{"response":{"docs":[{"id":"bcas_bcmss0837_404","title":"Discipline, management report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1997/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School management and organization"],"dcterms_title":["Discipline, management report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/404"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRecidivism Report - Black/White Year: 99 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BE WM WF OM Senior High ACC-LEARH - 0 2 0 AGENCIES- 19 1 Junior High Elementary  AlTJ^iiABN------- \\J CENTRAL ' FAIR HALL /mcclella HiETRO^- PARKVIEW -Am.EAeu '/CLOVRJR J J J DUNBAR FORST HT HENDERSN siWABEL JR MM, 4m, MANN M/S /pUL HT J SOUTHWST J, BADGETT 'BALE J BASELINE J BOOKER 7 BRADY 7. 1. J, CARVER 'CHICOT CLOVR EL DODD Tuesday, July 27,1999 15 81 55 95 103 16 37 ---------68--. 145 87 14- 118 87 54 109 . 1_ . 40 39 54 52 21 18 65 40 1 86 58 55 32 46 3 ------ -1 - 30 7 7 5 15 9 5 5 1... 26 ----------- 10 26 47 9 20 24 17 0 32_ 1^ 4 9 17 6 13 10 4 7T_ ?I7 15-^ JU?: _8 5 2 10 19 21 9 11 60 1 6 3 4 5 2 2 18 0 2 ' 3 0 1 0 8 1 1 1 1 1 10 2 0 5 0 2 'I RECEIVED AUG 8 1999 OFFICE OF DESEGREGATION UOmORIIIS OF 0 ..... -1 - 0 0  O' 1 1 9 1 1.. - -Q 1^ ienior High  1 - 5 2 6 2 3 2 2 Junior High 0 0 1 0 0 0 1 0 0 \u0026gt; 0 2 2 3 0 Ll 0 - 1 2 3 1 0 1 0 0 0 0 1 1 0 0 0 0 Total 3 25 2cr 159 109 184 169 26 117 842- 98 230 166 300 194 178 123 178 153 *620 8 16 25 36 14 15 91 1 15 Page 1 of 2 PRecidivism Report - Bl ack/White Year: 99 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF OM OF Total Elementary FAIR PRK 16 24 6 1 0 1 0 V FORST PK 0 0 0 0 3 4 7 'FRANKLIN 38 52 FULBRIGH 11 16 8 3 2 0 1 I 4 1 0 0 0 GARLAND 0 0 0 6 2 4 0 GEYER SP 15 13 29 ^GIBBS 14 22 ^JEFFRSN 11 25 M L KING 21 12 39 MABEL EL 19 13 44 MCDERMOT 21 10 35 I 'MEADCLIF si J. y 14 22 MITCHELL OTTER CR PUL HT E 22 14 40 RIGHTSEL 11 18 J 7 2 2 9 3 9 5 1 0 6 0 6 3 3 2 0 0 3 0 1 0 2 2 3 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 8 0 2 0 1 ROCKFELR 3 4 3 0 0 1 11 '' ROMINE 7 1 2 0 1 0 11 TERRY 20 31 6 4 1 0 0 WAKEFIEL Aa/ashngtn 6 1 1 0 0 0 8 3 4 4 0 2 0 13 \u0026gt;/WATSON 1 2 0 0 0 0 9 -WEST HIL Z/VILLIAMS 17 32 10 WILSON 46 13 63 9 5 1 0 0 7 2 1 2 0 0 0 0 0 2 WOODRUFF 0 0 0 0 0 7 7 Tuesday, July 27,1999 Elementary 805 V - ifiCrand Total 3237 Page 2 of.Recidivism Report - Black/White Year: 98 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BE WM WF OM Senior High -ALT LEARN ^JENTRAL ^4^ 43- 127- 60-1 28-1 Junior High Elementary /FAiR ^HALL 90-3 50 -I 4 ^CCLELLA METRO vPARKVIEW ALT LEARN CLOVR JR i/DUNBAR '/FORST HT 'BENDERSN MABEL JR MANN M/S /pULHTJ y^OUTHWST ,j6ADGETT / BALE /baseline -BOOKER /brady vCARVER CHICOT DODD , FAIR PRK /FORST PK J FRANKLIN 115 -V 41 M received AUG 8 1999 OfflCEOF DESEGREGATION MONITORING OF Total 4______ 3------ 14 0 4 8 42 8'1 6 13 -3^ 30 17 22- 118 Senior High 3. 95-^ 10 8 11 73-1 Tuesday, July 27,1999 XT 0 1 0 7 0 4 3 3 6- 0 -56- - 229 1 63 149 Us 188 181 -43  82-yi -903 4t^------ 9 6 299 JJg*? 111 -1 133-5 lilt 179'3 J'l 92 - -I 79 ll'i 121 57 38 -  21 8 2 2Z7 66 -T 32-' 14 4 1 250 142- 67-1 65-4 34 40-9 69 -- llle 1^-7^ 4 4 20 -J- 18 19-1 11 19 ' 0 1^^ 8 3 1 278 2Ti 9 1 1 186 ns 10 3 3 142 IIO 4 2 0 136 13 3 10 0 5^ 3 lunior High iS- 223 Ilf 0 0 10 32 25 21 27 56 - 11 10 18 29 6 2 0 0 0 18 12 4 0 0 0 48 3 5 0 1 0 34 6 2 3 2 0 34 4 5 0 1 0 37 13 13 3 2 1 B8 4 5 0 0 1 21 13 10 5 1 2 3 0 1 0 25 1 0 0 31 2 0 0 39 Page 1 of 2 Recidivism Report - Black/White Year: 98 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF OM OF Total Elementary FULBRIGH 20 10 3 3 0 0 36 J GARLAND 1 1 0 0 0 0 2 ! vGEYER SP 7 7 2 1 0 0 17 GIBBS 7 1 2 0 0 0 10 -^JEFFRSN L KING '/ MABEL EL JMCDERMOT 18 34 8-' 12 13 MEADCLIF 19 39 65 16 25 / 1 1 0 8 0 5 4 7 6 2 1 4 1 1 0 0 2 0 0 1 1 0 0 0 0 MITCHELL 8 5 1 0 0 0 14 J OTTER CR 11 2 1 0 0 0 14 PUL HT E 32 16 51 4?IGHTSEL 12 15 xTROCKFELR 18 34 3 0 0 0 3 0 0 0 0 6 8 1 1 0 1/ROMINE 8 1 6 1 0 0 16 7TERRY 23-1 35 / WAKEFIEL 23 11 34 vWASHNGTN 21-3 ^^/ATSON -Awest hil 61 15 ./WILLIAMS -Wilson 35 '0 15 86 28 11 46 5 5 2 0 0 1 6 8 0 0 7 3 5 0 0 0 0 0 0 2 0 36 32- 3 2 2 0 0 0 0 0 0 1 0 0 0 . WOODRUFF 9 1 3 0 0 13 62^^ BY 1^ Elementary 3 Grand Total 4018 |Q 1.:^ \\ Tuesday, July 27,1999 SMBca Page 2 of 2 LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 1 i SCHOOL: 001 CENTRAL HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OFFENCE LVL CODE BM BF OUT OF SCHOOL BLK TOT WM WF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM UF WHT TOT 6LK WHT TOT Foul Lan CLASS 1 110 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis PROSTAFF Dis Cond CLASS 01 1 2 2 062 090 110 1 SUBTOTAL 1 1 1 1 3 1 2 1 4 1 2 1 4 1 2 1 4 INSUBORD CLASS 05 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting PROSTAFF CLASS 07 2 2 040 090 1 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 2 Pos Weap CLASS 09 3 090 SUBTOTAL 1 1 1 1 1 1 1 1 LeftSchl FAILOBEY Ref Ruis Smoking Tardies Assault Battery Theft Fighting Gambling Loiter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D FIREWORK AL-DRUGS V As Sf In Riot Gang Mem CLASS 10 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 050 060 062 100 133 010 020 030 040 050 070 080 090 100 105 110 123 140 150 072 120 123 1 1 1 5 1 2 1 8 1 39 15 1 11 SUBTOTAL 87 1 2 1 1 2 1 1 2 1 1 1 1 3 2 1 10 1 1 8 1 2 1 10 1 40 25 1 1 11 1 1 1 1 4 2 2 3 3 1 3 1 3 1 1 1 1 22 109 8 8 3 1 7 16 2 6 5 2 11 1 12 8 1 20 4 9 4 9 1 1 13 13 1 1 LeftSchl FAILOBEY Ref Ruis 1 1 1 050 060 062 1 1 2 1 1 2 1 1 2 1 3 3 2 8 1 2 1 11 1 42 36 1 1 11 4 9 1 142 1 1 2 1 3 1 3 1 7 1 17 1 1 2 1 1 3 3 2 11 1 2 1 12 1 45 37 1 1 18 4 10 1 159 1 1 2SCHOOL: 001 CENTRAL HIGH SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SUSMRC 6/03/98 07/27/98 PAGE 2 I SANCTIONS OFFENCE LVL CODE BM BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT UM UF WHT TOT BM BF BLK TOT UH WF WHT TOT BM BF BLK TOT UM WF UHT TOT BLK WHT TOT Battery Theft Fighting PROSTAFF Ind Exp INSUBORD Dis Cond Har Conn Paging D AL-DRUGS Ass Staf V As Sf WEAPONS2 In Riot Gang Mem CLASS 11 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 020 030 040 090 100 105 110 120 123 150 071 072 092 120 123 2 7 3 1 11 8 12 SUBTOTAL 48 5 5 3 7 1 1 5 1 28 2 12 8 1 14 15 1 1 17 1 k 1 k 1 1 1 1 1 76 7 3 2 3 1 21 1 1 2 8 3 2 3 2 23 1 2 4 1 1 2 5 2 1 4 9 1 1 1 1 1 3 12 8 3 15 19 1 1 17 1 1 k 8 3 6 1 8 1 1 7 1 9 1 1 1 1 1 9k 2 3 2 1 24 1 3 13 12 3 23 22 1 3 20 3 1 1 7 1 118 Fighting Loi ter Mischief INSUBORD Dis Cond Paging D AL-DRUGS V As Sf WEAPONSI In Riot CLASS 12 2 2 2 2 2 2 2 3 3 3 040 070 080 105 110 123 150 072 091 120 1 1 1 1 8 3 1 k k 1 1 2 12 1 1 2 SUBTOTAL SCHOOL SUBTOTAL 2 1 1 3 1 1 1 1 2 1 1 2 1 1 1 14 10 24 3 4 7 2 2 4 2 1 2 14 1 1 4 4 2 2 2 2 3 1 1 2 30 1 2 1 1 2 7 4 2 2 k 15 1 5 1 1 2 SI 153 64 217 33 14 47 20 13 33 23, T Ik 2 21k 49 323 yvSCHOOL: 008 FAIR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 12 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM WF WHT TOT BH BF BLK TOT WH WF WHT TOT 8LK WHT TOT Dis Cond AL-DRUGS CLASS 08 2 2 110 150 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 2 1 1 2 Ref Ruts CLASS 09 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 FAILOBEY Ref Ruis Bus Regs FAILDET Ref Det Foul Lan Assault Theft Fighting Gambli ng PROSTAFF Ind Exp INSUBORD Dis Cond AL-DRUGS WEAPONS1 CLASS 10 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 060 062 070 080 090 110 010 030 040 050 090 100 105 110 150 091 11 1 1 1 SUBTOTAL 1 1 1 11 1 9 1 23 7 6 Ti 1 8 3 3 4 2\\ 1 11 1 1 1 1 1 1 19 1 12 1 26 11 6 1 4 5 1 1 2 2 2 1 1 1 4 4 1 1 9 1 1 2 2 2 4 1 1 1 1 1 11 1 1 1 1 3 1 19 1 12 1 26 13 6 1 99 2 1 4 1 1 9 1 11 1 1 1 1 3 1 21 1 13 1 30 14 7 1 108 FAILOBEY Ref Ruts Ref Det Foul Lan Battery Fighting Gambling Loi ter Mischief PROSTAFF INSUBORD Dis Cond Paging 0 V As Sf Pos Weap CLASS 11 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 060 062 090 110 020 040 050 070 080 090 105 110 123 072 090 1 5 2 2 1 5 2 2 1 1 SUBTOTAL Mi nA I ter LeftSchl FAILOBEY 1 1 1 030 050 060 6 1 1 1 3 11 6 1 38 1 1 4 4 1 4 15 2 1 10 1 1 1 7 12 10 1 53 2 1 2 1 1 3 1 1 1 1 2 2 5 2 2 1 1 1 5 1 1 1 2 1 1 1 6 1 1 1 2 3 1 2 3 1 5 2 2 2 10 1 1 1 7 13 12 1 2 2 62 2 1 2 1 1 1 1 2 6 1 6 2 2 2 11 1 1 1 8 14 14 1 2 2 68 2 1 2 ISCHOOL: 008 FAIR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 13 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Ref Ruis FAILDET Ref Det Foul Lan Assault Battery Fighting Loiter PROSTAFF INSUBORD Dis Cond WEAPONSi WEAPONS2 CLASS 12 1 1 1 1 2 2 2 2 2 2 2 3 3 062 080 090 110 010 020 040 070 090 105 110 091 092 9 2 1 3 2 5 7 1 SUBTOTAL 32 SCHOOL SUBTOTAL 145 1 1 1 2 5 1 5 1 1 25 61 10 3 2 2 8 2 9 8 6 1 1 57 206 1 1 1 1 1 1 1 1 3 1 3 1 2 2 1 5 6 10 3 2 2 1 1 8 2 9 8 9 2 1 63 1 1 2 10 3 3 2 1 1 8 2 10 8 9 2 1 65 10 6 16 8 9 17 1 1 (5 (D 4 227 17 244 ILITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 3 SCHOOL: 002 HALL HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Fighting CLASS 07 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF INSUBORO CLASS 08 2 2 090 105 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 Hi nA I ter LeftSchl FAILOBEY Ref Ruis Smok i ng Battery Theft Fighting Mischief PROSTAFF INSUBORD Dis Cond Har Conm Paging D AL-DRUGS V As Sf Pos Ueai UEAPONS, In Riot CLASS 10 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 030 050 060 062 100 020 030 040 080 090 105 110 120 123 150 072 090 092 120 1 1 1 1 SUBTOTAL 1 1 4 1 5 7 1 1 4 1 12 1 1 1 1 2 44 9 1 5 3 1 79 2 11 8 4 55 17 1 5 3 1 1 1 1 10 8 1 1 1 1 10 9 4 1 1 1 5 1 1 1 1 9 2 13 1 1 1 3 2 1 3 3 5 1 3 3 1 1 1 1 1 1 28 107 23 1 24 1 14 5 1 19 4 4 3 1 1 5 3 1 1 5 4 58 22 2 5 3 5 2 1 1 131 1 1 1 13 9 1 1 28 1 1 1 1 1 9 2 14 1 5 71 31 2 6 3 6 2 1 1 159 Mi nA I ter FAILOBEY Ref Ruis Assault Battery Theft Fighting INSUBORD Dis Cond Forgery Paging D AL-DRUGS Poss Exp In Riot CLASS 11 1 1 1 2 2 2 2 2 2 2 2 2 3 3 030 060 062 010 020 030 040 105 110 122 123 150 100 120 2 2 7 1 3 1 3 12 15 1 6 1 1 1 5 1 2 2 1 3 2 7 1 3 1 8 13 17 1 8 2 1 1 1 4 4 4 1 LeftSchl SUBTOTAL 55 12 67 6 1 050 1 1 1 1 1 5 1 1 1 1 1 3 9 1 3 9 1 3 9 3 2 7 1 7 1 8 13 18 1 8 2 2 3 76 1 1 5 1 1 1 9 3 2 7 1 8 1 13 14 19 1 8 3 2 3 85 1SCHOOL: 002 HALL HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM BF BLK TOT WM WF SUSMRC 6/03/98 WHT TOT BM BF EXPELLED BLK TOT UM 07/27/98 UF WHT TOT BLK PAGE TOTAL WHT 4 TOT FAILOBEY Assault Battery Fighting False Al Loiter PROSTAFF INSUBORD Dis Cond Har Comm Paging D WEAPONSI In Riot Weapon CLASS 12 1 2 2 2 2 2 2 2 2 2 2 3 3 3 060 010 020 040 060 070 090 105 110 120 123 091 120 121 1 2 4 8 6 1 4 1 SUBTOTAL 28 SCHOOL SUBTOTAL 164 1 1 1 1 4 1 4 1 1 1 1 3 4 1 13 53 2 7 12 7 1 4 1 41 217 1 1 3 1 1 1 7 36 1 2 1 3 3 1 1 2 2 3 8 10 44 5 5 1 1 1 1 1 1 2 4 1 2 1 12 7 1 !\u0026gt; 1 2 1 1,1 1 1 3 3 1 1 10 2 1 2 4 1 2 8 15 10 2 5 1 2 1 57 28 5 33 4 4 6 c 256 48 304 z' \u0026gt; C'\"' V J 'f I 'LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 19 SCHOOL: 012 MC CLELLAN HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT INSUBORD CLASS 09 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 LeftSchl FAILOBEY Ref Ruis Ref Det Assault Battery Theft Fighting Gambling Loi ter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D AL-DRUGS V As Sf WEAPONS2 CLASS 10 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 050 060 062 090 010 020 030 040 050 070 080 090 100 105 110 123 150 072 092 5 7 4 1 2 2 5 7 6 3 1 1 SUBTOTAL 1 16 3 1 2 13 1 2 29 3 1 1 1 9 34 24 3 3 2 1 14 9 1 1 11 1 48 33 3 4 1 1 2 2 1 4 111 47 158 1 1 1 1 2 3 1 2 10 1 1 1 6 1 1 2 2 1 1 4 2 3 16 1 1 1 1 6 1 7 1 1 4 1 1 4 1 1 1 1 5 7 6 3 1 2 2 31 3 1 14 1 49 34 3 4 2 1 169 1 1 1 4 4 2 3 1 17 5 1 7 5 1 2 2 32 3 1 1 18 1 53 36 3 7 3 1 186 MinAI ter LeftSchl FAILOBEY Ref Ruis Bus Regs FAILDET Ref Det Battery Fighting Gambling PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm AL-DRUGS V As Sf WEAPONS1 CLASS 11 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 030 050 060 062 070 080 090 020 040 050 090 100 105 110 120 150 072 091 1 2 14 1 4 1 3 18 SUBTOTAL FAILOBEY 1 060 1 1 1 1 1 1 1 2 1 2 1 3 18 9 1 9 2 2 1 1 45 5 2 1 1 9 1 11 1 10 1 2 2 1 1 54 6 1 1 1 1 5 2 2 2 1 1 1 6 2 5 2 5 1 1 1 2 11 1 10 1 1 2 2 1 1 2 59 6 1 2 2 1 6 1 3 19 2 1 1 1 2 13 1 11 1 1 2 2 1 1 2 65 6 ISCHOOL: 012 MC CLELLAN HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 20 TOT Ref Ruis Battery Fighting Gambling Mischief PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS WEAPONSl CLASS 12 1 2 2 2 2 2 2 2 2 2 3 062 020 040 050 080 090 105 110 123 150 091 9 1 4 1 1 5 1 2 SUBTOTAL 29 SCHOOL SUBTOTAL 186 2 2 2 1 1 9 65 11 1 6 1 1 2 1 6 1 2 38 251 1 1 1 1 4 15 11 1 1 1 1 4 1 1 1 1 11 1 6 1 1 2 1 6 1 2 1 39 1 1 1 1 4 12 1 7 1 1 2 2 7 1 2 1 43 26 12 1 13 4 4 1 1 268 27 295 I aSCHOOL: 005 PARKVIEW ARTS/SCIENCE MAGNET OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE\nSANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 8 WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Fighting INSUBORD CLASS 07 2 2 040 105 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 Ref Ruis Smok i ng Theft Fighting Loiter PROSTAFF Ind Exp INSUBORD Dis Cond AL-DRUGS CLASS 10 1 1 2 2 2 2 2 2 2 2 062 100 030 040 070 090 100 105 110 150 3 5 2 1 1 5 1 SUBTOTAL 18 2 5 2 1 1 8 1 15 2 6 2 2 1 13 2 33 1 1 5 1 1 1 1 2 1 3 7 5 1 16 4 3 1 10 11 8 2 26 1 2 1 2 3 b 2 2 1 13 2 1 35 1 1 3 11 8 2 26 5 1 3 7 2 5 1 21^ 10 3 61 MinAlter FAILOBEY Ref Ruis Fighting Loi ter PROSTAFF INSUBORD Dis Cond Har Comm Paging D AL-DRUGS V As Sf Pos Weap WEAPONSI CLASS 11 1 1 1 2 2 2 2 2 2 2 2 3 3 3 030 060 062 040 070 090 105 110 120 123 150 072 090 091 1 1 1 2 1 1 1 1 2 1 1 1 SUBTOTAL 3 3 2 5 3 1 2 1 1 1 2 3 1 1 1 2 1 1 2 1 2 1 2 1 1 1 2 5 3 2 3 15 1 3 1 18 1 1 1 1 1 1 2 2 8 3 11 1 1 1 1 1 19 1 1 2 1 1 12 1 2 1 2 1 2 8 3 1 1 It 3 1 1 31 Smok i ng Fighting Loiter Mischief PROSTAFF INSUBORD Dis Cond Paging 0 AL-DRUGS CLASS 12 1 2 2 2 2 2 2 Z 2 100 040 070 080 090 105 110 123 150 1 1 1 SUBTOTAL 2 5 SCHOOL SUBTOTAL 41 2 2 4 22 3 1 2 1 2 9 63 1 1 3 2 1 2 10 34 1 2 3 5 1 2 6 2 1 2 15 3 1 1 18 52 1 1 2 1 1 1 1 2 10 1 2 6 2 1 2 15 1 3 1 1 4 7 3 1 It 2^^ 4 4 (3\u0026gt; 1 67 53 120SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 23 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Dis Cond CLASS 01 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF CLASS 04 2 090 SUBTOTAL 1 1 1 1 1 1 1 1 MinAlter FAILOBEY Ref Ruis Foul Lan Assault Battery Theft Fighting Loi ter M i sch i ef PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm Forgery Paging D Ass Staf V As Sf In Riot CLASS 07 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 030 060 062 110 010 020 030 040 070 080 090 100 105 110 120 122 123 071 072 120 1 9 1 1 1 9 1 1 1 1 SUBTOTAL 1 22 1 3 8 1 73 25 1 16 1 21 8 1 2 1 38 1 3 9 1 94 33 1 2 1 2 3 5 1 1 5 5 2 2 1 9 1 1 148 48 196 10 2 15 1 5 11 2 20 1 1 1 2 1 1 1 8 1 9 2 2 1 1 2 1 1 2 5 1 38 1 3 9 1 96 34 1 2 1 1 1 1 207 3 5 1 11 2 22 1 9 1 1 3 5 1 43 1 3 10 1 107 36 1 2 1 1 1 1 229 Mi nA I ter FAILOBEY Assault Battery Fighting Loi ter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm Paging D AL-DRUGS Sale Ale Ass Staf V As Sf 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 030 060 010 020 040 070 080 090 100 105 110 120 123 150 010 071 072 7 20 1 1 11 1 40 16 2 1 1 3 3 1 13 1 2 4 14 12 2 1 10 3 1 33 2 3 15 1 54 28 2 1 2 1 1 1 1 4 3 3 7 3 2 5 4 1 1 1 1 3 6 5 1 1 1 1 1 1 10 10 4 33 2 3 15 1 54 29 2 1 3 1 1 3 6 5 1 1 1 1 1 1 1 1 1 1 1 11 10 4 34 2 3 18 1 60 34 2 1 3 1 1 2SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 24 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT WEAPONSI In Riot CLASS 08 3 3 091 120 SUBTOTAL 100 56 156 12 5 17 1 9 4 1 13 1 1 1 1 2 2 1 1 4 1 2 173 18 1 2 191 LeftSchl FAILOBEY Assault Battery F i ght ing Loiter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS Ass Staf V As Sf Pos Weap WEAPONSI In Riot CLASS 09 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 050 060 010 020 040 070 080 090 100 105 110 120 123 150 071 072 090 091 120 1 6 1 3 1 9 1 SUBTOTAL SCHOOL SUBTOTAL 16 1 3 20 2 50 27 2 4 133 382 5 4 20 8 1 21 1 3 24 2 70 35 1 2 4 1 1 4 6 1 6 5 12 1 1 1 1 1 1 1 1 1 1 1 1 42 175 147 529 2 1 2 3 4 4 1 1 1 1 2 1 1 1 1 1 1 5 6 11 14 8 22 2 2 2 4 2 4 1 9 6 12 21 1 3 25 2 70 35 1 2 I, 1 4 1 1 2 201 1 1 1 2 4 4 13 1 9 7 12 22 1 4 27 2 74 39 1 2 4 1 4 1 1 2 214 32 16 48 31 13 44 3 2 5 (!) 10 583 53 636LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 10 I SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OFFENCE LVL CODE BM BF OUT OF SCHOOL BLK TOT UM UF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM WF WHT TOT BM BF BLK TOT UM UF WHT TOT BLK WHT TOT Ois Cond CLASS 04 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 Assault Battery Theft Fighting False Al Loiter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Coma Paging D AL-DRUGS Ass Staf V As Sf WEAPONS 1 Extort In Riot CLASS 07 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 010 020 030 040 060 070 080 090 100 105 110 120 123 150 071 072 091 110 120 1 1 1 19 1 1 1 9 2 20 7 3 1 1 1 12 3 1 9 7 2 1 1 1 2 31 1 1 1 12 3 29 14 5 1 2 1 1 SUBTOTAL 1 1 69 36 105 2 8 2 8 1 1 2 1 1 1 1 1 1 3 1 5 3 24 6 6 3 1 11 3 2 1 1 1 1 1 1 2 1 1 30 7 3 10 1 1 1 1 1 1 1 3 2 32 2 1 1 12 3 29 15 5 1 3 2 3 1 2 8 1 1 3 1 11 3 1 1 2 1 2 1 2 1 1 117 1 32 2 3 4 40 2 1 1 13 4 32 16 16 1 6 2 3 1 1 1 149 Ref Ruis Assault Battery Theft Fighting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm Paging D AL-DRUGS Ass Staf V As Sf WEAPONS1 Weapon CLASS 08 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 062 010 020 030 040 080 090 100 105 110 120 123 150 071 072 091 121 4 3 7 SUBTOTAL FAILOBEY Foul Lan 1 1 060 110 1 2 13 1 1 10 3 1 2 23 1 4 1 1 1 1 5 5 7 11 7 3 43 1 4 1 1 22 15 8 2 2 3 1 3 2 3 1 1 1 1 1 1 3 1 1 3 1 1 1 4 2 2 23 1 4 1 16 8 1 5 3 2 1 1 1 1 1 1 1 1 1 2 65 18 2 20 1 6 1 6 1 1 1 2 3 1 1 1 1 3 2 3 1 1 74 1 1 4 1 22 7 1 2 2 28 1 7 3 20 8 1 1 7 2 3 1 2 96 1 1 1 1 1 1 1SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 11 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Assault Battery Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging 0 FIREWORK AL-DRUGS Ass Staf V As Sf Pos Weap WEAPONSI Extort In Riot Gang Mem CLASS 09 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 010 020 030 040 050 080 090 100 105 110 120 123 140 150 071 072 090 091 110 120 123 3 3 SUBTOTAL SCHOOL SUBTOTAL 1 10 2 1 2 25 8 1 3 1 1 1 60 173 5 4 4 7 1 1 22 80 1 15 2 1 6 29 15 1 1 3 2 1 1 82 253 1 5 2 7 5 1 2 1 25 67 2 2 3 1 2 1 1 2 2 1 1 2 1 2 3 1 13 21 I, 1 7 1 1 1 1 2 2 1 3 2 1 2 1 2 1 1 5 2 1 16 2 1 6 1 32 17 3 7 5 3 7 8 1 5 1 1 1 5 1 1 1 38 88 14 27 6 9 2 b 1 1 1 1 1 1 1 20 36 1 1 4 6 2 3 6 1 2 1 6 1 1 1 3 1 7 1 1 3 3 b 3 1 1 4 2 109 5 1 2 1 44 5 2 4 23 2 1 11 4 39 25 1 1 1 8 3 7 5 2 1 4 2 153 9 CD 3 12 d) 1 301 98 399SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 14 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Battery CLASS 01 2 020 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF INSUBORD Forgery CLASS 02 2 2 2 090 105 122 1 SUBTOTAL 1 2 1 1 1 1 1 3 1 1 1 3 1 1 1 3 Assault Battery Theft Fighting PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS Sale Ale Ass Staf V As Sf CLASS 07 2 2 2 2 2 2 2 2 2 3 3 3 010 020 030 040 090 105 110 123 150 010 071 072 1 1 1 24 11 35 33 1 1 1 7 1 7 9 2 1 1 31 12 42 42 1 1 2 2 SUBTOTAL 1 1 110 25 1 1 135 1 6 4 15 8 2 38 1 6 7 1 7 I, 21 8 2 45 1 2 3 1 1 1 1 1 2 2 1 4 1 1 4 5 4 5 2 4 1 31 12 42 42 1 1 1 1 6 144 2 1 7 4 22 8 2 46 4 4 2 38 16 64 50 1 3 1 1 6 190 MinAlter LeftSchl Ref Ruis Assault Battery Theft Fi ghting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Forgery V As Sf CLASS 08 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 030 050 062 010 020 030 040 080 090 100 105 110 120 122 072 1 2 1 2 1 1 SUBTOTAL 12 1 16 1 17 33 1 11 14 1 87 9 12 2 1 1 53 1 1 3 1 2 1 23 1 30 1 26 45 2 2 1 140 1 1 6 3 6 4 2 22 2 3 1 3 4 13 2 9 1 3 9 8 2 35 1 1 5 6 1 1 1 1 1 1 1 1 1 8 1 9 2 2 1 1 1 1 1 1 3 1 8 1 23 1 30 1 27 46 2 2 3 150 1 2 10 1 3 10 8 2 37 1 1 4 1 8 3 33 2 33 1 37 54 4 2 3 187 MinAlter Harass LeftSchl Ref Ruis Bus Regs Foul Lan 1 1 1 1 1 1 030 040 050 062 070 110 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT UM 07/27/98 UF WHT TOT BLK PAGE TOTAL WHT 15 TOT Assault Battery Theft Fighting Mischief PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS Arson Ass Staf V As Sf WEAPONSI WEAPONS2 CLAS\n09 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 010 020 030 040 080 090 105 110 123 150 060 071 072 091 092 2 3 1 10 10 44 42 3 1 3 SUBTOTAL 121 PROSTAFF Dis Cond CLASS 10 2 2 090 110 1 SUBTOTAL 1 SCHOOL SUBTOTAL 321 1 3 1 6 9 7 1 2 34 114 2 3 2 13 1 16 53 49 1 3 1 5 155 1 1 435 1 1 1 1 1 1 4 8 3 1 1 20 1 1 81 1 1 2 22 5 8 3 1 1 1 22 1 1 103 1 1 1 1 4 7 2 3 13 1 3 1 1 1 1 7 20 3 3 1 1 3 3 2 13 1 16 54 52 1 3 1 2 5 1 1 1 5 8 3 1 2 1 1 1 1 163 1 23 3 3 3 14 1 21 62 55 1 4 3 2 5 1 1 186 1 1 1 1 1 1 2 7 1 462 107 569SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM BF BLK TOT WM WF SUSMRC 6/03/98 WHT TOT BM BF EXPELLED BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 21 TOT INSUBORD CLASS 03 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 INSUBORD CLASS 06 2 105 SUBTOTAL 2 2 2 2 2 2 2 2 LeftSchl FAILOBEY Ref Ruis Bus Regs Ref Det foul Lan Assault Battery Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm FIREWORK AL-DRUGS Ass Staf V As Sf Pos Weap WEAPONS1 WEAPONS2 Poss Exp CLASS 07 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 050 060 062 070 090 110 010 020 030 040 050 080 090 100 105 110 120 140 150 071 072 090 091 092 100 4 8 1 1 4 1 1 3 SUBTOTAL 3 3 54 1 13 3 46 9 1 2 2 2 1 1 159 1 1 16 5 1 11 1 1 5 1 3 3 70 1 1 1 1 1 1 5 1 7 21 6 1 1 59 1 1 1 1 1 6 1 1 2 1 1 20 3 67 15 1 1 2 2 3 1 1 218 1 4 5 20 1 1 4 5 1 1 1 2 1 2 1 1 1 1 1 2 1 2 1 1 1 1 21 1 10 2 1 12 1 1 1 1 2 5 1 11 1 1 5 1 5 3 70 1 1 21 4 68 17 1 1 2 4 2 3 2 1 1 232 1 1 1 1 1 1 6 1 4 5 22 6 2 12 1 1 5 2 6 lb 1 2 25 73 17 1 1 2 2 3 2 1 1 2bl, MinAlter LeftSchl FAILOBEY Ref Ruis Smoking Foul Lan Assault Battery Theft Fighting Gambling False Al 1 1 1 1 1 1 2 2 2 2 2 2 030 050 060 062 100 110 010 020 030 040 050 060 1 2 10 1 3 1 1 1 21 3 3 5 3 1 1 15 3 1 2 15 1 6 2 2 1 36 3 1 1 1 1 2 1 1 1 1 4 4 1 1 1 1 1 1 3 1 2 15 1 6 2 3 1 37 4 1 1 2 1 4 4 1 2 17 1 6 2 4 1 41 4 1SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 22 TOT Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm Forgery Paging D RAPRINGS AL-DRUGS Ass Staf V As Sf Pos Weap CLASS 08 2 2 2 2 2 2 2 2 2 2 3 3 3 080 090 100 105 no 120 122 123 130 150 071 072 090 9 2 30 5 3 1 3 1 SUBTOTAL 98 1 5 7 1 1 1 1 45 1 14 2 37 6 3 1 1 3 2 1 143 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 3 1 4 5 6 11 10 3 13 1 14 2 39 7 3 1 1 1 1 3 6 1 156 1 1 1 11 1 15 2 40 8 3 1 1 1 1 3 6 1 167 MinAlter LeftSch I FAILOBEY Ref Ruis FAILDET Foul Lan Assault Battery Theft Fighting Gambling False Al M i sch i ef PROSTAFF INSUBORD Dis Cond Har Comm AL-DRUGS Ass Staf V As Sf Extort Weapon ROBBERY CLASS 09 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 030 050 060 062 080 110 010 020 030 040 050 060 080 090 105 110 120 150 071 072 110 121 130 1 2 2 29 1 6 1 3 6 22 2 2 10 5 8 2 8 1 SUBTOTAL 111 Dis Cond CLASS 11 2 110 SUBTOTAL 1 1 SCHOOL SUBTOTAL 372 3 7 7 1 2 20 124 1 2 5 36 1 6 1 3 6 29 2 2 11 7 8 2 8 1 131 1 1 496 5 3 5 3 1 1 1 1 1 1 1 1 5 1 1 1 18 43 1 1 8 6 1 1 1 19 51 1 1 1 1 1 3 2 1 1 1 1 1 13 33 1 3 8 1 1 2 3 2 2 1 1 1 16 41 1 1 1 1 1 1 2 2 1 1 2 2 2 2 2 1 2 5 36 1 6 2 3 6 29 2 1 2 11 8 9 11 3 3 1 2 1 149 5 3 1 1 1 6 1 1 1 1 2 23 1 2 10 39 1 7 3 4 6 35 2 1 2 12 9 9 U 12 5 1 2 1 172 1 2 3 (5 4 7 2 1 1 1 1 541 56 597SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/93 WF WHT TOT BLK PAGE TOTAL WHT 25 TOT Fighting CLASS 02 I PROSTAFF CLASS 04 Harass FAILOBEY Ref Ruis Battery Theft Fighting PROSTAFF Ind Exp INSUBORD Dis Cond RAPRINGS AL-DRUGS Ass Staf V As Sf CLASS 07 FAILOBEY Ref Ruis Foul Lan Assault Battery Theft Fighting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D AL-DRUGS Ass Staf V As Sf WEAPONSI WEAPONS2 In Riot CLASS 08 Ref Ruis Foul Lan 2 040 SUBTOTAL 2 090 SUBTOTAL 1 1 1 2 2 2 2 2 2 2 2 2 3 3 040 060 062 020 030 040 090 100 105 110 130 150 071 072 SUBTOTAL 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 060 062 110 010 020 030 040 080 090 100 105 110 123 150 071 072 091 092 120 SUBTOTAL 1 1 062 110 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 3 1 1 1 3 4 1 1 16 1 1 2 13 16 1 1 1 1 1 32 2 1 3 14 1 1 1 2 1 2 3 3 1 3 4 3 1 40 22 62 1 1 1 1 1 1 2 6 6 1 1 6 1 1 1 7 32 2 1 3 16 1 1 1 1 69 1 2 1 1 6 1 3 5 3 1 34 2 1 4 17 1 1 1 1 75 3 6 1 1 1 4 7 1 1 1 2 2 13 1 3 1 16 10 4 3 8 1 5 1 4 1 2 2 2 21 2 8 1 17 14 5 5 2 2 1 2 3 1 1 4 4 2 2 2 2 1 2 1 3 2 4 3 1 1 3 3 6 65 25 90 12 5 17 1 1 1 1 1 1 1 1 1 1 8 6 14 1 1 1 3 1 3 4 7 1 2 5 2 21 2 8 2 17 20 5 6 1 1 1 1 1 107 1 4 3 2 4 3 1 18 8 1 2 5 2 25 2 11 2 19 24 5 9 1 1 1 2 1 125 5 1 5 1 1 1 1 1 6 1 1 7 1LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 26 I SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BLK WHT TOT Assault Battery Fighting PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS Ass Staf V As Sf FIREARM2 WEAPONSl WEAPONS2 In Riot CLASS 09 2 2 2 2 2 2 2 2 3 3 3 3 3 3 010 020 040 090 105 110 123 150 071 072 082 091 092 120 1 11 6 4 5 2 1 11 3 3 8 1 22 9 7 13 2 1 3 7 1 10 1 2 2 1 1 SUBTOTAL 36 SCHOOL SUBTOTAL 142 1 1 2 3 3 6 1 1 1 1 1 1 1 1 2 1 1 1 2 1 2 26 62 5 9 14 7 2 6 2 13 5 1 3 1 8 1 3 22 9 7 19 2 3 1 2 1 2 1 3 83 10 1 2 14 1 3 32 10 7 21 2 3 1 2 1 2 1 3 97 74 216 23 14 37 21 13 34 1 1 5^ 11 261 38 299SCHOOL: 003 MANN ARTS/SCIENCES MAGNET OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 5 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF WHT TOT BM BF BLK TOT UM UF WHT TOT BLK WHT TOT Dis Cond CLASS 02 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 Harass FAILOBEY FAILDET Theft Fighting PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm Paging D AL-DRUGS CLASS 07 1 1 1 2 2 2 2 2 2 2 2 2 040 060 080 030 040 090 100 105 110 120 123 150 2 1 18 1 2 10 1 6 1 1 2 1 24 2 1 1 SUBTOTAL 1 35 2 1 1 1 13 I, 11 1 1 1 48 3 2 3 5 3 3 7 1 3 8 1 1 1 1 1 1 14 6 20 2 2 1 1 1 2 1 24 2 1 4 12 1 1 1 50 1 5 3 3 9 21 1 1 2 1 29 5 1 7 21 1 1 1 71 MinAlter FAILOBEY Ref Ruis FAILDET Theft Fighting Gambling PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm AL-DRUGS WEAPONSI CLASS 08 1 1 1 1 2 2 2 2 2 2 2 2 2 3 030 060 062 080 030 040 050 090 100 105 110 120 150 091 1 2 2 1 SUBTOTAL 1 11 2 14 3 1 37 1 5 1 9 2 19 1 3 2 1 1 16 1 2 23 5 1 56 1 1 4 1 4 3 1 14 1 1 1 1 5 1 1 1 3 2 1 1 16 1 1 2 5 6 3 1 3 1 1 3 1 1 5 24 6 1 5 1 1 19 4 1 5 1 1 1 1 1 1 1 1 1 1 62 6 3 1 1 20 1 3 3 1 2 21 2 1 5 30 9 1 1 2 82 LeftSchl Ref Ruis Assault Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D 1 1 2 2 2 2 2 2 2 2 2 2 050 062 010 030 040 051 081 090 100 105 110 123 1 1 1 1 1 6 2 1 2 3 11 9 1 6 3 3 3 3 1 12 2 1 5 6 14 12 1 1 1 1 1 1 1 2 2 1 1 1 3 1 3 1 1 1 1 1 12 2 1 5 6 15 12 1 1 1 1 3 1 3 1 2 1 2 15 2 1 5 6 16 15 1 ILITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 6 i SCHOOL: 003 MANN ARTS/SCIENCES MAGNET FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK tot UM UF UHT TOT BLK UHT TOT AL-DRUGS CLASS 09 2 150 SUBTOTAL 2 40 18 2 58 2 8 1 5 3 13 1 1 2 59 3 13 5 72 SCHOOL SUBTOTAL 112 51 163 36 16 52 7 1 8 1 1 1 1 172 54 226 ISCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM 07/27/98 UF UHT TOT BLK PAGE TOTAL UHT 16 TOT Battery Theft Fighting PROStAFF INSUBORD Dis Cond Forgery V As Sf CLASS 07 2 2 2 2 2 2 2 3 020 030 040 090 105 110 122 072 2 18 5 10 14 1 11 2 1 1 3 29 5 12 15 1 3 3 SUBTOTAL 49 16 65 3 3 1 1 1 1 2 2 1 1 1 1 1 3 30 5 12 15 1 1 68 3 3 1 3 33 5 12 15 1 1 71 Ref Ruis Theft Fighting Loiter PROSTAFF INSUBORD Dis Cond Paging D V As Sf Pos Ueap UEAPONS1 UEAPONS2 CLASS 08 1 2 2 2 2 2 2 2 3 3 3 3 062 030 040 070 090 105 110 123 072 090 091 092 3 5 22 1 3 16 8 1 7 5 3 6 29 1 3 21 8 3 1 4 1 SUBTOTAL 2 1 1 62 1 14 2 1 1 1 76 4 1 1 1 1 5 1 1 2 1 9 1 1 1 1 1 1 1 1 1 1 1 1 3 6 29 1 3 21 8 3 1 2 1 78 4 1 1 2 1 1 10 3 6 33 1 4 22 10 1 3 1 3 1 88 FAILOBEY Ref Ruis Foul Lan Assault Theft Fighting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS Ass Staf Pos Ueap In Riot CLASS 09 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 060 062 110 010 030 040 080 090 100 105 110 120 123 150 071 090 120 1 1 1 1 1 2 1 SUBTOTAL SCHOOL SUBTOTAL 3 7 1 1 3 18 129 14 3 21 1 1 1 1 1 1 1 1 1 2 1 1 3 21 1 2 1 2 21 51 2 2 2 6 1 6 1 2 2 2 2 5 2 1 2 1 2 2 2 2 1 1 1 6 3 39 12 1 13 180 19 6 25 1 1 2 1 1 4 1 2 1 6 3 3 1 1 1 1 5 2 1 1 46 2 1 1 16 1 2 1 1 3 22 1 1 2 8 5 2 2 (\u0026gt; 3 1 1 b2 6 3 9 4 4 (S) 3 192 29 221LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 17 SCHOdfL: 011 SOUTHWEST JUNIOR HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OFFENCE LVL CODE BM BF OUT Of SCHOOL BLK TOT WM WF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Dis Cond CLASS 01 2 no SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis Ref Det Assault Battery Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS V As Sf CLASS 07 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 062 090 010 020 030 040 050 080 090 100 105 110 120 123 150 072 1 1 1 1 SUBTOTAL 1 3 23 1 2 k 2 19 11 1 1 69 15 2 3 3 1 25 1 3 38 1 2 6 2 22 14 2 1 94 3 3 2 5 1 1 2 2 1 1 7 1 6 4 5 6 1 1 1 1 2 1 1 2 1 1 1 1 5 7 3 39 1 2 6 4 23 15 2 1 1 3 2 1 12 1 5 1 17 1 1 1 111 1 8 1 1 5 8 3 42 1 2 6 4 23 17 3 1 1 1 119 MinAlter FAILOBEY Ref Ruis Ref Det Foul Lan Assault Battery Fighting Mischief PROSTAFF INSUBORD Dis Cond AL-DRUGS V As Sf Extort CLASS 08 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 030 060 062 090 110 010 020 040 080 090 105 110 150 072 110 2 1 1 1 1 1 2 1 1 2 1 SUBTOTAL 1 19 16 20 10 2 73 11 1 4 19 8 45 1 30 1 20 39 18 2 118 4 1 1 3 2 1 1 2 1 5 1 2 5 3 5 1 2 1 7 2 2 1 1 2 2 11 5 16 8 3 11 2 2 1 1 1 1 2 1 1 2 1 1 8 30 1 21 39 18 2 2 1 130 2 5 1 2 5 3 18 2 1 1 2 1 1 10 35 2 23 44 21 2 2 1 148 LeftSchl Assault Battery Theft Fighting Gambling Mischief 1 2 2 2 2 2 2 050 010 020 030 040 050 080 1 1 2 24 1 4 1 1 8 1 1 3 1 32 1 4 1 1 4 2 1 2 5 1 1 3 1 4 1 3 8 1 32 1 4 1 1 4 2 4 8 1 36 1 4SCHOOL: 011 SOUTHWEST JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 18 J DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT PROSTAFF Ind Exp INSUBORD Dis Cond Paging D AL-DRUGS Ass Staf V As Sf WEAPONS1 Extort Weapon CLAS^ 09 2 2 2 2 2 2 3 3 3 3 3 090 100 105 110 123 150 071 072 091 110 121 8 1 18 8 1 5 5 11 9 13 1 29 17 1 5 4 1 1 2 5 3 SUBTOTAL 1 1 1 1 1 1 1 1 2 2 75 35 110 9 5 14 INSUBORD CLASS 10 2 105 SUBTOTAL Z 2 1 1 3 3 1 1 1 1 11 1 4 1 1 1 1 1 15 1 2 1 1 1 2 1 2 1 2 4 1 2 3 14 1 29 19 1 5 2 4 1 1 1 128 3 3 Ref Ruis Dis Cond CLASS 11 1 2 062 110 SUBTOTAL 1 1 1 1 1 1 SCHOOL SUBTOTAL 221 106 327 25 1 1 1 1 13 38 31 12 43 5 2 7 (3) 4 374 1 5 3 2 1 18 14 2 34 22 1 5 2 6 1 2 1 146 3 3 1 1 1 1 2 45 419SCHOOL: 019 BADGETT ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 29 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT INSUBORO Dis Cond CLASS 01 2 2 105 110 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 2 1 1 2 Dis Cond CLASS 02 2 no SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis Theft Fighting CLASS 05 1 2 2 062 030 040 SUBTOTAL 1 1 1 3 1 1 2 1 1 4 2 1 1 4 2 1 1 4 Fighting Dis Cond CLASS 06 2 2 040 110 1 subtotal 1 2 2 1 2 3 1 2 3 1 2 3 SCHOOL SUBTOTAL 5 3 8 1 1 2 10 10 I ILITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 27 SCHOOL: 017 BALE ELEMENTARY SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OFFENCE LVL CODE BM BF OUT OF SCHOOL BLK TOT WM WF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Fighting CLASS 02 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 Dis Cond CLASS 03 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis fighting Dis Cond CLASS 04 1 2 2 062 040 110 SUBTOTAL 2 2 2 6 2 2 2 6 2 2 2 6 2 2 2 6 Theft Fighting Ind Exp Dis Cond WEAPONSI CLASS 05 2 2 2 2 3 030 040 100 110 091 1 2 1 1 1 1 2 1 2 1 1 SUBTOTAL 5 1 6 1 2 1 2 2 2 1 2 1 8 2 2 1 2 1 8 Ref Ruis Loi ter INSUBORD Dis Cond WEAPONSI CLASS 06 1 2 2 2 3 062 070 105 110 091 1 1 1 1 1 3 2 1 3 SUBTOTAL 2 6 8 1 1 1 1 2 1 2 3 1 9 2 1 2 3 1 9 INSUBORO CLASS 08 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF CLASS 10 2 090 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 15 7 22 2 2 2 1 3 25 2 27SCHOOL: 022 BASELINE ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM 07/27/98 UF UHT TOI BLK PAGE TOTAL UHT 32 TOT I I i i I FAILOBEY Foul Lan Assault PROSTAFF CLASS K 1 1 2 2 060 110 010 090 1 1 SUBTOTAL 2 1 1 1 3 1 2 1 1 5 1 2 1 1 5 1 2 1 1 5 Foul Lan Assault Battery Fighting X As Sf CLASS 01 Ref Ruis CLASS 02 FAILOBEY Ref Ruis Foul Lan Loiter V As Sf CLASS 03 Harass FAILOBEY Ref Ruis foul Lan Assault Fighting Loiter Ass Staf CLASS 04 FAILOBEY Ref Ruis Foul Lan Theft F i ght ing Loiter INSUBORD V As Sf CLASS 05 Ref Ruis Foul Lan 1 2 2 2 3 110 010 020 040 072 3 1 3 1 1 1 1 1 3 1 SUBTOTAL 4 1 5 1 2 1 2 1 1 1 062 SUBTOTAL 1 1 1 2 3 060 062 110 070 072 SUBTOTAL 1 1 1 1 2 2 2 3 040 060 062 110 010 040 070 071 SUBTOTAL 1 1 1 2 2 2 2 3 060 062 110 030 040 070 105 072 SUBTOTAL 1 1 062 110 5 1 2 3 1 1 1 1 7 1 1 1 1 1 1 1 1 1 2 2 1 2 2 1 6 1 6 1 1 1 1 1 2 2 1 1 7 1 2 2 1 1 7 1 1 5 2 2 3 1 1 16 1 1 5 2 2 3 1 1 16 1 1 1 1 1 1 5 2 2 3 1 1 16 1 1 1 1 5 3 2 3 1 1 17 1 2 3 1 1 3 1 2 3 1 4 1 1 1 1 1 1 1 9 3 4 3 2 1 1 12 5 5 1 1 1 1 1 1 3 3 1 1 2 1 1 1 2 3 1 4 1 1 1 14 5 5 1 1 1 1 4 2 2 4 1 5 1 2 1 18 5 5SCHOOL: 022 BASELINE ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 33 TOT Fighting INSUBORD Dis Cond CLASS 06 2 2 2 040 105 110 SUBTOTAL 7 2 1 17 3 1 7 10 2 2 24 10 2 2 24 10 2 2 24 SCHOOL SUBTOTAL 55 14 69 6 6 1 2 3 1 1 72 7 79SCHOOL: 006 BOOKER ARTS MAGNET SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 9 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT INSUBORD Dis Cond CLASS K 2 2 105 110 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Assault INSUBORD Ois Cond CLASS 01 2 2 2 010 105 110 SUBTOTAL 2 1 1 4 1 1 2 1 2 5 2 1 2 5 2 1 2 5 Dis Cond CLASS 02 2 110 SUBTOTAL 2 2 3 3 5 5 5 5 5 5 Assault INSUBORD Ois Cond Har Comn V As Sf CLASS 03 2 2 2 2 3 010 105 110 120 072 SUBTOTAL 2 4 1 1 8 2 4 1 1 8 1 1 1 1 1 1 3 3 2 4 1 1 8 1 1 1 3 1 3 5 1 1 11 Assault INSUBORD Dis Cond CLASS 04 2 2 2 010 105 110 SUBTOTAL 1 1 3 5 1 1 3 5 1 1 1 1 1 2 3 6 1 2 3 6 Theft Mischief INSUBORD Dis Cond CLASS 05 2 2 2 2 030 080 105 110 2 2 SUBTOTAL 3 1 6 3 1 6 1 1 2 1 1 3 1 6 1 1 2 1 3 1 7 Fighting INSUBORD Dis Cond Har Comm CLASS 06 2 2 2 2 040 105 110 120 SUBTOTAL 1 1 3 1 6 1 1 3 1 6 2 2 2 2 1 1 3 1 6 2 2 1 1 5 1 8 INSUBORD CLASS 08 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 34 4 38 6 6 1 1 39 6 45SCHOOL: 018 BRADY ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 UF WHT TOT BLK PAGE TOTAL WHT 28 TOT FAILOBEY Dis Cond CLASS K 1 2 060 110 1 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 2 Harass FAILOBEY Ref Ruis RAPRINGS Ass Staf CLASS 01 1 1 1 2 3 040 060 062 130 071 SUBTOTAL 1 1 1 1 1 5 1 1 1 1 1 5 1 1 1 1 1 5 1 1 1 1 1 5 Ref Ruis Foul Lan F i gh t i ng Dis Cond RAPRINGS CLASS 02 1 1 2 2 2 062 110 040 110 130 2 1 1 SUBTOTAL 1 5 2 2 2 1 1 2 1 1 1 1 1 1 2 1 1 2 1 7 1 1 2 1 2 2 1 8 FAILOBEY Foul Lan Fighting CLASS 03 1 1 2 060 110 040 SUBTOTAL 3 1 1 5 3 1 1 5 1 1 2 1 1 2 3 1 1 5 2 2 5 1 1 7 MinAlter FAILOBEY Ref Ruis Foul Lan Assault CLASS 04 1 1 1 1 2 030 060 062 110 010 2 1 1 2 1 2 1 2 1 1 SUBTOTAL 3 3 6 1 2 1 2 1 2 1 2 6 1 1 2 1 3 1 2 1 8 MinAlter Ref Ruis Dis Cond CLASS 05 1 1 2 030 062 110 1 1 1 2 1 1 1 SUBTOTAL 2 1 3 1 1 1 1 1 1 Fighting CLASS 07 2 040 SUBTOTAL 2 2 2 2 SCHOOL SUBTOTAL 22 6 28 5 3 8 1 1 3 1 4 2 2 29 1 1 3 1 1 5 2 2 8 37 ISCHOOL: 021 CARVER MATH/SCIENCE MAGNET OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF WHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM I I I i 07/27/98 UF UHT TOT BLK PAGE TOTAL UHT 31 TOT Theft CLASS K 2 030 SUBTOTAL 2 2 2 2 2 2 2 2 Ref Ruis Assault Dis Cond CLASS 01 Dis Cond CLASS 02 LeftSchl FAILOBEY Theft Fighting INSUBORD Dis Cond CLASS 03 Assault Theft Fighting bis Cond CLASS 04 Battery Theft Fighting INSUBORO CLASS 05 MinAlter FAILOBEY Ref Ruis Theft Fighting Ind Exp Har Conm V As Sf UEAPONS1 CLASS 06 1 2 2 062 010 110 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 2 110 SUBTOTAL 1 1 2 2 2 2 050 060 030 040 105 110 SUBTOTAL 2 2 2 2 010 030 040 no SUBTOTAL 2 2 2 2 020 030 040 105 SUBTOTAL 1 1 1 2 2 2 2 3 3 030 060 062 030 040 100 120 072 091 SUBTOTAL SCHOOL SUBTOTAL 2 2 2 2 2 2 2 Z 1 2 2 1 1 3 10 1 2 2 1 1 3 10 1 1 1 1 1 3 1 3 1 2 2 1 1 3 10 1 1 1 3 1 3 2 2 1 I, 13 1 1 5 2 9 5 1 6 1 1 2 2 2 1 9 39 1 1 2 4 1 1 5 2 9 1 6 1 8 1 1 2 2 2 1 9 43 1 1 1 1 1 1 5 2 9 1 1 1 1 6 2 10 1 1 1 1 1 2 7 1 1 1 2 7 1 1 1 1 1 1 1 6 1 8 1 1 2 2 2 1 1 10 44 1 1 1 1 2 7 1 1 6 1 9 1 1 2 1 2 2 1 1 1 12 51 I I ISCHOOL: 028 CHICOT ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 39 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK WHT TOT I I I I I i j i FAILOBEY Ref Ruis INSUBORD Dis Cond Ass Staf CLASS K 1 1 2 2 3 060 062 105 110 071 1 2 2 4 1 2 2 4 2 1 2 1 SUBTOTAL 9 9 3 3 1 1 1 1 1 1 1 1 1 2 2 2 11 2 1 3 1 2 4 5 2 14 MinAlter Ref Ruis Fighting IN SUBORD Dis Cond Y As Sf GLASS 01 Ref Ruis Battery Fighting PROSTAFF INSUBORD Dis Cond Ass Staf WEAPONSI CLASS 02 MinAlter FAILOBEY Ref Ruis Assault Ind Exp INSUBORD Dis Cond CLASS 03 MinAlter Ref Ruis Foul Lan Assault Fighting PROSTAFF INSUBORD Dis Cond Arson Ass Staf WEAPONS? 1 1 2 2 2 3 030 062 040 105 110 072 4 3 4 3 SUBTOTAL 1 3 1 12 1 3 1 12 1 1 2 1 1 2 4 3 1 3 1 12 1 1 2 4 3 1 1 4 1 14 1 2 2 2 2 2 3 3 062 020 040 090 105 110 071 091 2 1 1 2 1 1 2 2 SUBTOTAL 1 2 1 1 9 1 2 1 1 9 1 1 2 1 1 2 3 3 1 2 1 1 9 1 3 1 1 1 1 2 1 1 12 1 1 1 2 2 2 2 030 060 062 010 100 105 110 1 1 SUBTOTAL 2 1 2 1 3 10 2 1 3 t, 1 2 1 U 13 1 1 1 1 1 1 1 2 k 1 2 1 4 13 1 1 2 1 1 4 1 2 2 I. 15 1 1 1 2 2 2 2 2 3 3 3 030 062 110 010 040 090 105 110 060 071 092 3 1 1 5 1 1 7 1 1 1 1 2 3 2 1 1 7 1 1 7 1 1 1 1 1 1 1 1 1 1 1 1 3 2 1 1 7 1 1 8 1 1 1 1 1 1 4 2 1 2 7 1 1 8 1 2 1SCHOOL: 028 CHICOT ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF CLASS 04 SUBTOTAL 21 4 25 4 LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/')i, PAGE 40 4 1 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT i I I I 1 26 4 30 MinAlter Ref Ruis Assault Theft Ind Exp INSUBORD Dis Cond Arson Weapon CLASS 05 1 1 2 2 2 2 2 3 3 030 062 010 030 100 105 no 060 121 1 1 1 SUBTOTAL 1 4 4 1 1 1 1 1 1 1 4 5 1 1 1 1 1 1 11 3 14 1 1 2 2 1 1 1 1 1 1 1 1 2 4 5 1 1 16 1 2 1 2 1 1 2 !, 5 1 1 18 MinAlter FAILOBEY Ref Ruis Foul Lan Assault Theft Fighting PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm AL-DRUGS Ass Staf V As Sf WEAPONSI CLASS 06 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 030 060 062 110 010 030 040 090 100 105 110 120 150 071 072 091 3 2 3 1 1 1 3 3 4 1 SUBTOTAL SCHOOL SUBTOTAL 1 10 2 1 3 6 1 1 34 106 2 2 1 2 1 1 1 2 i-t 24 3 12 3 1 3 8 2 2 1 2 48 130 1 1 3 4 3 4 1 1 1 1 2 1 1 9 1 10 1 3 1 3 3 3 4 1 1 3 12 3 1 3 8 2 2 2 2 1 51 3 4 1 2 10 3 3 4 1 1 3 15 7 1 4 10 2 2 2 2 1 61 22 3 25 7 7 1 1 T 1 138 26 164SCHOOL: 032 DODD ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BH BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 43 TOT MinAlter Dis Cond Ass Staf CLASS 02 1 2 3 030 110 071 1 1 1 1 SUBTOTAL 2 2 1 1 1 1 1 1 1 3 1 1 1 3 Fighting INSUBORD Har Comm CLASS 03 2 2 2 040 105 120 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 Assault Battery INSUBORD Dis Cond CLASS 04 2 2 2 2 010 020 105 110 1 1 SUBTOTAL 3 3 1 3 4 1 1 1 1 1 1 1 3 3 3 4 1 1 1 3 1 2 1 3 7 Theft Fighting PROSTAFF INSUBORD Ass Staf V As Sf WEAPONSl CLASS 05 2 2 2 2 3 3 3 030 040 090 105 071 072 091 1 1 SUBTOTAL 1 1 1 4 1 1 1 4 2 2 1 1 1 1 1 1 1 3 3 3 1 2 1 2 1 1 4 1 5 1 3 1 1 1 1 1 9 MinAlter FAILOBEY Assault Theft fighting PROSIAFF INSUBORD WEAPONSl CLASS 06 1 1 2 2 2 2 2 3 030 060 010 030 040 090 105 091 1 2 1 2 SUBTOTAL 6 SCHOOL SUBTOTAL 18 1 1 3 1 1 1 3 3 1 2 1 1 1 6 7 12 25 1 1 1 1 2 1 1 3 3 1 2 1 1 7 1 8 1 1 2 2 12 26 1 2 1 1 3 3 2 2 1 1 14 10 36I I SCHOOL: 023 FAIR PARK ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 34 TOT Foul Lan Assault Fighting INSUBORD Dis Cond WEAPONSI CLASS 02 1 2 2 2 2 3 110 010 040 105 110 091 1 1 1 1 SUBTOTAL 3 1 1 1 1 1 1 1 1 4 1 1 1 1 1 1 1 1 1 1 4 1 2 1 1 1 1 1 1 6 Ref Ruis Assault Theft CLASS 03 1 2 2 062 010 030 2 2 SUBTOTAL 1 3 1 3 2 2 2 2 2 1 3 2 2 2 2 1 5 INSUBORD Dis Cond CLASS 04 2 2 105 110 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Fighting INSUBORD Har Conm CLASS 05 2 Z 2 040 105 120 1 SUBTOTAL 1 4 1 1 6 5 1 1 7 1 1 1 1 6 1 1 8 6 1 1 8 Foul Lan Fighting PROSTAFF INSUBORD Dis Cond Ass Staf V As Sf WEAPONSI CLASS 06 1 2 2 2 2 3 3 3 110 040 090 105 110 071 072 091 1 1 1 4 2 1 4 1 2 1 SUBTOTAL 3 6 9 1 1 1 1 4 1 1 1 1 4 1 4 1 2 2 1 1 1 13 1 4 1 2 2 1 1 1 13 SCHOOL SUBTOTAL 12 13 25 3 3 5 5 1 1 30 4 34SCHOOL: 024 FOREST PARK ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BT REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 35 Dis Cond CLASS K 2 no SUBTOTAL 1 1 1 1 Z Z 1 1 WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT 1 1 Z Z 1 1 3 3 FAILOBEY Ind Exp INSUBORD Dis Cond CLASS 01 1 2 2 2 060 100 105 110 1 1 SUBTOTAL 2 1 1 1 3 1 1 2 1 5 1 1 2 1 5 1 1 2 1 5 Foul Lan Theft CLASS 02 1 2 110 030 1 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 2 Ind Exp Dis Cond CLASS 03 2 2 100 110 SUBTOTAL 1 2 3 1 2 3 1 2 3 1 2 3 Harass Ref Ruis Extort CLASS 04 1 1 3 040 062 110 3 1 SUBTOTAL 4 1 1 3 1 1 5 3 1 1 5 3 1 1 5 INSUBORD Dis Cond CLASS 05 2 2 105 110 SUBTOTAL 3 2 5 1 1 3 3 6 3 3 6 3 3 6 Fighting PROSTAFF Ind Exp INSUBORD Dis Cond V As Sf CLASS 06 2 2 Z Z 2 3 040 090 100 105 110 072 1 2 SUBTOTAL 2 1 4 1 3 6 2 1 1 5 1 10 1 1 1 1 1 1 2 2 1 1 5 1 10 1 1 2 1 2 1 2 5 1 12 FAILOBEY CLASS 07 1 060 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 21 13 34 2 1 3 34 3 37LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 36 I I SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL FROM DATE\nDISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM SANCT IONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Ind Exp INSUBORD WEAPONSI CLASS K 2 2 3 100 105 091 2 1 2 1 SUBTOTAL 3 3 1 1 1 1 1 1 1 1 2 1 3 2 2 2 1 2 5 Assault PROSTAFF INSUBORD Dis Cond WEAPONSI CLASS 2 2 2 2 3 010 090 105 110 091 01 SUBTOTAL 2 2 1 5 1 1 2 1 2 3 1 7 1 1 1 1 1 1 2 3 1 8 1 1 2 3 1 8 INSUBORD Dis Cond 2 2 105 110 CLASS 02 SUBTOTAL 2 2 4 2 2 2 2 t. 2 2 4 F i ghting INSUBORD Dis Cond Har Conm AL-DRUGS 2 2 2 2 2 040 105 110 120 150 CLASS 03 SUBTOTAL 2 5 5 1 1 14 1 1 2 b 5 1 1 15 1 1 1 1 2 6 5 1 1 15 1 1 2 7 b 1 1 16 Foul Lan F i ght i ng Mischief PROSTAFF Dis Cond 1 2 2 2 2 110 040 080 090 110 CLASS 04 SUBTOTAL 3 1 1 6 11 3 1 1 b 11 1 1 1 1 3 1 1 6 11 1 1 1 3 1 1 6 12 Fighting PROSTAFF INSUBORD Dis Cond 2 2 2 2 040 090 105 110 1 CLASS 05 SUBTOTAL 4 2 7 2 1 3 1 2 5 2 10 1 1 1 1 1 2 5 2 10 1 1 2 2 5 2 11 Foul Lan Battery Fighting PROSTAFF INSUBORD Dis Cond 1 2 2 2 2 2 110 020 040 090 105 110 CLASS 06 SUBTOTAL 1 1 3 1 2 1 9 1 1 3 1 2 1 9 1 1 3 1 2 1 9 1 1 3 1 2 1 9 SCHOOL SUBTOTAL 53 6 59 3 1 4 1 1 1 1 60 5 65 ISCHOOL: 048 FULBRIGHT ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE\nSANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 61 FAILOBEY CLASS 01 1 060 SUBTOTAL 2 2 2 2 FAILOBEY CLASS 02 1 060 SUBTOTAL 1 1 1 1 1 1 WHT TOT BM BF BLK TOT UM UF WHT TOT BM BF BLK TOT UM UF WHT TOT BLK WHT TOT 1 1 2 2 1 1 1 1 2 2 2 2 FAILOBEY CLASS 03 1 060 SUBTOTAL 5 5 1 1 6 6 6 6 6 6 FAILOBEY CLASS 04 1 060 SUBTOTAL 4 4 5 5 9 9 9 9 9 9 FAILOBEY Bus Regs Foul Lan Fighting CLASS[ 05 1 1 1 2 060 070 110 040 SUBTOTAL 23 1 1 1 26 23 1 1 1 26 2 2 1 1 1 1 2 2 1 1 1 1 24 1 1 1 27 3 3 27 1 1 1 30 FAILOBEY Ref Ruis Theft Fighting CLASS 06 1 1 2 2 060 062 030 040 5 1 9 1 SUBTOTAL 6 1 11 14 1 1 1 17 1 1 SCHOOL SUBTOTAL 43 18 61 2 2 2 4 3 3 6 1 1 1 1 14 1 1 1 17 62 3 3 7 17 1 1 1 20 69SCHOOL: 026 GARLAND INCENTIVE SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 37 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Pos Weap CLASS 05 3 090 SUBTOTAL 1 1 1 1 1 1 1 1 Pos Weap CLASS 06 3 090 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 1 1 CD 1 2 2 I I I i tSCHOOL: 037 GEYER SPRINGS ELEMENTARY LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SUSMRC 6/03/98 07/27/98 PAGE 48 I SANCTIONS OFFENCE LVL CODE BM BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT INSUBORD CLASS K 2 105 SUBTOTAL 1 1 1 1 2 2 2 2 2 2 Fighting CLASS 01 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 Assault INSUBORD CLASS 02 2 2 010 105 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 2 1 1 2 INSUBORD CLASS 03 2 105 SUBTOTAL 2 2 2 2 2 2 2 2 Fighting PROSTAFF Har Comm CLASS 04 2 2 2 040 090 120 3 3 SUBTOTAL 1 1 3 1 4 1 1 3 1 1 1 4 1 1 3 1 1 5 MinAlter Theft Fighting INSUBORD Dis Cond AL-DRUGS CLASS 05 1 2 2 2 2 2 030 030 040 105 110 150 1 1 2 SUBTOTAL 1 1 1 2 3 8 1 1 2 3 9 1 1 2 1 1 1 1 1 1 1 1 2 4 10 1 1 2 1 1 1 2 11 INSUBORD CLASS 06 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 7 11 18 3 1 4 1 1 2 20 4 24SCHOOL: 027 GIBBS MAGNET SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 38 DISCIPLINE BT REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM UF WHT TOT BLK WHT TOT MinAlter F i ght i ng CLASS 03 1 2 030 040 1 1 SUBTOTAL 1 1 2 2 2 2 1 1 2 2 1 2 3 F ighting Dis Cond CLASS 04 2 2 040 110 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 MinAlter Fighting CLASS 05 1 2 030 040 SUBTOTAL 1 4 5 1 4 5 1 4 5 1 4 5 Ref Ruis CLASS 06 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 9 1 10 2 2 10 2 12 I I I iSCHOOL: 030 JEFFERSON ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SUSMRC 6/03/98 07/27/98 PAGE 42 I I OFFENCE LVL COOE BM BF OUT OF SCHOOL BLK TOT WM UF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Mi nAlter FAILOBEY Fighting INSUBORD Paging D RAPRINGS AL-DRUGS CLASS 06 1 1 2 2 2 2 2 030 060 040 105 123 130 150 1 SUBTOTAL 1 2 1 1 1 7 1 1 1 1 1 2 1 1 1 8 1 1 1 2 1 1 1 8 1 1 1 2 1 1 1 8 SCHOOL SUBTOTAL 7 1 8 8 8LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 46 SCHOOL: 035 MARTIN LUTHER KING JR. ELEMENTARY FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT WM WF WHT TOT BH SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WH WF WHT TOT BLK WHT TOT False Al INSUBORD CLASS K 2 2 060 105 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Battery INSUBORD Dis Cond Ass Staf WEAPONSl CLASS 01 2 2 2 3 3 020 105 110 071 091 1 1 1 1 1 1 SUBTOTAL 1 1 2 1 3 1 1 1 2 1 1 3 1 1 1 1 3 1 1 3 1 1 1 1 2 6 INSUBORD Dis Cond WEAPONSl CLASS 02 2 2 3 105 110 091 3 4 1 7 1 1 1 SUBTOTAL 3 5 8 1 1 1 1 2 7 1 8 1 1 2 8 1 1 10 Theft Fighting PROSTAFF INSUBORD Dis Cond Har Conm CLASS 03 2 2 2 2 2 2 030 040 090 105 110 120 3 1 4 2 1 SUBTOTAL 10 1 2 3 1 5 2 1 12 1 1 1 1 1 1 1 1 2 2 4 3 1 5 2 1 12 1 1 1 1 4 1 4 1 6 3 1 16 Fighting INSUBORD Dis Cond Har Conm CLASS 04 2 2 2 2 040 105 110 120 1 1 1 1 1 1 1 1 SUBTOTAL 2 2 1 1 2 1 1 1 1 1 1 1 3 1 1 2 1 2 1 1 5 Battery Fighting INSUBORD CLASS 05 2 2 2 020 040 105 SUBTOTAL 1 1 2 4 1 1 2 4 1 1 1 1 1 1 2 4 1 1 1 1 3 5 Assault Battery Fighting PROSTAFF INSUBORD Har Cornu CLASS 06 2 2 2 2 2 2 010 020 040 090 105 120 1 1 SUBTOTAL SCHOOL SUBTOTAL 1 1 5 8 1 1 1 1 5 1 9 1 1 1 30 10 40 1 2 1 2 1 1 5 1 9 1 1 2 1 1 1 1 5 2 11 7 6 13 1 1 1 41 14 55LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 57 SCHOOL: 046 MABELVALE ELEMENTARY SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS OFFENCE LVL CODE BM BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT FAILOBEY Assault PROSTAFF CLASS K 1 2 2 060 010 090 1 1 SUBTOTAL 1 1 1 1 1 3 1 1 1 3 1 1 1 1 1 3 2 1 1 4 MinAlter Foul Lan Battery Fighting INSUBORD CLASS 01 1 1 2 2 2 030 110 020 040 105 1 1 SUBTOTAL 1 1 3 1 1 3 1 1 1 1 4 1 1 1 1 4 1 1 1 3 1 1 1 1 4 1 1 1 2 2 7 Ref Ruis Assault Fighting INSUBORD Dis Cond Poss Gun WEAPONS2 CLASS 02 1 2 2 2 2 2, 3 062 010 040 105 110 080 092 1 1 1 1 1 1 SUBTOTAL 2 2 1 2 1 4 1 1 3 2 3 1 7 1 1 1 1 1 1 1 1 1 1 1 3 1 2 3 1 1 8 1 1 3 3 1 1 1 11 Ref Ruis Fighting INSUBORD Dis Cond CLASS 03 1 2 2 2 062 040 105 110 SUBTOTAL 2 3 3 8 16 1 1 2 2 4 3 9 18 1 1 1 1 2 4 3 9 18 1 1 3 4 3 9 19 FAILOBEY Ref Ruis Fighting INSUBORD Dis Cond CLASS 04 1 1 2 2 2 060 062 040 105 110 1 1 SUBTOTAL 5 5 1 12 5 5 1 12 2 2 2 2 1 4 4 5 5 1 12 2 2 4 1 2 1 5 1 16 MinAlter Ref Ruis Assault Fighting INSUBORD Dis Cond CLASS 05 1 1 2 2 2 2 030 062 010 040 105 110 1 3 1 3 SUBTOTAL 3 3 2 12 2 2 5 3 2 14 1 1 1 1 1 1 1 1 2 1 3 2 3 5 5 3 2 14 1 1 1 2 5 1 4 1 6 5 2 19 FAILOBEY Ref Ruis Battery 1 1 2 060 062 020 1 1 1 1 1 1 2 2 1 2 2 1 2 2SCHOOL: 046 MABELVALE ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT UM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 58 TOT Fighting PROSTAFF INSUBORD Dis Cond CLASS 06 2 2 2 2 040 090 105 110 SUBTOTAL 1 1 2 2 9 4 2 2 10 5 1 4 4 19 4 4 4 4 1 1 1 1 5 1 4 5 20 4 4 9 1 4 5 24 SCHOOL SUBTOTAL 55 14 69 22 6 28 1 1 2 1 1 71 29 100 ISCHOOL: 020 MCDERMOTT ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL COOE BM BF BLK TOT UM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 30 DISCIPLINE BY REASON COOE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK UHT TOT PROSTAFF Dis Cond Pos Ueap CLASS 02 2 2 3 090 110 090 2 2 SUBTOTAL 2 1 1 1 3 1 1 2 1 1 1 3 1 1 2 1 1 4 Fighting Dis Cond CLASS 03 2 2 040 110 SUBTOTAL 1 1 1 3 4 1 4 5 1 4 5 1 4 5 Mischief INSUBORO Dis Cond CLASS 05 2 2 2 080 105 110 1 1 SUBTOTAL 2 1 1 2 1 2 1 4 1 2 1 I, 1 2 1 4 Theft F i ght ing INSUBORD Dis Cond V As Sf CLASS 06 2 2 2 2 5 030 040 105 110 072 4 1 1 1 1 5 1 1 SUBTOTAL 1 6 2 1 8 1 1 1 1 5 1 1 1 2 1 8 1 1 2 1 5 2 1 1 10 INSUBORO CLASS 08 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 12 9 21 2 1 3 21 3 24 I i 1LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 44 SCHOOL: 033 MEADOUCLIFF ELEMENTARY SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK UHT TOT INSUBORD CLASS 01 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 INSUBORD CLASS 02 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 INSUBORD Dis Cond Har Conrn Pos Weap CLASS 03 2 2 2 3 105 110 120 090 1 2 1 1 2 1 SUBTOTAL 4 4 1 1 1 1 1 2 1 1 5 1 2 1 1 5 Assault Fighting INSUBORD Dis Cond CLASS 04 2 2 2 2 010 040 105 110 1 SUBTOTAL 1 2 2 1 3 1 2 2 5 1 1 1 1 1 1 2 1 2 2 5 1 1 2 1 2 2 2 7 Fighting PROSTAFF INSUBORD Dis Cond WEAPONSI CLASS 05 2 2 2 2 3 040 090 105 110 091 3 1 1 1 1 3 1 2 1 SUBTOTAL 6 1 7 1 1 1 1 3 1 2 1 1 8 3 1 2 1 1 8 Fighting INSUBORD Dis Cond CLASS 06 2 2 2 040 105 110 SUBTOTAL 1 3 4 8 1 3 4 8 1 3 4 8 1 3 4 8 SCHOOL SUBTOTAL 22 4 26 1 1 2 2 2 28 2 30 ISCHOOL: 034 MITCHELL INCENTIVE SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT UM 07/27/98 PAGE TOTAL UF WHT TOT BLK WHT 45 TOT Ref Ruis Dis Cond CLASS 02 1 2 062 110 SUBTOTAL 1 1 1 1 1 1 2 1 1 2 1 1 2 Fighting CLASS 03 2 040 SUBTOTAL 3 3 1 1 4 4 4 4 4 4 Ref Ruis Assault Dis Cond Ass Staf CLASS 04 1 2 2 3 062 010 110 071 1 1 SUBTOTAL 1 2 1 1 1 1 3 1 1 1 1 1 1 1 1 4 1 1 1 1 4 Assault Fighting PROSTAFF CLASS 05 2 2 2 010 040 090 1 1 SUBTOTAL 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 1 3 Fighting CLASS 06 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting CLASS 08 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 8 5 13 1 1 1 1 14 1 15LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 62 SCHOOL: 050 OTTER CREEK ELEMENTARY SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Dis Cond CLASS K 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis CLAS^ 01 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 MinAlter Fighting PROSTAFF CLASS 03 1 2 2 030 040 090 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 Ref Ruis INSUBORD Ois Cond Har Conm CLASS 04 1 2 2 2 062 105 110 120 2 2 1 2 2 1 2 2 1 SUBTOTAL 5 5 1 1 1 1 5 1 1 2 2 1 1 6 Fighting CLASS 05 2 040 SUBTOTAL 1 1 1 1 2 2 2 2 2 2 Fighting PROSTAFF Dis Cond CLASS 06 2 2 2 040 090 110 SUBTOTAL 3 1 1 5 1 1 4 1 1 6 4 1 1 6 4 1 1 6 SCHOOL SUBTOTAL 16 2 18 1 1 18 1 19SCHOOL: 038 PULASKI HEIGHTS ELEMENTARY OUT OF SCHOOL OFFENCE LVL COOE BM BF BLK TOT UM UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 49 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UH UF WHT TOT BLK WHT TOT Dis Cond CLASS K 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis Dis Cond CLASS 01 1 2 062 110 SUBTOTAL 1 7 8 4 4 1 11 12 1 11 12 1 11 12 Fighting Dis Cond Har Conm CLASS 02 2 2 2 040 110 120 1 2 SUBTOTAL 3 2 1 3 1 i. 1 6 1 4 1 6 1 4 1 6 Theft Dis Cond CLASS 03 2 2 030 110 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Ref Ruis Foul Lan Fighting Dis Cond CLASS 04 1 1 2 2 062 110 040 110 SUBTOTAL 1 2 2 5 2 2 4 1 4 4 9 1 1 1 1 1 1 1 1 1 1 4 4 10 1 1 1 1 4 5 11 FAILOBEY Fighting Dis Cond WEAPONSI CLASS 05 1 2 2 3 060 040 110 091 SUBTOTAL 4 4 1 9 1 3 2 6 1 7 6 1 15 1 1 1 1 1 7 6 1 15 1 1 1 8 6 1 16 Ref Ruis Foul Lan Fighting False Al Ind Exp Dis Cond Har Conm V As Sf CLASS 06 1 1 2 2 2 2 2 3 062 110 040 060 100 110 120 072 1 1 1 1 1 1 SUBTOTAL 7 1 9 2 1 5 9 1 1 14 1 1 1 1 1 1 1 2 2 9 1 1 14 1 1 2 1 1 1 1 1 9 1 1 16 Dis Cond CLASS 11 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 37 23 60 4 4 1 1 61 4 65SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT UM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 50 TOT Fighting CLASS K 2 040 SUBTOTAL 2 2 2 2 2 2 2 2 Ref Ruis Foul Lan INSUBORD CLASS 02 1 1 2 062 110 105 SUBTOTAL 1 1 3 5 1 1 2 1 3 6 2 1 3 6 2 1 3 6 MinAlter F i ghting INSUBORD CLASS 03 1 2 2 030 040 105 SUBTOTAL 1 1 1 3 1 1 2 2 2 1 5 2 2 1 5 2 2 1 5 F i ght i ng INSUBORD Dis Cond FIREWORK V As Sf CLASS 05 2 2 2 3 040 105 110 140 072 3 1 1 1 SUBTOTAL 5 1 2 3 1 1 1 1 7 3 1 1 1 1 7 3 1 1 1 1 7 Fighting CLASS 06 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 16 5 21 21 21 ISCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 47 UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT WM UF UHT TOT BLK WHT TOT Dis Cond CLASS K 2 110 SUBTOTAL 2 2 2 2 2 2 2 2 Theft Loi tdr Ind Exp Dis Cond CLASS 01 2 2 2 2 030 070 100 110 SUBTOTAL 1 1 1 6 9 1 1 1 6 9 1 1 Dis Cond CLASS 02 2 110 SUBTOTAL 2 2 2 2 3 3 3 3 1 1 2 1 1 6 10 2 2 3 3 2 1 1 9 13 2 2 Foul Lan Fighting Dis Cond CLASS 03 1 2 2 110 040 110 1 1 SUBTOTAL 1 1 2 1 3 2 1 3 1 1 1 1 1 1 2 2 1 3 1 2 2 5 FAILOBEY Theft Fighting Loi ter PROSTAFF INSUBORD Dis Cond CLASS 04 1 2 2 2 2 2 2 060 030 040 070 090 105 110 1 2 2 SUBTOTAL 1 1 5 1 2 2 2 1 3 2 1 3 1 1 1 1 7 12 1 3 6 1 3 b 2 1 3 2 1 3 1 1 12 1 3 6 2 1 4 3 1 4 7, 18 Theft Dis Cond CLASS 05 2 2 030 110 SUBTOTAL 1 1 2 1 1 2 1 1 1 1 1 1 2 1 1 1 2 3 Fighting Loi ter PROSTAFF INSUBORD Dis Cond CLASS 06 2 2 2 2 2 040 070 090 105 110 3 1 3 1 SUBTOTAL 2 3 9 2 3 9 2 2 2 2 4 SCHOOL SUBTOTAL 28 9 37 15 2 17 1 1 1 1 3 1 1 2 3 10 4 3 1 1 2 7 14 3 3 40 17 57SCHOOL: 040 ROMINE ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF UHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL UHT 51 TOT Assault CLASS K 2 010 SUBTOTAL 1 1 1 1 1 1 1 1 Assault CLASS 01 2 010 SUBTOTAL 1 1 1 1 1 1 1 1 Ind Exp INSUBORD Weapon CLASS 02 2 2 3 100 105 121 1 1 1 1 1 1 SUBTOTAL 1 1 2 2 1 1 1 1 1 1 1 1 1 3 1 2 1 4 PROSTAFF Ind Exp CLASS 03 2 2 090 100 1 1 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 2 FAILOBEY CLASS 04 1 060 SUBTOTAL 1 1 1 1 1 1 1 1 Assault Fighting Ois Cond CLASS 05 2 2 2 010 040 110 SUBTOTAL 2 1 3 2 1 3 1 1 1 1 2 1 3 1 1 1 2 1 4 MinAlter Assault Fighting INSUBORD Weapon CLASS 06 1 2 2 2 3 030 010 040 105 121 1 1 1 1 1 1 1 SUBTOTAL 2 2 2 1 SCHOOL SUBTOTAL 6 3 9 5 1 1 1 1 1 1 1 3 6 1 1 1 1 1 3 1 1 3 1 1 2 1 1 6 2 2 2 2 11 8 19SCHOOL: 047 TERRY ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON COOE 8/20/97 TO DATE: SANCT IONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL COOE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM 07/27/98 UF UHT TOT BLK PAGE TOTAL UHT 59 TOT Ind Exp Har Conm Pos Ueap CLASS K 2 2 3 100 120 090 1 1 1 1 1 1 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 2 1 1 4 Dis Cond V As Sf CLASS 01 2 3 110 072 1 1 SUBTOTAL 1 1 1 1 1 1 1 1 2 1 1 2 MinAlter Ass Staf CLASS 02 1 3 030 071 1 1 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 2 MinAlter FAILOBEY Ref Ruis Theft Fighting INSUBORD Dis Cond CLASS 03 1 1 1 2 2 2 2 030 060 062 030 040 105 110 SUBTOTAL 1 1 1 3 1 5 12 1 1 1 1 1 1 3 1 5 13 1 1 1 1 1 1 2 1 1 1 1 3 1 5 13 1 1 2 1 1 1 1 4 1 6 15 Assault Fighting Har Conm Ass Staf CLASS 04 2 2 2 3 010 040 120 071 3 3 1 1 SUBTOTAL 3 3 1 1 1 1 1 1 1 1 1 1 3 1 4 1 1 2 1 3 1 1 6 Theft Fighting PROSTAFF Ind Exp Dis Cond Har Conm CLASS 05 2 2 2 2 2 2 030 040 090 100 110 120 1 2 SUBTOTAL 1 3 1 8 1 1 2 1 3 1 1 3 1 10 1 1 1 1 1 1 1 1 2 3 1 1 3 1 11 1 1 2 3 2 1 3 1 12 Assault Theft Fighting Mischief INSUBORD Dis Cond Har lomn CLASS 06 2 2 2 2 2 2 2 010 030 040 080 105 110 120 1 1 6 4 2 SUBTOTAL 14 1 1 1 7 1 2 4 2 1 16 1 1 1 1 7 1 1 4 2 1 16 1 1 1 1 7 1 4 2 1 17SCHOOL: 047 TERRY ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF SCHOOL SUBTOTAL 39 6 45 4 1 LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 60 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCT IONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT 5 4 4 2 1 3 1 50 8 58 ILITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 63 SCHO(|L: 051 WAKEFIELD ELEMENTARY SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT MinAlter FAILOBEY Foul Lan Assault Pos Weap CLASS 01 1 1 1 2 3 030 060 110 010 090 SUBTOTAL 1 4 1 1 1 8 1 1 1 5 1 1 1 9 1 5 1 1 1 9 1 5 1 1 1 9 FAILOBEY Ref Ruis Assault Battery Dis Cond Har Comm Ass Staf CLASS 02 1 1 2 2 2 2 3 060 062 010 020 110 120 071 1 1 1 1 SUBTOTAL 4 5 6 1 Theft Fighting CLASS 03 2 2 030 040 1 SUBTOTAL 1 1 1 7 1 1 FAILOBEY Battery fighting CLASS 04 1 2 2 060 020 040 1 SUBTOTAL 1 2 1 1 Pos Weap CLASS 05 3 090 SUBTOTAL 1 1 1 1 11 1 1 2 1 1 1 3 1 1 1 2 1 2 6 1 1 1 1 1 2 13 6 1 1 1 1 1 2 13 1 1 1 1 1 1 2 1 1 1 3 1 1 1 1 2 1 1 1 3 1 1 MinAlter Foul Lan Battery Fighting Dis Cond Har Conm V As Sf CLASS 06 1 1 2 2 2 2 3 030 110 020 040 110 120 072 2 1 4 1 1 4 1 SUBTOTAL 8 1 7 2 1 1 8 1 1 1 15 2 1 1 8 1 1 1 15 2 1 1 8 1 1 1 15 SCHOOL SUBTOTAL 23 17 40 3 3 43 43SCHOOL: 042 WASHINGTON MATH/SCIENCE MAGNET OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCT IONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 52 TOT Ass Staf V As Sf CLASS K 3 3 071 072 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 3 Assault Battery WEAPONS2 CLASS 01 2 2 3 010 020 092 1 1 1 1 SUBTOTAL 2 2 1 1 1 1 1 1 1 1 2 1 1 1 3 Assault AL-DRUGS Sale Ale Ass Staf Assembly CLASS 02 2 2 3 3 3 010 150 010 071 122 1 1 SUBTOTAL 1 2 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 5 1 1 1 1 1 1 2 6 Assaul t Battery Theft Pos Weap CLASS 03 2 2 2 3 010 020 030 090 1 1 2 2 2 1 1 SUBTOTAL 1 3 4 1 1 2 1 1 2 1 1 2 2 1 1 6 1 1 3 2 1 1 7 Battery INSUBORD Pos Weap CLASS 04 2 2 3 020 105 090 1 1 1 1 2 SUBTOTAL 2 1 3 1 1 1 1 1 1 1 1 1 2 1 4 1 1 1 2 2 5 Assault Battery Fighting Mischief Ind Exp Dis Cond Paging 0 Weapon CLASS 05 I Assault Battery CLASS 06 2 2 2 2 2 2 2 3 010 020 040 080 100 110 123 121 1 1 1 1 1 1 1 1 1 1 1 1 1 1 SUBTOTAL 2 2 010 020 SUBTOTAL SCHOOL SUBTOTAL 1 1 1 1 1 1 1 1 1 1 5 1 6 2 2 1 5 1 5 2 2 1 1 1 2 1 1 11 1 1 2 3 3 1 1 1 2 1 1 13 1 1 12 5 1 1 1 1 1 1 1 1 17 3 3 9 1 1 1 10 5 5 1 4 1 1 2 2 1 1 2 1 3 31 9 40SCHOOL: 052 WATSON ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCT IONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 64 TOT FAILOBEY Assault Battery INSUBORD Dis Cond Ass Staf CLASS K 1 2 2 2 2 3 060 010 020 105 110 071 2 2 SUBTOTAL 1 1 1 5 1 1 1 2 1 6 1 1 1 1 2 1 1 1 1 2 1 2 1 6 2 2 1 1 1 2 1 a Ref Ruis Foul Lan Battery Fighting INSUBORD Dis Cond Pos Weap CLASS 01 1 1 2 2 2 2 3 062 110 020 040 105 110 090 1 SUBTOTAL 1 1 2 2 1 8 1 1 1 1 1 1 2 2 1 9 1 1 1 1 2 2 1 9 1 1 1 1 2 2 1 9 FAILOBEY Ref Ruis Bus Regs Assault Battery Theft Fighting Ind Exp INSUBORD Dis Cond Pos Weap CLASS 02 1 1 1 2 2 2 2 2 2 2 3 060 062 070 010 020 030 040 100 105 110 090 2 1 1 1 1 SUBTOTAL 1 1 5 1 14 1 1 2 2 1 1 1 1 1 1 1 1 5 1 16 2 1 2 1 1 1 1 1 1 1 4 1 5 1 1 2 1 1 1 1 1 1 1 1 5 1 16 2 1 1 1 1 6 4 2 1 1 1 1 1 2 2 6 1 22 FAILOBEY Ref Ruis Theft Fight i ng PROSTAFF INSUBORD Dis Cond Har Conm CLASS 03 1 1 2 2 2 2 2 2 060 062 030 040 090 105 110 120 SUBTOTAL 4 1 1 3 1 3 2 1 16 2 2 4 6 1 1 5 1 3 2 1 20 1 1 1 1 6 1 1 5 1 3 2 1 20 1 1 6 1 1 5 1 4 2 1 21 Harass FAILOBEY Foul Lan Theft Fighting 1 1 1 2 2 040 060 110 030 040 5 1 1 8 1 1 1 5 1 2 8 1 5 1 2 8 1 5 1 2 8SCHOOL: 052 WATSON ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL COOE BM BF BLK TOT UM UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 65 DISCIPLINE SY REASON COOE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK UHT TOT False Al PROSTAFF INSUBORD Dis Cond CLASS 04 2 2 2 2 060 090 105 110 SUBTOTAL 1 1 1 4 22 2 1 1 1 k 24 1 1 1 1 1 1 1 5 25 1 1 1 5 25 MinAlter FAILOBEY Fighting INSUBORD Dis Cond CLASS 05 1 1 2 2 2 030 060 040 105 110 SUBTOTAL 2 1 5 2 2 12 1 1 2 2 5 2 2 13 1 1 2 3 4 1 3 5 1 1 1 1 2 2 5 2 2 13 2 4 6 2 2 7 2 6 19 FAILOBEY Ref Ruis Foul Lan Battery Fighting Ind Exp INSUBORO Dis Cond CLASS 06 1 1 1 2 2 2 2 2 060 062 110 020 040 100 105 110 SUBTOTAL 1 1 1 3 2 1 1 4 14 3 2 5 1 4 1 3 2 1 1 6 19 1 1 1 1 1 1 1 1 1 I, 1 I, 2 1 1 6 20 1 1 1 4 1 4 3 1 1 6 21 Theft CLASS 08 2 030 SUBTOTAL 1 1 1 1 1 1 1 1 Foul Lan CLASS 09 1 110 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 93 16 109 10 4 14 2 2 1 1 2 111 16 127 ILITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 41 I SCHOOL: 029 WESTERN HILLS ELEMENTARY FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UH UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT FAILOBEY INSUBORD CLASS K 1 2 060 105 SUBTOTAL 1 1 1 1 1 1 2 1 1 2 1 1 1 1 2 1 2 3 INSUBORD Dis Cond CLASS 01 2 2 105 110 2 2 SUBTOTAL 2 2 1 1 1 1 2 2 1 1 2 1 3 UEAPONS1 CLASS 02 3 091 SUBTOTAL 1 1 1 1 1 1 1 1 INSUBORD Dis Cond CLASS 03 2 2 105 110 SUBTOTAL 1 2 3 1 2 3 1 1 1 1 1 2 3 1 1 1 5 4 MinAlter Fighting INSUBORD Dis Cond CLASS 04 1 2 2 2 030 040 105 110 1 1 1 1 1 SUBTOTAL 3 1 3 2 2 1 1 6 2 2 1 1 6 2 2 1 1 6 Fighting PROSTAFF Di s Cond CLASS 05 2 2 2 040 090 110 SUBTOTAL 3 1 1 5 4 4 7 1 1 9 1 1 1 1 1 1 1 9 1 1 7 Z 1 10 FAILOBEY Dis Cond CLASS 06 1 2 060 110 SUBTOTAL 3 3 1 1 4 4 1 2 3 1 2 3 4 4 1 2 3 1 6 7 1 SCHOOL SUBTOTAL 18 8 26 8 8 26 8 34SCHOOL: 043 WILLIAMS MAGNET SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 53 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Assault CLASS 06 2 010 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 1 1 1 1 ILITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 54 SCHOOL: 044 WILSON ELEMENTARY SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS OFFENCE LVL CODE BM BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT FAILOBEY Ref Ruis Fighting Dis Cond CLASS K 1 1 2 2 060 062 040 110 SUBTOTAL 3 3 1 1 8 3 3 1 1 8 3 3 1 1 8 3 3 1 1 8 LeftSchl FAILOBEY Ref Ruts Dis Cond CLAS: 01 1 1 1 2 050 060 062 110 SUBTOTAL 6 2 1 9 1 1 1 3 1 7 3 1 12 1 7 3 1 12 1 7 3 1 12 FAILOBEY Ref Ruis CLASS 02 1 1 060 062 1 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 2 Ref Ruis Bus Regs Dis Cond CLASS 03 1 1 2 062 070 110 1 SUBTOTAL 1 2 1 1 1 1 1 3 1 1 1 3 1 1 1 3 MinAlter FAILOBEY Ref Ruis Foul Lan Dis Cond Ass Staf CLASS 04 1 1 1 1 2 3 030 060 062 110 110 071 1 5 1 SUBTOTAL 1 1 9 1 1 1 5 1 1 1 1 10 1 1 1 1 2 5 1 1 1 1 11 2 5 1 1 1 1 11 MinAlter FAILOBEY Ref Ruis Theft PROSTAFF Dis Cond CLASS 05 1 1 1 2 2 2 030 060 062 030 090 110 2 1 2 1 3 SUBTOTAL 1 7 1 1 5 2 1 5 1 1 2 12 2 1 5 1 1 2 12 2 1 5 1 1 2 12 FAILOBEY Ref Ruis Foul Lan Assault PROSTAFF Dis Cond CLASS 06 1 1 1 2 2 2 060 062 110 010 090 110 1 1 1 SUBTOTAL 1 1 2 6 1 2 1 5 2 1 1 1 3 3 11 2 1 1 1 3 3 11 2 1 1 1 3 3 11SCHOOL: 044 WILSON ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL COOE BM BF BLK TOT WM WF SCHOOL SUBTOTAL 42 16 58 LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM 1 SUSMRC 07/27/98 PAGE 55 DISCIPLINE BY REASON COOE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT 1 59 59SCHOOL: 045 WOODRUFF ELEMENTARY SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCT IONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 56 TOT Battery CLASS 02 2 020 SUBTOTAL 1 1 1 1 1 1 1 1 Battery Ind Exp INSUBORD CLASS 03 2 2 2 020 100 105 SUBTOTAL 2 1 3 2 1 3 1 1 1 1 1 2 1 4 1 2 1 4 Assault WEAPONSI CLASS 04 2 3 010 091 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Assault INSUBORD Dis Cond RAPRINGS AL-DRUGS CLASS 05 2 2 2 2 2 010 105 110 130 150 SUBTOTAL 1 1 1 3 1 1 1 1 1 1 4 1 1 1 1 1 1 1 1 4 1 1 1 1 1 1 1 5 Dis Cond CLASS 06 2 110 SUBTOTAL 2 2 2 2 2 2 2 2 SCHOOL SUBTOTAL 9 1 10 3 3 1 1 11 3 14LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 68 LITTLE ROCK SCHOOL DISTRICT TOTALS FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 I SANCTIONS BM BF OUT OF SCHOOL BLK TOT WM WF UHT TOT BM BF LONG TERM BLK TOT WM WF UHT TOT BM BF EXPELLED BLK TOT WM WF UHT TOT BLK TOTAL UHT TOT DISTRICT TOTALS tomtit #### 1,3/^ 4829 625 210 835 296 117 413 45 16 61 75 24 99 9 1 10 5341 906  6247 o or o o (V' LITTLE ROCK SCHOOL DISTRICT SUSMRC 09/28/98 PAGE 68 LITTLE ROCK SCHOOL DISTRICT TOTALS FROM DATE: DISCIPLINE BY REASON COOE 8/20/97 TO DATE: 6/03/98 BM BF OUT OF SCHOOL BLK TOT WM WF WHT TOT DISTRICT TOTALS *1 o f* u n u u 4830 625 210 835 BM 297 SANCTIONS BF 117 LONG TERM BLK TOT 414 WM WF WHT TOT BM BF EXPELLED BLK TOT WM WF WHT TOT BLK TOTAL WHT TOT 45 16 61 75 24 99 9 1 10 5343 906 6249LITTLE ROCK SCHOOL DISTRICT TOTALS DISTRICT TOTALS I BM BF OUT OF SCHOOL BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 68 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS BF LONG TERM BLK TOT WM WF WHT TOT BM BF EXPELLED BLK TOT WM WF WHT TOT BLK TOTAL WHT TOT #### 1^3/^ 4829 625 210 835 296 117 413 45 16 61 75 24 99 9 1 10 5341 906* 6247 o ty O O ' J' a c\\ I ISCHOOL: 004 METROPOLITAN VO-TECH ED CENTER OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM 07/27/98 UF UHT TOT BLK PAGE TOTAL UHT 7 / TOT Foul Lan Gambling Mischief INSUBORD Dis Cond Paging D V As Sf CLASS 09 1 2 2 2 2 2 3 110 050 080 105 110 123 072 1 1 6 1 1 1 1 1 6 1 1 1 1 SUBTOTAL 9 1 10 3 1 1 1 1 1 1 4 1 1 1 1 1 1 1 7 2 1 1 14 1 1 1 1 1 7 3 1 1 15 Ref Ruts Smoking PROSTAFF INSUBORD CLASS 10 1 1 2 2 062 100 090 105 1 1 SUBTOTAL 2 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 2 4 1 1 1 1 1 2 5 Ref Ruis PROSTAFF INSUBORD CLASS 11 1 2 2 062 090 105 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 INSUBORD CLASS 12 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 15 2 17 1 1 3 1 4 1 1 1 1 22 2 24 ILITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 67 SCHOOL: 714 ALTERNATIVE LEARNING ENVIRONMENTS FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Ref Ruis Fighting PROSTAFF INSUBORD Dis Cond Ass Staf CLASS 07 1 2 2 2 2 3 062 040 090 105 110 071 1 3 4 8 1 1 2 3 4 9 1 1 SUBTOTAL 16 2 18 2 3 6 1 1 2 1 3 7 2 1 3 1 1 3 1 4 2 3 I, 12 1 22 1 2 1 3 7 1 2 5 5 15 1 29 Battery Fighting Mischief PROSTAFF INSUBORD Dis Cond Ass Staf V As Sf UEAPONS1 CLASS 08 2 2 2 2 2 2 3 3 3 020 040 080 090 105 110 071 072 091 1 3 3 5 2 1 3 2 2 1 4 6 7 3 2 1 1 3 2 1 1 SUBTOTAL 12 8 20 7 7 2 2 4 4 2 2 1 4 6 11 6 6 1 1 1 1 26 3 2 1 1 1 8 2 2 1 4 9 13 1 1 1 34 Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Ass Staf CLASS 09 2 2 2 2 2 3 080 090 100 105 110 071 2 1 3 5 1 2 2 2 1 1 5 7 1 1 SUBTOTAL 11 5 16 1 1 1 1 2 2 2 1 3 2 1 1 5 9 1 19 1 1 2 1 1 5 10 1 20 PROSTAFF INSUBORD Dis Cond CLASS 10 2 2 2 090 105 110 SUBTOTAL 1 1 2 1 3 4 1 1 4 6 1 1 4 b 1 1 4 6 SCHOOL SUBTOTAL 41 19 60 14 1 15 10 3 13 1 1 73 16 89LITTLE ROCK SCHOOL DISTRICT 1998-1999 ANNUAL DISCIPLINARY MANAGEMENT REPORTLITTLE ROCK SCHOOL DISTRICT TOTALS DISTRICT TOTALS BM BF OUT OF SCHOOL IJ It II 11 It It II n LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS SUSMRC 6/03/98 07/27/98 PAGE ( 68 BLK TOT WM WF WHT TOT BM BF LONG TERM BLK TOT WM WF WHT TOT BM BF EXPELLED BLK TOT WM WF WHT TOT BLK TOTAL WHT TOT 4829 625 210 835 296 117 413 45 16 61 75 24 99 9 1 10 5341 906 \u0026lt;6247 O GIT' O 1/ OSCHOOL: 001 CENTRAL HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 1 ( DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF UHT TOT BM BF BLK TOT WM WF UHT TOT BLK WHT TOT Foul Lan CLASS 1 110 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis PROSTAFF Dis Cond CLASS 01 1 2 2 062 090 110 1 INSUBORD SUBTOTAL 2 105 CLASS 05 SUBTOTAL Fighting PROSTAFF 2 2 040 090 CLASS 07 SUBTOTAL Pos Weap 3 090 CLASS 09 SUBTOTAL LeftSchl FAILOBEY Ref Ruts Smoking Tardies Assault Battery Theft Fighting Gambling Loiter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D FIREUORK AL-DRUGS V As Sf In Riot Gang Mem 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 050 060 062 100 133 010 020 030 040 050 070 080 090 100 105 110 123 140 150 072 120 123 CLASS 10 SUBTOTAL LeftSchl FAILOBEY Ref Ruis 1 1 1 050 060 062 1 1 1 1 1 1 1 1 1 1 5 1 2 1 8 1 39 15 1 11 87 1 1 2 1 1 1 3 1 2 1 4 1 2 1 4 1 2 1 4 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 1 2 1 1 1 1 1 1 1 2 1 1 2 1 1 2 1 1 2 1 1 1 1 3 2 1 10 1 1 8 1 2 1 10 1 40 25 1 1 11 1 1 1 1 4 2 2 3 3 1 3 1 3 1 1 1 1 22 109 8 8 3 1 7 16 2 6 5 2 11 1 12 8 1 20 4 9 4 9 1 1 13 13 1 1 1 3 3 2 8 1 2 1 11 1 k2 36 1 1 11 4 9 1 142 1 3 1 3 1 7 1 17 1 1 2 1 1 3 3 2 11 1 2 1 12 1 45 37 1 1 18 4 10 1 159 1 1 2 1 1 2 1 1 2SCHOOL: 001 CENTRAL HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 2 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Battery Theft Fighting PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm Paging D AL-DRUGS Ass Staf V As Sf WEAPONS2 In Riot Gang Mem CLASS 11 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 020 030 040 090 100 105 110 120 123 150 071 072 092 120 123 2 1 3 1 11 8 12 SUBTOTAL 48 5 5 3 1 1 1 5 1 28 2 12 8 1 14 15 1 1 17 1 4 1 It 1 1 1 1 1 76 7 3 2 3 1 21 1 1 2 8 3 2 3 2 23 1 2 4 1 1 2 2 1 It 1 1 1 1 1 3 12 8 3 15 19 1 1 17 1 1 I, 8 3 5 9 6 1 8 1 1 7 1 9 1 1 1 7 1 94 2 3 2 1 24 1 3 13 12 3 23 22 1 3 20 3 1 1 7 1 118 Fighting Loiter Mischief INSUBORD Ois Cond Paging D AL-DRUGS V As Sf WEAPONSI In Riot CLASS 12 2 2 2 2 2 2 2 3 3 3 040 070 080 105 110 123 150 072 091 120 1 1 1 1 8 3 1 4 It 1 1 2 12 1 1 2 SUBTOTAL SCHOOL SUBTOTAL 2 1 1 3 1 1 1 1 2 1 1 2 1 1 2 2 4 2 1 2 14 14 10 153 64 1 1 1 24 3 4 7 4 4 2 2 2 2 3 1 1 2 30 1 2 1 1 2 7 4 2 2 4 15 1 5 1 1 2 37 217 33 14 47 20 13 33 23 1 24 2 2 274 49 323 , / /SCHOOL: 002 HALL HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 3 \u0026gt; DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT ' BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Fighting CLASS 07 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF INSUBORD CLASS 08 2 2 090 105 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MinAlter LeftSchl FAILOBEY Ref Ruis Smoking Battery Theft Fighting Mischief PROSTAFF INSUBORD Dis Cond Har Comm Paging D AL-DRUGS V As Sf Pos Weal WEAPONS, In Riot s CLASS 10 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 030 050 060 062 100 020 030 040 080 090 105 110 120 123 150 072 090 092 120 1 1 1 1 1 1 SUBTOTAL 1 1 4 1 5 7 1 1 4 1 12 1 1 2 44 9 1 5 3 1 79 2 11 8 28 4 55 17 1 5 3 1 1 1 1 10 8 1 1 1 1 10 9 4 1 1 1 5 1 1 1 1 9 2 13 1 1 1 3 2 1 3 3 5 1 3 3 107 23 1 24 1 1 1 1 1 1 1 14 5 1 19 4 4 3 1 1 3 1 1 5 5 4 58 22 2 5 3 5 2 1 1 131 1 1 1 13 9 1 1 28 1 1 1 1 1 9 2 14 1 5 71 31 2 6 3 6 2 1 1 159 MinAlter FAILOBEY Ref Ruis Assault Battery Theft Fighting INSUBORD Dis Cond Forgery Paging 0 AL-DRUGS Poss Exp In Riot CLASS 11 1 1 1 2 2 2 2 2 2 2 2 2 3 3 030 060 062 010 020 030 040 105 110 122 123 150 100 120 2 2 7 1 3 1 3 12 15 1 6 1 1 1 5 1 2 2 1 3 2 7 1 3 1 8 13 17 1 8 2 1 1 1 4 4 SUBTOTAL 55 12 67 4 1 6 LeftSchl 1 050 1 1 1 1 1 5 1 1 1 3 9 1 1 1 3 9 1 3 9 3 2 7 1 7 1 8 13 18 1 8 2 2 3 76 1 5 1 1 1 9 3 2 7 1 8 1 13 14 19 1 8 3 2 3 85 1 1SCHOOL: 002 HALL HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UH UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 4 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT FAILOBEY Assault Battery Fighting False Al Loiter PROSTAFF INSUBORD Dis Cond Har Comm Paging D UEAPONS1 In Riot Ueapon CLASS 12 1 2 2 2 2 2 2 2 2 2 3 3 3 060 010 020 040 060 070 090 105 110 120 123 091 120 121 1 1 1 1 SUBTOTAL SCHOOL SUBTOTAL 1 4 1 4 1 1 1 1 1 1 2 4 8 6 1 4 1 3 4 1 2 1 12 7 1 It 1 3 1 1 1 1 2 1 3 3 1 1 2 2 28 13 41 7 3 10 5 5 1 1 1 1 1 1 2 It 1 2 1 12 1 1 4 1 2 1 ttl 1 1 3 3 1 1 10 2 1 2 It 1 2 8 15 10 2 5 1 2 1 57 164 53 217 36 8 44 28 5 33 4 4 6 6 *7 256 48 304SCHOOL: 003 MANN ARTS/SCIENCES MAGNET OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF Dis Cond 2 110 CLASS 02 SUBTOTAL 1 1 1 1 LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 5 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT UM UF WHT TOT BLK WHT TOT 1 1 1 1 Harass FAILOBEY FAILDET Theft Fighting PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS 1 1 1 2 2 2 2 2 2 2 2 2 040 060 080 030 040 090 100 105 110 120 123 150 2 1 18 1 2 10 CLASS 07 SUBTOTAL 1 35 1 6 1 2 1 1 1 13 1 2 1 24 2 4 11 1 1 1 48 1 1 3 2 3 5 3 3 7 1 3 8 1 1 1 1 1 1 14 6 20 2 2 1 1 1 2 1 24 2 1 It 12 1 1 1 50 1 5 3 3 9 21 1 1 2 1 29 5 1 7 21 1 1 1 71 MinAlter FAILOBEY Ref Ruis FAILDET Theft Fighting Gambling PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm AL-DRUGS WEAPONSI 1 1 1 1 2 2 2 2 2 2 2 2 2 3 030 060 062 080 030 040 050 090 100 105 110 120 150 091 1 2 2 1 CLASS 08 SUBTOTAL LeftSchl Ref Ruis Assault Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D 1 1 2 2 2 2 2 2 2 2 2 2 050 062 010 030 040 050 080 090 100 105 110 123 1 11 2 14 3 1 37 1 1 1 6 2 1 2 3 11 9 1 1 5 1 9 2 19 6 3 3 3 3 1 3 2 1 1 16 1 2 23 5 1 56 1 1 1 12 2 1 5 6 14 12 1 1 1 4 1 4 3 1 14 1 1 1 1 1 1 1 1 1 1 5 1 1 1 3 2 1 1 16 1 1 2 5 2 2 6 3 1 3 1 1 3 1 1 5 24 6 1 5 1 1 19 1 1 1 3 1 3 4 1 5 1 1 1 1 1 1 1 1 1 1 62 6 3 1 1 20 1 3 3 1 2 21 2 1 5 30 9 1 1 2 82 1 1 1 1 1 12 2 1 5 6 15 12 1 1 1 1 3 1 3 1 2 1 2 15 2 1 5 6 16 15 1LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 6 i SCHOOL: 003 MANN ARTS/SCIENCES MAGNET FROM DATE\nDISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS OFFENCE LVL CODE BM BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM UF WHT TOT BLK WHT TOT AL-DRUGS CLASS 09 2 150 SUBTOTAL 2 40 18 2 58 2 8 1 5 3 13 1 1 2 59 3 13 5 72 SCHOOL SUBTOTAL 112 51 163 36 16 52 7 1 8 1 1 1 1 1 1 172 54 226SCHOOL\n004 METROPOLITAN VO-TECH ED CENTER OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 7 / DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCT IONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Foul Lan Gambling Mischief INSUBORD Dis Cond Paging 0 V As Sf CLASS 09 1 2 2 2 2 2 3 110 050 080 105 110 123 072 1 1 6 1 1 1 1 1 6 1 1 1 1 SUBTOTAL 9 1 10 3 1 1 1 1 1 1 4 1 1 1 1 1 1 1 7 2 1 1 14 1 1 1 1 1 7 3 1 1 15 Ref Ruis Smoki ng PROSTAFF INSUBORD CLASS 10 1 1 2 2 062 100 090 105 1 1 1 SUBTOTAL 1 2 1 1 1 1 3 1 1 1 1 1 1 1 1 1 2 4 1 1 1 1 1 2 5 Ref Ruis PROSTAFF INSUBORD CLASS 11 1 2 2 062 090 105 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 INSUBORD CLASS 12 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 15 2 17 1 1 3 1 4 1 1 1 1 22 2 24LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 8 SCHOOL: 005 PARKVIEW ARTS/SCIENCE MAGNET FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OFFENCE LVL CODE BM BF OUT OF SCHOOL BLK TOT WM UF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Fighting INSUBORD CLASS 07 2 2 040 105 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 Ref Ruis Smok i ng Theft Fighting Loiter PROSTAFF Ind Exp INSUBORD Dis Cond AL-ORUGS CLASS 10 1 1 2 2 2 2 2 2 2 2 062 100 030 040 070 090 100 105 110 150 3 5 2 1 1 5 1 SUBTOTAL 18 2 2 1 1 8 1 15 5 2 6 2 2 1 13 2 33 1 1 5 1 1 1 1 2 1 3 7 5 1 16 4 3 1 10 11 8 2 26 1 2 1 2 3 6 2 2 1 13 2 1 35 1 1 3 11 8 2 26 5 1 3 7 2 5 1 24 10 3 61 MinAlter FAILOBEY Ref Ruis Fighting Loiter PROSTAFF INSUBORD Dis Cond Har Comm Paging D AL-DRUGS V As Sf Pos Weap WEAPONSI CLASS 11 1 1 1 2 2 2 2 2 2 2 2 3 3 3 030 060 062 040 070 090 105 110 120 123 150 072 090 091 1 1 1 2 1 1 1 1 2 1 1 1 SUBTOTAL 3 3 2 5 3 1 2 1 1 1 2 3 1 1 1 2 1 1 2 1 2 1 2 1 1 1 2 5 3 2 3 15 1 3 1 18 1 1 1 1 1 1 2 2 8 3 11 1 1 1 1 1 19 1 1 2 1 1 12 1 2 1 2 1 2 8 3 1 1 4 3 1 1 51 Smoking Fighting Loi ter Mischief PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS CLASS 12 1 2 Z 2 2 2 2 2 2 100 040 070 080 090 105 110 123 150 1 1 1 SUBTOTAL 2 5 SCHOOL SUBTOTAL 41 2 2 4 22 3 1 2 1 2 9 63 1 1 3 2 1 2 10 34 1 2 3 5 1 2 6 2 1 2 15 3 1 1 18 52 1 1 2 1 1 1 1 2 10 1 2 i\u0026gt; 2 1 2 15 1 3 1 1 4 7 5 1 25 4 4 1 1 67 53 120SCHOOL: 006 BOOKER ARTS MAGNET SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 UF WHT TOT BLK PAGE TOTAL WHT 9 TOT INSUBORD Dis Cond CLASS K 2 2 105 110 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Assault INSUBORD Dis Cond CLASS 01 2 2 2 010 105 110 SUBTOTAL 2 1 1 I, 1 1 2 1 2 5 2 1 2 5 2 1 2 5 Dis Cond CLASS 02 2 110 SUBTOTAL 2 2 3 3 5 5 5 5 5 5 Assault INSUBORD Dis Cond Har Comm V As Sf CLASS 03 2 2 2 2 3 010 105 110 120 072 SUBTOTAL 2 4 1 1 8 2 4 1 1 8 1 1 1 1 1 1 3 3 2 4 1 1 8 1 1 1 3 1 3 5 1 1 11 Assault INSUBORD Dis Cond CLASS 04 2 2 2 010 105 110 SUBTOTAL 1 1 3 5 1 1 3 5 1 1 1 1 1 2 3 6 1 2 3 6 Theft M i sch i ef INSUBORD Dis Cond CLASS 05 2 2 2 2 030 080 105 110 2 2 SUBTOTAL 3 1 6 3 1 6 1 1 2 1 1 3 1 6 1 1 2 1 3 1 7 Fighting INSUBORD Ois Cond Har Comm CLASS 06 2 2 040 105 110 120 SUBTOTAL 1 1 3 1 6 1 1 3 1 6 2 2 2 2 1 1 3 1 6 2 2 1 1 5 1 8 INSUBORD CLASS 08 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 34 4 38 6 6 1 1 39 6 45SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 10 TOT Dis Cond CLASS 04 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 Assault Battery Theft Fighting False Al Loiter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS Ass Staf V As Sf WEAPONSl Extort In Riot CLASS 07 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 010 020 030 040 060 070 080 090 100 105 110 120 123 150 071 072 091 110 120 1 1 1 19 1 1 1 9 2 20 7 3 1 1 1 12 3 1 9 7 2 1 1 1 2 31 1 1 1 12 3 29 14 5 1 2 1 1 SUBTOTAL 1 1 69 36 105 2 8 2 8 1 1 1 1 2 1 1 1 1 3 1 5 6 3 1 11 1 1 3 3 2 1 1 1 1 1 1 2 1 1 1 1 1 1 1 3 2 32 2 1 1 12 3 29 15 5 1 3 2 3 1 2 8 1 1 3 1 11 3 24 6 30 7 3 10 1 1 2 1 2 1 2 1 1 117 1 32 2 3 4 40 2 1 1 13 I, 32 16 16 1 6 2 3 1 1 1 149 Ref Ruis Assault Battery Theft Fighting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS Ass Staf V As Sf WEAPONSl Weapon CLASS 08 1 2 2 2 2 2 2 2 2 7. 2 2 2 3 3 3 3 062 010 020 030 040 080 090 100 105 110 120 123 150 071 072 091 121 4 3 7 7 SUBTOTAL FAILOBEY Foul Lan 1 1 060 110 1 2 13 1 1 10 3 1 2 23 1 4 1 1 1 1 5 5 11 7 3 43 1 4 1 1 22 15 8 3 1 65 1 2 2 3 1 1 3 18 1 1 1 2 3 2 3 1 1 4 20 1 1 1 1 1 1 1 2 2 23 1 4 1 16 8 1 5 3 2 4 1 1 1 1 1 1 1 1 2 1 6 1 6 1 1 1 2 3 1 1 1 1 3 2 3 1 1 74 1 1 4 1 22 7 1 2 2 28 1 1 3 20 8 1 1 7 2 5 1 2 9b 1 1 1 1SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 11 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF UHT TOT BM BF BLK TOT WM WF UHT TOT BLK UHT TOT Assault Battery Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Conm Paging D FIREWORK AL-DRUGS Ass Staf V As Sf Pos Weap WEAPONSI Extort In Riot Gang Mem 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 010 020 030 040 050 080 090 100 105 110 120 123 140 150 071 072 090 091 110 120 123 3 3 CLASS 09 SUBTOTAL SCHOOL SUBTOTAL 1 10 2 1 2 25 8 1 3 1 1 1 60 173 5 4 4 1 1 1 22 80 1 15 2 1 6 29 15 1 1 3 2 1 1 82 253 1 5 2 7 5 1 2 1 25 67 2 2 2 1 2 3 1 13 21 3 7 4 1 7 7 1 5 1 1 38 88 2 1 1 2 2 1 1 1 1 2 2 1 3 2 1 2 1 2 1 1 5 2 1 16 2 1 6 1 32 17 3 7 1 5 1 1 1 14 27 6 9 2 6 1 1 1 1 1 1 1 1 1 20 36 4 2 6 1 2 1 6 1 1 1 3 1 7 1 1 3 3 6 3 1 1 k 2 109 5 3 7 8 1 5 1 2 1 44 5 2 It 23 2 1 11 It 39 25 1 1 1 8 3 7 5 2 1 it 2 153 6 3 9 9 3 12 1 1 301 98 399SCHOOL: 008 FAIR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: WHT TOT BM SUSMRC 07/27/98 PAGE 12 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Dis Cond AL-DRUGS CLASS 08 2 2 110 150 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 2 1 1 2 Ref Ruis CLASS 09 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 FAILOBEY Ref Ruis Bus Regs FAILDET Ref Det Foul Lan Assault Theft Fighting Gambling PROSTAFF Ind Exp INSUBORD Dis Cond AL-DRUGS WEAPONSI CLASS 10 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 060 062 070 080 090 110 010 030 040 050 090 100 105 110 150 091 11 1 1 1 SUBTOTAL 1 1 1 11 1 9 1 23 7 6 73 1 8 3 3 4 21 1 11 1 1 1 1 1 1 19 1 12 1 26 11 6 94 1 1 2 1 4 5 2 2 1 1 1 4 4 1 1 9 1 1 2 2 2 4 1 1 1 1 1 11 1 1 1 1 3 1 19 1 12 1 26 13 6 1 99 2 1 4 1 1 9 1 11 1 1 1 1 3 1 21 1 13 1 30 14 7 1 108 FAILOBEY Ref Ruis Ref Det Foul Lan Battery Fighting Gambling Loiter Mischief PROSTAFF INSUBORD Dis Cond Paging D V As Sf Pos Weap CLASS 11 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 060 062 090 110 020 040 050 070 080 090 105 110 123 072 090 1 5 2 2 1 5 2 2 1 1 SUBTOTAL MinAlter LeftSchl FAILOBEY 1 1 1 030 050 060 6 1 1 1 3 11 6 1 38 1 1 4 4 1 4 15 2 1 10 1 1 1 7 12 10 1 53 2 1 2 1 1 2 2 1 1 1 1 2 1 1 1 1 2 1 1 3 2 5 1 1 5 1 6 1 1 1 2 3 1 2 3 1 5 2 2 2 10 1 1 1 1 13 12 1 2 2 62 2 1 2 1 1 1 1 2 6 1 6 2 2 2 11 1 1 1 8 14 14 1 2 2 68 2 1 2SCHOOL: 008 FAIR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF WHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM 07/27/98 WF UHT TOT BLK PAGE TOTAL UHT 13 TOT Ref Ruis FAILDET Ref Det Foul Lan Assault Battery Fighting Loi ter PROSTAFF INSUBORD Dis Cond WEAPONSI UEAPONS2 CLASS 12 1 1 1 1 2 2 2 2 2 2 2 3 3 062 080 090 110 010 020 040 070 090 105 110 091 092 9 2 1 3 2 5 7 1 SUBTOTAL 32 SCHOOL SUBTOTAL 145 1 1 1 2 5 4 1 5 1 1 25 61 10 3 2 2 8 2 9 8 6 1 1 57 206 1 1 1 1 1 1 1 1 3 1 3 1 2 2 1 5 6 10 3 2 2 1 1 \u0026amp; Z 9 8 9 2 1 63 1 1 2 10 3 3 2 1 1 8 2 10 8 9 2 1 65 10 6 16 8 9 17 1 1 3 1 4 227 17 244SCHOOL: 012 MC CLELLAN HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 19 OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF UHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT INSUBORD CLASS 09 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 LeftSchl FAILOBEY Ref Ruis Ref Det Assault Battery Theft Fighting Gambling Loiter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D AL-DRUGS V As Sf WEAPONS2 CLASS 10 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 050 060 062 090 010 020 030 040 050 070 080 090 100 105 110 123 150 072 092 5 7 4 1 2 2 5 7 6 3 1 1 SUBTOTAL 1 16 3 1 2 13 1 2 29 3 1 1 1 9 34 24 3 3 2 1 14 9 1 1 11 1 48 33 3 4 1 1 2 2 1 4 111 47 158 1 1 1 1 2 3 1 2 10 1 1 1 6 4 2 3 16 1 6 1 1 1 2 2 1 1 1 1 1 7 1 1 4 1 1 4 1 1 1 1 5 1 6 3 1 2 2 31 3 1 14 1 49 34 3 4 2 1 169 1 1 1 4 4 2 3 1 17 5 7 1 3 1 2 2 32 3 1 1 18 1 53 36 3 7 3 1 186 MinAlter LeftSchl FAILOBEY Ref Ruis Bus Regs FAILDET Ref Det Battery Fighting Gambling PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm AL-DRUGS V As Sf WEAPONSI CLASS 11 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 030 050 060 062 070 080 090 020 040 050 090 100 105 110 120 150 072 091 1 2 14 1 4 1 3 18 FAILOBEY SUBTOTAL 1 060 1 1 1 1 1 1 1 2 1 2 1 3 18 9 1 9 2 2 1 1 45 5 2 1 1 9 1 11 1 10 1 2 2 1 1 54 6 1 1 1 1 5 2 2 2 1 1 1 6 2 5 2 5 1 1 1 2 11 1 10 1 1 2 2 1 1 2 59 6 1 2 2 1 6 1 3 19 2 1 1 1 2 13 1 11 1 1 2 2 1 1 2 65 6LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 20 SCHOOL: 012 MC CLELLAN HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS OUT OF SCHOOL LONG TERM' EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WH WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Ref Ruis Battery Fighting Gambling Mischief PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS WEAPONSl CLASS 12 1 2 2 2 2 2 2 2 2 2 3 062 020 040 050 080 090 105 110 123 150 091 9 1 4 1 1 2 2 SUBTOTAL SCHOOL SUBTOTAL 5 1 2 2 1 1 11 1 6 1 1 2 1 6 1 2 1 1 1 1 29 186 9 65 38 251 1 1 1 1 4 4 1 1 1 1 11 1 6 1 1 2 1 6 1 2 1 39 1 1 1 1 4 12 1 7 1 1 2 2 7 1 2 1 43 15 11 26 12 1 13 4 4 1 1 268 27 295SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 23 OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Dis Cond CLASS 01 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF CLASS 04 2 090 SUBTOTAL 1 1 1 1 1 1 1 1 MinAlter FAILOBEY Ref Ruis Foul Lan Assault Battery Theft Fighting Loi ter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Forgery Paging D Ass Staf V As Sf In Riot CLASS 07 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 030 060 062 110 010 020 030 040 070 080 090 100 105 110 120 122 123 071 072 120 1 9 1 1 1 9 1 1 1 1 SUBTOTAL 1 22 1 3 8 1 73 25 1 16 1 21 8 1 2 1 38 1  3 9 1 94 33 1 2 1 5 5 2 2 1 9 1 1 2 3 5 1 1 148 48 196 10 2 15 1 5 11 2 20 1 1 1 2 1 1 1 8 1 9 2 2 1 1 2 1 1 2 5 1 38 1 3 9 1 96 34 1 2 1 1 1 1 207 3 5 1 11 2 22 1 9 1 1 3 5 1 43 1 3 10 1 107 36 1 2 1 1 1 1 229 MinAlter FAILOBEY Assault Battery Fighting Loi ter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS Sale Ale Ass Staf V As Sf 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 030 060 010 020 040 070 080 090 100 105 110 120 123 150 010 071 072 7 20 1 1 11 1 40 16 2 1 1 3 3 1 13 1 2 4 14 12 2 1 10 3 1 33 2 3 15 1 54 28 2 1 2 1 1 1 1 4 3 3 7 3 2 5 4 1 1 1 1 3 6 5 1 1 1 1 1 1 1 10 10 4 33 2 3 15 1 54 29 2 1 3 1 1 3 6 5 1 1 1 1 1 1 1 1 1 1 11 10 4 34 2 3 18 1 60 34 2 1 3 1 1 2SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 24 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT UEAPONS1 In Riot CLASS 08 3 3 091 120 SUBTOTAL 100 56 156 12 5 17 1 9 4 1 13 1 1 1 1 2 2 1 1 4 1 2 173 18 1 2 191 LeftSchl FAILOBEY Assault Battery Fighting Loiter Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Conrn Paging D AL-DRUGS Ass Staf V As Sf Pos Ueap UEAPONSI In Riot CLASS 09 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 050 060 010 020 040 070 080 090 100 105 110 120 123 150 071 072 090 091 120 1 6 1 3 1 9 1 SUBTOTAL SCHOOL SUBTOTAL 16 1 3 20 2 50 21 2 4 133 382 5 4 20 8 1 21 1 3 2 70 35 1 2 4 1 1 4 6 1 6 5 12 1 1 1 1 1 1 1 1 1 1 1 1 42 175 147 529 2 1 2 3 4 4 1 1 1 1 2 1 1 1 1 1 1 5 6 11 14 8 22 2 2 2 4 2 4 1 9 6 12 21 1 3 25 2 70 35 1 2 4 1 4 1 1 2 201 1 1 1 2 4 4 13 1 9 7 12 22 1 4 27 2 74 39 1 2 4 1 h 1 1 2 214 32 16 48 31 13 44 3 2 5 8 2 10 583 53 636SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM 07/27/98 UF UHT TOT BLK PAGE TOTAL WHT 14 TOT Battery CLASS 01 2 020 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF INSUBORD Forgery CLASS 02 2 2 2 090 105 122 1 SUBTOTAL 1 2 1 1 1 1 1 3 1 1 1 3 1 1 1 3 Assault Battery Theft Fighting PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS Sale Ale Ass Staf V As Sf CLASS 07 2 2 2 2 2 2 2 2 3 3 3 010 020 030 040 090 105 110 123 150 010 071 072 1 1 1 24 11 35 33 1 1 1 7 1 7 9 2 1 1 31 12 42 42 1 1 2 2 SUBTOTAL 1 1 110 25 1 1 135 1 6 4 15 8 2 38 1 6 7 1 7 4 21 8 2 45 1 2 3 1 1 1 1 1 2 2 1 t, 1 1 4 5 4 5 2 lo 1 31 12 42 42 1 1 1 1 6 144 2 1 7 4 22 8 2 46 4 4 2 38 16 bk 50 1 3 1 1 6 190 MinAlter LeftSchl Ref Ruis Assault Battery Theft Fighting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Forgery V As Sf CLASS 08 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 030 050 062 010 020 030 040 080 090 100 105 110 120 122 072 1 2 1 2 1 1 SUBTOTAL MinAlter Harass LeftSchl Ref Ruis Bus Regs Foul Lan 1 1 1 1 1 1 030 040 050 062 070 110 12 1 16 1 17 33 1 11 14 1 87 9 12 2 1 1 53 1 1 3 1 2 1 23 1 30 1 26 45 2 2 1 140 1 1 1 1 1 1 1 1 1 1 2 1 1 6 3 2 3 1 2 9 1 3 1 5 6 1 1 6 4 2 3 4 9 8 2 1 1 1 1 1 1 22 13 35 1 1 8 1 9 2 2 1 1 1 1 1 1 3 1 8 1 23 1 30 1 27 46 2 2 3 150 1 2 10 1 3 10 8 2 37 1 1 4 1 8 3 33 2 33 1 37 54 4 2 3 187 1 1 1 1 2 1 1 1 1 1 1 2 1 1LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 15 SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS OUT OF SCHOOL LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM WF UHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Assault Battery Theft Fighting Mischief PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS Arson Ass Staf V As Sf WEAPONSI WEAPONS2 CLASS 09 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 010 020 030 040 080 090 105 no 123 150 060 071 072 091 092 2 3 1 10 10 44 42 3 1 3 SUBTOTAL 121 PROSTAFF Dis Cond CLASS 10 2 2 090 110 1 SUBTOTAL 1 SCHOOL SUBTOTAL 321 1 3 1 6 9 7 1 2 34 114 2 3 2 13 1 16 53 49 1 3 1 5 155 1 1 435 1 1 1 1 1 1 4 8 3 1 5 8 3 1 1 2 1 3 1 1 1 1 1 1 1 1 1 1 1 1 3 3 2 13 1 16 54 52 1 3 1 2 5 1 1 1 5 8 3 1 2 20 1 2 1 22 4 3 7 1 1 1 1 163 1 23 3 3 3 14 1 21 62 55 1 4 3 2 5 1 1 186 1 1 1 1 1 1 1 1 1 1 2 81 22 103 7 13 20 3 3 5 2 7 1 1 462 107 569SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM 07/27/98 UF UHT TOT BLK PAGE TOTAL UHT 21 TOT INSUBORD CLASS 03 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 INSUBORD CLASS 06 2 105 SUBTOTAL 2 2 2 2 2 2 2 2 LeftSchl FAILOBEY Ref Ruis Bus Regs Ref Det Foul Lan Assault Battery Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm FIREUORK AL-ORUGS Ass Staf V As Sf Pos Ueap UEAPONSI UEAPONS2 Poss Exp CLASS 07 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 5 3 3 3 3 3 050 060 062 070 090 110 010 020 030 040 050 080 090 100 105 110 120 140 150 071 072 090 091 092 100 4 8 1 1 4 1 1 3 SUBTOTAL 3 3 54 1 13 3 46 9 1 2 2 2 1 1 159 1 1 16 5 1 11 1 1 5 1 3 3 70 1 1 1 1 1 1 5 1 7 21 6 1 1 59 1 1 1 1 1 6 1 1 2 1 1 20 3 67 15 1 1 2 2 3 1 1 218 1 4 5 20 1 1 4 5 1 1 1 2 1 2 1 1 1 1 1 2 1 2 1 1 21 1 10 2 1 12 1 1 1 1 1 1 2 5 1 11 1 1 5 1 5 3 70 1 1 21 4 68 17 1 1 2 4 2 3 2 1 1 232 1 1 1 1 1 1 6 1 4 5 22 6 2 12 1 1 5 2 6 4 76 1 2 25 I, 17 1 1 2 2 3 2 1 1 254 MinAlter LeftSchl FAILOBEY Ref Ruts Smok ing Foul Lan Assault Battery Theft Fighting Gambling False Al 1 1 1 1 1 1 2 2 2 2 2 2 030 050 060 062 100 110 010 020 030 040 050 060 1 2 10 1 3 1 1 1 21 3 3 5 3 1 1 15 3 1 2 15 1 6 2 2 1 36 3 1 1 1 1 2 1 1 1 1 4 4 1 1 1 1 1 1 3 1 2 15 1 6 2 3 1 37 4 1 1 2 1 4 4 1 2 17 1 6 2 4 1 41 4 1SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCT IONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM 07/27/98 WF UHT TOT BLK PAGE TOTAL UHT 22 TOT Mischief PROSTAFF Ind Exp INSUBORD Ois Cond Her Comm Forgery Paging D RAPRINGS AL-DRUGS Ass Staf V As Sf Pos Ueap CLASS 08 2 2 2 2 2 2 2 2 2 2 3 3 3 080 090 100 105 110 120 122 123 130 150 071 072 090 9 2 30 5 3 1 3 1 SUBTOTAL 98 1 5 7 1 1 1 1 45 1 14 2 37 6 3 1 1 3 2 1 143 1 1 1 1 1 1 1 1 1 3 1 1 1 5 6 11 10 3 2 1 1 1 4 13 1 14 2 39 1 3 1 1 1 1 3 6 1 156 1 1 1 11 1 15 2 40 8 3 1 1 1 1 3 6 1 167 MinAlter LeftSchl FAILOBEY Ref Ruis FAILDET Foul Lan Assault Battery Theft Fighting Gambling False Al Mischief PROSTAFF INSUBORD Dis Cond Har Comm AL-DRUGS Ass Staf V As Sf Extort Ueapon ROBBERY CLASS 09 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 030 050 060 062 080 110 010 020 030 040 050 060 080 090 105 110 120 150 071 072 110 121 130 1 2 2 29 1 6 1 3 6 22 2 2 10 5 8 2 8 1 SUBTOTAL 111 3 7 7 1 2 20 Dis Cond CLASS 11 2 110 SUBTOTAL 1 1 SCHOOL SUBTOTAL 372 124 1 2 5 36 1 6 1 3 b 29 2 2 11 7 8 2 8 1 131 1 1 496 5 3 5 3 1 1 1 1 1 1 1 1 5 1 6 1 1 1 1 1 18 43 1 8 1 1 1 1 1 1 3 2 1 1 1 1 19 1 13 1 3 1 1 2 3 2 2 1 1 1 16 1 1 1 1 1 1 2 2 1 1 2 2 2 2 2 1 2 5 36 1 6 2 3 6 29 2 1 2 11 8 9 4 11 3 3 1 2 1 149 5 3 1 1 1 6 1 1 1 1 2 23 1 2 10 39 1 7 3 4 b ^5 2 1 2 12 9 9 4 12 b 5 1 2 1 172 51 33 8 41 1 2 3 3 1 4 2 2 1 1 1 1 541 56 597LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 25 SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF WHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF WHT TOT BLK UHT TOT Fighting 2 040 CLASS 02 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF 2 090 CLASS 04 SUBTOTAL 1 1 1 1 1 1 1 1 Harass FAILOBEY Ref Ruis Battery Theft Fighting PROSTAFF Ind Exp INSUBORD Dis Cond RAPRINGS AL-DRUGS Ass Staf V As Sf 1 1 1 2 2 2 2 2 2 2 2 2 3 3 040 060 062 020 030 040 090 100 105 110 130 150 071 072 1 2 3 1 1 1 3 4 1 1 CLASS 07 SUBTOTAL FAILOBEY Ref Ruis Foul Lan Assault Battery Theft Fighting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Paging D AL-DRUGS Ass Staf V As Sf WEAPONSI WEAPONS2 In Riot 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 060 062 110 010 020 030 040 080 090 100 105 110 123 150 071 072 091 092 120 CLASS 08 SUBTOTAL Ref Ruis Foul Lan 1 1 062 110 16 1 1 2 13 16 1 1 1 1 1 32 2 1 3 14 1 1 1 2 1 2 3 3 1 3 4 3 1 40 22 62 1 1 1 1 1 1 2 6 6 1 1 6 1 1 1 7 32 2 1 3 16 1 1 1 1 69 1 2 1 1 6 1 3 5 3 1 34 2 1 4 17 1 1 1 1 75 3 6 1 1 1 4 7 1 1 1 2 2 13 1 3 1 16 10 4 3 8 1 5 1 4 1 2 2 2 21 2 8 1 17 14 5 5 2 2 1 2 3 1 1 4 2 2 2 2 1 2 1 65 25 90 12 5 4 3 2 4 3 17 1 1 3 3 6 1 1 1 1 1 1 1 1 1 1 8 6 14 1 1 1 3 1 3 4 7 1 2 5 2 21 2 8 2 17 20 5 6 1 1 1 1 1 107 1 4 3 2 4 3 1 18 4 8 1 2 5 2 25 2 11 2 19 24 5 9 1 1 1 2 1 125 5 1 5 1 1 1 1 1 6 1 1 7 1SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM 07/27/98 WF WHT TOT BLK PAGE TOTAL WHT 26 TOT Assault Battery Fighting PROSTAFF INSUBORD Dis Cond Paging D AL-DRUGS Ass Staf V As Sf FIREARM2 WEAPONSl WEAPONS2 In Riot CLASS 09 2 2 2 2 2 2 2 2 3 3 3 3 3 3 010 020 040 090 105 110 123 150 071 072 082 091 092 120 1 11 6 4 5 2 1 11 3 3 8 1 22 9 7 13 2 1 3 7 1 10 1 2 2 1 1 SUBTOTAL 36 SCHOOL SUBTOTAL 142 1 1 2 3 3 6 1 1 1 1 1 1 1 1 26 62 5 9 14 7 2 6 2 13 74 216 23 14 37 21 13 34 1 1 2 1 1 5 5 1 2 1 2 1 3 6 1 8 11 1 3 22 9 7 19 2 3 1 2 1 2 1 3 83 10 1 2 14 1 3 32 10 7 21 2 3 1 2 1 2 1 3 97 261 38 299SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 16 OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Battery Theft Fighting PROSTAFF INSUBORD Dis Cond Forgery V As Sf 2 2 2 2 2 2 2 3 020 030 040 090 105 110 122 072 2 18 5 10 14 1 11 2 1 1 3 29 5 12 15 1 3 3 1 1 1 1 CLASS 07 SUBTOTAL 49 16 65 3 3 2 2 1 1 1 1 1 3 30 5 12 15 1 1 68 3 3 1 3 33 5 12 15 1 1 71 Ref Ruis Theft Fighting Loiter PROSTAFF INSUBORD Dis Cond Paging D V As Sf Pos Ueap UEAPONSI UEAPONS2 1 2 2 2 2 2 2 2 3 3 3 3 062 030 040 070 090 105 110 123 072 090 091 092 3 5 22 1 3 16 8 1 7 5 3 6 29 1 3 21 8 3 1 4 CLASS 08 SUBTOTAL FAILOBEY Ref Ruis Foul Lan Assault Theft Fighting Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS Ass Staf Pos Ueap In Riot 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 060 062 110 010 030 040 080 090 100 105 110 120 123 150 071 090 120 CLASS 09 SUBTOTAL SCHOOL SUBTOTAL 1 2 1 1 62 1 14 2 1 1 1 76 4 1 1 1 1 1 2 1 3 7 1 1 3 18 129 14 3 21 1 1 1 1 2 1 2 21 51 2 2 2 5 39 180 6 1 2 12 19 1 1 1 1 1 1 2 1 1 1 1 1 1 1 5 9 1 1 1 1 1 1 1 1 1 1 6 1 1 1 6 1 2 2 2 2 2 1 1 1 2 1 1 13 25 4 6 1 2 3 1 6 9 3 3 4 4 1 1 1 1 3 3 3 6 29 1 3 21 8 3 1 2 1 78 1 2 1 1 3 21 2 2 2 2 5 2 1 1 46 192 4 1 1 2 1 1 10 1 1 1 6 3 2 1 1 16 29 3 6 33 1 4 22 10 1 3 1 3 1 88 1 2 1 1 3 22 1 1 2 8 5 2 2 6 5 1 1 62 221SCHOOL: 011 SOUTHWEST JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WM WF LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED 07/27/98 PAGE TOTAL 17 Dis Cond CLASS 01 2 110 SUBTOTAL 1 1 1 1 WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT 1 1 1 1 Ref Ruis Ref Det Assault Battery Theft Fighting Gambling Mischief PROSTAFF Ind Exp INSUBORD Dis Cond Har Comm Paging D AL-DRUGS V As Sf CLASS 07 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 062 090 010 020 030 040 050 080 090 100 105 110 120 123 150 072 1 1 1 1 SUBTOTAL 1 3 23 1 2 4 2 19 11 1 1 69 15 2 3 3 1 25 1 3 38 1 2 b 2 22 14 2 1 94 3 3 2 5 1 1 2 2 1 1 7 1 6 4 5 6 1 1 1 1 2 1 1 2 1 1 1 1 5 7 3 39 1 2 6 4 23 15 2 1 1 3 2 1 12 1 5 1 17 1 1 1 111 1 8 1 1 5 8 3 42 1 2 6 4 23 17 3 1 1 1 119 MinAlter FAILOBEY Ref Ruis Ref Det Foul Lan Assault Battery Fighting Mischief PROSTAFF INSUBORD Dis Cond AL-DRUGS V As Sf Extort CLASS 08 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 030 060 062 090 110 010 020 040 080 090 105 110 150 072 110 2 1 1 1 1 1 2 1 1 2 1 SUBTOTAL 1 19 16 20 10 2 73 11 1 4 19 8 45 1 30 1 20 39 18 2 118 4 1 1 3 2 1 1 2 1 5 1 2 5 3 5 1 2 1 7 2 2 1 1 2 2 11 5 16 8 3 11 2 2 1 1 1 1 2 1 1 2 1 1 8 30 1 21 39 18 2 2 1 130 2 5 1 2 5 3 18 2 1 1 2 1 1 10 35 2 23 2} 2 2 1 148 LeftSchl Assault Battery Theft Fighting Gambling Mischief 1 2 2 2 2 2 2 050 010 020 030 040 050 080 1 1 2 24 1 4 1 1 8 1 1 3 1 32 1 4 1 1 4 2 1 2 5 1 1 3 1 4 1 3 8 1 32 1 4 1 1 4 2 4 8 1 36 1 4SCHOOL: on SOUTHWEST JUNIOR HIGH SCHOOL OUT OF SCHOOL LITTLE ROCK SCHOOL DISTRICT FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: SANCTIONS LONG TERM SUSMRC 6/03/98 EXPELLED OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF UHT TOT BH BF BLK TOT UM 07/27/98 WF UHT TOT BLK PAGE TOTAL UHT 18 J TOT PROSTAFF Ind Exp INSUBORD Dis Cond Paging D AL-DRUGS Ass Staf V As Sf UEAPONS1 Extort Ueapon CLASS 09 2 2 2 2 2 2 3 3 3 3 3 090 100 105 110 123 150 071 072 091 110 121 8 1 18 8 1 5 5 11 9 13 1 29 17 1 5 4 1 1 2 5 3 SUBTOTAL 1 1 1 1 2 2 1 1 1 1 1 1 75 35 110 9 5 14 1 1 11 1 4 1 1 1 1 1 15 1 1 1 2 1 2 1 1 2 2 4 1 2 3 14 1 29 19 1 5 2 4 1 1 1 128 1 5 3 2 1 18 14 2 34 22 1 5 2 6 1 2 1 146 INSUBORD CLASS 10 2 105 SUBTOTAL 2 2 1 1 3 3 3 3 3 3 Ref Ruis Dis Cond CLASS 11 1 2 062 110 SUBTOTAL 1 1 1 1 1 1 SCHOOL SUBTOTAL 221 106 327 25 1 1 1 1 1 1 1 1 2 13 38 31 12 43 5 2 7 2 2 4 374 45 419LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 27 SCHOOL: 017 BALE ELEMENTARY SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 OFFENCE LVL CODE BM BF OUT OF SCHOOL BLK TOT WM WF WHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK WHT TOT Fighting CLASS 02 2 040 SUBTOTAL 1 1 1 1 1 1 1 1 Dis Cond CLASS 03 2 110 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis Fighting Dis Cond CLASS 04 1 2 2 062 040 110 SUBTOTAL 2 2 2 (\u0026gt; 2 2 2 6 2 2 2 6 2 2 2 6 Theft Fighting Ind Exp Dis Cond WEAPONSI CLASS 05 2 2 2 2 3 030 040 100 110 091 1 2 1 1 1 1 2 1 2 1 1 SUBTOTAL 5 1 6 1 2 1 2 2 2 1 2 1 3 2 2 1 2 1 8 Ref Ruis Loiter INSUBORD Dis Cond WEAPONSI CLASS 06 1 2 2 2 3 062 070 105 110 091 1 1 1 1 1 3 2 1 2 3 SUBTOTAL 2 6 8 1 1 1 1 2 1 2 3 1 9 2 1 2 3 1 9 INSUBORD CLASS 08 2 105 SUBTOTAL 1 1 1 1 1 1 1 1 PROSTAFF CLASS 10 2 090 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 15 7 22 2 2 2 1 3 25 2 27SCHOOL: 018 BRADY ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF LITTLE ROCK SCHOOL DISTRICT FROM DATE: UHT TOT BM SUSMRC 07/27/98 PAGE 28 DISCIPLINE BY REASON CODE 8/20/97 TO DATE: 6/03/98 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK UHT TOT FAILOBEY Dis Cond CLASS K 1 2 060 110 1 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 2 Harass FAILOBEY Ref Ruis RAPRINGS Ass Staf CLASS 01 1 1 1 2 3 040 060 062 130 071 SUBTOTAL 1 1 1 1 1 5 1 1 1 1 1 5 1 1 1 1 1 5 1 1 1 1 1 5 Ref Ruis Foul Lan Fighting Dis Cond RAPRINGS 1 1 2 2 2 062 110 040 110 130 2 1 1 CLASS 02 SUBTOTAL 1 5 2 2 2 1 1 2 1 7 1 1 1 1 2 1 1 2 1 7 1 1 2 1 2 2 1 8 FAILOBEY Foul Lan Fighting 1 1 2 060 110 040 CLASS 03 SUBTOTAL 3 1 1 5 3 1 1 5 1 1 1 1 2 2 3 1 1 5 2 2 5 1 1 7 MinAlter FAILOBEY Ref Ruis Foul Lan Assault 1 1 1 1 2 030 060 062 110 010 2 1 1 2 1 2 1 2 1 1 1 2 1 2 1 CLASS 04 SUBTOTAL 3 3 6 1 2 1 2 6 1 2 1 3 1 2 1 8 MinAlter Ref Ruis Dis Cond 1 1 2 030 062 110 1 1 1 2 1 1 1 3 1 CLASS 05 SUBTOTAL 2 1 3 1 1 1 1 1 1 4 1 1 3 1 1 5 Fighting 2 040 CLASS 07 SUBTOTAL 2 2 2 2 2 2 2 2 SCHOOL SUBTOTAL 22 6 28 5 3 8 1 1 29 8 37LITTLE ROCK SCHOOL DISTRICT SUSMRC 07/27/98 PAGE 29 t\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\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_497","title":"\"Education Policy Analysis: A Catch-22 and More, Little Rock's Incentive School\"","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":["Morgan, Bob","Arkansas Policy Foundation"],"dc_date":["1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School improvement programs","School integration"],"dcterms_title":["\"Education Policy Analysis: A Catch-22 and More, Little Rock's Incentive School\""],"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/497"],"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\nCo \\ --- IIP ARKANSAS POLICY FOUNDATION Greater Oftportunitv Throng Innovative Change RECEWSD 4. 0' '''\"O JUN 2 1997 OrriCEOF DEScGREGA'nQH E D U CATI 0 N POLICY ANALYSIS A Catch-22 and More Little Rock^s Incentive Schools (After Catch 22, A novel by Joseph Heller) by Bob Morgan Summer 1997 For those that never knew or have forgotten, a Catch-22 is: 1. a. A situation in which a desire outcome or solution is impossible to attain because of a set of inherently illogical rules or conditions\nb. The rules or conditions that create such a situation. 2. A situation or predicament characterized by absurdity or senselessness. 3. A contradictory or self-defeating course of action. 4. A tricky or disadvantageous condition. Ill Center Street, Suite 1610, Little Rock, Arkansas 72201 501-376-9967 Fax: 501-376-6556 email: Aggiemw2@AOL.comin ARKANSAS POLICY FOUNDATION Greater Opportunity Through Innovative Change I I I I - I  I  I ' I 4 'JUN 2 W97 EDUCATION POLICY ANALYSIS A Catch-22 and More Little Rocks Incentive Schools (After Catch 22, A novel by Joseph Heller) by Bob Morgan Summer 1997 For those that never knew or have forgotten, a Catch-22 is: 1. 2. 3. 4. a. A situation in which a desire outcome or solution is impossible to attain because of a set of inherently illogical rules or conditions\nb. The rules or conditions that create such a situation. A situation or predicament characterized by absurdity or senselessness. A contradictory or self-defeating course of action. A tricky or disadvantageous condition. 111 Center Street, Suite 1610, Little Rock, Arkansas 72201 501-376-9967 Fax: 501-376-6556 email: Aggiemw2@AOL.comIMP ARKANSAS POLICY FOUNDATION Greater Oplmrhmity Tfirou^ Innovative Change Foreword With special acknowledgment and appreciation to the University of Arkansas Little Rock (UALR) and an unequivocal endorsement for its timely and candid study...  Plain Talk: The Future of Little Rock's Public Schools II In introducing, last February, their milestone analysis of Little Rock's deeply disturbing school crisis and the serious challenges represented by our city's long-running desegregation case, UALR authors quoted Thomas Jefferson. II II n II fl H II II II II II II I know of no safe depository of the ultimate powers of the society but the people themselves\nand if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion. Thomas Jefferson Jefferson was right to trust in the power of citizenship and the innate will of people to do what is right and best. And UALR was right to sound a call for the broadest possible citizen involvement in solving our education woes. The key to ending the school crisis in Little Rock hinges on bringing the full community back into the process of changefully armed with facts, knowledge and information, and empowered to get the job done. Responsibility for repairing and restoring high quality education in Little Rock cannotmust not be solely left to those with narrowly defined agendas. They are destined to fail\nand as evidence of their failure, nothing has happened after all these years that resolves our crisis in spite of their continuing actions. Those who would, at all costs, preserve and protect their own interests in this tragedy perpetrate a great wrong on our community and its children. Resolution can never come from the war of competing interests. Nor will courts and government get the job done. They can, however, play a pivotal role in facilitating a return of local control and autonomy. Give responsibility back to the people who own the system and who pay for it. When this happens we will fix our schools and rescue future generations from the continued failure that has characterized public education in Little Rock. The UALR study, in a stunning rebirth of community frankness and intellectual honesty, offered up more \"plain talk\" on our schools than we have heard in years. It is refreshing beyond measure. The Arkansas Policy Foundation pledges to continue the trend by offering more \"plain talk\" from time to time. We begin with an insightful analysis of the \"Catch 22\" aspects of our incentive schools. The commentary that follows was developed by Bob Morgan, a former Associate Monitor with the Office of Desegregation Monitoring. We commend it to your review and believe it to be a timely and eye-opening analysis. Michael Watson President, APF Jack T. \"Steve  Stephens, Jr. Chairman, APFSchools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany recruitment and/or any II assignment shall be in accordance with each districts student assignment plan. (Point 2) ll As to Point I - This provision is a Catch-22 because as the white enrollment decreased in size there were no applicants for these seats yet the Office of Desegregation Monitoring (ODM) has insisted that the seats be held long after black parents who could have used the seats had made other choices) Point 2 - For at least six years the LRSD must keep incentive schools but could not phase them out as intended, yet another Catch-22 situation. As inter-district schools were built only a small number of seats were taken out of service at Ish and Stephens compared to the seats added at M. L. King, Washington, Crystal Hill and Clinton The double funding obligation is also ordered by the plan: \"Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated \u0026gt;1 n I I I I experiences/activities. (Point 1) The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. (Point 2) It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\"(Point 3) As to Point 1 - Certainly with the high percentage of black students in area schools and the low percentage of white students there is not much meaningful opportunity for desegregated experiences/activities\". Catch-22 once again! Point 2 - The purpose of the incentive school program should not be confused with the purpose of the schools which was to put enough black students into them to create a situation where a 60 40 black white ratio would have been possible. Point 3 - The incentive school program is too broad and nebulous to accomplish this goal. How would meaningful and long-lasting desegregation promoted by this tool be measured? At the time the desegregation plan was sanctioned by the Eighth Circuit Court of Appeals in December of 1990 there were 9,344 children in the LRSD area schools. There were 5,980 black children and 3,364 of other races. To attain the 60/40 ratio 934 black children would have to be assigned to incentive schools. To the credit of the LRSD the enrollment numbers confirm that about 400 black students were transferred to incentive schools and there was an increase in other race enrollment, improving the area school ratio in the 91-92 school year. In the 92-93 school year incentive school enrollment decreased by 298. Analysis of enrollment numbers is difficult because of the variables to consider: demographic changes out of the inner city, the closing of Ish and Stephens, the construction of inter-district schools, etc. The almost explosive growth of four- year-old classes also distorts the analysis. However, the strict adherence to incentive schools limited the ability of the district to adapt, and to devise and execute policies that would have retained and attracted more white and other race children. The Little Rock incentive schools fit the description of a Catch - 22! 2I A CATCH 22 AND MORE - LITTLE ROCK INCENTIVE SCHOOLS [AFTER CATCH-22, A NOVEL BY JOSEPH HELLER] For those that never knew or have forgotten a Catch-22 is 1. a. A situation in which a desired outcome or solution is impossible to attain because of a set of inherently illogical rules or conditions: b. The rules or conditions that create such a situation. 2. A situation or predicament characterized by absurdity or senselessness. 3. A contradictory or self-defeating course of action. 4. A tricky or disadvantageous condition.' p I For those new to the Little Rock school desegregation case, you might not be aware of what an incentive school is or why we happen to have them in the Little Rock School District. Some of the explanation will become evident as we continue, but the incentive school remedy to the wrongs of discrimination is traceable back to a law case involving the Detroit School District commonly referred to, as \"Milliken 11\". In this case the United States Supreme Court ordered additional funds to improve Detroit's segregated minority schools. The decision stated that the education components were a means to \"restore the victims of discriminatory conduct to the position they would have enjoyed in the absence of such conduct\". p p The parties in the Little Rock school desegregation case in January 1989 incorporated the Milliken case approach into their agreement thereby creating the \"incentive schools\" as the vehicle to desegregate the district. They were to motivate black children to higher achievement despite a segregated setting and the program quality was to be an \"incentive\" for white parents to choose them. Why are the Incentive Schools a Catch-22? p The desired Incentive Schools solution is plainly spelled out in the Inter-district Plan page 4: 11' 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. The incentive schools shall be: Franklin, Garland, Ish^, Mitchell, Rightsell, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. (Point 1) As new Interdistrict 1 The American Heritage Dictionary of the English Language, Third Edition copyright  1992 by Houghton Mifflin Company. Electronic version licensed from InfoSoft International, Inc. All rights reserved. Ish closed at the end of the school year 1992-93. ^Stephens closed at the end of the school year 1993-94How did Little Rock get into this Catch- 22? I Federal Judge Henry Woods rejected the Little Rock School District plan that had been submitted to him for approval and prophetically said \"The plan adequately explains why the Incentive Schools, but fails to explain how...The availability of \"double funding\" is meaningless if the programs on which the money is spent are not designed and implemented to achieve educational excellence. M He knew the plan would fail by saying \"Approval of the LRSD long range plan would have resulted in progressive segregation of elementary schools over a six year period.\" In fact that has happened. I I The Little Rock School District appealed Judge Woods' rejection of the plan to the Eighth Circuit Court. Judge Woods recused himself from the case and it was assigned to Judge Susan Weber Wright, who still has the responsibility for it. In its argument for the acceptance of its desegregation plan the district promised everything, with an attitude that getting out of court was the primary objective. The district naively thought that the court would release them on their own recognizance to do whatever they wanted once the desegregation plan was approved. The district must have been surprised when the Eighth Circuit Court Order of December 1990 continued court supervision and created the Office of Desegregation Monitoring with primary responsibility for monitoring the incentive school implementation. I Do the Incentive Schools provide a workable, equitable solution? I I The Eighth Circuit order* states A court has a strong interest in not involving itself, along with the prestige of the law in an ongoing equitable decree which is manifestly unworkable or plainly unconstitutional on its face. In addition, this is a class action, and courts are not obliged, indeed they are not permitted to approve settlements that are unfair to class members, or negotiated by inadequate class representatives. II I I Reference also the years of Incentive School Monitoring Reports from the Office of Desegregation Monitoring. Basically these reports are quality control reports on the efforts of the LRSD to follow the plan. They find that the district either by design, ineptitude or poor execution is unable to make the schools work. The District Court has expressed reservations about the Incentive Schools and the plan in general but the Eighth Circuit Court of Appeals imposed the terms and conditions of this desegregation plan and in effect gave the District Court its \"marching orders\". The District Court judge has made suggestions to the parties as to remedies that they might seek, even asking that the law be researched to determine if another case involving a consent decree could be used to seek relief on the basis of \"changed circumstances\", but no motions were ever filed using \"changed circumstances\". Circumstances have changed in the LRSD. In regard to the Incentive Schools the parties have failed to acknowledge the shift in population out of the so called inner city to southern Little Rock. That shift was recognized by the Joshua Intervenors when they brought suit to reapportion the school board zones, but they have failed in their representation of those children that moved from Incentive Schools to the 09 zip code or to address the westward growth of the city. The District Court also took the unusual step of holding hearings on its own to determine if the Incentive Schools were a viable tool in this desegregation case. Nationally recognized 4 Page 35 Eighth Circuit Court of Appeals order of December 1990 3professionals were invited to appear in open court to help provide the District Court and community with some indication if the incentive schools were effective, and if ineffective what new strategies might hold promise for Little Rock. Dr. Herbert Wahlberg, an educational psychologist, testified that the extra funding and enhancements of incentive schools had failed to raise the achievement scores of black children. He stated that he did not believe that incentive schools were effective in raising achievement levels anywhere: he 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 failed in three aspects: They failed to attract white children, achievement scores of black children were not raised, and the \"exotic\" curriculum was inefficiently implemented so that it harmed learning. Wahlberg was asked what he would do to help disadvantaged students in the Little Rock School District. He stated that there is a crisis of achievement in the United States, not just in Little Rock. He said that he would concentrate on learning, would assign more homework, extend the school year and would also change methods of teaching to incorporate mastery learning and cooperative learning. Dr. David Armor stated that most efforts to desegregate schools are counterproductive and do not improve achievement. He said \"my opinion here is that one of the reasons why racial balance by itself doesn't have an impact is that, in fact, it has to overcome really major kinds of family background differences in economics and education. And there's not really a single desegregation plan to my knowledge that has ever overcome those economic conditions, because they are not aimed at the family. They are aimed at school buildings and students and faculty.\" In his expert opinion then, the LRSD desegregation plan was not a workable solution toward reducing the disparity or improving the achievement of black children. Dr. Gary Orfield, of the Harvard Project on School Desegregation, led the writing of a report Giving Separate But Equal Another Chance\", which goes into some detail as to how unworkable the LRSD incentive schools are, also testified. One telling comment on how unworkable the plan was is \"The implementation of Little Rock's Milliken II plan illustrates how unchecked planning and design procedures common in such remedies can produce fundamentally incoherent, ill- conceived and unaffordable programs which so far have demonstrated little promise for reducing educational inequity.\" In his testimony here, he stated that the incentive school plan had lots of conceptual problems magnified with poor implementation. The incentive school plan, he said, was burdensome and complex, required big energy for a low payoff, and contributed to administrative overload. In response to a direct question Orfield said the benefits expected couldn't be obtained. The District Court, having heard this testimony, has not issued an order or opinion, perhaps waiting for a \"white knight\" or \"silver bullet\" solution to this \"Catch-22\" that would free it from issuing a controversial opinion. To the LRSD this testimony could be a \"silver bullet\", but so armed the LRSD has not asked for relief from the District Court. p p p p p p p p p p p Are the Incentive Schools unfair to class members? k This desegregation case is a class action suit and all black children in the LRSD are members of the class\nthose black children for whom relief was sought from the courts. The double funding (LRSD has expended far above the actual double funding obligation) has proven ineffective in improving achievement in the incentive schools and promoting k 4desegregation. Those 64% of class members attending area schools are consequently deprived of scarce resources. In year after year of budget cuts, when computer aides, instructional aides, music teachers, new computers etc. were stricken from the budget, area schools bore the brunt of cuts while incentive school budgets were sacrosanct. The attached chart shows clearly the extent of the inequity to class members in other than incentive schools (area schools, magnet schools and inter-district schools). The LRSD unfortunately has a large percentage (58.52%) of its elementary students that are considered \"disadvantaged\". Of 7,824 disadvantaged children most of whom are black, only 1,167(15%) are enrolled in incentive schools while 6,658 (85%) are in other schools. Of the ten schools (41% of the total) with the highest numbers of disadvantaged children, only Franklin is an incentive school. The 6,658 children needing help require our attention. If one black child was being physically abused in these schools the public outcry would be loud and clear to correct that inequity. Yet this is a different form of abuse inflicted on thousands of children that is ignored. These abused children need early and concentrated help to ever achieve at an acceptable level. I The editorial page of the Arkansas Democrat Gazette on April 15, 1997 (tax day) addressed the same question, albeit in a different context: \"The greatest social injustice of American society is no, not the back-breaking tax burden foisted on poor working families (including a tax on their groceries in Arkansas) but a system of public education that deprives the children of the poor and ghettoized of anything like an equal chance at acquiring knowledge, self-discipline, and the self- respect that comes with real accomplishment. These kids are being set up for one heckuva fall.\" I I I I I I I I 5School WASHINGTON WAKEFIELD CHICOT FRAhKUN MABELVALE WATSON CLOYffIDALE WEADOWCUFF BOOKS? WLSON Totd StiKlerts 602 426 430 377 429 423 402 402 601 366 Hack 391 365 333 352 306 350 348 304 319 297 Other 211 61 97 25 123 73 54 98 282 69 Black% 64.95% 85.68% 77.44% 93.37% 71.33% 82.74% 86.57% 75.62% 53.08% 81.15% Frcc/Rcduccd Meals Percent 6298% 81.07% 77.31% 86.52% 73.88% 74.83% 77.97% 73.33% 46.94% 73.70% Totd Disadvantaged 379 345 332 326 317 317 313 295 282 270 ML KING DODD MITCFELL BASELINE BALE GARLAhD GEYB? SPRINGS CARXiER \"ROCKEFELLB? MCOB?MOTT 488 284 243 284 307 237 278 627 314 484 252 188 237 223 224 223 223 323 211 262 236 96 6 61 83 14 55 304 103 222 51.64% 66.20% 97.53% 78.52% 7296% 94.09% 80.22% 51.52% 67.20% 54.13% 51.71% 86.90% 98.45% 81.73% 74.93% 94.55% 76.56% 33.02% 65.92% 41.32% 252 247 239 232 230 224 213 207 207 200 p B P WESTERN HILLS JEFFB^SON BRADY FULBRIGHT PULASKI HTS FAIR PARK ** RIGHTSELL FOREST PARK TERRY ROMINE 320 506 374 509 422 242 205 434 537 277 209 220 238 247 201 198 197 204 241 192 111 286 136 262 221 44 8 230 296 85 65.31% 43.48% 63.64% 48.53% 47.63% 81.82% 96.10% 47.00% 44.88% 69.31% 61.32% 38.34% 49.61% 36.15% 43.55% 75.46% 8296% 36.95% 28.65% 54.59% 196 194 186 184 184 183 170 160 154 151 P   P BADGETT WOODRUFF GIBBS OTTER CREEK WLLIAMS 185 202 309 332 513 13371 151 136 164 135 264 8728 65% 34 66 145 197 249 4643 35% 81.62% 67.33% 53.07% 40.66% 51.46% 77.73% 68.46% 39.35% 34.83% 2242% Total Disadvantaged in Incentive Schools Total Disadvantaged in Other Schools 144 138 122 116 115 7824 58.52% 1167 6658 15% 85% Mt Incenthe Schools The enrollment figures are based on the 1995-96 school year. The chart is based on information obtained from the LRSD. II P I 6Is money being wasted? On page 40 of the Eighth Circuit Court of Appeals order of December 1990, the Court wrote \"If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations are being flouted, it will be fully authorized to take appropriate remedial action. tl Some people have argued that none of the money spent on children is wasted money. But a prudent person would suggest that there is waste if spending on \"exotic\" programs is done carelessly or if there is a vacant seat in a classroom or on a school bus, if facilities are neglected, if necessary supplies are not purchased, or expensive items are purchased then are not used or are misused. The extra staff at the incentive schools including underutilized teachers, and class size limitations is waste. The old buildings that are in constant need of repair and are energy inefficient constitute a waste of resources. A particularly embanassing waste was the Program for Accelerated Learning (PAL) on which almost twenty million dollars was expended with poor results. I I I The excess number of seats with the resultant overstaffing in the school district and the failure of the school board to reduce the excess by closing schools is waste of the highest magnitude. In other school districts (Cleveland Ohio, Hartford Connecticut and the District of Columbia) the Court recognized the waste of excess capacity and ordered schools closed. Cleveland closed 14 at one time\nD.C. is under order to close 16. Most of the old incentive schools already have replacement schools in the area (M. L. King, Carver, and Washington) or seats available in the new PCSSD Interdistrict Schools (Clinton and Crystal Hill). For year after year the Office of Desegregation Monitoring (ODM) has calculated the double funding obligation of the LRSD for the incentive schools and in almost every year expenses in the incentive schools have exceeded that obligation. In the December 18, 1996 ODM report on incentive school double funding Recommendation 1 stated \"In each annual budget, allot an amount of money adequate to meet the double funding obligation in the incentive schools, and then control expenditures to prevent overspending that budget category.\" This is a classic \"Catch- 22\" for the only way to control expenditures is to cut the wasteful programs and extra staff, but cuts have not been looked on favorably by the District Court. Would a prudent person say there is waste in the LRSD Incentive Schools? I Why are the Incentive Schools so important? The Incentive Schools are the crux of the LRSD desegregation plan. The Interdistrict Plan still would exist and the Financial Settlement still would exist, but if the Incentive School provisions in the LRSD Desegregation Plan were removed there would not be much left. Most of that remainder is obsolete timelines or has lost its significance i.e. the pages devoted to curriculum at Parkview High School. In its December 1990 order, the Eighth Circuit Court of Appeals said on page 38 \"In order for some schools to be well integrated it may be necessary to tolerate a small number of all-black 7schools.\" (Emphasis added) and on page 39 \"The commitment to provide double funding for the incentive schools is crucial to our holding that the settlement plans are not unconstitutional per se.\" This would imply that the Eighth Circuit Court of Appeals felt too, that the Incentive Schools were the crux of the desegregation plan for the LRSD. Our schools have not become well integrated and we have created a class within a class. The continued existence of the incentive schools serves the purpose of various special interest groups. These groups could be called the \"desegregation establishment\". Their interests might be power, influence or continued existence. It has little to do with children, black or white. n What Next? v The importance of doing something now to help our disadvantaged black children to be successful is obviously important to the black community but it is important to the white community as well. As a society we cannot tolerate a perpetuation, under a new guise, of the two tiered education system of segregation. We cannot allow a black child to fail to learn to read in the first grade and then whine when lack of accomplishment by that child leads to discipline problems in the fourth and tragically later on, a prison sentence. II II The Incentive Schools are not the answer to this problem! II Time has run out on the Little Rock School District. The Incentive Schools have been around since 1990 and certainly have not achieved their objective. The district is about to start the tenth stanza of the same old song. To put it another way we have a 1966 Buick and if we paint it, put new tires on it and get the best radio money can buy we still have a 1966 Buick not a 1997 Cadillac. We need a new transportation system not a fixed up old car! II I A noted management book \"High Velocity Culture Change\" warns \"Culture change moves at a slow crawl if the existing culture gets to call the shots on methodology. Or to put it another way, you'll have trouble creating a new culture if you insist on ways that are consistent with the old one.\" They also point out that we are in an era where organizations must adopt a \"do what works\" mentality instead of trying to live out a \"do what feels good\" philosophy. V R The LRSD is too tied to the old culture and lacks the board leadership and management capability to even ask for change. The chilling effect of being involved in court for so many years has created a paranoid mentality that stifles innovation. The current efforts of the district using various \"work groups\" while commendable are simply those new tires on an old car. We need the money that is being spent on this tired old, out of gas car to provide equity to our children and the seed capital for innovative change. R R By any basic category for evaluation  such as educational, managerial, financial, and discipline  the school system has failed our children placing itself in a state of educational and operational crisis. Fundamental justice for the school children, their parents, and all the taxpayers and citizens who support and depend upon the LRSD, requires a complete overhaul in governance structure and management systems. 8I Because action by the parties is lacking the District Court appears to be the only authority with the capability to force the necessary systemic change that is needed. It should act unilaterally to change the status quo and provide the guidance towards new solutions and reform. There should be a new approach to the issue of governance. The present system is not working but we pretend that it is as evidenced by the \"business as usual\" search effort for a new superintendent and the failure of the board of directors to address the financial situation. Other districts have faced the same types of problems and different authorities have imposed new governance for failed school systems as precedent. In the District of Columbia, Chicago, Hartford and Newark, the existing leadership systems were replaced by structures more accountable for education performance, less bureaucratic, and less sensitive to politics. I Most recently, the Connecticut legislature on April 16, 1997 took control from the Hartford School Board and created a trusteeship. In New Jersey three school districts, Jersey City, Patterson and Newark have had new governance imposed on them. On a larger scale the Kentucky Supreme Court in 1990 ordered complete school reform from finance to curriculum for the entire State of Kentucky and the latest reports are very favorable. Is it a transferable system? H There are some who feel the Kentucky story is too unique to be transferable, because it was n5 launched by a court case and swept out the old system. \"But that may be its very strength: I Improving America's schools may demand radical surgery rather than piece-meal experimentation. By dumping an inadequate system and starting from scratch, by investing more and tying funding to performance, Kentucky has boosted its children's academic prospects. Arguably, that has lifted I .,6 its economic prospects as well. Those are important lessons from an unlikely place. The goal of sweeping change is to not only improve the efficiency of management, but also, and more importantly, educational effectiveness. The mission of any school system is to educate students and its failure in this mission provides a compelling basis for intervention. For Little Rock a governance structure would have to be established to insure accountability to the District Court and community. Accountability not based on numbers of tasks performed, bodies counted, maps on the wall, color of the paint etc. but on the financial stability of the district and the achievement of our children. Plain Talk, the UALR report identifies several \"backlog\" items as priorities and there are others but the issues and problems are overwhelming for this district to address. A court appointed Chief Operating Officer with court and community support, working with a new superintendent might provide a radical format for success. We know where the current path leads - to failure. The problem of achievement in the early grades is another issue requiring immediate court intervention. The District Court should order that attention be directed to improving achievement. Currently there is no Assistant Superintendent of Curriculum, no direction and the usual dysfunctional result. There needs to be professional leadership by staff with proven track records of curriculum development, staff development and innovation. Plain Talk, the UALR report called for bold experimentation to identify \"things that work\". We have some people in the district that 5 Susan Traiman, Director of the Education Initiative for the Business Roundtable from Business Week April 7,1997  Peter Galuszka in Harlan County Ky. -Business Week April 7, 1997 9are successful in implementing programs and the new leadership should use them as examples that the LRSD can do things successfully. Instead of a new desegregation plan the court should order that an education plan with the goal of increased achievement for all LRSD students be implemented. Again from \"High Velocity Culture Change\": II It's time for tough love. Caring Harder. Caring enough to take the company (district) through the tough, unpopular struggle of culture change so that it can survive. Trying not to disturb people, seeking to appease everybody by taking it slow and easy, can be the crudest move of all.\" p Parting Words p As the Little Rock School District searches for a new superintendent and the work groups continue their tasks. Plain Talk, the UALR report on the LRSD, has appropriate comments in Chapter 7 that bolster the previous section and are worth repeating. II p It is hard to avoid the conclusion that the problem is systemic. Changing the p players, specifically the superintendents, has not changed the outcome of the game. Figure 7-1 indicates that they are simply burning out sooner. It is also hard to avoid the conclusion that some important changes a modem urban school district should undertake simply will not occur, given the current complexity of the decision-making environment. For example, a strong case can be made for offering a calendar and schedule deliberately constructed to fit the needs and schedules of parents and families today. But it is obvious that LRSD officials do not have the time and energy to develop and put into place a revised or p p p expanded calendar and schedule. II Continued: p What Does It Add Up To? Several observations seem unavoidable after this review of the sources and consequences of complexity as faced by LRSD officials. p The environment within which LRSD officials operate is so complex that it is crippling. The superintendent and the central administration frequently suffer \"system overload\"like an electrical power system sometimes does in extremely hot weather, or like a tractor does when too many heavy wagons have been hitched at one time. p k The LRSD cannot unilaterally simplify the decision-making environment within which it operates. The keys to a manageable future lie outside the LRSD itselfin the hands of the community and the court. k k The LRSD needs stable leadership to give it direction and consistency and to assure soundness in all its operations. Since 1982, however, the LRSD has had six \"permanent\" and four interim superintendents\na total of 10 leadership changes in k 10 k riI I 15 years. Frequent changes in leadership have meant that instability and uncertainty have become almost permanent features, with negative effects on the morale and performance of school personnel. Frequent changes in leadership also undermine public confidence in an organization. In a fundamental sense, it does not appear to matter who the superintendent is. We conclude with an assessment of the status quo as reflected in comments by former superintendents:  Little Rock would be one of the top five most troublesome desegregation cases in the country. The district has the reputation of just not being workable at all.  The Little Rock desegregation plan is so complex and so difficult to administer, it is preordained that people cannot carry out the plan in the schools.  The desegregation plan in Little Rock is unworkable. It is so prescriptive that it ties the hands of the superintendent and the board. The system is like a dysfunctional family. You have a system that is set up to fail.  The way things are now, a superintendent cannot succeed. I Observations and Options The status quo is an option that could be chosen deliberately or by default. But the plans that were intended to be a pathway out of an undesirable situation in 1989 have become an impediment to progress.\" I Post Script I Only fundamental change will reverse the situation as described in \"Plain Talk\" and this paper. The community of Little Rock must have the civic will to institute a structure for the public schools that puts students first, links performance and accountability for education results, and provides a disciplined environment in which learning can occur. Achieving this objective requires that the District's parents and children, its teachers, and other school system employees recognize that the status quo is harmful to the goals of a quality public education and therefore is unacceptable. At this time the civic will is lacking and the responsible officials don't have the collective strength to make necessary changes. Action by the court would be loudly decried as \"more federal intervention\" but it could force change and prepare the district for a return to complete local control. Since 1957 the federal court has been involved with this district\nlet 1997 be the year that the court defines the terms of disengagement. 11I Afterthoughts on Bob Morgan's Suggestions I Where there is a will, there is a way. The people have the will. Even the Judge may have it. The school board doesn't. I I I Bob Morgan's timely suggestions are born out of a sincere desire to avert the serious consequences of an almost certain economic collapse of the Little Rock School District. He is among a handful of area business and political leaders who have astutely discerned that the district simply cannot operate, or move forward, with any real success under the status quo of the current desegregation plan. Something must changeand quickly. The Catch-22 of the incentive schools in Little Rock is, indeed, a convoluted and complex barrier to freeing our schools from federal oversight and the clutches of a \"consent decree\" that, in many respects, seems unbreakable. I Dire situations often call for unprecedented solutions and Little Rock is surely a case where bold actionas opposed to no actionis warranted. The judge has reason to intervene even in a consent decree if there is a defect in the plan (this plan is demonstrably unworkable) or if there is a change of circumstances (as LRSD has had) or to further the original purpose of the plan. What better purpose could be served than restoring a measure of equity to disadvantaged black children. I I Still, while there may be some precedent for a judge's unilaterally intervening in a desegregation case ( Hillsborough County in Florida), several APF legal experts on desegregation issues feel it is unlikely that Judge Susan Weber Wright would take such action. The responsibilities she would take upon herself would be enormous-with no real guarantees of success. It would be risky for one person to assume such a burden-especially a judge. Moreover, in a time when \"judicial activism\" is an issue dominating the national policy debate, judges are taking care to stick to their role of upholding law rather than making it. Never-the-less, Bob Morgan has made the all-important first part of a critical argument that provides compelling reasons to dissolve the plan. The Catch-22 of incentive schools and the structure of the plan itself make it \"impossible\" to break or to administer. I What would further compel a judge to \"break a contract\" between parties? APF believes it hinges on a demonstration of political and civic will by the people. The current obstacle is, of course, the local school boardthe seven member elected body representing the people. Some school board members are captive to special interests who clearly have a stake in the case. Others fear the personal or business consequences of being too bold or aggressive. The people of Little Rock have been content to tolerate a board unwilling to unify on this issue and seek its resolution. So have many local politicians and business leaders. The political and civic will is simply not there yet, or a school board reflective of that will would be in place. And until the Judge sees an expression of such will, it is likely she will not act regardless of who may file a motion or seek to intervene. I I In the meantime, a growing number of business leaders are suggesting that it may, in fact, take the district's financial collapse to disrupt the status quo and set the stage for a whole new paradigm of education...one open to ideas such as charter schools and parental choice. They may be right. The war of competing interests will rage on in Little Rock's desegregation case\nthe peoplefrustrated by the dominance of those interestswill continue exhibiting a sense of futility in affecting change, and the Judge will sit and wait...and wait...and wait. I And in her waiting there is a disturbing irony. Why? Because Judge Wright likely wants relief for Little Rock's schools as much the people in this city want it. But she needs visible evidence in her courtof a community and its leaders united in their common will to take responsibility for such a dramatic change. Little Rock is more than ready\nweary of the disabling and divisive effects of the nation's longest running desegregation case (forty years). But the school board itself, representing the people, cannot seem to muster the wisdom or courage to lead a desperately needed initiative for the sake of our schools and our children. They cannot find their own collective political will to band together, putting children above all else, and move for our release. Until they do. Little Rock will remain a community torn by competing education interests and hostage to its past. Will we ever move on? The answer, at least for now, appears to be no. Michael Watson, President, APF\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\u003eMorgan, Bob\u003c/dcterms_creator\u003e\n\u003cdcterms_creator\u003eArkansas Policy Foundation\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_1097","title":"Exhibits: Pulaski County desegregation case (Pulaski County Special School District unitary status)","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":["1997/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Court records"],"dcterms_title":["Exhibits: Pulaski County desegregation case (Pulaski County Special School District unitary status)"],"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/1097"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLR-C-82-866\nexhibit numbers 438-446\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_468","title":"Incentive Schools: ''Little Rock School District's Incentive Schools Work Team Report''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs"],"dcterms_title":["Incentive Schools: ''Little Rock School District's Incentive Schools Work Team Report''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/468"],"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\nRightsell Garland Rockefeller Franklin Mitchell Little Rock School District Incentive Schools Work Team Report Spring 1997Incentive School Work Group Little Rock School District August 14, 1997 Don Roberts, Superintendent Margaret Gremillion, Assistant Superintendent Co-Chairperson Sadie Mitchell, Assistant Superintendent Co-ChairpersonWork Group Members Margaret Gremillion, Co-Chairperson Sadie Mitchell, Co-Chairperson Gene Jones, ODM Anne Mangan, Principal, Rockefeller Incentive Sharon Brooks, Principal, Rightsell Incentive - Work Group Recorder Melvia Mathis, Teacher Ellistine Gaddy, Teacher Lionel Ward, Principal, Garland Incentive - Work Group Editor Kathy Penn-Norman, PRE Ken Milton, Teacher Ethel Dunbar, Principal, Franklin Incentive Jimmy Calhoun, Teacher Connie Whitfield, Parent Lillie Scull, Principal - Mitchell IncentiveBoard Member Representative Judy Magness Out-of-State Consultants Chad Wooley, President \u0026amp; Chief Operating Officer Voyager Foundation Dallas, Texas Sherry Tupper, Executive Director Voyager Foundation Dallas, TexasLocal Visitors/Participants Dr. Don Roberts, Superintendent Anne Brown, ODM JoEvelyn Elston, Pupil Services Sharon Faulkenberry, Teacher - Rightsell Incentive School Charlene Pierce, Teacher - Rightsell Incentive School Francella Dodson, Teacher - Rightsell Incentive School Darian Smith, Teacher - Rightsell Incentive School Marion Woods, Staff Development Work Group Pat Price, Early Childhood Charlie Neal, Procurement John Ruffin, Information Services Lucy Lyon, Technology Work Group Dr. Loretta Davenport, Philander Smith College Dr. Bill Geiger, UALR Mary Kaye Rowe, Theme Specialist - Rockefeller Incentive School Melissa Guldin, ODM Betty Raper, Staff Development Work Group Dr. Ed Jackson, Planning, Research and Evaluation Joy Springer, Joshua Intervenor Attorney John Walker, Joshua Intervenor Polly Ramer, ODM Mary Menking, Principal - Williams Magnet Leon Adams, Federal Programs Dr. Tish Henslee, UALR Suellen Vann, Communications Brady Gadberry, Labor Relations Mark Milhollen, Business OfficeGeneral Information Page Timeline 1-2 Background Information (History) 3 Purpose 4 Overview 5 Process 6-7 Common Standards 8 Recommendations 9 Individual School Plans Franklin Garland Mitchell Rightsell RockefellerIncentive SchooCyVortz ^rouj) 'TimeCine Task Select Committee Members Incentive School Work Group Meeting Ideas for Planning Strategies Successful Programs in the Magnet Schools Issue Incentive School Desegregation Book Superintendents Charge Incentive School Work Group Meeting Incentive School Work Group Meeting Incentive School Work Group Meeting Mail Meeting Schedules Review Incentive Test Scores Incentive School Work Group Meeting Incentive School Work Group Meeting Rough Draft for April 24 Review Surveys__________ Memphis School District Visit Omaha Visit Board Report_______ Voyager Visit - Dallas Incentive School Work Group Meeting Review Survevs School Visitation Reports Incentive School Work Group Meeting Timeline February - March March 5 Person Responsible Dr. Don Roberts______ Team Members March 5 March 5 March 5 March 12 March 12 March 26 April 1 April 3 April 9 April 9 April 16 April 16 April 23 April 23 April 23 April 24_______ April 28 - May 2 April 30 April 30 April 30 May 7 Gene Jones Sadie Mitchell Team Members Dr. Don Roberts Team Members Team Members Team Members Margaret Gremillion PRE Team Members Team Members Team Members_________ PRE__________________ Team Members (Matthis, Gaddy, Milton, Magness, Ward) _________ Sharon Brooks_________ Team Members_________ Team Members (Mangan, Gaddy, Brooks, Matthis) Team Members Kathy Penn-Norman Representatives Team Members 1Task Incentive School Work Group Meeting Rough Draft for May Report Incentive School Work Group Meeting Incentive School Work Group Meeting Individual School Plan Reports Incentive School Work Group Meeting Final Review Meeting Print Final Product Board Report Timeline May 14 May 14 May 21 May 28 June June 9 June 11 June 11 June 14 *Agendas are available for each meeting Person Responsible Team Members Team Members Team Members Team Members School Principals and Staff Team Members Principals Team Members Team Members 2BACKGROUND INFORMATION (HISTORY) Incentive School programs of old made too many promises or demands that have resulted in little success. Of course, this conclusion depends upon the authors representing the information. For example, the recent report, PLAIN TALK from the University of Arkansas at Little Rock suggests that \"students in some incentive schools score as high as, and in some cases higher than the magnet students at the comparable grade level.\" Although the original goals of the Incentive Schools grant detailed programs, many of the same programs have not brought about significant academic success for many students. 3I PURPOSE OF THE INCENTIVE SCHOOL WORK GROUP | TTie purpose of the Incentive School Work Group was to develop innovative ideas that would enhance the programs and curriculum. The work group was given the charge to brainstorm, research and visit other schools in preparation for writino model individual school plans. 4OVERVIEW The leaders and participants on the Incentive Schools Work Group determined recommendations under which all incentive schools will operate. The process began by reviewing and discussing the scope of programs offered in each of the five Incentive Schools\nFranklin, Garland, Mitchell, Rightsell, and Rockefeller. All schools developed an individual school plan designed to improve the quality of education. The Group was concerned with the effects of Incentive School programs as based upon student achievement, attitudes, perceptions and behaviors. Each staff and school community participated in a survey to determine which programs helped students to achieve. The response to surveys explored such ideas as school programs, educational benefits, and student achievement (academic performance). The surveys were open-ended. The answers were not limited to the choices typically offered in multipie-choice type surveys, answers with specific perceptions. This approach permitted 5PROCESS Dr. Don Roberts, Superintendent of the Little Rock School District, was instrumental in declaring the directions of the committee. Dr. Roberts believed that the team should review areas that may need adjustments. With the goal of the committee clear, a major investigation was underway. Considerable discussions followed as committee members worked to get a solid understanding of the task. Indeed, the cornmittee reviewed the existing desegregation plan along with a generous reflection of available research on various topics, including the success of the Voyager Program. The Voyager Program, a private-for-profit program, operates in full partnership with local schools. The expressed desires documented in the earlier surveys compelled the in-depth look at this particular program. After hearing about this program. Committee members believed an on-site visit to Dallas, Texas was appropriate. Voyager appeared to represent a strategy that would enhance the Extended Day Program offered in Incentive Schools. Following the earlier on-site visit, Chad Wooley, President and Chief Operating Officer, and Sherry Tupper, Executive Director of the Voyager Foundation were invited to Little Rock to formally present a model of Voyager's academic program. The list of individuals present included school faculty members, parents and other interested parties who represented the University of Arkansas at Little Rock, Little Rock's Philander Smith College, the Office of Desegregation Monitoring, the District's Division of Federal Programs, the District's Office of Pupil Services/CARE and the Joshua Intervenors. During the presentation, Wooley asserted the important relationships between \"hands-on adventures and enthusiastic real-life work that prepare children for a successful future.\" Specific articles (\"A Blueprint for Action,\" a product of the National Council on Educating Black Children) and test data also were used to help in deciding upon the next steps. The entire process encouraged site visits to Omaha (Nebraska), Dalias (Texas), Fort VVorth (Texas), and Memphis (Tennessee). During the on-site visits observers identified activities that supported the following:  Memphis Paideia Program  Memphis New American Schools (NAS) Co-NECT Design  Memphis Modern Red Schoolhouse  Memphis Accelerated Learning Centers  Little Rock Success For All  Dallas Vertical/Horizontal Planning  Dallas Voyager - Expanded Learning  Fort Worth Applied Learning Centers In There is evidence that program recommendations, initially proper, are far less necessary to support a wide range of opportunities in incentive schools, keeping with this premise, the committee looked at the distinction of magnet 6schools and other successfully-proven schools by visiting with identified school principals\nand by reviewing information obtained from such national meetings as the Magnet School Conference held recently in Las Vegas, Nevada\nCalifornia's National School Board Conference and Atlanta, Georgia's Conference on Civil Rights and Equal Opportunity in the Public School, This brings us to the heart of the problem for each incentive school. The findings point out that some programs such as Writing to Read, Writing Across the Curriculum, Reading Across the Curriculum, and African-American History may be regarded as unnecessary components of the district's curriculum. The truth is that the district's curriculum is quite different today and does not require such specific additions. The findings also conclude that quality training for untrained staff members could greatly enhance the role of all parties as well as the success of all programs. Finally, the committee asked in many different ways, \"How can we best ensure more success for the students served by Incentive Schools? It seems safe to conclude that, based upon the process followed, the design of the suggested changes in Incentive Schools are possible and will have positive effects on the success of each school and student achievement. 7COMMON STANDARDS FOR ALL INCENTIVE SCHOOLS Philosophy, Mission and Goals The Each incentive school offers a blueprint for facilitating improvement beyond the basic elements of school organization with dramatic interventions. The approaches are ail linked to student achievement as well as improved student performance. A parent component is also a part of the successful conditions desired. The school improvement efforts included in the following pages launch new initiatives designed to improve incentive schools. This new beginning serves to encourage parents, staff and students in the remarkable potential of emerging model schools. An emphasis on results should produce maximum academic benefits for all students. The systematic, organized efforts proposed are almost certain to grant the results desired. As it is proper for each school to pursue educational programs especially designed for the student population it serves, it is proper for each incentive school to meet some common standards. These standards are not limited to the list that follows. The standards identified do not form a basis for comparing one incentive school to another. Each school will: 1. 2. 3. 4. 5. 6. 7. 8. 9. Develop a plan of action to ensure the achievement of specified goals that includes revisions and modifications when necessary. Encourage parent/community involvement throughout the school year. Use a reasonable review period to become familiar with students abilities and learning requirements. Maintain stimulating classroom environments with active, engaged participants. Provide an effective program of instruction for all students. Maintain records as required by the law, district policy, and state regulations. Enforce school policies, directives and regulations. Take steps to ensure a safe, secure and orderly climate. Maintain attractive grounds and facility. 8RECOMMENDA TIONS The Committee believes the following recommendations will improve the quality of education for incentive school students and ensure dramatic results in student Without each recommendation, the district risks additional limitations for every student, teacher, parent and administrator in the incentive schools. The/ecommendations include\nachievements. Hi] an Incentive/Academy School Director with the responsibility of coordinating .tivities like the Saturday Program, other practices and successes for incentive schools. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ^his position supersedes the open Staff Development Specialist position ) Respond to staff development opportunities for staff through the formal Department of Staff Development and instructional supervisors (IRC Staff). Hire, train, and place assistant principals in the remaining three incentive schools to assist with daily operations, organization and management. (This position provides balance for all schools and provides a stronger support to teachers, students and parents. Effected schools will forgo the current auxiliary teacher position in three schools with the exception of Rockefeller and Franklin They will exchange those positions for Science Specialist. Recognize all schools as academy befitting the effectiveness of the improvement efforts in each school, ex. \"SarlaniTAcademy.\" Train and place instructional aides to give students added advantages in the classroom.  Use pre- and post-assessrnents/inventories annually to ensure progress toward school and district goals (Kindergarten through Second Grades). Evaluate student performance on a quarterly basis. Begin standardized test assessments at third grade in the school year 1997-98. Establish professional growth opportunities both within and outside the state to maintain and encourage proper initiatives and successful strategies for staff. Retain a Theme Specialist at each incentive school to assist with program implementation and response to curricula matters. Schedule an instructional day with minimum pull outs. Focus on Kindergarten through Second Grade. Hire an on-site CARE/Afterschool facilitator on all campuses with the I'^spopsibility of monitoring and assisting CARE staff, coordinating structured activities, and improved relations with parents. (Exception: Rightsell -Voyager) 9BENJAMIN FRANKLIN CoBBl)' '(SIS) Etaltl) Seta) ft JHl !' J r I 1 11 r A* nu: ( H I (n: voiu i \\ / rosi.j: I (Itrl Bhihe Pnrihnr, Piinci|)\nil \\l\ni\\INTRODUCTION The Benjamin Franklin Community Technology School serves students from pre-K through grades six. The primary pool of each staff member is to teach, nurture, and administer to the whole child. This process guarantees that every student is afforded the opportunity to obtain a solid academic foundation and life skills that will ensure success in tomorrow's society. The instructional focus will be language arts with a strong emphasis on reading and oral/written communication. The school staff will work cooperatively with IRC personnel, parents, patrons, educational partners, and community agencies to provide services, innovative instructional practices, and other enriching experiences that will highly impact the prescribed (LRSD) curriculum. Included in the fundamental foundation will be the continuation of the Marva Collins' philosophy, proven instructional concepts and the belief in the six basic tenets. SIX BASIC TENETS All children can learn (Glasser) Climate of mutual respect (Likert) Building self-esteem (Clemes \u0026amp; Bean) Teacher attitude and responsibility (Haim Ginott) High Expectations (Pygmalion Effect) Teacher Knowledge and Skill (Bloom) The Benjamin Franklin Community Technology School is comprised of the following components: High Impact Curriculum Parental Involvement Community Involvement Staff Development Enrichment Activities TechnologyGOALS Schedules will be developed to ahow for two hour (am) time blocks for language arts instruction, extended extracurricu'ar activities will occur at the school site and at various community locations, and the first phase of a community outreach center will be implemented. 1. Jo increase the academic performance level of each student. . 2. To broaden and maintain a collaborative relationship with the community. 3. To increase parental involvement significantly by providing workshops, seminars, and training. 4. To promote a school climate that is safe, orderly, comfortable, and provides a sense of belonging and pride. 2GOAL I: TO INCREASE THE ACADEMIC PERFORMANCE LEVEL OF EACH STUDENT. Objective: To increase student perf xmance on standardized and criterion tests. STRATEGIES: 1. Develop and administer pre and post quarterly reading assessments. 2. Analyze and utilize all test data (standardized and criterion). 3. Analyze and utilize the New Century Computer Jostens Laboratory assessments. 4. Update the Writing-toRead Laboratory equipment, materials, and software. 5. Deliver the prescribed curriculum with the following materials. Open Court Phonics Accelerated Reader Shurley Method of Language Arts Instruction Classic literature Poetry Computer software correlated with SAT-9 objectives Vital Links (Stanford 9). 6. Add classroom computers. 7. Require K Crusade training for all teachers. 8. Teach creative writing daily. 9. Provide experiences using video production. 10. Make effective use of classroom centers. 11. Provide appropriate staff development 312. Purchase needed technology: Purchase sixteen (1 6) computers, work stations attached to network and printers for pre-K, first, and second grade classrooms. Purchase sixteen (16) printers for pre-K, kindergarten, first, and second grade classroom. Establish a computer software library for classroom use. Design and establish a computerized writing and research center in the media center. Purchase the lab version of Encyclopedia Encarta for the NCE lab so that an entire class is able to research information at the same time. Inservice staff on the use of Arkansas Educational Television/lnstructional Television Resource Database. Inservice staff on computer software, electronic instructional planning, and E-mail management. Inservice staff on Internet curriculum and access. Provide on-going training for staff as needed for New Century Education Lab. Purchase and install video distribution center. Install a school-wide closed circuit television system with cable in the classroom, with locking wall mounted 19-inch television and a VCR in all regular classrooms and special classrooms. Purchase four (4) TV/PC to TV presentation devices for check out from the media center to support instruction. Purchase a table for mobile satellite research station to support the need of special population adapted to support physically challenged students (inclusion). Purchase one (1) additional networked student work station in each class, grades 4 through 6. Add equipment/cabling to allow the auditorium to be used as a Technology/Multi- Media training facility, adding closed circuit TV capabilities, two 30-inch wall mounted TV/TV/VCR and 1 2-15 network data port to allow electronic instructional12 continued planning, PC training for large groups, APSCN Microsoft Exchange, E-mail, Server for E-mail management and Internet training. Upgrade electrical capacity to support our evolving technology infrastructu re. Purchase six (6) additional New Century Education log-in classroom student workstation licenses for user in the 3rd-6th grade classes. Purchase two (2) digital cameras for use with student instruction, parent activities, and for use with an extended day photo/journalism club. Staffing. Purchase MECC/IMPAC Partnership Educational Software, MS-DOS-Windows Platform in the Network VersionGoal II\nTO BROADEN AND MAINTAIN A COLLABORATIVE RELATIONSHIP WITH THE COMMUNITY. Objective: To petition and solicit churches, community groups, universities, agencies and businesses to expand partnerships that will maximize interaction with the school. STRATEGIES: 1. Establish and/or expand tutorial and mentoring programs. 2. Establish a community services outreach center that will provide resources and referrals for Franklin's students and parents 3. Petition agencies, universities, and businesses to participate in extended extracurricular experiences for students to replace extended day as it exists. 6Goal III: TO INCREASE PARENTAL INVOLVEMENT SIGNIFICANTLY BY PROVIDING WORKSHOPS, SEMINARS, AND TRAINING. Objective: To make parents aware of their responsibilities as they relate to the education of their children and assisting staff in establishing criteria for participatory involvement STRATEGIES 1. Develop'strategies that will reduce violence, child abuse, the use of drugs, and alcohol with the aid of the counselor and social services worker. 2. Use school resources to provide inservices, seminars, and training to parents on how to make effective school visits. 3. Form a parent committee to ensure that discipline, awards, incentives, student school assignments, and extracurricular activities are equitable. 4. Train and encourage parents to establish a home environment that builds respect, as well as an interest in learning. 5. Disseminate interim and conference reports, parent bulletins and monthly newsletters to keep parents abreast of student progress. 1Goal IV: TO PROMOTE A SCHOOL CLIMATE THAT IS SAFE, ORDERLY, COMFORTABLE, AND PROVIDES A SENSE OF BELONGING AND PRIDE. Objective: To believe, recite, and adhere to the wording of the school creed which supports the six basic tenets. STRATEGIES. 1. All students will memorize and interpret phrases of the school creed when requested by teachers. 2. All students will obey school/classroom cafeteria rules 3. Staff will consistently and equitably enforce the school discipline plan. 4. The guidance staff will expand the Life Skills Program. 5. The necessary building/campus repairs and additions will be made which include central air conditioning for the cafeteria and auditorium, new roof, playground equipment and landscaping. 8RECOMMENDATIONS PROGRAM DELETIONS Foreign Language Laboratory Saturday Program Parent Home Study Guides Semi-Departmentalization Student Education Plans Extended Day (as if currently exists) ABACUS \u0026lt; Recruitment Report PROGRAM RETENTIONS Latin Program Writing to Read Laboratory Computer Laboratory (NCE \u0026amp; Jostens) STAFF RETENTIONS (FULL TIME\nSchool Nurse Counselor Social Service Worker Media Specialist Art Specialist Music Specialist Physical Education Specialist Title I Specialists Speech Therapist Theme Specialist STAFF ADDITIONS (FULL TIME) Science Specialist Media Clerk One half-time Counselor 9STAFFING NEEDS To operate the regular school day will not require additional staff for the 1997 - 98 school year. However, in lieu of an auxiliary teacher, I am requesting a science specialist. The auxiliary teacher can possibly be placed in a regular classroom. The staff used during the existing extended program would be reduced greatly if students can pursue extracurricular activities at the Penick Boys' Club, War Memorial Fitness Center, Joel's House of Dance, PARK, St. Vincent Hospital and UALR. Aides or certified staff could be assigned to accompany students This arrangement would result in the amount of stipends paid to the extended day staff. However, student fees would be a factor. BUDGET REQUESTS The changes indicated do not rerjuire additional allocation of funds. Seemingly, at this juncture, the 1997 - 98 proposed changes would not exceed the established budget. 10AUG-12-97 TUE 14:15 WORD EXPRESS 374 7373 P . 02 CORRECTED COPY LRSD INCENTIVE SCHOOL STAFFING Work Sheet POSITION FTEs in 1996-97 Recommended FTE's in 1997-98 Difference + or- Budget Impact Principal 1 1 Asst. Principal 1 1 Theme Specialist 1 1 Classroom Teacner Counselor Media Specialist Media Clerk Nurse Social Worker Instructional Aide/SPED Supervision Aide Auxiliary Teacner Other Art/P.E.i'Music Special Education Title 1 Gifted Speech Subtotal Extended Day Teachers Extended Day Aides Other. Science Specialist Computer Lab Manager Secretary Subtotal GRAND TOTAL 26 1 1 .40 1 1 22 Pk-6 3 1 3 3 2 1 1 69.40 26.00 3 0 1 2 32 101.40 26 1.5 1 1 1 1 22 Pk-6 3 0 3 3 2 1 1 69.5 14 est. 10 1 1 2 28 97.5 .5 .60 (-1) .1 12 7 1 20 20.1a 12 continued LRSD iri( :entive school staffing Work Sheet POSITION FTP'S in 1796-97 Recommended FTE's in 1997-98 Difference t or - Budget Impact Principal 1 1 Asst. Principal 1 1 Theme Specialist 1 1 Classroom Teach' 26 28 2 Counselor 1 1.5 .5 Media Specialist 1 1 Media Clerk .40 1 .60 Nurse 1 1 Soaal Worker 1 1 Instructional Aide 1 1 Supervision Aide 3 3 Auxiliary Teacher 1 0 Other Art/P.E./Music 3 3 Special Education 3 3 Title I 2 2 Gifted 1 1 Speech 1 1 SubTotal 62.40 72 3.1 Extended Day Teachers 26.00 1 4 est. 12 Extended Day Aides 8 5 3 Other: Science Specialist 0 1 1 Computer Lab Manager 1 1 Secretary 2 2 Subtotal GRAND TOTAL 35 101.40 19 91.5 19.1A aDfflQD  GARLAND INCENTIVE SCHOOL 3615 WEST 25 LITTLE ROCK, AR 72204 (501) 671-6275 Lionel Ward Principal 1997-98 INDIVIDUAL SCHOOL PLAN PROPOSAL MAY 1997This essentials GARLAND INCENTIVE ELEMENTARY SCHOOL 3615 WEST 25TH STREET LITTLE ROCK, ARKANSAS 72204 LIONEL WARD, PRINCIPAL document helps necessary Incentive School. to for Teaching and Learning, The define, greater communicate student recommendations and success understand at are devoted Garland to: (1) and (2) Student Achievement, Curriculum, Assessment, and (3) Staff Development and Training. relates to the desired outcomes. The modifications in this plan are made on the basis of the wisdom of current research-, theory- Each main goal on one oasxs o the wxsdom of current research-, theory- ased frameworks, and sound, educational judgements and practices. In our efforts to , create a learning environment that organizes, testers and prescribes success for students, the instructional success for students program wxll be used to promote learning effectively. achieved in a four-day instructional day. This is best At the center of the accompanying changes in teaching delivery and programs is ELITE Teaching and Learning. 7 ___ will be made to both accommodate and for students. As deliberate professionals, all decisions facilitate greater learning ^xle it xs true that the ultimate goal of the ELITE Teaching and Learnxng Program permits greater student learning, it also grants more success for the professional teacher. This approach, eveloped by Principal Lionel Ward, is based upon over twenty years of service, training, and experience in public schools. is specifically the Little Rock School District. ELITE TEACHING\n(E.L.I.T.E DELIVERS QUALITY LEARNING AND INSTRUCTION  Effective Learning In Technical Environments) IMPLEMENTING A FOUR-DAY INSTRUCTIONAL DAY School Day: Each school day, Monday through Thursday, will teach the core curriculum with an emphasis on basic (reading, language arts, mathematics, science, \u0026lt;__1___i_l studies)\nschoolwide Title 1 programs (Reading and Mathematics)\nresources classes\nand social and other services for students with exceptional abilities, talents, or physical attributes (CBI). One day will be devoted to Extended Day activities of an academic nature and staff development. serve to foster student All activities will School Year: success. The length of the school year shall remain the number of days prescribed by the approved district calendar. The length of the school day will remain the same for students and staff.  Early Childhood Program (Pre-Kindergarten, Kindergarten and Grades One and Two).GARLAND INCENTIVE SCHOOL PAGE 2 INDIVIDUAL SCHOOL PLAN GOAL ONE: Learning) TO FOSTER IMPROVED TEACHER PERFORMANCE (Teaching and The following performance objective approach will maximum efforts are exerted toward achieving the stated goal. Similar strategies are applied to each of the succeeding goals. ensure that    Assign students to classes based upon needs that match the strengths, training and specialized areas of the instructional staff. Decide upon learning standards that are consistently applied and assessed at each grade level. Define specific job specifications necessary to implement instructional programs and supervise students' movement about the building and grounds. Use trained instructional aides in each classroom to help with the delivery of instructions to students in small group, cooperative group patterns as well as one-on-one learning episodes. Follow specific hiring procedures that include the participation of staff, parent and possibly student participation in committee recommendations to the principal. The principal's recommendation will consider the committee's selections. All applicants must be committed to the philosophy of the Incentive School program for a minimum of three (3) years. This does not  prevent proper administrative recommendations when an employee (certified or non-certified) reveals an unwillingness to work for the overall good of school programs. Structure instructional blocks to accommodate curricula expectations and standards outlined by state and district standards. Emphasize a less-fragmented day for all students, especially Pre-Kindergarten, Kindergarten, First Grade, and Second Grade. Structure instructional schedules to permit less-fragmented days for all grades. Follow district and state expectations   presented as the model of standards necessary to meet state accreditation. Employ instructional strategies that offer a powerful effect upon academic learning (i.e. Junior Great Books Program, basal readers, charts and workbooks, positive displays and murals.) Use in-house people resources to compliment the regular classroom experience: nurse. counselor, worker, art specialist, music specialist. social services theme specialist. assistant principal, physical education teacher, reading specialists, gifted and talented specialist. speech therapist, media specialist, media clerk, aides, instructional aides and a lab attendant. resource teacher. supervisionGARLAND INCENTIVE SCHOOL PAGE 3 INDIVIDUAL SCHOOL PLAN aides, instructional aides and a lab attendant.  Engage community resources, organizations and agencies to drive good practices by all.  Engage parents in support teams to promote student success.  Use written regular communiques to keep parents informed about student progress: parent-teacher conference forms\ninterim *    behavior fonns\nreports\nwritten reports\nportfolios assessments, reports\nand other notes designed to relay ideas and secure proper feedback. GOAL TWO: TO FOSTER IMPROVED ORGANIZATIONAL PERFORMANCE (Student Achievement/Curriculum and Assessment) This goal can be satisfied through emphasis on the following strategies.  Establish student-centered programs (project-based).  Clearly communicate specific learning objectives and standards Students are not permitted for parents, teachers and students, to fail.  Deliver instruction using appropriate learning strategies for individuals and student groups.  Present information using a logical sequence with questions and cuiswers to promote student understanding.  Provide ample guided and independent practice after presenting new information or skills.  Follow highly engaging activities that are hands-on and reflect real-life learning experiences for students.  Monitor, record, and maintain criteria for measuring student progress.  Use educational field trips, speakers and exhibits to support the curriculum and academic programs.  Involve parents and guardians in the learning process: estciblishing proper study schedules, reviewing and signing student homework assignments, maintaining regular contacts with the teacher or other proper staff members.  Implement curricula expectation based upon learner outcomes (district and state standards). f Help students to acquire, use and interpret knowledge though multiple approaches to teaching, including a curriculum suited This for students served by small classes.  Emphasize various learning experiences necessary for helping students better understand what they are learning. This approach necessitates a curriculum that provides experiences in reading, language arts, mathematics, science, social studies, physical education, art, music, research, and computer science. education.  Teachers should provide written evidence of preparation upon request.  Create learning environments conducive to effective learning: rich experiences, well-managed, orderly, colorful messages, mutualGARLAND INCENTIVE SCHOOL PAGE 4 INDIVIDUAL SCHOOL PLAN respect, warm and respectful communications.  Use praise, reward and recognition for parents, teachers and students. Use a variety of pre- and post- assessment activities annually to help plan and modify curricula expectations and instructional methodology for all grades (i.e. Early Prevention of School Failure).  Evaluate Staff). student performance quarterly with inventories (IRC  Establish guidance services to help students with eliminating barriers to learning successfully. GOAL THREE: TO FOSTER Development and Training) IMPROVED PERSONNEL DECISIONS (Staff The strategies that follow offer potentially the most influence upon student achievement. The procedures note should contribute to all goals.  Teachers should participate in faculty and district groups for designing and implementing curriculum necessary for greater student success. team teaching, peer  Teachers should participate in peer support systems such as demonstration teaching, coteaching, team teaching, peer coaching, mentoring, peer review, peer evaluation, and support for at-risk colleagues.    Staff members must regularly participate in training sessions designed to support collective work and learning. Teachers must participate in training sessions designed to encourage the effective use of instructional aides. Provide monthly staff development opportunities for staff. Develop inservice opportunities for staff through needs assessments, faculty involvement, and faculty evaluations of each inservice programs. Encourage and reward teachers for their success with student achievement. Provide training commensurate with employee assignments: instructional aides, supervision aides, custodians, etc. Provide professional out-of-city/state growth opportunities for staff. SUMMARY The reform opportunities for Garland Incentive School provides the entire school community (parents, teachers, students and staff) with workable goals and strategies. Clearly, the main emphasis is on improving the quality of education offered to all students. IS our hope that each activity receives commitment for achieving the results desired. full It through this approach we and supportive We believe that can achieve the complete plans of the school and ultimately the Little Rock School District.ADDITIONAL RECOMMENDATIONS The next section offers an array of options the Committee believes ensure that each incentive school shows dramatic results, following recommendations promise to improve the quality of education incentive school students. Without for promise school improve The students. each every recommendation, the district risks additional limitations for student, parent and administrator in the incentive schools. ... teacher, The recommendations include: 1. 2 . Hire an Incentive/Academy School Director with the responsibility of coordinating activities like the Saturday Program, other practices and successes for incentive schools. (This position supersedes the open Staff Development Specialist position.) 3 . Respond to staff development opportunities for staff through the formal involvement of the Department of Staff Development and instructional supervisors (IRC Staff). Hire, train, and place an assistant principals at each incentive school to assist with daily operations, organization and management. 4. 5. (This position provides balance for all schools and provides a stronger support to teachers, __1__ and parents than the current Auxiliary Teacher position.) Rename all schools as academy befitting the effectiveness of the improvement efforts in each school, ex. \"Ben Franklin Elementary Academy.\" students 6. 7. 8 . 9 . 10. 11. 12 . 13 . 14 . 15 . 16 . ex. Hire, train, and place instructional aides for each classroom to give students added advantages in the classroom. Assign maximum classes size for all grades levels to eighteen (18). Use pre- and post- standardized assessments annually to ensure progress toward school and district goals (Kindergarten through Second Grades). Begin standardized test assessments at third grade in the school year 1997-98. Establish professional growth opportunities both within and outside the state to maintain and encourage proper ^^^tiatives and successful strategies for staff. Establish K-3 Gifted and Talented training as a tool for increasing teacher and student success. Evaluate student performance on a quarterly basis through inventories (IRC Staff) . Compensate staff members appropriately to reflect the highest for competent, capable teachers and staff. Retain a Theme Specialist at each incentive school to assist with program implementation and response to curricula matters. Establish a less fragmented day for all grades, particularly Kindergarten through Second Grade. Hire an on-site CARE facilitator on desired campuses with the responsibility of monitoring and assisting CARE staff, coordinating structured activities, and improved relations with parents. Designate a minimum three-year commitment for staff.GUIDE FOR REDUCING REFORM PLANNING TO WRITING (Schools may elect to use the school letter-head as a symbolic way of presenting the focus of the school plan.) I. DPENING STATEMENT (Describe the general directions/scope of the school plan. Refer to the general aims, ends, outcomes, or goals of the plan.) II. MAIN GOALS (Decide upon the main goals, objectives, and essentials of the school plan. Focus upon those areas of change that most facilitate the changes desired.) HI. STRATEGIES (Ust the best strategies, methods, or experiences that will help fulfill the school plan.) IV. STAFF NEEDS (Point out staff/needs and changes important to the school plan. Use the form provided.) V. BUDGET REQUESTS (Identify budgetary support needs necessary to fund programs staff, staff development and training, materials, and supplies. VI. SUMMARY (Optional)POSITION Principal Asst. Principal Theme Specialist Classroom Teacher Counselor Media Specialist Media Clerk Nurse Social Worker Instructional Aide Supervision Aide Auxiliary Teacher Other: Specialist Music LRSD INCENTIVE SCHOOL STAFFING WORK SHEET FTE'S IN 1996-97 1.0 0.0 1.0 15.0 1.0 1.0 . 5 1.0 1.0 16.0 2.0 (5 hours each) 1.0 1.0 Other: P.E. Specialist GT Specialist Art Specialist Speech Therapist Dean of Curriculum Resource Teacher Extended Day Teachers Extended Day Aides Other: Title I Sub-Total Grand Total 1.0 0.5 1.0 . 5 0.0 . 5 Entire Staff Positions 16.0 2.0 RECOMMENDED FTE'S IN 1997-98 1.0 1.0 1.0 15.0 1.0 1.0 0.0 1.0 0.0 16.0 2.0 0.0 1.0 1.0 0.0  1.0 0.0 1.0 0.0 0.0 10.0 2.0 DIFFERENCE + OR - 0.0 1.0 + 0.0 0.0 0.0 + 0.0 0.0+ 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 + 0.0 0.0 1.0 + 0.0 0.0 0.0 0.0 BUDGET IMPACTr I MITCHELL ELEMENTARY SCHOOL 2410 South Battery Street Little Rock, AR 72205 (501) 324-2415 I Hl SCHOOL ! ! INDIVIDUAL SCHOOL PLAN 1997 - 1998 I LITTLE ROCK SCHOOL A DISTRICT Mitchell Elementary 2410 South battery Street Little rock, AR 72205 (501)324-2415 MITCHELL CREATIVE DRAMATICS ELEMENTARY SCHOOL 1997-98 REFORM PLAN I. OPENING STATEMENT Mitchell Elementary School strives to provide enhanced educational port programs for aU students. The focus of the plan is to restructure opportunities and sup-the instructional day by imple- j' \"Minimum pullout activity schedule for each grade level, and the adoption of a s ool-wide supplemental reading program for early intervention and on-going prevention of school failure for students At-Risk. After carefully assessing the needs of the student population, it was determined that hensive early intervenrion/prevention program should be the means for achieving a program of instruction, to enhance a theme, and to redefine the role of students, teachers/staff and a compre-a more improved parents. II. .MAIN GOAT A 1. To increase student achievement and overall academic performance\nand on National, State, and/or Local assessment. 2. To enrich students social, emotional, and physical development to assist them in becoming productive citizens. 3. To provide a safe and orderly environment so that learning can be promoted. 4. To increase and improve parental involvement. 5. To develop and implement more effective methods for assessment of student achievement. III. STRATEGIES FOR OBTAINING GOALS GOAL #1 - To increase student achievement and academic performance..  Develop and implement a four (4) day, minimal pullout instructional schedule. This schedule will have (1) alternating day identified as an activity day for each grade level. Activities such as Art, P.E., Mitchell Elementary Library, and Crearive Dramatics will be scheduled.  Implement a school-wide (Title I) Supplemental Reading Progi (Success For All) for K-2nd grades Tam (year 1), Grades 3-4 (year 2), and Grades 5, 6 (year 3). Continue with effective instruction and monitoring of the HBJ series in grades 1-6.  Hire a full-time Assistant Principal to assist the principal in the general administration of the school and to assume some of the many responsibilities included in operation of an incentive school.  Using Key Links SAT-9 Practice Series, incorporate a daily test taking skill instructional plan at each grade level 1-6, to be reflected in teachers wrinen lesson plans.  Discontinue the (3) three-day Extended Day Program - shorten but enhance the activities of enrich- ment by reducing the program to one (1) day a week Extended Day. Activities will include, but - - , --------------,  may not be limited to Girl/Boy Scouts, Social Skills, Drama/Dance Class, Young Artists, Young Authors, etc... Through collaborative efforts with VIPS, plan on-going field trips that correlate with the LRSD integrated curriculum for each grade level.  Provide on-going in-service/staff development training geared toward current trends and changes of our present/future society and based on the needs of the staff.  Restructure the paraprofessional program (responsibilities, job qualifications, schedules, and in-service training) so these individuals can be more effective as instructional assistants.  In accordance with Labor Relations and Human Resources regulations, work with these departments to upgrade the existing status of the Theme Specialist Position from non-certified to certified in education or a related field to include a minimum of (12) hours in early childhood and/or elementary education, have a minimum of two (2) years of successful teaching experience in early childhood education and/or the primary/intermediate grades. The rationale is that a Theme'Specialists should have an instructive background to be a support to teachers.  Research current national trends, facts, and survey parental, community support for implementation of a mandatory school uniform policy.  Delete the word incentive from the school s name and add academy.  Reorganize the Writing-To-Read Lab for K-lst grades and install these computers directly into the K-1 classrooms for more effective instructional/technological support. Redirect rhe role of the Writing-To-Read assistant as an additional computer lab attendant for grades 2-6 and as a support and monitoring assistant for Writing-To-Read in K-lst classrooms. * Discontinue to operate as a u nent Great Expectations school. No longer focusing on the academic compo- of G.E., such as the Open Court Phonics. Instead, emphasis will be placed on phonics and comprehension skills through the Success For All Supplemental Program. We will continue to incorporate the basic tenets of Great Expectations methodology, such as (1) climate of respect, (2) all children can learn, (3) high expectations, (4) teacher attitude and responsibility, and (5) teacher knowledge andMitchell Elementary skill. GOAL #2 To enrich srudents social, emotional, and physical development, that will strengthen abilities to become productive citizens. STRATEGIES * Hire a full-time Resource teacher to Mitchell. meet the high case load of students referred/placed in Resource at  Develop and implement a more efiFective discipline/classroom management pL .an.  Maintain the current use of a part-time Social Worker and full-time elementary Counselor.  Work collaboratively with the LRSD CARE Progr\nand provide a more _ am and Pupil Services Department to implement quality, child centered and comprehensive CARE Progr: am.  Work cooperatively with existing Vital Link Program/Partnerships to benefit students as future Arkansas employees. GOAL #3 To provide a safe and orderly environment so that learning can be promoted successfully.  Through a collaborative agreement between Plant Services, Library Services (LRSD), a local Community Development Center (CDC) and the LR Public Library System, replace the old library shelves L* II * * * L ___ / 1 fl 1  a . . Mitchell with newer/modern shelves at to be donated by the Public Library System in August, 1997 (th\u0026lt; current shelves in use are in poor and hazardous condition.) .e  Through collaborative efforts with LRSD Plant Services, Library Services, and a local GDC organization, install accordion doors in the library to reduce noise level from hallway, other classrooms.  Lower ceiling in library\nLRSD Plant Services addressed this would also help reduce noise. concern and agreed that lowering ceiling  Revise the schedule of one (1) paraprofessional to add as additional supervision to the Pre-K class during a structured in library class. This will allow Pre-K students to come into the library on 2nd floor level, having the additional supervision necessary (Early Childhood Guidelines). GOAL #4 To increase parental involvement and community support. STRATEGIES Establish and maintain a strong Family Involvement Plan as outlined by the Success For all Program. Continue program support from community and business organizations, such as VIPS, Partners-in-Education, PTA, .Mentors, etc... 5'Mitchell Elementary  Communicate regularly with parents through school calendars and newsletters (monthly, quarterly each semester). or GOAL#? To develop and implement effective methods for assessment of student achievement. STRATEGIES  Eliminate standardized SAT-9 testing at second grade.  Eliminate Abacus Assessment - move toward current trends of portfolio  Utilize the computer lab assessment generated on on-going basis. assessment. At grades K-2nd conduct alternative assessment in Reading at end of each grading period which will be a mam responsibUity of the Success For AU school-based Tide I facilitator. In grades 3-6, classroom teachers will conduct quarterly assessment in Reading/Math using the current adopted basal series assessment component. IV. STAFF NEEDS - Narrative - Based on past years spending of the Extended Day Program 1997-98 Extended Day spending will be greatly rcduced.through rhe 1-day/weekly extended day, a reduction in number of staff needed for teaching extended day classes, reduction in number of days snacks will be needed, ^d the elimination of excessive amounts spent on Saturday field trips, (teacher stipends, travel, Stu ent ees, etc...) These expenditures can be allocated for more effective use of instructional support, resources and materials, provisions, and possibly pay for the addition of an assistant principal in accor- dance with approved budgi ret. SUMMARY Over the past several years, the number of students attending the Litde Rock Public Schools who are identified as^ At-Risk has steadily grown. These statistics have been confirmed by the state and local district evaluations of rhe SAT-8 and SAT-9 results. It is the responsibility of all_schools, not just incentive schools in the district to provide the educa- tional services necessary to enable students to function successfuUy in a mainstreamed educational setting. The correlates of effective schools do not consider the social ills and low socioeconomic backgrounds of children to be a handicapping condition. Hence the theory, All Children Can Learn. Therefore, it becomes the responsibility of the local school, in accordance with the local school district, to provide whatever services are needed to help students overcome educational deficiencies. This is the vision for Mitchell Creative Dramatics Elementary School 1997-98 Reform Plan.RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street - Little Rock, AR 72206 501 - 324 - 2430 A r, i TO L 7 r/ II INDIVIDUAL SCHOOL PLAN 1997 - 1998 IIRIGHTSELL ELEMENTARY SCHOOL I. OVERVIEW: _ Rlghtsell Elementary School will provide an effective educational program for students (Pre-K through 6th). This program will be delivered through three basic sections including the regular school day, the after school program, and extracurricular activities. The regular school day will be structured arotmd the Great Expectations Teaching Model. This approach encompasses the very best of what is known about teaching today: 1.) 2.) 3.) 4.) 5.) 6.) All children can learn (William Glasser) Building self-esteem (Clemes \u0026amp; Bean) High expectations (Pygmalion Effect) Climate of mutual respect (Likert) Teacher atUtude \u0026amp; responsibility (Halm Ginott) Teacher knowledge \u0026amp; skill (Bloom) The after school program will become the Voyager Program (replacing CARE and Extended Day). This program will stress hands-on activities and learning through action. \"Students will have fun in this program, but the fun will be educationally based and follow carefully crafted curricula. The Voyager Program will be broken into nine-week segments, or adventures, each focusing on a theme.\" Extracurricular activities will also be provided for students through the Enrichment Program. This program will allow students to participate in activities that enrich social, emotional, and physical development. Some examples may Include: *Boy/Glrl Scouts Quiz Bowl. Cheerleading Basketball Team Computer Club Student Council Field Trips Recognition Programs Academic Clubs Jr. Great Books Honors/AwardsTO3^E: (1) Great Expectations (2) VOYAGER (3) Enrichment Program (4) Title I Schoolwide (5) Computers (6) Fine TVrts (7) Exceptional Program GRADES: Pre-K 6th Pre-K6th Pre-K6th Pre-K6th Pre-K6th Pre-K6th Pre-K6th CLASS SESSIONS: Daily Af ter-Schcx31 As Scheduled Daily Daily 180 mins, a week As Scheduled \u0026gt; o  Q) h-t CL O (D BASIC COMPONENTS: -All children can learn -Self Esteem -High Expect. -Respect -Teacher Responsibilit' -Teacher Knowledge -Academics -Thematic - Units -Hands-On -High Level Experiences Academics -Extra Currie Activities - Intramural Sports -Field Trips -Small Groups -Quarterly Assessment -Computer Lab -Modified Reading Recovery -Demonstration Teaching -Whole Groups - CCC Lab -Reading -Math -Langu. Arts -GEO-Safari -Writing-To- Read - Art -Music -P.E. -GT -Sp. Ed. -Counselor -Speech -Nurse -Social Wrk. -Libarian -Auxiliary Teacher -Curr. Spec. 3 H K- cn n M r* m r* 3 n M M (D M CL Z Q \u0026gt; c cn n Q C I UNIQUE FEATURES: -Phonics -Recitations -Life/Skill Principles -Classical Literature -Magic Triad (discipline) -On going GEA Training -School Creed -Multi-Level student groups -High Impact learning -Enhanced Science and Math S\u0026lt; Resear. _Different Voyager Experiences (quarterly) -Boy Scouts -Girl Scouts -Cheerleaders -Basketball Team -Computer Club -Student Coun -Quiz Bowl -Jr. Great Bk -Schoolwide Plan -Variety of Assessments -Inclusion of all students -Staff Develp -Horizontal S, Vertical Planning -Parent Training \u0026amp; Workshops -\"NeW'CCC Lab _Computer Assisted Instruction -Computer Assessment Reports -IBM Software -Internet -Certified Teachers -Special Assemblies -Speciality Clubs and Activities -lEPs as designated -SmallA-arge Groups -Focus on' individual student need -Parent Involvement -Various Assessments H* O c o 3 t-RIGHTSELL ELEMENTARY SCHOOL in. STRATEGIES / GOAL # 1: OBJECnVE_To Increase student achievement on national, state and/or local assessments STRATEGIES: (A.) (B.) (C.) (D.) Delete use of ABACUS Program and use current computer assessment In the school (CCC Computer Lab) Re-structure the Wrltlng-to-Read Program, by placing these computers in the classrooms and developing students' skills through Instruction by the regular classroom teachers and Instructional aides Change the Writlng-to-Read aide to a full time computer lab attendant Modify the Extended Year Program to include only the K-3 Summer Program (ADE) and the Elementary Summer School (LRSD) (E.) Implement the state (ADE/Frameworks) and the district (LRSD/Multicultural Curriculum): thus ellmnatlng the many segments of the Incentive School Curriculum (F.) Regularly analyze assessment data * SAT - 9 (National Assessment) (annually) * Writing Assessment (State Benchmark) (annually)  Computer Assessment (District and/or Local School) (quarterly) Readlng/Math Assessment (Local School) (quarterly)RIGHTSELL ELEMENTARY SCHOOL III. STRATEGIES ! GOAL # 2: OBJECTIVE: To enrich students' social, emotional, and physical development through enrichment and extracurricular activities STRATEGIES: (A.) Establish a school schedule which provides (Enrichment Program) activities such as Boy Scouts, Girl Scouts, Cheerleading, Basketball, Computer Club, Quiz Bowl, Student Council, Academic Clubs, and Field Trips (thus eliminating the Extended Week Program) (B.) Provide opportunities for students to be exposed and Involved tn competitive experiences (C.) Schedule appropriate field trips related to the curriculum (D.) Incorporate life skills and life principles to ciirricular-related subjects (E.) Extend learning experiences with visual, auditory, and kinesthetic activitiesRIGHTSELL ELEMENTARY SCHOOL in. STRATEGIES ! GOAL # 3: OBJECTIVE: To provide a safe and orderly environment so that learning is promoted and the school is enhanced STRATEGIES: (A.) Replace the fence surrounding the school with a fence that provides better safety for students, security of the building, and beautification to the school (B.) Remove carpet in the art and music room and replace it with floor tiles (C.) Replace all outside double doors on the first floor with doors that provide better security and that are more energy efficient (D.) Review and revise the school discipline plan (Include specific guidelines and expectations for the In-School-Suspension Classroom) (E.) (F.) Install outside security lights on the east side of the school campus Regularly review the Custodians' Log Book (local school) and Work Order Requests (LRSD Plant Services) for actions takenRIGHTSELL ELEMENTARY SCHOOL in. STRATEGIES ! GOAL # 4: OBJECTIVE: To Involve parents, business, and collaborative efforts community members through STRATEGIES: (A.) (B.) (C.) (D.) Expand specific area of focus to the social worker's responsibilities to include parent training, family advocacy, and intervention training (related to absences, tardies, and home visits) Include community action programs such as DARE Program, Neighborhood r J Community Health Centers, Mentors, VIPS, and Partners-In- Educatlon as an integral part of the school program Implement the \\fital Link Program for sixth graders Communicate regularly with parents and community members through a school newsletterRIGHTSELL ELEMENTARY SCHOOL III. STRATEGIES / GOAL # 5: OBJECTIVE: To have high expectations for teachers and students STRATEGIES: (A.) (B.) Change the school theme to \"Great Expectations\" Implement the Voyager Program (thus eliminating the Extended Day Program and CARE Program) (C.) Provide staff development and awareness on current educational trends and practices (D.) Provide GEA training and other appropriate training for certified and non-certlfied staff members (E.) (F.) Empower teachers, students, and parents through committees, active planning, and other leadership opportunities Provide effective Instructional strategies for teachers and sufflclent time task for students by Including horizontal (grade levels) and vertical (all teachers/subjects) planning directly related to the curriculum on * Eliminating excessive paperwork (SEPs, Learning Style Inventories, Parent Home Study Guides, \u0026amp; Student Profiles) * Eliminating designated program names and Incorporate only the effective curricular objectives based on students' needs (Foreign Language Lab, Spanish Program, Science Lab, Latin Enrichment Program, and Seml-Departmentallzatlon) (G.) Revise the school's schedule to limit excessive pull-outs for a less fragmented dayRTCIITSEI.L ELEMENTARY SCHOOL LRSD INCENTIVE SCHOOL STAFFING Work Sheet * Position FTES in 1996-97 Recommended PTEs in 1997-98 Difference + or - Budget Impact Principal Asst. Principal 1.00 None I 1.00 I 1.00 - 1.00 Theme Specialist 1.00 1.00 Classroom Teacher 14.00 I 14.00 Counselor 1.00 1.00 Media Specialist 1.00 1.00 Media Clerk .40 .40 Nurse 1.00 1.00 Social Worker .50 .50 Instructional Aide 8.60 8.60 Supervision Aide 2.00 2.00 Auxiliary Teacher 1.00 None 1.00 Other Art/Music/PS 2.50 2.50 Speech Special Ed. GT Title I SubTotai Extended Day Teachers .20 .50 .80 2.00 37.50 17.00 Extended Day Aides/c\n\\]\u0026gt;E 10.00 Other Ex.Day Sec. 1.00 .20 .50 .80 2.00 37.50 12.00 6.00 None -5.00 -4.00 -1.00 Sub Total 28.00 18.00 5: -10.00: Grand Total 65.50 55.50 -10.00 I I I I I (* The site director will be an added position in the Voyager Program\nhowever, this teacher will be paid by the Voyager Administrative Office in Dallas, Texas.)RIGHTSELL ELEMENTARY SCHOOL IV. STAFFING NEEDS: The staffing needs of the regular school day will generally remain the same from the 1996-97 school year through 1997-98. Instead of an auxiliaiy teacher, an assistant principal will be added (the FTE of 1.00 will remain the same). The staffing needs of the after-school program (Voyager) will be significantly reduced. The staff will be reduced as follows: 1996-97 1997-98 (17) Teachers (Ex. Day) (12) Teachers for Voyager * (6) Aides (Ex. Day) (6) Aides for Voyager (4) Aides (CARE) - - None - - (1) Secretary (Ex. Day) - - None - - ( * An additional staff position, a site director, will be added to the after-school program. The site director will be paid by the Voyager Administrative Office in Dallas, Texas.)RIGHTSELL ELEMENTARY SCHOOL V. BUDGET REQUESTS: The modifications in the academic programs (sections I, II, III, and IV) are compatible for the \"1997-98 Proposed Budget Allocation for RlghtseU School.\" The program changes will not exceed the school's total budget allocation. After the Initial staff training costs for Voyager (1997-98) there will be a moderate decrease in overall expenses (in upcoming years) as a result of the following: * Less staff persons for the after-school program * No buses for the after-school program * Controlled salary stipends for the after school staff ($16.00 an hour for teachers) ($8.00 an hour for paraprofesslonals/aldes) Some line items on the budget will be adjusted to reflect the restructured program modifications for Rightsell School.RIGHTSELL ELEMENTARY SCHOOL VI. SUMMARY: Rightsell Elementary will become an instructlonally effective school by focusing on student achievement, staff development, high expectations, and parent/community involvement. Rightsell Elementary, a high performance school, will deliver an \"academic enriched curriculum\" through a variety of approaches and strategies. Regular planning, assessments, evaluations, and surveys will be conducted to make modifications to various programs components to meet the needs of students.fl zur^ 19 GOOD REASONS TO SEND YOUR CHILD TO SCHOOL ON 19TH \u0026amp; CHESTER \" ( Rightsell Elementary School) 1. CCC Computer Lab 2. Small Class Size (1 to 20) 3. 4 -Year-Old-Program 4. Great Expectations Program 5. Gifted \u0026amp; Talented Program 6. Partners-In-Education 7. Special Education Services 8. Full Time Counselor and Nurse 9. School Uniforms 10. Active Parent Involvement 11. Cheerleaders (Junior \u0026amp; Varsity) 12. Basketball Teams (Junior \u0026amp; Varsity) 13. Boy Scouts \u0026amp; Girl Scouts 14. Voyager (After-School) Program 15. Field Trips (Local \u0026amp; State) 16. Good Test Scores 17. Clean, Orderly School Environment 18. Art, Music, \u0026amp; P.E. Programs 19. Dedicated Principal, Teachers, \u0026amp; Support StaffCctkefeller Ccmputer Science Early Childhccd Magnet 7CC East 17th Street Little Ccck, AC 777( t 1 1^ 3? .ij*\n4i S! j! Individual SchccI Elan Ercpcsal 1997-1998 ROCKEFELLER INCENTIVE SCHOOL EARLY CHILDHOOD MAGNET PROPOSED SCHOOL PROGRAM 1997-1998 SCHOOL YEAR 1. DESCRIPTION OF SCHOOL Rockefeller Elementary is a unique school where the education of children begins at the age of six weeks and continues through b*** grade. The Early Childhood Magnet Program has proven to be a valuable recruitment tool because parents have chosen to have their children remain at Rockefeller for the elementary grades. Rockefeller is an open space school. There are five early childhood classes, three kindergarten, r, 2**, 3\"*, and 4* grade classes. There have been two 5* and 6* grade classes but an additional 5\" grade class will be added next year. Every year it has been necessary to create a new class at each grade level to accommodate additional students. Rockefeller has improved its racial balance during the past ten years to the present school population of 60% African American and 40% White. The school theme of Computer Science has very successfully been implemented and there are plans to develop the school into a model technology school. In addition to the successful implementation of the computer theme. Rockefeller can boast of outstanding delivery of other specialty areas such as science, art, physical education, and music. The Intermediate Show Choir performed at Carnegie Hall in New York City this spring and has performed at many local community functions. A very successful science fair was held at the end of this school year. There are outstanding committed teachers and support staff members that work hard to make a difference in the lives of young children.II. MAIN GOALS The mission of Rockefeller School, as a computer science and early childhood magnet, is to equip all children in our diverse school community with the knowledge and skills to become responsible, productive, and confident citizens prepared to excel in our ever changing technological world. This is accomplished by providing nurturing early childhood experiences, a comprehensive and challenging curriculum and a foundation in computer science skills. The main goal will be to increase student achievement in all curriculum areas. Strategies will be developed to increase student academic performance, develop higher order thinking skills, and promote a positive sense of worth/high self-esteem. III. STRATEGIES High expectations for all staff and all students! Proposed Daily Schedule: Early Childhood Program - 7:00 a.m. - 5:30 p.m. Elementary K - O'** Grade - 7:50 a.m. - 2:35 p.m. Extended Day CARE Program - 7:00 a.m. - 7:50 a.m. 2:35 p.m. - 5:30 p.m. EARLY CHILDHOOD  Rockefeller will continue to provide an Early Childhood Education Program beginning with infants, six weeks of age, through four years old only if the following recommendation is adopted by the district.  Recommendation is being made to hire an Early Childhood Specialist who will oversee the program until 5:30 p.m. each day and also work the summer months when the administrators are off contract or away from the school site. This wiL ensure constant proper implementation of a quality program and total compliance with licensing regulations. This will allow a certified specialist to be present and working with the staff all day, every day. If this recommendation is not adopted by the district, it is recommended to scale back on the student enrollment thereby phasing out the infant and toddler program - discontinue assigning new students in this age bracket each year. A decision about the continuation of the three year old program will be studied. Parents will be given notice immediately if this approach is taken.ELEMENTARY  K-3 Training is recommended for Primary teachers - either completed or scheduled to take the course in the coming year.  K - 2*^ Grades will focus heavily on reading, writing and math with large language arts blocks of time provided. Other curriculum areas will be covered through the language arts block and grades will not be required for those additional subject areas on the report card.  Evaluate student performance frequently with assessment inventories which will be conducted by Title 1 specialists and IRC staff and plan teaching strategies accordingly. Customized assessment for primary grades can be developed to determine needs and progress.  Standardized testing will be eliminated for 1st and 2nd grade students.  Utilize guidance and social worker services to assist students with eliminating problem areas that might be providing a hindrance to successful learning.  Art, Music, and Physical Education will be offered as a pull out program for all grade levels by full time certified specialists. Scheduling will be done is a manner that will allow in common grade level planning with teachers or administrators.  A science specialist will be added to the staff and that person will teach science to as many classes as can be scheduled during the week, but definitely all 4*, 5*, and 6\" grade classes. (3* grade will receive science instruction from this specialist for as many times a week as the schedule will allow.) This should increase student achievement in science.  Employ instructional strategies that will make a difference in academic achievement and serve as a reinforcement and enhancement to the basal readers. These strategies may include Junior Great Books, the Shurley Method of teaching English grammar, Open Court Phonics Program and resource materials suggested in the basals that compliment the adopted curriculum. 3TECHNOLOGY  Rockefeller will serve as a model technology school for the district by developing a technology based instructional program that will be outstanding and worthy of bringing visitors to observe. A technology plan will be on file with the district outlining in full detail the projected overall plans for the school. There will be access to computer technology in every classroom, software to support the LRSD adopted curriculum, staff development training plans, and technical staff in the building to support the technology. Every classroom will have access to the internet.  Computer instruction will include the final stages of the CCC pilot program with 4\", 5\", and 6\" grade students through the fall testing period. If a different software is approved by the district for the computer lab, a change in software will be allowed as soon as the contracted time is ended.  Writing to Read lab will be discontinued but replaced with upgraded software in the classroom. Each first grade class will be provided six computers for enrichment. Software will be provided that will emphasize phonics and improving reading and writing skills. Kindergarten will have additional computers placed in their classrooms and software to reinforce phonics instruction and introduce beginning reading and writing skills.  Computer instructions for Kindergarten - 3\"* grade will use Josten software and students will receive instruction mainly in the classroom by distributive method but the lab setting will still be available for word processing and other computer related instruction. Exciting music software will enhance areas of study and additional computers are projected for the music classroom.  The one instructional aide who was assigned to work in the Writing to Read lab will be allowed to work with first grade teachers and students to assist with the computer instruction scheduled in each of the classrooms. This additional assistance will aid in improving academic achievement. 4MONITORING AND EVALUATION *Teacher made tests *Teacher/SpeciaIist Observation *Criterion Referenced Testing *Computer Printouts *Frequent Reading Inventories *Standardized Testing *EIiminate 2^ grade standardized testing *Implement Pre/Post Reading Inventory for 172** grade SCHOOL POLICY AND PROCEDURE RECOMMENDATIONS: *Student Uniform Code required * Staff Dress Code *Staff and Parents required to join PTA Parent Contract - Strictly adhered to *PTA attendance required by parents/staff ic Compensation for teachers and principals for additional contracted time beyond 3:05 p.m. - using the same pay scale formula of daily rate of pay/hourly rate of pay for both groups. *Attendance/Tardy Policy established/supported by district *Strict discipline plan established and enforced 5EXTENDED DAY  Extended Day activities will be integrated with the Little Rock School District CARE program. It is recommended that the CARE program be restructured so as to develop a quality after school/extended day program. Students wishing to participate in the after school program will apply for admission to the CARE program unless the parents request for the student to walk home or be picked up at the completion of the planned activity. Bus transportation will be provided at the end of the regular school day only - 2:35 p.m. A director/supervisor, selected from the certified staff will be employed and on site each day and will provide training for the workers hired by CARE. The director and principal will evaluate the performance of the workers and the quality of the program. Strict guidelines about behavior will be established for those wishing to participate in the program. Effort to work with community outreach programs will be explored and can be part of the restructuring process. A City Latch Key Program will be considered at the school site for a certain number of children. There will be some activities provided for eligible students and instructed by staff members who choose to work. (Example of possibilities: Primary and Intermediate Show Choir, Piano Keyboarding, Computer Club, Science Club, Art and the scouting programs. Students enrolled in this extended day program will either participate in one of the offered activities, the Latch Key Program, or regular CARE program. Any certified teachers or specialists who work beyond their contracted time or during the regular planning time would be paid a pre-determined amount of pay. These programs would run only on the days that regular school is in session.  A partnership could be developed with the University of Arkansas at Little Rock and/or other local colleges where pre- pro students and student teachers could be trained to help with the after school program and earn some money and perhaps extra college credit through participation in the program. This would have to be worked out with the college or university. 6rv. STAFFING AND STAFF DEVELOPMENT NEEDS  The principal will be allowed to recommend hiring or transferring staff member/members - certified or non-certified.  In addition to the certified teachers presently employed, a recommendation for a new certified teaching position will be made: Science teacher for 3* - 6'*\" grades.  In addition to the non-certified staff presently employed, the option to hire a computer technician will be considered, if the number of computers in the building warrants the need.  There will be at least two instructional aides for every three K - 6\" grade classes with the possibility of one per classroom in 1 and I** grades where there will be heavy focus on reading, writing and math. st  The district will build into the school budget enough money to provide several days inservice before the beginning of each school year.  Eliminate excessive paperwork such as the SEP, Learning Styles Inventory, and Pupil Profile Form.  Staff development for teachers, instructional and supervision aides will be provided so as to establish guidelines necessary for effective implementation.  Provide inservice opportunities by allowing staff members to attend conferences related to their assigned teaching or instructional area which are held within the city or out-of-city/ state. 7RECOMMENDED CERTIFIED POSITIONS  Principal  Assistant Principal  Early Childhood Specialist  Computer Theme Specialist  Science Specialist  Counselor  Media Specialist  Art Specialist  Music Specialist  Physical Education Specialist  Two Title 1 Specialists  Resource Teachers - enough for identified number of students  Speech Therapist  Gifted Teacher  Classroom teachers - enough to accommodate the number of students enrolled by grade level - not to exceed 20 per classroom.  Auxiliary Teacher - willing to trade out for science teacher REQUIRED FULL TIME NON-CERTIFIED SUPPORT STAFF  Nurse  Social Worker  Library Clerk  Computer Lab Attendant - Change from .80 FTE to 1.0 FTE to accommodate the theme and model technology school implementation.  Instructional Aides - 2 per three classes  Supervision Aides - enough hours allotted to cover before school, after school and lunch/recess times. V. VI. BUDGET REQUESTS See attached budget form for staffing changes FACILITY STUDY NEEDS New carpet needed throughout Additional classroom space needed to accommodate number of students enrolled. 8Position Principal Asst. Principal Theme Specialist LRSD INCENTIVE SCHOOL STAFFING Work Sheet. FTE's in 1996-97 Recommended FTE's in 1997-98 Difference + or - Budget Impact I 4. I 4. 1.0 1.0 1.0 1.0 1.0 1.0 0.01 0.0 0.0 ! Early Childhood Classroom Teacher Classroom Teacher | Media Specialist { Auxiliary Teacher Eady Childhood Specialist Science Specialist Art Music P.E. Resource (Title I Gifted Speech Media Clerk IComputer Lab {Attendant (Nurse Social Worker (Eady Childhood llnstructional Aide (Elementary llnstructional Aide r- {Sub Total (Extended Day Teachers I I i (Extended Day Aides I (Other: ^ub Total |Grand Total I i 5.0 19.0 1.0 1.0 5.0 19.0 1.0 0.0 0.0 0.0 0.0 - 1.0 0.0 0.0 1.0 1.0 1.0 1.5 2.0 0.6 0.8 0.6 0.8 1.0 1.0 18.0 12.0 70.3 0.0 70.3 1.0 1.0 1.0 1.0 1.0 1.5 2.0 0.6 0.8 0.6 1.0 1.0 1.0 i 18.0 12.0 71.5 0.0 71.5 I + 1.0 + 1.0 0.0 0.0 I 0.0 0.0 0.0 0.0 0.0 0.0 + 0.2 0.0 0.0 0.0 0.0 + 1.2 I I I 0.0 + 1.2 I If enrollment continues to increase, as projected for 1997-98, the part time positions may have to be increased to full time. I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_515","title":"Incentive Schools: Programs and operations report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Programs and operations report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/515"],"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 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_1195","title":"Magnet Review Committee: Budget","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1997/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Education--Evaluation","Educational statistics","Magnet schools"],"dcterms_title":["Magnet Review Committee: Budget"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1195"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nFILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STA TES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL D 9 1998 JAMES r McRORMACK, CLERK By: \\ ,e\nJ\\1/\\ MO f\\ LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., Defendants, MRS. LORENE JOSHUA, et al., Intervenors, KATHERINE KNIGHT, et al., Intervenors. * * * * * * * * * * * * * ORDER .- OEP CLERK '-- No. LR-C-82-866 ,ll 11 1 3 1998 OfflCEOf IISf.GREGATIOfl d0RIN6 Before the Court is the request of the Magnet Review Committee for the approval of the Interdistrict Magnet School Budget for the 1997-98 school year (Draft 1).1 The proposal now under consideration was communicated to the Court in a letter from the Magnet Review Committee dated June 20, 1998. The proposed budget includes the second year of funding for the five-year proposed program improvement plan for the six original magnet schools. The total amount budgeted, $18, 159, 205, is based on a per pupil expenditure of $4,654 per student, calculated from an actual third-quarter enrollment of 3,901.89 students. The budget shows an increase of $84.00 per student over the 1996-97 budget, with the second year of the five-year proposed program improvement plan included. 2 1 Attached hereto as Exhibit 1. 2 The Magnet Review Committee acknowledged in its letter to this Court that the Eighth Circuit Court of Appeals had before it an appeal regardil!,g teacher retirement and health insurance which may The Court hereby approves the Interdistrict Magnet School Budget for 1997-98 school year (Draft 1). IT IS SO ORDERED THIS cfA--day of July 1998. ~u ?DSTAw TES DIkSTRI)CTU~DGE rHIS DOCUMENT ENTERED ON DOCKET SHEET IN C( ,MPLIANCE WM RULE ~ AND/OR 79(a) FRCP ON '] ll~~ ev_rJS::,__ _ impact the proposed lnterdistrict Magnet School Budget for the 1997-98 school year (Draft 1). The Eighth Circuit has now decided the case regarding teacher retirement and health insurance, and this Court anticipates making additional rulings regarding those issues in the future based upon the Eighth Circuit's decision. The Court expects, as the Magnet Review Committee has stated, that any revisions to the proposed lnterdistrict Magnet School Budget for the 1997-98 school year (Draft 1) required to be made in light of these decisions will be submitted to this Court for approval. 2 1997-98 BUDGET PROPOSAL(ORAFT 1) 96-97 96-97 96-97 97-98 97-98 SUMMARY FOR MAGNET SCHOOLS F.T.E. Budget Actual F.T.E. Proposed CERTIFIED 01 Principal 60 $369,070 $369,069 60 $376 587 STAFF 02 Asst. Prin. 10 0 $\u0026lt;\\63,584 $463,585 10 0 $488 462 03 Spec1al1sts 39 2 $1 327 018 S1 362 980 39 2 s 1 343 11 9 04 Counselors 12 4 S476,963 $476 836 12 4 $505 88' 05 Media Spec. 6 5 S248,736 $248 693 6 5 5253 085 06 Art-Pert/Prod. 1 0 $23. 723 S23 723 1 0 526 065 07 MUSIC 00 so so 00 so 08 Foreign Lang 00 so so 00 SC 09 Vocational 12 6 $347,888 S378,577 12 6 $343.81' 10 Special Education 8 2 $264,005 $265 751 8 7 S289 709 11 Gifted 5 4 $197,633 $197 633 5 4 S199 275 12 Classroom 177 9 $5,877,608 $5,843,911 177 9 S5 14 7 115 13 Substitutes 00 $154 ,990 $166,607 00 S155 000 14 Other-K1nderg art en 14 0 $486,252 $486,572 13 0 S425 964 TOTAL CERTIFIED SALARY 293 2 $10,237,470 $10,283 936 292 7 S1 0 564 086 SUPPORT 15 Secretaries 20 0 $373,625 $373 570 20 0 $407 495 STAFF 16 Nurses 54 $163,071 $163 569 5 4 S163262 17 Custodians 29 0 $369,006 $365,788 29 0 S356.470 18 Information Services 00 so so 1 0 $22 415 19 Paraprofessionals-Other 60 $156,854 $130.1 43 60 S133 806 20 Other-Aides 37.0 $312,743 $317,095 37 0 S285101 21 Fringe Benefits(20' $3,115,089 $3,080 923 xxxxxxxx S3 090 046 TOTAL SUPPORT SALARY 97 4 $4 ,490,388 $4,431 ,089 98 4 S\u0026lt;: 458. 595 TOTAL (10-20) $14,727 ,858 $14,715,.024 $15,022 681 PURCHASED 22 Ut11it1es $591 ,944 $574 528 $617 803 SERVICES 23 Travel $33,600 $13,472 S27 000 (30) 24 Maintenance Agreements $8,750 so so 25 Other $82,878 S123 953 xxxxxxxx S156 919 TOTAL (30) $717 ,172 $711,953 xxxxxxxx $801 722 MATERIALS, 25 Pnncip al's Office $3,600 so xxxxxxxx S2 500 SUPPLIES 27 Reqular Classroom $425,485 $450,479 xxxxxxxx S574 289 (40) 28 Media $41 ,523 $35,436 )()()0()()00( S35 450 29 Other $28,771 $20,114 xxxxxxxx $17 632 TOTAL (40) $499,379 $506 030 xxxxxxxx S629.871 CAPITAL 30 Equipment $376,785 $316,694 xxxxxxxx S281 692 OUTLAY 31 Buildinq Repair. etc. $5,500 so xxxxxxxx $0 (50) 32 Other $350 $106 xxxxxxxx so TOTAL (50) $382,635 $316,800 xxxxxxxx S281,692 OTHER 33 Dues and Fees $27,402 $30,648 xxxxxxxx $11 ,213 (60) 34 Other $0 $0 xxxxxxxx so TOTAL (60) $27,402 $30,648 xxxxxxxx S11 213 TOTAL (30-60) $1 ,626,587 $1,565,431 xxxxxxxx S1,724,498 TOTAL (10-60) 390.6 $16,354 ,446 $16,280,455 391 1 $16,747, 17(\nTOTAL LINE ITEMS (SECOND PAGE) $890,896 $929,702 xxxxxx:xx $1 412,026 GRAND TOTAL xxxxxx $17,245,342 $17,210,157 xxxxxx $18,159,205 Exhibit 1 Line Item Costs - Budget Actual Proposed 1996-97 1996-97 1997-98 Stipends $69,094 $19,983 $33,837 Other Objects $0 $0 so Indirect Costs $736,303 $824,092 $1 284 189 Vocational $32,000 $32,000 $32,000 Athletics $32,000 $31 ,964 $40 500 Gifted Programs $500 $502 $500 Plant SerY1ces $15,000 $15,000 $15 000 Reading $500 $500 $500 Science $0 $0 $0 Enqlish $1 ,500 $1 ,660 $1,500 Special Education $4 ,000 $4,000 $4 ,000 $0 $0 $0 xxxxxx $0 $0 so xxxxxx $0 $0 $0 Total Line Items $890,896 $929,702 $1 ,41 2,026 Per Pupil Cost 1996-97 1996-97 1997-98 3rd Qtr. ADM or Proj. 3,765.61 3,76561 3,901 89 Total Costs $17,245,342 $17,210,157 $18,159,205 Per Pupil Co\u0026amp;t $4,580 $4,570 $4,654 1997-98 BUDGET PROPOSAL(DRAFT1) 96-97 96-97 96-97 97-98 97-98 Booker Magnet School F.T.E. Budget Actual F.T.E. Proposed CERTIFIED 01 Principal 1 0 $59 663 S59 663 '0 $6' 58'.2 STAFF 02 Asst. Prin. 1 0 S40.672 S40.672  c S3 -5- 03 Specialists 7 0 $261 .827 S262.25- 7 0 S268 .:oa 04 Counselors 20 $73,553 S73. 468 2 0 S76  55 05 Media Spec. 1 0 $41 ,963 S41.963 1 0 S42 653 06 Art-Pert/Prod 1 0 $23.723 $23. 723 1 0 S26 065 07 Mus,c 0 0 $0 $0 00 so 08 Foreign Lang 00 $0 so 00 so 09 Vocational 00 $0 so 00 so 10 Special Education 1 3 $50,243 S50 243 1 3 S55 624 11 Gifted 1 0 $38,946 $38 946 1 0 S39 594 12 Classroom 30 2 $998,938 $1 ,001 ,579 30 2 $1042379 13 Substitutes 00 $20,000 $47 ,118 00 $30 000 14 Other-Kindergarten 4.0 $126,243 $126.243 4 0 S105 300 TOTAL CERTIFIED SALARY 49 5 $1 735,772 S1,765 876 49 5 S1 791 516 SUPPORT 15 Secretaries 2.0 $34,706 $35,046 20 $39,821 STAFF 16 Nurses 1 0 $31 ,825 $32,145 1 0 $33 050 17 Custodians 4.0 $55,01 9 $54 ,958 4 0 $53 033 18 Information Services 00 $0 $0 02 $3 736 19 Paraprofessionals-Other 0.0 $0 so 00 so 20 Other-Aides 7.0 $59,679 $60,277 70 $56 973 21 Frinqe Benefits(20' $520,352 $520,341 S519,779 TOTAL SUPPORT SALARY 14.0 $701 ,580 $702:767 14 2 $706 392 TOTAL (10-20) $2,437,352 $2,468,642 $2,497,909 PURCHASED 22 Utilities $78,070 $66,703 $81 480 SERVICES 23 Travel $5,000 $2,355 $2,000 (30) 24 Maintenance Agreements 25 Other $8,493 $12,711 $13350 TOTAL (30) $91,563 $81,769 $96,830 MATERIALS, 26 Pnnc1pal's Office SUPPLIES 27 Regular Classroom $42,079 $40,397 $105,498 (40) 28 Media $6,1 50 $6,105 $5250 29 Other $4,205 $3,475 $3,372 TOTAL (40) $52,434 $49,977 xxxxxxxx $114 ,120 CAPITAL 30 Equipment $60,059 $50,840 $65,760 OUTLAY 31 Buildinq Repair, etc. $2,500 so so (50) 32 Other TOTAL (50) $62,559 $50 840 $65.760 OTHER 33 Dues and Fees $259 $259 xxxxxxxx $250 (60) 34 Other xxxxxxxx TOTAL (60) $259 $259 XXXlOOOO( S250 TOTAL (30-60) $206,816 $182,845 xxxxxxxx S276. 960 TOTAL (10-60) 63.5 $2,644,1 67 $2,651,488 63 7 $2,774,869 TOTAL LINE ITEMS (SECOND PAGE) $145,777 $138,793 xxxxxxxx $217 370 GRAND TOTAL xxxxxx $2,789,944 $2,790,280 xxxxxx $2,992,238 Line Item Co\u0026amp;ts  Budget Actual Proposed Booker 1996-97 1996-97 1997-98 Stipends $20,733 S3.789 58 357 Other Objects Indirect Costs $121 ,381 S131 ,479 S205 ~99 Vocational $0 $0 so Athletics $0 so so Gifted Programs $155 $149 S153 Plant Services $2,505 $2,393 S2 400 Reading $84 $80 S80 Science $0 so so English $251 $265 S240 Special Education $668 $638 $640 xxxxxx xxxxxx Total Line Items $145,777 $138,793 $217 370 Per Pupil Cost 1996-97 1996-97 1997-98 3rd Qtr. ADM or Proj. 600 78 600 78 624 39 Total Costs $2,789,944 $2.790,280 $2,992,238 Per Pupil Cost $4,644 $4,644 $4,792 1997-98B UOGET PROPOSAL(DRAFT1) 96-97 96-97 96-97 97-98 97 -98 Carver Magnet School F.T.E. Budget Actual F.T.E. Proposed CERTIFIED 01 Principal 1 0 $55,761 $55 761 1 0 S57 650 STAFF 02 Asst. Pnn. 1 0 $43,871 $43,871 1 0 S45 ,\n95 03 Spec1al1sts 80 $262,515 S276,461 8 0 S285971 04 Counselors 20 $68,259 $68 259 20 S70. 795 05 Media Spec. 1 5 $52,645 $52 645 1 5 S54 248 06 Art-Peri /Prod. 0 0 $0 so 00 so 07 Music 00 $0 so 00 so 08 Foreign Lang 0 0 $0 so 00 so 09 Vocational 00 $0 so 00 SC 10 Special Education 1 5 $48,900 $48,900 5 S50. 773 11 Gifted 1.4 $51 ,170 $51 ,170 1 4 S48. 976 12 Classroom 24 3 $706,362 $697 875 24 3 S694 929 13 Substitutes 00 $17 ,150 $19,700 00 $25,000 14 Other-Kindergarten 4 0 $131 ,099 $131 ,099 4 0 $128 706 TOTAL CERTIFIED SALARY 44 7 $1 ,437,732 $1 445,741 44 7 $1462545 SUPPORT 15 Secretaries 3.0 $51 ,357 $5 1,357 3 0 S48 392 STAFF 16 Nurses 1.0 $31 ,419 $31,597 1 0 S24 383 17 Custodians 4 0 $46,837 S46 108 4 0 $43 692 18 Information Services 0.0 $0 so 02 S3 736 19 Paraprofessionals-Other 0.0 $0 : $0 0 0 so 20 Other-Aides 11 .0 $93,398 $94 ,091 11 0 $87, 41 9 21 Fringe Benefits(20) $477,906 $474 ,656 S456 . 456 TOTAL SUPPORT SALARY 19.0 $700,917 $697,81 0 19 2 S664 078 TOTAL (10-20) $2,138,649 $2,143,551 S2, 126,623 PURCHASED 22 Utilities $71 ,899 $75,210 $81 653 SERVICES 23 Travel $9,000 $5,202 S9.000 (30) 24 Maintenance Agreements 25 Other $8,591 $9,735 S8.560 TOTAL (30) $89,490 $90,147 $99,213 MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom $68,000 $68,975 $5 7 660 (40) 28 Media $9,314 $9,319 $5 500 29 Other $3,500 $4 ,029 $3,600 TOTAL (40) $80,814 $82,323 $66,760 CAPITAL 30 Eauioment $56,240 $49,380 $56,167 OUTLAY 31 Building Repair, etc. (50) 32 Other TOTAL (50) $56,240 $49,380 xxxxxxx~ $56,167 OTHER 33 Dues and Fees $15,023 $18,064 $4 ,000 (60) 34 Other \u0026gt;YYY TOTAL (60) $15,023 $18,064 $4.000 TOTAL (30-60) $241 ,567 $239,915 $226,1 40 TOTAL 110-60) 63.7 $2,380,216 $2,383,466 63 .9 $2,352,763 TOTAL LINE ITEMS - (SECOND PAGE) $151 ,993 $138,821 $217 .1 67 .. , GRAND TOTAL   ...... xxxxxx $2,532,209 $2,522,286 xxxxxx $2,569,930 Line Item Costs  Budget Actual Proposed Carver 1996-97 1996-97 1997-98 Stipends $28,990 $2 607 $13 390 Other Objects Indirect Costs $119,516 $132,656 $200 352 Vocational $0 so so Athletics $0 so so Gifted Programs $145 $151 $149 Plant Services $2,385 $2,415 $2 340 Reading $82 $80 $78 Science $0 so so English $239 S267 $234 Special Education $636 $644 $624 xxxxxx xxxxxx Total Line Items $151 ,993 $138,821 S217 167 Per Pupil Co\u0026amp;t 1996-97 1998-97 1997-98 3rd Qtr. ADM or Proj. 606 16 606 16 608 75 Total Costs $2,532,209 $2,522,286 S2,569,930 Per Pupil Cost $4,177 $4,161 $4,222 1997-98 BUDGET PROPOSAL(DRAFT1) 96-97 96-97 96-97 97-98 97-98 Gibbs Magnet School F.T.E. Budget Actual F.T.E. Proposed CERTIFIED 01 Principal 1 0 $51 ,859 S51 859 1 C 350 35,\nSTAFF 02 Asst. Prin. 1 0 S47,653 $4 7,653 ' D $58 119 03 Specialists 5 8 S 182,294 $177 .83 \u0026lt;: 5 8 5169956 04 Counselors 1 0 $42,870 $42 870 1 0 s.\n3 55~ 05 Media Spec. 1 0 $42,303 $42,260 1 0 S43 696 06 Art-Pert/Prod. 00 $0 so 00 SO 07 MUSIC 00 $0 so 00 SC 08 Foreign Lang 00 $0 so 0 0 so 09 Vocational 00 $0 so 00 so 10 Special Education 1 5 $56,580 $56,580 1 5 $50,753 11 Gifted 1 0 $29,832 $29,832 1 0 S31 04 7 12 Classroom 15 0 $462,335 $460.177 15 0 S485,954 13 Substitutes 0.0 $14 ,000 $12,600 00 $14 000 14 Other-Kindergarten 20 $63,266 $63,500 2 0 SG7 J 12 TOTAL CERTIFIED SALARY 29 3 $992,991 $985,1 66 29 3 S1 014 757 SUPPORT 15 Secretaries 1 4 $20,666 $20,666 1 4 S22 339 STAFF 16 Nurses 0 8 $11 ,181 $11 ,181 0 8 S14 569 17 Custodians 30 $38,802 $38 259 30 S40 09~ 18 Information Services 00 $0 so 02 SJ 736 19 Para professionals-Other 00 $0 . so 0 0 so 20 Other-Aides 5.6 $44 ,411 $44 ,644 56 $40,499 21 Fringe Benefits(20) $300,641 $292,885 $303,473 TOTAL SUPPORT SALARY 10.8 $415,701 $407,635 11 0 S424.712 TOTAL (10-20) $1,408,693 $1,392,802 S1 439,470 PURCHASED 22 Utilities $38,577 $33,320 S39 439 SERVICES 23 Travel $2,000 $762 $2 .000 (30) 24 Maintenance Agreements $250 )()()OCl()O(X. 25 Other $3,262 $4,899 xxxxxxxx S3 . 985 TOTAL (30) $44,089 $38,980 $45. 424 MATERIALS, 26 Princ1pal's Office $0 $0 S1 ,000 SUPPLIES 27 Reqular Classroom $35,000 $49,466 S49 625 (40) 28 Media $3,500 $1 ,897 $3,500 29 Other $1 ,860 $1 ,651 $1 ,260 TOTAL (40) $40,360 $53,013 $55 385 CAPITAL 30 Equipment $51 ,231 $24 ,156 S62 .059 OUTLAY 31 Buildinq Repair, etc. (50) 32 Other TOTAL (50) $51,231 $24 ,156 S62 059 OTHER 33 Dues and Fees $3,048 $2,983 S1 ,000 (60) 34 Other TOTAL (60) $3,048 $2,983 $1 ,000 TOTAL (30-60) $138,729 $119,133 $163,868 TOTAL (10-60) 40.1 $1,547,421 $1,511,935 40.3 $1 ,603,338 TOTAL LINE ITEMS (SECOND PAGE) $63,816 $71 ,037 $106 558 GRAND TOTAL xxxxxx $1,611,238 $1,582,971 xxxxxx $1,709 ,895 Line Item Costs  Budget Actual Proposed Gibb\u0026amp; 1996-97 1996-97 1997 -98 Stipends $771 $771 $540 Other ObJects Indirect Costs $6 1,1 42 $68,431 $104 236 Vocational $0 so so Athletics so so so Gifted Programs $80 $78 $78 Plant Services $1 ,305 $1 ,246 $1 218 Reading $42 $42 $41 Science $0 $0 so English $129 $1 38 $122 Special Education $348 $332 S325 xxxxxx )()()()()()( Total Line Items $63,816 $71 ,037 $106 558 Per Pupil Co\u0026amp;t 1996-97 1996-97 1997-98 3rd Qtr. ADM or ProJ. 312 69 312 69 316 71 Total Costs $1 ,611 ,238 $1 ,582,971 $1,709,895 Per Pupil Cost $5,153 $5 ,062 $5 ,399 1997-98 BUDGET PROPOSAL(DRAFT1) 96-97 96-97 96-97 97-98 97-98 Wllllams Magnet School - F.T.E. Budqet Actual F.T.E. Proposed CERTIFIED 01 Principal 1 0 S64 667 S64 667 '0 $66 66:: STAFF 02 Asst. Pnn. 1 0 $43,238 $43,238 o s.\n.i 83~ 03 Spec1al1sts 50 $195 748 $195 603 5 0 $201 181 04 Counselors 1 4 $34 952 $34 ,952 1 4 $51 530 05 Media Spec. 1 0 $31 818 S31,818 1 0 $31 151 06 Art-Perf /Prod 00 so so 00 so 07 Music 00 $0 so 00 so 08 Foreign Lang 00 $0 so 00 so 09 Vocational 00 so so 0 0 so 10 Special Education 11 $41,125 $39,793 1 $39 220 11 Gifted 20 S77,685 $77 685 20 S ~9 658 12 Classroom 20.0 $710,889 $710,623 20 0 S ~03 555 13 Substitutes 00 $16,000 $18,709 0 0 $20 000 14 Other-Kindergarten 3.0 $122,544 $122,629 3 0 S124 646 TOTAL CERTIFIED SALARY 35.5 $1 ,338,667 $1 ,339,717 35 5 S1362442 SUPPORT 15 Secretaries 2.6 $43, 1 so $43,1 51 26 $47,016 STAFF 16 Nurses 1.0 $38,427 $38,427 1 0 $39,749 17 Custodians 4.0 $52,200 $52,040 4 0 $47,750 18 Information Services 0.0 $0 $0 0 2 S3 736 19 Paraprofessionals-Other 0.0 $0 $0 0 0 $0 20 Other-Aides 9.0 $46,919 $46,146 90 S31 ,968 21 Fringe Benefits(20) $412,498 $406,793 S397,919 TOTAL SUPPORT SALARY 16.6 $593,194 $586,557 16 8 S568 138 TOTAL (10-20) $1 ,931 ,861 $1,926,274 S1,930,580 PURCHASED 22 Utilities $52,119 $49,359 $54 789 SERVICES 23 Travel $3,700 $305 $3,000 (30) 24 Maintenance Agreements 25 Other $4 ,650 $6,835 $6 ,000 TOTAL (30) $60,469 $56,499 $63,789 MATERIALS, 26 Principa l's Office xxxxxxxx SUPPLIES 27 Reqular Classroom $64,055 $66,541 $66 090 (40) 28 Media $5,000 $1 ,469 xxxx:xxxx $5,000 29 Other $1 ,681 $2,202 xxxxxxxx $1 ,400 TOTAL (40) $70,735 $70,212 xxxx:xxxx S 72 490 CAPITAL 30 Equipment $45,734 $43,453 xxxxxxxx $34 ,460 OUTLAY 31 Buildinq Repair, etc. xxxx:xxxx (50) 32 Other $350 so so TOTAL (50) $46,084 $43,453 xxxx:xxxx $34 480 OTHER 33 Dues and Fees $1 ,560 $1 ,560 xxxxxxxx $800 (60) 34 Other xxxxxxxx TOTAL (60) $1 ,560 $1 ,560 xxxxxxxx $800 TOTAL (30-60) $178,849 $171,725 xxxxxxxx $171 ,559 TOTAL (10-60) 52.1 $2,110,709 $2,097 ,998 52 3 S2, 102 138 TOTAL LINE ITEMS - (SECOND PAGE) $110,401 $119,320 xxxxxxxx S 172 794 GRAND TOTAL \u0026lt; ' ..  xxxxxx $2,221,111 $2,217,319 xxxxxx $2,274 ,932 Line Item Costs - Budget Actual Proposed Williams 1996-97 1996-97 1997-98 Stipends $10,000 $6. 734 SB 400 Other Objects Indirect Costs $97 ,573 $109,647 S161 631 Vocation al $0 $0 so Athletics $0 so so Gifted Programs $120 $125 S120 Plant Services $1,935 S1 ,996 s, 888 Reading $63 S67 S63 Science $0 so so English S194 S221 S1fl9 Special Education S516 S532 $503 xxxxxx xxxxxx Total Line Items $110,401 S119,320 S172 794 Per Pupil Cost 1996-97 1996-97 1997-98 3rd Qtr. ADM or Proj 501 02 501 02 491 10 Total Costs $2,221 ,111 $2,217,319 $2,274,932 Per Pupil Co\u0026amp;t $4,433 $4,426 $4,632 1997-98 BUDGET PROPOSAL(ORAFT 1) 96-97 96-97 96-97 97-96 97-96 Mann Magnet School F.T.E. Budqet Actual F.T.E. Proposed CERTIFIED 01 Principal 1 0 $67,161 $67,180 1 0 $68 17' STAFF 02 Asst. Prin. 3 0 $131 ,072 $131 ,072 30 $134 985 03 Specialists 36 $1 03,620 $117,165 36 $9~  23 04 Counselors 3 0 $11 9, 497 $119497 3 0 5'229 .. 9 05 Media Spec. 1 0 $43,986 $43 986 1 0 $44 702 06 Art-Per1./Prod. 00 $0 so 00 so 07 Music 00 $0 so 00 so 06 Foreign Lang 00 $0 $0 00 so 09 Vocational 56 $146,116 $176,765 5 6 S149 318 10 Special Education 1 3 $27,691 $30 769 1 3 S36 600 11 Gifted 0.0 $0 $0 00 so 12 Classroom 47 8 $1 ,540,964 $1,498,933 47 8 S1605497 13 Substitutes 00 $36,200 $34,438 00 $36 000 14 Other-Kindergarten 00 $0 $0 00 so TOTAL CERTIFIED SALARY 66 3 $2,216,326 $2,219,805 66 3 S2 292 381 SUPPORT 15 Secretaries 5.0 $87,147 $86,952 5 0 S98 328 STAFF 16 Nurses 1.0 $34 ,275 $34 ,275 1 0 S34 864 17 Custodians 60 $71 ,239 $71 ,238 60 $64 058 18 Information Services 0.0 $0 so 02 S3 736 19 Paraprofessionals-Other 1.0 $31 ,583 $30\n542 1 0 S33 763 20 Other-Aides 2.4 $37 ,956 $40,304 2 4 S37,240 21 Fringe Benefits(20) $663,070 $654 ,732 XXXXX\u0026gt;X\u0026lt; S657 749 TOTAL SUPPORT SALARY 15.4 $925,270 S918,043 15 6 $929 738 TOTAL (10-20) $3,141,596 $3,137,849 S3.222 119 PURCHASED 22 Utilities $169,940 $145,168 $169,276 SERVICES 23 Travel $6,900 $2,622 S4,000 (30) 24 Maintenance Agreements $4 ,500 $0 xxxxxxxx so 25 Other $37 ,011 $59,559 S61 4 74 TOTAL (30) $218,351 $207,349 S234, 750 MATERIALS, 26 Principal's Office $2,750 so $1 000 SUPPLIES 27 Reciular Classroom $100,928 $110,322 $129,299 (40) 28 Media $11 ,156 $10,71 0 $7 000 29 Other $5,900 $3,306 $3 000 TOTAL (40) $120,734 $124 ,337 S140 299 CAPITAL 30 Equipment $80,520 $91 ,316 S19,790 OUTLAY 31 BuildinQ Repair, etc. $3,000 $0 so (50) 32 Other TOTAL (50) $83,520 $91 ,316 $19,790 OTHER 33 Dues and Fees $2,400 $1 ,925 S1 500 (60) 34 Other TOTAL (60) $2,400 $1,925 S1.500 TOTAL /30-60) $425,005 $424,927 $396,339 TOTAL (10-60) 81.7 $3,S66,601 S3,562, 776 81 9 S3,618 457 TOTAL LINE ITEMS (SECOND PAGE) $204 ,382 $225,819 $339,350 \". GRAND TOTAL ... xxxxxx $3,770,984 $3,788,595 xxxxxx $3 ,957,807 Line Item Costs - Budget Actual Proposed Mann 1996-97 1996-97 1997 -98 Stipends $4,600 S2,543 S3, 150 Other Objects Indirect Costs $164,452 $187,1 27 $296 283 Vocational $16,000 $15,681 S 15 480 Athletics $14 ,500 $15,663 S19,592 Gifted Programs $0 so so Plant Services $3,450 $3, 406 $3,461 Reading $115 $114 $115 Science $0 $0 so English $31\\5 $377 $346 Special Education $920 $908 $923 xxxxxx xxxxxx Total Line Items $204,382 $225,819 $339,350 Per Pupil Co\u0026amp;t 1996-97 1996-97 1996-97 3rd Qtr. ADM or Proj. 855 06 855 06 900 23 Total Costs $3,770,984 $3,788,595 $3,957,807 Per Pupil co,t $4,410 $4,431 $4 ,396 1997-98 BUDGET PROPOSAL(ORAFT1)  96-97 96-97 96-97 97-98 97-98 Parkvlew Magnet School F.T.E. BudQet Actual F.T.E. Proposed CERTIFIED 01 Principal 1 0 $69,939 $69,939 1 0 S72 162 STAFF 02 Asst. Prin. 3 0 $157,079 $157079 30 S16 268 03 Specialists 9 8 $321 ,01 4 $333,660 9 8 S323 -180 04 Counselors 30 $137,832 $137,790 30 S140 860 OS Media Spec. 1 0 $36,020 $36,020 1 0 S36 635 06 Art-Perf./Prod 00 $0 so 0 0 so 07 Music 00 $0 so 0 0 so 08 Foreign Lang. 00 $0 so 0 0 so 09 Vocational 7.0 $201 ,772 $201 ,812 70 $194 499 10 Special Education 1.5 $39,465 $39,465 2 0 SS6 739 11 Gifted 00 $0 $0 00 so 12 Classroom 40.6 $1 ,458,121 $1 ,474.723 40 6 $1 614 801 13 Substitutes 00 $51 ,640 $34 042 0 0 $40 000 14 Other-Kindergarten 1 0 $43,100 $43,100 00 so TOTAL CERTIFIED SALARY 67 9 $2,515,982 $2,527,630 67 4 $2 640.444 SUPPORT 15 Secretaries 6.0 $136,599 $136,399 6 0 $151,599 STAFF 16 Nurses 0.6 $15,944 $15,944 06 $16,648 17 Custodians 8.0 $104 ,910 $103,185 8 0 S107,841 18 Information Services 0.0 $0 $0 02 $3,736 19 Paraprofessionals-Other 5.0 $125,271 $99\n602 5 0 $100,043 20 Other-Aides 2.0 $30,381 $31 ,632 20 $31 ,002 21 Fringe Benefits(20) $740,622 $731,515 $754 ,670 TOT AL SUPPORT SALARY 21 .6 $1,153,726 $1 ,118,277 21 8 S1, 165.538 TOTAL (10-20) $3,669,708 $3,645,907 xxxxxxxx S3 805,982 PURCHASED 22 Utilities $181,339 $204,767 xxxxxxxx S191 166 SERVICES 23 Travel $7,000 $2,225 S7 ,000 (30) 24 Maintenance Agreements $4,000 25 Other $20,870 $30,215 S63.550 TOTAL (30) $213,209 $237,207 S261 716 MATERIALS, 26 Principal's Office $850 $0 S500 SUPPLIES 27 Regular Classroom $115,423 $114,779 S166, 117 (40) 28 Media $6,403 $5,937 S9,200 29 Other $11 ,625 $5,451 $5,000 TOTAL (40) $134,301 $126,167 $180 817 CAPITAL 30 Equipment $83,000 $57,549 $43,437 OUTLAY 31 Buildinci Repair, etc. (SO) 32 Other $106 TOTAL (50) $83,000 $57,655 $43,437 OTHER 33 Dues and Fees $5,112 $5,857 $3,663 (60) 34 Other TOTAL (60) $5,112 $5,857 $3 663 TOTAL (30-60) $435,622 $426,886 $489,633 TOTAL (10-60) 89.5 $4,105,330 $4,072,793 89 2 $4 ,295,614 TOTAL LINE ITEMS - (SECOND PAGE) $214,526 $235,913 $358 787 .,,,./\"''''''\"'/\u0026lt; GRAND-TO.TAL :: .. ,:\n.:~:/ xxxxxx $4,319,857 $4,308,705 xxxxxx $4,654,401 Line Item Coats  Budget Actual Proposed Parkvlew 1996-97 1996-97 1996-97 Stipends $4,000 $3,539 so Other Objects Indirect Costs $172,238 $194,752 S316 189 Vocational $16,000 $16 319 $16,520 Athletics $17 ,500 $16,301 $20 908 Gifted Programs $0 $0 so Plant Services $3 ,420 $3,545 $3 693 Reading $114 $118 $123 Science $0 $0 $0 English $342 $392 S369 Special Education $912 $945 S985 xxxxxx xxxxxx Total Line Items $214 ,526 $235,913 $358,787 Per Pupil Cost  1996-97 1996-97 1996-97 3rd Qtr. ADM or Proj. 889.90 889 90 960 71 Total Costs $4,319,857 $4,308,705 $4,654,401 Per Pupil Cost $4,854 $4,842 $4,845 Donna Grady Creer Executive Director June 10, 1998 Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED JUN 1 5 1998 OFFICE OF DESEGREGATIOt~ N~qffi~ At its June 9, 1998 regularly-called meeting, the Magnet Review Committee, by formal motion and unanimous 6-0 vote, approved the interdistrict magnet schools' budget for the six original magnet schools for the 1997-98 school year (Draft l l, which includes the second year of funding for the fiveyear proposed program improvement plan for the same schools. The total amount budgeted, $18,159,205, is based on a per pupil expenditure of $4,654 per student, calculated from an actual third-quarter enrollment of 3, 90 l .89 students. This budget shows an increase of $84 .00 per student over the 1996-97 budget, with the second year of the five-year proposed program improvement plan included. As you know, there is an appeal before the Eighth Circuit regarding teacher retirement and health insurance which may have impact on the attached budget. Any revisions to the budget will be submitted to you for approval. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flexibility may be necessary, particularly during the 1998-99 school year. The Magnet Review Committee respectfully requests the Court's review and approval of the 1997-98 interdistrict magnet schools' budget attached herewith. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, c:zk-~ ~w.JJ Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachment: 1997-98 lnterdistrict Magnet Schools' Budget (Approved Draft l l cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring '.1Jijl7~ BV.DGET P~Of.\u0026gt;..OSA.L(DRAFT 1) ...   96-97 96-97 96-97 97-98 97-98 SUMMARY FOR.MAGNET SCHOOLS    F.T.E. Budget Actual F.T.E. Proposed CERTIFIED 01 Principal 6.0 $369,070 $369,069 6.0 $376 ,587 STAFF 02 Asst. Prin. 10 0 $\u0026lt;163 ,584 $463,585 10 0 S488, 462 03 Specialists 39.2 $1,327,018 $1,362,980 39 2 $1,343, 119 04 Counselors 12.4 $476,963 $476,836 12 4 $505,887 05 Media Spec. 6.5 $248,736 $248,693 6 5 $25 3,085 06 Art-Perf./Prod. 1.0 $23,723 $23,723 1 0 S26,065 07 Music 0.0 $0 so 00 so 08 Foreiqn Lanq . 0.0 $0 so 00 so 09 Vocational 12.6 $347 ,888 $378,577 12 6 $343,8 17 10 Special Education 8.2 $264 ,005 $265 ,751 8 7 $289,709 11 Gifted 5.4 $197,633 $197,633 5 4 $199,275 12 Classroom 177.9 \" $5,877,608 $5,84 3,9 11 177 9 $6 147,1 15 13 Substitutes 0 0 $154 ,990 $1 66,607 00 $165,000 14 Other-Kindergarten 14.0 $486,252 $486,572 13 0 $425,964 TOTAL CERTIFIED SALARY 293.2 $10,237,470 $10, 283,936 292 7 $10 564 086 SUPPORT 15 Secretaries 20.0 $373,625 $373,570 20 0 $407 495 STAFF 16 Nurses 5.4 $163 ,071 $1 63,569 5 4 $163,262 17 Custodians 29.0 $369,006 $365,788 29 0 S356,470 18 Information Services 0.0 $0 so 1 0 S22,415 19 Paraprofessionals-Other 6 0 $156,854 $130, 143 60 $133,806 20 Other-Aides 37 0 $312,743 $317 ,095 37 0 $285,101 21 Frinqe Benefits(20) $3,115,089 $3, 080,923 xxxxxxxx $3,090.046 TOTAL SUPPORT SALARY 97 .4 $4 ,490,388 $4 ,431 ,089 98 4 $4 458,595 TOTAL (10-20) $14,727 ,858 $14,715,.024 xxxxxxxx $15,022 681 PURCHASED 22 Utilities $591 ,944 $574 528 $617 803 SERVICES 23 Travel $33,600 $13,472 $27,000 (30) 24 Maintenance Agreements $8,750 $0 so 25 Other $82,878 $123,953 xxxxxxxx S156.919 TOTAL (30) $717 ,172 $711 ,953 x:xxxxxxx $801,722 MATERIALS, 26 Principal's Office $3,600 so xxxxx:xxx $2 500 SUPPLIES 27 Reqular Classroom $425,485 $450,479 xxxxxxxx S574 289 (40) 28 Media $41 ,523 $35 436 xxxxxxxx S35 450 29 Other $28,771 $20,114 )000()()()()( $17 632 TOTAL (40) $4 99, 379 $506,030 x:xxxxxxx $629 871 CAPITAL 30 Equipment $376,785 $316,694 xxxxxxxx $281 692 OUTLAY 31 Buildinci Repair, etc. xxxxxxxx $5,500 so xxxxxxxx so (50) 32 Other $350 S106 xxxxxxxx so TOTAL (50) $382,635 $316 800 xxxxxxxx $281 692 OTHER 33 Dues and Fees $27, 402 $30,648 xxxxxxxx S11 213 (60) 34 Other $0 $0 xxxxxxxx $0 TOTAL (60) $27,402 $30,648 x:xxxxxxx $11,213 TOTAL (30-60) $1 ,626,587 $1,565,431 xxxxxxxx $1 724,498 TOTAL (10-60) 390.6 $16,354 ,446 $16,280.455 391 1 $16 747 179 TOTAL LINE ITEMS - (SECOND PAGE) $890, 896 $929 702 xxxxxxxx S1 412.026 GRAND TOTAL xxxxxx $17,245 ,342 $17,210,157 xxxxxx $18,159,205 Line Item Costs - Budget Actual Proposed 1996-97 1996-97 1997-98 Stipends $69,094 $19,983 $33 837 Other Objects $0 $0 $0 Indirect Costs $736,303 $824,092 $1.284 189 Vocational $32,000 $32,000 $32 000 Athletics $32,000 $31,964 $40 500 Grfted Programs $500 $502 S500 Plant Services $15,000 $15,000 $15,000 Readinq $500 $500 $500 Science $0 $0 $0 Enqlish $1 ,500 $1,660 $1 500 Special Education $4,000 $4,000 $4 ,000 $0 $0 $0 )00()()()( $0 $0 $0 )00()()()( $0 $0 $0 Total Line Items $890,896 $929,702 $1 412 026 Per Pupil Cost 1996-97 1996-97 : 1997-98 3rd Qtr. ADM or Proj. 3,765.61 3,765 61 3,901 89 Total Costs $17,245,342 $17,210,157 $18159,205 Per Pupil Cost $4,580 $4,570 $4,654 1~7'.-98 BUDGET PROPOSAL(ORAFT1) 96-97 96-97 96-97 97-98 97 -98 BQOker Magnet School F.T.E. Budget Actual F.T.E. Proposed CERTIFIED 01 Principal 1.0 $59,663 $59,663 1 0 $61,582 STAFF 02 Asst. Prin. 1.0 $40,672 $40,672 1 0 $43,757 03 Specialists 70 $261 ,827 $262,257 7 0 $268,408 04 Counselors 2.0 $73 ,553 $73, 468 2 0 $76,155 05 Media Spec. 1.0 $41 ,963 $41 ,963 1 0 $42,653 06 Art-Perf./Prod. 1.0 $23,723 $23,723 1 0 $26,065 07 Music 00 $0 so 0 0 $0 08 Foreign Lang . 00 $0 $0 00 so 09 Vocational 0.0 $0 $0 0 0 so 10 Special Education 1.3 $50,243 $50,243 1 3 $55,624 11 Gifted 1.0 $38,946 $38,946 1 0 $39,594 12 Classroom 30.2 $998,938 $1,001,579 30.2 $1 042,379 13 Substitutes 0.0 $20,000 $47,118 00 $30,000 14 Other-Kindergarten 4.0 $126,243 $126,243 4 0 S105,300 TOTAL CERTIFIED SALARY 49.5 $1,735,772 $1,765,876 49 5 S1 791,516 SUPPORT 15 Secretaries 2.0 $34 ,706 $35,046 2 0 $39,821 STAFF 16 Nurses 1.0 $31 ,825 $32,145 1 0 $33 050 17 Custodians 4.0 $55,019 $54 ,958 4 0 $53,033 18 Information Services 0.0 $0 $0 02 $3,736 19 Para professionals-Other 0.0 $0 $0 0.0 so 20 Other-Aides 7.0 $59,679 $60,277 7.0 $56,973 21 Fringe Benefits(20) $520,352 $520,341 xxxxxxxx S519 779 TOTAL SUPPORT SALARY 14.0 $701 ,580 $702:767 14 2 $706,392 TOTAL (10-20) $2,437,352 $2,468,642 xxxxxxxx $2 497,909 PURCHASED 22 Utilities $78,070 $66,703 $81,480 SERVICES 23 Travel $5,000 $2,355 $2,000 (30) 24 Maintenance Agreements 25 Other $8,493 $1 2,7 11 I S13.350 TOTAL (30) $91 ,563 $81,769 $96,830 MATERIALS, 26 Principal's Office SUPPLIES 27 Reqular Classroom $42,079 $40,397 $105 498 (40) 28 Media $6,150 $6, 105 xxxxxxxx $5,250 29 Other $4,205 $3,475 $3,372 TOTAL (40) $52,434 $49,977 xxxxxxxx $1 14,120 CAPITAL 30 Equipment $60,059 $50,840 $65,760 OUTLAY 31 Buildinq Repair, etc. $2,500 so \" so (50) 32 Other xxxxxxxx TOTAL (50) $62,559 $50,840 xxxxxxxx S65 760 OTHER 33 Dues and Fees $259 $259 xxxxxxxx $250 (60) 34 Other TOTAL (60) $259 $259 xxxxxxxx S250 TOTAL (30-60) $206,816 $182,845 $276.960 TOTAL (10-60) 63.5 $2,644 ,167 $2,651 ,488 63.7 $2,774,869 TOTAL LINE ITEMS (SECOND PAGE) $145,777 $138,793 S217,370 GRAND TOTAL xxxxxx $2,789,944 $2,790,280 xxxxxx $2,992,238 Line Item Costs  Budget Actual Proposed Booker 1996-97 1996-97 1997-98 Stipends $20,733 $3 789 S8 357 Other Objects Indirect Costs $121,381 $131,479 S205 ,499 Vocational $0 $0 so Ath lelics $0 so so Gifted Programs $155 S149 S153 Plant Services S2,505 $2,393 $2 400 Reading $84 S80 S80 Science $0 $0 so Engli sh S251 $265 S240 Speci al Education $668 S638 S640 xxxxxx xxxxxx Total Line Items $145,777 $138,793 $217 ,370 Per Pupil Cost  1996-97 1996-97 1997-98 3rd Qtr. ADM or Proj. 600. 78 600.78 624 39 Tota l Costs $2,789,944 $2,790,280 $2,992,238 Per Pupil Cost ' $4,644 $4,644 $4,792 199!-988UOGET PROPOSAL(DRAFT1) 96-97 96-97 96-97 97-98 97-98 Carvei Ma~met School F.T.E. Budqet Actual F.T.E. Proposed CERTIFIED 01 Principal 1.0 $55,761 $55,761 1 0 $57,650 STAFF 02 Asst. Prin. 1.0 $43,871 $43,871 1 0 $45,496 03 Specialists 8.0 $262,515 $276,461 8 0 $285,971 04 Counselors 2.0 $68,259 $68,259 2 0 $70,795 05 Media Spec. 1.5 $52,645 $52,645 1 5 $54,248 06 Art-Perf./Prod. 0.0 $0 so 00 so 07 Music 00 $0 so 00 so 08 Foreign Lang. 00 $0 $0 00 so 09 Vocational 0.0 $0 so 00 so 10 Special Education 1.5 $48,900 $48,900 1 5 $50,773 11 Gifted 1.4 $51 ,170 $5 1,170 1 4 $48,976 12 Classroom 24.3 $706,362 $697,875 24 3 $694 929 13 Substitutes 0.0 $17,150 $1 9,700 00 $25,000 14 Other-K1nderga rten 4.0 $131 ,099 $1 31,099 4 0 $128,706 TOTAL CERTIFIED SALARY 44.7 $1 ,437 ,732 $1,445,741 44 7 $1,462,545 SUPPORT 15 Secretaries 3.0 $51 ,357 $51,357 3 0 $48,392 STAFF 16 Nurses 1.0 $31 ,419 $3 1,597 1 0 S24 383 17 Custodians 4.0 $46,837 $46,108 4 0 S43,692 18 Information Services 0.0 $0 so 0 2 $3.736 19 Para professionals-Other 0.0 $0 '$0 00 $0 20 Other-Aides 11 .0 $93,398 $94 ,091 11 0 $87, 419 21 Fringe Benefits(20) $477 ,906 $474,656 - $456,456 TOTAL SUPPORT SALARY 19.0 $700,917 $697,810 19 2 S664,078 TOTAL (10-20) $2,138,649 $2, 143,551 S2, 126,623 PURCHASED 22 Utilities $71 ,899 $75,210 v v $81 653 SERVICES 23 Travel $9,000 $5,202 $9,000 (30) 24 Maintenance Agreements xxxxxxxx 25 Other $8,591 $9,735 $8,560 TOTAL (30) $89,490 $90,1 47 $99,213 MATERIALS, 26 Princioal's Office v SUPPLIES 27 Reqular Classroom $68,000 $68.975 $57.660 (40) 28 Media $9,314 $9,319 $5.500 29 Other $3,500 $4 ,029 $3,600 TOTAL (40) $80,814 $82,323 $66.760 CAPITAL 30 Equipment $56,240 $49,380 S56 167 OUTLAY 31 Building Repair, etc. (50) 32 Other TOTAL (50) $56,240 $49,380 )()()()(X)()(X $56,167 OTHER 33 Dues and Fees $15,023 $1 8,064 $4,000 (60) 34 Other TOTAL (60) $15,023 $18,064 $4,000 TOTAL (30-60) $241 ,567 $239,915 $226,140 TOTAL {10-60) 63.7 $2,380,216 $2,383,466 63 9 S2,352 763 TOTAL LINE ITEMS (SECOND PAGE) $151 ,993 $138 821 $217 167 GRAND TOTAL xxxxxx $2,532,209 $2,522,286 xxxxxx $2,569,930 Line Item Costs - Budget Actual Proposed Carver 1996-97 1996-97 1997-98 Stipends $28,990 S2 607 S13.390 Other Objects Indirect Costs $119,516 $132,656 S200 352 Vocational $0 so so Athletics so so so Gifted Programs $145 $151 $149 Plant Services $2,385 $2,415 $2 340 Reading $82 $80 S78 Science $0 so $0 English $239 $267 S234 Special Education $636 $644 S624 xxxxxx xxxxxx Total Line Items $151 ,993 $138 821 $217,167 Per Pupil Cost 1996-97 1998-97 1997-98 3rd Qtr. ADM or Proj. 606.16 606.16 608 75 Total Costs $2,532,209 $2,522,286 $2,569,930 Per Pupil Cost $4,177 $4,161 $4,222 1997..~3 BUDGET PROPOSAL(ORAFT1) 96-97 96-97 96-97 97-96 97-98 GlbbsMagnet School F.T.E. Budget Actual F.T.E. Proposed CERTIFIED 01 Principal 1.0 $51 ,859 $51 ,859 1 0 S50,354 STAFF 02 Asst Prin. 1.0 $47 ,653 $47,653 1 0 S58, 119 03 Specialists 5.8 $182,294 $177 ,834 5 8 $169,956 04 Counselors 1.0 $42,870 $42,870 1 0 $43,567 05 . Media Spec. 1.0 $42,303 $42,260 1 0 $43,696 06 Art-Perf./Prod. 0.0 $0 so 00 $0 07 Music 0.0 $0 $0 00 so 08 Foreign Lang . 0.0 $0 $0 00 so 09 Vocationa l 0.0 $0 so 00 so 10 Special Education 1.5 $56,580 $56,580 1 5 S50,753 11 Gifted 1 0 $29, 832 $29,832 1 0 S31 04 7 12 Classroom 15.0 $462 ,335 $460,177 15 0 S485,954 13 Substitutes 0.0 $14 ,000 $12,600 00 $14 000 14 Other-Kindergarten 2.0 $63,266 $63,500 2 0 $67,312 TOTAL CERTIFIED SALARY 29.3 $992,991 $985,166 29 3 S1 014,757 SUPPORT 15 Secretaries 1.4 $20,666 $20,666 1 4 $22,339 STAFF 16 Nurses 0.8 $11,181 $11,181 08 $14 569 17 Custodians 3.0 $38,802 $38,259 3 0 S40 097 18 Information Services 0.0 $0 so 02 S3. 736 19 Para professionals-Other 0.0 $0 : $0 00 so 20 Other-Aides 5.6 $44 ,411 $44 ,644 5 6 $40,499 21 Fringe Benefits(20) $300,641 $292,885 S303,473 TOTAL SUPPORT SALARY 10.8 $415,701 $407,635 11 0 S424,712 TOTAL (10-20) $1 ,408,693 $1,392,802 $1,439,470 PURCHASED 22 Utilities $38, 577 $33,320 xxxxxxxx $39 439 SERVICES 23 Travel . $2,000 $762 xxxxxxxx $2 000 (30) 24 Maintenance Agreements $250 xxxxxxxx 25 Other $3,262 $4,899 . . .. $3,985 TOTAL (30) $44 ,089 $38,980 S45.424 MATERIALS, 26 Principal's Office $0 so - - S1,000 SUPPLIES 27 Regular Classroom $35,000 $49,466 S49 625 (40) 28 Media $3,500 $1 897 $3,500 29 Other $1 ,860 $1,651 - S1,260 TOTAL (40) $40,360 $53,013 $55 385 CAPITAL 30 Equipment $51 ,231 $24,156 $62 059 OUTLAY 31 Buildinq Repair, etc. (50) 32 Other xxxxxxxx TOTAL (50) $51 ,231 $24,156 $62059 OTHER 33 Dues and Fees $3,048 $2 983 $1 000 (60) 34 Other TOTAL (60) $3,048 $2,983 . $1 000 TOTAL (30-60) $138,729 $1 19,133 $163,868 TOTAL (10-60) 40.1 $1 ,547 ,421 $1,511 ,935 40 3 $1 603,338 TOTAL LINE ITEMS - (SECOND PAGE) $63,816 $71,037 $106,558 GRAND TOTAL xxxxxx $1,611,238 $1 ,582,971 xxxxxx $1,709,895 Line Item Costs - Budget Actual Proposed Gibbs 1996-97 1996-97 1997-98 Stipends $771 $771 S540 Other Objects Indirect Costs $61,142 $68,431 S104 .236 Vocational $0 $0 so Athletics $0 $0 so Gifted Programs $80 $78 S78 Plant Services $1,305 $1,246 $1,218 Reading $42 $42 $41 Science $0 $0 so English $129 $138 $122 Special Education $348 $332 $325 xxxxxx xxxxxx Total Line Items $63,816 $71,037 $106,558 Per Pupil Colit 1996-97 1996-$7 1997-98 3rd Qtr. ADM or Proj. 312.69 312 69 316 71 Total Costs $1,611 ,238 $1 ,582 ,971 $1,709,895 Per Pupil Cost $5,153 $5,062 $5,399 '!997~~8 BUDGET PROPOSAL(DRAFT1) 96-97 96-97 96-97 97 -98 97-98 wiui,ffi's Mai.net School . F.T.E. Budqet Actual F.T.E. Proposed CERTIFIED 01 Principa l 1.0 $64,667 $64 667 1 0 $66 662 STAFF 02 Asst. Prin. 1 0 $43,238 $43,238 1 0 $~4 837 03 Speci al ists 5.0 $195,748 $195,603 50 $201 HJ1 04 Counselors 1.4 $34,952 $34,952 1 4 $51,530 05 Media Spec. 1.0 $31,818 $31,818 1 0 S31, 151 06 Art-Perf./Prod. 0.0 $0 so 00 so 07 Music 00 $0 $0 00 $0 08 Foreign Lang . 0.0 $0 $0 00 so 09 Vocational 0.0 $0 $0 00 $0 10 Speci al Educat ion 1. 1 $41,125 $39,793 1 1 $39 220 11 Gifted 2 0 $77,685 $77,685 20 $79 658 12 Classroom 20.0 $7 10,889 $710,623 20 0 $703,555 13 Substitutes 0.0 $16,000 $18,709 00 $20 000 14 Other-Kindergarten 3.0 $122,544 $122,629 30 $124,646 TOTAL CERTIFIED SALARY 35.5 $1,338,667 $1,339,717 35 5 $1 362,442 SUPPORT 15 Secretaries 2.6 $43,150 $43,151 26 $47,016 STAFF 16 Nurses 1.0 $38,427 $38,427 1 0 S39,749 17 Custodians 4.0 $52,200 $52,040 4 0 $47,750 18 Information Services 0.0 $0 $0 02 $3,736 19 Para profess ionals-Other 0.0 $0 $0 00 $0 20 Other-Aides 9.0 $46,919 $46,146 9 0 $31,968 21 Fringe Benefits(20) $41 2, 498 $406,793 xxxxxxxx $397,919 TOTAL SUPPORT SALARY 16.6 $593,194 $586,557 16.8 $568 138 TOTAL (10-20) $1, 931 ,861 $1,926,274 $1,930,580 PURCHASED 22 Utilities $52,1 19 $49,359 $54,789 SERVICES 23 Travel $3,700 $305 $3,000 (30) 24 Maintenance Agreements 25 Other $4,650 $6,835 $6,000 TOTAL (30) $60,469 $56,499 $63 789 MATERIALS, 26 Principal's Office xxxxxxxx SUPPLIES 27 Regular Classroom $64 ,055 $66,541 $66,090 (40) 28 Media $5,000 $1,469 xxxxxxxx S5,000 29 Other $1,681 $2,202 xxxxxxxx $1,400 TOTAL (40) $70,735 $70,212 $72 490 CAPITAL 30 Equipment $45,734 $43,453 xxxxxxxx $34,480 OUTLAY 31 Building Repair, etc. xxxxxxxx (50) 32 Other $350 $0 $0 TOTAL (50) $46,084 $43,453 xxxxxxxx $34 480 OTHER 33 Dues and Fees $1 ,560 $1,560 xxxxxxxx $800 (60) 34 Other xxxxxxxx TOTAL (60) $1,560 $1,560 xxxxxxxx $800 TOTAL (30-60) $178,849 $17 1,725 $171,559 TOTAL (10-60) 52.1 $2,110,709 $2, 097,998 52 3 $2,102.138 TOTAL LINE ITEMS - (SECOND PAGE) $110,401 $119,320 xxxxxxxx $172.794 GRAND TOTAL xxxxxx $2,221 ,111 $2,217 ,319 xxxxxx $2 ,274,932 Line Item Costs - Budget Actual Proposed Williams 1996-97 1996-97 1997-98 Stipends $10,000 $6,734 S8.400 Other Objects Indirect Costs $97,573 $109 647 S161 631 Vocational $0 $0 so Athletics $0 $0 so Gifted Programs $120 $125 S120 Plant Services $1,935 $1,996 S1 888 Reading $63 $67 S63 Science $0 so so English $194 $221 $189 Special Education $516 $532 S503 )00()()()( )00()()()( Total Line Items $110,401 $119,320 $172794 Per Pupil Cost 1996-97 1996-97 1997-98 3rd Qtr. ADM or Proj. 501.02 501 02 491 10 Total Costs $2,221 ,111 $2,217 ,319 $2,274 ,932 Per Pupil Cost $4,433 $4,426 $4,632 1~1~.\n13UQGET f'ROPOSAl(ORAFT 1) 96-97 96-97 96-97 97-98 97-98 MahhMaqnet School f.  F.T.E. 8Ud\\'.let Actual F.T.E. Proposed CERTIFIED 01 Principal 1.0 $67,181 $67,180 1 0 $68.177 STAFF 02 Asst. Prin. 3.0 $131,072 $131,072 3 0 $134,985 03 Specialists 3.6 $103,620 $117,165 3 6 $94,123 04 Counselors 3.0 $119,497 $119,497 3 0 $122,979 05 Media Spec. 1 0 $43,986 $43,986 1 0 $44,702 06 Art-Perf./Prod. 0.0 $0 $0 0 0 $0 07 Music 0.0 $0 $0 0 0 $0 08 Foreign Lang. 0.0 $0 $0 0 0 so 09 Vocational 5.6 $146,116 $176,765 5 6 $149 318 10 Special Education 1.3 $27,691 $30,769 1 3 S36,600 11 Gifted 00 $0 $0 00 so 12 Classroom 47.8 $1,540,964 $1,498,933 47 8 $1,605,497 13 Substitutes 0.0 $36,200 $34 ,438 00 $36 000 14 Other-Kindergarten 0.0 $0 $0 00 $0 TOTAL CERTIFIED SALARY 66.3 $2,216,326 $2,219,805 66.3 $2,292,381 SUPPORT 15 Secretaries 5.0 $87,147 $86,952 5.0 $98,328 STAFF 16 Nurses 1.0 $34,275 $34 ,275 1 0 $34,864 17 Custodians 6.0 $71,239 $71,238 60 $64,058 18 Information Services 0.0 $0 $0 0.2 S3,736 19 Paraprofessionals-Other 1.0 $31,583 $30,'.542 1 0 $33,763 20 Other-Aides 2.4 $37,956 $40,304 2 4 $37 240 21 Fringe Benefits(20) $663,070 $654,732 S657,749 TOTAL SUPPORT SALARY 15.4 $925,270 $918,043 15.6 $929,738 TOTAL (10-20) $3,141,596 $3,137,849 S3,222,119 PURCHASED 22 Utilities $169,940 $145,168 xxxxxxxx $169,276 SERVICES 23 Travel $6,900 $2,622 $4,000 (30) 24 Maintenance Agreements $4,500 $0 xxxxxxxx so 25 Other $37,011 $59,559 $61 474 TOTAL (30) $218,351 $207 ,349 $234,750 MATERIALS, 26 Principal's Office $2,750 $0 $1,000 SUPPLIES 27 Regular Classroom $100,928 $110,322 xxxxxxxx $129,299 (40) 28 Media $11,156 $10,710 $7,000 29 Other $5,900 $3,306 S3 000 TOTAL (40) $120,734 $124,337 $140299 CAPITAL 30 Equipment $80,520 $91,316 $19,790 OUTLAY 31 Building Repair, etc. $3,000 $0 $0 (50) 32 Other TOTAL (50) $83,520 $91 ,316 S 19 790 OTHER 33 Dues and Fees $2,400 $1 ,925 $1 500 (60) 34 Other TOTAL (60) $2,400 $1 ,925 $1 500 TOTAL (30-60) $425,005 $424,927 $396,339 TOTAL (10-60) 81.7 $3,S66,601 $3 562,776 81 9 S3618,457 TOTAL LINE ITEMS - (SECOND PAGE) $204,382 $225,819 S339.350 GRAND TOTAL xxxxxx $3,770,984 $3,788,595 xxxxxx $3 ,957,807 Line Item Costs - Budget Actual Proposed Mann 1996-97 1996-97 1997-98 Stipends $4,600 $2,543 $3,150 Other Objects Indirect Costs $164,452 $187 ,127 $296,283 Vocational $16,000 $15,681 $15480 Athletics $14,500 $15,663 $19 592 Gifted Programs $0 $0 $0 Plant Services $3,450 $3,406 $3,461 Reading $115 $114 $115 Science $0 $0 so English $31\\5 $377 S346 Special Education $920 $908 $923 xxxxxx xxxxx:x Total Line Items $204,382 $225,819 $339,350 Per Pupil Cost' 1996-97 1996-97 1996-97 3rd Qtr. ADM or Proj. 855.06 855 06 900 23 Total Costs $3,770,964 $3,788,595 $3,957,807 Per Pupil Cost \" i\"' $4,410 $4,431 $4,396 1~1i!d~HRC}F'.!PB9~P~AL(OR),\\FT1} ' 96-97 96-97 96-97 97-98 97-98 P.an\u0026amp;lew-Ma!'inetsc:tioo1 :,    ' F.T.E. Budi:iet Actual F.T.E. Proposed CERTIFIED 01 Principal 1.0 $69,939 $69,939 1 0 $72,162 STAFF 02 Asst. Prin. 3.0 $157,079 $157,079 3.0 $161,268 03 Specialists 9.8 $321 ,014 $333,660 98 $323,480 04 Counselors 3.0 $137 ,832 $137,790 3 0 $140,860 05 Media Spec. 1.0 $36,020 $36,020 1 0 $36,635 06 Art-Peri.IP rod. 0.0 $0 $0 00 $0 07 Music 0.0 $0 $0 00 $0 08 Foreign Lang. 0,0 $0 so 00 so 09 Vocational 7.0 $201,772 $201 ,812 7 0 $194,499 10 Special Education 1.5 $39,465 $39,465 2.0 S56,739 11 Gifted 0.0 $0 so 00 $0 12 Classroom 40.6 $1 ,458,121 $1,474,723 40 6 $1,614,801 13 Substitutes 0.0 $51 ,640 $34 ,042 00 $40,000 14 Other-Kindergarten 1.0 $43,100 $43,100 00 $0 TOTAL CERTIFIED SALARY 67.9 $2,515,982 $2,527,630 67 4 $2,640,444 SUPPORT 15 Secretaries 6,0 $136,599 $136,399 60 $151,599 STAFF 16 Nurses 0.6 $15,944 $15,944 06 $16,648 17 Custodians 8.0 $104 ,9 10 $103,185 8 0 $107,841 18 Information Services 0,0 $0 $0 02 $3,736 19 Paraprofessionals-Other 5.0 $125,271 $99\n602 5 0 $100043 20 Other-Aides 2.0 $30,381 $31,632 20 $31,002 21 Fringe Benefits(20) $740,622 $731,515 $754,670 TOT AL SUPPORT SALARY 21 .6 $1 ,153,726 $1,118,277 21 8 $1,165538 TOTAL (10-20) $3,669,708 $3,645,907 xxxxxxxx $3,805,982 PURCHASED 22 Utilities $181,339 $204 767 xxxxxxxx $191,166 SERVICES 23 Travel $7,000 $2,225 xxxxxxxx $7 000 (30) 24 Maintenance Agreements . $4,000 25 Other $20,870 $30,215 xxxxxxxx $63 550 TOTAL (30) $213,209 $237,207 xxxxxxxx $261,716 MATERIALS, 26 Principal's Office ... $850 so xxxxxxxx $500 SUPPLIES 27 Regular Classroom $115,423 $114,779 $166,117 (40) 28 Media $6,403 $5,937 $9,200 29 Other $11 ,625 $5,451 xxxxxxxx $5 000 TOTAL (40) $134,301 $126,167 $180,817 CAPITAL 30 Eouipment $83,000 $57,549 $43,437 OUTLAY 31 Building Repair, etc. (SO) 32 Other $106 TOTAL (50) $83,000 $57,655 $43,437 OTHER 33 Dues and Fees $5,112 $5,857 $3,663 (60) 34 Other xxxxxxxx TOTAL (60) $5,112 $5,857 xxxxxxxx $3,663 TOTAL (30-60) $435,622 $426,886 $489 633 TOTAL (10-60) 89.5 $4,105,330 $4,072,793 89 2 $4 295 614 TOTAL LINE ITEMS - (SECOND PAGE) $214,526 $235,913 xxxxxxxx $358,787 GRAND TOTAL xxxxxx $4,319,857 $4,308 ,705 xxxxxx $4,654,401 Line Item Costs - Budget Actual Proposod Parkview 1996-97 1996-97 1996-97 Stipends $4,000 $3,539 so Other Objects Indirect Costs $172,238 $194,752 $316,189 Vocational $16,000 $16 319 $16 520 Athletics $17,500 $16,301 $20,908 Gifted Programs $0 $0 so Plant Services $3,420 $3,545 $3,693 Reading $114 $118 $123 Science $0 $0 $0 English $342 $392 $369 Special Education $912 $945 $985 xxxxxx xxxxxx Total Line Items $214,526 $235,913 $358,787   1996-97 1996-97 1996-97 3rd Qtr. ADM or Proj. 889.90 889.90 960.71 Total Costs $4,319,857 $4,308,705 $4,654,401 $4,854 $4,842 $4,845 Memo To: From: Subject: Date: Ann Gene Magnet budget '97-'98 June 9, 1998 The new procedure for magnet school budgeting requires the MRC to reconcile the budget following the 3rd quarter adm figures so that the final budget can be based on actual student enrollment. The attached attendance figures and summary of the budget were approved by the MRC 6-9-98 for submission to the Court for approval. Please note that this budget is for the 1997-98 school year. ORIGINAL SIX MAGNET SCHOOLS ATTENDANCE UPDATE ADM METHOD 05/12/98 3 Qtr Avg 3rd Quarter 2nd Quarter 1st Quarter -- -\u0026gt;- SCHOOLS 1997-98 1997-98 1997-98 1997-98 1996-97 1995-96 1994-95 BOOKER 624.39 622.21 624.46 632.16 600.78 594.05 559.63 CARVER 608.75 607.12 609.63 610.47 606.16 595.67 582.50 GIBBS 316.71 319.36 319.90 318.02 312.69 290.60 289.10 WILLIAMS 491.10 494.13 499.16 484.55 501 .02 496.17 449.80 MANN 900.23 900.62 901 .23 895.45 855.06 821 .75 842.80 PARKVIEW 960.71 959.86 959.01 948.31 889.90 832.65 799.00 TOTAL 3901 .89 3903.30 3,913.39 3,888.96 3,765.61 3,630.89 3,522.83 DISTRICTS LASO 2441 .09 2457.85 2,451 .09 2,413.63 2312.63 2201.59 2090.95 NLASD 512.78 506.98 509.35 522.27 474.81 477.83 468.47 PCSSD 948.02 938.47 952.95 953.06 978.171 951 .47 963.41 I I TOTAL 3901 .89 3,903.30 3,913.39 3888.96 3765.61 3630.891 3522.83 I I RATE /ADM $ 4,654.00 $ 4,570.00 $4,063.00 S 4,053.00 -- --~ I i ----- I FIRST QUARTER 1997-98 SCHOOLS LASO NLRSD PCSSD TOTAL BOOKER 373.37 104.47 154.32 632.16 CARVER 333.37 106.20 170.90 610.47 GIBBS 214.89 44.89 58.24 318.02 WILLIAMS 287.95 59.13 137.47 484.55 MANN 562.81 105.64 227.00 895.45 PARKVIEW 641 .24 101.94 205.13 948.31 TOTAL 2,413.63 522.27 953.06 3,888.96 SECOND QUARTER 1997--98 LASO NLRSD PCSSD TOTAL SCHOOLS - - --- ----------- BOOKER 374.96 99.76 149.74 624.46 CARVER 330.33 106.01 173.29 609.63 GIBBS 220.18 42.74 56.98 319.90 WILLIAMS 298.89 60.67 139.60 499.16 MANN 572.07 100.60 228.56 901.23 PARKVIEW 654.66 99.57 204.78 959.01 TOTAL 2,451.09 509.35 952.95 3,913.39 THIRD QUARTER 1997-98 LASO NLRSD PCSSD TOTAL SCHOOLS  -- ------ BOOKER 374.49 101.09 146.63 622.21 CARVER 331.36 103.70 172.06 607.12 GIBBS 221.19 42.85 55.32 319.36 WILLIAMS 294.96 59.15 140.02 494.13 MANN 572.37 99.29 228.96 900.62 PARKVIEW 663.48 100.90 195.48 959.86 TOTAL 2457.85 506.98 938.47 3903.30 THREE QUARTER AVG 1997-98 LASO NLASD PCSSD TOTAL SCHOOLS BOOKER 373.27 100.54 150.58 624.39 CARVER 333.56 104.56 170.63 608.75 GIBBS 217.42 42.87 56.42 316.71 WILLIAMS . 292.93 59.94 138.23 491.10 MANN 570.08 101.94 228.21 900.23 PARKVIEW 653.83 102.931 203.95 960.71 TOTAL 2441.09 512.781 948.02 3901.89 , / / 1r~1~w~~5~fttiuE+~~irti1i::i11111~:~:11!:1 :::1) .- 96~97/ ::~~::~: /{.96:.9]:/''it'\\t WNJ%96~97/:i'/S, . 97-98\\. ?:i/\\#'97::.ssth\\:@ F.~T.E'i .:~~li:=i= BudgeC':W: tWttActuak%t\\, i F,T.E') MM Prol:!OsecfNt CERTIFIED 01 Principal 6.0 $369,070 $369,069 6.0 $376,587  STAFF 02 Asst. Prin. 10.0 $463,584 $463,585 10.0 $488,462 03 Specialists 39.2 $1 ,327,018 $1,362,980 39.2 $1,343,119 04 Counselors 12.4 $476,963 $476,836 12.4 $505,887 05 Media Spec. 6.5 $248,736 $248,693 6.5 $253,085 06 Art-Pert/Prod. 1.0 $23,723 $23,723 1.0 $26,065 07 Music 0.0 $0 so 0.0 $0 08 Foreign Lang. 0.0 $0 so 0.0 $0 09 Vocational 12.6 $347,888 $378,577 12.6 $343,817 10 Special Education 8.2 $264,005 $265,751 8.7 $289,709 11 Gifted 5.4 $197,633 $197,633 5.4 $199,275 12 Classroom 177.9 $5,877,608 $5,843,911 177.9 $6.147,115 13 Substitutes 0.0 $154,990 $166,607 0.0 $165,000 14 Other-Kinderqarten 14.0 S486,252 $486,572 13.0 $425,964 TOTAL CERTIFIED SALARY 293.2 $10,237,470 $10,283,936 292.7 $10,564,086 SUPPORT 15 Secretaries 20.0 $373,625 $373,570 20.0 $407,495 STAFF 16 Nurses 5.4 $163,071 $163,569 5.4 $163,262 17 Custodians 29.0 $369,006 $365,788 29.0 $356,470 18 Information Services 0.0 $0 so 1.0 522.415 19 Paraprofessionals-Other 6.0 $156,854 $130,1 43 6.0 $133,806 20 Other-Aides 37.0 $312,743 $317,095 37.0 S285, 101 21 Fringe Benefits(20) $3,115,089 $3,080,923 $3,090,046 TOTAL SUPPORT SALARY 97.4 $4,490,388 S4,431 ,089 98.4 $4,458,595 TOTAL (10-20) $14,727,858 $14,715,024 $15,022,681 PURCHASED 22 Utilities $591,944 $574,528 $617,803 SERVICES 23 Travel $33,600 $13,472 $27,000 (30) 24 Maintenance Agreements $8,750 so $0 25 Other S82,878 $123,953 $156,919 TOTAL (30) $717,172 $711 ,953 $801,722 MATERIALS, 26 Principal's Office $3,600 so $2,500 SUPPLIES 27 Regular Classroom $425,485 $450,479 $574,289 (40) 28 Media $41 ,523 $35,436 $35,450 29 Other $28,771 $20,114 $17,632 TOTAL (40) $499,379 $506,030 CV\"'\"'...--..,..,,. $629,871 ~ CAPITAL 30 Equipment $376,785 $316,69\u0026lt;1 $281 ,692 OUTLAY 31 Building Repair, etc. $5,500 so  ' $0 (50) 32 Other $350 $106 $0 TOTAL (50) $382,635 $316,800 $281 ,692 OTHER 33 Dues and Fees $27,402 $30,648 $11 ,213 (60) 34 Other $0 so $0 TOTAL (60) $27,402 $30,648 $11,213 TOTAL (30-60) $1,626,587 $1,565,431 $1,724,498 TOTAL (10-60) 390.6 $16,354,446 $16,280,455 391.1 $16,747,179 TOTAL LINE ITEMS - (SECOND PAGE) $890,896 $929,702 $1,412,026 : h l'){GRANOTOTAlf /{{/::}: xxxxx:( { : $17~.245i:34Z ::\\:),.$.17i210\n15'l,:: xxxxxx::: t'$t8n~i2os:,,\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_84","title":"Memos received","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1997-01","1997-02","1997-03","1997-04","1997-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Education and state"],"dcterms_title":["Memos received"],"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/84"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["memorandums"],"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\nArkansas DIREC..\"'TOR'S COMMUNICATION DEPARTMENT OF EDUCATION R 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (50 I) 682-4475 ECEIVED GENE WILHOIT, Director, General Education Division NO: CUR-97-050 Page: I of 2 JAN 1 3 1997 Date: January 9, 1997 Forward Copies To: Superintendents, Co-Op Directors Elementary Principals Type of Memo: Informational Other: Alternative Schools Response Required By: Those Affected Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Early Childhood Education Arkansas Early Childhood Commission Child Care and Development Block Grant Specialized Child Care Service Contracts SFY 97-98 Request for Proposals (RFP) Index Code: IHBI Regulatory Authority: CFDA 93.575, Child Care and Development Block Grant Act of 1990\nOmnibus Budget Reconciliation Act of 1990: Section 5082. Public Law 101-508. Personal Responsibility and Work Opportunity Reconciliation Act of 1996. Arkansas State Statute 20-78-501 Contact Person: Glenda Bean Kathy Stegall Phone No: 682-4891 The Arkansas Early Childhood Commission is charged with the responsibility of administering the Child Care and Development Block Grant funds made available to the state for the purpose of IMPROVING THE QUALITY OF CHILD CARE AND TO INCREASE THE AVAILABILITY OF EARLY CHILDHOOD DEVELOPMENT A D BEFORE-ANDAFTER SCHOOL CARE SERVICES. The e funds are specifically set aside in the Block Grant State Plan, \"to establish or expand and conduct programs.\" Funds are provided through reimbursable contracts for the provision of direct child care services under the specialized child care service contract. Din:ctor's Memo Page~ of 2 .Ian. 11\u0026gt;1\u0026gt;7 The Commission has issued a Request for Proposals (RFP) and is currently soliciting proposals which address the following child care service priorities for funding: 1. Infant and Toddler Care 2. School-age child care 3. Extensions of other early childhood programs or Head Start for full-day and full-year services. Any licensed, non-sectarian, developmentally appropriate early childhood program that serves any mixture of children ages birth through 12 years of age is eligible for funding. These programs may include but not be limited to: Child Day Care Centers, Infant and Toddler Centers. Public School Programs for full day care of preschool age children or before and after school care for school-age children (exclusive of the required K-12 programs), Day Care Family Homes. Child Development Programs, Head Start and/or Community-Based Programs. Individual programs, agencies or districts may plan single programs and/or collaborative programs between agencies, education cooperatives, or school districts may be proposed. Approximately $350,000 is available for new contract proposals for SFY 98. Programs will be required to comply with the Arkansas Child Care Approval Rules and Regulations within one (I) year of initial funding in order to continue under contract with the Commission. The Approval System establishes that a program meets developmentally appropriate program criteria for operation and is approved by the State Board of Education. The full Request for Proposals may be obtained by contacting the Commission at 501-682-4891 or by writing: Arkansas Early Childhood Commission 101 East Capitol, Suite l 06 Little Rock, AR 72201 Proposals must be received in the Commission office by 4:30 p.m. Friday, February 21, 1997. (Postmark dates will not be considered as date of receipt.) The proposal must be in the Commission office to be considered. Proposals received after the deadline will not be considered. .RE Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION VE~TATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 ~/ GENE WILHOIT, Director, General Education Division NO: CUR 97-049 JAN I 3 1997 Page: 1 of 1 OFFICE OF DESEGREl:IRH\\aH'Hll'alfliHtli\"t!Nlf---------, Forward Copies To: Superintendents, Co-Op Directors High School Principals, Middle/Jr. High Principals, Elementary Principals Other: GIT Coordinators, Staff Development Coordinators, Counselors Date: January 9, 1997 Type of Memo: Informational Response Required By: Optional There are attachments to this memo. Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Gifted and Talented Education Index Code: IHBB 1997 AGATE Conference Information and Registration Forms Regulatory Authority: N/ A Contact Person: Ann M. Biggers Linda White Phone No: 501-682-4224 501-743-9100 Arkansans for Gifted and Talented Education and the Arkansas Department of Education are pleased to announce the following information about the Seventeenth Annual AGATE Conference. This annual conference will once again be held at the DoubleTree Hotel and Robinson Center in Little Rock. Dates fo:- the conference are February 19-21, 1997. The pre-conference is scheduled for Wednesday, February 19. Three action labs and a one-day workshop are available as part of the pre-conference registration fee for each participant. The action labs include a trip to the Arkansas School for Mathematics and Sciences in Hot Springs, a visit to the Arkansas Heritage Preservation, or the low element Ropes Course at Heifer Project International. Dr. Reva Friedman from the University of Kansas will provide the workshop, \"Using Ecotheathre to Help Bright Students Move From Learned Helplessness to Empowered Optimism.\" This year's conference theme is \"Developing a Picture of Excellence: Spotlight on Gifted Education.\" The keynote speaker for Thursday is Nancy Johnson, internationally known educational consultant and president of Pieces of Learning, a division of Creative Leaming Consultants. Ms Johnson will also present at Thursday evening's Parent Night. On Friday, Dr. Jerry Flack, noted author, editor, and University of Colorado professor, will be a featured keynote speaker. The conference will also include breakout sessions with both local and out-of-state presenters. (Over) For the third, year the Administrator's Leadership Institute will be featured on Thursday morning, February 20, as part of the AGATE Conference. Dr. Leon McLean, Director of the O.U.R. Educational Cooperative in Harrison, will present an overview of \"The Seven Habits of Highly Effective People\" from Dr. Stephen Covey's book. At this time, the O.U.R. Co-op is the only Covey Center licensed educational agency in Arkansas. Other aspects of the conference are parenting sessions, a student photography contest. and recognition of award winning educators and programs. Retirees will be acknowledged at Friday's luncheon. A new strand of several large, interactive group discussions will be introduced on Friday afternoon. This \"Meeting of the Minds\" will cover current topics and issues relevant to gifted education. including updates from the ADE. advocacy, and gifted education's role in the frameworks movement. Enclosed is a program overview and a registration form. The registration deadline is January 24. 1997. although late registration and on-site registration is available. The Double Tree Hotel is holding a block of rooms with special conference rates until January 24. 1997. Rates are $65.00 per single or double occupancy, $75.00 per triple, and $85.00 per quad. Suites are also available. Reservations may be made by calling 372-4371 or 1-800-937-2789. Please mention AGATE to secure the conference rates. Please copy anc. share this information with any other interested personnel. Arkansans for Gifted and Talented Education presents THE SEVENTEENTH ANNUAL AGATE CONFERENCE special session \"The Third Administrator's Leadership Institute\" February 20, 1997 DoubleTree Hotel - Palisades Room Little Rock, Arkansas Special Guest Speaker Dr. Leon McLean Director Ozarks Unlimited Resources CooperativeHarrison, Arkansas Covey Leadership Center's \"The Seven Habits of Highly Effective People\" 7:00 - 9:00 a.m. 8:45 - 11 :30 a.m. 11:45 a.m. On-site registration DoubleTree Hotel - Edgehill Room Administrator's Leadership Institute Luncheon Registration Form for Special Administrator's Rate (Superintendents, Assistant Superintendents, Principals, Co-op Directors) Administrator's Leadership Institute February 20, 1997 .. .. ...... . $40.00 (Lunch Included) Name -----------------------------T~e- --------- School __________________________ ------------ Address __ _ Make check payable to: AGATE clo Little Rock Convention Bw-eau P.O Box207 Little Rock, Arkansas 72203 PLEASE RETURN 1HE BOTTOM PORTION WITH CHECK BY FEBRUARY 7, 1997 SEVENTEENTH ANNUAL AGATE CONFERENCE DOUBLETREE HOTEL \u0026amp; ROBINSON CENTER Little Rock, Arkansas February 19-21, 1997 REGISTRATION FORM TO REGISTER: Complete and return the entire Registration Form with ~e proper fee or purchase order by January 24, 1997. Please make checks payable to: AGATE, c/o Little Rock Convention Bureau, P.O. Box 207, Little Rock, AR 72203. Fees may not be refunded for any reason\nhowever, registration may be transferred to other participants. Registrations postmarked after January 24, 1997, must include the late registration fee. Registrations will also be accepted on-site throughout the conference. ANYONE REGISTERING AFfER FEBRUARY 7, 1997, SHOULD NOT MA.IL THE REGISTRATION FORM, RATHER BRING IT FOR ON-SITE REGISTRATION ON-SITE OR LA TE REGULAR REGISTRATION REGISTRATION EVENTS Postmarked by lfl.4/97 Postmarked after 1/24/97 AMOUNT AGATE Member Non-Member AGATE Member Non-Member Pre-Conference Workshops \u0026amp; Action Labs 0$75 0$90 0$90 0$105 s Wednesday, February 19  Regular Conference Thursday \u0026amp; Friday 0$90 0$105 0$105 0$120 s February 20-21 Thunday Only February 20 0$75 0$90 0$90 0$105 $ Friday Only February 21 0$75 0$90 0$90 0$105 $ *Please rank in order your preference for the pre-conference sessions that you would like to attend. ff only one session is ranked, you will not be placed in any session in the event that your first choice is full __ WORKSHOP: DR REVA FRIEDMAN __ ACTION LAB: HOT SPRINGS - TIIE OLD AND 1HE NEW --ACTION LAB: ARKANSAS HERITAGE PRESERVATION __ ACTION LAB: HEIFER PROJECT INTERNATIONAL MAKE CHECKS PAYABLE TO AGATE Name: _________________ Phone (w): ______ (h) _____ _ Address: City: _________________ State: ______ Zip Code ____ _ School Organization: ------------------------------- AGATE MEMBERSHIP NAME: --------------------------- AG A TE MEMBERSHIP NUMBER: --------- The above information must be included in order to qualify for the member rate. For membership information, contact Martha Cathey at (501) 386-2251. For registration information, contact Larry Russell at (501) 767-2306. PLEASE RETURN THE ENTIRE PAGE SCHEDULE OF EVENTS WEDNESDAY, FEBRUARY 19. 1997 7:45 a.m. Registration for Pre-conference workshops and Actio,1 Labs. DoubleTree Lobby 9:00 a.m. - 4:00 p.m. Pre-conference Workshops WORKSHOP: USING EGOTHEA TRE TO HELP BRIGHT STUDENTS MOVE FROM LEARNED HELITfSSNESS TO EMPOWERED OPTIMISM - DR REVA FRIEDMAN In this session, you will find out what triggers gifted/talented students to make an investment in themselves. We will focus on what happens when that energy is not fueled, and how to recognize danger signals. You will have the opportunity to learn and apply a curriculum-friendly method for fanning stude:nts' motivational \"embers\" through exploring critical incidents in the lives of eminent people. Workshop Host Davis Hendricks ACTION LAB: HOT SPRINGS - THE OLD AND THE NEW Experience life at Arkansas' only residential school for high ability math and science stude:nts. During the morning, participants will tour the facilities and observe classrooms of the Arkansas School for Mathematics and Science. Afterwards, stroll down Central Avenue in historic downtown, visit the numerous art galleries, and have a leisurely lunch at any one of the excellent restaurants. At 2:00 o'clock, a guided tour of the grand old Fordyce bathhouse will be provided. Workshop Hostesses: Jule Grant \u0026amp; Brenda Seiz ACTION LAB: ARKANSAS HERITAGE PRESERVATION Bring the heritage of Arkansas into your classrooms. Tammy Dillon will introduce you to the wealth of information and materials available from the Arkansas Heritage Preservation. Participants will then enjoy a walking tour of historic structures around downtown Little Rock and take part in hands-On activities that will demonstrate how to use the curriculum materials and resources with students. Workshop Hostess: Mary Stadler ACTION LAB: HEIFER PROJECT INTERNATIONAL Participate in the HPrs low element Ropes Course designed with innovative hands-On experiences to build confidence and self-esteem, teach teamwork and problem-solving skills, and develop communication and leadership abilities. During the afternoon, enjoy a country style meal prepared on the premises or explore the Global Village Trail until joining the guided tour of the I,\\ 00 acre ranch's \"living classrooms. Workshop Host Bill Waskom 4:00 - 8:00 p.m. Registration for Regular Conference. Double Tree Lobby THURSDAY, FEBRUARY 20, 1997 7:00 a.m. - 9:00 a.m. Registration. Double Tree Lobby 8:00 am. - 8:30 a.m. General Session - Annual Membership Meeting 8:00 a.m. - 5:00 p.m. Exhibitors/Publishers 11 :45 am. Luncheon and Keynote Address 4:30 p.m. -6:00 p.m. AGATE Reception \u0026amp; Election of Officers 6:30 p.m. - 8:00 p.m. Parent Night 8:45 a.m.  10:15 am.  1:45 p.m.  3:15 p.m. Concurrent Conference Sessions FRIDAY, FEBRUARY 21, 1997 7:30 am. - 9:00 a.m. Registration. DoubleTree Lobby 8:00 a.m. - 5:00 p.m. Exhibitors/Publishers 11 :45 am. Luncheon and Keynote Address 8:45 a.m.  10:15 a.m.  1:45 p.m.  3:15 p.m. Concurrent Conference Sessions CURRICULUM SW AP will be included as a Friday morning break-out session. Bri.....g 20 copies of an original lesson or unit and swap with your peers! HOTEL INFORMATION Hotel rcscrvatioru. must be made by individual participants directly with: DoubleTrec Hotel 424 Wes1 Markham LiUle Rock, Arlc.ansas 72201 (800) 937-2789 (501)372-4371  FAX (501) 372-0518 CONVENTION RATES: Single S65 Douhlc - S65 Triple - $75 Quad . S85 Suites - S99 Townhouse Suite- Sl85 + local and statc tax Cuc--olf date for registration: January 24, 1997. Plc:me mmti011 AGATE to secure conference rates. CONTACT PERSONS Conference Oulir Linda White, O.U.R. Cooperative 525 Old Beilefooie Road Harrison, AR 72601 Conference Co-Owr JudyP~r Bemoo Public Schools P.O. Box939 Bcnloo, AR 72018 Conference Committft John Antonetti, Polly Bakker, Linda Bcrmctt, Martha Cathey, Mable Donaldson, Sandra Johnson, Lyndia Lee, Kristy Pugh. Larry Russell, Gail Streett, Dianne Wade, Margaret Futter...- Wilks, Mary Winoc. Arkansas Depanment of Education Office of Glft.td \u0026amp; T alenud Ann Biggers and Sandy Bcnoet1 (50 I) 682-4224 Arkansas Analysis and lnterpretation Fall 1996 GRADE 7 ( continued) ~ In the fall of the 1995-96 school year, 82 percent of Grade 7 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the fall of this 1996-97 school year, with the introduction of Stanford 9, 75 percent of Grade 7 students earned placement in the average and above-average categories in the use of thinking skills. GRADE IO ~ In the spring of the 1987-88 school year, 83 percent of Grade 10 students earned placement in the average and above-average categories on MAT6 in the use of thinking skills. ~ In the spring of the 1988-89 through 1990-91 school years, 85 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the spring of the 1991-92 school year, with the introduction of Stanford 8, 77 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In spring of the 1992-93 school year, 81 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the spring of the 1993-94 school year, 79 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the spring of the 1994-95 school year, 77 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the fall of the 1995-96 school year, 80 percent of Grade 10 students earned placement in the - average and above-average categories in the use of thinking skills. ~ In the fall of this 1996-97 school year, with the introduction of Stanford 9, 71 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. Page 18 Tlu.sc Test Scores arc an attachment to Director's Memo TEC-97-018. RE JAN I S 1997 OFFICE OF DESEGREGATION MONITORIN\u0026amp; - Fall, 1996 Stanford Achievement Test, 9th Edition Format: Tests by Sco r e s 01/09/97 Summary for: State Group: All Students Grade: OS PR of Quartiles Quartiles Number Mean Mean (Pct. of St u . ) (Number of Student s) Taking NCE NCE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Total Read i ng 30024 49 . 3 49 29 24 23 24 8565 7215 6998 7246 Reading Vocabula 30029 50 . 7 51 25 23 23 29 7613 6804 6985 8627 Reading Comprehe 30608 48 . 5 47 28 27 23 22 8656 8347 6911 6694 Total Mathematic 30511 43 . 1 37 37 27 22 14 11274 8136 6832 4269 Problem Solving 30596 45 . 3 41 36 24 23 17 10917 7399 6996 5284 Procedures 30515 42 . 0 35 42 26 19 13 12754 7990 5917 3854 Language 30567 47 . 1 44 31 23 26 20 9370 7013 7974 6210 Language Mechani 30558 48 . 2 47 29 27 25 20 8780 8280 7537 5961 Language Express 30563 47.2 45 32 23 31 15 9650 7043 9390 4480 Spelling 30596 50 . 1 50 28 23 25 25 8496 6889 7697 7514 Study Skills 30585 49 . 9 50 25 24 30 22 7584 7205 9210 6586 Science 30584 46 . 3 43 32 23 27 18 9754 7104 8218 5508 Social Science 30570 48 . 2 47 32 20 23 24 9879 6254 6973 7464 Listening 30556 47.6 45 30 27 20 23 9031 8239 6128 7158 Using Informatio 304 96 48.1 46 30 24 24 22 9031 7331 7370 6764 Thinking Skills 29816 46.5 43 32 26 24 18 9437 7864 7097 5418 Basic Battery 29820 48.0 46 26 28 27 19 7886 8369 8027 5538 Complete Battery 29813 47.9 46 27 28 27 19 8000 8278 7991 5544 Copyrigh t (c ) 1996 b y Harcou rt Brace \u0026amp; Company Normative data copyright (c) 1996 by Harcourt Brace \u0026amp; Company ~ - - Fall, 1996 Stanford Achievement Test, 9th Edition Format: Tests by Scores 01/09/97 Summary for: State Group: All Students Grade: 07 PR of Quartiles Quartiles Number Mean Mean (Pct. of Stu.) (Number of Students) Taking NCE NCE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Total Reading 31877 47.9 46 30 26 22 22 9637 8275 6921 7044 Reading Vocabula 31892 48.0 46 25 35 21 19 7904 11140 6699 6149 Reading Comprehe 32147 47.6 45 30 25 24 20 9661 8127 7864 6495 Total Mathematic 31769 4 6. 2 43 33 25 23 18 10550 7941 7424 5854 Problem Solving 32150 48.7 47 29 26 25 20 9169 8311 8185 6485 Procedures 31797 44.3 39 39 26 21 14 12255 8326 6734 4482 Language 31999 46.2 43 31 29 21 19 9977 9318 6598 6106 Language Mechani 31998 46.0 42 32 32 16 20 10298 10196 5044 6460 Language Express 31996 47.6 45 29 30 21 19 9388 9582 6874 6152 Spelling 32124 4 9. 2 48 25 30 25 19 8023 9743 8173 6185 Study Skills 32099 51.1 52 20 24 30 26 6427 7811 9652 8209 Science 32095 52.0 54 24 23 26 28 7627 7237 8206 9025 Social Science 32077 49.9 50 25 25 24 25 8107 8069 7788 8113 Listening 32016 51.6 53 20 26 31 23 6443 8256 9993 7324 Using Informatio 31828 50.0 50 24 25 29 22 7765 7942 9139 6982 Thinking Skills 31127 48.4 47 28 26 25 20 8737 8216 7845 6329 Basic Battery 31134 48.6 47 24 31 28 17 7430 9612 8655 5437 Complete Battery 31121 4 9 .1 48 23 30 28 19 7313 9292 8665 5851 Copyright (c) 1996 by Harcourt Brace \u0026amp; Company Normative data copyright (c) 1996 by Harcourt Brace \u0026amp; Company  t - - Fall, 1996 Stanford Achievement Test, 9th Edition Format: Tests by Scores 01/09/97 Summary for: State Group: All Students Grade: 10 PR of Quartiles Quartiles Number Mean Mean (Pct. of Stu . ) (Number of Students) Taking NCE NCE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Total Reading 30605 46.0 42 32 28 25 15 9672 8449 7764 4720 Reading Vocabula 30626 48.9 48 24 28 27 20 7502 8588 8377 6159 Reading Comprehe 30691 45.4 41 29 34 23 14 8787 10512 7175 4217 Total Mathematic 30672 4 9. 7 49 18 29 36 17 5632 8970 10903 5167 Language 30598 46.5 43 33 27 20 20 10099 8139 6229 6131 Language Mechani 30593 46.7 44 35 21 26 19 10687 6327 7914 5665 Language Express 30597 47.4 45 29 29 26 15 9022 8859 8037 4679 Spelling 30704 47. 4 45 33 23 23 21 10064 7167 6942 6531 Study Skills 30675 48.8 48 25 33 22 20 7534 10041 6866 6234 Science 30635 51.1 52 22 26 33 19 6750 7836 10085 5964 Social Science 30619 50.3 50 24 25 25 26 7476 7713 7603 7827 Using Informatio 30294 47.5 45 24 33 28 15 7319 10095 8470 4410 Thinking Skills 30150 44.6 40 33 31 23 12 9885 9467 7077 3721 Basic Battery 30213 47 . 9 46 24 35 27 15 7126 10429 8116 4542 Complete Battery 30131 48.7 47 22 35 28 16 6601 10419 8308 4803 Copyright (c) 1996 by Harcourt Brace \u0026amp; Company Normative data copyright (c) 1996 by Harcourt Brace \u0026amp; Company t . -- Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECEf\\STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (50 1) 682-4475 ~ f~rJ GENE WILHOIT, Director, General Education Division JAN 1 3 1991 OfflCEOF DESEGREGATION MONITORINQ Forward Copies To: Superintendents, Co-Op Directors 1 NO: FIN-97-074 Page: 1 of 1 Date: January 9, 1997 Type of Memo: Informational Response Required By: None There are attachments to this memo. - Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Bonded Employees and Officers Index Code: DH Arkansas Fidelity Bond Trust Fund Regulatory Authority: NIA Contact Person: Robert Coleman Phone No: (501) 682-4494 Attached is an informational packet from the Arkansas Insurance Department concerning the Arkansas Fidelity Bond Trust Fund. No action is required, however, the information should be read carefully and kept on file. Ifthere are any questions about the Fidelity Bond program, please call the Arkansas Insurance Department at 371-2690 or Bob Coleman at 682-4494. ' . Divisions Administration 1-501-371-2620 1-501-371-2629 Fax Accounting 1-501-371-2605 Consumer Services 1-501-371-2640 1-800-852-5494 Data Processing 1-501-371-2657 Finance 1-501-371-2665 Human Resources 1-501-371-2815 - Legal 1-501-371-2820 License 1-501-371-2750 Life \u0026amp; Health 1-501-371-2765 Property \u0026amp; Casualty 1-501-371-2800 Risk Management 1-501-371 -2690 Senior Insurance Network 1-501-371 -2782 1-800-85:!-5494 Workers Compem,ation Fraud Unit 1-501 -371 -2790 1-501-371-2799 Fax Arkansas Insurance Department Lee Douglass Commissioner DATE: TO: FROM: MEMORANDUM December 15, 1996 All Arkansas School Districts Robert S. Sikes, State Risk Risk Management Division SUBJECT: Arkansas Fidelity Bond Trust Fund 1200 West Third Street Little Rock, AR 72201-1904 1-501-371-2600 1-800-282-9134 Fax 1-501-371-2618 The Self-Insured Bond Program for Arkansas Governmental and Political Subdivisions, of which your School District is a participating member, has been renewed for the 1997 calendar year. Your premium will be deducted from your State Turnback Funds. (DO NOT REMIT PAYMENT). The Bond has been revised to remove the 80% coinsurance provision, effective January 1, 1997. Copies of the revised Bond FBTF7 and the 1997 Data Sheet are enclosed for your review. Losses certified by Legislative Audit after December 31, 1996 will be considered for payment under FBTF7. Losses certified by Legislative Audit prior to January 1, 1997 will be considered for payment under the Bond in effect on the date of certification. Ve wish to thank all of you for your assistance, cooperation and patience in the continuation of this program. If any part of the program is unclear, please call me at 371-2690. Enclosures: Data Sheet Bond FBTF7 1-97 ARKANSAS FIDELITY BOND TRUST FUND BOND PROGRAM GENERAL DATA 1. Individuals Covered: All elected, appointed or hired State, County, Municipal and School District officials, officers and employees. Excluded from coverage are officials and employees of City/County Hospitals, Nursing Homes, Conservation and Improvement Districts. 2. Period Covered: January 1, 1997 through December 31, 1997. Bond renews automatically unless otherwise notified. 3. Type of Coverage: Self-Insured Fidelity (Dishonesty) Bond Program. 4. Authorization for Bond Program: Arkansas Code Ann. 21-2-701 Et. Seq. 5. Bond Number: FBTF7 6. Maximum Covered Loss: $250,000.00 7. Deductible: $1,000.00 8. Management of Bond Program: Governmental Bonding Board Members Arkansas Insurance Commissioner, Chairman President of Association of Arkansas Counties President of Arkansas Municipal League Director of Arkansas Department of Education- General Education Division Director of Finance and Administration The Governmental Bonding Board meets the second Tuesday of each quarter at 1:00 p.m. in the First Floor Hearing Room of the Arkansas Insurance Department. 9. Operations of Bond Program: Risk Management Division, Arkansas Insurance Department 10. Investigation of Losses: Legislative Audit Division 11. Bond Premium Collection: Department of Finance and Administration 12. Management of Bond Fund: State Treasurer General Data Page Two 13. 1997 Premium: $300,000.00. Pro rata applying to each major governmental entity. A. Formula Weight Description 1. 40% - Number of Employees 2. 20% - Number of Losses 3. 30% - Amount of Losses Unrecovered 4. 10% - Equal Distribution B. Premium due from each major governmental entity based on !A\" above. Government Applicable Share State Government 29.83% County Government 22.07% Municipal Government - 23.55% School Districts 24.55% TOTAL C. Premium due from each individual entity: State Agencies Applicable Amount $ 89,502.00 66,216.00 70,644.00 73,638.00 $ 300,000.00 Pro rata share of$ 89,502.00 based on number of employees. County Government 1) $49,662.00 (75% of total County premium) divided equally among all 75 counties. 2) Pro rata share of $16,554.00 (25% of total County premium) based on population. Municipal Government Pro rata share of $70,644.00 based on population. School Districts Pro rata share of $73,638.00 based on minimum foundation aid formula. 14. Total Premium Received Since January 1, 1988 through January 1, 1997: $2,700,000.00 Investment Interest Received January l, 1988 through October 25, 1996: $209,449.46 Restitution Received January 1, 1988 through November 18, 1996: $138,575.59 Claims Paid January 1, 1988 through December 31, 1996: $1,257,979.01. ,, . , ARKANSAS FIDELITY BOND TRUST FUND Blanket Dishonesty Bond Bond No. FBTF7 In consideration of the agreed premium, the Arkansas Fidelity Bond Trust Fund as administered by the Governmental Bonding Board ( the \"Surety\"), hereby agrees to indemnify the Insureds against actual losses which the Insureds shall sustain or for which the Insureds shall incur liability to any other agency through fraudulent or dishonest act or acts committed by any Employee, Employees, Official or Officials of the Insureds, acting alone or in collusion with others. The amount of indemnity on each occurrence shall be limited to a maximum of Two Hundred Fifty Thousand Dollars ($250,000.00). Each occurrence shall be subject to a One Thousand Dollar ($1,000.00) deductible. THE FOREGOING AGREEMENT IS SUBJECT TO THE FOLLOWING CONDITIONS AND LIMITATIONS: BOND PERIOD: Section 1. The bond period begins on January 1, 1997 and ends on the effective date of cancellation of this bond in its entirety. Both dates are 12:01 a.m., Standard Time, at the mailing addresses of the Insureds. DISCOVERY PERIOD: Section 2. Loss is covered under this bond only if sustained through any act or acts committed by any Employee or Official of the Insureds while this bond is in force as to such Employee or Official. DEFINITIONS: Section 3. (a) \"Insureds\" means State, Counties, Municipalities and School Districts\n(b) \"State means the State of Arkansas\n(c) \"County\" or \"Counties\" means the county or counties of the State of Arkansas\n(d) \"Municipal, municipality\", or \"municipalities refers to or means municipalities of the State of Arkansas\n(e) \"School District\", or \"School Districts\" means the school districts of the State of Arkansas\n(f) state Officers and Employees\" means all elected and appointed salaried officials of the State and their salaried State employees, the salaried officials and salaried employees of all State boards and commissions, members of the General Assembly and the nonsalaried membe rs of the various State boards and commissions\n1 (g) \"State Public Official\" or \"State Public Employee\" means any elected or appointed salaried officer of the State of Arkansas and the salaried governmental employees of any such elected or appointed officer, members of the General Assembly and the nonsalaried members of the various State boards and commissions\n(h) \"County Public Official\" or \"County Public Employee\" means any elected officer of the counties and the employees or deputies of any elected officer, members of the Quorum Court and the members of the various county boards and commissions, but excluding officials and employees o.f county hospitals, county nursing homes and conservation and improvement districts\n(i) \"Municipal Public Official\" or \"Municipal Public Employee\" means any elected officer of the municipalities and the employees or deputies of any elected officer, specifically including salaried municipal employees of municipally owned utilities, members of the city council including the mayor and the members of the various municipal boards and commissions, but excluding officials and employees of municipal hospitals, nursing homes and improvement districts\n(j) \"School District Public Official\" or \"School District Public Employee\" means all school district salaried officials and salaried school district employees whether elected or appointed, and the members of local school boards of directors\n(k) \"Employee\" in any of the capacities set forth above shall also include volunteers who work without compensation but do perform a function for the governmental entity as though they were paid employees and are recognized as functioning as employees\n(1) \"Deductible\" means the amount of covered loss which must be incurred by the Insured before benefits become payable by the Surety. The deductible amount shall remain uninsured by the Surety. The deductible shall be waived on payment of duplicate State Employee payroll and expense warrants\n(m) \"Occurrence\" means all losses caused by, or involving, one or more \"Employees\" or \"Officials\", whether the result of a single act or series of acts\n(n) \"Money\" means currency, coins and bank notes in current use and having a face value, travelers checks, register checks and money orders held for sale to the general public\n(o) \"Securities\" means negotiable and nonnegotiable instruments or contracts representing either money or other property and includes: (i) tokens, tickets, revenue and other stamps in current use, whether represented by actual stamps or unused value in a meter\nand (ii) evidences of debt, other than money, in connection with credit or charge cards\nand (p) \"Property other than money and securities\" means any tangible property, other than money and securities, that has intrinsic value. Coverage for loss of property other than money and securities under this bond shall be limited to the actual cash value of the property on the day the loss was discovered. FRAUDULENT OR DISHONEST ACT: Section 4. A fraudulent or dishonest act of an Employee or Official of the Insureds shall mean an act which is punishable under the Criminal Code in the jurisdiction within which the act occurred, for which said Employee or Official 1) could be tried and convicted by a court of proper jurisdiction or 2) pleads guilty or nolo contendere or 3) is found guilty. 2 AUDIT REQUIREMENT: Section 5. Each Insured shall procure an audit of its books and records, for each fiscal year ending after January l, 1995. If an Insured is not audited by the Division of Legislative Audit the Insured shall procure an audit of its books and records by accountants in good standing with the Arkansas State Board of Public Accountancy in accordance with Governmental Auditing Standards issued by the Comptoller General of the United States. Such audits must be completed within twenty-four (24) months of the clo~e of each Insured's fiscal year.  All audit reports revealing or disclosing unauthorized expenditures, asset shortages or unaccounted for funds shall be forwarded immediately upon completion to the Division of Legislative Audit, the State Risk Manager and the appropriate prosecuting attorney. The audit requirements of this section shall apply to the books and records of each segment or component of each Insured. Coverage under this bond shall not apply to losses sustained by an Insured when said Insured has not complied with the audit requirements of this section. LOSS CAUSED BY UNIDENTIFIABLE EMPLOYEE: Section 6. If a loss, excluding a loss of property other than money and securities, is alleged to have been caused by the fraud or dishonesty of any one or more Employees or Officials and the Insureds or the Division of Legislative Audit shall be unable to designate the specific Employee or Official causing such loss, the Insureds shall nevertheless have the benefit of this bond, provided that the evidence submitted reasonably proves that the loss was in fact due to fraud or dishonesty of one or more of said Employees or Officials, and provided further that the aggregate liability of the Surety shall not exceed the amount of indemnity heretofore specified. NON-ACCUMULATION OF LIABILITY: Section 7. Regardless of the nuruber of years this bond shall continue in force and the number of premiums which shall be payable or paid, the liability of the Surety under this bond shall not be cumulative in amounts from year to year or from period to period. OTHER INSURANCE: Section 8: This bond does not apply to losses recoverable or recovered under other bonds or policies. However, if the limit of the other bonds or policies is insufficient to cover the entire amount of the loss, this bond will apply to that part of the loss, other than that falling within the deductible amount of this bond, not recoverable under the other bonds or policies, but not for more than the Limit of Coverage under this bond. RECOVERIES: Section 9. If the Insureds shall sustain any loss covered by this bond which exceeds the amount of indemnity provided by this bond, the Insureds shall be entitled to all recoveries (except from suretyship, insurance, reinsurance, security or indemnity taken by or for the benefit of the Surety) by whomever made, on account of such loss under this bond until 3 fully reimbursed, less the amount of the deductible\nand any remainder shall be applied to reimbursement of the Surety. Any recoveries of the deductible received by an Insured and not reimbursed to the Surety, shall be deducted from future indemnity payments under this bond to the Insured and/or withheld from the Treasury Funds of the Insured only to the extent that the Surety has not been reimbursed for the amount of its Indemnity. CANCELLATION AS TO ANY EMPLOYEE: Section 10. This bond shall be deemed cancelled as to any Employee or Official: (a) Immediately upon discovery by the Insured of any fraudulent or dishonest act on the part of such Employee or Official\nor (b) at 12:01 a.m., Standard Time, upon the effective date specified in a written notice served upon the Insured or sent by mail. Such date, if the notice be served, shall be not less than ten days after such service, or if sent by mail, not less than fifteen days after the date of mailing. The mailing of notice by the Surety, as aforesaid, to the Insured at a principal office shall be sufficient proof of notice. CANCELLATION AS TO THE BOND IN ITS ENTIRETY: Section 11. This bond shall be deemed cancelled in its entirety at 12:01 a.m., Standard Time, upon the effective date specified in a written notice served by the Insureds upon the Surety or by the Surety upon the Insureds, or sent by mail. Such date, if served by the Surety, shall be not less than ten days after such service, or if sent by the Surety by mail, not less than fifteen days after the date of mailing. The mailing by the Surety of notice, as aforesaid, to the Insureds at the mailing addresses of the Insureds shall be sufficient proof of notice. The Surety shall refund to the Insureds the unearned premium computed pro rata if this bond be cancelled at the instance of the Surety, or at short rates if cancelled at the instance of the Insureds. PRIOR FRAUD, DISHONESTY OR CANCELLATION: Section 12. No Employee or Official, to the best of the knowledge of any Insured, has committed any fraudulent or dishonest act in the service of the Insured or otherwise. If prior to the issuance of this bond, any fidelity insurance in favor of any Insured and covering one or more of the Insured's Employees or Officials shall have been cancelled as to any such Employee or Official by reason of (a) the discovery of any fraudulent or dishonest act on the part of such an Employee or Official, or (b) the giving of written notice of cancellation by the insurer issuing said fidelity insurance, whether the Surety or not, and if such Employee or Official shall not have been reinstated under the coverage of said fidelity insurance or superseding fidelity insurance, the Surety shall not be liable under this bond on account of such Employee or Official, unless the Surety shall agree in writing to include such Employee or Official within the coverage of this bond. 4 EXCLUSIONS: Section 13. Coverage under this bond shall not apply to losses sustained by the Insureds as a result of: (a) Liability imposed upon or assumed by the Insureds to exonerate or indemnify an Employee or Official from or against liability insured by such Employee or Official in the performance of duties\nor (b) damage for which the Insureds are legally liable as a result of (1) the deprivation or violation of the civil rights of any person by an Employee or Official\nor (2) the tortuous conduct of an'y Employee or Official, except conversion of property of other parties held by the Insureds in any capacity\nor (3) losses sustained by any party other than the Insured\nor (c) loss of property other than money and securities, excluding only loss of property other than money and securities for which the Insured or the Division of Legislative Audit shall designate the specific Employee or Official causing such loss\nor (d) any fraudulent or dishonest act or acts committed by any Employee of the Insureds known by the Insureds to have pleaded guilty or nolo contendere or have been found guilty of any criminal offense committed in connection with the Employee's job duties with the Insured. Coverage under this bond shall not apply to losses sustained by a Public Utility through fraudulent or dishonest act or acts committed by Municipal Employees. Public Utility means any utility other than a Government owned utility. SIGNED, SEALED AND DATED ~..,...,.fv./\\ ... ~ SWORN TO before me this 20th day of December, 1996. 5 G Altansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION Elf~ CAPITOL MALL LITIL~ ROCK, ARKANSAS 72201-1071  (501) 682-4475 V GU GENE WILHOIT, Director, General Education Division JAN 1 3 1997 OFFICE OF DESEGREGATION MONITORINQ NO: CUR-97-048 Page: 1 of I Date: January 9, 1997 Forward Copies To: Type of Memo: Regulator~ Superintendents. Co-Op Directors Secondary Principals Middle'.lr. High Principals Elementary Principals Response Required B): Optional There are attachments to this memo. Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Curriculum De\\'elopment. Adoption. and Review Physical Education and Health Frameworks Regulatory Authority: Ark. Code Ann. 6-15-1004 (Repl. 1993) Index Code: IG Contact Person: Gayle Poner Da\\e Westmoreland Phone No: (50 I) 682-4558 Draft copies of the Physical Education and Health Frameworks are attached to this memo. Please distribute them to school district personnel for review and comments. Pilot districts will begin work on these frameworks. with sample curriculum guides from districts to be shared next school year. All school districts shall implement a K-12 curriculum based on the Arkansas Physical Education and Health Frameworks in the 1998-99 school year. Also attached are frameworks in Dance and Theater. These frameworks were created in response to requests to assist local districts in expanding Arts Education. The Dance and Theater Frameworks can be used to enrich students' learning and experience with the arts in local school districts. Please note that implementation of either the Dance or Theater Frameworks is D.21 required by the Arkansas Standards for Accreditation. If desired, please send written comments on the draft versions of the attached frameworks to Gayle Potter, Arkansas Department of Education, #4 Capitol Mall, Room 106-A, Little Rock, Arkansas 72201. THE ARKANSAS HEALTH EDUCATION CURRICULUM FRAMEWORK DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201 1996 STRAND 1: HEALTH PROMOTION AND DISEASE PREVENTION STRAND 2: HEALTH INFORMATION PRODUCTS AND SERVICES STRAND 3: HEALTH BEHAVIORS AND HEALTH RISKS STRAND 4: HEAL TH-ENHANCING SKILLS STRAND 5: CAMPAIGN FOR PERSONAL, FAMILY AND COMMUNITY HEAL TH - HEALTH EDUCATION FRAMEWORK DRAFT STRAND 1: HEALTH PROMOTION AND DISEASE PREVENTION CONTENTSTANDARDl Students will comprehend health promotion and disease prevention concepts. STUDENT LEARNING EXPECT A TIO NS GRADES K-4 1.1.1 Identify connections between health behavior and individual well-being. Pagel 1.1.2 Describe characteristics of mental, emotional, social, and physical health for children. 1.1.3 Discuss the basic structure and functions of the human body systems. 1.1.4 Explain the influences of families on personal health. 1.1.5 Determine the effects of physical, social, and emotional environments on personal health. 1.1.6 Discuss prevention, early detection and treatment of childhood illnesses and injuries. GRADES 5 - 8 1.1.7 1.1.8 1.1.9 1.1.10 1.1.11 1.1.12 Explain how positive health behaviors prevent injury, disease, and premature death. Describe the interrelationships between mental, emotional, social and physical health during adolescence. Explain how the interaction of body systems influence health. Determine how families and peers influence the health of adolescents. Analyze how environment and personal health are interrelated. Describe how risk factors influence adolescent health problems. GRADES 9 - 12 1.1.13 Analyze the effects of behavior on personal health maintenance and disease prevention. 1.1.14 Eva! uate the lifelong interrelationships of mental, emotional, social and physical health. 1.1.15 Analyze how the health and safety of the individual is affected by the family, peers, community and environment. 1.1.16 Plan how to reduce risks of potential health problems during adulthood. 1.1.17 Evaluate the influence of public health policies and government regulations on health promotion and disease prevention. 1.1.18 Assess the influence of research and medical advances on the prevention and control of health problems. STRAND 2: HEALTH INFORMATION PRODUCTS AND SERVICES CONTENT STANDARD 1 Students will evaluate health information, products and services. - HEALTH EDUCATION FRAMEWORK DRAFT STUDENT LEARNING EXPECTATIONS GRADES K-4 2.1.1 Describe valid sources for health information, products and services. Page2 2.1.2 Discuss how media affects the choices of health information, products, and services. 2.1.3 Explain the roles of community health helpers. GRADES 5-8 2.1.4 Investigate the validity of health information, products and services. 2.1.5 Identify home, school, and community resources that provide valid health information. 2.1.6 Demonstrate how media influences the selection of health information and products. 2.1. 7 Compare the costs and validity of health products and services. 2.1. 8 Identify situations requiring professional health services. 2.1.9 Research a variety of health-related careers and services. GRADES 9- 12 2.1.10 2.1.11 2.1.12 2.1.13 2.1.14 2.1.15 Judge the validity of health information, products, and services. Choose valid health resources from home, school, and community. Evaluate factors that influence personal selection of health products and services. Appraise the accessibility and cost of school and community health services. Analyze situations requiring professional health services. Survey health careers and services with an emphasis on workplace readiness. STRAND 3: HEALTH BEHAVIORS AND HEAL TH RISKS CONTENT ST AND ARD 1 Students will model health-enhancing and risk-reducing behaviors. STUDENT LEARNING EXPECTATIONS GRADES K-4 3 .1.1 Discuss basic health behaviors and needs. 3 .1.2 Compare safe behaviors and risky behaviors. 3 .1.3 Develop skills to enhance personal health and prevent injuries. 3 .1.4 Explain stress management skills (i.e., time management, exercise, rest, balanced diet). 3.1.5 Practice bus safety rules. GRADES 5 - 8 3.1.5 Determine the importance of assuming responsibility for personal health behavior. 3 .1.6 Assess personal health to determine health strengths and risks. 3 .1. 7 Differentiate between safe and risky behaviors to enhance personal and family health. 3.1.8 Develop injury prevention strategies for personal and family health. HEALTH DUCA TION FRAMEWORK DRAFT Page3 3.1.9 Model strategies to manage stress (i.e., time management, rest, exercise, balanced diet). 3 .1.10 Demonstrate bus safety procedures. GRADES 9 - 12 3.1.11 Analyze the role of individual responsibility for enhancing health. 3 .1.12 Assess personal health to determine strategies for health enhancement and risk reduction. 3 .1.13 Evaluate consequences of safe and harmful behaviors. 3 .1.14 Develop injury prevention strategies for personal and family health. 3.1.15 Formulate strategies to manage stress (i.e., time management, rest, exercise, balanced diet). 3 .1.16 Evaluate bus safety policies and practices. CONTENTSTANDARD2 Students will analyze the influence of culture, media, technology, and other factors on health. STUDENT LEARNING EXPECTATIONS GRADES K-4 3.2.1 Discuss how culture, media and technology influence health behaviors. 3.2.2 Describe how information from school and family influences health. GRADES 5 - 8 3.2.3 Analyze influences of culture on health behaviors. 3.2.4 Critique how messages from media and other sources influence health behaviors. 3 .2.5 Analyze the influence of technology on personal and family health. 3 .2.6 Interpret how information from peers influences health. GRADES 9 - 12 3.2.7 Evaluate how cultural diversity affects health behaviors. 3.2.8 Assess the effect of media and technology on personal, family, and community health. 3.2.9 Investigate how information from the community influences health. STRAND 4: HEALTH-ENHANCING SKILLS CONTENT STANDARD I Students will exhibit communication skills to enhance health. STUDENT LEARNING EXPECTATIONS GRADES K-4 4.1.1 Model verbal and nonverbal ways to communicate. 4.1.2 Demonstrate characteristics needed to be a responsible friend and family member. 4.1.3 Practice communication skills to build and maintain healthy relationships. HEALTH EDUCATION FRAMEWORK DRAFT Page4 GRADES 5 - 8 4.1.4 Demonstrate effective verbal and nonverqal communication to enhance health skills. 4.1.5 Analyze how the behavior of family and peers affects communication. 4.1.6 Practice healthy ways to communicate respect for self and others. 4.1. 7 Demonstrate refusal and negotiation skills that maintain healthy relationships. 4.1.8 Examine the possible causes of conflict in schools, families and communities. 4.1.9 Demonstrate strategies to prevent and manage conflict in healthy ways. GRADES 9 - 12 4.1.10 Demonstrate skills for communicating effectively with family, peers, and others. 4.1.11 Analyze how communication affects relationships. 4.1.12 Model healthy ways to communicate respect for self and others. 4.1.13 Demonstrate strategies for solving conflicts using refusal, negotiation, and collaboration skills. 4.1.14 Analyze the possible causes of conflict in schools, families, and communities. 4.1.15 Create strategies used to prevent and manage conflicts in healthy ways. CONTENTSTANDARD2 Students will use goal-setting and decision-making skills to enhance health. STUDENT LEARNING EXPECTATIONS GRADES K-4 4.2.1 Apply decision-making to health issues and problems (i.e., seat belt safety, drug use, playground safety, bus safety). 4.2.2 Demonstrate how to ask for help in making health-related decisions. 4.2.3 Anticipate results of healthy decisions. 4.2.4 Monitor progress toward a personal health goal. GRADES 5 - 8 4.2.5 Apply the decision-making process related to health issues and problems individually and collaboratively. 4.2.6 Compare the influences of health-related decisions on individuals, families and communities. 4.2.7 Determine the consequences for health-related decisions. 4.2.8 Practice personal health strategies and skills. 4.2.9 Identify influences on personal health goals. 4.2.10 Create a personal health plan that includes strengths, weaknesses, and health risks (i.e., weight management and exercise). HEALTH EDUCATION FRAMEWORK DRAFT Page5 GRADES 9-12 4.2.11 Demonstrate various strategies used to make decisions related to health needs and risks of young adults (i.e., refusal skills and positive peer pressure skills). 4.2.12 Analyze health concerns that require collaborative decision-making. 4.2.13 Predict immediate and long-term impact of health decisions on the individual, family, and community. 4.2.14 Formulate a plan for attaining a personal health goal. 4.2.15 Evaluate progress toward achieving an effective plan for lifelong personal health. STRAND 5: CAMPAIGN FOR PERSONAL, FAMILY AND COMMUNITY HEAL TH CONTENT STANDARD I Students will develop strategies to campaign for personal, family and community health. STUDENT LEARNING EXPECTATIONS GRADES K-4 5 .1.1 Discuss various methods to convey accurate information about health issues. 5.1.2 Describe community agencies that campaign for healthy individuals, families and communities. 5.1.3 Help others in making positive health choices (i.e., positive peer pressure, personal hygiene, nutrition). GRADES 5 - 8 5.1.4 Investigate communication skills that relay accurate health information and ideas. 5.1.5 Discuss information about health issues. 5.1.6 Describe barriers related to health issues. 5. I. 7 Illustrate how to influence and support others in making positive health choices (i.e., positive peer pressure and refusal skills). 5.1.8 Practice working cooperatively to campaign for healthy communities. GRADES 9-12 5.1.9 Judge communication methods for accurately expressing health information. 5 .1.10 Express information about health issues. 5.1.11 Choose strategies to overcome communication barriers when promoting health issues. 5.1.12 Create strategies to influence and support others in making positive health choices. 5 .1.13 Formulate strategies to work cooperatively when campaigning for healthy communities. 5.1.14 Adapt health messages and communication techniques to the characteristics of diverse audiences. THE ARKANSAS PHYSICAL EDUCATION CURRICULUM FRAMEWORK DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201-1071 1996 STRAND 1: HEALTH RELATED FITNESS STRAND 2: MOVEMENT/MOTOR SKILL STRAND 3: ACTIVE LIFESTYLE STRAND 4: PERSONAL AND SOCIAL BEHAVIOR STRAND5:ACADEMICINTEGRATION STRAND 6: SAFETY PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 1: HEALTH RELATED FITNESS CONTENT STANDARD Pagel Students will be knowledgeable of and derive immediate health benefits from participation in vigorous muscular-skeletal and cardio-respiratory enhancing activities. STUDENT LEARNING EXPECTATIONS GRADES K-4 1.1.1 Identify several activities related to each component ( cardio-respiratory, muscular strength, muscular endurance, flexibility, and body composition) of physical fitness. 1.1.2 Engage in appropriate activity that results in the development of muscular endurance. 1.1.3 Maintain continuous aerobic activity for a specified time and/or activity. 1.1.4 Support, lift, and control body weight in a variety of activities (muscular strength). 1.1.5 Regularly participate in physical activity for the purpose of reaching personal fitness goals through proper sequence (warm-up, frequency, intensity, time/duration, and cool-down). 1.1.6 Strive to meet the health-related fitness standards (acceptable healthy zone) as defined by a nationally recognized program. GRADES 5-8 1.1.7. Maintain a record of moderate to vigorous physical activity. (Use technology if available.) 1.1.8. Participate in a variety of health-related fitness activities in both school and non-school settings. 1.1.9. Initiate independently the development of personal fitness goals. 1.1.10. Engage in physical activity at the target heart rate for a minimum of twenty minutes. 1.1.11. Strive to meet the health-related fitness standards (acceptable healthy zone) as defined by a nationally recognized program. GRADES 9-12 1.1.12. Participate in a nationally recognized fitness test to assess personal fitness status. 1.1. 13. Design a personal health-related fitness program. 1.1.14. Participate in a variety of health-enhancing physical activities that promote cardiorespiratory efficiency, muscular strength, muscular endurance, flexibility, and body composition. 1.1.15. Demonstrate improved personal fitness. I .1.16. Identify the types of technology that can be used to enhance personal fitness. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 2: MOVEMENT/MOTOR SKILL CONTENT ST AND ARD 1 Page2 Students will be knowledgeable of and demonstrate developmentally appropriate movement experiences . STUDENT LEARNING EXPECTATIONS GRADES K-4 2.1.1. Recognize and demonstrate non-locomotor movements (swing, sway, twist, turn, bend, stretch ... ). 2.1.2. Develop an understanding of and utilize body awareness (body parts, shapes, symmetrical, asymmetrical ... ). 2.1.3. Refine the ability to apply space awareness concepts (general, self, directions, levels ... ). 2.1.4. Experience and apply various aspects of effort (speed, force, flow ... ). 2.1.5. Develop kinesthetic awareness (balance, base of support ... ). 2.1.6. Understand with whom or with what the mover is relating ( objects, partners ... ). 2.1. 7. Demonstrate rhythmic activities that relate to movement experiences. 2.1.8. Develop knowledge of performance through the use of multimedia instructional aids. GRADES 5-8 2.1.9. Demonstrate competence in a variety of movement forms, modified when necessary to meet individual needs. (Competence can be verified with videotape of performance.) 2.1.10. Use basic strategies in a modified version of team sports and activities. 2.1.11. Perform a variety of rhythmic activities that relate to movement experiences (aerobics, locomotor combinations, folk and square dance, lummi sticks, rhythmic gymnastics ... ). GRADES 9-12 2.1.12. Demonstrate proficiency in at least three complex movement forms (aquatics, team sports, individual and dual sports, outdoor pursuits, self-defense, dance, gymnastics ... ). 2 .1.13. Evaluate movement through technology. CONTENT ST AND ARD 2 Students will identify and apply concepts that impact the quality of motor skill performance. STUDENT LEARNING EXPECT A TIO NS GRADES K-4 2.2.1. Master basic locomotor patterns (walking, jogging/running, hopping, skipping, galloping, leaping, chasing, dodging, fleeing, faking, jumping/landing, sliding ... ). 2.2.2. Combine locomotor and non-locomotor patterns. 2.2.3. Demonstrate a mature form of throwing. 2.2.4. Demonstrate a mature form of catching. 2.2.5. Demonstrate a mature form of kicking 2.2.6. Demonstrate a mature form of punting. 2.2. 7. Demonstrate a mature form of dribbling with feet (soccer). PHYSICAL EDUCATION FRAMEWORK DRAFT - GRADES K-4 (continued) 2.2.8. Demonstrate a mature form of dribbling with hands. 2.2.9. Demonstrate a mature form of striking (tennis, batting). 2.2.10. Demonstrate a mature form of volleying. GRADES 5-8 Page3 2.2.11. Identify basic practice and conditioning principles that enhance performance. 2.2.12. Explain and demonstrate some game strategies. 2.2.13. Describe and apply principles of training and conditioning for specific physical activities. GRADES 9-12 2.2.14. Identify and apply critical elements of highly skilled performance 2.2.15. Independently examine advanced movement-specific information of personal performance. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 3: ACTIVE LIFESTYLE CONTENT STANDARD 1 Page4 Students will regularly participate in developmentally appropriate physical activity for the purpose of improving and maintaining desired levels of fitness throughout life. STUDENT LEARNING EXPECTATIONS GRADES K-4 3.1. l. Identify and apply the skills necessary to perform a variety of physical activities. 3.1.2. Participate regularly in physical activity. 3.1.3. Recognize the effects of and the benefits from participation in physical activity. 3.1.4. Identify the contributions of physical activity to a healthy lifestyle. GRADES 5-8 3.1.5. Participate regularly in some form of health-enhancing physical activity. 3 .1.6. Participate in an individualized fitness program. 3 .1 . 7. Participate in modified versions of team, dual and individual sports, rhythms, recreation and outdoor education. GRADES 9-12 3.1.8. Participate regularly in health-enhancing and personally rewarding physical activity outside the school setting (journal keeping, log ... ). 3.1.9. Analyze personal behavior (physical activity, nutrition ... ) that supports a healthy lifestyle. 3.1.10. Compare and contrast activities that promote a healthy lifestyle with those that do not support a healthy lifestyle. CONTENT STANDARD 2 Students will demonstrate knowledge of a variety of movement activities. STUDE T LEARNING EXPECTATIONS GRADES K-4 3 .2.1. Recognize fundamental components and strategies used in simple games and activities. 3.2.2. Create and be actively involved in a child-created physical activity (divergent thinking, problem-solving, strategies ... ). 3.2.3 Design game, gymnastic and rhythm sequences. 3.2.4. Master fundamental skills to confidently and successfully participate in a wide range of movement activity (games, gymnastics, rhythms ... ). 3.2.5. Acquire basic knowledge of selected rules. PHYSICAL EDUCATION FRAMEWORK DRAFT Page5 GRADES 5-8 3.2.6. Analyze long-term physiological and psychological benefits that may result from regular participation in physical activity. 3.2.7. Investigate and identify opportunities in the school and community for regular participation in physical activity. 3.2.8. Participate in games, sports, gymnastics, rhythmic activities and outdoor pursuits both in and out of school based on individual interests and capabilities. GRADES 9-12 3.2.9. Select physical activities from a variety of movement forms. 3 .2.10. Analyze health and fitness benefits derived from various physical activities. 3 .2.11. Describe the effects of age, gender, socioeconomic status, and culture upon physical activity and participation. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 4. PERSONAL AND SOCIAL BEHAVIOR CONTENT STANDARD 1 Page6 Students will demonstrate appropriate personal and social behavior in physical activity settings. STUDENT LEARNING EXPECTATIONS GRADES K-4 4.1 .1. Experience enjoyment while participating in physical activity. 4.1.2. Enjoy practicing activities to increase skill competence. 4.1.3. Assess self-performance problems without blaming others. 4.1.4. Work independently and on task for short periods of time. 4.1.5 Work cooperatively and productively with a partner or group. 4.1.6. Exhibit adherence to activity specific rules, procedures and etiquette. GRADES 5-8 4.1. 7. Identifies positive and negative peer influence. 4.1.8. Recognize the effects of substance abuse on personal health and performance in physical activities. 4.1.9. Play within the rules of a game or activity. 4.1.10. Resolve conflicts with others. 4.1.11 . Make choices based on the safety of self and others. 4.1.12. Accept a decision of an official ( coach, teacher, student). 4. 1 . 13. Demonstrate use of appropriate language. GRADES 9-12 4.1.14. Initiate independent and responsible personal behavior in physical activity settings. 4.1.15. Demonstrate a leadership role in promoting safe practices, rules, procedures, and etiquette in all physical activity settings. 4.1.16. Utilize appropriate techniques for resolving conflicts. 4.1 .17. Analyze the influence of others as they impact personal and social behavior in an activity setting. CONTENT STANDARD 2 Students will demonstrate understanding and respect for diversity among people in physical activity settings. STUDENT LEARNING EXPECT A TIO S GRADES K-4 4.2.1. Appreciate differences and similarities in others' physical activity. 4.2 .2. Respect persons from different backgrounds and the cultural significance they attribute to various games, rhythms, and physical activities. 4.2.3. Celebrate personal successes and achievements as well as those of others. 4.2.4. Identify various games/activities from other cultures through the use of multimedia technology. PHYSICAL EDUCATION FRAMEWORK DRAFT GRADES 5-8 4.2.5. Show consideration of others during physical activity. 4.2.6. Respect the physical and performance limitations of self and others. GRADES 9-12 Page 7 4.2.7. Evaluate knowledge regarding the role of physical activity in a culturally diverse society. 4.2.8. Develop strategies for including persons from diverse backgrounds and abilities in physical activity. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 5. ACADEMIC INTEGRATION CONTENT STANDARD Page8 Students will utilize physical education and movement activities to enhance the total learning process. STUDENT LEARNING EXPECTATIONS GRADES K-4 5.1.1. Utilize physical education activities to enhance appropriate academic skills: Math (score keeping, counting, distance measuring, geometric shapes, averages, percentages ... )\nLanguage Arts (journal writing, body spelling ... )\nSocial Studies (playground maps, folk dance, world cultures ... )\nScience (force, speed, trajectory ... )\nMusic (rhythm activities)\nHealth (fitness, body systems ... )\netc. 5.1.2. Monitor individual fitness and skill performance through the use of computer technology. GRADES 5-8 5.1.3. Recognize that there is a relationship between physical activity and academic learning. GRADES 9-12 5 .1.4. Exhibit a knowledge of the importance of physical activity in the total academic process. 5.1.5. Choose physical activities that enhance learning in other content areas. 5.1.6. Illustrate how a healthy lifestyle impacts career decisions and performance. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 6: SAFETY CONTENT STANDARD Page9 Students will be knowledgeable of and will put into immediate use safe practices in the physical education setting. STUDENT LEARNING EXPECTATIONS GRADES K-4 6.1.1. Identify necessary precautions and limitations to avoid injury (warm-up, cool-down, equipment use ... ). 6.1.2. Develop prerequisite skills and knowledge that will aid in the prevention of injury. 6.1.3. Recognize the safety factors associated with participating in physical activities in and out of physical education class. GRADES 5-8 6.1.4. Practice necessary precautions and limitations to avoid injury. 6.1.5. Apply safe practices, rules, and procedures in all physical activity settings. GRADES 9-12 6.1.6. Anticipate potentially dangerous consequences of participation in physical activity. 6.1. 7. Create a safe environment for personal skill practice. THE ARKANSAS PERFORMING ARTS CURRICULUM FRAMEWORK FOR DANCE DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201-1071 1995 STRAND 1: BASIC ELEMENTS OF MOVEMENT STRAND 2: ARTS IN CIVILIZATION STRAND 3: ARTISTIC COMMUNICATIONS - ARKANSASCURRICULUMFRAMEWORKFORDANCE DRAFT Strand 1: Basic Elements of Movement Content Standard 1: Students will understand, explore and demonstrate dance as an art form through its basic elements of body movement. Student Learning Expectations K-4 1.1.1. 1.1.2. 1.1.3. 1.1.4. 1.1.5. 1.1.6. 1.1.7. 1.1.8. 1.1.9. 5 - 8 Identify necessary precautions and limitations to avoid injury. Recognize and move body parts (or parts of body) and joints (isolated and in combination). Control body movement in self (personal) space and shared space. Balance on and off center and demonstrate proper alignment. Experiment with breathing and how it affects movement. Practice basic axial movements (bending, turning, stretching, jumping, swinging, swaying, shaking, twisting, sitting, kneeling, lying down, pushing, pulling, rising, falling, kicking, balancing). Demonstrate beginning dance technique (Dance Warm-ups, Improvisations, and Choreography and Ballet Terminology--see Glossary). Flex, extend and rotate body parts. Develop a kinesthetic awareness. 1. 1.10. Practice necessary precautions and limitations to avoid injury. 1.1.11. Move parts of the body in more complex sequences (such as oppositional). 1.1.12. Enhance body control and expand movement in self space and shared space. 1. 1. 13. Refine counter balancing. 1.1.14. Explore contractions/releases and falls/recovery through breathing techniques. 1.1.15. Combine a wide variety of axial movements. 1.1.16. Demonstrate dance technique for development of dance form aba. (See Glossary) 1.1.17. Increase capacity to flex, extend, and rotate parts of the body. 9 - 12 1.1.18. Identify and practice necessary precautions and limitations to avoid injury. 1.1.19. Refine develop muscular control. 1.1.20. Improve coordination. 1.1.21. Increase flexibility. 1.1.22. Develop endurance. ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 2 Content Standard 2: Students will understand, explore, and demonstrate dance as an art form through its basic element of locomotor movement. Student Learning Expectations K-4 1.2.1. Recognize and demonstrate locomotor movements. 1.2.2. Combine locomotor and non-locomotor movements into short dance patterns. 1.2.3. Lead movements to be performed by group or partner (mirroring and following). 5-8 1.2.4. Create and perform complex sequences using locomotor and non-locomotor movements. 1.2.5. Perform and demonstrate learned sequences of locomotor patterns. 9- 12 1.2.6. Demonstrate advanced sequences oflocomotor and non-locomotor movement. 1.2.7. Compose and perform a sequence of locomotor and non-locomotor movements - experimenting with weight, direction, level, and tempo changes. Content Standard 3: Students will understand, explore and demonstrate dance as an art form through its basic element of time. Student Leaming Expectations K-4 1.3 .1. Recognize and move to the pulse. 1.3 .2. Identify and move to rhythmic patterns ( children's names, simple poems, games). 1.3.3. Learn and move to accents and meters (2/4, 3/4, 4/4). 1.3.4. Move to the musical/dance concepts of slow/fast, gradual/sudden, short long. 1.3.5. Experiment with simple percussion instruments. 1.3.6. Participate in movement activities utilizing simple props (ribbons, balls, lurnrni sticks, tinikling poles, hoops, clubs) while moving to the pulse. 1.3. 7. Create rhythmic movement patterns. 5-8 1.3.8. Explore and move to various rhythmic patterns. 1.3.9. Identify and move with acceleration and deceleration. 1.3 .10. Accompany their own movement sequence or that of others using an instrument of their choice. 1.3 .11. Accompany their own movement sequence or that of others using vocal sounds. 1.3.12. Combine the use of instruments and voice to accompany a movement sequence. ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 3 1.3.13. Compose a simple music phrase and create a corresponding dance phrase. 1.3.14. Utilize props while moving to the pulse. 1.3 .15. Identify and move to music having more complex meters such as 6/8, 7 /4, 5/4, 9/8, 12/8. 9 - 12 1.3.16. Identify and move to more advanced or changing meters in music. 1.3.17. Choreograph a dance phrase. Compose a musical phrase to complement it. 1.3 .18. Reverse the previous process. 1.3.19. Combine meters. 1.3.20. Demonstrate proficiency at moving to the pulse using props. 1.3 .21. Display a clear sense of rhythm and timing when moving in complex combinations. 1.3.22. Demonstrate precision of timing on entrances and exits. Content Standard 4: Students will understand, explore, and demonstrate dance as an art form through its basic element of space. Student Learning Expectations K-4 1.4.1 . Control body movement in general and personal space. 1.4.2. Move the whole body in various directions (forward, backward, sideways, diagonally, right and left, on three levels--low, middle, and high) 1.4.3. Move isolated body parts in various directions and levels. 1.4.4. Perform locomotor movements in simple floor patterns (straight lines, curved lines, circles, squares, figure eights). 1.4.5. Practice a range of body movements in personal space. 1.4.6. Demonstrate body shapes in lines, angles, and curves--symmetrically and asymmetrically. 1.4.7. Demonstrate body shapes in pantomimic representation. 1.4.8. Create patterns in the air and on the floor individually and with partners. 1.4.9. Demonstrate directional facings with partners (front, side, back). 1.4.10. Demonstrate directional facings with partners (front to front, side to side, front to back). 5 - 8 1.4.11. Perform combinations of locomotor and axial movements in simple floor patterns. 1.4.12. Experiment with spatial and body design while moving thorough near, middle, and far reach space. 1.4.13. Invent body shapes in line, angle, and curves while moving through simple floor patterns. 1.4.14. Demonstrate body shapes using energy concepts. 1.4.15. Express a pantomimic sequence of movements (a flower blooming). 1.4.16. Demonstrate directional changes working in groups. 1.4.17. Learn stage directions (upstage, downstage, stage right, stage left). ARKANSAS CURRJCULUM FRAMEWORK FOR DANCE: Page 3 1.3 .13. Compose a simple music phrase and create a corresponding dance phrase. 1.3.14. Utilize props while moving to the pulse. 1.3.15. Identify and move to music having more complex meters such as 6/8, 7/4, 5/4, 9/8, 12/8. 9 - 12 1.3 .16. Identify and move to more advanced or changing meters in music. 1.3 .1 7. Choreograph a dance phrase. Compose a musical phrase to complement it. 1.3 .18. Reverse the previous process. 1.3 .19. Combine meters. 1.3.20. Demonstrate proficiency at moving to the pulse using props. 1.3 .21. Display a clear sense of rhythm and timing when moving in complex combinations. 1.3.22. Demonstrate precision oftiming on entrances and exits. Content Standard 4: Students will understand, explore, and demonstrate dance as an art form through its basic element of space. Student Learning Expectations K-4 1.4.1. Control body movement in general and personal space. 1.4.2. Move the whole body in various directions (forv.'ard, back.'Ward, sideways, diagonally, right and left, on three levels--low, middle, and high) 1.4.3. Move isolated body parts in various directions and levels. 1.4.4. Perform locomotor movements in simple floor patterns (straight lines, curved lines, circles, squares, figure eights). 1.4.5. Practice a range of body movements in personal space. 1.4.6. Demonstrate body shapes in lines, angles, and curves--symrnetrically and asymmetrically. 1.4.7. Demonstrate body shapes in pantomimic representation. 1.4.8. Create patterns in the air and on the floor individually and with partners. 1.4.9. Demonstrate directional facings with partners (front, side, back). 1.4.10. Demonstrate directional facings with partners (front to front, side to side, front to back). 5-8 1.4.11. Perform combinations of locomotor and axial movements in simple floor patterns. 1.4.12. Experiment with spatial and body design while moving thorough near, middle, and far reach space. 1.4.13. Invent body shapes in line, angle, and curves while moving through simple floor patterns. 1.4.14. Demonstrate body shapes using energy concepts. 1.4.15. Express a pantomimic sequence of movements (a flower blooming). 1.4.16. Demonstrate directional changes working in groups. 1.4.17. Learn stage directions (upstage, downstage, stage right, stage left). ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 4 1.4.18. Perform combinations of locomotor and axial movements in complex floor patterns. 1.4 .19. Refine spatial and body designs using near, middle, and far reach space. 1.4.20. Demonstrate body shapes while moving through complex floor patterns. 1.4.21. Create movement sequences based on vertical and horizontal, saggital planes. 1.4.22. Create short dance studies using spatial concepts. 1.4.23. Identify positive and negative space. 1.4.24. Use tr:aditional, non-traditional, and environmental performance spaces in various compositions. 9-12 1.4.25. Compose and perform more complex dance studies using spatial concepts. 1.4.26. Compose and perform advanced combinations with complex floor patterns. 1.4.27. Use positive and negative space in group compositions. Content Standard 5: Students will understand, explore, and demonstrate dance as an art form through its basic element of energy/force/dynamics. - Student Learning Expectations K-4 1.5. l. Identify and demonstrate movements with varying degrees of energy (bound/free, direct/indirect, quick/slow, firm/fine, heavy/light). 1.5.2. Recognize and demonstrate simple movement phrases using basic energy contrast (still/active, soft/hard, strong/light, weak/strong, sharp/fluid). 1.5.3. Explore various ways to feel and move using imagery (sticky, slithery, sparkly, buzzy). 5-8 1.5.4. Develop simple movement phrases utilizing various energy concepts. 1.5.5. Identify and demonstrate movement qualities such as percussive/sustained. vibratory /swinging. 1.5.6. Demonstrate movement qualities with increased variety of energy dynamics (tension/relaxation, suspension/release). 1.5.7. Explore use of various dynamics to create contrasting moods. 1.5.8. Apply energy concepts to connect dance phrases. 1.5 .9. Continue the use of energy concepts as choreographlc tools and create more complex movement studies. 1.5.10. Continue to develop and refine skills necessary to project movement through the manipulation of energy concepts. 9 - 12 1.5.11. Enhance skills necessary to perform a variety of energy concepts. 1.5.12 Demonstrate the ability to utilize energy concepts in more advanced compositions. ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 5 1.5 .13. Explore ways in which energy concepts are combined and arranged to define style (ballet, ethnic, modem). 1.5.14. Continue to develop and refine skills necessary to project movement through the use of energy concepts and qualities of movement. Strand 2: Arts in Civilization Content Standard I : Students will understand the historical development of dance and its relationship to various cultures. Student Learning Expectations K-4 2.1.1. Understand that dance has a role and purpose in the life of various cultures. 2.1 .2. Distinguish among forms of theatre dance (ballet, modem tap, jazz,). 2.1.3 . Experience dance from other cultures. 2.1.4. Know and apply proper concert etiquette. 2.1.5. Demonstrate appropriate listening, observing and behavior skills as an audience. 5-8 2.1.6. Demonstrate knowledge of the sequential development of dance through history. 2.1.7. Examine cultural dance heritages. 2.1.8. Experience the dance of another culture. 2.1.9. Experience concert forms of dance. 2.1.10. Know and practice proper audience/concert etiquette. 9 - 12 2.1.11. Recognize dance as an index to the artistic and social values of civilization (i.e., celebration, ceremony. entertainment, prosperity, socialization, health/fitness, education, communication). 2.1.12. Expand knowledge of the sequential development of dance through history. 2.1.13. Examine in greater detail cultural dance heritages. 2.1.14. Experience the dances of other cultures. 2.1.15. Experience a variety of concert forms of dance. 2.1.16. Demonstrate appropriate audience/concert etiquette. - ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 6 Strand 3: Artistic Communications Content Standard 1 : Students will organize choices to express and communicate various ideas or themes. Student Learning Expectations K-4 3 .1.1. Plan and organize movement through exploration of imagination, feelings, and stories. 3.1.2. Share creative movement with others. 5-8 3 .1.3. Demonstrate the ability to move spontaneously to various stimuli. 3.1.4. Relate movement to feelings, ideas, and needs. 3.1.5. Successfully solve a group movement assignment using non-verbal stimuli. 9 - 12 3 .1.6. Solve movement problems in aba form in weak and strong areas of the stage. (See Glossary) 3.1.7. Create movement studies utilizing knowledge of compositional forms (canon, rondo). Content Standard 2: Students will participate in perfonnance. Student Learning Expectations K-4 3.2.2. 3.2.3. 5-8 3.2.4. 3.2.5. 9 - 12 3.2.6. 3.2.7. 3.2.8. 3.2.9 Regardless of ability share short movement phrases in solo, duet, and small ensembles. Complete assigned production duties in conjunction with performance. Develop proficiency in ensemble performance and understand importance of individual contribution. Complete assigned production duties in conjunction with performance. Perform a complete dance work with strong concentration, focus, appropriate energy levels, and etiquette. Demonstrate commitment to ensemble in rehearsal and performance. Achieve a high level of accuracy and interpretation. Complete assigned production duties in conjunction with performance. - ARKANSAS CURRJCULUM FRAMEWORK FOR DANCE: Page 7 Content Standard 3: Students will be able to discuss and analyze movement and dance. Student Leaming Expectations K-4 3.3.l. Understand and use a basic vocabulary of dance. 3.3.2. Solve movement problems and discuss movement choices. 3.3.3. Communicate reflections of dance experiences by speaking, v.'Iiting, moving, or other means. 5-8 3.3.4. Demonstrate proficiency in the use and application of the vocabulary of dance. 3.3.5. Compare and contrast dance forms. 3.3.6. Compare and contrast dance performances. 9 - 12 3.3. 7. Demonstrate and use advanced dance terminology. 3.3.8. Acquire a knowledge of positive and constructive feedback. 3.3.9. Critique a dance performance. 3.3.10. Exhibit a proficiency in critiquing skills. THE ARKANSAS PERFORMING ARTS CURRICULUM FRAMEWORK FOR THEATRE DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201-1071 1995 STRA D 1: CREATING STRAND 2: READING STRAND 3: EVALUATING - - ARKANSAS CURRICULUM PERFORMING ARTS FRAMEWORK FOR THEATRE DRAFT Strand 1: Creating Content Standard 1 : Students will participate in activities that develop the creative process in theatre involving script writing, sensory-awareness, analyzing, designing, and planning. Student Leaming Expectations K-4 1. 1. 1. 1. 1. 2. 1. 1. 3. 1. 1. 4. 1. 1. 5. l. 1. 6. 1. 1. 7. l. 1. 8. 1. 1. 9. 1. 1. 10. 1.1.11. 1. 1. 12. 5 - 8 1. 1. 13. 1. 1. 14. 1. 1. 15. 1. 1. 16. 1.1.17. 1. 1. 18. 1. 1. 19. 1. 1. 20. 1. 1.21. 1. 1. 22. 1. 1. 23. Begin to be oriented to others as well as self. Explore self-expression through theatrical performance. Explore appropriate terminology to develop theatre vocabulary. Improvise dialogue to tell stories and formalize improvisations by writing or recording the dialogue. Utilize the five senses and expand levels of awareness of sensory choices in creating dramatizations. Demonstrate the vocalization process using vocal characteristics: quality, pitch, rate, projection, and phrasing. Collaborate to select interrelated characters, environments, and situations for script~ Titing. Select movement, music, and visual elements to enhance the mood of a dramatization. Introduce a dramatic story line that includes a beginning, middle, and end. Explore relationships between visual arts and performing arts. Select and safely organize available materials that suggest scenery, properties, costumes and make-up. Explore technology to create, revise, and produce dramatizations. Acknowledge the points of view of others. Explore empathy for the characters in the literature. Develop self-expression through theatre performances. Use appropriate terminology to develop theatre vocabulary. Refine and record dialogue and action. Use improvisation and play writing to communicate ideas and feelings. Demonstrate sensory recall in pantomime activities and in reenacting experiences. Exhibit a practical knowledge of effective vocalization. Lead small groups in planning visual and aural elements. Rehearse improvised and scripted scenes to demonstrate social skills. Use movement, music, and visual elements to enhance the mood of the dramatization. - ARKANSAS CURRICULUM FRAMEWORK FOR THEATRE: Page 2 1. 1. 24. 1. 1. 25. 1. 1. 26. 1. 1. 27. 9- 12 1. 1. 28. 1. 1. 29. 1. 1. 30. 1.1.31. 1. 1. 32. 1. 1. 33. 1. 1. 34. 1. 1. 35. 1. 1. 36. - 1. 1. 37. l. 1. 38. l. l. 39. 1. 1. 40. 1.1.41. 1. 1. 42. 1. 1. 43. Explore the structure of dramatic literature (i.e., exposition, points of attack, rising action, climax, falling action, denouement). Incorporate elements of dance, music, video, and visual arts to express ideas and emotions in improvised and scripted scenes. Create properties, scenery, costumes, lighting, sound and make-up through individual and group effort. Use technology to create, revise, and produce dramatiz.ations. Exhibit comprehension of and sensitivity to cultural diversity through peer response. Extrapolate empathy for the characters in the literature. Expand appropriate terminology to develop theatre vocabulary. Create playwriting, technical, and performance projects. Explain the consequences of a character's behavior and suggest motives and feelings. Become aware of the senses through imaginary environments in dramatic activities. Recognize and cultivate a strong and flexible stage voice. Recognize the varied qualities of regional dialects. Effectively communicate directorial choices to a small ensemble for improvised or scripted scenes. Develop movement, music, and visual elements to enhance the mood of the dramatization. Develop characters, environments, and actions individually and in groups to create tension and suspense. Develop designs that use visual and aural elements to convey environments that clearly support the text. Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and make-up in creating an environment appropriate for the drama. Design coherent stage management, promotional, and business plans. Expand the use of technology to create, revise, and produce drarnatiz.ations. Experiment with creative choices by taking risks and appreciating risk-taking in others. - ARKANSAS CURRICULUM FRAMEWORK FOR THEATRE: Page 3 Strand 2: Performing - - Content Standard Students will participate in activities that develop the performance process in theatre involving researching, acting, directing, designing, constructing, and responding. Student Learning Expectations K-4 2. 1. 1. 2. 1. 2. 2. 1. 3. 2. 1. 4. 2. 1. 5. 2. 1. 6. 2. 1. 7. 2. 1. 8. 2. 1. 9. 2. 1. 10. 2. 1. 11. 2. 1. 12. 2. 1. 13. 2. 1. 14. 2. 1. 15. 2. 1. 16. 2.1.17. 5-8 2. 1. 18. 2. 1. 19. 2. 1. 20. 2.1.21. 2. 1. 22. 2. 1. 23. 2. 1. 24. 2. 1. 25. 2. 1. 26. Use intrapersonal and interpersonal skills to develop self confidence. Demonstrate listening, observing, focusing, and concentration skills. Apply skills learned through the dramatic process to other subject areas. Introduce the historical development of theatre. Identify comedy, tragedy, melodrama, and musicals. Distinguish between real life and fantasy. Explain how characters are similar to and different from the students' own culture. Communicate information to peers about characters, people, events, time, and place related to classroom dramatizations. Use thinking and problem-solving strategies to plan and rehearse scenes collaboratively for performance. Explore the world of work in drama related careers. Use gesture, movement, and facial expression to communicate a story. Imitate experiences through pantomime, storytelling, and role playing. Use voice effectively to communicate ideas and feelings.  Perform proper stage techniques (i.e., crosses, turns, gestures, entrances, and exits). Exhibit an understanding of the audition and rehearsal process. Understand the role of the director. Demonstrate appropriate listening, observing, and behavior skills for a theater audience. Use intrapersonal and interpersonal skills to develop self confidence. Demonstrate listening, observing, focusing, and concentration skills. Apply skills learned through the dramatic process to other subject areas. Identify significant time periods in theatre history including major people and events. Distinguish types of acting roles. Interact with others in acting real life or fantasy problems or resolutions Explore how and where drama is used in the community and observe social relationships. Explain why similar subjects and ideas are reexamined in different cultures and time periods. Use thinking and problem solving strategies to resolve problems in stories and situations through improvisation. - - ARKANSAS CURRICULUM FRAMEWORK FOR THEATRE: Page 4 2. I. 27. Demonstrate appreciation of human achievements in the arts as a specific field of endeavor. 2. I. 28. Respond in movement to a variety of images provided by sounds, music, poetry, story, and pictures. 2. 1. 29. Dramatize roles and events beyond personal experience. 2. 1. 30. Use the vocal mechanism to project voice audibly and clearly in various performance settings. 2. 1. 31. Refine proper stage techniques (i.e., crosses, turns, gestures, entrances, and exits). 2. 1. 32. Develop audition material and skills and understand the rehearsal process. 2. 1. 33. Demonstrate an understanding of the responsibilities of a director. 2. 1. 34. Demonstrate good citizenship and function as positive members of a theatre audience. 9 - 12 2. 1. 35. Use intrapersonal and interpersonal skills to develop self confidence. 2. I. 36. Demonstrate listening, observing, focusing, and concentration skills. 2. I. 3 7. Apply skills learned through the dramatic process to other subject areas. 2. 1. 38. Research and present projects representing the span of theatre history and dramatic literature. 2. 1. 39. 2. 1. 40. 2. 1. 41. 2. 1. 42. 2. I. 43. 2. I. 44. 2. I. 45. 2. 1. 46. 2. I. 47. 2. I. 48. 2. I. 49. 2. I. 50. 2. I. 51. Distinguish types of acting roles and theories of acting based on research. Build relationships between and among characters that lead to a seeming inevitable resolution. Research the role of dramatic arts in cultures and world civiliz.ations. Use role playing to develop awareness of a variety of social roles and in resolving dramatic problems. Use thinking and problem solving strategies to plan and structure elements of drama in order to analyze and create scripts. Identify ways to transfer knowledge and skills to life long community career and leisure activities. Use a blend of vocal and physical expression to project character interpretation. Apply research from print and non-print sources to script-writing, acting, designing, and directing choices. Integrate vocal skills with other actors as a means of achieving ensemble performance. Expand proper stage techniques to include special movement (stage combat, dance, etc.). Develop a resume, audition for a performance and follow a rehearsal schedule. Observe or perform the duties of a director. Respond appropriately as an audience member. AR.KANSAS CURRJCULUM FRAMEWORK FOR THEATRE: Page 5 Strand 3: Evaluating Content Standard Students will participate in activities that develop the evaluation process in theatre involving their own work and the work of others.  Student Learning Expectations K-4 3. 1. 1. 3. 1. 2. 3. 1. 3. 3. 1.4. 3. 1. 5. 3. 1. 6. 5-8 3. 1. 7. 3. 1. 8. 3. 1. 9. Identify personal preferences in dramatic performances. Recognize feelings and temperaments in dramatic play. Understand the interactive process between the actor and audience. Discover theatre experiences to demonstrate how drama reflects culture. Express and compare personal reactions to theatrical art forms. Discover the role of technology in the creation and performance of drama. Identify the parts of a theatrical performance using appropriate terminology. Display an awareness and empathy for the human condition. Evaluate performances through critical observation for the purpose of self-improvement. 3. 1. I 0. Explore theatre experiences to demonstrate how drama reflects culture. 3. 1. 11. Develop criteria for making informed critical judgements and participate in constructive criticism after observing a live production. 3. 1. 12. Explore the role of technology in the creation and performance of drama. 9-12 3. 1. 13. Understand, interpret, and evaluate theatrical performances using basic theatre terminology. 3. 1. 14. Compare and contrast emotional responses evoked by a variety of drama styles (i.e., love, sorrow,joy, pride). 3. 1. 15. Refine performance choices through observation and self evaluation. 3. 1. 16. Utilize ways drama affects and/or enhances the lives of people of various ages, cultures, and heritages. 3. l. 17. Identify and evaluate artistic merit of theatre, film, television, and electronic media productions. 3. 1. 18. Begin to develop critical language in the comparison of creative processes used in various art forms. 3. 1. 19. Utilize the role of technology in the creation and performance of drama. 3. 1. 20. Reflect on the consequences of a character's decisions and actions and relate dramatic problems to one's own life. 3. 1. 21. Determine and demonstrate appropriate aesthetic responses to dramatic performances. 3. 1. 22. Use thinking and problem solving strategies to explain and analyze how technical elements contribute to the effectiveness of a production. Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECE , ~WE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 \\'fCU GENE WILHOIT, Director, General Education Division JAN 1 2 1997 OFFICE OF DESEGREGATION MON Forward Copies To: Superintendents, Co-Op Directors Secondary Principals Middle/Jr. High Principals Elementary Principals Other: ALE Programs NO: CUR-97-051 Page: 1 of 2 Date: January 9, 1997 Type of Memo: Informational Response Required By: Those Affected There are attachments to this memo. Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Alternative School Programs Index Code: IHBH Aggression Replacement Training Regulatory Authority: NI A Contact Person: Ann Smith Phone No: 682-4392 The Arkansas Departments of Health and Education and the University of Arkansas at Little Rock (UALR) are joining together to offer AGGRESSION REPLACEMENT TRAINING (A.RT.) to school district personnel involved in Alternative Learning Environments on Friday and Saturday, February 21-22, 1997. Trainees must agree to be involved both days. This is a wonderful opportunity for alternative staff to learn new skills in dealing with troubled students. Aggression Replacement Training is a social skills curriculum containing the components of Empathy, Anger Control, Skills Streaming (over 50 pro-social skills), and Character Education. This curriculum has demonstrated success with violent and aggressive youth in the cities of New York, Chicago, Detroit, and St. Louis. It was originally developed by Dr. Arnold Goldstein from Syracuse University in New York. It is an active, structured behavior-related program where students practice important social skills until they are internalized and transferred into their everyday lives. Programs using A.RT. report an 85-90% success rate based on the criteria of grade point average, office referrals, suspensions, parent evaluation, and teacher evaluation. The program takes the commitment of staff who need to be willing to actively structure the learning so that it continues to be experienced based. -over- Director's Memo No. CUR-97-05.1 -2- January 9, 1997 Dr. Shirley Salmon, Assistant Superintendent, Ferguson-Florissant School District, and Jeff Spiegel, Administrator, Student Support Center, are the trainers. Both are actively involved in their district's programs as well as serve as trainers throughout the country. There is no charge for this training. Districts will be responsible for travel, meals, and overnight accommodations, if needed. Participants will be limited to 80. The training will be at UALR, Donaghey Student Union, Suite A and B from 9A.M. to 5 P.M. each day. Parking is in the Student Parking Deck at $.50 each day. (Correct change is required.) A campus map is included. For reservations, please call: Ann Smith, Program Advisor Alternative Learning Environment Phone 501-682-4392 N 0 a.. ..... 0 0 D z O'\\ If) O'\\ C .I,ll Q w fa.. w Q a::: _j a: ::::\u0026gt; UALRCAMPUS P.'I OPEN Sl\\JDEHT W PAAKING ~ OPEN STUDENT ~ FAOJLTY/$TAFF PARKING \\ r.::l fREE L.::.] .PAAl\u0026lt;lNG r\nW\nI RESTRtCTEO [1\nd STUDENT PlVll(jNG ITTm RESTRICTED Wlli FACLJlTY/STAFF PARKING ffl IIISrTOR PAAK!NG U A\\,61\\ll.ABLE I, . m MOTORCYCt.E/ ~ BICYCLE PARKING ,A EMEf+GEJ,iCY V PHONES ~ ~~W.TlON , .... ONEWAYTRAFFIC DIRECTION OF THEAAROW 13 LOT ~MOERS FAIR PARK Bl.VO. S. TAYLOR ,_.,\u0026gt;~: ~ _.,,., .... ~ ... . . . .,. \" ., ____ ,,,_--.........~ ~~\u0026lt;,\n,.. ~~-...,..\n.-~\"~~----' ._____ ____ _ UNIVBlSITY_AVEMJE ____j 4/93     ADE Memo Received 1-22-97 Textbook Selection School Funds/Types of Funds Fiscal Crisis Relief Funds Rules and Regulations Governing the Distribution of District Fiscal Crisis Relief Compensatory Education -mo.JJf _ Title I Information Update Scholarship/Student Awards Project Starting Block/Engineers' Mentor Seminar . . Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STATI \\ CA l'ITOI. MA I.I. I.ITTI.E ROCK. AR KANSAS 7220 I - I 071  (50 I) \u0026lt;,X.2 I 175 RECEIVED (il\\NI! WILIIOIT. Director. (iencral Edm:ation Division JAN 2 2 1997 OFFICE OF DESEGREGATION MONITORm\u0026amp; Forward Copies To: Superintendents, Co-Op Directors NO: FIN-97-076 Page: 1 of 1 Date: January 16, 1997 Type of Memo: Informational Response Required By: None Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Textbook Selection Index Code: IJJ Regulatory Authority: Arkansas Annotated Code 6-21-401-413 (Repl. 1993) Contact Person: Sue McKenzie Phone No: 682-4593 Some school districts have exercised the flexibility in the Arkansas Code by selecting textbooks and instructional materials other than those on the state-adopted lists. When requests are received from districts, the Department of Education has negotiated contracts with Publishing companies enabling districts to utilize funds from the state for purchasing. A list was provided to each district in July 1996 of the off-list materials on official state contracts. Additions to this list are now available to districts on the Arkansas Department of Education Home Page, Internet address http:\\\\arkedu.k12.ar.us\\. If you cannot access the Internet, you may request a hard copy by contacting the Instructional Materials office, the telephone number is (501) 682-4593. ~ Arkansas DIRECTOR'S COMMUNICATION - ::.:: EPARTMENT OF EDU CATI ON RE 4 STATE CAPITOL MAI.I. LITTL.I' ROCK. ARKANSAS 72201 1071  (501) MC 117'\u0026gt; GENE WILHOIT, Director, General Education Divis1\u0026lt;111 JAN 2 2 1997 OFFICE OF DESEGREGATION MONITORnJG Forward Copies To: Superintendents. Co-Op Directors NO FIN-97-077 Page: l of 3 Date: January I 0. 1997 Type of Memo: Regulatory Response Required By: None There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Or. Bobbie Davis Subject: School Funds/Types of Funds Fiscal Crisis Relief Funds Index Code: OIB Rules and Regulations Governing the Distribution of District I iscal Crisis Relief Funds Regulatory Authority: Act 917.Act1194 and Ark. Code Ann.* 6-11-105 (Repl. 1993) ,md .\\rk Code Ann. ** 6-20-305 and 311 ( 1995 Supp.) Contact Person: John Kunkel Phone No: 682--t258 fhe State Board of Education has approved the Rules and Regulations for the distribution of Fiscal Crisis Relief Funds. Prior to final apprO\\ al of any rule and regulation ,\\e must first hm c tl reviewed by the Rules and Regulations Committee of the Arkansas Legislative Council. I he attached rule and regulation was presented for review. Based on that re\\1ew. we \\Vere alkmeJ to proceed with the distribution of funds for reductions in M\u0026amp;O re...-enues per ADl\\1 (Section 6.03 (b)). The other items were deferred until such time that we could present a delinition ol high cost transportation to the committee On .l,1t1Uc.ll\"y 9. 1997. the Arkans\u0026lt;1s I egislat1\\ c re\\ icwed ADE's proposed distribution and deferred action on high cost transportat1on aid. Enclosed you will find a printout that calculates your district's gain or (loss) in M\u0026amp;O Revenue per ADM. Please review this information, if) ou agree with the calculation and your district has a (loss) per ADM due to the enactment of \"The Equitable School S~ stem Act of 1995\", you should qualify for Fiscal Crisis Relief funding. lf you find errors in the calculation, please contact John Kunkel at 682-4258. To apply for Fiscal Crisis Relief funds, sign the statement that) ou agree with the calculation and hereby apply for the funds. ALL Ql ESTIONS l\\ll ST BE IU,M)L \\'ED I )11n:tm's Mrn10 No 1:IN-(\u0026gt;7-077 .la11uary I 0. I lJ97 Pagc 2 ol\" 3 AND THE FORM RECEIVED BY ADE BY .JANUARY 22, 1997. SIGNED FORMS MAY BE FAXED TO 682-9035. The following is an explanation of the calculation and source of the information. MFPAffrust Adjusted - This is a calculated total, the information is presented on your linal 1995-96 MFPA Printout dated Ma) 21, 1996 (you ma) have received a final adjusted cop) alter this date). St\u0026lt;1rt with the total MFPA + rrust total on Line 17. subtract Growth h111ding and Isolated Funding. This amount is calculated by taking the G/F and ISLO Add-On Weights in Section I times the State Base l~qualization Rate of $2,754.60. Next deduct Consolidation Incentive (Line I 0) and Act 2 or 1994 (Linc 15). The total has also been adjusted for an) Special Adjustments on Line 13 and for funds recei\\ed for .Juvenile Serious Offender Units. State Equalization/Trust - 1 his total can be found on the December 27. 1996 State Aid to School District Printout (Linc 7). Transportation Aid - This total can be found on) our Transportation Aid Computation Printout dated July 10, 1995. At-Risk Funding - rl1e total for this catcgot\") consists of funding receiwd direct!) b1 your District for State Compensator) Education. Alternatin: Learning En\\'1ronments. Limited English Proficient Programs (LEP). ACT College Preparatory Enrichment Program ( CPFP) and Summer School Remediation. Teacher Retirement Contribution - rhis is a calculated total based on the October 1995. hilling from the 1 cacher Retirement S1 stem to the State Department or Education for I 99-t- 95 salaries. The total for each district is based on 93. I% of the total due. Districts ma~ not hm e information to confirm this calculation. Health Insurance Contribution - I his contribution information b) school district \\\\as nht,uncd from Blue Cross Blue Shield. The amount is based on actual pa) ments made b1 the Department of Education dunng 1995-96. Districts do not haYe documentation a\\'ailablc to confirm this calculation. General Facilities Funding - I he 1995-96 total can be veri tied from a Januar) 2. 19%. pa) ment memo. the 1996-97 can be found on [ ine 11 of the State ,\\id to School District Printout dated Decembcr 27. 1996. Additional Base Funding\n- This total can be found on the December 27. 1996 State Aid to School District printout ( L111c 21 ). - I )irt:ctor's Mt:mo No J.'JN-97-077 .l\ni11umy I 0, I \u0026lt;J\u0026lt;)7 Jlagt::, or:, Local Revenue - The 1995-96 total is calculated by multiplying the Assessment times the Millage plus the Miscellaneous Funds. (NOTE: Millage on the Printout is rounded to t\\\\O (2) decimal places. the calculation is at live (5) places. Therefore. if you check the calculation you may find a difference due to rounding.) The 1996-97 total is calculated b) multi pl) 111g the Assessment times the Millage times 98% plus the Miscellaneous funds. The Millc1ge for J 995-96 is the Initial Credit to Base Millage calculated on July 3. 1995. based on the September 1994 election. The Millage for l 996-97 is the M\u0026amp;O Mills Available found on the December 27. 1996 Printout. In conclusion. the application form must be received by ADE prior to January 2:2 so that i\"unds for Loss in M\u0026amp;O Revenues can be distributed by the end of the month. We do not need a signed response from districts that gain M\u0026amp;O Revenues per ADM. The form \\\\US provided to all districts so that everyone could review the calculation as defined in the rule and regulation. Again. please feel free to call if you have any questions regarding the calculation. DRAFT Arkansas Department of Education Ruks and Regulations Governing the Distribution of District Fiscal Crisis Relief Funds. 1.00 Regulatory Authority 1.01 These regulations shall be known as Arkansas Department of Education Rules and Regulations Governing Distribution of District Fiscal Crisis Relier Funds. 1.02 These regulations are enacted pursuant to the State Board or Education's authorit) under Ark. Code Ann. 6-1 1,105 (Rep!. 1993) and Ark. Code Ann. 6-20-305 and 311 (1995 Supp.) 2.00 Purpo e 2.01 It is the purpose of these regulations to provide a method to determine which school districts are eligible to receive School District Fiscal Crisis Relier funding and how those funds are to be distributed. 3.00 Definitions 3.01 ADM: the total number or days attended plus the total number or days absent h~ students in grades kindergarten through twelve ( K-12) during the lirst three ( 3) quarters or each school year. divided by the number or school days actual I) taught in the district during that period of time rounded to the nearest hundredth. 3.02 Assessment per ADM: the 1995 Total Assessment collectable in 1996 di, ided b~ the 1995-1996 ADM. 3.03 Base Millage: twenty-five (25) mills excluding mills required to sen ice debt. 3.04 M\u0026amp;O Revenues for 1995-1996: the sum of Local Revenue less revenue required to service bonded debt. plus MFPA and Trust Funds ( Less Isolated /\\id. Consolidation Incentive /\\id. /\\ct 2 of the First Extraordina1) Session or 199-t Funding and Growth Funding). rransportation Funding. At-Risk Funding. State Teacher Retirement Contribution. State I lealth Insurance Contribution and. General Facilities Funding. 3.05 M\u0026amp;O Revenues for 1996-1997: the sum or Local Revenue less revenue required to service bonded debt. plus Total State Equalization hmding per Student. General Facilities Funding. Additional Base Funding and Fiscal Crisis Relief Funds. DRAFT 1.0(1 l{cquin.:d M\u0026amp;() 1:x pcnditun.:s liir I \u0026lt;)\u0026lt;)(1-I ()()7: the li1llowi11g required cxpc11diturcs: ( 'l.1ssroo111 1 cacher l:x pcnditurcs. Special Education Rcquircd Expenditures. Gifted and Talented Required expenditures. Alternati\\'e Lducation Required Expenditures, Vocational Education Required Expenditures: T cacher Retirement, 1-Iealth Insurance, and Salary Schedule Required Increase. 4.00 General Provisions 4.01 Any school district that believes that it has suffered adverse fiscal impact due to the implementation of \"The Equitable School Finance System Act of 1995\" shall submit an application to the Arkansas Department of Education by December 2. 1996. 4.02 This application shall be reviewed by the Committee on Adverse Fiscal Impact (hereinafter \"the committee\"). 4.03 The committee shall use all the information in the application as well as any other relevant information on file with the Arkansas Department of Education. The committee shall also have the authority to request additional information or clarifications from the school district. 4.04 The committee shall make a determination as to the eligibility ofa school district for Fiscal Crisis Relief funds and the amount of those funds within ninety (90) days of the receipt of the application. 4.05 The Director of the Department or Education. upon recommendation or the Committee. may designate any school district that receives Fiscal Crisis Relier funds a Phase I Fiscally Distressed School District under the provisions of Act 915 of 1995 Rules and Regulations approved by State Board of Education. 5.00 Application 5.0 I Any school district submitting an application for Fiscal Crisis Relief runds must be in compliance with the Base Millage requirements. 5.02 In the application, a school district must demonstrate that either it M\u0026amp;O revenues per ADM for the 1995-1996 school year were greater than its M\u0026amp;O revenues per ADM for the 1996-1997 school year or its increase in required M\u0026amp;O expenditures for the 1996-1997 school year were greater than its increase in M\u0026amp;O revenues for the 1996-1997 school year and that these differences in revenues or increased expenditures are solely due to the implementation or Acts A 917and 1194ofl995. W l\u0026gt;ltAFT :-i.tn A school district shall includ\u0026lt;.: with its application any an\u0026lt;l all documents that s11hsl:111li:ih: !he claims in S\u0026lt;.:clion 'i.02.. These documenls c\n111 include hul shall 1101 he limilcd lo: hudg\u0026lt;.:ls, audits, rcvenu\u0026lt;.: for\u0026lt;.:custs. properly tax eoll\u0026lt;.:ction rates. salary schedules, documents concerning salary schedule waivers or tiscal distress. class schedules, and teacher/student class assignment schedules. 6.00 Committee on Adverse Fiscal Impact. 6.01 The committee shall consist of the following individuals: a) Deputy Director or General Education (or his/her clcsignee): b) Assistant Director for Finance and Administration (or his/her clesignee): c) Associate Director for Finance (or his/her clesignee): cl) Coordinator of Local Fiscal Services (or his/her designee): c) Director or Vocational Education (or his/her designcc). 6.02 The committee shall review all applications after December 2. 1996. 6.03 The committee shall observe the following criteria in disbursing Fiscal Crisis Relief funds: a) No one school district shall receive over ten percent ( I 0%) or the total funds available for Fiscal Crisis Relief\nb) The committee shall first review all requests for fiscal crisis relief funds due to a reduction in M\u0026amp;O revenue per ADM and fund tlKn: requests which satisfy the criteria to the extent of available funding. If additional funds are available\nthen. c) The committee shall review all requests for tiscal crisis relief funds due to the required operation or a high cost transportation program. defined by the Department of Education. If additional funds arc available\nthen, d) The committee shall review applications for Fiscal Crisis Relief funds for required M\u0026amp;O expenditures. and fund these requests which satisfy the criteria to the extent or available funding. Ir additional funds arc available\nthen. e) The committee shall review all requests for tiscal crisis relief funds for those school districts which voted debt service mills after September I. 1995. to enable those school districts to improve their infrastructure. l\u0026gt;l\u0026lt;AVI' Ir l'unding is not availahk li,r the committee to l'und the apprm ed  requests. thL: commillL:e shall lirsl give prekrcncc to districts\" ith the lowest /\\ssessmrnt per /\\DM. g) The Committee shall not approve funding in excess of that which is made available for such purpose. 6.04 Upon the completion of the review of the applications. the committee shall forward its findings to the districts who have applied for funds. 6.05 lfthe committee determines that a school district is eligible and \\,\\ill recei\\e hscal Crisis Relief funds, those findings shall be forwarded to the individuals\\\\ ithin the Arkansas Department or Education responsible for the disbursement or funds and l\u0026lt;.)r working with liscally distressed school districts thirty (JO) da) s fol lo\\\\ ing the completion of the review. Ir the decision or the committee is appealed. the findings shall not be forwarded. 7.00 Appeals 7 .01 Within fifteen ( 15) days or the decision or the Committee on Adn:rse Fiscal Impact, a school district may submit in writing to the Director or(,eneral Education an appeal of the committee's ruling. 7.02 The Director shall immediately notify the committee that its decision ha - been appealed. 7.03 The Director, within twenty (20) working days, shall consider the district's appeal. ,. Arkansas DIRECTOR'S COMMUNICATION -REC DEPARTMENT OF EDUCATION 4 STATE CAPITOL MfLL  LITTLE ROCK, ARKANSAS 72201-1071  (SOI) 682-4475 GENE WILHOIT, D1rector. General Education Division JAN 2 2 1997 OFFICE OF DESEGREGATION MONITOR! JG FORWARD COPIES TO: X SUPERINTENDENTS, CO-OP DIRECTORS X SECONDARY PRINCIPALS, MIDDLE/JR. HIGH X OTHER: SECONDARY COUNSELORS NO: TEC-97-019 PAGE: 1 of 2 DATE: January 16, 1997 TYPE: RESPONSE REQUIRED BY: ADMINI ST RAT IVE ALL X INFORMATIONAL THOSE AFFECTED REGULATORY X OPTIONAL NONE X ATTACHMENTS ASSISTANT DIRECTOR/SECTION: Frank Anthony, Technical Assistance SUBJECT: Scholarship/Student Awards INDEX CODE:JM Project Starting Block/Engineers' Mentor Seminar - REGULATORY AUTHORITY: N/A CONTACT PERSON: Oliver Dillingham Phone No: 682-4213 The Arkansas Department of Education is pleased to announce the Seventh Annual Starting Block Seminar. The seminar is sponsored by the Association of Black Engineers in Arkansas(ABEA)in cooperation with the Arkansas Department of Education, Equity Assistance Center. This se~inar will offer scholarships to seniors participating in \"Project Starting Blockn and enrolling in an engineering course study. \"Project Starting Blockn is a four-part mentor program aimed at minority high school students Grades 10,11 and 12 with an interest in engineering. The program will consist of the following phases: 1. One-Day Counseling Seminar 2 . One-Day Technical Seminar/Scholarship Awards Reception 3. College Campus Field Trip 4. Company Sponsored Field Trip The \"Project Starting Block\" student packet must be completed, signed, postmarked and returned on or before February 3, 1997. Applications should be mailed to: Mr. Jay C. Hartman, ABEA Project Starting Block 1997 P.O. Box 551 Little Rock, AR 72203 Please post the enclosed announcement about the availability of the scholarship. Thank you for your cooperation. January 7, 1997 Dear High School Principles: The Association of Black Engineers in Arkansas (ABEA) is pleased to announce that we will be conducting our 6th Annual \"Project Starting Block\" counseling seminar for high school students on February 22, 1997. This seminar will be held at the Southwestern Bell Auditorium, 1111 W. Capitol, Little Rock, and will begin at 10:00 a.m. and conclude at 1:00 p.m. Pro~ect Starting Block is a four-part mentor program aimed at minority high school students with an interest in engineering. The principle purpose of the program is to inform youth in Arkansas about the field of engineering through seminars, college campus visits, and corporate tours. These activities allow our students to become familiar with the various engineering disciplines, the educational requirements, and those career opportunities available to them with Arkansas corporations. During this segment of the Starting Block Program, representatives from various Arkansas institutions and corporations will present vital information regarding the various fields of engineering, obstacles students face as today's youth, courses that students should take while still in high school, and preparatory requirements for college life. \"Project Starting Block\" has proved to be a success. Over the past six years we have had over 400 students to participate in our program. Several graduating seniors from our program have chosen to pursue the field of engineering. This past year ABEA was able to award $4,000.00 in scholarships to selected seniors participating in \"Project Starting Block\" that chose to enroll in Engineering curriculums. ''Project Starting Block\" originated in 1990 and was designed to acquaint high school students, primarily sophomores and juniors, with multi-disciplined engineering activities. We request your assistance in identifying potential minority students with interest in math and science to participate in our program. Enclosed is a student packet. Please distribute copies to your counselors so they may contact potential students. We strongly request that counselors submit all signed student data forms to the above address by February 3, 1997. A student form is enclosed in the student packet. Also enclosed in the packet is a synopsis of \"Project Starting Block\" for students and their parents. If you have any questions, please contact me at work at (501)377-5839 or at home at (501)868-9534 (after 6:00 p.m.). Thank you in advance for your cooperation. Sincerely, / =5L!-~----- ,,,_,,,..---- ,.,...,..,,,,.,, _/~--c\n.., Jay C. Hartman ABEA, Starting Block '97 Attachments PROJECT STARTING BLOCK STUDENT PACKET The Association of Black Engineers in Arkansas' \"Project Starting Block\" Project Starting Block is a four-part mentor program aimed primarily at minority sophomore and junior high school students with strong math and science skills. The program will consist of the following phases as outlined: I. A One-Day Counseling Seminar - The seminar will be scheduled for early spring to orientate students on the engineering profession. This seminar will include information concerning preparatory high school and college courses, financial aid, etc. II. A One-Day Technical Seminar - This seminar will be scheduled for mid spring to instruct students on how to prepare resumes, financial aid documents, and college application documents. The seminar will also deal with proper conduct and dress for job interviews. A Scholarship Awards Reception - Graduating seniors who have participated in the Starting Block Program are eligible for an engineering scholarship to the college of their choose to be presented at this Reception in the Spring. III. A College Campus Field Trip - This field trip will be scheduled for early fall at a College of Engineering to introduce students to the engineering curriculum and \"campus life\". IV. Company-Sponsored Field Trips - One field trip will be scheduled for last spring and the other last fall to familiarize students with engineering applications within the government and/or industry. Project Starting Block has proved to be a success. Over the past six years we have had over 400 students to participate in our program. Several graduating seniors from our program have chosen to pursue the field of engineering. This past year ABEA was able to award $4,000.00 in scholarships to seniors participating in \"Project Starting Block\" and enrolling in Engineering curriculums. If there are any further questions please contact Mr. Jay C. Hartman, ABEA, Project Starting Block 1997, at (501)868-9534 (after 6:00 p.m.) or at 377- 5839. STUDENT DATA FORM I will attend ABEA's \"Starting Block\" Counseling Seminar on Saturday, February 22, 1997, at the Southwestern Bell Auditorium, 1111 W. Capitol, Little Rock, Arkansas, from 10:00 a.m. until 1:00 p.m. Student Name __________________________ _ Age Address ------------------------ City ______ _ Zip _ Phone# ____________ _ High School _______________________ _ Grade Careers Most Interested In ---------------------------- Parents are welcome to attend the seminar if desired. Will Parent Attend Counseling Seminar? No Yes (If Yes then 1 or 2 Parent's Signature \u0026amp; Date DEADLINE: RETURN THIS FORM TO YOUR COUNSELOR BEFORE January 29, 1997. Please return to your Counselor for Group mailing or return directly to ABEA at the address listed below! ABEA P.O. Box 2795 Little Rock, AR 72203  JHN-U/-\\H TUI: 09:48 AP\u0026amp;L TOBY 24TH FLOOR FAX NO. 5013773850 The Assoch,t:ion of Blacl\u0026lt; Engineers in Arkansas presents P. 02 'fhe 7th Annual Project Starting Block Seminar When: Where: Time: Cost: February 22, 1997 Southwestern Bell Building, 1111 W. Capitol (Downtown Little Rock) 10 :00 a.m. - 1 :00 p.m. Freel Free! Free! Project Starting Block Pron1ises To Ju1np Start You In The Right Direction To Deconling An Engineer?  If you are interested in the field or engineering, this seminar is for you! * Come meet many Arkansas engineers from companies around tlie state. You will also be int, oduced to several representatives from Arkansas engineering schools.  Gain valuable infonnation about what it takes to be an engineer, college preparatory requirements. grnnts, scholnrships, admission requirements and other important and helpful information . See your counselor for more informntion. ADE Memo Received 1-29-97  Grants/Funding Proposals and Applications Technology Literacy Challenge Fund  Special Education Programs Regional Co-Teaching Training  Mathematics Education Pre-Conference Sessions in Mathematics for Title I Mid-Winter Conference  Textbook Selection and Adoption Textbook Caravan, Social Studies, Health/Physical Education and Driver Education, Grades Middle School, Junior, and Senior High  Gifted and Talented Education Academic Enrichment for the Gifted in Summer (AEGIS) Program Materials , ' Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION REC4 S TAITVE C A,P I TOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division JAN 2 9 1997 OFFICE OF DE REGATION MON NO: FIN-97-079 Page: 1 of2 . Date: January 23, 1997 Forward Copies To: Superintendents, Co-Op Directors Type of Memo: Informational Response Required By: None Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Grants/Funding Proposals and Applications Technology Literacy Challenge Fund Regulatory Authority: NI A Contact Person: Dr. Charles Watson Index Code: DD Phone No: 682-4474 The Department has received a number of calls concerning federal funds that have recently become available under the U.S. Department of Education Technology Literacy Challenge Fund. The availability of these funds to the state depends on the ADE completing a state application based on a technology plan. The agency has until March 31, 1997, to complete the plan and submit it to the U.S. Department of Education. That application and plan are being developed and will be submitted for review and approval in the near future. It is our plan to complete the process well before the March 31 deadline. Program guidelines established under Title III of the Improving America's Schools Act (!ASA) and the President's goals for technology in education set the following areas under which state and local districts grants can be funded.  All teachers will have the training and support they need to help all students learn through computers and through the information superhighway\n All teachers and students will have modem computers in their classrooms\n Every classroom will be connected to the information superhighway\nand  Effective and engaging softward and online resources will be an integral part of every school curriculum. Director's Communication No. FIN-97-079 January 23, 1997 Page 2 of2 Once funds are received in the agency, program guidelines call for distribution of funds through a competitive grant process. Application forms will be provided to all districts and cooperatives after funds have been received by the state. States receiving funds under this program have until September 30, 1998, to obligate funds to local districts. This timeline allows the state ample opportunity to design the grant process and to allocate funds within the guidelines as provided by the U.S. DepartmentofEducation. Hopefully, this information will assist your district in planning toward preparing an application for these competitive grants. Arkansas DIRECTOR'S COMMUNICATION L.~f\nD'll/JU.IJ\u0026amp;,\\~IM~~I.~\nK!?,!!,S\n~!!.2~ GENE WILHOIT, Director, General Education Division JAN 2 9 1997 .OFFICE OF DESEGREGATION MONllORlNQ Forward Copies To: Superintendents, Co-op Directors Secondary Principals Middle/Jr. High Principals Elementary Principals Other: LEA Supervisors NO: FIN-97-078 Page: 1 of 2 Date: January 23, 1997 Type of Memo: Informational Response Required By: Optional There is an attachment to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Special Education Programs Index Code: IHBA Regional Co-Teaching Training Regulatory Authority: Public Law 94-142, as amended Contact Person: Rose Merry Kirkpatrick, Consultant Phone No: (501) 663-3838 1-800-482-8437 The Arkansas Department of Education, Special Education, will provide one additional regional training on the use of \"co-teaching\" as a strategy to successfully teach students with special needs in the regular classroom. This training, like the ones already scheduled for the 1996-97 school year, will be available to districts that are currently using \"co-teaching\" as part of their inclusive initiative program, as well as districts that are interested in developing a program. The training will held at the University of the Ozarks in Clarksville on March 26, 1997. The workshop will begin at 8:30 a.m. and conclude at 4:00 p.m. The training will focus on the rationale behind \"co-teaching ,\" common \"co-teaching\" structures used in the classroom, strategies for successful implementation, and lesson planning. Much of the training will be interactive in nature, and participants will be asked to develop an implementation action plan at the conclusion of the workshop. Districts that choose to participate should send their personnel in \"co-teaching\" building teams. These teams must consist of a special education teacher and at least one general educator. Since administrative support is critical to the success of this strategy, building administrators are highly encouraged to attend. Director's Communication No. FIN-97-078 Page 2 of2 The training is provided to districts at no charge. Reimbursement for substitutes will be available, if needed. Mileage will also be paid for one car per district. Any additional expenses will be the responsibility of the participating school district. There will be limited space available, so reservations will be on a first come, first serve basis. Registration forms must be returned no later than February 28, 1997. Confirmation notices will be sent to all registered attendees. Send the attached registration form to: Rose Merry Kirkpatrick Arkansas Special Education Resource Center 1405 North Pierce, Suite 101 Little Rock, AR 72207 FAX (501) 663-7363 REGIONAL CO-TEACHING TRAINING UNIVERSITY OF THE OZARKS, CLARKSVILLE MARCH 26, 1997 REGISTRATION FORM DISTRICT- -----------BUILDING- ------------- CONTACT PERSON _______________________ _ POSITION ___________________________ _ SCHOOL ADDRESS SCHOOL TELEPHONE _____________________ _ Registered Co-Teaching Team Name ____________ Position ______________ _ Name ____________ Position ______________ _ Name _____________ Position ______________ _ Name ____________ Position ______________ _ Return by February 28, 1997 to: Rose Merry Kirkpatrick Arkansas Special Education Resource Center 1405 North Pierce, Suite 101 Little Rock, AR 72207 FAX (501) 663-7363 ( Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECE4 S~TA,T,E,_ C_AP, ITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division JAN 2919c  OFFICE OF Forward Copies To: Superintendents, Co-Op Directors Other: Federal Program Coordinators NO: CUR-97-054 Page: 1 of 1 Date: January 23, 1997 Type of Memo: Informational Response Required By: Optional There is an attachment to this memo. Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Mathematics Education Pre-Conference Sessions in Mathematics for Title I Mid-Winter Conference Regulatory Authority: NI A Contact Person: Charles Watson Index Code: IHAB Phone No: 682-4474 Improving the teaching and learning of mathematics across our state is a major goal of the Department of Education and the State Board. Providing awareness for administrators and professional development for teachers in promising practices in the mathematics classroom are ways in which we can assist schools. To that end, three sessions have been included as part of the pre-conference program of the Title I Mid-Winter Conference in Hot Springs later this month. Each session will highlight successful classroom practices in mathematics that are currently in place in schools throughout the state. These sessions and the times at which they are being presented are summarized on the attached program supplement. If you, or members of your staff, plan to attend the Mid-Winter Conference in HotSprings on Wednesday, January 29, we encourage you to attend one or more of these sessions in the Venus Room of the Arlington Hotel. PROGRAM SUPPLEMENT NINTH ANNUAL TITLE I MID-WINTER CONFERENCE Wednesday, January 29, 1997 Venus Room, Arlington Hotel Mathematics for the Kindergarten to Fourth Grade Classroom 8:45 a.m. - 10: 15 a.m. K\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\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\n\n\n "},{"id":"bcas_bcmss0837_581","title":"M to M (Majority to Minority) transfers","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":["1997/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Educational law and legislation","Educational statistics","School enrollment"],"dcterms_title":["M to M (Majority to Minority) transfers"],"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/581"],"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\nUJ/ 110/  / i / : OU (.0 Arri^-iL.^ 4ia '^ '^ * UNITED STATES COURT OF APPEALS FOR THE EIGHTH circuit No. 96-3333 RECEIVED I MAR 3 11997 Little Rock School District\nA A Appellant, OFFICE OF DESEGREGATION MONITORING Lorene Joshua\nIntervenor Plaintiffs, * Servicemaster Management Services\nIntervenor, * Anne Mitchell\nBob Moore, Pat  Gee\nPat Rayburn\nMary J, Gage\n* North Little Rock Classroom Teachers Association\nPulaski  Association of Classroom * Teachers\nLittle Rock Classroom * Teachers Association\nAlexa Armstrong\nKarlos Armstrong\nEd Bullington\nKhayyam Davis\nJanice Dent\nJohn Harrison\nAlvin Hudson\nTatia Hudson\nMilton Jackson\nLeslie Joshua\nStacy Joshua\nWayne Joshua\nKatherine Knight\nSara Matthews\nBecky McKinney\nDerrick Miles\nJanice Miles\nJohn M. Miles\nNAACP\nJoyce Person\nBrian Taylor\nHilton Taylor\n'Parsha Taylor\nRobert Willingham\nTonya Willingham\nA A A Appeal from the United States District Court for the Eastern District of Arkansas. Intervenor Plaintiffs, V. North Little Rock School District\nLeon Barnes\nSheryl Dunn\nMac Faulkner\nRichard A. A A A03/28/a\ni/ :37 Udo Giddings\nMarianne Gosser\nDon Hindman\nShirley Lowery\nBob Lyon\nGeorge A. McCrary\nBob Moore\nSteve Morley\nBuddy Raines\nDavid Sain\nBob Stendar\nDale Ward\nJohn Ward\nJudy Wear\nGrainger Williams\n Defendants, * Pulaski County Special School District\n Appellee, it State of Arkansas, Defendants, Office of Desegregation Monitor\n* Claimant, Horace A. Walker\nP. A. Hollingsworth\nKenneth G. Torrence\nPhillip E. Kaplan\nJanet Pulliam\nJohn Bilheimer\nDale Charles\nRobert L. Brown, Sr.\nGwen Hevey Jackson\nDiane Davis\nRaymond Frazier\n Plaintiffs, * V. Pulaski County Board of Education\nO. G. Jacovelli, individually and as President of the Board of Education of  lb*  lb A lb *  the Little Rock School District\n* Patricia Gee, individually and * in her official capacity as a * member of the Board of * Education of the Little Rock * School District, a public body\n* Dr. George Cannon, individually * and in his official capacity as a member of the Board of Education of the Little Rock -2-03/28/97 17:38 031^3^945 US COURT APPEALS 1^006 School District, a public body\n* John Moore, individually and in * his official capacity as a member of the Board of   Education of the Little Rock  School District, a public body\n* Dorsey Jackson, individually and in his official capacity as a member of the Board of Education of the Little Rock School District, a public body\n lb Dr. Katherine Mitchell, Indivi- * dually and in her official capacity as a men)er of the Board of Education of the Little Rock School District,   * a public body\nW. D. Hamilton, * individually and in his official* capacity as a member of the Board of Education of the Little Rock School District, public body\nCecil Bailey, Individually and in his a official capacity as a member of the Pulaski County Board of Education, a public corporate\nThomas Broughton, individually and in his official capacity as a member of the Pulaski County Board of Education, a public corporate\nDr. Martin Zoldessy, individually and in his official capacity as a member of the Pulaski County Board of Education, a public corporate\n*   * * * * * * Defendants, * * Submitted: February 25, 1997 Filed: March 31, 1997 Before RICHARD S. ARNOLD, Chief Judge, and HEANEY and MOLLMAN, Circuit Judges. -3-HEANEY, Circuit Judge. Little Roclt School District (LRSD) appeals from an order of the United States District Court for the Eastern District of Arkansas requiring it to pay the Pulaski County School District (PCSSD) $345,294 pursuant to settlement agreement in the a interdistrict desegregation case. We affirm the order of the district court essentially for the reasons stated in its opinion. At issue in this appeal is the entitlement to majority-to*- minority [M-to-M] payments and the amount each school district would receive pursuant to the settlement agreement, the settlement agreement provides in part: Paragraph O-of [A]11 M-to-M payments generated by Interdistrict School students paid by the State to LRSD and PCSSD (including payment to each district as sending district and receiving district), except transportation payments, will be pooled for the education of all Interdistrict School students. The instructional budgets of the Interdistrict Schools will be equalized. This provision does not change each district's obligation to construct and maintain the Interdistrict Schools within its boundaries. (Settlement Agreement, II, I 0(3).) Pursuant to this court's.instructions, the district court judge conducted an evidentiary hearing and subsequently ordered: [F]or each school year, the amount of LRSD's and PCSSD's financial contribution to the pool is calculated in accordance with Paragraph 0 of the Settlement Agreement. [There IS no dispute as to calculating these amounts.) the methodology for The total amount of funds in the pool for a given year is then divided by the total -4-number of M-to-M students in the interdistrict schools in both districts to arrive at an equalized, per-student dollar amount for educating them in the Interdistrict schools. For each school district, the equalized per- student dollar amount is then multiplied by the number of M-to-M students hosted by that district in its interdistrict schools to determine the amount of the pooled funds to which each district is entitled. Little Rock School Dist. v. Pulaski Cty. Special school Dist. No. LR-C-82-866, at 3 (E.D. Ark. July 30, 1996) (citations omitted) , On appeal, LRSD argues that the district court erred in dividing the pool based on the number of M-to-M transfer students\nrather, it asserts that the court should have divided the pool based on the total number of students in the interdistrict schools. Under LRSD's method of calculation, PCSSD would owe LRSD $1,270,839, instead of LRSD's owing PCSSD $345,294 as ordered'by the district court. We review the factual findings of the district court under a clearly erroneous standard and its interpretation of the Settlement Agreement de novo. The district court's interpretation of paragraph 0 is an acceptable one: it is just, it will promote voluntary interdistrict transfers to interdistrict schools, and it will provide a financial incentive to both districts to receive M- to-M transfer students- Cty, Special. School Dist 1990). Little Rock School Dist. v. Pulaski 1, 921 F.2d 1371, 1394 (Sth Cir. Werecognize that LRSD spends more per pupil to educate its students in the interdistrict schools than PCSSD does and that the district court formula will not fully equalize these costs, but we do not believe that these differences are sufficient to release LRSD from its pooling obligation. Such a release would certainly -5-03/28/97 J JuLki ita uua inhibit efforts to provide an integrated education to many students, proposal. the principal objective of the school integration Nor are the differences sufficient to justify the alternative method of equalization suggested by LRSD. The practical problems in that approach were found by the district court to be insurmountable and we are not prepared to say that the district court erred in making that assessment. The judgment of the district court is affirmed- A true copy. Attest: CLERK, U.S. COURT OF APPEALS, EIGHTH CIRCUIT. -6-IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT LITTLE ROCK SCHOOL DISTRICT RECEI L? V. NO. 96-3333 APR 1 4 1997 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DESEGREWTlOfJ MONlTOfiiKa^^  MOTION FOR EXTENSION OF TIME For its motion, the Little Rock School District (LRSD) states: 1. LRSD's deadline for filing a petition for rehearing by the panel is April 14, 1997. Because of the time necessary for a public body such as LRSD to determine a course of action. and because of the press of business, LRSD requires additional time within which to file its petition for rehearing by the panel. 2. Mr. Sam Jones, counsel for the Pulaski County Special School District, has stated that he does not oppose this motion. WHEREFORE, for the reasons set forth above, LRSD requests an order extending the time within which it may file a petition for rehearing by the panel of fourteen (14) days, to and including April 28, 1997. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Building 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 501/376\n:Z0ii--// Arkansas Bar No. 1083 f:'han\\k*xfay'ppeal\\3333xxiCERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Extension of Time has been served on the following on this 11th day of April, 1997: 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 Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 f:^tanB\\la(iQA|]pMl\\3333xxt 2 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 To: From\nNancy Acre, Director of Student Assignment Melissa Guldin, Associate Monitor Subject: M-to-M Data Date: June 17, 1998 We are currently updating our records on M-to-M student transfers. We have some data regarding the LRSD students participating in the M-to-M program for the years through 1993-94. We do not have the figures for any years subsequent to 1993-94. Please send us: the numbers of LRSD students participating in the M-to-M program during 1994-95. 1995- 96, 1996-97, and 1997-98. It would be helpful if this information included both the sending (LRSD) and receiving school (NLRSD or PCSSD). However, the data must include the receiving district the data regarding the number of M-to-M students transferring to the LRSD from NLRSD and PCSSD. We would expect that the race of students transferring from the LRSD would be black and the race of students transferring to the district would be white, but the shifting demographics in the NLRSD could allow for some variance from this expectation. In order to keep everything perfectly clear, please be sure to designate the race of the transfer students as part of your data. I would appreciate receiving this information by July 6, 1998. If you have any questions, or if the date is a problem, please call me.RECEIVED C.-. FILED JUL 2 1998 U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS OFFICE OF DESEGREGATION MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 0 rl99fl JAMES W. McCOBMACK, CLERK By\nLITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al., Intervenors. * * * * * * * * * * * * * DEP CLERK No. LR-C-82-866 f  ORDER Pending before the Court is a motion filed by the Pulaski County Special School District (PCSSD\") requesting summary judgment and an Order directing the Little Rock School District (LRSD\") to pay over immediately the sums owed to the PCSSD pursuant to the pooling agreement.' In open Court today, counsel for the PCSSD stated that, after discussing the pooling agreement matter with counsel for the LRSD, the PCSSD moved to withdraw without prejudice its pending motion regarding the sums owed pursuant to the pooling agreement. As stated on the record, this Court grants the PCSSDs request. The PCSSDs motion regarding the pooling agreement is hereby dismissed without prejudice. IT IS SO ORDERED THIS day of July 1998. ' UUNMITTEEDD SsTtAaTtEeSs JUDGE 1 Docket No. 3161. rmS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE RULE SS AND/OR 79(a) FRCP ON BY_ r' LRSD SOMM^iRY OFM-TO-M TRANSFER STUDENTS iPednesday, August OS, 1998 [ [ Year Student 1994-95 1995-96 1996-97 1997-98 10 274 791 249 570 946 1421 154 527 1097 1392 98 536 1245 1390 Receiving District LRB NLR PCS NLR LRS PCS LRS NLR LRS PCS LRS NLR LRS PCS LRS Sending District PCS LRS LRS LRS NLR LRS PCS LRS NLR LRS PCS LRS NLR LRS PCS RECEIVEO AUG %o 1998 OFFICE OF DESEGREGATION MONITORING LRSD INFORMATION SERVICE DEPT. Page I of 1CN O  X h trlTTLB kOOC PietVleb \" FAPD NO. 3A 76-01 tsXA tfuabec isaaaa. school year I i \u0026lt;I I 3*1' Lr u_  S' I 1 XO/23/S8 B\u0026amp;ding DsiTe' 1 MAGNET SCHOOL REPORT SUPERINTENDENTS QUARTERLY ATTENDANCE REPORT. KI 2 ADT - ADA - ADM' TELEPHONE NUMBEFCJ24^2QtXL This Is to report Intormalioo co the students sttending msgeet schools. I 1 Days b* Otr 2-.'_[ ZZE Dyj| in Artendwee T* Nf A A. i Ja-.I Total Ce(23 Deys AbsenT ToM T*Kr KIMOERGARTEN I ADM ToM Col 4*3 mXCoil DY In AttendenM T NT U IX XL I XX ! XA C, Little Rock (7641) sent to Lrttte Rocl( (78^1) C. North Little Rock (76-02) sent to Little Rock (78-01) 4b1 1? I s.ur 2U MT 33AM 3M 7ZA33 KI NPERGARTEW 11AM e,Boa Total CokMfm* 7*3 GRAPES MIM QRA0E8 7. MAM C3J29 27,5M MAS3 GRAPES 1-S nm ORAOes 7-13 KM* Deys Ahoant Total T*WT 1yM IA3S A21 3sa 333 ADM TcrtM Cd 9*14 -:Cof 1 2AM Combined Tobi Owclen K  12 ADT CI27 .iColl ADA Cel 4*4 .:coii ADM Coi44* MUM Coll 1.793 2.382 2,U9 IP o CM C'j co O m C. Pulasfo'Coenty Special (76-03) - sent to fO M 1333 1AM 41 U 29,343 29AM Ml 473 4M 3M KrNDERGARTEM GRAPga 1.4 24A33 20 am 740 L LHtle Rock (76-01) GRAPES 7-13 Utas M,t22 7S4 Total K*U 44 2.374 2,374 \u0026lt;7 o CM Total to he used in funding I I 1 39,237 I 39,237 1A*4 cn CP u 2 ' Number of KIndeigerten pupDe enrolled ,) querter: Fall-Time.\nU HelfTIme\nAdditional Instruction, are on the back CD CM S\u0026gt; . VCS G3 LiJ (5 \u0026lt;I Q. I Lirrtg ROCK Distiict 17-01 LBA ttiunbeir 1 10/23/98 Oct nnai ng\" Dat---------- FAPD NO. 38 11/13/98 ^aLe 3iwo)Xc ceo I laaszisa school year XJrtfTRjBKeF* Jli Superintendent This report is due within fifteen (15) days after the RqcK, Arkansas 72201 and one copy to tie Counly Board of Education? Earh' M to M TRANSFERS SUPERINTENDENT'S QUARTERLY ATTENDANCE ADT - ADA - ADM TELEPHONE NUMBER J24:200.(J_ REPORT, K12 \u0026gt; CL LJ cn o z 4 I I 7-r ) A I KIN OE^ A f T quartet is to be no less than 40 and i i Figuics in column* 2 IhAi 14 sAculd t* to ihe ra*rtst ^Mioie nu*^ ! i I I Qdr *T Oi GARTEN \u0026gt;aysJadUiuuiaoce.J NT |cn'3 ( J ! A ! 7 a no more than SO days. I 2L GRADES 1 - 12 Ui Seivices, M Slate Capitol Mall, Room 202.A, Little I i II I I '*1 i i.'\" ___Py*Attendance Abseflt i____________________r...............T 'Absefli i - j Cof4*S Total TNT I -Coll ]..... I .mt I \"TOT-- Column*  8 Absent Total T4NT I JA I 11 u_ Q : C. Resident pupils sent to other di5trict(s) under \"M to M\" transfers List PistTicttsl North Lltil Rock iA# f FuUsJri County Special Pvtaski County Sprcfal P-4 I I 7 w 45 49 D. Total C of columns 12,13,14. These II L 1^, iiKse will be used for State Equalizatron Aid i Total ColHtO i .iCol 1 Aor Col 2*7 -:Col 1 3 COMBIWEOlOTAt GRAOtS K . 12 AOA Cot 4*9 I -ccod ADM Col 4+5* 91(t: Cot 1 2.820 I 3.788 I 3.481 I t.o I 41 puqQoses I I 3,rc8 J I 237 I 142 7\u0026gt; f I I 4e I i 8T I 10,MS j 44.821 I I 103114 I 4t.t 57 i dSB 1,771 i i I I 2S3 tar 298 f,128 i i.nt 1^13 cn  o Cl O'!  CO in : E. Non-Resident pupils received from other , district(s) under \"M lo M\" transfers si Isi Id L North Little Rock Pulaski County Special Pufasfci County Special P-4 40 45 49 ) I I I 113 133 ( S 1,818 1.594 un I 1.\u0026lt;4\u0026lt; { 58 71 I I t I } 3 I 1.189 1.189 T 42 37 I 15,181 15.181 I ** i 74\u0026lt; I n 354 I i 1 2 378 39 398 uD  I O H, Humber of kindergarten pupils enrolled (his quarter\" Full-Time JB3_ HalMtme I I Additional Instructions on tn cn lD C4LITTLE ROCK District 77-01______ LEA Nuxober 10/23/97 Qrtr EiTciin^Date 11/21/97 Date Bubmittecl 1 Qrtr Nunicer recehie FAPD NO. 3B -1997- 98 SCHOOL YEAR M to M TRANSFERS Signati SEP 11 1998 at superintendent SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, KI 2 ADT - ADA - ADM TELEPHONE NUMBER_324=2.Q.0,0__ OFFICE OF DESEGREGATION MONITORiBS This report is due within fifteen (15) days after the end of each quarter (Ark.Code Ann. 6-18-213). Send one copy to the office of Local Fiscal Services, #4 State Capitol Mall, Room 202-A, Little Rock, Arkansas 72201 and one copy to the County Board of Education. Each quarter is to be no less than 40 and no more than 50 days. j I I I I ric'. n columns 2 thru 14 should be to me nearest whole number Days in Qrtr *T I. KIND EiR GARTEN Days in Attenrianr-ft *NT Total Col 2+3 Days Absent Total T+ NT ADM Total Col 4+5 Col 1 a. GRADES 1 -12 Days in Attendance *T lUT Total Columns 7 + 8 in Days Absent Total T+NT JI Total Col 9+10 -iCoH. II ADT Col 2+7 -iCol 1 II II COM BIfJED TOTAL GRADES K-12 ADA Coi 4+9 -4 Col 1 ADM Col 4+5+ 9+104 Cot 1 I 7 I A  1 1 i i C. Resident pupils sent to other district(s) under \"M to M\" transfers I I T I i I I List Dtstrict(s) North Little Rock LEA# 43 I 4,009 4,009 i 21Z 100 93 100 Pulaski County Special 3,810 3,810 168 88 Pulaski County Special P-4 45 2,673 2,673 98 62 I -4?p48 i I t VWS-' I 4r44fl- I  1,190 45 i i I I I D. Total C of columns 12, 13, 14. These will be used for State Equalization Aid purposes ///7 E. Non-Resident pupils received from other district(s) under \"M to M\" transfers /^OL i List Districtfs) North Little Rock Pulaski County Special LEA# 45 90 90 Pulaski County Special P-4 45 I 1,524 I 1,625 I 1,524 1,625 62 95 35 38 H. Number of kindergarten pupils enrolled this quarter\" Full-Time 44 Half-time 1,612 I 15,751 I 1,612 15,751 j 111 38 38 40 633 364 384 399 Additional instructions on back FlN-09-00-005 5/91 i 7 2 i I i I i V /j/n^lLyrU XJ\u0026amp;ipCfr ' r r ./} A .-I, VO 1)^1I C. 0. E. G. H. Lillie Rock Distria FORM NO. FAPO-38 Figures in columns 2 thru 14 should be to the nearest whole number______________ Resident pupQs sent to other (fistCs) under M to M' transfers List Districts Pulaski County Pulaski County North Little Rock LEA NO. Total C of columns 12, 13. 14. These win be used for MFP/Trartsp. Aid purposes Non-residerrt pupils received from other district(s) under 'M to M' trartsfers. List Disuicts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E 77-01 LEA Number 10/15/96 Quarter Endisg Date 11/4/96 Dau Submioed 1 QuansNumber M to M TRViSFERS ' SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 ACT - ADA - ADM Thii report u due witfain fifteen (15) dajs after tbe end of the quarter (.Ark. Code .Aim. 6-18-213. Su^- 1991). Scad ooe copy to du office of Local Fiscal SnSeei,it4 Capitol SlalL Room 202.A. Little Rock. Arkansas 72201 and ooe copy to the Coinay Board of Edocadoo. Eacbqnaneru lobe DO less fort\u0026gt;- (40) sad no more I 3 fifty (50) day. I KINDERGARTEN DAY3 IN ATTENDANCE I S 7 8 9 I DAYS .ADM SEP 11 199? OFFICE OF DAYS IN OTR. NT* TOTAL COL 2+3 ABSENT* TOTAL TOTAL COL 4+5 /COL I 43 43 42 40 40 40 40 Number of kindergarten pupfe enrolled this quarter: 4023 2042 1927 so 1923 2007 FuU-tiaie: 4023 2042 1927 SO 1923 2007 62 160 90 24 57 24 Half'doe: 97 50 49 2 50 51 43252 6226 1996-97 Year Pbooe 32- ffiSFfiRFGATIONMOm1TTQQRRlINNS3 , , y ! / ! n / 10 II 12 I 13 I 14 GRADES 1  12 D.AYS IX ATTEX'DAXCE TOTAL DAYS TOTAL ABSENT T+NT ' TOTAL COL 9+10 /COL XT COLfMXS 7+8 43252 6226 I 15377 1576 16953 AdditKXX^ tastrocooo* od hart 15377 1576 16953 1955 358 526 77 603 FTN-O9-00-005 5/91 1051 157 398 41 439' COMBINED TOT-AL GRADES K- 12 ADT COL /COL .AD.A COL 4 - 9 /COL 1 ADM COL 4-5^ 9-iaCOL 1 W/P4 1099 148 U48 1099 148 U48 433 41 474 1149 157 1^05 446 43 489 Li tt1e Rock 77- d! LEA Number 10/21/93 Quarter Ending Date 11/12/9.3______ Date Submitted 1 Quarter Number Signature of SSuuppeerriinnttiendent 3EC5KF'LFAPD-3B 1993-04 School Year M to M TRANSFERS Telephone Number 324-2285 SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 SEP 11 1998 ADT ADA ADM Off ICE OF DESEGREGATION MONITORING (15) days after the end of each quarter (Ark. Code Ann. 6-18-213, Supp. 1991). Keep one copy to tbe office of Statistics This report is due within fifteen ----------- . .  , , and Local Fiscal Services, #4 State Capitol Hall, Rocet 202-A, Little Rock, Arkansas 72201 and one copy to the County Board of EducaUon. Each quaiter is to I kigures in columns 2 thru 14 he no less than 40 and ry Bcre than 50 days. 1 2 T~TI 4 I 5 6 7 8 9 10 11 12 is T 14 KINDERGARTEN Days in Attendance GRADES 1 12 should be to the -'nearest whole number. Days in Qrtr T NT Tota.l Col. 213 Days Absent Total T t NT ADM Total Col. 4t5 t Col. 1 Days in Attendance T NT Total Columns 7+8 Days Absent Total T t NT Total Col. 9+10 + Col. 1 ( COMBINED GRADES ADT Col. 2+' t Col. K ADA Col. 4+91 + Col. 1| TOTAL - 12 I ADM ll Col. 4 + 5 + .1 9 + 10 + 1 C. Resident pupils sent to other district(s) under \"M\" to \"M\" transfers. District(s) Pulaski County North I ittip Bnrk, LEA  43 13 3201 13 320.4. 197 23. 3143-5. 31.435 1203. Uh. .and. 13 3. 2. 11360. 11,36a  811 283 233. 233. 233. D. Total C of columns 12, 13, 14. These will be used for MFP/Transp Aid purposes. 4 E. Non-resident pupils received from other dlstrict{s) under \"M\" to M'* transfers. D i strict (.s) LEA t) Pulaski r.niinty 33 1033 1037. 1 33 15978 15,978. 136. 384 313 409- North little Pnrk PCSSD - P4 Tol al E 43 43 43 II. MwiUkT ul kiiidergarten pupils enrolled this quarter: -213. 1343 1270___ EulJ-Titne _213. 1343 3 3 3333 3,311 _L33 83 27 32 34. 31 .93 32 1270 33 11\nlldlt-Timo 30. AUdilioiial inalruct loiis on back 19369 19.369 93 487 fm-oy-Dii-ous 5/+1 W/P4 lao. 511 .493 529 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 October 18, 1999 Ms. Julie Wiedower, Interim Director of Student Registration Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Dear Julie: The Office of Desegregation Monitoring is examining the effects of interdistrict transfers of magnet students and M-to-M students on the racial balances of the districts and schools in Pulaski County. This examination will not include school choice transfers or special case transfers, because the study is limited to the effectiveness of desegregation strategies described in plans, stipulations, or agreements in the desegregation case. To examine the effects of the transfers, we ask that you identify, by residence attendance zone, the race, grade level, and receiving school of all students who transferred out of their home attendance zones as magnet or M-to-M students for the 1999-2000 school year. In order that I may verify the above data, please provide also, in the same format, the lists of students received by each school as M-to-M or magnet transfers. We will use the data to simulate the racial make-up of schools as if all students were attending their neighborhood or area schools and compare the simulated enrollment of each school to existing enrollment. We believe the M-to-M and magnet programs have been remarkably successful desegregation strategies, but, because no comprehensive study of them has been conducted, we do not know the extent of their successes. This study may yield information useful for planning future desegregation strategies. As usual, we appreciate the cooperation you give us. I will discuss timetables of this project with you as the need arises. Sincerely, Gene Jones, Associate Monitor  12/10/2001 14:17 5013242079 LRSD FINANCIAL SERV ' \u0026gt;k^4JAGE 01 MAGNET STUDENT QUARTERLY ATTENDANCE RSPORT TV 2001/02 received DEC 1 0 200! (rOft CALCULATING ADT. ADA. AND ADM OF MAOiJZT SCHOOL STUDENTS IN GRADES R-12) 6001000 COUJaTYt PULASKI DISTRICTS Little JUaeit school Diatrict QUARTS KO. OmCEOF DESf^SPfGAPON MONITORING 1 - 7601 LITTLE ROCK STUDENTS SENT TO - 7601 little rock MAGNET SCNOOLS 7602 MORTH little ROCK STUDENTS SENT TO 7601 LITTLlG rock MACNET SCHOOLS \u0026lt; 7603 PUTA5KI CO SPECIAL STUDENTS SOfT TO = 7601 LITTLE ROCK MAONET SCTOOl^ 1 DAYS IM CFTR *0 *0 *0 2 DAYS PRESENT TRANSPORTED 57392 12* 241 3 DAYS PRESENT MON' transported 35896 10792 35797 4 S 6 7 DATS AeSSNT 2995 778 1212 TOTAL ADT. ADh. AND ADM OF STUDENTS ATTStWlNG MAGNET SCHOOLS:  STUDfiMTS ELIOXRLE to BE COUNTBO AS TRANSPORTED  RjSPECTIVfi ASSIGNED SCHOOLS t PAGE* 1 1 i t C 2^ S:-\nfiDt 2/1 ADA 2-*.3/l ASM 23**/l 1*34.ao 2332.21 2*07.07 3.11 6.03 1*43.9* *72.90 900.96 3706.07 492.33 931.26 3830.66 INCLUDE RE5ID?*r STUDENTS JOSSTDIMG TWO ROUTE MILES OR H0R PRO* THAIR %12/10/2001 14:17 5013242079 LRSD FlhWCIAL SERV PAGE 02 M TO M STUDENT QUARTERLY ATTENDANCE RDFORT FY 2001/03 (FOR CALCUIJ^TIIKS WOT. AD\u0026amp;. AND ADM OF M TO M 8CWOOL STUDSWTS IN GRADttS K-12) LEA: SOCIOOO COUMTT\nPUIASKI DISTRICT* Lxt\u0026amp;ie Rock School 0i*crlcc CUARTEF, NO. 1 DAYS DAYS DAYS PRESENT in PRESENT nomDAYS ADT ADA ADM QTR TRANSPORT]^ TRANSPORTED ABSENT 3/1 2*3/1 2-.3*4/l 1 2 3 5 6 1 NON-RESIDENT STUEEmS RECEIVED TO (BY H TO M transfer: 7701 LITTIzS ROCK 40 0.00 0.00 o.oc 7702 HORTU DITTDE ROCK 40 508 17 0.00 12.59 13.00 7703 PUX^Kl CO SPECXAX 40 13255 1007 0 00 331.17 3Se.32 TOTAL ADT, ADA. AND ADM OF M TO M RECEIVED\nSTUDENTS ELIGIBLE TO BE COUirTBD TRANSPORTED INCLUDE RESPECTIVE ASSIGNED SCHOOLS 0.00 343.76 3S9.32 RESIDENT STUDENTS RESIDING TO ROUTE MILES OR MORE FROM THEIR PAGE: 1 0 0 0 0 011/20/2000 11:43 5013242079 LRSD FINANCIAL SERV PAGE 01 M TO M STUDENT QUARTERLY ATTENDANCE REPORT FY 2000/01 (FOR CALCULATING ADT, ADA. AND ADM OF M IO (4 SCHOOL eTUDJWTS IN GRRDFS K-1A\u0026gt; LEA: eOOlOOO COUNTY! PULASKI PlSTRlCTr Litcl Rock School Diacricc QUARTER NO. DAYS DAYS DAYS PRESENT IN PRESENT NONDAYS ADT ADA ADM QTR TRANSPORTED TRANSPORTED ABSENT 2/1 2*3/l 2*3*4/l 1 2 3 4 S 5 1 7 NON-RESIDSWT STUDENTS RECEIVED TO (BY M TO M TRANSFER) 77^1 LITTLE ROCK 43 0.00 0.00 0.00 7703 NORTH LITTLE ROCK 42 SS 13 0.00 1.20 i.se 7703 PULASKI CO SPECIAL 42 15677 1154 0.00 364.8S 351.74 TOTAL ADT. ADA, AND ADM OF M TO H RECEIVED: 0.00 366.16 353.32 0 0 0 0 0 STUDENTS ELIOIRLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SC3100LS PAGE: 1EDWARD L. WRIGHT (1903-1977) ROBERT S. LINDSEY (1913-1991) ALSTON JENNINGS (1917-2004) ISAAC A. SCOTT. JR. JOHN G. LILE GORDON S. RATHER. JR. MARTIN G. GILBERT ROGER A. GLASGOW C. DOUGLAS BUFORD, JR. PATRICK J. GOSS ALSTON JENNINGS. JR. JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES III JOHN WILLIAM SPIVEY III LEE J. MULDROW N.M. NORTON CHARLES C. PRICE CHARLES T. COLEMAN JAMES J. GLOVER EDWIN L. LOWTHER. JR. WALTER E. MAY GREGORY T. JONES BETTINA E. BROWNSTEIN WALTER McSPADDEN JOHN D. DAVIS JUDY SIMMONS HENRY WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2300 LITTLE ROCK. ARKANSAS 72201-3699 (501) 371-0808 FAX (50'1) 376-9442 ww w. wi j. com OF COUNSEL RONALD A. MAY BRUCE R. LINDSEY JAMES R. VAN DOVER GREGORY S. MUZINGO* Writer's Direct Dial No. 501-212-1273 sjones@wlj .com KIMBERLY WOOD TUCKER RAY F. COX. JR.* TROY A. PRICE PATRICIA SIEVERS HARRIS KATHRYN A. PRYOR J. MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J. SALLINGS WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER KYLE R. WILSON C. TAD BOHANNON KRISTI M. MOODY J. CHARLES DbUCHERTY* M. SEAN HATCH J. ANDREW VINES JUSTIN T. ALLEN MICHELLE M. KAEMMERLING SCOTT ANDREW IRBY PATRICK D. WILSON REGINA A. SPAULDING MARY ELIZABETH ELDRIDGE BLAKE S. RUTHERFORD PAUL D. MORRIS EDWARD RIAL ARMSTRONG Ms. Ann Brown Marshall ODM 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 RE\nMay 28, 2004 * Ijmutd Io pneaa befon tht Uiiitai Suua Patet and Tndemart Office ** Licensed to pracace in Midtigan mfy RECEIVED JUN 1 - 2004 OFFICE OF DESEGREGATION ..jflNITOHING Dispute concerning M-to-M transfer procedures Dear Ann: It is my understanding that there are differences in rules interpretations between the PCSSD and the LRSD which may be affecting the process of recruitment and assignment for M-to-M students this coming school year as well as guaranteeing their transportation needs. Efforts to resolve these issues strictly between the PCSSD and LRSD have thus far been unsuccessful. Accordingly, I have been asked if you will lend your offices to this matter in an attempt to resolve these matters. I know that the PCSSD would like for you to schedule a meeting, if you are willing, at your first opportunity. Cordially yours, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP MSJ\nao . Samuel Jones, III 502765-vl(, f a\u0026gt;i  er=^ PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 June 1, 2004 RECEIVED www.pcssd.org (501) 490-2000 Junious Babbs, Associate Superintendent-LRSD 501 Sherman Street Little Rock, Arkansas 72202 JUN -7 2004 OFFICE OF DESEGREGATION MONITORING Dear Mr. Babbs: Enclosed you will find individual student transfer forms and school lists which document the students' school assignment for the 2004-2005 school year. With the exception of Oak Grove High School, each list documents students changing grade configurations. Additionally, we are returning the M-to-M student assignments that you provided to our office on May 24, 2004. We are providing this information in a timely manner to ensure transportation is provided for each student at the beginning of the 2004-2005 school year. For clarity, it is necessary to reinform you that because of capacity issues Sylvan Hills Middle School, Sylvan Hills High School, Robinson Middle School, and Robinson High School are not eligible to receive transfers of any type. Sincerely, Kari Brown, Assistant Superintendent Equity and Pupil Services Dr. Brenda Bowles, Director Equity and Multicultural Education C: Ann Marshall, Federal Monitor Sam Jones, District Counsel Donna Creer, Executive Director Magnet Review Committee Julie Wiedower, Director of Student Registration IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF ' V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS RECEIVE COMBINED PCSSD MOTION AND MEMORANDUM REGARDING M-TO-M DISAGREEMENT JUN - 8 2OOJ OFFICE OF DESEGREGATION 1.10.\n...J The PCSSD for its combined motion and memorandum, states: 1. To promote brevity, the PCSSD is combining its motion and memorandum into one document. 2. This dispute centers around different interpretations of the M-to-M stipulation by the PCSSD and the LRSD. The PCSSD is concerned that these disagreements will not be resolved in time to permit all current M-to-M students and applicants to actually transfer for the impending year and be guaranteed transportation. Hence this motion. 3. Counsel is informed that the LRSD is requiring existing M-to-M students to resubmit an application to it to reaffirm school choices and M-to-M status as these smdents matriculate from one organizational level to the next. 504196-vl'I 4. Rather than requiring reapplication, the PCSSD has developed a tracking form, attached as Exhibit A, which should suffice for LRSDs needs but not require a reapplication. 5. While the tracking form is very similar to the M-to-M application, it avoids the disruption and concern expressed by students and parents that a reapplication jeopardizes their M-to-M status by promoting unnecessary delay and procedures. The PCSSD believes that the current LRSD process and procedures are inconsistent with Paragraph 6 of the M-to-M stipulation, attached as Exhibit B, which states: The commitment to accept a student shall be for the duration of the students voluntary participation. Once a student exercises his or her right to participate, the student will continue in the initially selected school for at least one full school year or until the student graduates or affirmatively withdraws from participation herein set out. Students will not have to transfer each year or as exercise a transfer choice to remain in the host district. Students shall be encouraged to continue to participate at their initial school of choice. It is expected that the student will follow the pattern of assigned schools for the resident students in the school in which the transfer student first enrolls. 5. The PCSSD has proposed a solution to these issues but as indicated by its memorandum dated May 25, 2004, attached as Exhibit C, the LRSD has not agreed. 6. PCSSD interprets Paragraph 6 of the M-to-M stipulation to mean that once an LRSD student acquires M-to-M status in the PCSSD, then that student becomes, for all purposes, a PCSSD student unless or until the student affirmatively seeks to withdraw. In that sense, the PCSSD believes that these former LRSD students acquire the same rights as to future school assignments as are enjoyed by indigenous PCSSD students. This includes not only mandatory assignment patterns but the availability of assignment via the PCSSDs intra- 504196-vl 2district voluntary transfer programs as well as the privilege to apply for PCSSD specialty schools pursuant to the rules which apply to all PCSSD students. 7. Upon information and belief, LRSDs contract with Laidlaw requires that all M- to-M students be identified and processed \u0026gt;5 sometime this summer. Obviously, if the process is not finalized by then, these students may be denied transportation and hence will not transfer. 8. Upon information and belief, the LRSD is holding tracking forms until this dispute is resolved. (Please seen Exhibit C). WHEREFORE, the PCSSD prays for an order of this Court directing the parties to comply with the language of Paragraph 6 of the M-to-M stipulation and to conform their current policies and procedures to the M-to-M stipulation so that the M-to-M process may proceed smoothly and without creating unnecessary concern on the part of M-to-M students and their parents and for all proper relief. Respectfully submitted. WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501)371-0808 FAX\n(501)376-9442 \u0026lt;Samue| .Jones III (76060) Attornewfor F ScboefDistrict la^i County Special 504196-V1 31 CERTIFICATE OF SERVICE On June 7, 2004, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Mark A. Hagemeier Assistant Attorney General . Arkansas Attorney Generals Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 Mr. Robert Pressman 22 Locust Avenue Lexington, Massachusetts 02173 M. Samuel Jones III 504196-vl 4 06/84/2004 16:24 5014901352 EQUIP/ PUPIL SERVICE PAGE 06/0E PCSSD (M to M) STUDENT TRACKING FORM This form is to track (M to M) student the student wishes an alternative pla'SiXTStS^h^organizational level. If students, these assignments will be made wi Awci XA the pattern of assigned schools for resident STUDENTS NAME:.______ STUDENTS RESIDENCE ADDRES S  City:_______________ Student ID # GRADE LEVEL AS OF SEPT. 2004: __State: vr iiiF1, 2004 DATEnn nroTti-------- SCHOOL attended duwng THElobs PARENT OR guardian HAVING CUSTODY Zip Code: RACE: ~ PARENTSS JvLAJLING ADDRESS' City: ------ OR CHARGE OF THE STUDEOT PARENTS HOME PHONE NUMBER PARENTS WORK PHONE NUMBER .State\n__Zip Code\nreached DOES THIS STUDENT REQUIRE TRANSPORTATTnic DOES THIS STUDENT require SEEoA IF YES, PLEASE INDICATE HOW SElS^^s SERVICES health plan ARE RECEIVED\nYES YES ____^NO NO -SECTION 504 ACCOMMODATION PLAN I give permission to the school i  ' .IEP/SPECIAL EDUCATION or school records necessary to complete the requested transfer. PARENTS SIGNATURE\nDATE: Form completed by: Forward to the OFFICE OF EQUITY AND PUPIL Counselors office SERVICES DATE approval  ---------------- ------- TRANSFER .4PPR0\\TD- SCHOOOL TO ^^BICH TrInsf^^?^vw ^^^ANCE DATE [ EXHIBIT sIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF MRS. LORENE JOSHUA, ET AL. INTERVENORS VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL, SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS STIPULATION FOR PROPOSED ORDER ON VOLUNTARY MAJORITY TO MINORITY TRANSFERS Plaintiff Little Rock School District (\"LRSD\"), and defendants Pulaski County Special School District (\"PCSSD\"), North Little Rock School District (\"NLRSD\"), and Arkansas State I i Board of Education (\"State Board\"), being voluntary majorityto-minority transfers, stipulations for the proposed order: in agreement on the submit the following 1. Beginning in the 1987-88 school year and continuing thereafter, LRSD, PCSSD and NLRSD will permit and encourage voluntary majority-to-minority interdistrict transfers. The three districts will cooperate in the development of programs to acquaint parents. guardians and students with interdistrict opportunities. The transfer provisions implementation of majority-to-minority is contingent upon the implementation of all other provisions of the remedy ordered by the Court. 2 . Eligibility: EXHIBIT M aI a. Black students who are members of the racial majority at a school in any participating district which district is 50 percent or more black in its enrollment shall be eligible to transfer voluntarily to a school and district in any other participating district in which school and district they would be in the racial minority. b. White students who are members of the racial majority at a school in a participating district which district is more than 50% white in its enrollment c. shall be eligible to transfer voluntarily to a school and district in any other participating district in which they would be in the racial minority. Prior to the transfer of any student. the home district shall issue a statement that the transferring student is in good standing. If the student is not in good standing, the student may be permitted to transfer on a provisional basis. 3 . Students wishing to transfer shall file applications with their home districts. Applications must be filed before May 1 of the preceding school year and a student may not transfer more than once in any school year. The home district will process all applications and forward copies to the host' districts . The home district will furnish its complete file on each student with his/her application. 24 . Transfer assignments will be made subject to av ^lability of space in schools and grade levels, and the host districts' ability to comply with state standards. 5 . The host district shall honor the placement for the students as certified by the home district, which shall be communicated to the parent or guardian prior to transfer. If, during the first semester. testing, performance. remedial efforts, and consultation indicate that an adjustment of placement should be made. it shall be made after the first semester in consultation with the student's parent or guardian. 6 . The commitment to accept a student shall be for the duration of the student's voluntary participation. Once a student exercises his or her right to participate, the student will continue in the initially selected school for at least one full school year or until the affirmatively withdraws from student graduates or participation as herein set out. Students will not have to transfer each year or exercise a transfer choice to remain in the host district. Students shall be encouraged to continue to participate at their initial school of choice. It is expected that the student will follow the pattern of assigned schools for the resident students in the school in which the transfer student first enrolls. 7. Students who have elected to transfer shall remain' students of the host district until they the district where they reside. choose to return to 31 8. Host districts shall not have the authority to remand tr Bsfer students to the home district. Host districts shall have the authority to discipline, suspend or expel a transfer student using the same due process procedures applicable to resident students. 9 . Once admitted, transfer students will be expected to meet the same general standards. academic and other. as applied to students of the host district. 10. Information about each district' s academic and disciplinary policies and procedures will be made available to prospective transfer students on request. This should include information on pupil-teacher ratios, promotion and retention\ncounseling assistance. grading, student code of conduct. disciplinary action. and suspension and expulsion. 11. The host district shall respond to the educational needs of students without regard to their status as a transfer or resident student. Transfer students shall be eligible and encouraged to participate in all school programs funded and sponsored by the host district (academic. athletic. extra-curricular and other) and shall not suffer any disability or ineligibility because they are voluntary interdistrict transfer students. Participation in after-school activities will be facilitated by the provision where needed of extra-curricular buses or other forms of transportation which will be available to all such transfer students, the cost of which shall be borne by the State as provided in paragraph 12. 412 . The State Board shall pay the full cost of ti ^sporting students opting for interdistrict transfers. However, the State Board shall have the option of (1) paying the school districts for transporting the students or (2) contracting for the services or (3) transporting the students with a state operated system. The State Board shall pay the home and host districts in accordance with the following procedures: 13 . a . Each year school districts shall calculate and certify to the State Board of Education their cost per student in regular schools (grades K-12) including all add -ons for special education, TAG, vocational education and other purposes. The cost per student shall include all costs for instruction and support services minus student transportation. food service. and restricted federal program costs. (To the extent that the host district does not receive pro rata increases in restricted federal program costs by hosting transfer students who are eligible to participate in federal programs, the cost per student shall be increased on a pro-rata basis for such transfer students.) The State shall pay the . costs for full-time equivalent students who have been transferred to the host district. Payments made for the current year shall be based on costs for the 5b. c. previous year. The host district shall report transfer student on forms Department of Education. Each host district each as required by the State shall estimate the full-time equivalent of transfer students and transmit such estimate. along with the names of the the State in September of each begins. year. students, to year when payment A correction will be made in January of each Payments shall be made by the State monthly through forward funding to each district based the September estimate transferred to the in the number used the district. Each home district each student who home district to State aid (table student remained upon as corrected. The students host district shall not be to calculate regular state counted aid for shall receive from the State for voluntarily transfers from his/her a host district one-half of the rate) it would have received had the in his/her home district. Information about these students shall be reported on forms as required by the State Department of Education and shall be reported at the same time as the reports are made by the host district. The students transferred from the home district shall not be counted in the number used to calculate regular 6d. state aid for the home district. handicapped students shall be availability of All transfers' of contingent on the appropriate programs and resources. as identified in the lEP, at the host school. The provisions contained herein do not apply to magnet schools and programs. 14 . All parties to this stipulation recognize that the present racial balance of the North Little Rock School District approximates that of the entire county and they are desirous of not upsetting that balance through the Majority to Minority Transfer Program. operation of the The parties further recognize that any court approved student assignment plan by any party could be compromised if the Majority to Minority Transfer Program caused significant changes in student assignment plans. To avoid this result, all parties agree that any party may choose to include or not include said Majority to Minority transfer students for purposes of student assignment under any court order. Further, all parties recognize that substantial participation in the Majority to Minority program could have the result of creating technical departures from targeted student ratios at one or more schools. All parties agree that any such departure resulting from the lawful operation of thfe Majority to Minority program shall not give rise to a claim or contention that such departure from targeted ratios constitute 7violations of any law or regulation and, specifically, shall ne- be urged or suggested similar litigation. as grounds for liability in this II or Additionally, any such resulting departures from targeted ratios shall not require the districts affected to reconstitute or recompose the student body of any affected school. Agreed this 26th day of August, 1986 . PULASKI COUNTY SPECIAL SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT By. By, (Po.'tl ( NORTH L Dis'hrn? 'TLE ROi SCHOOL :t 2258L ARKANSAS STATE BOARD OF EDUCATION By 8 06/04/2004 16:24 5014901352 EQUITY PUPIL SERVICE PAGE 04/06 b /004 LITTLE ROCK SCHOOL DISTRICT SOI shekman street LITTLE ROCK, 72202 student registration office Phone (501) 447-2950 Fax: (501) 447~29S1 May 25, 2004 TO: FROM: Karl Brov-n, Assistant Superintendent for Eqtljty and Pupil Services Julie Wledo^l^heetor. of Student Registratio^ THROUGH: Junious BabC^^\n^Associate Superintendent for Administrative R: PCSSD Tracking Forms Services Last week we received copies of a PCSSD Tracking Form for who will he changing organizational levels fm these forms we identified a varietv of mnnA school year. In looking Other questions arose regarding *e status ofthe^s regarding specific __ some are not - and a number of fomSTliS a LRSD completed a M to M Withdrawal form In fact students who are not even on our datoHnc^ wtraclong forms are on to sit down and go over fte7o ^t^d^nts! it and hnw w. .L 2 so we can understand how your distrir over students. it and how we can address some of these issues. ! Clearly, we need your district intends to utilize However, at this point such a meeting would be J Xx (Cl ------- Mudrr\u0026lt;aaufjoti rijMtvyic etrmou uoMrraainnnaoduruiimtxyi ooTfjr aUUnnnsdfdeeerrrsssttaa hnnudHtsi^n^ne ^  pir. emt ature. Our disPtrCicStS uhDoass R rrewegceeaiirvvdeeinddg a Rather to hold the forms ^itiJ agreement is rel^hed to a meeting to iron out the aforementionf/t occurs we look forward available as our transportation routes are created. middje of June so accurate data will be Cc: /Dr. Brenda Bowles, Director ?SeLT of Equity and Pupil S?erZvi^ceitstee Becky Rather EXHIBIT g 7/2334 13:89 501-4472351 ! 1'^ I LTTTLE R.OCK SCHOOL DISTRICT 501 SHERMAN STREET T-iTTT .F POCK AR 72202 . Effice of ADMSNISTRAT It I ti iVE oEck r xvCrtS loas C. Babbs, Associate Saperinteadent ^hooe\n(Svl) 447-2955 Y-.X'TaIV. juuiOuS.vAuuw^uBu.urg TO: Mr, Karl Brov7H, PCSSD, A-ssist I \"it St 'QI Dr Srsnda Botvlas, PCSSD Dirsd\nor of Equity' \u0026amp; Pupil Serncss n FROM\nJuoivUS DauvS SUSJECT\nM-io-M Agreement DAit: June i 1, 2004 mv conversation with Dr. Brenda Bowles ton June 15, 2004, it appears that we have reached Resolution of bo sides concerns regai^g M-to^ attempt to record the items of agreement from n| conversation with Dr. Bowles. f-' I -  ti'*' 4^ 1, Pulaski County 1 Soecial School District (PCSBD) wiU only utilize the proposed tracking fonn _ A ( ____________Y1,*aa..T a ^^71 C n in instances where students progressing from|one organization^ Uvel to e eJ'*' Moreover. PCSSD use of the tracking fonn ------------- . of established feeder paiterri. Moreover, PCSSD use of the traclcmg form tJinV/resttictwe onlv to eligible PCSSD scl4\u0026gt;ols in adherence with Paragraph 2.a. of toe Qrder OU VolimtaryjMaionty to Minority Transfers ( Stipulation ) ,,---------------------------- J nrn(n\"eSS oilteide r now kJUMAV \u0026lt;*** lAW 3,.. M,to-Mktudents enrolled and participating in the Gifted caXentar, Fuller Middle, and Mills High School,  jutiLAVAA * \\***** * J and Talented ProEram at College stanorx cisssemary, ruxi- ~ aotwitostandins its intorpretation of the StiXion. In an effort to resolve Uxe tosues uckv.^n ^0 disixicts, LRSD agrees to permit tho^ students to coatmue a^signinem duwuga S-SCSSD Gifted^and Talented Pro-am (Program) and organizational students not enrolled in the aforementioned lies during the 20uj-u4 scnooi year wmi not o -----' Rowed to attend these sites without stnet ad|ernce to varagrapn 2.a, ol toe stipulation. UkCXLXVJlA 01 Uic. OIL Ji 3. LRSD will continue to adhere to the )nnnue to coordinate student tialsportation as prescnbed. Ongoing efforts to agreement with MRC fecilitatioh wiU continue to include (a) recognition o nl enrollment counts, and (b) processing and approving M-to-M apphcations in yearly official exirolhnent the order they are receivei Time and efforts toward resolution are appreciated cg: DoTin.5. I 1UO/ X / ! Z.UU' XU. UXHDOXOQZ C.WUX I Y ruriL btKViUt Hrtbt ui/u:z DiiSjoL-'! ruidbM vuuiiuy iwwi . Rniiirv Anri Pijoil Services ,-- - 925 E. Dixon Rd/P.O. Box_8601 Little Rock, Arkansas /22ib (501) 490-6215 (501) 490- 1352 Fax FAX TRANSMISSION COVER SHEET J Date\n1 T  I Fax\n'J-k ? ) 1-L o 1 cn Re: 4 Ssndsr* k YOU SHOULD RECEIVE YOU C PAGE (S), INCLUDING THIS COVER SHEET. IF DO NO I RtCEIVc ALL THE PAGES, ________(501) 490-6215.______ rLEASE CALL MESSAGE\n(J, /4^a\u0026lt;U- / et- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. RECEIVED DEFENDANTS MRS. LORENE JOSHUA, ET AL. JUN /? .004 INTERVENORS KATHERINE KNIGHT, ET AL. OFFICE OF DESEGREGATION MONITORING INTERVENORS LITTLE ROCK SCHOOL DISTRICTS RESPONSE TO PCSSDS COMBINED MOTION AND MEMORANDUM REGARDING M-TO-M DISAGREEMENT Comes now, Little Rock School District (hereinafter, LRSD) by and through their undersigned attorneys, Friday, Eldredge \u0026amp; Clark, for Response to Pulaski County Special School Districts (PCSSD) Combined Motion and Memorandum Regarding M-to-M Disagreement states: 1. LRSD does not require existing M-to-M students to resubmit an application to it to reaffirm M-to-M status at the conclusion of one organizational level to the next. According to the Stipulation for Proposed Order on Voluntary Majority to Minority Transfers (Stipulation), attached as Exhibit B to PCSSDs motion, students who elect to transfer via the M-to-M program remain students of the host district until such time as they choose to return to the district where they reside. 2. Rather, LRSD asks students who participate in the M-to-M program progressing from one organizational level to the next (i.e., from elementary school to middle school or from middle school to high school) to submit a form affirming the school choice site. LRSDimplemented this process for two reasons: (1) to ascertain the space available in each of its schools to accommodate the LRSD attendance zone population each year, and (2) to ascertain the M-to-M students attending schools at the next organizational level outside of established PCSSD feeder patterns. This process does not violate the provisions of Paragraph 6 of the Stipulation. 3. The tracking form the PCSSD speaks of in its Motion and Memorandum is strikingly similar to the M-to-M application, as PCSSD concedes. Because of the similarity between the two documents, several parents wishing to withdraw their students from the M-to-M program are misguided regarding their students school assignment. 4. As an example, in the tracking forms attached hereto as Exhibit A, the PCSSDs Assistant Superintendents approval stamp has given many parents the impression that their student has been assigned to the school requested upon completion of the tracking form. This, notwithstanding the fact that (1) the students have not submitted M-to-M withdrawal forms\n(2) the students do not reside in the requested schools attendance zone\n(3) the school requested is a LRSD specialty magnet school and the student has not applied for admission to the specialty magnet, thinking that the PCSSD tracking form is the application\nor (4) the requested school is not a school in the LRSD. See Exhibit A. 5. Moreover, LRSD believes PCSSDs interpretation of Paragraph 6 of the M-to M stipulation to be clearly violative of the plain language of Paragraph 2 of the same stipulation which, in pertinent part, states: a. Black students who are members of the racial majority at a school in any participating district which district is 50 percent or more black in its enrollment shall be eligible to transfer voluntarily to a school and district they would be in the racial minority. b. White students who are members of the racial majority at a school in a participating district which district is more than 50% white in its6. enrollment shall be eligible to transfer voluntarily to a school and district in any other participating district in which they would be in the racial minority. Among the specialty schools the PCSSD speaks of in Paragraph 6 of its Motion and Memorandum are College Station Elementary, Fuller Middle School and Mills High School. 7. During the 2003-2004 school year, each of the aforementioned school sites was more than 50 percent black. LRSD, therefore, believes that to assign an indigenous LRSD student to a PCSSD school that is more than 50 percent black via an M-to-M transfer contravenes the plain language in Paragraph 2 of the M-to-M stipulation and the goals of the M-to-M program as a whole. WHEREFORE, the LRSD prays for an order directing the parties to comply with Paragraph 2 of the Stipulation and for all other proper relief. Respectfully submitted. Christopher J. Heller Khayyam M. Eddings Friday, Eldredge \u0026amp; Clark, LLP 2000 Regions Center 400 West Capitol Avenue Little Rock, Arkansas 72201 (501)376-2011 FAX: (501) 37^-2147 By: Khayyam Mi j^dings (020i Attorneys for Little Rock School DistrictCERTIFICATE OF SERVICE On June 17, 2004, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney Generals Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings, LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Bank Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnette 1010 W. Third Street Little Rock, Arkansas 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 Mr. Robert Pressman 22 Locust Avenue Lexington, Massachusetts 02173 YYAM M. ED. GS PCSSB (M t M) STUDENT TR.ACKING F@RM This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENTS NAME I STUDENTS RESIDE: AD City: UAA^g'/^OCV. fit S: State: Student ID # 553^-. Zip Code: GRADE LEVEL AS OF SEPT. 2004: DATE OF BIRTH:oi WZeX: P RACE:^ . , , SCHOOL ATTENDED DURING THE 2003-04 SCHOOL \\TAR\n\\QtC5C)ir\\ AA \\ QO IA PARENT OR GU. D CUSTODY OR CHARGE OF THE STUDENT ro^ PARElffl^i^i\\4A^ING.ADDRS^i^(T(g (^CL City. Zl 1 0- vKjC K_________________State: W., Zip Code: -5Z--ZQ5 PARENTS HOME PHONE NUMBER Oci ) 3(o PARENTS WORK PHONE NUMBER OTHER NUMBER WHERE PARENT CAN BE REACHED SCHOOL REQUESTED DOES THIS STUDENT REQUIRE TRANSPORTATIC ION iZ DOES THIS STUDENT REQUIRE SPECIAL SERVICES_______ IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: YES YES NO HEALTH PLAN SECTION 504 ACCOMMODATION PLAN lEP/SPECIAL EDUCATION SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information or school records necessary to complete the requester PARENTS SIGNATURE: DATE: or*** Form completed by: fLiY5 Counselors ofFice Forward to the OFFICE OF EQUITY AND PUPIL SERVICES 1 DATE ASEEQNAD TRANSFER APPROVED: DATES OF ATTENDANCE DATE SCHOOOL TO WHICH TRANSFER APPROVED: exhibit 5^ PCSSD (M to M) STUDENT TRACKING FORM ^4^0 7 2054 This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENTS N. |^_Student ID # 1 /I t  X r STUDENTS RESIDENCE ADDRESS:  ____________________ City: I VVl-p ___________ State: AtC Zip Code: D-dQ GRADE LEVEL AS OF.SEPT. 2004: G^UPATE OF BIRTH: )Vl|-VSEX. M RACE:_B SCHOOL ATTENDED DURING THE 2003-04 SCHOOL YEAR: ('.bQ-Ubn PARE CUSTODY OR CHARGE OF THE STUDENT PaMtS^^IAILING ADDRE^r C q r cl.4 - City: State: iMt________________^Zip Code: ~7 ------------------------------------ _________________ PARENTS HOME PHONE NUMBER State: PARENTS WORK PHONE NUMBER \"7 53' SS OTHER NUMBER WHERE PARENT CAN BE REACHED SCHOOL REQUESTED iAATUtl ia DOES THIS STUDENT REQUIRE TRANSPORTATION DOES THIS STUDENT REQUIRE SPECIAL SERVICES 2 YES YES NO NO IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: HEALTH PLAN SECTION 504 ACCOMMODATION PLAN lEP/SPECIAL EDUCATION SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information ) complete the requested transfer or school records necessary to transfer. PARENTS SIGNATURE: DATE: Form completed by: Counselors office Forward to the OFFICE QF EQUITY AND PUPIL SERVICES APPROVAL DATE DATE transfer APPROVED: DATES OF ATTENDANCE SCHOOOL TO WHICH TRANSFER APPROVED:PCSSD (M to M) STUDENT TRACKING FORM Q This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENT'S NSCvTS.Sil^^^lllHIIIBiP.Studetrt ID STUDENTS RESIDENCE ADDRESS: M C STUDENTS NAME: City: U-Hte GRADE LEVEL AS OF 1^^ Zip Code: ^^^7^y'/ _________________State: Zip Code: / SEPT. 2004: U? DATE OF BIRTH: 7//j^SEX: PZ RACE^^/^| SCHOOL ATTENDED DURING THE 2003-04 SCHOOL YEAR:    PAREN' .GE OF THE STUDENT parenIJsJsmAilij^g Address.: ... City: l^\u0026lt;K-_______ PARENTSvHOME PHONE NUMBER State: Zip CoiQ'^l PARENTS WORK PHONE NUMBER /}.7 / )'Q OTHER NUMBER WHERE J^ARENT CATJ BE REACHED SCHOOL REQUESTED .-'fl ( 1^1^/7^'5^'t ii\u0026gt; 1//'Jlt: DOES THIS STUDENT REQ TRANSPORTATION DOES THIS STUDENT REQUIRE SPECIAL SERVICES /\" YES YES ' NO IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: HEALTH PLAN IEP/SPECIAL EDU CATION SECTION 504 ACCOMMODATION PLAN SPECIAL TRANSPORTATION I give permission to the school in whigh my child is currently enrolled to release any information or school records necessary to complete the requested transfer., PARENTS SIGNATURE:, V.' 4\u0026lt; DATE: y / Form completed by: Counselors office Forward to the OFFICE OF EQUITY AND PUPIL SERVICES DATE APPROVAL DATE TRANSFER APPROVED: DATES OF ATTENDANCE SCHOOOL TO WHICH TRANSFER APPROVED:PCSSD (M to M) STUDENT TRACKING FORM This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENTS NAMEH^^UHI STUDENTS RESIDENCE ADDRESS: City: Uh __________Student ID #____________ VJ Li rR 1 -C-_____________ State: AES Zip Code: QlIZoA GRADE LEVEL AS OF SEPT. 2004: d~^DATE OF BIRTH: ^-I^-^ISEX: FIT RACE: fo SCHOOL ATTENDED DURING THE 2003-04 SCHOOL YEAR: P. OR GUARDIAN .VING CUSTODY OR CHARGE OF l4~i 11 ^Upne/7~it3u -t ' TiiE STUDENT PARENTS City: PARENTS HOME PHONE NUMBER PARENTS WORK PHONE NUMBER\"hnM- 2.SS 4 Zip Code: \"^22y-j OTHER NUMBER WHERE PARENT CAN BE REACHED SCHOOL REQUESTED Xr\nUVlch DOES THIS STUDENT REQUTRE TRANSPORTATION DOES THIS STUDENT REQUIRE SPECIAL SERVICES IF YES, PLEASE DIDICATE HOW SERVICES ARE RECEIVED: YES YES NO NO HEALTH PLAN SECTION 504 ACCOMMODATION PLAN' IEP/SPECIAL EDUCATION SPECIAL TRANSPORTATION State: Ath I give permission to the school in which my child is currently enrolled to release any information or school records necessary to complete the requested transfer. PARENTS SIGNATURE: C DATE: Form completed by: Counselors office Forward to the OFFICE OF EQUITY AND PUPIL SERVICES DATE APPROVAL DATE T TRANSFER APPROVED: DATES OF ATTENDANCE SCHOOOL TO WHICH TRANSFER APPROVED:PCSSD (M to M) STUDENT TRACKING FORM 0 7 2004 This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENTS NAME! Student ID # STUDENTS RESIDENCE ADDRESS: F I City:_f\\ _______________________ ,_________I _________________________ [------ I 's-i  ly GRADE LEVEL AS OF SEPT. 2004: b DATE OF BIRTH:4f7p5SEX: F RACE: 6 SCHOOL ATTENDED DURING THE 2003-04 SCHOOL YEAR: State: Zip Code. rW PARENT G CUSTODY OR CHARGE OF THE STUDENT * pWW?S MAILING ADDRESS: 4 City: (\\j PARENTS HOME PHONE NUMBER PARENTS WORK PHONE NUMBER State\nA Zip Code: 77JT^ OTHER NUMBER WHERE PARENT CAN BE REACHED SCHOOL REQUESTED DOES THIS STUDENT REQUIRE TRANSPORTATION V DOES THIS STUDENT REQUIRE SPECIAL SERVICES YES YES NO NO IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: HEALTH PLAN lEP/SPECIAL EDUCATION SECTION 504 ACCOMMODATION PLAN SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information or school records necessary to ^mplete the requested transfer. PARENTS SIGNATURE: DATE: ^6 Form completed by: Counselors office Forward to the OFFICE OF EQUITY AND PUPIL SERVICES DATE APPROVAL DATE TRANSFER APPROVED: DATES OF ATTENDANCE SCHOOOL TO WHICH TRANSFER APPROVED: 04/1B/2004 08:16 5013709755 QUALITYSECURITV PAGE 02 PCSSD (M to M) STUDENT TRACKING FORM This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial coimmopoossiittiioonn of the rnequested school.________ STUDENTS N. STUDENTS RESIDENCE ADDRES^ Citv: Li'iklt _ U____State: itudent ID #_ Zip Code\nGRADE LEVEL AS OF SEPT. 2004- 'J7 DATE OF BIRTH:?-/.Y ^^EX: SCHOOL ATTENDED DURING THE^3-04 SCHOOL YEAR: PARENT DR GUARDIAN HAVING CUSTODY OR CHARGE OF STUDENT PARE] City: State: PARENTS HOME PHONE NUMBER g'cV-st' Zip Code: PARENTS WORK PHONE NUMBER - S'? a - / OTHER NUMBER WERE P ARENT CAN BE REACHED ' SCHOOL REQUESTED ft# DOES THIS STUDENT REQUIRE TRANSPORTATION DOES THIS STUDENT REQUIRE SPECIAL SERVICES YES YES NO NO IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: HEALTH PLAN lEP/SPECIAL EDUCATION SECTION 504 ACCOMMODATION PLAN SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information or school records necessary to complete the requested transfer. PARENTS SIGNATURE: DATE: Form completed by: Counselors office Forward to the OFFICE OF EQUITY AND PUPIL SERVICES DATE APPROVAL DATE 3E \u0026lt;7 ? TRANSFER APPROVED\nDATES OF ATTENDANCE SCHOOOL TO WHICH TRANSFER .APPROVED: lUi or^u Oi/01 Holmes, Morr(5s I 1 From: Sent\nTo: Cc: Subject\nKbsyyam Eddiri igs [KEciciifiysigjf sc.netj Thu^Ay.June24:2004 1^:^:\n^' Babbs, Junious\nHolmec ft/nrrL Chris Heller   Meeting with PCSSD I By way of suntnary, Sabbs and i  - ---J f a. narl Brown of the pPS5ti June 18. met with Sam / 1. I believe that we made S33rdii*y M-to'M tra: regarding the two districts' form\" only to identify to from one organisational letters RCSSD to studi following school school Id de\n'9 3-od proyrei disagreements. feeder patterns. \u0026gt;s\n^nes, Dr. Brenda Bowles and ier issues on last, ill coming to a resdlCtittit\n, LRSD its agreed to use their to studer.ta Of/ regarding their yea, leaving that task to \u0026gt; V? a the assignment of L 1 .,---i   ai-uucnca level to the next outside of In turn, RSD agreed not to send acpool assignments for the 'RSD M-to-M Stu resolve difference^ onm nA LRSD agreed to allow 200 3-04 at PCSSD speci enrollment to tudei^' t to PCSSD specialty B ind in the interest of the M-to-^ students enrolled during _ , .  CXAiWXXeQ remain ^0 percent black -.j-i- ----r^v^xEoo cuxougn the isoec] al t-v a. Moreover, both cough thejspecialty program. allowed to attend .xuicllt, sides agreed that no new M-to-4 stt nd a PCSSD specialty school witih Tmajoritv felacv witn one caveat. PCSSD requested chat LRSD all^w 5  gifted ajt Clinton Elementary uller Middle ii|chool. nAoT, 9 students tUat ^--7\"\"\" . . \u0026gt;==1,1 luencified as attend the specialty = \" already made this commitmen.r to the studerf names of the Clinton** to 2 , , . since the PCSSD had J Sabbs asked PCSSD to request under advisement. s and agreed to PoSSDs M. xbduxngti Friday, Eldrsdge a lark 400 West Capitol, Suite Little Rock, AR Email\n72201 2000 i J I I Citect Phone\nkeddingsief ec. net 1 V SOl-370-1417 I . I i t I !Z I I 1 k (f /a L I * 4 J I'  I I I 1 Ii ! PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 www.pcssd.org (501) 490-2000 July 7, 2004 Bobby Acklin, Assistant Superintendent for Desegregation 2700 Poplar Street North Little Rock, Arkansas 72115-0687 RECEIVED JUL 0 3 2004 n-n... OFFICEOF desegregation monitoring Dear Mr. Acklin: All secondary schools in the Pulaski County Special School District have reached school capacity for the 2004-2005 school year. Therefore, we are unable to accept M-to-M transfers at this time. Thank you for your continued cooperation. Sincerely, Karl Brown, Assistant Superintendent Equity and Pupil Services / Dr. Brenda Bowles, Director Equity and Multicultural Education C: Ann Marshall, Federal Monitor Sam Jones, District Counsel John Walker, Joshua Intervenors Donna Creer, Executive Director Magnet Review Committee II PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216 www.pcssd.org (501) 490-2000 July 7, 2004 Junious Babbs, Associate Superintendent-LRSD 501 Sherman Street Little Rock, Arkansas 72202 Dear Mr. Babbs: All secondary schools in the Pulaski County Special School District have reached school capacity for the 2004-2005 school year. Therefore, we are unable to accept M-to-M transfers at this time. Thank you for your continued cooperation. Sincerely, Karl Brown, Assistant Superintendent Equity and Pupil Services Dr. Brenda Bowles, Director Equity and Multicultural Education C: Ann Marshall, Federal Monitor Sam Jones, District Counsel John Walker, Joshua Intervenors Donna Creer, Executive Director Magnet Review Committee received JUL 12 OFFICE OF DESEGREGATION MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT CASE NO. 4:82CV00866WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. PLAINTIFF DEFENDANT JOSHUA INTERVENORS MEMORANDUM IN SUPPORT OF MOTION REGARDING LRSDS AND PCSSDS M TO M DISAGREEMENT The Joshua Intervenors submit that the relief which they seek by their Motion herewith is authorized by the 8* Circuit, Little Rock School District v. Pulaski County Special School District, et. al. 92 J F.2d 1371, 1394. (1990) That Court created the Office of Desegregation Monitoring (ODM) so that it could effectively monitor the implementation process. It is the primary monitor in this case. Neither it nor the Joshua Intervenors have been significantly involved in the subject controversy. Joshua interests is obvious. The ODMs role is to provide useful information to the parties and to the Court. An ODM report to the Court with respect to the subject issue should therefore be commissioned. Joshuas concern is twofold, i.e., educational and segregational. The educational advantage imder the parties plan enures to white students. For African American students are not allowed entry into the subject programs unless they are from outside the PCSSD. But now, LRSD proposes to retain LRSD students in its schools, although they may be in more heavily one 1 race situations, than to allow them to attend and remain in the specialty programs at College Station, Fuller and Mills. LRSD effectively proposes to require return of African American students from the far more desegregated PCSSD schools on a technical basis, i.e., the school has become majority African American. The law of the case required maximization of desegregation within a context where educational disparity is reduced rather than enhanced. A hearing on the matter is appropriate. Respectfully submitted. Robert Pressman 22 Locust Lexington, MA 02421 862-781-1955 John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 501-374-3758 501-374-4187 (fax) rW.^Walker CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Motion has been served on all counsel of record on this 8' day of July, 2004. CU Jr V. A------------------------------------------------------- / // 2 received PILPT} JUL 1 ? 2004 COURT OFFICE OF DESEGREGATION MONITORING IN THE UNITED STATES DISTRICT CO^^S W. EASTERN DISTRICT OF ARKANsS''~~ WESTERN DIVISION S \u0026gt;'/ ^LcR^ LITTLE ROCK SCHOOL DISTRICT PL.MNTIFF CASE NO. 4:82CV00866WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANT JOSHUA INTERVENORS MOTION REGARDING LRSDS AND PCSSDS M TO M DISAGREEMENT The Joshua Intervenors respectfully move the Court to set an evidentiary hearing with respect to the pending Majority to Minority (M to M) disagreement between the Pulaski County Special School District (PCSSD) and the Little Rock School District (LRSD), Joshua also respectfully requests that such hearing be preceded by a report to the Court regarding the matter from the Office of Desegregation Monitoring (ODM). For cause, Joshua respectfully shows the Court: 1. On or about June 7, 2004, PCSSD filed a Motion and Memorandum regarding Majority to Minority transfer concerns. 2. On June 17, 2004, LRSD filed its response. 3. The LRSD and PCSSD parties have not involved Joshua or the Office of Desegregation Monitoring (ODM), on information and belief, regarding the controversy. 4. The Joshua Intervenors understand the conflict as follows: a. White students are being allowed to transfer into majority black schools in 1PCSSD. Their transfers into those schools result in reinforcement of racially segregated gifted and talented and academically enriched programs. For example, at College Station Elementary, white students are allowed entry thereto for the gifted and talented (GT) program. The result is that GT is overwhelmingly white, but the school is disproportionately black. LRSD white students thus have more academically enriched options than LRSD black students who are not allowed to transfer into that substantially segregated program. A second example is reflected at the high school level. Mills High also has a school within a school. The specialty school is disproportionately white. It has a separate staff as well, although the school principal is African American. LRSD African American students are denied transfer from Little Rock into the Mills specialty program, while white students are allowed transfer. b. LRSD administration promotes continuation of segregated programs, practices and activities by its refusal to allow African American students to transfer from the LRSD into strong academic settings which its makes available to white students. This is a continuation of LRSDs emphasis upon promoting educational advantage for white students while not doing likewise for African American students. 5. LRSD effectively takes the position that when a school enrollment in PCSSD reaches 50% African American, LRSD African American may not attend the PCSSD school. LRSD interprets the M to M transfer provision to require return of those African American students to LRSD who, by their presence in Fuller, Mills and College Station, cause racial imbalance. PCSSD, on the other hand, would allow such students to remain in specialty schools throughout their academic careers. The effect of LRSDs position is to take higher achieving African American students who have opted for specialty programs in PCSSD from PCSSD and place 2them back into lower level academic programs within the LRSD. LRSD thus appears to promote continuation of stronger academic programs for its white students through their assignment to such programs in PCSSD but not for its African American students. WHEREFORE, the Joshua Intervenors respectfully request the Court to have the Office of Desegregation Monitoring to prepare a monitoring report regarding the situation and subsequent to such report, set the matter for evidentiary hearing. Thereafter, the Court is requested to provide appropriate relief including but not limited to modifying the M to M stipulation to reflect tlie intended puipose and then to allow African American students entry into the disproportionately one race schools within schools at College Station Elementary, Fuller Middle, and Mills High schools. Respectfully submitted. Robert Pressman 22 Locust Lexington, MA 02421 862-781-1955 John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 501-374-3758 501-374-4187 (fax) f i 7 _ (z--- John W. Walker CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Motion has been served on all counsel of record on this 8* day of July, 2004. I I I '/ 7^ % -n ,11 ' rf . f 21 JC\nc.= RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 2 0 2004 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS PCSSDS RESPONSE TO JOSHUA INTERVENORS MOTION REGARDING LRSDS AND PCSSDS M-TO-M DISAGREEMENT The PCSSD for its response states: 1. Joshuas motion is in actuality a response to PCSSDs motion. 2. The PCSSD sought unsuccessfully to involve the ODM in a resolution of this dispute. 3. The PCSSD has not heretofore involved Joshua believing this to be a simple dispute with the LRSD over interpretation of long-standing rules. 4. LRSD black students are allowed to exercise M-to-M transfers into the PCSSD specialty program so long as those schools are eligible for M-to-M transfers. 5. PCSSD denies any remaining allegations contained in the motion to the extent that those allegations questioned practices or motives as regards M-to-M transfers. 249234-V1WHEREFORE, the PCSSD prays that the motion be denied and for all proper relief. Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501)376-9442 By. . Samuel Jones lII W6060) Attorneys for P 'Schoer District ilasja County Special 249234-V1 2CERTIFICATE OF SERVICE On July 19, 2004, a copy of the foregoing was served via U.S. mail on each of the following\nMr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney Generals Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 Mr. Robert Pressman 22 Locust Avenue Lexington, Massachusetts 02173 M. luel Bones III 249234-V1 309/13/2004 11\n44 501-4472951 V LRSD SRO e derate, 4- 01/02 ef=^ ) EDWARD L. WftlGMT \u0026lt;1903-1917) ROSBRT 5. UXMCY 0913-1991) ALSTON JBWNIKOS \u0026lt;19)7.2004) ISAAC A. SCOTT. JA. JOHN G. LILS GORDON S. HaTHER, JR. MARTIN G. CILBERT KOGBR A. GLASCO* PATRICK 7. COSS ALSTON J8WNJN0S. JR. JOHN R. TISDAL? KATHLYN ORavbS M. SAMUEL JONES III JOHN WILLIAM SPJVEY III LEE J. MULDROW N.M. NORTON CHARLES C. PRICE ! CHARLBS T. COtfiMAN JA.MES I. atovim eOWIN L. LOWTHBR. JR- ORECORY T: JONBS J SBTTINA B. BROWNSTEIN j WALTCK MtiPAPO^N . JIM-Ot SXAMtS iutwr $11H MJ\u0026gt;H5 ........ RJARX-is  * ?\n40: Mr. Chris Heller WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 1 aTTORNEYS-aT law i 200 *ST CAPITOL AV^t\u0026lt;tje. SUITE 2300 LJTTLS XOCK. aRKa*i5aS 12201-3699 {50n )11-0Q8 FAX^IJOn 576-9442 901 \\ORTN 43TH STftfBET. SUITE lOI ROCSaS. ARKANSAS 2736 (i 984-OU8 PAXi(79) 966-H31 T -/-irV .wlj .^9in OF COuJ^SL RONALD a\nMAY 9RUCS ft LINOSEY 2 JAMES ft VAlj CRBOOftV $ OOVBR lUZINGO** I whi*'- j OVreet OlAl ite-K 001.-2124273 Friday, Eldredge \u0026amp; Clark 400 W. Capitol Avenue, Suite 2000 Little Rock, Arkansas 72201-3493 RE: September9, 2004 KATHRYN A PRYOB }. WARK DAVI5 } clairb shows Hancock 4 KEVIN W. KENH6D JERRY J. SALLINGS WJLLlAM STUART JACKSON MICHAEL D. SARNES STEPHgN ft. LANXASTSR JUDY ftOBlNSON' WILSER KT L8 R. WILSON C. TAO SOHaNNON / KftlSTt M. MOODY J. CHARLES OOUCHBRTY* M. SBAN HATCH J. ANDREW VJ^ES JUSTIN T. ALL6X MICHELLE M. Kaemmerling ) SCOTT ANOREU' tR8Y PATRICK 0. WILSON RBClNA A. S9aULONG MARY BLIZaBBTH ELDRIDGE BLAKS S. RUTHERFOftO PAUL D. MORRIS EDWARD RIAL ARMSTRONG BVA.C. MADISO.*- 6 J. RBBBCCA fRATT WASS OAWH O' bBOPUs CALR-y B. VO l\u0026amp;OLIM ReJORGeNSEN GARY Oz!\u0026lt;*MT5'. )R,i TA. . \u0026gt; UiakitaH  OitiHe: ef 3 New rort S North Carnlt^o 6 Oklchfun rr^infitcf * Ufvvt^ mSlant P^sm * UUHM hl ftafhff  ylirhiffut t 1 I M-to-M Agreement Between PCSSD and LRSD Dear Chris: 1 original of the M-to-M Agreemenit that was facilitated by Horace Smith. ..Si. - y' ' I**.. \u0026gt; A _ I __ _ __ signature and return to met Brenda Bowles is out of town until next ahS I'\u0026lt;v2l get her signature then after you return this to me. Cordially yours, 1 WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 1 M. S luel Jones, HI MSJ:ao Encl. i I I I I 524319-vl I 109/13/2004 11:44 501-4472951 LRSD SRO PAGE 02/02 11 One Year M-to-M Agreement Befween the PCSSD and LRSD September__i, 2004 During an August 6, 2004 meeting at the ODM, the rejjresenutives of Pulaski County Special School District (PCSSD) and the Little Rock School District (IRSD) tentatively reached the following one-year agreement to settle issues regarding M-to-M transfers. II 1. PCSSD agrees to use its tracking form\" only to identify to LRSD its M-to-M students progressing from one organizational level to the next outside of established PCSSD feeder patterns. For those M-to-M students who progress outside of the feed* patterns, PCSSD will provide its tracking form to the LRSD to document the students school assii 4 p icnmilents. LRSD agrees to discontinue the longstanding practjce of sending letters to M-to-M. students 3. jn^ard^ scl^l assignments for the foUowit^ year, leaving that task to PCSSD. LRSD agrees to continue to transport M-to-M students who are returning to their original school sites in the PCSSD, or to the next school in their eftafalished feeder pattern, with the exception of the five students already agreed upon, as well as at odier properly enrolled M-to-M students. 4. Both PCSSD and LRSD agree that no new M-to-i students will be allowed to attend a PCSSD specialty school with a majority black enrollment taring the 2004-05 school year. 1 5. I LRSD agrees to transport five (5) M-to-M sixth-gr^de students who attended Clinton. Crystal Hill, and College Station in 2(X)3-04 to the specialty prtiram at Fuller Middle School in 2(X)4-05. These students were identified as gifted and the PCSSD Fuller. id already assured them that they could attend 6. Both LRSD and PCSSD agree to work with the Ntfcth Little Rock School District, Joshua Intervenors, Magnet Review Committee, and Offiojs of Desegregation Monitorir^ to develop solutions to remaining M-to-M disagreements and completed on or before December 31, 2004, o in^rove procedures. This process will be 7. The parties request that the MRC and ODM establi ih a regular meeting schedule to ensure that the December 31, 2004 deadline is met. So agreed this___ day of September, 2004. JOSi By. INTgRVE] John Walker Limfe ROCK SCHOOL DISTRICT By_J__________________________ j Junious Babbs, Associate Superintendent PULAtKI COUNTY SPECIAL SCHOOL DISTRICT By. 1 Dr. Brenda Bowles 520624-vI s Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 November 2, 2004 Mr. Junious Babbs Associate Superintendent Little Rock School District 501 Sherman Street Little Rock, AR 72202 Dear Junious: The M-to-M agreement that PCSSD, LRSD, and Joshua signed in late September requested that the Magnet Review Committee and the Office of Desegregation Monitoring facilitate meetings to help the parties settle remaining M-to-M disagreements. The first meeting to address those issues will be held at the MRC office in North Little Rock on Wednesday, November 17, 2004 at 9:30 a.m. Our second meeting will be held on Thursday, December 9, 2004 at 9:30 a.m. at the MRC office. Please let me know by the end of the week if these dates are agreeable. I can be reached at 376-6200, by fax at 371-0100, and by email at hrsmithfrz'.aristotle.net. Thank you for your attention to this matter. Sincerely, Horace R. Smith Monitorrf-tac. ux/ ux I little rock s thool district 501 SHERMAN s: REFT LlrTT E ROCK, R 72202 {)FndE OF ADlvnNISTRATIVF SERVICES uniou i C. Babbs, Associate Superintendent 1 'hone: ] i-Maii (501) 447-2955 junious,babbsi'gU rsd.org TO\nMr. Horace Smith, Office of Dese\nreg at\non and Monitoring FROM: Babbs I SUBJECT\nIdei tifying M-to-M Issues ATE\nNot amber 15, 2004 In preparation for \u0026lt; i requesting identific ur November 17*^ meeting am I respi inse to your November 11 th 1. 2. 3. ation of pending M-to-M issues, the Use of PCJ:SD tracking form (#1 in Sept. A. Wh I memo ollowing information is being provided\n!O4 M( )U Agreement) 6 PCSSD will provide their tra :king sch\niol assignment, an anticipated orm to LRSD to document students I time c f receipt is requested. B. Be i aminded that LRSD students ^-to-f 1 from PCSSD) must reapply upon corr Dietion of a classification level (K-5 t 6-8). LRSD agre ss to discontinue the longstaniing practice of sending letters to M-to-M students re PCSSD. ! larding their school assignments for the following year, leaving that task to It is imports established notification It that PCSSD notify each LR 5D sk dent attending PCSSD via M-to-M. Our 1| contact period will be March 4Cai PCSSD coincide to provide a letter of or our students? I Tentative a\u0026gt; treement has been established that ichooi composition percentages reflect official sch do! counts reported to ADE di ring tf e second submission cycle. When and I ow would this communicationjbe pre vided to each district? Informational / )iscussion Items I 1. Given seat ivailabi'ity, it is anticipated tha M-to-iVl transfers will be available to enter LRSD scho ils, including LRCH at second semester 2. When open School and designated i id. M-to-M transfer will be avajiabie Io the new PCSSD Maumelle Middle 3henal Elementary\nhowever, there s no set or established number of ieats. 1! i i I 12/10/2804 12:20 501-4472951 LRSD SRO PAGE 01/01 LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 I )IFIC E OF ADMINISTRATIVE SERVICES . uniou I C. Babbs, Associate Superintendent : hone: (501) 447-2955\n\u0026gt;Mail junious.babb8@Ir$d.org TO: Karl Brown, Pulaski County Spec al Scl Donna Creer, Magnet Review Co: amith i ool District e Horace Smith, Office of Desegrej ation Monitoring FROM. OUS Babbs SUBJECT: Requested Information DATE: December 10, 2004 In response to information requested in our Dec\nmber 9* meeting, I have indicated all Little Rock School District Schools that are NOT elig ble to receive M-to-M transfers based on October 1,2004 enrollment. Elementary Forest Park Fulbright Jefferson Pulaski Heights Elementary If questions surface, please contact me.\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_1280","title":"'Plain Talk, the Future of Little Rock's Public Schools,'' University of Arkansas at Little Rock","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","University of Arkansas at Little Rock","Education--Arkansas","Education--Curricula","Education--Evaluation","Education--Finance","Education--Standards","Educational law and legislation","Educational planning","Educational statistics","School enrollment","School improvement programs","School integration"],"dcterms_title":["'Plain Talk, the Future of Little Rock's Public Schools,'' University of Arkansas at Little Rock"],"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/1280"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["11 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_708","title":"Report: ''Little Rock School District Educational Equity Monitoring 1996-97, First Semester Summary Report,'' Planning, Research, and Evaluation Department","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":["1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Parents","School discipline","School management and organization"],"dcterms_title":["Report: ''Little Rock School District Educational Equity Monitoring 1996-97, First Semester Summary Report,'' Planning, Research, and Evaluation Department"],"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/708"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT RECEIVED JUN 6 1997 OFFICE OF Office of Desegration Monitoring EDUCATIONAL EQUITY MONITORING 1996-97 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1997 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS 1.0 Page Equitable Placement by Race/Gender in School Programs 3 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 24 4.0 Committees 30 5.0 Extracurricular Activities 34 6.0 Student Achievement/Assessment 41 7.0 Special Education 49 8.0 Gifted and Talented Education 54 9.0 Staff Development 63 10.0 Parental Involvement 70 11.0 Student Discipline 79 12.0 Building Leadership/Management 92 9 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 108 2.0 Curriculum 108 3.0 School/District Initiated Honors and Awards 111 4.0 Committees 111 5.0 Extended Day Educational Opportunities 112 6.0 Student Achievement/Assessment 113 7.0 Special Education 114 8.0 Gifted and Talented Education 115 9.0 Staff Development 116 10.0 Parental Involvement 118 11.0 Student Discipline 119 12.0 Building Leadership/Management 122 additional observations addendum School Category Groupings Used In Report Henderson Health/Sciences Magnet Program McClellan High School Business/Communications Magnet Program 124 134 135 138LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 1996-97 EDUCATIONAL EQUITY MONITORING FIRST SEMESTER SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by local school biracial committee members and the Planning, Research, and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits, with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the Superintendent the progress or lack of progress in the following areas\nEquitable Placement by Race and Gender in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. ThePage 2 school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between October 15, 1996 and December 17, 1996. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29.). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principals comments from this conference are included in the reports for clarification. In addition, the LRSD Office of Desegregation, through the appropriate central office administrator, provides guidance for corrective actions. Therefore, current conditions may be different.1.0 Page 3 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentage Racial/Gender Balance (at least 25% black) in staff assignments, programs, content areas, and grade level School enrollment to be within the appropriate racial range for 1996-1997, elementary: 40% to 60%, junior high: 52.57% to 78.85%, senior high: 49.83% to 74.74% Racial/gender enrollment of classrooms and courses generally reflects the racial/gender composition of the school Racial/gender enrollment of extended educational programs generally reflects the racial/gender composition of the school Plans to eliminate one-race classes, if one-race classes are identified Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools: Of the 23 area elementary schools, eleven schools, or 48%, did not meet the criteria of equitable staffing (certified and/or non-certified). Jefferson, Meadowcliff, Otter Creek, and Watson fell below the staffing goal of at least 25% black certified staff members. The other seven of eleven schools-Badgett, Bale, Baseline, Brady, Cloverdale, McDermott and Pulaski Heights-fell below the staffing goal of at least 25% white non-certified staff members. Seven of the 23 area elementary schools, or 30%, reflected the acceptable range for black student enrollment for the 1996-97 school year. The schools arePage 4 Forest Park, Fulbright, Jefferson, McDermott, Otter Creek, Pulaski Heights, and Terry. Bale, Baseline, Dodd, Fair Park, and Otter Creek, or 22%, of the 23 area elementary schools had class enrollments that failed to reflect the racial/ethnic composition of the school. Bale had four classes out of range. At Baseline, the fifth grade was out of range at 93% black students. There were three classes out of range at Dodd. Fair Park had seven classes out of range. Six of 14 classes were slightly above the recommended range for black students. One first grade class was slightly below the recommended range for black students. Of the 23 area elementary schools, six have one-race classes. The identified schools are Badgett, Bale, Baseline, Meadowcliff, Watson, and Wilson. At Badgett, a single one-race class was noted. Bale had four one-race classes. At Baseline, four one-race classes were also observed. Meadowcliff had a single one-race class. At Watson, a one-race class was observed. At Wilson, one section of special education was noted with 17 black students. Response from Principal(s): Meadowcliffs principal said that Human Resources pulled two teachers from the school, a black teacher and a white teacher. The Watson principal said that a new black speech therapist was employed in November. Meadowcliffs principal said that speech was normally a one teacher to one student class.Page 5 Original Magnet Elementary Schools: Of the four original magnet elementary schools, two schools, or 50%, did not meet the criteria of eguitable staffing (certified and/or non-certified). Both Booker and Gibbs fell below the staffing goal of at least 25% white non-certified staff members. At the other two schools, Williams and Carver, the school staff composition was adequate to ensure student contact with a variety of personnel. At all four schools, enrollments reflected the racial composition prescribed by the Court approved desegregation plan. Class enrollments at all four schools generally reflected the racial/ethnic composition of the school. All principals implemented effective strategies in order to racially balance class enrollments. There were no one-race classes in any of the four schools. Response from Principal(s). The Booker principal stated that there was one open position this year which was filled by a white drama specialist. Interdistrict Elementary Schools: King, Romine, and Washington attained the goal for equitable staffing for certified staff members. Romine met the goal for non-certified staff. The noncertified staff was 9% white at King, 26% white at Romine, and 22% white at Washington which was similar to the 1995-96 second semesters equity report. The school enrollment at Romine (71% black) did not reflect the racial composition prescribed for the interdistrict schools. At three schools, no one-race classes were observed.Page 6 Response from Principal(s): The percentage of Romines black students assigned through the student assignment office exceeds the goal of 40-60% black. Also, changing neighborhood demographics is a factor. Area Junior High Schools: Forest Heights, Mabelvale and Southwest attained the equitable staffing goal. The non-certified staff at Cloverdale was 9% white. The certified staff at Pulaski Heights was 20% black. The school enrollment at Cloverdale (87% black) did not reflect the racial composition prescribed for area junior high schools. Only Cloverdale had class enrollments that reflected the ethnic composition of the school population. Principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at all of the area junior high schools. Response from Principal(s): Pulaski Heights principal stated that there is a very limited pool of black staff members who are willing to work at the junior high level. Original Magnet Junior High School: The equitable staffing goal was attained at Mann. The 52% black student enrollment was within the range approved by the Court. More than 50% of the classes did not generally reflect the ethnic population of the school. The principal provided strategies to eliminate disproportionate class/course enrollments. There were five one-race classes reported.Page 7 Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar and Henderson attained the equitable staffing goal for certified staff. The goal for non-certified was not attained at Dunbar where only 23% of noncertified employees are white. The school population at Dunbar reflected the acceptable range of 52.57% to 78.85% black. At Dunbar and Henderson, the class enrollments did not reflect the school populations. The principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at Dunbar and Henderson. Response from Principal(s): None Alternative Learning Center: The ALC did not attain the equitable staffing goal for non-certified positions with only 20% white personnel. School enrollment was 46% black. Classes generally reflected the ethnicity of the student population. One-race classes were observed. Response from Principal\nThe ALC principal stated that he had no chance to pick the race of new security personnel. Area Senior High Schools: Fair and Hall attained the equitable staffing goal. Halls enrollment reflected the acceptable range of 50% - 75% black students. Class/ course enrollments didPage 8 not generally reflect the composition of the student population at either school. Both schools, Fair and Hall, generally had classes out of compliance. Also, both schools were observed to have had one-race classes. Written strategies to eliminate disproportionate classes were provided. Response from Principal(s): 4 None Original Magnet Senior High School: Parkview attained the eguitable staffing goal. Fifty-two percent of the student population was black. More than 73% of the classes were within the acceptable range for black student enrollment. Two one-race classes were reported which included nine black students in a Drama II class. There were 13 black students in kindergarten. Response from Principal: None Area Senior High Schools with Magnet Programs: Only the composition of the school staff at McClellan met the goal for both certified and non-certified personnel. At Central, the non-certified white personnel was 22%. Centrals school enrollment was 62% black and within the prescribed range of 50% - 75%. McClellan did not meet this goal with an 84% black enrollment. Class/course enrollments did not reflect the composition of the student bodies. Sixty-four percent of the classes at Central were over or under the acceptable range. The principal provided strategies to eliminate disproportionate classes and the one-race classes at Central and McClellan.Page 9 Response from Principal(s): The principal stated McClellan is working toward a quality 50% black and 50% white staff. Metropolitan Vocational-Technical Education Center: Metropolitan did not achieve the staffing goal for non-certified staff. Personnel included a 25% black certified staff and 20% non-certified white staff. The school population was 50% black. There were two one-race classes reported. Response from Principal: None 2.0 CURRICULUM At each school the monitors expected to find: Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy: Can the curriculum be implemented with available materials and equipment ?) Varied teaching strategies reflected by display of student work Current and complete documentation of student progress. Teachers demonstrating use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalismPage 10 FINDINGS: Area Elementary Schools: In all area elementary schools except Baseline, most of the visited teachers said that materials and equipment were adequate for curriculum delivery. Although all classroom teachers visited at Baseline Elementary School said that they had adequate materials and equipment for use in the classroom, the Success for AH Title I program materials were not at the school, and it was mid October. The Peabody materials were back-ordered through December. It was reported that Baseline School was not connected to the Internet. At Chicot School, it was reported that additional social studies teacher guides were needed. At Woodruff School, two teachers said that they could use additional equipment and/or materials. One teacher said that dictionaries were needed. Another teacher said that more hands-on materials for instruction were needed. It was reported at Badgett Elementary School that the computer laboratory needed additional working headphones. In some visited classes at Geyer Springs Elementary School, some teachers mentioned that they could use additional computers. At Bale School, one visited teacher needed some social studies books for each child to have one copy. All observed student records at these schools were current and complete. Visited classroom seating patterns promoted interactions among students of different races/genders in all of these schools. However, in the classrooms observed at Baseline and Fair Park Schools, there were very few white students.Page 11 Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflected the racial/ethnic/gender differences of the student body and/or multiculturalism in all of these schools. In all of these schools except one, the bulletin boards, displays of projects. publications, and productions in the classrooms reflected multiculturalism. There was an inadequate representation of Caucasians in the pictures and posters of the classrooms visited at Fair Park School. There was a display of student work both inside and/or outside of the classrooms visited in all of these schools. The multicultural objectives of the curriculum were taught in all the visited classrooms in these schools. For all of these schools except one, it was determined that the media specialist annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. At Otter Creek School, the media specialist was out of the building attending a workshop on the day of the monitoring visit. She was not at school for the monitors to interview about this. However, the monitors saw multicultural materials throughout the media center. Response from Principal(s): The Chicot Elementary principal reported that the teacher guides in question for social studies had been ordered, but she would check on when they will be sent to the school. The Woodruff Elementary principal said that hands-on mathematics materials will be purchased from the Title I budget. The Bale principal said that the teacher had not given the number of social studies books needed to the principal.Page 12 Original Magnet Elementary Schools: Materials and eguipment \\A/ere reported to be sufficient for curriculum delivery by most monitored teachers. Overhead projectors, globes, computers. manipulatives, films, audios, texts, LRSD multicultural curriculum guides, and TVs were observed in the visited classrooms at Carver Magnet School. All observed records were current and complete in these schools. In most classrooms visited, all students were actively involved in classroom instruction. Students were observed drawing circles using a compass. Students were also observed using computers, worksheets and books. Pupils were observed reading aloud to the class. A game of charades was observed. In all classrooms visited, seating patterns promoted interaction of the races/genders. Throughout these schools, publications, bulletin boards and productions reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. At Gibbs School, a poster was observed with the theme of cooperative group rules with a child pictured in a wheel chair as well as other youngsters of multiple races. Some bulletin boards about Mesopotamia and India were observed. In all the classrooms monitored at these schools, multicultural poster and bulletin boards were displayed. At Williams Magnet School, a bulletin board on Native Americans was observed as well as one on black leaders, and a multicultural number line was on display. In most classrooms monitored, displays of student work reflecting various teaching strategies were observed. At Carver Magnet School, displays of studentPage 13 work of American Indians stipulating the cultural diversity of the tribes were observed. Multicultural objectives of the curriculum guides were being taught in all classrooms visited in these schools. At Carver Magnet School instruction was being conducted on how the various American Indian tribes beneficially used the environment. The media specialists at these schools annually evaluated the adequacy of the multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine and Washington Schools, most teachers of monitored classrooms had adequate materials and equipment to deliver the curriculum. One of the English as a Secondary Language (ESL) centers was located at Romine. These schools had current and complete student records in the classrooms monitored. All students observed at these schools were actively involved in classroom instruction. Observed classroom seating patterns were well balanced in these schools. Bulletin boards, displays of projects, publications, and productions in these schools reflected the racial/ethnic/gender differences of the student bodies and/or multiculturalism. Native American, Asian, and Hispanic cultures were examples of displays reported by monitors.Page 14 All monitors at these schools said that classroom bulletin boards were multicultural. Examples included famous people from different cultures and professions featured on a bulletin board, and a globe was observed that featured cultural economics throughout the world. Displays of student work were observed in all the visited classrooms in these schools. Multicultural objectives of the curriculum were reported to be taught in all visited classes. One monitor observed a multicultural music lesson in progress. The media specialists at these schools reported that the evaluation of materials was ongoing. The Washington media specialist reported that this school year more materials have been available from Asian and Hispanic authors, and the school has ordered some of them. The multicultural collection is increased each year at Washington School. Response from Principal(s): None Area Junior High Schools: All of these schools reportedly had adequate materials and equipment to deliver the curriculum. However, at Cloverdale Junior High School, some teachers of monitored classrooms said that they needed more high interest and low ability level materials. It was reported that some Cloverdale Junior High School textbooks were damaged, and that they were kept an extra year when they should have been replaced. Some visited teachers at Cloverdale said that the class set concept for textbooks was working\nat least, this assured that every student had a text every day.Page 15 Most of the student records observed in these schools were current and complete. However, one visited teacher at Cloverdale Junior High School had the grade book and lesson plan book at home. In most classrooms visited in these schools, the students were actively involved in classroom instruction. Most of the students in one classroom visited at Pulaski Heights Junior High School were not involved in the lesson being taught. Seating patterns were appropriate in the monitored classes at these schools. In all of these visited schools, the bulletin boards, displays of projects, publications. and productions throughout the schools, including the media center, reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Most of the classrooms visited in these schools had bulletin boards, displays of projects, publications, and productions reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism. A few visited classes at Pulaski Heights Junior High School did not have multicultural displays. A display of student work was observed in all classrooms visited at these schools. Interviewed teachers at these schools said that the multicultural objectives were taught. The media specialists at these schools said that they annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. The media specialist at Cloverdale Junior High School said that she read book reviews, reviewed the books on the shelf and listened to what the students and teachers asked for before making an order.Page 16 Response from Principal(s)\nNone Magnet Junior High School: Most of the teachers visited at this school said that they had adequate materials and equipment. Most of the observed records at this school were current and complete. All observed students were actively involved in classroom instruction at this school. In most visited classrooms at this school, the seating patterns enhanced the desired race/gender interaction. This school had evidence that the multicultural curriculum was being implemented. In most classrooms visited in this school, there was a good mix of multicultural displays. In two classrooms at Mann Junior High, no bulletin boards were observed. There was a display of student work exhibited in most of the classrooms visited. However, no student work was observed in one classroom. It was reported in all the classes visited in this school that multicultural objectives of the curriculum guides were taught. The visited media specialist at this school reported that she annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Response from Principal(s): The Mann Junior High principal said that the media specialist attended the tridistrict multicultural fair each year. The Mann media specialist coordinated thePage 17 purchase of materials with the LRSD Director of Instructional Technology/Library Programs. Area Junior High Schools with Magnet Programs: On the report from Henderson, several problems concerning the band program were noted. It was reported that the Henderson band had to have its own fund raiser for the purchase of needed instruments and equipment. It was also reported at Henderson that some students had to be turned away from the band because they did not have the needed instruments. A staff member at Henderson said that either two band room walls needed to be fully carpeted for better acoustics or that acoustical panels needed to be placed on these walls. It was reported that Henderson needed some locked storage space for band instruments. Some instruments were getting stolen because of the lack of adequate and locked storage space. The band also needed a computer capable of running software on rhythm and pitch identification. One student reportedly wanted out of band because he could not afford drum sticks. There was no Internet connection at Henderson. No lesson plan book was available in one classroom visited at Henderson Junior High. At Henderson Junior High School, in some rooms visited, white students sat together, or there were so few white pupils that there could not be a good mix. In one visited classroom, the students were seated alphabetically unless they talked too much. At Dunbar, the recommendation was given by the monitoring team for more multicultural displays to be reflected in the classrooms.Page 18 Response from Principal(s): The Henderson principal said that he talked with the student who allegedly wanted out of band because he could not afford drum sticks. The principal said that the situation was that the boy could actually afford the drumsticks, but he decided to spend the money elsewhere. The Henderson principal also said that once the building was wired and prepared for the Internet, he would determine how much money to spend on computers, software and inservice for the 1997-98 school year. Alternative Learning Center (ALC): Some visited ALC teachers said that they did not have adequate materials and equipment to deliver the curriculum, nor did they have enough textbooks. Teachers expressed the need for classroom sets of textbooks and more computers. In one classroom visited, the overhead projector did not work. A projection screen was needed in one visited class. Observed records were current and complete. All observed students were actively involved in classroom instruction. The gender mix in the observed classes was good. There were only three white students in the school. There was evidence that the multicultural objectives of the curriculum were being implemented both throughout the school and in the classes visited. Some visited classes had student work on display. It was reported that the multicultural objectives of the curriculum guides were being taught. There was no library, and thus, no media specialist assigned to the school.Page 19 Response from Principal: The principal said that no teacher had asked for more materials. He said that each teacher was allocated $150 for the first semester to be spent for materials and equipment beyond the normal needs. He said that extra requests were handled on a case-by-case basis. He said that there was a plan to have classroom sets of textbooks (science 1995-96 and English 1996-97) in the second year. He said that he was in the process of negotiating to get the school more computers. Vocational funds were used to purchase new computers. The principal also said that the classrooms had new student desks, and this was not true at some of the other junior high schools. Area Senior High Schools: There were ample textbooks and extra reading material available at Hall High School. However, there was a concern expressed by some visited teachers about the lack of phone lines in the classrooms and the lack of access to the world wide web on the Internet. One classroom visited at Hall had no computer in the room. Another Hall teacher used the computer for classroom laboratory work. A Hall High teacher mentioned that more expensive computer hardware was needed to run the most current programs. Adequate materials and equipment were observed at Fair High School. However, more modern computer technology was frequently mentioned as a need by the monitored teachers. The observed records at both of these schools were current and complete. One set of records at Hall High indicated a particular class that had excessivePage 20 absences. This teacher said that the absences really hurt the students progress in the subject matter. Some of the absences were due to disciplinary suspension from school. All observed students were actively involved in classroom instruction at both of these schools. The program monitors at Hall High School observed that there were no patterns established by race/gender of the students in their seating arrangements. However, it was noted that when there are only two whites in a classroom, it was hard to see patterns. It was noted on the Fair High School report that the seating patterns observed promoted the desired interaction among students of various races and genders. There was evidence in both of these schools that the multicultural curriculum was being implemented. In most of the classrooms observed, there was some student work on display in both of these schools. It should be noted that such work is less likely to manifest itself at the high school level than the lower levels. It was reported by all monitored teachers at Hall High School that the media specialist annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. On the day of the monitoring visit, ACT testing for grade ten and eleven students was occurring in the library. Therefore, contact with the librarian was not possible to see evidence. The Fair High School media specialist said that she was sensitive to the need to have adequate multicultural materials. However, she expressed a frustration overPage 21 an absence of technology. For example, Fairs Library Media Center is not automated. Response from Principal(s): In the exit conference, one of the Hall assistant principals said that the PTSA committee was assisting in getting a plan for Internet access. He also indicated that the PTSA bought $2,400 worth of ACT prep computer programs. Original Magnet Senior High School: In all the classrooms monitored at Parkview, the teachers reported having adequate materials and equipment. Observed records were current and complete. All students were actively involved in all classrooms visited. All observed classroom seating patterns promoted interaction among students of different races and both genders. Most teachers interviewed reported that the multicultural objectives of the curriculum were being taught. In a majority of the classrooms monitored, student work was on display. It was reported that the media specialist annually evaluates the adequacy of multicultural materials in the media collection. Response from Principal: None Area Senior High Schools with Magnet Programs: The majority of the monitored teachers at McClellan said that they had adequate materials and equipment. Some visited teachers said that they needed more computer equipment.Page 22 A majority of the teachers monitored at Central High School reported that additional materials and/or equipment were needed. Mentioned specifically were materials needed for Language Arts Plus classes, updated computers for Business Department classes, computers for English classes, an electric piano for the choir. and dictionaries. Observed records were current and complete at both schools. In most classrooms monitored, all students were actively involved in classroom instruction. In two McClellan classes, some students were observed sleeping. Classroom seating patterns observed were appropriate based on the school enrollment. There was evidence that the multicultural objectives of the curriculum were being implemented. Displays of student work were found at McClellan. However, at Central in the majority of the classes observed, monitors saw no student work displayed. Media specialists at Central and McClellan evaluated the adequacy of multicultural materials in the media collection. The Central media specialist said that no additional funding to support the purchase of materials for the International Studies magnet program are received. The McClellan media specialist said Internet access was needed to supplement the multicultural materials, as well as other areas of the media collection. All monitored teachers at both schools said that they taught the multicultural objectives of the curriculum guides.Page 23 Response from Principal(s): The Central principal responded that the Language Arts Plus classes require no additional materials, but use the same ones as regular classes. Other materials/equipment cited by teachers as needed seemed beyond adequate to the principal. Except for the computers for the Business Department, the principal at Central felt that the teachers had adequate materials to teach the curriculum. In regard to student work being displayed, the Central principal responded that much of the work students complete at the high school level did not lend itself to be displayed. Metropolitan Vocational-Technical Education Center: In a majority of the classes monitored, teachers reported having adequate materials and equipment. However, it was reported that new textbooks and workbooks were needed for television production. Additionally, although classroom material was adequate for the auto body class, shop materials were not. In welding. more modern equipment was needed to enhance the program, although students were being taught necessary skills with the equipment available. Observed records were current and complete. In all classrooms visited, all students were actively involved in classroom instruction. Numerous pictures of students were on display in the activity center. Bulletin boards, displays of projects. publications and productions in the classrooms reflected the racial/ethnic/gender differences of the student body. Monitors observed student work displayed in all classrooms visited. Metropolitan does not have a media center. It has established an Activity/Page 24 Information Center in which information about each program is housed. No funds are provided to Metropolitan from the LRSD to purchase books, equipment, and other materials specifically for a media center. Response from Principal: The principal reported that a grant had been approved in the amount of $69,000 to be spent for the television production program. The money will be spent on materials and equipment. 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards programs for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS Area Elementary Schools: There were no negative answers given to any items of this section for all area elementary schools. At Cloverdale Elementary, scholarship and citizenship honor rolls and perfect attendance awards offered a variety. At Dodd School, at the beginning of each school year, a revised/updated handbook is given to each family and all staff members outlining the prerequisites for all awards and honors. At Woodruff School, the principal monitored honors and awards by race/gender every nine weeks. The Chicot honors and awards committee metPage 25 regularly to evaluate existing awards for equity and to determine if new awards were necessary. At Badgett School, the principals choice honor was a motivational award. At Western Hills School, new awards have been added through the COE plan. At Bale School, the strategies for awards equity was developed by the Effective Schools Team. There were no entries in the school profile for honors and awards for the first nine weeks at Baseline School. Response from Principal(s): The Baseline principal said that an honors convocation will be held at the end of the quarter. Original Magnet Elementary Schools: At Williams Magnet School, annual, quarterly and monthly award events honor achievement. Classroom teachers recognize students weekly, as do special area teachers for effort, progress and citizenship. Perfect attendance and improvement in academics and citizenship are given. A Good Citizens Reception is held monthly to recognize students who are exceptionally responsible and courteous citizens. Achievement awards were given periodically at Gibbs Magnet. Carvers Courteous Kids Tea was given once per month to reward students. There were usually about 15 tables of pupils at the tea with the principal. One purpose of the tea was to give the students some practice with their social skills. Outstanding spelling and good citizen awards were given. There was an honor roll recognition at Carver. Homework charts were kept to give pupils recognition. The teachers ofPage 26 classes for Gifted and Talented students gave awards in the following areas: National Geography Bee, LRSD Quiz Bowl, Thinking Cap Quiz Bowl, Odyssey of the Mind participation certificates (regional and state), Duke MAP certificates based on the achievement test results, and Yearbook certificates. Young Astronaut achievement awards and assignments completed and showed an interest awards were given. Space Fair projects were judged by out-of-the-building guests and graded by two staff members at Carver. At Carver, each staff member who gave an award wrote a criteria statement for publication in the August Carver Courier. Responses from Principal(s): The Gibbs Magnet Principal reported that honors and awards were given at the end of the semester. Interdistrict Elementary Schools: There were no negative answers given in the section concerning honors and awards for the Interdistrict Elementary Schools. The distribution of honors and awards will be monitored during the second semester visit. Response from Principal(s): None Area Junior High Schools: There were no negative answers given in this section of honors and awards for the five area junior high schools. The school profile for Southwest Junior High showed a list of honors and awards. Examples listed were honor roll, citizenship award, sports awards, and most improved student award. It was reported that atPage 27 Southwest, honors and awards were reviewed quarterly by the steering committee, and the monitoring and assessment committee also reviewed honors and awards for equity. Citizenship, academic honors and peace project were examples of Pulaski Heights Junior High School honors and awards provided and listed in the school profile. At Pulaski Heights, grade level teaching teams shared written procedures and requirements governing honors and awards with students. At Cloverdale Junior High School, Caught Being Good, Cadet of the Week, and seventh grade team honors were examples of academic and citizenship awards offered students at the end of the week for academic accomplishment and good behavior. Friday Flings and honors assemblies were given to students. Responses from Principal(s): The Forest Heights and Mabelvale Junior High Schools principals said that awards and honors will be presented subsequent to report cards being sent home for the first and second nine weeks. Original Magnet Junior High School: There were no areas of concern noted at Mann Magnet Junior High School with regard to the distribution of honors and awards. Response from Principal: None Area Junior High Schools with Magnet Programs: There was one area of concern on this section for Henderson Magnet Junior High School. There was no evidence that the offerings and procedures regardingPage 28 honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs at Henderson Magnet Junior High School at the time of the monitoring visit. However, a copy of a memorandum from the principal to all Henderson teachers was received in the Planning, Research and Evaluation Office on January 14, 1997. This memorandum had the subject of procedures for honors and awards. It stated that the desegregation plan required the staff to establish written procedures and requirements to govern honors and awards. The purpose of the memorandum was to provide the staff with a guide for developing these requirements. Sponsors were encouraged to provide written procedures to students and parents at the start of the school year in writing. They were encouraged to make copies available for inspection in the principals office. The statement was made that all students who met established eligibility requirements should have an equal opportunity to participate in all activities. Furthermore, this memorandum stated that eligibility for every activity should be based upon scholastic performance, conduct and interest. It was also stated that the Little Rock School District had a grading policy for extracurricular participation that should be followed at all times. Any modification had to be approved by the principal in advance. Response from Principal(s): At the exit conference, the Henderson principal said that the process of evaluation for honors and awards was available, and that he would provide the PRE office with a copy in a few days. However, the material did not arrive in the PRE office in time for it to appear in the schools written summary report.Page 29 Alternative Learning Center: There were no areas of concern noted at the Alternative Learning Center with regard to the distribution of honors and awards. Response from Principal: None Area Senior High Schools: Guidelines for awards and honors at Fair High School were communicated and/or distributed to staff, students, and parents during orientation assemblies, open house, and parent meetings. In the narrative profile for Hall High School, it was written that the offerings and procedures regarding honors and awards were evaluated regularly for eguity and to determine if new awards were necessary to meet student needs. Response from Principal(s): According to the Fair High School principal, awards and honors will be given subsequent to report cards being sent home for the first nine weeks. Original Magnet Senior High School: A list of honors/awards for the 1995-96 school year was attached to the summary report for program monitoring at Parkview. A good variety has been offered. It was reported that honors/awards information was given each quarter through notices and scoop sheets from the counselors, the school newspaper, and Honors Night bulletin. Response from Principal: NonePage 30 Area Senior High Schools with Magnet Programs: Information regarding Central High Schools honors and awards from the school year 1995-96 was attached to the summary report for equity monitoring. It showed that a variety of awards were given. Student of the Week, DAR award, sports awards and Family of the Month were examples of awards provided at McClellan High School. A list of awards/honors presented to students in the school year 1995-96 was attached to the monitoring summary report for McClellan High School. It also showed that a variety of honors and awards was given. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: All answers in this honors and awards section were positive for Metropolitan. Distribution of honors/awards will be monitored on the second semester visit. Response from Principal: None 4.0 COMMITTEES At each school the monitors expected to find: The composition of each appointed school-based staff/parent committee generally reflects the staff/student populations. FINDINGS: Area Elementary Schools: The monitoring teams at fourteen schools (Bale, Baseline, Brady, Chicot, Cloverdale, Dodd, Forest Park, Fulbright, Geyer Springs, Jefferson, Pulaski Heights,Page 31 Wakefield, Western Hills, and Wilson) reported that the composition of the schoolbased staff/parent committees was generally reflective of the staff/student populations. The composition of parent committees was not reflective of the school population at Badgett, McDermott, Meadowcliff, Terry, Watson, and Woodruff. Otter Creek reported that 72% of parent committee members were black, which exceeded the expected range, based on the school population. At Watson, only one parent committee, VIPS, was reported. It consisted of two black females. At Fair Park, the team consensus report showed that no information was available on committees. At Mabelvale Elementary and Watson Elementary, employee committees were not reflective of the staff population. The Cloverdale Elementary consensus report stated that one parent committee, the Cotillion Committee, was composed of four black parents. Response from Principal(s)\nRegarding the composition of the Cotillion Committee at Cloverdale Elementary, the principal said that membership on the Cotillion Committee is strictly voluntary, members are not appointed. The principal at Watson said that most of the parents at Watson work two jobs, making it difficult to volunteer time for committee work. Original Magnet Elementary Schools: Parent and staff committees were generally reflective of the school populations at Booker, Carver, Gibbs , and Williams. Response from Principal(s): NonePage 32 Interdistrict Elementary Schools: Parent and staff committees at King, Romine, and Washington reflected the staff/student populations. Response from Principal(s): None Area Junior High Schools: School-based committees generally reflected the staff/student population at Southwest. Parent participation rates at Cloverdale, Forest Heights, and Pulaski Heights were not within the recommended range for each school. At Mabelvale Junior High, there were no parent committees reported. Response from Principal(s): None Original Magnet Junior High School: Committees at Mann generally reflected the staff/student populations. Response from Principal: None Area Junior High Schools with Magnet Programs: At Dunbar, the composition of school-based committees reflected percentages that were within the expected ranges. At Henderson, the Biracial Committee, with a 50% black membership, was the only committee listed in the school profile, according to the monitoring report. However, profile information was also given relative to the composition of the Recruitment Committee, which had a 33% patron/parent membership.Page 33 Response from Principal(s): None Alternative Learning Center The only committee listed in the school profile was the school improvement committee with 44% black staff members. Response from Principal\nThe principal said that there were no parent volunteers available to serve on committees. Area Senior High Schools: The composition of committees at Fair and Hall reflected the staff/student populations. Response from Principal(s): None Original Magnet Senior High School: Committees at Parkview generally represent the appropriate population. However, the employee composition of the School Improvement Committee was 69% black . Response from Principal: None Area Senior High Schools with Magnet Programs: Committees at Central and McClellan were reflective of the staff/student populations.Page 34 Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Committees generally represent the appropriate population.. Response from Principal: None 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find:  Extracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sex  Recruitment practices to promote participation of all races and both genders in extracurricular activities FINDINGS: Area Elementary Schools: At all area elementary schools, procedures were in place to assure that students were apprised of information regarding various opportunities in extracurricular activities/extended educational programs. Examples of ways students were informed about the aforementioned opportunities included the following: newsletters, school newspapers, special bulletins, information provided by teachers and counselors, announcements via intercommunication systems, monthly rap sessions with the principal, recruitment by teachers and counselors, through closed circuit television, information provided in student/parent handbooks, postings about schools, and through encouragement by teachers, counselors, and principals. Participation in extracurricular activities/extended educational programs generally reflected the school population in all area elementary schools. However, monitors from Pulaski Heights Elementary School noted that although totalPage 35 participation in extracurricular/extended educational programs reflected the school population, only one of five bus monitors was white, and only 14% of the students who participated in after-school art were black. Similarly, the monitoring report from Fulbright indicated that total participation in the above programs was within the acceptable range of 40% - 60% black students, based on the 53.3% black student enrollment, but that 62% of the monitors were black\nonly one of five fire marshals was black, and 33% of the Student Council officers were black. Response from Principal(s): None Original Magnet Elementary Schools: All original magnet elementary schools have procedures in place to assure that students are provided information regarding opportunities to participate in extracurricular activities/extended educational programs, according to monitoring team reports. Examples of procedures cited by monitors: information provided by teachers, counselors, and P.T.A. members, recruitment at registration, verbal and written announcements, and newsletters. Participation in extracurricular activities/extended educational programs generally reflected the school population at each original magnet elementary school, according to monitoring reports. However, no substantiating evidence was included as part of the report from Carver. Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern regarding extracurricular activities were noted by monitors of the three interdistrict elementary schools. Procedures were evident at each of the schools to apprise students of opportunities to participate in extracurricular activities/extended educational programs. Monitors reported thatPage 36 students were informed about various activities via announcements over the intercommunication system, through newsletters, assemblies, bulletins, handbooks, by staff members, and through video announcements. Additionally, participation in such activities/programs generally reflected the school population at King, Romine, and Washington, according to monitoring reports. However, even though the report from King indicated that participation in extracurricular activities generally reflected the school population, monitors included the information that 64% of the students who participated in such activities were black, which is not within the acceptable range of 40%-60% black students, based on the 53% black student enrollment, as the report also indicated. Response from Principal(s): None Area Junior High Schools: All area junior high schools have implemented procedures to assure that students are provided information regarding opportunities to participate in extracurricular activities. Following are examples of such strategies cited by monitors: information in student handbooks, daily announcements and bulletins, posted informational fliers, assemblies, parent newsletters, and through counselors Participation in extracurricular activities generally reflected the school population at each area junior high school except Southwest, as reported by monitoring teams. At Southwest, 93% of the participants in the extracurricular program were black\nthe acceptable range for Southwest is 59%-88% black students, based on the 79% black student enrollment. Additionally, the report from Pulaski Heights Jr. High School indicated that although the total participation in extracurricular activities was within the acceptable range, the drill team was composed of eighteen black females\nY-Teens had a ten percent black membership, and Afrotique a membership of 100% black students. Similarly, the report fromPage 37 Cloverdale Jr. High School noted that participation in such activities was within the acceptable range. However, the School Profile from Cloverdale included information that the drill team had a 100% black membership, as did the volleyball team and the band. The National Junior Honor Society was composed of 93% white members and seven percent black students at Cloverdale Jr. High. The report from Cloverdale Jr. High School also included the information that monitors were informed that the Beta Club could do more to let students know what membership requirements were. Response from Principalfs): The principal at Cloverdale informed monitors \"... that daily bulletins, membership drives, and teachers talking with students were used to get more participation in extracurricular activities. Original Magnet Junior High School: No areas of concern regarding the section on \"Extracurricular Activities were noted on the monitoring report from Mann. Forty-one percent of the students who participated in extracurricular activities were black\nthere were no activities composed entirely of one race. Students were fully informed of opportunities for participation in the above activities via posters, information areas in the cafeteria during lunch, at Open House, announcements over the public address system, and through counselor visitations to classrooms. Response from Principal\nNone Area Junior High Schools with Magnet Programs: At both Dunbar and Henderson, monitoring reports indicated that procedures were evident to assure that students were fully informed about information regarding various opportunities in extracurricular activities. Examples of procedures cited: verbal and written daily announcements and school newsletters.Page 38 Participation in extracurricular activities generally reflected the school population at Dunbar and Henderson, according to reports submitted by monitoring teams. Response from Principal(s): None Alternative Learning Center: No areas of concern were noted regarding the extracurricular section of the monitoring instrument. Announcements regarding extracurricular activities are made via the public address system. Seventh grade students are involved in a \"shop\" activity, which is open to all seventh graders on a rotating basis. Eighth and ninth grade students recently began participating in an art activity, which is open to all eighth and ninth graders on a rotating basis. Response from Principal: None Area Senior High Schools: At both Fair and Hall High Schools, it was evident to monitors that students were provided with necessary information regarding opportunities to participate in extracurricular activities. Methods used to inform students about extracurricular options included publicizing activities in the school newspaper, making announcements in the daily bulletin, publishing informational brochures, conferring with students, and recruiting by individual clubs/organizations. The report from Hall indicated that during fall registration, each club/organization encouraged new and returning students to become involved in extracurricular activities. Monitoring reports indicated that total participation in extracurricular activities generally reflected the school population at both Hall and Fair. However, the school profile from both schools noted that some organizations had one hundred percent black student memberships. At Hall, C.C.E. and Cheer-O-Kees were composedPage 39 entirely of black students, and at Fair, no white students participated in either boys basketball or girls track. Response from Principal(s): None Original Magnet Senior High School: No areas of concern were noted regarding extracurricular activities at Parkview. Information concerning procedures used to apprise students about the availability of extracurricular activities was distributed at the Club Fair held during registration, through the Parkview Handbook, the school newspaper, The Constitution, via school bulletins, grade level assemblies, and at fall and spring open houses. Total participation in extracurricular activities was within the acceptable range, according to the monitoring report. However, some individual activities were not within range. Examples of activities with an over-representation of black students: Teachers of Tomorrow, girls track, boys basketball. Liberty Belles, a spirit group, boys' football, FBLA, and FHA. Ones with an under-representation of black students included: golf, German Club, National Honor Society, tennis, Madrigals, and Odyssey of the Mind, lab singers. Alpha and Omega, and baseball. Response from Principal: None Area Senior High Schools with Magnet Programs: At both McClellan and Central, procedures were evident to assure that students were apprised of information regarding various opportunities to participate in extracurricular activities. At McClellan, information concerning the aforementioned activities is included in the student handbook. Examples of procedures used at Central included the following: announcements via daily bulletins, recruitment efforts by clubs and organizations, try-outs for all sports, andPage 40 through the school newspaper. Student participation in extracurricular activities was within the acceptable range at McClellan, but not at Central, according to submitted reports. Monitors from Central reported that in total, 42% of the students who participated in extracurricular activities were black, which is not within the acceptable range for Central of 47% to 70% black students, based on the 62% black student enrollment. However, of the 27 clubs/teams listed in the school profile. eleven had more than 70% black student memberships, fourteen had fewer than 47% black student participation, and two. Student Government and TAILS, had memberships which fell within the acceptable range. The extracurricular activities with an over-representation of white students were primarily the honor and foreign language organizations and such activities as Rotary Interact, Accept No Boundaries, Young Democrats, cheerleaders, and troubadours. At Central, activities/teams with an over-representation of black students included DECA, FBLA, the Ladies' Club, the Gentlemen's Club, football, drill team, CCE, VICA, and Madrigals. At McClellan, monitors indicated that participation in extracurricular activities generally reflected the school population. Response from Principal(s): None Metropolitan Vocational-Technical Education Center No areas of concern were noted regarding extracurricular activities at Metropolitan. Forty-three percent of the students who participated in these activities were black, which is within the acceptable range, according to the monitoring report.Page 41 During recruiting efforts, students and parents are given brochures and other material concerning Metropolitan, its classes and activities. Extracurricular activities are conducted through Vocational Industrial Clubs of America (VICA) and Health Occupation Students of America (HOSA). As students are engaged in their classes, they are made aware of these activities. Response from Principal: None 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find:  All students' strengths and weaknesses assessed and their educational programs planned accordingly  Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender)  Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents  Strategies to close the disparity in test scores among identifiable groups FINDINGS: Area Elementary Schools: All monitoring team reports stated that goals and strategies have been developed and implemented to provide the best possible assistance for all students to experience successful test performance and achievement. These goals and strategies are part of each schools improvement plan. Some schools mentioned specific strategies during the monitoring exit interview. Badgett's teachers said that they are always testing to monitor mastery of curriculum objectives by students. AtPage 42 Chicot, the Title 1 Specialists are scheduled into primary classrooms daily, and teachers are using the Marie Carbo Learning Styles Methods to determine how to best assist students. Matching teaching and learning styles, using K-4 Crusade strategies, small group and individual tutoring, and peer tutoring were reported by teachers at McDermott. At Meadowcliff, the staff was implementing a remedial reading program. Success for All. This reading interaction provided education for all students (K-2) with special tutorial emphasis for at-risk students. Interviewed teachers at Watson reported having strategies to help the students have better language skills, and teachers reported giving students tutoring to help them in reading. All Stanford 8 test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995 or Spring, 1995 and Fall, 1995. All schools had mixed results. Fulbright and Watson were the only schools who achieved the disparity goal in the educational equity monitoring report. At Badgett, the black student achievement increased for grades 2, 3, 4, and 6 while grade 5 decreased. White student achievement increased for grades 2, 5, and 6, while grades 3 and 4 decreased. In reviewing Bales Stanford scores from 1994 and 1995, there were three classes of students that did not meet this goal. The same group of students were followed from the grade they were in 1994 to their grade in 1995. As for Baseline, three grades of white students and two grades of black pupils lost in national percentile scores on Stanford 8 from 1994 to 1995.Page 43 At Brady, black and white students only reflected a degree of growth where fifth graders became sixth graders. When test results were examined at Dodd, three classes of students that moved from one grade to the next from 1994 to 1995 on the Stanford 8 test did not meet the criteria. Fulbrights Stanford scores were examined and the achievement of white students remained stable or increased as black student achievement improved. Results of the spring of 1995 were compared to the fall of 1995. When Geyer Springs test results were examined, a grade-to-grade comparison did not reveal that black and white students showed academic growth. At McDermott, the disparity level increased in grade 2 from spring, 1995 to fall, 1995. There was no significant changes in the disparity level for grades 4, 5, and 6 from spring, 1995 to fall, 1995. The disparity level for grade 3 increased 3 percentile points. Wakefields complete battery scores. Spring of 1994 and Spring of 1995, were compared. An examination of these indicates that generally both black and white students did not reflect year-to-year growth. This thorough examination includes grades 1 through 6. Schools have different acceptable ranges for black student retention. Also, the reporting of retention is based on the number of retained students attending a particular school and does not necessarily imply the number of retentions made by a school. Elementary schools which fell within the acceptable range of black retention were Bale, Baseline, Brady, Chicot, Dodd, Fair Park, Geyer Springs, Mabelvale,Page 44 Otter Creek, Terry, Wakefield, Watson, and Wilson. Without exception, each area elementary school indicated that test taking skills were taught throughout the academic year. Response from Principal(s)\nThe Bale principal said that the student population changed year by year at particular grade levels. The principal also thought that the fall testing was detrimental to the students. Watsons principal said that there were goals in the COE plan to narrow the gap in achievement between black/white students. Original Magnet Elementary Schools: All test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995 or Spring, 1995 and Fall, 1995. All schools had mixed results. None of the four schools achieved the goal on achievement disparity in the monitoring report. At Carver, examination of test results indicated that in moving from 1994 to 1995, five class groups did not meet the goal. Gibbs analysis revealed that no group of students moving from the 1994 to the 1995 school year met the stated goal on the Stanford 8 Achievement Test. The monitoring team noted that all four schools developed and implemented goals and strategies which are designed to decrease the achievement differences between black and white students. As for retention rates, only Gibbs was within the acceptable range.Page 45 Response from Principal(s): The Carver principal said that test data could not be used appropriately when children were tested in the fall and test scores are not delivered to the school in a timely manner. The Gibbs principal said that five staff members were moved in an attempt to improve test scores for the beginning of this school year. She said that the school has had three principals in three years. Interdistrict Elementary Schools: Of the three schools, only King attained the assessment goal. An examination of these scores indicates that generally both black and white students showed growth with the exception of third grade. Strategies to improve test scores were found in all school improvement plans. The retention rate for King was within the acceptable range for black students. The Romine retention rate was unacceptable inasmuch as 83% of the students retained were black. At Washington, the percentage of black students exceeded the expected range. Test-taking skills are taught during the entire school year at all interdistrict schools. Response from Principal{s): None Area Junior High Schools: Of the five area junior high schools, only Mabelvale attained the student assessment goal. An examination of these scores indicates that generally bothPage 46 black and white students reflected year-to-year growth. The examination includes I grades 7 through 9. The monitoring teams observed that all schools developed and implemented 1 goals with strategies which are designed to have an impact on decreasing the achievement disparity between the races. Cloverdale, Mabelvale, and Southwest were in compliance regarding student retention. All five of the area junior high schools taught test-taking skills throughout the entire year. Response from Principal(s): None Original Magnet Junior High School: When Manns test results were examined, the disparity question only provided mixed results. The results did not provide a clear-cut answer regarding student assessment. The school has effected appropriate strategies that are designed to decrease the achievement differences between black and white students. range. Manns retention rate, at 78% black, is not within the acceptable school Manns students are taught test-taking skills the entire school year. Response from Principal: NonePage 47 Area Junior High Schools with Magnet Programs: In visiting the guestion of disparity reduction at Dunbar and Henderson, the analyses indicate that neither school met the stated criteria. An examination of Dunbars scores indicates that generally both black and white students did not reflect growth. The data for Henderson were mixed for this item. When seventh graders moved to eighth grade, their scores on the Stanford 8 test met this criteria. However, when the eighth graders moved to ninth grade, this criteria was not met. Appropriate strategies are in place to address reducing the achievement disparity. The retention rate was only met by Henderson. At both schools, students are taught test-taking skills the entire school year. Response from Principal(s): None Alternative Learning Center: Stanford 8 test results for these students are part of their home school records. Students are not retained at the ALC but rather at their home school. Response from Principal: None Area Senior High Schools: A review of the Stanford 8 disparity comparisons for Fair and Hall reflects that both schools failed to meet the criteria on achievement disparity. As for Fair, in the tenth grade, both black and white students, test scores decreased when they tested in grade 11.Page 48 Hall's black students in the tenth grade on the spring Stanford 8 test composite had a 33 percentile score. Black eleventh grade students on this same test had a percentile score of 31. This group of black students did not improve. White students in the tenth grade on the spring Stanford 8 test composite had a 72 percentile score. White eleventh grade students on this same test had a percentile score of 66. This group of white students did not improve. Based on the monitoring teams reports, proven strategies are in place which are designed to effectively address the disparity issue. Response from Principalfs): None Original Magnet Senior High School: Parkview did not meet the criteria which addresses student assessment comparisons. In a comparison of the complete battery Stanford 8 test results from one grade level to the next (grade 10, spring 1995 to grade 11, fall 1995), scores of both black students and white students were lower. Goals and strategies designed to decrease the standardized test achievement differences between black students and white students may be found in the School Improvement Plan/COE Document, according to the submitted monitoring report. The school's retention rate met the criteria inasmuch as it was within the school's population range. Response from Principal: NonePage 49 Area Senior High Schools with Magnet Programs: Neither Central nor McClellan met the criteria on achievement disparity when student assessments were compared. Comparing McClellans complete battery test scores for spring, 1995 Stanford 8 and fall, 1995 Stanford 8, black students achievement scores increased by one percentile point at grades 10 and 11. Scores for white students decreased at grade 10 and increased at grade 11. The disparity level decreased at grade 10 and increased at grade 11 spring, 1995 to fall, 1995. McClellans retention rate was within the acceptable range. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: This section is not applicable to this school. Metropolitan students scores are kept at the home school. Response from Principal\nNone 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minoritiesPage 50 Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: Equity monitoring teams at seventeen schools (Badgett, Baseline, Brady, Chicot, Cloverdale, Dodd, Forest Park, Fulbright, Mabelvale, McDermott, Pulaski Heights, Terry, Wakefield, Watson, Western Hills, Wilson, and Woodruff) reported positive responses to each question in the special education section of the monitoring instrument. A negative response was noted on the Geyer Springs report regarding the provision of strategies to ensure that student placements are non-discriminatory in special education. Materials and equipment were reported to be adequate in the majority of area elementary schools. At Otter Creek, instructional materials and equipment were not examined. The special education teacher was out of the building attending staff development training on the day of the monitoring visit. At Jefferson, the majority of special education teachers who were interviewed said that materials and equipment were needed. Teachers reported that special education classes are included in the regular school budget. Basic supplies are furnished at the school. Teachers also said that the principal has been very cooperative in trying to supply needed materials. At Bale, Fair Park, and Meadowcliff, the consensus reports revealed three areas of concern. Monitors reported that special education facilities were not comparable to the campus in general, classrooms were not integrated into the totalPage 51 school environment, and facilities did not meet the needs of the students served. The visited classrooms were housed in portable buildings. Current and complete student records were found in monitored classrooms. Response from Principals): Regarding speech therapy at Bale, the principal said that speech is not selfcontained. Speech students are enrolled in regular education or special education classrooms which are housed in the main building. At Fair Park, the principal suggested adding space onto the main plant to rectify the situation which has caused the speech therapy class to be housed in a portable building. The principal at Meadowcliff said that he was planning to move special education into the main building. However, the Meadowcliff special education staff said that the classes should remain in the portable building because the main building was not handicapped accessible. Original Magnet Elementary Schools: There were no areas of concern identified at Booker, Carver, Gibbs, and Williams. Response from Principal(s): None Interdistrict Elementary Schools Monitors at King, Romine, and Washington recorded positive responses to all items regarding special education. However, monitors at Romine noted that a computer is available for the self-contained classroom, but additional wiring isPage 52 needed in order to connect the computer. Students in the self-contained classrooms receive computer instruction in the computer lab. Response from Principal(s): The Romine principal said she has reported the wiring problem by letter and phone to the appropriate departments. Area Junior High Schools: All responses were positive at Cloverdale, Forest Heights, Pulaski Heights, and Southwest. Domestic sites in the community are available for students to use to acquire experience using kitchen appliances. However, one interviewed teacher at Southwest said that additional kitchen appliances were needed in the classroom. The visited classroom at Mabelvale Junior High was housed in a portable building. Equity monitors at Mabelvale reported that the facilities were not comparable to the campus in general and the facilities did not meet the needs of the students served. Records were current and complete in all monitored classrooms. Response from Principal(s): None Original Magnet Junior High School: At Mann Junior High, the special education enrollment is 62% black. The principal provided strategies to eliminate disproportionate assignment to special education. Response from Principal: NonePage 53 Area Junior High Schools with Magnet Programs: No areas of concern were reported at Dunbar. Henderson also received positive responses on each item. However, one special education teacher said that class sets of text books were needed. Response from Principal(s): None Alternative Learning Center: There were no special education classes housed at the ALC this year. Response from Principal: None Area Senior High Schools: Teachers interviewed at Hall and Fair said that materials and equipment at both schools were generally adequate to deliver the curriculum. Facilities at both schools met the needs of the students served. Student records were current and complete. Response from Principal(s): None Original Magnet Senior High School: There were no areas of concern noted at Parkview Arts/Science Magnet High School. The enrollment was not disproportionate. Materials, equipment, and facilities were adequate. Records were up-to-date and complete. Grade books. lesson plans, and lEP objectives were observed.Page 54 Response from Principal: None Area Senior High Schools with Magnet Programs: Equity monitors at Central and McClellan found adequate materials and equipment. Visited teachers at both schools said that the facilities met the needs of the students. Classrooms were not isolated. Records were current and complete. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No special education classes are housed at Metropolitan Vo-Tech Center. Response from Principal: None 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served JPage 55 FINDINGS: Area Elementary Schools: There were strategies found at all area elementary schools to eliminate disproportionate student assignment to gifted and talented. At Cloverdale Elementary School, multiple identification criteria were used such as LRSD/GT guidelines, including both objective and subjective data on creativity, motivation. leadership, and academic ability and adaptability. At McDermott School, the number of black teachers serving on the schoolbased G/T committee was increased this year as a strategy to address the under - representation of black students in the G/T program. At Watson School, it was reported that the G/T curriculum was used for students even if some of them scored low on achievement test, but had other strengths. The Watson School staff attempted to stretch their capabilities. At Bale School, students were placed in the G/T program using LRSD guidelines. Students at Bale were assessed by test scores, leadership qualities. creative abilities, special aptitudes, referrals and nominations. A school-based committee selects the students that meet eligibility requirements. The district level review board approves final election to the program. Only two of these schools, Chicot and Fulbright, had negative answers to the item on teachers having adequate materials and equipment to deliver the curriculum. The G/T teacher at Chicot reportedly needed a television set and a computer plus software. The G/T teacher at Fulbright reported that a television. overhead projector, a file cabinet, and a new tape recorder were needed.Page 56 Four of these schools had negative answers on the item dealing with facilities being comparable to those of the campus in general. The teacher of G/T classes at Cloverdale Elementary reported that more storage space for student supplies and a sink were needed in the G/T classroom. Other classrooms were equipped with a sink. The lack of a sink limited art activities. At Fair Park, the gifted class was held in a portable building. There did not appear to be adequate space to display student projects. However, after the monitoring visit, the Planning, Research and Evaluation Department was informed that the gifted room had been moved from the portable to inside the main building. The Wakefield G/T program was housed in a trailer, and it was therefore in an unacceptable facility. For example, these students were adversely affected when the weather was inclement. The Watson facility for G/T were in a portable building. It was not handicapped accessible. There were two negative responses to the item dealing with the classrooms being integrated into the total school environment. The Watson gifted class was in a portable building. It was not integrated into the total school environment. The Fair Park gifted class was held in a portable building. There was no covered walkway to the main building. It has been reported to the PRE office that the G/T facility at Fair Park was relocated and is now housed in the main building. The Fair Park gifted program appeared to need more display space for student projects. The Watson gifted facilities were in a portable building. It was not handicapped accessible. One monitored teacher felt that the gifted students were identified in the regular classroom setting when the gifted teacher visited to workPage 57 with them. This teacher felt that these students might feel superior to the other students in the class as a result of this special treatment. There was not enough display room in the portable building for the gifted students classwork. At Jefferson Elementary, a covered walkway to the main building was needed. The Jefferson G/T teacher reported that the G/T classroom would benefit from having running water. The only negative answer on the item dealing with current and complete student records came on the Fulbright Elementary School report. Identification folders and portfolios for each student were available. The teacher, however, did not keep copies of unit or progress evaluation on which progress reports were made, nor keep such records in a grade book or notebook. Response from Principal(s): The Woodruff principal said that she confers with teachers about non- traditional indicators of potential giftedness. The principal of Woodruff also sought referrals from family members when potential giftedness was suspected but had not been evident in the school setting. The Chicot principal responded that television sets were only placed in regular classrooms. The Fulbright principal responded that Fulbright does not have a sufficient quantity of televisions to dedicate one solely for the use of G/T. A television was available for use by the teachers in each module, and the teacher of G/T classes can schedule its use as needed. An overhead projector was available and could be requested from the media center. The principal further noted that if the tape recorder was not working properly, it could be repaired or replaced.Page 58 The Watson principal said that she has requested handicapped accessibility for all classrooms at the school. However, there were no eligible gifted orthopedically handicapped students at Watson at the time of the monitoring visit. The Watson principal said that there was a display area in the hallway in the cafeteria for gifted pupils. Original Magnet Elementary Schools Three of these schools had negative marks in the section on gifted education. At Gibbs Magnet, 34% of the students in the gifted program were black. This was out of range for the school. At Gibbs School, more display space and elbow room was needed than the portable building provided. There was no covered walkway to the main building at Gibbs, and there was a reported accumulation of standing water and mud in front of the door to the portable whenever it rained. The gifted program at Carver was reported to need more space to accommodate a growing program. Teachers for the gifted/talented students reported that they need more room at Williams School. The gifted classroom at Williams was often too crowded to conduct desired activities. Response of Principal(s): The Gibbs principal commented that a black gifted teacher was hired. The gifted committee process was redefined, and most of the 15 new gifted students added to the program were black pupils. The gifted selection committee has developed strategies to eliminate disproportionate student assignment.Page 59 The Carver principal said that the hallways had to be used for display space for student projects. She said that she was desperate for more space at the school because more than 200 students have been identified as gifted. She said that other areas of the school were crowded as well as gifted. The Williams principal said that the cafetorium was available for G/T activities which required more room than the classroom provided. Interdistrict Elementary Schools: No areas of concern were noted in this area for King, Romine and Washington Elementary Schools. At Washington School, LRSD guidelines for referral, evaluation, and placement were followed. At Romine School, the gifted facility compared favorably to other observed areas /classrooms of the building. King School is a relatively new structure and the gifted teacher felt that the facilities were sufficient to meet the needs of the students. Response from Principal(s): None Area Junior High Schools: There were no areas of concern noted in the section Gifted and Talented Education\" for these schools. At Mabelvale JHS, it was reported that the special population of gifted students was totally infused into the school environment. There are no separate G/T facilities at Forest Heights. As with other secondary schools. the G/T classes are held in the same classrooms as all other classes. Although calculators, laser disc programs, and computers were observed in gifted areas, it was reported at Cloverdale JHS that more software and inservice forPage 60 the teachers on how to use the software and computers would be helpful. Also helpful at Cloverdale JHS, would be an Internet connection. An Internet connection was planned for the library. It was also reported that it would be good to have a TV and cable in classrooms so that there would be an AETN connection at Cloverdale JHS. Subsequent to the monitoring visit, the media specialist informed a monitor that television sets and cable connections were in all classrooms except for rooms in the remodeled area. All cable channels can be seen, including C-SPAN, CIVN, the Discovery Channel, Arts and Entertainment, etc., except Channel 3-AETN. The problem with Channel 3 is a technical one. Furthermore, the library media specialist said that no teacher had ever requested AETN, mainly because most of the programs during the day are for elementary students and even if appropriate for a particular class, could only be shown during the time it was broadcast by AETN. To be useful at the secondary level, tapes of requested programs would need to be made. The media specialist reported that no requests for taping AETN programs had been received. A staff member in the media center of Cloverdale JHS was very knowledgeable about the use of the Internet. Although adequate materials and equipment were reported at Pulaski Heights JHS, two interviewed staff members said that the students needed one or two computers in each classroom throughout the building. Response of Principal(s): NonePage 61 Original Magnet Junior High School: All of the responses on the gifted section for Mann Magnet Junior High School were positive. Response of Principal: None Area Junior High Schools with Magnet Programs: All responses on the gifted section for Dunbar and Henderson Junior High Schools were positive. Response of Principalfs): Although there was no need for strategies to eliminate disproportionate student assignment to gifted and talented program at Henderson Junior High School, the principal in the exit conference said that there were such written strategies, which he would fonward to the PRE office. When the team consensus report was written, those strategies had not yet arrived in the PRE office. Alternative Learning Center: No gifted and talented program was housed in the Alternative Learning Center. Response of Principal: None Area Senior High Schools: There were no negative responses to the gifted section of the checklist for Fair and Hall High Schools. Although teachers interviewed at Hall reported having adequate materials and equipment, some of the visited teachers mentioned thePage 62 need for more computer equipment with current software and inservice. At Hall, the lack of the Internet seemed school-wide except for one classroom visited with a phone line. This teacher had brought a personal computer from home and personally paid for the connection to the Internet for the students. Response from Principal(s): None Original Magnet Senior High School: There were no negative responses to the gifted section of the checklist for Parkview Magnet High School. Response from Principal: None Area Senior High Schools with Magnet Programs: All of the responses on the checklists for gifted program monitoring at Central and McClellan High Schools were answered in the positive except for one at McClellan. The item on records for McClellan was answered with a Not Applicable because the G/T Coordinator was out of the building on school business on the day of the monitoring visit. Therefore, at McClellan, school gifted records were not observed by monitors. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No gifted/talented program is housed at Metropolitan.Page 63 Response from Principal: None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find\nOngoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the district-wide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum FINDINGS\nArea Elementary Schools\nOf the 23 area elementary schools, virtually all - based on the monitoring teams findings - reported to have had comprehensive staff development for all three areas of priority, as reflected on the monitoring checklist. However, five of the schools. Baseline, Dodd, Fair Park, Meadowcliff, and Watson failed to meet the staff development criteria in one or more of the three areas of priority (equity, multicultural curriculum delivery, and discipline/classroom management). Continued inservices during the first semester included COE training. Pathway to Excellence, hands-on science activities. Literature Rich Environment, Thematic Units, School Safety/Gang Related, Integrated Literature, 4th Grade Crusade, Maps, Clown/Bullies, local counselor and media specialist inservice onPage 64 various topics and units of study, Reading Recovery, MCRAT, Classroom Management, Cooperative Learning, and Urban Schools. This continuing inservice training was provided to the various staffs in a variety of forums, including at faculty meetings, workshops, and by the District's Staff Development Department. Title 1 teachers provide ongoing inservice, and Title 1 teachers work directly in the classroom with students in cooperation with the regular classroom teacher. Response from Principal(s)\nThe principal at Baseline said that all inservices have been academic, and the other inservices will be later this school year. Dodds principal said that through the social studies curriculum, the multicultural aspects are being introduced. The Fair Park principal was able to show the monitors a staff meeting agenda with equity inservice on it. He also said that equity inservice was discussed during inservice the first week of school. The fact remains that most of the visited teachers did not seem to remember it. Original Magnet Elementary Schools: First semester monitoring reports from the four original magnet elementary schools reflect that extensive courses which addressed educational equity. multicultural strategies, and student discipline/management were offered. Booker reported that the majority of certified staff members have completed PET, TESA, Team Building, Human Relations, and Prejudice Reduction. Also reported in the school profile were Cooperative Learning, Academic Support, and Classroom Management inservices.Page 65 The majority of Carver teachers indicated they had received equity and multicultural curriculum delivery inservice this year. All teachers also received Stop Think and Plan (STP) and Responsible Thinking inservices. Gibbs staff focused during the 1996-97 academic year on educational equity related activities, including cooperative learning and TESA. The staff also received conflict management and positive classroom discipline training during the 1996-97 academic year. Williams included At-Risk Strategies and Modifications in their training, as well as Assertive Discipline and classroom management. All four schools reported ongoing linkages between classroom teachers and remedial teachers (e.g.. Title 1) to provide enhanced understanding of the remedial programs. Response from Principal(s): None Interdistrict Elementary Schools: All schools reported inservices that aid staff in providing equity. multiculturalism, and safety. King teachers who were visited said that they have received inservice in the different areas, including the fact that 42 of its staff had been inserviced in both Assertive Discipline and classroom management. At Romine, during this school year discipline training was provided schoolwide.Page 66 All interdistrict school teachers visited indicated they had inservice to better understand the remedial programs. Response from Principal(s): None Area Junior High Schools: Most of these junior high school staffs included all of the specific courses mentioned in the monitoring instrument. At Cloverdale, additional inservices mentioned were the Advisor/Advisee Training Parts I and II, and learning styles. Also, the Student Assistance Program and Conflict Resolution and Discipline with Disparity were offered. The majority of Forest Heights faculty has had inservice in cooperative learning. Also, interviews indicated that a significant number of the teachers has been exposed to the multicultural inservice. Mabelvale cited that the major portion of the staff has been exposed to TESA and PET. In addition, 41 of its faculty, at the start of the academic year, had been inserviced in classroom management. Pulaski Heights and Southwest reported that all suggested inservices were provided. Additionally, some staff members received training in Inclusion this fall. In all area junior high schools, regular classroom teachers teach the Language Plus and Math Assistance classes. All teachers in all schools have been provided training in these programs. Response from Principal(s): NonePage 67 Original Magnet Junior High School: Prior to the 1996-97 academic year, the Mann staff already had been exposed to various workshops such as Prejudice Reduction and Cultural Relations. Ongoing training in 1996-97 included at-risk student identification, modifications and successful year starts. The vast majority of certified staff members also had conflict resolution and behavior/styles/student workshops this year. A workshop on the 4 Rs (Report, Respond. Reach, and Rally) was reported for the current academic year. Counselors and remedial teachers provided training in the remedial programs in conjunction with district training. Response from Principal: None Area Junior High Schools with Magnet Programs: Both Dunbar and Henderson reported that staff development in the required areas had already been received prior to the 1996-97 academic year. At the beginning of the academic year, most of the faculty at Dunbar had been exposed to classroom management. Henderson Magnet School teachers received an equity inservice from Dr. James Jennings of Hendrix in the fall. Reported also was the fact that Patsy Campbell did an inservice on student self-esteem and peer mediation training. Most visited teachers from both Dunbar and Henderson said that they had ongoing inservice in understanding the remedial programs. Response from Principal(s): NonePage 68 Alternative Learning Center: The School Profile documented that inservice in educational equity, multicultural curriculum delivery and classroom management was provided to staff. This year, there are no Title 1 remedial teachers at the Center. Response from Principal\nThe principal said that there was a class in behavior modification based on the curriculum-advisor-advisee model. Area Senior High Schools: Many of the staff members at Fair received inservice training prior to the 1996-97 academic year. However, Halls visited faculty failed to get positive answers on the checklist for inservice training in all three areas. The staff at Fair focused on inservice in understanding the remedial programs which was an area of concern. All visited teachers received training in classroom management prior to the current academic year. Also, a significant number of Fairs faculty had received the multicultural curriculum inservice training. All interviewed teachers from both schools said that extensive training has been provided in understanding the remedial programs and assistance is readily available. Response from Principal(s): None Original Magnet Senior High School: Parkviews staff was offered many inservices in educational equity, including PET, TESA, Student Assistance, Stanford 8 instructions and test-taking.Page 69 Multicultural learning and cooperative learning were cited, as well as conflict resolution and classroom management workshops. Appreciating Diversity was also cited. As for remediation, these classes were taught by the regular classroom teachers and explained to the rest of the faculty. Response from Principal: None Area Senior High Schools with Magnet Programs: Both Central and McClellan provided inservice training in all areas. At Central, TESA, PET, Cooperative Learning, and Learning styles were cited as examples of educational equity inservices having been offered. In addition. Assertive Discipline, Classroom Management, Conflict Management, and Alternative Assessment were cited as examples. The principal reported that all academic support programs have been fully explained to all faculty members. McClellans school profile reported the many inservice offerings were available. The principal pointed out that the regular classroom teachers have a clear understanding of the remediation programs as a result of inservice training. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Many courses had already been provided prior to the 1996-97 academic year Additional training was provided this year, including Self-Esteem, LearningPage 70 Styles and Positive Discipline. Classroom Management and Team Building were cited as examples. Response from Principal: None 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: Documentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans FINDINGS: Area Elementary Schools: Interviewed staff members at area elementary schools said that phone calls, parent conferences, and newsletters were most often mentioned as methods used I to encourage parental involvement in educational activities. Other examplesPage 71 included student productions, assignment/communication notebooks, and sharing video tapes with parents. The principal at Dodd indicated that parental involvement has increased this year through PTA and VIPS. The majority of schools reported that there was a well diversified group of parents involved in school activities. Some teachers and principals said that they encourage involvement of all races and genders by encouraging diversity in the selection of room mothers and PTA officers. Teachers offered volunteer lists and Open House sign in sheets as evidence that parents were actively involved in school activities. However, several schools reported that more parental involvement was needed. At each of the area schools, documentation indicated that parents were involved in the remediation programs in which their children participated. Examples of documentation included notification letters, parent conference records, progress reports, contracts, and student work folders with parent signatures. School/ home contracts were observed at several schools. The contracts are designed to increase parent/school involvement and increase learning for students through this partnership. Teachers reported making regular home contacts to communicate information related to student behavior and/ or academic achievement. Positive notes, assignment notebooks, homework calendars, and phone calls were examples offered by teachers. Principals at the area elementary schools reported that parents serve on COE and School Improvement Plan (SIP) Committees. Parent surveys are utilized.Page 72 Parents also provide input through Title I Support Teams and other school committees. All of the area elementary schools reported that meetings had been held to provide parents with information regarding district structure, policy, and programs. The above were conducted at Open House and PTA or other parent meetings. Examples of topics discussed include standardized testing, test taking strategies. school/district discipline, recruitment, and busing. Several schools reported that parent meetings are scheduled at various hours of the day to include as many parents as possible. Response from Principalfs): The principal at Fair Park said that he had purposely placed the classroom for the parent center very close to the office for the convenience of the parents. He also said that the school was able to involve more parents in the homework phase via the K-4 Crusade. The principal at Dodd reported that PTA participation has increased. Original Magnet Elementary Schools: Booker, Carver, Gibbs, and Williams reported using a variety of methods to encourage parental involvement in school and in home supported educational activities. Methods shared by teachers include newsletters, monthly calendars. phone calls, and school functions such as the Williams Cook-off. Monitors at each magnet school found that all identifiable groups of parents were actively involved in school functions.Page 73 Documentation was available to show that parents are involved in the remediation programs in which their children participate. Parent involvement was documented through parent conference forms, phone logs, letters, and progress reports. Teachers at each school said parent contact is made regularly to communicate positive/ negative information related to student behavior and/or achievement. Weekly behavior/academic reports, assignment notebooks, and interim reports were communication avenues cited by teachers. Parents at each school have been active participants in the COE Process and in the development of the School Improvement Plan. At Gibbs School, it was reported that the New Student /Parent Orientation was held before school began to make parents aware of the districts policies and programs. Additional parent meetings were held at each school to discuss topics ranging from the Science Fair to the VIPS program. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine, and Washington, phone calls, school calendars, parent workshops, and conferences were reported as methods used to encourage parent involvement in school and home supported educational activities. Monitoring teams at all three schools said that all groups of parents are represented at school functions. Title I compacts/contracts, parent conference forms, and parent sign-in sheets from Title I workshops were observed as evidence of parent involvement inPage 74 the remediation programs in which their children participate. Regular home contacts such as weekly progress reports, Happy Grams, and phone calls were reported by teachers. All three schools reported that parents were involved in the COE/School Improvement planning process. Parents serve on COE committees and participate in revising the school improvement plan, as needed. Meetings were held at the schools or in the community to make parents aware of district structure, policies. and programs. At Romine, several teachers mentioned the Title I Program presentation that was attended by many parents. At Washington, teachers cited I I the LRSD Rights and Responsibilities Handbook and the Title I Program as topics presented at parent meetings. Response from Principal(s)\nNone Area Junior High Schools: Phone calls, newsletters, conferences, and team contacts were noted as ways that schools encourage parental involvement. Monitoring teams at Forest Heights, Mabelvale, Pulaski Heights, and Southwest reported that parents representing students of different races and genders are actively involved as volunteers and at school functions. At Cloverdale, the reported response was negative regarding parent involvement in school functions. Interviewed staff members at all five schools indicated a need for all groups of parents to be more active. This year, the administration at Pulaski Heights initiated the formation of a booster club which PTA has implemented as one way to improve parent involvement.Page 75 Phone calls, interim reports, and parent/team conferences were reported as regularly used forms of school-parent communication. Documentation was available at each school to indicate that parents were actively involved in each phase of the remediation programs in which their children participate. Monitoring teams at each school found that meetings had been held to make parents aware of district structure, policy, and programs. Response from Principal(s): The principal at Cloverdale Junior High said that parents were involved in the COE process and that parents participated on COE committees. Original Magnet Junior High School: Equity monitors at Mann Junior High recorded positive responses to all items regarding parent involvement. No areas of concern were noted. Response from Principal(s): None Area Junior High Schools with Magnet Programs: Phone calls and letters were utilized to encourage parental involvement at Dunbar and Henderson. Teachers at Dunbar said parents actively support school functions. Henderson teachers also said all groups of parents are involved in school functions, but more parent participation in PTA is needed. Evidence provided at both schools indicated that parents participated in the COE process by serving on committees and by responding to surveys. Policies and programs of the district have been presented at local PTA meetings and/or miniseminars at each school.Page 76 Response from Principal(s): None Alternative Learning Center: Phone calls and letters were reported to be methods used to encourage parental involvement in educational activities. However, the consensus report stated that there is very little parent involvement at the school. A negative response was noted relative to parent participation in the development of the School Improvement Plan/COE. Response from Principal: The ALC principal said that there were no school functions such as ball games. At each student/parent intake conference, parents were asked to visit the school one time per month in addition to the regular parent conference dates. The principal reported that parents were given the opportunity to serve on committees and participate in the development of the COE Plan. However, there were no parents that agreed to serve. He stated that the school did not have to have an official school improvement plan. However, he said that he would write one and model it after the regular ones. The principal also said that the subject of graduation requirements is covered at the intake conference in addition to the LRSD and ALC discipline plans. Area Senior High Schools: At Fair and Hall, monitors reported that parent involvement is encouraged through phone calls, parent conferences, and newsletters. The majority of teachers said all groups of parents are represented at school functions.Page 77 At Hall High, the consensus report stated that documentation was not available to indicate that parents were involved in the remediation programs in which their children participate. LRSD policies and programs had been discussed at parent meetings at both area high schools. Response from Principal(s): None Original Magnet Senior High School: A variety of methods is utilized to increase parent involvement at Parkview. Computer calls, letters, scoop sheets, and Open House were examples of schoolhome communication. Teachers reported making regular home contacts via phone calls, letters, interim reports and notes. Parent input gathered from the Quality of Education Survey was used in the development of the School Improvement Plan. Parents who served on the PTSA Executive Board helped develop the plan. Information regarding district policy and procedures was presented to parents at Open House and PTSA meetings. Response from Principal: None Area Senior High Schools with Magnet Programs: At Central and McClellan, parent newsletters, phone calls, and Open House were cited as methods used to promote parental involvement in educational activities. Teachers at both schools said all identifiable groups of parents are actively involved in school functions.Page 78 Interviewed teachers said regular home contacts, including interim reports, school conferences, and phone calls are made to communicate positive/negative information related to student behavior and/or achievement. Documentation was on file to indicate that parents are involved in the remediation programs in which their children are enrolled. Parents participate in the COE process and serve as COE committee members at Central and McClellan. PTSA records and agendas were available as verification that parents were aware of district structure, programs, and ways to access them. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Teachers in all classrooms visited reported that the school sends letters and makes phone calls to encourage parental involvement. Parents also serve as advisory board members. Teachers regularly contact parents to keep them up-to- date on information related to student behavior and/or achievement. Teachers, staff, and advisory board members were assembled for planning and developing the COE/SIP. Parents receive information concerning district policy and programs through the home-based school which their children attend. It was reported that all identifiable groups of parents were involved in school functions, such as Open House/Spaghetti Supper. Response from Principal. NonePage 79 11.0 STUDENT DISCIPLINE At each school the monitors expected to find:  No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school)  Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality exists  Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students  Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained  School staff very active and visible in directing/ controlling students FINDINGS: Area Elementary Schools: Information regarding LRSD disciplinary policies and procedures was distributed to all students and parents at all area elementary schools. The Little Rock School District Rights and Responsibilities Handbook was taught, and a majority of the monitoring reports noted that forms denoting receipt thereof are kept on file. Monitors from many of the area elementary schools indicated that individual school handbooks also contained information relative to disciplinary policies and procedures. School and classroom rules were carefully explained, and in most cases, were posted throughout the schools, according to monitoring reports. All area elementary schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success, and alleviate behavior problems, according to monitoring reports. Examples of the aforementioned included incentive programs, monitoring at-risk students, the \"Great Expectations\" program, in-school suspensions, use of behavior management plans, mentoring programs, volunteer work of police officers, effective reading programs, an \"Adopt-a-Student\" program, conferences with parents, practicing positivePage 80 discipline, assemblies, honor/award systems, detention hall, tutoring, efforts of counselors, cooperative learning, Reading Recovery, IBM Write-to-Read Laboratory, and extracurricular activities. Classroom instruction proceeded in an orderly manner at each area elementary school. It was reported that monitors observed orderly classes in progress, with students involved in the tasks assigned. Additionally, principals and teachers were considered very active/very visible in directing/controlling students at all area elementary schools where applicable. The principal at Cloverdale Elementary was on sick leave the day of the monitoring visit, and the Otter Creek principal was attending a workshop on the day Otter Creek was monitored. Assistant Principals were also considered as being very active in directing/ controlling students at area elementary schools, with the exception of Watson, where monitors indicated that the assistant principal was somewhat active/somewhat visible in that regard. Supervision aides at each area elementary school except Western Hills, Jefferson, Bale, Dodd, and Fulbright were also considered very active/very visible in directing/controlling students. Of the five schools mentioned, with the exception of Dodd, monitoring reports indicated that supervision aides were somewhat active/somewhat visible in performing that task. At Dodd, supervision aides were considered not active/not visible in directing/controlling students. Monitors from Fulbright indicated that there appeared to be little supervision of students who had hall passes and were in the hallways by themselves. Fulbright monitors also reported that it seemed that additional supervision aides were needed for the playground. With the exception of Chicot, Pulaski Heights Elementary, Fulbright, and Baseline, monitoring reports either indicated that suspension/expulsion rates were generally representative of the student population or that there were fewer than five such sanctions at a school the first nine weeks. At Baseline, monitors stated thatPage 81 there was an gender imbalance regarding disciplinary sanctions and considered this an area of concern\none female and seven male pupils were suspended at Baseline the first nine weeks. Monitors from Geyer Springs, Mabelvale Elementary, and Brady indicated that the suspension/expulsion rates were generally representative of the student population\nhowever, at all three schools, the number of black students suspended did not fall within the acceptable range for each school, respectively. At Geyer Springs, 90% (9/10) of the students who were suspended were black, which is not within the acceptable range for Geyer Springs of 56%-84% black students, based on a 75% black student enrollment. At Mabelvale Elementary, the acceptable range is 55%-82% black students, based on a 73% black student population\n86% (6/7) of the students receiving suspensions/ expulsions were black. At Brady, all five of the students who were suspended/expelled the first nine weeks were black. Where neeaed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in place at all area elementary schools. Examples of strategies cited in monitoring reports follow\ndevelopment of behavior modification plans, mentoring programs, extracurricular activities, incentive programs, teacher inservices, behavior modification plans, conferences with parents, detention, in-school suspension programs, peer helpers, utilization of community agencies, functioning discipline committees, and award programs. Response from Principal(s) Regarding the monitors' opinion that supervision aides were neither visible nor active in directing/controlling students, the principal at Dodd told the monitors that a supervision aide came to school every day at 7:15 a.m. to tutor students. At Fulbright, in response to the notations in the monitoring report concerning supervision of students, the principal reported that the school is short one supervision aide and that he is trying to fill the vacancy. He also informed thePage 82 monitors that on the day of the monitoring visit, an aide had to be reassigned to physical education. In regard to the gender imbalance of disciplinary sanctions at Baseline, the principal said that she would be more cognizant of the gender problem as time progresses. At Bale, the principal indicated that district rules and consequences had to be followed. Original Magnet Elementary Schools: All original magnet elementary schools apprised students and parents of LRSD disciplinary policies and procedures, according to reports submitted by monitoring teams. The Little Rock School District Rights and Responsibilities Handbook was taught, and forms denoting receipt thereof are kept on file at Booker, Gibbs, and Carver, according to monitoring reports. Monitors from Carver did not indicate if the signature form was on file. Strategies have been implemented to enable students to remain in school, promote academic success and alleviate behavior problems at each original magnet elementary school. Examples of the foregoing cited by monitors follow\naward and incentive programs, after-school counseling program, homework program, tutoring, and detention hall. Classroom instruction proceeded in an orderly manner in classrooms observed by monitors at the original magnet elementary schools. All appropriate personnel were observed as being very active/very visible in directing/controlling students. Monitoring reports indicated that fewer than five students received suspensions/expulsions the first nine weeks at each original elementary magnet, respectively. There were no suspensions at Williams, one at Booker, one at Gibbs, and four at Carver. All of the original elementary magnet schools have implemented strategies to eliminate disproportionate discipline sanctions among identifiable groups, perPage 83 monitoring reports. Examples of strategies follow\nformation of Discipline Hearing Committees, intervention programs, an after-school detention program in which counselors work with students, including discussing behavior and helping students develop better skills at solving problems, and in scheduling parent conferences at night. Response from Principal(s): The monitoring report from Carver included the following principal response concerning suspensions: \"The principal said that she was working hard to fairly discipline all students. These particular suspensions were for students who had chosen to fight. Interdistrict Elementary Schools: Information regarding LRSD disciplinary policies and procedures was made available to all students and parents at King, Romine, and Washington, according to monitoring reports. Signature forms denoting receipt of the handbooks are on file at each school. Additionally, the school staff at each of the schools indicated that plans, procedures, and practices were in use to enable students to remain in school, promote academic success, and alleviate behavior problems. At King, the Behavior Management Plan was the only example cited in the monitoring report. Monitors from Romine reported the \"Success For All Program, K-3,\" peer tutoring, and tutoring by volunteers, the principal and assistant principal, the remedial program and the ETC program as examples of the above. At Washington, examples cited included a school-wide discipline plan, in-school suspension, detention hall, posting of rules in classrooms, extracurricular activities, positive reinforcement, and use of interesting games and lessons. Monitors reported that classroom instruction proceeded in an orderly manner in classrooms visited at the three interdistrict elementary schools. The suspension/expulsion rates at Washington and Romine will be reported on the nextPage 84 I i monitoring visit, according to submitted reports. Monitors at King indicated that five students were suspended the first nine weeks, one of whom was white and that this generally represented the student population. However, the acceptable range for King is 40%-60% black students, based on a 53% black student enrollment. The 80% (4/5) black student suspension rate falls outside of that range. Strategies to eliminate disproportionate discipline sanctions among identifiable groups had been developed at all three of the interdistrict elementary schools. Examples cited included training staff members in conflict management, active Discipline Committees, and using praise and incentives for appropriate behavior. Monitors considered all appropriate personnel as being very active/very visible in directing/controlling students at King, Romine, and Washington. Response from Principal: None Area Junior High Schools: Monitoring reports from all area junior high schools indicated that students and parents were informed about LRSD disciplinary policies and procedures. The Little Rock School District Rights and Responsibilities Handbook was taught, and signature forms denoting receipt thereof are kept on file at Forest Heights, Mabelvale, Pulaski Heights, and Southwest, per monitors. At Pulaski Heights Jr. High School, the school handbook was also distributed and discussed, and discipline levels were posted throughout the building, according to the monitoring report. At Cloverdale Jr. High, the advisor-advisee program assisted in informing students about expectations for student conduct. Each of the area junior high schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems, per monitors. Examples of thePage 85 aforementioned cited by interviewed teachers follow: peer mediation, advisory classes, incentive/recognition programs, conflict management, behavior management plans, after-school tutoring programs, team interventions, in-school suspension programs, and parent conferences. Classroom instruction proceeded in an orderly manner in a majority of classrooms visited, according to monitors at each school. At each area junior high school, reports indicated that all appropriate personnel were observed being very active/very visible directing/controlling students. During the first nine weeks, the suspension/expulsion rates at Mabelvale, Forest Heights, and Cloverdale Junior High School were generally representative of the student population. At Cloverdale, 92% (105/114) of the students receiving disciplinary sanctions the first nine weeks were black\nat Forest Heights, 81% were received by black students, and at Mabelvale Jr. High, 78%. Monitors from Forest Heights and Mabelvale did not include the total number of students receiving the sanctions, only the percentage of black students. In all three cases, the percent of students suspended was within the acceptable range for each school, respectively. Information regarding the suspension/expulsion rates will be available for Pulaski Heights and Southwest upon completion of the second monitoring visit. All junior high schools have formulated strategies to eliminate disproportionate discipline sanctions among identifiable student groups. Following are examples of strategies cited in monitoring reports: utilization of incentive programs, recognition for good behavior, periodic review of disciplinary data, awards assemblies, and discussions by administrators and staff members concerning alternative methods to use in an attempt to decrease disciplinary sanctions in the black male subgroup. Response from Principalfs): NonePage 86 Original Magnet Junior High School: The LRSD Rights and Responsibilities Handbook, the Mann Magnet Student Handbook, and classroom rules were distributed to all students and parents\nthus, information regarding the staffs expectation for student conduct was made available and fully explained. Parent signatures denoting receipt of the handbooks were required. Classroom rules were also posted in classrooms, according to the monitoring report Tutoring, counseling, the availability of incentives for good citizenship, attendance, and good academic work were cited as examples of various strategies used at Mann to encourage students to remain in school, work toward academic success, and improve behavior. Weekly progre\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_944","title":"School Monitoring Report,; North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1997/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","School principals","School facilities","Little Rock (Ark.). Office of Desegregation Monitoring","Educational statistics","School enrollment"],"dcterms_title":["School Monitoring Report,; North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/944"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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_739","title":"Vital Links","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":["1997/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Photographs","Student assistance programs","School management and organization"],"dcterms_title":["Vital Links"],"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/739"],"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\nVital Link, the school district's program to help students and teachers make the link between classroom skills and work place success. The file includes correspondence, news clippings and student event photographs.\nt A t* C| ? tf\nt I U*1 lx 1 *1 ^9-' h' / I ' 13 J !\u0026lt; lJj \u0026gt;  f c\ni' 'r K*?-! ft \\ z 1 VI \nr J-I. 1 L La i \"'i -I- ' AVT i_y  J  '\u0026gt;  jfl fl fl fn ii )9 ? -Hil * 7 \\, .  '\u0026gt; q kt^ '1 * wjp i'lHi V. k f M     :' t .     1^ -T 'r-ii f c - :-Ml V S-^ I f\n*- '1 Lai f J*5M V.- I v\nJ X  M, La \u0026gt; B?I i  f i : J ' \\ O  . eV7 ,  7i I-. \u0026gt; ' e  *'* c / , 'tf.    I-  i-  s ' /' I \u0026gt;? ! 7 P21 , V \u0026lt;  'i' * , r 4 4   \u0026gt; 'v' *\u0026gt; vfy,- r j k 4 . \u0026gt; -  f* -H* k C II J - i a I I  ('  1 7 \u0026gt;  as .\\ ^7 7 l?l r i t It i'l f 7 '. f ^7 15^ % r) % I I \u0026gt; - * ?.*-l-f^y \u0026gt;: to\n.** O f\n\u0026lt;1 V-.-  ?? - t A- - -^\u0026lt;1 .f JI 1 -r AV ^i' S i IS 1 a^u*  ,v  A* '    A  w*. .i' \u0026lt;L V. \u0026gt; . tf t, '/ y. .: u* ( ' * * ' i' \u0026lt;  t i . '*.'^n -J * p r ii Au ' 0 A * .-rpJ .*'i^ '','  A, T 'i 'i V , yl r */ '* f  \u0026amp;r Cj  Os f3^ k'*' X cM-'' JL*' In^ 1/ V4- MbOui^ '^i t k C r i- co 3 -  IT 1  [r . '\u0026lt; ['i! '/J  1 * I 1 I  r t S. t 3, J V___ '\"rift\n\u0026lt; \"4 '\u0026lt;:: * i  ^ V ' -*v5 \u0026lt;* '^r V 4  Lqf, X** t* \u0026lt; * s  w _ 4 \u0026lt;    4* r\u0026lt;* \u0026lt; * i' lb o \"5 .M , 9 ''  *!  *'*\u0026lt;':\u0026gt; A*I ?: - */ w fc - 4 1 \"-Vy 1 Vj  ** y   * *1  l^.''7/ {f/\n' 1w t  4 V  V .V \u0026gt; I r \u0026gt;1  IS i t A ( I 5r VITAL LINK i1t-r\n- ALLAS TARS li^ m J ' a'-I a\u0026gt; i-\". -3^' t 5:5 p X^' .4 \nA. 4\u0026gt; F \u0026lt;\u0026lt;  tl iS- } i k. ^.. -. '' . .. :^'- :@: :^' ^: :@: t J \\^ ron l\u0026gt;\n^5 H.i AKD r .1\nO it izi I. C*- t t 'J f 1 \u0026gt;4 * i ,' i 7 '.' r- I I \"f  A i ! i\n( . I r ! I ! L^v ! t / i I i'fiS i' * 1 * L ' v\u0026lt;  \"'^jiVs  ^5 .f A \u0026lt; L4 * /*\u0026gt;.  t k. - - '' tJ *'  )' fr^. .S' */' ' 1^' i P' ( \u0026amp;E1UL VITAL LIS^ ^il.tSTARSi R 't jt * * r c \".)t 1 lau.\nfc- 1 A ,-v ^  MMR \u0026lt;***' .3 \u0026gt;\n.4 ? e  5?^ 1\u0026gt;' '', W^' * \\- ', 4  ,w k* V  fF t  -.\nS ( is a .O: 1 r * I ! t 'C *'* ?- H i L /yi I\" \u0026lt; f a''- Un R ' I \\O' h V. 18^1 ^/j  V-l r Sv 'i i II n 1\"^ :h /t _'^- ' \u0026lt;. j c eS i! A p\u0026gt;j '\u0026lt;ri ,\u0026lt;' (S 3 4L J t * y-iv'\\.*' 'ycs T yA 9^^ Su* -'\n\u0026gt; 1^  r,^ f'.- B \u0026gt;'f 1 ^0 i/'iAl f'^! II I i'! ^'/ ' o Smtr*^-.- ifct ti! (Dil t I Al\n 5^\n c i - *\\ cxa SMLUt \u0026lt;4\u0026gt;tM(KS I t I cao \u0026lt; l ARKsi  ( Hits SS II /I F^ .\u0026lt;/ 1 VV\\\"' A ?'V i.y . t 0 k I J^'' \\ 4' .^J \u0026lt;3C Wf*S! 1^ 7'.': \u0026gt;ji *   , * / I / 1 .Vv j ^?1 -\u0026lt; ::z *\nyv fj 'L-^ r fe' J r J r ^\u0026gt;^.1 I i A A i I I\" :iiJ ,9\u0026gt; FsjS^ J o 1/ N d ja 1 i\nV 'fl .\u0026lt;\u0026gt;1\n .-^ ALLIANCE FOR PUB. SOHO Fax:501' I I '4 Jan 21 '9? 14:19 P. 02 '06 MEMORANDUM TO: Debbie Milam LRSD - VIPS Hubert Barksdale Education Chairman - Greater LR Chamber Delia Moore Margie Powell Diane Vibhakar Marketing Chairman - LR Alliance Office of Desegregation Monitoring Executive Director - Parents for Public Schools FROM: Joe Swaty RE: Vital Link Attached is a copy of the itinerary in development for the Vital Link research trip to Ft. Worth. The trip has been scheduled for Wednesday, January 22, thru Friday, January 24. Please eat before we leave on Wednesday and plan to arrive at our departure gate by no later than 7:10 P.M. We will rent one large van for our transportation needs. Those attending are as follows: Debbie Milam Director LRSD  VIPS Program Hubert Barksdale Education Chairman Greater Little Rock Chamber of Commerce Delia Moore Marketing Chairman Little Rock Alliance For Our Public Schools Margie Powell Office of Desegregation Monitoring Diane Vibhakar Executive Director Parents for Public Schools Joe Swaty Special Consultant Little Rock Alliance For Our Public Schools Gail Nickerson Administrative Assistant Little Rock Alliance For Our Public SchoolsVITAL LINK Attendance Chart Students Name Business Monday Tommy Boren Albert Ray Brown Tuesday I -11- Wednesday Thursday I Friday I Dasha Chambliss Joseph Dahms Latrice Duncan Gillian Glasco A^l c^. Sj ? L\u0026lt;- OWl Erica Hill Brandon Jones Sherica Merriweather Ar!\u0026lt; Azf\u0026lt; Amanda Rosebyt, ALLIANCE FOP P'JB. -'CHO F,? . :501~* 74 Ian 21 '97 14:19 P. 02/06 i, ' i'  \u0026lt;\n\u0026lt;ALLIANCE FOR PUB, SCHO F5 \u0026lt;:501??5P??d Jan 21 14:19 P.03/06 }- f fh p  , 'I I .\u0026lt;V i'.M P'vsi.ur: J'h\n! \u0026gt; H ic'   \ns'lP'ji^s'y .': ! \u0026lt;:ve i 4^ P. ii 1.\nLoiif^rmari-  it V  - i'{r Z  -(.iNALLIWCE r K Pi 'P. 'HO t 1 /I I P..05/06 rsN  Hv : -r-i^ -s. /jsjLrL \u0026gt;, SOUTHWt^STAIRUNES T\n.' V?* .1 , \u0026lt; r- ::b  . Oti \u0026lt;/:  'rt i\u0026gt; '50 apply tof it 0\u0026gt;S A?^D - O' .'y I\u0026gt;' fptvr  - ^xCnang 3: M 'X* 3\u0026lt;^-- -.-sset^ ' Suuinwest A,rl,nes Wl LU BeSeD to'wOCESS YOUR REFUND OR EXCHANGE KEQUES r  IMPORTANT w WZRVHA  IMPORTANT  FOB ftgSEBVATIOHS. CALL'F800t'n.Y-SWA (1-600-435-9?^^ PrinlArt 12/95ALLIANCE HR PUB. ECHO Fa\u0026gt;:501??58774 Ian 21 ?7 14: ?'1 P.06/06 Miinr.i i'lll ' C Sit (be A.,Ci- applied learning school wuh a very Jaige wa^rjng^ii,,   sl ?' -/\"er 'C l.\\' - '*''*1-! i\nnk\u0026gt;-1. IhNi pjp PHR. ZHC F-  :5C .i. .191-' I P. 04,''06Where Business Comes Together GREATER LITTLE ROCK CHAMBER OF COMMERCE (TC'b A, 4 ( ~f Recejv^o 3 1 1997 January 29, 1997 OfFfCEOF MEMORANDUM TO: FROM: Education Committee Members Chamber Chair of Education Hubert Barksdale SUBJECT: February Committee Meeting Friday, February 7/11 a.m. Chamber Board Room Please note on your calendar our February meeting date - Friday, February 7 at 11 a.m. We are planning a full agenda of topics for discussion, including a report on the VITAL LINK program being developed for the Little Rock School District. We will also have updates on activities underway throughout all three school districts. As a special guest speaker for our meeting we are inviting Baker Kurrus, president of the Little Rock Alliance For Our Public Schools, to give us an . overview of this organizations role in support of public education. Thank you in advance for attending this important second meeting of our Education Committee. We need your valuable input and participation. Please RSVP your attendance plans by calling Sandy Bradley today at 374-4871 at the Chamber. SERVING LITTLE ROCK, NORTH LITTLE ROCK AND CENTRAL ARKANSAS lOI S. SPRING ST.  SUITE 200  LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871 Where Business Gimes TugeOier GREATER LITTLE RCX:K CHAMBER OF COMMERCE RECS5VSD MAR 3 1997 February 25, 1997 MEMORANDUM OFFICE Or desegregation monitoring TO: FROM: Education Committee Members Chamber Chair of Education Hubert Barksdale SUBJECT: March Committee Meeting Thursday, March 6/11 a.m. Chamber Board Room Please note on your calendar our March meeting date - Thursday, March 6 at 11 a.m. We are planning a full agenda of topics for discussion, including a report on the VITAL LINK program being developed for the Little Rock School District. We will also have updates on activities underway throughout all three school districts. Thank you in advance for attending this important second meeting of our Education Committee. We need your valuable input and participation. Please RSVP your attendance plans by calling Sandy Bradley today at 374^871 at the Chamber. SERVING LITTLE ROCK, NORTH LITTLE ROCK AND CENTRAL ARKANSAS 101 S. SPRING ST.  SUITE 200  LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871 LITTLE ROCK SCHOOL DISTRICT 1. n. m. IV. V. VI. VII. VITAL LINK A partnership program of the Little Rock School District, the Greater Little Rock Chamber of Commerce and the Little Rock Alliance For Our Public Schools Kick-Off Breakfast Friday, February 28, 1997 Holiday Inn Select AGENDA Welcome and Introductions / Hubert Barksdale, Chamber Chair of Education Video Presentation From ABC News How does it work? I Debbie Milam, Coordinator of VIPS ! Partners In Education Why should my business participate? I Guest Speakers from North Little Rock VITAL LINK A. B. C. Bob Majors, Southwestern Bell Buster Beardsley, Rainy \u0026amp; Beardsley Pam Jones, Express Human Resources Call to Action / Chamber Chairman of the Board Doug Buford The Districts Commitment To Success! Superintendent Dr. Don Roberts Closing Remarks / Baker Kurrus, Pres, of the Little Rock Alliance For Our Public Schools I Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: April 10, 1997 To: From: Heritage West Building Businesses Ann Brown, Office of Desegregation Monitoring Subject: Vital Link We have an opportunity to participate in an exciting program that will allow us to help our local schools prepare the students well be employing in the ne?rt century. Vital Link is the brainchild of Little Rock School District Superintendent Don Roberts. The program pairs students with businesses and other organizations to give the youngsters real life experiences in the world of work. Vital Link will cost us nothing more than some time and attention to one or two students for one week. Please take a few minutes to learn more about Vital Link and how you can join me, Jimmy Moses, and our other Heritage West colleagues in this program. Well meet next Tuesday, April 15, here in Suite 510 at 9:00 a.m.^PR-09? 0 2 5 0 RM MOSES N O S rt R I R , O 1 11\u0026gt; 0 August House I 90 Arkansas Internationa! /SO AMR Architects, Inc. (-75 Ron Srriith 8^ Associates 4? 0 0 ^Arkansas Times 9 7 Arkansos Business 300 Arkansas Securities Fettit \u0026amp; Pettit r/o Deseg. Monitoring 5 0 0 Thomas S-. Thom,as .1  i.iir'iurr I'll.  MOSES NOSARI Ki'.M. ILS'IAI'I-\nZOO (.nmirtrfal Hrukvrjvt  Mdimuonc'H  hvvv\u0026gt;\u0026lt;-\u0026gt;pirvn( HERITAGE WEST BUILDING CONTACT LIST Ted Parkhurst Evelyn Coppola Rick Redden Ron Smith Alan Leveritt Olivia Farrell Mac Dodson Sam Cummings Anne Brown\" Don Smith I' k Ark. :' l   r'l'l \u0026lt;\" 372-5450 375-3040 375-037Q 374-6694 375-2985 372-1443 324-9260 374-3731 376-6200 375-2025 Where Business Comes Tt\u0026gt;getiier GREATER LITTLE ROCK CHAMBER OF COMMERCE April 30, 1997 RECEIVBO k I *' MM! 1 1997 OFFICE Or DESEGREGATION MONITORING Ms. Arm Brown ODM 201 East Markham Little Rock, AR 72201 Dear Ms. Brown: We are so very pleased that you will be hosting students during this summer's VITAL LINK program. Your participation, along with others, will enable over 550 students in the Little Rock School District to experience the \"link\" between classroom skills and future work place success. You, along with your organization's VITAL LINK coordinator, are invited to attend a special VITAL LINK orientation breakfast. The breakfast will be held on May 14 at 7:30 a.m. in the Chamber's Board Room. This orientation will provide you with full details about this summer's VITAL LINK program. We will have school district officials on hand to answer all your questions. They will also discuss the positive benefits your employees will experience as they see their jobs through the eyes of a young person. Please make plans now to attend this important breakfast. If you are unable to attend the breakfast meeting, we are also scheduling a reception on May 22 at 4:00 p.m. to cover the same information. Please call Sandy Bradley at the Chamber at 374-4871 and let her know which VITAL LINK orientation event you hope to attend. Thank you again for helping making the VITAL LINK program possible. Sincerely, ibert Barksdale Chair of Education cc. Dr. Don Roberts, Little Rock School District Superintendent Doug Buford, Chamber Chairman of the Board Baker Kurrus, Pres, of the Little Rock Alliance For Our Public Schools SERVING LITTLE ROCK, NORTH LITTLE ROCK AND CENTRAL ARKANSAS 101 S. SPRING ST.  SUITE 200  LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871 Memo To: Business Hosts for Vital Link Students From: Margie Powell, Associate Monitor, ODM Subject: Special Presentation for Heritage West Date: June 10, 1997 On Wednesday, June 11, at 9:00 a.m., Debbie Milam, coordinator of the Vital Link Program for the Little Rock School District will be in Suite 510 to provide a special presentation for Vital Link host businesses. Ms. Milam will explain our responsibilities and the mechanics of providing job experiences for the students. She will describe the sequence of events and activities associated with the program, answer questions, and provide written instructions for those of you who were unable to attend any of the receptions. One of the Vital Link teachers dropped out of the program at the last minute, leaving the district short one teacher. Since we have several educators working at ODM, we have agreed to serve as the on-site teachers for our building. If you like, Ms. Milam will look at your facility and help you with logistics. Please try to attend, especially if you are still feeling a little uncertain about your participation in the program. This may be the last chance for a personal training session before the students arrive on Monday, July 7 (our week to host them). Call me at 376-6200, if you have any questions.Memo To: From: Business Hosts for Vital Link Students Margie Powell, Associate Monitor, ODM Subject: Special Presentation for Heritage West Date: June 10, 1997 On Wednesday, June 11, at 9:00 a.m., Debbie Milam, coordinator of the Vital Link Program for the Little Rock School District will be in Suite 510 to provide a special presentation for Vital Link host businesses. Ms. Milam will explain our responsibilities and the mechanics of providing job experiences for the students. She will describe the sequence of events and activities associated with the program, answer questions, and provide written instructions for those of you who were unable to attend any of the receptions. One of the Vital Link teachers dropped out of the program at the last minute, leaving the district short one teacher. Since we have several educators working at ODM, we have agreed to serve as the on-site teachers for our building. If you like, Ms. Milam will look at your facility and help you with logistics. Please try to attend, especially if you are still feeling a little uncertain about your participation in the program. This may be the last chance for a personal training session before the students arrive on Monday, July 7 (our week to host them). Call me at 376-6200, if you have any questions.(g\n14:24 501 524 2025 I.RSD COMAIiA'TCATI -4^^ ODM @002 005 Litue KocK SchooS Oistn'et Students Work in Loca! Bu!ii!ie.s.sps as Vital Link Frugrain Begins For Im.meqtate Release hne It), 1997 For more information: Suclten Vaim, 324-20.20 More than 150 sixth grade students joined the local work force today 35 the Vital Link program Racked off'its first week in thie Little Rock School District CLRSD'i. Students arrived on tire job at 'businesses ranging from banks to ani versifies to City government offices to learn skills students need to know when ihev sveniuaJly get a job. \"Vital Link is designed to demonstrate to students how their classroom lessons such as reading, writing and ir^iath are used every day m job situations, said Don R. Roberts. LRSD Superintendenl. \"The lessons that Vital Link students team during their one week on the job will help them to understand the importance of their education and now 1' will benefit them in tire fcture Students working at First Commerciai Bank are in teller maininc this week. Students assigned to The Janel Iones Coinpa-ny wl! atienc a sales meehne tomor-ow morning and a property' tour on Vv'ednesday. Students v/orking with J .a. Riggs Tractor Company will be given a aemonstration on hsaw equipment on Tuesday. X'ita'i i..ink par-.cipants at t.he Mitchel! Law Firm wiii go to tiie courthouse and listen to a trial on \\V c.jfiesdav. (ir.o-e! 810 Wf.st Markham Street tittle Rock, Arkansa-s 72201  {501)524-2000 OP IP 91 501 324 202.3 l.RSn rOMVl MCATI A. OD'I @1003 005 1 4 : 2,5 in . Vila\nLink is a three-week program with diiterent students ,anci Hu-sinesses Darticipatmg each week. More than 500 students have signed up to participate in the program, and 46 businesses are hosting sPadents. Among the businesses narticipatmg thi. week are First Commercial Bank, Th.e Janet Jones Company. University of .Arkansas at Linls Rock. Mitchell Law Firm. Boannens Bank, and J. A. Riggs Tractor Companv. Vital Linde is a partnership between the Little Rock School District, the Little Rock 4dliance For Our Public Schools, and the Greater Little Rock Chamber of Commerce. rttrrfT MEDIA NOTE: See attached pages for compant and contact information.OR  18 97 14:26 501 324 2023 I.RSD CO'I'fl \\rCATT ODM  004, 005 1 I? I. PS? '71 S f, p!2 MOND AY, lUNE 16,1997 1st Commercial - Students will be in teller training (after orientation - possiblv around 9.30 a.m.). We m.u.st notify Charles Stewart before the Media comes. Air Force Base vzill take students on a driving tour of the base City Hall - 8:31) meeting with the Mayor. DALP. - 9'00 a.m. meeting with the Chantsllor L.RSD - morning meeting with the Superintendent. 8o.4 in's\" teller training CvESDAY, TUNE 17,1997 t3.nat Iones - students attend sales meeting. ,'A Kiggs - Students will be given a demonstration on heavy equipment. m.iiSt n'Otih/ Becky James before the MeJia comes. We UTPNESDAY, TUNE 18,1997 or THURSDAY, TUNE-19,1997 Ja-net jones will take students on a property tour. Mitchell Lav. Firm - Student will go to the court house and listen to a trial (they will notify us of the exact day). We must notify Bonnie Vickery before the Media comes. FSa3.AY, JUNE 20,1'997 The following will have their culminafcr.g activity on Fridav lune 20. 1997 from ll.OC'-11:45. 3E -VLtcheil law Firm VA Hospital JA E^ggs 1st Commercial Soafmen's (Capital Club fc.r sandwichesl Ciry^Hdll (River Market for barbecue) Ruiaski Tech (reception)H ?! 06 16 97 rj ^4 14:27 5111 S ?u 501 324 2023 SE I.RSI) conni xicATi odm 005 005 LPb VIPS F-ii'Sr I ^:r A,,. i I IV '^incent's { RSr? Hur Warr -het.,, 6^7 (pizz^) Hat! 1-19^ ^he hoard P- t I 5 I \u0026lt;-iL(b) erj connt) ! I! .  l 1 - I ! 'II  'o 06 '1 7. 97 11:01 ^501 324 202.3 ODM @002/005 W SIP 'fe I.RSO COMVl XTCATT Little Rock School District Students Work in Local Rii.sines,se.s as Vital Link Program Begins For Immediate Release June 16, 1997 For more information: Suellen Vann, 324-2C20 More tlian 150 sixth grade students joined the local work force today as the Vital Link program kicked off its first week in the Little Rock School Oistrict (LRSD). Students anived on the job at businesses ranging from banks to universities to city goverament offices to learn skills students need to know when they eventually get a job. Vital Link is designed to demonstrate to students how their classroom lessons sucn as reading, writing and math are used every day in job situation, said Don R. Roberts, LRSD Superintendent. 'Tne lessons that Vital Link\nstudents learn during their one week on the job will help them to understand the importance of their education and how it will benefit them in the future. Stuaents woiking at First Commercial Bank are in teller '.raining this week. Students as.signed to ITie .Janet Jones Company will attend a sales meeting tomorrowmorning and a property' tour on 'Aiednesday. Students working with J. A. Riggs Tractor Company will be given a demonstration on heavy equipment on Tuesday. Vital Link piuticipiints at the Mitchell Law Firm will go to the courthouse and listen to a trial on V\" ednesdav.  mtire) 810 West Markham Street Little Kock, Arkansas 72201  (501)324-2000 06.- 17/97 11:02 0501 324 2023 r.RSD COVMIAICATT OD'I 003/005 Vital Link Page 2 of2 Vital Link is a three-week program with different student? and businesses participating each week. More than 500 students have signed up to participate in the program, and 4o businesses are hosting students, /i.mong the businesses participating this w eek. are First Commercial Bank, The Janet Jones Company, University of Arkansas at Little Rock, Mitchell Law Firm, Boatmens Bank, and J. A. Riggs Tractor Company. Viui Link is a partnership between the Little Rock School District, the Little Rock Alliance For Our Public Schools, and the Cireater Little Rock Chamber of Commerce. fr^ .MEDIA NOTE: See attached pages for company and contact information.06/17/97 11:03 501 324 2023 l.RSI) COWMCaTI ODA! @1004/005 IT\n59 501 LF'S? './IPS J MONDAY, lUNE. 16.1997 1st Commercial - Students will be in teller training (after orientation - possibly around 9:30 a.m.). We must notify Charles Stewart before the Media comes. Air force Base vdll take students on a driving tour of the base. Ci tv Hail - 8:30 rneeting with the Mayor. UAE.F - a.m meeting with the Chancellor LRSD - .morning meeting with thie Superintendent. Boatrrten's - teuer training TVBSPAX ItNE iZt 1997 janat Iones - aludenfcs attend sales meehng i JA Riggs - Students will be given a demonstration on heavy equipment, must nohfv BeoKv lames before the Media comes. We WTQNESDAY, IVNE18,1997 or THURSDAY. RTNI19,1997 ianet Iones will take students on a property tour. Mitchell Law Firm - Student will go to the court house and listen to a trial (they will notify us of the exact day). We must notUy Borme Vickerv before the Media comes. FRID AVi JUNE 20,1997 The'foUowing wili have their culminatng activity on Friday, June 20, 1997 from i: CO- 1145\n8EI MiWheh Law Firtr\nVA {-iospital JA Higgs 1st Commercia.' Boatmen's (Capital Club for sancv/iche'ij City'Hall (River Mark.t\ni: Puiaskj Tech (reception harbecue)06/17-97 11:04 .iOl .24 2023 I.RSD COVVU'MCATT ODM 005/003 S/ISS\n17 ??il /'J HI P-, I-' St I', fRo .................. -  Rtiady h'att count)LITTLE ROCK SCHOOL DISTRICT VITAL L I N K VITAL LINK is a partnership program of the Little Pock Sc/iocI D.st'st. tne Ljh e Pock Aji^a/Ke For Our Public Schools, and the Greater Little Pock Champ^r of Co June 26,1997 Office of DeseCTeo^'ation Monitoring 201 E. .Markham Little Rock, AR 72202 ^o 3 0 1897 OFFiCEOF OESEGREGATJON MO.NITOftW o Dear Margie: Your Willingness to participate in the Vital Link Program is greatlv appreciated. With this kind of support from the community, our students will have a meaningful learning experience. IVe ^vill not have a teacher assigned to your business full time during vour Vital Link week of July 7-11. I would like to meet with vou to go over the areas where you will need assistance from us to make your experience enjovable for both vour employees and the students. I vsnll be calling you to schedule an appointment.. \\ital Link is not intended for students to choose their life's vocation, but to cormect classroom learning with what is required in numerous Jobs in the workplace. Your participation in our first year of this program is appreciated. If you have any questions, concerns, or problems, please contact me immediatelv at 324-2297 or Deana Keathlev at 324-2408. Sincerely, iJ'eebbbbiiee Milam MPS Coordinator cc: Melissa Guilden Horace Smith Little Rock School District  501 Sherman  Little Rock. AR 72202  (501)324-2290 LITTLE ROCK SCHOOL DISTRICT VITAL LINK VITAL LINK IS a partnership program of the Little Flock School Dist^ct the Litt e A.''.a/Ke For Our Public Schools, and the Greater Little Pocn Chamce' June 26,199/ Office of Desegregation Monitoring 3 0 1897 201 E. Markham Uttle Rock, AR 72202 OFFiCEOF OESEGREGATiON MONITORING a o Dear Margie: Your willingness to participate in the Vital Link Program is greatlv appreciated. With this kind of support from the community, our students wiU have a meaningful learning experience. We ^^'ill not have a teacher assigned to your business full time during \\-our Vital Link week of July 7-11. 1 would like to meet with you to go over the areas where you Estill need assistance from us to make your experience enjovable for both vour employees and the students. 1 will be calling you to schedule an appointment.. Vital Link is not intended for students to choose their life's vocation, but to connect classroom learning with what is required in numerous jobs in the workplace. Your participation in our first year of this program is appreciated. If you have any questions, concerns, or problems, please contact me immediatelv at 324-2297 or Deana Keathlev at 324-2408. Sincerely, Fl/ ., iJebbie Milam MPS Coordinator cc\nMelissa Guilden Horace Smith Little Rock School District  501 Sherman  Little Rock, AR 72202  (501)324-2290 ,06/ 1 9/97 09:44 S'5fl I 324 2023 l.RSD COinilNICATt ODM @002/002 6: Little Kock School District Vital Link .Student Scrub at Coiurabia Doctors tkisf til I or Inioiediate Release June 19.1997 For more informaiion\nSuellen X'ann, 324-2020 Students pirticipathig in the Vital Link program will tour the outpatient surgery area at Columbia Doctors Hospital this morning. Students will scrub in and visit the IP outpatient surgerj- area at 10:00 a.m. Melissa Smith is the contact at Columbia Doctors Hospital: her number is 661-4585. t he ,tai Link program takes studenrs into local businesses to learn how their classroom lessons ,ire used o.n the job. diO tvest Markham Street  Little Rock. Arkansas 72201  (501)324-2000 Memo To: ODM Co-workers From: Melissa Subject: Vital Link Date: July 2, 1997 As you know, our Vital Link students will be here next week. I am busy making the final preparations for their arrival. I may have to call on each of your to share some of the small tasks related to the program. I would also like for you to place two events on your calendars: the opening activity at 8:30 Monday morning and the culminating activity to be held at 10:00 on Friday. The culminating activity will be held at the Territorial Restoration, and our office will be coordinating the festivities. That will probably mean that we will need to do a bit of fetching and carrying I know I dont have to ask any of you to be fiiendly and helpful to our students, but I would like to ask that we all make every effort to be good examples to the students. Between now and Monday, lets make sure that our offices are tidy. Also while the students are here, we want to make sure that our conversation is G rated. And remember that the students are here to work not watch. If they are active participants, they will find this a much more rewarding experience. Thanks for all your help!Memo To: ODM Co-workers From: Melissa Subject: Vital Link Date: July 2, 1997 As you know, our Vital Link students will be here next week. I am busy making the final preparations for their arrival. I may have to call on each of your to share some of the small tasks related to the program. I would also like for you to place two events on your calendars: the opening activity at 8:30 Monday morning and the culminating activity to be held at 10:00 on Friday. The culminating activity will be held at the Territorial Restoration, and our office will be coordinating the festivities. That will probably mean that we will need to do a bit of fetching and carrying I know I dont have to ask any of you to be friendly and helpful to our students, but I would like to ask that we all make every effort to be good examples to the students. Between now and Monday, lets make sure that our offices are tidy. Also while the students are here, we want to make sure that our conversation is G rated. And remember that the students are here to work not watch. If they are active participants, they will find this a much more rewarding experience. Thanks for all your help!Little Rock School District VITAL LINK Development Meeting Monday, February 3, 1997 LRSD District Office ATTENDING: Dr. Don Roberts, LRSD Superintendent Baker Kurrus, President of the Little Rock Alliance For Our Public Schools Hubert Barksdale, Chair of Education, Greater Little Rock Chamber / Alliance VITAL LINK Chair Delia Moore, Alliance Board Member ! Alliance Marketing Action Team Chair Debbie Milam, VIPS/Partners In Education Coordinator Gail Nickerson, Administrative Assistant for Alliance Joe Swaty, Special Consultant to Alliance ! Staff support to Chambers Education Committee DISCUSSION OUTLINE: Formation of a VITAL LINK Executive Committee: Dr. Roberts, Debbie Milam, Baker Kurrus, Hubert Barksdale and Delia Moore Chamber / business community commitments: Recruitment of Businesses 50 to 70 targeted businesses through Chamber Education Committee effort Working list in development March 1 deadline for commitments North Little Rock VITAL LINK continuity for business community Size of program defined by number of businesses to participate Number of students! Lottery concept Number of teacher supervisors Number of buses Budget Issues ! Clarification of funding pledge from Alliance and grant status District Responsibilities Staffing of the VITAL LINK office ! VITAL LINK Coordinator (salary issue) Teacher and student recruitment and coordination Teacher stipend requirements Buses/Transportation issue Volunteers for additional staff support Public Relations ! Media Support jointly coordinated with Alliance and Chamber Coordination with VIPs Board Coordination with Partners In EducationMemo To: Vital Link Student Hosts From: Subject: Margie Powell, Vital Link Liaison First Day Activities Reminder Date: July 3, 1997 Just a note to remind you that Monday will be our first day host Vital Link students. Students will arrive at 8:30 a.m.\nplease be in suite 510 by 8:20. Our first activity will include a light breakfast and a brief presentation from each business representative. After which we will have the students fill out job applications, then we will interview them and assign them to each business. Please be prepared to give a brief description of your company (products, services, functions). Limit your presentation to three minutes or less. ODM, Arkansas Securities, Arkansas Times, and Petit and Petit will host two students each. The rest of you will be responsible for one student. See you Monday!Tommy Boren Junior Assistant Monitor Office of Desegregation Monitoring U.S. District CourtCertificate of Achievement awarded to: Tommy Boren Most Courteous Date SignedVITAL LINK HOSTS Agenda for Week of July 7, 1997 Monday. Julv 7 8:30 - 9:30 Students arrive and are esconed to Suite 510 where they will be served breakfast. During this time, representatives from the host businesses will provide a brief overview of their companies. 9:30-10:15 After the overviews and breakfast, students will fill out brief job applications and be interviewed for various jobs in the building. After the interviews, students will receive their job assignments and be escorted to the job sites. 10:15-11:15 Job site orientation 11:15-11:45 Return to Suite 510 for journal writing and snacks Tuesday S'*\", Wednesday 9^**, Thursday, 10' 8:30 -8:45 Students arrive, assemble in Suite 510 8:45-11:15 Students at job sites 11:15-11:45 Students assemble in Suite 510, have a snack, write journals, discuss days activities, and plan culminating activity Friday, July 11** 8:30-9:30 Students assemble in Suite 510, then go to job sites. 10:00 -11:45 Culminating activity - Students will present certificates of appreciation to their bosses and tell what they learned from their experiences. Host businesses will present certificates of completion to the students. Parents will be invited to attend the ceremony. ODM will provide certificates and invitations for parents to attend the culminating activity. Businesses will share in the expenses associated with the snacks and culminating activity.VITAL LINK - ODM AGENDA July 7-11, 1997 Monday July 11 8:45 -10:15 Opening activities (see Building Agenda) 10:15-11:15 After breakfast and first-day job selection activities, student will meet with individual staff persons to discuss their jobs and current projects. We will only have about an hour for this, because opening activities will take most of the morning. 11:15-11:45 Students will write in their journals, discuss the days activities, and plan culminating activities. They will be given an opportunity to select invitations to give their parents for the closing ceremony. Tuesday, July 8 Student will help prepare to monitor summer school: devise guide, discuss methods for monitoring construction in the districts. Student will organize and record data for a monitoring report. Wednesday, July 9 Student will go on monitoring visit to a summer program and a construction site. Upon return, student will write findings. Thursday, July 10* Student will work with support staff: order supplies, clip newspaper articles, make copies, FAX something, use postage meter. Later, when all of the students assemble for journal writing, they will be given an opportunity vote on awards for their peers, i.e., friendliest student, hardest worker, etc. They will also rehearse the thank you speeches they will give to employers. Friday, July 11 8:30 - 9:30 Student finishes any remaining job obligations. 9:30-11:45 Culminating activity (see Hosts Agenda)7 I A Certijuate oJ-S^^reciatwn Wit/i Spedaf ^rfian^ to p'i C^e ^eseareaatwn '^our partkipatwn Has Hc^e/ex^an/a cHidfs Mrizans. Dibdbin^ Shulmt Ditiifbin^ Siunt u, mrVITAL LINK - ODM AGENDA July 7-11, 1997 Monday July 11 8:45-10:15 Opening activities (see Building Agenda) 10:15-11:15 After breakfast and first-day job selection activities, student will meet with individual staff persons to discuss their jobs and current projects. We will only have about an hour for this, because opening activities will take most of the morning. 11:15-11:45 Students will write in their journals, discuss the days activities, and plan culminating activities. They will be given an opportunity to select invitations to give their parents for the closing ceremony. - \u0026gt;th Tuesday, July 8' Student will help prepare to monitor summer school: devise guide, discuss methods for monitoring construction in the districts. Student will organize and record data for a monitoring report. Wednesday, July 9* Student will go on monitoring visit to a summer program and a construction site. Upon return, student will write findings. Thursday, July 10* Student will work with support staff: order supplies, clip newspaper articles, make copies, FAX something, use postage meter.  Later, when all of the students assemble for journal writing, they will be given an opportunity vote on awards for their peers, i.e., friendliest student, hardest worker, etc. They will also rehearse the thank you speeches they will give to employers. Friday, July 11'\" 8:30 - 9:30 Student finishes any remaining job obligations. 9:30-11:45 Culminating activity (see Hosts Agenda)VITAL LINK HOSTS Agenda for Week of July 7, 1997 Monday. Julv 7 8:30-9:30 ' Students arrive and are escorted to Suite 510 where they will be served breakfast. During this time, representatives from the host businesses will provide a brief overview of their companies. 9:30-10:15 After the overviews and breakfast, students will fill out brief job applications and be \"interviewed for various jobs in the building. After the interviews, students will receive their job assignments and be escorted to the job sites. 10:15-11:15 Job site orientation 11:15-11:45 Return to Suite 510 for journal writing and snacks Tuesday 8\", Wednesday 9, Thursday, IO'\" 8:30 -8:45 Students arrive, assemble in Suite 510 8:45 -11:15 Students at job sites 11:15-11:45 Students assemble in Suite 510, have a snack, write journals, discuss days activities, and plan culminating activity Friday, July 11 th 8:30-9:30 Students assemble in Suite 510, then go to job sites. 10:00 -11:45 - Culminating activity - Students will present certificates of appreciation to their bosses and tell what they learned from their experiences. Host businesses will present cenificates of completion to the students. Parents will be invited to attend the ceremony. ODM will provide certificates and invitations for parents to attend the culminating activity. Businesses will share in the expenses associated with the snacks and culminating activity.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 To: From: AMR Architects, Inc. Arkansas Business Arkansas Securities Arkansas Times Moses Nosari Pettit \u0026amp; Pettit Margie Powell, Vital Link Coordinator Subject: Vital Link Expenses Date: July 16, 1997 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. We received a double bonus from our experience: we got to know some wonderful children, and we got to know each other better. You have made a difference in the lives of at least 10 children, so lets get ready for the next batch in 1998! Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the seven businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Monday morning activities Donuts, juice, and paper products 31.82 Snacks 38.96 Twice a day, Tuesday through Thursday Fridays cumulating activity Cake, sandwiches, juice, and table accessories 127.73 Individual student pictures 44.60 Display board 18.00 Certificates Student, business, and teacher 7.00 Sub Total 268.11 Total due from each business S38.30LITTLE ROCK SCHOOL DISTRICT VITAL LINK VITAL LINK Is a partnership program of the Little Flock School District, the Little Rock Alliance For Our Public Schools, and the Greater Little Rock Chamber of Commerce. July 22, 1997 RECSn^D JUL 2 5 1997 Ms. Margie Powell and Ms. Melissa Guldin Office of Desegregation and Monitoring 201 W. Markham Little Rock, AR 72201 OFfiCE OF desegregation MONITORING Dear Margie and Melissa, Thank you for hosting students during our first Vital Link program. We are pleased with how the program ran and with the students experiences. Our business community showed tremendous support for Vital Link. We know that coordinating the program took a lot of your time, and we are grateful for your enthusiastic participation. Please thank all of your employees who worked with our students. We have enclosed an evaluation for your input. Please let us know what worked well and what needs improvement. Your response is especially important since this was our first Vital Link experience. We are co-hosting a reception at 5:00 p.m. on Tuesday, August 5 for Vital Link business coordinators and CEOs so we can say thank you in person. Watch for your invitation in the mail. Your efforts with Vital Link provided new learning experiences for young people this summer. Thanks for caring enough to work with them. Sincerely. Debbie Milam Little Rock School District  501 Sherman  Little Rock, AR 72202  (501) 324-2290 VITAL LINK BUSINESS QUESTIONNAIRE Business: Person completing survey: 1. Were you satisfied with the program? ____No Somewhat Extremely Comments: 2. Do you feel the training you received from the Vital Link staff was: Very helpful Somewhat helpful Not helpful 3. Please rank the teacher assigned to your business: Excellent Good Fair Poor (If you had more than one teacher assigned to your business list the teachers names and rank them using the scale above.) Explain: 4. From your perspective, what was the most beneficial pan of the experience?5. Please point out any problems you may have encountered with the Vital Link program. 6. How can we improve the program? (Check all that apply) Longer days More days Better preparation for the business Better preparation for the teacher Better preparation for the students Improve transportation Inform business of any student learning disabilities Inform business earlier of students not attending Other 7. Please estimate the number of employees who worked with students in your business. 8. Please estimate the total number of hours spent on Vital Link by employees in your business. 9. Are you interested in participating in Vital Link again? Comments: Yes No 10, Did your Vital Link experience change your perception of the Little Rock School District? Yes, now it is better Yes, now it is worse No, it is the same as beforeI\" i: 07/2' 1997 IE: 06 5013242296 LRSD VIPS M PAGE 01 (1 FAX ) RANSM iTTAL S I Vbkinteers hi Rjl\u0026gt;licSdioc\u0026gt;L' .. 1- i S'  I ] 1 t: J I 501 Shennan, Little Rock, AK 72202 Phone 324-2290 iHii [ P'gfts (inducting cover): I t ru ok)p cy^.ft-fthed i C xar.pidOjy Fax'# i - u ) u 0 -II u Frijra\nFax  iQ'.to.e ft'Jam 3:/^ft:a5a0 ',6A'nr\\ -^in'5 7T.i CejCi^A h/V CftC'jCk ft k7.j/j (J-. V\".+\u0026lt;t! U\n\u0026lt;4\u0026lt; ' i-PiSb , \u0026amp;Lft: Vclk--3i\u0026lt;!Y' !:Tc f( . ci.*\u0026gt; -raK,/\u0026gt;- I i a ClVnriAv L'tk/' t-ft Al I C '-u.l ! r ^c.-^Z --K (fv\" L f'u.tU* \u0026lt; I \u0026gt;'/j '' 'nA Y-*\u0026lt; M.''Vi I . . -MW- - ' i 'cYSt '7 t, y 11 . .1 !S37 You are invited to a special reception in your honor. OrflCSOF You, along with representatives from other companies and organizations who participated in this summer's VITAL LINK program, are to be saluted at a reception. You helped us reach the \"pinnacle of success\" with VITAL LINK! Please make plans now to attend the reception on Tuesday, August 5, at 5:00 p.m. in the Pinnacle Room atop the Arkansas' Excelsior Hotel. R.S.V.P. today by calling 370'9300. LITTLE ROCK SCHOOL DISTRICT VITAL LINK unuMxx MH iS RMQORPUBUCSCaOOU t- Memo JUL 2 5 1997 To: Host Businesses-Vital Link Students From: Margie Powell, Vital Link Business CoordinatoTy^f^ OfflCfOF o OcSfGflEGATlOWMOlVirOfi/jVG Subject: Program Evaluation Date: July 25, 1997 The Little Rock School District sent the evaluation form for the Vital Link program to our office. They did not have a list of the business hosts in the building. The Vital Link coordinator asked me to distribute the evaluation forms to you, and she apologized for not getting in touch directly with each of you. I have forwarded the Vital Link office a list of host businesses and contact persons, so expect to hear soon about an upcoming reception for all of you. Our building had a unique situation with the way we were organized, but we did just fine, thanks to all of you. If you like, I can deliver your evaluations through the school mail system, or you can mail them to: VITAL LINK, Little Rock School District, 501 Sherman, Little Rock, AR 72202 If you want me to mail them, please return the evaluations by Tuesday, July 29.THE CHAMBER Where Business Comes Together GREATER LITTLE ROCK CHAMBER OF COMMERCE RECEIV^r* AUG 5 133/ OFFICEOF DESEGREGATION MONITORING August 4, 1997 MEMORANDUM TO: FROM: Chamber Education Committee Members Hubert Barksdale, Chamber Chair of Education SUBJECT: August Education Committee Meeting Thursday, August 14 - 10:00 a.m. Chamber Board Room Hope you enjoyed our committees break dming the summer months, but its back to school time! Please note on your calendar our next Education Committee meeting, scheduled for Thursday, August 14 at 10:00 a.m. in e Chambers Board Room. Education issues will continue to make headlines for the remainder of 1997 and our committee will be exploring the issues behind the headlines at our next meeting. We are planning a full agenda, including a video presentation of the Little Rock School Districts successful VITAL LINK program this summer\nan overview of the Chambers role in a major School To Work Federal grant proposal\na report on the Tri-district Parmers In Education annual breakfast event\nand reports from each of the districts on the excitement ahead for the new school year. Please make every effort to attend this important August meeting of our Education Committee. Call Sandy Bradley at the Chamber (374-4871) today to RSVP your attendance plans and to reconfirm your interest m serving on this important Chamber committee. SERVING LITTLE ROCK, NORTH LITTLE ROCK .AND CENTRAL ARKANSAS 101 S. SPRING ST.. SUITE 200, LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871  E-MAIL: chambeT^litilerockchambeT.com  WEBSITE: http://www.littlerockchaniber.com C-: : A 50\n2z6 M PAGE 62 Vita) Link little Rock school District 501 Shef'man street Little Rock, Arkansas 72'202 TO\nPROM: '/Itai Link Advisors DePhie Milam ' DATE\nAugust 6, 1997 RE: Vital LinK Teacher Appreciation Reception weTfe having a teacher appreciation reception for our vital i ink teachers on Tuesaiy, August i2 from 4:00  5:5C p m in the LRSD Poaro room. Please come by and tell our teachers what a good job they did. Cali me at 2297 to let me know if you're coming, i hope YOU can Join us I , , rv f' A r \\\\  ' V-i 4- y V .iV- I* , i- L, k i? I H C  (h- i* A -1 I -1' r\u0026gt;i\u0026gt; .. V  V''' L 4 I''' ,t- ''Vv . Li ' ' 'ft . V' 14 ' i I 4^\" V  .'J' ALITTLE ROCK SCHOOL DISTRICT tMH Zl  'A ^vi f - J^- 1 i3M t.  5 bEIl 9I Sli fl I4 V:. IS  r\nE I J ')-b r ip ac a  Cffi^nbh- 'y /\\il i\nJ is ! I i I '^-WL I I I*s, II LITTLE ROCK SCHOOL DISTRICT ^\u0026gt; /^}/3ya^a/ii-fti ^^Y-Zc  _ ~i,a'rl:\u0026gt; /) 't / (/ilci ^1/1 y /A ,// tuafif n n\u0026lt;03'704-98 19:11? 301 324 2023 LRSD COMMUMCATI ODM @002'0Ci3 Little Rock School District Vitiil Ixink Prepares for Evpanded Program In the Little Rock School. District For Im.mediare Release Mai'ch 4,1998 For mote information'. Debbie Milam, 324-2297 Suellen Vann, 324-2020 What happens when 500 sixth grade student\no to work in local businesses? Last summer business and student parhcipants in tb.e Vital Link program found out that a lot of learning and fun could take place when schools and businesses connect Vital Link gives sixth grade students a chance to intern for one week in a retail. production or service firm. A teacher supervises rhe students who spend five mornings on foe job. The job experience helps students understand how their reading, math and communication skills, among others, are actually used in business settings. They begin to sec the link between their classroom lessons and the workplace. Debbie Milam, Little Rock School District Vital Link coordinator, said this years Vital Link program will expand. We hope to place about 750 students in local firms this summer, Milam said. \"Our first year was extremely successful according to commenK we received from participating businesses, students and pajents. Lasr summer we placed ail of the students who applied for Vital l ,ink in Pulaski County business orgamzations. We are contacting businesses now for their commitment to host students and teachers this summer.  Milam, added.\nmore) 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 '03\"04, 98 19:1T 301 324 2023 LRSD CO5nR:yiCATI ODM @003 .'003 LRSD Vita) Link Page 2 of 2 Cuireni sixJi grade students Vvill be eligible for this summers Vital Link program vvhicn is scneduied for The weexs of June 22. JuJ,v 6 and July 20, Parents are invited to ioformationai meetings that vd'J be held: Tuesday, M.arch 17, 5:00 p.m., Media Center Cloverdale .Eiementaiy School 6500 Hinltson Road Thursday, March 19, 8:00 -- 8:30 am., Media Center Fulbriglit Elementary School 300 Pleasant Valley Drive Fridav, March 20, 12:00- 12:30 p.m,, Multipuipose Room .Martin Luther King. Jr. interdistrict Masnet Eiementarv Schoo! 907 Martin L. King Blvd. Busiresses and pareu'ts may obtain more information on the Vital Link program by calling 324'2297.\ni If\ni03 04'98 17:59 501 324 2023 LRSD COM5IUNICATI ODM @001 '001 Little Rock .Schoo! .District 810 West Markham Little Rock, AR 72201 Phone\nFax\n(501),324-2020 (501)324-2032 DATE: March 4,1998 TO\nFROM: Central Arkansas Media Cymthia Howell, Arkansas Democrat-Gazette Suellen Vann, Director of Communications SUBJECT: Special Board Meeting Situation MESSAGE: Two members of the Little Rock School District (LRSD) Board of Directors wilt have dinner together tonight, which is considered a special board meeting situation. Judy Magness and Dr. Katherine Mitchel! will dine at U.S, Pizza at 9300 N. Rodney Parham Road at 6:30 p.m., Wednesday, March 4, 1998. # Pages (indud ng cover) 1 To Fax # Program Dial ol Preparing students for success every day RECEIVED Little Rock School District APR 2 1998 OFFICE OF DESEGREGATION MONITORING March 31, 1998 Ms. Ann Brown ODM 201 E. Markham Little Rock, AR 72201 Dear Ann: Its Vital Link time again in the Little Rock School District. Last year you were a part of our first year of Vital Link. We appreciated your willingness to be a part of a new and unknown program. We hope that you will be able to work with us again this year to provide this unique learning experience for a group of students, a teacher and your employees. We will be serving 750 students this year, an increase of 50% over last year. This means we will need even more business placements than we had last year. We hope that most businesses will be able to work out taking a group of 10 students so that we can hold down the costs of the program. We were creative last year and combined some placements of five students in the same building when possible. Well offer the program again during a three-week time period: June 22, July 6 and July 20. Businesses are welcome to host students for one, two or all three weeks of the program. Please complete the questions below and send us a copy of your response by April 10, 1998, so that we can plan our 1998 program. Call me at 324-2297 if you have questions. a,.. Sincerely, BebbieMilam Coordinator  Yes, I want my company to participate and will consider taking students the week(s) indicated below.  June 22-26  July 6-10  July 20-24  We have a new contact person (name) (phone)  No, we are not able to participate in the 1998 Vital Link program. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-20007-2^' 9 7 BUSINESS PROFILES AMR (one student) '7 ''{cs cLe, / AMR is a firm of architects who have designed some of the most noteworthy projects in the central Arkansas area. Among their commissions are: the War Memorial Fitness Center, the River Market, and the Fletcher Branch Library. Arkansas Business (one student) Arkansas Business is an award-winning weekly newspaper that reports on statewide business and financial news. Arkansas Times (two students) ! The Arkansas Times is a weekly newspaper that reports on Politics and culture. Some of Arkansas best known columnists write regularly for the Times. Moses Nosari (one student) G' Cl n e:) This is a property management firm. The employees of Moses Nosari are responsible for many commercial buildings in the Little Rock area. They find tenants to lease the space, collect the rent paid by tenants, see to repairs and improvements, and see to the many details required to maintain a building. Both the Heritage Center West, where these offices are, and the Heritage Center East, which is across the parking lot, are managed by Moses Nosari. Office of Desegregation Monitoring (two students) ss^. ) The office was created by the Eighth Circuit Court of Appeals to monitor the three school district in Pulaski county. It is their responsibility to report to the local federal district court on each of the districts adherence to the desegregation plans. Writing reports and keeping records of the court case are two major office responsibilities. The office has nine employees. Pettit and Pettit Consulting Engineers (two students) This engineering firm works on both private sector and public projects such as the Statehouse Convention Center expansion, the Arkansas museum of Science and History, and the River Market. Arkansas Securities Department (two students) C This state commission is charged with overseeing the security industry (stocks and bonds) in Arkansas. Both federal and state governments enact laws that control the trading of securities and protect investors. The commission investigates complaints regarding any securities dealers.Memorandum To\nHeritage West Hosts for Vital Link From: Melissa Guldin Subject: Vital Link Week Date: June 19, 1998 As you know, the Vital Link students will be here next week. Just as we did last year, we will begin the week with a brief orientation in the ODM conference room on fifth floor. Please send a representative to this meeting, which will be held at 8:30 Monday, June 22. Each business representative will be able to make a short statement explaining the type of work his/her company does. After this meeting, students will fill out a job application and participate in a brief interview before being placed in one of your businesses. On Monday, students will arrive at your office around 9:30 a.m.. On the other days, students will arrive around 8:30 or 8:45 and they will work with you until 11:00. Dont forget to mark your calendars to attend the culminating activity on Friday. We are planning to hold the reception at the Territorial Restoration at 10:30. We are also inviting each childs parents to this event, so you will get a chance to meet your students family members. Our office will take care of the snacks and the reception, and we will let you know your share of the costs. 4SCHEDULE FOR VITAL LINK AT ODM Nicole Snelling, teacher Melissa Guldin, business contact person Monday Students complete job applications and participate in interviews (Nicole and Melissa oversee applications\ninterviews conducted by Horace, Skip, Polly, Melissa, and Nicole) ODM students work to develop monitoring guide for summer school (Horace and Melissa) Students create their own badges (Polly) Tuesday Visit the Federal Court and conduct monitoring visit at Franklin (Margie, Horace, and Melissa) Wednesday Write up findings from monitoring visit (Margie and Melissa) Thursday Work with support staff on various tasks (Polly, Jackie, Linda) Friday Prepare for culminating activity assist ODM staff with set-up at Territorial Restoration (Melissa, Margie, Horace, Polly, Linda),?. e A- e \u0026lt; A \u0026lt; \u0026gt; A* \u0026gt; \u0026lt; e N? S!^- A \u0026lt; @  \u0026gt; * * A \u0026gt; , \u0026gt;  A  4  a 4 # \u0026gt; *x Sis' .|Sl r B '\u0026lt;  4 w \u0026lt; \\v:\\ '1 W (^ . w \u0026gt; \u0026lt;  s e A- e J I \u0026gt; 4 V \u0026gt; s.\u0026lt; 4\u0026gt; \u0026gt; \u0026gt; \u0026gt; e \u0026lt; $ \u0026lt; e \u0026gt; e w 1 \u0026gt; 4 ^4  9 4  \u0026gt; \u0026amp; 9 41^  \u0026lt; \u0026amp; 9 * A ^iufhin^ Ced^ratwn e ^HeK ^ne 16, 199S Time: \u0026gt;   a e @' \u0026lt; w \u0026lt; 10:00 - IMO a.M. . . f DJhfre: ^imtcrtal ^(stcratwn e iX n^i fsii \u0026gt; 2MTastJ Street '^hittle S^r^tisas SL '*'J/^-a)O 'fej^ 4 \u0026lt; A S.06/23/1998 16: 33 501-324-2023 LRSD COMMUNICATIONS PAGE 02/02 s Slowest Markham Street ~ Little Rock. AR 72201 ~ (5011324.2020 ~ FAX 1501.224-?O?.Dont Forget Vital Link Reception Friday, June 26 10:00 a.m. Arkansas Territorial RestorationUita! Link Cert^ati t^S^nievement Tresente/to Clarisse 'Otters recognition of nJo^ we(f/one. ^usituss Partner Tmclier 199Sl/ital link M^ate oJ-S^^reiiatum ^it/i Specidf Qiuin^ to '^our partuivatum ^as ex^atuf a cniQ's norizons. \u0026lt;Vitafin^ Stu/ent ^itaC jin(i TidcHcr Stu/entOffice 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 June 26, 1998 Mr. Floyd Cooper, Supervisor LRSD Transportation Services 1001 E. 21 Street Little Rock, AR 72202 Dear Mr. Cooper: On behalf of the Office of Desegregation Monitoring and the businesses in the Heritage West building who participated in the Vital Link Program, please accept our sincere thanks for sending Mr. Mike Campbell to transport the Vital Link students for our building. Mr. Campbell did an excellent job, not only delivering the students safely and on time, but also in transporting students and their supervisors on field trips. Mr. Campbell was courteous, friendly, and knowledgeable. He pointed out safety tips to the students on one of our field trips and explained the reasoning behind those tips. We inadvertently left Mr. Campbells certificate behind during our culminating activity and would appreciate it if you would see that he gets the enclosed certificate. Jncerely, largie L. Powell Associate Monitor .. . 07/08/1998 16:J.3 501-324-2023 LRSD COMMUNICATIONS ' PAGE 01/01 I / tEC-Little Rock School District MEDU Al/ERI! Vital Link Students Active in Local Businesses For Immediate Release JulvM 1998 For more information: Suellen Vann. 324-2020 This week students paititipating in the Little Rock School District Vital Link program are learning about the world of work in local businesses. This is the second summer that sixth grade students have joined forces with the business community to learn how their .school lessons - such as reading, writing and mathematics - are used eveiy' day by local business employee.^. Tomorrow several Vital Link students will be on the move as follows\nStudents assigned to Sells/Clark advertising agency will travel to Soundscapes to produce a radio commercial that they have written. Students will arrive at Soundscapes, 3d2' Qid Cantrell Road, at about 9:00 a.m, and leave at 11\n00 a.m. Viral Link students assigned to the United Way will build a wheel chair ramp at i ,\n65 Purdue. Students will be at that location from about 9:15 until 11:00 a.m. Little Rock Wastewater students will tour the treatment plant at the Little Rock Port. They will arrive at the Port at about 9:00 a.m. and leave at 10:00 a.m. k-p- ### ft I 01O West Markham Street Little Rock, Arkansas 72201  (501)324-2000 tail ..T OS.03 as MON 10:33 FAX 501 S\"? 3453 :a' w Office STEPHENS INC, 0001 w ? IF Hl\n. ak. 1 Dote J z .1 Phone Rax Plionex ~ lj RR.MAUKS: Evonne EUer.': Stephens Inc n VrpeiH  roryovrivview Phuite Fax Phone 377.3700 377-3453 I-P Reply AS.4P Q Ptuafie Coinntent t n O ' / i. iI * d .'1 .  'aZiLs\"!'. S\u0026gt;,'? \u0026gt;'*\u0026gt; y 4 \u0026lt;-----f  .' / JA t. V'S r sa EVOMKeS CAKE DECOHATINjGn 7 07 iOUAJLLANE X AUEXANOER, AA 720C2 (SOI) 45S-12t7 o .( *j3 t ( ISP iMI H I* ! ,\u0026gt;An O! f .ajiz tDHKSs, I HV. SlAli, /IC o Tl ' StKOHV fASlI L.JX tU.-'Utjt fRiAt I Iy MOSr. f'Al.MHII Win CH o i cn ERS f \u0026lt;jUAN DI SrKli'TK )N z\\M\u0026lt;lUN I \u0026lt; : i 11 z  c c, lU 11 1? RECriVFDBY XJ Ot KEtP THIS SLIP FOR REFERENCF Li^azob tgawpBiBa^W'riiir^ TMaw o ro LITTLE ROCK SCHOOL DISTRICT / ?r t CL'}^ i-4v UiV CJw^clAUt Q/^id t 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 To: From: AMR Architects, Inc. Arkansas Business Arkansas Securities Arkansas Times Pettit \u0026amp; Pettit Margie Powell and Melissa Guldih, Vital Link Coordinators Subject: Vital Link Expenses Date: July 31, 1998 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. Again this year, we got to know some wonderful children and became better acquainted among ourselves. You have made a difference in the lives of at least 9 children. We are looking forward to working with you again next year. Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the six businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Snacks $52.11 Twice a day, Monday through Thursday Fridays cumulating activity Cake, sandwiches, juice, table accessories, and student gifts 136.79 Display board and pictures 24.00 Sub Total 212.90 Total due from each business $35.48WORK EXPERIENCE EVALUATION Name: Job Site: Supervisor(s): 1. What did you like best about your job? Explain. 2. What did you like least about your job? Explain. 3. Did you get to do real work or did you spend more time watching? 4. After working this week, do you see more value in paying attention in school? Why? 5. Did you get an overall picture of what your business does? 6. Do you think you would like to work for this company when you finish school? Continued on back.7. What do you suggest for your business to do differently next year with their Vital Link students? 8. Did you find the time you spent in the ODM office in the early morning helpful? How? What about after work? 9. What would you change about the Vital Link program? 10. Overall, how would you rank your experiences in the Vital Link program? (Circle your choice.) 1 Poor 2 3 4 5 6 7 8 9 10 GoodEMPLOYMENT APPLICATION Heritage West Building 201 East Markham Little Rock, Arkansas 72201 Name: School (6* grade): Teacher: School (7* grade): Favorite Subjects: Least Favorite Subjects: Have you ever worked before? Yes: No: If yes, where? What were your responsibilities? Do you have any illnesses or health problems? Yes: No\nIf yes, identify. What are your favorite hobbies? What are your career goals? I understand that the interviewer will make the decision which company in the Heritage West Building for which I will be assigned\nhowever, if given the choice, I would like to work for: Applicant's SignatureI I I want to participate in VITAL LINK or learn more about the program! Name Title Company Name Street Address City State Zip Phone Fax r~l I want to learn more about VITAL LINK and how my company might participate. Please have a representative contact me.!1 Q Yes, I want my company to participate and will consider taking students the week(s) indicated below. Please have a representative call me to discuss all the details.  Ilune 16-20  Jlune 23-27  July 7-11 Fax this completed form back today to 374-6018, or mail it to: VITAL LINK Greater Little Rock Chamber of Commerce 101 S. Spring St., Ste. 200 Little Rock, AR 72201-2486 I I I I I 1 What is VITAL LINK? VITAL LINK is the Little Rock School Districts new program to help students and teachers make the link between classroom skills and work place success. Many young people enter the workplace unprepared. Either they have dropped out from school or have neglected basic academics that provide the necessary skills needed for success. Also, classroom teachers  often unfamiliar with the actual skills needed within the workplace  are constantly challenged to make students class work relevant to skills needed within the work force. How does it work? VITAL LINK will enable sixth grade students and teachers to participate in one-week internships with community businesses. By visiting businesses during the morning hours this summer, they will experience firsthand how the classroom subjects they are learning and teaching are used in the workplace. Working with professionals on the job, participants will-, - receive experience in such fields as banking, accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others. They will learn the importance of math and communication skills, problem solving, teamwork, computer literacy, creativity and originality. Whats involved? The Greater Little Rock Chamber of Commerce, in partnership with the Little Rock Alliance For Our Public Schools, is asking area businesses to step forward and agree to allow students and teachers to visit their businesses this summer. Certified teachers will supervise groups of students who will participate in the one-week internships, scheduled for the weeks of June 16, June 23 and July 7. Every business is different. Some businesses may only choose to participate for one week, while others may want to host students and teachers for each of the three weeks. A teacher supervisor helps each business identify age-appropriate activities. A portion of each morning is spent as a group with discussion and journal writing to help students make the link between curriculum and the workplace. Why should my business participate? This is your opportunity to experience the personal satisfaction of being involved in a unique, new community program. In other cities that have VITAL LINK programs, businesses have gained tremendously through their participation. Employee morale will improve as employees see their jobs through the eyes of a young student. This is your opportunity to contribute ideas about teaching and motivation as a hands-on participant. You also will win recognition for yourself and your company for involvement in this important new program that has a proven track record in other school districts throughout the nation. To find out more details or commit your participation right now, complete the form on the back of this brochure and return it to the Greater Little Rock Chamber of Commerce. LITTLE ROCK SCHOOL DISTRICT VITAL L I N K is a partnership program of the Little Rock School District, the Little Rock Alliance For Our Public Schools and the Greater Little Rock Chamber of Commerce. UTTUROCK lAlliancEi FOR OUR PUBUG SCHOOLS When -afTineinefe -iTieinMnet' r o.i^ TO: FROM\nRE: DATE: LITTLE ROCK SCHOOL DISTRICT VOLUNTEERS IN PUBLIC SCHOOLS 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Vital Link Supporters Debbie Milam. Coordinator 1999 Vital Link Planning Cojmmmmiitttteeee February 3,1999 4 Its time to begin planning our 1999 Vital Link program. You are invited to attend a planning meeting to discuss last years program and any changes that need to be made to this years program. We will meet Monday, February 8 at 4:00 pm in the Student Registration Office. The group will meet a second time on Tuesday, February 16 at 4:00 pm to continue planning. You can reach me at 324-2297 if you have questions or to decline this invitation. Thanks for your past support of Vital Link. Without permanent staffing, it takes all of us to pull this off each year! CP LITTLE ROCK SCHOOL DISTRICT VOLUNTEERS IN PUBLIC SCHOOLS 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 FEB 2 4 1999 OFFICE OF OtSEBWEBW'OHWOWTOWHa TO\nFROM: RE: DATE: Vital Link Supporters Debbie Milam, Coordinator Interviewing Vital Link teacher applicants February 22, 1999 We have scheduled Vital Link teacher interviews for April 13 and 14, from 3:30 - 6:30 p.m. We want to have teams comprised of district and community representatives again this year. Please let me know by March 5 if you will be able to serve as an interviewer this year.Memorandum To: From: Heritage West Business Hosts for Vital Link 1*^ Melissa GuldinJ^sociate Monitor, ODM Subject: Vital Link 1999 Date: May 10, 1999 After last summers successful Vital Link program, our office is once again coordinating the Vital Link efforts for the Heritage West Building. Our building will host ten students during the week of June 14-18. We are hoping that each of you who participated in the program last year will want to take part this year as well. Attached you will find a brief form confirming your willingness to be a Vital Link partner for this year. Please be sure to indicate how many students you would like to have assigned to your business. We need to hear from you by May 26, 1999. Thank you for your interest in the program and Little Rock youth. We look forward to hearing from you, and we will be in touch with more details soon.Heritage West Business Hosts for Vital Link Page 2 May 15, 1998 Vital Link Survey Yes, we want to participate in the 1999 Vital Link Program No, we will not be able to participate in the 1999 Vital Link Program Please indicate the number of students your office would be willing to host: one student two students three studentsVITAL LINK BUSINESS QUESTIONNAIRE Business: Person completing survey: z^/zz- ^/^zcg\n1. Were you satisfied with the program? ____No ____Somewhat ^^^l^remely Comments: 2. Please list the kinds of activities the students were engaged in at your business: 3. Please rank the teacher assigned to your business: ^,J\u0026lt;^llent Good Fair Poor If you had more than one teacher assigned to your business list the teachers names and rank them using the scale above. Comments: 4. From your perspective, what was the most beneficial part of the experience? -77//I- /J /34/Z'VITAL LINK BUSINESS QUESTIONNAIRE Continued 5. Please point out any problems you may have encountered with the Vital Link program. 6. How can we improve the program? (Check all that apply) Longer days ____More days ____Better preparation for the business ____Better preparation for the teacher ____Better preparation for the students ____Improve transportation ____Inform business of any student learning disabilities ____Inform business earlier of students not attending Change the time the program is offered from summer to school year. Other Comments: 7. Please estimate the number of employees who worked with students in your business: 8. Please estimate the total number of hours spent on Vital Link by employees in your business: ~/ \u0026gt; 9. Are you interested in participating in Vital Link again? Yes No Comments: Please return by fax: 324-2044Office 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 To: From: WkMR Architects, Inc. vAfkansas Business -Arkansas Securities vAfkansas Times 'Moses, Nosari, Tucker \"Pettit \u0026amp; Pettit vTfhomas \u0026amp; Thomas Office of Desegregation Monitoring Melissa Guldin, Vital Link Coordinator Subject: Vital Link Expenses Date: June 22,1999 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. The experience was enhanced by getting to know each other better and having the opportunity to work with some wonderful children. You have made a difference in the lives of at least nine children, so lets get ready for the next batch in 2000! Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the eight businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Snacks 44,29 Cookies, juice, chips, etc. twice a day, Tuesday through Thursday Fridays cumulating activity Cake, sandwiches, juice, and table accessories 126.04 Pictures and display board 74.65 Sub Total 244.98 Total due from each business S30.62]//^^\\/ ^35 Q -f ^/. ??5 9.9S //.^^ 9.?- a5*('c/4.^r2iReminder To: Heritage West Hosts for Vital Link From: Melissa Suldin Subject: Vital Link Week bate: June 5, 2000 As you know, the Vital Link students will be here next week. Just as we did the past three years, we will begin the week with a brief orientation which will be held in the Office of Desegregation Monitoring conference room on the fifth floor. Please send a representative to this meeting, which will be held at 8:30 Monday, June 12. Each business representative should be able to make a short statement explaining the type of work his/her company does. After this meeting, students will fill out a job application and participate in a brief interview before being placed in one of your businesses. On Monday, students will arrive at your office around 9:30 a.m.. On the other days, students will arrive around 8:30 or 8:45 and they will work with you until 11:00. Don't forget to mark your calendars to attend the culminating activity on Friday at 10:30. We will let you know the location for the reception, as soon as plans are finalized. We are also inviting each child's parents to this event, so you will get a chance to meet your student's family members. Our office will take care of the snacks and the reception, and we will let you know your share of the costs.1 Vital Link: Passage to 00 Research Design Students participating in Vital Link, during the summer of 1999, were asked to complete a survey at the end of the Vital Link experience (see Appendix A). Vital Link is a one-week intern program where students received on-the-job experiences through actual work on the job. Vital Link motivates students to achieve in school through experiencing the connection between school, work, and achievement. In addition to the survey (N = 304) returned by students, all students (N = 394) who participated in Vital Link have been flagged on the AS400. Students who participated in Vital Link will be compared, at a later date, to students who did not participate on standardized test scores, number of honors or AP courses, number of courses above grade level, attendance, and graduation rates. Results Table 1 Gender: Male, N= 132 (43.4%) Female, N = 153 (50.3%) No Response, N = 19 (6.3%) Table 2 Race: Asian/Pacific Islander, N = 16 (5.3%) Black, N = 191 (62.8%) Hispanic, N = 5 (1.6%) Native American, N = 3 (1.0%) White, N = 66 (21.7%) Other, N = 2, No Response, N = 21 (6.9%) Table 3 Age: 11, N = 60 (19.7%) 12, N = 203 (66.8) 13, N= 18 (5.9%) Other, N= 1 (.3%) No response) N = 22 (7.2%)2 Table 4 School Attending this Fall, 99-00: Cloverdale, N = 32 (10.5%) Dunbar, N = 50 (16.4%) Forest Heights, N = 53 (17.4%) Henderson, N = 19 (6.3%) Mablevale, N = 14 (4.6%) Mann, N = 50 (16.4%) Pulaski Heights, N = 33 (10.9%) Southwest, N = 10 (3.3%) No Response, N = 47 (15.5%) Self Esteem Indicators Average scores (i.e.. Mean, 70 between 1 and 2 indicate that the statement is mostly true. Scores greater than 2 indicate that the statement is mostly false. The interpretation for all statements, except 13 and 14, is that the lower the score the greater the feelings of self-esteem. For questions 13 and 14, the higher the score the greater the feelings of self-esteem. Table 5 7. I am happy most of the time. X = 1.53 8. I am usually happy when I am at school. X = 2.21 9. Most of the time I am proud of myself. X=1.4 10. Other students see me as a good student. X=1.60 11. My grades at school are good. X= 1.27 12. I feel good about myself X = 1.81 13. Sometimes I feel bad about myself. X = 2.95 14. I often wish I were someone else. X = 2.97 Indicators of Future Performance Average scores (i.e.. Mean, X) between 1 and 2 indicate that students will very likely perform the behavior. Scores greater than 2 indicate that students are very unlikely to perform the behavior. The interpretation for all statements is that the lower the score the greater the likelihood that students will perform the various behaviors.3 Table 6 15, 16. I will work harder in school. X = 1-25 I will stay in school. X = 1.08 17. I will feel that school is important to me. X= 1.28 18. I will set goals and make plans for the future. X= 1.18 19. I will use the workplace skills that I learned during Vital Link in school. X = 1-32 Discussion Gender and ethnic demographics of students participating in Vital Link are consistent with LRSD wide demographics, with age 12 as the most common age. Students planning to attend LRSDs two magnet middle schools tend to enroll at a higher rate than non-magnet school bound students. Student self-report on indictors of self- esteem reflects generally high levels of self-esteem. The exception is the statement, I am usually happy when 1 am at school. Students tended to feel this statement as being mostly false (see Table 5). Students reported high levels of future performance levels (see Table 6). This survey was a post-test design. It was not known what student levels of self- esteem or future performance were prior to participating in Vital Link. Recommendations Emphasis should be placed on recruiting students who plan to attend or are attending Southwest, Mablevale, and Pulaski Heights Middle Schools. Students have indicated a low level of happiness while at school. Efforts should be initiated to demonstrate to students the benefits of attending and performing well in school. Successful programs in the District that encourage student attendance and achievement should be identified and implemented District wide. Finally, a pre/post-test design should be used to determine the affect of Vital Link on student self-esteem and future performance. Plans for Vital Link during the 99-00 school year is to administer the self- esteem and performance portion of the survey during March, 2000.4 .\\ Appendix A5 Vital Link Please respond on the attached answer sheet the appropriate response to the following questions. Please use a pencil and do not mark anywhere else on the answer sheet or tear the sheet. Thank you! 1. Gender A = Male B = Female 2. Race A = Asian/Pacific Islander B = Black C = Hispanic 3. Race (Cent.) A = Native American B = White C = Other 4. Age A= 11 B = 12 C= 13 D = Other 5. School attending this fall. A = Cloverdale B = Dunbar C = Forest Heights D = Henderson 6. School attending this fall (Cont.). A = Mable vale B = Mann C = Pulaski Heights D = Southwest6 Read the following statements. Think about each statement. Ask yourself is the statement mostly true or mostly false or somewhere in between. Then, on the attached Answer Sheet fill in the corresponding letter that reflects how you feel about each statement. Mostly True Mostly False 7. 8. 9. 10. 11. 12. 13. 14. A B C D I am happy most of the time. I am usually happy when I am at school. Most of the time I am proud of myself. Other students see me as a good student. My grades at school are good. I feel good about myself Sometimes I feel bad about myself. I often wish I were someone else. Next, we would like to know how your Vital Link experience might affect you in the coming school year. Below is a list of statements. Read each statement. Think about whether each statement is very likely to happen, very unlikely to happen or somewhere in between. Read each statement and respond on the answer using the following key. Very Likely Very Unlikely 15. 16. 17. 18. 19. A B C D I will work harder in school. I will stay in school. I will feel that school is important to me. I will set goals and make plans for the future. I will use the workplace skills that I learned during Vital Link in school.7Office 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 To: From: IzAMR Architects, Inc. Arkansas Business Airkansas Securities Arkansas Times Moses, Nosari, Tucker Pettit \u0026amp; Pettit Thomas \u0026amp; Thomas Office of Desegregation Monitoring Melissa Guldin. Vital Link Coordinator Subject: Vital Link Expenses Date: July 31, 2000 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. The experience was enhanced by getting to know each other better and having the opportunity to work with some wonderful children. You have made a difference in the lives of at least eight children, so lets get ready for the next batch in 2001! Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the eight businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Snacks 59.85 Cookies, juice, chips, etc. twice a day, Tuesday through Thursday Fridays cumulating activity Cake, sandwiches, juice, and table accessories 122.59 Pictures and display board 82.51 Sub Total 264.95 Total due from each business $33.12WORK EXPERIENCE EVALUATION Name. Job Site\n, Supervisor(s): 1. What did you like best about your job? Explain. 2. What did you like least about your job? Explain. 3. Did you get to do real work or did you spend more time watching? 4. After working this week, do you see more value in paying attention in school? Why? 5. Did you get an overall picture of what your business does? 6. Do you think you would like to work for this company when you finish school? Continued on back.BUSINESS PROFILES AMR (one student) AMR is a firm of architects who have designed some of the most noteworthy projects in the central Arkansas area. Among their commissions are: the War Memorial Fitness Center, the River Market, and the Fletcher Branch Library. Arkansas Business (one student) Arkansas Business is an award-winning weekly newspaper that reports on statewide business and financial news. Arkansas Times (two students) The Arkansas Tinies is a weekly newspaper that reports on Politics and culture. Some of Arkansas best known columnists write regularly for the Times. Moses Nosari (one student) This is a property management firm. The employees of Moses Nosari are responsible for many commercial buildings in the Little Rock area. They find tenants to lease the space, collect the rent paid by tenants, see to repairs and improvements, and see to the many details required to maintain a building. Both the Heritage Center West, where these offices are, and the Heritage Center East, which is across the parking lot, are managed by Moses Nosari. Office of Desegregation Monitoring (two students) The office was created by the Eighth Circuit Court of Appeals to monitor the three school district in Pulaski county. It is their responsibility to report to the local federal district court on each of the districts adherence to the desegregation plans. Writing reports and keeping records of the court case are two major office responsibilities. The office has nine employees. Pettit and Pettit Consulting Engineers (two students) This engineering firm works on both private sector and public projects such as the Statehouse Convention Center expansion, the Arkansas museum of Science and History, and the River Market. Arkansas Securities Department (two students) This state commission is charged with overseeing the security industry (stocks and bonds) in Arkansas. Both federal and state governments enact laws that control the trading of securities and protect investors. The commission investigates complaints regarding any securities dealers.Students Name Business Tommy Boren Albert Ray Brown Dasha Chambliss Joseph Dahms Latrice Duncan Gillian Glasco Erica Hill Brandon Jones Sherica Merriweather Amanda Roseby VITAL LINK Attendance Chart Monday Tuesday Wednesday Thursday FridayEMPLOYMENT APPLICATION Heritage West Building 201 East Markham Little Rock, Arkansas 72201 Name: School (6\"^ grade): Teacher: School (7' grade): Favorite Subjects: Least Favorite Subjects: Have you ever worked before? Yes: No: If yes, where? What were your responsibilities? Do you have any illnesses or health problems? Yes: No: If yes, identify. What are your favorite hobbies? What are your career goals? I understand that the interviewer will make the decision which company in the Heritage West Building for which I will be assigned\nhowever, if given the choice, I would like to work for: Applicants SignatureSUMMER SCHOOL MONITORING GUIDE School:. Grade: Subject: Date: Time: Monitor: 1. Displays are related to lessons. 2. Theme is evident. 2. Students are involved in lesson. 4. Instruction is teacher directed or interactive. 5. Student work is on display. 6. Seating is mixed by race and gender, traditional rows, etc.Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Tommy Boren Junior Assistant Monitor 201 East Markham, Suite 510 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100Parents of LRfiD 6th grade students should take a look at Vital Linkl ( Vital Link is an exciting new enrichment program which will be offered free of charge to 500 rising seventh grade students in the Little Rock School District. Vital Link will teach your child the relationship between his/her classroom studies and the future world of work. Plan to attend one of these informational meetings so you can learn how your child will benefit from spending a week this summer in a local business firm! Meetings for parents will be held: Tuesday, April 8, 5:00 - 5:30 p.m.. Media Center Geyer Springs Elementary School 5240 Mabelvale Pike Friday, April 11.12:00 -12:30 p.m.. Media Center Martin Luther King, Jr., High Intensity Learning Interdistrict Magnet Elementary School 907 Martin L. King Blvd. For more information, please contact your school counselor, or call Debbie Milam, 324-2297, or Deana Keathley, 324-2408.Title Company Name Street Address City State Phone Fax 16-20  J, I I n J^^ne une 23-27  July 7-11 Name I want to participate in VITAL LINK or learn more about the program!  1 want to learn more about VITAL LINK and how my company might participate. Please have a representative contact me! O Yes, I want my company to participate and will consider taking students the week(s) indicated below. Please have a representative call me to discuss all the details. Fax this completed form back today to 374-6018, or mail it to: VITAL LINK Greater Little Rock Chamber of Commerce 101 S. Spring St., Ste, 200 Little Rock, AR 72201-2486 II What is VITAL LINK? VITAL LINK is the Little Rock School Districts new program to help students and teachers make the link between classroom skills and work place success. Many young people enter the workplace unprepared. Either they have dropped out from school or have neglected basic academics that provide the necessary skills needed for success. Also, classroom teachers  often unfamiliar with the actual skills needed within the workplace  are constantly challenged to make students class work relevant to skills needed within the work force. How does it work? VITAL LINK will enable sixth grade students and teachers to participate in one-week internships with community businesses. By visiting businesses during the morning hours this summer, they will experience firsthand how the classroom subjects they are learning and teaching are used in the workplace. Working with professionals on the job, participants will receive experience in such fields as banking, accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others. They will learn the importance of math and communication % 'i skills, problem solving, teamwork, computer literacy, creativity and originality. Whats involved? The Greater Little Rock Chamber of Commerce, in partnership with the Little Rock Alliance For Our Public Schools, is asking area businesses to step forward and agree to allow students and teachers to visit their businesses this summer. Certified teachers will supervise groups of students who will participate in the one-week internships, scheduled for the weeks of June 16, June 23 and July 7. Every business is different. Some businesses may only choose to participate for one week, while others may want to host students and teachers for each of the three weeks. A teacher supervisor helps each business identify age-appropriate activities. A portion of each morning is spent as a group with discussion and journal writing to help students make the link between curriculum and the workplace. Why should my business participate? This is your opportunity to experience the personal satisfaction of being involved in a unique, new community program. In other cities that have VITAL LINK programs, businesses have gained tremendously through their participation. Employee morale will improve as employees see their jobs through the eyes of a young student. This is your opportunity to contribute ideas about teaching and motivation as hands-on participant. You also will win a recognition for yourself and your company for involvement in this important new program that has a proven track record in other school districts throughout the nation. To find out more details or commit your participation right now, complete the form on the back of this brochure and return it to the Greater Little Rock Chamber of Commerce. 4^ Lime ROCK SCHOOL DISTRICT VITAL LINK is a partnership program of the Little Rock School District, the Little Rock Alliance For Our Public Schools and the Greater Little Rock Chamber of Commerce. UTTUROCK FOR OUR PUBLIC SCHOOLS iSsk Who* LITTLE ROCK SCHOOL DISTRICT VITAL LINK IS A PARTNERSHIP PROGRAM OF THE Little Rock School District THE Little Rock Alliance For our Public Schools, and THE Greater Little Rock Chamber of Commerce \u0026gt; UTTLEROCK FOROURPUBUC SCHOOLS k THE CHAMBER Where Business Comes Together Whats involved? During the weeks of June 16, June 23, and July 7, students and teachers will work during the mornings in local businesses. Students will discuss the relationship between what they learn and do at the business sites and their classroom lessons. Students will sign up for just one week. Transportation will be provided if you cannot get your child to the assigned workplace. What must you do? Fill out the attached application. 13 13 13 El Indicate your childs area of interest on the application. Check whether your child will need transportation. Rank the week that your child would like to attend\nmark in order of preference so that a one-week assignment will be made to fit your schedule. Sign the form and return it to your childs school. Because of limited space in this first year of the program, placement in the VITAL LINK program is not guaranteed. If your child is assigned to participate, please: 13 13 13 Be sure your child dresses appropriately for a business setting. Ensure that your child is at the pickup site on time if he/she needs transportation. Talk with your son/daughter about the program\nshow interest in what he or she is doing. S Plan to attend a parent function at the business at the end of the week.VITAL LINK STUDENT INTERNSHIP APPLICATION Directions: (Please type or print) Date Recd.: Rec'd. by: EJ S S Please read all information before completing this form. Completion of this application does not guarantee placement of an internship experience this summer. Return to your childs school by April 14,1997. Students Legal Name: Student I.D. # Current School Grade Circle Gender: Male Female Circle Race-. Black White Asian Hispanic Other Parent / Guardian Address City Zip Code Phone (home) (work) Person to contact if parents cannot be reached: (Name) (Phone), The following skills have been identified by employers as necessary for success in the workplace. Please place a in the box(es) of your childs interest(s): O Reading and Writing  Mathematics O Originality \u0026amp; Creativity O Speaking and Listening O Computer Literacy  Problem Solving  Other If your child is in need of assistance or accommodations under the Americans with Disabilities Act, please describe here:  I will provide transportation for my child to the business. DMy child will need transportation to the business. The three (3) schools nearest my home are: 1. 2. 3. Please rank your choices (1,2,3) next to the dates listed to indicate which week you prefer your child to participate this summer: __ June 16-20 __June 23 - 27 __ July 7-11 PARENTS PERMISSION. RELEASE AND II^DEMNITY FOR INTERNSHIPS I hereby certify that my child, _____________________________________ participate in the VITAL LINK Internship program for the LRSD. has my permission to To the best of my knowledge he/she is physically fit, with reasonable accommodation, to engage in such activity and is not suffering from any illness or injury that would prevent him/her from participating. I agree and do hereby waive and release all claims against the Little Rock School District and any teacher, employee or other person engaged in the activity in question and agree to hold them harmless from any and all liability relating to my son/daughter for any personal injury or illness that may be suffered and or any loss of property that may occur to my son/daughter. It is understood that no child will be allowed to participate in this activity until this form is signed by his/her parent or guardian. (signature of parent/guardian) (Address) (Date)LITTLE ROCK SCHOOL DISTRICT VITAL LINK LINK Your Child WITH THE World of Business This Summer Picture your sixth grade student working AS A BANK TELLER FOR A WEEK THIS SUMMER! Or as a pharmacy assistant! Or how about as an accountant? Could your child benefit from actually WORKING IN A LOCAL BUSINESS TO LEARN HOW SCHOOL LESSONS WILL HELP IN THE FUTURE? If the answer is yes THEN READ ON I J VITAL LINK is an exciting new program which links local businesses and the Little Rock public schools. Businesses have agreed to host students and teachers for one-week sessions this summer, and students will be assigned to work in fields such as accounting, banking, hotel management, hospitals, printing, law enforcement, the legal profession and others. Your child will discover the relationship between his/her classroom studies and the future world of work as well as the importance of math and communication skills, problem solving, teamwork, computer literacy, creativity and originality. VITAL LINK PARTICIPANTS FirstnameiLastname I Company Joe Robin Linus Robert Mike Rusty Russ Ron Gary Larry Jim Maura Vic MaryJane Cynthia Drake Rex Charles C.K.. Wally Ken John Dean Dale Bob Deborah Jack Bob Robert Maurice Ann Bill Buddy Ben Hubert Ford [ALLTEL CcTp Armstrong I Arkansas Children's Hcsj Raines Lee Means [Arkansas Excelsior Hotel [Arkansas Symphony Orch Arkla iAimstrongjArmstrono i earn Realtors Harrington Roberts Smith Berkley Dailey Walsh Snyder Rebick East Keith Eley Stewart Franke Allen Sullivan Rigg. IV Hinson Nicholson Donaldson Ledwell Holbein Birch Dineen Mitchell Brown Scholl Villines Wyatt ~t Barksdale Address Allied Dri SOO Mar 3 Staled 2417 N. 400 East 301 N. S CityiStateiZip 1Phone LittI Litt! LittI LittI LittI Baptist Health_____________ BEI Boatmen's CART! City Hall Columbia Doctor's Hcspital Congressional Offices CopySystems Cynthia East Fabrics |9501 Int Il 100 Mu [Post Offi St. Vince ' 500 Wes 6101 W. 11527 Fe 1121 S. 1523 Re LittI ' LittI Mau LittI LittI LittI LittI LittI LittI LittI AR 'ar 'ar ' AR AR lAR AR AR AR AR AR AR AR AR AR 722021651-5558 722021320-1100 722011575-5000 722071666-1761 722011577-4710 722111221-5485 722051202-2000 721131851-4000 I 72205{37S1656 I 722051295-3254 IStudent IDates IComp Contact i for June IE and 2GiJulianne Murphy 722011371-4510 722051561-4585 722011324-5541 722021377-2739 j 722021665-0460 | Comments 201 July 7-11 tOlJune 23-27 S i July 7-11 5iJune 16-20 5l July 7-11 I Robin Armstrono I Mary Kay_______ ILee Robert IGIenda Royal IRusty Armstong 3013 v/eeks. 10 each weeiKara Wade lOjJune 16-20 loljune 15-20 5|July 7-11 j Emily Potter/Bar iJohn Monroe/Donnie Cook Gai! to meet v/ith company on March 26 75 10 5 5 1 Entergy Express Human Resources First Commercial Bank Franke Cafeterias Goff \u0026amp; Assodates. Inc. ITT Technical Institute JA Riggs Tractor Company_________ 'kark KATV Laidlaw Little Rock Nationsi Airport \u0026amp; Midcoa LRAFB Mercantile Bank Mem'll Lynch Mitchell Law Firm ODM Pulaski Bank \u0026amp; Trust Pulaski County Administration Pulaski Tech Colleoe Ramsev. Krua. Farrell. Lensina I Post Offi I LittI lOne Fin LittI iPost OffilLittI '400W. iLittT 12250 CotiLittI 4520 S. |5125 Int Post Offi Post Offi 124 W. 1 Airport 1250 Th 1 Riverfr 425 W. 320 Wes 201 E. M 5800 R 2nd \u0026amp; Br 3000 We 5800 Ev LittI LittI LittI LittI LittI LittI LittI NLR LittI LittI LittI LittI LittI AR ' AR lAR lAR 'ar 'ar AR AR AR AR AR AR AR AR AR AR AR NLR AR LittI AR 9 June 15. 1557 June 16. 1957 June 23-27 July 7-11 July 7-11 I Larry Berkley Bruce Moore Erin Vickers Debbie Broadwa MaryJane Rebick Terry Dilby Merge wrth St. Vincent's______ Memo attached for breakdown Left Message_________________ Left Message One girl only 722031377-4000 722111221-2503 722031371-7000 722011575-4500 722021654-5532 722021577-2755' 72205 72203 72205 72201 72202 7209S 72114 72201 72201 72201 72207 72201 72118 570-5100 376-4444 572-7777 570-4000 572-5435 588-6570 688-7932 370-2100 688-8838 376-6200 661-7700 340-8505 771-1000 722051664-7705 Page 1 50 5 15 5 3 wks_____ July 7-11 3 wks July 7-11 June 23-27 5j July 7-11 lOjJune 16-20 ___5 ___5 30 10 150 __4 __5 5 10 5 18 10 July 7-11 June 16, 1557 3 weeks______ July 7-11 3 weeks______ June 23. 1557 July 7-11 June 16. 1957 July 7-11 July 7-11______ July 7-11 June 16, 1957 5|June 23. 1957 lAlma Wiliiams Fam Jones Charles Stewart Chris Franke IShari Hoover Ken Sullivan Becky James iTerri Hendrix Cindy Murphy Bob Donaldson Philip Launius Dani Johnson 10 each week 5 each v/eek Co-Chair pending Meet with April 18 Debbie Sutherland Chuck Freeman Bonnie Vickery Ann Brown Karen Patrick Sherry King Julie Rhodes Fran Fields Info pending/Sharing with Jimmy Moses Memo attached for breakdownVITAL LINK participants Buster Tim Diana Ronnie Janet Charles Pat Robert Barbara Woodson Beardsley Hill Hueter Nichols Jones Hathaway Torvestad Gray Douglas Walker Raney \u0026amp; Beardsley Southwest Hosptial St. Vincent's Student Loan Guarantee The Janet Jones Company UALR UAMS V.A. Hospital Velvatex Walker Law Firm 3600 Ca I-30 \u0026amp; Ot Two St. 219 S. Vi 7915 Ca 2801 S. 4301 We 2200 For 1520 ML 217 Wes' LittI LittI LittI LittI LittI LittI LittI Nort LittI LittI AR AR AR AR AR AR AR AR AR AR 72202 72209 72202 72201 72227 72204 72205 72114 72201 72201 665-4844 455-7073 50-3910 688-7611 224-3201 569-3200 685-5000 I 370-6665 372-9678 372-4623 TOTAL Page 2 5 10 30 10 5 10 30 15 5 5 July 7-11 July 7-11 3 wks June 23. 1997 June 16-20 June 16-20 3 wks 3 weeks July 7-11 July 7-11 a i Buster Beardsleyl I Stacy Robinson IChesler Cummin|10 each v/eek I Geneva Langford Isusan Marlowe I Karrie Brown I Liz Genz ILeah Porter I Will take two more weeks if needed IIP each week______________________ 15 each week I Barbara Douglas I Dana Fisher I Possible 5 more students 1VI TAL LIM K January 24,1997 United Way of Metropolitan Tarrant County Marketing/Comm. Division Our Visit to United Way Words that describe our week at United Way\nhelpful nice interesting excellent fun enjoyable Jobs we saw or jobs we did this week: raising money finance department internet and computers time cards e-mail team work helping people developing film print shop Skills we learn in school that we can use on the job: using computers math speaking reading and writing art for designing and printing CAHfRA ERfAKfRS J.P. ELDER'S FINEST VISIT UNITED WAY MARKETING/COMMUNICATIONS DIVISION Rey Reyes, Michael McCune, Ramiro Ramos (not pictured), Alondra Hernandez, Maria Hernandez, Erica delaPaz, Norma Salinas, Corrina Lopez I Seven Kids Blown Up in Darkroom (fictional example of a news story) FORT WORTH - Seven children from J.P. Elder Middle School were blown up under the photo enlarger at United Way of Metropolitan Tarrant County on Friday. Two of the children, who were not available for comment at press time, were misquoted as saying the blow up was overrated. \"It was really fun,\" one of them said. \"I didn't know making pictures could be so interesting.\" Following the trip to the darkroom and the rest of the Marketing/Communications Division, Elder students trav eled to their graduation. One student talked abou the visit to downtown For Worth. \"United Way of Metropoli tan Tarrant County is a fut place to visit. Next, I hope wi get to visit Disneyworld!\" Summer program to link students, businesses to lessons of the world BY CYNTHIA HOWELL ARKANSAS DEM0CRAT\u0026lt;3AZETTE Little Rock School District officials plan to place at least 500 sixth-graders into area businesses for one week this summer to show youngsters how their school lessons apply to the working world. Don Roberts, Little Rocks interim superintendent, believes the connections that young people make between lessons and work are critical to their success in school and in a career. The summer internship program, in fact, is called Vital Link. ployees who have less than a col- The program began with 40 stu- lege degree have experienced a dents working a week m four area decrease of up to 24 percent in hospitals. Its grown to 3,500 stu- real earnings, while college gradu- dent participants a year and 300 ates reported an 8 percent in- business hosts, said Stephanie crease, he said. We want students to have a Jackson, who coordinates the program in the Fort Worth district Every Fort Worth surth-grader Were not trying to train stu- ------------------- , . dents for a specific job, Roberts have to niake some go^d ^ades\nor said last week. We just want the tl.sir p''?*\"\" \" \" students to understand that what will be very slim. ................... chance early on to see a doctor, a Evety physical therapist or an accountant is now invited to participate in toe at work, Roberts said. If they internships, which are scheduled think they want to be a doctor, then throughout toe calendar ye^. Lo- toey have someone to help them cal businesses are proud of toeir translate what that means for them participation, noting toeir Vital in toe seventh grade and what it Link partnership in toeir advertis- means for toe ninth grade. It ing and newsletter, Jacteon said, means they will have to take a lot Vital Liito has been duplicated of math and science, and they will in other cities in Texas well uavc w uumv ovxxxv BvvJ lu Floiida, Califonua and Ohia In toeir chances of becoming a doctor Arkansas, North Little Roct  \u0026gt; Bluff, Watson Chapel, Fayetteville The national award-winning Vi- and Dumas are amo^ toe school tel Link program originated in toe districts operating Vital Link pro- they are doing in school relates to their ultimate choice of a career. ------ Roberts said those education Fort Worth (Texas) Independent *}, and career choices are more im- Scbnnl Distnct six wears aeo when The Little Rock djstoct, the portant *han before. Todays em- School District years ago Roberts was superintendent there. See STUDENTS, Page 6B6B  MONDAY, FEBRUARY 24, 1997  Students  Continued from Page 1B school district to fund Vital Link . and to recruit business partici- | pants. Representatives of the two ! organizations said this week that ! largest in the state, has about 1,800 Vital Link will benefit businesses sixth-graders. District officials and teachers as well as the stu- hope to serve at least 500 over dents. three weeks this year and to serve The chamber plans a breakfast all interested sixth-graders in fu- for more than 100 of the citys ture years. businesses Friday at the Holiday For this initial year, students Inn West to introduce the program will be asked to volunteer for the and to get companies to commit to one-week internships in late April inviting adolescents into their of- or early May. The beginning dates Aces, for the three Vital Link sessions are June 16, June 23 and July 7. During their assigned weeks, youngsters will spend mornings in a loci business or agency, not just observing adults at wor^ but do- Hubert Barksdale, chairman of the chambers Education Committee, said at least 50  and maybe as many as 70  businesses are needed this summer to carry out ing some of the work themselves. A district teacher will accompany the students at the job site. We want the students to focus on reading, writing, problem-solving and relationships. Roberts said. The students will see that reading and writing are essential in every job. If they go to the Police Department, they will see a policeman with a computer in his car, and they will see people who I think the business community will endorse this wholeneart- write almost as much as reporters do. These are important skills edly, Barksdale said. I think they are ready for an opportunity like this to have students and teachers in their workplace. Some businesses have already conunitted. The Little Rock Alliance for Our Public Schools is conducting a fund-raising campaign to offset the districts cost for Vital Link, said Baker Kurrus, a Little Rock lawyer and chairman of the al-  , , , - , liances board of directors. Costs they need to understand are re- include stipends for the quired everywhere. teachers and student transportation. Vital Link will be a powerful Everywhere the students go they will see that one of the key toois is technolo^, Roberts lu^puauou uj uic muo mvuivcu, added. Another thing they will sajj Kurrus, the father of a sixth- see is that workers have to work - ........... inspiration to the kids involved, grade daughter. But the Alliance is even more interested in Vital few jobs in which there is no in- y.ink because of the partnerships teraction with others. it creates among the district, busi- An element unique in the LR- nesses and the community. Kurrus tie Rock Vital Link program will said he hopes the partnerships in be the inclusion of parents, this project will lead to similar Roberts said. Parents may be in- partnerships on other school dis- vited to meet with the business trict and city issues. people who supervise their chil- The alliance is committed un- with each other. There are very dren to discuss the skills and tai- conditionally to the program be- ents required for various posi- cause we are unconditionally tions. That way, parents will be committed to the health of the knowledgeable about the job de- community and the health of the mands as they guide their chil- district, Kurrus said. We are dren through high school. prepared to do whatever it takes The Greater Little Rock Cham- to get this program off the ber of Commerce and the Little ground. The alliance may be contacted Rock Alliance for Our Public Schools are working with the at 370-9300 1 r i 1Arkansas Democrat ^CjazclU' i  MONDAY,^FEWyARY_24,1997 ---------------- J X .Summer program to link students 9 businesses to lessons of the world The program began with 40 students working a week in four area hospitals. It's grown to 3,500 dent participants a year and 300 business hosts, said Stephanie Jackson, who coordinates the program in the Fort Worth distnct  Every Fort Worth sixth-grader think they want to be a doctor, then they have someone to help them translate what that means for them in the seventh grade and what it means for the ninth grade. It means they will have to take a lot of math and science, and they will have to make some good grades\nor their chances of becoming a doctor BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Little Rock School District officials plan to place at least 500 sixth-graders into area businesses for one week this summer to show youngsters how their school lessons apply to the working world. Don Roberts, Little Rocks interim superintendent, believes the connections that young people make between lessons and work are critical to their success in school and in a career. 'The summer internship program, in fact, is ployees who have less than a college degree have experienced a decrease of up to 24 percent in real earnings, while college graduates reported an 8 percent in- crease, he said. We want students to have a chance early on to see a doctor, a called Vital Link. Were not trying to train students for a specific job, Roberts said last week. We just want the  students to understand that what wil^e very slim. Sey are doing in school relates to their ultimate choice of a career. Roberts said those education throu^outthe calendar year. Local businesses are proud of their participation, notiiig their Vital Link partnership in their advertising and newsletters, Jackson said Vital Link has been duplicated in other cities in Texas as well as in Florida, California and Ohio. In Arkansas, North Little Rock, Pine Bluff, Watson Chapel, Fayetteville and Dumas are amo^ the school districts operating Vital Link pro- and career choices are more important t^an before. Todays em- s The national award-winning Vital Link program originated in the Fort Worth (Texas) Independent grams^ School District six years ago when The Little ^K^incq in Roberts was superintendent there. . Sae STUDENTS, F ige eb Students  Continued from Page 1B largest in the state, has about 1,800 sixth-graders. District cfftcials hope to serve at least 500 over three weeks this year and to serve all, interested sixth-graders in fu- school district to fund Vital Link j and to recruit business partici- j pants. Representatives of the two organizations said this week that uut 1,803 Vital Link will benefit businesses officials and teachers as well as the stu- tuce years.  For this initial year, students will be asked to volunteer for the one-week internships in late April are June 16, June 23 and July 7. During their assigned weete, youngsters will spend mornings in a local business or agency, not just observing adults at work, but doing some of the work themselves. A district teacher will accompany dts. , , , The chamber plans a breakfast for more than 100 of the citys businesses Friday at the Holiday Inn West to introduce the program and to get companies to cominit to inviting adolescents into their of- the chambers Education Committee, said at least 50  and maybe as many as 70  businesses are needed this summer to carry out tlie program. I think the business communi- ty will endorse this wholeheartedly, Barksdale said. I think they are ready for an opportunity like this to have students and the students at the job site. .We want the students to focus _ on reading, writing, problem-sow- gi,grs in their workplace, ing and relationships,\" Roberts   said. The students will see that reading and writing are essential in every job. If they go to the Police Department, they will see a policeman with a computer in his car, and they will see people who Some businesses have already committed. The Little Rock Alliance for Our Public Schools is conducting a fund-raising campaign to offset the districts cost for Vital Link, ------------------- --------- . - said Baker Kurrus, a Little Rock write almost as much as reporters ia,^gr and chairman of the aldo. These are important nances board of directors. Costs they need to understand are re- include stipends for the quired everywhere.--------------------------teachers and student transporta- Everywhere the students go ^Qn. ................................Vital Link will be a powerful inspiration to the kids involved. do. skills they will see that one of the key tools is technology, Roberts ____ ------------------ added. Another thing they will said Kurrus, the father of a sixth- see is that workers have to work graje daughter. But the Alliance with each other. There are very  -.-j i- few jobs in which there is no interaction with others. --------------------------------- . An element unique in the Lit- nesses and the community. Kurrus tie Rock Vital Link program will said he hopes the partnerships in be the inclusion of parents, this project will lead to similar Roberts said. Parents may be in- partnerships on other school dis- vited to meet with the business trict and city issues. people who supervise their chil- m- dren to discuss the skills and tai- conditionally , ents required for various posi- cause we are unconditionally ' tions That way, parents will be committed to the health of the 1 knowledgeable about the job de- community and the health of the mands as they guide their chil- district, Kurrus said. We are dren through high school. prepared to do whatever 'Intakes The Greater Little Rock Cham- to get this program off the ber of Commerce and the Little ground. Rock Alliance for Our Public The alliance may be contacted Schools are working with the at 370-9300 is even more interested in Vital Link because of the partnerships it creates among the district, busi- nesses The alliance is committed unconditionally to the program be- cause we are *^Arkansas Democrat ^(FjazcUc WEDNESDAY, APRIL 2. 1997 6th-graders hear job program pays, but not in cash BA' CA'NTHLA HOWELL DEMOCRATAI VETTE The last question asked Tuesday morning at a Jefferson Ele- mentaiy sixth-grade assembly was one school district officials knew was coming. must be returned by April 14. The program will be offered at no charge to 500 children dur- j ing the weeks of June 16. June 23 j and July 7. Up to one-third of the sixth-graders at each school will be selected from the pool of ap- It was about a new summer plicants. That means 25 of the 75 program in which Little Rock sixth-graders at Jefferson may School District youngsters will spend a week working in local businesses. get to attend. Applicants not selected will be placed on a school waiting list and may be able to Will we get paid? one young participate later if another week girl at the front of the school library wanted to know as the assembly drew to a close. The answer is no. But developers of the Vital Link program expect other pay-offs for the children.  The district the Greater Little is added to the program. The district is hosting two par- : ent information sessions on Vital I. Link. The first will be from 5-5:30 p.m. April 8 at Geyer Springs El- i ementary School. 5240 Mabelvale ! Pike and noon April 11 at the Dr. i -Martin Luther King Jr. Magnet\nRock Chamber of Commerce and Elementary School. the Little Rock Alliance for Our Public Schools are cooperating to give sixth-graders a chance to work in local businesses and see So far. about 40 area business- ' es have agreed to panicipate. ! and another 40 are considering ' it, Milam said. Representatives j how their school lessons apply to of the businesses, with support i' from district employees, will de- I the work place. Students who volunteer for the program will termine what they want the | spend five mornings in June or youngsters to do at their job ! July at an assigned business. Yes, you will be paid  in experience and in opportunity. sites. We tend to think 12-year-olds cant do much, but they can do a Principal Frances Cawthon told lot. Milam said. She told the Jef- the 75 Jefferson sixth-graders. ^The adults in these businesses'are willing to take time out from their jobs to work with ferson students they will be expected to work, not just observe. Jefferson pupils wanted to know the list of participating you.\" counselor Lucy Rhodes businesses and whether they will told the audience. In any other get to pick the sites where they situation you would have to pay will work. They won t. Students for the training that you will be will get to specify their areas of getting, she said. Debbie Milam, program coor- interest, though. A sample of the confirmed dinator for the district, told the business participants include pupils they are too young to be the University of Arkansas at Lit- legally employed and will be tie Rock, University of Arkansas considered interns at the business sites. They won't take home for Medical Sciences. -Arkansas Excelsior Hotel, the .Arkansas paychecks, she said, but they will Symphony Orchestra. Arkansas be able to list their Vital Link Department of Education, the\nparticipation on resumes. federal Office of Desegregation i Milam is leading a team that Monitoring, city and county gov- will visit evep' district elementary school this week and next to recruit sixth-graders for the pro- ernmental ? agencies. Cynthia East Fabrics and Frankes Cafeterias. Several area hospitals gram, which was started at the have been enlisted, as well as urging of Interim Superintendent Don Roberts. Roberts initiated a similar program when he was superintendent in Worth, Texas. Fort Students will be given an ap- banks. Jefferson students cheered when the banks were mentioned. Transportation will be provided to youngsters who need rides to the work sites. Students will plication to take home for their catch the buses at schools close parents to complete. The forms to their homes.Arkansas Democrat C^azctte  THURSDAY, JUNE 17, 1999 City Hail briefs * ve'. BY JAKE Sandlin\" ARKANSAS DLMOCRAT-CAZETTE as program provider  Boanl of Directors approved two cohfracte on n^sd'av n^^th the Little Kock School District as sole provider for the Vital Li^ rnship program to help sixth-grade studentel^ were done separately because funding includes $15,000 from the cify E^cation Commissions 1998 budget and $20 000 from the contacts^^rtn i^! tetoli competitively bid for sendees de- tern^ed to bo available from only one source. xr* I T  1 tC-----v***/viic oviuvc. Ine Vital Link Program is a pre-employment training and business program to help students learn skills for obtaining jobs in the fu- ^fter employees when they enterT^orlrforee Di a co^llaborative effort between the Little Rock School DistncL the Greater Little Rock Chamb^ of Commerce, the Little Rock Al- if^blJtoi^^^hn Volunteers in PubUc SchooteB^ to both contracts tn mlpaco thp T---------rrclauses on DOUl COI to release the funds because the program runs through the summer.I i: 1 i   t: i a y^iKiUiSU.s I MCJllDAY, .IVHJr. BO, I'l'U Vital Link between workplace, school brought home to youths BY SUS.AN KOI II XRk WS.VS DI MOf R \\ I (iAZl.HI Twehc-ypur-old Akama Ngundue likc'l working in the collections department at Ihe Stiidi nl Loan Guaraiilce Komi dation  until he learned that people aren't always nice when loan officers call. They let me call people who were more than six months behind on their payments.\" Akama said. \"The last one wasn't so fun. Ho was really unfriendly. He said. 1'111 tired of you guys calling iny house. .My mother's sick. There were babies ciyiiig and someone yelling in the background. When 1 told him who I was and how old I was. he started to calm doim a little bit. He was out of college eight years and owed $156,001).\" It wa.s just one of many eye-openeis for .Akama and si.x other studeiiLs assigned to the foundation as part of the Little Rock School District'.s Vital Link program. Tliey also learned several new computer programs and used the telephones, postage and fa.x machines, scanners and copiers. Around the city, other students attended court hearings with attorneys\ndrafted letters for Mayor .lim bailey al City Hall: tended patients at hospitals: loaded C-130 cargo planes at Little Rock Air Force Base\nprepared lunch at the .Arkansas' E.x-celsior Hotel, and created their own newscast at Little Rock station K.ATV, Channel\". See LINK, Page 3A fa *\u0026gt;'1,. I A-St.' E.fts\u0026amp;'s/'.V'', I   1 vMi! Arkansas Democral GazattefSTATON BREIDENTHAL Recnada Johnson, 12. stirs a batch of cream of asparagus with roaslod chicken soup in the kitchen of Arkansas' Excelsior Hotel as executive sous-chef Ken Jones adds seasoning. Johnson is getting a firsthand look at the workplace under the Littfe Rock School District's Vital Link program. Link  Continued Iroin Page IA More than SiO students entering seventh grade  about .a third of district's seventh-grade clas.s  are getting .a taste of tlie workplace al 46 area businesses or government offices. The Vital Link program is a partnership of the school district, the Little Hock Alliance for Our rublic SchooLs and the Greater Little Rock Chamber of Commerce. Outgoing Little Rock Superintendent Don Robei-ts started the program eight years ago while superin-tendenl of the Fort Worth school system. It has since been copied in North Lillie Rock and Pine Bluff. Robeils wanted to impress upon children the links between their education and file work force before they enter secondary school. We lose an awful lot of people who make bad decisions in those years and never overcome it\" Roberts said. If a student finds a reason to go to school at tliis age, he can take advantage of what we offer in school.\" Students had to apply to participate in the program but had no other selection criteria. When I was filling out the form to choose between home economics and computer technology class, 1 respiratory therapy department at St. Vincent Inliniiary Medical Center a week ago. said she saw .lessi-ca's self-esteem grow during the week. .lessica lia.s always been real focused. but she's probably even more detennined now.\" Spector said. It's one tiling for your parents to believe in you. but for someone else to believe in Llieii! really made tlieni feel '1 am valuable in this community.\" Robert.s said it was not dilficiilt to sell the merits of the program to busiiics.s leaders, none of whom seemed to mind having 11- and 12- year-olds underfoot each moniing for a week. It was .a natural match for Geneva Langford, persomui director of the student loan foundation. We are a service company.\" I.angford said. Since we guarantee Ioans for students to go to college, our main Uieiiie is to educate. We re showing llie skills we'd like to see when we hire. Each moniing. the students met tlieir supervising teachers at their neighborhood schools, where buses picked them up and dropped tliem off at their jobs. Those at the foun-dation met at Terry Elementary, though some of them had attended Williams Magnet Elementary. In tlie fall, Uiey will attend different junior high schools. The boys wore neat polo shills didn't think I'd like computer tech.\" witli slacks and shoes, and the girls. said Diane Reisler. But now, after dresses witli sandals. seeing a lot of lliese computers. I'm Bacon met with the students more interested.\" briedy each morning, then sent That dose of reality will help them to their various posts in the teacher:\nlike John Bacon, who dill'erent departments about 9 a.m. leaches computer technology and About 11:15, they gathered again career orientation al Iulaski Heights Junior High. It's great that the kids can see for themselves some of the things it takes to get a job, said Bacon, who supervised the students at the student loan foundation. It makes my job a whole lot easier.\" The fact that the students at the loan foundation and other businesses got to work ill several different departnieiiLs also showed thein the importance of each job in the whole perl'oniiance of the company. They saw that each job really does make a difference to everyone, not just you, said Deana Kealliley, a teacher supervisor who visited several ilill'erent businesses each day to make sure the program was running smoothly. Debi Spector, whose daughter, Jessica Slaughter, worked in the in a conference room to discuss the morning and write in journals what they had learned and how they felt about the experience before gelling back on the bus about noon. \"1 think it's nice that they're taking time out to teach kids what tliey do at Uieir job.\" said Marcel iers Hewett. Marceliers and the others agreed that the only problem with the program was that it was loo short. It's kind of upsetting.\" said Dwiglit Hall. If you have a job. you don't gel to finish it. We should be able to stay until 2 or 3 in the alter- 110011, and Vital Link should be two or three weeks.\" Or a month,\" said Parker Richard. I want to have a full-day job. said Akama.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":67,"next_page":68,"prev_page":66,"total_pages":155,"limit_value":12,"offset_value":792,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. 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