{"response":{"docs":[{"id":"bcas_bcmss0837_531","title":"Job descriptions","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":["1980/1991"],"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","School employees","Teachers","School administrators","School improvement programs"],"dcterms_title":["Job descriptions"],"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/531"],"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\nLITTLE ROCK PUBLIC SCHOOLS WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS July 28, 1980 VACANCY ANNOUNCEMENT The Little Rock Public School District announces the following teacher vacancies for the 1980-81 school year: Band Director - Booker Length of Contract: 9^ months Salary: Placement on the teacher's salary schedule according to degree and experience, plus band director's stipend. Journalism Teacher - Parkview Contract Length: 9^ months Salary: Duties: Placement on the teacher's salary schedule according to degree and experience. Teach photography and mass media, and to supervise production of the year book. Letters of application should be sent to: Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 DEADLINE DATE FOR RECEIPT OF LETTERS OF APPLICATION: August 8, 1980#5- * Little Kock Public Schools TO: All Certified Personnel FROM:  E. Thrasher, Jr., Director of Personnel DATE: January 23, 1981 SUBJECT: Vacancy Announcement - Henderson'Junior High School The Little Rock School District announces the following vacancy for the 1980-81 school year: Girls' P. E. Teacher/Volleyball \u0026amp; Gymnastics Coach Minimum Qualifications: Bachelor's Degree. Arkansas as a P. E. Teacher, athletics at college level. Eligible for certification in Active participant in Evidence of ability to teach fundamentals in sport for which application is made. Evidence of a strong commitment to quality integrated education. Contract Length: 9 1/A Months. Salary: 9 1/4 Teacher Salary Schedule, plus stipend for Coaching. Deadline for receipt of letters of application: February 3, 1981. NOTE: ALTHOUGH YOU MAY PRESENTLY HAVE AN APPLICATION ON FILE, PLEASE CONTACT THE PERSONNEL OFFICE WITHIN THE DESIGNATED TIME PERIOD TO ENSURE THAT YOUR APPLICATION WILL NOT BE OVERLOOKED. M\n'kh3r\u0026lt;n .anH liHcPnH,. U ? 74 - A 1 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 August 2, 1982 The Little Rock School District School ''^ar. announces the following vacancies for the 1982-8: TITLE: Band Director - Henderson Director - Hall, Pulaski Heights, Forest Heights QUALIFICATIONS: 1. 2. 3. A Bachelor's Degree (Minimum) Must meet Arkansas Certification requirements Evidence of\u0026gt;a strong commitment to quality integrated education REPORTS TO: Principal JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. \"RFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the times designated 2. 3. 4. 5. 6. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior Encourages students to set and maintain standards of classroom behavior Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals--establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students 7. Employs a variety of instructional techiques and instructional media, consistent with the physical limitations of the location provided and the needsand capabilities of the individuals or student groups involved Page two PERFORMANCE RESPONSIBILITIES: (Continued) - 8. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required 10. Takes all necessary and reasonable precautions to. protect students, equipment, materials, and facilities 11. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation 12. Assists the adminsitration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner 13. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms 14. Strives to maintain and improve professional competence Attends staff meetings and serves on staff committees as required OF EMPLOYMENT: Nine and one/fourth SALARY: EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel DEADLINE FOR RECEIPT OF LETTERS AND/OR APPLICATION: August 10, 1982 Letters and/or applications should be sent to: Dr. Robert E. urner iO . J Mwnc^zzxeiwe Little Rock School District West Markham and Izard Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND-IZARD LITTLE ROCK, ARKANSAS 72201 August 19, 1983 The Little Rock School District announces the following vacancy for the 1983-84 school year: TITLE: English Teacher (Southwest) QUALIFICATIONS: 1. A bachelor's Degree (Minimum) 2. Must meet Arkansas Certification requirements 3. Evidence of a strong commitment to quality integrated education NOTE: Applicants should be prepared to show evidence of these qualifications in the initial screening interview. bASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs. interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students. 4. Prepares for classes assigned, and shows written evidence preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculujn goals, andin harmony with the goals--establishes clea\nobjectives for all lessons, units, projects and the like to communicate these objectives to students. 7. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Page 2 - Job Announcement - Teachers (Transition School) PERFORMANCE RESPONSIBILITIES: Continued 8. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives. 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Takes all necessary and reasonable precautions to protect students, equipment, materials-, and facilities. 11. Maintains accurate, complete, and correct records as reouired by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 14. Strives to maintain and improve professional competence. 15. Attends staff meetings and serves on staff committees as required. '^GANIZATIONAL RELATIONSHIP: Reports to the Director of Adult Education JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, and responsible men and women. SALARY CLASSIFICATION: EVALUATION: Performance of this job will evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: October 25, 1983 Letters of inquiry should be sent to: Mr. Richard Maple Director of Personnel Little Rock School District West. Markham and Izard Streets Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 October 18, 1983 The Little Rock School District is now accepting applications for the following certified positions for the Transition School, Adult Education/Community Education Building, 14th \u0026amp; Scott, Little Rock, Arkansas. POSITIONS: English, Math, Science and Social Studies Teachers QUALIFICATIONS: 1. Minimum of a Bachelor's Degree from an accredited institution. 2. Must meet Arkansas Certification requirements. 3. Evidence of successful experience in dealing with students, parents, administrators, and staff in decision making. 4. Evidence of knowledge of basic techniques necessary for helping students make adequate educational and career choices. 5. NOTE: Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the time designated. 2. a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Plans 3, Creates a classroom environment that is conducive to learning and appro-priate to the maturity and interests of the_ students. 4. 5. 6. 7. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals-- and in harmony with the goals--estab1ishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student oroups involved. English Teacher - Page 2 BASIC PERFORMANCE RESPONSIBILITIES: Continued Assesses the accomplishments of students on a regular basis and provides progress reports as required. ..-+0T Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. . Maintains accurate, complete, and correct records as required by law. District policy, and administrative regulations. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 17, Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. ? Strives to maintain and improve professional competence. JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. CRMS OF EMPLOYMENT: T Nine and one-fourth montfisT?- SALARY: 13,183 minimum EVALUATION: performance of this job will be evaluated in uccordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTERS AND/OR APPLICATIONS: August 26, 1983 LETTERS AND/OR APPLICATIONS TO: Richard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 May 16, 1985 The Little Rock School District announces the following vacancies for the 1985'86 school year: POSITIONS: Booker Magnet School 2 - Intermediate IV 2 - Intermediate V 2 - Intermediate VI QUALIFICATIONS: 1. A bachelor's degree (minimum) 2. Must meet Arkansas certification requirements 3. Evidence of successful teaching experience 4. Endorses concept of all the arts for every Child 5. Willing to work in collaborative team approach to program planning and delivery of service 6. Demonstrates concern with one of the arts as a personal concern or hobby 7. Evidence of successful experience with, parent, student and staff involvement in decision making 8. Evidence of strong interpersonal skills 9. Evidence of a strong comnitment to quality integrated education note: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. PERFORMANCE RESPONSIBILITIES: 1. fleets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 4. Utilizes weekly t^am meetings and planning time to develop curricula and to plan the delivery of services. 5. Incorporates the arts and humanities in the total instructional program. inC OPENINGS (Booker Magnet School) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 6. Assist in identifying and utilizing community resources for the arts magnet school program. 7. Fosters in students the self-discipline inherent in artistic and academic achievement. 8. Facilitates the development of special events held to recognize student achievement and attends school functions. 9. Willingness to participate in inservice activities for personal and professional growth. 10. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. 11. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 12. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 13. Strives to maintain and improve professipnal competence. 14. Attends staff meetings and serves on staff committees as required. ORGANIZATIONAL RELATIONSHIP: Reports to the principal SALARY AND TERM OF EMPLOYMENT: EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: / May 24, 1985 LETTERS OF INTEREST: Richard Maple Personnel Director Little Rock School District West Markham and Izard, LR 72201V ^0 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 Announcement of Vacancy The Little Rock School District is now accepting applications for a creative movement teacher at the Booker Arts Magnet for 1983-84 school year. TITLE: Creative Movement Teacher - Booker Arts Magnet QUALIFICATIONS: 1. A Bachelor's Degree (minimum). 2. Must meet elementary certification requirements. 3. Evidence of successful teaching experiences. 4. Demonstrated concern with dance, creative movement and/or mime. 5. Willing to work in collaborative team approach to program planning and delivery of services. Certified to teach physical education. 7. Evidence of strong interpersonal skills. 8. Evidence of strong commitment to quality integrated education. REPORTS TO: Principal GOAL: To nurture and motivate student achievement and self-discipline through the inclusion of the arcs and humanities'in the delivery of tne instruction program. PERFORMANCE RESPONSIBILITIES: 1. Utilizes weekly team meetings and,planning time to develop curricula and to plan the delivery of services. 2. Incorporates the arts and humanities in the total instructional program.Page Two (2) PERFORMANCE RESPONSIBILITIES. CONT. 3. 4. Assist in identifying and utilizing community resources for the arts magnet school program. Fosters in students the self-discipline inherent in artistic and academic achievement. 5. Facilitates the development of special events held to student achievement and attends school functions. recognize 6. 7. Willingness to participate in inservice activities for personal and professional growth. Conducts evening and/or weekend field trips, a maximum of four times a year at the rate of $30 per day or prorated on hourly scale. SALARY: ^P1 SEemeniPofi Teacher' S\" Sal arj^cal TERM OF EMPLOYMENT: Nine and one-fourth months EVALUATION: Performance of this job will be evaluated in accordance with pro- visions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTER OF APPLICATION: May 20, 1983 Letter of inquiry and/or application should be sent to: Mary Jane Cheatham Acting Personnel Director Little Rock School District West Markham and Izard Little Rock, AR 72201PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 May 16, 1985 The Little Rock School District announces the following vacancy for the 1985-86 school year: POSITION: Biology Teacher/Kead Track Coach (Hall High School) QUALIFICATIONS: 1. A bachelor's degree (minimum) 2. Must meet Arkansas certification requirements in biology 3. Must meet State Department of Education requirement for coaching endorsement 4. 5. Must meet Arkansas Activities Association requirement for coaches Evidence strong commitment to quality integrated education NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. - ---------------- 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. J. Creates a classroom environment that in conducive to learning and appropriate to the maturity and interests of the students. 4. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculum goals andin harmony with the goalsestablishes clear objectives for all lessons, to students. units, projects and the like to communicate these objectives 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to imolement by instruction and action the district's philosophy of education and instructional goals and objectives. Vflcanc'/ - Rioloo'/ Teachcr/Head Track Coach (Hall Hinh School) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 11. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 14. Strives to maintain and improve professional comnetence. 15. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SmRY AND TERM: Salary-wi 11-be based on teacher's nine and one fourth month salary scale plus\" rcoaching stipend EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: May 24, 1985 LETTERS OF APPLICATION TO: Richard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201May 2, 1985 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD little ROCK, ARKANSAS PLEASE POST Announcement of Vacancy The Little Rock School District 1985-86 school year. TITLE: announces the following vacancies for the High School Band Director - Parkview Senior High QUALIFICATIONS: 1. Master's Degree in Music Education or related area preferred. 2. Must meet Arkansas certification requirements. 3. Evidence knowledge of appropriate pedagogy for percussion instruments. wind and 4. . Evidence of skills in the area, of classroom management. 5. Evidence of strong interpersonal skills. 6. knowledge and success of appropriate pedagogy for stage band instruct! on. 7. Evidence of a strong conmitment to quality integrated educati on. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE REPORTS TO: OF THESE QUALIFICATION IN THE INTERVIEW Principal JOB GOAL: maintain, according to the Little Rock an instrumental and School District Music Department s instructional goals and obiectives an instrumental program consisting of brass, woodwinds, an\nperiossiin Ss. PERFORMANCE RESPONSIBILITIES: 1. To provide music instruction through the concert band and the t-aditional stage band. marching band 2. 3. Concert performance experience for students, enrolled in the concert and stage bands. t?youtr\"^^^^ prepare students for the regional and all-state band 4. To provide a marching band consisting'of students enrolled in the band program for all home football games and selected games scheduled PERFORMANCE GOALS: (cont'd) outside of the Little Rock School District. 5. To supervise student behavior at concerts, football games, senior clinic tryouts, senior clinic, concert-contest, and other related events involving his/her students. games, 6. 7. To insure the proper care and maintenance of the band equipment, supplies and materials assigned to his/her school. To provide reasonable music support for school assemblies. SALARY: Appropriate placement on Teacher's Salary Scale TERM OF EMPLOYMENT: tKlne.'and one-fourth months\u0026lt; EVALUATION: Performance of this30b willx^e evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT LETTER OF APPLICATION: May 10, 1985 / Letter of inquiry and/or application should-be sent to: Richard Maple, Personnel Director Little Rock School District West Markham and Izard Streets Little Rock, AR 72201( Announcement of Administrative Vacancy Little Rock School District West Markham and Izard Little Rock, Arkansas July 2, 1985 The Little Rock School District announces the following administrative vacancy for the 1985-86 school year: POSITION: Supervisor - Libraries QUALIFICATIONS: ' 1. 'Atleast five (5) years' successful experience as a librarian. 2. 3. A Master's Degree (minimum) with Arkansas certification as Librarian K-12 and/or Media Specialist K-12. Holds or is eligible for Arkansas Certification as a Supervisor. 4. Shows evidence of strong writing and organizational skills. 5. Evidence of a strong commitment to quality integrated education. 6. Evidence of successful experience with parent and staff involvement. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ~ REPORTS TO\nAssigned Associate Superintendent - Curriculum and Instruction SUPERVISES: Librarians JOB GOAL: To assist the assigned Associate Superintendent, building principals, and librarians in curriculum activities, training, and other logistical and consultative support in the area of library services. PERFORMANCE RESPONSIBILITIES\n1. Coordinates the process whereby the library program is developed to meet the school district's goals and priorities. 2. Familiarizes her/himself with recent trends, developments, publications, and instructional management and supervision pertaining to the library program. I 3. 4. 5. 6. 7. -2- Coordinates the development of training programs designed to better enable the district and school-level staff to effectively implement the district's approved library program. Assists in the development of sections of the budget that pertain to the Library Program. Assists principals in obtaining improvement in individual library staff competencies. Assumes responsibility for seeing that community, staff, and, where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned. Strives to maintain and improve professional competencies. *8,' Attends staff meetings and serves^ on staff committees as required. 9. Performs other duties as assigned. EVALUATION: Performance of this position will be evaluated with provisions of the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: $23,736 - $29,336 plus car allowance $688 and Benefit Package\n11 Months PLEASE NOTE\nIndividuals who are interested in the above position must complete a very rigorous selection process. Therefore, because an individual applies for the position does not mean that he/she will be considered for an interview. LETTERS OF INQUIRY SHOULD BE SENT TO: Richard Maple, Personnel Director Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 DEADLINE FOR RECEIPT OF LETTERS OF APPLICATION\nJuly 15, 1985PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 June 3, 1985 The Little Rock School District announces the following vacancy for the 1985-86 school year: POSITION: P.E./Head Football Coach (Henderson Junior High) QUALIFICATIONS: 1. A bachelor's degree (minimum) NOTE: 2. 3. 4. 5. Must meet Arkansas certification requirements in biology Must meet State Department of Education requirement for coaching endorsement Must meet Arkansas Activities Association requirement for coaches Evidence strong conmitment to quality integrated education APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that in conducive to learning and appropriate to the maturity and interests of the students. 4, Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculum goals andin harmony with the goa1s--establishes clear objectives for all lessons, . units, projects and the like to communicate these objectives to students. 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student gr'oups involved. Strives to imolement by instruction and action the district's philosophy of education and instructional goals and objectives. VacancV - P.E./Head Football Coach (Henderson Junior High) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 9. 10. 11. Assesses the accomplishments of students on a regular ba.sis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules qoverninq student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable teniis. H. 15. Strives to maintain and improve professional comoetence. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SALARY AND TERM: Salary will be based on teacher's nine and one fourth month salary scale plus coaching stipend EVAL^TJON: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE\nJune 11, 1985 LETTERS or APPHCMJDN TO\nRichard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 1, 1985 The Little Rock School District is now accepting applications for an interim Science Specialist for the 1985-86 school year: QUALIFICATIONS 1. Must meet Arkansas Elementary Certification requirement. 2. Evidence of knowledge of science. 3. Evidence of experience in using activity oriented science instruction. 4. 5. Evidence of knowledge of successful teaching strategies. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. 6. 7. Evidence of knowledge of the District's science program is desirable. Evidence of teaching experiences covering all levels (ages) of elementary students is desirable. 8. NOTE\nEvidence 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: Science Supervisor JOB GOAL: To assume the responsibility of liason between the elementary science teachers and Supervisor of Science and continue the programs at the Science Resource Center. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. Prepares and distributes science loan box materials requested by elementary teachers. Serves as a liason between the elementary science teachers and the supervisor of science. Assumes the responsibility for maintaining the necessary supplies for the Science Resource Center. Helps to organize and conduct inservice sessions for elementary science teachers. 5. Develops science curriculum materials. VACANCY ANNOUNCEMENT CONTINUED - Science Specialist BASIC PERFORMANCE RESPONSIBILITIES, Cont'd 6. Provides demonstration lessons to illustrate effective techniques for teaching science. 7. Works with teachers who request assistance in planning science centers, activities, or experiments. 8. Other duties as assigned. SALAPY AND TERM: *TearherSa 1 ary' Schedul en i ne*an\u0026lt;l\u0026lt;e=fourJthLSSSS^[^EbW^3^a214cge' EVALUATION: Performance of this job will be evaluated in accordance with the provisions of the Board policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: November 11, 1985 SEND LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: 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 PERSON WILL BE CONSIDERED FOR AN INTERVIEW.TITLE: Music Specialist (Piano/Harmony) - Parkview QUALIFICATIONS: 1. 2. 3. 4. 5. 6. 7. Master's Degree in Music Education or related area preferred. Must meet Arkansas Certification requirements. Evidence knowledge of class piano pedagogy. Evidence of skills in the area of classroom management. Evidence of strong interpersonal ski n a. Evidence knowledge of appropriate pedagogy for music theory instruction. Evidence of a strong conmitment to quality integrated education. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INlkRVitW  ------------------------------------- REPORTS TO: Principal JOB GOAL: To establish and maintain, according to the Little Rock School District Music Department's instructional go^s and objectives, class piano instruction and appropriate music theory instruction. PERFORMANCE RESPONSIBILITIES: 1. To provide music instruction through class piano. 2. To provide appropriate music theory instruction. 3. To provide reasonable support for the arts, magnet program. 4. Willingness to participate in inservice for personal and professional growth. 5. To work in collaboration with other arts staff members in the delivery of the magnet program. SALARY: Placement on Teacher's Salary Scale SALARY: Placement on teacher's-salaryrschedule plus benef. TERM OF EMPLOYMENT: rNine and\none\"quarter-(9.25)months__ EVALUATION: Performance of this job will be evaluated in accordance with pro-visions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTER OF APPLICATION: June 1, 1987 Letter of inquiry and/or application should be sent to: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas -72201 MOTE: 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 THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW, /TITLE: Drama Specialist/Stage Manager - Mann Magnet QUALIFICATIONS\n1. Masters Degree preferred. 2. Must meet Arkansas Certification requirements. 3. 4. 5. Evidence proficiency in creative drama and improvisation. Evidence skills in theater management and play production. Evidence knowledge of acting, directing, stagecraft, and management pedagogy. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INTERVIEW =  REPORTS TO: Principal JOB GOAL: To provide instruction in drama and related fields of study and maintain the auditorium for performances and classroom learning activities. P^TORMANCE RESPONSIBILITIES: 1. To provide drama and stage management instruction. 2. Maintain the auditorium for performances and classroom learning activities. 3. To provide reasonable support for the arts magnet program. 4. Willingness to participate in inservice for personal and professional growth. 5. To work in collaboration with other arts staff members in the delivery of the magnet program. SALARY: Placement on Teacher's Salary Scale ' TERM OF EMPLOYMENT: Nine and one-fourth (9.25) months LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 1, 1985 The Little Rock School District is now accepting applications for the following vacancy for the 1985-86 school year: POSITION:- Interim Instructional Supervisor (Science) QUALIFICATIONS: 1. 2. 3. 4. 5. 6. Must have five (5) years' successful teaching experience in the area of science. Master's Degree (Minimum) Eligible for Arkansas certification as a supervisor. Evidence of knowledge of successful teaching strategies. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: Assists in the development, implementation, and evaluation of curriculum and instructional services. 2. Guides the development, implementation, and evaluation of staff training and inservice programs for professional personnel. 3. Assists principals in obtaining improvement in individual staff competencies in the area of instructional effectiveness. 4. Assists in the development of sections of the budget that pertains to curriculum and instruction. 5. Assists in-explaining and interpreting the curriculum and its philosophy to the Board, the Administration, the Staff, and the general public. 6. Assists teachers in organizing classrooms for effective learning. 7. Serves as consultant and/or advisor in the selection of text-' books and other instructional materials within a specific area. 8. Coordinates the revision and rewriting of curriculum guides and programs of study. 9. Performs demonstration lessons with students in classroom situations for observation by teachers. 10. Prepares special reports, upon request by the Associate Superintendents, to the Superintendent and Board on the status of 1. Job Vacancy - interim i cructionai supervisor lif nee) Page two BASIC PERFORMANCE RESPONSIBILITIES, con regular and special programs in the assigned curricular area. 11. Supervises and coordinates the ordering'and utilization of departmental instructional aids and materials for the assigned curricular area. 12. Keeps abreast of all new developments in his/her field and disseminates information about them on a regular basis to teachers in the assigned curricular area. 13. Evaluates student achievement in the assigned curricular area on a district-wide basis and recommends changes or adjustments in the curriculum as seem advisable. 14. Engages in an ongoing evaluation of the effectiveness of the instructional program. 15. Assists in providing a program of orientation and inservice for teachers new to the District. 16. Provides teachers with counsel and assistance toward the solution of instructionalproblems. 17. Regularly observes instruction in classrooms, and, upon request of principals, helps teachers improve their performance. 18. Assists in interpreting achievement test data to the staff and public at large. 19. Schedules and coordinates district-wide programs requiring deployment of specialized personnel (e.g., music teachers, art teachers, special reading teachers, special math teachers.) ' 20. Assumes the responsibility for seeing that community, staff, and. where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned to her/him. REPORTS TO: Appropriate Associate Superintendent JOB GOAL: To provide technical assistance to principals, teachers, and other staff members in implementing the District's approved science curriculum and achieving District goals related to science curriculum and instruction. EVALUATION : Performance of this job will be evaluated in accordance with the provisions of the Board's policy on evaluation of Professional personnel.Job Vacancy { Interim Instructional Supervisor (Science)). Page three SALARY AND TERM: Administrative salary scale -Ml months Iowa nr o pl us, Benell tj\u0026gt;ackagie. DEADLINE: November 11, 1985 SEND LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: Individuals who are interested in the above position must complete a very rigorous selection process. Therefore, because an indivi- dual applies for a position does not necessarily mean that person will be considered for an interview.TITLE\nSupervisor of Special Education QUALIFICATIONS: 1. 2. 3. 4. 5. 89 At least five (5) years successful teaching experience. A Master's Degree (Minimum). Eligible for Arkansas certification as a Supervisor. Evidence of a strong comnitment to quality integrated education. Evidence of successful experience with parent and staff involvement. REPORTS TO: Director of Pupil Services JOB GOAL: To assist the Director of Pupil Services and the building principals in special education and other logistical and consultative support services provided to principals and special education teaching staff. PERFORMANCE RESPONSIBILITIES\nThe Supervisor of Special Education will have the responsibility for the development and supervision of a program of education for the pupils who need special instruction because of their intellectual or physical dif-ferences. Specific responsibilities are as follows: 1. 2. 3. Serves as the chief advisor to the Director of Pupil Services and the building principals on matters pertaining to curriculum development, education, logistical and consultative support to schools in the area of special education. Serves as a member of various district advisory committees - and task forces as assigned by the Director of Pupil Services. Coordinates the process whereby special education curriculum is developed to meet the school district's goals and priorities, and the needs of the children. I 4. Coordinates the development of educational programs designed to better enable the district and school level staffs to effectively implement the district approved special education curriculum. Page Two (2) 90 PERFORMANCE RESPONSIBILITIES: (Continued) 5. Coordinates the activities of any personnel reporting to her/him who are providing logistical and/or consultative support to building principals and teaching staff. 6. Monitors the processes of implementing special education curriculum development, training, logistical and/or consultative support. 7. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to her/him. 8. Assumes responsibility for seeing that evaluation results are utilized to improve the quality of special education instruction in the schools. 9. Assumes the responsibility for seeing that community, staff and where appropriate, students are involved in the development of special education curriculum and other planning responsibilities assigned to her/him. 10. Works cooperatively with other district personnel to develop federal programs and programs requiring inter-disciplinary and inter-departmental cooperation. 11. Familiarizes her/himself with recent trends, developments and publications in special education and instructional management and supervision. 12. To supervise the home-teacher program. 13. To direct in-service programs for professional growth of special education personnel and arrange visitation and observation for new teachers. 14. Keeps informed of the state of financial aid for special education. 15. Assists in developing plans for physical facilities in establishing building eligibility, and makes recommendations on design, furnishings, and equipment. 16. To perform other duties as assigned. TERM OF EMPLOYMENT: Eleven Months EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 17, 1986 The Little Rock School District is now accepting applications for the following position for the 1986-87 school year: POSITION:' Teacher (Science)/Assistant Football Coach - Central High School QUALIFICATIONS: 1. A Bachelors Degree (Minimum). 2. Must meet Arkansas Certification requirements. 3. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conductive to learning and appropriate to the maturity and interests of the students. 4. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. 6. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals andin harmony with the goalsestablishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement by instruction and action the district's philisophy of education and instructional goals and objectives. 9. 10. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Page Two (2) BASIC PERFROKANCE RESPONSIBILITIES: (Continued) 11. Maintains accurate, complete,, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under resonable terms. 14. Strives to maintain and improve professional competence. 15. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SALARY AND TERM: Ta I ffpy^tiased'on'' teacher * s nine and one fourth month salary scale. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: July 29, 1986 SEND WRITTEN LETTERS OF APPLICATION TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST May 22. 1987 The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year. POSITIONS: Reading/Learning Lab Teacher (eight (8) positions) Locations: Cloverdale Junior High School (three (3) positions) Mabelvale Junior High School (three (3) positions) Fair High School (one (1) position) McClellan High School (one (1) position) QUALIFICATIONS: 1. Certified Education. in reading as required by the State Department of 2. Evidence of mastery of effective teaching techniques. 3. Evidence in the belief that all students can learn. 4. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREEENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To develop and implement a structured individualized approach to learning for critical needs students in the area of reading. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the designated time. 2. Cooperates with core area teachers and plans an individualized program of study that provides reading remediation. reinforcement and/or maintenance of skills for students. 3. Utilizes the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on assessed needs. Reading/Learning Lab Teacher Page 2 BASIC PERFORMANCE RESPONSIBILITIES\ncontinued 4. environment where each student can experience needed for Creates an _ acadanic success and develop the competencies functioning effectively in the regular classroom. 5 Prepares for classes assign^, and shows written evidence of preparation upon request of inmediate superior. 6. Encourages students to set behavior. and maintain standards of classroom -1 instructional objectives which provide for individualized, diagnostic remediation of learning deficits. 7. Establishes clear 8. 9. Employs a variety of instructional techniques and instructional media consistent with the needs ana capabilities of the individual or groups. Utilizes learning strategies to improve study skills and thinking skills. 10. Provides ongoing assessments to ensure movanent of student in meeting the expectations of the Academic Skills Improvement 11. 12. Plan. Maintains accurate, complete, and correct records for the program as required by law, administrative regulations. District Policy, Makes provision for being for education-related purposes available to students and parents outside the instructional day when required or requested to do so under reasonable terms. EVALUATION: accordance with Performance of this job will be evaluated in FeL-uLiuau\u0026lt;,\u0026lt;= J _ ,.,...4...^ Qf Professional provisions of the Board's policy on Evaluation Personnel. SALARY AND TERMS: acement 'on~ TeacherrNfneana\"0ne9uarteritS\n25')^ Scale -plusr^enefixs-PackageReadingAeai^ning Lab Teacher Page 3 SEND WRITTEN LETTERS OF INQUIRY TO: Little Rock School District Reading Department Attention: Dr. Mary H. Mosley 1201 South Pine Little Rock, Arkansas 72204 DEADLINE FOR RECEIPT OF LETTERS OR APPLICATIONS\nJune 2, 1987 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. INDIVIDUALS WHO APPLY FOR A POSITION WILL NOT NECESSARILY BE CONSIDERED FOR AN INTERVIEW.LITTLE ROCK SCHOTL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Parent Coordinator QUALIFICATIONS: 1. Must meet Arkansas Elementary/Secondary Teacher and/or Administrator certification requirements. 2. 3. A bachelor's degree or higher from an accredited college or university. Knowledge of the district's desegregation plan. 4. Some experience with conmunity and civic groups. 5. 6. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District, 7. Evidence of successful experience with parents. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. , REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To assist parents in the process of selecting appropriate schools within the constraints imposed by the desegregation plan. BASIC PERFORMANCE RESPONSIBILITIES: 1. Facilitates school visits by parents. 2. Dispenses information and advice to parents in seeking the appropriate school setting for their children. 3, Assumes the responsibility of establishing support systems among parent, community, and civic groups. 4, Assists in disseminating information to parents about school activities and programs. '.Parent Coordinator BASIC PERFORMANCE RESPOMS13ILITIES: (Cont.) 5. Serves as a liasion between the Little Rock School District and community organizations. various 6. Assists in the implementation of student assignment and transfer pro- Lvuur 7. Other duties as assigned. SALARY AND TERMS: Anriua1Eleven^fl-D-Month\nContract pl StinAnH RonoPn-t- uti__________ _ . r ax.... Stipend, Benefit Package, and Car Allowance?\" EVALUATION: Performance ol\" this position will be evaluated annually in accordance with provisions of the Board s policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: July 15, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR FORa5\"'iStERVI^?^ necessarily mean that that PERSON WIU\nBE SnSIDEReT1987-88 Vacancies (Cont.): TITLE: Parent Coordinator QUALIFICATIONS: 1. Must meet Arkansas Elementary/Secondary Teacher and/or Administrator certification requirements. 2. A bachelor's degree or higher from an accredited college or university. 3. Knowledge of the district's desegregation plan. 4. Some experience with community and civic groups. 5. Evidence of a strong commitment to quality integrated education. 6. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 7. Evidence of successful experience with parents. REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: I  To assist parents in the process of selecting appropriate schools within the constraints imposed by the desegregation plan. SALARY AND TERMS: ^f6'7047'2'$20\n101\"Annual Eleven (11) Mdhth Contract plupESucatfonal Stipend, Benefits Package, and Car \u0026lt;ance. 1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1987 PLEASE POST  The Little Rock School District announces the following vacancies for the 1987-88 school year: TITLE: /Elementary- Reading .Teachers^Accel era ted Learning Program - Thirty-Seven (37) Positions QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas elementary teacher's certification with reading endorsement. 3. Evidence of a strong commitment to quality integrated education. REPORTS TO: Principal JOB GOAL: To help underachieving students master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and responsible men and women. SALARY AND TERMS: ^9.25 Months-^-Teachers Salary Schdeule- TITLE: .-rjunior High'School 'AcceleratedLearnlngtieachej^- Two (2) English and Two (2) Mathematics for each Junior High School - Thirty-Two (32) Positions QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas secondary teacher's certificate. 3. Preference of English/Social Studies and'Math/Science certification. 4. Evidence of a strong commitment to quality integrated education. JOB GOAL-To help underachieving students master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and responsible men and women. REPORTS TO: Principal SALARY AND TERMS: j^dj.'25iMonths =\"7 ea'chers Sa 1ary^'Cheduie\"\n, I LITTLE ROCK SCHOOL DISTRICT - 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST July 0, 1987 The Little Rock School District.is now accepting applications for the followinq positions for the 1987-88 school year: POSITIONS-Health Teacher/Head Football Coach - McClellan High School Physical Education Teacher/Head Basketball Coach - J.A. Fair High School QUALIFICATIONS: 1. 2. 3. Bachelor's Degree (minimum) from an accredited institution. Must meet Arkansas Certification requirements for a teacher other than Physical Education. Must meet State Department of Education requirements for coaching endorsement. 4. 5. NOTE: Must meet Arkansas Activities Association requirements for coaches. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW^ BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. Coaches individual participants in the skills necessary for excellent achievement in the sport involved. Conducts team tryouts to select team members. Arranges for and supervises students during the physical examination clinic. Develops a schedule of competition in cooperation with the principal, athletic director and other coaches. 5. 6. Assumes responsibility for issuing and maintaining a current inventory of uniforms and equipment. Plans and schedules a regular program of practices during the regular season program within the confines of the time specified by the principal and athletic director. 7. Assumes the responsibility for striving to build good sportsmanship and developing good public relations in the school community. Page 2 Health Teacher/Head Football Coach -McClellan High School Physical Education Teacher/Head Basketball Coach - J.A. Fair Hinh School BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 8. Assumes the responsibility for explaining all district policies. i.ivluJiuM the grade point average and citizenship requirements to all members of the team. including 9. Takes all necessary and reasonable precautions to protect students, ment, materials, and facilities. equip- 10. Oversees the safety conditions of the facility or area in which assianed sport IS conducted at all times that students are present. 11. Assumes responsibility for arranging transportati on. 12. Assumes responsibility for keeping records as required and requested by the principal and athletic director. 13. 14. Assigns assistant coaches their coaching assignments. Attends coaching meetings, conferences, district and local meetings. 15. Assumes responsibility for assisting in-district track meets. JOB GOAL: To provide leadership and coordination of the assigned sport program at the school level and to teach those skills and strategies necessary for students to derive maximum benefit from participation in the football program. organizational RELATIONSHIP: Reports to the principal EVALUATION: Performance of this job will be evaluated in accordance with the the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: provisions of *^st^Us DEADLINE FOR RECEIPT OF APPLICATIONS: July 22, 1987 z SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham St. Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROU.S SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.1987-83 Vacancies (Cont.): TITLE: *:S?rrior-High-School-Accelerated LearningtTeachersr- One (1) Each - English , Mathematics, Science and Social Studies for each'Senior High School - twenty-four (24) Positions QUALIFICATIONS: 1. Bachelor's Decree (minimum). 2. Valid Arkansas secondary teacher'.s certificate with subject area endorsement English, Mathematics, Science or Social Studies. 3. Evidence of a strong commitment to quality integrated education. REPORTS TO: Principal JOB GOAL: To help underachieving students, master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and resDonsible men and women. SALARY AND TERMS: \"9.25 Months - Teacher Salary Schedule TITLE: ^fComputerScience/Computer-Literacy.Jnst^tor Two (2) each Junior High School, Eight (8) Positions ' \" OUALIFI CATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas secondary teachers certificate (ANY AREA). 3. Strong mathematics background in Algebra and Geometry. 4. 5. Willingness to attend weekly training sessions during the initial year of course implementation. Willingness to attend special inservice/curriculum design sessions prior to the beginning of the 1987-88 school year. 6. Expertise or interest in specializing in one or more of the following computer areas: Base Programming, LOGO Programming, Interorated Software Applications^ Telecommunications and B.B.S. Operations, Information Search and Retrieval Techniques/ Systems, and/or Robotics. 7. Evi de:,re of a stro.ig commitment to quality integrated education. PLEASE POST . LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 29. 1987 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year: POSITIONS: Computer Specialists - Computer :Specialty Schools - Four (4) Schools, Two (2) Positions: Baseline Elementary Franklin Elementary Rockefeller Elementary Terry Elementary QUALIFICATIONS: 1. Bachelor's degree (minimum). 2. Valid Arkansas elementary teacher's certification. 3. Background in educational Computer classroom applications, curriculum development and inservice. 4. Willingness to attend special inservice/curriculum design sessions prior to the beginning of the 1987-88 school year. 5. Willingness to attend weekly training sessions during the initial year of the specialty school implementation process. 6. Evidence of a strong comnitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To coordinate the computer program to be offered at the District's Computer Specialty Schools. BASIC PERFORMANCE RESPONSIBILITIES: 1. Aid classroom teachers in effectively using computers to promote student gains through on-the-job-training, individualized instruction, inservijce offerings, school wide contests, and the development of classroom curriculum materials. 2. Be responsible for the overall operation of the computer labs at designated schools. 3. Coordinate with Principal, staff and computer lab attendants to assigned schools to schedule classes and ALP students into the computer labs as Page Two (2) Computer Specialists - Computer Specialty Schools Positions (Cont.) BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) efficiently as possible. 4. Coordinate with Principal and staff in designated schools to identify the most useful student data needed by classroom teachers and to see that the computer lab/system provides as much of that data as possible in a timely fashion. 5. Conduct special student computer classes/projects beyond the scope of the average classroom teacher, eg. programming in BASIC or LOGOWRITER. 6. Be responsible for troubleshooting minor computer problems at designated schools. 7. Cooperate with the librarians to establish, support, publicize, and optimize a software lending library designed to support the schools curriculum. 8. Conduct special parent inservice classes after school and at night. 9. Conduct inservice training for teachers in other District schools after school and at night. 10. Coordinate with local computer clubs, etc. via VIPS to promote a computer club within designated schools. 11. 12. Be responsible for working with each school's gifted and talented personnel to develop and implement appropriate computer units. Coordinate with the District's 9th grade computer instructors. 13. Other duties as assigned by the Principal in cooperation with the District's Supervisor of Instructional Technology. SALARY AND TERMS: ff9^25*Mon'th^-Teacher-3alary3aedin:^^^s\n^iene^itsTpac^e^ EVALUATION: Performance of the job will be evaluated in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: August 10, 1987 t SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Ar. 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEWPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM little rock, ARKANSAS 72201 PLEASE POST AUGUST 10, 1987 Inr School District is now accepting applications for the following positions for the 1987-88 school year:  POSITIONS: Elementary Math Teachers - Accelerated Learnino Program - Thirty-Seven (371 Positions ' QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas elementary teacher's certification. 3. Interest in mathematics. 4. Evidence of a strong comnitment to quality integrated educati on. REPORTS TO: Principal JOB GOAL: To help underachieving^students master subject matter in areas of deficiency and gam skills that will contribute to their development as mature, able, and responsible men and women. EVALUATION: Performance of the job will be evaluated in accordance with the the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: provisions of r-9.25 Months\"-Teachers^Sartary-Srhedtrie'^ DEADLINE FOR RECEIPT OF APPLICATIONS: August 19, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELEC-TION PROCESS. THEREFORE, BE-Little Rock, Ar. 72201 CAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 12, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Student Assignment Officer QUALIFICATIONS: 1. 2. Arkansas Elementary/Secondary Teacher and/or Administrator certification preferred. A Bachelor's degree or higher from an accredited college or university. 3. At least five (5) years successful experience as a teacher and/or administrator in an urban school district setting. 4. Experience in data management and statistical analysis is desirable. 5. 6. 7. Knowledge of the district's desegregation plan. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 8. Evidence of successful experience with parents and staff involvement in decision making and communication. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW: REPORTS TO\nAssociate Superintendent - Desegregation JOB GOAL: To assist the Associate Superintendent - Desegregation in the assignment of students in accordance with the desegregation plan. BASIC PERFORMANCE RESPONSIBILITIES: I. 2. 3. Assumes the responsibility for the implementation of student assignment and transfer procedures. Assumes the responsibility for the maintenance of data, records, and the communication with parents regarding student assignment and transrer policies and procedures. Assumes the responsibility of processing all requests for student transfers from one school to another or one district to another. . ft  1^0 * * s 'Sibil it'.' of recording and referring aopeals from -2- Student Assignment Officer BASIC PERFORMANCE RESPONSIBILITIES (Pont.) 5. 6. 7. 8. Assumes the responsibility of transmitting the decision on appeals to the appellant, and implements that decision. Oversees the registration of new students to see that they are placed in the appropriate schools. Provides reports on student racial composition and processes the data as required for the successful implementation of the plan. Periodically reviews the implementation of data to insure that it is accurate and updated, and reports any and all discrepancies to the Associate Superintendent - Desegregation. 9. Other duties as assigned. SALARY AND TERMS: .*$lBWO^iy^22V534*'^Annu a'lSfl cititinal^ pend ,*^enef i ts' PackageT^nd Car 'Ahl owaric'e. EVALUATION: Performance of this position'wil1 be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: October 21, *1937 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE\\POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAl)SL^N_INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. /LITTLE RO SCHOOL DISTRICT 10 '..'EST WiRKHAM PLEASE POST M,vi\\ , nhkAnSZ*.^ 17 UJ The Li October 27, 19S7 le Rock School District is nov\naccepting applications position for the 19C7-o school 3'ear: '\nr POST for tile follov.'ing I POSITIOfJ: Superintendent of Schools QUALIFICATIONS : 1. Must hold an Administrator's Certificate in school administration the State of Arkansas. from 2. Minimum of a .Master's degree\nterminal degree preferred. 3. High personal and professional integrity. 4. Successful experience as an administrator in an integrated urban setting. 5. Strong management credentials in the area of finance, personnel, and long range planning. operations, 7. Demonstrates an administrative style which is flexible, 07 the viev/s of others. open, and perceptive evidence of a strong conniitment to qualitj' integrated education. REPORTS TO: Board of Education SUPERVISES: D.reculy, or throuc.h delegation, all Little Rock School District employees JOB GOAL: To proviae the best possible educational programs and services for the children in the Little Rock School District. AREAS OF RESPONSISILITY: Provides leadership for the educ 2. In-orms the Board of the needs,- conditions, end accomplishments of all schools in the District. 3. Proposes needed policy and procedure changes for Board consideration. 4. Maintains citizen support for public education in Little Rock.  Maintains communication with the Board, Sta , Students, and Community. 6. I Page Two (2) Superintendent of Schools AREAS OF RESPONSIBILITY: (Cont.) 6. Assures procedures to identify the needs of students. 7. the needs of students. implementation and evaluation of programs to meet 8. Develops and recommends the District. a budget that reflects the needs and priorities of 9. Maintains a highly qualified, dedicated, and effective staff. 10. Generates additional school income through appropriate sources. 11. Little Rock School District. JS!!!? whose aoti.ities affect the 12. Assures effective use of physical, fiscal. and human resources. 13. Performs such other tasks as may from time to time be assigned by the Board. SALARY: Low to mid eighties evaluation: The Board will mutually agreed upon process and Superintendent's performance in accordance with a procedure. DEADLINE FOR RECEIPT OF APPLICATIONS: November 13, 1987 SEND LETTERS OF INQUIRY TQ- Harold Webb Associates 525 Winnetka Avenue Suite 1 Winnetka, Ill. 60093 SPECIAL INSTRUCT!ONS: eXi'enTT LT\"\" QW'WfcaMons. Arrnmnf? ^^ascns for.interest in the position, and most sionificant S  Send current resume' and a list . . our personal reierences who can be contacted includino names, titles Send current resume' and a list addresses and telephone numbers, be sent to Harold Webb Associates. Request that your university credentials /PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS November 6, 1987 PLEASE PO The Little Rock School District announces the following vacancy: POSITION: Supervisor of Social Studies QUALIFICATIONS: 1. At least five (5) years' successful teaching experience. 2. A Master's Degree with graduate hours in one of the social sciences. 3. 4. 5. 6. 7. Eligible for Arkansas certification as a Supervisor. Evidence of strong commitment to quality integrated education. Evidence of successful professional experiences in dealing with students, parents, and staff. Evidence of organizational and managerial skills. Highly developed oral and written communication skills. 8. Knowledge of recent research and trends in social studies education. note APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS ---------IN THE INITIAL SCREENING INTERVIEW\n' REPORTS TO: Associate Superintendent - Research, Development, and Curriculum SUPERVISES: Staff assigned JOB GOAL: To assist the Associate Superintendent for Research, Development, and Curriculum and the building principals in curriculum development activities, staff development, and other logistical and consultative support services provided to principals and teaching staff in the area of social studies, K-12. PERFORMANCE RESPONSIBILITIES: 1. Serves as chief advisor to the Associate Superintendent for Research, Development, and Curriculum and the building principals on matters Pef-taining to curriculum development, staff development, and logistical and consultative support to schools in the area of social studies, grades K-12. PERFORMANCE RESPONSIBILITIES: continued 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Serves as a member of various district advisory committees and task forces as assigned by the Associate Superintendent for Research, Development, and Curriculum. Coordinates the process whereby the social studies curriculum, K-12, is developed to meet the school district's goals and priorities. Coordinates the development of staff development programs and activities designed to better enable the district and school level staffs, grades K-12, to implement effectively the school district's approved social studies curriculum, K-12. Serves as program advisor for the development and implementation of the Gibbs International Magnet School and the Law/Government/Economics elementary specialty schools. Conducts staff development activities (PET, TESA, Classroom Management, etc.) as needed. Coordinates the activities of any personnel reporting to him/her who are providing logistical and consultative support to building principals and teaching staff. Monitors the processes of implementing curriculum development, training, and logistical and consultative support in the area of social studies, K-12. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to him/her. Also, assists the principal, upon request, as a consultant on matters related to evaluating personnel in the delivery of social studies 'instruction. Assumes responsibility for seeing that community, staff, and (when appropriate) students are involved in the development of curriculum and other planning responsibilities assigned to him/her. Works cooperatively with other district personnel to develop federal programs and inter-disciplinary/inter-departmental programs. Maintains a familiar!ty with recent trends, developments, and publications in social studies education, elementary and secondary education, and instructional management and supervision. TERM OF EMPLOYMENT: E{leveri'(ll) months EVALUATION: Effecti ve Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: According to the salary schedule for supervisors, car allowance, educational stipend, and benefits package.DEADLINE FOR RECEIPT OF APPLICATIONS: November 17, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Mr. Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS~SELECT'ION PROCESS. THEREFORE. BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED\" FOR AN INTERVIEW'.) PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 12, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year: POSITIONS: Elementary Art Teachers - Four (4) Positions QUALIFICATIONS: 1. A Bachelor's Degree (Minimum). 2. Must meet Arkansas Certification in Art K-12, 3. Endorses concept of all the arts in every child. 4. Demonstrates expertise in the visual and performing arts. 5. Evidence of strong interpersonal skills. 6. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To nurture and motivate student achievement and self-discipline through the inclusion of the arts and humanities in the delivery of the instruction program. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the locations and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of th'e students. 3. Incorporates the arts and humanities in-the total instructional program. 4. Identifies and utilizes community resources for the arts program. 5. Creates a classroom environment that is conducive to leaning and appropriate to the maturity and interests of the students. 6. Fosters in students the self-discipline inherent in artistic and academic achievement. 7. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Page Two (2) Elementary Art Teachers - huur (4) Positions BAS7C PERFORMANCE RESPONSIBILITIES: (Cont.) 8. Encourages students to set and maintain standards of classroom behavior. 9. 10. 11. 12. Guides the learning process toward the achievement of curriculum goals and - in harmony with the goals - establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 13. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 14. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. 15. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 16. Makes provisions for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 17. to maintain and improve personal and professional competence by demonstrating a willingness to participate in inservice activities. Strives 18. Attends staff meetings and serves on staff committees as required. TERMS OF EMPLOYMENT: f^T^^ment'^ Teachers^''- SaTary^Scales^.25)\nMonths itraveTi? PI 'us^nsaiefl ts-packagewnd EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: / November 20, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director, Little Rock School District, 810 W. Markham, Little Rock, Ar. 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED I.'. THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCES A POSITION DOES NOT NECES rqr an interview. PORE, BECAUSE AN INDIVIDUAL APPLIES FOR HAT THAT PERSON WILL BE CONSIDEREDPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST June 2, 1988 The Little Rock School District is now accepting applications for the followinq positions for the 1988-89 school year: POSITIONS: Instructional Specialists - Carver Magnet School - Two (2) Positions - K-3 \u0026amp; 4-6 QUALIFICATIONS: 1. Arkansas elementary certification. 2. 3. 4. 5. 6. Evidence of knowledge of successful teaching strategies. Evidence of knowledge of total Magnet School Concept/Curriculum. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers and supervisory personnel. Evidence of extraordinary knowledge of elementary mathematics and science. A willingness to work in a collaborative team approach to program planning with classroom teachers and other magnet specialists. 7. A willingness to participate in PET, TESA, and Discipline inservice. 8. 9. Evidence of knowledge of the LRSD recordkeeping system. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE OUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. 1 ' REPORTS TO: Principal JOB fiOAL: To assist classroom teachers in integrating mathematics and science instruction through use of the Young Astronaut Program and the STACs Concepts. BASIC PEP,FORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes as designated. / 2. 3. Orders and catalogs curriculum material from the Young Astronaut Program. Conducts inservice sessions for classroom teachers on use of Young Astronaut curriculum material and competitions. 4. Sets up Field Trips which correlate with the math/science curriculum. Page Two (2) - Two (2) Positions - K-3 and 4-6 5. Coordinates special events held to 6. Assesses the accomplishments of progress reports as required. recognize student achievement. students on a regular basis and provides 7. patrons and assists with orientation 8. Instructs Primary/intermediate 9. science lab classes as required. Pair and mathematicrcompetitiSP\"^\"^ Invention Convent! on, Science 10. Assists classroom and I centers. 11. teaching strategies Any other duties as assigned. application deadline- June 13, 1988 SALARY AND TERfiS: sPlacement on Teachers EVALUATION: Salary Scale\nNine and one-fourth (9.25) months Performance of this inh win policy on Evaluation of Profession] PersonSe?'''*\"'^\" provisions of the Board's SEND WRITTEN LETTERS OF inquiry TO: Richard Maple Personnel Director Little Rock School 810 West Markham Little Rock, Ar. District 72201 NOTE: SsSSgSRgffiBa, DOES/WTLITTLE ROCK SCHOOL DISTRICT 810 West Markham LITTLE ROCK, ARKANSAS 72201 The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Mathematics Specialist - Carver Magnet School QUALIFICATIONS: 1. Arkansas Elementary Certificat''on. 2. Evidence of skills in mathematics, including algebra and geometry. 3. Evidence of knowledge of successful teaching strategies. 4. Evidence of strong interpersonal skills and a record of successful interactionwith students, parents, peers, and supervisory personnel. 5. 6. A willingness to work in a collaborative team approach to program planning and delivery of mathematics instruction. Evidence of teaching experiences covering all levels (ages) of students is desirable. 7. A willingness to participate in PET, TESA, and Assertive Discipline inservice. 8. A willingness to participate in four (4) weeks of inservice and curriculum development - summer, 1987. 9. Evidence of a strong coimitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal of Carver Basic Skil1s/Math-Science Magnet School JOB GOAL: To assume the primary responsibility for teaching mathematics to assigned students and to coach/sponsor math competitions such as Math Olympiads and those designated through the Young Astronauts Program. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. Plans a program of study in mathematics and instructs designated students. Integrates mathematics and science instruction by illustrating mathematical applications. -2- fVither.atics Specialist - Carver Magnet School BASIC PERFORMANCE RESPONSIBILITIES (Cont.): 3. Facilitates the development of special events held to recognize student achievement. 4. Maintains membership and participates in professional organizations devoted to the advancement of mathematics education. 5. Serves as a liaison between Carver Magnet School staff and the Little Rock School District's Mathematics Department as related to mathematics curriculum development and identification of instructional materials. 6. Provides demonstration lessons to illustrate effective techniques for teaching mathematics concepts. 7. Other duties as assigned. APPLICATION DEADLINE: June 1, 1987 SALARY AND TERMS: ' Placement on Teacher's Salary Scale\n'Nine' and one-fourth (9.25)lii6nths- EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE. BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW,PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1988 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1988-89 school year: POSITION: Communications Specialist - Mitchell Elementary (1/2 Time) QUALIFICATIONS: 1. Arkansas Elementary Certification. 2. Evidence of knowledge of successful teaching strategies. 3. Evidence of extraordinary knowledge of specialized communications skills. 4. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers and supervisory personnel. 5. 6. A willingness to work in a collaborative team approach to program planning with classroom teachers. A willingness to participate in PET\nTESA, and Communications inservice. t' 7. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 8. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To assist classroom teachers in integrating conmunications skills throughout the core curriculum as well as through special activities, (i.e. Reader's Theatre, Drama Club, Storytelling, etc.) BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes as designated. 2. Conducts inservice sessions for classroom teachers on the integration of the core curriculum and communication activities. Page Two (2) BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 3. Assesses the accomplishments of students on a regular basis and provides progress reports as required. SALARY AND TERMS.- ^^mniitPMeachersE!sfsa7ary^ine^vand.\u0026lt;)ne.,QUl\nd4.^/^ EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board s policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: July 22, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: * 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.PLEASE POST liitll pock school district 810 WEST MARr.HAM little ROCK. ARKANSAS 72201 July 6, 1980 PLEASE POST The Little Rock School District is now accepting applications for the following [)osition for the 1988-39 school year: POS ITI or!: Director of Data Processing QUALIFICATIONS: 1. A minimum of a B.A. degree in computer science, mathematics, or a related field plus six (6) years experience in data processing or an Associate degree and six (6) years experience, or a minimum of eight (8) years experience as a systems analysist or programmer analvsist. 2. Evidence of a strong commitment to quality integrated education. 3. Evidence of successful experience with staff and administrators in decision making. A. Demonstrates the conviction'that all children can learn and will learn in the Little Rock School District.  ' NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS- IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Administrative Manager of Business Operations and Support Services SUPERVISES: All personnel serving in Data Processing Department JOB GOAL: To help the district utilize date processing to increase effectiveness and reduce cost to the ultimate benefit of the educational program. BASIC PERFORMANCE RESPONSIBILITIES: 1. Assumes prime responsibility in the processing of the payroll for all employees. 2. Plans, organizes, and controls the overall activities of electronic data processing, including systems analysis, programming, and computer operatinn activities as related to the district's business operations, instructional programs,'research activities and pupil record keeping. 3. Provides consultant services to those departments whichindicate a need, interest', or desire to develop data processing applications. A. Conducts inservice programs to keep personnel informed as to applications and developments in the field of electronic data processing in education. Tfloe T-.'O (t) Director oi Data Processing BASIC PERFORMANCE RESPQNSIB 1LIT!tS: Cent.) 5. Serves as a consultant to the instructors in data processing in the vocational arts program. 6. Projects data processing resource requirements, including personnel, equipment and housing, with associated costs, and coordinates with the planning and budgeting cycles of the district. 7. Develops, trains, supervises, and evaluates data processing staff. 8. Evaluates regularly the district's use of data procps-tinq tions and expansions as necessary. and recommends altera9. Analyzes, investigates, a..J leasing of suitable equipment. and advises the administration regarding purchase of 10. Maintains a cooperative relationship and o.^Vope.acive relationship and open communication with those holding simlar^positions in other districts in the region and state, to investiaate and implement feasible data processing programs on a multi-district basis. 11. Develops plans and budgets for the data processing activity. 12. Performs such other duties consistent ma}' be assigned from time to time. with his/her professional competence as SALARY AND TERMS: $31,229 position. .SA6,193, plus benefits package and car allowance. A Twelve (12) Month EVALUATION: po1ic\\' on Evaluation of Professional Personnel. bs evaluated in accordance with provisions of the Board s DEADLINE FOR RECEIPT OP APPLICATIONS: July 15 1988 SEND WRITTEN LETT, OP INQUIRY TO\nRichard Maple Director of Human Resources Little Rock School District p 10 West Markham Little Rock, Arkansas. 72201 NOT INDIVIDUALS WHO ARE INTERESTED IN SELECTION PROCESS.. -urnrrnnr - POSITION MUST COMPLETE A VERY RIGOROUS JHEREPORE, BECAUSE AN 'INDIVIDUAL APPLIES FOR A POSITION I necessarily mean that an interview will be conducted. DOES NOTPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK. ARKANSAS 72201 September 7, 1988 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1988-89 school year: POSITIONS\nArts Magnet Curriculum Specialists - Booker Arts Magnet School - Two (2) Positions One (1) - K-3 One (1) - 4-6 QUALIFICATIONS: 1. 2. Arkansas elementary certification. Evidence of skills in curriculum development, organization, and implementation. 3. Evidence of the knowledge of the total arts program and inroads to the total community. 4. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. 5. A willingness to work in a collaborative team approach in curriculum planning, organization and implementation. 6. Evidence of a sensitivity to the needs of the specialist in each area and ability to provide a support system for principals. 7. Possesses the ability to write and obtain grants and other resources available for the magnet program. 8. Evidence of a strong commitment to quality integrated education. 9. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To assume the primary responsibility for curriculum development, organization, and coordination in the magnet school, to the total school program. To be a curriculum expert and a positive influence BASIC PERFORMANCE RESPONSIBILITIES\n1. Plans a program of curriculum development in the arts magnet school. Page Two Arts Magnet Curriculum Specialists - Booker Arts Magnet School - Two (2) Positions (K-3) (4-E BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 2. Writes and secures grants and other available resources for the magnet program. 3. Must be aware of the arts in the greater Little Rock area and surrounding areas which will benefit and complement the arts magnet program. 4. Serves as a liaison between the Arts Center, Arkansas Repertory Theatre and the Arkansas Symphony Orchestra. 5. Serves as a principal designee in the administration of the arts magnet program. 6. Other duties as assigned. SALARY AND TERMS\n\u0026lt;:bnefits package EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: September 15, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS 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.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 applications for the following position for the 1987-88 school year:  POSITION: Art Specialist - Gibbs Magnet School QUALIFICATIONS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. A Bachelor's Degree (minimum). Must meet elementary certification requirements. Evidence of succisssful teaching experiences. Understanding of the goals and purpose of the International Studies Magnet Program. Expression of an interest in international education. Evidence of ability to work cooperatively in developing and implementing an interdisciplinary program. General familiarity with one of three foreign languages. Willingness to participate (with stipend) in staff development activities prior to beginning of contract and throughout school year. Evidence of skills in the area of classroom management. Evidence of strong interpersonal skills. 11. Evidence of a strong commitment to quality integrated educati on. 12. Must be certified in elementary art. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. - -------------------------------------1------------------------- REPORTS TO: Principal JOB GOAL: To help students facilitate the learning of all areas of the curriculum through regular classroom instruction. BASIC PERFORMANCE RESPONSIBILITIES: 1. Utilizes scheduled meetings and planning time to develop currcula for the magnet school. -2- Art Specialist - Gibbs Magnet School BASIC PERFORMANCE RESPONSIBILITIES (Cont.)\n2. Willingness to participate in inservice for personal and professional growth. 3. Assists in identifying and utilizing community resources. 4. Fosters in students the self-discipline inherent in artistic and academic achievement. 5. Facilitates the development of special events held to recognize student achievement, and attends school functions. SALARY AND TERMS: Placement on Teacher's Salary Scale\nNine and one-fourth (9.25) months EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: June 1, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: 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 THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. /PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 27, 1988 PLEASE POST The Little Rock School District is now accepting applications-for the followinq position for the 1988-89 school year:  POSITION: New Futures Liaison QUALIFICATIONS: 1. Master's degree or higher. 2. Minimum of five (5) years experience in education and/or social services. 3. Experience in education and administration. 4. 5. 6. 7. Knowledge of the schools and District policy and procedures. Knowledge of New Futures Initiative and all of its component parts. Awareness of the community and all community groups involved in the grant implementation, either directly or indirectly. Knowledge of grants and grant implementation. 8. Evidence of a strong commitment to quality integrated education. 9. Evidence of successful conmunication skills with adults and children. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ------------------------------------- REPORTS TO: Associate Superintendent for Schools JOB GOAL: To guide and monitor the implementation of the New Futures for Little Rock Youth (Annie Casey Grant) for the Little Rock School District and to monitor educational programs and services for the Little Rock School District as stated in the New Futures for Little Rock Youth grant. BASIC PERFORMANCE RESPONSIBILITIES: 1. Manages the New Futures Implementation process and taskplan in the targeted schools as stated in the grant. 2. -3. Serves as an advisor for the Associate Superintendent for Schools and the Superintendent regarding implementation and planning relative to New Futures. Aqts as a liaison among the schools, the administration and the New Futures Director relative to grant implementation and modification. A C V- New Futures Liaison BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 5. Manages the monitoring process for grant implementation and recommends modifications in procedure or budget as needed via the development for recommendation for ways to improve both process and outcome relative to \"youth at risk\". 6. Works with the technical advisor and evaluations from The Casey Foundation to facilitate their involvements in the District. 7. Manages matching grant monies and acts to facilitate appropriate staff development for personnel involved in the grant and its implementation. 8. Works as a liaison to all District programs and involvements related to youth \"at risk\". 9. Works to facilitate implementation in the context of site-based management. 10. Attends Board meetings and prepares reports related to grant matters as requested. 11. Establishes procedures required to accomplish school district goals in relationship to other agency efforts on behalf of Little Rock youth. 12. Other duties relative to New Futures in the schools as assigned. SALARY AND TERMS: Salary to be determined - annual twelve (12) month contract, car allowance and benefits. EVALUATION: Performance of this position will be evaluated in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. APPLICATION DEADLINE: November 7, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: 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.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 February 13, 1989 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1988-89 school year: POSITION: Drug Abuse Prevention Coordinator QUALIFICATIONS:  1. Master's degree in Social Work or a related field. 2. 3. 4. Minimum of 2-5 years experience working in an educational school setting. Evidence of strong planning and organizational skills. Evidence of successful experiences in designing and implementing drug abuse prevention programs and strategies. 5. Evidence of successful experience in working with youth, community leaders, parents and school personnel. 6. Ability to compile and analyze data necessary to carry out program monitorinq and evaluation functions. 7. Evidence of effective interpersonal skills and strong verbal and written conmuni-cation skills. 8. Evidence of a strong conmitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ---------------------------------------------------- --------------------------------------------------- - REPORTS TO: Director of Pupil Services JOB GOAL: To work cooperatively with the Little Rock Drug Free Schools Advisory Council and Little Rock School District personnel in the implementation, monitoring and evaluation of specific programs/activities designed to prevent drug/alcohol abuse among Little Rock School District students. BASIC PERFORMANCE RESPONSIBILITIES: 1. Provides day to day oversite and monitoring of all drug/alcohol prevention programs implemented within the Little Rock School District. 2. Ensures that all activities contained in the Drug Free Schools Comprehensive Drug Abuse plan an ce ried out and on time. Drug Abuse Prevention Coordinator BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 3. 4. 5. Provides/coordinates appropriate training for District administrators, counselors, teachers and other staff in methods of detecting and effectively dealing with students who use drugs/alcohol. Coordinates the organization and maintenance of school-based drug/alcohol student assistance teams and other school-based approaches. Assists building staff in obtaining community and other drug education resources for use in schools. 6. 7. Plans and implements training programs for students and parents to develop effective communication and problem-solving skills. Compiles and analyzes pertinent information necessary to carry out program monitoring and evaluation functions. 8. 9. Provides quarterly and annual reports to the Advisory Council and the Little Rock School District Board of Directors relative to financial expenditures and the progress made in implementing its Drug Abuse Prevention Plan. Other duties and responsibilities as assigned. SALARY AND TERMS: travel allowance-and benefits package. An Eleven (11) Month-Contract. EVALUATION: Performance of this job will be evaluated inaccordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: February 21, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: 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 EMPLOYERPLEASE POST little rock school 810 W. MARKHAM LITTLE ROCK, AR DISTRICT 72201 May 11, 1989 The Little Rock School 10 beaching 1989-90 school year: District i POSirioNS: the rrtTCra Je~ TeacTiel* /  d^^'fea c fie?: - Tea cheF Sixth-Grade -Teacher^ QUALIFICATIONS: 1. 2. \"?ree (some 3. A. 5. Must meet Arkansas elementary teacher Evidence of the ability to pl units and classroom a' '  Evidence of the abili ' learning styles and Evidence of the certification an activities. 6. ! . mathematics and Evidence of the ment of a wide : Evidence of a NOTE: graduate work preferred) requirements for an and develop interdisciplinary ity to apply skills in in a team teaching en-vito^me^^?^ ability to implement Lnds- c^ence education. ability to stimulate range of classroom Strong commitment on activities in participation in activities. to quality integrated and enjoy-education. REPORTS TO: initial SCREENINGiNrERVIE^.'''^ Principal JOB GOAL: To work in a cooperative relationship with other classroom teachers, every student's maximum development specialists and parents to ot seiKTrth, approbation for others. BASIC PERFORMANCE RESPONSIBILITIES: 1. Demonstrates mastery of the content areas. 2. Demonstrates an understanding and commitment to the goals and purpose of the magnet program. 3. Demonstrates the ability to . for instruction and counseling that will mee plan and implement activities designed * - _\n.  --.-.J.-.  .\n/-/cnni al the acaderaic/social A. 5. 6. 7. 8. needs of individual students. staff development the school year. Demonstrates the ability to interdisciplinary program. implementing an Demonstrates Demonstrates cteristics. work cooperatively in developing and an interest in mathematics and science. the ability to structure lessons to the ability to facilitate learnin Demonstrates -----------. instructional models and implement different ms learned chara- within different itructional formats. o 9. Demonstrates the ability to maintain a all children to pertorm. creating opportunities for high level of participation, the ability to select and use a 10. Demonstrates 1-- , . , . instructional materials and activities J variety of diverse within a class period. 11, Demonstrates a strong commitment to working with at-risk students. 12. Demonstrates a related to: willingness to be a role model for the students as - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. SALARY AND TERMS:EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: May Hi , 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Service Little Rock School District 810 W. Markham Little Rock, Ar 72201 NOTE : INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. INTERVIEWS WILL BE CONDUCTED BY A SELECTION TEAM COMPOSED OF THE PRINCIPAL, TEACHERS AND PARENTS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER /TITLE: Supervisor of Adult Education QUALIFICATIONS: 1. 2, 3. 4. 5. Minimum of a Masters Degree. Must be eligible for certification as an Adult Education Supervisor. Minimum of five years classroom teaching experience. Evidence of a strong commitment for quality, integrated education. Evidence of successful experience in involving adult and staff in decision making. REPORTS TO: Director of Adult Education SUPERVISES^ Staff assigned JOB GOAL To extend the benefits of the districts educational program to as wide a section of the community as is interested and as can benefit from continued exposure to academic, vocational, and avocational courses. PERFORMANCE RESPONSIBILITIES: 1. Assists in the development, implementation, and evaluation of curriculum and Instructional services. 2. Provides such assistance as may be needed in improving the instructional effectiveness of the teachers of adult education classes. 3. Assists Director in obtaining improvement in individual staff competencies in the area of instructional effectiveness. 4. Serves as consultant and/or advisor in the selection of textbooks and other instructional materials within a specific area. 5. Coordinates the revision and rewriting of curriculum guides and programs of study. 6. Maintains complete and accurate records of the program, and from these records prepares such reports as may be required by district personnel or other legal authorities. 7. Participates in county, state, and national activities designed to improve adult education. Page 2 (Cont) I 8. Supervises and coordinates the ordering and utilization of departmental instructional aids and materials for the assigned curricular area. 9. Keeps abreast of all new developments in his/her field and disseminates information about them on a regular basis to teachers in the assigned curricular area. 10. Assists in providing a program of orientation and inservice for teachers new to adult education. 11. Provides teachers with counsel and assistance toward the solution of instructional problems. 12. Assumes the responsibility for seeing that community, staff, and, where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned to her/him. TERMS OF EMPLOYMENT: Ten Months EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Boards policy on Evaluation of Administrative Personnel.i Please Post !! I! Administrative Vacancy ?l i I II ilPosition now open I i ii LABOR RELATIONS SPECIALIST Little Rock School District August 3, 1989 I1 IlIi ...IIII QUALIFICATIONS:. 1 . A master's degree or higher with emphasis in Labor Relations, Personnel Management, Educational Administration, or related field. 2. A minimum of five (5) years experience in Labor Relations and/or as a school administrator in a district which has employee bargaining practices. Evidence of a strong conjmitment to quality integrated education. 4. Demonstrates the conviction that all children can and will learn in the Little Rock School District. NOTE: APPLICANTS SHOULD BE PREPARED TQ SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Deputy Superintendent JOB GOAL: To assist in the administration of all union contracts entered into by the district with personnel in such a way as to ensure maximum fairness to all perries, minimum friction, and the ultimate benefit to the students in the Little Rock School District. BASIC PERFORMANCE RESPONS151LITIE 1. 2. Provides assistance to the negotiator for the Little Rock School Disirict in negotiations with recognized bargaining units and meet and confer units to arrive at agreement and proposals for changes in contract language. Assists principals and support services managers in the interpretation of contract language and proposals for changes in contract language. Assists the Director of Human Resources as facilitator at the informal level IO resolve 1 ebor/management problem:ms5 . 4. Serves as the official designee of the Superintendent at appropriate suages of me grievance procedure. r c I C {' Labor Relcticns Speciclist L ASIC PERFOR^^ANCE ftESPO^SIEIL] ! r (Continued): 5. Coordinates f.l I aspects various contracts with employee organizations. f contt-oct odrrinistretion during the term cf C. Coordinates a training program in contract eaministration for all management personnel. Assists the Director of Human Resources in processing reconri'endaLions for termination of employees, assembling substantiating information for dismissal of employees,- and arranging any necessary conferences and hearings. . Prepares information on cases for fact-finding, assists in selection of the fact finder, evaluates fact-finding decisions, and makes recommendations on acceptance or rejection of those decisions. 0 Provides information to the Board of Directors in regard to its responsibilities and roles in personnel actions. 10. Prepares an annual report to the Superintendent on grievances and terminations of employees. SALARY AND TERMS: $36,409 - 51,015 - A Twelve (12) Month Contract plus Educational Stipend, Car Allov/ance, and Benefits Package EVALUATION: Performance of this position will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: August 25, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District SIO West Markham Little Rock, A rkensas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS A POSITION DOES NOT NECESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR ILY MEAN THAT AN INTERVIEW WILL BE CONDU L. AN EQUAL OPPORTUNITY EMPLOYERLITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 August 9, 1989 The Little Rock School District is now accepting applications for the following position for the 1989-90 school year\nPOSITION\nSupervisor of CARE Program (School-Age Child Care Program) QUALIFICATIONS\n1. Bachelor's degree or higher with certification as an elementary teacher and experience in an supervisory capacity. administrative or Minimum of one (1) year of successful teaching experience. Evidence of successful experience involving students. paren ts, and school administration. 4. Evidence of strong organizational and educational leadership qualities. 5. Evidence of a strong commitment to quality integrated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nDirector of Pupil Services SUPERVISES\nCARE Program office staff and CARE school personnel JOB GOALS a The supervisor will\n(1) work cooperatively with principals and CARE workers to provide each student enrolled in the program with educationally and developmentally appropriate experiences that will enhance his/her school day and (2) effectively and efficiently administer the program on a self-supporting 'basis. BASIC PERFORMANCE RESPONSIBILITIES\n1 . Recrui t, screen, interview and orient all CARE staff. Supervise, monitor and evaluate performance of CARE staff on a continuing basis. Provide leadership in planning. initial and ongoing training for CARE staff. implementing and evaluating 4 . Operate the program on a self-supporting basis. a. Prepare annual budget and monitor income and expenditures. b. Supervise billing, collection and depositing of fees. c. Order, purchase and deliver materials and supplies. d. Requisition payments for expenditures. 5. Secure substitutes for CARE Program. 6. Work cooperatively with building principals and Director of Pupil Services in the operation of the CARE program. 7. Plan, implement, monitor and evaluate all activities relating to operation of CARE Program. Design, develop and produce all materials for registration of CARE students. 8. 9. 10. b. c . d. e. f . Assure program food needs are met by working with Pood Service personnel. Coordinate with the Plant Services Department concerning custodial needs. Organize activities. food services, staffing and other arrangements for operation of program on school holidays and early dismissal or inclement weather days. Communicate and interpret the program to staff. patrons, principals and other administrative personnel. Oversee preparation of payroll for CARE employees and report to LRSD Business Office. Develop and keep current public information (brochures, f1 yers, handbooks) for a11'interested persons. Operate program to fulfill Arkansas child care licensing requirements. Other related duties as assigned. EVALl-IAT I ON s Performance will be evaluated in accordance with provisions ofthe Board's policy on evaluation. SALARY AND TEF^NS\nWWW9rTt:h'Con-tr'acrtr'for 1989-90\nsalary range-T\u0026lt;2341ii36t plus insurance and retirement benefits and mileage reimbursement. This position is not a regularly budgeted position. The position is for the contracted period only and continuation will depend on the financial status of the program. DEADLINE FOR RECEIPT OF LETTERS OF APPLICATION\nAugust 16, 1989. SEND WRITTEN LETTERS OF INQUIRY TO\nDirector of Human Resources Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 NOTE: INDIVIDUALS INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, COMPLETION OF AN APPLICATION FORM DOES NOT NECESSARILY MEAN THE PERSON WILL BE CONSIDERED FOR AN INTERVIEW.I i ______________ PJease Post AdministrSTve Vacancy 1 Position now open associate si'fER].Ym\u0026lt;n.?\u0026lt;T or somis Little Rock School District NOTE: August 16, 1989 COMPATABLE POSITION AFTER THREE (3) ITARS. MIGIET BE SUBJECT TO REASSIGNMENT TO A QUALIFICATIONS: 1. isn (10.) years' sjzcessLul least fivffS) and administration, e [j) 01 uluch should have been in administration. at 2. 3. master's degree or higher. f-lisltillit)' [or Arkansas certification as a school administrator. 4. At least three (3) years' successful experience trator in an urban school district setting. as an educational adminis- 5. Evidence of a strong conwitment to quality integrated education. 6. Evidence of successrul experience with parent and sion making and communication. staff involvement in deciNOTE: REPORTS TO: Superintendent of Schools JOS GO.AL: STs-ssuy-iss.^^and services for the Little Rock BASIC performance PFSPQNSITEr rc. / 1. Serves as a member\nthe major responsib\n-- the Superintendent's Administrative Team, u-hich assumes ^luies ror the oay-to-day operations of the school district. which assumes . - Assumes the responsibilitv for evaluation results are used tc eeing that assessments, studies, sur\\^eys, and . improve program development and implementation.  rarticipates in the evaluation of building principals. '/vti (2) P. A Aisoc-ate Superintendenl c\nehools iVASTC PERTORWCE RESPONSIBILrTIES: ('Concinuec) JIGS the boarc of directors' iiiee Boaro' as the Supierintendont iiia) request. tiigs and prepares sucii reports tor the Maintains contact with state and federal officials so statutes, regulations, court decisions, and tl'ie operation of the public schools. le, igal opinions s to keep abreast of ich i\u0026gt;ertain to e. Serves, upwn the designation by the Superintendent, in the absence of the Superintendent. as Acti ~ SupG ntendent, c 1. pecial areas of super^ision will be assigned upon employment. TERM Or EMPL0i'M3\\T: Ti^'elve (12) Months SALARY\nCommensurate with that of other Associate Superintendents. EVALUATION: sions of PefiOrmance of this job will be evaluated annually in accordance with the provi- ---- the Board s policy on evaluation ot Administrative Personnel. DEADLINE FOR RECEIPT Or APPLICATIONS\nAugust 25, 1989 LETTERS OF INQUIRY SHOULD BE S3\\T TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 . NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST CO''^LET- SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A NOT NECESSARILY MEAN THAT Aj\\' II'TERVIEv? WILL THEREFOj BECAUSE AN TI. TVIDUAl BE CONDUCTED. \\IERY RIGOROUS POSITIO.N DOES AN EOUAi OPPORTUNITl' S'lPLOY'ERI Please Post Administrative Vacancy Position nov/ open DIRECTOR OF PLANKING, RESEARCH AKO\"EVALUAT1 ON Little Rock School District August 31, 1989 QUALIFICATIONS: 1 . 2. At least ten years of successful experience in teaching and administration. A Master's Degree from an accredited college or university. 3. Eligibility for certification, as a teacher and school and/or administrator. supervisor 4. 5. 6. NOTE: Course work in research, testing, and statistics. Evidence or a strong commitment to quality' integrated education. A commitment to parent and staff involvement in decision makina. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ----------- REPORTS TO: Superintendent of Schools SUPERVISES: Planning and Evaluation Specialists and assigned support personnel assigned to her/his department. JOB GOAL: Clerical and secretarial IO assjSu the Superintendent in providing the Board of Directors with pertinent evaluation data on all programs and services (both educational and supportive) being provided by the school district. BASIC PERFORMANCE RESPONS131LITIES: 1 . To manage the process whereby the Board identifies, on a yearly basis, the programs and services which have priority for evaluation. 2. To supervise the development of an evaluation design for each of the programs and services which have received priority for evaluation. ?e-ge Two (2) Di'^ecter of Planning, .\nearch, and Evaluation BASIC PERFORf\u0026lt;ANCE RESPONSIBILITIES\n(Continued) 3. To supervise the implementation of planning and evaluation design which have been approved by the school district. 4. To supervise the compilation of data, and the organization and reporting of evaluation results and recommendations. 5. To assume responsibility for coordinating the process for selecting outside planners and evaluators when they are needed. 6. To supervise the design and implementation of a district-wide testing program. 7. Serves as a member of the Superintendent's administrative advisory cabinet. o Serves on such patron and staff committees as the Superintendent may direct. 9. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to her/him. 10. Assumes reponsibility for developing such reports as necessary' to keep patrons and sta better informed about school programs and services and to facilitate their participation in planning and decision making. TERMS OF EMPLOYMENT\nTwelve (12) Months SALARY\n532,881 - S47,487 plus educational stipend, benefit package and car allowance EVALUATION\nPerformance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation and Professional Personnel. DEADLINE FOR R I, I PT OF APPLICATIONS\nSeptember 7, 1989 LETTERS OF INQUIRY SHOULD BE SENT TO: Dr. Herbert H. Cleek Deputy Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHQ ARE INTERESTED IN THE ABQVE PQSITIOK MUST CDMPLETE 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 .I _______________Please Post________ Administrative Vacancy Position now open DIRECTOR OF HUMAN RESOURCES  QUALIFICATIONS: 2. 3. 4. 5. 6. NOTE: Little Rock School District September 7, 1989 At least ten 3'ears of successful experience in teaching and administration. A Mester's Degree or higher from an accredited college or university. Eligibility for certification, in Arkansas, as a teacher, principal and/ or administrator. Evidence of a strong commitment to quality integrated education. A commitment to parent and staff involvement in decision making. Evidence of strong organizational and interpersonal skills. APPLICANTS SHOULD EE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Deputy Superintendent SUPERVISES: All staff members assigned to the Director of Human Resources 005 GOAL: To recruit certificated and non-certificated personnel of the highest caliber available to ensure that district programs and services are implemented efficiently and e actively for the benefit of students, staff, and patrons. BASIC PERFORMANCE RESPONSIEILITIES: Works closely with the departments and schools to assess the personnel needs of the system. 2. Plans, directs, coordinates, end participates in the recruitment of certificated end non-certificated personnel. 1. 1 . f Dire or o\ntiucncir'. i.tS -CS BASIC PERFORHAATE RE^PONSlBlLn \u0026lt;\n (Continued) 5 Plans, directs, coordinates, and participates in the implementation of the school district's affirmative action [irogranr. Maintains an up-to-date application file of prospective candidates for all teaching, administrative, and supervisory positions. 5. Manages the interview process and forwards staff and conmittee recommendations for appointments to the Deputy Superintendent. 6. Screens and processes applications for consideration by personnel committees and administrators. 7. Develops and maintains a system of personnel records for all school employees, in order to provide a comprehensive, efficient, accurate, and current record of all matters pertinent to employment, transfer, tenure, retirement, leave and promotion. 8. Prepares and maintains statistical information on all personnel, and submits the necessary'statistical reports to the State Department of Education and to the Board. SALARY AND TERMS: 536,409 - $51,015 -- A Twelve (12) Month Contract plus Educational Stipend, Car allowance, and Benefits Packaoe. EVALUATION: Performance of this position will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT Or APPLICATIONS: Applications must be received no later than 12:00 Noon on September 14, 1969. SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Herbert Cleek Deput}' Superintendent Little Rock School District 610 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS S CT I ON PROi A POSITION DOES NOT N S. TH Er Or BECAUSE AN INDIVIDUAL APPLIES FOR S5ARILY MEAN THAT AN INTERVIEW WILL EE CONDUCTED. A . AN EQUAL OPPORTUNITY EMPLOYER_______ ______ Please Post Administrative Vacancy Position now open Director of Cbrmunicat ions (Extended) Little Rock Scho\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_896","title":"Early childhood/Hippy 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":["North Little Rock School District"],"dc_date":["1974/1993"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","Student assistance programs","Educational statistics","School improvement programs"],"dcterms_title":["Early childhood/Hippy 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/896"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nA Parent's Guide For a Successf u 1 EVEN START Program North Little Rock School District 2700 Poplar Street North Little Rock, AR 7 2115 (501) 771-8163 l Foreword We are pleased to welcome you and your child to the North Little Rock School District Even Start Program. This guide is designed to acquaint the families participating in Even Start with the goais and objectives of the program. School District Staff James Smith Gene Jones Esther Crawford Jim Dyer Jann Pharo Nova Staggs Superintendent Assistant Superintendent for Instruction Director of Elementary Education Director, Even Start Even Start Coordinator Language Arts Coordinator School Board Members Mrs. Mable Mitchell Mr. Prentice Dupins Mrs. Pat Blackstone Mr. Lynn H~ilton Mrs. Dixie Harrison Mrs. Emily Denton Rev. J.W. Johnson President Vice President Secretary Member Member Member Member What is Even Start? Even Start is ... a home and center-based education program for ~ three year old children and their parents . .. . designed to provide early childhood education to young children while simultaneously providing basic skills and literacy instruction for their parents . . . . a commitment for parents to work with trained paraprofessionals on specific skills to help better prepare their child/children for school . .. . designed to equip parents with the skills necessary to improve their own education and to create a positive, nurturing home environment for their child/children . .. . a federal program which the North Little Rock School District is pleased to offer to patrons in target areas. What are the Even Start goals for parents? To learn to assess the educational needs of your child. To become aware of how to use everyday living experiences and materials to enhance your child's learning. To develop ideas and materials on how to become a better teacher of your child. To improve your knowledge and understanding of early childhood development. To improve your abilities to use your own resources to the best advantage. To help you reinforce your child's positive behavior. To help you assess your family's health, nutritional and safety needs and access appropriate resources. Once every two weeks a trained paraprofessional assigned to your area will visit your home. You and the paraprofessional will work together to plan and implement activities, techniques and lessons which will enhance learning for you and your child. Parents and children will also be scheduled for activities outside the home every other week. These activities include: field trips, computer-assisted instruction, arts and crafts, videos, workshops, and presentations designed for the interests and needs of Even Start participants. What are the guidelines and expectations for Even Start parents? Help us serve you better by observing the following guidelines: - Be at home at the time of your scheduled home visit. - Attend group meetings scheduled in your area or at the Parent Center. - Call your paraprofessional or the Even Start office if you are unable to keep your appointment. - Work with your child on a regular basis. - Have completed activities ready to be checked by your paraprofessional. - Call the Even Start office at 771-8163 or 771-8161 if your paraprofessional is not keeping appointments with you. Occasionally, an emergency or other unexpected situation will occur that will prevent you from keeping your appointment. Should this happen, we ask that you contact your paraprofessional or the Even Start office. Please work with your assigned paraprofessional to reschedule your make-up lesson as soon as possible. What kinds of skills will children in Even Start be taught? An Overview of Skill Areas and Activities Basic Skill Areas Tactile Discrimination Visual Discrimination Auditory Discrimination Conceptual Discrimination Types of Activities Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Using different sounds to: Listen Identify Describe Compare Imitate Using spatial concepts (up/ down, next to, between, on/ under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Name common objects Classify Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Discriminating by size Counting 0-10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Logical Thinking Self-concept Creativity Motor Skills Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Fingerplays Work with clay Finger painting Scribble Roll Climb Crawl Jump What else do Even Start parents need to know? Q. Who is eligible for the Even Start Program? A. Families with three to four year old children (children must be 3 by October 1, 1991) who are not served by preschool or by a similar family-centered program and in which a parent has a need for basic skills training or literacy education. Q. What do the program activities include? A. Program activities include: identifying and recruiting eligible children\nscreening and preparing parents and children for participation, including testing, referral to necessary counseling, and related services\ndesigning programs and providing support services\nestablishing instructional programs for the adults, training them to support the educational growth of their children, and preparing children for success in the regular school program\nproviding special training for staff\nproviding and monitoring integrated, home-based instructional services\nand coordinating Even Start programs with other related programs. Q. How does a family enroll? A. Call the Even Start Office at 771-8163 or neighborhood elementary school office. Q. What is the purpose of adult literacy training? A. The purpose is to improve basic skill levels of parents in order to enable them to better serve as their child's first teacher and to improve their own educational level. Q. May parents who are Even Start participants elect to participate in only some of the family or parental activities? A. No. The Even Start program is a family literacy program. Its components are linked together in a unique effort to provide educational services to both parents and children. Both parents and children must participate in all activities intended to serve them. Q. How long must a family be in the program? A. A family must remain in the program for one school year. Q. Where will Even Start services and activities be located? A. Services/activities will be provided in the homes of the families being served, in the Parent Center, and in the community. Conclusion The North Little Rock School District is committed to providing a comprehensive, family-centered approach to both early childhood and parent education. The goals and objectives of North Little Rock Even Start are based on recognition of the fact that in terms of a child's education, \"home is where the start is.\" We realize that you, the parent, are your child's first and, in many ways, most important teacher. We look forward to joining with you as partners in building a strong foundation for your child's success in learning and in enhancing your skills as both a learner and a teacher. We thank you for your commitment to the goal~ of North Little Rock School District Even Start. Booklet compiled by Nova Staggs and Jann Pharo Children Learn What They Live If children live with criticism, They learn to condemn. If children live with hostility, They learn to fight. If children live with ridicule, They learn to be shy. If children live with shame, They learn to feel guilty. If children live with tolerance, They learn to be patient. If children live with encouragement, They learn confidence. If children live with praise, They learn to appreciate. If children live with fairness, They learn justice. If children live with security, They learn to have faith. If children live with approval, They learn to like themselves. If children live with acceptance and friendship, They learn to find love in the world. Dorothy Law Nolte A Parent's Guide For A Successful HIPPY Program North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115 (501) 771-8055 Foreword This parent's guide is written to acquaint you with the HIPPY Program philosophy and the policies that help make this program so successful. We are pleased to welcome you and your child to the HIPPY family and know that with your cooperation, both you and your child will reap educational benefits for years to come. HIPPY is a successful preschool program that really works. It works because of people like you. School Districts throughout the United States have reported excellent outcomes as a result of families participating in HIPPY. Thank you for taking time to teach your child. We know that you will enjoy playing an active role in developing his/her learning foundation. Your are after all, your child's first, most important and most influential Teacher! School District Staff Mr. James Smith Mr. Gene Jones Mrs. Esther Crawford Mrs. Barbara Gilkey Superintendent Assistant Superintendent for Instruction Director of Elementary Education HIPPY Coordinator School Board Members Mr. Lynn Hamilton Mrs. Mable Mitchell Mrs. Dixie Harrison Mr. Prentice Dupins Mrs. Emily Denton Mrs. Pat Blackstone Rev. J.W. Johnson President Vice President Secretary Member Member Member Member Parent's Prayer 0 HEAVENLY FATHER, make me a better parent. Teach me to understand my children, to listen patiently to what they have to say, and to answer all their questions kindly. Keep me from interrupting them or contradicting them. Make me as courteous to them as I would have them be to me. Forbid that I should ever laugh at their mistakes or resort to shame or ridicule when they displease me. May I never punish them for my won selfish satisfaction or to show my power. Let me not tempt my child to lie or steal. And guide me hour by hour that I may demonstrate by all I say and do that honesty produces happiness. Reduce, I pray, the meanness in me. And when I am out of sorts, help me O Lord, to hold my tongue. May I ever be mindful that my children are children and I should not expect of them the judgement of adults. Let me not rob them of the opportunity to wait on themselves and to make decisions. Bless me with the bigness to grant them all their reasonable requests and the courage to deny them privileges I know will do them harm. Make me fair and just and kind. And fit me, 0 Lord, to be loved and respected and imitated by my children. What is HIPPY? HIPPY is short for Home Instruction Program for Preschool Youngsters. HIPPY originated in Israel in 1969 and has been in the United States for six years. ltis spreading rapidly in other European Countries and the United States. The North Little Rock HIPPY Program began in 1989 in the Redwood attendance area. It is a home based education program for four and five year old children and their parents. Parents commit themselves to work with a trained home visitor for thirty weeks on specific skills to help prepare their child/children for school. HIPPY is an excellent program and North Little Rock School District is pleased to offer this high quality program to patrons in the school district who live in the target areas being served by HIPPY. The Role Of Parents In HIPPY There are many things parents can do to help their child get ready for school. There are also many things parents can give to help children do better once they begin school. Two of the most important things you can give in HIPPY are: 1. Yourself 2. YourTime Yourself HIPPY requires that once every two weeks you allow a trained home visitor to visit in your home for thirty minutes to one hour to role play the weekly activities with you. In HIPPY you are also asked to attend a group meeting that is planned carefully and with a lot of fun and information. These meetings will be scheduled and a location determined early in the school year. North Little Rock School District provides many of opportunities for parents to get information on how to help their child achieve to his/her maximum ability. Parents are usually amazed when they begin communicating more openly and freely with their children. Also, many parents have stated that being involved in HIPPY has actually strengthened their relationship with their child. Your Time HIPPY is a 30 week program that runs concurrently with the school 1ears. The daily activities with your child requires only fifteen (15) inutes per day for five days per week. You may teach your child when _ is convenient for you, however we do recommend establishing a schedule so your child and you will get in HIPPY routine very quickly. Your home visitor will visit in your home or other designated location for your personal training at a time convenient for the two of you. A Parent'sH IPPYD 0 1s IfyouhavecommittedtoparticipateinHIPPY,pleasehelpusserveyou better by observing the following program guidelines. - Be home at the designated time that you have agreed to with your home visitor. - Attend group meeting scheduled to be held in your area - Call your home visitor or the HIPPY Office if you are unable to keep your appointment. - Teach your child on a regular basis. Please try not to get behind. - Have completed activities ready to be checked by your home visitor. - Keep up with your supplies and materials. Scissors, glue, pencils, booklets and a container will be issued at the beginning of the program. - Call the HIPPY Office at 771-8055 if your a home visitor is not keeping appointments with you. A Parent's HIPPY Do Not's Occasionally, an emergency or other unexpected situation will occur that will prevent you from keeping your appointment. Should this happen, we ask you to contact your home visitor or the HIPPY Office and inform them. Please reschedule for a later date as soon as possible. This will enable us to provide you the professional service you deserve. Please read the list of do not's to receive even better service. Do Not - Forget to call your home visitor or the HIPPY Office if you will be unable to keep your appointment. - Complete your child's work for him/her. - Miss group meetings or other scheduled events in HIPPY. - Misplace your supplies and materials. HIPPY Booklets Aee4 There are nine booklets in the four and five year old curriculum. Each is designed to help you teach your child specific skills. The booklets and the approximate week you should receive them are: Booklet Sounds I Hear Sometimes Big, Sometimes Small The Cat Who Liked for a House A Cookie for Kate Who Wants to Play With Susie's Preschool Goodbye Berry Beware Ducks Crossing Secret Name Booklet The Brave Frog A Hundred Rooms Pete and The Vegetable Soup The Rooster and the Hen Gary The Gardener We'll See Three Hardworking Girls Something Else Dan Goes To First Grade Weeks 1-3 4-6 7-10 11-14 15-16 17-20 21-23 24-26 27-30 Weeks 1-3 4-7 8-11 12-15 16-19 20-22 23-25 26-28 29-30 An Overview of Skill Areas and Activities Basic Skill Areas Types of Activities Tactile Discrimination Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Visual Discrimination Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Auditory Discrimination Using Different sounds to: Listen Identify Describe Compare Imitate Conceptual Discrimination Using spatial concepts (up/down, next to, between, on/under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Logical Thinking Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Copying letters and numbers Discriminating by size Counting 0 - 10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Self-concept Creativity Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Questions and Answers You May Want to Know About the HIPPY Program Q. WHAT IS HIPPY? A. Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based education program where a child is taught by a parent. Q. HOW WAS HIPPY DEVELOPED? A. HIPPY has been in operation since 1969 and was developed by Dr. Avima Lombard, Hippy Academic Director, the NCJY Research Institute for Innovation in Education, the Hebrew University of Jerusalem. Q. HOW OLD MUST A CHILD BE TO ENROLL IN HIPPY? A. A parent joins HIPPY when her /his child is 4 years old or the year before kindergarten. Q. HOW LONG MUST MY CHILD BE IN THE PROGRAM? A. A child must remain in the program for two years. Q. WHO IS MY CHILD'S TEACHER? A. Mon/Dad is the child's first teacher. However, a siblingmayteac1. the child when Mom/Dad is not available. Q. HOW MUCH TIME ID DEVOTED TO EACH LESSON? A. The lessons take about 15 to 20 minutes a day. Q. HOW DO YOU GET MATERIALS? A. A trained home visitor is responsible for the issuing of all HIPPY Program materials. Q. WHO WILL TEACH ME WHO TO USE THE HIPPY MATERIALS? A. Your home visitor is responsible for teaching you. However, the local HIPPY Coordinator will provide assistance. Q. HOW OFfEN ARE HOME VISITS MADE? A. Home visits are made bi-weekly by the a home visitor. Group meetings for the home visitor and all their mothers are held on the weeks following the home visits. Q. WHY SHOULD THE HOME VISITOR CONTINUE TO VISIT MY HOME ONCE I AM TRAINED TO USE THE MATERIAL? A. The materials change regularly and a parent leader maintains contact so as to assist with problems which may arise as you teach your child. Q. WHAT ARE TIIE CONTENTS OF THE MATERIAL? A.  The contents of the material are: 1. Language  2. Math 3. Sensory and Perception Skills Q. HOW LONG HAS THE HIPPY PROGRAM BEEN IN ARKANSAS? A. The HIPPY Program began in Arkansas in 1986. Q.  HOWLONG HASTHEHIPPYPROGRAMBEENINNORTH LITTLE ROCK SCHOOL DISTRICT? A. The HIPPY Program began in North Little Rock School District in 1989. CHARACTECRA N'TB EC OUNTERFEITED LISTEN TO THE CHILDREN Take a moment to listen today To what your children are trying to say Listen today, whatever you do Or they won't be there to listen to you Listen to their problems, listen for their needs Praise their smallest triumphs, praise their smallest deeds Tolerate their chatter, amplify their laughter Find out what's the matter, find out what they're after But tell them that you love them, every single night And though you scold them, make sure you hold them, And tell them \"Everything's all right.\" If we tell our children, all the bad in them we see They'll grow up exactly how we hoped they'd never be But ifwe tell our children, we're so proud to wear their name They'll grow up believing they're winners in the game. Take a moment to listen today To what your children are trying to say Listen today, whatever you do And they will come back to listen to you! A Home Visitor's Guide For A Successful HIPPY Program HIPPY USA North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115 (501) 771-8055 Foreword This guide is written for Home visitors in the Home Instruction Program for Preschool Youngsters. It is designed to acquaint you with the HIPPY program philosophy and policies that govern the program. We hope it will provide the necessary information to help you become the best home visitor in the school district. We are pleased to have you as a staff member in North Little Rock School District and welcome you to the HIPPY Program. Please take a few minutes to read and familiarize yourself with the information in this booklet. HIPPY is a successful preschool program that works, but it requires a lot of dedication from home visitors, parents, other school district employees and community support. Many school districts throughout the United States have reported very good results after being involved in HIPPY for several years. We hope you will enjoy working with us, but more importantly, we hope you will commit yourself to providing the best possible service to families who will be entrusted to you. Good luck and remember that the staff is ready and willing to assist you in any way possible, all you must do is ask ! ! ! School District Staff Mr. James Smith Mr. Gene Jones Mrs. Bther Crawford Mrs. Barbara Gilkey Superintendent Assistant Superintendent for Instruction Director of Elementary Education HIPPY Coordinator School Board Members Mr. Lynn Hamilton Mrs. Mable Mitchell Mrs. Dixie Harrison Mr. Prentice Dupins Mrs. Emily Denton Mrs. Pat Blackstone Rev. J.W. Johnson President Vice President Secretary Member Member Member Member What is HIPPY! HIPPY is short for Home Instruction Program for Preschool Youngsters. HIPPY originated in Israel in 1969 and has been in the United States for six years. It is spreading rapidly in other European countries and the United States. The North Little Rock HIPPY Program began in 1989 in the Redwood attendance area. HIPPY is a home based education program for four and five year old children and their parents. Parents commit themselves to work with a trained home visitor for thirtyweeks on specific skills to help prepare their child/children for school. HIPPY is an excellent program and North Little Rock School District is pleased to offer this high quality program to patrons in the school district who live in the target areas being served by HIPPY. The Role Of Home Visitors In HIPPY A home visitor can do many things to help families prepare their child/children for school. Once the home visitor arrives at the parents home, he/she must be ready to teach. Following is a guide for an effective home visit. At each home visit the home visitor should: 1. Review the activity packets from the previous week. 2. Instruct the parent in the upcoming week's material. 3. Discuss any problem which arose while the parent worked with the child and pass these concerns on to the coordinator for further discussion and assistance. 4. Let the parent know you are genuinely concerned about their involvement in HIPPY. 5. Be as professional and courteous as possible. You are the key to maintaining a working relationship with this family. Guidelines for Home Visitor's Home Visits 1. Before the home visit - prepare all materials to be used: a. Cut out pictures b. Prepare props - cups, silverware, stones, etc. c. Practice reading the texts aloud (both book and worksheets). d. Explore all problems and questions relating to the activities with the coordinator. 2. During the home visit: a. Establish a regular visiting day and hour. Help the mother maintain this regular contact by appearing punctually and well-prepared. b. Help Mother prepare the setting for working together: - turn off the television - sit next to a table or a similar clear flat working surface - settle children into activities or setting which will keep them busy. (Anticipate their needs and bring appropriate materials.) c. Examine the previous week's activity sheets - praise achievement and explore the reasons for incomplete work. Make a note of problems, children's responses, etc. on weekly report sheet. d. Work with Mother on the next week's activities:  Role-play throughout. If Mother is capable, alternate teaching role with her. Play every activity with the mother.  Make sure all necessary items are in the house - silverware, matches, coins, etc. and help Mother decide on alternatives where missing.  Make sure the Mother is comfortable and understands the material in the workbook. 3. At the end of the visit: a. Discuss which activities the child will like/ find difficult - easy. b. Remind Mother of the group meeting- write the day and time on Page One by the activity book. 4. Other points to remember: a. Some mothers need help in finding ways to store the HIPPY materials. Discuss possibilities with her and encourage care and attention to the materials. b. The Aide is a Model for the mother. What she does and~ how she reacts, and how she enourages the mother all serve as examples for the mother, and will directly affect Mother's behavior with her child. c. It is not enough for Mother to understand. She must engage her child regularly and happily in the HIPPY activities if the child is to learn and progress, so that Mother is reinforced for her successful teaching. All the aide's efforts are directed to helping Mother be successful. d. If the home visitor feels that he/she is in a threatening or dangerous situation - LEA VE IMMEDIATELY. Contact your coordinator to discuss your next action. The Issue of Confidentiality Confidentiality is very important in any job, however, it becomes even more important in HIPPY. Parents will occasionally discuss personal issues with you and do not want to run the risk of hearing this information in the community. Home visitors are encouraged to respect the rights and privacy of conversations between you and a parent. Treat the parents warmly and enthusiastically, but stay away from personal comments about their homes, their dress, hairstyles, religion or other moral issues. Convey to Parents that you are trustworthy and respect them through your words and actions. Appropriate Attire For Home Visitors HIPPY Home visitors are community role models and should always be aware of their visibility in the neighborhood in which they work. When preparing for home visits, weekly training sessions, regional or other state meetings please dress appropriately. Be as neat as possible by not wearing shorts, tank tops, or thongs. Please keep hair clean and well groomed. Wear coordinated blouses, skirts, pants or dresses. \"Parents See - Parents D0 11 There are regularly scheduled training sessions and workshops Home visitors must attend and \"punctuality\" or being on time is extremely important. If an emergency or other situation occurs that may detain you or keep you from attending a scheduled meeting, please call the HIPPY office at 771-8055 and notify them regarding your circumstances. Also, if you are unable to keep a scheduled home visit, you must contact the family immediately to inform them and reschedule for another time as soon as possible. Home visitors must give parents the courtesy they expect them to give. Contact the HIPPY office if major changes in your schedule should occur. The meetings you should plan to attend are: Weekly home visitors Training Sessions Regional home visitors Workshops Periodic State Training Sessions Child Development Associate Classes Other workshops as requested by the local or state office HIPPY Booklets Aee4 There are nine booklets in the four and five year old curriculum. Each is designed to help you teach your child specific skills. The booklets and the approximate week you should receive them are: Booklet Sounds I Hear Sometimes Big, Sometimes Small The Cat Who Liked for a House A Cookie for Kate Who Wants to Play With Susie's Preschool Goodbye Berry Beware Ducks Crossing Secret Name Booklet The Brave Frog A Hundred Rooms Pete and The Vegetable Soup The Rooster and the Hen Gary The Gardener We'll See Three Hardworking Girls Something Else Dan Goes To First Grade Weeks 1-3 4-6 7-10 11-14 15-16 17-20 21-23 24-26 27-30 Weeks 1-3 4-7 8-11 12-15 16-19 20-22 23-25 26-28 29-30 An Overview of Skill Areas and Activities Basic Skill Areas Types of Activities Tactile Discrimination Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Visual Discrimination Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Auditory Discrimination Using Different sounds to: Listen Identify Describe Compare Imitate Conceptual Discrimination Using spatial concepts (up/down, next to, between, on/under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions .. Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Logical Thinking Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Copying letters and numbers Discriminating by size Counting 0 - 10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Self-concept Creativity Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Questions and Answers You May Want to Know About the HIPPY Program Q. WHATISHIPPY? A Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based education program where a child is taught by a parent. Q. HOW WAS HIPPY DEVELOPED? A. HIPPY has been in operation since 1969 and was developed by Dr. Avima Lombard, Hippy Academic Director, the NCJY Research Institute for Innovation in Education, the Hebrew University of Jerusalem. Q. HOW OLD MUST A CHILD BE TO ENROLL IN HIPPY? A. A parent joins HIPPY when her/his child is 4 years old or the year before kindergarten. Q. HOW LONG MUST MY CHILD BE IN THE PROGRAM? A. A child must remain in the program for two years. Q. WHO IS MY CHILD'S TEACHER? A. Mom/Dad is the child's first teacher. However, a sibling may teach the child when Mom/Dad is not available. Q. HOW MUCH TIME ID DEVOTED TO EACH LESSON? A. The lessons take about 15 to 20 minutes a day. Q. HOW DO YOU GET MATERIALS? A. A trained home visitor is responsible for the issuing of all HIPPY Program materials. Q. WHO WILL TEACH ME WHO TO USE THE HIPPY WS:TERIALS? A. Your home visitor is responsible for teaching you. However, the local HIPPY Coordinator will provide assistance. Q. HOW OFfEN ARE HOME VISITS MADE? A. Home visits are made bi-weekly by the a home visitor. Group meetings for the home visitor and all their mothers are held on the weeks following the home visits. Q. WHY SHOULD THE HOME VISITORS CONTINUE TO VISIT MY HOME ONCE I AM TRAINED TO USE THE MATERIAL? A The materials change regularly and a parent leader maintains contact so as to assist with problems which may arise as you teach your child. Q. WHAT ARE THE CONTENTS OF TI-IE MATERIAL? A. The contents of the material are: 1. Language 2. Math 3. Sensory and Perception Skills Q. HOW LONG HAS THE HIPPY PROGRAM BEEN IN ARKANSAS? A. The HIPPY Program began in Arkansas in 1986. Q. HOWLONG HASTHEHIPPYPROGRAMBEENINNORTH LITTLE ROCK SCHOOL DISTRICT? A The HIPPY Program began in North Little Rock School District in 1989. CHARACTECRA N'TB EC OUNTERFEITED LISTEN TO THE CHILDREN Take a moment to listen today To what your children are trying to say Listen today, whatever you do Or they won't be there to listen to you Listen to their problems, listen for their needs Praise their smallest triumphs, praise their smallest deeds Tolerate their chatter, amplify their laughter Find out what's the matter, find out what they're after But tell them that you love them, every single night And though you scold them, make sure you hold them, And tell them \"Everything's all right.\" If we tell our children, all the bad in them we see They'll grow up exactly how we hoped they'd never be But ifwe tell our children, we're so proud to wear their name They'll grow up believing they're winners in the game. Take a moment to listen today To what your children are trying to say Listen today, whatever you do And they will come back to listen to you! NOV 1 9 l~~l Office of DesegregatioMn onitoring EARLYC HILDHOOEDD UCATIOMN ANUAL(P OLICIES, ETC.) SEE ATTACHMEN7 T NOV 1 9 1991 Oft1ceo f DesegregatioMn onitoring EARLYC HILDHOOEDN ROLLMENBTY SCHOOL,A GE LEVEL (e.g. FOUR-YEAR-OLPDR OGRAM)R, ACE, GENDER See Page 5 of Central Elementary Profile See Attachment 8 Pre K GRADE LEVEL K 1 2 3 4 5 6 1 - 6 l)OTAL (Elementary ~PECIAL EDUCATION Resource t~lf-Contained more of dav or more .!!ehaviorAdjustment Chapter I Comp. Ed. p.m. Extended Day Lab Gifted Education Honors Program (Sec) Adv. Placement (Sec) II % . . ./ : . ..,.  .  #  #  # % #  # .  It  .  # .,. # ..., .  2 7.5 2 7.5 WHITE MALE FEMALE 2 7 3.8 13.2 9 11 18.8 22.9 15 11 28.8 22. 2 15 19 23.1 29.2 18 12 32.7 21. 8 18 14 32.7 25.5 15 13 31.9 27.7 90 80 28 25 4 11 12 15 41 44 SCHOOL ENROLLMENT TOT,._L BLACK WHITE MALE FEMALE 9 27 17 7.0 50.9 32 .1 20 15 12 1. 7 31. 3 25.0 26 11 13 ,o.o 21. 2 25.0 34 13 18 D2. 3 20.0 27. 7 30 11 13 4.5 20.0 23.6 32 10 12 8.2 18.2 21. 8 28 7 12 9.6 14. 9 25.5 170 67 80 53 20 25 23 85 ... 0- ... 1. Blt.CK 44 83.0 27 56.3 24 146. 2 31 47. 7 24 43.6 22 40.0 19 40.4 14 7 45 OTHER MINORITIES MALE FEMALE 1 2 .1 2 3.8 1 1.8 1 1.8 5 1. 3 TOTAL ENROLLMENT IN SPECIAL PROGRAMS WHITE TOT\"'L BLACK TOT4\\,. OTHER MINORITIES MALE FEMALE t,YHITE MALE FEMALE BLACK MALE FEMALE f'-..-..... ......._ ~I'\u0026gt; See SB / / I/ 25 25 50 66 63 129 3 13. 7 13. 7 27 36 34 .6 71 1 6 3 9 3 8 11 3 1.5 4.5 1.5 4 5.5 11 10 21 20 11 31 3 20 18 38 36 20 56 5 7 7 14 2 \u0026lt;\n7 33 33 66 9 23 33 TOTAi,. PTHEA 1 2 .1 2 3.8 1 1.8 1 1.8 ~ 1.3 TOT\"L OTHER 3 1 3 27 Attachment 8 Court approved ranges: TOTAL Elem.= ~., 37.3-62.3 48 52 65 55 55 4/ .\u0026gt;LL '\"\"'\"\" 182 LO 55 71 M.S.= 35.2-58.8 H.S.= NA NOV 1 9 1991 Officeo f DesegregatioMn onitoring HIPPY PARTICIPATION,I NCLUDINGA REAS ERVED,R ACE, GENDER See Attachment 10 Attachment 10 NORTHL ITTLE ROCKS CHOOLD ISrRICT HIPPY PROGRAM HIPPY program will be established in lower socio-economic elementary attendance zones The 1991-92 HIPPY program has been expanded to three new areas. Currently the program serves Redwoc,c, Seventh Street, Centi al, Boone Park and parts of Glenview attendance zones. Fifteen staff members have been hi~ed to work with approximately 184 families who are participating in this years' proqram. Each staf: member completes at least two days o: training provided by the State HIPPY Office d~ring the week of September 9-12, 19~1. !raining cor.tinues tc be an import2nt component cf HIPPY a~c each Home Visitor is required tc attenc weekly training sessicns. rour parent orientatio11 sessions were held to explain the program philosophy. sixty-one parents atcended the meeticgs. The following information reflects program statistics: Number 0 Number of Total Number Black Families White Farr,ilies Served Age 4 Prc~ram 130 15 145 Age 5 Program ~8 1 39 Total 168 16 184 WED 1 2: S 3 NLRSCHOOLS N0kfH LITTLE ROCK SOIOOL DlSIRICl' 2700 POPLAR, r'. 0. BOX 687 NOl{J'HU TILE ROCKA R 7211::'.-.5:_: ___ _ October 27, 1993 MEJ\\.TfOo. Polly Ramer.O fficeo f Desegregationr vfunitnring FROM: ~--\\ti-ltlM.ibBley numA, ssist:inSt upcrimcndcnfot r Dcsegreg-c1tion SUB.JECT: Pre-SchooEl nrollmenDt ata NorlhL illh, RockS chooDl istticri nitintr.da n on-campusp r\u0026lt;:-kiu\u0026lt;leq,'3Iten program Jwi11g Im:1 991-9s2c hooylC llt. PrC1Cl1tltyh ere aret lll\\.'e ~hoolsm th r,rc-t-\nnderg:arkpnro gi.:-u,lliE, nrollmenitn fonum:iofno llow~: ~neP.M\u0026amp; 199l-9Z 199?-93 _1993~ Black. 21 22 Non-Blaclc 12 13 Tutal 33 35 % Bll!Ck 63,6 62.9 Centrs1E.Il s:m Black 22 30 32 Non-Ulack 4 l Total 27 31 J\"G % Black 85.2 9G.8 88.9 Redwood Black (Janwry) 23 n Non-Black 2 1 Tobi 25 23 %Blaclc 92,0 9S.7 P. 0 1 Philosophy and Policies of The North LilUe Rock School District's Preschool Leaming Center Philosophy The North Little Rock School District believes that all parents want the best for their children. We also believe that some families need asSistance in preparing their children for school. Family mobility, single parent homes and changing values necessitate direct attention to the nuturing of the whole child in ways that neutraliZe the pressure and stress of daily living. A strong support oose from both home and school is important to the developing self-concept of the three and four-year-old. The North Little Rock School District's Preschool Learning Center Will address these issues by providing an environment that will sumwate and challenge each child as he/she proceeds through various stages of development. We will also encourage parents to become involved in their child's education through - newsletters containing activities that can be done at home, as wen as opportunities to come work with their child in the Center. . ....t he challenge of good education is to find the content and the methods of teaching that fit the young child. Then his mind Will really stretch ... Dur concern has to be to develop a love of teaming: James Hymes, 1974 Purpose The purpose of the North Little Rock School District Preschool Learning Center is : Goats  To create a developmentally appropriate environment that challenges the child to think critically, work cooperatively, and solve problems creatively.  To actively engage the child in constructing and reconstructing their physical and social worlds.  To promote the meaningful involvement of parents and other community members in the child's education. The child will: - develop a positive self-concept and attitude towards learning , self-control and a sense of belonging . - develop curiOSiyt about the world, confidence as a learner , creativity and imagination. - use language to communicate effectively and to facilitate thinking and learning. -become competent in the management of their bodies, acqUire basic physical skills both gross motor and fine motor. Operational Policies The Preschool Leaming Center wm be open Monday through Friday and begin accepting children at 7 :30 AM. All children should be picked up by 5:00 PM. Between 7:30 - 8:25, the children will be provided breakfast and an opportunity for qUiet play. The instructional day will begin at 8:25 and continue until school is dismissed at 2: 5 5. Af terschool care is available until 5:00 for children enrolled in the center. The center will adhere to the North Little Rock School District and Central Elementary's calendars for parent- teacher conferences, special events and holidays. Child Admission Policies Target Population The Preschool Leaming Center will serve - the children of high school children. - the children from the Early Childhood Education Project for Handicapped Children (not to exceed l /4 of the Center's population). - the children in HIPPY project communtities who cannot be adequately served by HIPPY because of the absence of a cooperative or capable adult relative. - other children \"at risk of school failure. Eligible students shall have at least one of the f on owing characteristics: I '- - low income level of parent (Dept. of Human Services and Head Start forms or copies of income tax forms may be used to document income level. See attached scale.) - low parental educational level ( A copy of school records or a statement from a school superintendent may serve as documentation.) - low birth weight -under five and one half pounds. (This can be documented by providing a copy of the hospital birth record or a birth certificate.) - teenage parent household ( Both the birth certificate of the child and parent is needed to document this.) - substance abuse/ addition ( A Jetter of ref erraJ from a physician. counselor, or a treatment center can serve as documentation.) - abuse or neglect(A Jetter from the Dept. of Human Serv. or SCAN documenting abuse/neglect wm acceptable.) ATTACnMENT A . I ABC PROGRAM .J\u0026gt; Lf)_L 1nCtJYC C\\ fj INCOME ELIGIBILITY SCALE FAMILY SIZE l 2 3 4 5 6 7 8 9 10 ANNUALIN COME $ 9,600.00 12,553.00 15,506.00 18,460.00 21,414.00 24,367.00 24,921.00 25,475.00 26,029.00 26,582.00 Criteria for Dismissal The Preschool Learning Center is a part of the North Little Rock School District and will adhere to the district policies on the dismissal of a student. Staff Policies Hiring Prospective employees will follow the North Little Rock School District application process. In addition, personal or telephone contact whenever possible, will be made with the applicant's employers for the preceding siX (6) years to determine the employee's sUitability for child care. These contacts will be documented in the employee's records. The applicant must declare whether a court has denied him/her parental, custodial, or visitation rights as a resutt of child abuse and sign an authoriZation for release of confidential information contained within the Arkansas Child Abuse and Neglect Central Registry. The applicant will also sign an authorization for a Criminal Record Check from the State Police. No person convicted of an offense involving child abuse or child neglect shall be employed by an ABC funded program. Dismissal As the employees of the Preschool Learning Center are also employees of the North Little Rock School District, District policies concerning evaluation and dismissal will be followed. Inappropriate disciplinary measures such as hitting, pinching, twisting arm, verbal/ abusive language or anyother maltreatment of child will not be tolerated and may be cause for dismissal. Principal The principal must fulfill a strong leadership role in establishing a high quality preschool program. The person in this position must carefully work with the community as well as the administration in identifying, planning, implementing, and evaluating the preschool program. Responsibilities: - Relate in an effective manner to the preschool children, their parents, the school staff, and the community. - Relate and enforce any standards as presented by the state and local boards. - Support the teaching staff in setting up and implementing a program based on sound child development principles. - Cooperate with the teacher in determining the needs and formulating the requests for instructional materials and equipment for use in the Center. - Interpret the preschool program to any of the auxillary services involved in the school operation. This would include: psychologists, counselors, librarians, cafeteria workers, and custodial staff. - Provide the appropriate teaching climate for optimum learning of young children. School Board The primary responsibility of the North Little Rock School Board is to\"set direction for the school system to follow. That direction is expressed through written policies which serve as a guidance to the superintendent, administrative and teaching staffs, and the entire educational community. Toe board is the agency through which the School District acts in regard to school matters ... ..T. he board shall be cognizant that all actions must be taken in good faith, with reasonable prudence, sincerity and based on belief that such actions are correct and in the best interests of the School District in accordance with statutes and pertinent Judicial precedents. *taken from the North Little Rock School District Policy manual and Adminstrat1ve Handoook. Discipline Policy Be positive, firm, fair, and consistent. Center Rules 1. Listen 2.Share 3.Clean up 4. W a1k in the building. 5. Be polite. 6. Think of others. Disciplinary Procedures 1. Redirect the child ...t.o an acceptable activity of behavior. 2. Talk with the child ... in a positive manner. Discuss the rule, reason for the rule, and a workable solution to the problem. 3. Time_ out....i n a \"think spot\" in the room until the child regains self-control... not to exceed .S minutes. 4. Time out .... in the Center Office until the child feels he/she is ready to rejoin the group .... not to exceed 5 minutes. 5.C ontactp arent... .e ither by phone or in writing to elicit their help. 6. Parent Conference.. a t the Center to further discuss the problem and develop a plan together. ***Positive behavior will be rewarded through verbal praise, written awards, stickers and special activities. '\"\"'Discipline shall not be associated with food, rest, toilet training, or isolation for illness. ***Physical punishment will not be used at the Center. Child Abuse Policy \"'All accidents/ incidents will be documented usmg the following form and placed in the child's folder. This procedure will also be followed for accidents/incidents that occur in the home and are brought to our attention by the parent, child or a staff member. * The program director will be notified of all accidents/incidents as soon as possible.  The Center's licensmg specialist will be notified of any serious accidents /incidents occuring at the center.  By law, it is the responsibility of all staff members to report suspected child abuse or child neglect to SCAN or the Child Abuse Hotline 1-800-482-5964.  Any report of neglect or abuse committed by a staff member will be investigated and handled on an individual baSis. Protective services will be notified immediately.  Any staff member found gUllty of child neglect or abuse will be dismissed immediately. ACCIDENT /INCIDENT REPORT Check one Accident D Incident D To be filled aout as soon as possible on day of accident/incident by the person witnessing the occurance Child's Name ______________ _ Parent's Name ______________ _ Person in Charge ----------------------------------- Time of Accident/Incident _____________________ Date _______ _ Describe Accident/Incident (What happended) _______________________ _ Place of Accident/Incident Cause of Accident Describe the lnJury I Occurance ---------------------------------------- Names of Witnesses ----------------------------------- Who was not1f1ed (Parenti Relative) When, Date, Hour ________ _ Was child taken to Doctor) (Name. address. place. time)--------------------- Describe treatment administered by staff Slaff comments ---- -------------------------------------- ------------------------------------ This f Orm Is available upon request from the Child Care Licensing Specialist C:FS-S~4(R 11 '86)-105240 \\\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_705","title":"Student assignment","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":["1973/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School administrators","Educational law and legislation"],"dcterms_title":["Student assignment"],"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/705"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nC/-44 Little Rock School District Job Description JOB TITLE\nDEPARTMENT: LOCATION: Director of Student Assignment Student Assignment 501 Sherman Street SALARY: GRADE: SUPERVISOR: $34,139-$54,859 ADMN12 Associate Superintendent PREPARED BY: C. Russell Mayo_______________ APPROVED BY: Henry P. Williams, Superintendent DATE: January 6, 1995 DATE: January 6, 1995 SUMMARY Directs and coordinates the day-to-day operation of the Student Assignment Office by performing the following duties personally or through subordinate supervisors. ESSENTIAL DUTIES AND RESPONSIBILITIES Directs student assignment program and reviews exceptional assignment cases\nConfers with staff and principals to explain assignment requirements based on the Little Rock School District desegregation plan\nDirects preparation of printed materials explaining assignment requirements and policies for dissemination to schools and patrons\nCounsels patrons having problems understanding assignment procedures and supervises assignment coordinators\nSupervises the student recruitment program\nKeeps the Associate Superintendent for Desegregation informed and updated on progress made in performing responsibilities relating to student assignment and on any relevant information discovered in the performance of these duties\nAssists with developmental planning in the areas of long-range student assignment policies, magnet school development, program placement, and equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\nAssists with monitoring and evaluating the districts desegregation plan\nAssists in identifying problems or practices that impede the implementation of quality desegregation in the student assignment process\nStays informed of current issues before the Board of Directors by attending Board Meetings\nProvides for the development, implementation, and evaluation of staff training for Student Assignment Office personnel\nAttends LRSD Board of Director meetings and other meetings as requested\nCoordinates the student assignment appeals committee\nand. Performs other duties as assigned\nSUPERVISORY RESPONSIBILITIES Manages three subordinate supervisors who supervise a total of six employees in the Parent Recruitment, Student Assignment, and Student Assignment Information area. Is responsible for the overall direction, coordination, and evaluation of these units. Also directly supervises one non-supervisory employee. Carries out supervisory responsibilities in accordance with the organizations policies and applicable laws. Responsibilities include interviewing, hiring, and training employees\nplanning, assigning, and directing work\nappraising performance\nrewarding and disciplining employees\naddressing complaints and resolving problems. 1M/95U.S. DiSTS\nt court EASTEP,?! DISTRICT A-.'t\u0026lt;.t\u0026gt;K'R4S IN THE UNITED STATES DISTRICT COURT t  3 1995 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES W. McC0R?*5ACK. CL??:/ By\n----------------------------- op- LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of the attached \"Little Rock School District Interdistrict School Assignment Guidelines\". This document is being filed in order to apprise the court. the monitor and the parties of the desegregation efforts being made by LRSD. 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 Byr Jistopher Helled Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 3rd day of February 1995: Mr. John Walker .JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller^ 2Little Rock School District Interdistrict School Assignment Guidelines It is the intent of the Little Rock School District (\"LRSD\") that LRSD Interdistrict schools exist primarily to bring non-black students from surrounding school districts together with black students from the LRSD. LRSD non-black students may attend interdistrict schools in the LRSD as outlined in the District's assignment guidelines. The guidelines below will apply to all interdistrict schools in the LRSD. 1. The assignment guidelines are consistent with both the LRSD Desegregation Plan and the Interdistrict Plan with reference to the following sections: a) There will be established interdistrict schools which shall seek to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal of these interdistrict schools to be 50 percent black/white. Proposed interdistrict schools shall be phased-in to these ratios over time. (Interdistrict Plan, p.3) 2. b) This plan will permit the treatment of interdistrict 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 Interdistrict Majority-to-Minority transfers under the Court's Order. (Interdistrict Plan, p. 11, Potential Interdistrict M-to-M Enhancements) The process described below will be followed during the LRSD winter pre-registration each year. Following pre-registration each year. additional students may be enrolled at an interdistrict school if there is a seat available for the student and if his or her enrollment does not cause the school's proportion of white students to reach or exceed 50% and does not cause the school's proportion of black students to exceed 60%. as follows: The pre-registration process will be conducted a) Black students from the school's attendance zone will be assigned up to 51% of capacity at each grade level. If demand exceeds capacity, those students who cannot be assigned will be placed on a waiting list. Placement on the kindergarten waiting list will be determined by a lottery. Students who cannot be assigned because of These guidelines assume that interdistrict schools will be located in predominately black attendance zones.3. 4. capacity will be assigned to the closest school with capacity which meets racial balance requirements. If the student's closest school with capacity is an incentive school, that student may choose to attend that incentive school where such an assignment would not inhibit the initial reservation of seats for pre-kindergarten and kindergarten students. Priority for incentive school seats, however, would remain with those students who live in the incentive school attendance zone. b) c) d) Non-black students from the school's attendance zone will be assigned. Non-black students from the Pulaski County Special School District assigned through (PCSSD) and beyond Pulaski County will be the process or appropriate state statutes. Majority-to-Minority transfer The proportion of non-black students will not reach or exceed 50% of the school's total enrollment. Once the Majority-to-Minority transfer students have been assigned, students will be assigned to the school. will not be allowed, however, non-black LRSD An assignment if it would cause the proportion of non-black students to reach or exceed 50% of the total enrollment or would cause the racial balance of the sending school to fall outside of the acceptable racial balance range. Children of staff members will be attendance zone and PCSSD students are placed. assigned after Transfers are subject to desegregation guidelines and the LRSD Desegreijation Plan, p. Employees. 141. Transfer of Children of Those LRSD non-black students currently attending an LRSD interdistrict school may remain until they matriculate out of the sixth grade. However, the siblings of those students may not be assigned to an interdistrict school unless such an assignment complies with these Interdistrict School Assignment Guidelines. LRSD black students who move out of the interdistrict school zone will be reassigned. at the time their address change is processed, to the new attendance zone school. In no event will non-black students from the LRSD, PCSSD or elsewhere be allowed to enroll in a LRSD interdistrict school where to do so would cause that school's enrollment to shift from being majority black to majority white. thereby negatively affecting the interdistrict M-to-M funding status of that LRSD interdistrict school. lottfayVIaiARlialriet.CuidelioM 2Office 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 30, 1995 Mrs. Verma Simmons 2715 Montreal Little Rock, AR 72204 Dear Mrs. Simmons: I am responding to your letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns community members have about desegregation and other educational issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies on us in her Office of Desegregation Monitoring (ODM) to discuss school matters with individuals and organizations. In the letter you sent to Dr. Williams, you described concerns about the enrollment procedures followed by the Little Rock School District and asked the district to reconsider your daughters assignment to Central High School. While I am sensitive to your concern, individual student assignment issues are generally beyond the purview of our office. ODM serves as an arm of the United States Federal District Court and assists the Court in monitoring the three Pulaski County school districts compliance with their desegregation plans and court orders. While the districts refusal to reconsider your daughters assignment may seem unfair, it appears that the Student Assignment Office followed established procedures. It is unfortunate that an official change of address was not recorded prior to the magnet school assignments being made. I hope you are able to work with the district to find a mutually satisfactory resolution to this issue. If in the future you have questions or concerns which may be appropriate for us to address, please dont hesitate to call on us. Sincerely, Melissa Guldin Associate MonitorJOHN w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 3744187 J*' AUG 5 1 1955 a JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. via Facsimile - 371-0100 CJfice of Dessgregaiion Mcnixnng August 29, 1995 Ms. Ann Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 Dear Ms. Brown: This is a followup to our just completed telephone conversation regarding Little Rock School District pupil assignment practices. Our discussion centered around the experiences of Samantha Smith and her mother, Ms. Joanne Mitchell. Let me recap the conversation for the record. Arkansas. Ms. Mitchell lives at 101 Ellis Drive, Apt. N, Little Rock, ---- She is in the Central High School attendance zone. During the spring, 1995, she applied for Samantha to attend Parlcview Magnet. She was advised by the Student Assignment Office that Samantha was number (3) three on the waiting list for Visual Arts. Later, when she called the Student Assignment Office, she was advised that Samantha was number (5) five. Surprised that she could move up the list rather than down the waiting list, Ms. Mitchell inquired about viewing the list. Student Assignment told her that list was confidential and did not share it with her. In visiting with Dr. Russ Mayo about the matter, he indicated that there was nothing he could do because she was already on the waiting list. At that point she went to Dr. Williams for assistance. This occurred in April, 1995. Upon being presented the facts, Dr. Williams made the following statement: \"why don't you apply for another program?\" Mitchell indicated that the only one for which there was not a This occurred in April, 1995. Ms. waiting list was the one for Band and that her child was not interested in Band. Dr. Williams indicated that she should have Samantha apply anyway in order \"to get her feet in the door.\" Ms. Mitchell indicated that was deceptive at which point Dr. Williams indicated \"that's how you play the game.\" Mitchell indicated that she wanted to teach her child the concept of honesty. Dr. Williams indicated \"teach her the game of life in When Ms. order to get what she wants.\"Page 2 Letter to Ms. Ann Brown August 29, 1995 Ms. Mitchell did not provide a false reason, as suggested by Dr. Williams, for getting into Parkview and to date she has not received a Parkview assignment. I spoke with Dr. Williams this morning and provided him a brief synopsis of Samantha Smith's case. I asked him to check into it and to let me hear from him by the end of the day. now 11:00 a.m. and I expect to hear from him at the end of the It is day. This letter is being written for two reasons: 1) to demonstrate the arbitrariness and unfairness of the Student Assignment/Lottery system which is in use in the LRSD\nand 2) draw attention to the teaching example which emanates from the to Superintendent and extends to parents and pupils of this I intend to ask Ms. Mitchell to take a polygraph examination to verify the foregoing facts. District. She also informs me that Samantha's grandfather, Grady Smith, from Little Rock, Arkansas, was present during the meeting with Dr. Williams and heard his comments. Thank you for your attention to this matter. Very truly yours, John W. Walker JWW:js cc: Ms. Joanne MitchellJ u y .Ai  FILED ii-S DISTRICT COURT eastern district ar wnsas SEP 2 9 1995 Cffics of D65egregai!cn Moniioiifig IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 2 6 1995 JAMES W.McL9HMACK.Cl.fiK \\ A Ml' , M.U oiew LITTLE ROCK SCHOOL DISTRICT PLAINTIFF j vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS The Joshua intervenors filed three motions which have now been resolved by agreement among the parties. The motions were for a temporary restraining order, a preliminary injunction, and to cite the Little Rock School District (LRSD\") for contempt of court in connection with student assignments at Pulaski Heights Junior High School. [Doc. # 2477.] At a hearing on August 28, 1995, the attorneys for the Joshua and Knight intervenors informed the Court that the intervenors and the LRSD had settled the matter. Therefore, the motions are denied as moot. IT IS SO ORDERED this r day of September 1995. JUDGE 5 PHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPI ON ' ICE WITH RULE 5 AND/OR 79(a) FRCP ^^E^T^R^I BY 0 1A- /./ty ,\u0026gt;i hbrc/iry- ''' R liiX ( LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN ST. LITTLE ROCK, ARKANSAS 72202 JAN 1 199\u0026lt;j Oifice d OeseyiegaiioT! Monm MEMORANDUM TO: FROM: Melissa Guldin, Office of Desegregation Monitoring Nancy Acre, Director of Student Assignment DATE: January 11, 1996 SUBJECT: Student Assignment Handbook 1996-97 Enclosed is a draft copy of our Student Assignment Handbook for 1996-97. Please review and return with your comments by January 19. Thank you. NA:pt EnclosureLITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN ST. LITTLE ROCK, ARKANSAS 72202 RECE f-' FEB d 1990 ^-/r 9 Office of Deseflfegation Mo,wormy TO: FROM: Principals ^7^ Nancy Acre, Director of Student Assignment DATE: February 1, 1996 SUBJECT\nStudent Assignment Handbook  lt'brar Enclosed you will find a copy of the 1996-97 Student Assignment Handbook. It details the process for registering students for the 1996-97 school year. A packet of registration materials has been distributed to your secretary/registrar. Although very few of the procedures have changed since 1995 Pre-Registration, we would like to call your attention to several items. 1. The acceptable racial ranges have been re-calculated (page 2). 2. Transportation will not be provided for any four-year-olds except those attending Crystal Hill Interdistrict Magnet School or Clinton Interdistrict Magnet School. 3. Retention lists must be submitted at the end of the third nine weeks and at the close of the school year. High school lists should include any kindergarten students who will be retained (page 2). 4. Do not allow anyone to complete pre-registration forms before February 6 (page 5). 5. Do not distribute OERFs to NLRSD or PCSSD students (page 10). 6. Register only those students who live in your school's attendance zone. If you have any questions concerning these procedures, please contact either Julie Wiedower or Audrey Lee at *44. cc: Assistant Superintendents Melissa Guldin, Office of Desegregation MonitoringStiinmary of the Court Proceedings of May 13, 14, 15 Judge Wright stated that she had chosen to review the settlement agreement after six years although the settlement agreement does not require such a review. She stated that the portions of the settlement agreement that trouble her are INCENTIVE SCHOOLS AND STUDENT ASSIGNMENTS. Dr. Herbert Wahlberg, an educational psychologist, testified that the extra funding and enhancements of incentive schools have failed to raise achievement scores of black children. He stated that he did not believe that incentive schools were effective in raising achievement levels anywhere\nhe stated that he did not know whether the failure was caused by poor implementation or whether the theory simply does not work. Wahlberg testified that the schools fail in three aspects: They fail to attract white children, achievement scores of black children are not raised. and the \"exotic\" curriculum is inefficiently implemented so that it harms learning. The judge asked Dr. Wahlberg if he had an opinion as to whether black children benefit from going to school with white children. He answered that the percentage of white children in the room has no bearing on what black children learn. He stated that some studies show a mild gain to black children and some show a mild harm so that his conclusion is that there is no effect. In the witness' opinion the socio-economic status of the parents has a consistent relationship with ability.Wahlberg states that there is an achievement gap between minorities and whites which is measurable on the first day of school. He states that children between birth and eighteen years only spend ten per cent of their time in schools and it is unreasonable to expect a school to bear the burden of closing the achievement. He says that it is impossible and that no school district has ever done it. Dr. Wahlberg enumerated 9 factors which affect the quality of learning: 1) Abilityprior achievement. A good reader in the 3rd grade is usually a good reader in the 6th grade. 2) Motivationcapacity to persevere through a difficult situation. A good view of oneself. 3) Ageall thi^s being equal, older students know more. 4) Amount of instructionMore homework, longer school years result in more learning. 5) Quality of instructionMastery learning and cooperative learning have more effect on achievement than desegregation. English, math, civics, history, geography, foreign languages, art and music should be concentrated upon. 6) Classroom environmentChildren should be appropriately challenged. A pleasing climate with good morale results in more productivity. 7) Home environment90% of waking hours spent there. If a child is read to, stimulated, and taken to extracurricular activities, he learns more.8) Peer groupappropriate friends and appropriate activities, particularly in early adolescence when youngsters are geared more toward friends than home, will help a child be a better student. He or she should be steered toward academic competitions, chess. ballet, etc. 9) Televisionthe more television a child watches, generally the poorer they do in school. Wahlberg was asked what he would do to help disadvantaged students. He stated that he would concentrate on learning. He stated that there is a crisis of achievement in the United States. He would assign more homework and extend the school year. He would also change methods of teaching and incorporate mastery learning and cooperative learning. Wahlberg stated that parent education programs have had good success rates. He stated that the above ideas would help the achievement of minority students more than desegregation. Wahlberg testified that the reason socio-economic factors are so important is that if a child's parents value education, have money, and are well-educated, it is more likely that the parents have a wider vocabulary, have taken the child on outings, and that the child was read to and may know his alphabet before beginning school. He stated that child is generally more motivated, will try harder, and may be healthier and miss less school. Wahlberg stated that the benefits continue as the parents go to school more often. coach their children, know other parents so can better keep up with what their child should be doing, and they reinforce what their 34 children learn. Wahlberg pointed out that Asian Americans generally do better in school than white children but not because white children have been discriminated against in favor of Asians, but because of the culture of the Orient. He stated that in that culture parents and teachers are revered, academic achievement reflects on the family. and the school year is longer with a more demanding curriculum. Dr. Wahlberg testified that up to 50% of a child's capacity for achievement is formed by four years of age. By age 8, 80% of a child's achievement in the twelfth grade is predictable. Children of low socio-economic status adjust more poorly to moving from school to school than do middle class students. In very large cities there is lots of movement between schools. particularly where there is mandatory desegregation. According to Dr. Wahlberg, the difference in racial achievement levels in all states is fairly consistent. The main reason for achievement disparity is socio-economic. The witness was asked whether establishing themes at schools helps achievement. Wahlberg stated that a heavy vocational theme hurts academic learning but a foreign language theme helps. An experiment that Wahlberg helped conduct had the following requirements for students in one group: 1) Parents signed pledge to send children to school clean and neat everyday\n2) Homework every night (teacher pledge)\n3) Principal signed a pledge\n4) Merchants contributed money for books. The children in the above group had better test scores than the children in the control group. Wahlberg said that hjgh schools have three tracks: general.vocational, and academic. Dr. David Armor, a sociologist, testified next. He stated that he has concluded from his studies that mandatory integration was not having positive effect either sociologically or a academically. He stated that mandatory busing produces so much white flight that it is ineffective as a remedy. Armor testified that much of the achievement gap between black and white children is because of the long history of segregation. but he believes that desegregation will not eliminate the achievement gap which is influenced so much by home environment. He supports Title I programs to help achievement and magnet schools to voluntarily desegregate a school district. He stated that a magnet should not be based on non-academic programs. Armor stated that he knows of no desegregation plan that he is aware of that overcame the achievement gap. He stated that the majority of the gap lies outside the school purview because the capacity to learn is formed in the early years. Armor stated that studies show that between 87%-100% of the achievement gap in 6th grade is due to home environment. When a lawyer questioned Armor as to whether the lowered expectations of teachers toward children from low socio-economic backgrounds could cause the difference in achievement, the witness answered negatively. Armor stated that the gap is there from the first, so it couldn't be caused by the teacher. Dr. Armor also pointed out that in Wilmington, Delaware, where the school district is fully and successfully desegregated, the achievement gap has stayed the same.Ie Araor testified that he does not believe that most people have a negative attitude toward mandatory busing because of racism. He stated that he thinks parents just don't believe race is a legitimate basis for assigning children to schools. Armor stated that the only school districts that have stabilized with mandatory busing plans began with a very large (80/20) white to minority ration, and were all metropolitan areas which included the central city and huge parts of the suburbs. Armor testified that most districts that began 60/40 or 50/50 are becoming resegregated because of white flight. The judge stated that racial balance requirements are \"choking\" the school districts. Armor testified that our consent decree^ requires much stricter racial balance than most districts. Armor testified that once school district becomes 70% a minority, the considerations for desegregation change. He stated that at that point a district should just try to have as many integrated schools as possible, and live with the fact that the rest are predominantly black. Armor testified that for even a voluntary plan. with neighborhood schools and desegregation options, to stabilize a district racially, there need to be some 50/50 schools or schools that are 60/40% white, or the district will become all minority. His recommendation for Little Rock is to have no more mandatory student assignments. He stated that in the voluntary plans that he has designed, all students are assigned first to neighborhood schools. He said that he tries to draw zones that make sense but may naturally integrate some schools. Thenvoluntary options are adopted such as M to H transfers, and magnet schools strategically placed in minority neighborhoods. An attorney asked Dr. Armor if it was feasible to build schools in one-race neighborhoods. He answered affirmatively if there is a growing population or other need. He stated that a district should build instead of bus\nhe wouldn't deprive a minority of a new school just because it is going to be all black. He stated if the new school was going to be all white, it could probably be integrated with M to M transfers. If the new school is in the inner city, it should have magnet programs. Dr. Armor testified that a study in Boston showed that black children have high levels of self-esteem whether they are in an integrated environment or not. Armor said that he also sees no correlation between more resources and higher achievement.Summary of Court Proceedings on May 30 Gary Orfield The judge stated that the focus of the hearings is to give evidence to the parties so that they can reach modifications. She wants the opinions of the witnesses to generate some new thinking. The judge stated that she was gravely concerned about continuing the incentive schools as they are now. Gary Orfield is a professor of education and social policy at Harvard. He is a political scientist who has studied school desegregation since the late 196O's. He started and heads the Harvard Project on Desegregation which was begun in 1992. That project studies Milliken remedies. Milliken I held that mandatory desegregation remedies must be limited to districts that could be proved to have committed discriminatory practices. Milliken II gave district courts the power to fashion remedies with the contemplation that you could solve the harms of segregation with remediation components. Orfield testified that most districts hurriedly put remedies together by educators with no significant evaluation components\ntherefore, the districts are unable to see if the remedies are effective. Orfield stated that he reviewed the planning process documents and the monitoring reports. He also visited four of the incentive schools. Professor Orfield stated that the incentive school plan has lots of severe problems conceptually. He stated that those problems are magnified by poor implementation. He testified that there were a lot of good ideas in the plan but the ideas were conceived in a rush without thinking how they would play out in actually running the school. He testified that it would be very burdensome to manage the plan\nthat the plan directs so much energy in ways that have nothing to do with achievement progress. Moreover, he stated that the complication of the plan contributes to the administrative implementation problems. Orfield commented that the plans call for very complicated after school and weekend programs along with constantly filling out forms. Orfield stated that there was no reason to expect anyone to cany out the plan. There is no clear sense of purpose because the plan requires too many responsibilities of the staff with the result that the incentive plan does not produce a strong educational product. Orfield stated that the goals for he plan are extraordinarily demanding. Professor Orfield concluded that incentive school remedies are very hard to implement, that school districts rarely succeed in doing so. He stated, however, that there are programs which, if chosen carefully and monitored carefully, are effective in helping disadvantaged students achieve. Professor Orfield testified that incentive schools should have superior staff, administrative support, and significant additional funding. He stated that if you have underachieving students, a low status community, teachers who are unhappy teaching there, and students with no future, it is unlikely to be a successful school. Professor Orfield testified that he has seen very little that has taken place in the last five years which would result in remediation. He stated that there have only been modest educational gains. Orfield stated that the plan contemplated that the process was supposed to be secondary to the outcomes. He testified that if the district only complies with a lot of the details of the plan but does not show good results, then the plan is a failure. When asked to characterize the other experts, Walberg and Armor, Professor Orfield stated that Armor has not done very much independent research and that now he works for parties in civil rights lawsuits. Orfield stated that Armor argues that only parts of a district should be desegregated because only those parts were guilty of discrimination. Orfield stated that Armor ran on an anti-desegregation platform when he ran for the school board in Los Angeles. Orfield said that Armor believes that schools dont affect the achievement of student and therefore schools do not have to provide an equal education. Orfield stated that most scholars in the field disagree with Armor. Orfield stated that schools DO make a difference and that is why everyone sends their children to the best colleges that they can afford. Professor Orfield testified that Walbergs opinions are based on meta-analysis (combining hundreds of studies and then constructing giant statistical models) instead of relying on original research. Orfield stated that this method is highly criticized in education research, but also widely used. Orfield testified that the majority of school desegregation studies are for only one year and are done in the first year of desegregation\ntherefore, Orfield concludes that the majority of the statistics plugged into the giant model are defective. Orfield stated that there is a vast pool of scholars that do desegregation research and neither Walberg nor Armor are in the pool. According to Orfield, Armor has testified that desegregation actually harms black children but he has abandoned that viewpoint. He named many other researchers who have come up with a lot of information on conditions for effective desegregation. Orfield stated that the researchers are nearly all in disagreement with Walberg and Armor. Professor Orfield said that compensation education is a very difficult task and that only a small number of programs have clearly proven results. He stated that it is very important to target those programs with good track records and specially trained persons must be used. Some of those programs are Reading Recovery\nM 444 Success for All, and Algebra Project. Some of the Title One programs are successful and some are not with no net effect from Title One.Schools with disadvantaged students and Title One programs do worse on achievement tests than less impacted schools with no Title One. Children with lower socioeconomic status are more likely to score worse on achievement tests and the converse is also true. If you want to remedy the gap due to socioeconomic status, effective schools have a clear mission, and strong leadership. Good results require extraordinary educational leadership. Standardized tests evaluate content that is not taught exclusively within a school system. Orfield testified that some lower socioeconomic children who dont perform well on standardized tests, do better when put with children with higher socioeconomic status who do perform well on standardized tests. Children need the right level of challenge and motivation. If kids are segregated, disadvantaged kids generally get worse programs and such schools reinforce social status difference. With the low level of competition, they are not challenged and they will not do as well. Professor Orfield stated that if a school has an identity as a minority school or a weak schoolit is hard to attract students. But if you could change identity AND offer a scholarship that would be a great incentive for attracting students. Orfield stated that if you put all gifted programs in poor areas, that whites would come. He stated that if all the white kids come, the school will get better programs. He also stated that all black schools can be very attractive. Professor Orfield said that a number of needed changes are immediately apparent in the incentive schoolsstructural changes that would release a lot of money. He stated that the number of schools should be examined as well as the programs that they offer. He stated that as it is the staff has too much to comply with. He stated that after school programing does not make sense-that the teachers do not want it. He said that the after school program is too expensive and that since there is no required participation, many student who need it may not get it. He stated that there should be targeted tutoring so that children who need help are identified. Orfield stated that the student educational plan takes too much of the teachers time, that there should be a better assessment to identify warning signals for students who need tutoring. Teachers should have to make a long term (five year suggested) commitment and there should be special incentives for principals. He said that perhaps one incentive school should be closed and one should be made a magnet school. Professor Orfield said that there are so many compliance requirements that the staff is unable to focus on the education of children. He stated that based on the plan and interviews with teachers and principals, there is too much pressure on teachers and principals. Professor Orfield said that there is a great deal of evidence that there is no harm to the education of white children by putting them in class with blacks . He stated that black children significantly profit when they got to school with whites. He stated that there is a significant but not large increase in achievement scores when blacks and whites go to school together. The larger gains are what happen in black childrens lives. There is significant evidence to suggest that black children are more likely to go to college if they are in a majority white high school. Most gains are from interaction of isolated children with more successful children. He stated that there is significant research to suggest that if we do certain things in class (like mutual academic projects) that these gains are enhanced with the result of higher achievement and more mutual respect. He stated that desegregation has more benefits than any other intervention. He stated that children that go to desegregated schools are more likely to live in integrated neighborhoods as adults. Separate schools lead to separate lives and separate destinies. Orfield stated that although school has a major influence, it is not more important than the influence of family. Orfield stated that some mandatory desegregation plans work well and some do not. They are usually better when they are in very large metropolitan areas. He said that the maximum education benefit from mandatory plans is when a disadvantaged, racially isolated child is bused to a majority white, middle class school from 1-6 grade. It should be substantially integrated with staff and students and with no tracking on the basis of race. It should also involve parents. He stated that the districts that have gone to neighborhood schools have extremely low achievement in the 100% poor schools, parental involvement did not increase, and white flight did not stop. Orfield stated that the United States is changing from 10% minority to the point that it will be 50/50 in the year 2025. Orfield stated that best kind of goals reflect the metropolitan community and, therefore, he is no advocate of strict racial balance. The higher the racial balance gets in a community, desegregation is more complicated and a schools racial balance must be within a reasonable range. Professor Orfield stated that Little Rock needs a magnet school with a 50/50 ratio in a developing area to get people away from going to private schools.Ir r k I 11/14/96 12:48 501 324 2023 LRSD COIIMLNICATI -^ \u0026gt; ODM Little Rock School District November 14,1996 @002/003 Kress Release More Information\nZeomee Hens. .124-2020 LRSD OrientiitioD Designed to Make 6th to 7tb Grade Transition Smooth for Parents and Students Parents of .students who are currently in the sixth grade will have an opportunity to explore rhe options for their child's educational future on Sunday, November 17. 1996. from 2\n3{) - 4 00 p.m. at Henderson Junior High School. 401 John Barrow Road. The annual Junior High Transition Meeting, spon.sored by the l.inle Rock School District (LRSD) Student Assignment Office, is designed to give parents a closer look at the eight LRSD jurdor high schools and the programs offered at each school. Each school will be given one classroom at Henderson which will be decorated to be.sT showcase their school. Principals, teachers and parents of current students will be available to an.swer questions and give prospective parents helpful information to make the transition to iunicr high sthoui a smooth one. The meeting will be followed by open house tours at the schools at 10:00 a.m, and 1 :S0 o.in. as follows: Monday. xNovember 18 Monday. November 18 .Cloverdale Junior High ITunbar International Studies/Gifted \u0026amp; 1? '' .'.La Vi'ednesday, November 20 Wednesdai'. November 20 Taler.tsd Education Magne! Junior High .Forest Heights Junior High Henderson Heaidi Science Magnet Junior 1 810 West Markham Street li iiO li i'lDors! Little Rock. Arkansas 72201  \u0026lt;501)524-2000 T f  t} 4\n\u0026amp; D s e J H a I J if. I t- k' t i: Ei   11/14/96 12:49 501 324 2023 LRSD COMMUNICATI ODM 121003/003 I I fky I Press Release  Transition Meeting (11/14/96) Page 2 Thursday, November 21 Thursday, November 21 Monday, November 25 Monday, November 25 Mabelvale Junior High Horace Mann Arts \u0026amp; Science Magnet Junior High Pulaski Heights Junior High .Southwest Junior High School registration uill be held January 21-31,1997. tirTr V- V. '11 I ?1 f '  3 :i 'w? -'A \"A* .y I 5\n-97 NON SUSAN U WRIGHT FAX NO, 5013246576 P.Ol DISTRICT JLT9GE SUSaN ''AEBBER WRIGHT 600 W. C/NPiT'.A.. i.i niE RIX'K, AR 72201 JUL 101997 JLIDGE WRiQHT. u s. JUDGE SINCE JANT.LARY 1997 i HAVE BEEN V^ ORKING WITH THE LITD_E ROCK SCHOOL DISTRICT ON THE .STUDENT ASSIGNMENT OF CHILDREN LIVING IN THE WEST LITTLE ROCK AREA AFTER A GREAT AMOUNT' OF EFFORT \\RV LITITE HAS BEEN ACCOMPLISHED I HAVE A WHOLE LOT OF KNOftT.EDGE ABOUT THE PROBLEM PARENTS LIVING IN MY AREA ARE SO UPSFT WITH. THE STUDENT ASSIGNMENT OFFICE TOLD ME THAT OTHER AREAS OF TO'WN HAVE RECRLTTINCt MEETINGS. WELL, I TRIED THAT AND IHE ASSIGNMENT OFFICE WAS KIND .E.NOUGH TO PROVIDE ME WITH SW FLYERS AND ABOLT A DOZEN POSTERS. I WENT IX'XIR. TO DOOR TALKING TO P.ARENTS IN SANDPIPER WEST A.ND CHERRYCREEK SLEDIVTSIONS AND I P'lJT UP THE DISTERS ATTENDANCE FOR THE MEETING WAS IN MY OPEMON DlSM.-\\L. .,2 PARENTS FROM SANDPIPER \u0026amp; 3 FROM CHERRYCRETK. ALL OF THE OTHER PERSONS W.TERE FROM THE SCFEJOL DISTRICT. (THE ?. FROM ?.vNDPIPER CAME AS M\\' SLRFORT) AFIT- \"i '. \u0026lt;1 ' '  rO ICO OR so HOUSEHOLDS IN MY NE.1.GHBORHOOD I HEARD THE SAME I- R AND OVER.-T WON'T PLY MA' CHILDREN IN WILSON . IVE NEVER S rUDENT ASSIGNKLENT OFFICE, .ID PVT MA' CHILD IN SCHOOL IF raEY Il NEIO.rIBORHOOD BUT I'M NOT GOING TO PUT THEM IN WESSON....MA' . I -\u0026gt;K JI )LD WERE ASSIGN.E.D TO WILSON A.ND THEY PUT THEIR KIDS IN A  Ki, ATE' .MTHOOL ^O I'M GOING TO DO TOAT TOO' .. OF ALL THE PERSONS THAT 1 7 ^(L.KED TO ONL Y 1 PARENT HAD THEIR CHILDREN IN' PUELiC SCHCXTLS AND IT WAS A magnet there .  -NOT ENOUGH SPACE TO PUT .ALL THE CHILDREN IN OLTi AREA IN MAGNET SC HOOL S'SO THE ONES TB.AT DON T MAKE IT TO THEIR CHOICE OPT OUT TO PxRIVATE SCHOOl \u0026lt; -M MOST M.l. CF IHE PARENTS COMMENHED .ABOUT HOW ANGRY THEY WERE THAT F HAVE 2 SCHCK.LS LESS THAN 1 xMILES FROM OUR HOMES AND WERE NOT assigned TO THE.M .AND CANNOT EVEN APPLY TO CO THERE I .AM CVRREN FLY WORKENG WTIH THE LITll.E RCX.K SCHOOL OlS'rRlCT TO COMMLINTCATE WITH THESE P.ARENTS THAT PUHi IC SCHOOLS APE GCOD SAFE PLACES FOR OUR CHILDREN. I SINCERELY HOPE YOU'LL TAKE A GOOD LOOK AT OUR .LRE.'- AND PROVIDE. Ol R CfflLDRF '\u0026lt; '.VITI-i .A CHOICE THAT WE CAN GET THESE PARENTS TO AGREE OX N.TLDING .A NEW SCHOOL IN OLR AREA. YObR CONSEJER.a IiON OF .MY CONCERNS IS GREATLY APPRECIATED AND I lCOR FORW ARD TO GREAT THINGS HAlPENING IN 'CHE LITILE ROCK SCHCXX. DISTRICT .iRFLV 7/\n'CZ/Uy/- M.AR\\'ANNF CAMfBF.Ll, 77c(z MON 6:24 SUSAN W WRIGHT FAX NO, 5013246576 P. 03 1 * anti respond to my person via telephone or writte.u communication, I work.within the Pulaski County School District as a substitute teacner, while waiting to be placed as a secondary Engiish tsacnsr (certification by the Ark. Dept, of Education), but 1 air, also a concerne,d parent. I want to rrake sure that my son and the other black males receive justice in this matter. have a fear that they are being used as a scapegoats, simply because there is not anyone to connect to the liquor bottle alleyedly found by Ms. Clark. 1 I would appreciate my son's name being placed with the black asst, principal, instead of Mr. Allison, whom 1 feel will not properly treat my son fairly because he is a black male. I believe the Asst. Principal I am referring to is a Nr. Twilley (I apologize if I did not spell his name correctly). One final, remark, I do not appreciate the fact that Ms. C.lark fl yei.led at these students and told them to shut up when they asked for permission to speak to tell their side of the. story. We have havQ constitutJ.onal_ rights^ regardless of our age. I hops someone will remind Ms. Clar.k of this fact. It sp-.ct.fu 1 1 y submit I d ^ary rin? Anderson cc cc .Attorney John Walker Judge Susan Webber Wright Retained V.\"' t ! i V JUl M? MON 8:23 To\nFront} Ref J SUSAN W WRIGHT Kupt\nBobby ester, Mary , Artdereon, Dab Artc!e?son, This /iiatC\nr Is relevant FAX NO, 5013246576 pcssn 8fcb Grade Student, SHJH P. 02 'J. .-V to a teiephcne call I received from Prlncxpal^Sue Clark at,the Sylvan Hills Jr. High Schoo at* Thursday, Ui\u0026amp;ids the boy' s, bathroom and observed four Stated bathroom. Ms. Clark also stated tnat, she Saw Dah .With u ...d., gave him to buy a cold soda drink at school). Jr. High School at \"'-A, ''Ass- She stated Ms. Clark also a soda can in his hand (money T. At 7jj3 a...ii. . .1 dropped my. mornxng from home . i, drop my children off at .school every\" rnornxng, and .they dq not leave the school oremises for any reason. _ 1 Wa.tCxhed my son pack his backpack with his books\n^ne orixi items ,in his backpack were books, This same fact holds'trri^ for my daughter, son and my daughter off at SHJH this pencils and paper, Tammy, as well. that, she \"did not\" witness the four s..udenvS drinking.,any kind of wine, but she what was in the strawberry soda of the contents (an assumption) fr assumed\" this Is can from sniffing the remainder I was also advised by, my Ms Cl^irk (wljich she did not mention to a green liquor bottle in .the wastebasket oathroom. Eric, Lewis, au anun, not have this grse.h .bottle,and that he t.ie. soda he bought front the machine at  * ' ' '   I Below Is the son my person) found __ inside the boy's aiSd a strident at SHJH, Version of my son's^ school. can attest that was drinking and I want an investigation conducted by the Superintendent's office. I ..ou judgment of Mr. Allison,' nor do I trust the judgment into\na boy's bathroom drawing a T^hdipg an .igoiated bottle inside the bathroom and on a. cohvenxent 90ap$goat.\ni feel that this the fact thfttfmy son^istblack, arid I do not trust the of a a conclusion placing is due to inside the.\nbathroom.'  * ....... treatmenh of.the blackstudents , rd SO are the four other students I-have often been told that there the crenc oi.tne^biack scudents are different from the treatment of the wnite students,.and I am concerned this complaint. 1 and disturbed regarding Aafon Walker, and other black rendered at this school, and how they are followed Constantly when they go in the bathroom as a 5roup, as opposed to white students who gather in this same bathroom ahd are not followed or questioned. What is going on withan. this overall enVirotmerit or questioned. Mr. Lester, again, please (investigate this matter to its fullest }7-3-^7 Cr JUL 11 19g/ ANN BROWN OFFICE OF DESEGREGATION MONITORING 201 E. MARKHAM LITTLE ROCK, AR 72201 nro DESEGfiEGAKONMOWTOWS DEAR ANN, THANKS FOR THE OPPORTUNITY TO SPEAK WITH YOU CONCERNING THE OPTIONS AVAILABLE TO PARENTS IN THE WEST LITTLE ROCK AREA. ALTHOUGH WHITE PARENTS MAY HAVE MORE OPTIONS THAN BLACK PARENTS ON WERE TO SEND THEIR CHILDREN TO SCHOOL, I BELIEVE IT IS TOO COMPLICATED AND MANY PARENTS LIVING IN WEST LITTLE ROCK SIMPLY DONT WANT TO PUT UP WITH THE HASSLE THEY HAVE TO GO THROUGH TO GET THEIR CHILDREN ASSIGNED TO A MAGNET SCHOOL OR AN ALTERNATIVE SCHOOL. I PLAN ON WORKING WITH THE LITTLE ROCK SCHOOL SYSTEM TO PROVIDE INFORMATION TO PARENTS IN THE WEST LITTLE ROCK AREA ABOUT THE OPTIONS THEY HAVE AS YOU RECOMMENDED. I ONLY HOPE YOU WILL COMMUNICATE TO JUDGE WRIGHT THAT MORE COMMUNICATION WITH PARENTS IN THIS AREA IS GREATLY NEEDED. AND FURTHERMORE, IF YOU SEE ANY WAY I CAN BE OF ASSISTANCE TO YOU I WOULD BE GLAD TO HELP. THE LITTLE ROCK PUBLIC SCHOOLS ARE GOOD SAFE PLACES FOR OUR CHILDREN BUT WE NEED TO FIND A WAY TO REACH THE UNBELIEVERS. BEST REGARDS, MARYANNE CAMPBELLOffice cf 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 July 23, 1997 Ms. Maryanne Campbell 2623 Creekside Drive Little Rock, AR 72211 Dear Maryanne: Thank you for your recent letter. Im glad we had the opportunity to talk over the phone, and I commend you for your .zeal in wanting to recruit parents to the public schools. Like you, I believe the public schools are a good place for cliildren. I appreciate your ofter to be of help. I think one of the best ways for you to do that is to work with officials in the Little Rock School District to help make parents aware of the various options for their childrens education. When you give the districts recruiters the benefit of your perceptions and ideas, they can better serve the information needs of the community. Your interest in the educational of children is very important, and I hope you will continue to actively support our citys schools. Sincerely yours, Ann S. Brown JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEJVSE 11998 OFFICE OF DESEGREGATION MONITORING via Facsimile 376-2147 / March 31, 1998 Mr. Chris Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bank Building Little Rock, AR 72201 Re: Revised Plan LRSD Student Assignments Dear Chris: A question has arisen with respect to student assignment for which I would like your input. The question is whether white students who wish to attend Incentive or double funded schools who live outside the attendance areas of those schools be allowed to do so? This appears to be an inquiry regarding whether a minority (white in this context) pupil may transfer into another school his/her race is also a distinct minority. I have interpreted 2.3, page 3 of the revised plan to allow the Incentive schools to be desegregated. This seems to be confirmed by 3.1's preamble, i.e. \"this revised plan does not require any sudden or drastic changes to the present student assignment plan. II (p.7) If your interpretation is consistent with mine, please confirm in a responsive writing as soon as possible\nif it is not, will provide your separate determination. The matter is urgent in view of the fact that white parents may feel that they may not be able to attend Rockefeller and other schools because of the 40-60% numbers that we established essentially for the area schools. If our views diverge, I suggest we address the matter at once. STHcerely Cldh W. Walker JWW:js cc: Judge Susan Webber Wright Mrs. Ann Brown501374418? uhlker lau firm 935 P02 PPR 01 98 18:09 FRIDAY, ELDREDGE \u0026amp; CLARK HCRSCREL R. XRIOAT \u0026lt;|ltS-lSS4J WILUAM R. VWTTONi P\u0026lt;A. JAMES W.MOORE  TRON M. CtStWAN. JA-. JO\u0026lt; 0. BClU. P.A. JOHN C. ECHOLS, P.A. JAMES A. SUTTnV. P.A. PREOERICK 9. UH9ERV. P A. OSCAR C. SAVIS. JW.. P A. JAMI9 C OLARl. J\" . P * THOMAS P LEBOtTT. P.A. JOHN BEWEV WATSON. P A. PAUL B. BENHAM 1(1. P.A. LARRY W. BURKS. P.A. A. WVCKlIPP NISBET, JI., P.A. JAMtB EoWaRO HARRIS. P.A. J. PHILLIP MALCOM, P.A. JAMCa M. SIMPSON. P.A. JAMES M lAXTQN, J. IHEPHSRS RUBBELL. hi. p a. OOHALO M. SACQN. p.A. WILLIAM THOMAS BARTER. P.A- BBRWV E. COPLIN. P A. RICHAROO TAVtOR, p.A. JOSEPH B. nuhBT. JR.. B.A. ELISABETH NOBBEM BBURRAV, P.A. CHRISTOPHES HELLES, P.A. LAURA HENBlET smith. p.A. ROBERT B- BNAFCR, P.A. WILLIAM M. aRI^PlM III. P.A. MICHAEL B. MOORE. P.A. OIANE 1. MACKtb P.A. WALTER M. EBEL III, P.A. XEWIM A. CSaES. P.A. WILLIAM A. WAOOELL. JR., P.A. A I'ARTNEIOHIP at: INDlVlQUAlS AND PROFESSIONAL ASSOCIATIONS attqsnevs at law 2000 FIRST'COMMERCIAL aUlLDINO AOO WEST CAPITOL AVENUE LITTLE SOCK, ARKANSAS 71tOI-3l3 TELEPHONE SOI-STS 201 1 FAX NO. B01-3TS-1147 April 1, 1998 lOOTTJ. LANCAOTEB. F * M, QAVLE COWLEV. P A. ROBEWT a BEACH. JR.. P.A. J LEE IffOWN. P.A, \u0026gt; JAMES C. BAWeW. HBBHV A. (.IBMT. P.A SCOTT H TUCKEW, P.A. JOHM CI.BVTQN RAMOOLPR. F.A 4UV ALTON WADE, P.A. PWrCEC QARDNCR.p.a. TOMIA P. JQMB6. P.A. OAVIO B. WILSON. P.A. JEBPNCV R, MO0RE, P.A. ANOWEW T. TURNER, P.A. OAVtd U(. WRAP, PlA. CARLA OUNAWII SPAINmOUR. P A JOHN e. SENdLE*. JR.. P.A. ALLIBdN CNaVCS WARNES. P.A. W. ohBIUTSPHCR Lawbon CREBONV D. TATLQR TONY L. WILCOX FRAN C. HICKMAN AETTV J. OCUOWy lARIARA J. WANO JAMES W. SMITH CLIRPORO W. PLUWKETT OaMiSL L. MERRINOTON ALLISON J. CORNWELL TOGO A. CRECR CllCN M. OWENS HELENE N. RaVOCR JA3Oli S. HEUGREN BUBAN N. CMILGCRS 4euwcti william J. (MlTH I.B, CLARK WILLIAM L. TIRRT WILLIAM L PaTTOn. Jh H.T, LAWIELEXE, P.A. f nitecT . |60n 370-032a Mr. John W. Walker John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, AR 72206 VIA fax: 374-4187 re: LRSD Revised Plan Student Assignments Dear Mr. Walker\nWe have reviewed the LRSD Revised Plan related to the question raised in your fax of March 31, 1998. We cannot agree with your It is overbroad to say that Section interpretation of Section 2.3. 2.3 'allow[s] th incentive echoola to be desegregated.\" Section 2.3 was intended to permit the gradual implementation of the student assignment provisions of the Revised Plan. Because the Revised Flan has yet to be approved, LRSD has assigned students for the 1998-99 school year based on the present student assignment plan. We believe this will be consistent with Section 2.3 should the Revised Plan be approved.5013744137 kWLKER LAU FIRM 935 P03 APR 31 9S 13:10 Mr. John w. Walker April 1/ 1998 Page 3 We agree that section 3,2,1 places certain limitations ' ' . However, voluntary student transfers to incentive schools. However, we believe it is premature to consider modification of section 3.2.1 until the district has adopted revised elementary student assignment zones. Even so, we will consider any proposed modification you would like to present at this time. Please do not hesitate to call if you have any questions. sincerely, CC! ^ohn C. Fendley, Jr. John Dr, Leslie V. Carnine (via fax 324-2146) MiRECE Little Rock School District JUL 2 7 1998 OFFICE Or DESEGREGATION MONITORING Memo To: From: Ms. Ann Brown Office of Desegregation and Monitoring Leslie V. Gamine, Superintendent of Schools Date: 07/24/98 Re: Revised Student Assignment Plan This notice is to provide information regarding the process and timeline anticipated within the restructuring and student assignment component of the Little Rock School District Revised Desegregation and Education Plan (Sections). As we approach the start of the 98-99 school year, we are also in a position whereby initial plans must be implemented toward '99-2000 and proposed transition of our schools to reflect elementary - grades K-5, middle school grades 6-8, and high school grades 9-12. At present, we are thoroughly reviewing parameters that exist in our plan to provide baseline information toward the development of newly drawn assignment zones that will be proposed. The following timelines are anticipated: July  School attendance zone/baseline information is compiled and reviewed. August - September  Review of proposed attendance zones with the LRSD Board of Education.  The LRSD Student Assignment Work Team will be asked to reconvene. (Please note enclosure)  A representative from Office and Desegregation and Monitoring will be placed on this committee (Melissa Guldin).  The Student Assignment Work Team will meet weekly.October - November  The proposed plan will be presented and made available throughout the City of Little Rock  A series of informational announcements / programs will be provided (i.e. media / press releases, publications. Town Hall meetings, cable program presentations).  The Little Rock School District will survey students and parents to seek input toward the proposed restructuring and their 99-2000 intended school assignment. November  Necessary revisions and modifications in the plan will be made. RECEIVpd  The LRSD will vote to approve the new assignment plan. December - January JUL 2 7 1998  Make plans for '99-2000 registration (i.e. forms, building capacities) OFFICE OF desegregation MONITO W  Hold registration for kindergartners, new students, M-to-M applications. Magnet applications. Desegregation Transfer request. Employee Preference requests, and P4 students. Two of the primary individuals with the Little Rock School District that are assigned to this project include Mr. Junious Babbs, Associate Superintendent for Administrative Services and Ms. Julie Wiedower, Interim Director of Student Assignment. While recognizing this significant task, we are positive toward successfully incorporating accurate baseline data and necessary input for work team members that will prompt favorable transition. We are moving rapidly beginning to place things in motion and will communicate with you soon on our initial planning session. If you have questions regarding information that has been provided, I ask that you contact Mr. Babbs. Enclosure: Middle School Pamphlet Student Assignment Work Team (Introduction / Members) cc\nJunious C. Babbs, Jr. Julie Wiedower  Page 2STUDENT ASSIGNMENT WORK TEAM NEW SCHOOLS AND AREA SCHOOLS JUL 2 7 1998 OmCEOF desegregation MONFiDRlNG 1. INTRODUCTION The Student Assignment Work Team (the Team) was requested by Superintendent Don Roberts to consider whether the Little Rock School District (LRSD) should construct new schools, and whether the school district should consider changes to its present student assignment plan. The task of the Team did not include reconsideration of magnet concepts or interdistrict schools. The Superintendent suggested that the Team specifically examine the need for, and the benefits of, constructing a new Stephens Elementary School and a school in a growth area in the western part of the city. The Superintendent also suggested that the work group consider possible changes in student assignment plans which could lead to more integration and less student transportation. The Team began meeting in late March and generally met weekly through mid-July.Student Assignment Work Team New Schools and Area Schools Junious Babbs (newly appointed) Mary Ann Campbell (newly appointed) Michael Daugherty Pat Gee Melissa Guldin Bill Hamilton Baker Kurrus J.J. Lacey, Jr. Jim McKenzie Leonard Thalmueller Narcissus Tyler Julie Wiedower (newly appointed)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 April 14, 1999 Mr. Junious Babbs LRSD Student Registration Office 501 Sherman Street Little Rock, AR 72202 Dear Junious: Thank you for spending time with me on Monday discussing the concerns I had raised in my March 18\" letter about assigning four-year-olds at Rockefeller. Its wonderfully easy to talk matters over with you. Your openness and positive thinking is a real asset to the district and a joy to me personally. Im glad we both value the importance of preserving Rockefellers success. As we agreed. Im going to call on some creative thinkers to come up with possible options that might allow the children in Rockefellers early childhood program to remain at the school throughout the elementary years, while still accommodating the assignment zone children who have priority for attending the school. The first step toward that end is a brainstorming session next week with Anne Mangan, Pat Price, and Melissa Guldin. Then well schedule some time with you, Francis, Sadie, and Brady (or whomever you think should be involved) to talk over the ideas that have surfaced and get the benefit of the groups collective thinking. Ill keep you posted on all developments. Meanwhile, so we can work from a solid information base, well appreciate having Rockefellers latest enrollment figures for 1999-2000 by race and grade level, including the number of four-year-olds in the zone, the number of four-year-olds enrolled this year who arent slated to return, and any other figures that will help us get an accurate enrollment picture for next year. Thanks so very much for your help. Sincerely yours, Ann S. Brown cc: Anne Mangan Pat Price Melissa Guldinmi 810 West Markham Little R.ock, .AR. 72201 T. 4\n.- T, -,.   A C t 1 _ 4 ^ . . ^Lxi.i.v.utiac xvcie^c July 19, 2004 For more information\nJulie Davis, 447-1027 LRSD Seeks Community Input iQ Student Assignment Flan The Little Rock School District seeks input from the community in the formulation of its revised Student Assignment Plan. For this purpose, the district has organized three community forums where ideas and opinions may be exchanged. The public is encouraged to attend these forums. Tuesday, July 20\n6:00 to 7:30 p.m. Little Rock Neighborhood Resource Center, 3805 West 12* Street Thursday, July 29\n6:00 to 7:30 p.m. Dee Brown Library, 6325 Baseline Road Tuesday, August 10\n6:00 to 7:30 p.m. LRSD Administration Building Board Room, 810 W. Markham Street The primary focus of the meetings will be the snident assignment policies for the districts specialty magnet schools (Central, Fair, Hall and McClellan high schools\nCloverdale, Dunbar, Henderson and Mabelvale middle schools\nand King, Rockefeller, Romine and Washington elementary schools). The LRSD Board of Education encourages the community ro participate, obtain information and provide input at the meetings. ###RECEnn=r LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OCT 6 1999 OFFICE OF DESEGREGATION MONlTORi?a OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 E-Mail: jcbabbsff:stuasn.lrsd.kl2.ar.us October 5, 1999 Mrs. Ann Brown Office of Desegregation and Monitoring 201 E. Markham Little Rock, AR 72201 Dear Mrs. Brown: In an attempt to follow-up on earlier communication regarding possible areas that may warrant attention in the 99-2000 LRSD Student Assignment process, a meeting is being scheduled with appropriate staff persons to review projected enrollment / capacity compositions and possible strategies that may be enacted. You and / or representatives from your shop are invited to attend. We look to be in touch regarding the scheduled time. Sincerely, .^nious Babbs Date: October 19, 1999 To: Melissa and Gene From. Am Re: LRSD Meeting Attached is a communication from Junious Babbs, who has invited us to attend a meeting in the Student Registration Conference Room next Tuesday, October 26, 1999 at 9:00 a.m.. This meeting is probably to mollify me, because I have suggested that it would be appropriate to review the present student assignment zones to determine whether some minor adjustments (tweaking) might be appropriate. As you know. Ive been particularly concerned about the Rockefeller zoning, because it has created some big kindergarten enrollment numbers that could develop into overcrowding at the successive grade levels. Other schools might have similar problems, although Im not aware of them. At any rate, please plan on attending this meeting with me next Tuesday. Thanks. Enc.10/14/1999 11:20 501-324-2231 LRSD SRO PAGE 02/02 little rock school district 501 SHERMAN STRFFT LITTLE ROCK. AR 72202 OFFICE OF ADMLMSTRATIVE SER-VICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272   L-Mail: icbabbsf^stuasn lrcrf L-n October 5,1999 Mrs. Ann Brown OflSce of Desegregation and Monitoring 201 E. Markham LittleRock, AR 72201 Dear Mrs. Brown: In an attempt to follow-up on earlier communication attention in the 99-2000 LRSD Student Assignment appropriate staff persons to review projected enrollment / strategies that may be enacted. regarding possible areas that may warrant process, a meeting is being scheduled with capacity compositions and possible You and / or representatives from your shop are invited to attend. We look to be in touch regarding the scheduled time. Sincerely, inious Babbs 10/14/1999 11:20 501-324-2281 LRSD SRO PAGE 02/02 Qi little rock school district 501 SHERMAN STRFFt little ROCK, AR 72202 OFnCE or ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 '  E-Mail\nicbabbs@stuasn lrrt kn October 5,1999 Mrs. Ann Brown Office of Desegregation and Momtorine 201 E. Markham Little Rock, AR 72201 Dear Mrs. Brown: In an attempt to follow-up on earlier communication regarding oossible areas that o,,,, - strategies that may be enacted. capacity compositions and possible You and / or representatives from your shop are invited to attend. We look to be in touch regarding the scheduled time. Sincerely, L Juinniioouuss BBiabbs Message Page 1 of 1 Ann Marshall From: Sent: Rousseau, Nancy [Nancy.Rousseau@lrsd.org] Friday, October 17, 2003 12:57 PM Subject: FW: Memo from Mr. Babbs Parents - If you are interested in attending this meeting, please let me know, and you can be the LRCH delegates. Obviously, LRCH cannot have 50 parents at this meeting! I cannot attend b/c I already have two places to be during this time. I know that a great many of you are concerned about the proposed assignment plan. Feel free to get involved if you are interested. Nancy -----Original Message----- From: Eggleston, Deana Sent: Friday, October 17, 2003 11:23 AM To: Rousseau, Nancy\nNorman, Cassandra\nSmith, Vernon\nBuck, Larry\nMunns, Angela\nBacon, John\nBurton, Marvin\nBlaylock, Ann\nMangan, Anne\nZeigler, Gwendolyn\nScull, Lillie\nHarris, Tyrone Cc: Holmes, Morris\nMitchell, Sadie\nStewart, Don\nGlasgow, Dennis Subject: Memo from Mr. Babbs This following message is from Mr. Babbs: This notice is to provide an update regarding proposed 2004-05 student assignment plan activity and mav where things exist for the moment. It is being pulled as an action item for the October 23^ meeting of the Board of Directors. Given recent conversation through Dr. Holmes, and respective board members, thinking is to seek expanded school/program conversation and input opportunity. This__ include members of your Campus Leadership Team (CLT), Parent Teacher Association (PTA), and/or school representatives that you 'd like to bring on board. A called meeting for principals and/or your representative is scheduled for Tuesday, October 21, 2003, 3:30p.m. in the Student Registration Office, 501 Sherman Street. In this session Dr. Holmes is  scheduled to provide an overview of this charge. We will look to review background, pertinent data, our present state, anticipated timeline and availability to obtain additional thinking toward recommendation / adoption of a new student assignment plan. Look to see you Tuesday afternoon. cc: Dr. Holmes Deana Eggleston Student Registration (501)447-2955 deana.eggleston@lrsd.org Got I OOO*G of Smiling Facco for your EmoHol Gat tKam r*owl J 10/17/2003Message Page 1 of 1 Ann Marshall From: Sent: Rousseau, Nancy [Nancy.Rousseau@lrsd.org] Friday, October 17, 2003 3:47 PM Subject: FW: Memo from Mr. Babbs Parents - Sorry! I goofed! The message I sent to you about the meeting was incorrect. Tuesday's meeting is for administrators only. The LRSD will be setting up a meeting soon for parents to get information and give feedback. The October 23'^'* vote has been delayed until the November agenda meeting. I will let you all know of the meeting date when I get the information. Nancy This following message is from Mr. Babbs: This notice is to provide an update regarding proposed 2004-05 student assignment plan activity and where things exist for the moment. It is being pulled as an action item for the October 23^ meeting of the Board of Directors. Given recent conversation through Dr. Holmes, and respective board members, thinking is to seek expanded school/program conversation and input opportunity. This may include members of your Campus Leadership Team (CLT), Parent Teacher Association (PTA), and/or school representatives that you 'd like to bring on board. A called meeting for principals and/or your representative is scheduled for Tuesday, October 21, 2003, 3:30p.m. in the Student Registration Office, 501 Sherman Street. In this session Dr. Holmes is scheduled to provide an overview of this charge. We will look to review background, pertinent data, our present state, anticipated timeline and availability to obtain additional thinking toward recommendation / adoption of a new student assignment plan. Look to see you Tuesday afternoon. cc: Dr. Holmes Deana Eggleston Student Registration (501) 447-2955 deana.eggleston@lrsd.org Got I noO's of Smiling Foccs for your Emails! Get thorn nowl j 10/17/2003uo. o L K S D SRO RASE 02/02 LITTLE ROCK SCHOOL DISTRICT Student RegistAtion Office 2004-05 School Choice Option Survey I am presently affiliated with: O Wo- TjlB -Use a No.2 pencil only -Fill in bubble completely -Do not fold Or staple a. Original Magnet School b. LRSD Magnet/Specialty School c. Attendance Zone School d. No School I Strongly Disaarge No Opinion Disagree Attendance Zone are important. options outside the Neigh jorhood J__________Agree Strongly Agree School 2. It IS important that schools reflect a diverse st ident population. 3. Diversity promotes equal opportunity and bro? i experience. dens the educational 4. School choice options are desirable even if trs i provided. nsportation is not CJ '-vJ 5. Diversity should take into account factors in addition to race. 6. It is possible to have too many choice options. 7. What options Successful schools must be diverse. attendance zone? should be considered If any, to diversify asJignmentoutsIde of the 8. Random Selection (Luck of the draw) .J O I r L C O O o r 9. 10. Socio-Economic (Free/Reduced Lunch) C o Academic Proficiency (Test Scores) o o o 11. Race (Cultural Group) 12. Sibling Preference (Brother or Sister Living in tie Same Household) C.J O o For District Use Only I P S ci Parent Forums School Choice Proposal The Little Rock School District (LRSD) is proposing changes in the student assignment plan for the 2004-05 school year. The LRSD Board of Education wishes to allow parents additional opportunities to provide input before the Board makes a decision on the recommendation. Two parent forums will be held: Elementary schools: Tues., Oct. 28 Secondary schools: Wed., Oct. 29 5:30 - 7:00 p.m. 5:30 - 7:00 p.m. Location: Board Room, LRSD Administration Building, 810 West Markham. If a parent cant attend the session designated for his/her childs school level, the parent is invited and encouraged to attend the other session. The primary reason for revision of the current school assignment plan is that recent court decisions (Unitary Status / U.S. Supreme Court - University of Michigan) have affected the manner in which we assign students. Need is identified to develop a student assignment procedure where race-based decisions are no longer the sole factor in determining assignments. The plan will affect our current students only when they move to the next school level-for example, when our current fifth grade students enroll for middle school or eighth grade students enroll for high school during the January 26 - February 6, 2004 registration period. The Board of Education and district administrators remind all parents of the districts commitment toward diversity within our schools. We will closely monitor the equitable allocation of resources, including funding and personnel, in order to ensure that students at all schools have experienced teachers, appropriate materials, updated technology, equipment, and current textbooks that promote equal educational opportunity and academic excellence for all students. i October 22, 2003 Dear Specialty Magnet School Patron: You may have heard that the Little Rock School District is developing an updated student assignment plan for implementation during the 2004-05 school year. This proposed plan will be presented to the Little Rock Board of Education for review/approval on November 6, 2003. I want to share with you information about the plan and meetings that will be held to allow for additional input. Attached is a list of Frequently Asked Questions, or FAQ, providing information about the proposed plan. The plan will affect our current students only when they move to the next school level-for example, when our current fifth grade students enroll for middle school or eighth grade students enroll for high school during the January 26 - February 6, 2004 registration period. The primary reason for revision of the current school assignment plan is that recent court decisions (Unitary Status / U.S. Supreme Court - University of Michigan) have affected the manner in which we assign students. Need is identified to develop a student assignment procedure where race-based decisions are no longer the sole factor in determining assignments. The Board of Education and district administrators remind all parents of the districts commitment toward diversity within our schools. We will closely monitor the equitable allocation of resources, including funding and personnel, in order to ensure that students at all schools have experienced teachers, appropriate materials, updated technology, equipment, and current textbooks that promote equal educational opportunity and academic excellence for all students. Please read the attached FAQ. You are invited to attend one of the scheduled meetings to provide input regarding the proposed student assignment plan:  Elementary schools- Tuesday, October 28, 2003 - 5:30 - 7:00 p.m.  Secondary schools- Wednesday, October 29, 2003 5:30 - 7:00 p.m. Location\nLRSD Board Room - 810 West Markham Street If a parent cannot attend on the specified night for the school level, he or she is certainly welcome to attend the other session. I encourage you to provide your input on either of the scheduled evenings outlined above. Sincerely,b a 2004-05 Proposed School Assignment Plan Frequently Asked Questions Why is the district proposing a change in the student assignment plan? The primary reason for revision of the current assignment plan is that recent court decisions (unitary status / U.S. Supreme Court - University of Michigan) have affected the maimer in which we assign students. Need is identified to develop a student assignment procedure where race-based decisions are no longer the sole factor in determining assignments. What guided the proposal being presented to the School Board? A survey was done of more than 1000 stakeholders (parents, staff, community) representing every school in the Little Rock School District. More than 85% of those responding (535) agree that School Assignment Options outside the Neighborhood School Attendance Zone are important. Additionally, 90% felt that It is important that schools reflect a diverse student population. In addition, the district Strategic Plan Mission Statement (developed by members of our community) states that our schools should not only reflect, but embrace, diversity. Our School Board has been equally clear in its Covenant for the Future which was adopted in February of 2001. Will attendance zones be changed? No Will there be significant student movement as a result of proposed changes? No. Approximately 90% of LRSD students attend their attendance zone school, stipulation magnet, or participate in the M-to-M program. Will the Stipulation! Original Magnet (Parkview, Mann, Booker, Carver, Gibbs, Williams) assignment process change? No. These schook will continue to operate under the current assignment plan. Two meetings are scheduled for additional input from parents and other community residents. They are: Elementary schools - Tuesday, Oct. ZS** 5:30 - 7:00 p.m. 5:30 - 7:00 p.m. Secondary schools - Wednesday, Oct. 29**\"Location: LRSD Board Room Administration Building 810 West Markham Please invite your thinking and input. WEDNESDAY, AUGUST 11,1993 LRSD hired former official to draw up alternate plan The short-handed Little Rock School District turned to an old ally recently. The district hired Dr. James Jennings, its associate superintendent of desegregation from 1987-92, as a consultant July 27 to write an alternative student assignment plan. He was paid $1,381.25 for his services, a district spokesman said Tuesday. The district has a desegregation office, plus a number of staff members who work in its student-assignment section. Jennings was a temporary addition to that department. His job was to develop a student assignment plan to use if U.S. District Judge Susan Webber Wright had refused to close Ish Elementary School. Wright Oversees the Pulaski County school desegregation case. Jennings student assignment plan was built on the premise f that the judge would require the district to operate Ish and the nearby Dr. Martin Luther King Jr. Elementary School in the same 1993-94 academic year. But Wright ended up accepting the districts proposal to close Ish and let the students attend King, so the district scrapped Jennings plan. The new King school is scheduled to open Aug. 23, the first day of classes. As a district employee, Jennings gained experience writing student assignment plans for the district. He is now teaching at Hendrix College in Conway.FRIDAY, MARCH 12, 1993  9B LR district delays assignment of 12,000 to elementary schools BY CYNTHIA HOWELL Democrat-Gazette Education Writer The 1993-94 school assignments for as many as 12,000 elementary pupils in the Little Rock School District have not been completed and were not mailed as scheduled Thursday. Marie Parker, associate superintendent for organizational and learning equity, said Thursday that the need to establish an attendance zone for the new King Interdistrict Elementary School has caused a slight delay in sending out assignments to the districts elementary schools. The only exceptions are the elementary magnet school assignments, which have been mailed. Junior high and senior high school assignments were mailed Thursday as scheduled. Parker said she did not know exactly when the elementary assignments will be mailed. A proposed attendance zone for the new King School at Ninth Street and Dr. Martin Luther King Jr. Drive has been developed, she said. That proposal has been submitted to the superintendent and the districts attorney, who will pass the proposal on to the other parties in the 10-year-old Pulaski County school desegregation lawsuit and to U.S. District Judge Susan Webber Wright for approval. Also, community meetings are being planned for next week to allow members of the public to review the proposed zone boundaries for the new school. Parker said it is necessary to establish the King zone so that children who live in the zone can be assigned to the new school when other school assignments are made. Otherwise, children might be assigned-to one school now, only to have their assignments changed once the new zone is approved. 1 King is supposed to serve children who live in the area of the school, as well as white children from the Pulaski County Special School District who volunteer to attend the school. . The school, which is to be completed by mid-July, will accommodate about 700 children and will have a special academic theme. A district commit-  tee has interviewed candidates for principal of the school. Nei- ther the principal nor the theme of the school has been selected. Arkansas Democrat ^(gazette  THURSDAY, JUNE 5, 1997  West LR neighbors to meet, size up idea of single school ARK.-\\NSAS DEMOCR.-\\T-GAZErTE West Little Rock parents who I want to learn more about their public schools will have the oppor- [ tunity to speak with Little Rock School District officials this i evening. ' School district parent re- ' cruiters from the Student Assignment Office will meet with parents today in the Books-A-Million party room at 12201 W. Markham St. from 6 to 7 p.m. Maryanne Campbell, a resident of the Sandpiper Creek subdivision, organized the meeting to rally her neighbors behind the idea - of sending their children to a sin- i gle school, in effect making it their neighborhood school. Most children in the Sandpiper Creek area off Bowman Road south of Kanis Road are in the attendance zones of Wilson or Dodd elementary schools. In fact, Camp: bell said, very few of them attend either one, with many opting out of the public school system altogeth-. er. I dont think its normal for kids to have to go to private, schools, but its an accepted norm here, Campbell said. Unless we imite, nothing will change. Becky Rather, one of the school districts two full-time parent recruiters, said that children from- this part of west Little Rock are scattered through Wilson, Dodd,' magnet and private schools. WEDNESDAY, OCTOBER 15, 2003  5B |Parents question diversity plan at forum zone boundary lines for the BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE A proposal to lessen the role that race plays in student assignments to some Little Rock magnet schools may be intended to promote diversity, but it has the potential to create more one-race schools, parents told district leaders Tuesday night. About a half-dozen parents attended the forum at the districts administration building on proposed changes to the assignment plan that could go into effect next school year. That plan, if adopted by the School Board on Oct. 23, would take into account a students standardized test scores and family income level, in addition to the students race, in creating a mix of students in the districts 12 special-academic-program or magnet schools that have attendance zones. Thats different than the current system in which race is the main consideration in attempting to achieve a particular mix of students at each of those schools. Delaney Fleming, a black parent, questioned how relying on family income and test scores could lead to diversity in student enrollment when black families are typically poorer than whites and black children on average have lower test scores than their white classmates. He said the two new criteria reinforce racial differences. What safeguards will be instituted to ensure that the plan wont resegregate the schools? Fleming asked. What steps will be taken so schools in the western part of the city wont become predominantly white while the schools in the test of the district will remain or become predominantly black? Junious Babbs, associate superintendent for administrative services, said a new plan is necessary because the district has been declared unitary or desegregated by the U.S. District Court in terms of its student assignments to schools. The district cannot continue to use race as a basis for assignments without that being considered discriminatory. TTie district has the option of assigning all students to schools based on the attendance zones in which they live, Babbs said. About 70 percent of districts 25,000 students already go to their attendance zone schools while 10 percent attend the attendance-zone magnet schools. However, district leaders decided to keep schoolchoice options after getting the results of a community survey that showed 90 percent of parents and school staff said diversity is important in schools and more than 80 percent favored school choice. Babbs agreed that the district, which is now 69 percent black, may end up with more one-race schools. But district leaders will monitor schools to prevent the inequitable distribution of resources among them, he said. Debbie Carreiro, a white parent at Dunbar Magnet Middle School, said giving top priority to students living in the attendance zone will likely leave few seats for others to transfer to Dunbar for its unique gifted education and intematioii^ studies programs. Her own family selected attendance-zone magnet schools years ago when her west Little Rock attendance-zone school was too full I hit all the negatives in the Little Rock School District and found a positive, she said. The proposed assignment plan wont change existing attendanceschools. Nor would It affect the way students are assigned to the six original magnet schools  Parkview High, Mann Middle, and Booker, Carver, Gibbs and Williams elementaries  which do not have attendance zones. Students now attending the attendance-zone magnet and specialty schools will be grandfathered, or be able to continue attending those schools.O c t o b 8 r 3 0. 2 0 0 3 1  CD  oo CD u !/\u0026gt; co X u 3 tf) o !Z) OD CZ3 s  g I/) o ap:: o C g b s !3 0-3 e CO s  G 03 03 z: \u0026lt;0 s g^ M I 13 .S' SO\n S P \u0026lt;U C *3 .2- OJ -S aj *3a-i.3 QJ fl) fl S\" - 00^ Q.-5 o \" 2 W O 3 (U -2 S  tUn boO Gc I, 9P^ 'J X e 3\u0026gt; C SJ2 e w J3 3 J g r A \u0026gt; 0 ) G,  2 G   Oe 5 C s C S p-S^cgS iJ-Ss p o.-a  ?  u tS .S bn I \u0026gt;. G \u0026lt;U C *3 O U n) fi U U X U ' uIS*3 Eg UI-O'S.^ 2I :s g 35 M s o s g 2UD PO3 ngj utj- SflrSis o \u0026lt;U U p Tun nof O V proposal stands, all lawsuits, he said. IldllOlCl children who apply to go to mag- net schools that have attendance tor, just not the only factor, as  Continued from Page 1B zones would be put into the ap- the result of a U.S. Supreme ifications, but isnt the fact that plication pool. But students who Court order last summer on Student race can still be a fac-you have this plan running more differ the most  in terms of admission decisions at the Uni-whites away from the school dis- race, academic achievement and versity of Michigan law school, trict? asked one black audience family income  from the stu- Babbs said. Although the case member. dents living around the schools centered on a specific law Russ Carter, a parent of two would be given preference in the school, the decision is viewed in district students, urged Junious selection process. In other legal circles as having implica- Babbs, an associate superin- words, their names might go in- tions for admissions procedures tendent for the school district, to the pool more times, giving in other education systems, and others to adjust the pro- ^ejn a greater chance of being The change in the Little Rock posed system so the magnet and ^dpjnly selected for the school, assignment plan is being prospecialty schools can retain their 'JS jfiiue Honeycutt, whose chil- posed for next school year even current racial ratio goals of 60 dren attend King Elementary, though Wilsons order on unipercent black and 40 percent said the proposal is an attempt tary status is being appealed to white. to prevent the district from fac- the 8th U.S. Circuit Court of Ap-, Gina Parker, another parent, ing another 30 or more years in peals and state lawmakers are on  o. \u0026gt;\u0026gt; s\nJ VI y VaI ? j= o .g .2 o o. .w   cflTSflwi^O.S- ^-5543.2. G 13 o G D3 i:\n3  13 IK 3 13 3 2^ \"G _fl j_i Ui .y o .5  Q c-T GSg 3 2 \u0026lt;U 2 .G crt *3 aj ftO ' .eg5 2 \u0026gt;1 Cm \u0026lt;D ..Q tc aczj \u0026lt;9 - g G S G 5 n SP-E g \u0026gt; .G G-- G S - B S's -n I\" .17) o also asked for some assurances court. the brink of meeting in a special about the racial make-up of the Ann Marshall, the federal de- legislative session to consider i schools under a new plan. Mt E Da 3-2 3 s S* G O .G ,0 -G efl E G  S'S*\" 2 S 7 .3 K'S \".a u n '2 o o V.  SS rt O D3 W \u0026gt; .y  fS e O V) 73 .!U c xj .5 U   O O 3 2 tUJ {UJ JI3- Q_ 2 Ui fl tuf) ^3 o 3 G G  X D C iZ)/3GGa)gJ'(UC^X 'U'^_ .w cfl*- E spa P  H  2 \"73 S' S?-2 it li nJ uJ G m flj fl /i _ hG G S bfi O D3 d U u u \u0026lt;D r\u0026gt; G-XJ j3 no c/: .3 lA  O  oO u\u0026lt;ut /()/) 5 O nJ  X b i- 9(/-) u -o) *o oo ca G O 132 4G=  S J a 2  c E  (Z)y) 13 I Im yj G 13 G jj:\n- - - tZ) Q segregation monitor in Pulaski a range of education reforms, in- I dont want to see us back County who said she was at- eluding the way school districts where we were [with racial seg- tending the session as a district are funded. regation], Parker said. Is there parent, said the fed-e--r-a-l- -c--o-u--r-t-s Pressed by a parent at the some middle ground where we arent actively forcing the school Tuesday session about why the could have 60/40 split without districts to abandon race-based hurry to change the system when making race the sole factor? Is school assignments and that an there are so many uncertainties, there a way to design that? alteration now might be prema- Babbs said it was being done on LeRoy Mayfield, a black par- ture.--------------------------------- the basis of research and legal  ent who lives in southwest Lit- Babbs said at both forums advice. : tie Rock and has children at this week that the plan would af-ra Parkview and Central high feet the 10 percent of district stu- g I schools and Williams Magnet El- dents who typically opt for trans- signment process,\" he said. The , ementary School, complained fers to the 12 affected magnet legal decisions indicate to us that I that the proposal is too compli- schools. The district could go to we must change. We are step-csted. a strict attendance zone olan. nine out on that Snnreme Cmirf We would be ill-advised to retain our present student as- . a strict attendance zone plan, phig out on that Supreme Court This is totally confusing, he Babbs said, but results of an Au- ae^isjon. :S 5 \"y S u 5P o \u0026lt;u ! c ts .G  C.2 o o c t, c J2 _  2  o \" X o tn .. O \u0026gt; u 0 w 2 N o on u  .^\"0 \u0026lt;u 2 3 P -G G *' c5 E 5 \u0026lt;D (Z) I \"Gd= 2 0 X Ss o (/) E h  2 ^12 \u0026lt;/) S 1 _M_M. ['/5) *- 3 G \"G fl c OJ G O U  *0 U \"O u said. In laymans terms, how can gust survey sHbwed that over- 'iTh'^ School Board was ini- I get my son into, say, Dunbar? whelming percentages of par- tially scheduled to vote on the Babbs said that under the cur- ents and employees believe stu- changes Oct. 23 but delayed a rent system. Mayfields child is dent diversity and school choice vote until Nov, 6. ineligible to transfer to Dunbar are important. Board member Baker Kurrus because only whites can trans- Babbs has repeatedly cited told parents Tuesday that he is fer from another attendance court orders as the reason for up in the air about what the zone into Dunbar. Mayfields making the proposal. district should do child can still apply to the dis- One of those orders was UU..SS.. I think there is a chance tricts six original magnet schools District Judge Bill Wilsons Sept, we wont do anything this year, unaffected by the proposal sys- 13, 2002, decision declaring the Kurrus said. There is a risk in tem. Those are Parkview, Maim, Little Rock district unitary, or doing that, but there is a chance Carver, Gibbs, Williams and desegregated, in most areas of it wont change. The Sth Circuit Booker magnet schools. its operations. The district has could rule tomorrow that this Wilma Hill, who is raising her spent the past 40 years under district is not unitary. What grandchildren, said education court order trying to achieve a would be most productive quality has to be the main con- racial mix of students in schools, would be for you to communi-cern of the district but also ob- Once unitary, a district cannot cate with your board members served that the proposed as- make race-based school assign- not what you think about all of signment system offers some ments without risking accusa- this but how do you think it hope of diversity. tions of discrimination in new should be. M O HM jS rSa? G[fl suz U U a X U E 3 _ flj O u L 2 \" 5 U* O \"  73 -c c E \u0026gt;-B 5 S SS Ovio.SranjU.SpQ e SO O' O. C _ oS\"G y) arot abjf*l'^i p53 S P-G- C0 05 2-g.S S  1 S \u0026gt;,5 o.i cc-^.aocc^ \u0026lt;\u0026lt;ySN_gMQ.2Sr uu .1 ufc 3 a 5.: W C \u0026lt;u Q V) \"O G g *CH C CZTJ f-flj .3 O 3 N di nj -3 1^2 E O o M-s g 2 g u S*-5 3 G 2 (/\u0026gt; o o CM (D E (D o z LR board tom on factoring in students race Assignment plan eludes panel Race  Continued from Page IB The desire by some board members to eliminate race from the assignment process puts the district at odds with parents, Berkley initially motioned to approve the policies that would have created the framework for the new assignment plan. Strickland seconded the motion but later expressed reservations. Day asked Strickland to withdraw her second to the motion, causing the motion to die and no new motion was put forward. \"I was counting in my head, and I think the vote [on the revisions] would have been 3- 3, Day said later. That would not have done anybody any good. This is so important. Its a lightning rod of an issue. We \u0026gt; ............... ------ .need to be unanimous or close even in a diminished role  is The other schools are Hall, Junious Babbs, the associate su- to^t Sharply divided over unacceptable as it would give Chris Heller, the districts at- whether race should be a factor some preference to white stu- Cloverdale, Mabelvale the ch^ges in the assignment torney, warned the board that , r.. AA A 1. . flv ..X. _ J__x__. J__x____ ,1 .  fl, flx XJ A fl.ff.y.xM ... r.1 r. T^l 9 3X7 9 n CT 73 73-17* 17 .  .  .  x . The proposed plan calls for employees and community family income and test scores members who responded over- to be considered, along with whelmingly in favor of school student race, as factors in per- choice and diversity in a district mitting students to transfer out survey in August. of their neighborhood schools That was validated by par- to go to any of 12 magnet or ents attending a series of three special-program schools such public forums on the plan in teas Central High, Dunbar Mag- cent weeks. net Middle and Martin Luther In the public sessions, race BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE continued reliance on King Jr. Magnet Elementary was the factor on which there schools. was the most agreement, said Fair and McClellan high perintendent who is overseeing I in making student assignments dents over black students for Henderson middle schools\nplan. They wanted to go back .......auigiuuciit v.ci Miduik biuucnts lor ----, -----.-----\"z7\n---------------: i . ' ,  to certain magnet schools, a transfers to the special-program Romine. Washington and to using race alone, stymied Little Rock School schools. Rockefeller elementaries.---------------Several of the parents at the Board made no decision Thurs- Im all for promoting di- Those schools serve students forums said they feared the diday on proposed assignment versity [at the magnet schools] their surrounding neighbor- minished reliance plan revisions that would put but I dont think it is appropri- hoods  most of which are pre- would result in some of the the district into compliance with ate to use race as a classifica- dominantly black  but also ac- magnet schools becoming vir- federal case law. tion, Kurrus said. It punishes transfer students from else- tually black while other schools The boards failure to act some people because of their where in the city. Virtually all would become predominantly , marked the second time in two race\nit promotes some people white. weeks that it has delayed a de- because of their race, and I think have been white. Babbs said the assignment cision on changes to the as- hs time to put that behind us. signment plan. The delays are Im very concerned about using beginning to hamstring districts race as a diversifier, even for preparations for the 2004-05 reasons we think are good. I pre-registration period that be- think were making a mistake. gins the last week in January. Board members Sue Strick- , . Additionally, district leaders land and Mike Daugherty also and income  as  including the districts at- said they were unwilling to vote **hnhibtv tnr c.  torney  say that a failure to for the plan because of the con- change the existing system of tinued use of race as a factor, assigning students to schools while board members Larry based solely on student race Berkley, Tony Rose and Bryan makes the district vulnerable to Day favored it. Board member accusations of discrimination Katherine Mitchell, who has and new lawsuits. been critical of the plan, missed But board member Baker the meeting. of those students to this point whitCA on race its The proposed revisions proposal was prompted by the would enable all students to ap- districts release last year from ply for transfers to a special pro- federal supervision of most of gram school, but more weight its desegregation efforts and by would be given to students a U.S. Supreme Court decision whose race, achievement level that said race cannot be the sole measured by factor in school admission deeligibility for subsidized school cisions. meals  would provide the Its a unique approach.\" Day most diversity in a school. In said Thursday night about the other words, the names of those district proposal. \"Theyve tried students would go into the pool jq protect what we have, yet of applicants more often giving conform with the law. It's im- them a better chance of being pedant to me to protect what selected in the random lottery, have been working on for so Kurrus said the proposed plans See RACE, Page 5B long without ending up back in court. there is a legal risk of new lawsuits if the assignment system is not changed. I think given the state of the law and our goals this is probably the best we can do. Weve tried to follow the Supreme Courts guidance. Other (^stricts are in the same situation trying the same kinds of things. Asked about eliminating race from the assignment equation and relying just on farnily income and student test scores for diversity in schools, Heller said there is a significant overlap between students of low income and black students, \"but you would have less racial diversity if you took race out ... maybe 15 to 20 percent less racial diversity. Rose said Thursday night that he expects the board to discuss the issue again and attempt to make a decision by the boards next meeting, Nov. 20.April 2 3. 2 0 0 4 11 to study pupa assignment plan ARKANSAS DEMOCRAT-GAZETTE Mike Daugherty, a Little Rock School Board member, and Ju- nious Babbs, the Little Rock School Districts associate superintendent for administrative services, will co-chair an U-member committee charged with recommending a long-term student assignment plan for a dozen of the districts magnet and other special-program schools. School Board President Tony Rose announced the names of the committee leaders and members Thursday night. The committee will likely conduct one or more public forums before making a recommendation on a plan to the School Board, possibly as soon as mid-June, Rose said. Faced last fall with some legal issues that made a change in the old assignment plan necessary, School Board members struggled with the issue before settling in December on a one- year plan for 2004-05 only. The board agreed at the time to form a committee to make recommendations on an assignment plan for future years. The assignment-plan changes affect those special-program schools  other than the citys six original magnet schools  that were initially designed to attract a racially diverse student body even if students didnt live in a schools surrounding neighborhood. Some of the affected schools include Central and Hall highs as well as Dunbar Middle and Martin Luther King Jr., Elementary schools. As the plan has been changed for the coining year, diversity in student achievement and family income are considered along with student race. The temporary plan carries no guarantees that the enrollments at the affected schools wont become virtually all black while others become largely white. The committee members are Lisa Black, Tom Brock, Jody Carreiro, Tommy Hodges, Duane Jackson, Mallory JeweU, Freeman McKindra, Stephanie Purifoy, Jan Vasques, Alma Viscarra and Carol Young.August 2 5. 2 0 0 4 Group demands LR halt assignment plan School district panel stands by changes 75 00 to ft 73 P o y3 y y) fcj C 3'cR 2. yT y\u0026gt; n - 0 3-^ 3 CL O 5 Ts' as BY CYNTHIA HOWELL ARKANSAS DEMOCRAMAZETTE A local activist group Tuesday called on Little Rock School District leaders to slow the train down on developing a new student assignment plan for 2005-06 so officials can get more public input on a new plan and find ways to improve some neighborhood schools. The Concerned Citizens United, which formed earlier this year to advocate for students who organizers say are underserved, made the demands at a news conference outside the districts Student Registration Office. District leaders worked over the summer with a 13-member citizens committee to formulate a new assignment plan for 12 specialty program schools, including Central High, Dunbar Middle and King Elementary, which are popular with students and parents. The committee is expected to put the finishing touches on its proposal over the next several days so it can be presented to the School Board in early September. Terence Bolden, chairman of e Concerned Citizens United, said Tuesday that more legwork needs to be done before any new plan is enacted. He urged the district to hold more public forums on assignment plan issues. Three forums were held in the summer, but community members who might have otherwise attended i were likely distracted by vacations and not necessarily focused on school-related issues, he said. Additionally, he said district leaders and the committee should include measures in the new plan to improve the quality of education at individual neighborhood schools, 'We believe the student assignment plan cannot be looked at alone, Bolden said. Teacher assignments to schools and the quality of education provided at neighborhood schools should be part of the approach to developing a long-term scheme for student assignments that the community at large can sup- See PLAN, Page 5B ys yj S' o' 5- y\u0026gt;  fO w \"t:  ... 2 CT 3 - \u0026gt; P ni 2 3 o- n2\u0026lt;^ftO'**a3F 2 5 as :: o 13 S-- ft S'- - 3 ft='\u0026lt;(ren ooeg-Q Stj *- Z^x5?3 to^^3S^ O ra i gra  J-g ig O S 1'5? HS: ft C c  3 \u0026amp; -r, O C 73 -t as r'e.S \u0026gt; \u0026lt;5 - a- ~  c \u0026lt; -. 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T* ^T* f5 o \u0026lt; ra 3 Z = 5' 2.- o * n '*3 73 ft O o as Bi 3 X 2 O 3  O C ft CTO rt 8  tw rt 2 tj S-\" ? era 5 \"o' (/3  3  ere 3\" ?r i\n: \u0026amp; 2  g-s o  '' 3 as  -.3 3 rt. to ft 3 yi ft ~ --------re 3 3 ft yi O ? ? w O O S ns a. 3. as ft as 3 2 Q to fD a. 3 n ~ S 3\" ra p 3' o'grs = r ft 3-G.3-3 '  rt 2rt^a5ftrtf/3 rtto(-t73l-|rtCl,3^U^y)^^ft ~'rt^as. 73rttoJr373^2 rt 2 BS K b 7) O 2 T3  3 fB Cu as 7) 3 O Si f^ 73  \u0026gt; _, - to 3* O 75 2. M 7 to ft n to  3 O = =25 o o W ra a. c to o ft - as ft ft CL Si X' O ft O ft 3 Vi C\u0026gt; 3* O 3- Z ft ft 3 o  ft ft o *\u0026lt; O- to 2.3 * 3 ft CD . cl' 2 ao w 3-ra 8 5 o ra K  SiO - 3 85 Si 3. 2 're' - ra - - - 5 s ra as 3 73 Z o 5 c 3 ft ft CL 3 n Q ft o 7)\n S era  2^22 :Z' 3. S. ftrt rt. 3-^ 2 2  o hi zrt 73 M . r \u0026lt; 3* I 1 ft I O I ft ft 2. re 3* 75 to ft ** 73 ZC-' s   a.\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_764","title":"Student assignment","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":["1973/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Educational statistics","Educational planning","School attendance"],"dcterms_title":["Student assignment"],"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/764"],"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\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DELORES CLARK, et al.. Plaintiffs, Vs. THE BOARD OF EDUCATION OF THE ) ) ) ) ) ) ) No. LR-64-C-155 LITTLE ROCK SCHOOL DISTRICT, et al., ) ) \u0026gt; Defendants. ) i DEFENDANTS f EXHIBIT } -A STIPULATION Plaintiffs and defendants hereby stipulate as follows: 1. Defendants shall implement and administer for the 1973-74 school year and thereafter the student and faculty assignment procedures set forth in their Report about December 22, 1972 and in their Motions filed in this case on or about May 9, 1973. However, although the parties to this litigation believe that the ratio of black to white students in the district has now stabilized, if at the end of the 1974-75 school year, the overall proportion of black students then attending the primary schools in the western area of the city equals or exceeds two-thirds of the total student enrollment at such facilities, then the defendants will at that time re-evaluate the student assignment procedures and the grade structure presently in use for the purpose of formulating a procedure which would achieve the most equitable and efficient method of desegregation under the circumstances then existing. 2. Assignments of pupils to kindergarten facilities will be made on the basis of geographic attendance zones designed to assign such students to the facility which is generally closest to their residence. A kindergarten student may however elect to exercise a majority to minority transfer pursuant to which he or she may transfer from a facility in which his or her race is in the majority to a facility in which his or her race Is a minority. A kindergarten student may also elect to attend a kindergarten facility located at a school where such student's brother dr sister Is assigned to an elementary grade and insuch event, the kindergarten child will be eligible for transportation to the same extent as his or her brother or sister. 3. If permissible under applicable state and federal law, and if funding can be obtained, the defendants will, on an experimental basis. establish in 1973-74 a kindergarten program at selected eastern school facilities to serve four year old children residing in the vicinity of such kindergarten facilities. 4. The Little Rock School District is an equal opportunity employer and its goal has been and continues to be, through normal attrition and consistent with the hiring of qualified individuals, to achieve a total administrative and teaching staff ratio of one-third black personnel. 5, The defendants are opposed to, and do not employ, the concept of \"tracking\" of students. For purposes of this Stipulation, the term \"tracking\" refers to the labeling of students according to ability and on that basis permanently assigning them to a course of study to be followed throughout their secondary education. The defendants do however endorse and utilize the concept of \"achievement grouping\" in the elementary schools, and to a limited extent, in the sepondary schools. Any achievement grouping in elementary schools will be carried out in the framework of presently existing heterogeneous student groupings . 6. The parties shall establish a bi-racial advisory committee composed of an equal number of black and white persons to aid the district' in resolving desegregation problems . The parties will determine the exact function, scope and composition of the committee at some date prior to the beginning of the 1973-74 school term. 7. For at least two years from June 28, 1973 or for as long as the defendants adhere to the commitments contained in this Stipulation, the plaintiffs and their counsel commit that they will initiate no further legal proceedings concerning matters covered Page 2I by the terms of this Stipulation or the issues raised by the Report and Motions mentioned in Paragraph 1, and the objections to them heretofore made by plaintiffs, and further agree to assist the defendants in the defense of any litigation, initiated by others, which would tend to impair or hamper the successful operation of the desegregation program described herein. Plaintiffs and their counsel further commit to cooperate with the Board of Directors and administrative staff of the school district in promoting the successful operation of the district's educational program for the maximum educational advantage of all students in the district. Executed this day of June, 1973 by counsel of record for the parties, it being expressly understood that this Stipulation will be void and of no effect until ratified by the Board of Directors of the Little Rock School District. X- JOHN W. WALKER Attorney for Plaintiffs ROBERT V. LIGHT' Attorney for Defendants The foregoing Stipulation was ratified by a vote of the majority of the Board of Directors of the Little Rock School District in its regular meeting on June 28, 1973. ATTEST^ President t. I, Secretary Page 3 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DELORES CLARK, ET AL. VS. NO. LR 64 C 155 THE BOARD OF EDUCATION OF THE LITTLE ROCK SCHOOL DISTRICT, ET AL. MEMORANDUM AND ORDER FILED U-Si DI8TRJCT COURT eastern district ARKANSAS M 91982 CA^R.fi^S, CLERK PLAINTIFFS DEFENDANTS CEP. CLERK The Board of Education of the Little Rock School District has petitioned the Court for approval of a revised elementary school student assignment plan, the \"Partial K-6 Plan\".^ The plan is referred to as In 1973, after years of litigation, the plaintiffs ana the school district reached a mutually satisfactory agreement involving a number of issues, including a student assignment plan, and a moratorium was declared with respect to further litigation. Beginning in the school year 1973-74, the elementary schools were essentially desegregated. Because the eastern parts of the district are essentially black residential areas and western parts of the district are essentially white residential areas, it has been necessary to employ extensive bussing to achieve school desegregation. Over the years, there has been a steady trend of increasing black enrollment and decreasing white enrollment in the elementary schools. The trend is present, although less pronounced, in the upper grades. 1. DX 20. 2 2. The original desegregation case against the Little Kock School District was filed in 1956. The pending case, which was simply a continuation of the original litigation, was fxlea in 1964. 3 DEFENDANTS f EXHIBIT JThe following chart 3 illustrates the trend which has been established and maintained since 1971: Little Rock Public Schools, Grades 1-12 Change in Student Enrollment, Fall 1971 to Fall 1981 Year Number of Whites Number of Blacks Decline in Whites Percent becli In Whites 1971 13,413 9,814 1,256 b.b% 1972 11,926 9,909 1,487 11.1% 1973 10,999 10,096 927 7.8% 1974 10,303 10,246 696 6.3% 1975 9,760 10,730 543 5.3% 1976 9,320 10,991 440 4.5% 1977 8,708 11,089 612 6.6% 1978 7,979 11,142 729 8.4% 1979 7,454 11,517 525 6.6% 1980 6,806 11,780 648 8.7% 1981 6,291 11,813 515 7.5%' The trend is generally explained by a number of demographic factors, such as population shifts by whites to the suburbs. increase in black population in the district, differences in birth rates, and, to some extent, the element of \"white 4 flight\". As previously mentioned, the increasing disparity in the ratio between black and white students attending the district is most pronounced at the elementary school level. The following chart^ illustrates that trend. 3. DX 19, page 17. 4. DX 19, pages 12-28\ntestimony of Dr. Dewitt Davis. 5. Composite from Exhibits 2 through 13. 2Little Rock Public Schools, Grades 1-6 Change in Student Enrollment, Fall 1971 to Fall 1981 Year Number of Whites Number of Blacks Decline in Whites Percent Declir in Whites 1971 7,283 5,712 1972 6,497 5,933 786 10.8% 1973 5,700 5,822 797 12.3% 1974 5,012 5,805 688 12.1% 1975 4,560 5,864 452 9.1% 1976 4,374 5,928 186 4.1% 1977 4,066 6,022 308 7.1% 1978 3,871 6,218 195 4.8% 1979^ 3,459 6,637 412 10.7% 1980 3,152 6,661 307 8.9% 1981 2,501 6,953 651 20.8% During the 1977-78 school year, it became apparent that the student assignment plan implemented in earlier years was not accomplishing the desegregation goals established by the district. 7 The district took the initiative in correcting the problem. A \"Reorganization Committee\" was formed which studied various proposals and, as a product of that work, the district adopted a reorganization of the student assignment plan which was implemented in the 1978-79 school year. 6. The Court was given two sets of figures for student enrollment in the 1979-1980 school year. This chart is basea on the figures contained in Defendant's Exhibit 12. 7. Testimony of Dr. Leonard Thalmueller. 3Under the 1978-79 reorganization plan, the first three grades were designated primary grades and grades four through six were designated as intermediate grades. At that time blacks accounted for 63% of the students in grades one through six. One of the goals of reorganization was to maintain a black-white attendance ratio at each school which was within a ten percent variation from the district average at the elementary school level. 8 For example, as a result of the 1978-79 reorganization plan. Forest Park School had the lowest percentage of black students at 53% and Garland and Mitchell Schools had the highest percent at 70%. By 1980-81 the declining white enrollment, particularly ' in the primary grades, again resulted in significant deviations in the black-white ratio at a number of schools. For example. at Williams School, which is located in a predominently white residential area, only 8 white children enrolled in the first grade for the 1981-82 school year while 117 black children enrolled. There were seven schools, grades one through six, which had black enrollment of 80% or more. one in excess of 86%. Although the School District has been conscious of the trend of decreasing white enrollment and taken some measures to curtail the erosion. 9 nothing has significantly affected the trend. All of the persuasive evidence indicates the school district will have an enrollment which is essentially all black, particularly in the elementary grades, within the next few years. 8. Testimony of Dr. Thalraueller. 9. The administration has done an admirable 30b of offering quality education. Considerable effort has been directed toward providing curricula calculated to attract whites who have left the district's schools because of a oelief that the district was not offering quality education. These efforts include honors classes, ability grouping. emphasis on improvement in basic skills, etc. Addi- tionally, the administration has worked with the civic community and volunteer groups in efforts to encourage support for public schools and improvement in the quality of education provided. 4Faced with a significantly reduced white enrollment in the primary grades and a vocal protest by white parents against white racial insolation in some of the primary classes, the School Board adopted a \"6535\" classroom assignment plan in the fall of 1981. The plan was a hurriedly conceived stopgap measure to appease white parents of primary age children. The plan required that white children be assigned to home room classes with other whites until the percentage reached 35% in each class. The plan had the effect, of course, of creating some all black classes. The plan was disapproved by this Court following an evidentiary hearing in September, 1981. In the fall of 1981, the Little Rock School Board faced a host of problems which prompted reconsideration of the school attendance plan. For example, a significant disparity had developed in the black-white ratio of attendance at the various elementary schools and there was reason to believe the ratio would increase. Some of the black parents complained that their children were being bussed across the city to attend all black classes. Additionally, the last two milleage increase proposals had been defeated by the electorate and the district is faced with severe financial problems and an eroding financial base. The overall declining enrollment in the district and financial considerations dictated the closing of some school buildings. The Board took several steps in response to the problems. A \"Patrons Reorganization Committee^ was appointed to receive and review various proposals for pupil assignment plans and determine the feasibility of implementing the proposals. The Committee was asked to conduct public hearings 10. The committee was a twenty member committee composed of 10 blacks and 10 whites, 10 who were males and 10 females. 5in various parts of the city in order to get as much in^jut from the public as possible. The Board arranged for a study of the district's desegregation efforts by the Technical Assistance Center of Stephen F. Austin State University. This \"Desegregation Assistance Team\" submitted a report of its findings and conclusions to the Board in December, 1981. 11 The Biracial Committee, which is an advisory committee formed as a result of the agreement in 1973, was asked to review the various plans and proposals for changes in the attendance plan. The administrative staff was assigned the task of compiling information and lending support assistance to committees. The Board also investigated the possibility of seeking an interdistrict remedy through legal proceedings against the adjacent County School District and has hired law firm to pursue that remedy. Some 15 proposed plans or concepts for elementary pupil assignment were submitted to the Board, Patrons Committee and Biracial Committee for consideration. The plans were reduced to three, and finally \"Partial K-6 Plan\" was adopted by the Board after a number of minor modifications. The Board apparently views Partial K-6 as a temporary plan which provides the best chance for maintaining an integrated school system pending a decision in the interdistrict remedy suit. Partial K-6 Plan produces a number of results the Board views as preferable over the present plan. 1. The plan eliminates the primary-intermediate grouping, (or 3-3) plan (or has the same effect by pairing schools). Apparently one of the recurring complaints about the present plan is that students are moved from school to school too frequently. 11. DX 19. a 6and their classmates change every three years. K-6 permits elementary age children to attend the same school or at least attend with the same schoolmates for six years, thereby fostering a sense of security, continuity and stability. 2. Partial K-6 permits the organization of nine neighborhood schools. 3. Approximately 1,000 fewer students will be bussed under Partial K-6. The number of bus routes will be reduced from 104 to 72 with an estimated immediate savings of $132,000. Furthermore, the number of school opening and closing times can be reduced. 4. Two elementary school buildings will be closed under partial K-6. 5. Partial K-6 employs the concept of a magnet school with a curricula attractive to some parents who are concerned about the quality of education. 6. The number of schools with a black ratio of 80% or more will be reduced from seven to four. Plaintiffs oppose the plan for several reasons. The \"objections to petition\" will be discussed in the order raised in plaintiffs' response to the Board's petition. 1. The \"plaintiffs object to additional black -School closings\". This objection revolves around the part of Partial K-b which proposes that Booker Junior High School be changed to an elementary school. Although it is asserted that Booker will be \"closed\", such is not the case. 7Because of declining enrollments in junior high school, the Board concluded that one junior high facility was not needed. Booker had the fewest number of students ana reassignment of its students to other schools caused the least disruption. Thus, Booker was selected for conversion to an elementary school. Under the final plan, the schools which will be closed are Jefferson and King. Jefferson is in a white neighborhood and King is in a black neighborhood. The Board commissioned an evaluation of school physical plants and a report was submitted to the Board (the Leggett report) which indicated that the cost of refurbishing and repairing King Elementary would be $1,500,000. On the basis of that estimate. King was selected for closing. Plaintiffs' argument that converting Booker to an elementary school causes a \"burden\" on blacks is puzzling. as is the claim that such a move is calculated \"to further relieve white stufendts (sic) of educational presence in the Black community.\" First, if there is a burden on black junior high students, there is a corresponding burden on white elementary students who will be transported to Booker. Second, the black neighborhood will certainly have the \"presence\" of those white elementary age students who attend Booker. Third, while black junior high students may be transported from the Booker neighborhood to other areas. black elementary age children will be relieved of that burden. It would seem that bussing older children is preferable to transporting elementary age children. With respect to the general allegations that school closings have, over the years, had the effect of relieving the \"proportionate burden\" upon white children and enhancing it for black children, such is simply not supported by the evidence. First, all site selection for construction has 8been the subject of court approval. (Testimony of Lacey). Second, plaintiffs failed to produce any evidence that a school has been \"closed or downgraded\" because of improper consideration. Third, if there has been a \"disproportionate burden\" caused by transportation of students, it has fallen on white students, not black, and such will continue as the case under Partial K-6. (Testimony of Thalmueller and Lacey). The only bases for this objection are conclusory allegations which are not supported by persuasive evidence. 2. \"Plaintiffs object to the efforts to develop four 'segregated' or 'racially' identifiable\" schools. Under Partial K-6, four elementary schools will have a black enrollment of 90% or more. These schools are located in black residential areas. The black enrollment in the eighteen remaining elementary schools will range from 60% to 77%. Currently, the average black elementary enrollment in the district is 76%. Plaintiffs contend that creating four schools which have a black enrollment in excess of 90% is simply an effort to establish segregated schools and, that if allowed, \"there will be no prohibition upon the defendants in establishing them for white school children\". Plaintiffs further argue that by simply \"adjusting\" the attendance zones of the present plan a racial balance can be maintained in each school. The Board's decision to depart from the present plan was prompted by a number of factors. First, the present plan is not working. Although attendance zones can be drawn based upon school age census in the zone, predictions as to the number of students who actually enroll in school from that zone cannot be made with any degree of accuracy. Predictions as to enrollment by grade from a zone are even more troublesome. A good example of the problem is the 9situation last school year at Williams Elementary where 8 white children and 117 black children enrolled in the first grade. The problem of maintaining a racial balance at each school is compounded by the declining white enrollment at the elementary age level. In 1981-82, only 2,501 white elementary age students enrolled. This was a decline of 651 from the previous year. Obviously, if the trend continues. and there is no reason to believe otherwise, in a matter of two or three years there will be no \"critical mass\" of white students in any elementary school for the purpose of meaningful integration. Under the present plan, seven schools have a black enrollment of 80% or more. The Board's conclusion that \"meaningful integration\" did not exist at those schools is apparently supported by a majority of authorities on the subject of desegregation. Those authorities think that in order to have meaningful integration, 20% of the students must be of the second race. 12 Given the difficulties in predicting enrollment and the sharp decline each year in white enrollment, there is no reason to believe that a simple \"adjustment\" in attendance zones will reduce the number of schools with a black enrollment in excess of 80%. 3. Plaintiffs argue that Partial K-6 is \"reimposition\" of the concept of separate but equal. This argument would have some persuasiveness if there was any realistic hope of stabilizing the ratio of blacks and whites enrolled in elementary schools. Such stabilization plus a reasonable degree of predictability as to enrollment 12. DX 19, pages 7, 8. Testimony of Orfield, page 28. 10grades from an attendance zone may permit the maintenance of a \"balanced ratio\" at each school. Unfortunately, such is not the case. Partial K-6 is simply recognition of the fact that a substantial number of black students are now being bussed across the district to attend classes which are essentially all black. Although maintaining a \"balanced ratio\" at each school IS a worthy goal of any desegregation plan, it is not the sole criterion. Most importantly, the four elementary schools in question are not part of a separate school system for blacks. Attendance is determined by neighborhood, not by race. Furthermore, under a modification to the plan, black students are given the opportunity of transferring from those four schools to other schools in the district. 4. Plaintiffs make a number of general objections to the plan which will be discussed collectively. Plaintiffs contend the plan violates a part of the moratorium agreement which required that the primary grades would be located in the black community when the black enrollment reached 65%. No such agreement has been established by the evidence. Furthermore, if there was such an agreement, it has not been enforced because black enrollment in the primary grades has been in excess of 65% for several years. In any event, any informal agreement between the parties reached in 1973 cannot reasonably be applied so as to dictate the terms of an attendance plan in 1982.- - During the evidentiary hearing plaintiffs contended that the facilities at the four essentially all black schools would be \"overcrowded\". Defendants' witnesses denied the 11allegation and contend that guidelines in the plan are calculated to insure quality education at the four schools. The Court is unwilling at this point to predict failure or the Board's stated goals of insuring quality education at the four schools. If any disparity develops in the facilities or the quality of education offered at the four schools, the plaintiffs can always file a motion seeking correction of the disparity. Plaintiffs contend the Partial K-6 plan is actually the same as the \"65-35\" plan offered by the Board and rejected by this Court in September, 1981. The argument is made that Partial K-6 effectively segregates by placing blacks in separate school buildings instead of separate classes, which was the effect of the 65-35 plan. There is little parallel between the two plans. The 65-35 plan was an ill-conceived reaction to vocal white parents who were alarmed about racial insolation in the primary grades. The partial K-6 plan is the product of a reorganization project which utilized the Patrons Committee, Biracial Committee and administrative staff in an effort to seek community involvement in a student attendance plan. Moreover, the factors influencing the adoption of the plan are legitimate considerations for any student assignment plan. The only weight which can be given the 65-35 plan in any evaluation of Partial K-6 is on the issue of the Board's motive. The Court concludes that the Board is not motivated by a desire to resegregate the schools in adopting.Partial K-6. Finally, plaintiffs contend that the district has not achieved unitary status in that \"vestiges of discrimination\" have not been totally eliminated. Particularly, plaintiffs claim that discrimination persists in the \"faculty, staff, programs, activities, discipline and site selection policies and practices of the district\". Since this same argument 12has come up at the last three hearings, the Court will address it although resolution is not essential'to the issue at hand. The claim is asserted that administrative and faculty positions are filled in a discriminatory manner. The issue regarding the recent employment of_a white superintenoent over plaintiffs' objections was decided following our evidentiary hearing in February, 1982, and need not be reviewed again. The question of faculty and administrative staffing has been monitored for years by Dr. J.J. Lacey, a black who is Special Assistant to the Superintendent for Desegregation in the district. Dr. Lacey knows and understands the require- ments of the Clark decrees and, without reviewing the details, the Court accepts Dr. Lacey's testimony that the district has been, and is, in compliance with those guidelines. Plaintiffs suggested, during the evidentiary hearings, that the black-white faculty and staff ratio should coincide with the ratio of black to white students. The Court concurs with Dr. Lacey's view that the available labor market more appropriately determines the racial composition of the faculty and staff than does the ratio of students. Plaintiffs claim all the \"heads of departments\" are white. This is not a fact but, in any event, the supervisor of all the academic department heads is Dr. Benjamin Williams, a black. The argument is made that currently there are no black principals of any of the three high schools, white principals and one position is vacant. There are two A black woman was recommended by Dr. Masem^^ she was not hired by the Board. for the vacant position, but Plaintiffs also argue that 13. Dr. Paul Masem was Superintendent of the District for a little over three years and the Board voted to replace him. Dr. Masem's departure was not an amicable one anu he harbors some bitterness toward the District. Dr. :e 13Dr. Ruth Patterson was denied a position because of racial reasons and that racial considerations influenced personnel decisions involving William Thrasher and Paul Margrow. These arguments are supported solely by conclusions ana opinions of the witnesses. In any event, the opinions ana conclusions from such witnesses as Dr. Patterson, who can hardly be characterized as a disinterested witness, are not persuasive evidence that the district pursues discriminatory personnel practices. 14 Plaintiffs point to the fact that whites predominate in the honors courses, advanced academic courses and language courses as a \"vestige\" of discrimination. While it is true that whites predominate in those courses, there is absolutely no evidence that such enrollment is the product of any dis- criminatory policy or practice pursued by the Board. To the contrary, advanced academic courses and language courses are \"open\" to anybody who elects to take the courses. There IS no evidence that the honors program is administered in anything other than an objective fashion. According to Dr. Benjamin Williams, the administration has been conscious of the disproportionate numbers of whites in these programs as well as the fact that blacks are represented in dispropor- tionate numbers in the basic courses. If there was any explanation grounded in racially discriminatory practices, surely those reasons would have been produced. Reference was made to disciplinary action and.the claim that blacks are disciplined in disproportionate numbers to 14. Dr. Patterson has a lawsuit pending against the district asserting her claims that she has been subjected to discriminatory treatment. 15. Testimony of Dr. Williams. 14whites. Dr. Lacey monitors the discipline situation and says that he makes \"every effort\" to see that discriminatory practices play no part in disciplinary procedures. Plaintiffs produced no evidence that any practice or policy regarding discipline was discriminatory or applied in a discriminatory manner. The suggestion has been made that one vestige of discrimination is the fact that whites are represented in disproportionate numbers on the cheerleader squads. A reference is also made to discrimination in \"extracurricular activities\". There is no evidence before the Court as to how cheerleaders are selected, the composition of the cheerleader squads or even a description of the policy or practice adopted by the district which is supposed to discriminate against black students. The Court has no idea what other extracurricular activities\" are involved in the allegation. Site selection for school closing and construction is alleged as a vestige of discrimination. That allegation has been discussed in preceding sections. Plaintiffs point to the fact that the Board has only one black member. 16 Plaintiffs claim the \"at large\" election procedure discriminates against blacks and that under Arkansas law the Board has the power to change the procedure so that members will be elected by wards. The Board's failure to do so is asserted as further evidence of official discrimina- tion. Although plaintiffs' attorney assured the Court at trial that an Arkansas statute exists which confers, that power upon the Board, he has been unable to furnish the citation to the statute and the Court cannot find any sucn procedure in the Arkansas Code. In any event, the Board 16. T.E. Patterson, a black, had been a Board member for at least 10 years. In 1981, B.G. Williams, a black, ran against Patterson and defeated him. 15can hardly be criticized for failing to employ a proceaure which is nonexistent. Plaintiffs are critical of the Board for failing to take affirmative measures to halt the trend of increasing black enrollment in the district and stop the decreasing white enrollment. Specifically, plaintiffs' attorney re- peatedly asked witnesses if the Board had taken any steps to \"de-annex\" black residential areas from the district. Changes in district boundaries require, under Arkansas law, concurrence of the electorate in the affected districts. Art. St^. 80-404, seg. Unilateral action taken by the Little Rock School Board is ineffective. The surrounding Pulaski County District has publicly announced that it has no interest in merging with the Little Rock District. Aside from the legal impediments, it would seem that \"de-annexing\" black residential areas in order to deliberately get blacks out of the district is unprecedented and, undoubtedly constitutional. unIn summary, the Court finds no evidence of vestiges of discrimination in the district policies or practices. The Court adopts the opinion of Dr. Orfield and the Austin Study Group that the district has done an admirable job in the task of desegregation. Doubtless, there will always be allegations of racial discrimination when any school decision is reviewed in an adversary setting, particularly when there is an integrated enrollment of almost 18,000 pupils and 1,250 teachers and administrators operating under court order. Nevertheless, the Little Rock School District has operated in compliance with court decrees for nine years as a completely unitary desegregated school system and isolateo complaints of discrimination without persuasive specific evidence to the contrary do not detract from that recora. 16Conclusions of Law The only serious question in this case is whether that portion of Partial K-6 which produces four elementary scnools with black enrollment in excess of 90% is unconstitutional. Although racial balance in each school is one method which may be used for dismantling dual school systems, there can be no serious claim that \"racial balance\" in the public schools is constitutionally mandated. Milliken'v. Bradley, 418 U.S. 717, 740-741 (1974)\nSwann v. Charlotte-Mecklenburg Bd. of Education, 402 U.S. 1, 22-25\nand Pasadena Cit' of Education v. Spangler, 427 U.S. 424, 434. Bd. Furthermore, a small number of one-race, or virtually one-race. schools within a district is not in and of itself the mark of a system that still practices segregation by law. at 26. Swann v. Charlotte-Mecklenburg Bd. of Education, supra This is particularly true where, as here, the one race schools are the product of demographics over which the Board has no control. Pasadena Cit- Bd. of Education, supra at 436. As a tool for accomplishing desegregation of elementary grades, the present plan has, perhaps, outlived its usefulness. The dual system has long since been eliminated and the Board should be permitted to consider factors other than \"racial balance\" in structuring an elementary attendance plan. Neighborhood schools, a magnet school, financial consi- derations. and the desirable aspects of a K through 6 grouping are legitimate factors which may be considered when weighing the educational benefits of one attendance plan against another. Given the declining value of the present plan for desegregation purposes, the Board is certainly entitled to adopt an attendance plan which meets constitutional standards and permits the district to achieve other educational goals. 17Under the circumstances of this case. Partial K-6 Plan IS a constitutionally sound plan which may be implemented by the Little Rock School District. Dated this day of July, 1982. UNITED STATES DISTRICT JUDGE 18 TO: FROM: SUBOECT: Little Rock School District October 24, 1990 Donna Creer, Executive Director, Magnet Review Committee Bobby Acklin, Assistant Superintendent for Student Affairs, NLRSD Billy Bowles, Administrator for Research, Planning, and Quality Assurance, PCSSD Mable Bynum, Assistant Superintendent, Desegregation, NLRSD Eddie Collins, Assistant Superintendent, Pupil Personnel, PCSSD Office of Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development New Location of Student Assignment Office TheLRSD Student Assignment Office is now located on the southeast corner of Capitol (5th) and Sherman Streets. Our new office telephone number is 324-2272. Hailing Address: LRSO Student Assignment Office 501 Sherman Street Little Rock, Arkansas 72202 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 228/28/92 . 16:59 501 324 2032 L R School Dist 121002  'Sy. Little Rock School District August 28, 1992 Mrs. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham Street Suite 510 Little Rock, AR 72201 Dear Ann: Mrs. Kumpuris spoke with Mrs. Gulden this afternoon on my behalf concerning a situation and a proposed resolution. This letter is to ask your ratification of our solution. A white student by the name of Jasmine Elizabeth Cassel lives in the Little Rock School District at 3701 Boyd Street, which is in the Southwest Junior High School attendance zone. This address is a racially mixed neighborhood and the student lives on a street where a number of black students attend Fuller Jr. High in the Pulaski County Special School District on an M to M transfer. By mistake, Jasmine was enrolled in Fuller Jr. High and was accepted into the TAG program. The residency error was discovered and the parents were informed that the child, because she is white, could not be released from LRSD to a PCSSD school. student was extremely disappointed and upset, friend is black and attends Fuller Jr. High. Needless to say, the Jasmine's best Our office has conferred with Mr. Bobby Lester of the PCSSD, and we feel that we could resolve this matter on a win-win basis by assigning a willing Fuller Jr. High white student to the LRSD in exchange for Jasmine enrolling at Fuller, the racial balance of either district. This would not affect Mrs. Gulden and Ms. Powell conferred and gave our office verbal approval to assign Jasmine to Fuller. sensitivity to the plight of this young lady. I appreciate their cc: Mr. Bobby Lester Ms. Marie Parker Ms. Melissa Gulden sincerely. Mac Bernd Superintendent of Schools APPROVED: Ann BrownOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 17,1993 To: Marie Parker Frown Subject: Student Assignment Handbook for 1993-1994 Thank you for sending a copy of the LRSDs \"Student Assignment Handbook for 1993-94,\" which ODM received February 9,1993 promptly after requesting it. Ill appreciate routinely receiving a copy of such materials as they are published. I have certain questions and observations about some of the Handbooks information. Since this guidebook impacts the districts current registration and assignment process, lets get together as soon as possible to discuss the following: 1. What is the basis upon which the district has determined the maximum percentage of black students which may be enrolled in an elementary area school? The following statement appears on page 1 of the Handbook: The minimum black percentage for each elementary attendance zone school will be 40 percent. The maximum black percentage for each elementary attendance zone school will be 12 1/2 percent above the district-wide black percentage at the organizational level. However, according to the LRSD Desegregation Plan (page 139): The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to elementary area schools may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60 percent white.And the Interdistrict Plan (page 4) states: 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 area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent. Basing calculations of \"acceptable ranges\" on the plans language, I concur that the minimum black percentage for each elementary area schools is 40 percent, but I cant agree with the Handbooks stated maximum percentages for elementary area schools. 2. What data were used as the basis for calculating the \"acceptable ranges\" for attendance zone schools listed on Handbook pages 1,13, and 20? Even using the percentage ranges identified on page 1 of the Handbook, Im unable to calculate the same \"acceptable ranges\" that appear throughout the Handbook. Using figures from the LRSDs \"Summary of October 1 Enrollment 1992-93\" (copy attached,) ODMs calculations yield the following \"acceptable ranges\": Elementary 40.00% - 72.00% Junior High 50.25% - 75.38% Senior High 45.00% - 67.50% 3. If the Summarys October 1, 1992 enrollment figures are used as the basis for calculating the \"elementary acceptable range,\" then three of the four sections in the chart on page 15 of the Handbook (the \"Student Assignment Chart\" for \"Elementary Acceptable Racial Range\") are incorrect. Using the October 1 percentages from the LRSD Summary as the calculation basis, three of the four sections that appear on the page 15 chart differ by one student. For example, \"Class Size of 20 Students (Kindergarten)\" would change from a minimum of 5 white students to 6 white students and from a maximum of 15 black students to 14 black students. There would also be a difference of one student on both the minimum and maximum numbers in classes of 25 students and classes of 28 students. 4. What is the basis for the Handbooks statement about the racial population of Washington? Page 17 of the Handbook asserts that \"the racial population at Washington should reflect 55% black, 45% white.\" Yet the LRSD Desegregation Plan (page 144) states that \"the target racial balance at Washington will be consistent with the Interdistrict Plan, seeking to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black/white.\"5. Why is Baker Interdistrict School omitted from the Handbook and why is Crystal Hill listed as an interdistrict school rather than a magnet? Page 18 of the Student Assignment Handbook lists Romine and King as interdistrict schools, omitting PCSSDs Baker Interdistrict Elementary School. In this same section, Crystal Hill is incorrectly listed as an interdistrict school. Last year, the Court designated the school a magnet as requested by the PCSSD without objection from the parties, including the LRSD. 6. What has been done to correct information in the Handbook that includes NLRSD as a full-fledged participant in the elementary M-to-M program? Pages 19-20 of the Handbook include NLRSD students as participants in M-to-M transfers. According to recent information from NLRSD (see attached,) the district will no longer send new elementary students to LRSD under the M-to-M program. cc: Mac BerndI SUMMARY OF OCTOBER 1 ENROLLMENT 19 9 2-9 3 ir'. V H ITE Tl T'U TCTLL K 715 1188 19 30 4. 719 1305 21 204 5 IQl 1323 30 2060 4 5 6 UN TOTAL ELEM 7 Q 9 UN TOTAL JR HIGH 10 11 UN TOTAL SR HIGH SP, lAL CHOOLS FOUR YR. OLD DI 'RIOT TOTAL 67 3 6 5 4 6 6 5 640 46 4319 611 591 23 1948 719 704 7 00 8 2131 43 141 9082 118 5 1214 1295 1367 117 8994 1431 1430 1241 36 413 8 1326 1098 93 9 15 3373 28 188 16,726 '^SUMMARY OF STUDENTS LISTED IN SPANISH ASIAN/PACIFIC ISLANDER - : M 34 23 28 0 190 21 1 80 34 4 8 41 0 0 11 404 OTHER 135 227 re 18 9 2 1891 1988 2034 163 14,003 \"\u0026gt; T T q T 074 1853 60 6166 2079 1850 1680 5632 2 6 , 71 340 CATEGORY: IK IMO /AMER. IND. OTHER,. (S?:/ / ,7/ \nT 81 t 64 6 2 6 4 6 5 67 6 4 6 El 69 67 60 67 6 4 5 9 56 6 5 60 39 55 64 20ft NET3I LETTILE SJ ! J 21 '-Q) -i Li ADMINISTRATP/E OFFICES 2700 POPKVR STREET January 27, 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 West Markham Street Little Rock, AR 72201 JAN 2 3 1953 OHics 0! Cesegresaucn Me: iC'iny Dear Mrs, Brown: Please be advised that the majority-to-minority transfer option will not be available for additional elementary students in the North Little Rock School District during the second semester of the 1992-93 school year. Currently the elementary school population in North Little Rock Schools is majority black with a 50.6 percent ratio. Elementary students currently enrolled under the m.ajority-to-minority option will not be affected by this change. The North Little Rock School District will continue to participate in majority-to-minority transfers at the secondary level in the following schools: North Little Rock High School (East and West), Lakewood Middle School and Ridgeroad Middle School. Rose City Middle School now has a majority black enrollment, thus can no longer accept or permit majority-to- minority transfers. Enrollment at all schools in the North Little Rock School District will be closely and continually monitored. If any changes occur that affect racial balances at any organizational level, the District will notify the Office of Desegregation Monitoring, the Magnet Review Committee and all parties of any adjustments for majority-to-minority participation. If there are questions, please feel free to call Mable Bynum, Assistant Superintendent for Desegregation, North Little Rock School District, 771-8000. Sincerely yours, James R. Smith Superintendent of Schools JRS:aw CC: Magnet Review Committee All Parties AN EQUAL OPPORTUNITY EMPLOYER P. 0. BOX 687, NORTH LITTLE ROCK, AR 72115/0637 501/771-8000 RECEIVED FEB 1 9 1993 OlticQ of Desegregation Monitoring FORMULA FOR CALCULATING ACCEPTABLE RACIAL RANGE 1993-94 Basis of calculations: October 1, 1992 enrollment Elementary\nEnrollment Less Magnet Enrl. Total 14,003 2,057 Area School Enrl. 11,946 Black 8994 1140 7854 %Black 64 55,42 65.75 65.75 X .125 8.22 73.97 74.00% Maximum Black % 40.00% Minimum Black % (Set by Plan) Junior High: Enrollment Less Magnet Enrl. Area School Enrl. 6166 849 5317 4138 505 3633 67 59.48 68.33 68.33 X .125 8.54 76.87 76.75% Maximum Black % 68.33 X .25 = 17.08 51.25% Minimum Black % Senior High: Enrollment Less Magnet Enrl. Area School Enrl. 5632 871 4761 3378 501 2877 60 57.52 60.43 60.43 X .125 7.55 67.98 68.00% Maximum Black % 60.43 X .25 15.11 45.32 45.50% Minimum Black %1 Little Rock School District NEWS RELEASE I-' March 10, 1993 For more information: Jeanette Wagner, 324-2020 LITTLE ROCK SCHOOL DISTRICT TO DELAY ELEMENTARY AREA SCHOOL STUDENT ASSIG: gjjgjgi In order to complete the student assignment process for the 1993-94 school year and to assign the attendance zone for the new Martin Luther King Jr. Elementary school opening the same year, the Little Rock School District will slightly delay the previously scheduled March 10 notification date for elementary student assignments. Carver, Gibbs, Booker, and Wiltiams Elementary Magnet School assignments will be made as scheduled. AU junior and senior high assignments will also be made as scheduled. For further information caU the LRSD Student Assignment Office at 324-2272. 810 West Markham street  Little Rock, Arkansas 72201  (501)324-2000f * RECESVED IN THE UNITED STATES DISTRICT COURT' EASTERN DISTRICT OF ARKANSAS MAR 1 1 '95 WESTERN DIVISION53H 9 PH 5' foliice of Desegregation Monitorinj LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS u 1 I.-\n. V. NO. LR-C82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS SPECIAL STATUS REPORT In order to complete the student assignment process. the Little Rock School District must delay the previously scheduled March 10 notification of elementary student assignments. Magnet school, junior high school, and high school assignments will be made as scheduled. The Little Rock School District will file a pleading within the next five days concerning elementary school assignments. 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 5 Bar No. kaitayXSfscial Suba Report CERTIFICATE OF SERVICE I certify that a copy of the foregoing Special Status Report has been served on the following by depositing copy of same in the United States mail on this Sth, day of March, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #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 Helle: ka(hy\\SpectAl Status Report 2  03 10.93 09:22 0501 324 2032 L R School [list \u0026lt;?hrls Holler @1112 1102 Little Rock School District NEWS RELEASE March 10, 1993 For more information: Jeanette Wagner, 324-2020 LITTLE ROCK SCHOOL DISTRICT TO DELAY ELEMENTARY AREA SCHOOL STUDENT ASSIGNMENTS In order to complete the student assignment process for the 1993-94 school year and to assign the attendance zone for the new Marcin Luther King Jr. Elemencary school opening the same year, the Little Rock School District will slightly delay the previously scheduled March 10 notification date for elementary student assignments. Carver, Gibbs, Booker, and Williams Elementary Magnet School assignments will be made as scheduled. All junior and senior high assignments will also be made as scheduled. For further information call the LRSD Student Assignment Office at 324-2272. ### 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000nMt bF-RECEiVEO July 27, 1993 Mrs. Ann Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 UlflCc Jill 2 7 1993 Dear Mrs. Brown: In regard to the student assignments that are made for the Little Rock School District. I feel that the assignments are unfair in the overall assessment of the primary target markets in which you are focusing upon. Case in point being the issue of King Elementary, in which the Little Rock School District approached the downtown business areas as being the primary target market for white patrons, which was not disclosed honestly in a survey circulated at Arkansas Children's Hospital when voting on a theme for that particular school and at the time of registration of the children. Our paperwork was completed during early Spring 1993 and when following up on the paperwork as to its completion. We were informed that the slots had been filled, and contradicting what we had been told, a local newspaper ran several articles on the King Elementary School, indicating that slots were still available, but not specifying that the slots available are for white students only. Not only does this constitute false advertisement but a certain prejudice seems to be self-evident. We do not feel that our children should deprived of receiving the best education possible, which we feel is in the Little Rock School District, we are approaching school starting Just around the comer and have no where to go. This matter will not be taken lightly and if there is not any type of satisfactory response to this letter very shortly, then we will be forced to take legal action. Thank you for your time and cooperation in advance and will be expecting to hear from you in the near future. I know that we all have the same goal in mind, which is the children. Sincerely, ^.NJ320-2915 Nursing Manager Outpatient Services Arkansas Childrens Hospital Lauren Russell/320-4370 Marketing Assistant Arkansas Childrens Hospital AUG-23-93 MON 10:36 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 A. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION O fv' r\u0026lt;'.' 7 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 INTERTENORS MOTION FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR. IN THE ALTERNATIVE, MOTION .TO ENFORCE AGREEMENT OF PARTIES The Plaintiff, Little Rock School District (\"LRSD\"), for its motion for clarification of the King Interdistrict School's student assignments or, in the alternative, motion to enforce agreement of the parties, states: 1. The parties herein are operating under court-approved desegregation plans and settlement plans. In particular, the LRSD is operating under a Desegregation Plan dated April 29, 1992. It is also acting under an Interdistrict Desegregation Plan dated April 29, 1992. 2 . The plans make provisions regarding the various types of schools in the several schools districts. Namely, the plans refer to magnet schools, interdistrict schools, elementary area schools and incentive schools. The intent of the plans was for each type of school to serve specified purposes and perhaps, certain patrons.AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 3. The plans also contain provisions outlining the recruitment and assignment of students to the various types of schools. For instance, the LRSD Desegregation Plan provides that students will be assigned to area schools by attendance zones. LRSD Desegregation Plan, April 29, 1992, P- 139. As for Interdistrict Schools, the plans provide that such schools shall be populated primarily by black students from LRSD and white students from PCSSD or beyond Pulaski County. Interdistrict Desegregation Plan, April 29, 1992, p. 4. 4. Incentive school assignments are to be made from attendance zones that encompass the neighborhoods around the school. LRSD Desegregation Plan, April 29, 1992, p. 139. By so assigning, those schools designated as incentive schools would be. at first, virtually all-black schools. Accordingly, the parties agreed that incentive schools would be desegregated in phases through a combination of white recruitment into the incentive schools and by designating a number of seats for white students. Interdistrict Desegregation Plan, April 29, 1992, P- In 4 . addition, desegregation transfers may be made where such transfer enhances the desegregation at the incentive school. LRSD Desegregation Plan, April 29, 1992, p. 140. 5. The plans also envision that efforts will be made to recruit white students currently attending private schools either back to or into the area school which serves the attendance zone where those students live. LRSD Desegregation Plan, April 29, 1992, p. 95. 2AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 6. Under the Interdistrict Desegregation Plan, the parties agreed that various interdistrict schools would be constructed and/or operated in the LRSD and the PCSSD. In fact, the LRSD I agreed to, and did, construct a new King Interdistrict School to serve students at the beginning of the 1993-94 school year. The parties attempted to locate the school such that it would be attractive to those whites from the PCSSD and outside Pulaski County who work within the governmental and business centers of Little Rock. Interdistrict Desegregation Plan, April 29, 1992, p. 11. 7. The development of interdistrict facilities and programs which would allow for black children in the LRSD and white children in the PCSSD to attend schools in a desegregated environment was one of the primary aims of the parties. However, the development of the interdistrict schools also served as a mechanism through which the parties could receive financial assistance by way of the majority to minority transfer program. It was understood that vigorous and sustained recruitment would be necessary to maximize such transfers. By doing so, funds would be available to continue the operation of the agreed upon interdistrict schools. 8. In recruiting students to attend King Interdistrict School, whites within the LRSD attended meetings and expressed a desire to enroll their children in the school. Based on reasonable information and belief, less than 60 white students within the LRSD have been placed on the list to attend King Interdistrict School. 3AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 9. Prior to the start of the 93-94 school year, while the fall registration process was being completed, the Interim superintendent, Mrs. Estelle Matthis, learned of these assignments. The in-coming Superintendent in the LRSD, Dr. Henry Williams, in consultation with the Interim Superintendent was preparing to resolve those questions surrounding these assignments so that parents could be notified prior to the start of school for the 93- 94 school year. 10. Dr. Williams and Mrs, Matthis concluded that there were solutions available to the LRSD such to allow full compliance with the desegregation plans. They also concluded that the necessary corrective action could be taken prior to the opening of schools so that parents could be advised where their children would be assigned for the 1993-94 school year. See Exhibits No. 1 and No. 2 attached hereto and incoirporated herein by reference. 11. Prior to final action being taken by the LRSD, the LRSD received word, through the Office of Desegregation Monitoring (ODM) and its attorneys, that this Court had expressed concern (on Tuesday, August 17, 1993) regarding the possibility that the LRSD would notify some or all of those LRSD whites that they would not be permitted to attend King Interdistrict School for the 1993-94 Teachers in the LRSD returned to contract on Monday, August 16/ 1993 . The students are set to return on Monday, August 23, 1993, 1 4 1AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 school year. Being reluctant to permit LRSD whites to attend King interdistrict School because of the uncertainty whether such would be in compliance with the court-approved desegregation plans as well as the spirit and intent of the parties when the plans were developed, the incoming superintendent deemed it most advisable to seek clarification from this Court. 12. In light of the foregoing, the LRSD prepared to request the indulgence of the court and seek clarification regarding several concerns\n(a) whether LRSD whites may be permitted to attend King Interdistrict School without violating the court-approved i desegregation plans or the spirit and intent of the parties in developing those plans?\n(b) If the response to question number 1 is in the affirmative, whether those LRSD whites who are allowed to attend King Interdistrict School will be permanently assigned or assigned only for the 1993-94 school year?\n(c) Whether LRSD whites, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict School during the 1993-94 school year?\n(d) whether LRSD whites, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict school during the 1994-95 school year and beyond?\n(e) If the answers to ths foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD whites will be permitted to attend King Interdistrict School?\n(f) Whether provisions can be made to overcome the loss of M-to-M transfer 5 1AUG-23-93 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by PCSSD white students (either this year or in future years)?\nand, (g) whether provisions can be made for the potential expenses to be incurred by the LRSD to provide transportation to the LRSD white students, from scattered areas of the city, to attend King Interdistrict School? 13. The LRSD would be pleased to accept white students from the LRSD into King Interdistrict School as long as such can be done in accordance with the court-approved desegregation plans or any court-approved modification thereto. Because of these numerous concerns raised by the incoming superintendent, it is respectfully submitted that a good-faith basis existed for clarification and direction from this Court. In light of the impending opening of schools, it was critical that this matter be resolved immediately. i. 14. Before the request could be made. the parties and representatives from ODM met on Thursday, August 19, 1993, as instructed by the Court. Present at that meeting were\na. b. c. d. e. f. g- h. i. j  k. 1. m. Dr. Henry Williams, in-coming LRSD Superintendent Estelle Matthis, interim LRSD Superintendent Sterling Ingram, LRSD Chris Heller, LRSD Attorney Jerry L. Malone, LRSD Attorney John W, Walker, Joshua Intervenors Attorney Joy Springer, Joshua Intervenors Connie Hickman-Tanner, ODM Melissa Guldin, ODM Bill Mooney, Court-Appointed Budget Specialist Bobby Lester, PCSSD Superintendent Billy Bowles, PCSSD Ruth Herts, PCSSD 6 IAUG-23-93 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 15. During the meeting, concern was expressed that the assignment of some LRSD white students to King Interdistrict School could constitute a violation of the desegregation plans. Notwith- standing, those present were advised that the Court wanted the parties to come to an agreement regarding those students (less than 60) such to allow them to be accommodated at King Interdistrict school for 1993-94 and beyond. The LRSD does not concede that the plan prohibits it from so assigning some LRSD whites to King Interdistrict School. Arguments can be made to the contrary. 16. After much discussion, the parties drafted an agreement (the \"Agreement\") whereby those LRSD white students, outside the King Interdistrict School Assignment Zone, who had received written notice of assignment, to that school before August 19, 1993, would be allowed to attend the school for 1993-94 and beyond. No other LRSD White students, not within the King assignment zone, would be 'I allowed to attend King Interdistrict School. A true and accurate copy of the Agreement is attached hereto as Exhibit \"3\" and incorporated herein by reference. 17. As a result of that meeting and the Agreement, those present agreed that the LRSD could proceed under it, even though it would not be fully executed until Friday, August 20, 1993 . The LRSD did so proceed. Further, the LRSD faxed copies of the type- written agreement to all those who had been present as well as to: a. b. c. d. Dr. James Smith, NLRSD Superintendent Steve Jones, NLRSD Attorney Sam Jones, PCSSD Attorney Richard Roachell, Knight Intervenors Attorney 7AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 18 . At mid-morning on Friday, August 20, 1993, the LRSD received a telephone call from Attorney Walker indicating, among other things, that several other issues would prevent him from being able to sign the Agreement as the parties had contemplated. Recognizing that its dilemma was now even more critical than it had been, the LRSD resolved that judicial clarification was absolutely necessary. The LRSD later received a memo stating the Joshua Intervenors position. A true and accurate copy of that memo as faxed to the LRSD and others is attached hereto as Exhibit \"4\" and incorporated herein by reference. 19. Based on the foregoing, the LRSD does hereby request guidance and direction from this Court. Wherefore, the Plaintiff, Little Rock School District, prays that this Court enter an order clarifying the issues raised herein. as well as any other related concerns\nor, in the alternative, that I Hb an order be entered enforcing the agreement of the parties based on 1 the detrimental reliance of the LRSD and that the parties be awarded any and all legal and proper relief to which they may be entitled. FRIDAY, ELDREDGE AND CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, AR 72201 Phone No. (501) 376-2011 Attorneys for Little Rock School District Jerry L. Malone Bar I.D. No. 85096 a AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 CERTIFICATE OF SERVICE the foregoing certify that a copy of Request for Clarification of King Interdistrict School Student Assignments has been served on the following by depositing a copy of the same in I the United States mail on this Th day of August, 1993 : Mr, John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets  f Little Rock, AR 7201 Mr. Richard Roachell. First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone LRSD Attorney II i 9 JAUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 I PARENTS! Wednesday, August n, 7 p.n]. ' Little Rock Administration, Board Room .810 West Markhamstreet t area also Provisional status J, ~3/ /U 3 uAUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 12 PAREiNTSU LUTHER KING JR 1 bKDISTRICT MAGNET* ELEMENTARY SCHOOL Wednesday, August 1 J., 7 p.m. Little Rock Adniinistration/Board Room .810 West MarLHamStreet Elementary School is open school attendance zones and approved School DisS WhSPulasrCounty area alsX^S^opS??oSSiSa2 Provisional status { J Sa 2- \"3/ /! irAUG-23-93 HON 10:42 SUSAN W WRIGHT FAX NO, 5013246576 P. 13 agreement The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discus initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") 1993-94 school year. for The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which ) i .1 assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School, Based on these concerns and considerations. and the I encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assigned Exhibit 3\"AUG-23-93 MON 10:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 14 Page 2 to the Martin Luther King Intardistrict Magnet* School (i.e,, including continued enrollment) . However, there shall be no ! 1 preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993 . John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent'  Dr. Henry Williams LRSD Superintendent J I James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney I 1 *ProvisionalAUG-23-93 MON 10:43 SUSAN W WRIGHT FAX NO. 5013246576 P. 15 MSMORaiNDDM TO: Mr. Jerry Malone Mr, Billy Bowie Ms. Ann Brown FROM: John W, Walker RE: King Interdistrict Magnet Elementary School DATE\nAugust 20, 1993 This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at ths Little Rock School Board offices. This is because information that we have received causes us to conclude that a larger number of pupils are being assigned to King from outside the Xing attendance zone than Most of these youngsters are from other We cannot be parties to assignment the number we were given, incentive school areas. practices which allow decline in emphasis and attendancs at the incentive schools nor can wa support practices which distort the double funding requirement and desegregation requirement of the plan-''For these basic reasons, as Joshua counsel, I am withholding endorsement of the stipulation and putting LRSD on notice that we will not agree to the Court's suggestion that we let LRSD white pupils be assigned to King under the circumstances. i J li j J ! 1 3 // 1Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 {501)376-6200 Fax (501) 371-0100 Date: September 3, 1993 From: Melissa Guldin To: Subject: Sterling Ingram, Director of Planning, Research and Evaluation School Assignments for Residents of the Battered Womens Shelter This memo is to confirm our phone conversation held this morning. As you will recall, we discussed enrollment figures and I inquired about the status of school assignments for the children living at the Battered Womens Shelter located at 12th and Battery Streets. The Shelter is in the King attendance zone, a fact confirmed by Sue Pederson on September 2, 1993, when she drove by the center. I do not quite understand what caused the district to question the right of these children to attend their assigned school, since the population at King is significantly below the capacity of the school. Despite the original misunderstanding, I am pleased that you have now agreed to abide by the districts assignment plan and assign all children residing in the King zone to that school. If you recall the August 19 meeting we attended to discuss King assignments, the fate of assignment zone students was never debated. The group even discussed the fact the students from within the zone, regardless of race, would always receive an assignment to King. This entire assignment issue has been a great concern for the staff at the Battered Womens Shelter. I plan to call the Shelter and report our conversation. Perhaps a district representative could also contact the Shelter and confirm the residents right to go to their assigned school. Im sure the staff there would really appreciate hearing from the district. Thank you for dealing with this issue promptly, and please thank Sue Pederson for working so diligently to help track down the correct zone assignment for the Shelter. cc: Ann Brown Estelle MatthisLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 January ii, 1994 TO THE PARENT OF: BROUN, ANDREU J- 1201 UELCH ST LITTLE ROCK, AR 72202 Dear Parant, The Li+tle Rock School District Student Assignment Plan allows nonattendance zone tudents to transfer to their attendance zone school if a seat desegregation reiuirements- is available and the racial balance complies with does not attend his/her attendance zone school. Our records indicate that your child If you are interested in applying for a transfer to your child's attendance zone school for next school year, please mark the appropriate box on the enclosed form and return the form to your child's current school assignment or the LRSD Student Assignment Office, 501 Sherman Street. THE FORM MUST BE RETURNED BY: JANUARY 25, 1994. In order for your child to be considered for assignment to his/her attendance zone school, you must return the enclosed Transfer Re\u0026lt;iuest FormIn an effort to keep our waiting lists as up-to-date as possible^ we will delete names currently on waiting lists unless a Transfer Reiuest Form is returned- Should you have questions concerning the Attendance Zone Transfer Re\u0026lt;iuest, please call us at 324-2272- Little Rock School District Student Assignment OfficeATTENDANCE ZONE TRANSFER REQUEST Student's Name: ID Number: Zone B L oiz k : BROWN, ANDREW J. 934304 0210 Current School: ROCKEFELLER INCENTIVE SCHOOL Grade: 01 DIRECTIONS: CHECK ONLY ONE \u0026lt;1) BOX Hy child presently attends ROCKEFELLER INCENTIVE SCHOOL I would like for him/her to be transferred to his/her attendance zone school, school year, waiting List JEFFERSON ELEMENTARY SCHOOL for next I understand that my student will be placed on a if assignment is not possible. My child presently attends I would Like for him/her to remain at ROCKEFELLER INCENTIVE SCHOOL ROCKEFELLER INCENTIVE SCHOOL I do not want my child transferred to his/her attendance zone schoo L, JEFFERSON ELEMENTARY SCHOOL I understand that attendance zone transfer re\u0026lt;iuosts are subject to capacity and desegregation re-iuirements. Parent/guardian Signature Telephone Number PLEASE RETURN THIS FORM TO YOUR CHILD'S SCHOOL OR THE LRSD STUDENT ASSIGNMENT OFFICE \u0026lt;501 SHERMAN STREET, 72202\u0026gt; BY JANUARY 25, 1994. IMPORTANT: List any other sibling zational level (example: elementary. currently at this organi- j un i or hi gh, sen i or high). NAME BIRTHDATE SCHOOL i I I IOKice JAN 3 1 1994 cl Desegregation Monitoiing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS JOINT NOTICE OF STIPULATION The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), and the Joshua Intervenors for their Joint Notice of Stipulation, state: 1. Attached hereto as Exhibit 1 is a stipulation agreed upon by the LRSD and the Joshua Intervenors. 2. Joshua Intervenors, through their counsel, have joined in the filing of this stipulation. WHEREFORE, Little Rock School District and Joshua Intervenors submit this Joint Notice of Stipulation and request all other legal and proper relief to which they may be entitled.Joint Notice of Stipulation January 31, 1994 Page 2 Respectfully Submitted FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT By\nJerry L. Malone Bar No. I. D. 85096 TCERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Notice of Stipulation has been mailed by First Class Mail, postage pre-paid on January 31, otherwise indicated: 1994, upon the following, except as Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 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 First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown Office of Desegregation Monitoring Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone STIPULATION The LRSD and the Joshua Intervenors stipulate that some black students who live in Incentive School Attendance Zones were not allowed to attend Incentive Schools by the LRSD during the past school year and this year. The parents of some of those black students were advised that because the LRSD was holding seats for white students, the LRSD could not allow them to enroll in an Incentive School program that was above the racial balance goal established in the Court-approved desegregation plans. However, all of these seats were not filled by white students and have not yet been offered to these black children. The LRSD has been made aware of the problem and, as of August 1993, has taken, or will hereafter take, steps to correct it in the manner contemplated by the Settlement Agreement. Further the LRSD will otherwise continue to comply with its obligations as set out in that Agreement. The LRSD is mindful of the Court's requirement that it will require the LRSD to establish that its vigorous recruitment efforts have failed before those seats can be released in pre-kindergarten and kindergarten. Exhibit 1Stipulation Page 2 The parties, LRSD and Joshua, also stipulate the admission into evidence the following exhibits: 1. Addendum to Exhibit Number 208, Joshua's LRSD Elementary Schools (Incentive Schools) Monitoring Report, 1990-91\n2. Exhibit Number 209, Joshua's Preliminary Educational Equity, June 23, 1993, with Addendum pages 214 through 243\n3. Exhibit Number 210, Joshua's Preliminary Educational Equity Monitoring Report, May 28, 1992, with Addendum pages 000161 through 000189\n4. Exhibit Number 234, letter from Joy Springer to Bennie Smith dated April 17, 1992, with attached memo to Dr. Ruth Steele from LRSD Bi-Racial Advisory Committee. The LRSD does not, by agreeing to the admission of these documents into evidence, waive its right to challenge or otherwise contest the factual findings or assertions contained in the Joshua Monitoring Reports or other documents being admitted hereby\nthose rights are specifically and expressly reserved.Stipulation Page 3 Dated this Jie day of January, 1994. 11 W. Walker orney for Joshua Intervenors Jerry L. Malone Attorney for LRSD if t r Little Rock School District MEMORANDUM To: From: Date: Subject: Ann Brown, Monitor Russ Mayo, Associate Superintendent February 2, 1994 Meeting February 1, 1994 lies of Des\nViviiitOi u'Q f^E3 7 toqi Thank both you and Bob for your help yesterday with data about our students in and out of our attendance zones. As you know. Bob and I are meeting next week so I may benefit from the file he has built. Our meeting was beneficial to me and gave me insight into ways of approaching solutions to student assignment. From our meeting, 1 understand that you will request Incentive School capacities from Doug Eaton based on a maximum of 20 students per class, rather than the current capacities. We agreed that these would be more realistic. We did not agree, however, on the method for calculating range for area elementary schools. 1 understand clearly why you are interpreting the range to be fixed at 40?^ to 60?6. As pointed out, our average percentage black is approximately 64?o. This makes it mathematically impossible for us to bring all elementary schools into compliance. We have been using 40?o for the bottom of the range and using the formula for secondary schools to figure the top. That way the top of the range moves with our percentage black. Chris Heller and I will tiy to work an agreeable solution. Also, 1 want to reiterate my response to your question about the assistant communication position. We have taken a while to fill this position because of the importance of any position when much is to be done. These are long term decisions, because they affect people's lives, as you know. We want to be careful to get the right people in the right places so they are both happy and productive. The apparent conflict between my testimony and reality is easily explained. When 1 testified that we were completing interviews on Friday, January 28, that was true. The following Monday, we realized that since the position was changed to full-time, it should be re advertised. It has been and will close early next week. This means that three to four weeks may pass before the person selected is actually on the job. This estimate includes the new hire's two weeks notice to their current employer. Again, thank you for your help. C\nDr. Henry P. Williams, Superintendent Chris Heller, LRSD AttorneyRECEP \u0026lt;33 u U.S OIST.\"ICT COURT cASTERM DISTRICT AR.LANSAS FEB 7 WA Office of Desegregaticn McnitcnniJ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION l-tB 0 4 1594 -'A.McSW. McCOfiMACX. CLERK DEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM AND ORDER Before the Court is the Little Rock School District's (LRSD) motion for clarification of King Interdistrict School assignments or. in the alternative, to enforce the agreement of the parties [doc.#1952]. The LRSD states that the parties had drafted an . J, D vs. Agreement whereby those LRSD white students who lived outside the King Interdistrict School attendance zone but who had received notice of assignment to that school before August 19, 1993 would be allowed to attend King. However, the attorney for the Joshua Intervenors (Joshua), Mr. John Walker, subsequently withdrew his consent to the Agreement, stating among other things that several issues would prevent him from signing the Agreement as the parties had contemplated.* The LRSD seeks an order enforcing the agreement of the parties based upon its detrimental reliance. Otherwise, the LRSD J ' Mr. Walker Stales I he inunher he as that a larger niimhcr ol pupils are being assigned tn King from otil.sitie the King attendance zone than ul the incentivi iven. iiikl ihal Joshua cannoi be a parly \"to assignment practices which allow decline in emphasis and attendance schools nor can we support practices which distort the double funding requirement and desegregation requirement ol the plan. See Exhibit 4, LRSD s motion for clarifieation or, in the alternative, to enforce agreement of parties. 'Kj 2 0 9seeks clarification of the following issues: 1. Whether LRSD white students may be permitted to attend King Interdistrict School without violating the court- approved desegregation plans or the spirit and intent of the parties in developing those plans\n2 . If the response to question number 1 above is in the affirmative, allowed to whether those LRSD white students who attend King permanently assigned school year\nInterdistrict Whether LRSD or white assigned School will are be only for the 1993-94 students, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King during the 1994-95 school year and beyond\nIf the answers to the foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD white students be permitted to attend King Interdistrict School\nwill Whether provisions can be made to overcome the loss of M-to-M transfer moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by Pulaski County Special School District (PCSSD) white students (either this year or in future years)\nand or 6. Whether provisions be made for the potential expenses to be incurred by the LRSD in transporting eligible LRSD white students from scattered areas of the can city to King. Joshua has filed a response to the LRSD's motion in which it supports the motion for clarification but opposes the alternative request to enforce the agreement of the parties. The Court denies LRSD's motion to enforce the Agreement or for clarification, but addresses herein the King Interdistrict School assignments and issues the following orders. LRSD white students may be permitted to attend King 3 . 4. 5. Interdistrict School without violating the desegregation plans or the -2-spirit and intent of the parties in developing those plans. Regardless of the provisions contained in the August 19, 1993 Agreement, a chief objective of the desegregation plans is that the interdistrict schools be racially balanced, the ideal goal being a student enrollment ration of 50 percent black to white. regard, the plans envision that white students attending In this an LRSD interdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County\nthe plans do not state that only white students from the PCSSD will be allowed to attend King or any other of the interdistrict schools. The LRSD can hardly claim surprise at the Court's conclusion in this regard. At the June 9, 1993 hearing. this Court, while acknowledging that the desegregation plans envision that white students for the interdistrict schools would be recruited primarily from the PCSSD, stated tt [l]et's... work hard to recruit the white students from the county and the black students from the district for [King], and some white students as well from the Little Rock School District for King and make it a successful school, a high quality school that we all want.\" Transcript, at 197. At the August 12, 1993 budget hearing, the Court stated \"I know it's important to get the county students [to King], but also, there might be some Little Rock white students who would like to attend and who could attend under our guidelines that exist.\" Transcript, at 17-18. The Court went on to observe that a lot of questions would be cleared up if there were a firm policy on admitting LRSD white students to King, to which Interim Superintendent Estelle Matthis replied, I think you're -3-exactly right, your Honor. II Id. at 18. However, despite the persistent urging of this Court and its Monitor, the LRSD did not develop such a policy. This lack of follow-through evidences pervasive pattern of failure to plan and perform that has been characteristic of the LRSD throughout the history of this case. According to figures (attached) which the districts have a supplied to the Office of Desegregation Monitoring, the LRSD has a record of placing white intradistrict transfer students (and black intradistrict transfers as well) at its interdistrict schools. For example, Romine Interdistrict School had a total October 1 enrollment for the 1992-93 school year of 361 students\n62 of the school's 84 white students were intradistrict transfers. Similarly, Washington has a total October 1 enrollment for the current 1993-94 school year of 721. Of the school's 270 white students. 175 are intradistrict transfers. Likewise, the PCSSD has also accepted intradistrict transfers of both black and white students into its Baker Interdistrict School. Not only has the LRSD always accommodated intradistrict transfers, but the LRSD has promised that LRSD white students may be permitted to attend King Interdistrict School. According to the LRSD's 1993-94 calendar of events (issued in pamphlet form), interdistrict schools are \"open to their attendance zones and M-to-M transfers from PCSSD and intra-district transfers from other LRSD schools. II The Court also notes that the King recruitment plan, dated March 20, 1993, states that it was \"designed to enroll black children from the immediate area and white children from Pulaski County as -4-H well as Little Rock. (Emphasis added.) This recruitment plan designates the major target audiences for recruitment activities. Those audiences include not only PCSSD and the west Little Rock areas of Chenal Valley and Taylor Loop, but also the neighborhood surrounding King, additional zoned areas within the district. and magnet school non-placements. This plan also specifically targets children of employees at the Arkansas Children's Hospital and the state capitol complex. which is consistent with language in the desegregation plan that touts the location of King as a recruiting plus for this school which is to ..serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. It LRSD Desegregation Plan, at 148. Neither the desegregation plans, the LRSD King recruitment plan, recruitment and public relations materials, nor hearing testimony have suggested that recruitment for King would be limited only to white students from PCSSD. This Court has repeatedly stressed that it is critical to successful desegregation for the LRSD to keep its promises to the children and their parents. Indeed, the Interdistrict Desegregation Plan acknowledges that \"dependability, credibility, and integrity are basic to the success of desegregation,\" and that the districts will It [k]eep the promises they make.\" (Interdistrict Desegregation Plan, at 66.) When a district accepts children at a particular school. parents should be able to count on the district making good that acceptance right up to the time the child takes a seat at the school. If the LRSD had effectively done its management job by engaging in -5-ample advance forethought and decision-making, strong follow-through, and unambiguous messages to parents. the district could have prevented the consternation and confusion regarding King assignments that the parties now entreat the Court to sort out. The Court hereby directs the LRSD to develop immediately specific guidelines regarding assignments to the King Interdistrict School that, by extension, apply to its other interdistrict schools. Among other things, these guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children\nthey must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand. while a specific numeric quota or cap is neither required nor desirable. the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. Because the 1994-95 pre-school recruitment and registration period is at hand, the guidelines must be complete and filed with this Court no later than 30 days from the date of this Order. Also within 30 days, the PCSSD is directed to provide the Court with the guidelines which that district uses in placing students in its own interdistrict schools. IT IS SO ORDERED this day of February 1994. UNlTfiD\" 'r2ct JUDGE -6- MS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE Wm-I RULE 53 AND/OR 79(a) FRCP  by \\,T INTER- and INTRADISTRICT TRANSFERS to the ELEMENTARY INTERDISTRICT SCHOOLS Prepared by the Office of Desegregation Monitoring February 1994 Receiving Schools Sending District l RSO NLRSO PCSSD 1909-90 199091 1991-92 1992-93 199094 190990 199091 1991-92 1992-93 199094 190990 199091 1991-92 1992-93 199094 Baker Crystal Hill King Romine Washington B W B B B B W B B B W B W B W B W B W B W B W B W 59 0 65 0 79 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 8 0 6 0 5 2 N/A N/A N/A N/A N/A N/A 305 0 339 0 N/A N/A N/A N/A N/A N/A 0 0 0 0 N/A N/A N/A N/A N/A N/A 0 0 0 0 N/A N/A N/A N/A N/A N/A N/A N/A 86 41 N/A N/A N/A N/A N/A N/A N/A N/A 0 0 N/A N/A N/A N/A N/A N/A N/A N/A 0 152 165 261 60 11 * Information not available 155 210 34 151 35 133 62 84 65 0 0 0 0 0 0 0 0 0 0 0 4 0 10 0 2 203 204 196 180 193 158 175 N/A N/A 0 73 0 65 0 64 0 37 N/A N/A 0 61 0 74 0 65 0 65 N/A- Not Applicable Note: Although Washington Magnet is not among the six elementary interdistrict schools named in the desegregation plan, it nonetheless functions as an interdistrict school under the terms of the settlement agreements and court orders. The chart above is based on the number of students each district sent (not received) to interdistrict schools and is extracted from the most recent information available: LRSD: Memos dated November 18, 1993 and December 6, 1993 from Russell Mayo, Associate Superintendent for Desegregation. NLRSD: November 26,1991 memo and June 4,1993 M-to-M transfer listing from Mable Bynum, Assistant Superintendent for Desegregation: district reports dated October 1, 1992 and October 1, 1993. PCSSD: Memos dated December 11,1990, December 3, 1991, January 12, 1993, and December 14, 1993 from Eddie Collins, Assistant Superintendent for Pupil Personnel Services.Student Assignment Handbook 1993-1994 Little Rock School District TABLE OF CONTENTS PAGE 1 2 3 5 6 8 9 11 13 15 16 17 17 17 17 18 18 18 18 18 18 19 19 19 20 21 21 21 22 22 22 22 22 23 24 25 28 DESEGREGATION REQUIREMENTS/ACCEPTABLE RACIAL RANGE 1993-94 STUDENT ASSIGNMENT TIMELINE STUDENT ASSIGNMENT PROCEDURES f 1. 2. 3. 4. 5. Pre-registration General Information Pre-registration 1993-94, Feb. 8-19 A, Elementary Schools B. Secondary Schools Optional Enrollment Requests Address Changes How to Assign/Elementary Attendance Zone Schools ELEMENTARY ACCEPTABLE RACIAL RANGE CHART WAITING LISTS INCENTIVE SCHOOL ASSIGNMENTS MAGNET SCHOOL ASSIGNMENTS Washington Basic Skills/Math Science Magnet Dunbar International Studies/Gifted and Talented Magnet Henderson Health Science Magnet Central High International Studies Magnet McClellan Business/Communications Magnet INTERDISTRICT SCHOOL ASSIGNMENTS King Interdistrict School Romine Computer Science \u0026amp; Basic Skills Interdistrict Crystal Hill Communications Interdistrict Magnet School EARLY CHILDHOOD EDUCATION ASSIGNMENTS M-M TRANSFERS DESEGREGATION TRANSFERS ACT 609 TRANSFERS LEGAL TRANSFERS ACT 624 TRANSFERS KINDERGARTEN WAIVER HOME SCHOOLING STAFF PREFERENCE TRANSFERS SOCIAL SECURITY NUMBERS STUDENT ASSIGNMENT APPEALS COMMITTEE CARE PROGRAM (Before and after school care) HOMELESS CHILDREN TRANSPORTATION -REGULAR ROUTES -SPECIAL EDUCATION ROUTES -M-M ROUTES -EMERGENCY ROUTES FREE AND REDUCED LUNCH PROCEDURESDesegregation Requirements/Acceptable Racial Ranges The minimum black percentage for each elementary attendance zone school will be 40 percent. The maximum black percentage for each elementary attendance zone school will be 12 1/2 percent above the district-wide black percentage at the organizational level. The minimum black percentage for each secondary (junior and senior high) attendance zone school will be 25 percent below the district-wide black percentage at each organizational level. The maximum black percentage will be 12 1/2 percent above the district-wide black percentage at each organizational level. The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for attendance zone schools. The Student Assignment Office and all building principals will be held accountable for complying with desegregation requirements. In addition to complying with desegregation re- quirements, building principals will be expected to assign students to classes in an equitable manner, to the greatest extent possible. The building principal should not allow resegregation to occur in classrooms. School desegregation requirements and equitable classroom assignments will be monitored by the LRSD Offices of Educational Frograms, of Organizational and Learning Equity, and of Planning, Research, and Evaluation. School based biracial advisory committees will also monitor compliance in these areas. The acceptable range is listed below: Elementary Junior High Senior High 40.00% - 74.00% 51.25% - 76.75% 45.50% - 68.00% 1Jan. 6 - Jan. 24 Jan. 25 - Feb. 3 Feb. 8 - Feb. 19 March 10 Mar. 15 - Mar 26 March 15-June 9 April 9 April 9 June 10-July23 July 26-30 Aug. 30 1993-1994 PRE-REGISTRATION TIMELINE survey Dunbar AZ 6th graders survey 4 year olds/remain at present school? Open Houses Mon., Jan 25 Tues., Jan 26 Mon. Tues. Wed. Feb. 1 Feb. 2 Feb. 3 Incentive and Interdistrict schools Elementary Magnet Schools Area and Magnet High Schools Area and Magnet Junior High Schools Area Elementary Schools Pre-Registration/ Kindergartners, New students, OERFs, Employee Preference Requests, 4 year old application period, AZ Transfer Requests Notification letters to all students Desegregation Transfer application period Pre-registration reopens at Area Schools Notification letters to Desegregation Transfers Notification letters to 4 year olds Summer Registration at Student Assignment Office No Registration Accepted First Day of Classes 2PRE-REGISTRATION GENERAL INFORMATION February 8 -19 Final assignment lists will be submitted by all schools after the beginning of the second semester. These lists will be used to confirm the number of students enrolled in each building for 1992-93. Corrected lists must be submitted to the SAO by Wednesday, February 10. Students enrolled after Feb. 8 for the remainder of the 1992-93 school year will not be guaranteed a seat at the school for the 1993-94 school year. Parents/guardians of K/new students must pre-register at their attendance zone school. Address verification, birth certificate, and Social Security numbers must be presented at pre-registration. Immunization records may be accepted at this time, or presented during the August registration. Kindergarten pre-registration information will be distributed throughout the community. Kindergarten and new-student pre-registration will be held during February 8 - February 19. Parents will be notified of their assignment by March 10,1993. Applications for the early childhood (4-year-old) program will be accepted in the schools with a four-year-old program or in the Student Assignment Office, from Feb. 8-19,1993. Parents will be notified by April 9,1993 . Transportation will not be provided bv the LRSD for fourvear old students. Sibling preference will be granted only to those students attending their attendance zone school. Sibling preference will be granted for students currently enrolled in non-attendance zone schools who wish to be assigned to their attendance zone school with a sibling. SIBLING PREFERENCE DOES NOT APPLY TO MAGNET OR NON-ATTENDANCE ZONE SCHOOLS. Optional Enrollment Request Forms (OERF) will be available for magnets, incentive schools, interdistrict schools and high school kindergartens. Carbonized forms will be used. Optional Enrollment Request Forms will be available during the period February 8 - February 19,1993. Parents will receive written notification of approval/denial by March 10,1993. All assignments are subject to desegregation requirements and capacity. The Student Assignment Office will be responsible for all magnet school, incentive school, interdistrict school, high school kindergarten, and M-M assignments. Parents may make up to four choices for optional assignments at elementary schools and three choices for optional assignments at secondary schools. Choices must be prioritized in numerical order. Parents are NOT requited to use all choices. Sixth grade students in the Dunbar attendance zone will be given the option to transfer to another school if they are not interested in the magnet program. The SAO will contact these students by mail prior to the pre-registration period to determine which students desire an alternate assignment. All alternate assignments are subject to desegregation requirements and capacity. Parents will be notified of their students assignment by March 10,1993. 3All students will be notified of their assignments by mail by March 10,1993. This will include rising students (6th to 7th grade, 9th to 10th grade) and grandfathered students (who will remain at their current school). The assignment notification letter will be used to explain the registration process in August and desegregation transfer process. Desegregation transfer applications for secondary students will be accepted in the Student Assignment Office from March 15-26,1993. Parents will be notified no later than April 9,1993. ATTENTION PRINCIPALS: Tentative retention lists must be submitted to the SAO at the end of the third quarter. Updated and final retention lists must be submitted immediately aftei the last day of school. The Student Assignment Office will be responsible for assignments during the period of June 10 - July 23. No assignments will be made from July 26 to July 30,1993. 44 YEAR OLD/KINDERGARTEN/NEW STUDENT PRE-REGISTRATION PROCEDURES FOR 1993-94 Children who will be five (5) years old on or before October 1, 1993 will be eligible to attend kindergarten in the LRSD next year. In order to receive a school assignment by March 10,1993, parents must pre-register their children. Pre-registration will be held districtwide beginning February 8,1993 and continuing through February 19,1993. Pre-registrations will not be accepted between February 22 and March 12,1993. Pre-registration will resume at the attendance zone schools on March 15. Beginning June 10, and continuing through July 23, parents must preregister in the Student Assignment Office. Children who will be four (4) years old on or before October 1,1993 will be eligible to apply for a seat in the Four Year Old Program in the LRSD next year. In order to be considered for placement in the Four Year Old program, parents must pre-register their child APPLICATION DOES NOT GUARANTEE PLACEMENT IN THE PROGRAM. Pre-registration will be held at all schools with Four Year Old Programs and in the Student Assignment Office beginning Feb. 8,1993 and continuing through Feb. 19,1993. Pre-registrations will not be accepted between Feb. 22 and March 12, 1993. Pre-registration will resume on March 15 at schools with 4 year old programs and in the SAO. Beginning June 10, and continuing through July 23, parents must pre-register their 4 year olds in the SAO. Under the Little Rock School Districts student assignment plan, all students will remain at their 1992-93 school assignment until graduation from the organizational level, unless otherwise specified. However, students may request a transfer to their attendance zone school. This request form should be completed at the SAO. Each school will be responsible for pre-registering students who live in their attendance zone. The following is a list of forms and supplies which will be necessary to complete the pre-registration process: 1. 2. 3. 4. 5. 6. 7. Pupil Information Forms (PIFs) Pupil Information Change Forms Address Verification Forms Optional Enrollment Request Forms 4 Year Old Application (Schools with 4 yr. old programs only) School Attendance Zone Map District Attendance Zone Map 8. Special Envelope (for mailing) 9. Street Index Schools should contact the Student Assignment Office for additional PIFS and Optional Enrollment Request Forms, 4 year old applications, or to replace zone maps. Pupil Information Change Forms may be ordered from the Supply Center. Each school will be responsible for duplicating the Address Verification Form. Pre-registration forms should NOT be distributed before the first dav of the ore- registration period or after the deadline. 5A, ELEMENTARY SCHOOLS 1. 2. 3. 4. 5. 6. Schools will receive flyers to be sent home to parents notifying them of kindergarten/new student pre-registration. These flyers should be sent home as soon as possible after they are received. Parents/guardians of K/new students must pre-register at their attendance zone school. Parents/guardians of 4 year old students must pre-register at any school with a four year old program or at the SAO. Application does not guarantee placement in the program. School staff will verify the students address and check it against the attendance zone map. If the student does not live in your attendance zone, refer the parent/guardian to their attendance zone school for pre-registration. If the students address is in your attendance zone, give the parent/guardian instructions for completing the Pupil Information Form and the Address Verification Form. Advise the parent/guardian of the required documents. a. Required documents: 1. Certified copy of birth certificate or visa/passport. 2. Proof of address (lease agreement, current utility bill, or personal property tax bill) 3. Social Security number b. The following information MUST be supplied on the Pupil Information Form: 1. 2. 3. 4. 5. 6. 7. First, Middle, and Last Name Race Sex Address Date of Birth Last school attended and grade Social Security number (See page 27) If the parent cannot provide all of the required documents, the pre-registration cannot be completed. Advise the parent to obtain necessary document(s) and return to complete preregistration process. 5 Check completed PIF against required documents. If the parent wishes to request an optional school enrollment, allow him/her to complete an Optional Enrollment Request Form. Staple the Optional Enrollment Request Form to the students PIF. Give the parent copy (yellow) of the Optional EnrollmentRequest Form to the parent. 67. 8. 9. 10. Only schools with 4-year-old programs will have applications for the program. Parents who wish to apply for the 4-year-old program should be given an application for selecting their school choices. These applications, should be stapled with the PIFs and address verification forms and sent to the SAO for entrance on the database and for assignment. Place in env- lope marked \"FOUR YEAR OLD APPLICATIONS.\" Enter student information on the database and record ID# on completed PIF. During the pre-registration period the computer system will be modfied to allow all schools to assign students registering for the 1993-94 school year to a special district. This modification will allow schools to enter all students who register on the database without assigning them to their school. At the end of the registration period a list can be generated from the computer identifying students to be assigned for the 1993-94 school year. Place the PEF in a TO BE ASSIGNED file and hold for the initial assignment process. For students requesting an optional enrollment, enter the PIF information on the database and then place the entire PIF and Address Verifiction Form and Optional Enrollment Request Form (stapled together) in the special envelope labeled: Student Assignment Office Data Entry Department SEND IN THE SCHOOL MAIL DAILY 7B. SECONDARY SCHOOLS 1. 2. 4. 5. 6. 7. 8. Parents/guardians of new students must register at their attendance zone school. All students under 18 years of age must be accompanied by an adult School staff will verify the students address and check it against the attendance zone map. If the student does not live in your attendance zone, refer the parentZguardian to their attendance zone school for registration. If the students address is in your attendance zone, give the parent/guardian instructions for completing the Pupil Information Form and the Address Verification Form. Advise the parent/guardian of the required documents. a. Required documents: 1. Certified copy of birth certificate or visa/passport. 2. Proof of address (lease agreement, current utility bill, personal property tax bill). 3. Social Security number b. The following information MUST be supplied on the form: 1. 2. 3. 4. 5. 6. First, Middle, and Last name Race Sex Address Date of Birth Last School attended and grade 7. Social Security number (See page 27) If the parent cannot provide the required documents, the registration cannot be completed. Advise the parent to obtain necessary document(s) and return to complete the registration process. Check completed PIF against required documents. If the parent wishes to request an optional school enrollment, allow him/her to complete an Optional Enrollment Request Form (OERF). Staple the OERF to the student's PIF. Give the \"parent copy\" (yellow) of the Optional Enrollment Request Form to the parent. Enter student information on the database and record ID# on completed PIF. During the pre-registation period the computer system will be modified to allow all schools to assign students registering for the 1993-94 school year to a special district. This modification will allow schools to enter all students who register on the database without assigning them to their school. At the end of the registration period, a list can be generated from the computer identfying students to be assigned for the 1993-94 school year. For students requesting an optional enrollment, enter the PIF information on the database and then place the entire PIF, Address Verification Form and Optional Enrollment Request Form (stapled together) in the special envelope labelled: SAO, Data Entry Dept. SEND IN SCHOOL MAIL DAILY 8OPTIONAL ENROLLMENT REQUEST PROCEDURES Parents/guardians who wish to request an assignment to a school other than the attendance zone school may do so by completing an Optional Enrollment Request Form (OERF). All optional enrollments are subject to desegregation requirements and capacity. Optional Enrollment Requests will be accepted for the following: 1. 2. 3. 4. Incentive Schools (for non-attendance zone students) High School Kindergartens Magnet Schools Interdistrict Schools Parents/guardians of kindergarten/new students who wish to request an optional enrollment should complete the Optional Enrollment Request Form when they pre-register their child at the attendance zone school. Parents/guardians of current students who wish to request an optional enrollment for the next school year may complete an Optional Enrollment Request Form at the students current school during the pre-registration period each year. Students presently on the magnet school waiting list do not need to reapply unless rising to another organizational level. After the pre-registration period has closed, parents/guardians wishing to request an optional enrollment must do so at the Student Assignment Office. No optional enrollment requests will be accepted between February 22 and March 12. The school staff should give the parent/guardian instructions for completing the Optional Enrollment Request Form. Forms should be made available only to LRSD parents who request them. a. Parent should read the information provided on the Optional Enrollment Request Form before completing the form. b. Parents of elementary students may make up to four (4) choices. Choices must be prioritized in numerical order (1st, 2nd, 3rd, 4th). Choices may be made from one or all of the categories, not to exceed the maximum of four choices. Parents of secondary students may make up three (3) choices. Students whose optional enrollment requests cannot be granted will be placed on a prioritized waiting list. Parents will receive written notification of approval/denial of their Optional Enrollment Request. When the parent/guardian has completed the Optional Enrollment Request Form, the school staff should check the form for accuracy and forward to the SAO as follows: (NOTE: Make sure you give the Parent Copy (yellowl of the OERF to the parents'). a. b. c. For kindergarten/new students, staple the OERF form to the PIF. For current students, mail the OERF to the Student Assignment Office. (Current students do not need to complete a PIF.) Place all forms in the special envelope labelled: 9STUDENT ASSIGNMENT OFFICE DATA ENTRY DEPARTMENT SEND IN SCHOOL MAIL DAILY. REMINDER: EIBLING PREFERENCE DOES NOT APPLY TO MAGNET SCHOOLS. North Little Rock District students call: 771-8010 Pulaski County Special School District students call: 490-2000 10ADDRESS CHANGE PROCEDURES Parents/guardians are required to report address changes immediately to the schools main office. Students who process address changes have the option to remain at their current school or to transfer to the new attendance zone school (if space is available and the assignment complies with desegregation requirements). THE DISTRICT WILL NOT BE RESPONSIBLE FOR TRANSPORTATION IF STUDENTS ELECT TO REMAIN AT THEIR CURRENT SCHOOLS. The address change procedures are as follows: 1. 2. 3. 4. 5. 6. Before the address change can be processed, the parent/guardian must present one of the following documents as verification of their new address: a. Lease Agreement b. Sales Contract c. Personal Property Tax Bill d. Current Utility Statement (a drivers license or check book will not be accepted) Parent/guardian should complete a Pupil Information Change Form and an Address Verification Form (including those who wish to remain at the current school). The school staff person should give the parent/guardian instructions for completing the Pupil Information Change Form. When the parent has completed the necessary forms, the school staff person should: a. Check the Pupil Information Change Form against the required document, b. Complete the Official Use Only box on the Address Verification Form, c. Write in new zone blockin the box labelled \"ZONE/BLOCK\" on the Pupil Information Change Form. d. Check to make sure the parent has indicated whether to reassign student. If the parent/guardian wants the student to remain at the current school: a. Write the students LD. Number in the appropriate box. b. Enter new address and zone block (map grid) on database c. Retain a copy of the Pupil Information Change Form for your files. If the parent/guardian requests a transfer to their new attendance zone school: a. Check the district-wide attendance zone map for the new attendance zone school. b. Write the new zone block in the box labelled ZONE/BLOCK on the Pupil Information Change Form. c. Write your school number in the upper right comer of the Pupil Information Change Form. d. Return the Pupil Information Change Form and Address Verification Form to the parent/guardian and refer them to the new attendance area school for assignment 117. Schools receiving students as a result of an address change should: a. Follow the kindergarten/new student procedures for assigning students. . b. If the student cannot be assigned, the school should forward the Pupil Information Change Form and the Address Verification Form to the Student Assignment Office for reassignment. Write \"Reassignment: accross the top of the Pulil Infomation Change Form.The Student Assignment Office will be responsible for notifying the parent of the students reassignment and placing the student's name on the attendance zone school waiting list 12PROCEDURES FOR ASSIGNING STUDENTS ELEMENTARY ATTENDANCE ZONE SCHOOLS** Kindergarten/new students will be assigned to their attendance zoned schools based on their current home addresses. Assignments will be made on the basis of the Little Rock School Districts desegregation requirements, assignment preferences and capacity. The ratio of each school and of each grade within the school will be considered in making assignments. The minimum and maximum black percentages constitute the desegregation requirement, or acceptable range. Seats will be reserved to ensure compliance with desegregation requirements. A SCHOOL CANNOT ASSIGN AND/OR ENROLL A NON-ATTENDANCE ZONE STUDENT WITHOUT AUTHORIZATION FROM THE STUDENT ASSIGNMENT OFFICE. The acceptable range for Elementary Schools is 40.00% - 74.00%. 1. 2. 3. 4. Before the assignment process begins, each school will receive the following information from the Student Assignment Office: (See chart page 20) a. The maximum capacity for each grade level-(count screen,'94) b. The current assignment count for each grade level.-(count screen,'94) c. The minimum number of black students allowed at each grade level.-(chart p.2O) d. The maximum number of black students allowed at each grade level.-(chart p.20) e. The current black percentage for each grade level and the school.-count screen f. Waiting list During the initial assignment process, March 1-3, 1993, all grades 1-6 students living in the schools attendance area will be assigned to the school as long as the assignment satisfies desegregation and capacity requirements. If demand exceeds supply, a lottery will be used to fill vacant seats. Every effort will be made to install portable buildings in order to accom- date overflow situations at a particular grade level. If a portable building cannot be installed, the student will be re-assigned to the nearest school that has a seat available in his/her feeder zone. ALL '94 KINDERGARTEN STUDENTS WILL BE ASSIGNED BY THE SAO. Sibling preference will be given to kindergarten/new students who have siblings currently enrolled in the attendance zone school. Sibling preference is subject to desegregation and capacity requirements. To complete the assignment process: March 1-3 a. Determine the number of seats available for black and white students at each grade level. See Student Assignment count screen - Option 7- Student Management Menu and Chart on Page 20 **ALL KINDERGARTEN, MAGNET, INCENTIVE AND INTERDISTRICT SCHOOLASSIGNMENTS WILL BE MADE BY STUDENT ASSIGNMENT OFFICE.b. Refer to the waiting list provided by the SAO. Students on the waiting list must be assigned before new attendance zone students are assigned to a school. c. Remove PIFs from the \"To Be Assigned: file and sort them by grade level. Then sort by race within each grade level. d. Identify students who are to receive sibling preference. Assignments can be made as long as capacity and desegregation requirements are met. If demand exceeds supply, a lottery will be used to fill vacant seats. PIFs for students who cannot be assigned must be forwarded to the Student Assignment Office for assignment e. For the remaining students, assignments can be made as long as capacity and desegregation requirements are met. If demand exceeds supply, a lottery will be used to fill vacant seats. PIFs for students who cannot be assigned must be forwarded to the Student Assignment Office for an alternate assignment and placement on the waiting list. 5. When all assignments have been completed, the school staff person should complete the PIFs as follows: a. For students who have been assigned: 1. 2. 3. 4. 5. 6. Write your school number in the box labelled SCHOOL NO. Write the current date in the box labelled ENTRY DATE. Write the entry code (04) in the box labelled ENTRY CODE Enter assignment on computer (option 3 - Student Management Menu). Sign your name in the SUBMITTED BY: Place \"green copy\" in special envelope. b. For students who cannot be assigned: 1. Write your school number in the box labeled (zone school). 2. Write REASSIGN across the top of the PIF. 3. Send in the school mail by March 3,1993 6. 7. 8. 9. On March 15 you should order a print out showing 93-94 assignments. Attendance zone schools resume pre-registration March 15 - June 9,1993. Student Assignment Office is responsible for summer registration June 10 - July 23, 1993. No registration will be accepted July 26-30,1993. Place all forms in the special envelope labelled: STUDENT ASSIGNMENT OFFICE DATA ENTRY DEPARTMENT SEND IN THE SCHOOL MAIL BY March 3,1993 14STUDENT ASSIGNMENT CHART Elementary Acceptable Racial Range CLASS SIZE OF 20 STUDENTS (Kindergarten) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 I I I I I I I I MINIMUM WHITE STUDENTS MINIMUM BLACK STUDENTS MAXIMUM WHITE STUDENTS MAXIMUM BLACK STUDENTS CLASS SIZE OF 23 STUDENTS (Grades 1-3 average) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 I I I I I I I I MINIMUM WHITE STUDENTS MINIMUM BLACK STUDENTS MAXIMUM WHITE STUDENTS MAXIMUM BLACK STUDENTS CLASS SIZE OF 25 STUDENTS (Grades 1-3 maximum, Grades 4-3 average) 1 2345678 9 10 11 12 13 14 15 16 17 18 19 2021 22232425 I I I I I I I MINIMUM WHITE STUDENTS MINIMUM BLACK STUDENTS MAXIMUM WHITE STUDENTS MAXIMUM BLACK STUDENTS CLASS SIZE OF 28 STUDENTS (Grades 4-6 maximum) 1 2345 67 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 I I I I I I I I MINIMUM WHITE STUDENTS MINIMUM BLACK STUDENTS MAXIMUM WHITE STUDENTS MAXIMUM BLACK STUDENTS 151. 2. 3. 4. 5. 6. 7. 8. WAITING LISTS Any student who cannot be assigned to his/her attendance zone school due to capacity or desegregation requirements will be placed on a waiting list for that school. An updated waiting list will be sent to all area schools before March 1, 1993. These waiting lists will be used for 1993-1994 pre-registration process. Students on the waiting lists will be assigned before new attendance zone students are assigned to a school. Schools should assign these students the week of March 1-3,1993. All students on a 1992-93 waiting list will be moved up on the list to the next grade for the 1993-94 school year. (NOTE) This does not apply to students rising to the next organizational level or students who have been retained. If a new attendance zone student cannot be assigned because of desegregation requirements or capacity, the students Pupil Information Form (PIF) will be forwarded to the Student Assignment Office for an assignment. ALL additions and deletions to waiting list will be made by the Student Assignment Office immediately after assignments are made by the attendance zone schools, (week of March 1- 3,1993) The Student Assignment Office will be responsible for assignments during the period of June 10 - July 23. Students on the waiting lists will be assigned before new attendance zone students are assigned to a school. If a new attendance zone student cannot be assigned because of desegregation requirements, the student will be reassigned to the nearest school in the feeder zone that meets desegregation requirements and has a seat available. In such cases, these students will be added to the waiting list for the attendance zone school. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. If a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in his/her feeder zone. Updated waiting lists will be sent to all area schools during the week of July 26  July 30. Schools will be responsible for assigning students from the waiting lists. The Student Assignment Office will maintain waiting lists for all interdistrict magnet schools, incentive schools, and interdistrict schools The SAO will also maintain all waiting lists for reassigned students, high school kindergarten students, and pre-kindergarten students. 16Incentive School Assignments\nThe Student Assignment Office will make all assignments to incentive schools and will maintain the incentive school waiting lists. Incentive schools staff should follow the elementary school pre-registration procedures steps 1-7 (see page 6) and send aU PIFS to the SAO daily. Magnet School Assignments: Transfers to magnet schools will be granted prior to Octoberl of each school year and during semester break. All magnet school assignments will be subject to desegregation requirements and capacity. A request for an assignment to a magnet school cannot be granted if it adversely affects the desegregation requirement for either the sending or receiving school. The Student Assignment Office will be responsible for making all magnet school assignments and maintaining all magnet school waiting lists. A random selection process (a lottery) will be used to assign students to magnet schools at entry level positions (K, 7th, 10th grades). Students who are not currently on a waiting list must complete an Optional Enrollment Request Form (OERF) in order to be added to the magnet waiting list.. Students who are not selected for immediate placement in a magnet school will be placed on a waiting list for that school. Students on the previous years waiting lists will receive preference for magnet school vacancies in the current school year. A students rank on a waiting list will be determined by a random selection process. However, first choice magnet options will be ranked above second choice options, etc. Students who live in the shadow of a magnet will receive preference at entry level grades. Parents will be contacted by the SAO when their child's name has advanced to the top of the waiting list and a seat is available. Assignments to Washington Basic Skills/Math-Science Magnet School: Assignment to Washington will be open to students from the Pulaski County Special School District or the North Little Rock School District based on majority-to-minority provisions and on the provisions of Act 609 of 1989 (theSchool Choice law). LRSD non-attendance zone students should complete an OERF. The racial population at Washington should reflect 55% black, 45% white. Preference will be given to students in the Little Rock School District who live in the attendance zone for Washington School. Assignments to Dunbar International Studies/Gifted and Talented Magnet School: Seventh graders will be assigned from the Dunbar attendance zone and through the OERF process. nPulaski County Special School District and North Little Rock School District students may transfer to Dunbar through the majority-to-minority transfer program. Preference will be given to students in the LRSD who live in the attendance zone for Dunbar. (Sixth grade students who live in the Dunbar attendance zone will be given the option to transfer to another school if they have no interest in the magnet program. (The SAO will contact these sixth grade students by mail prior to the pre-registration period to determine which students desire an alternate assignment. All alternate assignments are subject to desegregation requirements and capacity. Parents will be notified of their child's assignment by March 10,1993. Any alternate assignments will be made by the Student Assignment Office.) Assignments to Henderson Health Science Magnet: Seventh graders will be assigned from the Henderson attendance zone and through the OERF process. Pulaski County Special School District and North Little Rock School District students may transfer to Henderson through the majority-to-minority transfer program. Assignments to Central High School International Studies Magnet: Students from the North Litde Rock School District and the Pulaski County Special School District will be able to participate in the international studies curriculum at Central High School through the majority-to-minority transfer program. Little Rock students will use the OERF form to request an assignment to the international studies program at Central. Assignments to McClellan Business/Communications Magnet: Students from the North Little Rock School District and the Pulaski County Special School District will be able to participate in the business/communications program at McClellan High School through the majority-to-minority transfer program. Little Rock students will use the OERF form to request an assignment to the business/communications program at McClellan Interdistrict School Assignments: Interdistrict schools are schools with specialty themed programs which supplement the regular elementary curriculum. These schools are intended to attra\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_550","title":"Needs assessment","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":["1967/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation"],"dcterms_title":["Needs assessment"],"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/550"],"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\nTHE LITTLE V hock school !ISTKICT Vol. A - No. I REVIEW Ll!* Arl(n $npt(nbor, 196/ Eiectors Of The Little Rock School District Asked To Approve Continuing Construction Program Tuesday September 2flth, is an imp.ortant date for the '.ittle Rock comm-mlty and more especially for the Little Ro-ck Pnb-ilc Schools. On this date all oi the. ouaii-fled electors of the school dls-tric. t wtii have the op.oortunity to vote For or Against the con-ttr. uation of the system's con. Ma.w High School biiildblg. t., Remodeling, Including ctr.. struction of a library and biology laboratory at Central High Scho\u0026lt;)l~S.S50.dOO This item is a musti Thu present Central High Schw) 11- lirary is totally inadequate to serve the needs of a pupil etv several of these collecticns are housed ill lens than adequate space. The SSH.OCO .iTocatiob to rJtls pvoiram would en\u0026amp;bie us tc ..-emode! existing fac.litics ic house three additional centtai hbraries level. Ht the elsrr.isriiary strjctlon program. We read about the problems in other citieshalf-day atisslons, overcrowded classrooms, tempornty buildings, Snadequats housing, et cetera' Our physical facilities are far from perfect bl* the e'jpport Saf previoija school bond issues h.as enabled youi achcois to keep up wit.n the growth, meet the needs of a shifting population, and to occasionally \"p.hase oui . building that is nd longer functional. Permission to conrmue this orcerly building program is the request of September 26th. The Board of Directers has unanimously appiwed bond issue of $l,52O,Oild. No Increase In the scho(.'l tax rate la requested in Uil$ connection. The Ixirds, upon approval, can be retired within the present Jinanclal structure of the district The following Is a list of the board-approved projects to be iiic'uded in the proposed i-sswe 1, Pairing of Mann High ScliocJ p.nd Mettopciitan Sigh School$200,000 The initiation of this project will enable Metropolitan High School to double its enrollment. About $175,000 of the 1200,000 allocation would be spent at Met ropoiitan for the purprse of converting present academic ciass-rooms to vocational-technical shops and laboratories. The remaining $25,000 would be spent roilment in e.tciss of 2.000. Thsre is no biology laboratory at Central High Schoiil at tlie present time. These two items plus some other genera\nremodeling are needed In order Uj maialain Centi-al High School as a mod em and functlotiBi part of our secondary school prugrain. 3. Purchase of site on Wrtst 12tb Street-llSO.OOO This is a site containing ap-proximately 12 acres located in he Univerfity Park Vrbao Ke-newai area. I Construction ol elemeii-tarv school on West I2th Street  J-150 (1'1)0 These funds would be allocated to build a 12-clasarootn 7. CoD.sfruct a mainteojoce warehousL*$150,00(1 The entire msintenance operation of the Little Rock Public Sch.acl .System ha.s been housed under Quigley Stadium, The space xnd facilities 'here are inadequote to enable the maintenance department to actually do the work that needs to be done io connection with m.ain-tainiiig buildings, groun.ds, fur niture, and equipment . ExWrlc! the lemotleliiif\nbutJdrng with the nece.esary auxiliary space? (of,'ices, kitchen dirdiig area, library, etc,) on the site identified sSrve, 5. Completion of Parkview High Schoolil25,(l00 This additional sum of money has become necessary 'o fully complete ihe Parkvit*' High School located .at 26th and J.\u0026gt;.hn Barrow Road, .A,dt!iticr!i that have teen made to the building after the contract was ori,a-inally let have madij It necessary tc allocate more funds for the completion of this project. pi'tijett to or.\n: M twe addilionel floors at the Board of Educuticn Annex$125,006 The Board of Education Annex is located at We.st .Markham and Arch St.-aets. The extenor of this building has recently been covered with brick and one of the tout floors has been renscdeled into office space. As additional federal progrUrns are made available to us, wc find it necessary to employ more and more people to handle these programs, T.here is need now for the remodeling of one additional floor of :h-s annex This rernodehng would p.-.3vide suf- ident office sp.ace tc meei our needs for another one years. b'Rimately the V. ? tn.ire 6. Retnode.l and expand lected elemantar^j .seschool h. 02:91 branes- -$85..Wi Every elementary school in our city now has a central 11- building .should he converted to office .ipac\" .as ar. annex tu ..be Board of Education Building. S. Dressing rooms, toilet .ind shower lacilitiiis in count,':'\ncn with the E'jrest Heights ' -'cit and fieldJ'S.OdO O dS.t I Don K. Roberts Roberts Assumes Position of Deputy Mr Don R. Kubert.s has assumed ihe position of Interim Deputy Superinlendent cf the Little. R'Oek Public .Schools since July 1 Mr. Paul Pair Deputy Saperintenrtent is on sabbatical lea'-e, .s.nd is studying for his doctorate a\nthe LUitversity of .^rkaibsas. Mr. Roberts. 32, is a native of McNeii, .ArK\u0026amp;n.sss where he attended slem.pntary and secondary schools. He received hi,s B.A and Masters' degrees from Her.ilersoji State Teachers College, and ha? don-? graduate work a!. Easterr. Oregon College, La Grande, Oregon: Walla Walla College, Wail,a Walh, Wasniagton\nOregon Slate Sys-te.- r. \u0026lt;.l H.gher Edo.'.at..on Pur!:- !and. Oregon\nand the Mniver-sity of Oregon. Eugene. Oregon. He IS Wrth the Little Rock Pub- In: schools\nii prepsrisio\", for receiving a deg.-ee of Doctor of Education In Educational .Ad-minisirctio,'' from t.ne L'nivers\n. t.v of Arkar.sas at Fayetteville. He was president of the student bo.dj' when he w.ss a senior at Henderson Otato Teachers College, and was itichided in the ?i\n0Tii3 Pg* * the REVIEW 1967 i DID you  KOW TMSr___ _______________ Ml School Lunch Menus for October cncaK!: Each sch.Xr! Wil! have ftt lean two television set.s to re-ceive educational programs over the state education tele-vislon .station, KET3 - TV. Channel 2, located at Conway xMonday ... T T Tuesday j Wednesday ! Thursday i Friday 15 Te Phjsica!  * * education pro-grams will be expanded tn Include golf and badminton. Principals (Continued From Page 3) $as, and received his BSE in Elementar. Education from State College of Arkansas at Cor.way. H19 Masters degree was obtained at the U.niversity of Mississippi. His first assignment with the Little Rock Schools w.3s as a s'jtth grade teacher at Pu-lasR\nHeights Elementary ir. the 1964-9.5 school year. He was principaj nt a junior high, school at Marianna, Arkansas to:- two years. and ha.s Li'tle RccL f Mitchell rejoined the as pnncipat Mi Clark has beer, selected twice to Whv's Who in Americ.an College? and Universities. was captain of his footha'l team his senior year, and wa-t named to the Al! Arkiinsa? Intartiolleglate Conference team as a defe.'.isive end for two successive yeirs Roberh (Continued From Page 1) '.Vho's Who in American Colleges and Vniversitiss Roberts served with t.oe U.S. Marine Carps in Korea and be. gm his career in education as n teacher and Coach at Welsh, Louisiana. He was vtce-princi-oa! in a school district in Wes, ton. Oregon .and Later was FfBnJrfi'rter H.kaiJ Beafi* Vuhbftg\u0026gt;F.al^*b Cefnfrraarf Butiwi' Hwulxirfpir Wai}ii 3Pota*? Otk) ^Ind ?nuch Ponj2 CcbRltf I P'vld Cbckw Graver ww lUc Pmi b Carrc'K CAmg*J4 Fndt BlCtfLUUi Ho0v-ultr I 1 I 9 41 Pjh CfoucatT* Tomato Saliuce Cro^def ?\u0026lt;# Com tA'ojtd SVC .\u0026gt;rn Ba Tnsnei\nDramin^\n^uz1\u0026lt;y-SvUftrsa ClWTOtt Cinftiufnwj RoUn I Ori-VSeri Ddl Pic-kl Cole ^Ifiw iTfMCkffTft ifrtH* C-akv 16 1 .18 Ttina Fifth HaUd mi. Lat(.i\u0026lt;Sr Or-MQ BiM.rut PoUtiOM IP.O^'.II OlWIXgA JiuOv I 1 CbUI Omx Cttn* Cckl* AUiw Appbwucw Cc.|rciwr QiD(*rbr4 i-Ur4 8uc* !12 13 I Tc**i.u Dot S4ua*a3nd WiUdan' SU\u0026gt;d ChtiCK^ .JuiC* .lOQfc/*4 : 19 I I Hirabuy\u0026lt;r MxiiiCizd RnLAh Lettuce  TotJUi.'O r'Mfticb Ctip S20 Tuna Vuih 3l*4 O4Kl FjuBt Clip A ButLw ChocpLftMf Chip 23 PuaetHc ChMrM VA2Uhl Soup Apc\u0026gt;U Wedgm l\u0026amp;kk*d CuiU/n 30 MftCA.i'Oni 3i C2i4KM ^.*3 Oqvi!d Kg* Dr^'cn.i Pickiod Bt3i Hoc Ro}l*Buttw Api.u I I CouftT.ry Pt'swt 'diMk Of*vy Bflgliih Peaft ^rsUafMJSiM RaEa Apple PflKl Gttvy ovr CoU Sl\u0026gt;v StKAttU HcPv-BuX#f Ckwioy# Jaiet I Chih Coo VaVeflrftd Cn'ow CnckArt Giagrb-(td [ 1 Hmj.xknirtw Muatwd Ra/jiah Catsup GfAYi -FrraCh C'rftiaicij O.\nan\u0026lt; Jnii:* O*\u0026gt;.k.irv 24 Giouod Bm) Patti* Qra*r,y Ma*h*d PotatiMr] Oriwn B.c.ft Hpt ROila-l^tutLt'i 7rax\u0026gt;\u0026lt;e Jiuea CAki( 131 II n..mad superintenderu Mr. Roberts, his wife, Janis, and their three chlidren, Don, Jr , 8 Jon. 7, and Suaer., 3, live at 2107 Ridge .Perk Drive. The boys will altand Baie Elementary School He is a tn ember of AEA. .NEZ, Phi Delta Kappa fraternity, ar.d the Ar.itansos School Ad-minrstratars Associetion. Vote Ki FOR Public School Improvements immiB WWW mCv I Cn^Otn il,y ( fij LI! 3 I dar I 2.5 26 IS 27 Fn\u0026lt;l 'Z^iclMO avM Ric CwfliiUd Pifvjt \u0026amp;Ud Pea* Ke DiacuM# r-kMitv-ButUf SpaghuM) Man*- Siic ClsritM Grtdtu Ffiitt'f'h r-r#a35tf .TlkKd.Bnttc? Fiuii \u0026lt;\u0026gt;bWr 'halMlhUPfW I 01 TwrtnUf Bft.la'f EkLkird Vntato fz-a-m* Juirft Corttert M\u0026lt;*at .\u0026lt;/ 'l'om.B**Q Save* fipuutclt Cotnbrwfcd BuHit 'Or\u0026lt;o\u0026lt; .?aUo HrTc'I'mc. Caka MILK IS LMCLUOEO IN EACH OAVS MENU i Principal.s Reassigned  F.cnt from left: Mrs. Lois Walcers, who moves from Parham Eletrientary to Mead-owcliff Elememary. and Mrs. Eirna Keiiy. formerly at Granite Mountain Eiemertary, is now at Gibbs Elenien- ta Bac.k ro.v, from left: James V/i,se goe.s from Pfeifer Elenentary lo Granite Moantsin Elementary\n___ Maijor.e Hubbard frum Fair Park Elementary to Ro-- mine Elementary\nDon Arick, principal of Mitchell last UPnr ic rsnnnt -.! rtf s., _____ _ _______*______ Mrs. y\u0026lt; ear, is rp rincipal of tvhaixe,. n*Se'TwT \u0026gt;M'XNc. KD.o'te, Ir tm.J 1 \u0026gt;o. i gt tL E1_ lemeUn lt.ta'l rL yJ\nard Clarence Horn who changes from Gillam Elementary to Pfeifer ElemenTarv. :^-l': JIG :h3 'JIH  pec. Prta/'aivi si LriTLE Rock School District OFFICE OF THE SUPERINTENDENT April 7, 1994 RECEIVED APR 8 1991 Ms. Ann S. Brown, Federal Monitor Office of Desegregation Monitoring United States District Court 201 East Markham Street, Suite 510 Heritage West Building Office of Desegregation Monitonng Little Rock, AR 72201 Dear Ann: In keeping with your request of March 14, 1994, I have enclosed the Needs Assessment Report and the Program Inventory Report for your files. We are continuing to work on the Student Assignment Audit and the Instructions for Incorporating Additional Desegregation Obligations into the Program Budget Document. Additional documents will be submitted to you upon completion. Thanks for your patience. Sincerely .eiL P. williams Superintendent of Schools HPW:nr Encl. 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 LITTLE ROCK SCHOOL DISTRICT NEEDS ASSESSMENT REPORT 1993-94 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT March 1994 TABLE OF CONTENTS Preface 1 Mission Statement 2 Goals 3 Description of Needs Assessment Data 4-6 From Recommendation to Needs: The IVocess 7 Needs Listings Curriculum Area 8-11 Desegregation Area 12-14 Support Area 15-18PREFACE The Little Rock School Districts 1993-94 Needs Assessment Report is the result of a District-wide effort to collect information for two purposes: (1) specification and verification of needs and (2) making budgetary and planning decisions which will positively impact the growth and development of the Districts students. The Superintendent, Cabinet, and Board provided leadership and direction throughout the needs assessment process. First, the entailed the development of a mission statement and goals with input from District faculty and staff as well as community patrons. Secondly, varying perceptual, empirical, and objective data were collected for study and analysis. Finally, Ihe results and recommendations yielded by the data were compared with the Districts mission statement, goals, and legal obligations for the development of a needs assessment listing. Throughout the process, the Superintendent, Cabinet, and Board driven by the intent to compare \"where we are\" with \"where we want to be.\" were The 1993-94 Needs Assessment Report has been reviewed and feedback has already occurred with respect to some of the reported findings. While some of the recommendations from the Report were used to make decisions with respect to the Districts program planning and budgeting process, some of the recommendations were not used at this time.  It should be noted that the 1993-94 Needs Assessment Report is the first \"formal\" needs assessment report with respect to the Districts current program planning and budgeting process. As such, the process for using the findings of the Districts annual Needs Assessment Report will be \"fine tuned\" and used more extensively as the process becomes institutionalized. In summation, the planning and budgetary decisions for the 94-95 school year will be rationally based decisions and will not have been made casually. Specifically, Ihe Districts improvement efforts will be based upon real resources and needs revealed by the analysis of the data relative to the mission statement, goals, and legal obligations. * 1MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 21. 2. 3. 4. 5. 6. GOALS The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. on The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fuUy support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for ail students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3DESCRIPTION OF NEEDS ASSESSMENT DATA Below is a descriptive account of the different data analyzed to verify and specify needs of the District. Community Forums (CF). The purposes of the community forums were: to provide a setting where the public was informed about the mission statement and goals\nto provide a forum whereby future directions which were based upon the mission statement and goals were diffused throughout the community\nto solicit from the community any concerns about budgetary and planning implications\nto afford the District with an awareness of the publics perceptions about new and continuing concerns. The Superintendent conducted six conununity forums. The community forums were held at Cloverdale, Parkview, Bale, Forest Heights, Rockefeller and Garland. Attendance at the community forums ranged from thirty-one at Bale to forty at Forest Heights. District Dialogues (DD). The audience for the district dialogues was the employees of LRSD. The intent for the district dialogues was: to provide a platform whornkn ihu omni nay nne nC f Ian d Inf win# naaweSen.* nf f Ka a_ a_____a  a_ _ ..a.a  - -------------- uj aa. |yLv*iuc. a |yidLlVKllK Whereby the employees of the district were apprised of the mission statement and goals\nto afford the employees of the District information concerning future directions based upon the mission statement and goals\nto solicit from the employees any concerns about budgetary and planning issues\nand to provide for the Administration an awareness of the employees perceptions of the Districts operations. The Superintendent conducted four district dialogues specifically for the central office staff, teachers, principals, and classified staff. Attendance at the districts dialogues ranged from eighteen at the central office dialogue to thirty-five at the classified staffs dialogue. Arkansas Minimum Performance Test (AMPT). Since its inception in 1988, the Arkansas Minimum Performance Test (MPT) has been administered each spring to all third, sixth, and eighth grade students. The MPT was initiated by an act of the Arkansas Legislature through the \"Education Assessment Act of 1970 \" and later expanded by the \"Competency Based Education Act of 1983.\" Until 1993, the State of Arkansas required eighth grade students to pass the MPT before they could be promoted to the ninth grade. Eighth grade students were given three opportunities to pass the test. Beginning in 1993, failure of the MPT could no longer serve as the sole basis for retaining a student in the eighth grade. In 1994, the MPT will not be administered in Grade 3, and only one administration will occur for Grades 6 and 8, respectively. Curriculum Audit/Review (CA/R). A review of selected curriculum programs was conducted during the first semester of the 1993-94 school year. The Deputy Superintendent and appropriate curriculum directors, supervisors, and coordinators facilitated the review. A plan of action was developed and implemented so that appropriate program changes, deletions, and/or new programs could occur for the 94-95 school year. 4DESCRIPTION OF NEEDS ASSESSMENT DATA (continued) Educational Equity Monitoring (EEM). The task of monitoring is the initial phase toward attaining the desegregation goals. The goals of desegregation are: to end or substantially reduce racial isolation In schools\nto increase racial understanding and respect through a willingness to interact together among children and adults of all races\nto improve academic performance of low achievers\nto increase social equality for minorities through access to quality education which leads to better jobs and higher incomes. Educational Equity Monitoring provides appropriate data and technical assistance for planning and implementing equitable learning experiences for all students based on the goals of desegregation. Educational Equity Monitoring begins in October and continues throughout May of each school year. School ClimatcZHuman Relations Survey (SC/HR). The annual survey of attitudes toward school dimate/human relations was conducted during the second semester of the 1993 school year. Students and teachers at each organizational level were surveyed concerning their perceptions of school climate/fauman relations in the Districts schools. Stanford Achievement Test (SAT). The Stanford Achievement Test, Eighth Edition was administered to approximately 18,781 students in grades one through eleven in April, 1993. Scores were reported for total reading, total mathematics, language/English, science, and social science. Academic Progress Incentive Grant (APIG). The purpose of the Academic Progress Incentive Grant is to provide funding beyond the regular budget to all area schools in assisting them to Increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Academic Support Programs (ASP). The Academic Support Program is designed to improve learning experiences of identified students. The instructional focus is on the use of multiple strategies designed to provide students with more global and complex tasks building on things that they already know. Library/Media Program (L/MP). The Library Media Program supports the instructional program of the District by providing a full measure of varied instructional resources and by extending and enriching basic skills that are taught in the classroom. A variety of teaching/learning strategies are presented to students through library media center activities designed to meet a wide range of student needs. Recruitment Program (RP). The purpose of the LRSD recruitment program is to devise a system in which the entire Greater Little Rock community is knowledgeable about school programs and options, and to encourage parents to voluntarily sign up for schools which aids desegregation in the LRSD. 5DESCRIPTION OF NEEDS ASSESSMENT DATA (continued) Stephens (S). This specific program is the construction of the new Stephens Inter-District Elementary School. It is an aspect of the tri-district desegregation plan and the section pertaining to inter-district schools. Special Education (SE). Special education is specially designed instruction, at no cost to parents, to meet the unique needs of students with disabilities. This includes instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings\nand instruction in physical education. Substitute Teachers (ST). Substitute teachers are employed by the District to teach in classrooms when the regular teacher is unavailable. In most instances, substitutes are used on a short term basis. Occasionally, it becomes necessary to employ a substitute to teach in a classroom for a teacher who must be absent for an extended period of time. Vocational Education (VE). Vocational education is designed to provide a program of learning experiences to develop skilled and adaptable workers who are prepared to pursue additional learning opportunities that may result in more productivity. Vocational education also develops satisfying life enhancing family, civic and personal responsibilities. Facilities Study. This is a review of the school districts capability to meet the projections of the junior high enrollment. At the printing of this document, the Facilities Studys recommendations are incomplete. Recommendations will be contained within the Facilities Study which is to be filed with the Court after review by the Pulaski County Special School District and the North Little Rock School District. Proportional Allocations Fonnulas (PAF). This is a set of formulated guidelines used to allocate various budget items (i.e., instructional materials, supervision aids, etc.). No changes are recommended at the time of printing. 6FROM RECOMMENDATIONS TO NEEDS: THE PROCESS Purpose and Source. Based upon the recommendations of the reports, studies, fast-track evaluations, district dialogues, and community forums, the Needs Assessment Report of the LRSD was compiled to identify, specify, and rank recommendations/needs according to planning and budgetary significance. Recommendations Ranking. Initially, recommendations were rank ordered into four categories based upon planning and budgetary significance by the Cabinet. The following describe the categorical planning and budgetary guidelines used for ranking: Category A. Recommendations identified as Category A will have a strong possibility of being funded given adequate resources. Category A recommendations are consequences of legal obligations of the Desegregation Plans and state legal obligations. Priority attention for strategic and programmatic planning will be given to the recommendations designated with a Category A classification. Category B. The recommendations classified as Category B may be funded, if sufficient funding is available or secured. TTie recommendations classified Cat^ory B are a result of existing or newly developed obligations that are not legal requirements. The recommendations classified as Cat^ory B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the recommendations which have been classified as Category A. Category C. Recommendations specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if vaiegory k.. necuiniiienuauons speciiiea vaiegory u wiu lunaing alter category a funding source is available. Category C recommendations have been determined not to merit superiority attention for strategic and programmatic planning. Category D. Recommendations designated as Cat^ory D do not require specific funding sources. Additionally, Category D recommendations do not indicate any particular rank for strategic and programmatic planning directions. (Note: Category D recommendations were not included in this report because of their low rankings and in an effort to maintain focus on needs of greater priority.) Summing and Averaging. After the categorical assignment (i.e., A, B, C, D) of each recommendation by individual Cabinet members, an average of each recommendation was performed. The following weighted values were assigned to each recommendation by Cabinet members for providing an average Cabinet response for each recommendation: \"A=4'\n\"B=3'\n\"C=2\"\n\"D=l. From Recommendations to Needs. The recommendations which yielded an average in the \"A\", \"B, and \"C\" range became the list of needs, and all other superfluous recommendations (i.e. recommendations averaging D\") did not attain the \"needs\" listing based upon low ranking of priority by the Cabinet members. Area Classification. Tlie listing of needs were then grouped into the Districts operational areas of Curriculum, Desegregation, and Support. Source. The source(s) of input for each need follows the stated need. 7CATEGORY A NEEDSUSTINGS CURRICULUM AREA Needs identified as Category A will have a strong possibility of being funded given adequate resources. Category A needs are consequences of legal obligations. Priority attention for strategic and programmatic planning will be given to the needs designated with a Category A classification. Analyze test data to properly remediate students who do not pass the MPT. AMPT Utilize the District Summary of Objectives Not Mastered, 1989-1993 for instructional planning and delivery AMPT Provide pre and post assessment for meaningful instruction based on needs revealed by MPT results. AMPT Develop and adopt a comprehensive board policy framework for curriculum management. CA/R Reorganize the administrative structure for effective instructional management. CA/R Develop and implement a participative curriculum management process. CA/R Develop and implement functional curriculum documents. CA/R Consolidate curriculum functions to facilitate curriculum planning, development, and delivery. CA/R Establish a functional assessment program and expand testing. CA/R Continue staff development for certified and support slalT in the areas of Educational Equity, Multicultural Curriculum Delivery, Discipline and Class Management. EEM Provide parent-teacher training in non-violence and socialization skills. SC/HR Infuse social skills in the regular elementary curriculum. SC/HR 8CURRICULUM ARELA (continued) Category A (continued) Place greater emphasis on effective reading and mathematics instruction in grades K-12. SAT Provide in-depth workshops and inservices related to mathematics and science during the summer and during the operational school year in order to provide teachers with effective strategies for enriching the curricula. SAT Use standardized test results for diagnostic purposes. SAT Constroct teacher-made tests to focus on student growth in higher order thinking through comprehension, analysis, application, and problem solving. SAT * Implement a change in the delivery of academic support in secondary mathematics by providing additional instructional time for targeted students rather than providing assistance within the regular class time. ASP Evaluate the resources for each elementary librarys capability to support the Districts revised curriculum L/MP Offer effective and efficient instruction for the Summer School Program. CF/DD Provide developmental experiences for kindergarten, first, and second grade students. CF/DD Provide survival and social skills for faculty/staff in urban school settings. CF/DD Provide on-going staff development, mentoring, and advisement to new employees of the District. CF/DD Identify and implement alternatives to suspension. CF/DD i IVovide strategies/programs to teach conflict resolution and problem-solving. CF/DD 9CURRICULUM AREA (continued) Sfe Provide instruction, centers, and technology to embellish and improve curriculum for non -English speaking students. CRF/DD CATEGORY B The needs classified as Category B may be funded, if sufTicient funding is available or secured. The needs classified as Category B are a result of existing or newly developed obligations that are not legal requirements. The needs classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the needs which have been classified as Category A. Structure a close working relationship among instructional supervisors, StafT Development, classroom teachers, and the Department of Planning, Research, and Evaluation. AMPT Implement at each building specific methods for communicating to students information relative to honors and awards requirements, extracurricular requirements and discipline expectations. EEM Initiate home visits and phone contacts by teachers and principals. SC/HR Promote interactive learning, with the teacher serving as facilitator. SC/HR Establish a systematic procedure for the teaching of listening skills at the primary level and grades 7 and 8. SAT Teach organizational techniques and study skills. SAT Integrate the teaching of language (mechanics, usage, writing skills) in all subject areas and oi^anizational levels. SAT Use a variety of enriching materials and resources to expand science and social science instruction. SAT Provide extra class activities in all subject areas to enable student to assume responsibilities through self- directed learning. SAT Stimulate student interest with homework that is meaningfully directed through assignments that enhance school achievement. SAT Implement a District-wide, well organized, year-long inservice program with continuous supervisory assistance to beginning teachers in curriculum planning, classroom management and discipline management. SAT 10CURRICULUM AREA (continued) CATEGORY B (continued) Plan staff development and inservice programs to meet the developing needs of teachers and staff. SAT Provide staff development and training to all vocational staff members who have not received vocational training in identified teaching strategies. VE Provide instruction at the right level of difficulty for gifted students. CF/DD Utilize innovative and varying strategies to address varying learning needs of students. CF/DD Provide computer literacy for all teachers. CF Design and implement a check-and-balance system and a remediation process for students who are not academically functioning at the junior high level and beyond. CF CATEGORY C Needs specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C needs have been determined not to merit superiority attention for strategic and programmatic planning. Encourage principals and teachers to share workable ideas and techniques at the building level and District- wide. SAT Expand the Early Childhood Program to additional schools. CF/DD Provide registration information in the spring for succeeding school year in order to enhance instructional planning and forecasting by principals. CF/DD Promote collaborative efforts with UALR to develop educational programs in the science and mathematics area. CF/DD Adjust the curriculum using practical deletions and additions for more meaningful instruction. CF/DD 11CATEGORY A DESEGREGATION AREA Needs identified as Category A will have a strong possibility of being funded given adequate resources. Category A needs are consequences of legal obligations. Priority attention for strategic and programmatic planning will be given to the needs designated with a Category A classification. Establish administrative stability and integrity in management functioning. CA/R Adopt and follow a policy for improved board governance. CA/R Move toward greater involvement in budgeting with curriculum linkages. CA/R Establish consistency and equity in educational programs. CA/R Develop and use long-range strategic planning process. CA/R Conduct inservice for District faculty/stalT on the requirements of the Court approved Desegregation Plans. EEM Link expectations for implementing the Desegregation Plans and for achieving desired plans outcomes to the performance evaluation process for all personnel. EEM Develop and implement a plan for equitable stalTing in schools that do not meet the staffing goal for black staff members. The plan should include inservice to assist personnel in developing strategies for improvement. EEM Create a monitoring entity to ensure recommendations of educational equity monitoring are implemented. EEM Hold principals accountable for developing and implementing school-based recruitment plans. RP Develop and implement a detailed plan of action and calendar for educating realtors, relocation specialists, churches, civic groups. Chamber of Commerce, and etc. throughout Pulaski County. RP 12DESEGREGATION AREA (continued) CATEGORY A (continued) Survey incentive school recruitment teams and incentive school staffs for the development of a recruitment plan specific to each individual incentive school. RP Pursue and foster a stronger commitment from the PCSSD in recruiting white students into all LRSD schools, particularly Incentive, Interdistrict, and Magnet. RP Conduct research which will assist the District in determining whether or not there are racial and/or gender differences in practices pertaining to the identification and placement of students with mental retardation. SE Increase efforts to close the disparities in minority staffing in identified District schools. VE Develop a budget which will properly provide for the maintenance and operations of ail districts schools in an equitable manner. CF/DD Afford a curriculum which decreases the disparity in achievement between ethnic groups. CF/DD Implement strategies which will accelerate the implementation of the Desegregation Plan. CF/DD Educate the Districts faculty/staff about the mandates of the Desegregation Plans. CF/DD Implement strategies which will increase the communitys understanding of the Desegregation Plans. CF/DD Conduct studies which will determine the effectiveness of the many programs mandated in the Desegregation Plans. CF/DD 13DESEGREGATION AREA (continued) CATEGORY B The needs classified as Category B may be funded, if sufficient funding is available or secured. The needs classified as Category B are a result of existing or newly developed obligations that are not legal requirements. The needs classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the needs which have been classified as Category A. Revise the School Climate/Human Relations Survey. SC/HR Examine current demographic information for redrawing current attendance zones based on current area composition patterns to more effectively achieve desegregation. RP Build a new inter-city elementary school based on the following needs: to decrease the schools operational expenditures\nto enhance education through new, modem, up-to-date facilities\nto close outdated facilities that are too crowded or too old to meet current Districts needs. S Cut transportation costs. CF/DD Increase the Districts administrative capabilities to serve, support, and enhance principals efforts at the school buildings. CF/DD CATEGORY C Needs specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C needs have been determined not to merit superiority attention for strategic and programmatic planning. Request more money from the State for support of the District in implementing the Desegregation Plans CF/DD Develop a public relations campaign geared toward the Little Rock Board of Directors and the community. CF/DD 14CATEGORY A SUPPORT AREA Needs identified as Category A will have a strong possibility of being funded given adequate resources. Category A needs are consequences of legal obligations of the Desegregation Plans and state lega obligations. Priority attention for strategic and programmatic planning will be given to the needs designated with a Category A classification. Consolidate and restructure business services and support services. CA/R Purge the Professional Negotiations Agreement of Provisions which unduly limit board control of key educational programs and practices. CA/R Improve educational facilities based upon a District-wide needs assessment. CA/R Develop and implement a plan for utilizing all groups of parents in the school program. EEM Upgrade facilities where special education and gifted and talented education classes are located to ensure that the locations are comparable to other programs. EEM Provide Chapter I training to parents. CF/DD Address the needs of students who have on-going emotional and behavioral problems. CF/DD Publish an employee newsletter. CF/DD Provide the necessary instructional supplies and materials for all schools. CF/DD Improve the safety image in the District. CF/DD Improve accessibility conditions in school buildings and on buses for students with physical handicaps. CF/DD Pi'ovide parental involvement training for parents of students who are under-achieving. CF/DD 15SUPPORT AREA (continued) CATEGORY B The needs classified as Category B may be funded, if sufficient funding is available or secured. The needs classified as Category B are a result of existing or newly developed obligations that are not legal requirements. The needs classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the needs which have been classified as Category A. Forward printouts which identify eligible students for each building prior to the close of the school year in order to facilitate the identification process for the next school year. ASP For Special Education, continue to increase the number of staff providing indirect services. Currently, three teachers work full time in this capacity, and over 140 students are served using this option. SE Form a joint ad hoc committee composed of administrators and union representatives to study data for making recommendations on measures to reduce absenteeism and substitute usage. ST Use cameras and aides on buses to assist in providing a safer environment on buses. CF/DD Use alternatives to offset budget cuts. CF/DD Utilize mental health workers to impact students with severe emotional and behavioral problems. CF/DD Solicit voluntary services from parents and community to help offset costs. CF/DD Increase community support. CF/DD Increase the morale of LRSDs faculty/staff. CF/DD 16SUPPORT AREA (continued) CATEGORY C Needs specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C needs have been determined not to merit superiority attention for strategic and programmatic planning. Implement and maintain consistent expectations for the maintenance of school records EEM across the District. Continue funding the Academic Progress Incentive Grant in those area schools meeting stringent approval criteria. APIG Make funds available in September of funding years in order to extend the impact time for the academic Progress Incentive Grant. APIG Increase the funding level to original levels for the Academic Progress Incentive Grant. APIG Implement strategics to assist library staff in streamlining clerical tasks. LIMP Disseminate decision-making process for executing repairs of schools. CF/DD Conduct demographic study to determine what schools should be closed. CF/DD Increase the number of counselors serving our schools. CF/DD Allow principals more decision-making authority concerning termination recommendations of teachers CF/DD Give principals more autonomy concerning teacher assignments at their schools. CF/DD Piovide incentive schools principals with knowledge concerning their declining enrollments and possible ramifications for their schools as a result of declining enrollments. CF/DD 17SUPPORT AREA (continued) CATEGORY C (continued) Increase custodial staff. CF/DD Revise the current grievance process for expelling poorly performing teachers. CF/DD Conduct a salary schedule study with input from all faculty/staff. CD/DD Improve coordination of volunteers and parents for optimal support and assistance for the schools. CF/DD Improve the social relationships between staff at differing administrative levels. CF/DD 18(Sm RECESVFP LITTLE ROCK SCHOOL DISTRICT JAN 1 7 1995 NEEDS ASSESSMENT REPORT Office of Desegregation Monitoring 1994-95 PLANNING, RESEARCH AND EVALUATION DEPARTMENT January 1995 TABLE OF CONTENTS Preface 2 Mission Statement 3 Goals 3 The Process 4-5 Description of Programmatic Areas 6-9 Needs/Recommendations Listings 10 Sorted by Programmatic Area 11-12 Sorted by Funding Category 13-14 IPREFACE The Little Rock School District's 1994-95 Needs Assessment Report is the result of a District-wide effort to collect information for two purposes: (1) specification and verification of needs and (2) making budgetary and planning decisions which will positively impact the growth and development of the District's students. The 1994-95 Needs Assessment identifies needs/recommendations from studies and reports identified in the District's current Program Planning and Budgeting Manual (\"Gray Book\") along with results from \"extended evaluations\" that the District incorporated into this Needs Assessment Report. This report also reflects \"carry-over items\" from the 1993-94 Needs Assessment Report. The terms \"needs\" and \"recommendations\" are used interchangeably in this report. The Superintendent, Superintendent's Council, Superintendent's Cabinet, and Board provided leadership, direction and/or assistance throughout the Needs Assessment process. Varying perceptual and objective data were collected for study and analysis. The results and recommendations provided information that was compared with the District's mission statement, goals, and legal obligations for the development of a Needs Assessment listing. Throughout the process, the District was driven by the intent to compare \"where we are\" with \"where we need to be.\" It should be noted that the 1994-95 Needs Assessment Report is the second \"formal\" Needs Assessment Report with respect to the District's new program planning and budgeting process. As such, the process for collecting and using the findings of the District's annual Needs Assessment will continue to be \"fine-tuned\" as the process becomes more and more institutionalized. In summation, the planning and budgetary decisions for the 1995-96 school year will be rationally based decisions and will not have been made casually. Specifically, the District's improvement efforts will be based upon real resources and needs revealed by the analysis of the data relative to the mission statement, goals, and legal obligations.MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, of a dedicated and competent staff, and of students, parents, and citizens committed to fairness, racial equity, and adequate support for education. GOALS 1. 2. Implement integrated educational programs that will ensure all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Develop and maintain a staff that is well-trained and motivated. 3. 4. 5. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Provide a safe and orderly climate that is conducive to learning for all students. 6. Ensure that equity occurs in all phases of school activities and operations. 3THE PROCESS All desegregation and nondesegregation programs in the District underwent a \"short form\" evaluation. The results of those evaluations were reviewed by the Superintendents Cabinet. Based on the Cabinets review, the Cabinet then made recommendations to the Superintendents Council for programs that were in need of an extended evaluation. The programs identified for an extended evaluation were programs in which Cabinet members perceived additional information was needed in order to better understand District needs. Programs that underwent an extended evaluation were also programs that were perceived to be candidates for potential program development. The Council reviewed the Cabinets recommendations and reached consensus regarding which programs would undergo an extended evaluation. Primary and Secondary leader(s) responsible for identified program(s) were then notified to conduct an extended evaluation. The Council subsequently met to review the results of extended evaluations and reports or studies. Council members were asked to rank the needs/recommendations statements, (it should be noted that not all programs that underwent an extended evaluation necessarily had forthcoming needs/recommendations statements). Consensus was reached on programs with moderate to high needs/recommendations. Recommendations with low rankings which had little or no implications for strategic and programmatic planning were not included in the needs listing. Recommendations were placed in an A, B, C, or R category based on consensus by Council members using the following guidelines: Category A. Category B. Category C. Category R. Recommendations identified as Category A will have a strong possibility of being funded given adequate resources. Category A recommendations are consequences of legal obligations of the Desegregation Plans and state legal obligations. Priority attention for strategic and programmatic planning will be given to the recommendations designated with a Category A classification. The recommendations classified as Category B may be funded, if sufficient funding is available or secured. The recommendations classified Category B are a result of existing or newly developed obligations that are not legal requirements. The recommendations classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the recommendations which have been classified as Category A. Recommendations specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C recommendations have been determined not to merit superiority attention for strategic and programmatic planning. Recommendations specified as Category R are expected to result in a budgetary reduction. This category was created because of the realization that some of the needs/recommendations could result in savings if implemented. 4The process for listing of the needs/recommendations was further refined by Council in order to make the Needs Assessment Report more manageable and less cumbersome. Where possible, needs/recommendations were folded-in or collapsed to avoid repetition. Four general categories (Assessment/Achievement, Discipline, Parent and Community, and Safety and Security) were created to deal particularly with recurring themes. The 1993-94 Needs Assessment results were reviewed and similarly collapsed so that items could be listed in parallel with the 1994-95 Needs Assessment Report. The result was a more manageable list of needs/recommendations. Council also identified programmatic areas for Business Case development during the needs/recommendations review process. Primary and secondary leaders were subsequently notified to prepare Business Cases as the District moves from its Needs Assessment phase and further into the Program Development phase of the program planning and budgeting cycle. One significant change from the previous year's reports was the elimination of the Desegregation, Curriculum, and Support categorization. This was a further effort to make the report more manageable and keep classification less subjective where these categories could potentially overlap. One final note: an Audit of Obligations was coordinated and compiled by the Associate Superintendent for Desegregation. The purpose of the Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list was reviewed by the Superintendents Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. The Audit has been filed with the U. S. Federal Court and distributed to the Council and other members. The Audit was not merged with the Needs Assessment but is mentioned in this report because of its identification of District obligations. Council members reviewed the Audit prior to the development of the Needs Assessment Report. 5DESCRIPTION OF PROGRAMMATIC AREAS Below is a descriptive account of the different reports, studies, extended evaluations, and generalized categories that were analyzed to verify and specify needs of the District. Achievement/Assessment Broad category used in this report which synthesizes multiple criteria needs/recommendations from the Stanford Achievement Test, AMPT Report (1993-94 was last school year it was administered), teacher-made tests, Portfolio, etc. Evaluations or reports that were folded into this general category included Town Hall Meetings, District Dialogues, Student Assessment Report, Goal Setting Work Session, Safety and Security Reports, School Climate/Human Relations Survey, and other reports which included achievement/assessment related items. Academic Progress Incentive Grant The Academic Progress Incentive Grant (APIG) was first made available to each area school principal in the 1990-91 school year in the sum of $25,000.00. Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Academic Support Program The purpose of the Academic Support Program is to provide support for participating students in grades K through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support is provided by certified reading specialists and English and mathematics teachers in the regular classroom, in additional classes, and in labs. Coopers and Lybrand Report The Coopers and Lybrand Report reviewed nine non-instructional support functions in the District to determine the feasibility of outsourcing or privatizing those areas. Coopers and Lybrand outlined the work flow and management of the following functions: Financial Services, Information Services, Human Resources, Communications, Safety and Security, Transportation, Food Services, Procurement and Materials Management, and Plant Services. Curriculum Audit/Review A review of selected curriculum programs will be conducted annually in accordance with state standards, guidelines, and regulations. The Deputy Superintendent and appropriate curriculum directors, supervisors, coordinators, principals, and teachers will participate in the review. A plan of action will be developed and implemented so that appropriate program changes, deletions, and/or new programs may occur for the 94-95 school year. 6Discipline Broad category used in this report which synthesizes needs/recommendations from reports or evaluations that concern discipline issues, from.sources such as the Town Hall Meetings, District Dialogues, Safety and Security Reports, School Climate/Human Relations Report^ and other reports which included discipline related items. Districtwide Facilities Study The districtwide facilities study will review demographics, facilities, and develop long-range planning needs. Anticipated recommendations will include which District facilities to close, continue, or expand. The districtwide facilities study should conclude during the summer of 1995. A preliminary study to the comprehensive assessment was conducted to determine which schools were candidates for closing for the 1995-96 school year. Educational Equity Monitoring The task of monitoring is only the initial phase toward attaining the desegregation goals. Monitoring occurs twice during the school year at all of the LRSD schools by the local school biracial committees, composed of parents and patrons and a specialist from the Planning, Research, and Evaluation Department. Recommendations are provided to assist the District with improving recurring areas of concern. These recommendations are based on the first and second semester Equity Monitoring Reports. Family Life Education The Family Life Education program was begun eight years ago to address the teen pregnancy problem in the Little Rock School District. The initial program was begun in the seventh grade. The curriculum was developed by personnel in our district to meet the needs of our students. Four-Year-Old Program The Little Rock School District's four year old program is a developmentally appropriate instructional program, at no cost to parents, to help meet the needs of disadvantaged students and to help improve the racial balance at schools that are difficult to desegregate. Guidance Services Guidance Services are systematically planned and delivered programs that address the social/personal, academic and career development needs of all students. These activities and services are designed to help students focus on the attainment of knowledge and skills for developing healthy life goals and acquiring the behaviors to reach these goals. Health Services The Health Service Program provides health care and health education to all students in the school district. 7HIPPY HIPPY is a home based developmental program which recognizes the parent as the first significant teacher of the child. HIPPY assists parent(s) in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between black and white students. HIPPY'S major focus is in the shadow areas of the incentive schools. Southwest Little Rock, and other economically and educationally disadvantaged families. McClellan Community School The McClellan Community School provides a wide variety of programs and services by expanding the use of the McClellan High School facility to serve the community after school, evenings, and weekends. New Futures The purpose of the New Futures junior high school restructuring initiative is to establish a school climate, culture and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. A variety of data collection strategies were utilized including program rosters, agendas, minutes, analysis of student achievement and disciplinary records, as well as teacher, student and parent interviews and surveys. Both qualitative and quantitative data were utilized. Non-Desegregation Contingencies Those activities concerned with maintaining a funding reserve for future operations as well as unforeseen events. Parent and Community Broad category used in this report which synthesizes needs/recommendations from reports or evaluations, such as the Town Hall Meetings. District Dialogues, Goal Setting Work Session, School Climate/Human Relations Report, and other reports which included parent and community related concerns. Recruitment Program The purpose of the LRSD recruitment program is to devise a system in wliich the entire Greater Little Rock community is knowledgeable about school programs and options, and to encourage parents to voluntarily sign up for schools which aids desegregation in the LRSD. Safety and Security Broad category used in this report which synthesizes needs/recommendations from reports or evaluations, such as the Safety and Security Evaluation, the Blue Ribbon Task Force Report, District Dialogues, Town Hall Meetings, Goal Setting Work Session, School Climate/Human Relations Report, and other reports or evaluations which included safety and security related items. 8School Climate/Human Relations Survey The annual survey of attitudes toward school climate/human relations was conducted during the second semester of the 1994 school year. Students and teachers at each organizational level were surveyed concerning their perceptions of school climate/human relations in the District's schools. Staff Development The Staff Development Department will provide support for the professional and personal growth of staff, both paid and volunteer, through comprehensive, ongoing training programs that are critical to successful desegregation. Training and staff development enable staff to increase their skill levels, mature in their understanding and harmonious relationships with one another, and learn to live the principles which uphold quality and equitable desegregated education for all children. Inservice is designed to enhance the quality and effectiveness of curriculum delivery that will result in improved achievement for all students. Stephens This specific program is the construction of the new Stephens Inter-District Elementary School, desegregation plan and the section pertaining to inter-district schools. It is an aspect of the tri-district Substitute Teachers Substitute teachers are employed by the District to teach in the classrooms when the regular teacher is unavailable. In most instances, substitutes are used on a short term basis. Occasionally, it becomes necessary to employ a substitute to teach in a classroom for a teacher who must be absent for extended periods. Vocational Education Vocational Education is designed to provide a program of learning experiences to development skilled and adaptable workers who are prepared to pursue additional learning opportunities that will result in more productivity. Vocational Education also develops abilities, attitudes and appreciation that contribute to a satisfying life enhancing family, civic and personal responsibilities. 9NEEDS/RECOMMENDATIONS LISTINGS Based upon the recommendations of the reports, studies, extended evaluations, the previous year's Needs Assessment Report, Town Hall meetings, and District Dialogues, the Needs Assessment Report of the LRSD was compiled to identify, specify, and rank recommendations/needs according to planning and budgetary significance. Needs/recommendations are sorted two ways\nby programmatic area and again by funding category. This is an additional effort to make the Needs Assessment Report more manageable and user friendly. The reader will notice at the far right hand side two columns, labeled 1994-95\" and 1993-94. An asterisk (*) may appear in one or both of the 1994-95 or 1993-94 columns. Needs/recommendations are marked with an asterisk (*) to indicate the need/recommendation item for the year in which it was identified as a need or recommendation. Again, as noted earlier in this report, needs or recommendations have been folded-in or collapsed to provide a more manageable report. 10FUNDING CATEGORY A A A A A A A A A A A A A A A A A A R C C c R Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Programmatic Area REPORT NAME Academic Progress Incentive Grant Academic Support Program Achievemenl/Assessment Achieveinent/Assessment Coopers \u0026amp; Lybrand Report Coopers \u0026amp; Lybrand Report Coopers \u0026amp; Lybrand Report Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Discipline Discipline Districtwide Facilities Study (Preliminary Study) Educational Equity Monitoring Educational Equity Monitoring Educational Equity Monitoring Family Life Education  RECOMMENDATION/NEED Review grant requirements and funding levels. Modify delivery model within existing guidelines. Increase achievement of all students which should result in the reduction of disparity. Develop multiple criteria for assessing teaching and learning, i.e., SAT-8, portfolio, test item bank, teacher-made tests.__________________ For Information Services, recommend enhancements through Strategic and Taclical Planning, Capital and/or Technology, and Expertise and Training._______________________________________ For Transportation, recommend enhancements through Strategic and Tactical Planning, Management Information and Repotting, Capital and/or Technology, and Expertise and Training.________________ For Plant Services, recommend enhancements through Strategic and Tactical Planning, Management Information and Repotting, Capital and/or Technology, and Expertise and Training._________________ Establish a functional assessment program and expand testing. Establish administrative stability and integrity in management functioning. Adopt and follow a policy for improved board governance. Move toward greater involvement in budgeting with curriculum linkages. Establish consistency and  ,..iily in educational programs. Develop and use long-range strategic planning process. Consolidate and restructure business services and support services. Purge the Professional Negotiations Agreement of Provisions whicli unduly limit board control of key educational programs and practices.________________________________ Improve educational facilities based upon a District-wide needs assessment. Improve quality of current services. Develop long-range plan to address discipline issues. Recommendation that at least one and perhaps two schools be closed for Ihe 1995-96 school year (based on varied criteria Ihe schools under consideration for closing include Badgett, Baseline, Fair Park, and Woodruff).__________________________ Develop a districtwide, long-range technology plan to replace outdated equipment. Develop a long-range plan to review building and facilities for needed repairs. Provide quality and relevant staff development for all employees/parents. Continue funding Ihe program with changes to the delivery system. II 1994-95 1993-94Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Programmatic Area FUNDING /s CATEGORY : C R R R C R A A A A A C A B R R R J REPORT. -NAME-b'-^' Four Year Old Program Guidance Services Health Services HIPPY McClellan Community School New Futures Non-Desegregation Contingencies Parent \u0026amp; Community Parent \u0026amp; Community Recruitment Program Safety \u0026amp; Security School Climate / Human Relations Staff Development Stephens Substitute Teachers Vocational Education Vocational Education REC0MMENDATI0N7NEED\n5 Delete or modify the program. (Program effectiveness and goals questionable.) Staff in accordance with ADE/NCA standards. Maintain the present level of coverage, but change delivery system. Delete or modify program. (Program effectiveness and goals questionable.) Delete or modify program. I Review Staffing/Teaming for restructured schools. Analyze discipline management reports, achievement results and attendance records. Compare with non-New Futures schools. Review tor course duplication (such as learning foundations).____________________________________ Maintain existing practices. Expand collaborative efforts between the school and community agencies. Increase and improve quality of parent involvement in school activities. Pursue and foster a stronger commitment from the PCSSD in recruiting white students into all LRSD schools, padicularly Incentive, Interdistrict, and Magnet.______________________ Review overall needs of the district in determining safety and security requirements. Develop and enhance strategies to improve school climate, student achievement, parent involvement, and staff development.________________________________ Maintain present services with changes to delivery system. Build new inter-city elementary school based on the following needs: to decrease the school's operational expenditures\nto enhance education through new, modern, up-to-date facilities\nto close outdated facilities that are too crowded or too old to meet current District needs Reduce current level of usage/funding. Review curriculum for appropriate use of funds al Metropolitan. Check enrollment levels and duplication of programs from school to school. 12 1994-95 1993-94FUNDING CATEGORY A A A A REPORT NAME Academic Progress Incentive Grant Academic Support Program Achievement/Assessment Achievement/Assessment A A A A A A A A A A A A A A A A A A A A Coopers \u0026amp; Lybrand Report Coopers \u0026amp; Lybrand Report Coopers \u0026amp; Lybrand Report Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Discipline Discipline Non-Oesegregalion Contingencies Parent \u0026amp; Community Parent \u0026amp; Community Recruitment Program Safety S Security Staff Development Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Funding Category RECOMMENDATION / NEED \u0026lt;  Review grant requirements and funding levels. Modify delivery model within existing guidelines. Increase achievement of all students which should result in the reduction of disparity. Develop multiple criteria for assessing teaching and learning, i.e., SAT-8, portfolio, lest item bank, teacher-made tests.____________ For Infonnation Services, recommend enhancements through Strategic and Tactical Planning, Capital and/or Technology, and Expertise and Training._______________________ For Transportation, recommend enhancements through Strategic and Tactical Planning, Management Information and Reporting, Capital and/or Technology, and Expertise and Training._______ For Plant Services, recommend enhancements through Strategic and Tactical Planning, Management Information and Reporting, Capital and/or Technology, and Expertise and Training. Establish a functional assessment program and expand testing. Establish administrative stability and integrity in management functioning. Adopt and follow a policy for improved board governance. Move toward greater involvement in budgeting with curriculum linkages. Establish consistency and equity in educational programs. Develop and use long-range strategic planning process. Consolidate and restructure business seivices and support services. Purge the Professional Negotiations Agreement of Provisions which unduly limit board control of key educational programs and practices.________________________ Improve educational facilities based upon a District-wide needs assessment. Improve quality of current services. Develop long-range plan to address discipline issues. Maintain existing practices. Expand collaborative efforts between the school and community agencies. Increase and improve quality of parent involvement in school activities. Pursue and foster a stronger commitment from the PCSSD in recruiting white students into all LRSD schools, particularly Incentive, Interdistrict, and Magnet,______________ Review overall needs of the district in determining safety and security requirements. Maintain present services with changes Io delivery system. 1994*95 1993*94 13FUNDING CATEGORY B C C c C \"c c R R y r R r REPORT NAME Stephens Educational Equity Monitoring Educational Equity ________Monitoring________ Educational Equity Monitoring Four Year Old Program McClellan Community School School Climate / Human Relations Districtwide Facilities Study (Preliminary Study) Family Life Education Guidance Services Health Services HIPPY New Futures Substitute Teachers Vocational Education Vocational Education Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Funding Category RECOMMENDATION / NEED Build new inter-city elementary school based on the following needs: to decrease the school's operational expenditures\nto enhance education through new, modern, up-to-date facilities\nto close outdated facilities that are too crowded or too old to meet current District needs_______ Develop a districtwide, long-range technology plan to replace outdated equipment. Develop a long-range plan to review building and facilities for needed repairs. Provide quality and relevant staff development for all employees/parents. Delete or modify the program. (Program effectiveness and goals questionable.) Delete or modify program. Develop and enhance strategies to improve school climate, student achievement, parent involvement, and staff development._______________ Recommendation that at least one and perhaps two schools be closed for the 1995-96 school year (based on varied criteria the schools under consideration for closing include Badgett, Baseline, Fair Park, and Woodruff).____________________________ Continue funding the program with changes to the delivery system. Staff in accordance with ADE/NCA standards. Maintain the present level of coverage, but change delivery system. Delete or modify program. (Program effectiveness and goals questionable.) Review Staffing/Teaming for restructured schools. Analyze discipline management reports, achievement results and attendance records. Compare with non-New Futures schools. Review for course duplication (such as learning foundations)._____________ Reduce current level of usage/funding. Review curriculum for appropriate use of funds at Metropolitan. Check enrollment levels and duplicatiorr of programs from school to school. 14 1994-95 1993-94C'. ECCC:^EB^|5 Little Rock School District /995 December 11, 1995 oec Office of ^^^^Sregation ^onitonng MEMORANDUM TO: FROM: Mrs. Ann Brown, Office of Desegregation Monitoring Dr. Ed Jackson, Director Planning, Research, and Evaluation RE: Enclosed Reports Please find enclosed a draft of the 1995-96 Needs Assessment document and a copy of the Extended Evaluations for the Little Rock School District, Please let me know if you have questions or need additional information. drg Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 RECEIVED little ROCK SCHOOL DISTRICT DEC I 2 1995 NEEDS ASSESSMENT REPORT Office of Desegregation Monitoring 1995-96 J F PLANNING, RESEARCH AND EVALUATION DEPARTMENT November 1995 ITABLE OF CONTENTS Prcfiice Mission Sliilciiicnl Cools The PriKcss Dcscriplioii of Prograiiiinalic Areas Nccd/Recoiiiiiiciidalioiis Lisliiigs Sorted by Pi ograinmalic AreaIKEPACE The Little Rock School District's 1995-96 Needs Assessment Report is the result of District-wide information collection for two piimary purposes: (I) specification and verification of needs and (2) making budgetary and planning decisions which will positively impact the growth and development of students in the Lillie Rock School District. The 1995-96 Needs Assessment identified necds/recommendations from studies and reports identified in the District's ciirrciit Irogram Ilanning and Budgeting Manual (\"Gray Book\"), Strategic Planning Cominitlce recominendations, and results from \"extended evaluations\" that the District incorporated into this Needs Assessment Report. This document also reports \"cariy-ovcr items\" from the 1994-95 Needs Assessment Report. The terms \"needs\" and \"recominendations\" are used interchangeably in this report. ThcSnpcrintcndcnt, Siipcrinlcndcnt's Cabinet and Board provided leadership, direction and/or assistance thronghont the Needs Assessment process. Varying pcrccptnal and objective data were collected for study and analysis. The results of the iccoiiiiiiciKlafioiis provided iiiroriiintioii Hint were compared with (he Dis(ric('s mission s(a(emeii(, goals, and legal obligations for the devciopniciil of a Needs Assessment listing. Thronglioiit the process, the District was driven by the intent to compare \"where we r*B*CV* larallt Iba arc\" willi \"where we need to be.\" The Little Rock School District's Strategic Planning Team, a group representing various constituents in the community, and school district developed a comprehensive, long range action plan with implementation strategies that covers a broad range of Little Rock School District programs. The Strategic Plan Mission Statement, Goals and Strategics have been approved by the LRSD Board of Dil ectois and incorporated into (he 1995-96 Needs Assessment Report. As a result of ninie months of planning, research, and indepth study of the Little Rock School District, the strategic plan identified needs for the district. Based on these needs, strategies and action plans were developed and approved by the Little Rock School District Board of Directors on November 16, 1995, A complete list of strategics is listed on page four of this document. 1Hie Lillie Rock School DisIricI is assessing needs in a unique siliialion where resources are extremely limited. Therefore, criteria for reducing programs may not be limited to the success of a particular program. Therefore, some of our highly productive programs will be considered for possible elimination as difficult budget reduction decisions are being made. You should be aware however, that there arc no guraiiiccs that business cases will be funded, just because they have been prepared and submitted. It should be noted Hint the 1995-96 Needs Assessment Report is the third \"formal\" Needs Assessment report with respect to the District's new program planning and budgeting process. As such, the process for collecting and using the findings of the District's annual Needs Assessment will continue to be \"fine-tuned\" as the process becomes more iiislilutionalized. In sninniary, the planning and hiidgetaiy decisions for the 1996-97 school year will be rationally based. Specifically, the District's iinprovcmcnl strategics will be based upon real resources and needs revealed by the analysis of the data relative to the mission slalement, goals and legal obligations. 2MISSION STATEMENT* 1 he mission of the Lillie Rock School District is Io equip all sliidcnls with Ihe skills and knowledge Io realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. I bis is accoinplisbcd Ihrongh open access Io a diverse, innovative and challenging enrrienhim, in a secure environment with a slalT dedicated Io excellence and empowered with Ihe IrnsI and support of our coniniiinily. GOALS/OBJECTIVES* By Ihe year 2001, average sliidcnl peiTorinancc for cvciy idcntiricd sub group (race,gender) will be at or above the 75th percentile as mcasiiied by standardized tests. No later than the year 2001, no fewer than 9 out of 10 sliidcnls will mcci or exceed LRSD standards of performance identified in the core cm i iculiim. Each student will set and achieve challenging educational goals tailored Io his or her interests, abilities and aspirations related Io incaningfnl, higher learning, citizenship or service Io olhci'S. * Taken from llic Strategic Plan approved by Ilie Lillie School District Board of Directors on November 16,199S. 3SIRATEGIES* In partnership with our coniniiinily, wc will establish standards in the core ciirriculiim (reading/langiiage arts, malbenialics, science, and social studies) al each approprialc level, as well as develop Ihe means of assessing whelhcr sludcnis have met (ficse sfandards. We will develop Ihe means Io successfully implement or modify Ihe Desegregation Plan in order to achieve unitary status as well as the objectives in Ihe Siralcgic Plan. Wc will develop and implciiicnl a broad range of allcrnalives and inlervcniions for students scoring below Ihe 50lh percentile on standardized tests or who arc al serious risk of not achieving district standards in Ihe core curriculum. Wc will design and implement internal and external communication plans Io improve public trust and coniniiinily support. We will build strong partnerships with oilier coniniiinily agencies and oi-ganizalions Io address external issues that are inlei-fering with our sliidcnis' learning. Wc will develop mid iinplemeiil pei^oniiel policies mid pioccdiircs (o ciisiiie all employees are making oplimal coiilrilinlions Io oiir mission and olijeclives. Wc will design a comprehensive slalTdcvelopmciil system Io best achieve Ihe mission and objectives in Ihe Strategic Plan. We will construct a dclivciy system that allows us Io plan and implement individualized educational goals for all LRSD sludcnis Ihal docs not prcdcicrmine or limit options al an early age. Wc will develop and iniplcnicnt plans Io eslablish financial stability and achieve Ihe strategic objectives of Ihe district. Wc will develop and iniplcnicnt plans Io restore public confidence in Ihe safely and security of our schools. Wc will inicgrale appropriate Icclinology to help achieve our objectives, as well as cITcclively operate Ilie district. Wc will redesign our educational system, its organizational structure and decision-making processes Io best achieve the mission and objectives of the Strategic Flan, * Taken from the Strategic Plan approved by Ihe Lillie Rock School District Board of Directors on November 16, 1995. 4THE PROCESS AU desegregation and non-dcsegregation programs in the Little Rock School District underwent a \"short form\" evaluation. The results of those evaluations were reviewed by the Superintendent's Cabinet. Based on the Cabinets review, program managers were asked to write extended evaluations for programs that were in need of additional study. Primary and secondary lcader(s) responsible for writing extended cvaluation(s) were notified to prepare an in-depth evaluation. Programs identified for an extended evaluation were those in which Cabinet members determined additional information was needed to make an informed planning decision. Other determiners were the Little Rock School District Strategic Plan, District needs, funding priorities, and desegregation and legal obligations. Following extended evaluation reviews, specific programs were identified as potential candidates for program development. Cabinet members were responsible for the review of all extended evaluations, identifying programs for \"Program Development, and an in-depth study of all District repoils and studies leading to (he development of the Needs Assessment Document. Following these responsibilities, Cabinet was asked to rank the needs/recommendations statements. (It should be noted that not all programs that undenvent an extended evaluation necessarily had forthcoming necds/rccommcndafions). Consensus was reached on programs with moderate to high needs/recommendations. The Nccds/Rccommendafions are grouped in four general categories (Assessment/Achievement, Discipline, Parent/Community, and Safcty/Sccurity) to address recurring themes. The 1994-95 Needs Assessment results were reviewed and listed in parallel with the 1995-96 report. Recommendations with low rankings which had little or no implications for strategic and programmatic planning were not included in the needs listing. Cabinet identified programinafic areas for Business Case development during the extended evaluation and needs/recommendations review process. Primary and secondary leaders were notified to prepare Business Cases as the District moves from its Needs Assessment phase into the Program Development phase of the planning and budgeting cycle. 5All Aiiilit (iroblignlioiis \u0026lt;l(iciiiiicii) has been licvrhipcd and is iiiniiilorcd by (be Associate Siipcriiilciidciit for Desegregation. The pin pose of this dociiiiienl is to catalogue and incite into the Program Planning and Budget Document (PBD) all desegregation obligations incurred (hiring the previous year. All coiii-t orders, hearing transcripts, inonitoriiig reports, and stipulations were reviewed for the period. Little Roch School District obligations have been extracted from the docuiiicnts and listed. The list has been reviewed by the Superintendent's Cabinet, Superintendent, LRSD Attorneys and Ihe OIBce of Desegregation and Monitoring. Ihe audit has been tiled with the U.S. Court and distributed to Ihe Cabinet. The Audit has not been merged with Ihe Needs Asscssmciil bill is menlioiicd in Ibis report because of its idenlilicalion of District obligations. 6DliSCklP I ION OP PROGRAMMATIC AREAS Listed below arc descriptive accounts of the extended evaluations, reports and studies that were analyzed to verify and specify needs of the DisIricI: Acliieteiiieiil/Assessiiteiil This report calcgoiy is a syiKlicsis of iiuilliplc iieeds/rccomiiiciidations crileria has been groiiped/conibined to include Stanford 8 I csts, Town Hall Meetings, District Dialogues, School Cliniate/Hiimaii Relations Survey, and other reports which include achicveiiicnl/asscssincnt related items. Actiileiiiic Iroffress Incentive (iraiii flic Acadeniic Progress Incciilive Grant (APIG) was Hi's! made available to each area school principal in the 1990-91 school year in the siiiii of $25,000.00. Distribulion procedures were changed for the 1995-96 school year allowing $20.00 per child per year resulting in easier access Io funds by building principals. Area schools may request and receive these funds Io identify and implement slrnlcgies based on promising practices Io enhance sludcnl achievement and reduce the disparities in academic achievenicnl among groups formed on the basis of race, gender, and ecoiioinic status. Academic Support Irograiu The purpose of the Academic Support Program is Io provide support for participating students in the areas of reading, language arts, and mathemalics in grades K though twelve. Academic Support-funded by Title I-has been changed Io reflect certified specialists assisting targeted students and the regular classroom teacher by working in large and small groupd. In addition, specialisl.s conduct deinoiislralion lessons and model innovative instructional practices. Alternative Learning Center The Alternative Learning Center provides learning experiences for sliidcnls of the District's junior high schools who have dcmonsiralcd continued lack of success in the regular classroom setting after educational and behavior modincalions strategics have been applied. Booher Arts Magnet Booker Arts Magnet School provides unique learning experiences in math, science and the basic skills. By utilizing the arts Io compliment the regular academic program, students develop an iinderslanding of the interrelationships among the disciplines and Ihcir place in student's lives as a whole. 7( iirvef ScienceA\\ fiitli 4 fnpnet Caivcr Magnet School provides unii|uc learning experiences in math, science and Ihe basic skills. A basic function is Io enhance cdncalional achicvcnicnl by improved use of ediicalional Icchnology Ihrongh slaffdevelopment and computer technology. Ccnlrnl High International Stinlies Magnet The Inicrnalional Studies Magnet program al Ccniral High School is designed Io prepare sludenis Io function effectively in Ihe global coniiniinily. Throngh this program, sludenis develop awareness and knowledge so Ihal they can rclale Io people of oilier ciillures and conntrics, learn Io coinmunicalc proncicully in al least one foreign language, develop skills for analyzing complex issues, juul lijivc a soHd working knowledge of histoiy and geography. Connniinicdtitins Sen'ices flic Cuniniunicniions Dcpaiiincnl of the Lillie Rock School District is responsible for both internal and external communications for Ihe largest school district in Arkansas. These responsibilities include communications among sliidcnls, employees, Ihe Board of Directors, parenis, the news media, the business commiinily, and all city residents. A major responsibility of this program is Io fiiirill Ihe public rclalions fiiiiclion as onllined in Ihe desegrcgalion plan. With limited personnel and eqiiipineiil resources, the C'onininnicalions Deparinicnl successfully fnlfills its piiblicalion responsibilities inchiding newsletters, school calendars, brochures, and news releases. CnniciiInin Anilit/Reiiew A review of selected ciirricnliim programs will be conducted annually in accordance with stale standards, guidelines, and regiilalions. The appropriate cniTiciibiiii dircclors, siipeivisoi-s, coordinaloi'S, principals, and leachci'S will parlicipalc in llic review. A plan of action will be developed and implemented so that appropriate program changes, deletions, and/or new programs may occur for Ihe 1995-96 school year. Discipline Reports in this category synthesizes needs/recoinmcndations from reports or evaluations that concern discipline issues, from sources such as Ihe Town Hall Meetings, District dialogues. Safely and Security Reports, School Climale/numan relations Report and other repoiis which include discipline related items. District-mie FnciliticsSliiily The disliict-wide facilities study has reviewed demographics, facilities, and has developed long-range planning needs. Rccommendalions identify District facilities to close, continue, expand or use for other purposes. 8Dunbar International Sliiilies/Gifletl and Talented Magnet I he Dunbar Inicrnalional Sludies/Gificd and Taicnied Magnet seeks Io develop Ihoiighlful, creative individuals who are able Io participate effectively a,s citizens of an inlernational society. The needs of a diverse student body are being addressed through a challenging curriciihini, emphasizing creativity and higher order thinking skills\nas well as an awareness and understanding of various global issues, cultures and languages as a pa.ssport Io the future. Eiliiciilitiitiil Equity moiiiloniig 1 lie (ask of moiiiloring is (lie iiii(inl phase (owaid adaiiiiiig (lie desegregalion goals. Monitoring occurs twice during (lie school year a( all LR.SI) schools by (he local school biracial coiiiiiiidecs. These committees are composed of parents, patrons and a specialist from the Piaiiiiiiig, Research and Evaluation Department. Recouimcndatioiis are provided to assist the District with improving recurring areas of concern. These reconimcndalioiis arc based on the first and second semester monitoring rcpoils. Eonr- Year Ohl/City-U^ile Early Chililhooil The program provides experiences for young children which mccl their needs and sliinulale learning in all developmental areas- physical, social, emotional, and intellectual. Priority for identification of program sites has been given Io areas Ihal have a very high conccniralion of low income sliidenls and in schools Ihal arc difficull Io dcscgregale. The Disiricl's preschool curriculum model is iinplcmcnicd in all inccniivc schools and olher selected schools in Ihe Lillie Rock School Disiricl. (iibhs fiileritniioiin/ Magnet Gibbs Inlernational Studies and Foreign Language Magnet School was designed to emphasize a global perspective in the curriculum and learning process during Ihe elementary year's. Henilerson Health Sciences Magnet The Henderson Hcallh Sciences Magnet Program was developed and implemented due Io a decline in while student enrollment. The ralioiiale was Ihal an additional junior high school with a science related specially program would help serve rising sludcnis from Carver, Romine and Washingion who had programs with an emphasis on science would select Hendci-son for their junior high educalional program. Unman Resources The lliiman Resources Dcpai'tmcnl sci-ves the District as the focal point for all staffing functions including rccniiling, slaffing, transfers, promotions, salary schedules, benefits coordinalion and compliance with stale and federal regulations as they apply Io public schools. The Human Resources Dcpartnienl also serves as Ihe unit responsible for the coverage of classes needed with substilulcs. 9Arix arulScience Mann Aris and Sciences Magncl consists of Iwo dilTercnl curricular programs, the School of Sciences, and Ihe School of Ihe Arts. Students will select one school or (he oilier depending on (heir iiKeresls and apddide. There are no academic performance rcipiircmenls for cn(iy inlo eidicr program\nhowever, i( is recommended (ha( applicaids have a s(rong in(ercs( in or ap(i(iidc for an area of niagnc( ciirricnliim in (he school for which lie/she applies. McClellan llusinexs/Communications Magnet I he BusincssZComnuinicatioiis Program at McClellan Community High School was developed in the spring of 1992 as a means of achieving the desegregation goals of both the school and the Little Kock School District. The busincss/communications theme was selecled hccaiisc of McClellan's already exisliiig hiisincss program, (he largcs( in (he dis(ricl. The program was designed (o serve sindenis in McClellan's allcndancc zone, s(iidcn(s from oilier LRSD allendance zones, and sliidcnls in Ihe North Lillie Rock and Pulaski County Special School Districts. 1 he program seeks Io provide students with a comprehensive and cqiiilahlc educational program that will lead Io a Ihoroiigli knowledge of hiisinc.s.s and coinmiinicalions concepts, and provide markelahlc skills in varioii.s fields of hiisincss and commiinicalions. McCicUan Community School The McClellan Community School provides a wide variety of programs and services by expanding the use of (he McClellan High School facility to serve the community afterschool, evenings, and weekends. New riitiires The purpose of Ihe New I'liliires junior high school reslrticliiring inilialives is to establish a school climate, culture and curriculum that is responsive Io Ihe dcvelopmenlal needs of early adolescent youth and Ihe particular needs of at-risk sliidenls. A variety of data collection strategics were utilized including prograin rosters, agendas, minutes, analysis of student achievenienl and disciplinary records, as well as teacher, student and parent interviews and siii-veys. Both qualitative and quantitative data were utilized. Parkrieyv Arts/Science Magnet Parkview Arts/Science Magnet is committed to providing educational experiences that will promote the development of each student. These learning experiences will foster academic/aesthetic growth of students who express an interest and/or need in (he Ai'tsZSciences. The prograin is also designed and implemented to include identifiable learning outcomes in all magnet program areas of academic and aesthetic study. 10Schoo! Cliinote/HunioH Helofions Soney I he annual suivey of attitudes toward school climatc/liiiinan relations was conducted during the second semester of the 1995 school year. Students and teachci*s at each organizational level were surveyed concerning their perceptions of school climatc/liuniaii relations in the District's schools. Transpofiation Sen'ices (Special Education) The Transportation dcpartmeitt provides transportation services to support basic academic programs, Special Education programs/aclivllics and Athletics. l^ocafionaf EdHcaiion Vocalioiial Ediicafioii is designed (o provide a program of learning experiences (o develop skilled and adaptable workers who arc prepared to pursue additional learning opportunities that will result in more productivity. Vocational Education also develops abilities, attitudes and appreciation that contribute to satisfying life enhancing family, civic and personal responsibilities. lyilliciitis Haxic SkiUs Magnet Williams Magnet School is a high performance, high expectations elementary school that best serves responsible students who learn well in a highly structured environment and are motivated by competition in all areas. This traditional school promotes a highly structured, disciplined approach to academic and social behaviors for grades kindergarten through six. nREPORT NAME Academic Progres.s Incentive Grant Academic Supiwrl Altenialivc Learning Center Achievemcnt/Asscssmenl Acliievemcnt/Assessmcnt Mwlily Iliiulittg procedures. Modify delivery model. Increase pcrsotuicl Utile RnrU School District Needs Assessment Recommendations - 1995-96 Sorted by Programmatic Area RECOMMENDATION / NEED 1995-96 199-1-95 Booker Aits Magnet Carver Science Magnet Central High School International Studies Magnet Coinmunicalions Services Curriculum Audit/Review Curriculum Audit/Review Cuiricuhun Audit/Review Cutricuhnn Audit/Review Cutriculum Audit/lievicw Curriculum Audit/Review Curriculum Audit/Review Cuniculum Audit/Review Increase achievement of all students which should result in the reduction of disparity,___________________________ Develop multiple criteria for assessing teaching and learning, i,c,, SAT-8, portfolio, test item bank, teacher-made tests.___________________________________________________________________________________________________________ Change theme and up-date technology_________________________________________________________________________ Up-date technology_____________________________________________________________________ Improve curriculum olTeiings, technologv and |x:rsonncl Curriculum Audit/Review District Dialogue District Dialogue id Dialogue District Dialogue District Dialogue District Dialogue District Dialogue District Dialogue Dislrictwidc Facilities Study Districtwidc Facilities Study Districtwide Facilities Study Districtwide Facilities Study Increase niinkeling, and improve channel 4 and video production_______________________________________________ Establish a funclioiial assessment program and e.xpand testing,__________________________________________________ Establish administrative stability and integrity in management functioning. ________________________________ Adopt and follow a policy for improved board governance.______________________________________________________ Move toward greater involvement in budgeting with curriculum linkages._______________________________________ Establish consistency and equity in educational programs._______________________________________________________ Develop and use long-range strategic planning process._________________________________________________________ Consolidate and restructure business services and support services.______________________________________________ Purge the professional Negotiations Agreement of Provisions which unduly limit board control of key educational programs and practices._________________________________________________________________________________________ Improve educational facilities based u|x\u0026gt;n a District-Wide needs assessment.____________________________________ Study oursourcing, salary and benefit issues.____________________________________________________________________ Increase discipline efforts (Altcnrative Schools)________________________________________________________________ Increase K-4 crusade training___________________________________________________________________________________ Study the timing of scheduled administrator meetings.___________________________________________________________ Clarify transportation issues.____________________________________________\n______________________________________ Strategic Planning update._____________________________________________________________________________________ Qualifications of monitors study.________________________________________________________________________________ OlTicc procedures review._______________________________________________________________________________________ Preventive maintenance capitol fimd. Establish capilol fund. Achieve unitary status. Consolidation and re-use. 12REPORT NAME IJldr Rock School District Needs Assessment Recommendions - 1995-96 Sorted by Programmatic Area Districtwide Pacilitics Study Dunbar Intcnrational Studies/GiUcd Magnet Educalional Equity Monitoring lidueatiomil Equity Monitoring IMucalional Erpiily Monitoring Pour-Year Old City/Wide luirly Childhorxl Gibbs Intemattonal Studies Miigncl Henderson Health Sciences Magnet Program Iluimin Resources Human Resources Mann Science and Arts Magnet McClellan Conununitv McClellan Uusincss/Communications New Futures Parents and Community Parents and Community Parents and Community Parents and Community Parkview Sciencc/Arts Magnet School Climate/Human Relations Strategic Planning Develop leadership core. RECOMMENDATION / NEED Allow non alicndance zone black students access to Giflcd Magnet program. Develop a districtwide, long range plan to replace outdated technology. Develop a long range plan to review building and Incilitics for needed repair and replacement. Provide (pialiiy and relevant stall'development for all employees/parents. Modil'icalion for program eHecliveness. Planning and technology. Total iinpiementalion of existing program Comprehensive siilary study. Substitute program automation Up-date technology and improve instruction Delete or modify program Modify attendance zones and curriculum Modify school progranuning. Equity in all schools. Thourough examination of Strategic Plaiuting. Rcluni to neighborhood schools. Cominunily involvement in Desegregation Plan. Expand technology, equipment and facilities 1995-96 1994-95 Transportation, S|x:cial Education Vocational Education Vocational Education Williams Magnet Develop and enhance strategics to improve school climate, student achievement, parent involvement and staff development.___________________________________________________ Tlrrougl) the Strategic Planning process, 40 rccommcndalions were made and are rellcclcd (liroughout in Ihe programalic areas.___________________________________________________________________________________________ Outsource and improve services. Reduce stair wlicre appropriate Check enrollment levels and duplication of services from school to school Teclinology up-grade. 13\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_534","title":"Little Rock Schools: Badgett Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1966/2002"],"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","Badgett Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Badgett Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/534"],"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\nOPTIMIST CLUB INTERNATIONAL SCHOOL Monthly Newsletter for the Partners in Education with Badgett Elementary DAZE April 1966 Volume Number one On Thursday April 25th at 2:35PM, the Optimist Club members that are interested in becoming Education Partners with in Badgett Elementary School will all gather to meet the staff and become acquainted with the school and its surroundings. Badgett Elementary was at one time within the Pulaski County- School District but was shifted over to the Little Rock District in the early 199Os. There are two classes of four year olds, two classes of kmdergarteners, and one class of each of the next six grades. This school is almost a forgotten school in the district because it is so far away from the main part of Little Rock and this is why the teachers and staff are anxious for our Club to become Partners with them. What do partners do? F 1 OPTIMIST VOLUNTEERS TO VISIT BADGETT ELEMENTARY SCHOOL ON THURSDAY APRIL 25TH i 81 The one thing that they dont do is to try to run the school. Partners become adult role models . A Partner as a member of the community provides views that students may not be able to get of the real world. Partnerships are not Big Brothers or Sisters and Partners may not even work with the same student each visit. Partners may read to a class one visit and then talk about what they do for a living at the next visit. Paitners may sponsor essay contests and award prizes to the winners. Or help put together a science fair. They make take student art and exhibit those works in their business. They may help set up a school Spelling Bee or bring a guest speaker that has an interesting job or a fun story to tell. Partners also work with the staff by taking them on tours of businesses to help them better understand the needs that business has for workers tliat can spell and figure well. They can help classroom teachers better understand how die teaching of making change correctly is important for the student to better become job ready. Parmers provide incentives, awards and stickers to students that become achievers. Paitners may sponsor a career day for the parents of students in order for them to better understand how their children need to prepare themselves for the world of work. Partners can provide guidance in how a person should act on the job. Explain why taking full responsibility for ones actions is important. Paitners can be very good examples as to why it is important to stay in school. It is very' important to show students that even though school work may be hard today with practice and not giving up, the work becomes easier. So what are you being asked to do? Try to commit at least five hours each month visidng the school during the school year. Work -with the staff and the teachers to pardcipate in special days such as the first day of school in the Fall or in graduadon day, at least as a usitor. No one expects you to be anything other than yourself. Tlie staff and students love to have visitors as it gives everyone a break from a roudne. Although the staff will tell you that you can drop in at anytime, and that is fine, if you are in the area, it is very important to work from a schedule, which I will work out with you for next fall AFTERWORDS Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do when it ought to be done, whether you like it or not\nit is the first lesson that ought to be learned\nand however early a mans training begins, it is probably the last lesson that he learns thoroughly. -Thomas Huxley OPTIMIST CLUB INTERNATIONAL PARTNERS IN EDUCATION The map just to the nght will give you some idea of the location of Badgett. The address is: 6900 Pecan and tlie school phone number is 324-2475. Tlie name of the pnncipal is : Mary Golston Ba f Please call Skip Marshall at 376-6200 (work) or Take Interstate 440 east past the airport and exit on Fourche Dam Road. At e stop sign turn left and north under the Interstate until you come to Colbv. Turn left on 227-4168 (home) if you are not Colby and follow this road able to attend by Monday April west for just a little over one Directions to Bndgctt Elementary School I lINOSEYRnAD I 24th, Thanks mile. Turn left on Richland Drive and then left again on Pecan Drive. ZTTi^Aagg PKE I PRAZIER C'KF I I Well get you out of there no later than 4PM if not sooner. _______Pixiak.Ve Wr HtilHHI A f'wB of i I - n P I mik OPTIMIST CLUB INTERNATIONAL PARTNERS IN EDUCATION 7711 S St #2 Little Rock, AR 72207 SCHOOL DAZE I Fax:324-2483 May 23 97 P. 01 s4 of S^pprectaiion, from, ( I /5 IM* aa vV 2222., 1199 9977 Deal Parents, We are n e a r 1 n e the end o the 1996-1997 S r b 0 0 1. Ycnir 1 e J. T' and S n n p c \u0026lt; t has m a d e i r. a ' a 'J ' veer ' P 7 t* 9 s  c o n \u0026gt; i n 11 e to d 1 c ti s s wi th V 0 u r chi 1d r e n rhe Importance ( b u s , of good behavior in school and on ' 7  4.12-3 P1 e a .s e Note\n71 a k e a u r I? Report cards will he mailed home. and e  c h of May s t u G e n t w e 1' av t the should nay correct addres'ses ,32 for postage. I t o r a n  3 , i 9 9 7 u e can n o longer accept c h e c k g r e a s on books are closed , Throughou*' the scbod year, in D r d e n students fo t o our lunch and/or materials t h e 5 were, a 11 o tv e d 2_T. c h a T e B . r e c o J d 5 PLEASE send money must be d. a / ''av Nay Ma V I a V Mav rs TT-ry 'P 1' \\| p\nQ 19 9 7 n 2 6 , i' \"l t 2 u I y 9 7 199 7 1 997- 1 9 9 7 - - 1 997- for these c.hfirges c 1 e a r b d imit e d i a t e i y . --Skip Marshall Awards 1.3 c (1 race p r 0 gt era 1\n3 0 ? r e - K Coo k o u t Beat, h 12 : 30 ----- My ce mfi oo o1 1I -a 11, 1 oD sa A7 dJ Dare Program Awards Dav Talent B h c w as i I P a r t\nt 9:00 A.H. 9:00 1:15 Ma v 1 9 9  - \" 1 e ' d --3 : .31. f. ) * p 1 \ne our a c t V1 t i e \\9 b-91 \\ a ar ! day t c T  t ti d e fl t s 1'j9^ I. A1 ! a. \"ten d f 1 n a .1 s c hoc! 3 0 , i: o r Mluiie 4 , e ,,i *6 FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216-8601 (501) 490-2000 December 19, 2000 4 2 : Mr. John Walker, P.A. Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 OHiSEQF if Dear Mr. Walker: I have discussed M-to-M transfer request to Badgett (Charter) School on several occasions and the Little Rock School Districts present position is that black students do not qualify under the ciurent desegregation plan. We have assigned a white student to Badgett (Charter) School. Mr. Walker, there seems to be a problem with the interpretation of the new desegregation plan. A meeting with representatives from Pulaslci County Special School District, Little Rock School District and Joshua could help remedy this situation. If you have any information or suggestions with this problem, please contact me. Sincerely, K.c.J\u0026gt; B Karl Brown Assistant Superintendent Equity and Pupil Services ac z Ann Brown-Marshall FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 RECEDED January 3, 2001 JAH  2Q01 OfflCECf Ms. Joy Springer John W. Walker P.A. 1723 Broadway Little Rock, Arkansas 72206 Dear Ms. Springer\nI received your letter dated December 28,2000 on January 2, 2001. The reason we cannot provide transportation to the student in question is because the Little Rock School District denied the student admission to attend Badgett Elementary School. Little Rock School District denied admission because the student did not meet M-to-M requirements. For that reason this matter is no longer under the jurisdiction of this office. Please advise how this office can assist you. Sincerely, Karl Brown Assistant Superintendent Equity and Pupil Services ac c Ms. Ann Brown-Marshall Mr. Junious Babbs ' Fair Park, Badgett at top of the list for possible closing FRIDAY. JANUARyj2L_1995 BY CYNTHIA HOWELL Democrai-Gazene Education Writer Fair Park and Badgett elementary schools may close permanently at the end of this year to help the Little Roc.k School District balance its 1995-96 budget. The district must make S8 million in cuts to balance its budget. Dr. Russ Mayo, associate superintendent for desegregation. said Thursday that a number of factors, including enrollment. were considered by administrators in identifying schools that could be See CLOSE, Page 9B\nI Close  Continued from Page 1B shut down. District administrators will discuss the future of the two schools at two upcoming community meetings. The first meeting will be at 7 p.m. Tuesday at Fair Park. 616 .N. Harrison St. in the north-centra i part of the city. The second meeting is scheduled for 6:30 p.m. Feb. 7 at Badgett. 6900 Pecan Road, near Little Rock Regional Airport. .Adams Field. Badgett and Fair Park are among the smallest of the districts 35 elementary schools, with official student enrollments this year of 177 and 282. respectively. Besides enrollment, other factors considered included the physical conditions of buildings. the cost of potential repairs and renovations, the adaptability of buildings to support modern instructional programs, the number of children in 3 school's attendance zone, the schools racial composition and the ability of the district to successfully recruit children to the school.  'When all the factors were combined. Fair Park and Badgett were at the top of the list, Mayo said. Closing the two schools could save the district up to S900.000 ne.xt year. .Mayo said. .A more accurate estimate will be available once final decisions are made about where students at the schools would be reassigned. The savings would come from reducing the number of principals in the district and the building operating costs. The district also may be able to reduce the number of teaching positions. 'All of our planning to this point was based on a scientific approach. From here on out, we will be considering emotions.  Dr. Russ Mayo Closing the schools could affect more than just the families with children in the two schools, as attendance zone boundary lines for other schools may have to be modified, Mayo said. Decisions on those possible changes haven't been decided. One of the problems administrators face with closing Fair Park is that nearby schools like Forest Park, Jefferson, Pulaski Heights and Williams elemen- taries are filled to capacity. Closing Badgett also creates some reassignment challenges because the nearby schools are magnet schools, most of which are filled by student application and not based on attendance zones. .All of our planning to this point was based on a scientific approach. Mayo said Thursday. -From here on out. we will be considering emotions. The final decision on whether to close the two schools will be made by the Little Rock School Board when board members decide this spring on a budget for next year. Mayo said parents and other community members will have time to make their feelings known to board members before decisions are made. He said he and other district staff members will be available to answer questions about the recommendations for closure. Badgett was one of 14 schools transferred to the Little Rock district from the Pulaski County Special School District in 1986. as part of a federal court order that extended the boundaries of the Little Rock district to the city limits. The county district had a Badgett school for many years. The school was first named Frasier Elementary in honor of a former principal. In 1926 it was renamed Badgett for the township where it was. A new Badgett was built at its current site in 1964. The schools capacity is about 250 students, according to a February report from the federal Office of Desegregation -Monitoring. This year. Badgetts enrollment is 75 percent black and 25 percent white, which is out of compliance with federal coun guidelines calling for a 60- 40 racial ratio. About 64 percent of the Badgett students live in the Badgett attendance zone. Fair Park, which was opened in 1927 and has a capacity of about 350 students, also is out of compliance with the racial balance guidelines. The enrollment is about 72 percent black and 28 percent white this year. The school was expanded in 1951 and renovated and expanded again in 1980. About 57 percent of the Fair Park students actually live in the schools zone. The Little Rock district has closed other schools in recent years. Ish Elementary was closed in 1992-93. Stephens Elementary was closed this year but is to be rebuilt When the new. larger Stephens School is opened in 1996-97. the nearby Garland Elementary will be closed.Arkansas Democrat gazette WEDNESDAY, FEBRUARY 8, 1995  3B Parents plead for Badgett school  LRs best-kept secret BY CYNTHIA HOWELL Oemocrat-Gazetta Education Writer community members and students was unconvinced. boundaries to the city limits. As a result, Little Rock got 14 One by one. audience mem- county schools. \"  ' If you don't want us. I'll bet Badgett Elementary is the --------- ---------------------------  Little Rock School District's bers described the community . best-kept secret and doesnt school as a place of safety and the county will take us back.  deserve to be closed, parents racial harmony, where their said Jodi Crowder, whose chil- \"and community members children are shown love and dren are the fourth generation pleading for the schools future concern by longtime Principal in her family to attend the\ntold district administrators Mary Golston and her staff. school. * Tuesday. The parents are pleased Look at downsizing the ad-   ' ' - -----!' ministrative operation. anoth- The tiny school near Little with this school and feel it is Rock Regional Airport. Adams the districts best-kept secret,\" Field, is one of two elemen- Claude Johnson told district ad- - . taries the district may shut ministrators. If other parents *  knew about this school, we down next year in an effort to trim $8 million in expenses. wouldn't have any trouble at- Dr. Russ Mayo, associate su- tracting students here.? perintendent for desegrega- Parents said that parents tion. said at a meeting on Bad- who tried to get their children getts future that closing the into Badgett were told by the school and Fair Park Elemen- districts student assignment tary, located in north central office that they couldn't, even Little Rock, could save the if they lived in the schools at- school district about St.l mil- er audience member said. Take it off the top. Dont take it from the children.\" Shiem Swift, a Dunbar Magnet Junior High student who attended Badgett, said the elementary school's teachers are willing to help students  even to walk them home if necessary. Jerry Peters, director of the Little Rock branch of Webster University in St. Louis, accused the district of picking on Badgett because it's in a working-class neighborhood with little political clout. Breaking up a successful team of parents, staff, students and community would be a mistake. Peters said. Webster University is Badgetts business partner No final decision has been made about closing Badgett and Fair Park. That will be left . to the seven school board members  four of whom attended the meeting Tuesday  later this spring when the 1995- 96 budget is prepared. No final decisions have been made about where Badgett children might attend school next year. Washington Magnet Elementary and Clinton - Magnet Elementary are possibilities. Mayo said. tendance zone. lion Enrollment at the school We have too many schools was 279 in 1988-89 but is down ..for too many children, Mayo to 177 this year with only one said, adding that the cost of class per grade. renovating Badgett so that it The Little Rock district ac-  could support modem educa- quired Badgett in 1986 from the tional programs would be pro- Pulaski County Special School hibitive. District under an Sth U.S. Cir- ' . But the crowd of more than cuit Court of Appeals order exI '100 parents. grandparents. panding the LiWe Rock district t Coovneht O Uttle Rock inr Backers plead for Hillcrest school BY CYNTHIA HOWEU. 0emocrai.\u0026lt;jaz8tTd cducanon Wnter Advocates for Fair Park Elementary School pulled out the stops in a campaign ^ursday night to convince the Little Rock School Board that their Hillcrest neighborhood school shouldnt be shut down. Parents and a student offered testimonials about the school's importance in their lives. Teacher Opal Rice spoke about staff unity and commitment. Wally Lovelace, a real estate agent, told the board that people ask to buy houses in the neighborhood so their children can attend the Fair Park. .A.nd neighbors talked about the hazards an empty building would pose and the school playgrounds conve- FAIR PARK SPIRtT n , .  -.1 . am uiaiUOIIb geiica Brown (ngnt) and LaSonva Oglesov cneer for mam open oetore Jie UtBe Rock Sch^l Boaro's .meeting ThSy g^ _ . Arkansas Oamocrw-GaaanMJawj Goosowk  Hair . ark Sementary School cheerleaaers An-nience as a neighborhood park. I Board members heard similar pleas from parents and neighbors of Badgett Elementary School, which may also be closed ne.xt year, and from advocates for the district's school nurses program. nom'iall more than 30 people projected S9.1 million deficit day night to deienBdoard Thurs- ffrroomm iittss 11999955--9966 bbiuidrigveetr. - - -------- programs Projected cut oO the district can erase a closing the cuts include two schools. Cuts  Continued fram Page 18 sharply reducing the early childhood education programs, hiring a private company to run the school buses, eliminating grants to the area schools and cutting 19 nursing positions. Board members made no decisions during a lengthy meeting Thursday on the cuts. .Another budget work session is set for 5 p.m. Tuesday. \"Im here to represent the students views about Fair Park.\" fourth-grader Deanna Jones told the school board. \".And we we say keep it open. Our school is not fancy and could use a little fixing up. but we like it just fine.  Diane Nesbitt, a parent at the school, gave the board petitions, signed by 900 people, to keep the school open. She also presented the board with a large red cardboard heart, covered with photographs of Fair Park children. \"Don't break our heart! Nesbitt told the board. Parents from Badgett Elemen-tari'. located in e.xtreme east Little Rock, described the school as a place of comfort, love and safety for generations of children. They said its a school where the principal greets children when they get off the buses and teachers come out of the building to talk to parents who drive up to the school at the end of the day. \"If its not broke, don't fix it\" Claude Johnson told the school board, speaking of Badgett. \"We dont need your help. We are asking you to back off and leave us alone. We re doing just fine.\" .Also making appeals Thursday were:  Bus drivers who oppose hiring a private company to run the school buses.  .Advocates for the 19 school nurse positions.  .A member of the advisory committee for the community education program at McClellan Community High School. Kelly Tucker asked the board to consider some changes in the program but retain IL Bus driver and parent Michael Campbell told the board that inefficiency in the transportation department is at least partly the result of old. deteriorating buses. In regular business Thursday, the board stopped short of authorizing the formation of committees to research how close the district is to complying with desegregation standards set by the U.S. Supreme Court. See CUTS, Page 96 Superintenoent Henry Williams suggested earlier this month paying seven committees of employees and citizens to do the research as a way to accelerate an end to the 12 year-old school desegregation lawsuit Board member John Riggs IV made a motion that the district ask U.S. District Judge Susan Webber Wright for a conference to determine whether the committee approach was an appro-pnate way to work the district out of the case. Wright decided earlier this week to call such a conference. Ann Brown, desegregation monitor. said. Brown had told Riggs of the judge s intentions Thursday. The board also:  Gave conditional approval to establishing a city neighborhood alen center at Ish Elementary School.  .Approved eliminating the learning foundations course at Pulaski Heights. Forest Heights. Southwest and Cloverdale junior highs.- Arkansas Democrat ^azcttc  FRIDAY, MARCH 17, 1995 LRSD may ask state to let it cut two days from next school year BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District would have to get permission from the Arkansas Department of Education to shorten the next school year to 176 student days, two days less than the minimum required by state standards. The district is considering the shorter school year as one of several ways to reduce expenses to balance the 1995-96 budget and avoid an illegal deficit. Henry Superintendent Williams told Little Rock School Board members Thursday that without budget cuts, salary freezes and other financial adjustments, the district would have a deficit next year of more than $9.1 million. The school board must make decisions on several of the budget proposals  most dealing with eliminating jobs or changing terms in employee contracts - by April 15, Williams said. Eleanor Coleman, Little Rock Classroom Teachers Association president, told the board Thursday that many of the budget-cut- ting proposals, including salary reductions, are unacceptable to teachers and support staff. It is apparent that the school district is attempting to balance the budget on the backs of teachers and the support personnel who are among the least paid, Coleman said, adding that employees are extremely upset. Reducing the number of student school days would save the district $702,000 next year, according to officials calculations. In a budget report submitted this week to U.S. District Judge Susan Webber Wright, district administrators said that with the state Education Departments approval, the number of student-contact days could be trimmed next year by two to provide staff training. So employees would work a shorter year and get a cut in salary based on those two days. That would have to be addressed during contract negotiations between the school district and the ' Classroom Teachers Association, expected to begin March 28. District administrators would have to notify all teaching employees by May 1 of the proposed reductions in their contracts. Each teacher might be able to seek a hearing before the school board to oppose the cuts unless the district obtains some kind of legal waiver, district officials said in a report to the judge. Wright oversees the school district budget as part of monitoring the districts compliance with its desegregation plan. Other proposed budget cuts for next year include eliminating financial grants to the area or attendance-zone schools\nreducing stalTing, including aides, at the incentive elementary schools\nhiring a private company to operate most of the transportation system\nreducing the number of families served in the Home Instruction Program for Pre-school 'Youngsters\ncutting six to nine administrative positions\nand delaying building a new Stephens Elementary School. Earlier proposals to close two elementary schools and cut 19 school nurse positions have been dropped because of school board members objections. But Williams told the board Thursday that failure to close the two elementary schools next year could lead to closing four the next year, thanks to the loss of millions of dollars as state desegregation funding diminishes. The district is anticipating $113 million in operating revenues next year, 1.3 percent less than in 1991-92.Letters Arkansas MONDAY. JUNE 12,1995 Keep Fair Park, Badgett schools  On Thursday night, June 1, while Fair Park Schools PTA was awarding certificates to parents and other VIPS for volunteer work in our school, the Little Rock School Board met and discussed closing Badgett and Fair Park again. In February, the parents, the teachers and the constituentsa.k.a. citizens, taxpayers and voters of these two school communitiesmade it very plain to the members of the school board and the superintendent that budget cuts should not include these small schools. The vote was taken and the parents, the teachers and the constituents remember very vividly what that vote was: Linda Pon- dexter. no: Judy Magness, yes: Pat Gee, no\nKevin OMalley, yes: Katherine Mitchell, yes\nand John Riggs, no. The motion was dead as a result of that vote, and we rushed back to tell the children their schools would not be closed next year. Newsweek magazine for May 29 featured an article showing grass-roots solutions to .Americas problems. One section says just what parents, teachers and even the tods have been saying over and over to board members and administrators: The best way to implement high expectations is to let principals and teachers run their own schools with minimal interference from the central office. And the best way to keep that sense of community is to keep schools small. Small schools work because they allow more access for parents, stay manageable and thus safer, andmost cruciallet teachers know their students over time. The most important variable in student achievement is the size of the school. Fair Park and Badgett are small schools, they are safe schools, and they are working Let the students have this stability, The boards vote to close, if implemented, will wipe out many years of community work and dedication at these sites. Please consider all our children and their schools across the city as the school board seeks budget cuts. With just four votes, they can eliminate entire school organizations, Which schools will they eliminate next? OPAL RICE Little Rockjkansas Democrat THURSDAY, APRIL 13, 1995 Badgett, Fair Park dodge ax LRSD board tied ! on closing schools ! BY CYNTHIA HOWELL Democrat-Gazette Education Wnter Threatened with closure at the end of this school year, Badgett and Fair Park elementary schools won at least a temporary LRSD  Continued from Page 2B gued that officials cant convince voters to approve a millage increase if the district isnt operating efficiently with the minimum number of staff and schools. Pondexter questioned whether the district would submit a mill- age increase proposal to voters in the September school election. cently revised proposal called for condnuing the program but reducing the awards significantly, to $5,000 per school. proved Wednesday would eliminate 28 employee positions.  Met for 40 minutes in a closed session to discuss elimi- agreed nating 10 to 12 administrative  members ogicvu naung lu to ix aaministrative oo- distributing $20 sitions but took no public vote. Su-  toe elementary penntendent Henry Williams SS?so?! administrators this week more eq- reprieve Wednesday night when the Little Rock School Board deadlocked on motions to shut them down. The proposal to close the schools was one of several recommendations district administrators made earlier this year to balance the 1995-96 budget and avoid an illegal $9.1 million deficit. The board voted on some of those budget recommendations during a special meeting Wednesday. But the six board members were hampered repeatedly by a vacancy that resulted in at least six tie votes. Under school board policy, a tie vote defeats a motion. The board will interview candidates and appoint one to fill the vacancy at a special meeting at 5 p.m. today. The appointee will fill the Zone 7 position that O.G. Jacovelli represented until her death March 13. Voting in favor of closing Badgett and Fair Park at a savings of $1.1 million were Judy Magness, Dr. Katherine Mitchell and T. Kevin OMalley. Linda Pon- dexter, Pat Gee and John A. Riggs IV opposed the closing. Magness said she hated to close schools, but such moves are inevitable in a district with more than 900 vacant seats in elementary schools across the city. We cant continue to operate like this. We must make the best use of our resources, she said. Riggs said closing up to four schools may be necessary later, but not if the district can get its finances in shape next year. O'Malley and Mitchell ar- See LRSD, Page 5B ---- Hili lOXlKC from $3,500 to $11,000 per school, auum. uic  _______ On other budget recommenda- their jobs. ' tions. the board\n Agreed to delay construction of a new Stephens Elementary to save $300,000 next year. about the possible elimination of  Cast two tie votes on the future of HIPPY, the Home Instruc- erate $520,000 next year and $1.3 Younst^^^nrnnnLi milhon each year thereafter. ue thf program^ aUte eureenUev' 1 p 1 T j-j  '-uiicui. lev- VI uii icuuLiiig uie seven- roa \u0026gt;, r motion to restrict period class day to six periods at area it to families in central and South- ---------------------- ' ' - Each mill of tax levied would genOn another major issue, the board voted to award each elementary school $20 per child for use in reducing achievement disparities between black and white children and developing programs to make the schools at- tractive to parents.  Took no action on hiring a private company to run the bus system or on reducing the seven- the area junior high schools. The board also didnt act on propos- administrative als regarding teacher salaries proposals to cut about 11 posi-  tions from the incentive elemen- tanes and nine music and guidance counselor positions. The board voted to cut all but $40,000  .Approved and a two-day reduction in the 178-day school year. District administrators initial- uuuu uieu lu ly recommended eliminating the of the $170000 Focused Activities and Academic Progress Incentive Grants next year at a savings of $445,000. A re- ------community education pro^am at McClellan Community High School, which would eliminate three positions. Cuts ap-Arkansas Democrat .'!(J5azcllc   WEDNESDAY, JUNE 14, 1995  Transit, fate of schools top agenda BY CYNTHIA HOWELL Democrat-Gazette Educetton Wrtter After months of discussion, the future of two Little Rock el- eincntary schools and the dis- friels hansportalion department could Ite decided tonight by the Little Rock School Board at a special meeting at 5:30. The meeting's agenda says the proposed 1995 fM) budget will be discussed. But board members said Tuesday they expect to vole on closing Badgett and Fair Park elementary schools and on hiring a private company to operate most of the school bus system. Those moves are designed to help the financially strapped district cut expenses for the coming school year. Both proposals have been defeated before. The board deadlocked 3-3 in April on a proposal to close Badgett, in extreme east Little Rock, and Fair Park, in central Little Rocks Hillcrest neighborhood. The schools are among the district's smallest, need renovations and are under-enrolled  Badgett with 177 pupils, Fair Park with 282. Closing them could save $1.1 million next year, district officials have said. But staff and parents of children at the schools have begged the board not to close them, saying their smallness means more iinlivifluni nUentiun Tor pupils. Earlier, board President Linda Pondexler and members Pal Gee and John Riggs IV voted against closing the schools. Katherine Mitchell, T. Kevin OMalley and Judy Magness voted to close. After that, a seventh board member, Stephanie Johnson, was appointed to the board. Johnson has declined to say how she might vote. District administrators are expected to make a presentation tonight about school bus services that Laidlaw Transit Inc. could provide. Last year, the board rejected a proposal for privatizing the bus system but let district officials ask for bids from companies again this spring. District bus drivers oppose privatization and have proposed their own changes in the transportation system to cut costs. The Laidlaw proposal would save the district nearly $700,000 next year and $1.4 million over the three-year contract, according lo school district officials summary of the contract provisions. Laidlaw, based in Ontario, Canada, and Cincinnati, Ohio, is the largest transit company in North America. It transports 1.8 million students a day in 40 slates provinces. and five CanadianArkansas PemcxTat^ (gazette [ THURSDAY. JUNE 15,1995 Vote on closing 2 schools put off The Little Rock School Board wont vote until June 22 on closing two elementary schools next fall and employing a private company to operate its school bus service. Board members were expected to vote at a special meeting Wednesday. In fact representatives of Laidlaw Transit Inc., the company seeking the job of running the bus system, traveled Wednesday to Little Rock to make a presentation to the board. But district officials said Wednesday afternoon that the meeting had to be postponed because board members had questions about the proposal that required further research by Laidlaw. The companys headquarters are in Cincinnati and Ontario, Canada. Also, board member Katherine Mitchell was out of state Wednesday and couldnt attend the special session. That created the potential for 3-3 tie votes on both the bus service contract and the proposal to close the Badgett and Fair Park elementary schools. In April, Mitchell voted to close the two elementary schools. That motion was defeated with a 3-3 tie. She voted against efforts to privatize the school bus system last year, but the contract proposal is different this year and financial problems are more severe. Both proposals seek to cut district expenses in 1995-96. Closing the two schools would save about $1.1 million. Hiring Laidlaw Transit would save about $700,000 the first year of a three-year contract and about $1.4 million over three years. The board will take up the budget at either their 6 p.m., regular monthly meeting June 22 or at a special meeting right before that FRIDAY, DECEMBER 14, 2001  Parents plead cases, but two schools stay in budget axs reach LR board hears of virtues of smallness, then adds Fair Park to possible closures BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Faced with the possible loss of their neighborhood schools next year to budget cuts, parents and others from the Badgett and David O. Dodd elementary school communities Thursday extoUed the virtues of their small schools to the Little Rock School Board. Board members were sympathetic and made no final decisions. However, by the end of the meeting, the School Board not only directed Superintendent Kenneth James to continue planning for the possible closing of Badgett and Dodd as a way to save about $1.7 million, but also asked him to prepare a feasibility study on closing a third small school. Fair Park Elementary at 616 N. Harrison St, where about 200 pupils attend classes. The presidents of the parentteacher associations from both Dodd and Badgett presented the School Board with petitions Thursday pleading to keep their schools. Were going to refuse to let Dodd close, Tiwana Noon- er, a parent of three Dodd pupils, said. Were going to fight. Dodd parents and community members pointed to the number of grants that the school has received in recent years to restructure the way reading and language arts are taught. Those grants and programs may not all be transferable to other schools, they said. Additionally, they argued that the specially trained staff members will be scattered across the district, diluting the effectiveness of their training. Diane Krippendorf, a community member, also pointed out that as many as 200 new homes are planned for the Dodd attendance zone, which should boost the schools enrollment over the next few years. District officials said the new homes might bring in 14 to 20 new children for the school in each of the next two years. James has said that the possible school closings are just one See SCHOOLS, Page 9B I Schools  Continued from Page 1B area for potential budget cuts, and that he and his staff are preparing recommendations for more reductions. In response to School Board members who said they cant decide on closing schools without knowing what their other options are, James said he will give them some proposals after the first of the year. James, who has been Little Rocks school superintendent for about six months, just last week raised the issue of closing one or more of the districts smallest schools next fall as a way to help offset escalating costs and a declining revenue forecast that is already affecting the districts $2^ million budget. support staff positions also could The district is getting $2.4 be reduced, million less in state fimding this for closing because of their small enrollments. Badgett, at 6900 Pecan Road near the citys airport, has 153 students in its regular program and another 80 enrolled in the districts charter program, which is housed in the same building, Dodd, 6423 Stagecoach Road, has 188 pupils, which is 69 percent of the buildings capacity. The average elementary school in the district has about 360 students. The district would save $536,048 by closing the regular Badgett school and another $479,669 by closing the charter program, plus $738,909 by closing Dodd. By closing the schools, the number of teaching positions in the district could be reduced by about 20. A similar number of milhon m funding District officials speculated, year than mitially budgeted be- however, that most of the peo- ------  pj^ jjj affected schools noimced last month in state tax could be absorbed into other  expect- schools as vacancies occur heed to be earned forward into the cause of retirements and resignext school year when the dis- nations. cause of shortfalls that were antrict must meet contractually obligated teacher pay increases. According to preliminary - _ _ , , * - ,  plans, Badgett pupils would be rhe School Board must make assigned to Rockefeller and a decision on the school closings Washington elementary schools, by Jan. 10 to be able to notify Charter school pupils, who at- Mected parents of the changes tend the school by applying, ' before registration starts for the would return to the schools that j 2002 school year. That regis- serve the attendance zones in I tration period  when parents which they live throughout the /'On mnl/a n _1___1 J  can make a variety of school district. choices for their children  begins Jan. 28. As for Dodd pupils, they would be divided among West- James repeatedly acknowl- ern Hills, Romine and Otter edged that the district is decid- Creek elementary schools if their mg the issue on a very fast time school is closed, line that is contrary to districts - policy that calls for school closings to be considered for at least Two bands of small children set the tone for Thursdays meeting, marching in two circles on 12 months, except in emergen- the administration buildings front steps, waving posters and James assured the board that chanting in support of their is entering dire financial straits, schools, as board members ar- You don t take the largest cut rived for the meeting. Dont m state aid in the history of the close Dodd school, yelled one state and think it is business as group. Please dont close Badgett Badgett and Dodd are targets school, the others said.Group sounds cry to protect LR elementary Dodd, 2 other schools futures on line as district makes cuts  MONDAY, DECEMBER 31, 2001  BY AMY SCHLESING ARKANSAS DEMOCRAT-GAZErrE Theres a battle brewing in the Little Rock School District over a proposed death sentence for one of the districts smallest and highest scoring elementary schools. The Little Rock School Board will decide Jan. 10 whether to close David O. Dodd, Fair Park and Badgett elementary schools to help balance an overdrawn budget. While parents of students at all three schools dont want to see the doors close on the neighborhood schools, one group of parents, school staff and real estate developers has launched an organized campaign to keep at least one of them open. Kathy Porfiris, organizer of the letter-writing campaign to save Dodd Elementary School, has rallied the parents, neighboring real estate developers and staff of the school to fight to keep it open. Little Rock School Board member Baker Kurrus said the issue isnt one of conflict  its one of economics. Theres not a fight to close Dodd, and theres not a fight to keep it open. Im not going to fight with anyone. Im going I to focus on giving our kids the best education possible, he said. Porfiris said her efforts are on behalf of all three schools proposed for closing, but said her heart stays with Dodd Elementary School, since it has been the education base for all four of her children. Her youngest, Jimmy, is a fourth- grader at the school. Dodd is at 69 percent capacity this year with 188 students studying in classrooms built to hold 271 students. Those students have literacy scores that exceed the district average and have been the indirect recipients of several recent grants, the largest of which is a $150,000 Comprehensive School Reform Development grant from the Arkansas Department of Education. Judith Yeager and Barbara Kennedy, administrators of the state grant program, wrote a letter to the School Board, praising the achievements of Dodd Elementary School. Dodd has an outstanding [kindergarten-fifth grade] literacy and technology program in place due to the restructuring made possible by the CSRD grant. We do not feel that it is a wise use of taxpayers money to See SCHOOL, Page 2B School  Continued from Page 1B spend $150,000 of federal and state funds to successfully restructure a school and then have the Little Rock School District Board decide it should be closed, Yeager and Kennedy said in the letter. When the School Board meets Jan. 10, however, the deciding factor will be money, not test scores. Superintendent Kenneth James said closing Dodd, Fair Park and Badgett elementary schools will help offset a $2.4 million cut in state funding the district had counted on for the coming year. Closing Dodd and Fair Park will each save the district $700,000 annually and Badgetts closing will save another $500,000, James said. The movement of charter students back to their neighborhood schools would save about $480,000, for a total projected savings of $2.4 million. Its always hard to close schools, James said. People are very close to their schools and I understand that, but regardless of what happens here, its still my job to bring ideas to the board on how to make cuts and balance the budget. James warned that a larger cut i in state funding could happen after the new year if the economy remains on a path to recession. Couple that with salary obligations, and weve got to make a minimum $6 million cut to balance the budget, he warned. The schools are targets for  I closing because of their small enrollments and high per-student costs. Badgett, at 6900 Pecan Road near Little Rock Nationd Airport, Adams Field, has 153 students in its regular program and another 80 enrolled in the districts charter program at the site. Dodd, at 6423 Stagecoach Road, has 188 students. Fair Park Elementary, off Kavanaugh Boulevard, has 200 students. Those displaced students will be distributed throughout the district. According to preliminary plans, Badgett students would move to Rockefeller and Washington elementary schools, with the schools charter students returning to the schools in their attendance zones. Dodd students would be divided among Western Hills, Romine and Otter Creek elementary schools. The district has not discussed a moving plan for Fair Park students. Porfiris organization will meet with the School Board Jan. 7 in a last-minute effort to influence their Jan. 10 vote. The board plans to bring the principals from the other schools that would absorb the Dodd, Fair Park and Badgett students if the schools are closed. It almost sounds like they have their minds made up, she said. 'Td really like to think that we have a chance and not just blowing in the wind. Kurrus said he has gone to great length to inform people that school closure is no more than an option at this point. I dont think anybodys made up their minds. Weve got to do something, we cant just afford to ignore that we will lose revenue while our expenses continue to climb. But were considering different options, not just closing schools, he said. If the schools are closed, it will affect more than the students. Porfiris said new housing developments near Dodd Elementary will suffer with the loss of a neighborhood school. She has recruited Becky Finney, a real estate developer with Rainey Realty to fight the closure of Dodd. Pecan Ridge, Tall Timber and Kenwood subdivisions have expansions in progress. The School Board estimates those growing subdivisions would increase Dodd enrollment by up to 20 students next year and 15 students the following year. Kumis said nothing is off limits for balancing the budget. The one thing he deems sacred are teacher salaries and raises. \"To have the best teachers, I feel that we have to reward them financially, he said. Kurrus said streamlining the districts administrative process, ending property tax breaks as corporate incentives and get the district out of court over desegregation are all good options for balancing the budget. Porfiris is banking on alternatives to save Dodd. \"And if it comes down to fire the caretaker, heck, well come up there and mow the grass ourselves, she said.J a n u a r y 3, 2 0 0 2 District sets sessions on closing 3 schools ARKANSAS DEMOCRAT-GAZETTE The Little Rock School District will hold a series of public meetings, beginning today, at three low-enrollment schools under consideration for closing. The meetings are scheduled at:  Badgett Elementary, 6900 Pecan Road, 6 p.m. today. g I Dodd Element^^, 6423 Stagecoach Road, 6 p.m. Monday.  Fair Park Elementary School, 616 N, Harrison St., 6 p.m. Tuesday. The meetings- are open to the public. The district proposes closing schools beginning July 1 because of state budget cuts. The Little Rock School Board wiU consider the proposal during its regular meeting Jan. 10 at 5 p^p. at the School District headquarters at 810 W. Markham St.LR parents face closing of 3 schook 7 .ij Arkansas Democrai-GazeHe/STEPHEN B, THORNTON Badgett Elementary School parent Jerry Peters (left) Zeigler (center left), Rockefeller Elementary Principal asks Little Rock School Superintendent Ken James a Anne Mangan, and Sadie Mitchell (right), the districts question Thursday night during a public hearing at associate superintendent for school services. Mangan Badgett to discuss the schools possible closing, Lis- and Zeigler attended because Bad^tt students tening are Washington Elementary Principal Gwen would attend their schools if Badgett closes. Badgett meeting held\n1 more set BY PATRICK HEALY ARKANSAS DEMOCRAT GAZETTE As solemn-faced parents, teachers and administrators discussed the fate of Badgett Elementary School with urgent voices, the children played. Arm in arm, they pranced across the schools packed gym, inspected TV cameramen and galloped through the banana-yellow hallways while adults discussed shutting down Badgett, in east Little Rock, and two other Little Rock elementary schools. The Thursday meeting was the first of three meetings scheduled before the School Board votes whether to close Badgett, Dodd and Fair Park elementary schools. Other meetings are scheduled at Dodd on Monday and at Fair See BADGETT,^age 4B Badgett  Continued from Page 1B Park on Tuesday. The meetings are designed to let school officials explain the shutdown proposal and hear community concerns. Were still in shock, and we still dont want it to happen, said Kim Dunahay, Badgetts Parent Teacher Association president. Even if they vote to close the school, the fights not going to stop. The School Boards vote, rescheduled from Jan. 10 to Jan. 15, comes at a time of financial crisis, said Sadie Mitchell, the districts associate superintendent for school services. In addition to the $2.4 million state funding cut, the school district must pay $3 million in promised raises. Altogether, the school district must slice $6 million from its annual budget of $220 million. Superintendent Ken James said, Were going to have to make some tough decisions. Proposed AUendance Zones .... 1 I 1 ''Ca 'O' n ____ .1^ 5\u0026gt; a? Junious Babbs, associate superintendent for deseg- .......................... regation for the Little Rock School District, discusses The board is considering clos- proposed attendance zones for Badgett Elementary ing Badgett, Fair Park and Dodd elementaries primarily due to nickel-and-dime that to death. their low enrollments, James said. This year, 153 students at- --------------- tend Badgett, 188 go to Dodd, and year before the shutdown date. Arkansas Democrat-Gazette/STEPHEN B. THORNTON students if the school is closed. The informational meeting Thursday night at the school was the first of three meetings to discuss potential school closings. ippiauding when parents praised ular elementary schools. J ..Jnri\n*-,5 Weve tried regular school, at Normally, a proposal to close Badgett and spoke against its schools must be announced one closing. ---------------- year before me shuidowu I like it here because most of grade son, Caleb, has attention But with the budget cuts, James the teachers are nice, and they deficit hyperactivity disorder      ------------------t,:. and attends the charter school. said Carrie Igwe, whose fourth- 200 attend Fair Park. but wm. c.-. \u0026gt;-------- ---------- . ,- . , TTie average Little Rock ele- said, schools must act fast. let you come into their class mentary school has 363 students. Everybody has to be rooms and they give you treats. If the tliree schools are closed, touched, James told the crowd. 10-year-old Kenetra Lowe said their students would attend different schools at the start of He has special needs. Igwe said her son did poorly toucueu, Idllica luxu me i-xMvyM. am w.k. ----------------------------------------- to -____/ Tliis is not a win-win situation. after the meeting. Id rather stay in his classes until he came to  an- Badgett. Igwe said she doesn t The one-hour meeting went here. I may be shy to go to X lie Mile liovil ,ivi., .....A..... *  --------J - - ua , the next school year. more smoothly than past dis- other school. I wouldn't have any want her son to return to regu- Some teachers would find cussions about closing Badgett, friends on the first day. lar classes, and she balks at pn- other jobs in the district, but oth- In 1995, a proposal to close Bad- ra.....ta a.._ c_uc2tc ers could be laid off lames said, eett met with parentsprotests pressed concern about the 65 , , . . \"It certainly seemed reason- Ind a court challenge that forced students who attend Badgett s money to send him o a private able to me  board Vice President the School Board to back down, charter school. The students, school, she said unless the Lit -  - But on Thursday, audience many of whom have learning dis- tie Rock School pisti let is gomi. Parents and educators ex- vate school tuition. We dont have the kind of Judy Magness said When youve got to cut $6 million, you cant DUl Uli A JllAl J', xxxx ------------  c  members listened quietly, twice abilities, would be sent to reg- to pay it tor us. ZOOZ V AienuerJanuary 16. 2 0 02 School Board votes to shutter Badgett Attached LR charter school axed, too BY PATRICK HEALY ARKANSAS DEMOCRAT-GAZETTE Little Rocks smallest elementary school and the charter school attached to it will close at the end of this school year because of a Little Rock School Board vote Tuesday night. Parents, staff and pupils from Badgett Elementary School wore black stickers and sighed as the board voted 6-1 to close Badgett, which has 153 students. The board also voted unanimously to close the charter program, which has 81 students. I feel a betrayal from the Little Rock School District, said Kim Dunahay, president of the Badgett PTA. Some things you think are safe can be snatched away in a matter of minutes. Two elementary schools considered for shutdown will remain open next year. Superintendent Ken James recommended Dodd and Fair Park schools not close because they show potential for higher enrollments. Closing schools is the districts first move toward cleaving $6.5 million from its annual budget of $220 million. Because of massive state funding cuts, the School District also is considering broad cuts to staff, athletics, transportation, individual budgets and other programs. The School District expects to save about $1 million by closing Badgett and the charter See SCHOOL, Page 7B Arkansas Democral-Gazette/BENJAMIN KRAIN : I Samantha Brown, a second-grader at Badgett Elementary School, is consoled by her grandmother, Kim Dunahay, after hearing that her school will close after this school year. The Little Rock School Board voted Tuesday night to close the school indefinitely. School  Continued from Page 1B school. Badgett pupils will attend Rockefeller and Washington elementaiy Board members and James pointed out low enrollment, flat SChOOlS HCXt SChool VCaC test scores and high rates of bused pupils as reasons for the closing. VflSTter SCllOOl pUpUS OF Badgett pupils will attend ~ ' Rockefeller and Washington eleBadgett pupils who live mentary schools next school year. OUtsidC thc BadgCtt Charter school pupils or Badgett . -  pupils who live outside the Bad- neighborhood will go to I their neighborhood Badgetts charter school was SChOOlS one of six operating in Arkansas, said Randall Greenway, the states charter school liaison. Many char- of Im sick of this meeting from ter pupils have learning disabili- a Badgett parent. *t ies andJ cannot .t1h. ri. ve i n a nor_ School Board mal classroom, he said. member Michael Daugherty alone voted Schools will assess each char- to keep Badgett open. He said the ter students needs case by case, closing will barely dent the dis- James said. School officials will soon talk tricts $6.5 million deficit. ________ Badgett is the only neigh-with Badgett teachers and staff borhood school east of the inter-about their future without Bad- state, he said. Tomorrow mom-gett, James said. Some employees ing, when I get up and have to will move to other schools\noth- look in the mirror, I can say, 'We ers may lose jobs. closed the school, but it was over TXiesdays vote wrapped up my opposition.  nearly a month of debate- o- v- er Dunahay, also a Badgett inschool closings. Parents, teach- structional aide, said she worries ers and administrators discussed about enrolling her granddaughter, the closings in meetings at Bad- Samantha, a Badgett second-grad-gett, 6900 Pecan Road\nDodd, er, in anofiier Little Rock elemen- 6423 Stagecoach Road\nand Fair tary school The new school might Park, 818 N. Harrison. close the next \u0026gt;^ar, Dunahay said. Parents defended their schools \"To make sure oiu grandchild in often emotional meetings. Bad- gets the best possible education gett parents praising the schools she can get, we might need to teachers for molding well-round- move,\" she said. They [school ed students. officiisl say, Trust us. Your child The boards vote was calm in wont become a face in the comparison. It lasted 30 minutes crowd. The place shes felt safe and was quiet, except for a mo- and secure has just been ment of applause and a murmur snatched away from her. of Cej ''if'cgciicn Ci L7 Little Rock School District Badgett School Relocation A Business Case January, 1995 Addition Modification Deletion $523,000 savings 1/9/95Badgett School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strate^es were developed to cut costs, most have been one time cuts. A many While a larger than normal number of comparison of the district's total building capacity and total enrollment shows vacant seats. seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to savmg money, it is more unattractive to the patrons of the school considered for closing. ecause it is an emotional issue, specific research criteria were used in making the decision about which school to close.  Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since continue\n1989 has declined steadily from 2237 to 177 and is expected to 4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. recruiting has not been achieved for this school. Successful experience in 6. The per pupU cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\nThe additional 7. The school is geographically isolated from other populations. _________ population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually\nand, The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. MMMHvCkr HwrP RC HADCTOOfBadgett School Relocation Business Case 3 By the opening of school for 1995-96, Badgett students will be relocated, faculty will be reassipied according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfillmg this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. 7. 8. Leaders within the community are made aware of the relocation plan and have the opportunity for input\nInunediate cost savings is realized\nand, The relocation of students and staff at wUl be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some their friends\ndisappointment in being separated from 2. 3. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\nMMWd K O Hm* P Wt (B.- MOCrOPTBadgett School Relocation Business Case 4 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students wiU receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\n5. Immediate and year-to-year cost savings will be realized of approximately $523,000\nand. 6. The Badgett School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96, If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.____________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo Iw lx Hma r w III'(*/ K MDcrni*Badgett School Relocation Business Case 5 Milestone ______ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood ^.Conduct informational meeting with the principal, faculty, and staff about the process M Mai rtf rtrtMMiui,^ 1__________________________________________________________________________ 8. Mail notice of possible relocation and date of a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) community information meeting to: 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by ,11. Notify finance person to include this as a budget reduction strategy ------ _12. File motion with the U. S. Federal Court to relocate students at Badgett School 13. Develop letter to parents and students with announcement and reassignment 14. Inventory building ' 15. Design plan for new attendance zones in southwest._______ 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school 18. Reroute transportation of students 19. Secure building 20. Reassign staff 21. Send final assignment notices Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo [ Background For several years, the Little Rock School District (LRSD) has faced austere budgets. vacant seats. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in decision about which school to close. making the Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. IP^blem Definition Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. imoi HMtn r wdiM ot.Ht RAfxrrrx'tBadgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\naverage of 425 for area 3. Enrollment since continue\n1989 has declined steadUy from 237 to 177 and is expected to 4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fiU the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school the most expensive to operate annually\nand, one on 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 3 illustrates some of these trends. wMxatM Or Hfwrr C W rc RAOCT nrrBadgett School Relocation Business Case 7 Figure 1 Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity Attnd. Zone Ttl.2 1989-90 237 76.00 16.00 92.22 AZ % Black 1990-91 797 74.77 14.77 86.38 1991-92 1992-93 1993-94 1994r95 220 73.18 13.18 85.60 202 76.24 16.24 78.60 189 69.84 9.84 73.54 177 75.14 15.14 68.87 135 65.93 160 61.25 One intent of desegregation is to bring children of different cultures together for common opportunities. Badgett's location causes it to be difficult to desegregate. To the south of the attendance zone is the PCSSB) boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes. See Attachment A. I Analysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were declining enrollment, increasing costs, and location. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\nEnrollments are for October of each year. - Attendance zone data is available for two years only. K Or Hrrm T HArcrnvBadgett School Relocation Business Case 8 2. Redraw the attendance zone to increase the number of students attending Badgett School. per-pupU costs at Badgett but wUl increase costs elsewhere since another attendance zone must be reduced to enlarge Badgett's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate- s^dentsfrom Badgett to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students will be devised. One possible Attachment C\nscenario appears in b) An immediate savings of approximately $523,000 will be realized by eliminating the need for management staff, food service, budding maintenance. and utilities to name a few\nc) d) Staff will be relocated according to the provisions of the negotiated contract. The curriculum offered at Badgett will be offered at other schools under the program for that particular school. 4. Intensijy recmxtment efforts in LRSD and PCSSD. Badgett's location causes it to be difficult to desegregate. Recruitment has been tried in LRSD. The results have not been significant. If the enrollment of Badgett were increased bv this eiiort, it would have a negative impact    on neighboring attendance zones. To the south of the attendance zone is the PCSSD boundary line. M-M transfers across that line^to w I would not help because that area oi PCSSD is predominately ack. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial Attachment A. complexes. See Recommendation Alternative 3 is recommended. 3. Relocate students from Badgett to solve the problem. This alternative addresses all problem areas. I Objective of the By the opening of school for 1995-96, Badgett students zvill be relocated, faculty xvill be reassigned according to the negotiated contract, and appropriate reductions in positions xvill be completed zvith a minimum of disruption to these individuals and the school district. OI'W'WJ K- MAfTCTTXWBadgett School Relocation Business Case 9 Plan. this proposal will require a modification to the LRSD Desegreo-ation proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. 8. Immediate cost savings is realized\nand, ^^^99^5 96^^ students and staff at will be complete before the opening of school Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. I Impact Ana lysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. TnQCA _________X. _______ . _ . . These are of paramount concern to many community members. L___ ..ill know if a plan exists for use of the building when the students are relocated. Some will Some will want to want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nm/Otzwl M HAP(7Trk*Badgett School Relocation Business Case 10 3. The building may stand vacant for a period of time if not used bv an agency or the community\n' The general commimity may react to the redrawing of attendance general area of the city. Positives zones in that 1. 2. 3. 4. 5. 6. Students will receive assignment to schools equal to current programs\nSpecial activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto New patrons are included in appropriate school correspondence and activities with those who have been enrolled\nElementary schools in contiguous areas are capable of absorbing the student population of Badgett\nImmediate and year-to-year cost savings will be realized of approximately $523,000\nThe Badgett School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of implementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96, If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the commuruty through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. oi/wi'w nr BAncTJxvBadgett School Relocation Business Case 11 Resources Analysis Personnel No additional positions are positions will be eliminated. No used to eliminate positions. Financial necessary to implement this proposal. Instead, some one will lose his or her job, however. Attrition will be A savings of approximately $523,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities MM MM M. ____-1__ _ _ and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. O Han I* WJli RT *c)CTOnrBadgett School Relocation Business Case 12 General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregatioi in. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the pnncipals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approv^------------------ contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings nr iiHa DTA ___ 9 * Date 1/13/95 1/25/95 1/31/95 2/10/95 Person Modeste Modeste Williams Modeste Include PTA president and ministers. 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. 2/10/95 Mayo zone 6. Develop notice of relocation and date of community infomnation meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_________ 7. Conduct informational meeting with the principal, faculty, and staff about the process' 8. Mail notice of possible relocation and date of community information meeting tO a) parents \u0026amp; students\nb) community groups and churches:. c) media (press release) _________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by 11. Notify finance person to include this as a budget reduction strategy_________ 12. File motion with the U. S. Federal Court to relocate students at Badgett School 13. Develop letter to parents and students with announcement and reassignment. 14. Inventory building ~ ------------------- 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment____________ 17, Remove materials and equipment from school  18. Reroute transportation of students 19. Secure building ' 20. Reassign staff ~  21. Send final assignment notices 2/10/95 2IAQIB5 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo SttanMwd K Dl Hann T Wdli inzff/5 Ht BAnCTPfVBadgett School Relocation Business Case 13 of map of Little Rock, eastern most area, with Badgett Elementary and other schools SiMnMtM *\u0026gt;* Dr. Mbhv f rc BAnrrnrr Badgett School Relocation . Business Case 14 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Badgett Elementary School ir MucT.nw-WB Mat waim Little Rock School District Department Budget Unit Func ObJ - Description Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0019 BADGETT ELEMENTARY _________1105 FOUR YEAR OLD PROGRAM ______________01 io REGULAn CERTIFICATED____ _______________0i 20 REGULAR NON-CERTIFICATED ________ 0210 SOCIAL SECURITY TAX_______ _______________0240 INSURANCE_________________ 0380 FOOD SERVICES 0410 SUPPLIES ______0416 SUPPLIES-SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN_________________ ______Olio REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX ______0240 INSURANCE________________ ______0410 SUPPLIES__________________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES  SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY______________________ ______0110 REGULAR CERTIFICATED_______ ______0117 STIPENDS_____________________ 0120 REGULAR NON CERTIFICATED ______0210 SOCIAL SECURITY TAX_________ 0240 INSURANCE____________ 0326 REPAIRS-EQUIPMENT ______0342 POSTAGE_____________________ 0360 PRINTING \u0026amp; BINDING-INTERN ______0410 SUPPLIES __________________ ______0416 SUPPLIES - SUPPLY CENTER ______0418 PRIOR ENCUMBRANCES________ 0421 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER 1120 elementary 1124 ELEMENTARY MUSIC________ ______0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale\n8/ 5/94 Page: 61 Prog: BUD002 29,078.00 9.960.00 2.986.54 2.935.05 2^510.10 325.76 _____0.00 0.00 47,795.45 66,968.40 5,123.11 3,116.29 135.41 0.00 0.00 75,345.21 238,811.46 0.00 31,323.81 20,665.95 15,667.18 25.00 _____86^ 0.00 43.42 967.23 ______0^0 ______g,po_ 500.01 308,330.37* 0.00 .^92 o.oo 1.00 1.00 2.00 1.00 1.00 8.00 3.00 11.00 30,753.00 9,643.93 2*935.42 2*512.86 103.00 176.85 139.50 0.00 46,264.56 70,319.00 5,014.49 2,633.57 262.95 461.44 0.00 78,711.45 241.781.40 0.00 29.868.37 20.919.72 14.759.75 515.00 257.50 257.50 979.74 __1.030.00 3^1.96 257.50 257.50 314,465.94 15,256.00 1,167.00 592.00 ____34,367.00__ 10.411*00 3,178.87___ 2J37.62 2,431.35 35.00 237.47 0.00 52,798.31 40,670.00 3,049.48 1,127.13 145.86 0.00 71.05 45,063.52 215,094.04 0.00 22,217.80 18.030.14 10,236.22 0.00 102.47 21.00 __3^1^2__ 1,365.67__ 0.00 0.00 ______0.00 270.290.56 17.233.50 1,316.32 565.96 1.00 too 2.00 2.00 2.00 7.50 4.00 11.50 0.50 _59,359^__ 20,318.00 __5757,61___ 4,420-00 5,400.00 3,078.00 178.00 3,600.00 102,110.61 40,670.00 2,936.90 1,105.00 240.00 0.00 0.00 44,953.90 206,775.00 300.00 22,893.30 18,018.24 11,602.50 500.00 100.00 0.00 200.00 1,892 00 0.00 0.00 0.00 262,281.04 17.635.00 1\u0026gt;74.34 552.50 2.00 2.00 4.00 1.00 1.00 7.50 3.00 10.50 0.50Unit Func Ob) - Description 1124 ELEMENTARY MUSIC ____1195 ACADEMIC SUPPORT PROGRAM __________0120 REGULAR NON-CERTIFICATED __________0210 SOCIAL SECURITY TAX_______ __________0240 INSURANCE________________ 1195 ACADEMIC SUPPORT PROGRAM 1210 ITINERANT INSTRUCTION _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1210 ITINERANT INSTRUCTION 1220 RESOURCE ROOM___________ _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE _________ 1220 RESOURCE ROOM 1580 ACADEMIC PROGRESS GRANTS ______0124 CLERICAL OVERTIME_______ ______0210 SOCIAL SECURITY TAX 0331 PUPIL TRANSPORTATION 0380 FOOD SERVICES___________ ______0410 SUPPLIES__________________ ______0416 SUPPLIES  SUPPLY CENTER ______0418 PRIOR ENCUMBRANCES 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED ______0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES ______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale: 8/ 5/94 Page: 63 Prog: BUD002 Little Rock School District Department Budget Actual 92/93 0.00 I FTE 92/93 Budget 93/94 [ 17,015.00~[ Actual 93/94 19,117.78 FTE 93/94 0.50 I Budget 94/95 19,461.84 FTE 94/95 0.00 0.00 000 0.00 100 1.00 J 0,411.00 796.44 1,29294 12,500.38 4.390.97 *336.00 425JI 5,152.08 1.00 1.00 J'164.40 300.93 442.00 4,907.33 0.40 0.40 14,782.56 _____1,130.69 ______768.03 16,681.48 34,784.58 2'66127 2^809.43 40^255.26 3,199.49 244.79 575.76 440.15 ^65.00 6.00 0.00 4,625.19 11,688.24 '909.40 636.56 13,434\n2O 29^058 00 2,223JO 1,532.64 1.00 1.00 1.00 1.00 0.25 0.25 0.50 15,627.50 1,114.42 654.92 17,396 84 15,627.60 1 j95.44 561.04 17,384.08 1 00 1.00 16,029 00 1,156.29 552.50 17,739.79 0.50 050 24,692.00 1,775.06 1J76.20 28,443.26 33,666 02 -2.38^81^ 2662.61 38,93444 1.00 1.00 13,216.50 ___955.20 55^50 14,726.20 0.50 0.50 0.00 o'oo 0.00 0.00 __ooo __ojo 172.10 172.10 0.00 0.00 0.00 0.00 .9.162.72 11.49 0.00 9,174\u0026gt;1 0.00 0.00 O.oo 0,00 0.00 o.oo' o.oo 0?00 15,095.50 1,076.46 652-55 16,824.51 15,366.50 1,095.79 653.77 31,413.98 2,381.65 1,218*64 35014J7 15.366.52 _____1JM:68 563 86 2.00 2.00 0.50 ____32,322.60 ______2'J3^O ______1,105.00 35,763.50 15,768.00 1,13942 552.5Q 1.00 1.00 0.50IMS* LHtle Rock School District Department Budget [ Unit Func Ob|  Description 2120 GUIDANCE SERVICES Actual 92/93 [ 32,613.74 I FTE 92/93 0.50 Budget 93/94 I 17,11606~| Actual 93/94 17,085.06 y FTE 93/94 0.50 Budget 94/95 17,459.92 FTE 94/95 0.50 2134 NURSING SERVICES 0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE 2134 NURSING SERVICES 2222 SCHOOL LIBRARY SERVICES 0110 REGULAR CERTIFICATED _______0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX_ 0240 INSURANCE _______0410 SUPPLIES__________________ 0416 SUPPLIES  SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES 2410 OFFICE OF THE PRINCIPAL _______0110 REGULAR CERTIFICATED _______0120 REGULAR NON CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE________________ 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS___________ _______0i 20 REGULAR NON CERTIFICATED ______0210 SOCIAL SECURITY TAX________ _______0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE_________________ 0321 UTILITY SERVICES-NATURAL 0322 UTILITY SERVICES-ELECTRIC 0323 UTILITY SER-WATER/SEWAGEZ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU 0416 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU Date: 8/ 5/94 Page: 63 Prog: DUD(X)2 90.62 6.94 0.00 97.56 0.30 0.30 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5,139.00 371.35 221.00 5,731.35 0.20 0.20 32,692.33 1,152.12 2,589.07 1,701.25 1,458.83 0.00 39,593.60 54,411.43 24,502.13 6,036.72 4,230.79 0.00 0.00 69,181.07 22.766.15 1,743.24 552.51 2,481.37 6,901.65 18,764.99 2,493.27 55,723.18 893.05 893.05 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 34,540.67 0.00 1,770.37 1,420.74 176.85 257.50 36,166.13 58,104.26 25,304.67 6,099.61 3\u0026gt;69.99 176.85 257.50 93,712.90 21,511.93 1,656.04 ___5^.66_ 2.421.06 6,400.00 17.500.00 2,700.00 54,762.71 2,000.00 2,000.00 34,455.67 0.00 _^614.46__ 1,166.64 1,553J4_ 0.00 39,790.61 57,067.14 15,229.39 5,478.84 2,220.15 0.00 0.00 79,995.52 23,571.00 1,803.16 __573.60 7.358.75 19,225.15 l382.87 55,799.26 1,253.66 1,253.66 1.00 1.00 1.00 2.00 3.00 2.00 2.00 35,364.58 0.00 2,555.51 1,105.00 1,607.00 0.00 40,632.09 58,150.38 21,275.48 5,739.47 2,652.00 200.00 200.00 88,217.33 23,106.85 1,669.74 _____0.00 2,210.00 o^ooooo 18\u0026gt;00.00 2,700.00 55,666.59 2,000.00 2,000.00 1.00 1.00 1.00 1 40 2.40 2.00 2.00Unit Func ObJ  Description 0019 BADGETT ELEMENTARY Dale: 8/ 5/94 Page: 6-1 Prog: nUD(X)2 Little Rock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 724,769.38 24.05 737,551.84 686.653.56 27.50 711,871.49 24.50Badgett School Relocation Business Case 15 A possible scenario for relocating students //* C.BADCrOOC Badgett School Relocation , Business Case 16 Possible Scenario for Badgett Relocation 1. Two four-year-old classes must be relocated intact submitted to eliminate these classes. or a plan modification must be 2. 3. Work with Dr. KoWer, Special Education Dept., to relocate self-contained class of six resource students (5 black and 5 non-black) to another building. 5 tweny-eight black students currently attending Badgett who are not living in DHClPStt S Tnno ________i____i  Badgett's attendance zone back to their area school. 4. Encourage the thuty-seven non-black students to apply to either Booker Magnet School o Booker T. Washington Magnet School. For each white student or assigned to Washington currently attending Badgett because he/she could not get into their attendance zone school, Washington, can Magnet School, a black student who is they are on Washington's waiting list. be assigned to Washington if 5. Badgett will lose twenty-seven sixth graders to jr. high school thereby leaving a total of 104 Qriinonfc in /oc ui__t. ___j ' students to reassign (85 black and 37 non-black) if we parents to select Booker or Washington. If successful, we about thirty black students. are unsuccessful in convincing are looking at reassigning only a) PLAN FOR 85 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Enlarge Chicot and reconstruct the attendance attendance zone. b) PLAN FOR 30 BLACK STUDENTS i) Offer seats in the Incentive Schools 6. zone to include the former Badgett ii) Reassign to Pulaski Heights Elementary School Pulaski Heights currently has vacant seats. iii) Offer Brady as the overflow school Effect of Racial Balance on receiving schools:^ 26 a) b) c) Booker - Will remain the same 53.8% (if 37 non-black students and 37 black students opt to go to Booker). Washington - Will remain the same 57.3% (if 37 non-black students and 37 black students opt to go to Washington). Pulaski Heights' current percentage black is 47.6%, this will increase to 54.8% bv including Badgett's thirty black students. Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. SotaMtwW tw O Hxm f Wb otztwxM w KAnrzTtirLi^SD -PLANT SEPyiCES TEL:501-570-4027 Mar 03,95 13:00 No.003 P.02 TO: PROM: SUB J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 * Mayo, Associate Superintendent Eaton, Director, Plant Services Support Data / Pair Park \u0026amp; Badgett Elementary Schools March 3, 1995 Pursuant to our meeting, please find enclosed the consideration that we used in o'* determining the ^renovation^^and Badgett Elementary ^PPort of our school closing initiatives. Schools in Upgrades, as defined for the -------r~~ context of this study, is primarily Directorate feels the school needs PFOS^am- Most of the upgrades deal with space xpansions and administrative and media center areas, trailer technology. Renovation is a. compilation of center areas. Renovation is an to repair and new work items necessary to bring the school up-to-standards. It consists, primarily, .of roofing SSS requirements, energy conservation, asbestos, and grounds improvement. ' gadqett Elementary School Upgrade Proiects\n1. Expansion of administrative area $65,000 2. .3. Expansion of the media center Additional classrooms $85,000 $75,000 TOTAL $215,000 Elementary School Renovation Projects\n1. General grounds work $35,000 2. Waterproofing $35,000 3. Window replacement and in-fill $60,000 4. New classroom lighting $85,000LRSD PLANT SERyiCES TEL : 501-570-4027 Mar 03,95 13:02 No .003 P.03 5, Central HVAC 200,000 6, Playground enhancements $15,000 7. 8 . Interior/Exterior painting Air conditioner replacement $23,000 $40,000 9. Asbestos removal $244,000 1. 2. 3. 4. TOTAL $737,000 Park Elementary School Upgrade Projects: Fire alarm system $25,000 Classroom expansions/replacements Grounds enhancements Administrative expansion TOTAL S.ajy Park Elementary School Renovations\n1. 2. General work order backlog Roof replacement 3. Boiler replacement 4. Asbestos removal 5. Grounds enhancements 6. Central HVAC TOTAL DCE/rlh/sd $200,000 $65,000 $70,000 $360,000 $20,000 $120,000 . $85,000 $80,000 $15,000 $280,000 $600,000TO: FROM: SUE J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 . Russell Mayo, Associate Superintendent s C. Eaton, Director, Flant Services Support Data / Fair Park \u0026amp; Badgett Elementary Schools March 3, 1995 Pursuant to our meeting, please find enclosed the primary areas of consideration that we used in determining the renovation and upgrade costs for Fair Park and Badgett Elementary Schools in support of our school closing initiatives. Upgrades, as defined for the context of this study, is primarily an evaluation based on what this Directorate feels the school needs to enhance its academic program. I' '  expansions and administrative and media center replacement and technology. r 1_ maintenance and repair and naw work items necessary to bring the school up-to-standards. It consists, primarily, ,of roofing, painting, HVAC requirements, energy conservation, grounds improvement. Most of the upgrades deal with space areas, trailer Renovation is a. compilation of asbestos, and Badgett Elementary School Upgrade Projects: 1. Expansion of administrative area $65,000 2. Expansion of the media center $85,000 .3. Additional classrooms $75,000 TOTAL $215,000 Badgett Elementary School Renovation Proiects\n1. General grounds work $35,000 2. Waterproofing $35,000 3. Window replacement and in-fill $60,000 4. New classroom lighting $85,000 ILRSD PLANT SERyiCES TEL : 501-570-4027 Mar 03.95 13:00 No.003 P.Ol LITTLE ROCK SCHOOL DISTRICT SCHOOL PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, AR 72204 FAX (501) 570-4027 DATE\nTO: FROM: SENDER'S PHONE #: l)oug \u0026amp;)40(-i 5T0-40DQ SUBJECT} T)oJaJ-f^ir PcLfK SPECIAL INSTRUCTIONS: Number of Pages (including this Fax Phone Number '3~/ L c) / 00 cover page) s 5, Central HVAC 200,000 6, Playground enhancements $15,000 7. 8 . Interior/Exterior painting Air conditioner replacement $23,000 $40,000 9 . Asbestos removal $244,000 1. 2, 3. 4. TOTAL $737,000 Park Elementary School Upgrade Pronects: Fire alarm system $25,000 Classroom expansions/replacements Grounds enhancements Administrative expansion TOTAL fair Park Elementary School Renovations: 1. General work order backlog 2. Roof replacement 3. Boiler replacement 4. Asbestos removal 5. Grounds enhancements 6. Central HVAC TOTAL DCE/rlh/sd $200,000 $55,000 $70,000 $360,000 $20,000 $120,000 . $85,000 $80,000 $15,000 $280,000 $600,000(^5 J995 ^^^i^Rictjudq. '\"CUT I dAj^cdj ilvd: 05 /9g5 S. DfSTRicr SUSA^^^syS' 2 (a d/juCCij e'^^^cAyQJL Z-' ^A^lSL/JUOA  \\  30 J  : e  jF^us.4ad* RECESV^O .1111 5 1995 We the undersigned residents of RosuMeadowj,^,, Moniwinj Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively invjilvedLand aware of any and all decisions made by th6 LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease of any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and^creen any person, persons , business etc. . . wishing to locate in eur surroundings. \\\\ Name Address 2-L ?A. Ijf 7 9.-^ O G r\u0026gt; 23. 24^ 2: 26. 27, 28. 29. 30. ^a-T/y\u0026gt;\u0026lt;r2/^57j ___ . \u0026gt;r orJ Cl/ ] -JlCi- 1. y 3. 4. 5. 6. 1'. 8. 9. 11. 12. 13 r 15. \\\\v3z 4 I We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . .wishing to locate in our surroundings. Name Address 1. 2' 3. 4. 5. 9. id 11 12, 13. 14' 15. 16. 17. 7. L-o^n^_ Ajs. 22 7 P- 1 ^^06 ' 7 \u0026lt;i(tfk,/^tl. , II?- ____ --- ^3. 19. 20./^ 22.J 23. \u0026gt; 24. 25. 26. 27-1/ (jt (A 28. /X /t ____ /-A! -y i L 29. 30. Al' -J, Li rU/Ae ! f fa(AA6'l I ,'/I QnIz V^v / / /'J 22lP2 We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our sutToundings. 10. 11. 12. 13. 14. 15. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 1. 2 3. 4. 5. 6. 7. 8. Name Q'VYVCXtaO*^ Cuxv oOa^ {jjdU^An^ Address (c\u0026gt; b (f? iskioCi k) ei~u-^ 'i^ GyC-l lectio d.\"r\u0026lt;y 'T'rao^ (C\\ 1,/ 'y Q(g tX. 1 'L'T-vL 7 :J^ 3, cJ So^'A AGP' ,'l I ?/ 0\u0026lt;y\\/e ^A/ '^1' //PP 7 :__ \u0026gt;, 77 7-gC c-l h ^^0 I 1 \\ We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc.. . wishing to locate in our surroundings. Name 2 ZJ^y-\u0026gt;vg/\u0026lt; Address 'vi'7^7^,ot\u0026gt; Lt a. 7. fj iJ^pMne ne. 'iy/A. 1\\2\u0026gt; bt Ln\u0026gt; \u0026gt;7^^ 6 1Q-(2 ^771 a___.............................................. ......................................................... 12.1 13._, 14. 15. 1^ 17^ 18^ 19. 20. 22. 23. 24.____ 25.____ 26. 27. 28. 29._____ 30. -------p AT ic\u0026gt; '^\u0026gt;li 6. kee '37i\u0026lt;^J t ' . H 7 ?-^0Cj_____ f \\ a\nJ '5i^e the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Nam^ Address 1. 1' 3. wsi^eu^me^n 4i\n4- 5. r /sOOS^elf^ \u0026gt; ~? 6.^ h-l /zS J/he. '72:2/\u0026gt;(. 8. 9. 10. 11. 12.' 13. 14. 15. 16. 17.' 18. 19. 20. 22. 23. 24. 25. 26.' 27.' 28. 29. 30.We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . .wishing to locate in our surroundings. Address 6. '7^ 8. 1 'y. Name Al ^JuL 10, r.j 4-i Cl --------Zsu^ L/x/ 1^ 13^ 14. isZ 2^01^ a. J^Lk/u o{ ^'70^ - /L 7 2- Z-e-C 5g, 16. 7^ iy 17. -yoA Oa\u0026gt;v\\.GLcvv- bi^ao ___ ce -/72OG, 7^cb la. 19^ 20, 2k. 22., 23, 2k. 25, 26, 27^ 28, 29,. 30^ 1I..Z%7 4-^ 5 __ ~\u0026gt;A^^ A -r^Ko-y ky)  We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Name, 1\u0026lt;= 3. 4. _ 5_ 6._ 1(L_ lU- 12. _ 13_ 14. 15_ 16.^ 17^ 18_ 19_ 20.^ 21_- 22^ 23_ 24^ 25__ 26.-. 27*-_ 28L_ 29^ 30__ *We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. 1. 2 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 18. 'IC\u0026gt; 20. 25: 23. 24. 25. 26. 27. 28. 29. 30. Address . a # TL7,MZ cS - 7 .r (, J.   - Vc^cT 1 (-+- (3 / ziyrT ?7// 7 /K.y^zob rod V. Dox'.i ^Uy 1^401^ ( fY\\ ^/^o T-'^ cy^ bj' /' ff f/TTl 1^ yJ k-'^^ I ry Iil n f6\u0026gt;oy /- S /iWe the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. Name 1. Address \u0026lt;5/^1/ 2 4. J \u0026lt;n yliii 6. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. In /J,7-6 FROM THE OFFICE OF STUDENT ASSIGNMENT BADGETT AND FAIR PARK INFORMATION On June 22, 1995, the LRSD School Board voted to close both Badgett and Fair Park Schools. Pending court approval. Badgett students, including 4 year olds, will be reassigned to Washington unless they elect other choices. Fair Park students residing north of 1-630 will be reassigned to Brady. Most of Fair Park students living south of 1-630 will be reassigned to Franklin. A portion of students living south of 1-630 will be reassigned to McDermott. Four year old students currently assigned to Fair Park will be reassigned to Bale. Student Assignment Office personnel will conduct a meeting at each school before July 20 to explain other choices students and patrons may make. Letters explaining reassignment and the date of each school meeting will be mailed no later than July 10 if the court has approved the closings. Students assigned to Badgett and Fair Park that do not reside in the attendance zone of Badgett and Fair Park will be reassigned to their attendance zone school.- o\u0026amp;ED yS DlSTftlcr rni ir,-, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Q 6 iSS5 LITTLE ROCK SCHOOL DISTRICT IV. MeCOfiM, oyL... PLAINTIFF^ ~ clerk ClERK VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS JOSHUA INTERVENORS' OPPOSITION TO LRSD'S MOTION FOR MODIFICATION OF DESEGREGATION PLAN AND JOSHUA INTERVENORS' MOTION TO SUPPLEMENT THEIR REQUEST FOR THE LRSD TO SHOW CAUSE WHY IT SHOULD NOT BE HELD IN CONTEMPT OF COURT The Joshua Intervenors supplement their inital objections to the proposed 95-96 budget of the Little Rock School District with respect to the closing of Fair Park and Badgett Elementary schools and further reguest that the Court reguire the District to show cause why it should not be held in contempt of court for its June 30, 1995 reguest herein for modification of the desegregation plan. For its supplemental motion, Joshua states as follows: 1. The motion as made by the District is not in compliance with the Court's order of February 8, 1995. Parent involvement was minuscule. The District failed to \"solicit and sustain community involvement\". See Court's order p. 6. 2. The motion as made by the District is not in compliance with the directives of the Court with respect to involving the Joshua Intervenors in the process. Joshua was not involved inthe process. 3. The motion as made by the District is not in compliance with \"milestones\" of its general implementation schedule. 4, Student assignments have already been made without court review and approval. 5. The implementation activity stands to disrupt student assignments at other schools. 6. The plan forces mandatory attendance zones upon the pupils of the closed schools contrary to the desegregation plan, and it treats them differently from other students who had choices of schools, interdistrict. Incentive and magnet. Wherefore, the Joshua Intervenors move the court to disallow the proposed budget changes which would close Fair Park and Badgett Elementary schools, to require LRSD to show cause why its actions are not contemptuous, and for special enhanced counsel fees for Joshua's counsel for this action. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 By: CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing was hand delivered to all counsel of record on this 6th day of July, 1995. RI Er'v. ii 'v flUL J 0 1995 We the undersigned residents of Rose Meadows, Office of Oesegrega'fiiohhiodg and Hermitage subdivisions do hereby make known and 05 submit our request to be present and actively involved and aware judq-any and aH decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and\\creen any person, persons , business etc. . . wishing to locate in eur surroundings. 2^ 11. 23. 1. 2 4. 6. p 8-fi 9.^ 11. 12.\n13' 15.52 \u0026gt;4 19.^ Name 20:222^2 Address i. X' I \\\\ __________,____ Ig. 16. 17y 28. 29. 30. xwHz -7^^0 'TTJZ^ Cl ij\u0026gt; L.o\\^\u0026lt;5 T 7 o (d Ui iL. O A t the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. Name Address 2 3. Z. JsSC)1 f\\i. 1. oa J. lo\nii.j 12. 13. 14:^ 15./ 16. 17. 18. 19. 20. 22. 23. 24. 25. 26. Si s/S. AhrMiA'h, 72.^gz6 28. jU zt N '\u0026gt; Jk/ 29. 30. f9- ~) '^21.0 Z, A. zz.,? 4 . ____ ------------------------ 7226\u0026gt;(2i C\u0026gt; / f OAffz Pzy .O'/\") /(2 ^/O We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our sutToundings. 10. 11. 12. 13. 14. 15. 1. 2 3. 4. 5. 6. 7. 8. Name (f (o (^ ((^ AAUddUrIQesJs y Q t) \u0026amp; Q\u0026gt; XO OA.-^ /7 t::\u0026gt; :___y-r'i-GC 7Z7.(\u0026gt;^ Z-' J G'yyxOi/^Q^A^ (Xoa) otlA-^ Q ijiiioCt i\n^ fe /_PVY'U! 5-3-0 \u0026amp;-W / 7^J\u0026gt;' 19. 20. 21. 22. 23. 24. 25. 26. o '1 A- H \u0026lt;' ^1 ^\"^iQ I LoMU 0^. 7 7 3, I /l-^. top5 4.C1 p* 1 \\ . '^i\u0026gt;by pP^'^'''^ bd^ /' t-/'^^ d #4- -J^yy^ \u0026lt;y- r J y ^ '^O 2,^a -L-y 'i ib'b !. Q yi^ 1^ 'g//yy\u0026lt;^/(: 8\u0026lt;-\u0026lt;-^ J/^We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc... wishing to locate in our surroundings. 1. 2 3. 4. 5-\u0026lt;\n6.'- 8.^ Address. n /z H TU, Ml m \u0026amp; lO'f^ -- C.t -7^00^ 77-//^ 14. 6s\u0026gt;rt/U 15. 04 /' .on Z1 S7/\u0026gt;3 M. 18. 20. 22 23. 24. 25. 26. 27. 28. 29. 30. o, ^3\ni3 Si^-^.,..j Tecliu,^,(i^e.. ^sZsg'Sxi^ 17^ 72.// -) 7.2i\u0026gt;-o^ AT^y^zob 'P1 / yVe the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our surroundings. Name 1. G cA Address Li'^'ce^y^^ TlraC- 2 3. \\U.J XjZlLe'e '^T'iqO 5. 6. \u0026lt;Jq^/cS lo.----- \\U( 1 napT-T'-^^ '[J _______ Z./7. 7:z~Lac, V/- ^M. 8._\u0026gt;S4i4iUc2 iQ-\u0026lt;2e^7n3___ 11. 12.1 13._ 14/ 15. 1^ IS?\" 19. 20. 22. 23. 24. 25. 26. 27. 28. 29. 30. ZhX T./P/ 21/ IJr-, P7\\ e^t( ' Ae \u0026gt;a^,-y,P TA y, p /AAA, G iSf^ hnrJi^-^ T 1. 1 / t  /t^ -7^3^06 / / / We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc... wishing to locate in our surroundings. R '( 5._2 1. 2 3. 4.( Nami Address 9 5 r ^QO , ])r 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 22. 23. 24. 25. 26. 27. 28.\" 29.' 30.' 5-----V -------C/L' 1 '222^^. 22^2 'Tl We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our surroundings. 6.^ V Name Address lWIu if ren e 7^^ C' 4 IL, \\L 4a/ IV 13L 7--^- u A \u0026lt;2\u0026gt;76\u0026gt;y fy\u0026lt;T4yker~ . /I- 7 z. 16. Vl\\ -Vc,A t\nn.,vvGLL.T\u0026lt;- y ^0.0Fourchfi \u0026lt;V, Uqco Tri\\i4-^y la^ 19 20. 2L. 22,, 23^ 24^ 25. 26^ 27_ 28^ 29_ 30. baov, kv __ Ce ITfoG, Web JjLLt^ A the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Address 4. ^/itx:cL 3 tn 6. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. /zaXiu/. ^z^\nwi s'zJ y f)/^We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc.. . .wishing to locate in our surroundings. Namei h 2_ 3. 4. 37 5.__ 6,__ 1.__ 8.___ 9.___ 1Q_ IV- 12^ 13__ 14. 15_ 16^ 17.._ 18 19 20.^ 21 22 23 24 25 26 27. 28 29.__ 30.__Copy /ihd Jimmie Lou Rsher Treasurer of Sfote State of Arkansas Office of the State Treasurer Telephone: (501) 682-5888 Fax:(501)682-3820 RECEIV^H .11)1 1 0 1995 Office of Desegregation Monitoring June 27, 1995 28 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. My niece attended kindergarten at Fair Park Elementary School during the 1994-95 school year. Her parents, like many others, had several educational options available to them but chose to support neighborhood public schools. I was pleased with their decision and our familys experience was a positive one. As an elected constitutional officer, I am fully aware of the monumental task of balancing constituents needs with fiscal responsibility. Although I have not had the opportunity to fully study the complexities of this issue, I believe closing these schools should be considered only after all other options have been exhausted. Thank you for your time and consideration of this matter. Sincerely, 11 ie Lou Fisher I Treasurer of State 220 state Capitol Building  Little Rock, AR 72201 REC 70 ^?t Jill 1 0 1995 Cr Office Ol Desegregation Monitonna -s. OfsT\n^UDGs: June 27, 1995 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. During e spring of 1994 our family was recruited by the Little Rock School District and Superintendent Williams to enroll our daughter in e public school system. During this time we were also highly recruited by the staff and parents of Fair Park Elementary. After careful consideration, we decided to enroll our daughter in Fair Park Elementary. Throughout the 1994-95 school year, our experiences with Dr. Samuel Branch (the principal), Mrs. Lee Lewis (our daughter's teacher) and the entire school staff were only positive reinforcement of our decision to place our child in her neighborhood school. She excelled in her first year of school\nin fact, she was one of the seven winners of the Kindergarten Quiz Bowl. You can imagine our dismay when we learned that the School Board had voted to close our school on Thursday, June 22,1995. We must admit we do not understand the complexities of operating a school district. However, as a family, we do understand a budget and \"living within our means\". The School District contends that it must eliminate a ten million dollar ($10,000,000.00) deficit and that closing Fair Park and Badgett Elementary Schools will save two million dollars ($2,000,000.00). It is unclear whether this savings is \"gross\" or \"net\", assuming it will cost the surviving schools additional money to accommodate the increase in students. It is also unclear what additional cuts will be made to eliminate the eight million dollar ($8,000,000.00) balance. As a family we have found that we can balance our budget and live within our means without eliminating necessities, or some luxuries, if we will be disciplined in our spending and work toward defined, realistic financial goals. It seems that these principles would work equally well for the School District The equitable SQlution is for each school to absorb that portion of the deficit equal to its' percentage of the overall operating expenses of the district.f-SPy r.'e'l fi-'r\nsjvE.:2 June 27, 1995 SUS. q-i,^V3Er!' Is Michael Sewell 905 N. Taylor Little Rock, AR 72205 Susan Webber Wright 600 West Capitol Room #302 RE 3 71 Little Rock, AR 72201 Jill 10 1995 Dear Ms. Wright Office of Desegregation Monitoring C ! 3 V S D I am writing to in regard to-the potential closing of Fair Park and Badgett Elementary schools. I am a single parent of a child attending Fair Park and the PTA President for the school year just ending. Of course I am corresponding with you because I do not wish to see Fair Park closed. The school board has given the parents of these two schools the false sense of security that they would be spared at least another year. Doing this by voting against the proposal at least twice during the school year. I feel that it was, to say the leas-t, underhanded that they chose to meet and vote again on this issue after school was dismissed for the summer (less opposition). more It is my opinion that our schools were the least likely to cause major repercussions than closing a school with influential parents. The reasons given to the parents for the proposed closing were basically two reasons: a) Costs to maintain the facility (repair/replace roof and air conditioning) b) Below capacity attendance and low inzone attendance. As for the two reasons above I respond with these facts / comments: Under the new proposal the Fair Park building will still be utilized for teacher training. This would seem to me that the repairs would still have to be made. Regarding Fair Park being below capacity, this is true\nbut, that is a Selling point for me. I am in the me. process of trying to acquire information regarding enrollment, at all Little Rock schools and the individual facilities date of construction.7- ATTENTION Badgett School Parents and Students Due to projected budget cuts Badgett School is recommended to be closed for the 1995-1996 school year. The Final decision has not been made. You will be notified in the next few months if our School Board decides to close the school. At this time, you should continue to prepare your child to attend Badgett for the 1995-1996 school year. You will be notified of your options if Badgett Is to be closed. Please be assured that our top priority in the Little Rock School District is the education and well being of each of our students and no decision will be taken lightly. Little Rock School District Student Assignment Office 501 Sherman  Little Rock, AR 72202  (501)324-2272  .1 nl .:O1 1 - - NOV 2 ii 1995 Olfice of DssegrsaSjon teiicnng IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, :i  ---^. 2=^/ J cRi\u0026gt;/ QJ2' JAMcS W. Sy\n:t ji'C' -'.r  f^t'ANSAS 2 4 1995 WGUHiVWCK, CLEnK vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants. * A  * * * *  * * * * ^P clerk No. LR-C-82-866 ORDER Before the Court is the motion of the Little Rock School District (\"LRSD\") for modification of desegregation plan, filed on June 30, 1995. At that time, the LRSD was seeking the Courts permission to close Fair Park Elementary School and Badgett Elementciry School beginning the 1995-96 school year. The motion is now moot, the LRSD having withdrawn the request. Also before the Court is the motion of the Pulaski County Special School District (PCSSD\") for approval of new school sites. filed on July 21, 1995. The PCSSD was seeking the Courts permission to build a new Daisy Bates Elementary School and a new junior high school at Crystal Hill. This new construction, as well as the purchase of computers for use by fifth and sixth grade students in the PCSSD, was to be financed from a millage increase the PCSSD intended to ask the voters to approve. Because the PCSSD determined not to ask for a millage increase, the motion for new construction is moot. 2 5 6 6Because these motions (docket entry # 2432 \u0026amp; # 2443) are moot, the Clerk is directed to remove them from the pending motions report. SO ORDERED this day of November 1995.\nt judge rms DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON .lANCEWlTH 2 2 *\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_812","title":"Court filings: Supreme Court of the United States, decision, Brown et al v. Board of Education of Topeka et al.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Kansas, 38.50029, -98.50063"],"dcterms_creator":null,"dc_date":["1954-05-17"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Civil rights--United States","Educational law and legislation","Brown v. Board of Education of Topeka","African Americans--Civil rights","African Americans--Legal status, laws, etc.","African Americans--Segregation","United States--History--20th century"],"dcterms_title":["Court filings: Supreme Court of the United States, decision, Brown et al v. Board of Education of Topeka et al."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/812"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n482  OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. the complete exclusion of negroes from jury service, the constitutional provision ... would be but a vain and illusory requirement.\" 15 The same reasoning is applicable to these facts. Circumstances or chance may well dictate that no persons in a certain class will serve on a particular jury or during some particular period. But it taxes our credulity to say that mere chance resulted in there being no members of this class among the over six thousand jurors called in the past 25 years. The result bespeaks discrimination, whether or not it was a conscious decision on the part of. any individual jury commissioner. The judgment of conviction must be reversed. To say that this decision reviyes the rejected contention that the Fourteenth Amendment requires proportional representation of all the component ethnic groups of the community on every jury 18 ignores the facts. The petitioner did not. seek proportional representation, nor did he claim a right to have persons of Mexican descent sit on the particular juries which he.f aced.11 His only claim is the right to be .indicted and tried by juries from which all members of his class are not systematically excludedjuries selected from among all qualified persons regardless of national origin or descent. To this much, he is entitled by the Constitution. Reversed. 15 294 U.S., at 598. 18 See Akins v. Texas, 325 U. S. 398, 403\nCassell v. Texas, 339 U.S. 282, 286-287. 17 See Akins v. Texas, supra, note 16, at 403. - BROWN v. BOARD OF EDUCATIOI Syllabus. BROWN ET AL. v. BOARD OF EDUCATION OF TOPEKA .ET AL. 483 NO. 1. APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF KANSAS.* Argued December 9, 1952.-Reargued December 8, 1953.Decided May 17, 1954. Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendmenteven though the physical facilities and other \"tangible\" factors of white and Negro schools may be equal. Pp. 486-496. (a) The history of the Fourteenth Amendment is inconclusive as to its intended effect on public education. Pp. 489-490. (b) The question presented in these cases must be determined, not on the basis of conditions existing wheri the Fourteenth Amendment was adopted, but in the light of. the full develop111ent of public education and its present place in American life throughout the Nation. Pp. 492-493. (c) Where a State has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right which must be made available to all on equal terms. P. 493. (d) Segregation of children in public schools solely on the basis of race deprives children of the minority group of equal educational opportunities, even though the physical facilities and other \"tangible\" factors may be equal. Pp. 493-494. (e) The \"separate but equal\" doctrine adopted in Plessy v. Ferguson, 163 U._S. 537, has no place in the field of public education. P. 495. *Together with No. 2, Briggs et al. v. Elliott et al., on appeal from the United States District Court for the Eastern District of South Carolina, argued December 9-10, 1952, reargued December 7-8, 1953\nNo. 4, Davis et al. v. County School Board of Prince Edward County, Virginia, et al., on appeal from the United States District Court for the Eastern District of Virginia, argued December 10, 1952, reargued December 7-8, 1953\nand No. 10, Gebhart et al. v. Belton et al., on certiorari to the Supreme Court of Delaware, argued December 11, 1952, reargued December 9, 1953. 484 - OCTOBER TERM, 1953. Counsel for Parties. 347 u. s. (f) The cases are restored to the docket for further argument on specified questions relating to the forms of the decrees. Pp. 495--496. Robert L. Carter argued the cause for appellants in No. 1 on the original argument and on the reargument. Thurgood Marshall argued the cause for appellants in No. 2 on the original argument and Spottswood W. Robinson, III, for appellants in No. 4 on the original argument, and both argued the causes for appellants in Nos. 2 and 4 on the reargument. Louis L. Redding and Jack Greenberg argued the cause for respondents in No. 10 on the original argument and Jack Greenberg and Thurgood Marshall on the reargument. On the briefs were Robert L. Carter, Thurgood Marshall, Spottswood W. Robinson, III, Louis L. Redding, Jack Greenberg, George E. C. Hayes, William R. Ming, Jr., Constance Baker Motley, James M. Nabrit, Jr., Charles S. Scott, Frank D. Reeves, Harold R. Boulware and Oliver W. Hill for appellants in Nos. 1, 2 and 4 and respondents in No. 10\nGeorge M. Johnson for appellants in Nos. 1, 2 and 4\nand Loren Miller for appellants in Nos. 2 and 4. Arthur D. Shores and A. T. Walden were on the Statement as to Jurisdiction and a brief opposing a Motion to Dismiss or Affirm in No. 2. Paul E. Wilson, Assistant Attorney General of Kansas, argued the cause for appellees in No. 1 on the original argument and on the reargument. With him on the briefs was Harold R. Fatzer, Attorney General. John W. Davis argued the cause for appellees in No. 2 on the original argument and for appellees in Nos. 2 and 4 on the reargument. With him on the briefs in No. 2 were T. C. Callison, Attorney General of South Carolina, Robert McC. Figg, Jr., S. E. Rogers, William R. Meagher and Taggart Whipple. BROWN v. BOARD OF EDUCATIO- 485 483 Counsel for Parties. J. Lindsay Almond, Jr., Attorney General of Virginia, and T. Justin Moore argued the cause for appellees in No. 4 on the original argument and for appellees in Nos. 2 and 4 on the reargument. On the briefs in No. 4 were J. Lindsay Almond, Jr., Attorney General, and Henry T. Wickham, Special Assistant Attorney General, for the State of Virginia, and T. Justin Moore, Archibald G. Robertson, John W. Riely and T. Justin Moore, Jr. for the Prince Edward County School Authorities, appellees. H. Albert Young, Attorney General of Delaware, argued the cause for petitioners in No. 10 on the original argument and on the reargument. With him on the briefs was Louis J. Finger, Special Deputy Attorney General. By special leave of Court, Assistant Attorney General Rankin argued the cause for the United States on the reargument, as amicus curiae, urging reversal in Nos. 1, 2 and 4 and affirmance in No. 10. With him on the brief were Attorney General Brownell, Philip Elman, Leon Ulman, William J. Lamont and M. Magdelena Schoch. James P. McGranery,.then Attorney General, and Philip Elman filed a brief for the United States on the original argument, as amicus curiae, urging reversal in Nos. 1, 2 and 4 and affirmance in No. 10. Briefs of amici curiae supporting appellants in No. 1 were filed by Shad Polier, Will Maslow and Joseph B. Robison for the American Jewish Congress\nby Edwin J. Lukas, Arnold Forster, Arthur Garfield Hays, Frank E. Karelsen, Leonard Haas, Saburo Kido and Theodore Leskes for the American Civil Liberties Union et al.\nand by John Ligtenberg and Selma M. Borchardt for the American Federation of Teachers. Briefs of amici curiae supporting appellants in No. 1 and respondents in No. 10 were filed by Arthur J. Goldberg and Thomas E. Harris 486 OCTOBER TERM, 1953. Opinion of the Court .. 347 u. s. for the Congress of Industrial Organizations and by Phineas lndritz for the American Veterans Committee, Inc. MR. CHIEF JusTICE WARREN delivered the opinion of the Court. These cases come to us from the States of Kansas, South Carolina, Virginia, and Delaware. They are premised on different facts and different local conditions, but a common legal question justifies their consideration together in this consolidated opinion.1 1 In the Kansas case, Brown v. Board of Education, the plaintiffs are Negro children of elementary school age residing in Topeka. They brought this action in the United States District Court for the District of Kansas to enjoin enforcement of a Kansas statute which permits, hut does not require, cities of more than 15,000 population to maintain separate school facilities for Negro and white students. Kan. Gen. Stat.  72--1724 (1949). Pursuant to that authority, the Topeka Board of Education elected to\" establish segregated elementary schools. Other public schools in the community, however, are operated on a nonsegregated basis. The three-judge District Court, convened under 28 U. S. C.  2281 and 2284, found that segregation in public education has a detrimental effect upon Negro children, but denied relief on the ground that the Negro and white schools were substantially equal with respect to buildings, transportation, curricula, and educational qualifications of teachers. 98 F. Supp. 797. The case is here on direct appeal under 28 U. S. C.  1253. In the South Carolina case, Briggs v. Elliott, the plaintiffs are Negro children of both elementary and high school age residing in Clarendon County. They brought this action in the United States District Court for the Eastern District of South Carolina to enjoin enforcement of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. S. C. Const., Art. XI,  7\nS. C. Code  5377 ( 1942). The threejudge District Court, convened under 28 U. S. C.  2281 and 2284, denied the requested relief. The court found that the Negro schools were inferior to the white schools and ordered the defendants to begin i=ediately to equalize the facilities. But the court sustained the validity of the contested provisions and denied the plaintiffs admis- BROWN v. BOARD OF EDUCA TI. 487 483 Opinion of the Court. In each of the cases, minors of the Negro race, through their legal representatives, seek the aid of the courts in obtaining admission to the public schools of their community on a nonsegregated basis. In each instance, sion to the white schools during the equalization program. 98 F. Supp. 529. This Court vacated the District Court's judgment and remanded the case for the purpose of obtaining the court's views on a report filed by the defendants concerning the progress made in the equalization program. 342 U. S. 350. On remand, the District Court found that substantial equality had been achieved except for buildings and that the defendants were proceeding to rectify this inequality as well. 103 F. Supp. 920. The case is again here on direct appeal under 28 U. S. C.  1253. In the Virginia case, Davis v. County School Board, the plaintiffs are Negro children of high school age residing in Prince Edward County. They brought this action in the United States District Court for the Eastern District of Virginia to enjoin enforcement of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. Va. Const.,  140\nVa. Code  22--221 (1950). The three-judge District Court, convened under 28 U. S. C.  2281 and 2284, denied the requested relief. The court found the Negro school inferior in physical plant, curricula, and transportation, and ordered the defendants forthwith to provide substantially equal curricula and transportation and to \"proceed with all reasonable diligence and dispatch to remove\" the inequality in physical plant. But, as in the South Carolina case, the court sustained the validity of the contested provisions and denied the plaintiffs admission to the white schools during the equalization program. 103 F. Supp. 337. The case is here on direct appeal under 28 U. S. C.  1253. In the Delaware case, Gebhart v. Belton, the plaintiffs are Negro children of both elementary and high school age residing in New Castle County. They brought this action in the Delaware Court of Chancery to enjoin enforcement of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. Del. Const., Art. X,  2\nDel. Rev. Code  2631 ( 1935). The Chancellor gave judgment for the plaintiffs and ordered their immediate admission to schools previously attended only by white children, on the ground that the Negro schools were inferior with respect to teacher training, pupil-teacher ratio, extracurricular activities, physical plant, and time and distance in- 288037 0-54-36 488 - OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. they had been denied admission to schools attended by white children under laws requiring or permitting segregation according to race. This segregation was alleged to deprive the plaintiffs of the equal protection of the laws under the Fourteenth Amendment. In each of the cases other than the Delaware case, a three-judge federal district court denied relief to the plaintiffs on the so-called \"separate but equal\" doctrine announced by this Court in Plessy v. Ferguson, 163 U.S. 537. Under that doctrine, equality of treatment is accorded when the races are provided substantially equal facilities, even though these facilities be separate. In the Delaware case, the Supreme Court of Delaware adhered to that doctrine, but ordered that the plaintiffs be admitted to the white schools because of their superiority to the Negro schools. The plaintiffs contend that segregated public schools are not \"equal\" and cannot be made \"equal,\" and that hence they are deprived of the. equal protection of the laws. Because of the obvious importance of the question presented, the Court took jurisdiction.2 Argument was heard in the 1952 Term, and reargument was heard this Term on certain questions propounded by the Court.3 volved in travel. 87 A. 2d 862. The Chancellor also found that segregation itself results in an inferior education for Negro children (see note 10, infra), but did not rest his decision on that ground. / d., at 865. The Chancellor's decree was affirmed by the Supreme Court of Delaware, which intimated, however, that the defendants might be able to obtain a modification of the decree after equalization of the Negro and white schools had been accomplished. 91 A. 2d 137, 152. The defendants, contending only that the Delaware courts had erred in ordering the immediate admission of the Negro plaintiffs to the white schools, applied to this Court for certiorari. The writ was granted, 344 U. S. 891. The plaintiffs, who were successful below, did not submit a cross-petition. 2 344 u. s. 1, 141, 891. s 345 U. S. 972. The Attorney General of the United States participated both Terms as amicus curiae. 483 BROWN v. BOARD OF EDUCATI0.489 Opinion of the Court. Reargument was largely devoted to the circumstances surrounding the adoption of the Fourteenth Amendment in 1868. It covered exhaustively consideration of the Amendment in Congress, ratification by the states, then existing practices in racial segregation, and the views of proponents and opponents of the Amendment. This discussion and our own investigation convince us that, although these sources cast some light, it is not enough to resolve the problem with which we are faced. At best, they are inconclusive. The most avid proponents of the post-War Amendments undoubtedly intended them to remove all legal distinctions among \"all persons born or naturalized in the United States.\" Their opponents, just as certainly, were antagonistic to both the letter and the spirit of the Amendments and wished them to have the most limited effect. What others in Congress and the state legislatures had in mind cannot be determined with any degree of certainty. An additional reason for the inconclusive nature of the Amendment's history, with respect to segregated schools, is the status of public education at that time. In the South, the movement toward free common schools, sup-  For a general study of the development of public education prior to the Amendment, see Butts and Cremin, A History of Education in American Culture (1953), Pts. I, II\nCubberlcy, Public Education in the United States (1934 ed.), cc. II-XII. School practices current at the time of the adoption of the Fourteenth Amendment are described in Butts and Cremin, supra, at 269-275\nCubberley, supra, at 288-339, 408-431\nKnight, Public Education in the South (1922), cc. VIII, IX. See also H. Ex. Doc. No. 315, 41st Cong., 2d Sess. (1871). Although the demand for free public schools followed substantially the same pattern in both the North and the South, the development in the South did not begin to gain momentum until about 1850, some twenty years after that in the North. The reasons for the somewhat slower development in the South (e. g., the rural character of the South and the different regional attitudes toward state assistance) are well explained in Cubberley, supra, at 408-423. In the country as a whole, but particularly in the South, the War 490 - OCTOBER TERM, 1953. Opinion of the Court. 347 U.S. ported by general taxation, had not yet taken hold. Education of white children was largely in the hands of private groups. Education of Negroes was almost nonexistent, and practically all of the race were illiterate. In fact, any education of Negroes was forbidden by law in some states. Today, in contrast, many Negroes have achieved outstanding success in the arts and sciences as well as in the business and professional world. It is true that public school education at the time of the Amendment had advanced further in the North, but the effect of the Amendment on Northern States was generally ignored in the congressional debates. Even in the North, the conditions of public education did not approximate those existing today. The curriculum was usually rudimentary\nungraded schools were common in rural areas\nthe school term was but three months a year in many states\nand compulsory school attendance was virtually unknown. As a consequence, it is not surprising that there should be so little in the history of the Fourteenth Amendment relating to its intended effect on public education.  In the first cases in this Court construing the Fourteenth Amendment, decided, shortly after its adoption, the Court interpreted it as proscribing all state-imposed discriminations against the Negro rac .5 The doctrine of virtually stopped all progress in public education. Id., at 427-428. The low status of Negro education in all sections of the country, both before and immediately after the War, is described in Beale, A History of Freedom of Teaching in American Schools ( 1941), 112- 132, 175-195. Compulsory school attendance laws were not generally adopted until after the ratification of the Fourteenth Amendment, and it was not until 1918 that such laws were in force in all the states. Cubberley, supra, at 563-565. 5 Slaughter-House Cases, 16 Wall. 36, 67-72 (1873)\nStrauder v. West Virginia, 100 U. S. 303, 307-308 (1880): \"It ordains that no State shall deprive any person of life, liberty, or property, without due process of law, or deny to any person within its jurisdiction the equal protection of the laws. What is this but 483 BROWN v. BOARD OF EDUCATIO- 491 Opinion of the Court. \"separate but equal\" did not make its appearance in this Court until 1896 in the case of Plessy v. Ferguson, supra, involving not education but transportation. 9 American courts have since labored with the doctrine for over half a century. In this Court, there have been six cases involving the \"separate but equal\" doctrine in the field of public education.7 In Cumming v. County Board of Education, 175 U. S. 528, and Gong Lum v. Rice, 275 U. S. 78, the validity of the doctrine itself was not challenged. 8 In more recent cases, all on the graduate school declaring that the law in the States shall be the same for the black as for the white\nthat all persons, whether colored or white, shall stand equal before the laws of the States, and, in regard to the colored race, for whose protection the amendment was primarily designed, that no discrimination shall be made against them by law because of their color? The words of the amendment, it is true, are prohibitory, but they contain a necessary implication of a positive immunity, or right, most valuable to the colored race,-the right to exemption from unfriendly legislation against them distinctively as colored,-exemption from legal discriminations, implying inferiority in civil society, lessening the security of their enjoyment of the rights which others enjoy, and discriminations which are steps towards reducing them to the condition of a subject race.\" See also Virginia v. Rives, 100 U. S. 313, 318 (1880)\nEx parte Virginia, 100 U. S. 339, 344-345 (1880). 9 The doctrine apparently originated in Roberts v. City of Boston, 59 Mass. 198, 206 ( 1850), upholding school segregation against attack as being violative of a state constitutional guarantee of equality. Segregation in Boston public schools was eliminated in 1855. Mass. Acts 1855, c. 256. But elsewhere in the North segregation in public education has persisted in some communities until recent years. It is apparent that such segregation has Jong been a nationwide problem, not merely one of sectional concern. 7 See also Berea College v. Kentucky, 211 U.S. 45 (1908). 8 In the Cumming case, Negro taxpayers sought an injunction requiring the defendant school board to discontinue the operation of a high school for white children until the board resumed operation of a high school for Negro children. Similarly, in the Gong Lum case, the plaintiff, a child of Chinese descent, contended only that state authorities had misapplied the doctrine by classifying him with Negro children and requiring him to attend a Negro school. ' 492 OCTOBER TERM, 1953. Opinion of the Court. 347 U.S. level, inequality was found in that specific benefits enjoyed by white students were denied to Negro students of the same educational qualifications. Missouri ex rel. Gaines v. Canada, 305 U. S. 337\nSipuel v. Oklahoma, 332 U. S. 631\nSweatt v. Painter, 339 U. S. 629\nM cLaurin v. Oklahoma State Regents, 339 U. S. 637. In none of these cases was it necessary to re-examine the doctrine to grant relief to the Negro plaintiff. And in Sweatt v. Painter, supra, the Court expressly reserved decision on the question whether Plessy v. Ferguson should be held inapplicable to public education. In the instant cases, that question is directly presented. Here, unlike Sweatt v. Painter, there are findings below that the Negro and white schools involved have been equalized, or are being equalized, with respect to buildings, curricula, qualifications and salaries of teachers, and other \"tangible\" factors.9 Our decision, therefore, cannot turn on merely a comparison of these tangible factors in the Negro and white schools involved in each of the cases. We must look instead to the effect of segregation itself on public education. In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1896 when Plessy v. Ferguson was written. We must consider public education in the light of its full development and its present place in American life throughout 9 In the Kansas case, the court below found substantial equality as to all such factors. 98 F. Supp. 797, 798. In the South Carolina case, the court below found that the defendants were proceeding \"promptly and in good faith to comply with the court's decree.\" 103 F. Supp. 920, 921. In the Virginia case, the court below noted that the equalization program was already \"afoot and progressing\" (103 F. Supp. 337, 341)\nsince then, we have been advised, in the Virginia Attorney General's brief on reargument, that the program has now been completed. In the Delaware case, the court below similarly noted that the state's equalization program was well under way. 91 A. 2d 137, 149. -I I 483 BROWN v. BOARD OF EDUCATIO. 493 Opinion of the Court. the Nation. Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws. Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other \"tangible\" factors may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does. In Sweatt v. Painter, supra, in finding that a segregated law school for Negtoes could not provide them equal educational opportunities, this Court relied in large part on \"those qualities which are incapable of objective measurement but which make for greatness in a law school.\" In M cLaurin v. Oklahoma State Regents, supra, the Court, in requiring tha,t a Negro admitted to a white graduate school be treated like all other students, again resorted to in tangible considerations: \". . . his ability to study, to engage in discussions and exchange views with other students, and, in general, to learn his profession.\" 494 e OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. Such considerations apply with added force to children in grade and high schools. To separate them from othe:s of similar age and qualifications solely because. of ,their race generates a feeling of inferiority as to their st~tus in the community that may affect their hearts and mm~s in a way unlikely ever to be undone. Th~ ~ff ect of this separation on their educational opportunities was \"'.ell stated by a finding in the Kansas case by a court which nevertheless felt compelled to rule against the Negro plaintiffs:  \"Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law\nfor the policy of separatin_g ~he races is usually interpreted as denoting the infenonty of the negro group. A sense of inferiorit~ affe~ts the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a_racial[ly] integrated school system.\" 10  Whatever may have been the extent of psy~hologi_cal knowledge at the time of Plessy v. Ferguson, this findmg is amply supported by modern authority.11 _ Any lan- 10 A similar finding was made in the Delaware case: \"I conclude fro'm the testimony that in our Delaware society, S~te-impos~d segregation in education itself results in the Negro children, ~s a class, receiving educational opportunities which are ~ubst_an~1ally inferior to those available to white children otherwise s1m1larly situated.\" 87 A. 2d 862, 865. 11 K. B. Clark, Effect of Prejudice and Discrimination on Per~onality Development (Midcentury White House Conferen~e on Child:en and Youth, 1950)\nWitmer and Kotinsky, Personality ~n the Makmg ( 1952), c. VI\nDeutscher and Chein, T~e Ps~cholog1c~l _Effects of Enforced Segregation: A Survey of SoCJal Smence ~pm1on, 26 J. Psycho!. 259 (1948)\nChein, What are the Psychologwal Effects of . l BROWN v. BOARD OF EDUCATIO- 495 483 Opinion of the Court. guage in Plessy v. Ferguson contrary to this finding is rejected. We conclude that in the field of public education the doctrine of \"separate but equal\" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. This disposition makes unnecessary any discussion whether such segregation also violates the Due Process Clause of the Fourteenth Amendment.12 Because these are class actions, because of the wide applicability of this decision, and because of the great variety of local conditions, the formulation of decrees in these cases presents problems of considerable complexity. On reargument, the consideration of appropriate relief was necessarily subordinated to the primary questionthe constitutionality of segregation in public education. We have now announced that such segregation is a denial of the equal protection of the laws. In order that we may have the full assistance of the parties in formulating decrees, the cases will be restored to the docket, and the parties are requested to present further argument on Questions 4 and 5 previously propounded by the Court for the reargument this Term.13 The Attorney General Segregation Under Conditions of Equal Facilities?, 3 Int. J. Opinion and Attitude Res. 229 (1949)\nBrameld, Educational Costs, in Discrimination and National Welfare (Maciver, ed., 1949), 44-48\nFrazier, The Negro in the United States (1949), 674-681. And see generally Myrdal, An American Dilemma (1944). 12 See Bolling v. Sharpe, post, p. 497, concerning the Due Process Clause of the Fifth Amendment. 13 \"4. Assuming it is decided that segregation in public schools violates the Fourteenth Amendment \" (a) ,would a decree necessarily follow providing that, within the 496 OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. of the United States is again invited to participate. The Attorneys General of the states requiring or permitting segregation in public education will also be permitted to appear as amici curiae upon request to do so by September 15, 1954, and submission of briefs by October 1, 1954.14 It is so ordered. limits set by normal geographic school districting, Negro children should forthwith be admitted to schools of their choice, or \" ( b) may this Court, in the exercise of its equity powers, permit an effective gradual adjustment to be brought about from existing segregated systems to a system not based on color distinctions? \"5. On the assumption on which questions 4 (a) and (b) are based, and assuming further that this Court will exercise its equity powers to the end described in question 4 ( b), \"(a) should this Court formulate detailed decrees in these eases\n\" ( b) if so, what specific issues should the decrees reach\n\"(c) should this Court appoint a special master to hear evidence with a view to recommending specific terms for such decrees\n\"(d) should this Court remand to the courts of first instance with directions to frame decrees in these cases, and if so what general directions should the decrees of this Court include and what procedures should the courts of first instance follow in arriving at the specific terms of more detailed decrees?\" u See Rule 42, Revised Rules of this Court (effective July I, 1954). BOLLING v. SHARPE. Syllabus. BOLLING ET AL. v. SHARPE ET AL. CERTIORARI TO THE UNITED STATES COURT OF APPEALS FOR THE DISTRICT OF COLUMBIA CIRCUIT. No. 8. Argued December 10-11, 1952.-Reargued December 8-9, 1953.-Decided May 17, 1954. Racial segregation in the public schools of the District of Columbia is a denial to Negro children of the due process of law guaranteed by the Fifth Amendment. Pp. 498-500. (a) Though the Fifth Amendment does not contain an equal protection clause, as does the Fourteenth Amendment which applies only to the States, the concepts of equal protection and due process are not mutually exclusive. P. 499. (b) Discrimination may be so unjustifiable as to be violative of due process. P. 499. (c) Segregation in public education is not reasonably related to any proper governmental objective, and thus it imposes on Negro children of the District of Columbia a burden that constitutes an arbitrary deprivation of their liberty in violation of the Due Process Clause. Pp. 499-500. (d) In view of this Court's decision in Brown v. Board of Education, ante, p. 483, that the Constitution prohibits the States from maintaining racially segregated public schools, it would be unthinkable that the same Constitution would impose a lesser duty on the Federal Government. P. 500. (e) The case is restored to the docket for further argument on specified questions relating to the form of the decree. P. 500. George E. C. Hayes and James M. Nabrit, Jr. argued the cause for petitioners on the original argument and on the reargument. With them on the briefs were George M. Johnson and Herbert 0. Reid, Jr. Charles W. Quick was also on the brief on the reargument. Milton D. Korman argued the cause for respondents on the original argument and on the reargument. With him on the briefs were Vernon E. West, Chester H. Gray and Lyman J. Umstead. .\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 "},{"id":"bcas_bcmss0837_484","title":"Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Office of Desegregation","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":["1950/2024"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Office of Desegregation"],"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/484"],"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 INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation i Little Rock School District INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation INCENTIVE SCHOOL PROGRAM Introduction The Little Rock School District will have seven (7)* schools providing the incentive interdistrict school, but would continue to provide school program. Rockefeller may become an 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 wiU not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation these schools and in the entire school district. The following schools will provide the incentive school program: Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens The question of an additional incentive school for the 1992-93 school yw is ...  -s-i- * to add an additional discussion. The parties do not seek to modify the plan at this time incentive school. 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 resourcm uhd cxpccutiom. the toceudve Khodl progruto wffl Kuve B a luodcl of otocBcncc for the county, ttate and nation. The iucce of the tocentive titoool progtan. is directly related of the long-term desegregation plan in the Little Rock School District. to the success of the long-term ocsBgreaouv**  u addmoa to the ongoms camprahaaaivt pragmas to the inacanvt ichooU, the will ..pin., the possible me of . trust fend to proride future eoUese tootatstop tocaioves. ^es toll detetmtoe the costs of impleinenttog t otoohmhip projnuu for the students schools end will detenutoe the feesihiUty of using trmt funds to prov.de . The parties who attend incentive such an taeeniw. B will have the responsibility for establishing the guidelines and criteria to be used in aUocating any resources to the students. The trust fund ac achievement incentive to students and would also assist would be used to provide an academic parents studenu to settin, retdistic gotds tar sttendtog college. Page 149 I I IIncentive School Progrem Committee developed by a committee of -3. The blueprint will be used ATf^ework'forspecific activities that are expected to occur after court approval of the The blueprint for the incentive school program was administrators, teachers, community represenutives and parents as incentive school program. The following areas were considered in the development of the incentive school program\nA. Staffing B. Parent Involvement C. Staff Development Acadf^i^ Programs and Curriculum Development E. Social Skills F. Support Programs G. Monitoring and Evaluation H. I. J. K. L. Special Student Activities Parent Recruitment School Ariministratiop School Policy and Procedures Counseling/ Social Worit The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: Subcommittee 1 - Academic Programs - Special Student Activities - Sodal Skills Subcommittee 2 - Support Programs \u0026gt; School Administration . P^unneeling/ Sodal WOtk - Monitoring and Evaluation - School Poli^ and Procedures Subcommittee 3 - StafBng ~ Soff Development Subcommittee 4 - Parent Involvement Subcommittees - Parent Recruitment Page ISOf Blueprint for Excellence of this document is to clearly define the mission d pecuuo^ for the Thc purpose of this oocumcm is lu however, attempt to L 1 t'ka inf*^ntive School P^QPTBTn Committee did not, incentive schools. The incenti e ,-,~oTn This document merely fimishes the community with the parameters for exceuencc m local practitioners, and concerns for each individual incentive school must be in The local practitioners are the principals, teachers, parents and P program school The _____J.  ok. nr.rtiinitv foT thc oracuuoncrs to make certam decisions _____ depends on the opportunity for the practitioners OCDCuUd UU U*v J -------r . J This document is hereby submitted to the federal court and the community with the understanding that further details wiU be developed. The Incentive School Program Committee will continue to The committee will be expanded to include at least one parent function until August 1,1989. from each incentive school __ (function as a district-wide The council will have two parent represenutives from each X uC tUlUUUlVvv -- attendance zone. On August 1. the committee wiU be restructured to council of incentive school parents. The councu ww nave rwo p.uu incentive school. Also, four members at-large wiU be PP7^^n^totinE aU activities related Incentive School Program Parent Council will be responsiblefor^^m 5^*001 lo thc incentive school program. The Parent Council will p\u0026lt; to the Little Rock District Board of-Directors and Joshua Intervenors on a quarterly basis. The Aohlemic i^hievemoh, is to h of to that all children can learn, and broad-based commiuuty supptm. j certainly the with the availability of financial resources, educanonal exceUence pjwMlj. It belief of the District that all of these ideals will be evident in each Page 151I Section One: Incentive School Academic Programs and Curriculum Development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of aU children. The content of the education must be true, appropriate, and relevant. The processes of education arc cjqjccted to be democratic and humane- The aim of education is to be the complete development of the person. In addition, excellence in education 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. 1984) The goals, the content of the academic programs, the instructional methodologies, 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 worthwhile knowledge, important skills, and sound ideals. Academic Programs General Areas for Implementation - (subject to an thereof) annual Bsscssmcnt of thc effectiveness 1. Four-Year Old Program (Early Childhood Education)-Thorne Rock^ool^^^ Four-Year Old Program will be operative in each incentive school. The Hi^Scope Curriculum or a coi5able curriculum which is developmentally appropriate and fosttis SSaS? P.S: componcn, lel be inconKnaud in me program model. 2. Writing-to-Read - An instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 studentt. 3. VinriPT^arten - The Little Rock School District Early Prevention of School Failure rnodel -ive school. Release time and flexible scheduling will be Page 1524. 5. 6. 7. 8. iis for developing reading _ ______.bje Curric** will be a major emphasis for to \"^nri'clkical reading skills. Each subject area wiU also utihxe strategies to of L appreciation for reading (Pre-Kindergarten.6). Reading Across increase students pleasure of and appreciation fw.., Easmssinn Anmss the Cunicnlum wiU offer instmnnonel objecuves and trnKpes area designed to increase the oral commnnicanons and American English skills of the students (Prc-Kindcrgarten-6). Teaming Styles Inventories will be used in each inceimvc diversifying their teaching styles to JVC school to assist teachers in match the learning stjdes of the students. 7-____i will be developed at the local school level by parents recommended to be integrated into the total curriculum. School Themes and staff and are Snmiepartmentalinetion will be the recoi^ded 6. This organization wfll faciUtate the development of speoahied skills lor suoj teachers for the respective grade levels. 9. Instructional Technology win be available in specialized lhhorator.es and in individual classrooms. 10. Science Laboratories equipped wi\u0026amp; adequate equipment am mobile or permanent, will be available for students. id materials and supplies, either 11. rnpiitr Laboratories for remediation of 25 stations in each incentive school. ul enridmem wffl be expended for a miaidiain 12. Foreign Language be operative in each school. InOTKUooIaboratcrtes with appropriate equipment end mtetiahuill 13. Study and Test^aking Skills wfll be ttught in an each grade level. integral component of the curriculum at ---------- available for loan to students /Remediation and enrichment software will be available for Loan Program - portable computOT 14. Computer (grades 4-6) for use at home home-based experiences. 15 Parent Home Study Guides will be dewio^ in each core subject area for each grade (1-6). win be developed by the beginning of the 1993.94 school year in 16. Computer Managed Instructional Technology will be ing of the 1992-93 school year. njfd for continuous tracking of 17. Student Education progress by the beginning of the --------------------- win be developed, implemented, and monitored for each student. Page 15318. 19. 20. 21. 22. 23. 24. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. Homework - homework as required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion-referenced tests will be computer generated for the ongoing assessment of students. Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. African 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 F-mphari^ 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 each of the content areas. Readins - f -taming to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (R-) - Basal textbooks will be used to augment the classics reading program (K-6) - Strong emphasis on critical reading skills (grades 4-^ - Increased motivation and learning with oral expression through reading\neg^ choral reading, student storytelling, debate, drama, etc. (K-6) F.nglich/Uternture Arts - Writing to Read, or a similar program, as an instructional comfranent for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of studenu (K^) - Latin Program will be used to increase the vocabulary and word attack skills of studenu (5-6) . . - Oral Language Expression wiU be a major emphasis m the reading anf English/language arts areas (K-6) Page 154- Penmanship wiU be emphasized at each level, with appropriate recogniuon of the developmental level of the individual student (K-6) Modeling will be expected in the oral expression, vocabulary, and usage Language skills of thc teachers (K-) Social Studies context-World History, - Emphasis on the study of history from a subject area American History, and Arkansas History (4-6) - Emphasis on introductory concepu in history, geography, and civics qk ) . fipnmnhv will be ttuEht throu^ active learning strategies S'\"??\"?  wm include a multicultural cumculum - riRph subject and grade level in social studies will include a - Learning strategies and activities will promote living social studies\" (K-6) - Emphasis on American and Arkansas History (4-5) - Empbosis on World History (6) - CfIfbrarinns/ ceremonies be integrated into the cumculum Mathematics - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) - Extensive use of manipulatives (Pre-K-S) - Use of computers for organizing and utilizing mathematical data - Emphasis on critical thinking in addition to methodology and results (K-o? Science Instruction wifi utilize a handson discovery and exploration approach to thc learning of scientific method and suggest the include prepped Wonnntion pieB describing ---------- Msienments wiu inci reinforce what has been ttught - Homework assignments   experiments parentt and students can in the classroom Fine Arts . Content will include an introduction to basic concepts in music and art in the content, knowledge, . S^phS in the earlier grades will be on pSZ^and crafts (Pre-K-3) the enjoyment and creation of music, Page 155- Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developmenu (4-6) - In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts Foreign language - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a \"total physical response\" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for 1-6. - A foreign language laboratory will be used for instruction, including computers where appropriate - Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) - Provision of practical experiences and interactions with a native language user. - Emphasis will be on vocabulary, grammar, reading, writing, and cultural materials (4- 6). Physical Education/Health - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1-6) - Emphasis on \"wellness\" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped\nix., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) Social Skills Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be oq\u0026gt;ectcd to model exemplary behaviors toward each other, the students, and the total community. activities will be used to emphasize the development of appropriate social skills: FamDy Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging . Structured lessons in self-esteem building will be taught in small group sessions. Inteipersonal Skills - Structured group sessions will focus on problem-solving, decisionmaking, peer pressure, etc. Page 156r Rites of Passage - A structured program will be initiated to respond to the emotional. physical, and social developmental changes in the young si may be established for male and female students. studenu. Separate programs Hole Model ProgrMi - Individuals (intetnalioual. national, state, local and cotnm^W Stations at the school in evet, area of the pr^ to models for students. Special emphasis will be placed on s----------- Afrirap-A-merican role models for males. Mentoring Program  Utilizing local resources in the community and the Partners Program, a mentoring program will be established for students. 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. and/ or units of national or state organizations. Academic Reinforcement Activities may include G\u0026gt;ut not be limited to) the following. Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homeworic peer tutoring (see Support Programs). Academic Reinforcement Qubs - Chess Club, Computer Progranumng Club. I^att Clu^hespian (Drama) Club. Math Club (Math Olympiads). Odyssey of Ae Mind. Great Boo^ Club. Science Club. Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Rifting Club An Club Horseback Riding Qy^nnactif Club Dance Club Great Decisions International Pen Pal Club Sewing Club Page 157Field Ttips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development 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, DjC.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school 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. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. Page 158Latin Enrichment Program Elementary T.ngiiag\u0026lt; Aits Classes L Background In the early 196Os, the Philadelphia (PA) School District raised reading an vocabulaiy scores of elementary school children through a progr^ using Latin m language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers\nthe progr^ did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school distticts, such as Indianapolis, Indiana\nWashington, D.C4 St. Louis, Missouri\nDallas, Texas\nAngeles, California: New York City, New York\nOakland, California\nand Kansas City, Missouri. Some use the Philadelphia materials\nothers have developed then own materials. In these programs the focus is not on teaching formal Latin grammar, it xs on mantel m IIIWJV ya v--  using Latin words and myths as a means to improve English skills. These programs have also resulted in improved self-image among learners. The initial implementation of the program by Philadelphia and later in the ab^ identified districts was in inner city schools with a large minority poputotion. The targeted levels were grades five and six or grade six only. Reports concerning students performances on standardized tests in the above identified districts reveal at leut a one year growth in rr-ydinE and vocabulary and a significant amount of growth in o er content areas (see attached). In all districts, a team of Latin teachers trained thc elementaiy lan^^ arts teachers in nring the xnaterials and served as resource persons for background in Ro^ .  A -..._______________ if\u0026gt;mentflrv teachers studied to and Greek culture. As the program grew, many of these elementary Suu wZwClk UlULIUw* U** yaw^aaaa* ------  . . become proficient in Latin. A corresponding program using the Greek language has also been developed\nthis program uses the same methods and approach. The materials focus on using Latin and Greek word roots as a basis to increase English readinE and vocabulary skills. Materials arc varied\nthe two basic co^ are and riith crades and are based on classical mythology and lif . designed for fifth and sixth grada and are based on wide variety of subjects, including science, math. Supplemental courses cover a astronomy, and blacks in antiquity. n. Rationales th.n fnifi, of words in the English language are based on Latin words\nMore than 60% of words in uw vnowledee of word-building elements will increase knowledge of focusing on studies and reading curricula the GrtcoioM. world.\nvocboW Mterials that relau  te subject maJrer wiU broaden learning and provide enrichment. Page 159Ability to read English is not limited to language arts and other academic areas but affects success in life itself\nincreasing that ability creates more successful individuals who feel competent to deal with school and living. Latin is an unusual subject for studentt, especially in elementary school. While the study is not focused on learning the Latin language per se, study of an unusual and \"different\" subject, and seeing success in doing so, brings an improved self-image to the learners. The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to . use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students\nno other public or private schools in Arkansas, certainly in the metropolitan Little Rock area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardixed test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and needs of the Arkansas students. HL Proposal It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. IV. Program description After teachers for the incentive schools have been identified in the spring of 1989, these teachers win receive six hours of inservice training during the summer of 1989 in implamenting the program. The program wiU be implemented at the start of the 1989-90 school year and wiU be incorporated into the fifth and sixth grade language arts instructional block for approximately fifteen to twenty minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (1) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become more proficient in Latin by enrolling in a college course designed especially for them\nthis course will be optional and at the teachers own expense. Throughout the year, the principal in each building will monitor the program. At the end of the 1989-90 school year, a formal districtwde assessment of the program will be made\nthis assessment will be based on surveys and test data. Page 160Instructional Materials Budget Sununar\n(Per Teacher) $ 30 Printins 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructorss Fee 30 Inservice Stipends 60 TOTAL $245 Budget Summary (Program in all Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each  28 teachers $6360 1 school with 10 teachers \" 10 teachers 2350 TOTAL $9310 Page 161LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation t. To provide awareness of the Latta program to incenllw school prtacipab and staffs. l.l Present imptemenialbn plan proposal Io assoctate supertaiendenis and assisuni supertaiendenis. Jan 30. 1989 Foreign Language Supervisor Staff Dev Director Plan presentaibn 12 IJ Schedute awareness meelbg with principals of bcenllve schools. Develop ageoda for principals meelbg. March I, 1989 Assoc Supi for Edncalbnal Prog Meelbg on calendar 1.4 Conduct awarenem meeting whh prtacipab. IJ Schedute awarenem meeting whh current Sth and Ah grade teachers In tacenlbm schoob. 1.6 Conduct awarenem meeting whh current Sth and 6ih grade leachers. 1.7 Identify Sih and 6lh grade teachers who wish to remain at Incentive schoob. March I, 1989 March IS, 1989 March IS, 1989 AprU 1992 May 1992 Assoc SupI for Edncalbnal Prog Foreign Lang Supv SlafT Dev Dlr Latin Teachers Asst Supi Foreign Lang Supv Staff Dev Dlr Lalb Teachers Human Resources Director Prbled agenda Concerns/ quesibns expressed by prbcipals Meelbg on calendar Meelbg agenda Usl of Menlined 5lti and 6lli grade leachers 2? 5 IJ Reciull and fill vacancies. July 1992 Human Resources Director Idenllfted Sth and 6lh grade leachers al bcenllvc schools for 1989^.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives 2. To provide Inservice to participating teachers. 3. Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2.1 21 2J 2.4 23 2.6 2.7 21 2.9 Requisltloo lostrucllonal materials. DnpUcate copies of above materials. Schedule Iwo Inservice meetings of three hours each. Develop agenda for above two meetings. Conduct above two meetings. Contact UALR about offering college course. Schedule above college course. Implement above college course. Schedule four Ivrofomr Inservice workshops In local bulldtagsZdusters disirictwide. 2.10 Conduct above 4 Inservice workshops. I May 1992 July 1992 JuiK 1992 July 1992 Aug 1992 June 1992 Dec 1992 May 1993 Sept 1992 Foreign Lang Supv Arrival of materials Foreign Lang Supv Foreign Lang Supv Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Principals Foreign Lang Supv One copy for each teacher Meettags on calendar Printed agendas Agendas and materials Course proposal Identified dales/times/place Completed course Meetings on calendar n e To Implement the elementary Latta program In Sth and 6th grades al incenllve schoob. 3.1 31 33 Schedule time for ctassroom tastructlon. Purchase/dupUcateZ create student materiab. Incorporate Latin program tato districts language arts program. May 1993 Aug 1992 Ongoing Ongoing Latta Teachers Principals Foreign Lang Supv Principals Meeting agendas School's instructional schedule Materials ready for classroom use Lesson plansLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives Strategies/ Activities Beginning Date Ending Date lesponsibllity evaluation 4. To evaluate the elementary UtIn program. 4.1 Monitor classroom acllshlcs. 42 Identify student growth on standardized tests. 4 J Develop student, teacher, parent assepnmnt survey. 4.4 Disseminate abow satwys. 4 J Compile surmy lewHs. 4.6 Submit final evahialion report to nociale snperintendenls. May 1993 May 1993 AprU 1993 May 1993 May 1993 lune 1993 Principals Principals Foreign Ung Supv Utin Teachers Principals Foreign Lang Supv Foreign Lang Supv Identified strength and weaknesses Test data Printed forms Completed forms relumed Survey data Submitted report JAREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal I: To develop and Imptement a quatlly academic program for Incentive Schoo s. Objectives Strategies/ Activities Bcglniiiiig Date Ending Date Responsibility Evaluation I. To promote/enhance leadership and staff understanding of the Incentiw school concept. 1.1 Provide an faideplh pre-orlenlallon session on each component of the Incentive schools for principal. February IS. 1989 February 28. 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop Incentive School Plan for each school. 12 IJ 1.4 2.1 22 2J Develop ta cooperation with the principals a detailed process and formal for developing the Individual Incentive School Phn. Assist each building principal In presenting an In-depth pre-orlentallon session for sulf on each component. Assisi each principal and stalf-wlih orientation session for parents ta the Incenllm schools. Identify Incentive School Man teams. Develop the detailed Indlvidnal Incentive School Plan. Review and approve School Phn. March 3. 1989 March I. 1989 March I. 1989 June 1,1989 June 1989 June 1989 March IS. 1989 March IS. 1989 March IS. 1989 June IS. 1989 Inly 1989 July 1989 Supts Cabinet Asst Supt-faicenllve Schools Supts Cabinet Asst Supt-lncentlve Schools Supts Cabinet Principals Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools AU Divisions Supt's Cabinet Board of Dbectors \u0026lt; 85 3. To develop cnrrlcuhim specific to the incenllve schools. 3.1 Identify each area In need of curriculum dewlopmenl. June IS, 1989 July 31. 1989 Principals Asst Supt-lncentlve Schools Cun Div SupvsAREA: Incentive Schools Goal 1: (continued) I Objectives 3. (continued) I A s: To procure equipment and furniture Ibr Incentive School Programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginnhig Date Ending )ate Responsibility 32 32 3.4 33 3.6 3.7 33 4.1 Evaluation Identify teachers for cnrrlcsinm teams. Pten orleniallon and format for currlculnm development. Review prehmlnaty draft of revised cnrricniar for LRSD. Develop addhlooal components for each curricnium area. Proof and type toeentlve School Curricninm Ouldes. Print Curriculum Ouldes. Distribute and provide Inservice on (he hnplenientatloo of the currlculnm guides. Develop speclflcalloo for bld for equipment and fomltnre. Jone 1.1989 June 1.1989 June It 1989 June 1,1989 July 1.1989 July 20,1989 August I, 1989 March IS, 1989 June IS, 1989 June IS, 1989 June 30, 1989 June 30, 1989 July 20. 1989 July 30, 1989 August 30, 1989 April IS, 1989 Principals Asst Supt-Incentive Schools Curr Div Supvs Principals Asst Supt-IncentIve Schools Curr Div Supvs Curriculum Teams Curriculum Teams Curriculum Div Principals Curriculum Division Curriculum A School Division Principals Dlr of Purchasing Asst Supt-lncentlve School Staff-CurriculumAREA: Incentive Schools Goal I: (continued) Objectives 4. (continued) 5. To effect facility modUlcatlons for Implemenlallon of the Incenllve School speclaUzed programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities leghinhig late Endbig Date lesponsibllity Evaluation 42 4J 4.4 S.l 9 Bld for specific equipment and fomlture. Order fiimllnre and equipment. I InttaU and Invenlory to ensure adequacy of aU equipment and fomhure. Review the detailed Incentive School Plant with the Support Servicet Division. 52 5J 9.4 April IS, 1989 May IS, 1989 Principala Dlr of Purchasing Asst Supt-lncentivc Schools Staff-Curricuhim May IS, 1989 August I, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Siaff-Currlcuhim August I, 1989 AprU IS, 1989 August IS, 1989 AprU 30, 1989 IdentUy modUlcallons limeUne as previously eoUaboraled in the development of the plan. Contract for service at needed/ Mcnilfled hi the pUns. Implement the modlflcatlon pUn for the fociUtles. April IS, 1989 AprO 30, 1989 May IS. 1989 AprU 30, 1989 May IS, 1989 August IS, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Slaff-Curriculum Div of Schools Assoc Supt Asst Supt Principal Div of Support Services Div of Support ServicesAREA: Incentive Schools Goal I: (continued) Objectives S. (continued) 6. To ensure the avallahllHy of adequate resources to Implement academic programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation S J Make Unai Inspecllon on the work for the focilities modification. 6.1 Inhtale Idenitflcatlons of miterbh and lestbooha needed for the 1989-90 school year. 62 Involve school teams staff and parents hl revfewlng the needs Mentifled as required for core and special programs. 6 J Identify any materials or textbooks that must he ordered prior to fiscal year 1989. 6.4 Malnlaln hulMtag record of requbilloos for the 1989 school year. 6J Monitor and approve requisitions as requested from bcentim schools. 6.6 Malnlaitt audit for all materials received. May IS. 1989 May 1.1989 May 1.1989 May 1,1989 May 1.1989 May 20, 1989 July 1.1989 6.7 Cross validaie with purchasing all orders not received. July 1.1989 \u0026amp; 00  Bacept for articles requiring a much longer time period, all requbhlons are signed on or immediately following July August IS, 1989 June 30, 1989 June 30, 1989 May 20, 1989 Ongoing Ongoing Ongoing Ongoing Principals Principal School Teams Principal Asst Principal All Divisions With major input from Purchasing Principal Appropriate Assoc Supi Principal PrincipalAREA: Incentive Schools Ooil I: (continued) Objectives 6. (contteued) LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE 0 StratcgIesZ Activities Beginning Date Ending Date lesponsiblllty evaluation 6.8 6.9 Obtain requirements for participation In all special programs. Pay partldpallon fee and order aO necessary materials for special activity. March 15. 1989 April 30. 1989 Principal 6.10 Select sponsors for each special program acHvhy approved In the Incenllm School Plan. 6.11 Complete special contracts with aU enended day employees for the 1989^ school year. 6.12 6.13 Complele Master . Schedule for total school program. Review/revise as necessary the naff development plan for the foil (September-December). April 30. 1989 April 30. 1989 Augnsi I, 1989 AprU 30. 1989 Augun 30. 1989 (As necessary, but al lean once each semener) Jub 1.1989 Principal July 30. 1989 Principal August 30. 1989 August IS. 1989 September IS. 1989 (As necessary, but al least once each aemester) Principal Principal Principal o $I n AREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal II: To provide staff devetopment for Iniplementallon of Incentive SchodPI^ Objectives trategles/ Activities Beginning Date End big Date lesponsiblllty Evaluation I. To Implement staff devekipmenl activities for toeentlve schoob. l.l Identify the staff development needs of each toeentlve school. April 30. 1989 May 15,1989 Principals Dir of Staff Dev 12 Develop Inservice schedule to colbboralton with hnlMtog principal. May IS. 1989 May 30.1989 Principals Dlr of Staff Dev 12 Notify each achool staff of proposed toservice dales for pre-school Iratotog. May 30. 1989 Aug 30.1989 Principals 1.4 Pbn deialb for deSvery of Inservice, la., she, time, arrangemenls, etc. May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev IJ Obtain services of coosuhanls (as required). May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev I 1.6 Inplenenl fcS trataing cycle. Aug 1.1989 Aug 30. 1989 Principals Asst Supi Dlr of Staff Dev 1.7 Evaluaie sUff development acllvhy through suney response from each staff. Aug 1.1989 Ongoing Principals Asst Supi Dir of Staff Dev oSection Two: Incentive School Operations The focus, function and guiding process of the incentive schools will be to provide excellence shall exemplify the close partnership between parents motivational factor for students. The school program and the school community which is _ will address student success and XJIOU VftUUUW **** --------   development of potential from affective, skill based and academic perspecuves. Support Programs The following items will be components of every incentive school: A. Homework Centers - Although it is anticipated that the school day shall extend from Homework Centers will be extant in each school at iwt BKX) am. to 5:00 pjn.. Homework Centers wiU be extant m e^n  three days per week to assist studenu who are in need of specific help witn ciass material. The school day may be extended another hour if necessaiy. It will be necessary to provide transportation home for studenu who remain at e Homework Center so that studenu whose parenu cannot supply transportation and/ or who live outside of the area which is reasonable walking distance may a themselves of the center. If studenu choose not to attend Homework CentOT, other options for student assistance will be explored. Staffing for tae Homework enters will be in the form of classroom teachers who will be available on a \"volunteer Staff will be mtating basis, communi^ volunteers and peer tutors. - - - certified teacher working. If the number of studenu reaches 25, an instructional aide shall be added to_asM studenu. When the number of studenu attending regularly reaches 5U, an additional certified teacher wiU be hired. Thereafter, as each addinon^ u^ment of 25 studenu attend, instructional aides and teachers will be added on an compensatedJiomework Centers will have alternating basis. B. Homework Hotline - Homework Hotlines should also be put tato p^ S^\"ta^ for a hotline) to be open from 6KK) - 8^ MondHy- ThSrsday eventags. This too will be staffed by teachers on a rotating basis such timt ZS^ntive teStaer wiU provide one (1) evenings service approximately every 45 days. Staff will be paid for this time. c. will be selected from among a group of self-nominated Tntnrinn-Peer tutors will be seiecteo irom aniuuB o 6* _ a outstanding academic averages but will also be open - well with other students and who can verbalize an those students with achieving studenu who work acluvTiUB *******--------- . _____J understanding of subject matter to be covered. Peer tutors will be compensated with coupons which can be redeemed for donated win PC vu H -------books magazine subsenpuons, school '------Boods such as games, books magazine Xu  U B attletic cempment. luus. ett. To\u0026gt;s Will be assigned by subject area and on who wish to serve as peer tutors t rotating basis in order to allow all students the opportunity to do so. a Page 171D. 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. E. Instructional Aides - There will be an instructional aide in every classroom. Applicants will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have acquired the equivalent of one full year of earned college credit in order that they may work towards a degree in education. The program will be designed to forpve a certain portion of the loan for each year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of Student progress, communication with parents and preparation of supplemental instructional materials. F. Supervision Aides - An appropriate number of Supervision Aides will be provided at each incentive school. G. Career SldUs Devdopment Program - A program will be developed within each school whereby written information, guest spe^ers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in earb presentation will be skills needed, academic background required, interest inventories, career planning recommendations, expected Miming potential and a general \"mapping* of how a student can pi ogress from elementary school to the desired' career goal. Other components of this category will be opportunities for students to participate in programs sponsored by the Boy Scouts of America. H. Extended-Year Program - A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and wfil be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students wiU be encouraged to participate. Students wiU participate in thc program generally on an elective basis with prescription for attendance from teachers of students who ye behind grade level in core curriculum areas. A few seats may be open to other students on a space available and paying basis as well. Transportation maybe provided. The number of incentive schools at which summer 1 rauspu __ . ,____J armIc nnd interests. will be held will be based on identified student needs and interests. programs Students participating in the Extended-Year Program wm be^tructed at their own endemic levels rather than by means of a specifically identified grade designauon iTomer words, a student functioning at grade 2 level in math would study at tha Page 172r 1. level but may also study at the fifth grade level in summer reading programs, regardless of his/her actual designated grade level. Community Access/Field Trips - A plan will be developed and implemented at each incentive school which provides 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:  historical events and displays  cultural events and exhibits  sciertifie/ mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children s Theater and also the opportunity to attend cultural events such as Arkansas Symphony Orchestra performances. Exhibits and performances will also be brought to the schools. Students have the opportunity to visit industrial complexes to view the actual manufacturmg process and to gain information relative to the world of work by means of visits to actual wrork sites and some shadowing experiences in the intermediate grades, ix fifth and sixth. Among opportunities in the community which exist are:  several major manufacturing corporations  a symphony  a repertory theater  an arts center  a ballet company  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 McdcUan-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, hospitals and a law school. J ..tw, Tnvnivompnt - OoDortunities to participate in both Boy Scouting and  will exist at each incentive school with existing troops at each building. Girl Scouting will exist at During thc 3:00 - 5 JO pin. time period (or whatever the K. spi.l sums be provdcd no, only designat^ r-nter and Peer Tutoring activities but also for students to SmilenBflmbingaoivibeseerlysbaUrepcmeither to or guardian. Page 173These skills shall be defined as the opportunity to participate in:  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 and hopefully to the program), but certainly at minimal cost to the school L. M. N. Special Training * Ongoing training will be provided to staff in areas like human relations skills\nlearning and interactive styles\nTSA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Parents will have access to special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. Parental Involvement - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take 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 with students as well as to visit their childrens classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance. Timing Time Schedules - schedules wiU be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities, for example:  Homework Center  Special Skills  Leisure Activities \u0026gt;4 days -1 day -1 day \u0026lt; (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tannic etc. based on student interest and access to appropriate playing fields etc.)  Clubs, Extracurricular -1 day O Home/School Communication - Monthly reporting to parents wiU take place. Early indicators and early intervention programs wiU be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their childs needs and achievements. Page 174p. be involved in school Programs - Extracurricular programs will be establtthed to aUow studentt recognition, leadership experience and a chance to J activities. Among these wiU be future teachers programs. Just Say No uuos. SmSals. monik \"jobs' in the office (at recess or lunch time, not c^ ume . Ubrary. with the flag, safety patrol, fire marshals and student council membership . Attendance and behavior guidelines will trained personnel will help studenu with problem solving. Q. Attendance and Behavior Guidelines --------------------- provide nnigue opportunities to assist students and keep them in schMl. Tim areas staffed with studentt soivmg. Studentt will participate in the process of developing school-based managemen rules. Studentt and parents will sign a contractual agreement to be at school an on time each day. R Subject Related Extracurricular Activities - Other options for studentt may include, . ............... ...... ....hnnVc vnUnB but not be limited to, activities like math olympiad, junior great boolu, young authors club, young sdentistt, Olympics of the mind, elementary band and a strmg program. Parents will be informed of all of these options. Studentt will be encouraged to participate in these activities and a regular schedule will exist for club/academic- related activities. find cannot attend Note: Students who live in the Washington attendance zone Washington will have access to extended day aebvities^^^nded year acnyia^M thf rhf\u0026gt;itTghip program if a plan to manage this arrangement is appro y Court, CounseliiigZ Sorial Work A rIn Smtes Atcen . Ttae ih.ll be tags to county momii,i\u0026gt;ro\u0026lt;ledto.tiideiiBwboKtei\u0026gt;dtbeii\u0026gt;ceativei^ programs provided to students who attend tne mceni^ ^^STpropLis can be negotiated and/or secured by compact choir in the schools\nvolunteers and pre-professionals from area colleges and nnivefsities XD aSSiSt from social agencies to intervene personal need situations. if studentt need assistance in health and/ m - A mentoring program wiU be established hei^ten student expecutions with which will piuvid _,,-ness of wii ncces$ry for successful entry into the in riK\u0026gt; K \u0026gt;0 hagbte. student opecutiooi with otflote y pgloatt. Parents will also receive L_----- which arc open to their chUdren. this information so that they may be aware of the options Page 175c. D. E. F. G. H. Study Skills - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, ix., bubble sheeu will be used on some class tests and a variety of question types will be used by teachers. HomeZNeighbortiood Meetings - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes if invited by parents. These less formal meetings out of the school environment maybe more productive and can help forge a school/ neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. Individual and Group Counseling - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. Incentive/ Recognition Programs - Incentive/ recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented m the subcommittee meeting included? awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the students choice for academic growth and the like. Wellness Program - A wellness program will be in place at each building with availability of a full time nurse. Students will be screened for physical health Md will also receive information on topics like self-esteem, nutrition, drug prevention and awareness Md first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. Camp Pfeifer - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, udiereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is m inherent part of this program in assisting them to work with students on homewotit and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. Monitoring and Evaluation A. Verifiable Monitoring of Student Growth - The Planning. Research and Evaluation District will be assigned the task of developing a plan for verifiable Office of the District will be assignee uw uu*.------------ at tmicnt growth id for the development of reliable procedures to accomplish these tasks. This plan ud its accompMjinB procedures should tore uccouot not o^y test 1 ________ . V , class achievement as evidenced scores achieved on norm-referenced tests but also class achievement as evidenced Page 176 AB. c. D. by teacher tests and curriculum and criterion-referenced tesu. There should be long-term monitoring of student growth. Regular Monitoring of Student Attendance, Discipline/Behavior and Achievemnt- Reldar monitoring of student attendance, ducipline/behavior accomplEhed through the development of and use of mdmdual tiSiles by classroom teachers and the buUding administrator. This done on a minimum of a quarterly basE. Individual student of interventions and/ or programmatic changes will be predicated on identif . assessment will or enrichment indicators determined through ongoing review of data. in the Development of Student Educational Excellence Pl^ - The Involve Patents in the Development oibtuoem taucauonai school staff shall involve parenu in the development and momtonng of s educational exceUence plans. Parenu are the first teachers of their students and sec a context outtide the school. In the parental capacity, there u spec^ .. .. extremely them in l -------------------- -------- awareness of a childs potential, talenu and interests. This input is important in reviewing not only academic programs but also extracurricular, peciai skills and extended day activities. Quarterly Reports and Visitations - Quarterly reports wiU be made and will take place for the purpose of assessing student progress, facility lykeep care of grounds and equipment The monitoring team wiU toma staff, school staff, patrons and representatives from the community. s write goaE. not only for the school in general, but also personal goaE staff member has a duty to provide a climate conducive to learning and should how t^nm will be composed of district and model high expectations for all studenu. Students will also be involved in the goal setting process \"contracts* for their own achievement. and will formulate evaluators will be asked to complete evaluations E Student Evaluators - Student (------------- relative to the school, iu dimate and then educational expenence twice a year. F. Sdd Cltamte - Studchts, tcKhen, ri pBChts wffl be riked to complete . *ool climate survey once each year. involvement quesnonnaires to the studenu regarding changes made m rriSd ih this evriuriic pwccss. The sun-ey results edU J^S^d^th each school for dissemination. Computerized datt access will be a reality in all G. Compuurixed - .nd 'am be incennve schools so ^[^^^,^eeededreladw torii school progin Bpecis. immediate for reports Page 177~H. School Site Teams - School site teams will be created to work to implement needed ~ programmatic modiflcations which will be a greater benefit to the students. Membership on these teams will be routing and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. School Policies and Procedures A. Flexible Programs - Every student will receive individualized instruction every day, as needed. Programs will be flexible in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. Additional Items - It is recommended that each incentive school have:  a permanent assigned substitute who is familiar and dedicated to the building and program philosophy  at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach).  Uniforms for student (such as blue jeans and a white shirt)  dress code for staff  encouraged PTA attendance (and other parent meetings and visits), at least two (2) meetings per year, one of which shall be the Open House  student handbooks available at every building which are produced in and reflective of the philosophy and program at that building  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 presenution at incentive schools on a mrating basis for parenu in those communities to enhance their skills Page 178 Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to: - field trips - enrichment activities - tutoring X - parent/child \"make \u0026amp; take sessions - book fairs - physical education activities Page 179LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: To develop support programs and procedures which will allow Incentive schools to provide enhanced educational opportunities for an students. Objectives Strategies/ Activities Begbubig Dale V I. 2. To provide Homework Centers and Homework Hotlines for the students al these seboob through the extended day program. To eslabUsh training for peer tutors and an ongoing peer Inlorhig program for students. l.l 2.1 3. 4. 5. 6. s To use the skUb of retired teacher mentors to tutor and sponsor clubs. To enhance student kaming through exiensiw use of ebssTOora based ,'taslructlotul aides. To develop and Impkmenl a career sUUs developmeni program whkh wlU help * students develop awareness and motivate them to enhance skllb kading lo specifk careers. To develop a program for year round school includlDg enrkhmenl and remedbl options. 3.1 4.1 S.l 6.1 Ending Date Responsibility Evaluation Schedules vriU be set at the schools to meet their students needs. Honrs wUl meet student needs. Teachers and students vriU receive training to peer tutoring. A model wUI be put bl place. Teachers wiU supervise the process. Mentors vriU volunteer. TheywUl provide esira support to students and suppleaKnl teacbm work. Instructional aides with college hours vriU be employed one to a chssroom to assist teachers and students. Written bfbnnatlon, guest speakers, films win be used to make students aware of career chokes. Summer segments In remedtatlon/ ehrkhment, prescriptions for courses to be taken. Transportation may be provided. Pan AnnuaUy AnnuaUy Annually July August Annually June AnnuaUy Ongofaig Ongoing Ongoing Ongoing Ongoing July AnnuaUy AU divisions Staff Developmeni Asst Supts Coor of Inceollve Schools Office of Descg Educational Prog VIPS Human Resources Dept School Principab VIPS Educational Programs Coor of Incentive SchoolsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: (continued) Objectives Strategies/ Activities Beginning Date Ending Date esponsibllltj Evaluation 7. Community access/ filed trips are to be arranged for enhanced esperience for students. 8. 9. To build a program of community Involvemenl to be provided for students with access to communhy organizations and volunteer esperlences. Special skills programs to be offered after school on a four day per week basb. 7.1 Visits to historical, sclentlflc and cultural events and eahibIts within the Chy and around to state and region whh appropriale chaperons to provide educational tapnt. 8.1 Establish OIrV Boy Scoot programs at each school. September Annually Fall Annually 00 9.1 Establish offerings to loctude some of the followiBg: choir, music and dance In addition to Homework Center and peer tutoring. September Annually Ongoing Ongoing VIPS Educational Programs Curriculum Desegregation Quapaw Council Asst Supts for Schools Coor of Incentive Schools Principals School StafT nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Ool tt: To establish procedures for admlnlstrallon and staffing of the Individual schools such that spectai skills win be brought to bear for the benefit of students at these schools. Objectives StratcgIesZ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a viable program for staff recruHment. 1.1 12 IJ 2. To provide special iralntag for staff on an ongoing basis and special training for parents. 2. 3. To establish meaningful attendance and behavior guidelines. 3.1 32 4. To provide subject retaled activities to enhance student leamlng. 4. Nationwide search. Hire staff on a one year bash. Parents IO be Involved In the Interviews. Staff win demonstrate commhmenl Io working wkh \"al risk* youth. TBSA, PBT. working whh youth al rbk. analysis and use of data human retallons skids - parent training on assisting with homework, noirhion and human growth and dcvelopmeel. Tfane-oul area staffed whh trained personnel. Student/parent agreement for attendance and behavior. To Include some or al of math olympiad, junior great books. Olympics of the mind and the like. July Annually August AnnuaHy August Annually August AnnnaUy Ongoing Ongoing Ongoing Ongoing 1 R Human Resources Div of Deseg Office-Curricuhim School PriiKipal Staff Dev Coor Incenllve Sch Principals Principal School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal HI: To create a nrniTiM of Counseling/soctol worfc to provide estrt support to students to ensure them opportunity for success. Objectives Strategies/ Activities Begiiining Date sndbig Date Responsibility Evaluation I. 2. To provide community services access for aU students who need additional support. To provide college/ post graduation awareness vb a mentoring program wkh rote modeb to help students pten for the future. I. 2.1 2.1 3. To provide student tratabg In study skUb. testing sUUs and Ustentag skUb. 4. To hold home/ neighborhood meetings to Inctease parental/ neighborhood Involvement In student fearelng. 5. To Increase parental Involvement so that parents become true partners fat the learning process. Compacts vrlth community agenctes, univershtes to assbt with student opportunkbs. Parental Infbnnatlon. Mentoring program. 23 Special emphasb 00 schoob rectuhing mlnorlly students. 3. Testing, tbtening and study AUb wUl be provided to students as weU as particahr ei^ertence In testing. 4.1 Meetings al neighborhood skes wkh smaU groups of parents. 42 Meetings al homes wkh groups of I parents. 4 J Involrement of ministers. 3.1 Parent assbunce at schoob. 52 Parents win sign home*k' lune AnnuaUy Ongoing September AnnuaUy September Annually September AnnuaUy September Annually Ongoing Ongoing Ongoing Ongoing S 8S 3 J Regubr communication between, school and home wlU take pbee 3.4 Day visits for parents. 3 J Schedule settings. VIPS Office of Deseg Curriculum Educational Programs PupU Personnel Counselors VIPS Educational Programs PupU Personnel Counselors. VIPS Educational Programs Principals School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) E Objectives Strategies/ Activities Bcgiiinhig Date Ending Date Responsibility Evaluation 6. To establish learning lime schedules for the afternoon's emended day. 6. Schedule (sellings) weekly emended day programs based on hidlvldual school needs. August Annually September Annually Principal School Staff 7. To Improve home/school communicalioo. 7.1 Early Indicalor and early taferventloo programs. September Annually Ongoing Principal School Stair 8. 9 To establish meaningful elemeniaty emracurrlcutar activhles for students. To Implement Individual and group counseling for aU students. 10. Incentive/recognklon programs wtH be Implemented by 1990-91. II. To structure and begin wellness prorai\" students al each school. 12 8. 9.t 92 9J 2 1 Alert and Snocem cards sent regubriy to parents. Ohe students recognition and leadermilp opportunities vb ebbs and monkortag responsibilities. Peer bclUuiors. Counselors doing Individual and group counseling. Conflld resolution wiB be taught. lO.I Student recognition programs. lOJ Oood Chhen programs. lOJ Community Involmment In recognition. Il.l FuB-tlme nurse al each building. 111 Student screening. Ill Parent presentations. September Annually Ongoing Principal School Staff Pan Train Students Ongoing Pupil Personnel VIPS Partners In Education Health Services ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) Objectives Strategies/ Activities Itoginning I Ending Responsibility Evaluation 12. To work with community programs like Camp Pfeifer to supplement school programs for students. 12.1 122 I2J Study success of Pfeifer program. Work whli Director to target Incentive studentt. Work with other community groups to undertake similar projects. Date Date PapU Personnel DIstrici Divisions s nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal IV\nTo more closely and thoroughly monitor Incentim schools fat order lo develop a clearer picture of student achievement al these buildings. Objectives StrategiesZ Activities Beglnnliig Dale Ending Date Responsibllitj Evaluation I. To develop a process for obtaining verifiable Informalion regarding student growth. l.l 12 2. To provide a systematic program for tracking student attendance, discipline, behavior a^ achlemmenl. 2.1 22 3. To Involve parents ta the developmeni of Student Educational Plans (SEP). 3.1 32 3J 4. To ptan and set parameters for quarterly reports and visitations by a mnkifaceted monitoring team. 4.1 42 4J 4.4 Developmeni of validZ reliable monkortag Insirumenl(s). Establish irataing for monkoring learns to use of the Instfument. To be done on a quarterly basb. Ctass and school profiles will be kepi In regard to attendance, behavior, discipline and achlemmeni. Develop SEP formal. Involve parents In wrking phn-based on student needs. To Include eattacurrlcnbr activities also. Develop reporting Format. Involve sMff. patrons, In mookorlng. Involve an staff In goal seutag. Bvahiale goal achievement. September Annually September AnnuaSy September Annuany September Annually Ongoing Ongoing Ongoing Ongoing J? n 3. To establish a student evaluator program for student Inpui and Meas. 3.1 Random seleclion of alndenis lo partlclpaie each year. Fan Ongoing 32 Student training*. 00 o* 32 Student generation of questlonnatres. Assoc Supts Ptanning Research and Evahialion Curriculum Specialist School Staff Pupil Personnel School Staffs PTA Officers School Staff Community Pbnnbig Research and Evaluation Planning Research and Evaluation School Staffs Principals 1LRSD desegregation plan implementation timeline AREA: Incentive Schools - School Operations Goal IV: (continued) Objectives Strategies/ Activities Beginning I Ending Responsibility Evaluation 5. (continued) S.4 53 5.6 Analysis of data collection. Conclusions generated. Report back to students on response Io student evniualloo. 6. To establish a program for computerized data access at each Incentive school. 6.1 6J 63 7. To establish she teams al each school to trnplemenl programmatic modiflcations to beneflt the students. 7.1 Inftin compnteri. 73 13 Tie tato mainframe. Write programs Ibr reporting student data In a variety of modes. Include representatives aB sctir^ departments (cuslodtal, food service, aides and leachers). Team membership to be rotating and on a semester basis. Plan for parent/student meettags for tapni. lA Plan Ibr Implcnieniailon of changet. 73 Make lecommendatlona Ibr changea. Date Date 1991-92 Ongoing Data Processing School Staff Assoc Supts PaB Annually Ongoing I Principals I School Staff n 3 7.6 Implement changes. 7,7 Evaluate changes. (Each aspect wUI occur on a reguhr and rotating basis.)1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V\nTo reassess Individual school policies and procedures as they rebte to meeting the needs of ah snidenis. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a flexible programming approach al each incentive school which compiles with standards and also meets Individnal student needs. 1.1 12 IJ 2. Areas Io be Invesllgaled for possibfe phn Inclusion. 2.1 Allow for team teaching by means of scheduling. Provide for opportnnllfea for students lo remain In chases for extended Ifane periods as needed. Develop n phn for hidividualhed Insirucllons wkhln the specific building. Pennaneirt assigned snbsillale In each Incenllve school lo be avalhbfe as needed. August Annually August Annually Ongoing Ongoing School Principal Staff Assoc Supts Asst Supts 22 At feast  ooe-hair time assisMat principal. 2 J Uniforms for students. 2.4 Standard dress for teachers. 2J Encouraged PTA allendance (al least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be avalhbfe al every school and Individual lo that school. 2.7 A science lab al each school. u 22 A computer lab at each school. 00 oo 2.9 A complete phygronnd for PC purposes.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V: (continued) Objectives Strategies/Activities Beginning I Ending lesponsibllltj Evaluation 2. (continued) 2.10 2.11 Additional compenaatloa for teachers/principab who work the eatra time periods. Community educatloo cbsses should be Investigated for parents hi the Incentive school communities. 2.12 Salnidajr earichnwnl programs. Date Date School community members \u0026lt; ooI Section Three: Incentive School Staffing The selection and support of quality staff members will be critical factors in the success of Incentive Schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. Ongoing staff development for Incentive Schools must prepare the staffs to attain the standards of excellence they uphold for achieving student success and fulfillment of potential. Stafling A. Little Rock School District (LRSD) Incentive Schools Staffing Committef - A committee will be established to assess staffing needs for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and to determine procedures for staffing. The committee would be composed of teachers, parents, supervisors, principals, other administrators, and Joshua Intervenors. B. Staffing Needs Assessment - The needs and interests of student populations in the Incentive Schools will be considered before staff selections are made. Factors to be considered before adding new staff include the following:  Number of students per grade level  Race and gender  Academic achievement needs and interests  Disciplinary needs  Social interaction needs  Health needs Program goals and curriculum of the Incentive Schools win also be examined. The LRSD Incentive Schools Staffing Committee will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The foUnwing full-time positions are recommended for each school but are not all inclusive of positions which may be identified during the needs assessment process.  Classroom teachers  Counselor  Media specialist  Music  Art  PZ.  Social Worker  Permanently assigned substitute teacher (for each Incentive School)  Reading (remediation)  Math (remediation)  Computer lab attendant  Resource  Speech  Specialist for alternative classroom Page 1909 Media derk . Instructional aides (one per classroom)  Program specialist  Principal  Assistant principal  Non-certified supervision aides The LRSD will taiplemeot oogoios neUonwide reenduneot r Rtatt - The LRSD wui unpicaii^uh members. Swe^S^Zlpecial empl^ o reenntmg quehfled BWonV.!?. of Section. Item F). D. Staff Selection will develop criteria for LRSD Ihcehtive Schools Suffiog .C\"^^lX7:S^hTidared principal and staff selection. All ^^hnol so that they may be Principals shaU be selected first for\n^ved in staff selection and coUection and review of smdent oaia. criteria will include, but not be limited to, the following. 1. The vacant.  Race and gender  Successful teaching and/or adnunistrative  Record of commitment tonality (jTcoUeagues, principals,  Strongrecommcndationsfromavaiictyofso^(ix.,couis with at-risk youth college professors, and other administrators) Resonices outlining program schoob StdSn,. Connmncc wffl deiop\u0026gt; d.\u0026gt;ip and contractual requirements. and spedal contracts 3. The Human Resources Department wfll advertise the positions. The LRSD from five to seven members composeo oi uw -e will select interview teams of  Teachers  Parents I SthS^Xinistrators as  Joshua Intervenors rcpresentttive . The io^mew education and outline eJ^principals. The principals will The teams wfll make Human Resources Department, who will in then make recommendations to th . c,.hnni Board. then make  wake recommendations turn to the School Board. Page 191 56. With Board approval, contracts will then be issued. Principal and staff will be hired on a onc-ycar basis and involuntary transfer or other decisions may be enacted at the end of the year, depending on quality of performance. (This will also apply to aides, clerical, and custodial workers). A. Staff Recruitment - Certain specific experiences 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. I 1. 2. 3. A nationwide search will be conducted for staff. Principal and staff will be required to show evidence of a commitment to working in an urban district\nto working with youth at risk and to committing the time necessaiy to provide the kinds of support and services provided at incentive schools. 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 performance and the success of the individual in woridng with students and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers. For the 1991-92 school year, all staff members presently assigned to Franklin School who indicate a commitment to the incentive school program will be given the option to remain in so far as a racially balanced staff can be provided. B. Staff Commitmeiit/Effectiveness Monitored 1. Staff conunitment will be reviewed infonnally by the teacher and principal on an ongoing basis thrnngh the use of clinical supervision and monitoring of Individual tnprtwetnent Plans. formal review conferences also will beheld. 2. Monitoring of staff effectiveness will be based upon student academic achievement as measured by test results and other forms of measuremenL Semi*annual formal review conferences will be held to assess staff effectiveness. C. Staff Development: The LRSD Staff Development Department A committee at cach incentive school will assess staff development needs, plan staff development experiences which will meet identified needs, and faciliute staff development activities. The committee wiU be composed of IRC spec^ts. parents, principals, and other administrators as appropriate. These activities will be coordinated through the Director of Staff Development and the Coordinator of Incentive Schools. Dau the needs of student and teacher populations in the incentive schools wiU be coUected and analyzed by each school. Information to be examined includes, but is not limited to, the following: Page 192f  Number of students per grade level  Race and gender  Academic achievement needs and interesu  Disciplinary needs  Social interaction needs  Health needs  Attendance records  Tardiness records Program goals and curriculum of incentive schools will be examined. A survey o staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Department and school planing conmttee will use these data to identify staff development needs for thc incentive schools md to meet the identified needs. The then plan quality staff development experiences committee will function on an ongoing basis as staff development needs WUi AiUA^UWAi we-r ------------------  zfhlv The LRSD Staff Development Committee also will meet on a mommy identified. '****-*.* w~... ---------------------- , . basis to plan activities related to meeting the needs of students who are achievmg below acceptable levels of mastery. The LRSD Staff Development Department will act as a facilitator for the ^ool staff development committees by coordinating, arranging speakers, and gathering materials. An evaluation of staff development experiences wiU be made by participants following each session. D. Minimum Staff Development Requirements - The foUowing staff experiences are recommended as a tninitnum requirement but certainly Susive of experiences which may be identified during the needs assessment process.  PET (1 cycle and a refresher course every 3-5 years)  TESA (1 cycle)  Classroom Management (1 cycle)  Effective Schools Training  Cooperative Learning and Learning Styles  ^nS Commu^Pon and Hnnun Relations Skills : sSS^. E. Teacher Demonstration Program - A district^de Teacher Demonstration Program -----which will enable teachers at the administrators as appropriate. be composed of leKbcs. prmcipals. ud other Page 193I r schools where schools would serve in the capacity programs, and The incentive . teachers from other schools could come and observe curriculum. It is hoped that experience v----- _ which would assist teachers statewide. would be gained through these observauons F. Master Teacher Program  7...^  A committee of ipcective school teachers aiid_ win be established re plan a p. toigaed concentration of J^^SXrstomstatewide.aadlocalcone^jm^ re to iaceative schools. The commiuee win be romped of Sieges aad Other administrators, and faculty representauves from sute anfl locai and local coUeges and universities. schools would serve as laboretory Kh\u0026lt;b where prospective to weds ot in oroviding quality education m-------------- studuB fohtSonint below accepreble leveU of nresteiy. enil  a desegregated setting, in meetmg the neetU m i fphnneing the SCU esteem of these students. A pool of prospective sreff membere would be drewp tom tnmrhnrc assigucd to incentive schools through the Master Teacher gram. The Ftodpal reid concn faaU^r represcore^ wiU reoto of strengths and concerns. ii the iaceative Bdtools re ideadlT  pSSadt would be solicited tom studeat teachets. This lafonaattoa worn Shared with the staffs of the incentive schools. G with Special Instructional Needs - An . Asissasree te Nb. Terehere real Oshere sHsh Instructional Resource Center (IRQ newly hired or who are ongoing support to teachers in thc incentive schwls^^^ e^rienciir\u0026lt;lifficulty. Demonstranon materials and program mplemrata^. 7 nth^ needs wiU be addressed and bulletin boards, environ^t^ from ^principal and staff of the through a remediation planSS^XS^artment to assist IRC.ThismCspedalistwmworkwitt^S^^^ The Districts Staff with intervice training programs through . --------- i nmvidine will be directly involved as Development Department inservice training throughout the school year. a resource in providing A orindoals. fHministrators. and parents will be A. comniiths^e compc^ unlive tchnol program and recommend changes for the selected to review thewifiSemachers thc opportunity to provide 199,42 odiool ,r. to progrem. 7- -\nH. A committee appropriate input after one\n^taplcoiMiostheprogreoi. -----. Teachers will receive a stipend for their meet work The committees report work five days earlier for inservice. Incenuve ive school rerohere re.^  work .heed oi ed re rep^w\n^^^^ ' Separate! _ schedule. Franklin -- the 1991-92 school year than other LRSD teachers for inservice. Page 194 I ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development 00.11: To Objectives Strategies/ Activities Beginning Date Ending Date lesponsiblllty Evaluation I. Delermlne staffing needs and promote staff awareness of bcenllw school concepts. 1,1 Establish Distrlcl Incentive Schools Staffing Commhiee to assess ttafftog needs for each Incentive school. 12 Identify staffing needs (classroom teachers and fun-lime support personnel.!.. counselor. Ubrarhn. music, art. P.. social worker, PAL reading. PAL math. PAL oornputer hb. resource, speech, non- certlfled spectallsl for aliemative classroom, media clerk, certified Insirucllonal aides. Bupervlslan aide, permanently assigned I substllnte teacher, program apedaUsl, prfocipal, asslsunt principal, and others. February 1989 February 1989 IJ 1.4 IJ n 1.6 Develop erherte for principal and staff selectloo based on race/gender, successful leachtag eaperteuces, record of commitment 10 qnaUty desegregated education, and strong recommendations from a variety of sources (coUeagues, principals, and others). Develop Job descriptions Io include special programs and contractual requirements for staff and principal. Dectare all positions vacant and advertise positions. Provide an Indeplh orientation session on each component of the Incentive schoob for prtacipab and staff of esbitag schoob. February 1989 February 1989 March I, 1989 February IS. 1989 March 1989 March 1989 March 1989 Mar 30. 1989 Feb 28. 1989 Assoc Supi Asst Supi Incentive Schools Siamng Committee Asst Supt Incentive Schools Staffing Committee Human Resources Director Human Resources Director Assoc Supts Asst SuptsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA! Incenllve Scbooh  Siadlng nd Swlf Developmenl Goal 1: (continued) Objectives StrateglcsZ Actlrilies Bifgtnnlng I Ending Responsibility Ernluatlon Date Date 2. Identify pool of prospective staff members and administrators. 2.1 Implement ongoing local and nat^al recruitment strategies whh specbl emphasis oo recruhlng qualified minority sulf members. February IS, I Ongoing 1989 Human Resources Director 3. Select principals and provide orientation and trafailng. 11 3.1 Mahiialn current flies on qualified prospective stolf members. Review criteria for principal selectloo based on successftil administrative eiqierience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superlnlendcnts cablnel, asslslant superlnlendent, FTA board February 1989 February 8, 1989 OngohiK Human Resources Director Associate Superintendent Assistant Superintendent \u0026lt; and others). 31 Begin local and national recruitment/application proceas. February IS, 1989 Human Resources Director 3J Select racblly balanced Interview teams of S-7 members composed of the following: teachers, parents, principal and othef adininlitfatota as approprtaie. Eaperlence to Interview process Is preferable. 3,4 Preliminary screening/ Interviews. March I. 1989 March IS, 1989 March 31, 1989 Human Resources Director Associate Superintendent Interview Teams Human Resources DirectorLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA\nIncentive Schools - Stamng and Staff Development Goal I: (continued) Objectives Strategies/Activllles Beginning I Ending Responsibility Evaluation Date Date 3. (continued) 3 J Conduct final Interviews. March IS, 1989 March 31, 1989 Interview Teams Human Resources Director 4. Select staff. 3.6 3.7 4.1 *8 so Make recommendations to the School Board. Ptan and Implement orlentatloo arid irahihig hiservice to acquaint new principals of Inceotlve schools lo Job espectallons, procedures and timelines for suff Interviews and selection. Select racially bahnced Interview teams of 5-7 membeii composed of the following: teachers, patents, principal and other admlnbiratora as approprhie ftom Incentlw school communities. Esperlence hi the Interview process preferable. 42 Interview applicants. 4J 4.4 4J April 1.1989 Superintendent Make staff recommendatloos. Make staff recommendations for employment to the School Board. Issue and esptaln one-year special contracts. March I, 1989 March IS, 1989 Staff Development Committee Assoc and Asst Superintendents April 1.1989 AprU 1989 AprU 1989 May 1989 June 1989 June I, 1989 June 1989 May 31, 1989 Assoc Supt Human Resources Director Interview Teams Interview Teams Principal Human Resources Director Human Resources DirectorLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE ABRAi Incentive Schools - Staffing and Staff Development Goal I: (continued) esK Objectives Strategies/ Activities Beginning Date Ending )ate Responsibility Evaluation 5. Review staFT member employment/commitment and eflectiwness on an ongoing basis. S.l Review staff commitment Informally on an ongoing bash vrtth seml-nnnnal formal review conferences. August 1989 June 1990 Principal Asst Sept \u0026lt; so oo 53 Monitor effectiveness based upon student academic achlewmenl as measured by formal test results and other taformal forms of measurement. August 1989 June 1990 Principal StairLRSD desegregation plan implementation timeline AREA: Incentive Schools - Stamng and Staff Development Goal II\nTo Involve principals and teachers In the development and Implementation of a quality academic program for Incentive Schools. Objectives StratcgIesZ Activllles Beginning Dale Ending Date Responsibility Evaluation 1. To promote/ enhance leadership and staff understanding of the Incentive school concept. 1.1 Establish In cooperatloo whh the principals a detailed process and fomat ftw develophig the Individual Incentive School Plan. Msrch 3, 1989 , March IS, 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop cunlcuhim specific to the Incenllve schools. 11 IJ 2.1 21 Aaslst each twIMhig principal In presenting an Indepth pre-orlenWlon for staff on each component. Assisi each principal and staff ^h orientation session ft\u0026gt;r parents m the bcenllve schools. Idenilfy each area In need of  curriculum developmenl. Identify tetcheri for cnrrlcnhim teams. 2J plan orleniallon and format for curricnium development. Msrch I, 1989 March I, 1989 June IS June 1,1989 June 1.1989 March IS, 1989 March IS, 1989 July 31 lune IS, 1989 lune IS, 1989 i 2.4 Review preliminary draft of revised curriculum for LRSD. lune 1,1989 lune 30, 1989 Supts Cabtaet Asst Supt-lncentlve Schools Supts Cabinet Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Curriculum TeamsLRSD desegregation plan implementation timeline AREA! Incentive Schools - Siamng and Staff Development Goal II: (continued) Objectives Strategies/Activities Beginning I Ending Responsibility Evaluation Date Date 2. (continued) 2J Develop addhlonal components for each currlctthiin area. June 1.1989 June 30, 1989 Cnniculuni Teams 2.6 Proof and type Incentim school cnrricuhim guides. July 1.1989 July 20. 1989 Curr Division Principals 2.7 Pftot cti1cnln guldei. July 20,1989 July 30, 1989 Cunicuhim DI* 2J Distribute and provide Inservice oo the tarptemenialloo of the cnrricuhim guides. August I, 1989 August 30, 1989 Curriculum and School Division \u0026lt;* LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Goal 111: To provide quaUty staff development experiences and curriculum. so that staff members are prepared to achiem Incentive School goals and to snccessfidly Implement propams Objectives Strategies/ Activities I Beginning Date Ending Responsibility I Evaluation )ate 1. Analyze staff developmeni needs for principal, certified staff, and non- cerllfled staff on an ongoing bash. 1.1 Establish a Staff Development Committee composed of teachers, IRC specbllst, parents, principab, and mher admtabtralors as approprhie lo pbn staff dcwlopmenl experiences necessary lo meet the needs and Interesis Identified through needs assessment. 1J Collect and review data on needs and hnerests ofiUndent popubllon. Urgeling Ulflsk- lewl, raceZg^r makeup, academic, KhleveTOni 0SVW ^9  ____________u^aiak mrlal needs/ Interests, dbdpMnaty needs, heahh needs, socbl Interaction needs, and attendance and Urdlnem records). 1J Conduct a survey to determine staff developmeni ^ds and tateresia (le. Staff Developmeni Survey) as retoted lo Incentive Schooh Program goals, cnrrlcolnm, and needs/ Inierests of student popubllon. 1.4 Identify staff members who have not participated In the _ a n a --------J AMumwInaaaMtm* following required Inservice experiences: a. PET b. TBSA c. Classroom Management d. Effcctlve Schooh Trabtag e. Cooperatlw Learntog/ Learntag Siyks f Human Effectiveness Trabtag (Elemenlary Curriculum) Parent/Educator Communication and Human Rebtlons g August 1989 August 1989 August 1989 AnnuaUy June 1990 Ongoing i Skllb IJ Assess staff members needs on an ongoing bash through clinical supervblon and monitoring of Individual Improvement Pbns. AnnuaUy Ongoing Incentive Schools Planning Committee Principal Staff Principal Staff Dev Planning Committee Principal PrincipalLRSD DtSECRECATION PLAN IMPLEMEOTATION TIMEUNE area\nIncentive School. - Sinning end SInH Development Goal III\n(comlnucd) Objectives StrategiesZActWlles Beginning Date Ending Date Responsibility Evaluation 2. Plan naff development eiqieriencea on an ongoing basis. 21 Plan a minimum ot the following naff devetopment activities for Incentive achool naff memberr. a. PET (I cycle and a reftedter course every M years) 1 b. TESA (I cycle) ___ c Classroom Management (I cycle) i Effective Schoob Training e. Cooperative Learning and Learning Stylet________. . f Human Blfcctheness Training^ i. Parent/Educator CommunIcatton and Human Rehttons SUUs Annually Ongoing Staff Development Department Principal 22 2J h. Mentor Teacher Program The LRSD Staff Demtopmenl Department win conduct ongoing planning of staff **P^* esperlefKCS rehted to n^s of nudents who are achieving below acceptable levels of manery. The LRSD Staff Develop^nt Department wlU ptan naff ^velopmenl activhles on an ongoing bash as needs/taterens are Identllted thrmgh the use of clinical supervbloo and monhorlng of Individual Impromment Plans. AnnuaUy AnnuaUy Ongoing Ongoing Staff Devetopment Department Staff Developnienl DepattmenlLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Ooal lit: (continued) Objectives Strategies/ Activities Beginning I Ending I Responsibility Evaluation Date Date 3. Implement staff dewlopmenl actlvltiet. 3,1 Implement Staff Developmenl Commhlee activhles in order to lacilhate staff developoMnl experleoces (In, arranging speakers, gathering materials). Annually Ongoing Staff Development Department tu 32 33 Staff dewelopment actlvhlea. Annually Ongoing Staff Dev Dept Preseniors Staff 4. Implement Teacher Demonstration Program. 4.1 evaluate staff developmenl espcriencei. (Panlclpanla win evalnaie). Use Informailoa for Arturo planning. establish a dlsirtelwlde commhlee to plan a Teacher Demonstration Program where leachera al the Incenllve schools will serve as models Aw teachers In non^ncenllm acfaools tiaievride. The commhlee wiU be composed of teachers, principals, and other adminlstralora. 41 implemenl the Teacher Demonstration Program. 43 The principal In each Incenllw school will monitor the Teacher Demonstration Program and identify areas of strengths and concerns. These shall be shared wlih the siaff In each Incentive school.________ Annually Ongoing Presenters Staff lune Ongoing Incentive School Coordinator Asst Supts Annually Ongoing Teacher Demonstration Program Committee Incenllve Schb Staff Visiting leachers/ administrators Annually Ongoing PrincipalLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Stamng and Staff Development Goal III: (continued) I Objectives Strategics/ Activities Beginning Date Ending Date lesponsiblllty Evaluation 5. Implement a Mailer Teacher Program. 3 I Establish a dblrlctwide commhlee lo pbn a Master Tweher Program In which a concentration of student teachers from local and statewide colleges and nniveralltei will be asrfgned. The commhlee will be composed of teachers, p^lpab. mher admbbtraton and hcuhy representatives from local and state coUeges and unlvershlcs. Annually Ongoing Human Resources Dlr Master Teacher Program Committee SI Implement a Maaier Teacher Program In each Inceallm achool. Annually Ongoing Master Teacher Program Committee Incentive Schools Stairs 3 J Maintain a pool of prospective naff membem dtav, from the student teachers assigned to Incenllve schools through the Master Teacher Program. Annually Ongoing Faculty Reps from colleges and universities Principal Human Resources Dlr S  6. Provide assistance Ibr newly hired teachers or those esperlencing difficulty. 3 4 The principal and college hcuhy represeniallvea Mil monitor the Master Teacher Programs In each IncMilveachTOland Identify areas of strengths and concerns. These shall be shared with the sttff In each Incentive school. 61 Select an Instrucllonni Resource Center (IRC) Insiructlonal specialist who win provide needed assblance for the incentive ^oob. Specbl needs vrffl be Mentlfled and a Teacher Assistance Pbn (TAP) developed for teachers needed assblance In the ebssroom. Annually Ongoing Inly Ongoing Principal Faculty Reps from colleges and universities Principal Staff Dev Dept Human Resources DlrSection Four\nIncentive School Parent Involvement Researchers, practitioners, and policymakers consistently rank parent involvement Wgh among the components of effective schools. Research on family environments show children have an advantage in schools where their parents continuously support and encourage their school activities. Not all families know how to become involved in school-related activities and not all schools actively encourage and direct parent involvement. There have been many discussions on how to solve the problem of designing, implementing, and evaluating successful pwni involvement programs and thc most useful times of parent involvement. Surveys o teac ers, principals, parents and students, have identified five main types of parent involvement. The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being. Parents teach their children basic cogmnvc ano * ...  _i___1 kAi* ^htldr^n social gViiit in their child rearing activities and prepare them for school. Once their chudren are in school, parents are expected to provide support by arranging family life, setting es or \u0026lt;UC AU BWUWX* poicuu OAV WA|/WfcWW *w |awvww - V V--- - . ond practices wdiich promote alermess in school, providing supplies and space for homewor getting them to school on time. Most parents meet their childrens basic needs independently, but when these obligations are not met, administrators and teachers may be obliged to assist the family. Because parents vary in their experiences and skills, some schools take active roles in helping parents to understand and to build positive home conditions for their children s school leanung m behavior. These activities can include publications, workshops, and programs on panting, child development, nutrition, discipline, attendance, homework, television viewing, e use o community resources and services and other topics related to home conditions and pracuces that affect student success in school. A second type of parent involvement common to all schools is communication from the SCCOuO lypc 01 poreui uatwat\u0026amp;aaaw*** ------------------ _ - school to the home. The school has an obligation to inform parents about schMl an ihcir childrens progress, and parents are expected to act on the information th^ schools send home memos, elendm. of . calendars ot tne scnooi yw -k dUtricu iso offer upi. lessees o. schoolss communication can be designed so school to home and from home to school. that useful messages, ideas and questions go from A third and most commonly known type school building, usually in connection with parent of parent involvement brings parents to the volunteer assistance, parent audiences, and parent attendance at workshops. involvement at the school that go beyond valuable nnrent involvemeut ai me scaum There are benefiu fromi p non^caching duties. Having parents in classroom manag . paints to conduct learning activities with assistance in---------- active at school encourages teachers to their children at home. Page 20sI  I I i I A fourth major type of parent involvement is assistance with learning activities at home. The loaming activities should be designed to build general skills and behavior, or spec Unming skills that are directly coordinated with the childrens class work. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. Parents participate in PTA, PTO, or other formal and informal school committees, parent advisory councils, or other groups at the scnooi. district, and state levels. These groups maybe active as advocates for children\npamcipaw m school improvement plans\nhelp to formulate or revise school policies, program ^onnes, curricula, or budgets\nparticipate in the selection of new principals, teachers, or staff\npart in other school-related activities mandated by federal or state-funded program. decision-making bodies may meet and act autonomously, but they are part of the official Bnimrnine ctnirtiii* under the leadershio of school. district. Or state administrators. In a governing structure, under the leadership of school, district, or comprehensive program, however, aU five types will be effectively pracuced. All parents at im grade levels should be involved in purposeful communicatioo with the school, and in the education of their own children. We are only h^ginning to understand which types, formats, frequencies and locations of parent involvement lead to specific student, parent, and teacher achievements, attitudes u Principals can help teachers to successfully involve parents by coordinating. bChflVlOlS* L AaaaayBw  ------------------------------- J 1 flinP managing, supporting,funding,recognizing, and rewarding parent involvement, and by p E programs to strengthen that involvemenL We e^\u0026gt;ect the process of developing paren involvement activities to be on-going. Some suggested activities are listed below: 1. 2. Offer opportunities for adult community education. Establish a parent internship program in all incentive schools with the purpose of employing parents as teacher aides. 3. Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified. 4. 5. Establish mentorships between leachers and parents in the incentive schools. Establish a Parent Center in each school. 6. Assume responsibilities for development and distributions of a monthly communications packet. 7. Prepare and distribute parent handbooks and monthly calendar of events. I I 8. Require at least two or more home visits. 9. Provide parenting education classes. I 1 Page 206LRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal I: Establish and Implement a program the school community. for parents of students ta the Incentive School to equip then, with Job skill, necesury for emplopblllt, at aU levels within Objectives Strategies/Activities Bfiglnniiig I Ending responsibility Evaluation 1. Design and administer a needs assessment to determine community Interest and need. 1.1 Oller opportunities for aduh community education. 12 tJ 1.4 Establish an locentlvewWe Parent Intemslilp Program with the purpose of employing parents as teacher aides. Recruit patents from the Incentive scboots neighborhoods for teacher aides and other positions Ibr which they are qualified. Establish mentonlilps between leachera and parents In the Incenllve schools. Date I Date FaU AnnuaUy Fall AnnuaUy FaU AnnuaUy Fan AnnuaUy Ongoing Ongoing Ongoing Ongoing Coordinator of Incentive Schools Counselors Principals Teachers S *8LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvemeot . 1. relations through a partnership which promotes good, poslllve Inieracllons and reactions lo the education occurring Goal II: To Increase school, community and human relations inrougn a paromiwv k sr- In the buUdIng. Objectives Strategies/Activities Beginning I Ending Responsibility Dvaluatlon 1. Establish a Parent Center In each school. 1.1 Provide resources and staff to house/operate the center which wM loan matertab to parents. 12 IJ 1.4 Trata a parent la the community to operate the center. Formubte a committee composed of patents and other school personnel to make recommendations on matertab. Assume responsibilities (or developmenl and dhlrnmtlon of a monthly eommunicalloos packet. Date I Date Fan Fan Fan Fan Ongoing Ongoing Ongoing Ongoing Coordinator of Incentlw Schools Asst Supt Principals Counselors \u0026lt; gLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal III: Increase parental Involvement and support bv devetoptog activhles and programs Io attract pirenn md ihe community Into the Khooh. Objectives Strategies/ Activities Beginning Ending responsibility i^valuatlon t. Develop a program that wiU assist parents to understand and carry out Ihe expeclailons of Ihe school. l.l 11 IJ 1.4 2. Use parent recognition as a tool for community and 2.1 parent Involvement. 21 Offer mini-workshops on topics such as: study sklUs, discipline, lime management, pre-reading skllh^ ftaanclal management, developmental learning sUUs. Request that parents come to Ihe school at least twice a year to pick up the report card. Provide and require opporlunHIes for counselors to have direct contact whh parents through scheduled meetings and home vishs. Bach school shaU demonstrate Ihe use of communhy resources In Ihe Insirncllonal program. Recognire parents monthly at PTA meetings for meeting Ihe schoora expeclailons.  Recognlte a communhy pet son monthly at PTA meetings for school Involremenl. Date FaU Fall Fall FaU FaU FaU Date Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Principal Teachers Principal Teachers Principals Principals S  2J Display parent/communhy recognition awards on a huUelln board In the entrance haU. FaU Ongoing Principals TeachersLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvement Goal 111: (continued) Objectives Strategics/ Activities Beginning I Ending esponsibillty evaluation 2. (continued) 2.4 Provide school lunch vouchers and etc. for award winners. 3. CstabUsh a systematic spproach to ellecllm comrannicallon between the bone and school. 2J 3.1 32 3J 3.4 3J Involve students to the selectloo process of award winners. Identify at leasi three (3) key parent commnnicalors as a vital source for all to rely upon. Teach parents the system for advancing anpport and concern for the school. EstablMi a community resource Usl of role modeb and mentors. Invite community patrons of pre-school youngsters to PTA meetings and other parent tovolvemenl activities. Encourage parent attendance al PTA meeltags and other school related activhles. 3.6 Prepare and dbtrlbuie Parent Handbooks and monthly calendar of 3.7 emnts. Require parents to sign homework assignments, projects, etc. Dale Date Fan Fan Fan Fan Fan Fan August Augnst August Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing PrhKipals Teachers Communications Dept VIPS Principals Teachers Principals Teachers OLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Parent Involvement Goal III: (continued) Objectives Strategies/ Activities leglnnlng Date Ending )a(e lesponsibllity Evaluation 3. (continued) 3A Require parents lo call the school lo report absences and require the school lo can Ihe home and document reasons for absences. 4. Require contractual commhinenl from parents. 35 4.1 Require al Icasi Iwo (2) or more home visits. Require ah parents to sign contracts by having patents sign contract prior to enrollment In Incentive Program. Fan Ongoing Principal r\u0026gt;AREA: Parent Involvement Goal IV LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE : To help milor enhancement schoob provide p.reni with new remarcei. opportunhles .nd atra\u0026gt;egte to enhance .he .cMevemcnt of chlMren. Objectives StratcgIesZ Activities Beginning Date Endbig Date lesponsiblllty evaluation I. Strengthen Unkages between the home and the school. l.l Parenting education cbsses for mothers. Fan Ongoing Principab Counselors 11 Evening and Saturday cbsses lo eapose chndreu lo the Importance of science/math as means lo a heller future. tJ Use school as community center al mtafanal cost to user. Fan Ongoing 1.4 Workshops to eapose students and parents lo the Importance of science/math as a means to a belter future (reguhr workshops for students and parents). s o MLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal V\nTo strengthen the knowledge base of all teachera^ Afrlcan-Americaa hfatoty  tradhkwn, morab and wilue history. Objectives Strategies/ActWilM Beginning Date Ending Date Responsibility Evaluation I. Raise Ihe Iran level between the school and the community. l.l 11 IJ 1.4 Inservice coorses for teachers and school. Develop a speakers buresn for community groups In Ihe school \u0026gt;nes on educatloo bsues. Develop a calendar of events of uelghborhood actWiles and post ta the school. Develop an act that places high value on neighborhood pride - poster contest, talent dwws, participailoo In parades, cicm coordinaied by school staff. Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing \u0026lt; L4LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal VI: Establish a shared novernance team to ereiy school. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Valuation E SB 1. Formuble a committee of administrators, parents, and teachers to develop the school Improrement pbn. 1.1 12 IJ Provide an atmosphere where parents are open, honest and trnstworthy. Obtain masfannm topnt prior to making decbtons by tovoivtog more peopte to decbion making. Create a sense of ownership to decbtons throngh tovohement. Fan Fan Fan Ongoing Ongoing Ongoing PrincipabSection Five: Incentive School Parent Recruitment Aggressive marketing and recruitment are essential to the overall school oroeram Careful marketing of the incentive school program is the first step propam, T^e phe of Uta focus on providing general information to the community. The black commumty wui targeted during thc initial phase of marketing activities. Recruitment wiU be an ongoing process at the incentive schools. The puipose of recruitment program is to encourage voluntary assignments that will enable the schools to comply with the desegregation requiremenu. I. To provide information to the community about the incentive school program. A. Mail final report on incentive school program to special interMt and coMiu^ groups (ix. PTA Coundl, Junior League, Greek organizations. Ministerial Alliance. Tri-bistrict Council, ACORN, etc.). B. Conduct information sessions at churches located near churches throughout the community with large memberships. incentive schools and C. Conduct information sessions with special audiences. D. Establish Saturday information booths at such places as UniversiQf Mall^qrk Pl^ Mall, Wal44art Stores, Safeway Stores, Krt^ Stores, etc. St. \" fjornwinnity will also be targeted for information booths.* Stores in the black E. Secure special media coverage from local newspapers and radio stations. F. Develop highlights sheet for distribution to all elementary parents (and new elementary parents). G. Use telephone hotline.* H. Place highlights sheet in local businesses.* I. Special media coverage from State Press and black radio stations. Note: 'Will be dOK is conjunction with promonon of etudeot assignment ptan. n. To implement a recruitment program with the desegregation requirements. that will enable the incentive schools to comply A. Brochures - for each incentive school. Brochures should Produce a brochure fm each incenuve scuou*. ----------------------- ^Xol ipectal resoorees. prognuos. theme taformeuon, p.^- 01 scnowi, ____ . - Tn.TnhT with hnef include: photo in-education information, grants received, honors, list of staff members with brief credentials. Page 215B. C. D. E. F. G. H. I. J. K. L. PSAs - Produce generic public service announcements for all incentive schools. Billboards - Use billboards, bus benches, etc., to advertise generic information about incentive schools. Seek donated space. Billboards throughout Pulaski County should be used. Media Blitz - Conduct an ongoing media (radio, TV and newspaper) blitz to heighten public awareness regarding incentive schools. Pursue funding donations from community. Videocassette Recordings * Produce short (10-15 minutes) videocassette recordings to be used in public presentations (ix. PTA meetings, realtors, etc.) Flyers * Produce generic incentive school flyers to be distributed throughout Pulaski County. (Example: insert flyers in utility companies* bills\nmass mailings to targeted K-S white parents in NLRSD and PCSSD. Open House - Provide special open house opportunities at incentive schools. Nei^dmrfaood Blitz - Target geographic areas/neighborhoods to receive informational blitz regarding a specific incentive school. Stress group preference as an assignment option. Mail individual school brochures to each elementary student in targeted area. Tours * Conduct small group Tor Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. State Department of Education - Request a special designation from the Arkansas Department of Education (ix. \"Five Star Schools\", \"Model Schools\") to be used in marketing incentive schools. Celdirities - seek incenter- school endorsements from local celebrities. Arrange visits by celebrities, news events, special ceremonies, etc., to generate media coverage. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers to incentive schools. M. RprniityFB - Hire two parent recruiters to conduct recruitment activities. N Speakers Bureau - Establish a speakers bureau for each incentive school. The parents of white students enroUed in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, etc. Page 216m. To monitor and schools. evaluate the effectiveness of the recruitment program for the incentive will also serve as thc The Little Rock School District Biracial Advisory Committee wilI se^ ____:____tnr incentive school recruitment program. Thc Little kock rnmniittee for thc school recruitment program steering committee tor me mceaurc on the District omce of Desegregation will be responsible for submitung bi-mo P implementation and effectiveness of various recruitment strategies. These reports shared with the Little Rock School District Board of Directors. The Biracial Advisory Committee will review each bi-monthly report and recomme^ w and/or Office of Desegregation any changes needed m recruitmM the Board of Directors and/or Office of Desegregauon any enanges strategies/activities. Thc Biracial Advisory Committee wiU also appomt with in marketing/ advertising to advise the Committee on rccruitmen s The Biracial Advisory Committee will evaluate thc recruitment The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report on the incentive school program. Page 217\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_1054","title":"\"Little Rock School District, A Review of Outsourcing as a Tool for Developing or Managing Business Process,\"\" Process Management Group, Coopers and Lybrand, , undated","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":["1950/2024"],"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","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Economic aspects"],"dcterms_title":["\"Little Rock School District, A Review of Outsourcing as a Tool for Developing or Managing Business Process,\"\" Process Management Group, Coopers and Lybrand, , undated"],"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/1054"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n.. :: :.._:\\(:.  : :\n:.y:\\::.:-::\\):'-:.:, .. i :1 ..': :.:.,, . ,. 1 ,    . ,\u0026gt;\\,,_,. -:,,\n. .-\n ,.:. -: . \n= . .- : .- : .. :_:_ . . . ....  ,.,1111: UijUUUUU ijUUUUUUUUUUUUUUUU~~UU~D uuuuuuuu~uuuuuuuuuuuuuuuu~~~uuuu UUUUUUUUI u u u u u u u u ~ u u Fortune soo, 80% IJ 1J U U U 1J U U lJ 11 0 U lf'U U u u uuu 1111111JUT.JV1rU ij ij ij u u (1 u u u g u u n n n n n n n n n n n n n n n n n n n n n n n ~! n n n n n n n u ij ij u u u u u u u u u u u g g g g g ~ g ij ij ij ij ij u u ~ i \" u ij ij ~ u u u u g u u u u u u u u u u u U-0 ijij~ijijijijij ij ij ~ ij ij ij ij ij \\) ~ ij ij I.L \\L .U U ,U U U U U U U U l.l IT1ITU ir-lill ft \" \" fl \" \" \" \" \" ft_ft_.\" :f.l .ft \" ftjft __ ft_ft~ft_fl_fl._ft .... fL I\" .. ft I\" Jf.l. \" ,,_,,.dfl_fl~J\"  --ft~ft\"--ft_ft ft _fl_fl ft _fl ft _ft_Jt_J! ft_ ft_ fl __ J'r__jfl_J~_Jlf_.ft ff -~ .ft .ft 1ft~ tt=\u0026gt;fl .... fl_ ft _ft\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_1130","title":"Little Rock's Public Schools: A Plan for Success by Little Rock Alliance for Public Schools to the Little Rock School District, the Office of Desegregation Monitoring, and the Little Rock, Community","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":["1950/2024"],"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 School District","Education--Arkansas","Educational statistics","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["Little Rock's Public Schools: A Plan for Success by Little Rock Alliance for Public Schools to the Little Rock School District, the Office of Desegregation Monitoring, and the Little Rock, Community"],"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/1130"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock's Public Schools: \"A Plan For Success\" Submitted By: FOR OUR PUBLIC SCHOOLS To The Little Rock School District, The Office Of Desegregation Monitoring, And The Little Rock Community LITTlE ROCK FOR OUR PUBLIC SCHOOLS BOARD OF DIRECTORS LET A JO ANlHONY The Leadership Roundtable 515 Pershing Boulevard. Fourth Floor North Little Rock. AR ROBIN ARMSTRONG Former Little Rock School Board Member Arkansas Children's Hospital 800 Marshall Street Little Rock. AR 72202 REV. STEVEN MARCUS ARNOLD Pastor. St. Mark's Baptist Church 5722 W. 12th Street Little Rock, AR 72204 DEBORAH FRAZIER Division of Child and Adolescent Health Arkansas Department of Health 4815 West Markham Street, Slot 17 Little Rock, AR 72205-3865 BILL HAMIL TON Former Little Rock School Board Member Director. Division of Reproductive Health Arkansas Department of Health 306 Arthur Drive Little Rock, AR 72204 JIM HATHAWAY The Hathaway Group 100 Morgan Keegan Drive Little Rock, AR 72202 DR. REX M. HORNE, JR. Pastor. Immanuel Baptist Church 1000 Bishop Street Little Rock. AR 72202 JANET JONES The Janet Jones Company 7915 Cantrell Road Little Rock, AR 72207-2493 BAKER KURRUS Shults, Ray \u0026amp; Kurrus 1600 Worthen Bank Building Little Rock, AR 72201 MARY MANNING Vice President \u0026amp; General Manager. Arkansas Division Southwestern Bell Telephone Company 1111 W. Capitol Street, Room 1070 Little Rock, AR 72201 VIRGIL MILLER Director of Community Development Boatmen's National Bank of Arkansas 200 West Capitol Avenue Little Rock. AR 72201 DELIA MOORE Pulaski County United Way 615 West Markham Street Little Rock. AR 72201 JOHN STEURI Chairman \u0026amp; CEO (Retired) ALLTEL Information Services, Inc. 4001 Rodney Parham Road Little Rock. AR 72212 SHERMAN TA TE Vice President - Arkansas Division ARKLA Gas Company 400 E. Capitol Avenue Little Rock. AR 72201 RETT lUCKER Flake, Tabor. Tucker. Wells \u0026amp; Kelley. Inc. 425 W. Capitol - TCBY Tower Little Rock. AR 72201 ODIES WILSON Executive Assistant Office of the Governor State Capitol Building Little Rock, AR 72201 Page 2: \"A Plan For Success\" EXECUTIVE SUMMARY This paper, entitled \"A Plan for Success,\" contains the following recommendations by the Alliance for Our Public Schools:  Increased enrollmem is critical. Our school leaders must recognize the relationship between enrollment and school finances. -  Enrollment can be increased through aggressive marketing of the Little Rock public schools system as an education system superior to schools anywhere in the state of Arkansas.  School enrollment registration or pre-registration should be available throughout the year, instead of a narrow period of time.  Children in satellite zones should be allowed to attend neighborhood schools if they choose. This would increase parental involvement in the schools.  Relax racial balance ratios, which would relieve the over-capacity area schools.  Construct a new area elementary school in Little Rock west of Interstate 430.  Rebuild Stephens Elementary School as an area school in central Little Rock.  Close under-utilized schools that are below acceptable structural and engineering standards.  Create criteria for dosing outdated and under-used school buildings.  Create alternative schools at every level.  Achieve financial stability through increased enrollment.  Concentrate budget cuts on operational costs, not classroom costs.  Adopt a new accounting method called Finance Analysis Model, which allows for understandable school budgeting.  Devote all resources necessary to reduce class size in racially identifiable schools.  Create a workable combination of community-based programs and school-based programs.  The District's administration and Board of Education should seek a mediation service to help them overcome personality conflict and strive for unity, teamwork and true leadership.  The District should recruit the highest quality principals and give them the authority and support to create stability and promote educational success in their schools. Page 3: \"A Plan For Success\" INTRODUCTION The Little Rock School District again finds itself at a crossroads. Continued declines in enrollment. increased financial pressures. and the seeming inability by the District's leadership to work together have created an unstable environment that has reached crisis proportions. Out of this crisis atmosphere have come major initiatives by parents. business leaders. community leaders and others who share a deep concern for the District's future and the Little Rock community as a whole. Their concern for and commitment to the Little Rock School District have led to the creation of such groups as the Little Rock Alliance for Our Public Schools, Parents for Public Schools. and the African-American Fact Finding Committee. It is a result of this concern and commitment that the Little Rock Alliance for our Public Schools submits to the Office of Desegregation Monitoring and the Little Rock School District the attached \"Plan For Success.\" which addresses the issues facing Little Rock's public schools and lists recommendations that can provide greater opportunities for the children of the District as well as the community as a whole. The District is seeking relief from federal court monitoring. Because we are an organization composed of parents. grandparents and business and community leaders - not school employees - it would be inappropriate for the Alliance to comment on the status of the obligations outlined in the Desegregation Plan. However, we do believe that even if the federal court were to find unitary status today or ask for Plan modifications, our recommendations would be the same. These recommendations are based on shared goals - that the Little Rock School District strive for a high quality. integrated educational system with strong community support. Our recommendations build on the strengths of the existing Desegregation Plan. The Alliance believes the recommendations foster and advance the ultimate goals of the Plan. namely quality integrated education for all students. With that in mind. the Little Rock Alliance for Our Public Schools submits the following case statement. This problem analysis and included recommendations are offered with the intent of working with the Little Rock School District in any possible way to help identify problems as well as serve as problem solvers ourselves. We hope that the School Administration. members of the LRSD School Board, the litigants and other members of the Little Rock community will find new energy and a renewed sense of hope as we strive to help bring about an even more excellent public school system equipped to provide the highest quality education to every student in our District. It shou'ld be noted that school budget data and census information regarding school population were provided by the School Administration and the Office of Desegregation Monitoring. unless otherwise noted. IDENTIFYING OUR BARRIERS Decreasing Enrollment in little Rock's Public Schools Since 1991, the Little Rock School District has continued to see students and patrons depart our public school system. In fact, the following chart speaks for itself in terms of the enrollment trends that have become anticipated and commonplace within our public school district. Page 4: \"A Plan For Success\" Year Total Pop. Blacks Whites Others 1986-87 19,437 71% 27% 1% 1987-88 26,867 61% 38% - 1% 1988-89 26,633 63% 36% 1% 1989-90 26,042 64% 34% 1% 1990-91 25.749 65% 34% 1% 1991-92 26.301 64% 34% 1% 1992-93  26,212 64% 34% 1% 1993-94 25.594 65% 33% 1% 1994-95 25,231 65% 32% 2% 1995-96 24,922 67% 30% 2% The huge increase in enrollment between the years 1986-87 and 1987-88 was caused by the LRSD's expansion of its boundaries to the Little Rock city limits, as required by the Federal Court. - At that time, the LRSD took in a number of schools that had been part of the Pulaski County Special School District. Thus we are using the population of 26,867 as our benchmark figure for the Little Rock School District. A population decline over the next eight years is clearly evident. Projections by 3D Internacional. a Houston consulting firm, tell us that by the year 2005, the Little Rock School Discrkc could have as few as 21.000 students. These numbers are alarming for those who see a direct link between the public schools and the well-being of our community as a whole (See Addendum). Increasing Private School Enrollment A cursory review of private schools shows chat affluent and advantaged students, both white and black. are leaving the District and entering the private system. As enrollment decreases, discussions increase regarding the closing of our public school buildings. The private schools in Little Rock continue co add enrollment and expand their physical plant facilities. Recent reports indicate that a third of all school-age children in Little Rock attend private schools. In fact, in 1992-93 (the latest year for which we have figures), enrollment in private schools increased by 1,000 students from the previous school year. for a total enrollment of 10.787. Pulaski Academy has expanded co approximately 1.300 students. and has no more room at its current site to grow. The Arkansas Baptist Schools have constructed a new high school campus in west Little Rock. Christ Lutheran Schools recently acquired additional property and announced the intention to construct a new high school. Two new private elementary schools were announced for completion in the next six months. Christ the King Catholic Church has recently acquired additional property. Walnut Valley Academy has announced its intention to construct a new K-12 school on the western limits of Little Rock. Word of Outreach, Heritage Christian Schools, Agape School and many ochers are expanding. It is no secret that the children and families who are enrolling in the private education system are the citizens we should be attracting co the Little Rock School District. Page 5: \"A Plan For Success\" It is important to point out that the Alliance directs no criticism. toward private schools for the problems faced by the Little Rock School District. Instead, the current public education situation in Little Rock has directly resulted in a demand for alternative choices, namely schools that are perceived as safe, friendly, convenient, excellent in their instruction, and free from relentless controversy. In turn, the District has not outlined a plan for aggressively marketing the outstanding education it has to offer. Major demographic changes are occurring in Little Rock .. The City has experienced explosive growth in the western part of the City, but the District has not constructed a new school in that part of the city since 1979. The central city has lost school-aged population, while the south and southwest parts of the City have continued to increase their student population. In 1987, 51 percent of the high school students who attended LRSD high schools were African-American. In 1995, 67  percent of these students are African-American. If present trends continue, the LRSD high schools will be 80 percent black within five years. Any discussion of ratios and the related need to attract white students should not be misconstrued. One-race education institutions are not, in and of themselves, necessarily bad or inferior educationally. In a community that is multiracial, however, one-race institutions - of either kind - are indicative of a dual system that may not be funded appropriately or may not be equal in the quality of education provided. In a multiracial community such as Little Rock, a one-race public education system will inevitably result from a dwindling student population:.. ln addition, a dwindling student population ultimately results in funding deficiencies, which could ultimately lead to, again, educational inequities. Unless the challenges facing the District are met with bold action, current trends indicate the City will find itself embroiled in a dual system of education, one public and one private. The private system will serve those who can afford to pay, while the public system will be left to primarily serve those who cannot pay or cannot relocate into surrounding areas.  Meeting the Challenges of Demographic Change Just as we witness the flight to private schools, Little Rock is also witnessing family flight to surrounding communities. Surrounding suburban schools are burgeoning. It is difficult to quantify the exact number of families who have relocated to surrounding communities or those who have chosen not to move to Little Rock. But we do know that while the Little Rock School District loses student enrollment, communities such as Conway, Cabot, Sheridan, Bryant, Benton and other surrounding towns are all experiencing substantial growth. Below are 1984 and 1994 enrollment figures for some of these surrounding school districts: 1984 Enrollment 1994 Enrollment 10-Year Gain Conway 4,888 7,160 2,272 Cabot 3,686 5,873 2,187 Benton 3,765 4,424 659 Bryant 4,521 5,530 1,009 TOTAL 16,860 22,987 6,127 This growth is also reflected in the issues facing each of these school districts. While the Little Rock School District has languished over the issue of closing several of its school facilities, the Cabot School District recently approved numerous construction projects as a result of growth last year of about 150 students (5.6 percent). Little Rock's city officials and the Greater Little Rock Chamber of Commerce representatives have not scientifically proven the reason for this suburban flight. But anecdotal evidence certainly assumes that urban flight is a direct result of issues surrounding crime and the perception of the public school system. Page 6: MA Plan For Success\" Financial Pressures on the Little Rock School District The Little Rock School District has received from the state, by virtue of the desegregation case settlement, $59 million for compensatory education and other desegregation expenses. These payments have, for all practical purposes, dwindled to an insignificant amount and will soon be limited to Majority-to-Minority transfer funding and Magnet School funding. Without these desegregation funds, the Little Rock School District must adjust its budget and begin to operate on the normal funds allocated by the state and by the taxpayers of Little Rock. The Little Rock School District faces dwindling financial resources from the State. Every time we lose a child from our District, the schools eventually lose money that is allocated on a per pupil basis. Because of the four-year enrollment decline, it is no surprise each spring when District administrators and school board members begin discussing programs that must be cut and school buildings that must be closed. This financial squeeze is not just a result of inflation or increased expenses for employees but is also a result of ongoing enrollment declines that translate into decreased funds from the state and the city, loss of desegregation funds, and failure to fully adjust to changing conditions. School and community leaders must begin to look at enrollment in terms of its economic impact on the Little Rock School District. Take for example the current funding formula for students in the Little Rock public schools. For every student who attends the Little Rock School District, the District receives approximately $4,600 in combined taxpayer money to pay for the education of that child over a nine month period of time. I The following information provided by the LRSD Food Service Department indicates that with each year of decreasing enrollment, the District has also experienced an increasing number of children eligible for the free and reduced price meal programs. School Year Enrollment Free/Reduced Eligible Percent 1991-92 26,070 11.574 44.40% 1992-93 1993-94 1994-95 1995-96 26,139 25,840 25,285 24,844 12,051 12.300 12,792 12.577 46.10% 47.60% 50.59% 50.62% As the private schools and suburban communities continue to attract predominately middle and upper socioeconomic patrons, the Little Rock School District is left with a larger percentage of lower socioeconomic students - both white and black - who have special educational and social needs. OUR FUTURE: Educating a District of Children with Greater Learning Challenges Many elements of the current Desegregation Plan have resulted in positive programs and achievements for many students in the Little Rock School District. Yet, the philosophical basis for the original Plan is rooted in old educational ideas. Unfortunately. the school district has not kept up with recent educational developments. Page 7: \"A Plan For Success\" Although the Desegregation Plan set out to desegregate the school system, it is clear that the present trends, if not changed, will result in resegregation of the children. Little Rock will again have a dual system of education - much like the one that was declared unconstitutional by the Brown v. Board of Education decision - except worse, because the public half of this new dual system will cons,ist primarily of those economically disadvantaged students, white and black, who lack the ability to leave or pay for a private education. These students have special needs that cannot be met by a district with dwindling financial resources, directly attributable to dwindling student enrollment. We must have the resources to educate children with special needs. children who have failed in the regular classroom and children who have no learning support at home. The fundamental task of the Little Rock School District is to provide a quality education to all students. However, the fundamental question is whether the Little Rock School District can achieve its goals if present enrollment trends continue. Lost revenue reduces the per capita program resources actually available for each remaining student because the r~maining administrative and facilities costs are spread over a decreasing_number of students. Real solutions to real problems - such as excess facilities and staffing - must be identified and implemented by the leadership if we are to adequately address these challenges. MEETING lHE LEADERSHIP CHALLENGE It takes a well-planned and well-managed effort to create an environment of learning that challenges and unleashes the potential of every student in the classroom. Schools with that kind of reputation are in high demand by today's demanding parent. And we can look at successful public and private schools within our community - some of which have not enjoyed an abundance of financial resources - and see that one obvious key to success is leadership within the school. A key component of leadership is the ability to work well together as a team. If the Little Rock School District is to create a strong sense of support and faith by the community. it is imperative that the community has leaders who are vigorously addressing the needs of the District and the children that it serves. It is apparent that there is too much unproductive discourse among administrators and school board members. News media reports abqut the public school system oftentimes focus on the i_nfighting between school board members and District administrators. As the District's leadership continues to prolong its disagreements. patrons of the District grow weary of the lack of focus on the important issues facing the Little Rock schools. The current conflicts are perceived as power struggles and personality disputes rather than disagreements over school facilities. educational programs. or school assignments. It is time that District administrators and school board members recognize that their inability to work together plays a key role in how the public perceives the stability of the Little Rock School District. The key focus of the Little Rock School District should be on providing quality education for our children. The District must also recognize the important leadership role of the school principals. It is the principal who can provide an environment of learning, a sense of stability. and productive relationships with students. teachers and parents. This type of leadership can ultimately lead to the success of an individual school. The Little Rock School District needs to continue to attract and train the highest quality principals and administrators. And once attracted. recruited or promoted. they should be empowered to accomplish their objectives while being assigned to a school with the goai of staying for a significant length of time so that they can help create stability and promote success. Page 8: \"A Plan For Success\" \"A PLAN FOR SUCCESS\" An Introduction In order to recover students who are now attending private schools or who are not coming into the District at all. the LRSD must begin to \"Plan For Success\" by addressing six fundamental and interrelated issues:  Increasing Enrollment.  Marketing the Schools.  Creating Financial Stability,  Addressing the Facility Needs of Our Community.  Decreasing the Achievement Disparity Among Students. and  Building Effective Leadership. This \"Plan For Success\" is a road map for improvement that requires fundamental adjustments in the basic attitudes of every person who works with or for the District. The initial actions are designed to build enrollment, ensure financial stability and place educational \"capacity\" where it. is needed. At all times, and without fail. every step should be toward a district that is broad-base~\nL fair and committed to quality education. The simple objective should be the delivery of a full measure of resources to every student in the District so that all students reach their full potential. The focus needs to be returned to meeting the educational needs of children. whatever those needs may be. We can all benefit from a \"Plan For Success.\" There is nothing more important to this city. We must not settle for anything less than success. If we work together. we can achieve it. Marketing Our Schools In spite of its current problems. the Little Rock School District provides one of the best educational experiences in Arkansas. The Little Rock School District offers more foreign languages and more advanced placement courses than any district in the state. LRSD is operating two nationally recognized programs on a trial basis - \"Great Expectations\" and \"Reading Recovery\" - that go beyond remediation and instead bring children to the appropriate level of learning and performance. The LRSD offers more school choices, including vocational/technical training. than any district in the state. And our high school graduates continue to score high on college entrance exams. positioning them for scholarships and acceptance to some of the country's finest institutions of higher education. With all of that said, why, is it that the Little Rock School District continues to see decreasing enrollment? The answer is simple - LRSD does not adequately communicate its message to the families who have the opportunity to be a part of public education in Little Rock. or provide persuasive information to potential families at \"the point of sale.\" Now is the time for the Little Rock School District to be assertive and competitive. Whether we like it or not, an \"education marketplace\" has been created - a marketplace of abundant private competition. Page 9: \"A Plan For Success\" I / I Information is becoming available that explains why people choose cine school over another. Some of these characteristics are:  high expectations of students  results oriented  special programs offered to meet students' needs  good curriculum for their students  open. warm atmosphere  accessible staff  positive communications  academic and athletic achievement  involved parents  safe schools  safe neighborhoods  location convenient for parents  parents and alumni speak favorably about the school. The good news is that the Little Rock School District can already claim most of these accomplishments from among our current student/parent body. So why do parents in Little Rock not know about it? Because, again, the District is not adequately telling its story. For example. the current line-item budget by the LRSD for general advertising is $1,500. Advertising for incentive schools currently has a budget of $9,500. Private schools spend much more to advertise their product to parents looking for alternative choices. The Little Rock School District should do the same. Marketing and advertising the product need not be expensive, but adequate funds should be allocated.  The Alliance strongl3/ recommends that the Administration and the School Board give serious consideration to developing a comprehensive marketing plan that establishes a warm. friendly and personal relationship with families who might choose to enroll their children in the Uttle Rock public schools. This plan should be aggressive, creative and should welcome the advice and participation of as many grnups as possible - groups like the Little Rock PTA Council. Parents for Public Schools, The African-American Fact Finding Committee, neighborhood associations, and marketing professionals from the private sector. These representatives should be asked to assist with developing and implementing the plan. Once the plan is put into place. adequate funds should be allocated for effective implementation. When the plan is formulated and funded. the next step is to communicate the marketing mission to every employee in the Little Rock School District. All District employees must understand their important role as ambassadors of public education and how they can influence student enrollment/ recruitment in our public schools. Every District employee must consider himself or herself to be a member of the LRSD Marketing Team. Another change that should be made is to make registration/pre-registration available throughout the year. At the present time. we have imposed restrictive time periods on families who seek to register their children into the District (other than those who relocate into the area). The District should eliminate any time restrictions and never send away a prospective family because the day they decide to enroll in public schools is not convenient for the school district. The Little Rock School District should also give strong consideration to working with the private sector in providing marketing training to those employees who have frequent contact with prospective LRSD families. No private sector organization places employees in marketing positions without giving Page 1 O: \"A Plan For Success\" them adequate tools and adequate training. Such should be the case for public schools, as well. The City of Little Rock has an abundance of marketing experts who would lend their expertise to our schodls. Due to the successful private sector partnerships created by the Volunteers in Public Schools program, the Little Rock School District has enjoyed increased volunteer hours. additional professional resources. and abundant in-kind contributions for the fifty schools the programs serves. The private sector partnerships are also successful at the District level and should be utilized in any organized marketing effort. The Little Rock Alliance for Our Public Schools and the Greater Little Rock Chamber of Commerce recently organized a two-day open house for the community called \"Show and Tell.\" Because the campaign was communicated to the public through public service announcements, the only cost to the Alliance and the Little Rock Chamber \\.,Vas a minimal amount for printing and postage. The results of this two-day event included over 350 visitors inside the LRSD school buildings. Many schools reported recruiting families who were not previously aware of the District's extensive computer labs. curriculum and library resources. the high caliber of teaching staff, the level of parental involvement, the strong tutoring and mentoring programs, enhanced playgrounds, extracurricular programs and numerous other advantages. \"Show and Tell\" proves that if the public can be brought into the school buildings, they can witness the high-quality educational system LRSD has to offer. The Alliance is currently working with the District in hopes that we can continue this campaign and conduct it next year at an earlier date. The Little Rock School District also needs to make area Realtors, Little Rock CEOs and human resource managers high priority partners. Without the support of those business interests, families who relocate into the city may not find out the good news about Little Rock's public schools. It is imperative that the District. with community support, produce a comprehensive and up-to-date communications package that clearly tells the story of the great things happening in the Little Rock public schools, school-by-school. Again, a package such as this could use the assistance of the private sector. In order to survive in today's competitive market, the District must change into a friendly, accessible, service-oriented organization. It muse adopt the same marketing principles that make or break the American business community today. And it must aggressively and actively seek to meet the needs of every student and parent - current or prospective. But with careful planning. adequate funds and community participation. the Little Rock School District can position itself to be \"the school of choice\" in the Little Rock community. STEP2 Increasing Enrollment Under the current student assignment plan, area schools in majority white neighborhoods have attendance zones that surround each school. In order to provide the source of minority students for schools in majority white areas, satellite zones were established in majority black neighborhoods. Some of these zones are fairly distant from the schools. Children in satellite zones are not given a neighborhood alternative. The use of out-of-neighborhood attendance zones has also increased the - burden on parents who have found it more difficult to attend school meetings outside of their neighborhoods. Parental involvement in a child's school confirms to the child that school is important. The issue of increasing parental involvement should not be ignored. Page 11:  A Plan For Success\" The use of satellite zones has had a positive desegregative effect in some schools, but has also filled some neighborhood schools to capacity. forcing many children on to waiting lists and then to private schools. This is demonstrated by the attendance patterns at Otter, Creek, Terry, Fulbright, Jefferson and McDermott schools. The District also generally has vacant seats in schools close to most of the satellite zones. while the District has a shortage of seats in western and northern Little Rock schools. Children in satellite zones should at least be afforded the opportunity to attend a neighborhood school if they choose. To the extent that children in satellite zones attend a neighborhood school and if racial ratios are relaxed to allow neighborhood children to attend, regardless of race, additional seats would be freed for children in schools - such as Terry Elementary - that are presently over capacity. We recognize that this could have a negative impact on desegregation at the elementary school level. However, we also _recognize that if additional white children are brought into the system at the elementary level. it is more likely that these students will be available to desegregate junior and senior high schools. In order to make room for students in over-capacity area schools. racial balance ratios should be relaxed. The present ratio effectively caps white enrollment in some schools that are sixty percent white and over-capacity. The strict adherence to the ratio in a few schools. when it is not being met elsewhere, is causing overall enrollment to d~cline at the elementary level. This decline is inhibiting desegregation efforts in secondary schools. while also eroding community support and reducing financial resources. Reports prepared by the Office of Desegregation Monitoring indicate that the racial balance guidelines are becoming statistically unachievable given the population of the Little Rock School District. White enrollment has dropped substantially at Forest Heights. Henderson, Cloverdale. Mabelvale, and Southwest, which means those schools will probably be greater than 80% black next year. This will leave Pulaski Heights as the only area junior high school with a balanced enrollment. Dunbar and Mann, which have magnet characteristics. are maintaining balanced enrollments. Likewise. area high schools such as Fair and Hall are moving toward all-black enrollments and will have greater than 80% black enrollments within several years. Some action must be taken or all but a very few of the schools in the District will become fully resegregated. A resegregated district will lack financial resources (due to decreasing enrollment) and will ultimately be unable to deliver its students the kinds of programs necessary in today's competitive enviroament. STEP3 Addressing The Facilities Needs Of Our Community ADDRESSING lHE POPULATION DEMANDS OF WESTERN LITTI.E ROCK An out-of-state firm - 3D International of San Antonio - recently conducted a facilities study for the District. The study offers a number of plans for phasing out or closing schools to accommodate projected decreases in enrollment. It is important to match our current needs with our existing resources. but we believe the facilities study is a plan for failure rather than a plan for success. The school board and District administrators should be aggressively putting into place a plan to increase enrollment at these \"under capacity\" school buildings and to expand the seating where additional capacity is needed. Page 12: \"A Plan For Success\" The following diagram shows the six elementary schools that are over capacity. Four of these schools are in the western and northern corridors of the city. School Capacity Pulaski Heights 109% Forest Park 109% Terry 104% Carver 103% Jefferson 102% Gibbs Magnet 101% The District must give strong consideration to constructing a new area elementary school in Little Rock west of Interstate 430. This school should be in a growth area such as the area near Kanis and Bowman Roads. Although there has been explosive growth in west Little Rock, the District has not constructed a new school in this area since 1979. For example, in School District Zone 4. an area that has approximately 25.000 residents, there are two public elementary schools and no public secondary schools. In this same area there are more than half a d9zen private elementary schools and at least three private secondary schools. The private schools have rapidly grown since 1979. If the Little Rock District is going co be successful in its desegregation efforts, it must build a strong enrollment base at the elementary level. Unless immediate steps are taken to meet the needs of patrons in gi:_owth areas, the District will continue to lose students to private schools and Little Rock will chart its course to return to a dual system of education. This is stifling to middle class growth and frequently results in the development of a typical urban pattern of inner-city decay and suburban sprawl. This type of pattern does not foster student achievement and does not promote desegregation. It has the opposite result. REBUILD STEPHENS ELEMENTARY SCHOOL The District has discussed rebuilding Stephens Elementary in the past. and the reconstruction of Stephens was an integral part of a proposal to construct a community center adjacent to the school during a recent bond election. There are several older inner-city schools that. from a structural and engineering point of view. are below acceptable standards. These schools should be closed and the students at those schools should attend central city schools such as King and Washington. which have vacancies. Stephens should be reconstructed in south-central Little Rock, and the school should absolutely be the best that it can be. The District should consider the reconstruction of Stephens as the first step in a demonstrated commitment to deliver everything that is needed to be certain that all children. regardless of where they live. have the resources and programs available to them that will allow them to maximize their potential. Stephens should be an area school. and it will probably be majority black. The legacy of Mrs. Stephens should be the foundation on which the New Little Rock School District is built. By constructing a new school in a growth area. and by building a new Stephens Elementary School. the District will demonstrate by its actions that it intends cq meet the needs of everyone it is charged to serve. CREA TING CRITERIA FOR SCHOOL CLOSINGS School closings are inevitable in a dynamic environment. especially if overall enrollment is declining. Balanced criteria for consideration of school closings must be developed. If objective criteria are used. the closing of out-dated and under-utilized facilities can be foreseen and accomplished when necessary. Page 13: \"A Plan For Success~ PROVIDING ALTERNATIVE SCHOOL ENVIRONMENTS FOR lliOSE IN NEED The Little Rock School District does not have a program of sufficient size to meet the needs of students who find it difficult to achieve satisfactory progress in the regular classroom. Many of these students have special educational and social needs chat. when not met, result in disciplinary problems. Other districts in the nation - and even in the Pulaski County area - are responding by addressing qiese disciplinary and special educational needs through an alternative environment - an environment that is created to better serve these students by utilizing different educational methodologies that address the individual needs of the student. An alternative learning environment will reduce disruption in the regular classroom and allow for a better educational experience for the students who_ remain in the traditional classroom setting. At the present time, the LRSD only provides this type of educational setting at the junior high level. Prjncipals, teachers, parents, and even some students agree chat some of our school-age children would do better in a setting chat addresses their specific needs. It is time to address these special children's needs by reallocating resources to incorporate this type of specialized training into a school-wide plan. However, in addressing chis concept, we muse be sensitive co the concerns of many in our community that a separate alternative school facility has the undesirable effect of racial segregation. Alternative learning environments can be. but are not required co be, separate school facilities. Whatever method is used, the important thing is chat we create a District-wide alternative learning method for chose students who can benefit most from it. STEP4 Creating Financial Stability FINANCIAL ST ABILITY DEPENDS ON ENROLLMENT ST ABILITY Enrollment declines decrease the LRSD revenue base - which works against chose children with the lease opportunity. For the most pare, it is less expensive to teach a child from a supportive and educationally enriched home than it is to teach a child from a home where education is not supported and emphasized. Empey seats are costly co the District. Money comes in on a per student basis. Goes out on a per teacher basis. Administrative coses, while not fixed, are not proportionally reduced as enrollment dee.lines. In chis respect, the District is similar co an airline. le coses almost as much co fly a plane at half its capacity as it coses co fly the same plane when it is full. Administrative coses for such an undercapacity airline are also not directly reduced, or increased, by passenger load factors. Under-capacity schools have high per-pupil coses. These high-cost schools cause the District co have fewer resources available for actual program coses. The District has been slow co make the difficult cues in staff and facilities. The primary focus of the school administration and board of directors muse be increasing our student enrollment and using available resources wisely. If Little Rock can build enrollment. it will attain financial stability. Every new student brings additional funding. If existing empty seats are filled, the new revenues will not be offset by increased coses. \"Low cost\" students provide the resources necessary co educate higher cost students. In many of the over-capacity schools, the cost per pupil is less than the revenue amibucable co each student. For example, the District receives $4,600 for every enrolled student. However, the average cost co educate a student at Pulaski Page 14:  A Plan For Success\" Heights Elementary School is only about $2,300. The District must increase its low-cost enrollment if it is to meet the special needs of many of its students. FINANCIAL ST ABILITY Because we have too many teachers, too many s~hool buildings and not enough students, the District's financial resources are spread too thin. Today the District must strive to rebuild its enrollment while also balancing its present resources and needs. The Board and administrators have been unable to make some tough decisions. Failure of the school board to close schools that are significantly below capacity has forced budget cuts in other areas. We must work aggressively to increase enrollment by providing school facilities in areas of the citywhere there is population growth, while also matching existing facilities with current enrollment and eliminating under-utilized and outdated facilities. At the same time, any decisions to cut the budget should be focused on operational costs, not classroom costs. Budget cuts should never water-down the excell~nce of programs and curriculum. BUDGETING FOR PUBLIC UNDERSTANDING - COOPERS \u0026amp; LYBRAND FINANCIAL ANALYSIS , MODEL For the past three decades, Americans have continued to address the issue of school reform. Our attempts to achieve sound, basic education and increased student achievement have been a goal of every American dedicated to the success of the public schools. However, continual increases in funding for education have led to Ol'le conclusion - more funding does not always guarantee enhanced student performance. In fact, even though communities may begin to run out of increased funding options, school districts are still required to provide more programs with fewer resources. It has become increasingly critical for school districts across our country to find and apply comprehensive solutions to allocating scarce education dollars more efficiently. A new technology called the Finance Analysis Model - developed by Coopers \u0026amp; Lybrand L.L.P. and the U.S. Chamber of Commerce's Center for_ Workforce Preparation - supports community efforts to redefine education. The product organizes school financial records into one report that can be easily understood by teachers, parents, business leaders and students alike. Tbe model in and of itself will not solve a school district's problems, but in the hands of citizens, school and business leaders, teachers and parents, the process assures that all members of the community can make informed decisions to improve education for the community's children. If the budget process is open and understandable, the difficult decisions can be explained. Once the problems and solutions are understood, the hard choices can be supported. We recommend that the LRSD adopt the Finance Analysis Model. STEPS Refocus Curriculum and Resources to Decrease the Achievement Disparity Among a Diverse Student Population When the existing Desegregation Plan was implemented, it was anticipated that seven schools (Franklin, Carland, lsh, Mitchell, Rightsell, Rockefeller and Stephens) would have predominately black enrollments and that these schools would be designated as incentive_schools. The incentive schools would receive double funding to ensure that the children who were in racially isolated settings were provided with meaningful opportunities for desegregated experiences and activities. Page 15: \"A Plan For Success\" These schools were designed to accommodate a sufficient number of black students who, by attending these schools, would make it easier to achieve a student population in the remaining elementary area schools of 55 percent black and 45 percent whfte wit:h a variance of 5 percent. It was also the intent of the incentive schools to desegregate themselves in phases through a plan of white recruitment by offering special programs that would attract out-of-neighborhood white children. With the exception of Rockefeller. the incentive schools have not become desegregated. In addition. the additional funds have not resulted in higher achievement for incentive school students when compared to students in area schools. In the period since the plan was implemented. a number of other elementary schools have attained the same enrollment and demographic characteristics of the original incentive schools. These are area schools that do not have funds for compensatory education nor funds to pay for incentive programs to foster desegregation. It should not go without notice the recent expert testimony provided to District Judge Susan Webber-Wright. The testimony given by all three experts reiterated the fact that racial balance in schools does not nec~ssarily lead to closing the achievement gap. By eliminating the focus of racial balance and getting back to the basics of providing a quality educational product for all students. the Little Rock School District can then begin to aggressivery address the needs of the students. This will ultimately broaden the enrollment base of the District and foster the goal of desegregation. Based on current enrollment trends and characteristics. double-funding of the five remaining incentive schools is probably not justified. All of these double-funding resources. and any other necessary funds. should be devoted to meeting the needs of students in schools that have the same enrollment characteristics of an incentive school. All of the resources available should be devoted to reduce class sizes in those schools. provide economic incentives for the teachers and principals to stay in those schools. and to implement educational programs in those schools that meet the needs of the children who are actually there.  Programs such as Great Expectations and Reading Recovery should be carefully examined with the idea that children in all schools, including students in schools with characteristics similar to incentive schools, should be achieving all that is possible. This should involve a combination of communitybased programs in addition to school-based programs. The District should not bear all the burden for the community-based programs, but the District should be actively involved in proposing and then pursuing a plan that allows children to succeed. Success will require energetic and imaginative efforts to face the changing needs and conditions. , The educational programs in the Desegregation Plan are static prescriptions that exist in a very dynamic environment. The educational goals should be elevated, and the plans should grow and change as necessary to meet the goals that remain constant. Successful plans that meet goals should be expanded. Unsuccessful plans should be discontinued in favor of new plans and ideas that have a reasonable likelihood to meet goals. In fact, the District has a number of one-race schools, and this will not change, in the short term. One-race schools are not inevitably inferior or unworkable. One of the goals of the original plan was, by definition, desegregation. This goal must not be forsaken, but we must also recast our expectations based on our experience. As a community, we must be especially vigilant. in light of the existing one-race schools, to be certain that these schools are successful for the children who are there.  Page 16:  A Plan For Success\" STEP\u0026amp; Building Effective leadership TEAMWORK BY ADMINISlRA TORS AND SCHOOL BOARD MEMBERS: True success will depend in large measure on the leadership of the District. It is essential that we strive for a school board and superintendent who can work together. We need fifty strong principals, and the ability of these leaders to be open to community participation in school development. Our own strategy for success wm require the District leadership to coalesce and cooperate in order to implement and achieve basic improvements. The school board and District administrators must take prominent and decisive public action in order to demonstrate unity and leadership. Several community leaders, parents and media commentators have often lamented the problems we face as a result of a lack of teamwork by our District leaders. These cries for cooperation have been to no avail. It is the recommendation of the Alliance that the LRSD board and District officials seek some type of mediation service that can help guide them to an increased sense of purpose in addressing not the issues of \"who is in charge,\" but rather the important issues facing the children of Little Rock. Even as office-holders come and go, the Little Rock School District suffers from a reputation for conflict and lack of teamwork. It is imperative that this change immediately. BUILDING LEADERSHIP Equally important is the leadership that we place in our schools. It is the responsibility of the Little Rock School District to strive for stability of leadership in each of our schools in an effort to build a sense of continuity and increased trust by students, parents and visiting community melnbers. Although some circumstances arise that require reassignment, school officials should strive to promote the highest quality leaders while also providing an environment of minimal turnover in principals. There is a direct correlation supporting the belief that LRSD's most successful schools are also the schools with the least amount of leadership turnover. Page 17:  A Plan For Success\" SUMMARY RECOMMENDATIONS There is a great sense of urgency for District leaders to respond to these critical problems. It is fundamentally undeniable that a continuatiol} of existing policies and programs will ultimately result in the Little Rock School District becoming a typical urban district that lacks community support and serves only those who do not have the resources co choose other educational means. The potential for the \"Plan for Success\" will be enhanced if every major player in the District completely commits co a strategy of success for every student., This will require every party to place past differences aside and to begin planning for success. We must press forward without besitation and work diligently until we can say that the Little Rock School District is held in high esteem by the community, that the Little Rock School District recognizes the needs of its students and meets them. and that the Little Rock School District will never settle for anything less than the best for all of its students. Increasing our enrollment is critical. Our school leaders must recognize the relationship between enrollment and school finances. If satellite-zone busing is made voluntary, and if plans are made for alternative educational environments. Stephens, and the west Little Rock school. the District could begin to increase enrollment at the elementary level. If a west Little Rock school .yere to be constructed, the enrollment gains at the elementary level would ultimately be used to desegregate junior high schools, which are becoming one-race schools. Student recruitment can also happen through building and maintaining effective and responsive school leadership - leadership that is responsive to parent-driven marketing campaigns that attempt to bring more families into the District. We can begin today. We must begin today. The leadership must recognize that the current course of negative publicity without aggressive marketing and communications will only lead us in a defensive public stance rather than creating the Little Rock School Distri~t as \"The School of Choice\" in the Little Rock community. Page 18: NA Plan For Success\" ADDENDUM: An Historical Picture of Enrollment In order to understand the true picture of the current enrollment problems, it is important that we take a look at enrollment at the time of the desegregation plan. Following the settlement reached by the LRSD and the U.S. Courts in 1989, the District did, in fact, see an increase in student enrollment between 1990 and 1991. This disproves the theory that the implementation of the desegregation plan is the cause of our decreasing enrollment. In fact, it was quite the contrary. In some ways the desegregation settlement was instrumental in adding enrollment and in promoting desegregation by guaranteeing student assignment that allowed parents to know where their children would attend school from kindergarten th'rough twelfth grade. This stability promoted enrollme)lt. A good example of this beneficial effect can be seen by an examination of the enrollment figures at western and northern Little Rock's area ~lementary schools. These schools had a higher enrollment of black students, a result of complex student assignment plans. Each of these schools attained stable or increasing enrollments when neighborhood children were allowed to attend there. Terry Fulbright Jefferson % Black (1988-89) 59% 55% 56% Forest Park 59% Pulaski Heights 69% % Black (1995-96) 45% 49% 42% 47% 47% When the settlement was reached in 1990. there were eleven elementary schools that were predominately (over 75%) black. Although magnet and incentive schools have been desegregated in some instances, these schools have not slowed the exodus from the Little Rock School District. There are now seats available in many magnet and inter-District schools, such as Washington (180 seats available), Booker (52 seats available), Gibbs (46 seats available), Romine (185 seats available) and King (197 seats available). It is clear that new schools like King are not stemming the growth of the private system or amacting children in sufficient numbers to allow the District to continue to be desegregated. Two of these incentive schools have been closed, yet now there are fifteen elementary schools with the same enrollment characteristics. In light of current enrollment and financial trends, it is probably an accurate assumption that the District cannot afford to fund incentive programs for all of these children attending \"racially identifiable schools.\" The initial goals of the desegregation lawsuit were financial stability and integrated education. The District made a commitment to educate disadvantaged youth when the case was settled. These goals can only be reached when the LRSD immediately begins to recover the students it has already lost and continues to lose at an alarming rate. If the District fails to recover these students, the District will not be able to support itself financially and it will be financially burdened by the task of educating a large number of students who require specialized programs and services in order to adequately meet their educational and social needs. Page 19: \"A Plan For Success\" FOR OUR PUBLIC SCHOOLS 101 South Spring Street. Suite 401 Little Rock. Arkansas 72201-2486 (SOI) 370-9300  Fax (SOI) 375-8774\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\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_978","title":"Needs assessment, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1950/2024"],"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","Educational planning","School improvement programs","Students","Parents"],"dcterms_title":["Needs assessment, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/978"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n*DEVELOPING A NEEDS ASSESSMENT There are four basic steps in developing a needs assessment and utilizing the information. 1. Assessing needs. The importance of a needs assessment cannot be overemphasized. It allows the planners to address the most important and/ or manageable needs of a target population. It can avoid wasting time, energy, and resources. The results of a needs assessment shapes the contents of a complete list of goals and objectives listed in order of priority. 2. Developing Objectives. Goals should be clearly spelled out in simple statements. The means to reach these goals are the objectives. Objectives should be specific, observable, and measurable, including the who, what where and when of their accomplishment. They also serve as guide posts that help measure progress or as \"reality checks\" on the course of action taken. Objectives also serve as the basis for further planning activities and determine the focus of evaluation. 3. Assessing Resources. In order to achieve success in implementing goals and objectives, consideration must be given to what will be needed to be successful. Resources come in several forms: human, materials, organizational, financial, and facility. Do not be afraid to look outside traditional arenas. Be receptive to unusual ideas and nontraditional approaches\njust because you've never done it that way before, doesn't mean it can't be done. 4. Developing Strategies Start by brainstorming and work towards refinements. Consider all ideas and approaches and then start analyzing and selecting the best for exploration and implementation. At this phase, you already have completed the first three steps. A needs assessment should be short, simple, and easy to return. Captive audiences work best because you don't have to wait for responses, nor trust that they will even be returned. Many people fail to respond to surveys even when free postage is provided. The downside to using the captive audience approach is that your results are tainted. You may get a certain result because the audience consisted of people with the same problems, beliefs, or biases\ntherefore, they would tend to have a strong common link and results might not be truly representative of the population that will be served. A combination of captive audiences, mailouts, and deposits at places frequented by the target population is recommended (neighborhood stores, beauty shops, churches, laundromats, etc.) * Based on Arkansas Scope And Sequence K-12 Guidance and Curriculum Guide, Appendix E, pages 56, 57 (1987) STAFFING NEEDS ASSESSMENT 1.How many students are enrolled Grade Pre-K Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Black Male Black Female White Male White Female Total 2. If your enrollment is over 450, do you have an additional counselor in your building every day? Aside from the fact that a school is technically out of compliance when they have a student population over 450 and only has the part-time counselor in the building on certain days instead of every day, the lack of an additional counselor requires more time on the part of the principal to handle personal, social, and developmental matters usually referred to a school counselor. 3. Do you have a social worker? If so, is he/ she in the building every day? Social workers spend a great deal of time working with students and their families. Some of the services they provide include referrals to social service agencies, assisting with applying for public assistance, counseling, and home visits. Without a social worker, the school must depend on the principal to assume some of these duties. 4. How many students are referred to the principal's office for disciplinary matters on a daily average? Disciplinary actions are very time consuming, and depending on the number and severity of the problems, could have a negative impact on the principal's ability to concentrate on other areas of importance in the school. 5. How many students are enrolled in special education? Special education students bring unique problems and situations to a school. Couple that with students from economically and socially deprived backgrounds and the need for specialized intervention grows exponentially. Social workers are of enormous benefit to faculty and parents because they can serve as facilitators in arranging services or providing intervention for this high-risk population. They can train faculty and parents in methods to work with these students in areas that are not directly related to curriculum and instruction, but are important to their educational process. 6. How many students receive free/ reduced lunch? The answer to this question helps to determine the number and proportion of economically disadvantaged students in the school. The higher the number, the greater need for specialized social services. 7. Estimate the percentage of your students from single-parent homes. Single parent homes are generally headed by females. This often means smaller incomes and little to no male influence in child-rearing. The lack of proper role models or the presence of an overworked parent can lead to problems that place families at risk of winding up in the social service or criminal justice system. A social worker may be the difference between success or failure for some of these families. 8. How many homeless students attend your school. Foster Care Residential Care Facilities (Dorcas House, Battered Women's Shelter, Elizabeth Mitchell, etc.) These speak for themselves. 9. Do you have in-school suspension? The LRSD desegregation plan commits to placing alternatives to suspension in each school. (LRSD Desegregation Plan, April 29, 1992, page 34) 10. If not, is space available? Schools are required to develop a school-based discipline plan and to have discipline/ attendance intervention teams. (page 34) Incentive schools are required to have time-out rooms staffed with trained personnel. This person provides training in problem solving techniques. (page 175) 11. How many out-of-school suspensions did you have last year? Expulsions? High numbers strengthen the need for an alternative classroom specialist. 12. What is the average number of certified personnel absent each day? This helps to ascertain the cost-effectiveness of hiring a permanent substitute teacher. 13. What is the average number of post-observation conferences held with teachers each nine weeks? These conferences take the teacher out of the classroom during normal instruction time. If a principal averages three of these conferences a year per teacher, the need for a permanent substitute increases with the size of the teaching staff. 14. What percentage of the staff is nontenured? A large nontenured staff also poses the need for an additional person, preferably a certified teacher. That person could wear more than one hat. Questions 1-4 relate to the need for an assistant principal. Schools with large student populations, high numbers of disciplinary incidents, and significant absentee rates would benefit from an assistant principal. Questions 5-8 would indicate the need for a social worker if a disproportionate number of students fall into those categories. Questions 9-11 address the need for an alternative classroom specialist. Questions 12-14 help to identify the need for a permanent substitute. This person not only substitutes for absent teachers, but also serves as classroom replacements for teachers during post-observation conferences. NEEDS ASSESSMENT- PARENTS/ STUDENTS 1. I visit the school - daily weekly monthly twice a year once a year only when I have to (circle one) When parents visit the school, they generally see the principal, even if they have a meeting with the child's teacher. This is an important part of a principal's job, but it too can take time from other essential duties. 2. My child(ren) has been sent to the principal's office this year for breaking the rules. Y N This question is self-explanatory. Disciplinary hearings and other discipline related activities are very time consuming. 3. My child(ren) has been to see the principal as a reward for good behavior. Y N While principals should love these types of activities, they too take time, and plenty of time should be given to students who are being \"rewarded\" with a visit to or by the principal. 4. When I need to speak to the principal he/ she has time to listen. y N Self-explanatory. 5. I live within two miles of the school. y N Students who live in the neighborhoods of the incentive schools tend to come from families of low socio-economic backgrounds and are often headed by single parents. These circumstances sometimes requires the intervention or assistance of a social worker or counselor. The higher the at-risk population, the greater the need for a full-time social worker. 6. I have 3 or more children at home. y N Poverty can be defeating in itself, add several children and some parents have trouble coping. Sometimes a trained specialist is the only thing standing between neglect and assistance. 7. I am employed full-time part-time not employed This will help the administrative staff to determine the number of students that are from families of \"the working poor.\" These families are often eligible for assistance and are not aware of the help that is available to them. Social workers are invaluable to these families. 8. My child has gotten into trouble at school for fighting. Y N Fighting leads to suspension or expulsion. Trained specialists help students to acquire the skills necessary to handle and express anger. They are also helpful in designing and implementing an equitable disciplinary policy. 9. My child likes his/ her school. y N If a child does not his/ her school, this dislike is often manifested in the form of behavior problems. Alternative classrooms can be designed to accommodate problem students and to help them to learn how to become members of the school community. My child has been sent home for getting into trouble at school. y N Students cannot learn when they are not in school. An alternative classroom should be a part of the school's structure. 11. My child has trouble sitting still in the classroom. y N Hyperactive children, kinesthetic learners, and some gifted children have trouble in traditional classrooms. It is like trying to put square pegs into round holes\nthey don't fit. Many of these children wind up in disciplinary trouble and too often out of school. While punishment isn't the answer, a good alternative classroom could be. (See 1991- 1992 Monitoring Report on the Alternative Schools, ODM, December 18, 1992) 12. My child likes to talk. y N See #11. 13.My child gets upset when he/ she doesn't know the substitute teacher. y N Children like stability. They like familiar surroundings and faculty that is familiar to them. Getting to know a new teacher takes time, and there is a need for a certain amount of bonding to occur before a new person is accepted into the \"academic family.\" 14. The best time of day for me to come to school to talk to my child's teacher is If the only time a parent can visit the school is during the regular school day, then the teacher has to leave the classroom or the visit doesn't take place. This survey should be filled out by the parent and child together. The sequences of questions reveal the need for an assistant principal, social worker, alternative classroom specialist, and a permanent substitute teacher. Some of the other recommended positions in the incentive schools (pp. 190-191) would require similar assessments. The district must also take into consideration space allotment, number and types of special programs in the school and staff positions already in place. Some other areas of exploration are outlined below. PE - Does the school have a gym? If not, does it have a good play area, equipment, safe surroundings? How does PE fit in with the required wellness program? Do the nurse and PE instructor coordinate activities? What is the level of fitness/ health in the school? Art - What is available in the neighborhood or community to enhance art instruction (museum, historic buildings, local artists, art gallery, etc.)? How is art infused into the curriculum? Can it help to provide integrative experiences? Media Clerk - How often is the library used?. Is the library and its staff a regular part of instruction? Are students allowed easy access to the library? Is the library well stocked? Does it have the latest equipment? Can parents use the library? Are guest speakers and presenters a regular component of library services? Consideration should be given to the effectiveness of parent and volunteer participation in the school. How strong is the PT A/ PTO? Does the school have a functioning parent center? Are parents utilized in the school on a regular basis - do they serve as mentors, classroom aides, tutors, chauffeurs, office assistants, or guest lecturers? How can parent participation be strengthened so that the school can become self-sufficient yet economically viable? By looking at each position and analyzing information obtained through the needs assessment, the district can make informed decisions about staffing needs in any of the schools. The publication A Curriculum Audit of the Little Rock School District (1990) points out that the district has a wealth of data but is weak on information. By following the steps outlining how to develop and use a needs assessment at the beginning of this document, the district will have the technical ability to develop plans, guidelines and policies on any subject affecting the LRSD.\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_1270","title":"\"Preliminary Educational Equity Monitoring Report,\" Joshua Intervenors, Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Joshua Intervenors"],"dc_date":["1950/2014"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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