. i^'^C'91 Lord ineril - 2ic 8'7,6:% i31, /79i-'7Z LnroZ/rven^--316= iO.57o3i. C+iOfc') C.ickasrocno: Ave. Clc^ Side: Zc.'4 AicLts i^ecjOireJL\n'^.3 LnroHnenl - ISZ Znrol Ineni- Z7Z C+/o') C^\u0026amp;\\' ZC:i Rziic: iS'.^ Zo 81. *7 5 'Zo 31. Cickisrooi'nij: 13 Over ZC\u0026gt;:i J^cdo\n6= Cii,.i%') \u0026lt;ZI\u0026lt;3^ Size: z*?,? AicJjSS Aeq-jireJL'. Sf. 6RockcFe'der: /Gnrol In\u0026amp;n/ ~ ZIZ n9t-=l2 EnrGlii'^e.ni- 3^!^ C Ic^'fiOono\nIC3 7O.37c. SI. 76.7% 3'- Cr/23) C'^\u0026amp;r 20\nI Rc.-hc: IO CiLZ,5-7c) fhMc. Cicss SiLc: 21-0 Irides Req\u0026gt;jirec!L'. lO-fe S+ephei'is: l'^i^a-9i boroHnen-l'- 2O3 i\u0026lt;i9i-^Z ,nrcllnen{.- 239 C'!. 9S.37o SI. C.lcL55rccM3: iZ. OMer za:'! i^Tio.- 3 (.25.C^'} Ci34-.') A'ie. C 1(^35 ize: /S^. 2 Ricle^ r^ecjuireci,'. lo+cJL j-ncenii^e School tsnrolGnen'i': \"Totc,L 1^'il-^Z Tt'}c.en-ii\u0026gt;ie School fc-nrcKnent: Vihi-^\u0026amp;jC-fiTer - Zi5 Ci2.c^^} V-ihAelaker - ZiiS' Cts^') (12.1% ', I c+cJL increase: 5 H(o ^CIcssreons: SCC Ct-Il3 idlcjzE S+udcen'b^ Over 2iC:l 'patio\nVZ Pct\nV2.C \u0026lt;!7. IGTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas September 5, 1991 72201 Horace Smith, Associate Monitor James Jennings, Associate Superintendent for^*^ Desegregation Monitoring and Community Services Classroom Enrollment in Incentive Schools Please find enclosed the information you requested concerning the classroom enrollment in the incentive schools. Per your request, this information is by race. Although this information is based on our September 4 enrollment, please understand that we are currently in the process of making class size and staffing adjustments throughout the district. c Dr. Ruth Steele Arma Hart Larry RobertsonTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 4, 1991 Mr. James Jennings .^Associate Superintendent Larry S. Robertsoiff^^T'stant Superintendent Incentive School Enrollment Per your request, please find attached current enrollment counts for the seven (7) Incentive Schools.SCHOOL FRANKLIN TEACHER D. Oordan T. Parish 0. Winston S. Beatty T. McGee D. Kennedy M. Carpenter L. McNulty G. Cokeley L. Davis A. Bridges V. Scrubbs M. Smith Legend BM Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM BF X X X WM WF X X X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 . 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE CBI  Pre-K Pre-K Pre-K K K K 1 1 1 1 2 2 BM 7 5 5 5 8 7 10 1 9 8 13 11 9 BF 2 5 4 5 9 8 8 1 10 8 5 10 10 WM 1 4 4 4 3 2 1 2 2 1 WF OF OM 10 5 4 4 1 1 1 2 1 1 1 20 19 1 1 1 19 19 19 19 17 20 20 20 21  20SCHOOL FRANKLIN TEACHER B. Hammons W. Davis J. Buck 0. Matheny D. Garner D. Sharp a. Eddy C. Brown M. Calloway K. Carter A. Giles 3. Clayton Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM X BF X X X WM WF X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE 2 3 3 3 4 4 5 5 5 6 6 6 BM 11 11 9 10 12 12 8 9 10 10 10 11 BF 8 8 8 8 9 6 9 9 6 8 7 8 WM 1 2 2 2 2 3 2 2 2 WF 1 3 Q 1 2 1 OF OM 21 21 1 2 21 21 23 23 18 21 21 21 19 19I INCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL GARLAND PRINCIPAL ROBERT BROWN i TEACHER STUDENT COUNT TOTAL BM BE WM WF OF OM BM BF WM WF OF OM M. Robinson X CBI 3 2 5 F.Norwood X CBI 3 4 7 B. Hines X Pre-K 3 7 2 2 14 T. Arnold X K 11 9 20 X K 5 3 1 9 D. Gross X 1 1 10 6 11 8 1 1 1 23 15 F. Williams X 2 10 6 1 17 0. Farley X 2 9 7 2 18 S. Taylor X 3 7 10 17 0. Joseph X 7 9 1 17 P. Wilson-Robinson X 4 7 7 2 16 S. Connie X 4 9 6 15 Legend I BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male I'SCHOOL GARLAND TEACHER BM BE WM WE OE R. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ROBERT BROWN STUDENT COUNT TOTAL ( ( OM BM BE WM WE OE OM 5 9 9 1 20 L. Harris X  5 10 8 18 L. Slater X 6 14 7 21 Y. Anderson X 6 12 9 21 I Legend BM - Black Male BE - Black Eemale WE - White Eemale WM - White Male OE - Other Eemale OM - Other MaleI INCENTIVE SCHOOL COUNT 1 SCHOOL ISH TEACHER BM BF WM WF\nOF E. Smith X V. Burchfield X E. Self X Y. Redwood X E. Wiley X G. Harp X L. Smith X Y. Jackson X H. Hicks X B. White X M. Pearson X Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male as of September 4 , 1991 PRINCIPAL STAN STRAUSS OM BM BF STUDEN WM COUNT WF TOTAL OF OM CBI 3 2 1  Pre-K K 1 1 2 2 3 4 5 5 6 8 6 12 12 7 7 9 8 4 8 11 3 1 8 9 6 5 11 17 11 9 7 2 1 1 1 2 1 1 1 1 16 15 20 21 14 14 20 25 16 17 18SCHOOL MITCHELL TEACHER BM BF WM WF OF L. Hudson X J. Hoover B. Samler X M. Hale X B. Govan X 0. Hestir X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL donITA HUDSPETH STUDENT COUNT TOTAL OM GRADE CBI Pre-K K K 1 1 BM 7 \u0026amp; 11 8 10 10 BF 2  4 8 13 10 WM WF OF OM 9 3. 1 2 A 1 1 21 18 21 21 B. Banks X 2 10 1 1 21 T. Hamilton X 2 11 10 21 C. Guin X 1 11 8 1. 2 21 P. Ross X 3 13 8 1 1 23 S. Mattison X 4 11. 8 1 1 21 G. Stubbfield X 4 14 8 1 23 N. Cooksey X 5 7 9 16 Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL MITCHELL TEACHER BM BF WM WF OF M. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL DONITA HUDSPETH B. Hipp X M. Johnson X Legend BM - Black Male BF - Black Female WF - White Female WM White Male OF - Other Female OM - Other Male OM GRADE 5  6 6 STUDENT COUNT TOTAL BM 7 11 12 BF 7 9 6 WM WF 2 OF OM 16 20 1 19SCHOOL RIGHTSELL TEACHER C. Woodley B. Croft F. Dodson S. Brown R. Ziegler S. Bryant B. Fincher 0. Brown A. Sanders E. Fairchild S. Walker D. Cleaver N. Dailey Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X X X X X X X WM WF X X X X OF INCENTIVE SCHOOL COUNT as of September 4___. 1991 OM GRADE Pre-K  K K 1 1 2 2 3 3 4 4 5 5 PRINCIPAL BM 5 8 7 12 12 9 8 14 13 10 13 8 10 BF 7 5 9 9 9 8 11 7 7 8 7 12 11 BOBBIE GOODWIN . STUDENT COUNT WM 1 I TOTAL WF 2 1 OF OM 15 14 16 21 21 17 19 21 I 21 18 20 20  21SCHOOL RIGHTSELL TEACHER L. Falls Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X WM WF OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL BOBBIE GOODWIN STUDENT COUNT TOTAL OM BM BF WM WF OF OM 6 16 12 28INCENTIVE SCHOOL COUNT SCHOOL STEPHENS TEACHER BM BF WM WF OF K. Skarda X B. Smith X M. Ellington' X as of September 4 , 1991 PRINCIPAL LONNIE DEAN STUDENT COUNT TOTAL OM GRADE CBI  Pre-K K BM 5 7 2 BF 1 2 10 WM WF OF OM 6 4 1 14 12 0. Pence X K 2 8 1 11 T. Butler X 1 6 12 1 19 M. Wilkerson X 1 12 6 1 19 B. Hollaman X 2 11 5 1 17 M. Smith X I 2 10 8 18 K. Harness X 3 13 11 24 0. Irby X 4 15 7 22 B. Hagar X 5 6 14 20 M. Wilkins X 5 12 9 21 N. Nelms X 6 11 7 18 Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleINCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL STEPHENS PRINCIPAL UINblJF-nfAhL I STUDENT COUNT TOTAL TEACHER BM BF WM WF !OF OM GRADE BM BF WM WF OF OM P. Rov X Z 1 1 la I Legend I. BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL ROCKEFELLER TEACHER K. Ellis B. Foti L. Jones G. Bruce M. Finney N. Romontio M,. McMahan. M. Midrilehrnnk P. .Bell. Pfiten-Holder B. Butts D, Keller Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X WM WF X X X X X X X 1. X I i I OF X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL OM JaRADE Pre-K Pre-K Pre-K K K 1 1 1 2. 3 3 NOTE: PRE-K BM 4 6 A 4 6 8 5 11). 7 9 10 7 5 5 BF WM 4 5 6 WF 3 6 3 OF 1 OM\ni9 20 20 h. 5 7 8 7 6 1 9 9 10 - Black 31 White 27 Other__1_ 59 J 3 1 4 3 1 3 2 1 I u. 4 4 4 4 5 3 5 2 2 4 1 1 1 IB. 16 18 24 20 22 23 24 t 23 22INCENTIVE SCHOOL COUNT as of September 4 . 1991 SCHOOL QCKELLR PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL TEACHER F. Moore A. Pollard M. Matthis L. Miller 0. Myers D. Skyes Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X WM WF OF OM GRADE 4 BM 11 BF 8 WM 2 WF OF OM 21 X X X 4 5 5 6 6 11 13 10 6 7 9 6 6 9 9 2 2 3 2 2 2 2 2 2 1 24 22 21 19 2001 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL * * * * * *TEACHER* * * * * * Class Teacher BM BF WM WF OM OF K CARPENTER M. 1 K HAMMONS B. 1 K MYERS T. 1 P4 BUCK J. 1 P4 PARISH P. 1 P4 WINSTON J. 1 01 ADAMS P. 1 01 SCRUBBS V. 1 02 MATHENY J. 1 02 MCNULTY L. 1 02 SMITH L. 1 03 COKELEY G. 1 PAGE 20 ****CLASS ENROLLMENT**** SP BM BF WM WF OM OF Total Count % Black 10 4 1 1 16 87.5% 9 7 4 5 3 6 8 5 6 6 8 7 4 2 3 5 3 3 1 5 3 4 6 3 3 2 9 3 2 12 6 2 1 1 8 10 5 1 2 16 16 16 17 11 20 20 15 14 16 16 100.0% 68.8% 56.3% 58.8% 52.9% 75.0% 100.0% 73.3% 100.0% 100.0% 81.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 21 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 03 DAVIS L. 1 5 5 4 14 71.4% 03 JORDAN D, 1 1 1 100.0% 03 SHARP C. 1 7 8 1 16 93.8% 04 GARNER D. 1 10 4 14 100.0% 04 HIGHT R. 1 8 6 14 100.0% 04 JORDAN D. 1 2 1 3 100.0% 04 DAVIS W. 1 8 6 1 1 16 87.5% 05 BRADFORD G. 1 10 8 18 100.0% 05 CALLAWAY M. 1 11 8 19 100.0% 06 CARTER K. 1 5 4 1 10 90.0% 06 GILES A. 1 5 5 10 100.0% 06 JORDAN D. 1 5 3 8 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 22 SCHOOL: 026 GARLAND INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K ARNOLD T. 1 12 6 1 19 94.7% K HARDIN C. 1 1 1 100.0% P4 HINES B. 1 5 4 5 2 16 56.3% 01 GROSS D. 1 6 8 1 2 1 18 77.8% 01 TAYLOR M. 1 5 8 1 1 1 16 81.3% 02 CARR M. 1 9 4 2 15 86.7% 02 JESTER L. 1 4 9 13 100.0% 03 S^MS -grr 1 4 4 1 1 10 80.0% 03 SIMS S. 1 8 4 12 100.0% 04 MOTTIN M. 1 9 4 1 14 92.9% 04 ROBINSON M. 1 1 1 .0% 04 WILSON-ROBINS P. 1 8 3 1 12 91.7%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 23 SCHOOL: 026 GARLAND INCENTIVE SCHOOL * * * * **teacher* ***** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 CLAYBORN C. 1 6 7 13 100.0% 05 HOUSE K. 1 6 7 2 15 86.7% \u0026lt;1^^ 05 NORWOOD F. 1 2 2 100.0% 05 ROBINSON M. 1 2 2 100.0% 06 EKWOROMADU Y. 1 3 5 1 1 10 80.0% rfci 06 NORWOOD F. 1 1 2 3 100.0% 06 SLATER L. 1 6 1 1 14 92.9%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 40 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K HALE M. 1 4 4 2 1 11 72.7% P4 HOOVER J, 1 3 5 2 1 1 12 66.7% 01 GOVAN B. 1 9 4 1 1 15 86.7% 02 FLEMING B. 1 6 5 1 1 13 84.6% 02 HAMILTON T. 1 6 3 1 1 1 12 75.0% 03 REGNIER M. 1 2 1 3 66.7% 03 ROBERTSON S. 1 6 12 1 19 94.7% 03 ROSS P. 1 6 11 1 1 19 89.5% 04 CALHOUN J. 1 7 6 1 14 92.9% 04 REGNIER M. 1 3 1 4 100.0% 04 ROSS P. 1 1 1 100.0% 04 STUBBLEFIELD G. 1 8 5 13 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 41 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 COOKSEY N. 1 8 5 1 1 15 86.7% 05 WALKER M. 1 7 6 1 14 92.9% 06 HOODER C. 1 8 8 16 100.0% 06 HYATT JR R. 1 11 5 1 17 94.1%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 52 SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K DODSON F. 1 8 11 19 100.0% P4 WOODLEY C. 1 3 6 9 100.0% 01 BENTIVENGO S. 1 5 6 1 12 91.7% 01 ZEIGLER R. 1 5 6 1 12 91.7% 02 BRYANT S. 1 6 7 13 100.0% 02 FINCHER B. 1 7 5 1 13 92.3% 03 SCULL L. 1 8 7 15 100.0% 04 KESLER J. 1 8 11 1 20 95.0% 05 COX S. 1 10 6 16 100.0% 05 TARKINGTON R. 1 10 6 1 17 94.1% 06 FAIRCHILD E. 1 8 7 15 100.0% 06 FALLS L. 1 7 5 1 13 92.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 46 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL * ** * *teacher* * ** * ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K GLOVER G. 1 4 5 3 2 1 15 60.0% K HARDIN C. 1 4 6 2 12 83.3% K RUSSELL M. 1 5 6 1 2 14 78.6% Pl BARR M. 1 1 1 2 1 5 40.0% P2 BARR M. 1 4 3 1 8 50.0% P3 WILKINS M. 1 2 4 5 1 1 13 46.2% P4 FOTI E. 1 5 3 4 4 16 50.0% P4 JONES L. 1 1 3 4 4 18 55.6% P4 MILLER L. 1 6 4 4 3 17 58.8% 01 BREEDLOVE J. 1 5 1 4 1 17 70.6% 01 MCMAHAN M. 1 7 3 4 3 1 18 55.6% 01 STRICKER K. 1 1 6 3 3 19 68.4%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 47 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 02 BELL P. 1 3 5 4 4 16 50.0% 02 BURROUGHS R. 1 4 4 3 3 14 57.1% 02 HOLDER P. 1 5 4 2 3 1 15 60.0% 03 BUTTS V. 1 5 8 1 2 16 81.3% 03 GARDNER L. 1 5 7 3 2 17 70.6% 03 LOVETT W. 1 5 7 1 2 15 80.0% 04 ELLIS K. 1 7 5 2 1 1 16 75.0% 04 MOORE F. 1 6 5 3 2 1 17 64.7% 05 JARBOE J. 1 6 9 1 2 18 83.3% 05 MATHIS M. 1 6 10 2 18 88.9% 06 LARKOWSKI A. 1 6 6 1 1 14 85.7% 06 MEIER J. 1 8 6 1 1 16 87.5%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 56 SCHOOL\n041 STEPHENS INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K LAYER M. 1 5 5 10 100.0% K SMITH M. 1 1 1 .0% K PENCE J. 1 4 6 10 100.0% P4 SMITH B. 1 4 5 1 10 90.0% 01 HOLLAMON B. 1 8 8 1 17 94.1% 02 BUTLER T. 1 4 7 1 12 91.7% 02 SMITH M. 1 4 8 12 100.0% 03 MALONE D. 1 6 11 17 100.0% 04 PEARSON M. 1 5 9 14 100.0% 04 ROY P. 1 6 5 11 100.0% 05 WILKINS-COOPE M. 1 10 6 16 100.0% 06 HAGAR B. 1 6 4 10 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 57 SCHOOL: 041 STEPHENS INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 06 SMITH M. 1 3 1 4 100.0%\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_472","title":"Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section","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":["Marketsearch, Little Rock, Arkansas"],"dc_date":["1989"],"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 improvement programs","Educational planning","School management and organization"],"dcterms_title":["Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section"],"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/472"],"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\n1 LITTLE ROCK SCHOOL DISTRICT 1989 SETTLEMENT PLAN INCENTIVE SCHOOLS SECTIONINCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose Of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell I -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233I ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1999, the committee will determine the costs of implementing a scholarshio program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If .feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 02234H bl bl bl bl Incanrive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Ths Olosorint for the incentive school -- - --------- program was developed by a committee or administrators, teachers, communitv reoresenta- The blueprint will ps used as the frameworx Lives anc oarents. teachers, cornmuni Tor soeci activities that are exoected to occur after court acoroval or the incentive school oroqram. The roll owing areas were considered in ths devslooment of ths incentive school program: A. Staffing 9. Parent involvement C. 0. c _ P. G. H. I. 3. K. L. Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment - _ 33 02235Incentive School Program 3LIJEPRIMT FOR EXCELLENCE ihe purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Proi Comniitt detai 1 ni shes \"he soe^ - -- -  - -------itive School Program did not. however, attempt to specifically define ror the incentive school program. T' '------------ the community with the parameters for excellence in education. every This document merely fur- ic details and concerns for each individual incentive school must be developed by the local practitioners The local practitioners . - - - -immunity representatives in each incentive school area. The District firmly believes that the success of any program depends on the opoortunity for the practitioners to make certain decisions at the local level. This document is hereby to the federal court and the community with the understanding her details will be developed. e the principals, teachers, parents and supmi tt: that fur ,rl I .he Incentive School Program Committee will continue to function until August 1, 1989. The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1, the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive School Program Parent Council will he resoonsibie Tor monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. a support. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community When these ideals are coupled wit.h the availability of rinancial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 1 f 02236 34K I SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 5 I i 35 02237NCN7I7E SCHCCLS ACADEMIC PROGRAMS Ai'JO C'JPRICJL'JM DEVELOPMENT N Schools have the rssponsibi 1ity for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all childre an. \"The content of the education must be true, appropriate, and relevant. The oro- cesses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. I lence in educa In addition, exceln must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child, 193A) I The goals. he content of the academic programs, the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of while knowledge, important skills, and sound ideals. worth- 1 ACADE.MIC PROGRAMS General Areas for Imolementation  four-Year Old Program (Early Childhood Education) - The Little Rock School District's Pour-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. i i 2. Writing to Read, an instructional tec -ology program, will be implemented at eac.n Incentive School for K-2 students. 3. Kinderoarten - The Little Rock School District Early Prevention of School Failure moael will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. - . 36 02238 14. Seacina Across -------------Curriculum will be a major reacing pronciency and critical reading skiT will also uci1iOS acpreciaoion 5, 2 emphasis for developing Each suoject area IS. .-nr to increase students' pleasure of and or reading (Pre-kindergarten-o). Oral Expression Across the Curriculum will offer instrurinnx 1 and.strategies in eacn suoject area designed to increasa'the ora/eSr'^^^ munications and American English skills If the students (pJt 6. ki ndergarten-o). 7. Laarning Styles a. 9. 10. n. 12. 13. Inventories will be used in uj. ho c- u tneir teaching styles to match the 1 .ne Students. teacners in aiv or Sch ?ta each Incentive School to assist earning styles col Themes will be developed at the local school level by parents and ., anc are recommended to be integrated into the total curriculum. Semi-depart-mentalization will be the recommended organizational ' \"21 organization will facilitate the development levels^ respective grade for graces 3-5. structure of in indivicuai classrooms. ill be e.aflabie fn specialized laboratories and Ic|en^^|or|^or2 equipped with adequate equipment and materials/supp1ies will be availaple ror students in grades 3-6. /PP\"es minimum of 24 stations in each classroom. L\"\"* ni te expanded for a Foreign Language Laboratories with be operative in each scnool. appropriate equipment and materials will yudy and Test-taking Skills will be taught in an integral component of curriculum at eacn grace level. ths 14. Computer Loan Program ---------------------_ - portable computers will be available for loan Students (.graaes 4-6) for use at home. to Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for eacn grace (1-6). 16. Computer-Managed Instructional Technology will be used for continuous track- ing or stucent progress. 17. Individualized Education Plans will be developed, implemented, and monitored ror eacn student. I 13. Spec.al iced Programs - Federally or state mandated programs (remedial, special ecucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(Sea page 7) core 37 0223919 . 3 ^centlve Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. 21. 22. Homework - homework is required according to Little Rock Sc.-ool District policy and regulations. Criterion-Referenced Testing - formative criterion- rererenceo test will be computer generated for the ongoing assessment of students.   Het.ereoQeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. M 23 . school, tation. ^^hools model will be operative in each incentive ' with appropriate training provided for implemen- A^.ican and African-American History - each school will establish a sequential program to Include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING -Learning to Read Through Literature, with emphasis on progrXn*^(K-6f^ genre, will be the primary reading -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills -Increased motivation and learning with oral expression (grades 4-6) i.e., choral reading, student story- telling, debate, drama, etc.) {K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -^itlng Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increas and word attack skills of students -Oral Language Expression will be a major emphasis in the reaoing and English/language arts areas (K-6) e the vocabulary (5-6) 3S 02240 24 .I -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers expression, I (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History {4-6) I 02241 3S (a) II ii I S'i I !4 -emphasis on introductory conceots in history, geography, and civics (:\u0026lt;-3) Geograony will be taught through active learning strategies each subject and grade level in social studies will include a earning strategies ! nulti - hnic curriculum (K-6) 'studies^ activities will premote \"living social emphasis on American and Arkansas History f4-51 mohasis on World History (5) '.elebrations/caremonies will be integrated into the curriculum MATHEMATICS emohasis on use of word or st ry proolems (2-6) to basic concepts in geometry and algebra (2-6) use of manipulation (?ra-k-3) Use or computers for organizing and utilizing mathematical ntrocucticn xtensive data (5-6) results (,\u0026lt;-5) in addition to methodolocy and SCIENCE -instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -\u0026lt;-lassrocm and textbook work will be supplemented demonstrations and experiments that i,p. luuiuies or of'science suggest the applications and possibilities with practical reinforce the principles of I -Emphasis in the upper grades will be on the life physical sciences (4-6) -'^astery or concepts should culminate with i.e.. Invention Convention, Science Fair, sciences and an annual project\netc. -ronework assignments will include prepared information packets describing experiments parents and students can do together to reinrorce what has been taught in the classroom FINE ASTS -Content will include an introduction to basic and art concepts in music -rt and music instruction will be sequential and cumulative in the content, knowledge, and skills iphasis in the earlier grades will be on the cr.jo creation of music, painting, and crafts (Pre-k-3) enjoyment and -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and develop- '\"ante I expression ments (4-6) -In-school performances.and/or exhibits and field trips will be used to reinforce the learning of concepts 39 022425 I 1 FOREIGN DNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as I -Ihe instructional methodology for each language will be a Atalphysical response\" approach -emphasis will be on basic vocabulary, conversational, and J cultural materials for K-3 -w foreign language laboratory will be used for instruction i^ncludmg computers where appropriate  -Emphasis will be on transcribing and translating foraion language age-appropriate material (A-o) -revision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Lire Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) respect I' SOCIAL SKILLS Social skills will be taught, where appropriate, through the core i instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills\nFamily Folklore - Students will learn the values and mores of weir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. (I Jj il Interpersonal Skills - Structured group sessions will propiem-so1Ving, decision-making, peer pressure, etc. focus on T H 40 02243 I It 6 Rites of Passage - A structured program will be Initiated to changes in the young students. -------- ----------------- uuM wixx xiix u-L\u0026lt;a ueu to respond to the emotional, physical, and social developmental Cl 2 -- J ---------- separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, community) will be used for presentations every^area of the program to provide role , ud_..t_. Special emphasis will be placed on African-American role models for males. state, local and at the school in models for the students. com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, zations. and/or units of national or state organi- I Academic Reinforcement Activities limited to) the following: may include (but not Peer-Tutoring Program - Peer tutors will be program - Peer tutors will be assistants to teacners in the Homework Program or during the regular Students will be compensated for after-school peer tutoring (see Support Programs). school day. or during the regular ili Academic Reinforcement Clubs =------------, -----------  Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Great Books Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 I hTennis Club Arcnery Club Camoing Club String Instr' Art Cluo Horsaoack Riding jn\nen\ns Gymnas s Club Sign Language Club Aeropics Club Cooking Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~--:s - Field r'ds will oa used ts enhance learnina, t3 broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the develop.nent of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (washington, .^artin Lutner King Center (Atlanta, Georgia) George_'Washington Carver Museum (Tuskegee, Alabama) Gulr Snores (Gulfport, Mississippi) Each scnool will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. I i However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. i Documented school-based involvement in the needs/interest planning process must accompany each School Program Plan, budget must accompany each plan. assessment and A projected li 'll :fi I 42 02245r. Sackcround I i fel II. II 11 L.ATI.'I E.'IR IChME.'IT PRCGRAM iuE.ME^ARY LAi'IGL'AGE ARTS CLASSES LIiiLE RCC:\u0026lt; SCHCCL DISTRICT In the early ISSG's, and .ocaiuiry scoresel^n^Ialyic^ool eSnS = = reading La:in in lanciade arcs clasll, ?h. i S\"!'? Latin in language arts classes. Latin teachers, but t.he materials language arts teachers\nI trie\nraised reading hrnimh a __ ine program was developed by a team of were designed to be used by elementary tejcSer, in tne elenien-.rj have Seen i.nolenented'il L, idof di 1-, ?':= llcller ' = 3=dr,i 'cllLTllxa'l ' fd? ' =  ~ I I M C I c J f '.,'ashington, O.C.\nCali fornia\nKansas City, Missouri. hew York City, flew York\nCallas, Texas\nCakland, Cali fo Los develooed tea means to i eir own materials. ng formal Latin I '  ' -w. -., .ai -ome use the Philadelohia materials\ngrammar\nIn these programs the rni a\nand others have focus is not on rove English skills, imcroved self i \u0026gt;. is on using Latin words and myths ^^ese programs have also resulted in image among learners. as a I i '0 I ementa ed di str s^i?' -------icied cistricts r.ven] at leas* a 11. s.ancar,..ed tests in tile abeve : and a ii -is,-:\\shs: cr^ldLlnln' nieVcI^ienralilJ'^eraLtac'ned:. a PC cu: xecor i den The tar ied cistricts reveal In all districts, a voca lx.. teachers trained the elementary lanonan teacners in using the materials and served ------------ e^enoa y language bacxgrounc in Roman and Greek culture elementary teachers studied to become arts tune. as resource persons for program us in the same methods and approach. The materials English readi i', As,the program grew, many of these I,,..- corresponding this program uses proficient in Latin. he Greek language has also been develooed\ng and vocabulary skills. courses are designed for fi Materials are varied\nas a basis to increa  mythology ano life, including science, math . . the two basic n and sixth grades and are based on classical Supplemental courses cover a wide variety of subjects astronomy, and blacks in antiquity. I -.a na I e s More than focusi.no\nedg rea s 3 on c\nerr i Ab i 1 i t areas more s livi senc se. : of words a tin wore sh yocaou:ary. Many f OU la include mythoic hmen t. 1 S SU in:: in the 1 ish language ar-e based on Latin words\nroots and word-bui1 dine elemer : ary and sixtn his subject ma y and the Grec ill b r a C n ad -.z-t O' 30 , Z' an 1 s tne will increase knowl- social studies and worlds\nan learn vocabulary ng and I is,net limited to ta-nguage arts and other academic S3 in 1 i fe i tsal f\nuals who increas-no an unusual subje fee I c ce abili ty creates 9 3 os an J is no 1 and  4 Ct for stud cusad on 1 e 3 n 'tved self a-en:' subje ftaoe to deal with school and ts, especially in elementary ning the Latin language per , and seeing success in he learne'\"s  44 ILa n yncisen: Program -- Page 2 The program itself is easy to implement. The cost is minimal, and invest- -ent of time by elementary chpr/ t/i u Tnimal, \u0026lt; r-aiiy ase4 b, Mny ppp PPCPasp- fce dopli a The program has be and can Pock. students\nThe uniqueness of .. SKuations similar to Liflo the program should appeal - -Cwie as elimi na s ng disparity be school communi tv. III. 1^. have such a program. certainly in the The program would scares and I i- I   ethnirel^men^forthe the Little Rock'schcor^i^ric* VteH^'s caVbi^Zeducation with Ss wc um Uai t.d* ____ Also elude this emphasis. di rected \"ooosal rict ion wi thi n to in- -a the  1^ talents and skiTir^d teachers '.3 the special interests and . - - that are needs or Arkansas students. It is proposed that the Li L in program in the el amen grade levels in the incenti 1 I a e Pock School District implement ry language arts classes at veschcols for the purpose of the self-image of learners. Program Cescrioti0n he fi an elementary h and six tn increasing reading ,.,4 enhinc,. incentive schools have been identified in f ((a aa^arl- Of inaarvtca tyainin, iayjn'S .mented ,z the star- 0-  Program will be imple^ ...e_ 193,-90 scnool year and will be incorporated inti oral block for approximate the spring the r 1 and six grade language arts ins t=_ twenty minutes per day. 71..^..\n..^ Sachers will be involved in fou-r (ij'acditi per c semes Throughou 1S39-90 school year. 1 i clonal inservice workshops (two Z -sse^uaacners will have the opportunity to become more ^e- ^i\\ o\\J:I w?\u0026lt;iT course designed'especiall'\nf'ar' -i, will be optional and at the teache-'s own ex-ense i- will moniJJ\nt\nproq  Au .ne enc or the 1939-90 school year, a formal dihrict-wide ^ssesJme^^^oZ\" especially for the progra.\" data will be made\nIS assessment will be based on surveys and test 45 1 02243J*- Latin Enrichment Program -- Page 3 Budget Summary (Per feacner) Instructional Materials Printing Inservice Materials Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inser/ice Stipends $ 30 60 30 IS 20 30 60 / TOTAL S 245 Budget Summary (Program in a 11 5th and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 tsichsrs - 10 tsschsrs TOTAL J6,860 2,450 59,310 46 fl I h!OBJECTIVE activities 2.b. Duplicate copies of above materials 2.C, Schedule 2 Inservice meetings of 3 hours each 2.d, Develop agenda for abov 2 meetings IHPLEHtNTATIOII PLAN participants 'ERSON RESPONSlBttl COHPIETIOH DATE Harle McNeal July I, 1989 E VAI HAT I ON One copy for each teacher 2 Harle HcHeil Harle Hclleal June 1, 1909 July 15, 1909 Heelings on Calendar Printed agendas I I 3 Z.e. Conduct above 2 neellngJ Teachers and Z.f. Contact UAtR about oring college course 2.g. Schedule above college course Principals Cayle Cloud Harie HcNeal Gayle Cloud August 18, 1989 June 1, 1989 Agendas and materials Course proposal Gayle Cloud UALR official Harle McNeal Oecemlier I, 1989 2.h. Implement above college I Teachers course Z.l. Schedule four two-hour inservice workshops in locll bulldlngs/clusterf/ district-wide 1 Z.J, Conduct above four inservice workshops Teachers Principals Gayle Cloud Principals Harie McNeal Gayle Cloud lay. 1990 Identified dales/times place Completed course September 1, 1989 Meetings on Calendar Hay 1, 1990 (2 per semester) Meeting agendas Mi COSI lonr learhei I ! ^*0 print! nq (ler teacher) -Il- -11- 120 materials (per teacher) 1200 consullani feeds per Itai he' 160 st ipends leacher (ilO liour) per per -Il- -1). trO Mia I er i,i I s (per teacher) tl?00 insiriicinr lee 1510 teacher) per -0- IIO nm ter ia Is (per teacher) 1400 lee ant 1*111 fier teacher) ITo OBJECTIVE activities IHPLEMENTATIOH PEAK provide awareness of the Latin program to Incentive school principals and staffs l.a. Present implementation pijn proposal to asso- date Superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of i Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth S 6th grade teachers In Incentlve schools I l.f. Conduct awareness meeting with current Sth t 6th grade teachers I.g. IdentIfy 5th j filh participants Angela Sewall Beverly White Arma Hart Rachel Myers Marie McNeal Marvin Zimmerman Principals of Incentive schools Sth \u0026amp; 6th grade teachers at Incentive schools , , . -  gradeIPrInc Ipa 1 $ teachers who wish Io remaln at Incentive scholils l.h,' Recruit and fill cles vacan- EPSON RESPONSIOI II COHPICTIOH Harle McNeal Marvin Zimmerman Angela Sewall Angela Sewall Beverly White Marie McNeal Marvin Zlmme Gayle Cloud reian Rachel Myers Harle McNeal Marvin Zlmmerma Gayle Cloud n DA IC rvAI IIAIIOII COST January 30, 1909 Plan Presentation (l\u0026gt;rr le/tclipr) -0- March I, 1989 Harch I, 1989 March 15, 1909 March 15, 1909 Pprll U, 1989 Meeting on Calendar Printed agenda Concerns/questions expressed by principals Meeting on Calendar Meeting agenda -0- -0- -0- -0- -0- Principals Richard Maple May I. 1989 List of I dent Ifled 5 th A 6th grade teachers -0- To provide Inservice to participating teachers 2.1. Requisition Instructional materials Principals Richard Maple July I. 1909 Harle Mclieal Identified Sth A 6th teachers at Incentive schools for 1989-90 -0- I I I May 1, 1909 Arrival of materials SZO materials (per teacher)o o X z -I 11 Cl E c o OJ I e o 3 c e Cl Cl Cl o o c X o co IZI o \u0026amp; o QC bA s oc A O c W\u0026gt;1 Cl \u0026lt;\u0026gt;A Wt W-1 e c c a Cl c* C5 0^ 3 Ot CL e o O 3 41 M E e s 41 O \u0026lt; O w E e s c* fi e o\u0026gt;^ * o  S o .. a fl o 41 C o o -fl Cj Cl e o cr u z z 4/  6 s a. 41 3 T3 3 cn M e Cl CJ vt Cl CTI e c o o Q. Cl E o.* o c u o Cl CL o e o C 9)\u0026lt; c Cl \"O c o o X 4\u0026gt; E o o o z fi fi Cl A t s \u0026amp; Cl Cl E 3 o E o a ot c o o o o^ cr o o C\\ o X X 41 4) O w Ol 4\u0026lt; e *o 3 * e 41 o c  o z u E e o 3 A e 41 \u0026amp; a 3 c 3 a M o 3 Cl z z z z c o 3 3 C e e o. E o E O V CU fiC a Cf 3 1' I r 49\"if aw I 1 I 1 ] ] t\n-r.il Plan 1988-89 (Spring 1 S'Son Responsible  Sunmei v,.,\u0026gt; li L.'l, :11: ^0 develop tna' implemenr e qua Iity academic program for Incentive Schools I'rp.ii .iih!. .  r   Pl .1 ..vision Cm'r icu linn nnil S|ieci\u0026lt;il .-rocram/Area Incenlive SchnnTs OBJECTIVES STRATEGIES/ activities SEGIr.'lilNG DATE COHPIETION DATE COSTS O M ha Ch 1. To promote/enhance leadership and staff understanding of the Incentive School concepi l.a. Provide an indepth pre-orienlation session on each component of fie Incentive Schools for principal. 1-b. Develop In cooperation with the principals a detailed process and Eormat for developing the individual IncentI School Plan ve February 15, 1969 February 28, 1989 -0- Harch 3, 1989 March 15, 1989 -0- KESPOl.S.'B.'LlTt f VAI HAT I Oil 1 C/I 4^ I I l.c. Assist each building principal In presenting an Indepth pre-onenta- tion session for staff on each component . I.d. Assist each principal and staff with orientation session for parents in the ln\u0026gt;-.\u0026lt;*niu Arhnnle Harch 1, 1989 Harch I, 1989 Harch 15, 19891 Harch 15, 190' -0- -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Superintendent *s Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'! nel Principals Cabi - Assistani Su|ierinteii- deni Schuols InceniivenUlUibilii tMiaifeaiN I'll\" Hl ?)in ^trton Retponttcie ::(l: (Vttr) OBJECTIVES STRATEGIES/ activities 1 1 I 1 I I a 1 a a  I'age ? C:V 1 s I cn Pro\n.- m./Krtt BEGIh'lliNG COrPltTION CATE COSTS 2. To develop Incentive School Plan for each school 2.a. Identify Incentive School Plan teams KESPoi\ns:B:iiTr 3. To develop curricul specific to the Incentive Schools um June I, 1989 June IS. 1989 -0- Principals evaluation 2.b. Develop the detailed I June, 1989 individual Incentive! School Plan | 2.C. Review and , School Plan approve June, 1989 July. 1989 July, 1989 -0- -0- 3.1. Identify each area In need of curriculum development June IS. I9B9 July 31. 1989 -0- Assistant Superintendentj Incentive Scliool s A11 Divisions Superiniendent's Cabine Board of Directors Prine ipals Assistant Superinten- dent Incentive School 3.b. Identify teachers for curriculum teams Curriculum Division Supervisors June I. 1989 June IS. 1989 -0- Principals Assistant Supermten- dent \u0026gt; Schools Incent ive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS, 1989 -0- Curriculum Div islun Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors O IO IO cn O) m cnI j ( T-.al Plan trion Reipontioie a:i1: J iCK T.-KELJ.x Pdgt 3 -:V j s ion Pro\n.- tc./Krtt OBJECTIVES STRATEGIES/ activities begikking DATE COMPLETION DATE COSS I A. To procure equipment and furniture for Incentive School Pro- irtmi O IO to Ul u\u0026gt; I I C/1 Ci 3.J. Review preliminary draft of revised curricular for titti Rock School District 3.e. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and ride Inservice pro- on the Implementation of the curriculum guides B.a. Develop specification for bid for equipment and lur- nlture June ). 1989 June I, 1989 July 1. 1989 July 20, 1909 August I, 1989 March IS, 1989 June 30, 1989 June 30. 1989 July 20. 1989 July 30, 1989 -0- -0- 13,000 (fst.) (Clerical Support) 110,000 (st.) ( Print ing Cost August 30, 198 April IS, 1989 PisPOksiBiiiir Curriculuni ledni^ Curriculum leanis Curriculum Division Principals Curriculum Division EVACUA11 OK I (Cost to he Included In Individual School Plans) Curriculum and School Division -0- Principals Director of Purchasing Assistant Superinten- i dent - Incentive School Staff-Curriculumf-fLal Plan _______ t'sen Rciporsioit j:il: (Vtir)  'Oil f diie 4 objectives strategies/ activities BEGIfilliflG bf-'it completion OAit COSTS vision  zri!:./Krtt A.b. Old for specific equipment and furniture A.c. Order furniture equipment and B.d. Install and inventory to ensure adequacy of all equipatent and furniture *Prtl 15. 1989 15, 1989 Io be determined 15, 1989 ugust I, 1989 Io be determined August I, 1989 |Augu$t 15, 198: -fl- FESPOl.S.'BiLITr Principals, li Purchasing. A llirecior ol Superinlendenl - is istani Incentive Schools. Staff - Curricul Ulll Principals. Purchasing. ____ Superintendent - Director of Assistant Incentive Scliools. Staff - Curriculum Principals. Di Purchasing, Ass\nSuperintendent - Director of Sistani CVAIUAIIOU 5. To effect facility \"odifIcations for implementation of the Incentive School special lied programs. I I 5.a. Review the detailed Incentive School Plans with the Support Services Ol.vlsion 5.b. Identify modifications timeline as previously collaborated In the development of the plan. 5.C. Contract for service April 15, 1989 Aprll IS, 1989 April 30, 1989 April 30, 1989 -0- -fl- Incentive Schools. Staff - Curriculum Division of Schools - Associate Superinlenden Assistant Superintenden Principal Division of Support Services O hS to o\u0026gt; o I I I cn as needed/ldentl- Tled In the Plans. April 30. 1989 *y 15. 1989 -0- Division of Support Services It --.'ul Fbn j'lon Rcipontioit  1: 'iOK T.'Kiin.i l3i|C S 6. -* Vs ion OBJfcnns STRATjGIfS/ activities SSCn.'Na'NG Okli COKPlfTION Dfiii COSTS To ensure the avall- hility Qf adeguate S.d. Implement the modi-ficitlon plan for the facHUIes 5.e. Hake final Inspection on the work for the facilities modl-ficatlon I 6.1. resources to Implement academic programs I Initiate Identifications of materials and textbooks needed for the 1989-90 school year H*y 15, 1989 \u0026gt;**y 15. 1989 H*y 1, 1989 6.b. Involve school teams Hay 1 igng , itaff and parents In *   I reviewing the needs I Identified as re- I gulred for core and special programs 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 1. 1989 RiSPOKSIBlllTT lAuguJt 15. 1989 (Io be August 15. 198! June 30. 1989 June 30, 1989 *y 20. 1989 oul-lined in the Plan) -0- Io be determined Principals -0- To be determined tVAlUAJIOK PrlncIpal/School Teams O M IO Ol I cn CD 6.d. Maintain building record of requlsl-tlons for the 1989 tchool jfitr. l**y 1. 1989 Ongoing -0- Principal. Assistant Principal. All Dlwl-slons. with major input from Purchasing Prlncipal I I I I ! = Plin 'KPL-K\ne'lon Rttpor.tioie j:il: (Her) CH T:KL\ni.: I'lXje h - Is I s ion rrocrec./A\nd OBJECTIVES Lstrategies/ activities EEGIl.'lfiNG DATE COKPLETIOM Df^:i COSTS RiSPOKSIBlllIr 6.e. Monitor and requisitions t'VAlUAllOH approve as H*y 20. 1989 lOngoIng requested fro* ln\u0026lt; centive Schools -0- Appropriate Associate Superintendeni 6.f. Maintain audit for all naterials received Juty 1, 1989 'Ongoing Prine ipel fi.9. Cross validate with purchasing all order not received July 1, 1989 Ongoing -0- Princ ipal o IO IO O) IO i I I cn CD 6.h. Obtain requlreaients for participation In all special programs 6.1. Pay participation II fee and order all necessary materials I fqr special activity 6.J. Select sponsors Tor each ipeclal , 9rn activity pro-approved in the Incentive School Plan. Excepl for erticles Harch IS. 1989 April 30. 1989 -0- Principal April 30. 1989 April 30. 1989 requilrlng a eiuch longe July I. 1989 iTo be deter-  ined Prine ipel July 30. 1989 I To be det l\u0026lt;pfned er- Prineipel time period, ah requisition J are signed on or iedi. , ely fol lowing July \n-.--.al Plan____ erson Aesponssoic 3:il: (Vtjr) C T L 1dije 1 C : I- i 1 icn rro:rir./Arte OiJiCTIVli STATGI:S/ ACTUITI-S SCGIIIIIING DAXt 6.k. Complete speclei L COKPiniON DATE COSTS P.iSPOl.SiEaiTv con tracts with all ea- I tended day employees Cor the 1989-90 school year. 6.1. Complete Master Schedule for total school program 6-m PevieM/revlse as necessary the staff development plan for the fall (September- December) August I. 1989 April 30, 1989 tVAlUAi toil August 30, 198! August 15, 1989 August 30, 1989 September (As necessery bu once eich semes I 1989 t least C) 15. -0- II O IO IO Oi u (X o -0- Pcinc ipel Principel Prine ipel I I I I PUn 1988-89 (Spring and Summer] ------------------------------- (Veer) :CH 7\nK\nL:i.: rirson Rttponsioie ^ = *1 provide sOII developmenT Tor Implement Ion of Incentive School Plans C  VI \u0026amp; icn (.ttt 11 Ulll ____idiluiw I. Sfci la I rrojrair./Area Iiic enl i ve Sc tuiui r OBJECTIVES STRATEGIES/ activities BEGIliUlNG DATE COMPIETION D^li COSTS 1. To Implement staff CcSPOl.SIEIllTr development activities for Incentive Schools l.a. Identify the staff development needs of each Incentive Schoo *prH 30. 1989 Miy 15. 1989 1o be determined Priiic ipal s Director of Staff Development I VAI UA11 Oil O fo a\u0026gt; I az ll.b. Develop Inservice I schedule In collaboration with building I principal l.c. Notify each school I staff of proposed Inservice dates I for pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I I site. time, arrange-! ments. etc. I I.e. Obtain services of | consultants (as | required) I I 1 .f. Implement, fal 1 training cycle H*y 15. 1989 May 30. 1989 May 30. 1989 May 30. 1989 August I. 1989 May 30. 1989 August 30. 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.1989 To Be Deter- I mined Prine ipaU Director ol Staff Development Priiicipals Principals Assistant Superintenden Director of Staff  Development Principals Assistant Superinlenden Director of Staff Development I Principals Assistant Superintended Director of Staff Development Is r.r.ual Plan trson HitpoRtltiic S:i1: (fe*r) .'K?LK-i\nTjOK 7ir.L:i.i division ___ t^rc^r i.n./Krt t I'aijc ? objectives STRATEGIES/ activities 6CirJUNG 0A7 COKPIETION DATE COSTS RtSPOl.-SIBllITT fVAlUAilOH I I I 1 o IO O) O) I fO  l-g- Evaluate staff development activity through survey response from each staff August I. 1989 Ongoing lo Be Veler- nined Principals Assistant SuperintenUcn Director of Staff  Development i 1SECTION TWO -SCHOOL ADMINISTRATION I - _ 63 02266INCENTIVE SCHOOLS SCHOOL ADMINISTRATinw SohoS\nSS\"be^rovlde%geuScr?S!^ Incentive academic support\nindividualized education aS^fle^bllltJ These schools shall exemolify the close  parents and the school community which is demic perspectives. ' cased and The school r aca- SUPPORT PROGRAMS h following items will be components of scnooi every incentive A. HOMEWORK CENTERS A u I 1 ~ Although it is anticipated that schoo^ shall extend from 8:00 a.m. to 5:30 p.m. Homework Centers should be extant in each least two (2) days per week to assist students who in neeo of specific help wit.h class material, school communities, i.e. 8:00 a.m. to 5:30 the school at are (Some , parents, staff and students week for students who I? J -J g OULIU otherwise involved in activities during nniir'x nr ___a___ _ are not B. hours of the day, Monday-Thursday). the last two (2) It will be students hS\"Sa??etthri-' home dents whose parents cannot __ foir Homework Center so 'that~stu- ho ilvro^ilC O? supply transportation anS/Gr diSs=n ??? Homework Centers, other options for student Staffing -for assistance will be explored, starring for the Homework   classroom teachers who will be availabl volunteer\" rotating basis, community v Centers will be in the form of e on a peer tutors. Staff will be community volunteers and compensated. Homework Centers will have I r r ___I__ If certified teacher working e^Jh2n^hf reaches 25, an instructional* aide shall be added to assist students. of student. attPnH?n. students. When the number or souoents attending regularly reaches 50, . . - ------------------3 i-sau.iitss tional certified teacher will be hired, each additional increment of uwuGcin.a autenas instructional aides and teachers will be added alternating basis. an addiThereafter, as of students attends, certified on an HOMEWORK HOTLINE into nlar Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursdav evenings. This too will be staffed by teacKrs rotating basis such that each incentive provide one (1) evening's service class days. ~~ on a teacher will , - ,7 approximately every 45 Staff will be paid for this time. 6^ I' 02267c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- --ntc. The role of peer tutors will not be limited only dents. to those students with outstanding academic averages but will AlQn ho Anan 4- z-Vr 4 . 4  , , , open to achieving students who work well other students and who can verbalize an under- shsnding of subjsct msttsr to be coversd. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supolies items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and in order to allow all students who on a rotating basis turors the opportunity to do so. wish to serve as peer D. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend deoending on their neecs. own E. INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall communication with F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written infor- 5vest speakers, films and other presentations wil be provided to students on topics relevant to possible career choices. Among the information given in presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapoing\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. r 55 02268G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. designation. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each Incentive school which provid for field trips and community access for students together with students from other LRSD schools. Field trips and access will Include the opportunity for student experiences with: es  *  historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 KIl I F I. li J. r F F n * is is is is a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hosoltals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * is iK choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (eind hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district\nto working with youth at risk and to __ mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 02270 ! b2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the p p 02271 A7 f 1 continued - Incentive Schools page 5 perfcraancs and tne sues working with students and pr contractual feature will alsi of aides, clerical and  t-e individual in Thi s one Q C. 0. completion of the with the District. cecures. ims year apply to the positions custodial workers. year may lead to a long r Successful arm contract ongoing training will be provided for Su... in areas li,\u0026lt;a human relations skills\nlearnino and interactive styles\nTESA\nPET\nworking with youS a? H?k- and analysis and use of data for Gnridncinc studsrit dchisvsmsrTC, All staff, including support staff, will be involved in '\"imng. Patrons also will access soecial traininc in working with tneir students, L. a nu '.*111 receive assis ess soecial ion and human growth and developments. PARENTAL INVOLVEMENT the learning process. ig witn homework, Parents will be absolute partners in --- Parents will be asked to sign all hemeworx assignments on a daily basis. - ' wr7t ka 0 S communication will tae place, both through written and oral means. Day visits for parents will be arranged to come to school to volunteer.for the day and to work wit. students as well s to '5ular meeJng Jonth y will be held at the school. Parental access will be provided fo?\nJ J r form or tutoring, storytelling, general assist, paid a stipend for this. ta ance and may be LEARNING TIME SCHEDULES - Daily schedules for 3:00 - fan^ar a 1 StUdentS tO i..i,luue cue ncmeworK for'lxarap?e'-^^ training and leisure time activities. 5:30 win include the Homework * Homework Center  Special Skills  Leisure Activities - Monday-Thursday - Tuesday - Thursday (volleyball, basketball, table tennis, dance karate, chess, checkers, Karate, cness, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday a 5. KOME/SCHOOL COMMUNICATION  Monthly reporting to parents will Sr indicator and early intervention programs will be formulated with \"alert\" and \"success\" rsm. m i alert' and \"success\" cards to be aSfeSementr^^ ^^'^^nt's needs and GS 022721   continued - Incentive Schools page 6 . EXTRA CURRICULAR- PROGRAMS - Ext established to allow students r G. H. curricular .gn i programs will be n, leadarsnip experience and a chance to be involved in scnool ac-ivi-^oc Among these will be future teachers programs -  Clubs, intarTurals, mcni'ar with the flag, safety patrol, council memcerships. 3ust Say .'/o \"jobs\" in tne office, library, rira marsnalls and scudant * at races3 or lunch time, not class t ia ATTENDANCE ANO SE.^AVICR GUIDELINES - Attendance and behavior guidelines wili provide unique opportunities to assis* students and keep the.m in scnool. A Time-out rooms staffed with trained_personnel will help students with p'roblem solving Students will participate in the process of develcoina based management rules in the process of developing school Students and parents will sign a contractual agraeement to be at scnool anc on time eacn day. SUSOECT RELA for students D E.XTSA CURRICULAR ACTIVI I - Other 0 ... , \"sy include, but not be limited to, activities like math olympiad, junior great books, young authors' club young scientiSts, Olympics of the mind, elementary band and a string program. informed of all of these options ra.cHua ue in.ormea or ail or these options. Students participate in these activities and regular schedule will exist for cluh/aradpniir raia+a/H activities. COUNSELING/SOCIAL WORK A, S. exist for club/academic related COMMUNHY SERVICES ACCESS - Thera shall be access to community based support programs provided to attend the incentive schools. students who a Among these supports will be prvjec..s to be negotiated and/or secured by compact ..\ne availability of students from area colleges and j L.es to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and ' ' such as: uni ver si - I extra curricular activi- uias, assisusnce from social agencies to intervene if vi ==. Qsiiiuaiius rrom social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhanca aware- ness of skills necessary for successful entry into the world of work. The program will also serve to heighta.n student expectations with regard to their own abilities and potential to attend college and to graduate, also receive this information Parents will so that they may be awara of the options which truly are open to their*students. 69 02273continued - Incentive Schools page 7 c. iuJOY SKILLS - Counselors and\n-\u0026lt;cr'\u0026lt;ing witn students to '^nanc s.\u0026lt;i Ils and study skills. aac.-.ers will tas I.. be rssocnsible for D. E. F. G. H.  King skH1s, 1istaning students in test taking, i^e^'^'hubh^if-^Z^-''n'i\nclass tests end e .enleti J? , e'^ i=n cants in test by teacners. king 5 provided for on types will Se usg(j .h'CME.\u0026lt;''iIGr3CRHGGD MEETI.VGS - Mi always Se held at ne scncols CUPS of parents, will Se so.-. testings with parents will not Other .meet' ic\nc 'cs, for s-all suc.n as cnurones and some homes culed at oomnunity locations less formal meetings cut as inv d Py parents. These less Formal meetings cut cf t-P -ri -Z  ' luese '\"\"5ea scncoI/neiSScd\"'^ ' s.iip. Jv IS suggested that local ministers be c-nsideroh Pirz OF the sc.hccl partnership and c=.hBunlty I.VDiyiDUAL ANO GROUP COUNSELING - I,,, counseling as well as peer facilitat' Individual and gr 0 .ne so.nocl to assist Students as thev normal issues wnich? and^development takes place, conflict resolutions. Studen INCENTIVE/RECOGNITION PROGRAMS - partner- as rs will b attempt oup o a.mployed at s c ^cr'\u0026lt; through se as student growth 'will also Se taught u.ww.iiivt/xtuuu.UiiON PROGRAMS - Incentive/rer-^cpirinn programs will be developed by students ^'^-\"5mtion eac.h school. ' -  Ideas (suggestions) committee meeting included: - * sta and patrons at presented in the sub- meeting me uded- awarrf? . days, good citizin cluSs frerSer?? athletic events, tangible rewards such ^-^^''^nity and student's choice for academic growth and the l?ke?^ \" wELL.'JESS PROGRAM n place at each or a full time nurse. Students will ticn on topics like self-esteem, nutriti 'Ye inmrma- and awareness and first aid. made to parents on similar continuing education basis. Prese.n topics for CAMP PFEIFER- Students in need on, drug prevention icns will 1ikewise be leir information on a OT additional academic assistance.will have access to prcgra.ms'suc.h as St cur. enJy in place at Camp Pfeifer, whereby, they spend some time in residence at a program awav fr-m ma t-L,.. ..u. a program away from the school and the home which provides counseling, intensive ^a S s Sort oaf- involvement iS an^Xrent on h\\mewnrk\\nrf^!wJ?J^^^^^^^\"9 the.m to work with students me management skills. on homework and academics. I, academic support _ 70 02274centin page 3 uei - Incentive Scncols MCNITCRI.VG A,'JO S7ALUATIC.N A. 7E31 IA3LE MCiMITCS ING OF SuDE?JT G.iC^^TH men* of t.'ie dis I - - V-.strict will te assigned the : a plan ,cr verifiable monitoring of stude\"^ tne 6 asK of ing Ceqart- developing '' '''aijic uiufii.unng or StUCe\"* n.4 e cevelo,t of reliaole procofores :p acooripiijl\" : s plan and its accomcanving prpce'''uros account net only I Sut also class ac. corricolum/cr ( , sr.ould take into scores achieved on nor: .Ton 1 tor  ng '^m cn a 1 so nievement as evidenced it'j i ion referenced tests. Ther i ra-arenced tests acner tests and cna! pat kas in e snculc te a long-  __ account stucent matura- 3. REGULAR TRACKING CF S'L'CENT ATTEN--------- - =^scuiar tracking of stucen- di3s.ip11 ne/benaVIor anc achievement snail b 7E?E.'IT - Raoul ar JDAi\\C, DISCiPLINE/EEHAVIOR ano acniavament at ncanca, acccihOl i Sited development of and use of indii-lcuaiand class iies by Ciasirocm teachers and the buildirc acrini^--\u0026gt;3 mis assessmen* ''ii ____ sCiuiniSu. amr C. 0. '*ili be done cn a minimum of a quarterly cn of inter-  ''I wc 'm.whc a wUiHiUtUrn Oj Individual student planning, select! vent!cns and/or programmatic c.hanges will te needs,or enrichment indicators determined basis. predicated trougn ongoing review of data. E.XCELLENCE PLANS J\" IS M'-JfNESI Of SIUOEST EDUOnOML \" I he sc.hcol staff snail involve tie eevelopneit of stJdJntJouc-Kionrrelo/ilencI Parents are the first teachers of L in a context outside of the school. and interests. their students and sea them - In the parental capacity, talents \u0026lt; W\u0026lt;\u0026gt;WW  4J ViiCS awareness of a child's potential, -s. As such this, input is extrememly i not only acadamic programs but also curricular, special skills and e.xtanded da important e.xtra y activities. RtrQxii ANO VISI7ATICNS - Quarterly reports will be made and visitations will take place for the purpose of ^nd care of The monitoring team wilj be composed - Quarterly reports will grounds and equipment? of district s a from , school staff, patr the community. ns and representatives All staff shall write goals for^^the school in'general, but riso'personarccals'^sfnca'every s,.-. , memoer has a duty to provide a climate conducive to learning and should hold and model high expec students. 3 - ions for all seal setting process and will icrmulate CunuracLS\" for their own ac.hievement. .. _ 71 02275If I continued page 9 F. G. IncantTve Schools JCENT cVAL'JATCRS - ccnioleta evaluations ralati -danc avalua tneir educational e.xperienca twic  selected at random to participata''i.n involvement from eac.h grade level. e designing or Cuesticnnaires to ctad and the generation of conch given back to the students regarding c to student issues raised in this evah i n Li col la- cgmfut\nirf r 3 DATA ACC Swill be asked to ve to the scnool - Coirputari its climata and Students will be is procass based on a Students will be involved year. e used, analysis of data sicns. Resorts will be nances itaCa in response uation procass. id data accass will be a reality in alT incentive schools so t 2221 ly accessible and accass can be i\" which, mignt be needed r^ativp ri aii a i-.dLive co ail school program aspects. that studant data is mediate for reports 'COL SITE imoleme.n teams - School si L de of greater laeded programmatic teams will be rc benefit 3 * teams wi'i ulOG a de crea id to work to the students. Tens whicn wi 11 ing and on a semester dasi Memcership on these (inciuoing custodial, aides and cafe ...w.......a .--jLuuiai, dices ana careteria wcrx^irxi and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLE.XIBLE PROGRAMS - Every student will individualized instruction 8. s sc that staff racaive seme every day. Programs will be flexible such that team teaching ande.xt=nde- time locks rcr additional student assistance as needed will be provided. sc.ncol have\n 'e=en\u0026lt;!ed -.-a-. SJC.-. incanti.e and dedicated to the building who is familiar with ana program philosophy at least a half time assistant p scnool population (where there i. . f^is/her time to incipal depending on is a part time assistant, working with program development and reach) community out- uniforms for students (sue.h as blue jeans and a white shirt) * dress code for staff * reguired PTA attendance, at least :wo (2) meetings per year, one of which shall be the Open House 72 02276continued - Incentive Schools page 10 Suudent handbooks available at every building which are produced in and reflective of the philosophy and nrnnr\nm jjt tha* __ vjupu/ any program at that tuilding * a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Saturday programs will be developed at each school site to enhance learning. but shall not be limited to\nThese programs will include field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73 02277! SCHOOL OPERATIONS Page I I. GOAL: OBJECTIVE iKPLEKEluATION PLAN To develop support programs and procedures which will allow Incenlive schools to provide enhanced educational opportunities for all students attending them. s STP.ATEG1ES/ACTIVITIES IKPLEKENTATION SCHEDULE RESPONSiaiLITT 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students* needs, needs. Hours will meel studenl 1992 1993 1994 199! To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will training In peer tutoring. A model will be put in place. Teachers will supervise the receive process Fall-IP) Spring - (I) Budget- _____Lai Summer- (P) Fall-t I) Ongoing wi th evaluation Budget Item (f( sLaff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs.  Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t supplement teacher work. Summer- (P) fal 1-(1) O IO IO 00 To enhance student learning through extensive use of classroom based instructional aides. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. a I Pilot S - STUDT E - EVALUATE P - PLAN I R - RECOMMEND 0 - ONGOING fl - flUDGET ITEM Ongoing with evaluation Ongoing wi th evaluation (I) Ongoing wi th evaluation Some bl dgetary jxpendi tu e Budget I tern   Budget' Item 1 - IMPLEMENT Pl - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI ! o KJ KJ u\u0026gt; SCHOOL OPERATIOKS IMPLEKEKTATION PLAN Page 2 GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 199! 1992 1993 1994 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fal1- (I) Ongoing wi th evaluation 199: VIPS To develop a program for year round school including enrichment and remediial options. Community access/field trips are to be arranged for enhanced experience for students. Sunnier segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to Slate and region with appropriate chaperones to provide educational Input. Sumreer- (P) Fall-(1) 1989-90 plan A pi lot at one school Maybe i budget item S - STUDY r I I C/1 E - EVALUATE R - RECOMMEND 0 - ONGOING P - PLAN 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incen- t i ve schools Budget I tern Budget item I - IMPLEMENT PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum DesegregationSCHOOL OPERATIONS Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY IHPLEHEKTATION PLAN STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include of the following: some choir, music A dance In addition to llQmewprk Center i peer tutoring E - EVALUATE P - PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Ti7~ 1990 1^91 1992 1993 1994 199: Quapaw Council Asst Supts for Schools Fall-{1) Ongoing with evalua- Alon Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOMMEND 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71MAU W I SCHOOL OPERATION'S IKPLEHEKTATION PLAN It. GOAL: iif^cedures tor administration and staffing of the individual schools such that special skills  ' ** the benefit of students at these schools. will be brought to bear for I I 4 Page 4 OBJECTIVE STRATEGIES/ACTIVITIES IHPLEKEHTATIOH SCHEDULE RESPONSIBIinr 1989 1990 1991 1992 To establish a viable Tor staff recruitment. program  Nation-wide search  Hire staff on a one year basis Parents to be Involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- (I) Ongoing 1993 1994 ! 99\nHuman Resources Oiv of Oeseg Curriculum School Principal o to to co To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Budge item Ongoing . S- STUDY E - EVALUATE Budge i lem I I I P - PLAN R - RECOMMEND 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOTSCHOOL OPERATIONS Page 5 II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEK-KTATION PLAN IKPLEKENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 To establish meaningful attendance and behavior guidelines. 1992 1993 1994 199: To provide subject related activities to enhance student learning. I S'- STUDY R - RECOmEND o M IO OS IO I I I CZ)  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: 10 include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing But jet item I - IKPLEKENT B - BUDGET ITEM -\u0026gt; PI - PILOT Principal School Staffi SCHOOL OPERATIOKS Page 6 ,1 i III. GOAL: OBJECTIVE IHPLEHiKTATION PLAN To create a program of counsel Ing/social work to provide extra support to students to ensure them opportunity for success. STRATtuIES/ACTIVITItS IMPLEMENTATION SCHEDULE responsibility 1969 1990 10 provide community services access for all students who need additional support. 1^91 1992 1993 To provide college/post graduation awareness via a mentoring program with role models to help students pl -for the future an To provide student training in study skills, testing skills and listening Skills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement In Student learning. S - STUDY Compacts with community agencies universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with of parents .. Involvement of ministers groups 1994 199z E - EVALUATE P - PLAN o to IO 00 G\u0026gt; 1 R - RECOMMEND 0 - ONGOING I to Study and recommend Smal Training Summer Fai 1-(I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) Ongoing cost item Ongoing Cost I tern Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS DiV of Schools Staff Develop Div of Schools Principals School Staffo to 00 SCHOOL OPERATION'S IMPLEKEKTA7IOH PLAN Page 7 II, GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES ihplekehtation SCHEOULE To Increase parental Involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day.  Parent assistance at schools  Parents will sign homework  Regular communication between school and home will take place  Day visits for parents  Schedule settings_______________ Schedule (settings) weekly extended day programs based on Individual school needs 1989 I 1990 1*91 1992 1993 1994 199: To Improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S- STUDY R - RECOMMEND Fll-(l) Eall-d) Ongoing Ongoing RESPONSIBILITY Principal School Staff Principal School Staff on o  Early indicator and early intervention programs  Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING P - PLAN (I) (1) i Ongoing Ongoing I - IMPLEMENT B - BUDGET ITEM Pl - PILOT Principal School Staff Principal School StaffSCHOOL OPERATION'S Page B I O to to m oi III. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implekektation plan IHPLEKEIiTATION SCHEDULE RESPONSIBILITY 1989 1990 To implement individual and group counseling for al) students. Incentive/recognition programs will be implemented by 1990-1991  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be ___taught____________________ Student recogniton programs  Good Citizen programs  Community Involvement in recognition fall- Train students Spring- - (l\u0026gt; (P) Pilot one school Ongoing Budget (I) 1991 1992 1993 1994 1 OO: Pupi I Personnel To structure and begin wellness program (or students scitoo). pt each Io work with community programs like Camp Pfeifer to suppl ment school programs for students. e- (Possil I S - STUDY R - RECOftlEHD OD -\u0026gt;  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Work with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE 0 - ONGOING e Budge I tem ) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis Item) (I) (Budget Item) P - PLAN I - IHPLEHEHT B - BUDGET ITEM \u0026gt; Ileal th Services Pupil Personnel District divisions PI - PILOT aIV. GOAL: To more closely and thoroughly OSJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN achievement at these buUdings? STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1992 1993 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To Involve parents In the development of student ?EP)^*''*' lence plans To plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o IO S I I 01 S - STUDY R - RECOMMEND I CD  Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the instrument  To be done on a quarterly basis  Class A school profiles will be kept In regard to attendance, be- ------t'gyior- discipline A achievement  Develop EEP format  Involve parents in writing plan based on student needs  Io include extra curricular -----activities alsn  Develop reporting format  Involve staff, patrons. In 'mon I tor I ng * Involve a1I , , staff In goal setting  Evaluate goal achievement i E - EVALUATE 0 - ONGOING P - PLAN (S) A (R) Sunnier (P) (I) Develop plan Budget Summer- (P) Pall- ..(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evalua- tion Spring- (I) Ongoing with evaluation Ongoing (Budgjt Item) * I - IMPLEMENT 1 PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Communi tyI SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. T To establish a crogram for computerized data access at each incentive school. To establish site tfeams at each school to Implement programmatic modifications to benefit the students. o M to oo S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation  Install computers  lie into mainframe  Write programs for reporting student data in a variety of mode .  Include representatives of all school departments (custodial, , food service, aides A teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING 199: P - PLAN (S) with students (R) (Bu. fall-\u0026lt;p) A (S) Eall- (I) Ongoing Testing/Eval School Staffs Principals get 11 cm) Spring (R) (I) 1990-91 school - year -\u0026gt; Hata Processing School Staff Assoc Supts  Plan for implementation of changes  Make recomnendalions lor ctiangei  Implement changes  Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I.e. Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi oen. Implement V. COAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures meeting the needs of all students. as they relate to Page 11 STP.ATESIES/ACTIVITIES IKPLEHENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 o M ro oci co To establish a flexible programming approach at each incentive school which complies with standards and also meets individual student needs. Areas to be Investigated for possible plan inclusion I I I S - STUDY R - RECOMMEND 1994 1 OO  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within specific building the  Permanent assigned substitute in each incentive school to be available as needed  At least a I time asst  Uniforms for students pnn  Standard dress for teachers  Required PIA attendance (at least two (2) meetings per year for parents/al) meetings for staff  SLudent handbooks will be available at every school and - ipuiy'dpaI to that school E - EVALUATE 0 - ONGOING P - PLAN (I) A (E) (S) (li (Budget item) I - IMPLEMENT B - BUDGET ITEM PI - PILOT Schoo) Principal Staff Aisoc Supts Asst Supts (Z 4^SCHOOL OPERA!lOLS Page 12 Ji\n?L:K\ni\nTiOK PLAi\nV. goal : (com iniicd) OSJECTlVc STRA' S/ACTlVITi-S IKPLEHEtiATlOH SCKiDULi RESPONSIBILITY u 1969 1990 1991 1992 1993 1994 199: I  K science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principaIs who work the extra time periods  Community education classes should be investigated for parents in the incentive school communties  Saturday enrichment programs (Budgti items I School community members S - STUDY o M to a\u0026gt; u\u0026gt; 1 I R - RECOMMEND E - EVALUATE 0 - ONGOING P - PLAN I - IMPLEMENT PI - PILOT B - BUDGET ITEM I OD 01SECTION THREE STAFFING 11 86 02290 idINCE.'iTIVE SCHOCLS STAFF I-MQ me seiec factors in t.h selection cri able of succe ic.n and support of quality staf success of Incentive Schools, i ria and procedures will p-ovide tars will be criticel Carefully planned sta and \nScn.c: will ucnol urriculu.m of t.- s .must precar\nttaininc the coals and a sc, ror ctniz/ing s Is. fs t: dent Cncoing s a t sue t.he sta and ful LI?\" 'C:\u0026lt; SCHOOL OlSTx: Lui coirm- T (L.PSD) I.'JC quality personnel cao- r.enti nc ceve  cz: i 1 l.men 3XC P orccr r Inc el 1 en: otent s i i 1 I i i nee rec sta or incentive S will be S u. ah '.co IS, to sat cri c\nOLS S assess staffinc qua I ..ne co.-nit members, and t :== would be ct. de ror st ine pro suoer I- 20 or visors, principals, and ot.bar admi.nistratcr :r.p, to ures for , parents. s. 6. ST.\nFFi.\\'G M IS ASSE lE.'IT - Trie needs and interests of student populations in the Incentive Schools will be staff selection is initiated. t.be following. considered before Factors to be considered include S S f U11 V 3 3 n a a S V 5 0 .  C 7 \u0026lt; C ( . V 3 C * Number of students per grade level * .Pace and gender * Academic achievement needs end interests * Disciplinary/ needs * Social interaction needs  .Health needs Progra-m goals and curriculum of the Incentive Sc.^ccls will also be e.xa.mined. The L.'SO Incentive Schools Star immi 30 the.n utilize the student data, goals, and curric.lum to iden staffing needs for the Incentive Schools. will r 7 The following full-time pos't'cns are raccmrended for eac.h school but are not all inclusive of positions which may be identi during the needs assessment process. d Classroom teachers (1:13 pupil/taach.er ratio) Counselor Media specialist Music  87 02291Incencive Schools page 2  ?. . * Social Worker  Permanently assigned substitute teacher (for each Incentive School) * PAL reading  PAL math * PAL lab attendant * Resource * Speech  Scecialist for alternative classroom  Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal sistant orincipal 'lon-certi ie-d sucer'/ision aids C. STA.-.= .1 S'JIT?iE.'lT - The LSSO Incanzivs Schccis SCa n will implement ongoing nationwide recruitment strateci Committee wi th special emphasis on recruiting qualified minority staff memoers. Current racruitment files will be maintained on an oncoinq basis. P^spective staff members also will be drav/n from promising scudent teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item ). 0. STAFF ScLECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff sal ion and review of student data criteria will include, but net be limi the folIcwing. ion and collect- Selection d to, * Race and gender * Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education  Strong recommendations\"from a variety of sources (i.e., colleagues, princioals, college professors, and other administrators) I1 ... .. 88 022921 3^ : VS 1 3 Z. T-e LP.SD Inc w:ll work wi itive School 3 S: 5 4, 6. ce vs the Konan a ffinc ConTiittee lop job cescrioticns and s lining program and corer, Konan P.escorccs the positions. Depar corcss scial c toil rc n ihe LP.S3 Incentive Schools St will select 2 interview teens ct seven nenOsrs ccmooseo of  Psrsncs  Principals Other ac\nr tne nt tract rsnencs. will advertise the ffing Committee from five to fol 1 owi no. nistrators as acorcpriete he interview teens will concoct utilizing coestions desi commi tn coa i i ty clearly s coi reni or orospective .s ecrecated ecucat dial program ar.a h to the orincipals. 0 c intervi ews a'nine :aff remc^ on and oi s to line ractoal re- 3S wi 11 nake reccnnenCaticns The prin sals will than make rectnmendations to the Homan Resources Department, who will in turn make to the School Soard. raccnnendaticns . With Board aooroval, contracts will then be issoed. Principal and t a a one-year basis and invclunt ft will be hired on ry transfer or other decisions may be inacted at the'^rid of the.year, depencing on cuality of oerformance. (this will also acoly to aices. ceri , dspsncing coal ity ill a ice costocial workers.) Long-tern 1, and be issoed after a soccessfol f contracts may irst year. STArr COMMITMENT/E I i :peo 1. Staff commitment will be reviewed informally bv the teacher and crircipal cn an ongoing basis through the oss of clinical sotervis'on and monitoring of Individual Imorcvement Plans. Semi-annual formal review conferences also will be held. 2. Monitoring of staff effectiveness will be based opon student acade-nic achievement as measured by rormal test results and otner informal forms or measurement. Seni-annoal formal review Conferences will be held to assess staf ness. fective- 02293 B S9 i|I Incentive Schools page 4 STAFF DEVELOPMENT - A racially A. THE LRSD STAFF DEVELOPMENT PLANNING COMMITTEE balanced committee will be established to assess staff development needs, to plan staff development experiences which will meet identified needs, and to facilitate staff develop- The committee will be composed of IRC spe- c-alisu, teachers, parents, principals, and other acministrators as appropriate. ment activities. B. STAFF DEVELOPMENT NEEDS ASSESSMENT - Data concerning the needs and interests of student populations in the Incentive Schools will be collected and analyzed by the LRSD Staff Development Planning Committee. I..f^___'.i_ be examined includes, but is not limited to, the following: Information to * * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs * Attendance records * Tardiness records Program goals and curriculum of Incentive Schools will be examined. A survey of staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Planning Committee will use these data to identify staff development needs for the Incentive Scnools. The committee will then plan quality staff development experiences to meet the identified needs, mittee will function on an ongoing basis as staff development needs are identified through clinical vision and monitoring of Individual Improvement Plans. The LRSD Staxf Development Committee also will meet on a monthly bas.s to plan activities related to meeting the needs students who are achieving below acceptable levels of mastery. The com- super- The of The LRSD Staff Development Committee will act as facilitators for the staff development activities by coordinating, arranging speakers, and gathering materials. evaluation of staff development-experiences will be made by participants following each session. 90 02294c. MINIMUM STAFF DEVELOPMENT REQUIREMENTS - staff development experiences cro aa requirement but certainly are not all inclusive of experiences which may be identified durinq the assessment process. The following are recommended as a minimum needs   PET (1 cycle and a refresher TESA (1 cycle) course every 3-5 years) * Classroom Management (1 cycle) * Effective Schools Training . I  I  I I J I I 1 I I 4  02295 90(a) b.nee.'\npage E 1 is ' Coocerative L  ATiT .human .-1 I G. c ?3rgn /t\nuci 'en:or Te Sceci 1 c Princpa Z.-CHEP, CEMC.'.'S roc ram Commit bl e o r Qz- n 33 ra i n :c.n c ner .-.-ocr\nff Ceveic: \"jTan ? 5 , c r. ' I : :s':: Tcr  n: .Al\nCN PPCG.PAi'l - A C'ij will be stablisf v.'l I '.O S c t r - a ncn-e.nrarceb scbcols in in tn ive Sc.\" i .re c Ct ler mm G-' tee will b nistrator\nGist.' sad of a\n1 -n a 0 0 serve \nhe- Gencnscrd^icn ram c 3 I C3 1 accrapriate. in '.ne re struc en 2 2 ive Scbocls would serve in ns d b /:. on, procrams e gainec zr.r ana tnroucnc'Jt prin\u0026lt; :ais, a\ny of la\n-on ncn-ennanced so'-cols could come anc t uon C curriculu! tnese c\ne is honed that ic\"\nwnicn wcu'J ! 3 c- .-li 'ar natony : se-ve 1 i n- 33 ncc 13 3 T STE Comm^  TEACHE.P PPCG\n: A district I tee will be established to plan a cnen P--o centration cf student teachers H  zznr. in which and unive'-saries will be assigned. from sta posed of .teachers, princinals, other ad: The coitmi /ide, and local \u0026lt; .A will C ra.'O on- 1 '6CSS represen nistrators, a.n ives from state ard local colleges anc uni versi raouity M As was mentioned in Ite.m 0, the Incentive Schools wcuId ser-/e as laboratory schools where prosoective teachers woulc cain pract and meaningful e.xperiences in providing quality education in'a G^sga.ed setting, in meeting the needs ot stucents functioninc below acc------- \u0026gt;- -i- ------' able levels of mastery, estee-m of these students. , un and in enhancing the s ical A pool of prospective start members would be drawn fncm oromisinc student teachers assicne-t to Incenti'/e Schools tnrcuch the Maste-^ Teacher Program. The principal and college faculty refesentatives will moni the Master Teacher Program in the Inc areas of strengths and concerns. ive Schools to ident student teachers. Feedback would be solid of the Incentive Schools. This information would be shared with th -'J sta r. ASSISTANCE FG.P NEW TEACHERS A.'IO OTHE.RS WITH SPECIAL INSTPL'CTIONA.L MEEDS - An Instructional Resource Center (IRC) instructional specialist will be hired to provide ongoing assistance and suooert to teachers in the Incentive Schools who are newly hired or .-.ho are e.xoeriencing difficulty. Demonstration teaching, assistance with prooer use of materials and progra.m implementation, classroom Demonstraticn management, special materials and bulletin boards, environmental attractiveness, and other needs will be addressed through a _ _ 91 02296Incentive Schools cage 6 Teacher Ass:stance Plan (TAP) develccsd with incut principal and Director cr the IRC. Tron the This IRC scecialist will work with the Staff Development Planning Ccmmiuae to a^'^st training programs throughout the school yer ine District's Stafr Development Component will be directu' involved as a resource. I ( 1 1 ,1 1 1 4 I I 02297 92Committee Members\n.3AL: Dr. Pnosevelt Brown Ms. Arma Hart, facilitator Or. Katherine Mitchel 1 Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STA.-fJNG At.O 57, DEV-LOPK5K7 No. I. 2. Ma 1\n7o provide quality staff for achieving Incentiie School goals and successfully implementing programs OBJECTIVES iTSATEu S/ACTjviTIES and curriculum. I I, I Page 1 cf 9 r.ESJUi? Determine staffing needs and promote staff awareness of Incentive School concepts. Identify pool of prospective staff members and administrators. o to to US 03 1 CO CJ A. B. C. 0. E. F. Establish District Incentive Schools Staffing Conmiitee staffing needs for each Incentive School. to assess Identify staffing needs (classroom teachers and full-time support personnel, i.e.. counselor, librarian, music, art. P. .. social worker. PAL reading. PAL math. PAL computer lab. resource, speech, non-certified specialist for alternative classroom, certified instructional aides, supervisic\naide, permanently assignee substitute teacher, program specialist, principal, and others. media cl erf. assistant principal, Develop criteria for principal and staff selection based on race/ gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations fron. , variety of sources (colleagues, principals, and others). a Develop job descriptions to include special programs and conirac.ual requirements for staff and principal. Declare all positions vacant and advertise positions. Provide an indepth orientation session on each component of tne Incentive Schools for principals ano staffs of existing schools. Implement ongoing local and national recruitment strategies wiin special emphasis on recruiting qualified minority staff members february-March I9bs feoruary-March 198S February-Maren 1989 rebruai y-Ma.-Ch 3D. 1989 Marcti i. lyd'j February 15-28, 1989 February IE, 1989- Dngoing Associate Superintendents Assistant Superiii- tendeni Incentive Schools Staffing Committee Assistant Superintendent Incentive schools Staffing Conunittee iiniiiai. Kcs.\u0026gt;urces DireJtu: hufhuti J ij I ( u.. I v\u0026lt;i Assoc late Superintcndeiii j Assi stant Superintenueiit liuman Resources Dire.luiComrittee Members: GOAL: Dr. Roosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitcnell Dr. Mary Mosley, Chairperson Or. Cheryl Simmons, Recoroer staffing and staff development Page 2 of 9 No. 1\n(coni.) oeaesTivEs I STF.ATcuIES/ACTlV I a 2. (coni.) 3 . Select principals and provide orientation and training. A . Select staff. B. A. B. C. D. E. F. G. A. Maintain current files on qualified prospective staff memuers. Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board, and others). Begin local and national recruiiment/applicaiion process. Select racially balanced interview teams of 5-7 members composed of the following: --------------- istrators as appropriate, preferable. teachers, parents, principal, ano other aumin- Experience in interview process i. Preliminary screening/interviews. Conduct final interviews. Make recoomendations to the School board. Plan and implement orientation and training inservice to acquaint new principals of Incentive Schools to job expectations, procedures and timelines for staff interviews and selection. I TI MELI I. February 1989 - Ongoing February b, I9a9 February IS. I9b9 March 1. 1989 March 15-31. 1989 March 15-31. 1989 April I, 1989 March 1-15, 1989 I F.Ei3U.3 human Resources bireciur AsSoCldlt Super I nl eiiuenl s Assistant Superintendents hunian Resources Uire. lui human Resources Direciur Associate Superintenuenis Interview Teams Human Resources liireciur Interview Teams human Resources Oireciur Superintendent Staff Development  Committee Associate and Assistant Superintendents o IO IO (O (O I ! Select racially balanced interview teams of 5-7 members composed of the following: leaciiers. parents, principal, ano other aoi.iin- istrators as appropriate from Incentive School Experience in the interview process preferable. teachers, parents, principal communities. April I - June 1, 1989 AssuCldle Sc. er Inleiiuenl l Human Resources bireciur IComr.ltiee Members: GOAL: Dr. Pnosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, ftecoroer ST, ING AND STA.-r DEVELOPMENT Page j of S No. I: (coni.) 03. JIVES STnATEGIES/AETIVTTIES I TIME it.ES i.. SOUS 4. Icont.) 5. Review staff member employ- ment/commitment and effectiveness on an ongoing basis. I B. C. D. E. A. B. Interview appiicants. Hake staff recommendations. Hake staff recommendations for employment to the Scnool board. Issue and explain one-year special contracts. Review staff commitment informally on an ongoing basis with semiannual formal review conferences. Monitor effectiveness tased upon student academic achievement measureo by formal test results and other informal forms of measurement. as April-June, 1989 April-Hay 31, 19bb May 1909 June 1909 August 1909 - June 1990 August 1909 - uune 199u liiierviuM icanis. Interview teams. Principal Human Resources (iirector Human besources (iirecior Pi in: Ipa I Assistant Superin\nen.lent Pr I n\nipoI Staff o M G\u0026gt; O o I ClComnittee Members: iOAL\nDr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAffING AND STAFF DEVELOPMENT Page 4 of 9 No. II: To involve principals and teacliers in the develupnient and implementation of a Schools. quality academic program lor Incentive OBJECTIVES I. To promote/enhance leadership and staff understanding of theincentive School concept. 2. To develop curriculum specific to the Incentive Schools. A. B. C. STRATEGIES/ACTIVITIES I TJ/E.lltES F.ESuUf. S Establish in cooperavioii with the principils a detailso process and format for developing the individual Incentive Sc.iool P ----------------- March j-lS. 19bi I an. I Superintendent's Cabinel Assistant Superinieiidviil, Incentive Schools Assisi each building principal in presenting an indepth pre-orientation session for staff on each component. Assist each principal and staff with orientation in the Incentive Schools session for parents A.. . Identify each area in need of curriculum development. 6. Identify teachers for curriculum teams. C. Vian orientation and format for curriculum development. March 1-15, 1989 Haren I-IS. 19l\nJune IS-July 31, June I-IS, 1969 June 1-15, 1969 o IO u o I CD 05 Superintendent's Cabinet Assistant Superiniendeiit, Incenlive Scnools Superiniendeiit' s Cabinet Assistant Superiniendeiit, Incentive Schools Pr I nc I pa I s Assistant Super 1nttndenl. Incentive Schools Curriculum Division Supe'visors Prineipals Assistant Superiniendeiit, Incentive Schools Curriculum Division Supervisors PrincipaIs Assistant Supt .\"iniendeni. Incentive Scnaols Curriculum Division Supervisors I I I I Conoittee Members: Dr. Roosevelt Brown GOAL: Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING ANO STAFF DEVELOPMENT Page 5 of 9 No. 11: (cont.) OBJECTIVES STRATEGIES/ACTIVITIES timelines f.E SOURCES 2. (cont.) I 0. . F. G. II. Review preliminary draft of revised curriculum for Little Rock School District. Develop additional components for each curriculum area. Proof and type Incentive School curriculum guides. Print curriculum guides. Distribute and provide inservice on the implementation of the curriculum guides. June 1-30, 19b9 June 1-3C. 1989 July 1-20, 1989 July 20-30. 1989 August 1-30, 1989 Lurriculum Teams Curriculurn Teams Curriculum Division Principals Curricului.i Di VI s loii Curriculum and SchuuI Division o IO ca O IO iCamr.ittes KemSers: Or. Roosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Or. Mary Mosley. Chairperson Or. Cheryl Simmons. Recorder S rIKG AND STAFF DEVELOPMENT Page t. of 9 1. No. Ill: X^S^WSgrllr lndo?ricte' exper.ences s. mat naff members ar. pr.pareo t... as.neve locer.iivt Sciiuc! 9'-*6 1 . I'h OBJECTIVES STRATEGIES/ACTIVITIES I TIMELINES Analyze staff development needs for principal. certified staff, and noncertified staff on an ongoing basis. o M CO o G\u0026gt; I : to on A. B. C. 0. . Establish a ^Laff bevelopmer.i Cornniiiee composed of teachers. IRC specialist, parents, principals, and other ao. inistretors appropriate to plan staff development exoeriences needs and interests identified threuoh needs necessarv to meet the assessment. Collect and review data on needs and irreresis of siuoer.i popiilation, targeting \"at-risk\" students li.e., nur.oer per grade level, race/ gender makeup, academi achievement needs/interests, disciplinary needs, health needs, social interaction needs, and atiehMance and tardines records). Conduct a survey to deierraine staff development needs and ifHeresis 11.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/interests of siuoent pojiulatior.. Identify st\n-f members who have not participated in the following required inservice experiences:  PET  TESA , Classroom Management * Effective Schools Training  Cooperative Learning/Lea'ning Styles ) ATiT Human Effectiveness Training (Elementary Curriculum) Parent/Educator Conriunication and human Relations Skills Assess s iff members n-.eds or. an ongoing basis through clinical supervisi n and nionitciing of Individual Improvement Plans. j RES( bflBIllTIES August 1989 - June 1990 August 1989 August 19BS/ August 1989 August 1989 - June 1990 1 I Ihceiiiive sc .jcis Pianning Ci aillce Prin\nipal Staf f Principal Staff Oevt 10 nine nt landing ( oauiii t lee Prine I pa I Principa I2. 3. o M G\u0026gt; O r, hS Na. Ill (cont.) .nsei' Hid ridfi 1 fcr lir, Kdtntnne Hii. fc:i11 lell cr Dr. Mary Motley, Ciiairperson Lr. Cneryl Sim.iions, Recorder OBJECTIVES STfiATEGIES/ACTIVITIE\nSI. Plan staff development exoeriences on an ongoing bails. I Implement staff development activities. Implement Teacher Demonstration Program. i I 1 CO CO 6. I TIME.INES I RfSPfliT.S'fill TIES Plan a minimum of me following staff development Incentive Schocil staff memoers:  PET (1 cycle and a refresher  TESA (1 cycle) dct\u0026gt;v)tifc$ for August 1989 - June 1990 Staff Oeitlopn.-.-nt Committee course every 3-5 years)  Classroom Management (1 cycle)  Effective Schools iraining  Cooprrctive Learnin.g and Learning Styles  ATS Human Effectiveness Training  Parent/Educator Communication and Human Relations Skills  Mentor Teacher Program AT\u0026amp; Tne LfiSO Staff Development Committee will conduct mo -.nly meeiinns for 000(00 OlaOniOQ of St^ff douAlnnma.n..r er.. ve .I.il ujj ,11 I y _|_U_C L _I IK ogoiog planning staff development experience, related to meeting the needs of students i.no are achieving oelow acceotaol levels of mastery. C. Tne LRsD Staff Development Committee will plan staff (level A. B. C. A. 01 e activities on an ongoing oasis ss needs/interests are idem -enu: UrX'In hLis' \"\"\"'-''9 \u0026gt;f Inuiviiiiial Implement Staff De lopment Coumrtee activities in order t\u0026lt; faci11tatt staff leu cjalhering mater.abK\"\"'\"' ^ranging sptai-ers, s'laff development actintiet. Evaluate staff developiient experiences evaluatel. U se inf-oni.etion for future planninq. tstahlisii a di sirici-wiue ciwr.iiiee i Program wi -e--r--e tea- c ne_ rs** taati tLnflvv Incen: tor teacn.rs in non-ennanced scnoc s oe compcscj of teacners. principals. 11 (Participants will -C1 an a leaclier |ni\u0026lt;j(.\n ra   .11. tnonis will serve as models S' atei.'ide. Ine comm t tee will a d otlier administrators. August 1939 - June 1990 August 1939 \" June 1990 AnduSt 1989 - June 1990 J..I, li Ju I ( I SdS* - June 199c Har.'i,\n. iDdf 11 I. I DBS I E:afi Develcpiiivot .oniiiii t ite Lsf: Oeiclopmuni .ommi 11 .-e Prill. I pal itaf Oevf iupment Lon Jill lite Staff Duvuiupiiiuni comm 11 tee Presenters Staff Presente:\nSldf I Inct-niivt s.-iiuuls Planning Comimtl, Committee Members: iOAL : Dr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Hr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING AND STAFF DEVELOPMENT P6\u0026lt;jc o of 9 4. 5. No. Ill (cont.) OBJECTIVES (cont.J Implement a Master Teacher Program. I B. A. B. C. STRATEGIES/A.TIVITIES timelines RESPf TIBILITIES Implement the Teacher hemonstrotion Program. The principal in each Incentive School will monitor tlie Teacher Demonstration Program and identify areas of strengths ano concerns These shall be shared with the staff fn each Incentive School. Establish i districi-wide committee to plan a Master leacher p JD BPich c concentration of student teachers t'rom~TocaT wi(H colleges and universities will oe assigned. t7?7T....,, ... . u. i,\nuv,,cik principals, otner adrinis'ra- tors. and faculty representatives from local anc siat wi. be composed of teachers Pl inram and stote- Tne committee L j| k end uni vers I ties. Implement a Master Teacner Program in eacli lirentive Scnool. Maintain a pool of prospective staff members drawn from the student teacners assigned to Incentive Schools through the Master T Program. tacner August 1989 - June 1990 Audus\n198P June 1990 April I, 1909 May 1, I9\u0026amp;9 August 1989 - June 1990 August 1989 - June 1990 O IO G] o UI ' 1 TcjCi.er Uei.jnsirat ion Program C. iiwr.i ttee Incentive Schools Staffs Visiting teachers/ oOminisii .tors Prine i(ia1 In.einive ScnuOii Plan., ng Committee Master, teacher Program Committee Master leaciier Program Committee Incentive Schools Staffs Fault! Representatives f rod. col 1 eg,. and uni vers111es. Principal Human ReSourses Direnor o cK i'aers: '.5 Pn.-stfei\nfcr\ni Arm, r.ir l\u0026lt;r. Kaths- h Lr f irv I t. i t. I i 11 C.itcr.sll ley, Cnairi cr son br, Cneryt St. rs, ht:aroer t I P\n. 9 S. 6. ht.- Ill (com.) OBJECTIVES (com. I Provide assistance for hired teachers or those newly experiencing difficulty. I D. A. STRATEGIES/ACTIVITIES The principal and college faculty representatives util monitor u..,, r  -------  ''H'I ve a *'^\u0026gt;''1*^ schom areas of strengths and concerns, staff In each Incentive School.  and ioen. ity Thes shall be shared witn the cne Select and hire specialist who will provide needed Schools, f \u0026lt;'C\u0026gt; ins.ructtonal c 1  assistance for the Incent ua Special needs will be identified - Plan (TAP) developed for teachers room. and a Teacner Assistant needing assistance in nit class* e I timelines August 1989 - June 199u Hdy-June 19H9 I RESPO'i :tlLITICS Irtncipol faculty h-. froii. c*.l . fcsestoiivf$ les oniversitles nd Princiud Huifian Resources U O rd u O Ot I I I o! II n II SECTION FOUR PARENT INVOLVEMENT II 102 I I t J I I I I I I II i 1 II f w n I Resear I1'CE?,'T I cCnOOL PROCSiM par-XT IXVOL7 ?rT parent PoU=ake their school -ne r e activities. Not all famil activities involvement. ers_consiscanciy rank anong the components of effective schooir.' continuously support and encoura'ce Idren have an advancase _ les know how co become involved  n c-r,r,r,i i anG_^noc all schools accivelv I,!, p\" .S'.nool-relaced Ci y Ciiuourag problem of desi^--- discussions o involvement Surveys of five main  1 /J - mg. g^dng, implementin o , encourage and direct parent ------ on how to solve =nd evaluating successful the C programs and the most useful MmnZ p successtul parent teachers, princxoa^s^pa^ents involvement, types or parent involvement. Cudents, have icencified me most a i-i 0 2  ood, nts bast involvement of clothing. parents is providing for the safety, heal th hei ter, and general ell teacr thetr c 1 baste icren cognt tt in their cm id reari bJ^mrSinrfamilv'r/fr'serc^^a^\"'^ = ________ .u.pTt alertness in school, providin^'suDol^Zs ''dich allows for getting them to school on m'ne  space for homework and child Idren ng acttvicies and e and soctal skills prepare them for school. e,.setciJrrilerorn^-\"T?.?..!\"yi'^?. support school, on time. Most parents meet che*r when these obli obliged to and skills, o c.n Once scions era noc \u0026gt;c assist the family. astrators and teachers ana sxills, some schools cake uncerscand and co build school learning and behavi worksnops, and programs discipline, Because parents vary in their active roles in heloinv parents to _  . , -------- in heloin positive home conditions for or. on parenting J o may be e.xperiences their children's These activities can'include publications, o f attendance, homework, _____ cit'orc a-ri services and other citrons anc practices that child development, community resour a television viewin affect student  f nutrition, the use of topics related to home success in school. con- communicacion from thePschocl'cocha''^'h^^ common to all schools is to inform parents about p'-r.-- home. The school has an obligation and parents are exoected cS act^on^c^e^p children's progress, schools send home memos, c^Sars of th^ receive. - soecial evpnt'! J.-___School year and nocicp\u0026lt;? special events. Some districts All year and notices of also offer taped messages Ideally, a school's topics that they can access by phon can ba caaagnnd so bhac useful massages, IdaaX.nd CO school. , , - - - - that useful school to home and from home so on various communication questions go from A chi d and most commonly known . ana most commonlv known tvne nf na.\".,..  . s to the school building usuallv^T^ r- involvement brin Volunteer Assista-c- Parent I,m conneccion wich Parent ist-..c-. Parent Audiences, and Parent Attendance at Wor' paren t gs shops. at Work- beyond'vnu^ola'asJisc^ancrinPclas^ri''''^''\"^ non-teaching duties. Havin? instruction, and teachers to renuAer -----active at school encourages go teachers t their chil equest ocher parents to conduct learning home.  a n 02308 encourages activities with Z . 10o learnin A fou. I? 9 major of parent involvement . vicies at home. The learn, n! assistance a vich The learning general skills and behavior\"ort!^^^??^= designed are directly coordinated with the chlldre^'rjLrss'J\" co build coor making 9 participat school comm school, dis advocates f: co formulae, or budgets\nor scaff\nfederal or cype of parencs in decision in goverance , PTO, or other \u0026lt; ance and advocacy grouos. Pa parent advisory ^formal -e, and scace levej. Ihee': \" 5 iiT PT.A c Cees, children\npar cici pate or revise school polici .  groups may be active as or statefunded and act autonomously arcicipate in the selection of new J school-related programs. a , - - These decisic but they are part of the cure, under the leadership of'school, co'^Prenensive program, however, Pajcents at all grade aUl communi\"  discricc, 0 children. on with ciori ties, . curricula, incipals, teachers, cvities mandated bv making bodies icial governin may meec scruc- or state administrators, types will be effectivelv leyels^ should be involved in ^uroose- \" acucaticn of their own all five Che school, and in the We are only beginning to understand which and locations of parent involvement lead to fa.-k. u- luvuivement leaa to soe ceacher achieyemencs, attitudes and behaviors. rr anree 1 .. _______t.. cn types, formats, urequencie\nco successfully involve parencs by coordinating cific student, parent, and rrincipais can help teache: supporting programs to strengthen that involvement, loping parental involvement activities are listed below: We e.xpect the activities to be on~going. 9 f and by plannin 9 process of deve- Some suggested 1. 2. Of 3 opportunities for adult Escablish community ecucacion. 3. 4. 5. 6. ! . 8. 9. with Recruit an Incencive-vide Parent Internship Proz-am uroose omni -------------- crogzam Che purpose of employing parencs as teacher aides. teacher aides and other qualified. incentive neighborhoods for for whic.h they are Estaolish a Parent Center in each school Assume responsibilities for of a monthly development and distributions communications packet. Prepare and distribute Parent of events. Handbooks and monthly calendar Require at least two home visits. Parenting education classes for mothers. ftI GOAL: I I 1 . PAREI.'T IS.'VOLX'ErtliT H'PLEMEHTAl 1011 PLAN ESTABLISH AND IMPLEMENT A PROGRAM FOR PARENTS NECESSARY FOR EMPLOYABILITY AT ALL LEVELS OEJECTIVE E^esign b administer a needs assessment to determine community interest and need S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES 1.1 I or STUDENTS IN THE INCENTIVE SCHOOL kITIlIK THE SCHOOL CO.MMIINITY. TO EQUIP THEM UITII JOB SKILLS IHPLEKEIITATIOII SCHEDULE 19B9 1990 1991 f fer opportunities for  ult community education 1.2. Establish an Incenclve- 1.3 vide Parent Internship Program vith the purpose Recruit parents from the Incentive neighborhoods for teacher aides and otl 2 1992 199? 1994 199: 1 .A E - EVALUATE 0 - ONGOING 2-89 2-89 tor vhich they r are Establish mentorships bet-veen teachers and parent: in the incentive schools P PLAN I - implement PI - PILOT B - BUDGET ITEM I pareiit i:\nvoLVi'tia IKPLEKEt.TATIOIJ PLAN GOAL: actions ^ud eac?^6ns?^ T7,rEm\"cAnoToccuRj{NG^ ' WHICH PROMOTES GOOD, POSITIVE inter1. objective STRATEGIES/ACTIVITIES lliPLEMEHTATlOH SCHEOULE Establish a Parent Center ii each school m------ Provide I9S9 1990 1991 1992 1993 199A resources \u0026amp; staff to noufe/operate the center whic loan materials to U i IE parent 199: rrr Train \u0026amp; employ a parent in the community to center operate the 773 ormulate a committee I parents and other personne1 on materials -------- to make composed school recommendat1 n ns h s I 1 F o Assume responsibilities for development and d i \u0026lt;r , \u0026lt; u... _ o f a evelopment distributlo f a moiitlil)' communications packet on I S - STUDY E - EVALUATE I R - recommend P - PLAN 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT O J ! (TiI 5 PAREUT IHVOlVtKtl.'T IHPLtKEUTATION REAM 1. GOAL: INCREASE PARENTAL COMMUNITY INTO THE INVOLVEMENT AND SUPPORT SCHOOLS. BY developing ACTIVITIES AND PROGRAMS TO ATTRACT PARENTS AND THE OBJECTIVE STRATEGIES/ACTIVITIES IITPl EKcfnATlOH SCHEDULE Develop a program that vill assist parents 1.1 I9B9 1990 1991 1992 1993 ....a  ----------- understani and carry out the expectations of the school out the Offer mini-vorkshops such as: study skill line, management, pre- ^^^^8 skills, financial time s on topics .discxp- manag'eiiient, oevelopmentaT learning skills 1.2 Request that parents come to the school at least year to pick up the card______________ tvice a report S - STUDT R - RECOMMEND 1994 199! 1.3 Provide and , require opportunities for counselors direct contact with through scheduled home visits E - EVALUATE 0 - ONGOING to have parents meetings and P - PLAN B - BUDGET ITEM I I - implement Pl - PILOT J9. G I PARfllT InVOLVECEia IHPLEMEHTATIOII plan GOAL: OBJECTIVE STRATEGIES/ACTIVITIES I .A Each school shall demonstrate the use of in the community resources instructional program 1989 2. Use .  parent recognition as a tool for community and parent involvement 2.1 Recognize PT. - . parents monthly at PTA meetings for ' school's expectations meeting the lliPl EHEIJIATIOII SCHEDUIE 1990 1991 1992 1993 199 199! 2.2 Recognize a I - community person monthly at PTA meetings for school involvement I 2.3 Display parent/communi tv rernortliizv^ _______ recognlijon awards hoard In the on a bullet entrance hall in S - STUDY E - EVALUATE R - recommend P - PLAN 0 - ONGOING B - BUDGET ITEM I - implement PI - PILOT J( I PARENT IJiVOLVErEl.T IKPLEKEHTAIIOII plan GOAL\nOBJECTIVE STRATEGIES/ACTIVITIES 2.A Provide school lunch and etc . for award voucher winners s S - STUDY R - RECOMMEND 1999 ikplehentatioii schedule 1990 1991 1992 1993 1994 1991 I 'l E - EVALUATE 0 - ONGOING 2.5 Involve students in the selection process of award Vinners P - PLAN I - implement 1 I B - BUDGET ITEM PI - PILOT   I PAREfIT I.WOLVEHEMT irPLEHEHTATion PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 2, Establish a systematic approach to effective communication betueen the home and school yrr Identify at least three (3)key communicators as a vital for all to rely sourc ! upon 272~ --------------------------------- Teach parents the system for advancing support and concern for the school -.J Establish community resource list of role models and mentor a j 1989 1990 1991 1992 1993 1999 199f S - STUDY R - RECOMMEND Tn\n Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities, E - EVALUATE P - PLAN 0 - ONGOING B - BUDGET ITEM I I - implement Pl - PILOT I J PAREIIT inVOLVPi\nT ICPLEMEKTATIOt\nPLAH GOAL: OBJECTIVE STRATEGIES/ACTIVITIES 2.5 Require parent attendance at PTA meetings and other school related activities 1989 IKPI EKEtITATIOII SCHEDULE 1990 1991 199Z 1993 1994 199\n27b -------------------------------------- Prepare and distribute Parent Handbooks and monthly calendar of events i 2.7 Require parents to sign homework assignments, projects, etc. 2.8 Require parents to call the school to report absences and retjuire the school to call the home and document reasdns Tor absences I S - STUDY E - EVALUATE P PLAN R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEMI IO PASEtIT Im'VOLvmcT IHPLEHEKTATIOII PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IITPLEKEIITATIOH SCHEDULE I 1989 Require contractual ment from parent s s - sTuor R - RECOMMEND 3.9 ----------- Require at least two (2) home visits comraitt- 2.10 Require all parents to sign contracts by having parents sign contract prior to enroll- mnx_p_IflceDllye Program E - EVALUATE PLAN 1990 1991 1992 1993 1994 1991 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM Pl - PILOT 1 I I P9. 11 PAREHT lUVOLVEKEKT '7 ** ihplekehtation plan GOAL: TO HELP MAJOR ENHANCEMENT SCHOOLS TO ENHANCE THE-kailE7EMENT'5rCHnD2ENj resources, opportunities and strategies OBJECTIVE STRATEGIES/ACTIVITIES IHPLEMENTATIOH SCHEDULE Strengthen linkages between the home and the school Parenting education classes for mothers 1989 2-89 1990 1991 1992 1993 1994 1995 O 2. Evening and Saturday claase to expose children to the importance of Science/Math a\nmeans to a better future 2-89 S - STUDY R - RECOMMEND I 3. E - EVALUATE 0 - ONGOING Use school as community center at minimal to user. P - PLAN cost 2-89 I - IMPLEMENT B - BUDGET ITEM PI - PILOT 7 papeiit Ka*OLX'rijT IKPLECcliTATlOti PLAN GOAL\nmJ?!* base of all teachers on AFRICAN-AMERICAN HISTORY - traditions, mores and OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule Tlal se the trust level between the school 1. In 1989 1990 coinmuni c y. and the 2. S - STUDY R - recohkeho service courses for teachers and school Develop a speakers bureau for community groups in th school ---------- issues reau zones on education X X 1991 1992 1993 1994 1991 X X X X X X X X X X I 3. E - EVALUATE 0 - ONGOING Develop a calendar events of activities ^choo1 of neighborhood and post in the P - PLAN B - BUDGET ITEM X I - implement Pl - pilotP l. IJ PAScHT KiVOlV-rj'.i ir:?LrEriTA7\nc:i pix,-* GOAL\nI I OBJECTIVE STaAIEGiES/ACTIVl S ll!PLEIltllTAT:O:i SCHEDULE IE 4. Develop an act that place hi-?h value on neighborhood pride - .O3ter con- test, talent shows, _particlpation in parades, etc., ccordinated bv school staff. 1E3O 1951 I OC9 i 993 1994 199: I S - STUCf E - evaluate R - RECCMMEIiO P - PLAN 0 - ONGOING I - iHPLEHEIlT B - 3UO5ET ITEM PI - PILOTll. 11 PAnt\nr OLViCif.T I I. goal\nESTASLISil A SHARED COVERXA.'.CE TEAM IN EVERY SCHOOL CSJC?.E voraiulate of and a i irainistracors. governing boEv . parents, teachers to establish school policies and procedures I S - S.UDY R - h :0KMEH0 s: '!vi:is 1.1 Provide\nSS9 an parents are t rustuorthy atmosphere where open, honest \u0026amp; 1.2 mO b1t,1a in 'm\"aximmuumm iinnppuutt prior to making decisions by involving mmoorree poeeonpnllea in decision *riig making 1.3 Create a sense of decisions ownership in through involvement E - evaluate P - PLAN 0 - ONGOING S - BUDGET ITEK IHPLEK l=?O I - illPLEKEf.T !? = 1 VlOH SCHEDULE !E93 '1 - PILOT 1 oa 1 h II \u0026lt; t a a SECTION FIVE PARENT RECRUITMENT I !t aI i H M M INCENTIVE SCHOOL PROGRAM PARENT RECRUITMENT Aggressive marketing and recruitment are success or the incentive school prooram. incentive school program is the first st recruitnen* procram. are essential to the overall Careful marketing of the rst step toward an effective ----------------- VW..W, a,, eift-ccive 2^' t^e.parent recruitment program will focus on p,vv,u,uy yenerai inrormation to the the ini-ial community will be targeted during the tne inmal phase of marketing activities. community. providing general information Recruitment will be an ongoing The purpose of - process at the incentive schools uhe recruitment program is to encourage voluntary incentive schools to comply with assignments that will enable the i the desegregation requirements. I. To provide school program''\"'''\" community about ths incentive A. 8, C, 0. E, F. G, H. I. I I I I j i - -------' *J 3' vup League, Greek organizations. ^centive school program to special P:- Junior T . - a- - Ministerial Allianria Tri-Oistnct Council, ACORN, etc.).  Conduct information sessions at churches located incentive schools and churches throughout nity with large memberships. Conduct information near the black commusessions with special audiences. ?Spiaza%^n'^\"wJ\"?T^?\" University Mall, h Wal-Mart Stores, Safeway Stores, Kroger .stores m the black community will also^be targeted for information booths.* Special media coverage.* Develop highlights sheet for distribution to all parents (and new elementary parents). Use telephone hotline.* Place highlights sheet in local businesses.* Special media stations. coverage from State Press and black elementary radio stulpn- in conjunction with promotion of studen\n. assignment plan.) new ( I I i I 1 i \u0026gt;3  I  i ! Incentive Schools Parent Recruitment page two II. To implement ri VO erh 1 'ecruitment program that i -dhools cP comply with the desegregation requirements': A. SROCHURES -- Produce a brochure for Brochures should include: diqal, special resources. 8. C. wiH enable the incen- _ eacn incentive school. Photo or scnool. photo of prin- partners-in-education?nfo?m'a?[on''-^''\" information, list of staff -- ^^*3n^3 rscsi hnnnpc nemoers with brief credentials, honors, PSA'S -- Produce .-------- generic public service a all incentive schools. nnouncements for bus benches, etc., to adver- tise generic information about incentivo schools ' throagnout donated space. SKi:s.\"s\n5~ incentive schools. E. videocassette recordings to be :: o-,5 minutes) (i.e. PTA meetingS/PIJiSrs! S??\" Presentati ons F. FLYERS -- Produce generic incentive school flvorc tn (E^aiSle: Insert If Ji io companies' bills: mass mailings to all ^bRSD and PCSSD, e.xcept soS^hlas? quadrant) ' =' \"oppe ooportu- . -  . w J |,,y mties at incentive schools. H. ^i^bool (using secondary attendance group preference as an scnool broctares  zones)'. Stress assignment option. \"For^our Information\" tours etc ^with  businessmen, realtors, euu., wipn the incentive schools. to acquaint parents, I I I I 1 i I I I I i I il . 119Incentive Schools Parent Recruitment pd55 \u0026lt; STATE_OePARTMENT OF EDUCATION - ti cn - Seaue t a sped al designa- ijcation (i.e. \"Five t^ncation F incentive schools to be used in mar\u0026lt;eting Star Schools\", CzcEsRITIEi -- Seek incenti local caleorities. ve school aorsements from Arrange visits bv events, special ceremonies, etc., to ca\"e-at- media coverage. i-.e. dt.. meoia 1ebri ti es. news L. Conduct meetings with NLRSD and PCSSD tarents and PTA grcuos to encourage M-M transfers ince.^ti^ schools. .1. PARENT RECRUITERS - Hire two oarent recruitment activities. iters to conduct JI. SPEAKcR'S BUREAU -- Establish a soeaker'? ----------- J bureau for each 'ne parents of white students enrolleH ,n the incentive schools will be encouraged to serve on thP bureau along with celebrities, teachers,^ incentive school. etc. r 1 J I III. To monitor and evaluate the effe^'tivpop'^c -- -ho * program for the incentive Lhoo!\n. recruitment The Little Rock School District Bi-racial Advisor on =-\"onon,\n-n\npn al so serve Committee will recruitment program. motive school trict Office of These reports^iiiai^o^\nShansi\n??h''S?J\nSe Rock School District Board of Directors. 1 I 1 i i bi-monthly report ce of Desegrega- Advisory Committee will review eac.n Directors and/or Ofr\nce or uesear=aa- needed in recruitment strategies/activities.^ The bers with exnerr^y will also appoint two ex-officio mem- c-ittee 120Incentive Schools Parent Recruitment page four The 3i-racial Advisory Committee will evaluate the quarter. The evaluation of recruitment program will be addressed in the quarterly monitoring/evaluation the incentive school program. the recrui tment report on I _ . 121|*  IMMMpj  ji'. ?ltn (Yer) 1: I. IKPLSHi GK 7:h-l:i:e Oivls ion Tn prnultla paner*! Infnnmtlnn tn th rnmiin 11y ahnilt the Inrnntlun nmnraa OBJECTIViS STRATiGIES/ ACTIVITIES BESliailNG DATE completion DATE COSTS RS?OHS:E!L!7Y Infona special Interest A. groups and seek their assistance tn disseminating information to general public. II. Conduct special information campaign in black community. o to (O to I I I So to Mail final report on Incentive school program to special interest and community groups. 1. Get Court approval to release Information on Incentive schools. 2. Design cover for fine report and print. 3. Update mailing list o community groups. Conduct Information sessions with special audiences. 1. Send invitation and information to specie interest groups. A. Conduct Information sessions at churches. 1. Identify churches and contact pastors. 2. Schedule and publicize sessions. 3. Send Information pack age to other churches in the black communit March I Feb. IS Feb. 1 Feb. 1 March I March 1 Feb. IS March 1 March 1 March 6 March I Feb. 15 Feb. 15 April 24 March a March 1 April 24 March 15 Associate Supt.- Desegregatlon LRSD Attorneys Assoc. Supt.-Deseg. Parent Recruiters Assoc. Supt.-Deseg Assoc. Supt.-Deseg. Parent Recruiters Student Assignment OfficerPage Two Msr\ncK TZMSirct n (Ttsr)  Reipor.sioie Jainca Jennings___ To provide oeneral infnmutinn tn the rnmnnnlty jhmit thw inrantliie nrnnram 2 i V i s i c n ___________________________ Program/Ares Incentive Sfhnnl\nC50 v: s STHAT S/ ACTIVTIxS BxSIIhIIHS DATi COKPltTIOH DATE COSTS K-SrONSISILZTY B. Special media coverage from State Press and black radio stations. March 1 April 24 Distribute Infomation to parents and coonun- tty. O IO u IO CD I ro CO A. B. C. Develop highlights sheet for distribution to all elementary parents. Establish Saturday information booths at University Mall, Park Plaza HaH and Wal-Hart . Stores.* Place highlights sheet: in local businesses.* . Special media coverage* . Use telephone hotline* * Will be done in conjunct! I ! t Feb. 15 Harch 1 Harch 1 Harch I March t on with promotion Harch 22 April 24 April 24 - April 24 April 24 of new student assignment plan Assoc. Supt.-Deseg. Communications Dept. Assoc. Supt.-Deseg. Parent Recruiters Communications Dept. Parent Recruiters Communications Dept. M .J Page Three IMPLaiiir CK 7IsL:: Lt Plan jsn F.tpor.iiD, jamsi Jenn I no a : !Q jfflglement a rprmltnwnt pi (Tetr) .ornnrm Ihat-Mlll allow, the lnfgntlu schnnlt tn rnanly with thp rtp^pprpnat inn reniilrAmAnt, 01 vl$ icn ?ro$rem/Are8 OS-iCTIViS STiUT Ai 5/ ivTiis SiSinilNS CATE coKPirriOH DATt COSTS KiSrONSIalLiTY I. To utilize a variety of marketing strategies to recruit white students to the incentive schools A. Produce brochure for each Incentive school. Brochure should Include -Photo of school -Photo of principal -Special resources -Programs -Theme Information -Partners information. -Grants received -Honors -List of staff July 1 Nov. 1 Assoc. Supt.-Deseg. ( Schools Asst. Supt.-Incentive Schools Incentive School Principals Communications Dept. Parent Recruiters I B. Produce generic public service announceawnts for all Incentive schools. C. Use billboards, bus benches, etc., to advertise generic In-  formation about Incen-  tlve schools. 0. Conduct an ongoing medi blitz to heighten publl awareness regarding Incentive schools. a c June 1 August I March 1  Ongoing Ongoing Ongoing Assoc. Supt.-Deseg. CooMunlcAtions Dept. Assoct. Supt.-Deseg. Communications Dept. o IO u IO Ui 4*I. dge Four iHPiSMStr CH 7:KL:i:i -ti ?lin (Yesr) sen Sespor.siDie James Jennings . 1\nlo Implanent a recruitment ornnram that will allow the Inrpntivm schools tn cnanlp-NllD-the.. deseareoat Inn reauXruaenls IIP. Dtvisicn ___________________________ Progrtm/Area Incentive Srhnnl^ CEJiCTlViS STRATEGZ-S/ AC7IV7iS seaiHHiNS CATE CCHPtmOH DATE  COSTS RiSrOHS.BlLITY o to u to o 1 h) cn E. Produce short (10-15 ninutes) videocassette recordings to be used In public presentations. F. Produce generic incentive school flyers to be disbributed throughout Pulaski County. 1. Insert flyers in untllty companies' bills. 2. Hass mailings to all K-5 white parents in NLRSD and PCSSD (except southeast quadrant) G. Follow\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eMarketsearch, Little Rock, Arkansas\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_518","title":"Incentive Schools: Scholarship program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Scholarships"],"dcterms_title":["Incentive Schools: Scholarship program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/518"],"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 PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \\ i 1ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of trust fund to provide future a college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 fLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 219 - 490 _ May 1,1991 I In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive-school program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1089, tihe commi-tetee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261RRR V   R I The Desegregation of the Little Rock School District Preliminary Plans LA' if November 1, 1989 :i si f Incentive School Plan The purpose of the Incentive School program is to promote and ensure academic excellence in schools that have It is believed that the been difficult to desegregate. Incentive School Program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation reguirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as The a model of excellence for the county, state and nation. success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support, these ideals are coupled with the availability of financial When resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. Also, all students will have as equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -27-TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990^ - The parties reached consensus in all areas except theLscholarship program and / 'Staffing. Please note that the Little Rock School District provided separate  recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools\" shall be referred to and known as-Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\nand, 2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows: SCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 3. 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, 2410 Battery, LR, AR LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 2. 4 . 1 1,620 1 Metropolitan Supervisor. The term \"Magnet Incentive Schools\" was introduced by the , The term is subject to change by the office of Metropolitan Supervisor. These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. Major incentives within these schools are therefore required. The objective is to provide the best basic skills i programs and enrichment available as well as a full range extended J /' day and Sa^^rday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The I premise of these centers is that they can be racially integrated m tfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day. in the time following the regular school day. on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m., half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the a extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall .be eligible for the extended day, weekend and extended year programs I offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. .J' SCHOLARSHIP PROGRAMS A .QC scholarship program proposal submitted by the Trust Fund Committee. The Little Rock School District recommends approval of the The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools, shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils, provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing requirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria, new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by ^Support staff shall be afforded an option to remain at their present school assignment. They shall agree, however, to undertake the necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVT, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. It is expected. however. that absent compelling circumstances, each teacher shall spend two hours for each of three days and one Saturday per month for four hours. 4 Days deemed undesirable shall be adjusted so that they can be equitably distributed aunong staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.accordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least oj^e teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.TO: FROM\nSUBJECT: Little Rock School District April 2, 1990 Office of the Metropolitan Supervisor Incentive School Scholarship Trust Committee Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship 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. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. 3. 4. 5. 6. 7. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. The Little Rock School District will begin to fund the program by January 1, 1991, according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for.credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. 9. The scholarships will be limited to accredited State supported colleges and universities. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a rel iable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictReport 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 complet ing 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 theamount allotted -2- 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 suggest trustee representatives or a fund administrator. The Little 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 t rustees 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 trustee retired, replacement trustee would be picked from the same a a 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 incent ive 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' c redit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. soon If a lump sum approach were adopted, funding would be as 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 majority-to-minority t ransfer the sending district would be a 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 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 a 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 rej ected. 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 \"strong counseling a and support program monitored by the Bi-racial Committee for the 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 f unds 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.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools ^4 Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990. The parties reached consensus in all areas except the scholarship program and staffing. Please note that the Little Rock School District provided separate recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools II shall be referred to and known as Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\n2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows\nSCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, LR, AR 2410 Battery, LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 and, 2 . 3. 4 . 1 1,620 1 The term \"Magnet Incentive Schools\" was introduced by the Metropolitan Supervisor. office of Metropolitan Supervisor. The term is subject to change by the These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. required. Major incentives within these schools are therefore The objective is to provide the best basic skills programs and enrichment available as well as a full range extended day and Saturday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The premise of these centers is that they can be racially integratedfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day, in the time following the regular school day, on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to a budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m. , half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall be eligible for the extended day, weekend and extended year programs offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. SCHOLARSHIP PROGRAMS The Little Rock School District recommends approval of the scholarship program proposal submitted by the Trust Fund Committee. The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools,^ shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils. provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing reguirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria. new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by support staff shall be afforded an option to remain at their present school assignment. the They shall agree, however, to undertake necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVI, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. 4 The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. it is however, that absent compelling circumstances, each teacher shall spend two hours for each of three It expected, days and one Saturday per month for four hours. Days deemed undesirable shall be adjusted so that they can be equitably distributed among staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.Q Ik r\u0026gt; he I I \u0026lt; ) J,U-Tj (.l\\f^ 9 ,0 A. //(^ rCL IC a c\u0026gt; ,-(/ /ir i. G'H c\":3 I p'T 1'^ ahaccordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least one teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.\u0026lt;t\u0026lt;2nt yyr r\u0026gt;^ V A 'f I  i V Ci*jt\nk ^j \" 5 i3 H r \u0026lt; A L\u0026gt; fc  ( \u0026gt;\u0026lt; - -^i t, % 3t5^* John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 7220c Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE 'WILEY A. BRANTON. JR. Admitted to Practice in Georgia i the District of Columbia only. March 13, L990 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Arma Hart Assistant Metropolitan Supervisor Pulaski County School Systems Little Rock, AR Dear Ms. Hart: Enclosed is a copy of the letter which was sent to Beth Deere explaining the incentive school idea and proposed budget. I am still working on the draft which you and I discussed yesterday regarding refinement to the incentive school program. I appreciate our meeting* I feel that it was highly productive and that your insight was most helpful. S:^cerely, Walker JWW:Ip Enclosure JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72200 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. Admitted to Pnctic* in Georgia 4- the District of Columbia only May 2, 1989 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG. SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Beth Deere United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72201 Dear Ms. Deere: ' Special Master Aubrey McCutcheon has indicated that he intends to recommend the funding of the incentive schools as proposed by the parties and to recommend the appointment of a consultant or other person to develop the programs and incentives for those schools. The purpose of this letter is to: (1) request the Court to allow Little Rock and Joshua to have input into that process\nand (2) to suggest certain considerations that have been shared with our clients about what they may expect from those schools over the next five to seven years. The proposals that were submitted for the incentive schools were not completed as Mr. McCutcheon observed. Our expert witnesses advise us that many of the ideas that Mr. James Jennings and Ms. Beverly White shared verbally about the workings of the incentive programs appeared to be useful in achieving the objective of remediating achievement disparities. The district staff did not address the specifics of the incentive school program fully, in part, because of the extensive amount of lawyer time spent in negotiating and otherwise securing the parties' approval of the settlement with the State of Arkansas. was, during that time, somewhat unaccessible to the district staff so that they did not secure my specific input into their planning. The incentive school program, while presented by me, was developed in consultation with black community leaders who were concerned about the disparate transportation burdens imposed upon black youngsters, the relative shortage of classroom space east of University Avenue, and the fact that black young people simply were not learning in the schools. The incentive school program IPage Two Ms. Beth Deere May 2, 1989 was designed to provide regular education from 8:00 until 3:00. During that time, there would be only limited attention given to the segregating programs such as gifted and special education classes. The 8:00 until 3:00 classes would be as rigorous as any in the school district. The special needs of the pupils in the incentive schools would be identified in the form of individual education plans similar to those developed for special students and would be addressed in the after school programs. The second part of the incentive school program would begin at 3:00 and extend at least until 5:30 each day, and would also continue on Saturdays as well. This part of the program would be devoted to the remediation and enhancement needs of each child and would be conducted in such a way as to promote each child's interest in being comfortable with a school setting most of the time. The third key part of the incentive school program would be the special role of the staff. Staff members would be expected to work approximately twenty percent more time than regular staff members. These staff members would have a specific commitment to the goals and objectives herein and would be capable of empathetic relationships with the students of these schools, their parents and the surrounding community. The fourth key part of the incentive school program would be the employment and utilization of aides and others who would supplement the teaching and professional certified staff. The aides would be recruited from parents and students in the higher grades and would work with the teachers, parents and professional staff to achieve the objectives of the plan. The aides would be selected in part because of their interest in education and in furthering their own education. The idea would be to develop, with district sponsorship, over a period of five to seven years, a number of aides as teachers or professionals who would be available for employment with in the district. The fifth part of the incentive school program provides scholarship The amount and terms of the scholarships assistance to the youngsters who are assigned or who choose to remain in those schools. have not been established, but it was contemplated by us that approximately twenty percent of the double funding would be placed into a trust fund for these youngsters. The total number of students assigned to the incentive schools or who remain there after having had a choice option for the next and succeeding years. The scholarship amounts contemplated would be set to ensure that between one and four years college tuition and costs would be made available to these students based upon the average cost of public higher education in Arkansas at this time.Page Three Ms. Beth Deere May 2, 1989 The enhancement programs would be numerous and would require specially trained persons to develop and implement them. We have many ideas that we would share with the district or with such other person(s) that the Master may designate. These schools should logically begin by July 15 with summer enrichment programs which would continue through September 1 or thereabout. Regular School Programs would begin about September 5 and end as scheduled except that educational continuation programs would be extended as need until July 1 of the next school term. Moreover, assuming an approximately one to fifteen teacher pupil ratio for approximately 2,500 pupils, the minimum incentive staff would be: Regular Year Programs Total Assistant Superintendent and Staff Teachers Counselors Principals Teacher Aides Student Assistants (Part-time High School Students) Drama Specialists Music Specialists Drama \u0026amp; Music Aides Art Specialists Art Aides Grammar Specialists Field Trip Coordinator Field Trip Staff (Aides and Teachers) 4 166 8 8 166 83 3 6 12 6 12 12 18 1 The budget would be set and generally as follows\nTotal available revenue for the schools, not transportation and other special funding sources including 2,500 pupils X $6,000 per pupil = $15,000,000 Expenses Certified Staff 220 X average $24,000 = $5,280,000 Benefits $ 530,000Page Four Ms. Beth Deere May 2, 1989 Aides (Full-time) 211 X $10,000 including benefits $2,111,000 $ Administrative Staff 100,000 Part-time Student Assistants 83 X $4,000 Continuation - 332,000 Summer School (extra staff?) 250,000 Programs Field Trips $100 per child 250,000 Activities in school $200 per child 500,000 Equipment, Instruments, Mise. $200 per child 500,000 Aide College Tuition 166 X $1,300 216,000 Parent Programs 1,000 - 1,500 parents at $100 per parent 125,000 Scholarships $600 X 2,500 (escrowed) $1,500,000 Materials and Supplies $50 per pupil 125,000 Testing and Evaluation $100 per pupil 250,000 Meals $250 per pupil 513,000 = $ $ $ $ $ = $ $ $ $ $Page Five Ms. Beth Deere May 2, 1989 Miscellaneous $ 418,000 Total $15,000,000 Staffing Monitoring and general oversight would be at the top administrative level. These costs would be absorbed by the district's budget for administrative and evaluation. Staff criteria and the section process should be developed cooperatively with the parties, especially the teacher groups. This should be put into place at once if the incentive programs have a chance to effectively work this year, as it must in face of the recent MPT results.A? s E li  12 W^^S53^1 :  A f , \" Little Rock School District April 2, 1990 TO: Office of the Metropolitan Supervisor FROM: Incentive School Scholarship Trust Committee SUBJECT: Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship 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. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361i. Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. 3. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). 4. The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. 5. The Little Rock School District will begin to fund the program by January 1, 1991according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. 6. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) 7. If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.' Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. The scholarships will be limited to accredited State supported colleges and universities. 9. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a reliable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictJ J n. OKe ViB ot 4\\995 .jur4 IN THE UNITED STATES DISTRICT BASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. MOTION FILED FEB 0 2 1993 J.*.-* R- 16. CLEF^ DEP. CLERK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Joshua Intervenors respectfully request the Court as f\n/. follows: 1. To require the (defendant) plaintiff Little Rock School District to consult with Joshua and the others parties prior to making any desegregation plan alterations which require court approval\nand 2. To require the defendants to include in their budget ^\u0026lt; \u0026lt;' projections the scholarship commitments made either by the school district or by the Joshua Intervenors to the parties and to the Court, including the Court of Appeals, for the pupils who attend or have attended the incentive schools since the inception of the Court approved Desegregation Plan herein. The support for this motion is found in the Desegregation Plan itself as well as in the oral arguments in the Court of Appeals made by the school district. Those commitments have been reinforced by the testimony of Dr. Ruth Steele, Dr. James Jennings r Mrs. Estelle Mathis, and every other school official other than Dr. Mac Bernd who was not privy to the agreements or commitments madeX as set forth above. without the scholarship conunitments being made a integral part of the budget of the district. the district proposes to abort the settlement. Joshua requests an Order regarding this matter so that either party may appeal. This is so because the district, under the leadership of a new superintendent, appears to disregard the basic tenets of the agreement which caused the Court of Appeals to approve the settlement herein. Respectfully submitted. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 ORIGINAL SIGNED BY UNDERSIG^\"^\" John W. Walker, Bar #64046 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon record by hand-delivery on this ___ day of ------ all counsel of , 1993. ORIGINAL SIGNED BY UNDERSIGNED COUNSEL John W. Walker Af'LEn Disicc RECEIVED rASTEKM CJSTRCr A- 92 JUL 53 PU G:  AUG 4 1993 u I J IN THE UNITED STATES DISTRICT, QOURT EASTERN DI STRICT'-OF- ARKANSAS-  WESTERN DI^.ISION I Office of Desegregation Monitoring (/ LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR CORRECTION OF FINDING OF FACT OR CONCLUSION OF LAW AND MOTION FOR RULING ON REQUEST THAT INCENTIVE SCHOOL BENEFITS INCLUDING SCHOLARSHIP BENEFITS FOLLOW THE INCENTIVE SCHOOL CHILDREN The Joshua Intervenors respectfully move for correction of finding of fact or conclusion of law and for a ruling on their request that incentive school benefits. including scholarship commitments to incentive school children follow the incentive school children upon their reassignment to another virtually all black school, to wit, the new King Elementary School. 1. The Court indicates that Joshua did not object to the Little Rock survey on a timely basis, i.e., within five days, and therefore, Joshua cannot complain about the manner in which the survey was carried out and/or interpreted and implemented. Joshua did not object to the survey at all before the fact. It only objected after the fact to the good faith of the defendants in the manner in which they conducted the survey and to the conclusion that students who did not affirmatively respond to attend Ish were to be regarded as affirmatively choosing or electing to attend King. Our position was that it was just aslikely that the non-respondents would attend Ish in the same proportion as the respondents as it was for the district to conclude that all of the non-respondents would elect to attend King. We respectfully submit that no citation of authority is needed for that proposition. The Status Report of the district could not have been objected to until it was issued. The Status Report was filed on July 16, 1993. Our objection was to the manner in which the survey was conducted. We note that in the Affidavit from Ms. Marie Parker the district sets forth five separate events for which there are no dates other than June, 1993 and four separate dates for which there are no dates other than July, 1993. The absence of dates by the district is an indication that the district did not know when it did certain things or perhaps that it did not do them. It is for this reason, inter alia. that we requested a hearing. Our 2 . objection was not ripe until after the survey results were in and after the district submitted its Status Report if we had no objection to the announced process. What the Court appears to be saying is that if we do not object to the process on the front end. we cannot complain about the results on the back end. Denial of equal protection is the effect of the result of the process. 3. The Court has yet to rule upon our repeated requests for settlement plan implementation of the special benefits which were designed to flow to the Ish children because of its segregated character. The Court still does not rule. The Court has consistently ruled, however, and the evidence shows that the Little Rock School District has been absolutely derelict in seeking tochildren with benefits promised by the plan. The Court's ruling in closing Ish and in assigning the Ish children to another racially identifiable school, King, albeit a new school, is contrary to the settlement plan. . 4. The authority for the motions in this case IS the Desegregation Plan itself and the various rulings of the Court of Appeals herein. 949 F.2d. 253 (Sth Cir. 1991). The fine tuning suggestions of the plan or of the Court of Appeals' ruling are inapposite under the circumstances herein because the district itself IS responsible for the failure of desegregation and integration of Ish by its utter failure to enhance Ish and to provide it with the necessary \"incentives.\" The Court thus appears to reward the wrongdoer and to punish the children by the challenged school closure. WHEREFORE, the Joshua Intervenors respectfully request the district court to modify its opinion herein by rescinding its order to close the Ish incentive school. In the absence of modification. the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, follow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships. Respectfully submitted. JOSHUA INTERVENORSI ( By: ohn W. Walker, Bar #64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd day of August, 1993. / + John W. Walker / / U.S. SiLRJ n n I'**- mr CO!\n: IN THE UNITED STATES DISTRlIOTb COURT EASTERN DISTRICT OF 'ARKAf^SAS''  ' WESTERN DIVISION ^\"EHTS.CLE LITTLE ROCK SCHOOL DISTRICT, ET AL. BY. OHP. GLR: PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MEMORANDUM OF POINTS AND AUTHORITY The authorities for the motion filed herewith are: The Desegregation Plans of the district\nThe Court of Appeals' opinions approving the settlement plans herein. See 949 F.2d. 253 (8th Cir. 1991)\nand The various Opinions and Orders of this Court finding the Little Rock School District to be out of compliance with the Desegregation Plan. The proceeding before the court is an implementation one. We submit that no separate authority is required in implementation - the plan itself is the authority. Where the distric defaults in 1. 2 . 3. its duty, the court is required to act to the benefit of the black children herein. These children are not being benefitted by having their incentive school benefits withdrawn on the one hand and by their concomitant assignment to another virtually all black school on the other hand. (King will probably open as an eighty per cent or more black school\nit will thus be racially identifiable) Respectfully submitted. JOSHUA INTERVENORSBy\nll' \u0026gt; /john W. Walker, Bar #64046 I JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd .day of August, 1993. / .trohn'W. Walker /i S f. JOfl JoO rf 1 J UR 2 ud I (R i I I t I :l fw 2 ST 'lOl 22 1 ob nen lonq insq 1 2 3 4 5 V Ai' t MRi WALKERi THE COURTi 6 Yes, ma'am. -T that has not bean addressed. know, whan-I parmittad the suggested that as As you district to . survey\nthe students , I,, an incentive,-they might orfer soma of these benefits that are offered to 1ncentive .school as an.incentive to 3 6 get the kids to go to Ish. V 7 I have not in any wayirulad w1th . respectto that 8 6 motion, however, and I had assumed that the:Incentive school of one thing and that the Interdistrict magnet is another w1 th\n* 01 10 respect to this  1 can't remember what it's called. What i s I J. 11 the magnet program called? i: t 12 iif'i MS. BROWN 1 High intensity learning. El 2. 1 f. 81 T1 81 ei OS XS SS S AS as  9 13 14 16 16 17 18 IB 20 21 22 23 24 26 remembe r. but I some the COURTi High intensity learning. But, In any event, I I couldn't will ba addressing that later. did not Intend to address it today. preliminary questions about King. MR. WALKER J THE COURTi\nalthough 1 do have All right, your Honor. And with respect to scholarships. Mr. Walker keeps reminding the Court that we scho1arshi ps. The scholarship issue is a In terms of how to I know . have not ruled' on really hard one.for\nme administer the schoIarships,' and a 1 so , as 1 recall, the Plan does not commit the Litt Ie.Hock Uistrict to scholarships absolutely. to di scuss 11. MR. WALKERi but commits the district1n good\u0026gt;faith That's where wo differ^ \u0026lt; Ihat's why we '\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":143,"next_page":144,"prev_page":142,"total_pages":155,"limit_value":12,"offset_value":1704,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. 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