{"response":{"docs":[{"id":"bcas_bcmss0837_398","title":"Drop-out rate","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":["1994/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.)--History--21st Century","Education--Evaluation","Educational statistics","Dropouts"],"dcterms_title":["Drop-out rate"],"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/398"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis shows the number of students that were counted as being enroiled on October 1st of the years indicated. Highschool ! Pupil Enrollment Central Hall Fair McClellan Parkview [identification :i0/1/1996- Af-Am Males Af-Am Males Af-Am Males Af-Am Males j Af-Am Males Enrollment ! Nbr Lost '% Lost 10th Gr 10/1/1998-12th Gr 227 104 135 155 82 114 72 75 108i 83' 113 32 60 47 -1 49.8% 30.8% 44.4% 30.3% -1.2% Pupil_________ Identification All Other Males All Other Males All Other Males All Other Males All Other Males Enroliment 'Enroilment 'l 0/1 ly 996-1 oth Gr 16/1/1998-12th Gr! Nbr Lost'% Lost Total t Af-Am Males 1 ---------------- 4- 452 25r357%'^il T I 133 28 23 301 75 109 35 14 15 68 24 -7 \\ 9 15 7 18.0% -25.0% 39.1% 50.0% 9.3% \"1289 t-.d 541'  '49 \" im Central Hall Fair McClellan Parkview Af-Am Males Af-Am Males Af-Am Males ! Af-Am Males j Af-Am Males 110/1/1997-10th Gri1W/1999-12th^^ 213 104 131 1471 70 99 64 90 86 65 114 40 41 61 5 53,5% 38.5% 31.3% 41.5% 7.1% All Other Males All Other Males All Other Males All Other Males, All Other Males [ 10/1/1997-1 Oth Gr |10/1/1999-i2fh Gr 124 96 32 38 29 16 27 15 \" 56 46 28 22.6% -6i -18.8% 13 44.8% 12, 44.4% 10 17.9% 1 Total Central Hall Fair McClellan Parkview 4 At-Am Males Af-Am Males [Af-Am Males  Af-Am Males , Af-Am Males | Af-Am Males Total Af-Am Males -^ges' 404 ... 261'35.2% [10/1/1998-10th Gr|10/1/2000-12th Gr I 181 1311 118 156| 6'9 99 103 71 89 63 82 28 47 j. -I-  6? 21.3% ------------------------ 425^ 4- ________________________L 10/1/1999-10th Gr 10/1/2001-12th Gr| i 45.3% 21.4% 39.8% 67, 42.9% 6 8.7% All Other Males All Other Males All Other Males All Other Males All Other Males 10/1/1998-10th Gr,10/1/2000-12th Gr) t ' \"\"..... \"  16 130 50 31 15 56 114 451 17 9i 50 5 ' 14 6[ 6 12.3% 10.0% 45.2% 40.0% 10.7% X jl^iroiRSf Maids' 235***^716.7% w + I Central Hall Fair McClellan Parkview Af-Am Males Af-Am Males Af-Am Males Af-Am Males Af-Am Males I 152 152i 118 170 68 92 81 i 64 78 58 60 39.5% All Other Males 110/1 /1999-10th Gr\n10/1 /2001 -12th Gr ...... ' 93 Total Af-Am Males t  geo t 71 54 92 10 t 46.7% 45.8% 54.1% 14.7% All Other Males All Other Males All Other Males All Other Males 59 36 15 61 45 18  7\\ 54 12 14\n18 8! 7 11.4% 23.7% 50.0% 53.3% 11.5% 4- -g-fg ' 287^43.5% All Other Maids W' t 5ir 59 21.4% Data taken from Arkansas Schools Information Site 05/07/2002 Please Note: the enrollment for the senior year indicates that the number lost didn't even show up for the 12th Grade, let alone graduateThis shows the number of students that were counted as being enrolled on October 1 st of the years indicated. High School Pupil Enrollment Enrollment Nbr Lost'% Lost Central Hall Fair i Identification\n10/1/1996-10th Gr| 10/1/1998-12th Gr Af-Am Males I Af-Am Males | Af-Am Males McClellan |Af-Am Males ! Parkview Af-Am Males 227 135 155| 82 Total J________ Af-Am Males t T 703 I I Central Hall Fair McClellan Parkview Af-Am Males ]Af-Am Males Af-Am Males I Af-Am Males Af-Am Males I Total Af-Am Males Central Hall Fair McClellan Parkview Af-Am Males ! Af-Am Males Af-Am Males Af-Am Males Af-Am Males Total Af-Am Males Central Hall Fair Af-Am Males j Af-Am Males Af-Am Males 114 75 83 -4 452 I 110/1 ly 997-10th Gr j 10/1 lA 999-12th Gr 213 104 131 147 70 665 99 90 86: 65 404 10/1/1998-10th Gr J0/1/2000-12th Gr\n181 131\n118 156 69 99 103' 71 89, 63 655 425 10/1/1999-10th Gr 10/1/2001-12th Gr' McClellan |Af-Am Males j Parkview Af-Am Males 152 152 118 170} 68 92 81 64 7^ 58 Total Af-Am Males 660 373 113 49.8% 321 30.8% I 60 44.4% 471 30.3% I -1 -1.2% Pupil_________ Identification All Other Males I All Other Males I All Other Males i All Other Males } All Other Males Enrollment iEnrollment }Nbr Lost|% Lost 10/1 /1996-10th Gr 110/1 /1998-12th Gr I i 251 35.7% All Other Males + J. 133 281 23 75 109 ~3^ 14 68 T f 24 18.0% y|~25.0% 9 39.1% 15! 50.0% 7 T 9.3% 289 241 48 16.6% I 114 53.5% 40 i 38.5% I 41 31.3% 61! 41.5% 1 5 7.1% 261 39.2% 82 45.3% 28, 21.4% I 47 39.8% 67} 42.9% I 6 8.7% 230 35.1% 60 39.5% 71: 46.7% I 54 45.8% 92] 54.1%! 10 14.7% 287 43.5% All Other Males I All Other Males ! All Other Males I All Other Males [ All Other Males \u0026gt;10/1/1997-10th Grj 10/1/1999-12th Gr' 124 32 29 zS 56 96 38i 16 15i 46 1 28 22.6% -6j -18.8% 13 44.8% 12 44.4% 10 17.9% + I + All Other Males All Other Males I All Other Males All Other Males Ian OtherMai^J All other Males 268 211 57 21.3% '10/1/1998-10th Gr 10/1/2000-12th Gr\nI All Other Males + All Other Males I All Other Males All Other Males i All Other Males All Other Males All Other Males 130 50 31 15 56 114 451 17 9 50 16 12.3% 5 10.0% 14 45.2% 6 40.0% 6 10.7% 282 235 47 16.7% 10/1/1999-10th Gr :10/1/2001-12th Gr 105 59 36 15 61 276 93 45 18 7' 54 217 12 11.4% 14 23.7% 18 50.0% 8 53.3% 7 11.5% 59 21.4% Data taken from Arkansas Schools Information Site 05/07/2002 Please Note: the enrollment for the senior year indicates that the number lost didn't even show up for the 12th Grade, let alone graduateGeneral Information - Enrollment Data Page 1 of 1 1 Count results for 2001-2002 for Schools: General Information Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) How To Use This Site Grade 09 African American Male 72 African American Female 78 Asian Male Asian Female Hispanic Male Hispanic Female 5 3 5 8 Native American Male 0 Native American Female 0 White Male White Female Total 53 79 303 Contact AS-IS 10 72 71 5 5 1 6 0 0 47 80 287 11 61 84 3 3 0 2 0 0 67 64 284 AR Dept, of Education 12 Total TERMS: 58 70 0 5 3 1 1 0 50 82 270 263 303 13 16 9 17 1 0 217 305 1144 Arkansas Website AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_em.cgi?year=2001\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General information i Count results for 2000-2001 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) How To Use This Site Grade 09 African American Male 81 African American Female 72 Asian Male 6 Asian Female 4 Hispanic Male 0 Hispanic Female 4 Native American Male 0 Native American Female 1 White Male 51 White Female 86 Total 305 Contact AS-IS 10 61 87 3 3 1 3 0 0 69 67 294 11 66 76 0 6 2 2 1 0 53 81 287 AR Dept, of Education 12 Total 63 82 3 6 0 2 0 0 47 73 276 271 317 12 19 3 11 1 1 220 307 1162 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 i Count results for 1999-2000 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) General Information How To Use This Site Grade 09 African American Male 61 African American Female 81 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male 68 White Female 67 Total 287 Contact AS-IS 10 11 68 66 76 83 57 82 293 49 85 295 AR Dept, of Education 12 Total 65 260 82 322 18 42 87 282 216 321 1157 3 3 1 3 1 3 1 8 5 2 1 1 0 8 0 1 0 0 2 3 0 0 0 6 5 1 0 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 I Count results for 1998-1999 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) General Information How To Use This Site Grade 10 African American Male 69 African American Female 92 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male 52 White Female 88 Total 313 Contact AS-IS 11 66 88 52 97 309 AR Dept, of Education 12 Total 83 78 65 71 304 218 258 11 169 256 926 TERMS: 3 7 1 1 1 1 5 2 2 3 0 0 0 2 2 0 0 6 3 0 0 Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/searchysearch_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 Count results for 1996-1997 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) General Information How To Use This Site Grade 10 African American Male 82 African American Female 80 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male White Female Total 72 70 311 Contact AS-IS 11 12 56 57 102 68 56 50 82 55 308 247 AR Dept, of Education KF Total 202 256 10 178 207 13 879 7 6 2 3 1 1 2 2 0 6 1 5 0 9 4 5 0 0 3 0 8 4 2 1 0 0 0 0 0 2 1 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http\n//www.as-is.org/search/search_enr.cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 B L Count results for 1997-1998 for Schools: General Information ft Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) How To Use This Site Grade African American Male African American Female Asian Male Asian Female Hispanic Male Hispanic Female 10 70 84 1 4 3 1 Native American Male i Native American Female White Male White Female Total 0 51 87 302 Contact AS-IS 11 83 80 1 3 2 1 0 0 68 75 313 AR Dept, of Education Arkansas Website B AS-IS Home 12 Total 51 96 3 1 3 5 0 0 54 83 296 204 260 5 8 8 7 1 0 173 245 911 TERMS:  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www,as-is.org/search/search_enr.cgi?year= 1997\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2000-2001 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 09 African American Male 161 African American Female 172 Asian Male 0 Asian Female 0 Hispanic Male 0 Hispanic Female 4 Native American Male 0 Native American Female 0 White Male 13 White Female 11 Total 361 Contact AS-IS 10 11 146 123 1 0 0 0 0 0 16 6 292 117 133 0 0 3 2 0 0 11 15 281 AR Dept, of Education 12 Total 89 91 1 0 4 4 0 0 4 12 205 513 519 2 0 7 10 0 0 44 44 1139 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http\n//www.as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2001-2002 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 09 African American Male 159 African American Female 130 Asian Male 0 Asian Female 0 Hispanic Male 5 Hispanic Female 2 Native American Male 0 Native American Female 0 White Male 15 White Female 5 Total 316 Contact AS-IS 10 11 12 129 126 78 148 102 104 0 0 0 0 0 0 1 1 2 3 0 0 5 9 295 0 0 0 18 8 255 2 0 0 5 10 201 AR Dept, of Education SS Total 9 6 0 0 0 0 0 0 0 1 501 490 0 0 9 7 0 0 43 33 16 1083 Arkansas TERMS: Website  EE: Elementary - Efngraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2001\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out,.. 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1999-2000 for Schools\nArkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 09 African American Male 159 African American Female 149 Asian Male 0 Asian Female 0 Hispanic Male 1 Hispanic Female 0 Native American Male 0 Native American Female 0 White Male 14 White Female 9 Total 332 Contact AS-IS 10 11 170 175 0 0 3 3 0 0 12 21 384 98 125 0 0 4 4 0 0 5 13 249 AR Dept, of Education 12 Total 86 104 1 0 0 2 0 0 14 20 227 513 553 1 0 8 9 0 0 45 63 1192 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 I Count results for 1998-1999 for Schools: General Information Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 10 African American Male 156 African American Female 137 Asian Male Asian Female Hispanic Male Hispanic Female 0 0 3 2 Native American Male 0 Native American Female 0 White Male White Female Total 12 21 331 Contact AS-IS 11 12 109 108 122 100 1 0 0 3 0 0 18 18 271 2 1 0 2 0 0 13 19 245 AR Dept, of Education SS Total TERMS: 15 3 0 0 0 0 0 0 3 3 24 388 362 3 1 3 7 0 0 46 61 871 Arkansas Website B AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 1997-1998 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 10 African American Male 147 African American Female 152 Asian Male 1 Asian Female 0 Hispanic Male 1 Hispanic Female 1 Native American Male 0 Native American Female 0 White Male 26 White Female 23 Total 351 Contact AS-IS 11 12 128 103 125 109 1 0 0 3 0 0 21 22 300 2 0 3 1 0 0 18 19 255 AR Dept, of Education S Total 17 9 0 0 0 0 0 0 1 2 29 395 395 4 0 4 5 0 0 66 66 935 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www,as-is.org/search/search_enr.cgi?year=1997\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1996-1997 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 10 African American Male 155 African American Female 150 Asian Male 1 Asian Female 0 Hispanic Male 0 Hispanic Female 2 Native American Male 0 Native American Female 0 White Male 29 White Female 21 Total 358 Contact AS-IS 11 12 KF 109 126 1 0 3 1 0 0 19 20 279 88 105 0 0 0 0 0 0 27 31 251 9 6 0 0 0 0 1 0 0 0 16 AR Dept, of Education S Total 14 4 0 0 0 0 0 0 2 2 22 375 391 2 0 3 3 1 0 77 74 926 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/searchysearch_enr.cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2001-2002 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 09 African American Male 120 African American Female ioi Asian Male 0 Asian Female 0 Hispanic Male 7 Hispanic Female 1 Native American Male i Native American Female 1 White Male White Female Total 24 27 282 Contact AS-IS 10 11 12 105 89 64 87 94 70 0 0 2 1 2 0 30 19 246 0 0 0 3 0 0 19 20 225 0 1 1 4 1 0 16 10 167 ,4 AR Dept, of Education SS Total 8 12 0 0 0 0 0 0 4 0 24 386 364 0 1 10 9 4 1 93 76 944 Arkansas Website TERMS: B AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return tp.Search http://www.as-is.org/search/search_enr.cgi?year=2001 \u0026amp;datalevel=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2000-2001 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 09 African American Male 116 African American Female 99 Asian Male 0 Asian Female 0 Hispanic Male 4 Hispanic Female 2 Native American Male 2 Native American Female 0 White Male 37 White Female 14 Total 274 Contact AS-iS 10 85 86 0 0 0 1 0 0 21 19 212 11 98 79 1 1 1 6 1 0 25 12 224 AR Dept, of Education 12 Total 71 81 0 1 1 2 0 0 16 12 184 11 370 345 1 2 6 11 3 0 99 57 894 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search7search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 Count results for 1998-1999 for Schools: General Information6 Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 10 African American Male 118 African American Female 114 Asian Male Asian Female Hispanic Male Hispanic Female 0 1 4 2 Native American Male 0 Native American Female i White Male White Female Total 27 22 289 Contact AS-IS 11 12 105 75 76 86 0 0 0 1 0 0 18 12 212 1 0 2 1 0 0 11 17 193 AR Dept, of Education SS Total 12 7 0 0 0 0 0 0 3 4 26 310 283 1 1 6 4 0 1 59 55 720 Arkansas Website TERMS: SIS ome  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 1999-2000 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 08 African American Male 0 African American Female 0 Asian Male 0 Asian Female 0 Hispanic Male 0 Hispanic Female 0 Native American Male 0 Native American Female 0 White Male 1 White Female 0 Total 1 Contact AS-IS 09 10 11 101 118 88 102 92 100 0 0 0 0 3 2 1 0 24 31 264 1 1 5 1 0 34 18 270 1 1 1 0 0 23 19 233 AR Dept, of Education 12 Total 90 69 0 0 1 0 0 0 15 12 187 it 397 363 0 2 6 8 2 0 97 80 955 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 I Count results for 1997-1998 for Schools: General Information Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 10 African American Male 131 African American Female 94 Asian Male Asian Female Hispanic Male Hispanic Female 0 0 0 1 Native American Male 0 Native American Female 0 White Male White Female Total 29 23 278 Contact AS-IS 11 12 84 83 100 102 1 0 3 0 0 0 14 23 225 0 1 1 0 0 0 16 25 228 AR Dept, of Education S Total 11 7 0 0 0 0 0 0 4 4 26 309 303 1 1 4 1 0 0 63 75 757 Arkansas Website TERMS: Q AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year= 1997\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of2 General Information I Count results for 1996-1997 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade African American Male African American Female Asian Male Asian Female Hispanic Male Hispanic Female 08 Native American Male 0 Native American Female 0 White Male White Female Total Contact AS-IS 10 11 12 135 103 71 126 109 74 21 32 316 24 27 31 27 270 200 AR Dept, of Education KF 15 14 27 Total 330 323 78 92 829 S 1 0 0 0 0 0 0 0 1 1 1 0 0 1 0 0 0 1 1 0 0 0 1 0 0 0 0 6 7 0 0 0 0 0 0 2 0 7 0 0 0 0 0 0 4 2 2 2 2 0 0 0 Arkansas Website TERMS:  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day http://www.as-is.org/search/search_enr.cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information ft 1 a L Count results for 2001-2002 for Schools: Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 09 African American Male 161 African American Female 143 Asian Male 2 Asian Female 0 Hispanic Male 16 Hispanic Female 17 Native American Male 0 Native American Female 0 White Male 41 White Female 37 Total 417 Contact AS-IS 10 11 12 138 129 81 140 125 94 2 0 3 1 3 0 17 10 8 8 7 4 0 0 0 1 0 0 24 53 384 33 34 34 35 341 259 ! AR Dept, of Education SS Total 9 1 0 0 0 0 0 0 5 3 18 518 503 7 4 51 36 0 1 137 162 1419 Arkansas Website TERMS: 5 AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http\n//www.as-is.org/search/search_enr.cgi?year=2001\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information J Count results for 1999-2000 for Schools: Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 08 African American Male 0 African American Female i Asian Male 0 Asian Female 0 Hispanic Male 0 Hispanic Female 0 Native American Male 0 Native American Female 0 White Male 0 White Female 1 Total 2 Contact AS-IS 09 10 11 181 152 112 154 134 96 1 3 9 11 0 2 39 39 439 6 8 1 5 8 7 0 0 45 45 398 12 7 0 0 37 38 315 AR Dept, of Education 12 Total 64 87 4 7 8 7 0 0 26 34 509 472 19 16 37 32 0 2 147 157 237 1391 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 Count results for 2000-2001 for Schools: General Information ft Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 09 African American Male 171 African American Female 152 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 4 2 15 13 0 Native American Female 0 White Male White Female Total 34 47 438 Contact AS-IS 10 11 168 142 1 2 17 14 0 1 35 33 413 98 116 5 1 10 5 0 0 42 42 319 AR Dept, of Education 12 Total TERMS: 103 540 90 5 3 8 8 0 0 32 29 278 500 15 8 50 40 0 1 143 151 1448 Arkansas Website 5  AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU\nMiddle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1998-1999 for Schools: Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 10 African American Male ili African American Female 81 Asian Male Asian Female Hispanic Male 10 Hispanic Female Native American Male 0 Native American Female 0 White Male 36 White Female 27 Total 300 Contact AS-IS 11 12 75 72 92 21 28 237 71 27 32 217 17 AR Dept, of Education SS Total 293 255 14 11 18 17 87 89 14 785 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 K 8 9 7 2 4 4 6 0 0 2 9 6 6 5 0 0 3 2 3 0 1 0 0 0 0 0 0 0 0 0 0 0 0 3 2 0 1 General Information - Enrollment Data Page 1 of 1 General InformationA 1 Count results for 1997-1998 for Schools: Arkansas School Information Site HAU. HIGH SCHOOL (6001002) How To Use This Site Grade 10 African American Male 104 African American Female 99 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male Native American Female 0 White Male White Female Total 24 33 276 Contact AS-IS 11 12 KF 92 89 21 31 248 85 76 31 42 246 AR Dept, of Education S Total 289 272 15 12 11 80 107 14 791 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1997\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 4 7 4 1 0 5 3 4 2 0 1 2 5 6 2 3 1 0 0 0 0 0 0 0 0 0 0 7 6 3 0 0 0 0 0 0 4 1 4 0 1 General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1996-1997 for Schools: Arktinsas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 10 African American Male 104 African American Female 96 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male 22 White Female 26 Total 258 Contact AS-IS 11 12 KF 103 93 35 39 279 77 95 24 43 249 16 AR Dept, of Education S Total 12 21 303 294 11 86 111 Arkansas Website TERMS: 2 3 4 1 4 2 2 1 0 0 5 1 2 2 0 0 7 6 4 0 0 0 0 0 0 1 2 0 0 0 0 0 0 4 1 6 8 4 0 0 B AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr .cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5l6l2Wi2 General Information - Enrollment Data Page 1 of 1 I Count results for 2001-2002 for Schools: General information Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 09 African American Male 195 African American Female Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 184 7 5 3 2 1 Native American Female 0 White Male White Female Total 123 110 630 Contact AS-IS 10 11 138 141 3 6 2 2 1 1 97 94 485 91 121 4 4 2 0 0 1 102 105 430 AR Dept, of Education 12 Total TERMS: 92 120 1 6 1 1 0 0 91 89 401 516 566 15 21 8 5 2 2 413 398 1946 Arkansas Website s AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2001 \u0026amp;data_level=school\u0026amp;schoolname=6001001 \u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2000-2001 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 09 African American Male 198 African American Female 176 Asian Male 3 Asian Female 5 Hispanic Male 2 Hispanic Female 3 Native American Male 0 Native American Female 1 White Male 107 White Female 103 Total 598 Contact AS-IS 10 11 138 154 7 4 2 0 0 0 115 116 536 100 117 1 6 0 2 0 0 99 101 426 AR Dept, of Education 12 Total 99 535 160 607 6 2 1 3 0 1 107 130 17 17 5 8 0 2 428 450 509 2069 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www,as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out .,. 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information6 1 Count results for 1996-1997 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 10 African American Male 227 African American Female ^9 Asian Male 5 Asian Female 5 Hispanic Male 3 Hispanic Female 2 Native American Male 0 Native American Female 0 White Male White Female Total 125 128 744 Contact AS-IS 11 12 KF 146 170 5 4 0 1 0 1 106 94 527 112 155 4 6 0 2 0 0 73 108 460 15 16 0 0 0 0 0 0 0 1 32 AR Dept, of Education S Total 11 3 0 0 0 0 0 0 0 0 14 511 593 14 15 3 5 0 1 304 331 1777 Arkansas Website TERMS: SIS ome  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU\nMiddle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K\nKindergarten  KA\nKindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year= 1996\u0026amp;data_level=school\u0026amp;schoolname=6001001 \u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 Arkansas School Information Site General Information Count results for 1997-1998 for Schools: CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 10 African American Male 213 African American Female 244 Asian Male Asian Female Hispanic Male Hispanic Female 2 1 4 2 Native American Male 0 Native American Female 0 White Male White Female Total 118 132 716 Contact AS-IS 11 12 168 104 201 138 4 4 2 0 1 0 126 147 653 3 4 0 1 0 1 97 104 452 AR Dept, of Education KF Total 20 13 0 0 0 0 0 0 0 1 34 505 596 9 9 6 3 1 1 341 384 1855 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1997\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data I Count results for 1998-1999 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) L Page 1 of 1 General Information How To Use This Site Grade 10 African American Male 181 African American Female 220 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female i White Male White Female Total 123 133 670 Contact AS-IS 11 12 156 114 236 117 129 645 157 103 139 523 AR Dept, of Education K Total 12 21 34 TERMS: 463 634 12 343 402 1872 Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 6 2 4 0 1 1 4 ,-70 0 4 1 0 0 4 2 0 0 0 0 0 0 0 0 0 1 5 7 5 0 1 General Information - Enrollment Data Page 1 of 1 1 Count results for 1999-2000 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) General Information How To Use This Site Grade 09 African American Male 156 African American Female 143 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male White Female Total 100 103 517 Contact AS-IS 10 11 152 112 160 104 96 518 172 114 127 536 AR Dept, of Education 12 Total 99 173 93 105 474 519 648 15 11 411 431 2045 8 5 2 0 1 5 0 0 0 0 10^ 5 1 1 1 3 0 1 0 2 5 1 0 0 4 0 1 TERMS: Arkansas Website  EE\nElementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 School Central J.A. Fair SczGwfs - Year 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss White Males 125 126 103 White Females 109 -16 87.20% 21 14 11 25 4 119.05% 128 147 139 134 6 104.69% 32 23 17 37 5 115.62% Black Males 227 168 114 101 -126 44.49% 135 84 75 54 -81 40.00% Black Females 249 201 157 152 -97 61.04% 126 100 86 63 -63 50.00% Other-Males 8 7 6 2 -6 25.00% 2 4 3 1 -1 50.00% Other Females 7 4 4 5 -2 71.43% 0 0 1 3 3 300.00% Totals 744 653 523 503 -241 67.61% 316 225 193 183 -133 57.91%Hall 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 22 21 27 26 31 32 104 92 72 96 89 71 6 9 8 4 6 7 McClellan Parkview 258 248 217 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 29 27 78 74 7 6 221 7 1 -26 -22 1 2 -37 131.82% 103.85% 75.00% 77.08% 116.67% 150.00% 85.66% 29 21 155 150 1 2 358 21 13 11 -18 37.93% 72 68 22 19 21 0 100.00% 70 75 128 125 1 3 300 108 100 2 3 245 99 92 2 3 228 -56 -58 1 1 -130 63.87% 61.33% 200.00% 150.00% 63.69% 82 83 80 80 3 3 4 4 311 313Total 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 Grads June 1999 Gain or Loss % Gain or Loss 65 58 -14 80.56% 269 232 -37 86.25% 71 64 -6 91.43% 277 283 6 102.17% 83 81 -1 98.78% 703 413 -290 58.75% 78 3 4 304 79 8 7 297 -1 5 3 -14 98.75% 266.67% 175.00% 95.50% 701 460 -241 65.62% 20 20 0 100.00% 17 24 7 141.18% 1987 1432 -555 72.07%Total Nbr White White Males Females r/fetf Sc6^ Black Males Black Females Females-othe Males-Other r 9th Grade 94-95 1821 257 308 612 621 13 10 Grads-June 1998 1389 231 293 336 472 29 28 Loss/Gain -432 -26 -15 -276 -149 16 18 % Completion 76.28% 89.88% 95.13% 54.90% 76.01% 223.08% 280.00% 9th Grade 95-96 1899 274 245 681 664 23 12 Grads-June 1999 1432 281 330 364 413 20 24 Loss/Gain -467 7 85 -317 -251 -3 12 % Completion 75.41% 102.55% 134.69% 53.45% 62.20% 86.96% 200.00% ScWl - School Year White Males White Females Black Males Black Females Other-Males Other Females Totals Central 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 110 106 97 J.A. Fair 106 197 203 4 5 625 94 146 170 5 6 527 104 104 138 3 6 452 Grads June 1998 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Grads June 1998 Gain/Loss-IOt h % Gain or Loss 86 -24 78.18% 33 24 16 32 -1 96.97% 106 95 136 7 13 443 0 -102 -67 3 8 -182 100.00% 48.22% 67.00% 175.00% 260.00% 70.88% 45 31 25 41 -4 91.11% 136 119 2 2 337 103 109 2 1 270 83 73 -63 53.68% 102 1 1 228 91 4 2 243 -28 2 0 -94 76.47% 200.00% 100.00% 72.11% Hall 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 37 35 31 44 39 42 124 103 85 117 93 76 4 6 9 4 3 3 330 279 246 McClellan Grads June 1998 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Grads June 1998 Gain/Loss-IOt h % Gain or Loss 35 48 49 58 7 4 201 -2 4 -75 -59 3 0 -129 94.59% 109.09% 39.52% 49.57% 175.00% 100.00% 60.91% 21 19 18 17 -4 80.95% 25 20 19 22 -3 88.00% 153 109 103 85 -68 55.56% 141 126 109 93 -48 65.96% 4 4 5 4 0 100.00% 0 1 1 3 3 300.00% 344 279 255 224 -120 65.12%Parkview 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 52 56 54 86 82 83 60 56 51 101 102 96 6 6 6 5 6 6 310 308 296 Total Grads June 1998 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 Grads June 1998 Gain or Loss % Gain or Loss 47 76 48 94 7 6 278 -5 -10 -12 -7 1 1 -32 90.38% 88.37% 80.00% 93.07% 116.67% 120.00% 89.68% 253 217 -36 85.77% 306 293 -13 95.75% 670 350 -320 52.24% 681 472 -209 69.31% 20 29 9 145.00% 16 28 12 175.00% 1946 1389 -557 71.38%School State of Ark State of Ark State of Ark ^-tnd aidJZ (^'i4-i54U, (S'Jv-M Year White Males White Females Black Males Black Females Other-Males Other Females Totals 10th Gr 1994-95 11th Gr 1995-96 12th Gr 1996-97 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Gain/Loss-IOt h % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Gain/Loss-IOt h % Gain or Loss 12,938 12,348 4,145 4,085 388 326 34,230 11,532 10,362 (2,576) -19.91% 13501 12288 11192 (2,309) -17.10% 13704 12252 11189 (2,515) -18.35% 11,310 10,374 (1,974) -15.99% 12604 11543 10751 (1,853) -14.70% 12541 11559 10684 (1,857) -14.81% 3,381 2,879 (1,266) -30.54% 4080 3509 2987 (1,093) -26.79% 4098 3511 3070 (1,028) -25.09% 3,593 3,273 (812) -19.88% 4178 3729 3487 1691) -16.54% 4119 3691 3314 (805) -19.54% 401 366 1221 -5.67% 442 415 383 1591 -13.35% 441 429 410 (31) -7.03% 349 359 33 10.12% 404 405 404 0 0.00% 432 432 436 4 0.93% 30,566 27,613 (6,617) -19.33% 35209 31889 29204 (6,005) -17.06% 35335 31874 29103 (6,232) -17.64%state of Ark 10th Gr 1997-98 11th Gr 1998-99 12th Gr 1999-00 Gain/Loss-IOt h % Gain or Loss 13384 12084 10845 (2,539) -18.97% 12657 11661 10835 (1,822) -14.40% 4108 3327 2942 (1,166) -28.38% 4069 3635 3422 {647} -15.90% 574 507 496 (78) -13.59% 541 501 506 135} -6.47% Little Rock 10th Gr 1994-95 11th Gr 1995-96 12th Gr 1996-97 Gain/Loss-IOt h % Gain or Loss 253 320 658 666 18 18 221 201 -20.55% 284 476 574 18 25 264 405 497 18 22 35333 31715 29046 (6,287) -17.79% 1933 1598 1407 Little Rock 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Gain/Loss-IOt h % Gain or Loss 253 240 216 1371 -14.62% 1561 12^ 116?1 0 4 15261 -17.50% -38.45% -25.38% 0.00% 22.22% -27.21% 306 266 273 1331 -10.78% 670 517 427 12^ -36.27% 681 600 521 11601 -23.49% 20 23 24 4 20.00% 16 17 17 1 6.25% 1946 1663 1478 (468) -24.05%Little Rock 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Gain/Loss-IOt h % Gain or Loss 269 250 219 1501 -18.59% 277 298 278 1 0.36% Little Rock 10th Gr 1997-98 11th Gr 1998-99 12th Gr 1999-00 Gain/Loss-IOt h % Gain or Loss 249 226 217 1321 -12.85% 298 284 267 -10.40% 703 556 452 12511 -35.70% 665 511 475 (190) -28.57% 701 595 492 (209) -29.81% 673 614 580 (93) -13.82% 20 24 22 2 10.00% 21 21 22 1 4.76% 17 17 19 2 11.76% 18 18 21 3 16.67% 1987 1740 1482 (505) -25.42% 1924 1674 1582 13421 -17.78%04/27/1999 13:53 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 810 West Markham Little Rock, AR 72201 sevann@Irsdadm.Irsdkl2.ar.us For Immediate Release April 27,1999 For more information: Suellen Vann, 324-2020 Fewer Students Drop Out of Little Rock Schools Alternative programs have reduced the districts dropout rate this year, based on statistics for the first semester. During the first two quarters of the 1998-99 school year, the number of dropouts declined 8.2 4. Last year, 919 students dropped out by mid-year, compared to 844 this year. Superintendent Les Gamine said the implementation of new programs, such as the Accelerated Learning Center, have offered students an alternative to terminating their education. We found that many students were discouraged with their academic progress in the regular classroom, and we were able to institute technology-driven, self-paced learning programs to keep these young people in school, Gamine said. The Accelerated Learning Center currently serves lllhigh school students\n13 studentshave graduated fi-om deprogram this year. Ofthe 13 graduates, five are enrolled in post-secondary schools, two entered the military, and the others work in full-time positions. Camme said district staffmembers are improving the tracking of identified dropouts since many students dont return to class foUowing the summer break. A dropout is defined as any student in grades 7 through 12 who leaves school prior to graduation. Excqitions to this include students who transfer to another school or who require extended medical leave due to serious personal illness. Gamine expects that more students will consider the alternative programs, including the Accelerated Learning Center and the junior high Alternative Learning Center, as magnet programs which can help them find their personal learning style and help them remain m an academic setting.Arkansas Democrat i^d^azelle (  WEDNESDAY, APRIL 28, 1999 LRs school dropouts fewer Superintendent credits reduction to alternative programs '  BY eVNTHL^ HOWELL .ARK.\\NS.\\S DEMOCR.AT-O.AZETTE Using a class in the Little Rock School District's new Accelerated Learning Center as a backdrop. Superintendent Les Camine announced Tuesday some earl) success in reducing the districts student dropout rate. In the first semester in 1997-98, 919 Little Rock students left school for destinations unknown as compared with 844 the first se- their diplomas or prepare for the General Educational Development test through the program, \"It is becoming more and more important for young people to finish degrees in terms of their em- mester this school year, a drop of ___ v,. j 8.2 percent, the superintendent theVountrt' said. He added that he e.xpects the  rate to improve as much as 15 percent by the end of this year. ploj-ment and their future.\" Car- nine said. \"But traditional schools don't fit everybody. This is an effort to more personalize education. Camine said the Little Rock learning center, formed last fall, is program. Smitli has been going'to classes at the center since Febm- ary, and he hopes to complete his courses this summer. He would like to enlist in the Navy, \"I won't say it is better here than going to McClellan,\" Smith said, \"I just needed a different atmosphere, I was just distracted. There was too much conversation going on,\" Tuition is not charged at the , , .3 . -------------- center, but students must apply to a^hybrid of programs used around the program and undergo an inter- rtew. as well as sign a contract The open-entry\nopen-exit learning center is sendng 111 students. Camine attributed the downward trend to new or expanded alternative programs. He specifically highlighted the Accelerated Learning Center, a program within the Metropolitan Vocational Tech- agreeing to the program's mles. Students who have been removed from their traditional nical Center for high school ju- _________ Jtiors and seniors who have fallen advantage of vocational courses of- behind in accumulating gradua-  ' \" tion credits. and has served about 160 this year. Fourteen have graduated, and an- schools because of discipline other 20 are expected to do so by problems do not qualify- for the the end ofthe school year. The pro-  '  gram will be expanded ne.xt vear to accept as many as 300 students, including lOth-graders, Plans also center. Most of the students in the program are older than 18. Those who complete their stud-   - --------------------- ies at the center receive diplomas call for allowing students to take from their home high schools in ------------, Camine said he ex- fered at Metropolitan. Learning Center student Jar- peers the center to attain state accreditation soon so students can The Accelerated Learning Center offers a computerized instmc- sent and easily distracted as a stu-  .A rmical inrtmctional dav for tional program that allows stu- dent at McClellan High School. Smith begins ^bSSt 8 or 8-30 a m durS? V McClellan Assistant Principal and lasts throush early afternoon.' that Butsometimeshe-Hstayaslate-as marr Smith said he was often ab- graduate from there sent and easily distracted as a Stu- ' ' dent at McClellan High School. .....................  McClellan .Assistant Principal and lasts through early afternoon. evening sessions. Students can get Smith consider the accelerated 9 p.m. to get ahead.\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_451","title":"Early retirement incentive program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Teachers","Retirement"],"dcterms_title":["Early retirement incentive program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/451"],"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\nLittle Rock School District APR 1 5 1994 Early Retirement Incentive Program for Teachers ,  . OtJice of Dosegrey. Application .ng The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing individual salaries for teachers or teacher salary schedules. A. The Early Retirement Incentive Program will be in effect for the 1993-94 school year only. B. Teachers who are at Step 16 or above on the Teacher Salary Schedule are eligible for the Early Retirement Incentive Program. C. Participating teachers are not required to retire under the Arkansas Teacher Retirement System. D. Participating teachers are not required to retire from the teaching profession. E. Participating teachers may be employed in another Arkansas School District. F. Teachers must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. G. Applications received after May 20, 1994, will not be considered. H. Applications will not be rescinded after Board approval. I. \"Current salary\" as used below includes salary paid from the teacher salary schedule at the time of application. \"Current salary\" as used below does not include any other compensation including stipends paid under Appendix B (Supplementary Pay Schedule). J. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible teachers less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 2. Eligible teachers 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible teachers 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible teachers 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible teachers 59 years of age on the May 20th application deadline wiU be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15.6. Eligible teachers 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 7. Eligible teachers 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 8. Eligible teachers 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 9. Eligible teachers 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary divided in two (2) annual equal installments, one (1) each January 15. K. L. M. N. O. 10. 11. Eligible teachers 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15. Teachers 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. Teachers will begin receiving installments on January 15, 1995. Participating teachers in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. Participating teachers may be employed in Little Rock School District in a substitute position only. Unless a minimum of 100 eligible teachers apply for the Early Retirement Program by the application deadline, any agreement reached regarding the implementation of this program shall be considered null and void. This offer is extended to the first 250 eligible teachers who apply. All applications will be numbered as received in the Human Resources Department. Only those applications received on the date that the 250th application is received will be accepted after the 250th application. I am submitting this application for early retirement under the agreement reached between the Board of Directors and the Little Rock Classroom Teachers Association under the terms listed above. I understand that once this application is approved by the Board of Directors it is irrevocable. I agree to the condition that I will not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in the Little Rock School District for a period of four (4) years\nhowever, I understand that I may be employed in a substitute position, only. (signature) (date) (current position)H RECOVER .1 APR 1 5 1994 ELarly Retirement Incentive Program for Administrators Office of D8segre?\natscrj Mu\n. The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing individual salaries for employees or employee salary schedules. A. B. C. D, E. F. G. H. 1. The Early Retirement Incentive Program will be in effect for the 1993-94 school year only. Employees who are at step 16 or above on the salary schedule for their position are eligible to participate in the Early Retirement Incentive Program. Participating employees are not required to retire under the Arkansas Teacher Retirement System. Participating employees may be employed in another Arkansas School District. Employees must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. Applications received after May 20, 1994, will not be considered. Applications will not be rescinded after Board approval. Current salary (base salary) as used below includes salary paid from the salary schedule at the time of application not to exceed $55,000. \"Current salary\" as used below does not include any other compensation including stipends, overtime, or supplemental pay. Early Retirement Incentive Program compensation will be determined as follows: 1. 2. Eligible employees less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. Eligible employees 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible employees 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible employees 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible employees 59 years of age on the May 20th application deadline will be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 6. Eligible employees 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of current salary divided in five (5) annual equal installments, one (1) each 9 mJanuary 15. 7. 8. Eligible employees 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. Eligible employees 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 9. 10. 11. Eligible employees 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary in two (2) annual equal installments, one each January 15. Eligible employees 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15, 1995. Employees 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. K. L. Employees will begin receiving installments on January 15, 1995. Participating employees in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. M. Participating employees may be employed in Little Rock School District in a daily rate substitute position only. N. Money saved as a result of the implementation of the Early Retirement Incentive Program will be used for the purpose of reducing expenditures to assist in balancing the budget for each year. Savings from this program will be exempt from all laws pertaining to teacher salaries and funds designated for teacher salaries only during the five (5) years of the payout of this incentive. If the exemptions from all laws pertaining to teacher salaries and funds designated for salaries are not approved by the appropriate legal authorities, any agreement reached between the Board and the Association shall be considered null and void. Signature: Date: Social Security #: Location: Position/Job Title:ar :z3 h\u0026gt; Gt Little Rock School District APR 1 5 1994 Early Retirement Incentive Program for Teacl)$|:s Application 'UiLt? o! L/ssegn U' The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing Individual salaries for teachers or teacher salary schedules. A. The Early Retirement Incentive Program will be in effect for the 1993-94 school year only. B. Teachers who are at Step 16 or above on the Teacher Salary Schedule are eligible for the Early Retirement Incentive Program. C. Participating teachers are not required to retire under the Arkansas Teacher Retirement System. D. Participating teachers are not required to retire from the teaching profession. E. Participating teachers may be employed in another Arkansas School District. F. Teachers must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. G. Applications received after May 20, 1994, will not be considered. H. Applications will not be rescinded after Board approval. I. \"Current salary\" as used below includes salary paid from the teacher salary schedule at the time of application. \"Current salary\" as used below does not include any other compensation including stipends paid under Appendix B (Supplementary Pay Schedule). J. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible teachers less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 2. Eligible teachers 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible teachers 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of cunent salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible teachers 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible teachers 59 years of age on the May 20th application deadline wiU be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15.K. L. M. N. O. 6. 7. 8. 9. 10. 11. Eligible teachers 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of current salary divided in five (5) annual equal installments, one (1) each January 15. Eligible teachers 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. Eligible teachers 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. Eligible teachers 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary divided in two (2) annual equal installments, one (1) each January 15. Eligible teachers 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15. Teachers 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. Teachers will begin receiving installments on January 15, 1995. Participating teachers in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. Participating teachers may be employed in Little Rock School District in a substitute position only. Unless a minimum of 100 eligible teachers apply for the Early Retirement Program by the application deadline, any agreement reached regarding the implementation of this program shall be considered null and void. This offer is extended to the first 250 eligible teachers who apply. All applications will be numbered as received in the Human Resources Department. Only those applications received on the date that the 250th application is received will be accepted after the 250th application. I am submitting this application for early retirement under the agreement reached between the Board of Directors and the Little Rock Classroom Teachers Association under the terms listed above. I understand that once this application is approved by the Board of Directors it is irrevocable. I agree to the condition that I will not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in the Little Rock School District for a period of four (4) years\nhowever, I understand that I may be employed in a substitute position, only. (signature) (date) (current position)\u0026lt;Ci iV kPR 1 5 1991 Early Retirement Incentive Program for Administrators Office of Desegrsgafcor* i'i'l V  ......4 The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing individual salaries for employees or employee salary schedules. A. B. C. D. E. F. G. H. 1. The Early Retirement Incentive Program wiU be in effect for the 1993-94 school year only. Employees who are at step 16 or above on the salary schedule for their position are eligible to participate in the Early Retirement Incentive Program. Participating employees are not required to retire under the Arkansas Teacher Retirement System. Participating employees may be employed in another Arkansas School District. Employees must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. Applications received after May 20, 1994, will not be considered. Applications will not be rescinded after Board approval. Current salary (base salary) as used below includes salary paid from the salary schedule at the time of application not to exceed $55,000. \"Current salary as used below does not include any other compensation including stipends, overtime, or supplemental pay. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible employees less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 2. Eligible employees 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible employees 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible employees 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible employees 59 years of age on the May 20th application deadline will be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 6. Eligible employees 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of cunent salary divided in five (5) annual equal installments, one (1) eachJanuary 15. 7. Eligible employees 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 8. Eligible employees 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 9. 10. 11. Eligible employees 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary in two (2) annual equal installments, one each January 15. Eligible employees 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15, 1995. Employees 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. K. L. Employees will begin receiving installments on January 15, 1995. Participating employees in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. M. Participating employees may be employed in Little Rock School District in a daily rate substitute position only. N. Money saved as a result of the implementation of the Early Retirement Incentive Program will be used for the purpose of reducing expenditures to assist in balancing the budget for each year. Savings from this program will be exempt from all laws pertaining to teacher salaries and funds designated for teacher salaries only during the five (5) years of the payout of this incentive. K the exemptions from all laws pertaining to teacher salaries and funds designated for salaries are not approved by the appropriate legal authorities, any agreement reached between the Board and the Association shall be considered null and void. Signature: Date: Social Security #: Location: Position/Job Title:RECEIVER IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 2 8 1994 Office of Desegregation Mofiiiv,..ig LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S MOTION FOR EARLY RETIREMENT INCENTIVE PROGRAM EXEMPTION AND RACIAL IMPACT APPROVAL The Little Rock School District (\"LRSD or \"District\"), for its Motion for Early Retirement Incentive Program Exemption and Racial Impact Approval, states: 1. By Order dated July 14, 1993, this Court entered an Order following its review and hearing of testimony concerning the proposed Early Retirement Incentive Program by the Pulaski County Special School District (\"PCSSD\"). The Order found that the program would not adversely impact the racial balance of the PCSSD's staff. Further, the Order found that the savings to be realized by the PCSSD from its program were exempt from the new revenue requirements of 1983 (Ex. Sess.) Ark. Acts 34\nArk. Code Ann.  6-20-301, et seq.(\"Act 34\"). 2. In developing its budget for the 1994-95 school year, the LRSD has determined that it too should offer an early retirement incentive program for its teachers and certain other employee groups. Similar to the PCSSD, the LRSD considers it essential that LRSD's Motion For Early Retirement Incentive Exemption and Racial Impact Approval April 28, 1994 Page 2 any revenues realized from such a program be exempt from the requirements of Act 34. By doing so, the funds realized by the District could be used for other purposes, such as reducing or eliminating the projected budget deficit. 3. Attached hereto as Exhibit 1 is a true and accurate copy of the \"Fast Track\" evaluation of the Early Retirement Incentive Program. Attached hereto as Exhibit 2 is a true and accurate copy of an analysis of the impact of the early retirement program on the racial balance of the District. Attached hereto as Exhibit 3 is a true and accurate copy of a report indicating the number of teachers eligible for the program by subject area as well as the number and percent eligible by race and gender. These exhibits are incorporated herein by reference as if set out word-for-word. 4. As reflected by the racial balance impact analysis, the Early Retirement Incentive Program is not projected to have a disproportionate or negative impact on the racial balance of the LRSD. In fact, based upon those teachers taking advantage of the opportunity as of April 26, 1994, the District may be in a position to increase the percentage of black teachers as a result of the incentive being taken in significant numbers by non-black teachers. thereby creating opportunities for new black teachers to enter into the District.LRSD's Motion For Early Retirement Incentive Exemption and Racial Impact Approval April 28, 1994 Page 3 5. Based on the foregoing, it is submitted that an order should be entered by this Court declaring that the Early Retirement Incentive Program of the LRSD will not have a negative impact on the racial balance of the District's staff and that any funds realized from the program are exempt from the requirements of Act 34. WHEREFORE, the Little Rock School District moves the Court for the entry of an order declaring that the District's Early Retirement Incentive Program does not have a negative impact on the District's racial balance and that the funds realized therefrom are exempt from the requirements of Act 34\nthe District should also be awarded any and all other legal and proper relief to which it may be entitled. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT erry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSp's Motion For Early Retirement Incentive Program Exemption and Racial Balance Approval has been mailed by First Class Mail, postage pre-paid on April 28, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone EXHIBIT 1 Little Rock School District Human Resources Department Early Retirement Program Description: Early Retirement incentives are generally offered for one or more of four basic reasons. First, it is a method to save money on recurring personnel costs by replacing higher paid staff with lower paid staff. Second, it is a method to reduce staff without resorting to a layoff. Third, it is a method to reorganize or restructure staff alignment and responsibilities. Fourth, it is a method of providing an employee benefit. Before the District enters into an agreement with the union on an early retirement program, it should determine what the purpose would be as it applies to the LRSD. It is apparent to everyone who has even peripheral knowledge of the District budget that cuts must be made in recurring expenses. By far the greatest recurring expense is personnel costs. One of the reasons that the District would decide to implement an early retirement incentive must be to reduce recurring payroll obligations. Since the District is also experiencing declining enrollment, the second reason should also be considered. It allows a method to reduce staff to match the shrinking enrollment without the trauma of a layoff while also eliminating the highest paid employees in each affected group. The third reason should be left open although at the time of the preparation of this \"fast track\" evaluation, there is no plan to have a major reorganization of the District. The fourth reason should be considered in two ways. Would the program be designed primarily as an employee benefit, or would it primarily be for cost savings? If it is designed as an employee benefit, it should be negotiated as a retirement bonus and continue indefinitely. If it is a cost savings measure, it should be a one time opportunity for employees to receive an incentive to separate service with the District. A window of opportunity should be opened to encourage retirement and then the window should be closed. Otherwise, the program becomes a bonus and is simply an additional expense. At this time one would have to conclude that the first two would be the principal benefit to the District and the other two reasons are possible by-products. 1Little Rock School District Human Resources Department The Pulaski County Special School District (PCSSD) implemented an early retirement incentive program last year. It would appear that their primary purpose would be the same as ours. With their program and its regulations and procedures as a guide, we can anticipate some possible results if we apply their program to current staff. Attached as \"Appendix B\" is a copy of PCSSDs program. our Goals: The goal of the program described above as it applies to the LRSD would be to reduce recurring personnel costs while avoiding the trauma of a reduction in force. Evaluation Criteria: Because of the amount of the projected budget deficit for the 1994-95 school year, probably no one program or budget reduction will eliminate the entire deficit. An analysis of alternatives to an early retirement incentive program need not be considered to replace it. Alternatives must be considered to complement the possible results of it. Those alternatives are being explored through other \"fast track\" evaluations and the program budgeting process. A comparison of the number of teachers in the PCSSD who took advantage of the incentive to the number of teachers who meet the defined criteria who normally leave the PCSSD each year will be made. Although it would be a more accurate comparison to compare percentages of teachers rather than numbers of teachers, that data is not available. Therefore, a determination of the number of teachers who would have fallen in this category last year in the LRSD will be projected for the current school using the PCSSD experience as a guide. This comparison and projection will only have value if the LRSD uses exactly the same window of opportunity as the PCSSD. Evaluation Results: Since the salary schedules of the LRSD and PCSSD are not identical, the same criteria cannot be applied exactly. The eligibility requirement has been adjusted slightly. Instead of starting the eligibility at Step 13 as in PCSSD, Step 16 has been used for the LRSD. For a teacher to be eligible, he/she must be at Step 16 or above. 2Little Rock School District Human Resources Department The chart below illustrates the portion of the salary schedule which would be covered by the early retirement incentive. The salary shown below is for a 9.25 month teacher\nteachers with extended contracts would have to be prorated to determine the actual salaries for all covered teachers. LRSD 1993-94 16 17 18 19 BA $32,118 BA + 12 $33,162 BA + 24 $34,206 $35,009 MA/BA + 36 $35,270 $36,073 $36,876 MA + 15 $36,354 $37,157 $37,960 $38,763 MA + 30 $37,458 $38,261 $39,064 $39,867 20 $40,670 The chart below shows the number of teachers on each step of the schedule defined above and the actual dollars with FICA attached to each step. There are 630 teachers on the chart who would be eligible. 16 BA BA+12 BA-I-24 MA/BA-l-36 MA+15 MA-l-30 30 $1,168,761.54 37 $1,411,785.06 6 $266,387.45 20 $798,954.27 10 $470,533.51 21 $899,764.19 17 40 $1,594,582.60 19 $776,586.41 14 $591,120.61 11 $525,497.17 18 126 $5,350,045.95 14 $600,668.05 14 $9,312,558.79 19 66 $2,951,248.46 14 $633,463.47 20 188 $8,771,417.14 3Little Rock School District Human Resources Department In PCSSD, only 38 eligible teachers took advantage of the incentive plan. The PCSSD plan calls for a two year window of opportunity which probably accounts for the small number of teachers who took advantage of the incentive in the first year. Officials from the PCSSD indicate that normally 12 to 15 teachers from this group would leave each year. The PCSSD is anticipating that at least 100 teachers will apply for the incentive this year before the window closes. If the LRSD uses a more narrow window of opportunity (one year), it is impossible at this stage to project how many teachers at each step will elect to participate. Before projecting the possible savings, the incentive which would be paid to the employees must be calculated. To do this the salaries must be applied to the age chart shown below. The percentages in the chart are the same as used in the PCSSD program. AGE SALARIES PERCENT LIABILITY LESS THAN 56 56 57 58 59 60 61 62 63 64 65 $21,424,153.83 $ 1,165,916.63 $ 994,238.20 $ 672,218.13 $ 691,237.51 $ 579,940.43 $ 365,476.61 $ 349,527.66 $ 353,417.90 $ 264,156.59 NOT ELIGIBLE 100 90 80 70 60 50 40 30 20 10 $21,424,153.83 $ 1,049,324.96 $ 795,390.56 $ 470,552.69 $ 414,742.50 $ 289,970.21 $ 146,190.64 $ 104,858.29 $ 70,683.58 $ 26,415.66 TOTAL 6,860,283.49 $24,792,282.92 4Little Rock School District Human Resources Department The total liability for the payout to the employees would be $24,792,282.92 if every eligible teacher participated. Under the PCSSD plan the total liability for the participating teachers would not be paid in the first year after their separation from their district. The amount due would be paid in installments of 20% for five years. If every eligible teacher participates, the installments would be approximately five (5) million dollars per year. The LRSD currently gives teachers new to the District up to seven (7) years credit for previous experience\ntherefore, step eight (8) would be the highest step possible for a new teacher who would be hired to replace a participating teacher. With an MA+30 hours and step eight (8) placement, the maximum salary for a replacement teacher would be $33,408 with FICA. If all replacement teachers were hired at the maximum placement, the total salary would be $21,047,040. The average salary for all teachers hired by the LRSD for the 1993-94 school year was $24,403 with FICA. Using this as the average replacement salary, the total salary for replacement teachers would be $15,373,890. The current total salary of the eligible teachers is $26,860,090. Using the average replacement salary, the District would save $11,486,200 in salary and would have a net savings of approximately $6.5 million dollars per year. Using the worst case scenario with 100 percent participation, the net savings for the District would be approximately $.8 million. If the same eligibility criteria were applied to the LRSD for last year, there were 37 teachers who left the District who would have been eligible by salary placement\nhowever, five of these teachers were older than the age guidelines. If the assumption were drawn that a like number of teachers would leave the District whether or not there is an incentive program, at least 32 eligible teachers would have to leave before the incentive has any impact on the number leaving. Using the 1993-94 salary schedule, the salaries for these teachers would have been $1,555,227. The savings would have to be large enough to compensate for those teachers who would have left anyway to avoid the District losing money from the incentive. If applied to last year, the District would have had to pay $731,023 (^46,205 for each of the five years) for the incentive to those teachers who left the District with no early retirement incentive. While it would be helpful to apply the criteria to more years than just last year\nas a result of the computer conversion the information is not available. Unless the District saves more than $731,000, it is questionable whether the program is a bonus or an incentive. Proportionally applying the data presented above, there would have to be seventy-one (71) eligible teachers participate before there are any savings above the savings normally achieved without the early retirement incentive. 5Little Rock School District Human Resources Department Obstacles to Goal Attainment: The early retirement incentive program would have to be negotiated since it would be a policy directly affecting teachers. Provided the incentive is negotiated, the primary obstacle to having a successful program with the resulting savings would be that the incentive did not entice employees to separate service than would have left without the program. Recommendation: A survey of eligible teachers should be conducted to determine the level of interest without making any commitments that the program would be enacted. If fewer than 85 teachers express an interest in the program for this year, the Board should not move to open negotiations to implement the program. If there is sufficient interest, an early retirement incentive program modeled after the program in place with the PCSSD should be proposed and negotiated with the teachers union. The window of opportunity should be limited to the current school year to prevent participation by only those who would have left anyway. The Board of Directors should reserve the right to reopen the window of opportunity next year after experiencing the program this year. There should be no guarantee that the program will ever be offered again to maximize the participation this year. Objective: The purpose of the recommendation is to reduce recurring expenses by reducing payroll while avoiding if possible a RIF through traditional means where the least senior and lowest paid teachers are laid off. Impact Analysis: Other than the objective presented above, the program could impact the racial composition of the teaching staff. The District should also use this window of opportunity to recruit black applicants into positions which might not otherwise become vacant. It is possible that a disproportionate number of black teachers could take advantage of the incentive. If this happens, the District must guard against lowering the percentage of black teachers. 6Little Rock School District Human Resources Department Desegregation Plan: There is no apparent negative impact with the possible exception of the impact presented above. This should not be a problem if the racial composition of the participants is closely monitored. This should be viewed as an opportunity rather than a problem. Court Orders: There is no known negative impact. Political Factors: There are no known political factors which would impact this program. Timing: The program would have to be negotiated in time to encourage participation this spring before a RIF would have to be implemented. A target date of March 15, 1994, should be set for the completion of negotiations and ratification by both the Board and the union. The 1994-95 budget would be the first budget impacted. Resources Analysis: See Evaluation Results. Force Field Analysis: There should not be widespread or organized opposition to the plan. It should have Board support because it should reduce the deficit. It should have employee and union support because of the employee benefit (the incentive). The court should support the plan because of the positive budget ramifications and the possible positive impact on the racial balance of the staff. 7Little Rock School District Human Resources Department Implementation Plan: A joint survey from the District and the union should be submitted to the eligible teachers as soon as possible. It should be a joint survey to avoid any claims of bad faith in the bargaining process. If the results of the survey show an adequate level of interest the plan should be submitted to the Board as a recommendation to open negotiations with the union. Negotiations should begin as soon as possible after the Board and the union consent to open negotiations. It should be negotiated as a special interest of concern to both parties and not as part of the package for negotiations for successor agreements. Negotiations should begin by February 1, 1994, and conclude as soon as possible thereafter. Negotiations should be completed and the program ratified by both parties no later than March 15, 1994. After successful negotiations, all eligible parties should be sent information concerning the incentive and encouraged to participate. By May 20, 1994, the application for the incentive should be received by the District for processing. This information should be presented to the Manager of Support Services for inclusion in the budgeting process. 8APPENDIX A % TEACHERS CURRENT SALARIES 5 YEAR LIABILITY PAYOUT EACH YEAR PROJECTED REPLACEMENT SALARIES 20% PAYOUT REPLACEMENT 630 100% $26,860,090 $24,792,282 $ 4,958,456 $ 15,373,890 $ 20,332,346 32 5% $ 1,364,320 $ 1,259,288 $ 251,858 780,896 1,032,754 63 10% $ 2,686,009 $ 2,479,227 $ 495,845 1,537,389 2,033,234 71 11J% $ 3,027,089 $ 2,794,050 $ 558,810 $ 1,732,613 $ 2,291,423 95 15% $ 4,029,014 $ 3,738,516 $ 747,703 2,318,285 3,065,988 100 15.87% $ 4,263,504 $ 3,935,280 $ 787,056 2,440,300 3,227,356 SAVINGS $6,527,744 $ 331,566 $ 652,775 $ 735,666 $ 963,026 $1,036,148 $ $ $ $ + $ $ $ $ KEY: TEACHERS: NUMBER PARTICIPATING %: PERCENTAGE OF TEACHERS ELIGIBLE TO PARTICIPATE (630) CURRENT SALARIES: BASED ON PERCENTAGE OF SALARIES OF TOTAL ELIGIBLE GROUP 5 YEAR LIABILITY: PROPORTIONATE REDUCTION FROM CURRENT SALARIES PAYOUT EACH YEAR: 20% LIABILITY FOR EACH OF THE 5 YEARS PROJECTED REPLACEMENT SALARIES: NUMBER PARTICIPATING TIMES CURRENT AVERAGE NEW HIRE SALARY SAVINGS: CURRENT SALARIES MINUS 20% PAYOUT AND REPLACEMENT SALARIESLittle Rock School District Human Resources Department Appendix B PULASKI COUNTY SPECIAL SCHOOL DISTRICT Early Retirement Incentive Program The purpose of the Early Retirement Incentive Program is to reduce District expenditures in order to build a reserve which will offset the cessation of State Desegregation Settlement Funds in 1995-96 and 1996-97. A. B. C. Eligibility for the Early Retirement Incentive Program will remain in effect for the 1992-93 and 1993-94 school years unless renegotiated. Teachers who are at Step 13 or above on the Teacher Salary Schedule are eligible for the Early Retirement Incentive Program. Participating teachers are not required to retire under the Arkansas Teacher Retirement System. D. E. F. G. Participating teachers are not required to retire from the teaching profession. Participating teachers may be employed in another Arkansas School District. Teachers must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Assistant Superintendent for Personnel by May 20 each year. Applications received after May 20, 1994, will not be considered unless this program is renegotiated. H. 1. Applications will not be rescinded after Board approval. \"Current salary\" as used below includes salary paid from the teacher salary schedule and professional growth contract at the time of application, \"Current salary\" as used below does not include other compensation. J. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible teachers less than 56 years of age on or before the May 20 application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15.Little Rock School District Human Resources Department Appendix B 2. Eligible teachers 56 years of age on or before May 20 application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each Januaiy 15. 3. Eligible teachers 57 years of age on or before the May 20 application deadline will be paid eighty percent (80%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 4. Eligible teachers 58 years of age on or before the May 20 application deadline will be paid seventy percent (70%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 5. Eligible teachers 59 years of age on or before the May 20, application deadline will be paid sixty percent (60%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 6. Eligible teachers 60 years of age on or before the May 20, application deadline will be paid fifty percent (50%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 7. Eligible teachers 61 years of age on or before the May 20 application deadline will be paid forty percent (40%) of current salary divided in two (2) annual equal installments, one (1) each January 15. 8. Eligible teachers 62 years of age on or before the May 20 application deadline will be paid thirty percent (30%) of current salary divided in tow (2) annual equal installments, one (1) each January 15. 9. Eligible teachers 63 years of age on or before the May 20 application deadline will be paid twenty percent (20%) of current salary in one (1) installment on January 15. 10. Eligible teachers 64 years of age on or before the May 20 application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15. 11. Teachers 65 years of age or older on or before the May 20 application deadline are not eligible to participate in this program. K. Teachers may not receive installments until the January following Board approval forAppendix B L. M. N. O. Little Rock School District Human Resources Department participation in the Early Retirement Incentive Program. Participating teachers in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Pulaski County Special School District. Participating teachers may be employed in Pulaski County Special School District in a substitute position only. Savings Calculation Method: 1. 2. 3. Teacher replacement costs will be computed by calculating the average teacher salary including FICA costs for incoming teachers employed by September 1 of that year times the number of participants in the Early Retirement Incentive Program for that year. Increases in the teacher salary schedule in subsequent years will be included in the calculation of participant costs and replacement costs. Money saved will be computed as follows: (Participant Salaries -I- FICA costs) - (Replacement Costs + FICA 4- Installment Payments + FICA). Money saved as a result of the implementation of the Early Retirement Incentive Program will be credited to a Compensatory Trust Fund maintained by the District for the purpose of reducing expenditures and thus balance the budget when the State Settlement Monies cease. Monies saved, including interest, which accrue above the annual amount needed to balance the budget and thus promote the continued implementation of the court approved Desegregation Plan will be placed in the Districts Contingency Fund. Resolved through impasse hearing by the Board on April 29, 1993.EXHIBIT 2 The Impact of Early Retirement on Racial Balance The early retirement incentive which has been negotiated with the Rock Classroom Teachers Association for teachers should have no negative impact on the racial composition of the teaching staff. The current teaching staff is approximately 33.6 percent black while the overall pool of teachers eligible for the incentive is 37.4 percent black. Because these percentages are relatively close to each other, this balance should allow teachers of both races equitable opportunities to apply for the early retirement incentive. the early It is impossible to precisely predict how many teachers of each race will take advantage of this opportunity\nApril 26, 1994, sixty-five (65) teachers had applied for the incentive. of this number 16.9 nercent nr pvon n-P \u0026lt;-ho sixty-five (65) however, through Of percent or eleven (11) of the teachers are black. The impact The racial composition of the teaching staff and the possible impact of the incentive on that balance has been considered from the start of the planning process for the incentive. The impact analysis of the fast track evaluation completed for the early retirement incentive states, \"The District should use this window of opportunity to recruit black applicants into positions which might not otherwise become vacant. It is possible that a disproportionate number of black teachers could take advantage of the incentive. If this happens, the District must guard against lowering the percentage of black teachers.\" It 1 In At this time there does not appear to be any negative impact, fact there would appear to be an opportunity to increase the percentage of black teachers as a result of the incentive. Nonetheless, the impact will be continually monitored to be certain that the incentive will not cause a negative impact. 1. See page 6,\"Impact Analysis\", of the attached fast track evaluation.TO\nFROM\nDATE\nSUBJECT\nEXHIBIT 3 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Superintendent's Cabinet 72201 Brady Gadberry, Director of Human Resources January 31, 1994 Early Retirement Incentive The table below shows the subjects taught by the iue caoxe Deiow snows the subjects taught by the 630 teachers presented in the fast track evaluation on the early retirement incentive. These numbers were derived fmm a down load . , These miners derived from down of the eligible teachers using state department codes to classify the subject. Many of the teachers may teach additional STibjects which are not represented here to keep from counting teacher more than once\ntherefore, the information presented in teachers by subj ect. a the should be used only to give an indication approximately how many teachers could be eligible in each area. chart to an of SUBJECT NUMBER OF TEACHERS ELEMENTARY KINDERGARTEN GIFTED \u0026amp; TALENTED READING MATH (ELEM \u0026amp; CHAP I) LIBRARIAN COUNSELORS SPECIAL ED ENGLISH MATH SCIENCE SOCIAL STUDIES HEALTH \u0026amp; PE VOCATIONAL BUSINESS 105 37 19 36 31 26 39 56 39 36 28 32 21 20HOME EC 8 CAREER ORIENTATION 6 ICT 4 CCE 9 OTHER VOCATIONAL ART INSTRUMENTAL MUSIC MUSIC FRENCH GERMAN LATIN SPANISH SPEECH COMMUNICATION ADULT ED JOURNALISM TOTAL TEACHERS 29 8 9 10 3 1 4 4 5 6 1 630 The race and gender of the eligible group is shown in the followina table. BF BM WF WM NUMBER 194 42 324 70 PERCENT 30.8 6.6 51.4 11.1RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 2 8 1994/7/ Office of Dessgregaiion Monuuiiiig LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF LRSD^8 MOTION FOR EARLY RETIREMENT INCENTIVE PROGRAM EXEMPTION AND RACIAL IMPACT APPROVAL The Little Rock School District (\"LRSD\" or \"District\"), for its Memorandum Brief In Support Of LRSD's Motion For Early Retirement Incentive Program Exemption And Racial Impact Approval, states: The District, pursuant to its budgeting process, has projected a deficit for its 1994-95 budget unless deficit reduction measures are taken. In accordance with its planning and budgeting process. the District conducted a fast-track evaluation of the possibility of offering an early retirement incentive program. Based upon that evaluation, the District determined that such an incentive program would be beneficial to its budgetary efforts. Accordingly, it is in the process of determining whether sufficient employee interest exists to warrant the implementation.Memorandum Brief April 28, 1994 Page 2 As this Court is aware, the Pulaski County Special School District (\"PCSSD) has implemented such a program. In fact, an Order was issued by this Court on July 14, 1993. That Order determined that the PCSSD program would not have a negative impact on the racial balance of the District's staff and that the funds generated from such a program would be exempt from the reguirements of Act 34 under Arkansas State law. Based upon the exhibits supplied with the motion by the LRSD and the prior determination regarding the PCSSD program. it is submitted that the Early Retirement Incentive Program being offered by the LRSD should be found free of negative racial impact on the District's staff and any funds generated from the program should be exempt from the reguirements of Act 34. Respectfully Submitted. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT B' T. rrry L. Malone Bar No. I. D. 85096CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Memorandum Brief In Support Of LRSD's Motion For Early Retirement Incentive Program Exemption And Racial Balance Impact Approval has been mailed by First Class Mail, postage pre-paid on April 28, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 7/ Jerry L. Malone' 1 I Little Rock School District NEWS RELEASE May 10, 1994 For more information: Jeanette Wagner, 324-2020 SPECIAL BOARD MEETING SCHEDUTTJ) FoUowing e regularly scheduled Little Rock School District board agenda meeting on May 12, at 5:00 p.m., there will be a special board meeting to discuss early retirement incentives for personnel who were not eligible for programs approved earUer this year. Modifications for the previously implemented early retirement incentive programs, including the addition of a $2,500 bonus, will be discussed as well. The LRSD Board members will also meet with state legislators at 6:30 p .m. fftt'tt O'y TTT___i C- REC^\"' MAR 2 1 1995 FILED U.S. district court EASTERN district ARKANSAS Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAR 1 6 1995 JAMES W.^^COR^CK, CLERK OeP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER Before the Court are three motions which the Court now addresses: (1) motion of the Pulaski County Special School District (\"PCSSD\") to amend the desegregation plan (doc.#2126)\n(2) motion of the Little Rock School District (\"LRSD\") for early retirement incentive program exemption and racial impact approval (doc.#2172)\nand (3) motion of the PCSSD to approve certain program analyses and to amend the PCSSD permanent intradistrict desegregation plan as necessary (doc.#2218). The Court will address each of these motions in turn. I. The PCSSD desegregation plan provides at page 82 that II [a]ny PCSSD student may apply to transfer to a magnet school from any PCSSD school in which the black percentage is between 28% and 49%\nexcept that black PCSSD students may apply for such transfer if the racial composition of the sending school is 28% black or greater. II The PCSSD moves that its desegregation plan be amended by adding 2 3 8 2( language g_iving the PCSSD the discretion to deny the transfer of white PCSSD students to interdistrict magnet schools if. in the judgment of the PCSSD's Office of Desegregation, any such transfer would have an unacceptable impact upon the black/white ratio of the sending school. 1 There are no specific objections to this motion although the LRSD has filed a pleading voicing several concerns it has with the proposed amendment. The Court has carefully considered the matter and finds that the motion should be and hereby is denied. In the recent order granting the Magnet Review Committee's (\"MRC\") request for approval of the interdistrict magnet school budget for the 1994-95 school year, this Court noted that the PCSSD had not filled its allotted magnet seats, and that the LRSD had Instituted new magnet school assignment policies which resulted in seats remaining vacant. The Court admonished the LRSD that it must consult with the MRC prior to making decisions that impact the schools which the committee oversees. Giving the PCSSD discretion to deny the transfer of white PCSSD students to interdistrict magnet schools, however. would afford it privileges unavailable to the LRSD and the North Little Rock school District and would usurp the oversight role of the MRC. The proposed amendment would also impede the primary goal of filling the magnet seats to capacity. As noted in the recent order, empty seats at the magnet schools are costly and deprive 1 The proposed additional language is as follows: \"However, if in the judgement of the PCSSDs Office of Desegregation any such transfer would have an unacceptable impact upon the black/white ratio of the sending school, then the PCSSD may deny such transfer.\" 2children of_the opportunity to enjoy the benefits of magnet school programs. The Court reiterates that the MRC and the three school districts whose students populate the magnet schools are responsible for conducting recruitment activities, and that it fully expects the MRC and the parties to engage in vigorous, sustained recruitment so that all magnet school seats are filled every academic year. II. The LRSD has before the Court a motion for early retirement incentive program exemption and racial impact approval. This matter was Included in the LRSD's 1994-95 budget, which the Court allowed to proceed by order dated August 22, 1994. Accordingly, this motion is moot. The Clerk is directed to remove this motion from the pending motions report. III. The PCSSD asks this Court to approve certain program analyses addressing various items of operation in the PCSSD and to amend the PCSSD permanent intradistrict desegregation plan as necessary. Specifically, the PCSSD seeks approval for program analyses regarding (1) the transfer of an assistant principal position from Jacksonville High School to Jacksonville Junior High South and Jacksonville Junior High North\n(2) a proposal to emphasize team learning and teacher expectation and student achievement and deemphasize the program for effective teaching\n(3) a proposal for 3t the elimir^tion of the assistant principal's position at Scott Elementary School\n(4) a proposal for changes in summer school programs in the PCSSD\n(5) a proposal to combine the positions of associate directors for elementary and secondary education into one position. that being the Director of Instructional Support Services\nand (6) a proposal to change the position of Director of Music and Extra-Curricular Activities t Coordinator of Music and Extra-Curricular activities. These matters were included in the PCSSD's 1994-95 budget, which the Court allowed to proceed by order dated August 26, 1994. Accordingly, this motion is moot. The Clerk is directed to remove this motion from the pending motions report. IV. In sum. the Court denies the PCSSD's motion to amend the desegregation plan (doc.#2126), finds the LRSD's motion for early retirement incentive program exemption and racial impact approval to be moot (doc.#2172), and finds the PCSSD's motion to approve certain program analyses and to amend the PCSSD permanent intradistrict desegregation plan as necessary to be moot (doc.#2218). IT IS SO ORDERED this A- /day of March 1995. UNITED S'TATES DISTRICT/ 1 JUDGE OOCKBT fHffT 4 PROP \u0026gt;41 FRIDAY, MAY 6,1994 ERSD adds incentive to retire Out-early teachers  to get $2,500 bonus .......... BY CYNTHIA HOWELL Democrat-QazeMe EdtKallon Writer '  Negotiators for the Little Rock School District and the Classroom Teachers Association decided to sweeten the pot i\nIJhursday to entice veteran I teachers to consider early re- : l tirement. i\n The two negotiating teams\nreached a tentative agreement  to add a $2,500 bonus to the re-\ntirement benefits approved ear-\nlief this year by the CTA and the\nschool board. The CTA mem-\nbership and school board must  adopt the bonus before it can\ntake effect.\nThe district's early retirement\nplan will give up to a years  \u0026gt; salary to employees with 16 or .1 more years of experience if they\nanhounce their plans to retire\nfrom the district by May 20.\nFor the one-time-only retire- : ment plan to take effect, at least\n100 teachers must enroll. Par-\nticipation in the program is I  capped at 250, though more than \u0026gt; 600 of the districts 1,400 teach-\ners are eligible. So far, 65 teach- ers have signed up for the early\nretirement program. ' The program is one attempt .: to cut salary expenses for the\nnext school year. District offi- \n|cials are trying to trim $7 million \u0026lt; in expenses to balance the bud- : get for next year and avoid an il- : legal deficit. .\nVacancies created by the ear- ly retirements will either not be ' filled or will be filled by the 80 teachers whose jobs are being eliminated at the end of this year  also as a cost-cutting measure. Tile vacancies would be filled by Jl^Shhers who have less seniority IXnd earn less than the retirees, j: -Brady Gadberry and Frank jaartin, chief negotiators for the lliflslrict and CTA negotiating Cteams respectively, said the $?,500 bonus would be paid by ^ug. 2. -Despite being ineligible for Sariy other retirement incentive, ,31)e districts 28 teachers aged 65 ^r older would be eligible for the \u0026gt;$2,Soo bonus. The system has no ^iSoo bonus. The system Smahdatory retirement age.  i\n\u0026lt;Jadberry pointed out that the ^,'^2^600 would be more than Enough to cover a retiring iVeJ'chers yearly health insur- rSHC.e premiums.Arkansas Democrat a SATURDAY. MAY 21, 1994 Numbers dont add up for teacher retirement plan Democrat-Gazette Staff Eighty-nine Little Rock School District teachers  11 short of the 100 required  signed up for the districts early retirement incentive program by the deadline Friday, leaving the programs fate uncertain. The Classroom Teachers Association is expected to ask for at least a weeks extension of the deadline to meet the minimum number or to ask that retiring administrators be included in the teacher count. As of Friday afternoon, 14 administrators had signed up for the early retirement incentive program. The school board could also decide to lower the minimum number of participants. Earlier this year, the board adopted the teacher retirement incentive program as a way to trim salary expenses for next year. District officials had estimated $750,000 in savings if 100 teachers retired and were replaced by less-experienced, lower-paid employees. , According to the terms of the program, teachers with 16 years of experience in the district were eligible to get all or a part of a years salary if they retired before age 65. The years salary would be paid over as many as five years. In addition, all retiring teachers, including those 65 and older, would be eligible for a $2,500 bonus to be paid Aug. 2.Copyright  Little Rock Newspapers. Inc. I LRSD staff\nLet teachers retire early BY CYNTHIA HOWELL ' Democrat-Gazette Education Writer ''  Little Rock School District administrators will recom-\nmend that the School Board proceed with a teacher early retirement incentive program although applications fell 12 short of the minimum requirement of 100. The staff also will recommend extending by one week the application deadline, which originally was last Friday, for teachers, administra- tors, clerical workers and nurses, said Brady Gadberry, district director of labor relations. Eighty-eight teachers applied for the early retirement incentive by the deadline\nIn addition, 17 administrators, 17 clerical workers and three nurses also signed up for early retirements. The School Board adopted the one-time early retirement program to trim costs. The district must cut more than $7 million in expenses for next year to avoid an illegal budget deficit. The early retirement program could be more financially successful than expected. Gadberry said retirement of the 88 teachers who signed up for the program by last week would save the district about $820,000 in salary costs. Earlier, district officials estimated retirement of 100 teachers would generate $750,000 in savings.  The savings would be generated by replacing the retiring teachers with less experienced, lower-paid ones.\nThe projections do not include any savings that might be realized by the early retirements of the administrators, nurses and clerical work- | ers. Those savings have not been calculated. - To be eligible for the-eai^ ly retirement, a teacher had to have at least 16 years of experience in the district and be under age 65. Of ffie districts 1,400 teachers, 630 were eligible for the incentive, which is all or part of a year s salary to be paid out over up to five years. In addition, all retirees, including those 65 and older, will get a $2,500 bonus in August.AAansas Democrat (gazette SATURDAY, MAY 28, 1994  LRSD will lose 124 educators to early retirement incentive  BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District will lose some longtime and well-known educators at the end of this school year because of an early retirement incentive program. The program will save the district about $1 million in salary costs next year. Most who are leaving arent frequently mentioned in news reports, but they are well known in education circles and beyond because of their long tenure, job assignments and accomplishments. The district implemented the early retirement program to cut costs. The retirees, 124 in all, will be replaced with people with less experience at lower salaries. Among the 87 teachers who will retire this year is Mary Beth Greenway, an English teacher at Parkview High School who this year won a $25,000 award from the Milken Family foundations for outstanding teaching. She also was one of two teachers from Arkansas to be named candidates for the NASA teacher in space program in the late 1980s. Among others who are leaving is Louise Bloom, a teacher at Williams Magnet Elementary\nCarol Barnhouse, a math teacher at J.A. Fair High\nBryant Cochran, a math teacher at Hall High and a former president of the Little Rock Classroom Teachers Association\nDelores S. Ivey, a counselor at Central High\nArlin Jones, a band director at J.A. Fair High\nCharles Lance, journalism teacher at Central High\nSusan May, an English teacher at Pulaski Heights Junior High\nElizabeth Willingham, an English teacher at Hall High\nand Crystal Wood, a kindergarten teacher at Badgett Elementary. The salaries for the teachers range from $31,138 to $48,083. Included among the retirees are at least 17 administrators. The administrators have until June 17 to apply for the early retirement program, which provides employees with $2,500 plus all or part of a years salary if they resign before age 65. The 17 include five principals, the director of the Metropolitan Vocational Technical Skills Center, the director of the Safety and Security Department, the desegregation facilitator and the reading and mathematics supervisors. The principals are Donna Davis at Gibbs Magnet Elementary, Mary Guinn at Carver Magnet Elementary, Richard Maple at Forest Heights Junior High, Clell Watts at Henderson Junior High and Al Niven at Fair High. Also retiring are Doyle Dil- lahunty at Metropolitan, Bill Barnhouse, who is the safety and security director, Arma Hart, the desegregation facilitator\nAlice Stovall, the reading supervisor, and Judy Trowell, the math supervisor. The salaries for the administrators range from $32,163 to $65,676. In addition, three nurses and 17 clerical employees are taking early retirement, including Norma Rogers, the executive assistant to the superintendent, and Sue Pederson, the executive assistant to the associate superintendent for desegregation.\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_1162","title":"Exhibits: Pulaski County desegregation case","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":["1994/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Court records"],"dcterms_title":["Exhibits: Pulaski County desegregation case"],"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/1162"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit numbers 458-466\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 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_1066","title":"Exhibits: Pulaski County Special School District, evaluation and monitoring reports","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Court records","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["Exhibits: Pulaski County Special School District, evaluation and monitoring reports"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1066"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit numbers 447-453\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_470","title":"Incentive Schools: Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/470"],"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\nIncludes ''1994-1995 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring\nr I Revised Timeline for 1995 Incentive School Monitoring Report Task Dates Person(s) Responsible Review 94 guide for possible revision Dec. 27-28 Melissa Discuss revisions Jan. 4 all Redistribute reporting chores Jan. 4-11 Horace, Margie, Melissa Complete revised guide Jan. 4-11 Polly and Melissa Schedule orientation for new principals Jan. 6-9 Melissa Schedule visits after other dates firm up all 4- their calendars Write letter to principals Feb.1-3 Melissa Hold orientation, distribute guide, letter, and schedule Melissa, Polly, Linda Visit the schools Feb. 22-Mar. 3 Melissa, Horace, Margie, Barry, and ? Write the report Mar. 6-27 Horace, Margie, Melissa, and Barry Polly Edit March 28-April 7 Polly Incorporate Pollys changes April 10-11 all writers Anns review of report April 12-19 Ann Incorporate Anns changes April 20-21 all writers Review by district April 24-25 ? Incorporate comments April 26-27 Horace and Melissa will do Margies share since she will be in Denver (we have her OK, if it is OK with Ann)Report to the printer May 1 Polly File the report May 4* PollyReview of the Incentive School Monitoring Guide for 1995 Current page # Topic Rec. for 95 3-5 \"Etirru 6-17-------------- 78-33------------- 24-29/A\u0026lt;^'(g\u0026gt;^ 36^4------------- 33-36 Enrollment section Staffing section----- Test data-section Discipline section GT section----------- Facilities section keep -----------(due to update)drop (if published before June 95)drop keep jj-ju \u0026gt; raciuncs ick-uuu , . r- , Programs ana Operations -u drop? keep 37-48--------------- 38------------------- 38-40 46-41--------------- 41-46 )-lor-C\u0026lt;C 474-8 Hcxacc 50-------------------- 56-51-------\n-------- 51-52^^'^''^ 52-53 53-54\u0026gt;^^^'^ 54-55 56-57/Vlat'giC. 57-60 ^Aargi L. 60-66-------------- Quarterly report-------------- Long-range strategic plan high Scope and other ECE Reading/ oral language----- Themes Science labs Foreign language dfop keep ----drop? keep keep keep 66-67 67-70 70-73 Parent Home Study Guides CMIT (due to status report) Classics reading------------------ Leisure skills Social skills Field Trips Career skills development Extended Day Saturday Program Summer School Compacts----------- (if published by June) Study skills-A' dan+ Counselingorvibini- ail ic drop -drop keep 7 keep 7 keep keep drop -drop keep keep Parent and Communitv Involvement 74-77 Moraca- Il-19 'garr'g 79-80 'gjo.rtTu 80-81 ^t=82------------- 82----------------- 83-84 Parent Centers Parent Workshops Volunteer recognition Home visits (2 rec.) Home/school communication Signing homework Role models/ mentors # \u0026lt;OK\u0026gt; 84-85/^\u0026lt;7r^fet-'^\u0026lt;A._ parent contract (1 rec,, but sort of OK) 85-86 Key communicators / 'Su.rta.o. 86-87 f4\u0026lt;xac\u0026lt; \" 2 Parent Council 87-89 (Horace.' Parent Recruitment 90-93 Biracial Committee Entire section drop? keep keep keep drop drop  keep drop keep keep keep keepRockefeller Early Childhood Magnet 94-101 Entire section, except demo, desig. (p 96), keep Double Funding 102-104 Entire section keepOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor / A? ,/:r 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371^)100 Date: February 9, 1995 From: To: Subject: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Barry Ward Sterling Ingram, Associate to the Deputy Superintendent Incentive School Monitoring As you are aware, ODM soon will begin our annual monitoring of the incentive schools. While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by February 24, 1995. Copy of the Spanish curriculum currently in use in the incentive schools. Description of the incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program. Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school. Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school. Documentation of mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered. Records of training the district conducted for mentors. List of community meetings including time, location, and copies of sign-in sheets. List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents.Incentive School Monitoring Information (Cont.) Membership roster for the Parent Council with members identified by race, gender, and the organization each represents. Copies of the Parent Council monitoring instrument, meeting minutes, and quarterly reports. List of the Biracial Committee members by race, gender, and address. Copies of the Biracial Committee meeting minutes, monitoring schedule, and monitoring instrument. Copies of the 1994-95 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits. A list of all recruitment activities planned and implemented for the 1994-95 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment efforts. cc: Dr. Russ MayoOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 9, 1995 To: From: Subject: Incentive School Principals Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Barry Ward Monitoring the Incentive Schools Enclosed you will find a schedule of our upcoming visits and a draft copy of the incentive school monitoring guide. The guide has changed very little since last year. During our visit, we will need to interview you and conduct classroom observations. We will need a workspace and a copy of the following 1994-95 records. Staff development activities held specifically for Instructional and Supervision Aides Teacher inservice sessions regarding the use of instructional aides Theme implementation plan Discipline, Suspension, and Expulsion by race and gender Building-level discipline plan Field Trips Pre-professionals Individual student test profiles Building-level counseling plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center Monthly communications packets distributed by the Parent Center List of parent meetings including topic, time, location, and sign-in sheets The total number of home visits conducted as of February 1995 A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position The number of signed contracts and a description of follow-up proceduresSpeakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Extended Day schedule Extended Week schedule If you have any questions or concerns, please do not hesitate to call our office.Date Schedule of ODM Monitoring Visits to the Incentive Schools School Wednesday, February 22,1995 Rightsell Tuesday, February 28,1995 Franklin Thursday, March 2, 1995 Garland Friday, March 3,1995 Rockefeller I Tuesday, March 7,1995 Mitchell1994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities  The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg, 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan. pg. 153\nODM 1992 Report, pg. 15)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25)  The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan. pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan. pp. 176, 186)  Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement  A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award witmers, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan. pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and aU volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan. pp. 224,225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize aU monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan. pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan. pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of\nincentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216,220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged smdents and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  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 experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in ail schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities  The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg, 17)  Parents and staff at each school develop school themes which are integrated into the curriculum, (LRSD Plan, pg, 153)  Fresh, imaginative themes are established based upon each school's unique strengths, (ODM 1992 Report, pg, 20)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  Each building operates foreign language labs with appropriate equipment and materials, (LRSD Plan, pg, 153)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Parent Home Study Guides in each core subject area for each grade (1 -6) will be available by the 1993-94 school year, (LRSD Plan, pg, 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg.156)  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring, (LRSD Plan, pp, 156-157)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp, 172, 180)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25)  The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities, (LRSD Plan, pg. 179)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186)  Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement  A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management. Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg-38)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan. pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4 neighborhood pride. These strategies work together to raise the trust level between the school and the community, (LRSD Plan, pp, 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua, The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors, (LRSD Plan, pg, 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly, (LRSD Plan, pp, 224,225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15, (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment, (ODM 1992 Report, pg, 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements, (LRSD Plan, pp, 132, 135, 215\nInterdis, Plan, pg, 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting iimovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  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 experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities  The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg, 153\nODM 1992 Report, pg. 15)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Parent Home Study Guides in each core subject area for each grade (1 -6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg.156)  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduhng for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25)  The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186)  Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement  A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management. Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg.38)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4 neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224,225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that siimmarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp, 217,223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216,222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six, (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, fiill-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  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 experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal Monitor ENROLLMENT REQUIREMENT The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) School Enrollment Summary Year Black White Total %Blk Franklin 1989-90 364 84 448 81 1990-91 343 68 411 83 Garland Ish Mitchell Rightsell 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 428 352 300 268 211 262 233 181 157 142 188 182 220 183 285 232 215 194 191 282 239 184 79 59 45 17 29 17 23 24 7 4 12 5 19 24 27 32 15 17 2 7 10 5 507 411 345 285 240 279 256 205 164 146 200 187 239 207 312 264 230 211 193 289 249 189 84 86 87 94 88 94 91 88 96 97 94 97 92 88 91 88 93 92 99 98 96 97 Six Year Comparison: 1989-90 to 1994-95  in total enrollmenl  in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollmenl  in white enrollment  in black enrollment Six Year Comparison: 1989-90 to 1994-95 . ^^n total enrollment  ^in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollmenl  in white enrollment  in black enrollment Note: LRSD closed Ish Incentive School after the 1992- 93 school year. Six Year Comparison: 1989-90 to 1994-95  in total enrollment  ^in white enrollment  ^in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollment  in white enrollment  in black enrollmenl Six Year Comparison: 1989-90 to 1994-95  in total enrollment  ^^n white student enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollmenl  in white enrollment  in black enrollmentSchool Enrollment Summary Year Black White Total %Blk Rockefeller 1989-90 215 35 250 86 1990-91 195 76 271 72 1991-92 1992-93 1993-94 1994-95 282 250 240 121 111 100 403 361 340 70 69 71 Stephens 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 225 190 235 202 141 1 12 10 7 4 226 202 245 209 145 99 94 96 97 97 Total 1989-90 1,643 180 1,823 90 1990-91 1,455 215 1,670 87 1991-92 1992-93 1993-94 1994-95 1,962 1,690 1,261 273 247 193 2,235 1,937 1,454 88 87 87 Six Year Comparison: 1989-90 to 1994-95  in total enrollment  in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  In total enrollment  ^in white enrollment  in black enrollment Note: LRSD closed Stephens Incentive School after the 1993-94 school year. Six Year Comparison: 1989-90 to 1994-95*  in total enrollment  in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95*  in total enrollmenl  in white enrollment  in black enrollment * Note: These totals do not include Ish School, which closed alter 1992-93, and Stephens School, which closed alter 1993-94. Page 2DISCIPLINE, SUSPENSION, and EXPULSION REQUIREMENTS  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Black White Sent-Homos Black White Franklin Garland Mitchell Riqhtsell Rockefeller Page 3 M F M F M F M F M F M F M F M FFACILITIES REQUIREMENTS  The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Page 4PROGRAMS AND OPERATIONS REQUIREMENTS  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152)  Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17) School Teacher's Name Class Enrollment Franklin Garland Mitchell Riqhtsell Rockefeller  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Page 5 Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg-156)  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184)  The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25)  The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Page 6 Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186)  Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Page 7PARENT AND COMMUNITY INVOLVEMENT REQUIREMENTS  A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg.38) 1994-95 Volunteers School BM BF WM WF Unidentified Total Hours Franklin Garland Mitchell Riqhtsell Rockefeller TOTAL  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Page 8 Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1994-95 Enrollment 1994-95 Home Visits Franklin Garland MHchell Riqhtsell Rockefeller TOTAL  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) School Key Communicators Franklin Garland Mitchell Rightsell Rockefeller Page 9 The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrmnent used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Page 10PARENT RECRUITMENT REQUIREMENTS  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recmitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) Requirement Rnding Comments Informational sessions held with\nspecial interest groups community organizations churches Saturday information booths at malls Special media coverage School telephone hotline Highlight sheets___________________ Parent recruitment teams established Public service announcements Billboards Media blitz Videocassette recordings Flyers Open houses Targeted neighborhood blitzes Small group tours Special designation from ADE Celebrity endorsements Speakers bureau Individual school brochure Page 11 Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Page 12ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL REQUIREMENTS  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) II  The early childhood program is an integral part of the whole school, not a separate or \"add-on' program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12)  Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Page 13INCENTIVE SCHOOL DOUBLE FUNDING REQUIREMENTS  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 experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) Page 14Little Rock School District Audit of Obligations October 1993-October 1994 o S o O o o C3 iia y o Cz4 bii P o - ^J1 r-i 1 cn o I ! i I  I 1   r ) -J J I 1 E I November 22, 1994 tz\u0026gt;l ittle Kock School District Audit of Obligations October 1993-October 1994 The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Document. That Program Budget Document represents all incomplete obligations of the district through October, 1993. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by the Superintendents Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the status of each obligation. Responsible persons were asked to report on the status on the listed obligations. Responses have been reduced to codes. The audit is included here in chart form for easy reference. Evidence of the status of each is maintained by the person responsible. The chart is divided according to the documents from which the obligations were drawn. In the far left column, each obligation or recommendation is numbered in sequence for easy reference. The date of the document, type of document, page, obligation, person responsible, and the date the obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears at the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephens Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows\nMR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of (his audit will be sent to the following locations and people\n1. 2. 3. 4. 5. 6. 7. 8. 9. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)\nMembers of the Little Rock School District Board of Directors\nThe Superintendent of LRSD\nMembers of the Biracial Committee\nMembers of the Parent Council\nMembers of the Superintendents Council Each Program Manager affected (to be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)\nThe Director of Planning, Research, and Evaluation as custodian of the Program Budget Document\nand. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation1 2 3 4 5 6 7 8 9 10 11 12 13 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 5 5 12 12 13 15 15 15 15 22 22 22 27 LRSD Audit of Obligations October, 1993 to October, 1994 INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMIVIENDATION _____________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. Establish goals and objectives for racially balancing each incentive school staff as part of comprehensive long-range strategic plan for implementing the incentive school features. a Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee.___________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures (LRSD Plan, pg. 190)_____________________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools.______ Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data._______________ Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process. Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. _________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams. _____________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg 6) - Needs to be done + In progress PERSON Mayo, Wagner Matthis Hurley Hurley Hurley Asst. Supt. Matthis Matthis Woods Matthis Asst. Supt. Hurley Woods Woods Matthis DONE I + + 8-94 8-92 11-93 11-93 + + * Completed14 15 16 17 18 19 20 21 22 23 24 25 26 27 LRSD Audit of Obligations, November 1994 -------------------------------------------------_ Page 2 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 30 34 38 38 38 38 38 38 38 40 41 41 41 41 RECOMMENDATION ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)___________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.____________________ Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet._________________________________ Repair or replace the leaky roof in Mitchell's reading room Replace the loose floor tiles in Mitchell's hallway. Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.__________ Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet._________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation._________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings._____________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans Requirement\nThe incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149)______ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved._______ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations. - Needs to be done + In progress PERSON Roberson Donaldson Eaton Eaton Eaton Eaton Eaton Eaton Eaton Matthis Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan DONE 8-94 9-94 7-94 7-93 7-92 1-94 6-94 6-94 6-94 * Completed + + +28 29 30 31 32 33 34 35 36 37 38 39 40 41 LRSD Audit of Obligations, November 1994 -------------------------------------------------- Page 3 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 41 41 41 43 43 43 45 45 46 47 47 48 48 49 RECOMMENDATION ____________________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations._____________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. ____________________ Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.____________________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force.________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152) Base staff development on activities on areas of demonstrated need.___________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach._________________________________________________________________________ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum_____________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.______________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision._________________________________________________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences._________ Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs.______________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Price Price Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow DONE 3-94 6-94 10-94 8-93 * Completed + + + + +42 43 44 45 46 47 48 49 50 51 52 53 54 LRSD Audit of Obligations, November 1994 --------------------------------------------------Page 4 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 49 51 51 51 51 52 53 55 56 57 58 61 61 RECOMMENDATION ___________________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures._____ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program._________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. Increase the amount and improve the quality of Spanish language materials available in each school. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)__________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- 94 school year.________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154)______________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154)__________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans. Requirement: A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164)_______ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum._______________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourage can be so important to a childs development that every student who needs or wants a mentor should have one.______________________________________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. - Needs to be done + In progress PERSON Glasgow Grier, Parker Grier, Parker Grier, Parker Grier, Parker Matthis Woods Woods Asst. Supt. Grier, Parker Matthis Milam Milam DONE 8-94 8-93 * Completed + + + + + + + +55 DATE 12/09/93 DOC MR Pg 63 56 57 58 59 60 61 62 63 64 65 66 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 MR MR MR MR MR MR MR MR MR MR MR 65 68 68 68 68 68 68 68 70 70 72 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 5 RECOIVIIVIENDATION Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life._________ Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._____________________________________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals._________________________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed,______________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report.________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON Cheatham Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. Asst. Supt Asst. Supt., Principals DONE 4-94 8-92 10-93 10-92 * Completed + + + + +67 68 69 70 71 72 73 74 75 76 77 78 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 6 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/05/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR Pg 72 76 76 78 78 78 84 85 89 89 89 91 __________________________________RECOMMENDATION Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. _____________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. _____________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record._______________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress PERSON Asst. Supt, Principals Principals Woods Milam Asst. Supt. Principals Hurley. Asst. Supt. Principals Hurley. Asst. Supt. Hurley. Asst. Supt. Elston Marlin DONE 10-92 8-94 9-94 8-94 8-94 1-94 * Completed + + +79 80 81 82 83 84 85 86 87 88 LRSD Audit of Obligations, November 1994 ---------------------------------------------------- Page 7 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR Pg 92 92 95 97 97 98 105 105 105 106 __________________________________RECOMMENDATION Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED. Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents.________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)_______________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations._______________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly.________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210)______________________________________________________________ _______ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information.____________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement._____________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed.__________________________________________ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments. - Needs to be done + In progress PERSON Martin Milhollen, Martin Gill Gill Gill Principals Principals Woods Cheatham, Principals Principals DONE 3-94 4-94  Completed + + +89 90 91 92 93 94 95 96 97 98 99 100 102 LRSD Audit of Obligations, November 1994 _______________________________Page 8 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 109 109 109 116 116 117 117 117 117 117 117 117 120 RECOMMENDATION Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children._____________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents.__________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._________________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs._________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success._______________________________________ Refrain from placing any uncertified teacher in an early childhood classroom.________ Provide regular, quality staff development opportunities for the early childhood education staff. Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.___________ ODM makes no new recommendations\nthe district remains obligated to follow ail court orders and to fulfill the commitments in its desegregation plan. Requirements: Fundings 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 experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress PERSON Wagner, Principals Wagner, Principals Wagner, Principals Matthis Price, Mangan Price, Mangan Mangan Milhollen Mangan Mangan Mangan Mangan Milhollen DONE 1-94 3-94 93-94 8-93 93-94 ongoing Annually * Completed +103 DATE 03/11/94 DOC MR Pg 12 104 105 106 107 108 109 110 111 112 113 114 115 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 12/03/94 MR MR MR MR MR MR MR MR mr MR MR MR 12 12 12 12 12 13 13 13 13 19 20 20 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 9 Incentive School Recruitment Monitoring Report RECOMMENDATIONS ____________ Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective v/ays to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Assign specific district employees the responsibility and accountability for fully developing and implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools. Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Annually identify specific recruitment goals for each incentive school and regularly frack the headway made toward each goal. Establish a target date for completing recruitment efforts, measuring results, and deciding whether to petition the Court to release available pre-kindergarten and kindergarten seats to black students who could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to which schools they move. Then use this information to modify recruitment and retention strategies. Consider adding four-year-old classes at the incentive schools which have only one class, thereby achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress PERSON Wagner Wagner Wagner Mayo Principals, Wagner Principals, Wagner, Ingram Wagner, Principals, Wagner Principals Wagner, Principals Wagner, Mayo Principals, Ingram Matthis DONE 1-94 5-94 9-94 8-94 * Completed + + + + +Audit of Court Orders \u0026amp; Transcripts 116 117 118 119 120 121 122 123 124 125 126 127 128 1 LRSD Audit of Obligations, November 1994 -------------------------------------------------- Page 10 DATE 01-25-94 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 DOC TR TR TR CO2091 CO2091 TR CO2129 CO2146 CO2155 TR TR TR TR Pg 54 227 241 2 6 115 3 5 1 39 39 150 192 _____________________________________OBLIGATION______ The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment The LRSD is obligated to build, in addition to the King Interdistrict School in the fall of 1993, the Stephens Interdistrict School. LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School. _____________________ The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Desegregation Plan, to be done more quickly than the District has done in the past._________ LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD Interdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County_______________________________ Develop immediately specific guidelines regarding assignments to King School, by extension, apply to its other Interdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children\nthey must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its budget process and public input with respect to the budget.____________________ LRSD reimburse PCSSD $167,113 within 60 days of order Approval of school construction at Jefferson Elementary should be and hereby is granted LRSD will pay an increase of $52,604.09 in the ODM Budget ~ The court wants something justifying the expenditures and explaining why increases, decreases or deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it._________ The court wants more detail on how the district plans to recruit white students for Stephens in light of the demographic trends._________________________ In addition, the court wants to know who will be responsible for recruitment. The Stephens Stipulation of June 7,1994 changes the third inlerdisirict school from Stephens Io Washington. 12/03/94 - Needs to be done + In progress PERSON Wagner Mayo DONE 6-94 Mayo Mayo Mayo Williams Millhollen Eaton Millhollen Millhollen Mayo Mayo Wagner 5-94 8-94 9-94 11-94 APPEAL + PEND. + 6-94 9-94 + + 9-94 * Completed129 130 DATE 06-07-94 06-28-94 DOC TR CO2225 Pg 193 5 131 132 133 134 135 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12/03/94 TR CO CO CO CO 81 4 5 6 8 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 11 ____________________________________OBLIGATION The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments.___________ The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school years.________________________________________________________________ Develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented.__________________________ Institute management processes which will actively review progress, in terms of achievements and expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered\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_512","title":"Incentive Schools: Spanish programs","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":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Spanish language","School improvement programs"],"dcterms_title":["Incentive Schools: Spanish programs"],"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/512"],"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\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION NOV 1 6 1994 Oifice 01 Desegregauon Moniiofing LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the following documents which are related to the district court order dated October 24, 1994: 1. Incentive School Spanish Program. 2. Incentive School Theme Implementation. 3 . Improving Student Transportation - A Business Case. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By^ Christopher Hei Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 16th day of November, 1994. 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 Hand Delivered Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher He :r 2 INCENTIVE SCHOOL SPANISH PROGRAM The October 24, 1994, Order from the United States District Court Eastern District of Arkansas Western Division requested clarity relative to the Spanish program being offered at the incentive schools. The Order requested responses to specific descriptors which are provided. In addition, information is being provided relative to the First Grade Spanish Immersion Pilot Program.* I. The extent to which the program is offered during the regular instructional day or extended day. Franklin Spanish is offered as an integrated component of the Spanish Immersion Program II. III. Garland Mitchell Rightsell Rockefeller Spanish is offered three days per week for 30 minutes Spanish is offered during extended day Spanish is offered during extended day Spanish is provided through grade level integration during the regular day and on a volunteer basis during extended day During the budgeting process for the 1994-95 school year, incentive school principals were directed to determine their staffing needs that would allow them to provide Spanish during the regular school day. Business cases were developed and included in the tentative budget that was submitted to the Court. The Superintendent met regularly with the principals to secure feedback regarding the implementation of the incentive school plan. During one of these meetings, the principals recommended that Spanish should not be provided during the instructional day. (It was at the principals requests that the district withdrew the business cases for Spanish teachers for the 1994-95 school year. The principals beheve the existing program, included in this document, is a way to provide meaningful foreign language experiences to their students.) The date the program began in each school during this academic year. Franklin Garland Mitchell Rightsell Rockefeller August 22, 1994 August 24, 1994 September 27, 1994 November 4, 1994 August 23, 1994 (regular classrooms) September 27, 1994 (extended day) The days and times Spanish is offered at each school. Franklin Monday - Friday (regular school day) Specific time at discretion of teacher Garland Monday, Wednesday, Friday 10:30 - 11 a.m.Mitchell Wednesday 3:05 - 4:35 p.m. Rightsell Wednesday 3:05 - 3:50 p.m. \u0026amp; 3:50 - 4:35 p.m. Rockefeller Monday - Friday (regular school day) Specific time at discretion of teacher Tuesday (extended day) 3:05 - 3:50 p.m. intermediate students 3:50 - 4:35 p.m. primary students rv. How instruction is being delivered. Franklin Students learn to speak and study Spanish as they learn the traditional first grade curriculum. The core content area subjects will be taught in the target language. English will be spoken and taught during the language arts block. Garland Garland utilizes the TI-IN satellite network to present Spanish to students. The TI-IN network Spanish program is a sequential language program, designed to provide developmentally appropriate learning opportunities for students in grades 2 through 6. The principal instructional goal for all TI-IN elementary Spanish courses is the progressive development of the four communications skills: listening, speaking, reading, and writing. Second year students will build on the progress they make as the program develops. Along with the teaching of communications skills, cultural information is infused at each level. The TI-IN elementary Spanish curriculum will spiral from year to year, as previously learned materials are reviewed, re-entered, and sequenced. Mitchell Students receive instruction from a certified Spanish teacher during extended day. Rightsell The certified auxiliary teacher provides instruction for the Spanish class. A variety of materials, to include but not limited to video/audio cassettes, drill cards, games, and guided and independent activities, will be used as instructional strategies. Rockefeller An instructor (certified in early childhood education and gifted and talented education), who is familiar with Spanish language, conducts the extended day sessions focusing on exposure and identification of the Spanish language. She has had inservice training, provided by Little Rock School District, to aid her with the use of the \"Amigos\" and \"Saludos\" programs which are utilized in the extended day atmosphere. 2V. The number of FTEs teaching the subject in each school. Franklin Garland Mitchell Rightsell Rockefeller One FTE Ten h I Es One b l E (extended day) One FTE Sixteen Pits VT. Whether each teacher is certified in Spanish. Franklin Garland MitcheU Rightsell Rockefeller Yes Broadcast instructor - Yes Classroom teachers - No Yes No No VII. A description of each language lab and how it is being used to reinforce instruction. All incentive schools have computer labs that can be used with appropriate software for language instruction. Specific usage by individual schools follows: Franklin Garland Mitchell Rightsell Rockefeller Portable audio cassette players and cassettes are used on an as-needed individual basis. This method is consistent with the FEES approach that is viewed as the most appropriate means of teaching foreign languages. The language lab is located in the library with easy access to teachers and students to use. The lab offers a variety of mediums containing books, magazines, Geo-Safaries, filmstrips, and videotapes. VIII. The grade level at which Spanish is offered. Franklin Garland Mitchell Rightsell Rockefeller First Grade Second Grade - Sixth Grade First Grade First Grade - Sixth Grade First Grade - Sixth Grade 3IX. The number of children enrolled in Spanish classes at each school by grade level. X. XI. SCHOOL Franklin Garland Mitchell Rightsell Rockefeller 1ST 18 0 38 4 0 60 2ND 0 31 0 3 8 42 3RD 0 36 0 0 8 44 The specific learning objectives of the program. 4TH 0 32 0 5 8 45 5TH 0 40 0 2 5 47 Spanish provides students with the opportunity to develop skills in listening, speaking, reading, and writing the Spanish language as well as an introduction to the Spanish culture. Students of the Spanish program will be able to: 1. 2. 3. 4. 6TH 0 37 0 0 0 37 TOTAL 18 176 38 14 29 Master basic structure and vocabulary. Become familiar with Spanish syllabaries. Gain an understanding and appreciation of the Spanish culture, people, and society. Expand the students thinking and awareness of themselves and their world through the exposure of the Spanish language. How those objectives correlate to the program being offered in each school (for example, as related to the methodology, instructional time, language lab practice periods, interaction with native speakers, etc.) Franklin Students in the first grade Spanish classroom experience meaningful Spanish learning activities with the districts core curriculum. \"The Total Physical Response\" is used by the teacher. The teacher is a fluent speaker of Spanish. Garland Teachers are provided lesson plans to reinforce the satellite program provides developmentally appropriate learning experiences. Mitchell The certified Spanish teacher uses \"The Total Physical Response\" to enable the students to obtain the learning objectives. The teacher is a fluent speaker of Spanish. 4Rightsell Rcx:kefeller An assortment of materials such as video/audio cassettes, games, and drill cards are used to support the learning objectives. Each teacher or specialist correlates the Spanish objectives to each curriculum area. Example: The second grade students are taught songs in the Spanish language for performances. *The Spanish Immersion Pilot Program has been fully implemented in a first grade classroom at Franklin Incentive School. Ms. Edi Ax, who taught Spanish at Dunbar Magnet Junior High School and served as department chair, has been hired to teach the program. Ms. Ax is appropriately certified and has previous teaching experience at the elementary school level. Students in Ms. Axs first grade Spanish classroom were randomly selected and their parents or guardians were notified about the program. Many of the parents have already visited with Ms. Ax and all have been supportive of the program. No parents or guardians have objected to the program being implemented or to their children participating in the program. Ms. Ax is using the districts foreign language curriculum (novice level) to guide her in providing a Spanish experience, emphasizing oral proficiency. Students are experiencing a variety of cultural activities, as Ms. Ax uses the \"Total Physical Response\" (TPR) to enable the students to experience the Spanish language. Ms. Axs classroom has been equipped with over $1,500 worth of materials and supplies (see enclosed list), as well as special furniture and audio-visual equipment to ensure an appropriate Spanish learning environment. The districts reading specialists have worked with Ms. Ax to help her coordinate meaningful Spanish learning activities with the districts core curriculum and with appropriate first grade teaching strategies. Ms. Ax is currently participating in a new foreign languages masters degree program at UALR. This participation is affording Ms. Ax access to resources and expertise that will help her as she continues to implement the Spanish immersion program. 5Date: December 2, 1994 To: Judge Wright Froint^'Anr in Brown Subject: Informal Review of the LRSD November 16, 1994 Filing: Transportation Business Case, Incentive School Spanish Program, and Incentive School Theme Implementation. My staff and I have reviewed the submissions which the LRSD made last month to satisfy requirements of your October 24, 1994 Order. Our brief, very informal, and private assessment of each document follows below in three separate sections. If you should want us to write up a formal review, we will be happy to do so. 1. Transportation Business Case This case satisfies the mandate that the district provide a business case to explain how it will spend the Si.3 million which it appropriated for transportation in the 1994-95 budget. Both Bill and Melissa spent some time reviewing rough drafts of this business case with Russ Mayo (its author), posing questions and suggesting changes. Russ took some of those suggestions, but not all. For example, we suggested that the district think long-range and expand the business case to encompass transportation needs beyond the current school year. Other than the chart showing an extended bus replacement schedule, the proposal doesnt include such long-term planning. The business case only covers a solution and expenditures for the current budget year, 1994-95. Overall, e business case is acceptable. While several areas could be improved, it is better than most cases prepared by the LRSD. The case is weak in its alternative analysis, because it doesnt really address the pros and cons of each alternative identified, much less determine the cost and impact. It is obvious that this case was prepared after the failure of the outsourcing move, and as a justification of the only remaining option available at the time.2. Incentive School Spanish Program. Overall, the information in this report is poorly presented and appears to have been slapped together hastily. The shoddy report would matter little, if the Spanish program itself had any merit. This filing is just the latest installment in the districts attempt to shirk the commitments in its desegregation plan. The comments below are organized by the report page number and section. Page 1: (II) Rightsell did not begin any type of program until after the October 24, 1994 order. The report asserts that the principals believe the existing program, included in this II document, is a way to provide meaningful foreign language experiences to their students.' Unfortunately the report in sum does not convince us that children are receiving quality, meaningful foreign language instruction. Pages 1-2: (III) The days and times Spanish is offered varies among the schools, as does the total amount of instruction the students receive. At Franklin and Rockefeller, the amount of instructional time is \"at the discretion of the teacher\" and unspecified, although Rockefeller also adds 45 minutes once a week during extended day for both primary and intermediate students. Mitchell and Rightsell students get a 1.5 hour block once a week, and Garland students get 1/2 hour three times a week. Page 2: (IV) The report appears to be cobbled together from several sources (perhaps separate reports from each incentive school principal?). The summaries of the types of instruction offered at each school vary widely, from a comprehensive description of the satellite program in use at Garland to a terse sentence regarding the extended day program at Mitchell. Page 3: (V) Whoever wrote this report has no concept of the meaning of FTE. The district reports that at least one FTE is assigned to Spanish instruction at each incentive school. The report indicates that sixteen FTEs teach Spanish at Rockefeller. The author is quite confused. He or she has listed the number of persons involved in delivering instruction as an FTE when it is clear from the other documentation that no teacher in the incentive schools spends the equivalent of full-time employment teaching Spanish. Even at Franklin, the teacher assigned to the immersion class spends only a portion of the school day instructing in Spanish. (VII) The descriptions of the language labs are inadequate and unenlightening. After reading the vague mumbo jumbo offered as a description of how the labs are used to reinforce instruction, you can almost hear the LRSD administration sing, How I Love to Dance the Little Sidestep.\" 2The district has offered no information to give the reader a picture of how the language labs enhance instruction. Could this be because the labs and the instruction continue to be virtually non-existent? The submission also uses the term \"FLES approach\". The acronym FEES is never spelled out, nor is the approach defined, so we have no idea what it means. (VllI) All of the incentive schools restrict Spanish instruction to selected grade levels. Franklin and Mitchell are the worst offenders, offering Spanish only at the first grade. None of the schools provide Spanish instruction for children in kindergarten or the program for four-year- olds. Page 4: (IX) (X) (XI) At 176 participants. Garland claims the highest number of students taking Spanish. The totals drop markedly for the other schools, down to only 14 students at Rightsell. While only first graders at Franklin and Mitchell receive Spanish instruction, no first graders are involved in the program at Garland and Rockefeller. This section dealing with the learning objectives is unrealistic. Given the limited amount of time devoted to instruction in Spanish, it is unlikely that students will develop \"skills in listening, speaking, reading, and writing the Spanish language.\" The second objective listed is so esoteric that we wonder if it was included only to show off an obscure vocabulary word. According to item two, students will \"become familiar with Spanish syllabaries.\" It is incomprehensible that the anonymous author of is report would be aware of the word \"syllabaries\" and be unaware that the plural of medium is media (listed as mediums on page 3). This entire section is pretty weak also. A couple of the schools (Mitchell and Franklin) worked Total Physical Response into their blurb, but most of the information offered does not begin to address the requirements from the court order. None of the schools mention any interaction with native speakers, and any ties to the LRSD curriculum are very tenuous. Page 5: The final page of the report includes quite a bit of information on the Spanish immersion program offered in one first grade class at Franklin. The report claims that the immersion program has been fully implemented. We were going to make an unannounced site visit there on Wednesday, November 30, 1994, but tragically, the principals teenage son committed suicide, so we have postponed our visit until after the first of the year. We will withhold comment on the immersion program for now, and furnish a written summary of our findings within a few days of the visit. Our preliminary information on the program is that it is very poor and far from being fully implemented. 33. Incentive School Theme Implementation This submission is sadly inadequate in addressing the questions posed by the Court in the October order. The descriptions of programs are vague and dont provide any new information beyond what we had gained through our 1993-94 incentive school monitoring visits. If their update\" is accurate, our report is still timely. Franklin 1. The Communications Technology theme is poorly defined. The reader is told at the theme is \"the science of utilizing tools, machines, materials, and processes for the purpose of communicating.\" (p. 1). That definition has no meaning as it relates to what actually students do. No examples were provided. 2. There is no specific description of how the theme concepts have been integrated into the curriculum. 3. On page 2, the Franklin theme is described as \"operable\" (like a cancer!), but there is an indication that full implementation is not complete. No implementation timeline is provided, as requested by the Court. The excuse given for slowed implementation is that is is the first full year of employment for the theme specialist\nhowever, this is not the first theme specialist to hold the position since implementation began two years ago. Garland 1. The Garland summary describes computer-based instruction. The report does not specify how Garlands approach differs significantly from other schools which use computers as learning tools. 2. The full Garland theme is Multimedia Technology and Educational Research,\" but the theme description provides no mention of educational research. 3. Garlands theme is described as needing to be phased in due to high costs. A specific timeline isnt provided as requested by the Court, nor are the anticipated costs which make a phase-in necessary. 4. Full implementation of the theme is to occur in phases \"pending the outcome of initial phase\" (p. 4). The submission does not explain what this means. Mitchell I. if the description is accurate, the Creative Dramatics theme is not an integrated part of the curriculum. The specialty teachers (art, music, physical education) are the vehicles for delivering the theme. Based on this description, full theme integration is not occurring at Mitchell. 42. The theme is described as \"operable\" (new favorite word at LRSD?), but needing refinement. No indication is given as to the type of refinement that will be necessary and the timeline is missing. Rightsell 1. Rightsells theme description is the only one which highlights the role of the classroom teacher in infusing the curriculum. By the way. Rightsell was the only incentive school to supply an infused curriculum guide during our 1993-94 monitoring visit. 2. The explanation of the mass media component of the theme is quite weak. 3. With the recent installation of closed-circuit wiring for closed-circuit television, it appears that theme implementation is complete. Rockefeller 1. It is our conviction that computers are a tool, not a legitimate theme. We see very little in the Rockefeller description to convince us that the school is actually emphasizing \"computer science.\" While Rockefeller may have more classroom-based computers than the average, we havent observed any new skills or uses that set the school apart from other schools which are effectively using computers as an instructional tool. 2. Rockefeller is the only incentive school at which, the report states, theme implementation is complete. 5sone Little Rock School District fn /I'k. - UliD March 10, 1995 Mr. Horace Smith Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Horace, As you requested, I have enclosed the following materials which will explain, in detail, the TI- IN Elementary Spanish Program: H\" TI-IN Instructional Model: General Description Philosophy \u0026amp; Purpose, Program Outcomes, Course Syllabus IS- Curriculum Overview S Teacher Partner Guide Sample Spanish Lesson: Units I \u0026amp; II Review (Grades 2-6) 3* Multicultural Class (Grades K-1) As you know, this program is being used successfully at Garland Incentive School. I have notified the other incentive school principals of its benefits and have recently sent them the same materials which you are receiving at this time. As of this semester, both Rightsell and Mitchell have installed a closed circuit television system which is a requirement for the use of this program. Franklin and Rockefeller are still in the process of investigating installation costs. Please let me know, if you need additional information. Very truly yours. Paula Grier Staff Development Specialist for the Incentive Schools Enclosures 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361\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_520","title":"Incentive Schools: Summer school program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Summer schools","Education--Evaluation","Educational statistics"],"dcterms_title":["Incentive Schools: Summer school program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/520"],"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\nLittle Rock School District October 25, 1994 OCT 2 8 1994 Margie Powell Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Otiico of Cesegre-gaiicn r*.: ikCIju^ Little Rock, AR 72201 RE: Extended Year Program at Incentive Schools I Attached you will find administration reports for the Extended Year Program for the incentive schools, sending these reports to you. I am sorry for the delay in If I can be of further assistance, please do not hesitate to call. sincerely, Sterling Ingram Associate to the Deputy Superintendent Sl/adg- Attachments 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000LITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL/SUMMARY REPORT 1994 GRADES 1 - 6 AND EXTENDED YEAR PROGRAM ROCKEFELLER ELEMENTARY 700 EAST 17TH STREET LITTLE ROCK, AR 72206 SUMMER SCHOCL/SUMMARY REPORT (EXTENDED YEAR PROGRAM) The 1994 elementary summer school was held at Rockefeller Incentive/Early Childhood Magnet School, 700 East 17th Street, Little Rock, Arkansas. The summer school program was held to reinforce, strengthen, and enrich learning skills for students in grades 1 through 6. The academic focus of the summer school program was placed on reading/language arts and mathematics. Instructional strategies (small groups, cooperative learning, manipulatives, oral/written presentations, enrichment activities. reports, daily assignments, and homework) were used to meet students' needs in reading vocabulary. reading comprehension, math computations, and math applications. Students received instruction in the classroom and in the computer lab. Students were given assistance with their learning from the classroom teacher, instructional aide, and/or the computer lab attendant. The summer school program was conducted for five weeks '(June 20th-July 25th). Students attended school for 3 hours and 15 minutes (8:15 - 11:30 a.m.) each day. Students received two hours of reading instruction and one hour of math instruction. including computer assisted instruction. Skills in language arts were an integral part of the reading program. In some cases, more time was devoted to math instruction. based on a student's individual needs.STUDENT ENROLLMENT A total of 151 students were enrolled in the program. Types of Schools Total Incentive Schools (LRSD) 78 Area and Magnet Schools (LRSD) 53 Pulaski County School District 1 North Little Rock School District 0 ( Private Schools 11 Schools Out-of-State 8 Grades Total Grade 1 23 Grade 2 22 Grade 3 18 Grade 4 37 Grade 5 22  Grade 6 29 Students,enrolled for grades 1, 2, and 3,were not identified for the K-3 Summer School Program (based on criteria given by the Arkansas Department of Education). Students who were identified attended at other school sites.STUDENT ENROLLMENT School Rockefeller STAFFING School Rockefeller Total number of staff members 19 Certified Total Total Black M P ! AHmi ni ghratnrg Teachers 2- 10  1 1 3 Total White N 0 1 Total Other P 1 5 M 0 0 P 0 0 eat Non-Certif ied Total Total Black M P  Total White Total other M P H P I Secretary 'Computer/Instr. Aides 1 4 0 0 0 2 0 1 0 0 0. 2 . 0 0 Security Guard Custodian 1 1 1 1 0 0 0 0 0 0 0 0 0 0 i GRAND TOTAL 19 3 6 1 9 0 0PARENTAL INVOLVEMENT Parents were actively involved in the summer school program. Each parent received a copy of the Parent/Student Handbook which gave information about the summer school schedule, supplies, rules, homework, and grading policy. Parents came to the school for pre-registration, for parent/ teacher conferences, and to visit students in the classroom. Teachers communicated regularly with parents through telephone calls, notes, letters. interim reports, conferences, and report cards. ASSESSMENT/EVALUATION Informal reading and math inventories were administered to all students. The inventories were administered during the first week (pre-test) and the last week (post-test) of the summer session. The results of the inventories helped teachers to identify students' strengths and weaknesses.  In addition to the informal inventories, the following were used: Tests (chapter, unit, teacher-made) Observations Student Projects/Presentations Written/Oral ResponsesRECOMMENDATIONS Although each teacher checked out one class set of library books, it would be beneficial if a media clerk was on staff during the summer school program. Students would be able to select and check-out library books on a regular basis. Learning activities and instructional strategies would be enhanced by the use of media materials (computer. books for research, card catalog, educational filmstrips,etc.)EXTENDED YEAR SUMMER PROGRAM NARRATIVE The Extended Year program for students attending the incentive schools includes academic and enrichment experiences. Students requiring additional academic support are recommended by their teachers to attend the extended year academic program. Students who are not required to attend the extended year academic program may choose to attend the extended year enrichment program. Students attending the academic program may attend the enrichment program during the afternoon hours. Students not attending the academic program attend the enrichment program all day for the designated number of weeks. The Extended Year Program operated from June 20, 1994, until July 25, 1994. The 1994 Summer Enrichment Program was provided at selected sites throughout the city, utilizing existing summer programs, of sites and number of participants follows: A summary Carver Branch YMCA 27 Little Rock City Summer Playground Program 31 Penick Boys Club 19 Thrasher Boys Club 24 Rockefeller-Arts Program 20Activities included field trips, swimming, softball, fishing, skating, basketball, bowling and visual arts. Lunch and transportation were provided. Students were transported from their home school to the program site each morning or from a summer academic site to the program site at noon each day. All students were returned to the home school at the end of each day. supervised the loading and unloading of the buses. Aides Students and parents will be surveyed during the first semester of the 1994-95 school year to determine strengths and weaknesses of the program.SUMMER ENRICHMENT PROGRAM SURVEY SURVEY FOR STUDENTS/PARENTS WHO DID NOT ATTEND THE SUMMER ENRICHMENT PROGRAM Please complete this survey to help us plan and facilitate this program next year. STUDENT NAME\nGRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR 1. Why did you not participate in the summer enrichment program? 2. What would most likely encourage you to attend the summer enrichment program? 3. What activities/programs would you like to see offered? COMMENTS: * Student's Name is optional. JAN 17 1995 Office of Desegregation MoniionngINCENTIVE SCHOOLS SUMMER ENRICHMENT PROGRAM MAY I 1995 JUNE 14 - JULY 19,1995 Office of Desegregation Monifa,..a Andrew Brown SCHOOL:RQCKEFEII F.W PRESENT GRADE: 2 ED.#: 934304 During this past winter a survey related to the Summer Enrichment Program was conducted. Based on the results of the survey we have developed our program for the upcoming summer. Extended Year Enrichment Programs are provided for students who attend the incentive schools. There is no cost for these programs and transportation will be provided. Following is a list of programs. Select in order of preference (1st, 2nd, 3rd) your childs choices by placing a number (1 2 3) in the blank spaces. An alternate assignment may be given if sufficient space is not available at your first choice. Place only one number per space. Students required to attend summer school in the morning may attend enrichment activities at the conclusion of the summer school session each day. A. Little Rock Parks and Recreation Summer Playground Program (8:00-4:00) (Your child will be assigned to one of the following sites.) Bale Baseline Fair Park Romine B. William Thrasher Boys and Girls Club (8:00-4:00) 3301 State Street C. John Penick Boys Club [Girls may not enroll at this site] 8:00-4:00 1201 Leisure Place D. Integrated Arts Program - Rockefeller - Hours 12:00-3:00 (Art and Music interaction with a Arts presentation at the conclusion of the summer session.) My Child will need transportation. YES NO Please return this form to your school no later than May 19, 1995,City of tittle Kock Parks and Recreation Department Staff Supervision Projram Supervisor Tele. No.: 371-4442 1995 SUMMER PLAYGROUND .PRO GRAM length of Program Begioaing Date\nEnding Date: Eight (8) Weeks Monday, June 12, 1995 Thursday, August 4, 1995 Chddren between the ages of 6 and 15 years Is conducted at the site where the child will attend. There is no pre-reglstrallon for this program. A child may register anytime during the summer providing that location has not exceeded licensing requirements. Playground Locations (Tentative) Most of the summer playground staffis comprised of Individuals'who have been employed by the Parks and Recreation Department for several years, and who have received a 'good* or ezcellcot evaluation. These individuals are part-time, seasonal employees who may be employed full-time as teachers, coaches or recreation majors in college. We seek Individuals who have had experience in working with children. There are at least (wo (2) staff members assigned to each site. Guidelines require one (1) staff per twenty-five (25) registered participanu. Adequate suff will accompany the children to the \"away-siic\" activity while the remaining staff will supervise children who elect not to participate in that activity. Restroom and Water Facilities Restroom facilities and drinking fountains are available at all sites.  For sites which do not have adequate accommodations, based on licensing requirements, porta-toilets and waler coolers are provided. Inclement Weather la the eveot lacierocot weather develops during the day which prohibits 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. II. 12. Bale Elementary School Baseline Elementary School Duobar Community Center East Little Rock Community Center Fair Park Elementary School Granite Mountain Community Center McDermott Elementary School Meadowcliff Elementary School Mitchell Elementary School Ottcuhelmer Community Center Romine Elementary School South Little Rock Community Center 6501 West 32nd Street 3623 Baseline Road 1001 West 16th Street 2500 East 6th Street 626 North Harrison 1 Granite Mountain Circle 1200 Reservoir Road 25 Sheraton Drive 2410 Battery Street 7201 Dahlia Road 3400 Romine Road 2701 South Main Street Scheduled Anay-SIle Activities Bocce Skating Movies Muu Derby Fishing Dowling Everything Goes Basketball Swimming Wild River Country L. R. Zoo Softball Tournament J. 2. 3. TruspoiUlion will be provided by ihe LllUe Rock School District Buses, traruporblloo Is prohibited. There is a separate admission fee for each activity. Other 4. A daily schedule will be given lo Ihe parent when the child registers. This schedule will reflect the day, dale, lime and fee schedule for each activity. .Activity limes are normally 9:15 - 11:15 for the morning and 2:15 - 4:15 for Ihe afternoon sessions. Scheduled on-site activities Include various playground games and Arts and Humanities classes which relate to Music, Drama, Dance and Creative Writbg. Lunch Each playground site is supervised by a staff member from ^ 7:30 a.m. through 6:00 p.m. Lunches and snacks will be provided to all participanu according to licensing requirements. programming, outdoor oQ-she* and 'away-she* activities may be All sites have access Io an Indoor facility (classroom, gymnasiuhi, activity room etc.) where activities can be moved lemporarily. canceled. Please call Frank J. Boyle at 371-6858 for additional Information prior to June 12. 1995.  LITTLE ROCK BOYS CLUB WILLIAM . THRASHER BOYS CLUB 3301 Slate Street JAMES II. PENICK BOYS CLUB 1201 Leisure Place Activities offered are swimming, swimming lessons, table games, softball, tutoring, reading, basketball, baseball, field trips, gym activities and lots of outdoor fun. Breakfast, lunch, and snack are free each day. Little Rock School District received Jill 1 1995 July 11, 1995 Office of Desegregafc\nring Margie Powell Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 RE: Extended Year Program at Incentive Schools - 1994 Elementary Summer School - 1994 Dear Ms. Powell: Attached please find a copy of the above referenced infoinnation that I was certain I had sent to you last fall. If you need additional information please do not hesitate to call. Sincerely, Sterling Ingram, Associate to the Deputy Superintendent Sr/adg Attachment 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 ri CKCBB0S a Little Rock School District October 25, 1994 Margie Powell Office of Desegregation Monitoring 201 East Markham, Suite 5io Heritage West Building Little Rock, AR 72201 RE: i 1 RECESVFD Jill 1 2 1995 Offic0 of Dosegregatiof) Monitoring Extended Year Program at Incentive Schools Attached you will find administration Program for the incentive schools, sending these reports to you. reports for the Extended Year I am sorry for the delay in If I can ba of further assistance, please do not hesitate to call. Sincerely, Sterling Ingram Associate to the Deputy Superintendent Sl/adg Attachments bcc: Jerry Malone, Esquire 810 West MarKham Street  Little Kock, Arkansas 72201  (501)334-2000RECEIVED Jill 12 1995 LITTLE ROCK SCHOOL DISTRICT Office of Desegregation Monitoring SUMMER SCHOOL/SUMMARY REPORT 1994 GRADES 1 - 6 AND EXTENDED YEAR PROGRAM ROCKEFELLER ELEMENTARY 700 EAST 17TH STREET LITTLE ROCK, AR 72206 SUMMER SCHOCL/SUMMARY REPORT (EXTENDED YEAR PROGRAM) The 1994 elementary summer school was held at Rockefeller Incentive/Early Childhood Magnet School, 700 East 17th Street, Little Rock, Arkansas. The summer school program was held to reinforce, strengthen, and enrich learning skills for students in grades 1 through 6. The academic focus of the summer school program was placed on reading/language arts and mathematics. Instructional strategies (small groups, cooperative learning, manipulatives, oral/written presentations, enrichment activities, reports. daily assignments, and homework) were used to meet students' needs in reading vocabulary, reading comprehension,, math . computations, and math applications. Students received instruction in the classroom and in the computer lab. Students were given assistance with their learning from the classroom teacher, instructional aide, and/or the computer lab attendant. The summer school program was conducted for five weeks (June 20th-July 25th). Students attended school for 3 hours and 15 minutes (8:15 - 11:30 a.m.) each day. Students received two hours of reading instruction and one hour of math instruction, including computer assisted instruction. Skills in language arts were an integral part of the reading program. In some cases., more time was devoted to math instruction. based on a student's individual needs.STUDENT ENROLLMENT A total of 151 students were enrolled in the program. Types of Schools Total Incentive Schools (LRSD) Area and Magnet Schools (LRSD) Pulaski County School District North Little Rock School District Private Schools 78 53 1 0 11 Schools Out-of-state 8 Grades Total Grade 1 23 Grade 2 22 Grade 3 18 Grade 4 37 Grade 5 22 Grade 6 29 Students,enrolled for grades 1, identified for the 2, and 3, were not K-3 Summer School Program (based criteria on Students who given by the Arkansas Department of Educat ion). were identified attended at other school sites. Ir STAFFING School Rockefeller Total number of staff members Total Black Total White 19 Total other Certified Total K P K P K P AHrni ra.trLT-S. Teachers . 2 10  1 1 3 0 1 1 5 0 0 0 0 B Non-Certified Total Total Black M F'  Total White Total Other Secretary 1 0 0 'Computer/Instr. Aides 4 0  2 ! H 0 0. F 1 2 . H 3SS9BS 0 0 F 0 0 Security Guard Custodian GSXZn) TOTAL 1 1 BB 1 1 0 . 0 0 0 0 0 0 0 0 0 19 3  6 1 9 '0 0PARENTAL INVOLVEMENT Parents were actively involved in the summer school program. Each parent received a copy of the Parent/Student Handbook which gave information about the summer school schedule, supplies, rules, homework, and grading policy. Parents came to the school for pre-registration, for parent/ teacher conferences, and to visit students in the classroom. Teachers communicated regularly with parents through telephone calls, notes, letters, interim reports, conferences, and report cards. ASSESSMENT/EVALUATION Informal reading and math inventories were administered to all students. The inventories were administered during the first week (pre-test) and the last week (post-test) of the summer session. The results of the inventories helped teachers to identify students' strengths and weaknesses. - In addition to the informal inventories, the following were used: Tests (chapter, unit, teacher-made) Observations Student Projects/Presentations Written/Oral Responses.RECOMMENDATIONS Although each teacher checked out one class set of library books, it would be beneficial if a media clerk was on Staff during the summer school program. Students would be able to select and check-out library books on a regular basis. Learning activities and instructional strategies would be enhanced by the use of media materials (computer, books for research, card catalog, educational filmstrips,etc.)EXTENDED YEAR SUMMER PROGRAM NARRATIVE The Extended Year program for students attending the incentive schools includes academic and enrichment experiences. Students reguiring additional academic support are recommended by their teachers to attend the extended year academic program. Students who are not required to attend the may choose to attend the extended extended year academic program year enrichment program. Students attending the academic program may attend the enrichment program during the afternoon hours. Students not attending the academic program attend the designated number of weeks. enrichment program all day for the The Extended Year Program operated from June 20, 1994, until July 25, 1994. The199-4 Summer Enrichment Program was provided at selected sites throughout the city, utilizing existing summer programs. A sximmary of sites and number of participants follows: Carver Branch YMCA Little Rock City Summer Playground Program  Penick Boys Club 27 31 19 Thrasher Boys Club Rockefeller-Arts Program 24 20Activities included field trips, swimming, softball, fishing. skating, basketball, bowling and visual arts. Lunch and transportation were provided. Students were transported from their home school to the progreim site each morning or from a summer academic site to the program site at noon each day. All students were returned to the home school at the end of each day. supervised the loading and unloading of the buses. Aides Students and parents will be surveyed during the first semester of the 1994-95 school year to determine strengths and weaknesses of the program.\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_519","title":"Inventory 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":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Inventory 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/519"],"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\nLittle Rock School District OFFICE OF THE SUPERINTENDENT April 7, 1994 pssk . 3 D APR 8 1994 Ms. Ann S. Brown, Federal Monitor Office of Desegregation Monitoring United States District Court 201 East Markham Street, Suite 510 Heritage West Building Cities oi isssgresaliori '9 Little Rock, AR 72201 Dear Ann: In keeping with your request of March 14, 1994, I have enclosed the Needs Assessment Report and the Program Inventory Report for your files. We are continuing to work on the Student Assignment Audit and the Instructions for Incorporating Additional Desegregation Obligations into the Program Budget Document. Additional documents will be submitted to you upon completion. Thanks for your patience. Sincerely ^e^^ P. Williams Superintendent of Schools HPW:nr Encl. 810 West .Markham Street  LltUe Rock, Arkaiisas 72201  (501)824-2000LITTLE ROCK SCHOOL DISTRICT PROGRAM INVENTORY REPORT, FY 93-94 operating in the LRSD for the 1993-94 fiscal year. The Program Inventory Report presents an account and listing for the Desegregation Programs and Non-Desegregation Programs .q rnnn .= 4-x.- ... = - i Accompanying Cluster, Primary Leader, and Secondary Leader information is provided for each Program Name. DESEGREGATION PROGRAMS I PROGRAM NAME CLUSTER PRIMARY LEADER SECONDARY LEADER HIPPY Curriculum Estelle Matthis Marion Shead Four-Year Old Program/CityWide Early Childhood Program Curriculum Estelle Matthis Pat Price Academic Support Program Curriculum Estelle Matthis Leon Adams, Alice Stovall, Judy Trowell Multicultural Curriculum Curriculum Estelle Matthis Marie McNeal Special Education Curriculum Estelle Matthis Patty Kohler Gifted Programs Curriculum Estelle Matthis Mabel Donaldson Federal Programs Curriculum Estelle Matthis Leon Adams Vocational Education Curriculum Estelle Matthis Carol Green2 PROGRAM NAME School Operations Extra-Curricular Participation Student Hearing Officer In-School Suspension New Futures Academic Incentive Grant/ Focused Activities McClellan Community School Testing Assistance-Disadvantaged Job Fair Commitment to Desegregation/ Leadership Office of Desegregation/ Student Assignment Staff Development CLUSTER School Operations School Operations School Operations School Operations School Operations School Operations School Operations School Operations School Operations School Support School Support School Support PRIMARY LEADER Estelle Matthis Estelle Matthis Henry Williams Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Russ Mayo Estelle Matthis Board of Directors Russ Mayo Estelle Matthis SECONDARY LEADER ] Larry Robertson, Margaret Gremillion, Vic Anderson Larry Robertson, Margaret Gremillion, Vic Anderson Linda Watson Vic Anderson Linda Young Larry Robertson, Margaret Gremillion Vic Anderson Jodie Carter Robert Clowers Jo Evelyn Elston Henry Williams Estelle Matthis Donita Hudspeth3 [ PROGRAM NAME OLDSTER PRIMARY LEADER SECONDARY LEADER Library/Media School Support Estelle Matthis Lucy Lyons Computerized Transportation School Support Russ Mayo Brad Montgomery Data Processing School Support TBA John Ruffin (Acting) Safety and Security School Support Mark Milhollen Bill Barnhouse Teacher Recruitment School Support Brady Gadberry Robert Robinson Educational Equity Monitoring School Support Russ Mayo Robert Glowers Summer School (Interdistrict Plan) School Support Estelle Matthis Larry Robertson, Margaret Gremillion, Vic Anderson Summer Learning Program JTPA School Support Estelle Matthis Leon Adams Facilities School Support Mark Milhollwn Doug Eaton Guidance/Counseling Program School Support Estelle Matthis Jo Evelyn Elston Employment Practices School Support Henry Williams Richard Hurley Bidding Practices (Procurement) School Support Mark Milhollen Charlie Neal Contingency School Support Mark Milhollen4 [ PROGRAM NAME Parent Involvement-Recruitment VIPS-Recruiting Public Relations Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Program Computer Loan Program Extended Day/Week Field Trips CLUSTER Recruitment Recruitment Recruitment Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools PRIMARY LEADER Russ Mayo Russ Mayo Russ Mayo Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson SECONDARY LEADER Jeanette Wagner Debbie Milam Jeanette Wagner Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals5 PROGRAM NAME Transportation Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeiffer Monitoring Staffing-Recommended Full-time Required Staff Development Teacher Stipends for Inservice and Extra 5 Days CLUSTER Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools PRIMARY LEADER Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson SECONDARY LEADER Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals 6 PROGRAM NAME Other Incentive School Academic Programs Social Skills Special Activities Latin Enrichment Program Career Skills Development Incentive School Operations Counseling/Social Work School Policies and Procedures Student Choices and Options King Interdistrict School Stephens Interdistrict School CLUSTER Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Student Choices/Options Student Choices/Options Student Choices/Options PRIMARY LEADER Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Margaret Gremillion Larry Robertson Russ Mayo Estelle Matthis Estelle Matthis SECONDARY LEADER Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Sue Pederson, Julie Wiedower Russ Mayo, Margaret Gremillion Russ Mayo ]7 PROGRAM NAME CLUSTER PRIMARY LEADER SECONDARY LEADER 3 Romine Interdistrict School Student Choices/Options Estelle Matthis Russ Mayo, Margaret Gremillion Rockefeller Early Childhood Education Magnet Program Student Choices/Options Estelle Matthis Pat Price Original Magnets Student Choices/Options Estelle Matthis Larry Robertson/ Vic Anderson M-to-M Magnets Student Choices/Options Russ Mayo Sue Pederson, Julie Wiedower Vic Anderson8 NON-DESEGREGATION PROGRAMS [ PROGRAM MAME Four-Year Old Program/HIPPY Kindergarten Special Education Vocational Education Adult Education Compensatory Education Gifted and Talented Curriculum Services Elementary Junior High High School Athletics CLUSTER Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum School Operations School Operations School Operations School Operations PRIMARY LEADER Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis SECONDARY LEADER Pat Price and Marion Shead Pat Price Patty Kohler Carol Green Paulette Martin Leon Adams, Alice Stovall, Judy Trowell, Gene Parker Mabel Donaldson Donita Hudspeth Margaret Gremillion, Larry Robertson Vic Anderson Vic Anderson Vic Anderson9 I PROGRAM NAME CLUSTER PRIMARY LEADER SECONDARY LEADER Guidance Services School Support Estelle Matthis Jo Evelyn Elston Health Services School Support Estelle Matthis Gwen Efird Curriculum Services/VIPS School Support Russ Mayo Debbie Milam Educational Media Services School Support Estelle Matthis Lucy Lyons Board of Education Services School Support Board Henry Williams Executive Administration Services School Support Henry Williams Henry Williams Support Service Management School Support Mark Milhollen Fiscal Services School Support Mark Milhollen Plant Services School Support Mark Milhollen Doug Eaton Pupil Transport Services School Support Russ Mayo Brad Montgomery Purchasing Services School Support Mark Milhollen Charlie Neal Safety \u0026amp; Security Services School Support Mark Milhollen Bill Barnhouse Planning \u0026amp; Evaluation Services School Support Henry Williams Robert Glowers Communication Services School Support Russell Mayo Jeanette Wagner Human Resource Services School Support Richard Hurley Labor Relations School Support Brady Gadberry Data Processing Services School Support Robert Glowers John Ruffin (Acting)10 [ PROGRAM NAME Drug Abuse Prevention Family Life/New Futures Indebtedness Contingencies CLUSTER School Support School Support School Support School Support PRIMARY LEADER Estelle Matthis Estelle Matthis Mark Milhollen Mark Milhollen SECONDARY LEADER Jo Evelyn Elston Linda Young, Rene Carson, I\nc' i2 d 1'-.) DEC 2 2 1994 OHico of Oesegi ^naicn LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Date: December 21, 1994 To: Mr. Bill Mooney, Office of Desegregation Monitoring From: 'l3^ Robert Clowers, Director Sub j : Copies of Various Reports Per your request, please find enclosed copies of the Extended Program Evaluation Format, Program Inventory Report (our latest revision), Town Hall Meeting Report and District Dialogue (Straight Talk) Report. If you have questions, please call me at 324-2120. Enclosure cc: Dr. Henry P. WilliamsL/i LITTLE ROCK SCHOOL DISTRICT PROGRAM INVENTORY REPORT, FY 94-95 The Program Inventory Report presents an account and listing for the Desegregation Programs and Hon-Desegregation Programs operating in the LRSD for the 1994-95 fiscal year. Leader information is provided for each Program Name. Accompanying Cluster, Primary Leader, and Secondary DESEGRECATIOM PROGRAMS SEO # 01 02 03 04 05 06 07 08 09 PROGRAM NAME HIPPY Four-Year Old Program/ CityUide Early Childhood Program Academic Support Program Multicultural Curriculum Special Education Gifted Programs Federal Programs Vocational Education School Operations CLUSTER Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum School Operations PRIMARY LEADER Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis SECONDARY LEADER Marion Shead Pat Price Leon Adams Gene Parker Dennis Glasgow Marie McNeal Gene Parker Dennis Glasgow Patty Kohler Mabel Donaldson Leon Adams Carol Green Margaret Gremillion Sterling Ingram Sadie Mitchell Revised 11/29/94DESEGREGATION PROGRAMS SEQ  10 11 12 13 14 15 17 18 20 21 22 23 24 25 PROGRAM NAME Extra*Curricular Participation Student Hearing Officer In*School Suspension New Futures Academic Incentive Grant/ Focused Activities McClellan Community School Testing Assistance- Disadvantaged Job Fair Office of Desegregation/ Student Assignment Staff Development Library/Media Computeri zed Transportation Data Processing Safety and Security Revised 11/29/94 2 CLUSTER School Operations School Operations School Operations School Operations School Operations School Operations School Operations School Operations School Support School Support School Support School Support School Support School Support PRIMARY LEADER Estelle Matthis Henry Williams Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Robert Glowers Estelle Matthis Russ Mayo Estelle Matthis Estelle Matthis Russ Mayo Robert Glowers Hark HiIhollen SECONDARY LEADER Sterling Ingram Margaret Gremillion Sadie Mitchell Larry Robertson Sterling Ingram Margaret Gremillion Sadie Mitchell Linda Young Sterling Ingram Margaret Gremillion Sadie Mitchell Jodie Carter Ethel Dunbar Jo Evelyn Elston Karen Buchanan Marion Woods Lucy Lyons Mary J. Cheatham David Beason Bobby JonesDESEGREGATION PROGRAMS 3 SEO  26 27 28 29 30 31 33 34 35 36 37 38 39 PROGRAM NAME Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/ Leadership Sunner School (Interdistrict Plan) Sumner Learning Program JTPA Cont i ngency Facilities Gu idance/Counseling Program Employment Practices Bidding Practices (Procurement) Parent Involvement- Recruitment VIPS-Recruiting Public Relations Revised 11/29/94 CLUSTER School Support School Support School Support School Support School Support School Support School Support School Support School Support School Support Recruitment Recruitment Recruitment PRIMARY LEADER Richard Hurley Robert Glowers Board of Directors Estelle Matthis Estelle Matthis Hark HiIhollen Hark HiIhollen Estelle Matthis Henry Ui 11iams Hark MiIhollen Russ Mayo Russ Mayo Russ Mayo SECONDARY LEADER Robert Robinson Paul Smith Henry Williams Sterling Ingram Margaret Gremillion Sadie Mitchell Leon Adams Sterling Ingram Hark MiIhollen Doug Eaton Jo Evelyn Elston Richard Hurley Charlie Neal Becky Rather Leon Hodeste Debbie Milam Dina TeagueDESEGREGATION PROGRAMS 4 SEO # 41 42 43 44 45 46 47 48 1 PROGRAM NAME Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Program Computer Loan Program Extended Oay/Week Field Trips Revised 11/29/94 CLUSTER Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools PRIMARY LEADER Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram SECONDARY LEADER Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School PrincipalsSEO # 50 53 54 55 56 57 61 62 PROGRAM MAME Transportation Instructional Aides Extended Year Incentive/ Recognition Resident Counseling Service Camp Monitoring Staffing Requi red Staffing Development Revised 11/29/94 CLUSTER Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools PRIMARY LEADER Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram SECONDARY LEADER Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Irwentive School Principals DESEGREGATION PROGRAMS 5DESEGREGATION PROGRAMS 6 SEO \u0026lt; 63 64 65 66 67 69 70 71 PROGRAM NAME Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs Social Skills Special Activities Latin Enrichment Program Career Ski I Is Development Incentive School Operations Support Services Counsel/Social Uork Revised 11/29/94 CLUSTER Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools Incentive Schools PRIMARY LEADER Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram Margaret Gremillion Sterling Ingram SECONDARY LEADER Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals Incentive School Principals7 SEQ  72 75 76 77 78 79 80 82 PROGRAM NAME School Policies and Procedures Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Rockefeller Early Child- hood Education Magnet Original Magnets M-to-M Magnet Schools Revised 11/29/94 CLUSTER Incentive Schools Student Choices/ Options Student Choices/ Options Student Choices/ Opt i ons Student Choices/ Options Student Choices/ Opt i ons Student Choices/ Options Student Choices/ Options PRIMARY LEADER Margaret Gremillion Sterling Ingram Russ Mayo Russ Mayo Estelle Matthis Russ Mayo Estelle Matthis Russ Mayo Estelle Matthis Estelle Matthis Estelle Matthis Russ Mayo SECONDARY LEADER Incentive School Principals Karen Buchanan Julie Wiedower DESEGREGATION PROGRAMS Margaret Gremillion Margaret Gremillion Sadie Mitchell Pat Price Dennis Glasgow Karen Buchanan Julie WiedowerMON-OESEGREGATION PROGRAMS 8 SEO # PROGRAM NAME CLUSTER PRIMARY LEADER SECONDARY LEADER 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 Four-Year Old Program/ HIPPY Kindergarten Special Education Vocational Education Adult Education Compensatory Education Gifted and Talented Curriculim Services Elementary Junior High High School Athletics Guidance Services Drug Abuse Prevention Health Services Revised 11/29/94 Curriculun Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum Curriculim School Operations School Operations School Operations School Operations School Support School Support School Support Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Estelle Matthis Pat Price Marion Shead Pat Price Patty Kohler Carol Green Paulette Martin Leon Adams Dennis Glasgow Mabel Donaldson Lucy Lyons Dennis Glasgow Margaret Gremillion Sadie Mitchell TBA TBA Ouida Carter Jo Evelyn Elston Jo Evelyn Elston Gwen Eft rd Jo Evelyn ElstonHON-DESEGREGATION PROGRAMS 9 SEQ # 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 PROGRAM NAME VIPS Educational Media Services Board of Education Services Executive Administration Support Service Management Fiscal Services Plant Services Pupil Transport Services Purchasing Services Safety \u0026amp; Security Services Planning \u0026amp; Evaluation Comnunication Services Human Resource Services Labor Relations Data Processing Services Revised 11/29/94 CLUSTER School Support School Support School Support School Support School Support School Support School Support School Support School Support School Support School Support School Support School Support School Support PRIMARY LEADER SECONDARY LEADER Russ Mayo Estelle Matthis Board Henry Williams Mark HiIhollen Mark MiIhollen Hark HiIhollen Russ Mayo Hark HiIhollen Hark HiIhollen Henry Williams Russ Mayo Richard Hurley Brady Gadberry Robert Glowers Debbie Mi lam Lucy Lyons Henry Ui Iliams Henry Williams Hark HiIhollen Mark Milhollen Doug Eaton Mary J.Cheatham Charlie Neal Bobby Jones Robert dowers Dina Teague Richard Hurley Brady Gadberry David BeasonMOH-DESEGREGATIOH PROGRAMS 10 SEQ  PROGRAM NAME CLUSTER PRIMARY LEADER SECONDARY LEADER 231 232 233 Fami ly Life/New Futures Indebtedness Contingencies Revised 11/29/94 School Support School Support School Support Estelle Matthis Mark MiIhollen Mark HiIhollen Linda Young Rene Carson Mark MiIhollen Mark MiIhollenB5071302 Date: July 13, 1995 To: Robert Glowers From: Bill Mooney Aiit Subject: Cycle III Program Inventory During our meeting this morning with Mark and Fred on the Program Inventory, I said that I would write down for you some of my thoughts on what the District needed to do to take the Program Inventory to the next level. The following is a list of what I would do during this cycle to improve the program information. This list is just a starting point, since we could probably think of some more improvements if we reflected over several days. 1. Identify all new programs and verify the carryover programs. The program leaders for the new programs shown in your budget document should make the decision (which should already be reflected in the supporting business case) as to whether this new program is a standalone program or part of a larger existing program. If it is a standalone program, you and the program leader will have to do a complete set up in the Program Budget Document. If it is part of a larger existing program, you and the program leader will have to roll it into that program, making the necessary changes in the Program Budget Document. 2. Validate all program descriptions and include program goals. The program leaders and the administration should review all program descriptions of both carryover and new programs to ensure those descriptions accurately reflect the program services. The program goals should also be reviewed. The descriptions and goals should be included in your Program Inventory document. 3. Validate District goal support for each carryover and new program. The program leaders and the administration should review and clean up the statement of District goals to which the program contributes. This area needs some heavy cleaning. Very few programs should support all six District goals\nmost should only support one or two. Keep the goal relationship simple, direct, and clean. Dont let your program leaders blow smoke on the great value of their program\nthat is how you got into this mess to begin with. 4. Establish/validate accounting codes to capture budget/expense data for each program. You and the program leaders should go to Mark with all of the above program material in place. Mark will tell you if he can capture the financial data at that program level, and if the capture is cost beneficial. If it can be done and is cost beneficial, set up the codes in the financial system and make the necessary entries in the Program Budget Document. If it can not be done or is not cost beneficial, then make a qualifying entry in the program financial section of the Program Budget Document stating the fact and referencing the parent program. The key thing to remember is that program decisions should drive financial decisions, not the other way around (what we are doing now). Dont spend a great amount of time trying to split out small amounts of money on sub-programs. Do it, document it, and move on. 5. Clean up the Program Budget Document. You and the program leaders should review the Q4 document before moving into the next cycle. Make all of the corrections from the steps above. The Program Budget Document should be a working document, so dont forget to update the primary and secondary leaders, since many are ill and may not return. There should be some figure or statement in every one of the financial sections. Every program should have a program code, or some identified method of capturing the financial information. On a somewhat different subject, the program leaders need extensive training on writing good achievements. Most of the statements are effort based, rather than effectiveness achievements. We must get away from this if we are to have a better and smaller document. 6. Build a spreadsheet for quick program level financial information. I am surprised you have not already been asked how much money the District spends on District goal number three. I would go ahead and build a simple spreadsheet with program, program code, expenditures, budget, and supported goals. This would allow me to sort by goal and provide some useful information in work with the Board and public. This would be an opportunity to educate and shape rather than react to a question. 7. Re-validate District goal support after the Board finalizes the goals for the cycle. If the Board does not complete its review and approval of the District goals before the Program Inventory is complete, you and the program leaders will have to go back and re-validate the District goal support for the programs. This should not take very long, assuming there is no major change to the goal structure. District and program goals must be completed early in the process since the needs assessment is dependent on both. The quality and scope of your Program Inventory should improve every year. Like all of the products of the sub-processes, they should get better each cycle. Nothing should ever stay the same. These few improvements should get you started, and should not take much time. I will help you in any way I can. Just give me a call.EB C. LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation MEMORANDUM August 2, 1996 RECEIVED AUG 5 1996 OHice of Desegregation Monitoring TO: Superintendents Cabinet FROM: Ed Jackson, Director / RE: 1996-97 Program Inventory Please see the attached Program Inventory for the 1996-97 school year. Attachment cc: Dr. Vic Anderson LRSD Board of Directors Ann Brown, ODMSEQ# 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 PROGRAM NAME Four-Year Old Program/HIPPY Kindergarten Special Education Vocational Education Adult Education Compensatory Education Gifted and Talented Curriculum Services Elementary Junior High High School Athletics Guidance Services Drug Abuse Prevention Health Services VIPS Revised: 8/2/96 LITTLE ROCK SCHOOL DISTRICT NON-DESEGREGATION PROGRAM INVENTORY REPORT FY 96-97 PRIMARY LEADER Director, Staff Development Director, Staff Development Director Labor Relations Superintendent Assistant Superintendent Superintendent Director Special Education Director Staff Development Superintendent Superintendent Superintendent Assistant Superintendent Assistant Superintendents Director Labor Relations Director Pupil Services Associate Superintendent Page 1 AUG 5 1996 --------------------------OWIca ot Dasegregation SECONDARY LEADER Director Four-Year Old, Director HIPPY Director Early Childhood Education Director Exceptional Children Director Vocational Education Director Adult Education Director Federal Programs, Science Supervisor Gifted and Talented Supervisor Director Library/Media, Science Supervisor Assistant Superintendents Assistant Superintendent Secondary Schools Assistant Superintendent Secondary Schools TBA Assistant Superintendents, Director Pupil Services Director Pupil Services Health Services Coordinator, Director Pupil Services VIPS Coordinator Monitoring iSEQ# PROGRAM NAME 217 Educational Media Services 218 Board of Education Services 219 Executive Administration Services 220 Support Service Management 221 Fiscal Services 222 Plant Services 223 Pupil Transport Services 224 Purchasing Services 225 Safety \u0026amp; Security Services 226 Planning \u0026amp; Evaluation Services 227 Communication Services 228 Human Resource Services 229 Labor Relations  230 Data Processing Services 231 Family Life/New Futures 232 Indebtedness Revised\n8/2/96 LITTLE ROCK SCHOOL DISTRICT NON-DESEGREGATION PROGRAM INVENTORY REPORT FY 96-97 PRIMARY LEADER Superintendent Board Superintendent Superintendent Manager Support Services Manager Support Services Manager Support Services Manager Support Services Manager Support Services Associate Superintendent Associate Superintendent Director Labor Relations Superintendent Superintendent Superintendent Manager Support Services Page 2 SECONDARY LEADER Director Library/Media Superintendent Superintendent Manager Support Services Manager Financial Services Director Plant Services Director Transportation Director Procurement Director Safety and Security Director Planning, Research and Evaluation Director Communications Director Human Resources Director Labor Relations Director Information Services Coordinator New Futures Manager Financial ServicesSEQ# PROGRAM NAME 233 234 235 236 237 238 Contingencies Alternative Education Arkansas Crusades Beacon School New Comers Centers Reading Recovery Revised: 8/2/96 LITTLE ROCK SCHOOL DISTRICT NON-DESEGREGATION PROGRAM INVENTORY REPORT FY 96-97 PRIMARY LEADER Manager Support Services Director Labor Relations Director Staff Development Superintendent Director Staff Development Director Staff Development Page 3 SECONDARY LEADER Manager Financial Services Director Pupil Services Supervisor Science Director New Futures Supervisor English/Foreign Language Supervisor English/Foreign Language I iSEQ# PROGRAM NAME 1 HIPPY 2 Four-Year Old Program 6 Desegregation 7 Extracurricular Participation 7 8 9 Extracurricular Participation Tri-District Staff Recruiter: Tri-District (Teacher Recruiter) Staff Development 12 Multicultural Curriculum 13 14 17 18 Academic Program Incentive/Focused Activities (Academic Original Magnets Information Services (D/P system Student Info) M to M Magnet Program 22 Equity Monitoring (Monitoring Activities) 24 Computerized Transportation 26 McClellan Community Schools 29 Testing Revised: 8/2/96 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PROGRAM INVENTORY REPORT FY 96-97 PRIMARY LEADER Director Staff Development Director Staff Development Associate Superintendent Asst. Superintendent Asst. Superintendent Director Human Resources Superintendent Director Staff Development Asst. Superintendent Assoc. Superintendent Superintendent Assoc. Superintendent Superintendent Manager Support Services Asst. Superintendent Secondary Schools Assoc. Superintendent Page 1 RECB' AUG 5 1996 SECONDARY LEADER Director HIPPY Dir. Early Childhood Ed. Asst. Superintendents Principals Principals Teacher Recruiter Director Staff Development Curriculum Supervisors Principals QHieo-efBesegfogat^ Monitoring Director Student Assignment Director Information Services Director Student Assignment Assoc. Superintendent Director Transportation McClellan Principal Director PRESEQ# PROGRAM NAME 29 Testing: Tri-District 32 Media Services: Tri-District 33 Parent Involvement 33 Parent Involvement: Tri-District 57 72 Incentive School Extended day/Week (Extended Day) Incentive School Staff Development (Required Staff Development) Incentive School Staffing (Recommended Staffing) Collaborate: Tri-District Facilities Federal Programs Finance Gifted Programs Guidance/Counseling Guidance/Counseling: Tri-District Henderson Magnet Incentive Schools Revised: 8/2/96 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PROGRAM INVENTORY REPORT FY 96-97 PRIMARY LEADER Assoc.. Superintendent Superintendent Director Student Assignment Director Student Assignment Director Staff Development Superintendent Director Staff Development Assoc. Superintendent Manager Support Services Superintendent Manager Support Services Director Exceptional Children Superintendent Superintendent Asst. Supt. Secondary Schools Director Staff Development Page 2 SECONDARY LEADER Director PRE Director Media/Technology Coordinator Recruitment Coordinator Recruitment Incentive School Principals Director Staff Development Incentive School Principals Director Student Assignment Director Plant Services Director Federal Programs Manager of Finance Director Gifted Programs Principals Director Pupil Services Henderson Principal Asst. Supt. of Incentive SchoolsLITTLE ROCK SCHOOL DISTRICT DESEGREGATION PROGRAM INVENTORY REPORT FY 96-97 SEQ# PROGRAM NAME PRIMARY LEADER SECONDARY LEADER Interdistrict Schools Assoc. Supt. Interdistrict Principals Incentive School Academic Actvities Director Staff Development Asst. Supt. of Incentive Schools Incentive School Aacademic Programs Director Staff Development Asst. Supt. of Incentive Schools Incentive School Foriegn Language Director Staff Development Curriculum Specialist Incentive School Guidance/Counseling Director Staff Development Director Pupil Services Incentive School Latin Program Director Staff Development Curriculum Specialist Incentive School Parent Involvement Director Staff Development Coordinator Recruitment Incentive School Parent Recruitment Director Student Assignment Coordinator Recruitment Incentive School Policies/Procedures Director Staff Development Incentive School Principals Incentive School Social Skills Director Staff Development Incentive School Principals Incentive School Student Achievement Director Staff Development Incentive School Principals Incentive School Support Programs Director Staff Development Asst. Supt. Incentive Schools i. Library/Media Services McClellan Magnet New Futures Parkview Magnet Superintendent Asst. Supt. Secondary Superintendent Asst. Supt. Secondary Director Media/Technology McClellan Principal Coordinator New Futures Parkview Principal i Revised: 8/2/96 Page 3LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PROGRAM INVENTORY REPORT FY 96-97 SEQ# PROGRAM NAME PRIMARY LEADER SECONDARY LEADER Planning Assoc. Supt. Director PRE Procurement Manager Support Services Director Procurement Public Relations: Tri-District Assoc. Supt. Director Communications Rockefeller Early Childhood Ed. Director Staff Development Director Early Childhood School Climate Asst. Superintendents Principals Site-Based Management Superintendent Asst. Superintendents Special Education: Tri-District Director Labor Relations Director Exceptional Children Staff Development: Tri-District Superintendent Asst. Superintendents Student Achievement Assoc. Superintendent Principals Student Assignment Assoc. Superintendent Director Student Assignment Student Discipline: Tri-District Superintendent Director Pupil Services Student Recruitment Director Student Assignment Coordinator Recruitment Summer School: Tri-District Director Staff Development Summer School Principals Vocational Education Superintendent Director Vocational Education Vocational Education: Tri-District Superintendent Director Vocational Education Revised: 8/2/96 Page 4\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_478","title":"\"\"Little Rock School District, Districtwide Biracial Committee Monitoring Report on Incentive Schools,\"\" Planning, Research, and Evaluation Department, Fourth quarter summary 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":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","School integration"],"dcterms_title":["\"\"Little Rock School District, Districtwide Biracial Committee Monitoring Report on Incentive Schools,\"\" Planning, Research, and Evaluation Department, Fourth quarter summary 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/478"],"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\nLITTLE ROCK SCHOOL DISTRICT RECEIVED SEP 2 0 1995 Office of Desegregation Monitoring DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT ON INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas July 1995 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS Equitable Placement by Race/Gender in School Programs Curriculum School/District Initiated Honors and Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Page 3 4 8 9 10 12 13 15 17 19 22 25LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT The Little Rock School District Desegregation Plan mandates that \"the incentive schools will be monitored at least once each quarter by members of the districtwide biracial committee (page 224) 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 Desegregation Plan further directs that \"quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Department and presented through the superintendent to the Board of Directors of the LRSD during a regular meeting (page 225).\" Progress or lack of progress is reported concerning the following areas: Separation of Races 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/ManagementDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 2 Each team reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of visits conducted May 2, 1995 and May 25, 1995. 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. Upon completion of the process described above, reports from the incentive school monitoring teams are forwarded to the LRSD Associate Superintendent for Desegregation. The Desegregation Plan states that \"the associate superintendent for desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner (page 225).\" During the 1994-95 academic year, only two incentive schools. Rightsell and Franklin, were monitored by members of the Districtwide Biracial Committee. A three member team monitored Rightsell on May 2, 1995\nhowever, the team did not submit aDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 3 consensus report. Therefore, the writer of this summary report prepared the consensus report for Rightsell. Franklin was monitored on May 25, 1995 by one Districtwide Biracial Committee member\nthus, the consensus report for that school represents the views of only one person. 1.0 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 reflecting appropriate percentage Racial/Gender Balance (at least 25 % black) in staff assignments, programs, content areas, and grade level Strategies to increase the enrollment of white students FINDINGS: FRANKLIN According to the report submitted, the composition of the school staff ensured that students had access to, and contact with, a varied staff of certified and non-certified personnel. Furthermore, the report indicated that class enrollments generally reflected the racial/ethnic composition of the school. It was noted that because there were so few white students, the principal, to the degree possible, usually placed those students in the same classroom so as not to place them in racial isolation. As a result, there were severalDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 4 classes with an enrollment of only black students, as per the report. An area of concern indicated by the report was that the school enrollment did not reflect the racial/ethnic composition prescribed by the court approved desegregation plan. According to the report, ninety percent of the students were black. RIGHTSELL The team from Rightsell noted that the composition of the school staff was an area of concern because the racial composition of the staff did not ensure that students had access to, and contact with, a varied staff of certified and non-certified personnel. In total, 79% of the staff was black, with a non-certified staff that was only five percent white and a certified staff of 64% black personnel. The reports indicated that a number of classes consisted solely of black students. Response from Principal(s): None 2.0 CURRICULUM At each school the monitors expected to find: Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support theDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 5 prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrating use of multiculturally infused curriculum (guides) Students participating in heterogeneous (mixed) groups to allow for cross racial/gender interaction, to the degree population permits Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism Peer tutoring/Cooperative Learning Group Evidence of hands-on discovery and exploratory approaches to teaching: - use of science lab - display of project - use of math manipulatives FINDINGS\nFRANKLIN No areas of concern relative to the \"Curriculum\" area of the monitoring instrument were reported for Franklin School. A majority of the teachers interviewed indicated that they had adequate materials and equipment to deliver the curriculum. However, the monitor reported that one teacher expressed the need for more materials but had not requestedDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 6 any because she/he felt discouraged from doing so. According to the report submitted, student folders and other appropriate records were either on file or in view in each classroom monitored. All students were actively involved in classroom instruction in all classrooms visited\nexamples of student activities cited: group discussions and independent student work. It was impossible to document displays and bulletin boards of multiculturalism throughout the building because most of them had been removed in order to facilitate painting. However, the report indicated that selected classrooms had a variety of displays and print materials featuring African, Asian, Native Americans, and European cultures. Displays of student work were quite evident in the classrooms for the lower grade students\nbecause of the painting in progress at the school, student work had been removed from the upper grade classrooms. The report indicated that not enough evidence was available to determine if the multicultural objectives of the curriculum guide were being taught. The four-year old classes had completed a comprehensive unit on Germany, Hawaii, Japan, and Mexico, but several teachers at other grade levels were unable to provide any specific information about multiculturalDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 7 study other than African of African-American cultures, according to the monitor. It was reported that acquisitions to the library media center were driven by the school curriculum and recommendations in professional journals. RIGHTSELL A majority of the reports submitted by monitors at Rightsell indicated that bulletin boards, displays of projects, etc., reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism were in evidence. Examples cited: \"Greetings from Around the World,\" information about Egypt and Norway\ndisplays of famous black Americans, and pictures of famous white Americans. Multiculturalism was also depicted in a majority of the classrooms visited. Monitors further indicated that student work was on display. Teachers of all classrooms visited indicated that they had adequate materials and equipment to deliver the curriculum, according to reports submitted. Monitors also noted that current and complete student records were maintained in the classroom and school office to monitor the progress in achievement of the individual learner.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 8 Monitors further indicated that all students were actively involved in classroom instruction in each classroom visited\nexamples of instructional activities cited: group instruction and teacher directed instruction. Additionally, classroom seating patterns promoted interaction among students of different races/genders, as per reports. In a majority of the classrooms monitored, multicultural objectives of the curriculum guides were taught via the use of hands-on art, newspapers, visual aids, etc. Response from Principal(s): None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Evidence of written procedures and requirements governing honors and awards have been distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS\nFRANKLIN The report from Franklin indicated that a variety of honors and awards was provided in areas such as scholarship.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 9 citizenship, sports, clubs, and attendance. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents, according to the monitor. Distribution methods cited: Bulletins were sent home at the beginning of the year, and newsletters and bulletins were sent home periodically. The offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs, as per the report. The distribution of honors and awards generally reflected the school population, with 90% of the citations received by black students. RIGHTSELL The team from Rightsell did not monitor the area of \"School/District Initiated Honors and Awards.\" Response from Principal(s): None 4.0 COMMITTEES At each school the monitors expected to find: Racial/gender composition of appointed school-based committees (-25% to +12.5% of black student enrollment) generally reflects the school populationDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 10 FINDINGS\nFRANKLIN According to the Franklin consensus report, the composition of each school based staff/parent committee did not generally reflect the staff/student populations. Sixty- nine percent of the committee members were black, which was not consistent with the school population, as per the report. RIGHTSELL The monitoring team from Rightsell did not respond to \"Committees\" section of the monitoring instrument. Response from Principal(s): None 5.0 EXTENDED DAY EDUCATIONAL OPPORTUNITIES At each school the monitors expected to find: Extended day activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and gender Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extended day activities Parents had been provided with appropriate information relative to extended day activities/Saturday program Extended Day provided reinforcement of objectives of SEP Majority of students participated in extended day/ Saturday programDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 11 Identified activities were conducted by qualified teachers FINDINGS\nFRANKLIN Bulletins and newsletters were used to ensure that students were apprised of information regarding various opportunities to participate in extracurricular activities/extended educational programs, according to the report from Franklin. An area of concern noted by the monitor was that participation in extracurricular activities/extended educational programs did not generally reflect the school population. The notation was made that only four percent of the students participating in the aforementioned programs were white, even though the school had a ten percent white student enrollment. However, the report pointed out that most of the school's white students were in pre-kindergarten and kindergarten and were not eligible for many of the extracurricular activities. RIGHTSELL A majority of the monitors from Rightsell did not respond to this section of the monitoring checklist. Response from Principal(s): NoneDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 12 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 (SEP) Evidence that promotion/retention rates were monitored and analyzed to reduce disparities in achievement disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that was clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups FINDINGS: Two areas of concern were noted regarding Student Achievement/Assessment at Franklin. The report indicated that when results from the 1992-93 Stanford Eight Test were compared to those of 1993-94, the scores of black students did not improve. Secondly, one hundred percent of the students who failed/retained were black. According to the monitoring report, goals and strategies were developed and implemented to decrease the achievement disparity between black students and white students. Examples cited: faculty at each grade level drafted a plan utilizing last year's test data, including incentives for test preparation. Additionally, test taking skills were taughtDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 13 throughout the year\nexamples cited\nuse of the series Te^ Best and Scoring Higher, according to the monitoring report. RIGHTSELL Monitors from Rightsell did not examine Stanford Eight Test results, nor did they report if the failure/retention rates reflected the school population. Goals and strategies were developed and implemented to decrease the achievement differences between black students and white students on the Stanford Eight Achievement Test\nthe \"Great Expectations II program was cited as an example of a strategy employed. Additionally, monitors reported that test taking skills were taught throughout the year, citing teacher made tests and practice taking tests as examples. Responses from Principal(s): None 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that were 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 experiencesDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 14 Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served FINDINGS: FRANKLIN Special education facilities were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served. according to the report submitted. Current copies of student records were maintained in the classroom to monitor the progress and achievement of the individual learner. One area of concern regarding special education was noted by the monitor. It was reported that the teacher expressed frustration about miscommunication at the district level as to procedures for requesting materials, and that there was a lack of guidelines regarding said. RIGHTSELL The team from Rightsell reported that Special Education facilities were not comparable to those of the campus in general but met the needs of the students served. Monitors indicated that current copies of student records were maintained in the classroom to monitor the progress andDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 15 achievement of the individual learner. Response from Principal(s): 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 Planned and organized strategies to address any problem of under-representation 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 facilities of other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served FINDINGS: FRANKLIN At Franklin, the teacher of G/T classes reported that material and equipment were adequate to deliver the curriculum\nthe monitoring report indicated that more materials were available than would ever be needed, plus a small budget for additional acquisitions. The G/T facilities were comparable to those of the campus in general, integrated into the total school environment, andDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 16 met the needs of the students served. According to the report submitted, the classroom was spacious, the materials plentiful. Current copies of students' records were maintained in the classroom to monitor the progress and achievement of the individual learner. The report indicated that student files were kept in a file drawer by the teacher's desk. RIGHTSELL No areas of concern relative to the G/T program were noted on the reports submitted. However, it was reported that a file cabinet that would lock would be useful to the G/T teacher. Strategies to eliminate disproportionate student assignment to G/T were evident, and the teacher understood the school's policy, as per the report. According to monitors, the facility for G/T was excellent, but small\nit was comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served. Current copies of students' records were maintained in the classroom to monitor the progress of the individual learner.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 17 Response from Principal(s): None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation Inservice provided to all teachers relative to the delivery of the district curriculum Required staff development including: Cooperative Learning/Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program Special Staff Development for Principal, Assistant Principal FINDINGS: FRANKLIN The monitoring report from Franklin indicated two areas of concern: (1) No staff development activities related to discipline/classroom management were offered, and (2) Regular classroom teachers were not provided ongoing training inDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 18 understanding the remedial programs. The Franklin report further indicated that via an interview, the principal reported that staff development activities related to educational eguity to enhance the achievement of a diverse student population, e.g.. Cooperative Learning and PET, had been offered. However, the monitor stated that no documenting confirmation was available. The report also questioned if two staff development activities cited as evidence of offering activities in teaching strategies for multicultural curriculum delivery actually applied to the multicultural curriculum. The examples given were the \"Rites of Passage\" program inservice and a Spanish immersion inservice. RIGHTSELL No areas of concern were noted regarding the \"Staff Development\" section of the monitoring instrument. Examples of various staff development activities that had been offered included one on teaching with phonics, a parent/community involvement activity, and one on higher level thinking skills. The report also indicated that regular classroom teachers were provided on-going training in understanding the remedial program.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 19 Response from Principal(s): 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 had been actively solicited When financially possible, transportation provided to school functions for parents who needed the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provisions for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents were actively involved in remediation programs in which their students participated (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school improvement plans FINDINGS: FRANKLIN No areas of concern concerning the \"Parental Involvement\" section of the monitoring instrument were noted at Franklin. The school utilized a variety of methods to encourage parentalDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 20 involvement in school and in home supported educational activities\nexamples cited: interim reports, parent conferences, and home visits. Additionally, documentation was available to indicate that parents were actively involved in each phase of remediation programs in which their child participated. Contact was also made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. According to the report. home visits and phone calls were documented in teacher monitoring folders. All identifiable groups of parents were actively involved in school functions, as per the report. The monitor indicated that one notable undertaking was the Men's Club, which encouraged male participation. School patrons and parents were given an opportunity to actively participate in developing the local School Improvement Plan. The report indicated that parents served on committees related to the four COE target areas: Academic Growth, Time on Task, Parent Involvement, and Clear School Purpose. RIGHTSELL No areas of concern were noted regarding the \"Parental Involvement\" section of the monitoring instrument.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 21 The team from Rightsell indicated that the school utilized a variety of methods to encourage parental involvement in school and in home supported educational activities. Examples of the aforementioned methods cited: Happy Grams, home visits, meet and greet activities, phone calls, and parental visits to the school. All identifiable groups of parents were actively involved in school functions, and documentation was available to indicate that parents were actively involved in each phase of the remediation program in which their child participated. The team from Rightsell indicated that contact was made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. Examples of such contact cited were: interim reports every three weeks, reports to parents, conferences, report cards. and newsletters. Mini-seminars at PTA meetings were held to make parents aware of district structure, policy and programs, and ways to access them. Additionally, monitors reported that this information was also distributed during Parent Involvement Day and at the Parent Center. The report also indicated that parents had an opportunity to actively participate in developing the local School Improvement Plan.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 22 Response from Principal(s): None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions were analyzed (-25%- +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existed Teachers receiving staff development and training to become more effective in discipline management and classroom management Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly stated expectations for student conduct and that these policies were distributed and explained Classroom instruction proceeded without disruption Mentor Program Community based support program FINDINGS: FRANKLIN Information, including the staff's expectation for student conduct, regarding student disciplinary policies and procedures was distributed to all students and parents. The Franklin report noted that posters in the hallway informedDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 23 students about good behavior and that a behavior plan was sent home to parents, one which required signatures by the parents and to be returned to school for filing. The school staff had plans, procedures, and practices which were designed to enable students to remain in school. promote academic success and alleviate behavior problems. according to the submitted report. The principal wrote a multi-step discipline plan that involved several parent contacts before suspension or expulsion would occur, according to the report. An area of concern expressed by the monitor was that one hundred percent of the suspensions and expulsions for three quarters of the 1994-95 academic year were received by black males. However, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in evidence. Classroom instruction proceeded in an orderly manner in classrooms observed. The monitor further noted that fair and firm methods in maintaining order were employed. The principal, assistant principal, teachers and supervision aides were observed as being quite active in directing/controlling students. The report from Franklin indicated that many classes were observed passing through theDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 24 hallways and that it was very pleasing to see the principal monitoring their movement. It was further shared that \"...miraculously, no paint was smeared!\" RIGHTSELL No areas of concern were noted concerning the \"School Discipline\" portion of the monitoring instrument. Although no examples were cited in the report, monitors indicated that information, including the staff's expectation for student conduct, regarding student disciplinary policies and procedures was distributed to all students and parents. Study hall, in-school suspension, and teachers' monitoring students during recess, as needed, were given as examples of the school staff having plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. No information was given concerning if suspension and expulsion rates were generally representative of the student population. Classroom instruction proceeded in an orderly manner in all classrooms observed, according to the reports submitted. School personnel were observed as being very active inDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 25 directing/controlling students. Response by Principal(s): None 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: Clear, concise and well-written improvement goals for equity Physical environment which supported the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aids in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitored the curriculum Evidence which indicated that all students were served by the guidance program, i.e., counselors' schedules/daily logsindividual/group counseling A system to receive information from former students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, employees, and visitors Evidence that counselors assisted parents in obtaining services from outside agencies, i.e. counselor's daily log Friendly and helpful personnel Strategies to increase the number of minority students in upper-level courses/class groups District and school security guidelines being followedDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 26 FINDINGS\nFRANKLIN No areas of concern regarding \"Building Leadership/Management\" were noted on the monitoring report from Franklin. The school had a clear, concise, well-written statement of specific improvement goals. Additionally, the campus and building were clean and free of graffiti, and student passage in the hallways was orderly. The monitoring report submitted for Franklin School indicated that curriculum monitoring was conducted by the principal. Teachers documented objectives in their plan books, and the principal frequently visited classrooms. The guidance program provided equitable services to all students, according to the monitoring report. In addition to the services offered by the counselors, a social worker worked with parents and students on both individual and group bases. District and school security guidelines were followed, as per the report. A new enhancement during the 1994-95 academic year was the procurement of walkie-talkies. RIGHTSELL The monitoring team at Rightsell reported that the school had a clear, concise, well-written statement of specificDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 27 improvement goals, although the team cited no examples of these goals. Hallways were orderly on the day of the monitoring visit, according to the submitted reports. Curriculum monitoring occurred, and the guidance program provided equitable services to all students. The reports indicated that district and school security guidelines were being followed with the following reservation\na fence had been knocked down and not repaired, thus security was somewhat less than optimal. Monitors noted an area of concern regarding the campus and building being clean and free of debris and graffiti. The report indicated that the general interior of the building was very good, but that restrooms and the campus needed attention. A further notation indicated that occasionally there were mice and roaches present in the building. Responses from Principal(s): NoneLITTLE ROCK SCHOOL DISTRICT SEP 2 0 1995 Office cf Desegregaacn DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT ON INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas July 1995 I 1 TABLE OF CONTENTS 1 1.0 Equitable Placement by Race/Gender in School Programs 3 2.0 q 3.0 Curriculum 4 q 4.0 School/District Initiated Honors and Committees Awards 8 9 5.0 q 6.0 7.0 Extended Day Educational Opportunities Student Achievement/Assessment Special Education 10 12 q 13 8.0 9.0 q 10.0 q 11.0 12.0 Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management 15 17 19 22 25 q q q q q q qLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT The Little Rock School District Desegregation Plan mandates that \"the incentive schools will be monitored at least once each n K quarter by members of the districtwide biracial committee (page 224).\" 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. q The Desegregation Plan further directs that \"quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Department and presented through the superintendent to the Board of Directors of n the LRSD during a regular meeting (page 225).\" n Progress or lack of progress is reported concerning the following areas: q q q q Separation of Races 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 qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT 1994-95 INCENTIVE SCHOOLS FOURTH QUARTER SUMMARY REPORT Page 2 Each team reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of visits conducted May 2, 1995 and May 25, 1995. 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 I n review the findings of the team. Upon completion of the process described above, reports from the incentive school monitoring teams are forwarded to the LRSD Associate Superintendent for Desegregation. The Desegregation Plan states that \"the associate superintendent for desegregation will be II m responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner (page 225).\" During the 1994-95 academic year, only two incentive schools. Rightsell and Franklin, were monitored by members of the n Districtwide Biracial Committee. A three member team monitored Rightsell on May 2, 1995\nhowever, the team did not submit a HI IDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT q q q q q q q q q q q q INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 3 consensus report. Therefore, the writer of this sununary report prepared the consensus report for Rightsell. Franklin was monitored on May 25, 1995 by one Districtwide Biracial Committee member\nthus, the consensus report for that school represents the views of only one person. 1.0 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 reflecting appropriate percentage Racial/Gender Balance (at least 25 % black) in staff assignments, programs, content areas, and grade level Strategies to increase the enrollment of white students FINDINGS: FRANKLIN According to the report submitted, the composition of the school staff ensured that students had access to, and contact with, a varied staff of certified and non-certified personnel. Furthermore, the report indicated that class enrollments generally reflected the racial/ethnic composition of the school. It was noted that because there were so few white students, the principal, to the degree possible, usually placed those students in the same classroom so as not to place them in racial isolation. As a result, there were several q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 4 Classes with an enrollment of only black students, as per the report. An area of concern indicated by the report was that the school enrollment did not reflect the racial/ethnic q composition prescribed by the court approved desegregation plan. According to the report, ninety percent of the students q were black. RIGHTSELL q The team from Rightsell noted that the composition of the q school staff was an area of concern because the racial composition of the staff did not ensure that students had access to, and contact with, a varied staff of certified and non-certified personnel. In total, 79% of the staff was q black, with a non-certified staff that was only five percent white and a certified staff of 64% black personnel. The reports indicated that a number of classes consisted q solely of black students. Response from Principal(s): q None 2.0 CURRICULUM q At each school the monitors expected to find\nq Interaction among students promoted by classroom seating patterns q An adequacy of materials and equipment to support the qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 5 prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) q Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress q Teachers demonstrating use of multiculturally infused curriculum (guides) q q Students participating in heterogeneous (mixed) groups to allow for cross racial/gender interaction, to the degree population permits Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism q Peer tutoring/Cooperative Learning Group q Evidence of hands-on discovery and exploratory approaches to teaching: q - use of science lab - display of project - use of math manipulatives q FINDINGS\nFRANKLIN q No areas of concern relative to the \"Curriculum area of q the monitoring instrument were reported for Franklin School. q A majority of the teachers interviewed indicated that they had adequate materials and equipment to deliver the curriculum. However, the monitor reported that one teacher M expressed the need for more materials but had not reguestedI 4 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 6 any because she/he felt discouraged from doing so. According to the report submitted, student folders and other appropriate records were either on file or in view in each classroom monitored. All students were actively involved in classroom instruction in all classrooms visited\nexamples I of student activities cited: group discussions and independent I student work. It was impossible to document displays and bulletin boards of multiculturalism throughout the building because most of them had been removed in order to facilitate painting. 14 However, the report indicated that selected classrooms had a variety of displays and print materials featuring African, Asian, Native Americans, and European cultures. Displays of 4 14 student work were quite evident in the classrooms for the lower grade students\nbecause of the painting in progress at the school, student work had been removed from the upper grade 14 classrooms. 4 The report indicated that not enough evidence was available to determine if the multicultural objectives of the 14 curriculum guide were being taught. The fouryear old classes had completed a comprehensive unit on Germany, Hawaii, Japan, and Mexico, but several teachers at other grade levels were unable to provide any specific information about multicultural\"I 5 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT 1 H M I 1 4 I ) 2 INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 7 study other than African of African-American cultures, according to the monitor. It was reported that acquisitions to the library media center were driven by the school curriculum and recommendations in professional journals. RIGHTSELL A majority of the reports submitted by monitors at Rightsell indicated that bulletin boards, displays of projects, etc., reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism were in evidence. Examples cited\n\"Greetings from Around the World,\" information about Egypt and Norway\ndisplays of famous black Americans, and pictures of famous white Americans. Multiculturalism was also depicted in a majority of the classrooms visited. Monitors further indicated that student work was on display. Teachers of all classrooms visited indicated that they had adequate materials and equipment to deliver the curriculum, according to reports submitted. Monitors also noted that current and complete student records were maintained in the classroom and school office to monitor the progress in achievement of the individual learner. I 4 Ir 1 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 8 Monitors further indicated that all students were actively involved in classroom instruction in each classroom visited\nexamples of instructional activities cited: group instruction and teacher directed instruction. Add itionally. classroom seating patterns promoted interaction among students of different races/genders, as per reports. II In a majority of the classrooms monitored, multicultural objectives of the curriculum guides were taught via the use of hands-on art, newspapers, visual aids, etc. Response from Principal(s): None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Evidence of written procedures and requirements governing honors and awards have been distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS: FRANKLIN The report from Franklin indicated that a variety of honors and awards was provided in areas such as scholarship. K H K n K R ! 1DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 9 citizenship, sports, clubs, and attendance. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents, according to the monitor. Distribution methods cited: Bulletins were sent home at the beginning of the year, and newsletters and bulletins were sent home periodically. The offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new n awards were necessary to meet student needs, as per the q report. The distribution of honors and awards generally reflected q the school population, with 90% of the citations received by black students. q RIGHTSELL The team from Rightsell did not monitor the area of q \"School/District Initiated Honors and Awards.\" q Response from Principal(s): None q 4.0 COMMITTEES At each school the monitors expected to find: q q Racial/gender composition of appointed school-based committees (-25% to +12.5% of black student enrollment) generally reflects the school population q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 10 FINDINGS: FRANKLIN According to the Franklin consensus report, the DI composition of each school based staff/parent committee did DI not generally reflect the staff/student populations. Sixty- nine percent of the committee members were black, which was DI not consistent with the school population, as per the report. RIGHTSELL II The monitoring team from Rightsell did not respond to Il \"Committees\" section of the monitoring instrument. Response from Principal(s): II None 5.0 EXTENDED DAY EDUCATIONAL OPPORTUNITIES ID At each school the monitors expected to find: IM Extended day activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and gender IM Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender IM Recruitment practices to promote participation of all races and both genders in extended day activities IM Parents had been provided with appropriate information relative to extended day activities/Saturday program IM Extended Day provided reinforcement of objectives of SEP Majority of students participated in extended day/ Saturday program IM IMDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 10 FINDINGS\nFRANKLIN According to the Franklin consensus report, the q composition of each school based staff/parent committee did not generally reflect the staff/student populations. Sixty- q nine percent of the committee members were black, which was q not consistent with the school population, as per the report. RIGHTSELL q The monitoring team from Rightsell did not respond to \"Committees\" section of the monitoring instrument. q Response from Principal(s): q None 5.0 EXTENDED DAY EDUCATIONAL OPPORTUNITIES q At each school the monitors expected to find: q Extended day activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and gender q Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender q Recruitment practices to promote participation of all races and both genders in extended day activities q Parents had been provided with appropriate information relative to extended day activities/Saturday program q Extended Day provided reinforcement of objectives of SEP Majority of students participated in extended day/ Saturday program q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 11 Identified activities were conducted by qualified teachers FINDINGS\nFRANKLIN q Bulletins and newsletters were used to ensure that q students were apprised of information regarding various opportunities to participate in extracurricular q activities/extended educational programs, according to the report from Franklin. q An area of concern noted by the monitor was that q participation in extracurricular activities/extended educational programs did not generally reflect the school q population. The notation was made that only four percent of the students participating in the aforementioned programs were q white, even though the school had a ten percent white student q enrollment. However, the report pointed out that most of the school's white students were in pre-kindergarten and q kindergarten and were not eligible for many of the extracurricular activities. q RIGHTSELL q A majority of the monitors from Rightsell did not respond to this section of the monitoring checklist. q Response from Principal(s): None qp DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 12 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: HI All students' strengths and weaknesses assessed and their educational programs planned accordingly (SEP) Evidence that promotion/retention rates were monitored and analyzed to reduce disparities in achievement disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that was clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups FINDINGS: Two areas of concern were noted regarding Student Achievement/Assessment at Franklin. The report indicated that when results from the 1992-93 Stanford Eight Test were compared to those of 1993-94, the scores of black students did not improve. Secondly, one hundred percent of the students who failed/retained were black. According to the monitoring report, goals and strategies were developed and implemented to decrease the achievement disparity between black students and white students. Examples cited: faculty at each grade level drafted a plan utilizing last year's test data, including incentives for test preparation. Additionally, test taking skills were taught q q q q q q q q Hp DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 13 throughout the year\nexamples cited: use of the series Te^ Best and Scoring Higher, according to the monitoring report. RIGHTSELL q Monitors from Rightsell did not examine Stanford Eight Test results, nor did they report if the failure/retention q rates reflected the school population. q Goals and strategies were developed and implemented to decrease the achievement differences between black students q and white students on the Stanford Eight Achievement Test\nthe \"Great Expectations\" program was cited as an example of a q strategy employed. Additionally, monitors reported that test q taking skills were taught throughout the year, citing teacher made tests and practice taking tests as examples. q Responses from Principal(s): None q *  7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that were comparable to other educational programs on the campus and integrated into the total school environment M * Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences EDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 14 Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served FINDINGS\nFRANKLIN Special education facilities were comparable to those of m the campus in general, integrated into the total school environment, and met the needs of the students served. according to the report submitted. Current copies of student records were maintained in the II classroom to monitor the progress and achievement of the il individual learner. One area of concern regarding special education was noted H H by the monitor. It was reported that the teacher expressed frustration about miscommunication at the district level as to procedures for requesting materials, and that there was a lack II of guidelines regarding said. RIGHTSELL M The team from Rightsell reported that Special Education  facilities were not comparable to those of the campus in general but met the needs of the students served. Monitors indicated that current copies of student records were maintained in the classroom to monitor the progress and I 4DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 15 achievement of the individual learner. Response from Principal(s): q 8.0 None GIFTED AND TALENTED EDUCATION q At each school the monitors expected to find: q Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff q Planned and organized strategies to address any problem of under-representation of identifiable groups in gifted and talented programs q Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class q Gifted and talented facilities that are comparable to facilities of other educational programs on the campus and integrated into the total school environment q Adequate facilities to meet the needs of the students served q FINDINGS: FRANKLIN q At Franklin, the teacher of G/T classes reported that material and equipment were adequate to deliver the q curriculum\nthe monitoring report indicated that more q materials were available than would ever be needed, plus a small budget for additional acquisitions. q The G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and q qI DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 I FOURTH QUARTER SUMMARY REPORT Page 16 I met the needs of the students served. According to the report submitted, the classroom was spacious, the materials plentiful. I Current copies of students' records were maintained in I the classroom to monitor the progress and achievement of the individual learner. The report indicated that student files I were kept in a file drawer by the teacher's desk. RIGHTSELL I No areas of concern relative to the G/T program were I noted on the reports submitted. However, it was reported that a file cabinet that would lock would be useful to the G/T I teacher. Strategies to eliminate disproportionate student I assignment to G/T were evident, and the teacher understood the school's policy, as per the report. According to monitors, the facility for G/T was excellent, but small\nit was comparable to those of the campus in general, integrated into the total school environment, and I met the needs of the students served. I Current copies of students' records were maintained in the classroom to monitor the progress of the individual 4 learner. I aDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 17 Response from Principal(s): None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation Inservice provided to all teachers relative to the delivery of the district curriculum Required staff development including: HI Cooperative Learning/Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program Special Staff Development for Principal, Assistant Principal FINDINGS: H FRANKLIN The monitoring report from Franklin indicated two areas of concern: (1) No staff development activities related to 4 discipline/classroom management were offered, and (2) Regular classroom teachers were not provided ongoing training in R 1DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT q q q q q q q INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 18 understanding the remedial programs. The Franklin report further indicated that via an interview, the principal reported that staff development activities related to educational equity to enhance the achievement of a diverse student population, e.g.. Cooperative Learning and PET, had been offered. However, the monitor stated that no documenting confirmation was available. The report also questioned if two staff development activities cited as evidence of offering activities in teaching strategies for multicultural curriculum delivery actually applied to the multicultural curriculum. The examples given were the \"Rites of Passage\" program inservice and a Spanish immersion inservice. RIGHTSELL No areas of concern were noted regarding the \"Staff Development\" section of the monitoring instrument. Examples of various staff development activities that had been offered included one on teaching with phonics, a parent/community involvement activity, and one on higher level thinking skills. The report also indicated that regular classroom teachers were provided on-going training in understanding the remedial program. q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 19 Response from Principal(s): 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 had been actively solicited When financially possible, transportation provided to school functions for parents who needed the service 1 School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provisions for regularly informing and involving parents regarding all aspects of their child's school performance HI Documentation that parents were actively involved in remediation programs in which their students participated (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school improvement plans FINDINGS: 4 FRANKLIN No areas of concern concerning the \"Parental Involvement\" Bl section of the monitoring instrument were noted at Franklin. The school utilized a variety of methods to encourage parentalI DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 20 involvement in school and in home supported educational activities\nexamples cited: interim reports, parent conferences, and home visits. Additionally, documentation was available to indicate that parents were actively involved in each phase of remediation programs in which their child participated. Contact was also made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. According to the report. home visits and phone calls were documented in teacher monitoring folders. All identifiable groups of parents were actively involved in school functions, as per the report. The monitor indicated that one notable undertaking was the Men's Club, which encouraged male participation. School patrons and parents were given an opportunity to HI actively participate in developing the local School n q Improvement Plan. The report indicated that parents served on committees related to the four COE target areas: Academic q Growth, Time on Task, Parent Involvement, and Clear School Purpose. q RIGHTSELL q No areas of concern were noted regarding the \"Parental Involvement\" section of the monitoring instrument. q q kuDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 21 The team from Rightsell indicated that the school utilized a variety of methods to encourage parental involvement in school and in home supported educational \u0026gt;4 activities. Examples of the aforementioned methods cited: I Happy Grams, home visits, meet and greet activities, phone calls, and parental visits to the school. All identifiable groups of parents were actively involved in school functions, and documentation was available to indicate that parents were actively involved in each phase of the remediation program in which their child participated. The team from Rightsell indicated that contact was made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. Examples of such contact cited were: interim reports every three weeks, reports to parents, conferences, report cards, and newsletters. 1 Mini-seminars at PTA meetings were held to make parents aware of district structure, policy and programs, and ways to access them. Additionally, monitors reported that this information was also distributed during Parent Involvement Day and at the Parent Center. The report also indicated that parents had an opportunity to actively participate in developing the local School Improvement Plan. q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 22 Response from Principal(s)\nNone 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions were analyzed (-25%- +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existed Teachers receiving staff development and training to become more effective in discipline management and classroom management q Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students q Evidence that a handbook/policy clearly stated expectations for student conduct and that these policies were distributed and explained q Classroom instruction proceeded without disruption Mentor Program q Community based support program FINDINGS: q FRANKLIN q Information, including the staff's expectation for student conduct, regarding student disciplinary policies and q procedures was distributed to all students and parents. The * Franklin report noted that posters in the hallway informed5 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 23 students about good behavior and that a behavior plan was sent home to parents, one which required signatures by the parents and to be returned to school for filing. R The school staff had plans, procedures, and practices which were designed to enable students to remain in school. promote academic success and alleviate behavior problems, q according to the submitted report. The principal wrote a q multi-step discipline plan that involved several parent q contacts before suspension or expulsion would occur, according to the report. An area of concern expressed by the monitor was that one 5 hundred percent of the suspensions and expulsions for three quarters of the 1994-95 academic year were received by black males. However, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in evidence. Classroom instruction proceeded in an orderly manner in classrooms observed. The monitor further noted that fair and firm methods in maintaining order were employed. The principal, assistant principal, teachers and supervision aides were observed as being quite active in directing/controlling students. The report from Franklin indicated that many classes were observed passing through the I Jr DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 24 hallways and that it was very pleasing to see the principal monitoring their movement. It was further shared that \"...miraculously, no paint was smeared!\" RIGHTSELL No areas of concern were noted concerning the \"School Discipline\" portion of the monitoring instrument. q __l Although no examples were cited in the report, monitors indicated that information, including the staff's expectation for student conduct, regarding student disciplinary policies and procedures was distributed to all students and parents. study hall, in-school suspension, and teachers' monitoring students during recess, as needed, were given as examples of the school staff having plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. No information was given concerning if suspension and expulsion rates were generally representative of the student population. Classroom instruction proceeded in an orderly manner in all classrooms observed, according to the reports submitted. .1 School personnel were observed as being very active in q 1 IR q qq qqq q qq DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 25 directing/controlling students. Response by Principal(s): None 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: Clear, concise and well-written improvement goals for equity Physical environment which supported the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aids in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitored the curriculum Evidence which indicated that all students were served by the guidance program, i.e., counselors' schedules/daily logsindividual/group counseling 4 A system to receive information from former students and patrons regarding the quality/needs of the total program 14 A safe and secure campus for all students, employees, and visitors 4 Evidence that counselors assisted parents in obtaining services from outside agencies, i.e. counselor's daily log 14 Friendly and helpful personnel 4 Strategies to increase the number of minority students in upper-level courses/class groups District and school security guidelines being followed 14 mDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT 1994-95 INCENTIVE SCHOOLS FOURTH QUARTER SUMMARY REPORT Page 26 FINDINGS\nFRANKLIN No areas of concern regarding \"Building 1 Leadership/Management\" were noted on the monitoring report 4 from Franklin. The school had a clear, concise, well-written statement of specific improvement goals. Additionally, the campus and building were clean and free of graffiti, and student passage in the hallways was orderly. I The monitoring report submitted for Franklin School indicated that curriculum monitoring was conducted by the principal. Teachers documented objectives in their plan books, and the principal frequently visited classrooms. \u0026gt;1 The guidance program provided equitable services to all students, according to the monitoring report. In addition to i the services offered by the counselors, a social worker worked with parents and students on both individual and group bases. District and school security guidelines were followed. as I per the report. A new enhancement during the 1994-95 academic year was the procurement of walkie-talkies. q RIGHTSELL q The monitoring team at Rightsell reported that the school had a clear, concise, well-written statement of specific q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 27 improvement goals, although the team cited no examples of these goals. Hallways were orderly on the day of the monitoring visit, RI according to the submitted reports. Curriculum monitoring occurred, and the guidance program provided equitable services to all students. The reports indicated that district and school security guidelines were being followed with the following reservation\na fence had been knocked down and not repaired, thus security was somewhat less than optimal. 1 Monitors noted an area of concern regarding the campus 1 and building being clean and free of debris and graffiti. The report indicated that the general interior of the building was I very good, but that restrooms and the campus needed attention. A further notation indicated that occasionally there were mice i and roaches present in the building. Responses from Principal(s): None i 4 4 4\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1113","title":"Little Rock School District Fast Tract Evaluations","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":["1994-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Economic aspects","Educational statistics","Student assistance programs"],"dcterms_title":["Little Rock School District Fast Tract Evaluations"],"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/1113"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nn I t n r i. R LITTLE ROCK SCHOOL DISTRICT n. ' n m I r 'i. ' r 1 l FAST TRACK EVALUATIONS ., I I t 1. . ., I I i. I - i' ~i _ .. il  j  .,. i 2 i il P' I ,1 '- .. January 1994 . ... .,. .. .. APR 5 1994 OfficG cl Desegregation iJ1on,.onng LITTLE ROCK SCHOOL DISTRICT FAST TRACK EVALUATIONS January 1994 SECTION NUMBER One Two Three Four Five Six Seven ADDENDUM TABLE OF CONTENTS VOLUME ONE FAST TRACK EVALUATIONS Academic Progress Incentive Grant Library/Media Recruitment (Student) Stephens Special Education Substitute Teachers / 't Vocational Education Memorandum of September 7, 1993 (Revised 09-13-93) Procedures to be Used for Fast Track Evaluation of Desegregation Plan FAST TRACK EVALUATION SECTION ONE ACADEMIC PROGRESS INCENTIVE GRANT January 1994 Purpose ACADEMIC PROGRESS INCENTIVE GRANT (APIG) PROGRAM EVALUATION Program Description The purpose of the APIG was to provide funding beyond the regular budget to all area schools in assisting them to increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Principals and their committees were to submit a proposal and budget sheet in requesting the grant. Scope and Content The APIG described in the Desegregation Plan was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. In the following two years, additional sums were made available - $25,000 in 1991-92 and $10,000 in 1992-93. The process to be followed was for each school principal and school committee to write a proposal. A budget sheet identifying items and cost as related to the proposal being submitted was to be attached. The plan utilizing the grant money was to be directly connected to and supportive of the school's annual school plan. The school plan was developed cooperatively by the principal and staff with parent committee input yearly. The parents signed the annual school plan document when completed indicating their approval and support for the school's program. Each grant proposal was forwarded to the APIG Committee for review. Upon approval, the budget sheet from the proposal was forwarded to the Financial Services Department and budget codes were then set up for the individual school to use for the purchasing of items requested in the proposal. Items requested by the school were typed on requisitions and forwarded to the assistant superintendent who supervised the particular area school. The APIG was then checked to make sure that the requisitions supported the goals of the APIG program: to improve the education of all students and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Participants/Beneficiaries The APIG was offered to all principals in the area schools. Upon receiving the approval of their proposals, the principals, staffs, and parent committees could plan enrichment activities designed to provide concrete experiences that would reinforce and enrich the students' concepts and total academic development. After-school tutoring programs and Saturday School were scheduled for students 2 who were functioning significantly below the 50th percentile on standardized tests and who required additional time to learn the core curriculum. These activities were designed to address the low self-esteem of many students in the strong belief that improvement in this area increases children's confidence in their own abilities to learn and therefore increase their motivation and persistence to learn. Program Goal The purpose of the APIG was to provide additional funds to the principals of the LRSD area schools who submitted proposals indicating plans: 1. To increase academic achievement for all students. 2. To reduce disparity in achievement among students of different racial, socioeconomic, and gender groups. The APIG was to be offered to the principals of the area schools each year for a period of three years ( 1990-93) . At the conclusion of that time period, a three-year summary would be submitted (Desegregation Plan, page 82) in order to evaluate its continuance. The two goals of the APIG along with specific objectives to have been accomplished to assist in the implementation of these goals are as follows: Objective One: To increase the academic achievement for identified students in the core curricula areas by providing teachers with a broad base of resources and equipment. Objective Two: To provide varied enrichment activities that would broaden identified students' experience base. Objective Three: To involve parents as full partners in planning at schools for identified students' growth and success. Objective Four: To provide staff development activities which meet the specific needs of identified students. I I I I I I I I I l I Evaluation Criteria The summary report of the APIG has been evaluated by test data analysis from the years 1990-93, specifically the evaluation will consist of: 1. A broad base of resources and equipment was provided for teachers to increase the academic achievement for all identified students in the core curriculum areas. 2. Enrichment activities were provided to identified students to broaden their experience base. 3. Parents were involved as full partners with school staff in working together to increase academic achievement and in reducing the disparity of identified students. 4. Staff development was provided to raise staff awareness/expectations of identified students. Evaluation Results Evaluation results reflect information received from the area schools. This information has been compiled and yields the following results, presented in correspondence with each previously stated objective. Objective One: Enhance classroom teachers teaching by providing supplies in order to ensure a broad base of resources in area schools for all identified students in the core curricula areas. Discussion During the APIG period, many resources and supplies were purchased in an effort to increase student achievement and to reduce disparities. Academic achievement as reflected on standardized and minimum performance tests indicates that during the 1990-91 school year, of 3 4 Objective One (cont.): the 22 schools reporting, 14 had increased MPT and MAT6 scores in grades 3 and 6. Eight schools showed increased student achievement on the MAT6. During the 1991-92 school year, of the 24 schools reporting, 19 had increases in 3rd grade MPT scores and 15 reported an increase in 6th grade MPT scores. Eleven schools reported increased achievement on Stanford 8. During the 1992-93 school year, of the 25 schools reporting, 17 had an increase on the 3rd grade MPT and 15 reported an increase in 6th grade achievement on the MPT. Thirteen schools reported increased achievement on Stanford 8. Academic Achievement as Reflected on Standardized Tests 1990 - 1993 Year i of Elementa\ni\n:y Area i of Schools ReRorting an Schools ReRorting Increase in Achievement of Taraeted students MPT MPT Gr. 3 Gr.6 MAT6 Stanf.8 1990-91 22 14 14 8 N/A 1991-92 24 19 15 N/A 11 1992-93 25 17 15 N/A 13 I I 5 Objective One (cont.): An inventory list of resources and purchases acquired by the schools to supplement teachers' supplies in order to ensure a broad base of resources in area schools is as follows: Musical materials and records Physical and earth science charts Multiethnic materials Dictionaries of cultural literacy Storytelling: literature puppets Write-to-Read materials Science lab materials Math manipulatives Class sets of literature Materials for Saturday School (targeted students) Materials for Extended Day Program - reading, math, phonics Scholastic Listening Skills Kits Test Best materials Art materials and supplies Duplicating paper for writing centers Self-esteem incentives Tape recorders Multiple headphone listening center Computers and software Cassette stereo systems 35mm camera for students to record and write Overhead projectors Microscopes Write-to-Read computers Automated Media Center Walkie Talkies (for safety) Science and social studies weekly magazines Scoring High materials Reading Centers for comprehensive learning Laminating paper for completed projects and contests 6 Objective Two: To provide varied enrichment activities that w0uld broaden identified students' experience base. Enrichment activities which supported and extended the LRSD area schools core curriculum are: Field trips relating to curriculum objectives, bus transportation for the trips Water Works Building Incentives for good citizenship, achievement, improvement Storytelling festivals Arkansas Museum of Science and History boxes Multicultural festivals Test Buster Program Jr. Great Books Quiz Bowls (required purchases of trophies, transparencies, and a contestant bell) Science Fair Geo Safari Centers for classrooms Children's Theater Ballet Arkansas Arkansas State Fair Robinson Auditorium Quarterly awards assemblies with community speakers Wildwood Park for Performing Arts Math Olympiad Mentors from the business community Old State House Campaign Headquarters Arkansas Arts Center - children's plays UALR Planetarium Arkansas Museum of Science and History Pumpkin Patch (all Pre-Kand Grade 1) - Hidden Valley Berry Farm Birthday recognitions Discussion  Arkansas Tol tee Mounds  career awareness School picnics  Municipal Court and Police Station Pinnacle Mountain State Park National Reading Incentive Program Spelling Bee Contest DEEP (Development Economic Educational Program - State Department) Little Rock Zoo Little Rock Airport State Capitol Birthday recognitions Christmas tree farm The above purchases that were funded through the APIG provided a broad experience base for all identified students in the area schools. Thirty-eight different kinds of enrichment activities were made available to broaden the identified students experience base. Objective Three: To involve parents as full partners in planning at schools for identified students' growth and success. 7 The area schools reported parent participation as a result of the APIG. A list of the programs that were made available to the parents in order to involve them as full partner in the planning for the growth and success of their children are as follows: Parents attended workshops. - Counselors presented inservice programs, \"Helping Parents Help Their Kids\" - Wellness Clinic inservice - STEP Program (parenting classes) - Make and Take Workshops Parents used materials which were provided through APIG funding at home with their children. - Video kits for parents to check out showing teachers reading books to students. The teacher on the video read the story while modeling appropriate comprehension questions. Kits were packaged in \"Spend the night bags\" to enable students and parents to use them overnight. - Parent Resource Banks - materials available for parents to check out to help their children - Holiday Homework Packages - made by parents for their children - Parents actively participated in after-school tutorial programs and were offered weekly incentives and culminating awards. Discussion Throughout the 1990-1993 grant period, parents have been involved in developing the area schools' annual school plans. The APIG applications resulted from those cooperatively developed school Objective Three (cont.): plans. In some schools, parental involvement, biracial committees, and Chapter 1 PACs were enhanced by discussions to pl-an and monitor the APIG. In addition to the obvious educational benefits, field trips involved significant numbers of parents in the area schools. Parents made arrangements to leave work in order to ac~ompany their children on field trips. Staffs were delighted to have so many parents participating in the education of their children. Fathers as well as mothers made arrangements to be with their children. Increased parental involvement was a direct result of taking educational trips. Objective Four: 8 To provide staff development activities which meet specific needs of identified students. Targeted staff development activities which were provided by the schools in order to assist in the increase of academic achievement and the reduction of disparity are as follows: TESA - Teacher Expectations-Student Achievement Math Manipulatives w.s. Cooperative Learning Centers to enhance the multiethnic curriculum in math, science, social studies, and language arts Master Teacher Gang Awareness Drug Awareness Whole Group Instruction and Classroom Management Discussion The elementary area schools funded a variety of workshops and purchased published staff development materials for their staff, which were designed to improve student achievement, growth, and the reduction of disparity in identified students. Obstacles to Goal Attainment The obstacles encountered are indicated below by specific objectives: Objective One: To increase and enhance academic achievement for all students. 9 Progress was made toward meeting this objective. The assessment of summation data gathered from the AMPT and standardized test scores revealed that some of the students who were targeted for special instruction did pass the MPT and made test gains on the standardized tests. While funds were expended for materials, equipment, staff development, tutoring programs, Saturday School, and parent support inservices in the three years of the grant program, there is still a need for more detailed and specific planning if resources are to support student achievement and progress. Objective TWo: To reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Even though schools reported positive observations emphasizing strong team planning, fewer student referrals to the principal, and better student attendance as it relates to reducing disparities, a more appropriate assessment of data and record keeping is recommended if schools are to track the reduction of disparity among students of racial, socioeconomic, and gender groups. Other Obstacles Impeding the APIG  Delays in approval of 1990-91 and 1991-92 grants limited the planning and implementation of many programs.  The reduction of 1992-93 grant to $10,000.  Statistical reports identifying special groups of children and their programs were not identified or tracked. 10 Obstacles Impeding the APIG (cont.)  Data was not collected on tutoring groups to track progress.  Mobility of the schools' populations throughout the school year.  The change in standardized tests during the grant period affected continuity.  Long-term planning was affected by the short period of the grants. RECOMMENDATION It is recommended that the APIG be continued in those area schools whose application content contains the following information:  A need for the project and identification of statistical data that will be used to document success.  A detailed program description including program goals, organizational management, curriculum, personnel, and staff training, if needed.  A plan of operation including project management operation, such as goals, strategies, timelines, etc.  An evaluation plan describing the methods to be used to evaluate the effectiveness of each component/strategy outlined in this program.  A budget sheet containing an itemized list of requests and costs to support the grant. Objective The objective of this recommendation is to provide to the area schools additional funds through the APIG for the purpose of increasing academic achievement for all students and to reduce disparity. Evaluation Criteria Documentation of continued improvement as evidenced on norm and criterion reference tests. Recommendation (cont.) Expected Benefits 11 The LRSD will meet its commitment to increasing academic achievement for all students and reduce disparity. Impact Analysis This recommendation will assist the district in complying with its current desegregation plan. It will afford the area schools the resources, materials, and staff development needed to meet the needs of students. Resource Analysis The area schools that applied for funds during the three-year grant period spent a combined total of approximately $1,099,803 in the following categories: 1. Core Curriculum 2. Enrichment Activities that Broaden Student Experiences 3. Parental Involvement 4. Equipment, Supplies, etc. 5. staff Development Force Field Analysis Percentage of Funds Soent in the Cateaories 45.8% 7.2% 2.5% 35.9% 8.6% Supporters of this recommendation will include area school principals, staff, community and Central Office who see the need for the area schools to be provided additional funds to assist all students in achieving success as well as reducing disparity. There should be no primary detractors to this recommendation. Kesource Analysis \\Cont.) ACADEMIC PROGRESS GRANT EXPENDITURES School FY 90-91 FY 91-92 FY 92-93 I Bale 23,021 22,083 9,201 Brady 13,205 23,716 9,797 Badgett 5,440 19,700 4,625 McDermott 4,335 23,744 o- Baseline 0 14,457 10,513 Fair Park 18,666 15,655 10,089 Forest Park 11,488 21,839 8,771 Franklin 22,195 (7) 0 Chicot 3,994 9,397 7,204 Western Hills 15,083 18,062 7,434 Jefferson 22,609 25,492 26,009 Cloverdale 21,164 28,705 9,918 Dodd 17,548 24,523 8,870 Meadowcliff 22,531 27,426 11,592 Geyer Springs 16,464 31,522 6,729 Pulaski Heights 24,063 20,455 6,376 Romine 0 6,275 8,910 Washington 0 0 3,789 Wilson 21,102 6,625 6,826 Woodruff 14,615 31,267 7,154 Mabelvale 23,707 24,631 9,893 Terry 18,917 21,861 4,399 Fulbright 13,729 9,245 2,924 Otter Creek 20,351 21,168 9,551 Wakefield 15,228 27,080 5,069 Watson 19,088 31,805 8,891 Total Elementary 388,543 506,726 204,534 - - 12 123/GRANTS 7-15-93 TOTAL 54,305 46,718 29,765 28,079 24,970 44,410 42,098 22,188 20,595 40,579 74,110 59,787 50,941 61,549 54,715 50,894 15,185 3,789 34,553 53,036 58,231 45,177 25,898 51,070 47,377 59,784 1,099,803 General Implementation Plan 10-18-93 10-18-93 10-27-93 11-17-93 11-19-93 11-24-93 12-8-93 12-10-93 Activity Request for Academic Progress Incentive Grant Proposals Application instructions for the writing of the APIG proposals Grant writing inservice for all area school principals Follow-up session for grant writing process Grant Review Panel Grant Review Panel Grant Review Panel Grant deadline for the 1993-94 APIG to be received 13 Person(s) Responsible Estelle Matthis Deputy Superintendent Estelle Matthis Deputy Superintendent Donita Hudspeth Director of staff Development Donita Hudspeth Director of staff Development Estelle Matthis Sterling Ingram Russ Mayo Victor Anderson Larry Robertson Margaret Gremillion APJG St.mnary Report - School -~B~a~dg~e,.,t..,_t_,E'-'l..,_emen=~t~arc,y._ ______________ _ Year Goals Results Evaluation Criteria/Process 1990- 1. To establish and l\"\"lement procedures to decrease  Hininun Performance Test results for 3rd grade in  Monitored test data of MAT-6 and MPT results. 1991 disparity and increase educational achievements among math was 92X, an increase of SX. The disparity in 3rd students in grades 2-6 f....-w:tioning one or more years grade was 31X in reading between black males/white  An academic skills development plan was written for each below grade level in reading and math. males, and 17X between black females and white females . child who fell below 85X in reeding and math. 2. Develop and raise set festeem.  Student actfvftfes were provided to develop and  Peer Tutoring enhance set festeem and personal growth. 3. To enrich parental involvement.  Monthly parental (Systematic Teaching Effective  Test scores were flll)roved. Parenting Skills (STEP Program) meetings.  STEP Program 8 to 9 parents attended. 1991- 1. To es Ubl ish and lrrplement procedJres to decrease  Mfnfn.m Performance Test results showed black females  Data was collected from MPT, Stanford 8, Grade 1992 dhpedty end increase edxatfonal achievements among end males had an increase of 20% in math. Black Distribution Reports, Interim Reports. students fn grades 26 ft.nctfontng one or more years females on the average had an increase of 60X fn below grade level fn reading an math. language arts and social studies.  An academic skills \u0026amp;!velopne!flt plan was written for each child who fell below 85X in reading and math. 2. Develop and rafse set f-esteem.  Student actfvfttes were provided to develop and emance self-esteem and personal growth.  Peer Tutoring 3. To enrfch parental involvement. * STEP Program  8 to 12 parents attended.  Monthly parental (STEP Program) meetings 1992- 1. To establ fsh ard fq,lement proced.Jres to decrease  Student date (grades, MPT, Stanford 8), with the use * 3rd grade MPT test scores were 85X plus mastery in 1993 disparity and increase ed.Jcatfonal achievements among of the Abecus was closely monitored to assess students reacting and math. The 6th grade had 85X mastery in students in grades 26 hr,ctfonfng one or more years inastery of curriculun objectives. reading. below grade level in reading an .. th. * Peer Tutoring  Student activities were provided to develop and enhance 2. Develop end raise set f-estffffl. self -esteem ard personal growth.  Monthly parental meetings (STEP Program). 3. To enrich parental involvement.  More parental involvement - 12 to 15 parents attended . Badgett Elementary School Page Z Sumtary SUtMW!nt The Academic Progress Incentive Grant was used to meet the needs of the stl.dents by providing activities to develop ard raise self esteem, personal growth,\nnprove test scores ard academics. The third grade HPT scores were 85X plus mastery In reading and math fn 199293. The r~tion In disparity and increased achievement fs directly related to fU'lds from the Academic Progress Jncentfve Grant. Obstacles to Goal Attaf~nt In 199092 we had a serious need for enrichment, supplies, and N:Jfpnent that we felt would help fnprove standardized test scores, provide self motivatfon and qoal setting, and materials for more hards on activities and afternoon tutoring. *1992-93 - Orders for 1992-93 were denied ci.te to Purchasing Reyisftfon not turned in on tfrne, However, we were wafting for Stanford 8 test results end asked for allotted time, which was granted. APJG Slmnery Report  School __B _a_le_E_l....,, ta_ r_y_ ________________ YHr Goals RHults 1990 Evaluation Criteria/Process 1. To increase reading and math achievement levels of 1. 79% of targeted 6th graders passed the reading test 1. Assessment of MPT Scores fn Reading and Math 1991 atrlsk 5th and 6th grade students. SOX of the targeted students passed the math on the 2. Assessment of MAT-6 scores in Reading and Math HPT. 55X of students thought the reading coq:,onent was 3. Assessment of Student Evaluation Survey 2. To reduce the disparities fn test scores. helpful and nx thought the math was helpful. 4. Assessment of Learning Centers and lnservice Surveys 2. 5. Assessment of Parent Coq:\u0026gt;onent. On the MAT-6 the targeted students showed  .5 year 3. To increase Parental Involvement gafn In reeding end 1.3 year gain fn math. 3. On the Evaluatfon Survey 55X of the study center participants thought additional time on the c\"\"\"ter lab was helpful. 36% thought ft was somewhat helpful. 91% of the teachers reported st~t response was excellent. 4. Learning Center Jnservfce - 83% partfcfpant1 - very helpful. 100l used centers fn classroom. !13X of atudenta In classroont used the center. 5. Parent C~t - 85 perfflta attended a workshop and lnservfcea. 43 perenta voluiteered to speak to classrOClffil. *Three newsletter were mafled to 385 students. *Handouts were b9de av f table to perenta of participating students. APIG SUW1ary Report - Bale Page 2 1991 1992 1992 1993 Surmary Statement 1. To increase the achievement level fn reading, math, science and social su.dfes of targeted atrisk students In grades K-6. 2. To reduce the disparities in test scores 3. To increase Parental tnvolvement 1. To Increase the achievement level of atrlak students fn reeding, math, acfence end social studies of targeted atriak atudentl in 9rades K6. 2. To red.Jee the disparities fn test scores 3. To Increase Parental Involvement 1. Two parent workshops were held. Materials and stipend were given. one workshop for 3rd end 6th grade students was held (HPT) The Parent Resource Room was in operation as a support. Newsletters were sent five times d.iring the year. There were ten participatory activities including class speakers - 159 parents were involved in 1991- 92 2. Invoices were evidenced for Science, Social Studies, Math and language Arts materials\nthat included trade books, Big Book, Classroan Sets, States Books, Science Nterhls, and the purchase of a contract from the Science Husl!llft. Math manipulations base ten blocks, pattern blocks, play money and other materials for the Learning Center coq:,onent. 3. Two tnservlces were held that fncluded stipends. 4. Cafns fn NCE Scores\nReeding: Basic Skill gains  4.57 Math: Advenced skills gains  5.07 Basic Skill gains 2.44 Advenced skills gains 10.99 1. Ten parent Involvement activities were held. Eighty-eight parents participated Newsletters were Sl!nt Parent Resource Room continued 2. lnvofcea for purchase of inaterfels are evidenced for Science, Social Studies, Hath and Language Arts 3. Stcdent achievement evidenced an Increase In NCE scores at each grade level In math and reading. The Stanford 8 Test Scores evidenced an overall Increase In 1992-93 at Ba\\e Elementary School. 1. Assessment of Parent Carponent 2. Assessment of Materials Purchased 3. Assessment of Steff Oevelopnent Activities 4. Assessment of Student Scores 1. Assessment of Parent Involvement Co,rponent 2. Assessment of Materials Purchased 3. Assessment os Student Scores NCE scores were avafleble for 223 students at Bale Elementary School. 195 students scor@d at grade level on the NCE Total Basic Battery. The 1993 tl!-st scores fell within the low average to high average percentile rank on the Nonna\\ Distribution of stanfne9, 64 students scored 50% and above, APIG Surmary R~rt  Bale School Page 3 88X of the students tested at B8le evidenced at grade level scores as evidenced by low average to above average scores on the normative curse. In the third year of the tncentfve Crant Program 18 students were exited from the Chapter One Reading Program as a result of in::proved scores It is the opinion of the Bale School Incentive Grant conmittee that the strategies and ft.n:fing of the Academic Progress Incentive Grant has been helpful. However it is believed that there has beM dupl feat ion of efforts . Consequently the fi..nding could be used to assist the inplementatfon of strategies yet not require that separate plans be written, approved and inpl~nted. Host of the strategies were placed in: Chapter One School tnprovement Plan and School trrprovement Plan Reconmendation: Allow additional fll'\"ldfng for area schools by budgeting for the School lnprovement Plans. Obstacles to Coal Attairment Full SfflOlrlt of grant was not recefved durfng 1992-93. APIG Sunnary Report  School _ _,,B,,as.,ee.,lw.i'-'ne\"-'E-'l_,,,emen='-'t,,_ary...._ _______________ _ Year Goals Results Evaluation Criteria/Process 1990 1. 1991 2. 3. 1991 1. To increase student achievement ard reduce Teachers reported establ f shing positive relations wf th Analysis and disaggregation of Stanford Achievement Test 1992 disparities by providing a ffve week surmer l fteracy the students who participated in the sunner program. date fn COfll)rehension and thinking skfl ls program for Identified at-risk students In grades 1-6. Teachers reported that students' attitude toward reading lnproved. However,  revf ew of the records fndfcated the average growth In reeding coq:,rehensfon 2. on the SAT of the students who participated did not meet the objective goal. 3. 1992 1. 1993 2. 3. SU'Tffll'lry Statement Les!lt than half of the grant money available to Baselfne School was spent. A need stfll exists at thff school, The black enroll~nt of n.2'l black currently exceeds the guidelines established by the des~regatfon plan for an area school. The test scores at the prf,nery level frdtcate a need for eddltfonal fnterventfons. The S35,053 not spent at Basel fne could be put to good use to fnprove the language development and 1Mthematfc1 ski l la of Basel lne students, Obstacles to Coal Attefrment A.PIG SUTmary Report - School __ .,.B,._,ro,,dy\"-'E\"-'l'-'\"\"'\"\"=\"-'t\"'o\"-r:,..._ ______________ _ Year Goals Results Evaluation Crfteda/Process 1990  1. lo increase academic achievement and to reduce  EPSF results demonstrated an average of sixteen  Analysis of Early Prevention of School Failure for 1991 disparity in language arts and math for grades K-6. months growth. k. indergarten students. 2. To increase student motivation and self -esteem.  Grade 1 achieved grade level norm of 1. 7 and  Assessment and analysfs of HAT-6 and HPT test results. disparity was redJced by 1X. 3. To Increase parental involvement.  Provided TESA fnservfce for teachers.  MPT scores Increased fn reading, math, and science.  Provided math and science work.shops for teachers.  Dfsparfty decreased in math achievement at all grade levels except at Grade 6.  Provided Kindergarten, Primary, and Intermediate \\lorkshops for parents. * Increased classroom achievement (report cards) In Grades 2, 3, 5, and 6.  Reduced tardf es by 2X and absences to 1. 7X per student. 1991 1. To Increase academic achievement and to red.Jee * 96X of all teachers were trained fn TESA.  Anolysls of Erly Prevention of School Failure (EPSF) 1992 disparity In language arts and math for grades K-6. for kindergarten students. * 95X of the parents attending the workshop were k-3 2. To Increase test taking skill  In grades 16. parents. Only 5X were Intermediate parents.  Assessment and analyah of Stanford 8 and MPT test results. 3. To Increase aelfesteeni and motivation. *EPSF demonstrated an average of fifteen ,nonths growth. * Academic and behavior awards each nine weeks. * Grade 2 Increased the c~sfte score on standardized testing by 6X. * Math ach f evement on the Stanford S increased  t all grade level except Grade 6. APIG SIM'!ARY REPORT -Brady Page 2 1992 1993 S1.111Mr\ny Statement 1. To\nncrease academic achievement and to reduce disparity in language arts using an interdisciplinary approach for grades K-6. 2. To increase student writing process ski l ls and irrprove self-esteem. 3. To irrprove parent recruitment.  Disparity significantly decreased between black  Analysis of Early Prevention of School Failure (EPSF) females and other sub-groups. Black females achieved a kindergarten students. 16X higher passage rate from SOX to 88X.  66X of all awards were earned by minority students.  SOX fewer suspensions occurred during the second and third quarter.  Kindergarten students having considerable needs on the EPSF were rKfuced by 19X in receptive language end 23X in expressive language.  Grade 3 increased passage in reading (by 19%) and math (3X) on HPT (both areas over 85X rate). * Crede 6 passed the reading end math areas of the HPT\u0026gt; * C0ff1)0S f te scores on the Stanford 8 f ncreased at Grades 3, 5, and 6.  Students suspension decreased by 70X from the previous year.  Nonblack population Increased by 12% over two periods.  Assessment and analysis of Stanford 8 and MPT test results.  Student A\\.lards and recognition for writing.  Recruitment of parents to improve racial balance. lf'Yl\u0026lt;\u0026gt;vatfve currlculun resources which increased achfev~nt among students with varying learning modalities were provided through the area school incentive grants. Selfeste~ has been enhanced and di sci pl inery referrals have ~reased by 70X. Bredy students are achieving greater success, pertlcularly fn reading cooprehension and math and the disparity bet~en groups has been reduced. Obstacles to Coal Attairment Approximately 25X  26X of the student population h new to Bredy Elementary School each year, APIG SUTm8ry Report  School __ __,C,:.hc.i_,.co,ct'-=E-\"lomen==ta\"-ry.._ _____________ _ Year Coals Results Evaluation Criteria/Process 1990 1. To increase educational achievement and decrease 1. Targeted students were not monitored this year. 1. Analysis and disaggregation of HPT and HAT-6 results. 1991 disparities by providing enriched activities for students in grades 3. 4, and 6. 2. 600 (parents, students and teachers) attended the 2. A school-wide Zoo Picnic was provided. school-wide Zoo Picnic. 2. Increase Parental Involvement 3. Reward parties, badges, stickers, ribbons and pencils 3. 500 students received academic and/or incentives were awarded to students for i~roved academf cs/behavior. 3. Provide student awards and incentives for behavior. 1991 1. To increase educational achievement and decrease 1. MPT in 3rd grade showed growth fn all areas. Math ,. Analysis and di saggregat f on of MPT and Stanford 8 1992 disparities in targeted 3rd, 4th, and 6th grade students dfsperfty decreased froni 28X to 6X. Total reading from results. by providing extended day ectlvltles. 65X poss Ing to 84X. Heth from 56X pessing to 84X. 2. A school-wide Zoo Picnic was provided. 2. Provide stu::tent enrichment actfvttfes 2. Many field trips that broadened students experience base were made avaf table to students. 3. Reward parties, badges, stickers, ribbons and pencils 3. Increase Parental Involvement were awarded to students for fq::,roved academic/behavior. 3. 600 (parents, students and teachers) attended the 4. Provide student awards and incentives school-wide Zoo Picnic. 4. 500 students received academic and/or incentives for behavior. 1992 1. To increase educational achievement and decrease 1. HPT 3rd grade dropped in reeding end moth. 6th 1. Analysis and disaggregation of MPT and Stanford 8 1993 disperltles In tergeted 3rd, 4th, end 6th grade students grede had gains in al,nost all areas with both slb- results. by providing extended day ctfvltles. groups 2. A school-wide Zoo Picnic was provided. 2. Provide student enrichment activities 2. Many field trips that broadened students experience base were made aval table to students. 3. Reward parties, badges, stickers, ribbons and penct ls 3. Increase Parental tnvolv~t were awarded to students for fq:,roved academic/behavior. 3. 600 (Parenti, students ard teachers) attended the 4. Provide student awards and Incentives school-wide Zoo Picnic. 4. 500 students received ecadenlic and/or Incentives for behavf or. Chicot Eltm0ntery School Page 2 St..mnary Statement In surmary Chicot effectiveness in year three conpared to the prior years was disappointing. Gains ~re not as strong in year three. Third grade dropped in reading and math. Sixth grade had gains in alt areas with both sub-groups. Black males showed growth in alt areas except math. However, Chicot has bt!en consistent fn lowering sixth grade mates disparities. Obstacles to Goal Attef....-nent Approval of 90-91 grant came so late that many facets of the grant were not approved. A reduction in the amount of the 9293 grant r~ed the amount of student incentives/awards. APIG SU11118ry Report  School ~ Year Goals Results Evaluation Criteria/Process 1990 1. Staff Development  to increase awareness of  After school tutoring was replaced with the homework Analysts end disaggregation of test scores (HPT, HAT-6) 1991 effective teaching techniques center, forty students participate\u0026lt;! in grade 16 *MPT at 3rd and 6th grades evidenced growth Decrease fn student referrals to the office 2. Increase student achievement by providing an after  MAT-6 evidenced growth in every grade and subject school tutor f ng program target f ng spec if f c students in  SOX decrease In office referrals Hore stable student population grades 1-6 who scored below the national average on MAT-  Good Times Club Incentive Program established for 6. students displaying appropriate behavior 3. Honthly incentive programs offered to all students who dfspl eyed approprf ate behavf or ard academf c awards 4. Increased parent f nvol vement 1991 1. Staff Devel~t  to increase awarenHs of *Acadenilc awards assetrbly (each 9 weeks) Analysis and disaggregation of test scores (HPT, Stanford 1992 effective teaching techniques (200 plus students) 8)  Spaghett I Supper 2. Homework Center  provide\u0026lt;! irdlviduelhe\u0026lt;I  Seven fnservfces held during this year Decrease fn student referrals to the office instruction to studfflt1 needing extra help tn reading  All 3rd ord 6th grade atudents gained in achievement ard math In gredes 1 6.  97 students participate\u0026lt;! in the Amual Science Fair More stable student poflUlatlon 3. Monthly incentive programs offered to oil students who displayed appropriate behavior and ocodeftlic awards 4. Jncreased parent fnvolVefRflt (TAP) 1992 1. Staff Oevelopnent  to Increase awareness of  HOffll!WOrk Center  pertfcfpanta test scores Increased Analysis and disaggregation of test  cores (HPT, Stanford 1993 effective teaching techniques by 10X 8)  Science Fair  cause lndepth research/Increased 2. Homework Center  provide\u0026lt;! lrdivlduel he\u0026lt;! ach f evement f n the area of 1c fence Decrease In student referrals to the office fnstructfon to student\u0026amp; needing extra help fn reading  Good Tines ChA\u0026gt;/owards oueot\u0026gt;l let \u0026lt;II otudents) ard Nth in gredes 1 6.  Speghett I Supper More stable student poflUlation  Continued decreaee In office referrals 3. Monthly incentive progrems offered to all students  Stobll ity of student poflUlation was not neuured who displayed appropriate behavior ard acodeoiic awards 4. Increase\u0026lt;! parent lnvolveoent (TAP) SI.IT'fflllry Statement The APIG helped enable Cloverdale students to evidence tremendous growth on the Mini- perforNnCe tut In 3rd and 6th grades. Students evidence\u0026lt;! growth in all grades ard slA\u0026gt;ject areas on the \"\"\" reference te-st. In slfflNlry to APIG has proven to be a very valueble asset to Cloverdale Elementary, Cloverdale was one of two schools to Nfter the MPT at the 851 level at 3rd and 6th grade-a fn all areas, Cloverdale Elementary Pege 2 Obstacles to Goel Attafrment Oele i in rant e rovel in 90-91 9192 end the reduction in rent M'IOU\"ltS to S10 000 in 92  93 were the reetest obstacles. APIG SU111111ry Report School --~D~odd=----------------- Year Goals Results Evaluation Criteria/Process 1990 ,. To increase academic achievement for all students. Data reflected no growth In the 1991 MPT scores as  Staff development fn ffve areas was provided for the 1991 carpared to the 1990 scores In the 6th grade. staff along with stipends for training. 2. To reduce the dispar-fttes fn ecademfc achievement among gr\u0026lt;\u0026gt;l4)S formed on the bas fa of race, gender, and  Saturday School was scheduled for 6th graders. Six economk status . teachers wf l l provide remedfatfon. 1991  1. To increase academic achievement for oil atudenta . MPT data reflected an increase fn 3rd grade scores fn  Staff developnent for staff to emance teaching. 1992 reading and SSl Nstery In Nth. Sfgntffcant fnc:rease 2. To redJce the disparities In academic achievement In scores fn the 6th grade MPT In ell areas with 96% or  Extended day for 3rd graders 2 times per week. among groups formed on the bests of race, gender, and above mastery fn s-eadfng and 85X mastery fn Nth and economic statue. language arts.  Extended day for 6th graders 3 tf11es per week. 1992 1. To Increase academic achievement for all 1tudenta . MPT data reflected o decrease In 3rd grade reading and  Video storybooks to address c~rehensfon were developed 1993 91l Nltery In th. Sixth grade MPT Increased to 100l to share with the parents to be reenforce reeding. 2. To redJce the dispar i ties In ocadetolc ochle\"\"\"\"'\"t Nltery In reedfng for all groups and 86X mastery In among gr0l4)S fonned on the basis of race, gender, end th for oil groupo .  Parent resource banks were developed to provide economic atatus . materials for home. S1.J11N11ry Stet~t Test data reflects fflOre of an increase fn academic achfevemtt1t fn the 199193 9chool years, The flprovement fn test scores hes be-en attributed to the team plamfnq of the staff . Enphasfs was placed on staff devel9P!!!mt tutoring programs erd parent-school Involvement, The strong focus on these three strategies erovlded to be successful for studt-nts . Obstacles to Goel Attairment pate reflects a steady fl,provenent Jn achievement\nhowever, no dat  was recorded on the targeted students who attfflded Saturday School and extended day. APIG Sllffllllry Report School ___ f:..,a._,i.,_r-'P\"'a:.:.r_,.k _____________ _ Year Goals Results Eve l uat ion Crf terf a/Process 1990 1. To increase acadeniic achievement for all students. Test scores did not reflect a sfgnfffcant gafn. Four teachers were selected to tutor targeted students 1991 after school three t\nmes a week for nfne weeks. Bus 2. To reduce the disparities In academic achievement transportation and snacks were provided. Parents were among groups formed on the basis of race, gender, and fnservfced. economic status. 1991  1. To Increase academic achievement for all students. Nine weeks of tutoring for 23 students did result In Stiff development for plamfng strategies to iffl)rove 1992 higher achievement on the MPT scores, One night per academl c achievement. l111\u0026gt;lementation of the STEP program 2. To reduce the disparities In academic achievement week for 9 weeks lasting 2 hours per session proved to for parents to assist their children to achieve. among gr~ formed on the bes ls of race, gender, end economic  tatus. be successful by the l\"Ultler of parents participating. 1992 1. To increase academic achievement for all students, Nine weeks of tutoring for 32 students did result In Materials to Increase student achievement and test 1993 higher stanford 8 scores fn language arts. HPT 1cores practices were p..irchesed. Multicultural sets of books, 2. To reduce th disparities In acadffllc achievement reflect a higher percentage of students mastering the ffeld tr fps, end fncentfves were ffl8de aval table to staff among groups formed on the best  of race, gender, and MPT In both 3rd and 6th\nrade. and students. econorafc status. Sl.fflNlry Statement An assessment tndfcatts that an fncreese fn ecademfc echtevfffll!nt was made fn Somf! content area and a d@crease fn others on the Stanford 8 test, The MPT scores reflect a posftfve gafn. The after school tutoring program was a success fn that all students attended the sessions and parents contact among the minority Increased. Obstacles to Goal Attef~t Erl fer plamfng to support longer periods of tutoring for different groups according to the ne-eds fn the content area would have provided services to ,nore st~ts, APIG SU111111ry Rport - School __ ....:.,:Fo.,_r.:a._st'--'-P\"a\"rk'--------------- Year Goals Results Evaluation Criteria/Process 1990- 1. To increase 1cademlc achievement for all students. Grad 3 MPT data roflctl!d NStory of roading--93X 1. Staff developnent sessions were scheduled for teacher 1991 (92), math- -99X. No disparity in math. on th 6th training to motivate staff. 2. To rodJ\u0026lt;: th dispariti in academic achlov..,..,t grade MPT, s-eac:Hng, 98X (total), black male, 100%\nblack fomals, 92X. Math, 100X for all groups. 2. Science enr i chrnent mater fa ls and mot f vat f ona l among groups formed on the bash of race, gender, end Language Arts mastery  91X total, 75X for black males Incentive were purchased for the ttK:ouragement of acedemi c ecOOOfllc status. and feules. ach i evemmt. 1991- 1. To Increase academic achievement for all students. MPT data reflected high mastery for all groups, total 1. Staff devlopmont was continued throughout the year on 1992 98X, black mals 100%, black fomals 90%. Sixth grad the Master Teacher Program. 2. To reduce the df1perftfes in academic achfevfffil!f'lt mestery in 3 our of 5 areas. Lfttl disparity between among groups fonned on the basla of race, gender, and races. Stanford 8 data reflected all class totals 2. Educational progrems plus the Homework Center were K:OflOnlic status. abov 50 NCE. Black students below 50 NCE fn al I grade ft.nded including sl4Jl)l fes, materials, and stipends. totals. 3. The parent STEP Program was made avaf table to parents of th high risk. 1992- 1. To fncre  se academic achievement for all students. MPT data reflected 100X for all gr\"'-\"\" In grade 3. 1. Materials, ed.Jcatfonal equfpnent, and suppl fes were 1993 Sixth grade mastery fn 3 our of 5 areas. Black. females purchased for staff to enhance teaching. 2. To red.Jee the df1perftles fn acadetftic achfevetnent Nde 1teady progress. Stanford 8 data reflected an emong groups fonned on the basis of race, gender, and fnc:re  se above 50 NCE fn all class totals. The totals 2. Extended day for tutoring 6th grade atrisk students econon.fc status. of black students Increased fn  range of 2 NCE tn the fncludfng snacks and trans,x.rtatfon was scheduled. 5th grade to +14 NCEs fn grades 1 and 2. SUT1N1ry Statement Forest Park has strong parent support groups across the grades. Since teachers have full support in getting voh.l'\\tttrs to assist them fn their classes, students benefit in having many projK:ts and actfvi fes to enrich their ltves (lbstacl .. to Goal Attafrmont Targeted students were not tracked fn the ext~ day tutoring 5Hsfons to record Stanford 8 test data to inonitor progress. AP I G Sl.fflllllry Rport  School Year Goals Results Evaluation Crfterh/Process 1990 1. Increase the suc:cess rate of minority students as 1. A gain of 7.1X of students achieving at or above 1. To see an increase fn tests cores of 80 students 1991 well as all students - a reduction in disparity. th 50 percnt fl on th MAT-6. Th AHPT showed a reading below grade level and needing assistance. reduction In disparity. 2. To provide workshops for parents (13) to increase 2. Enhance parent involvement in the school process. 2. SevM workshops were plamed for parents  parent participation with their children. valuations all posltlv. 3. To increase sel festeem through COlXlStlor services. J. Increase self-esteem of the children involved. J. Kits were purchased for the cou,selor to teach studc!nts on sel festeem. 1991 1. 1 ncrease the success rate of minority students es 1. Test scores Increase In reading and math on the 1. Research centers used fn classrooms to increase 1992 well as all studentl  a reduction In disparity. AMPT. academic achievement ard red.Jee dfsparfty. 2. Parnts of atrlsk students In grades 14 had two 2. Parent workshops In grade 4 continued with posltlv 2. Enhanc parent lnvolv......,t In th school procss. lnsrvlc In March and April. feedback. J. Students had birthday acknowledgomonts, field 3. Counselor continued selfesteet1 classes. J. Iner sel fostoffl of the children Involved. tripe, etc. that Inspired aelfosteffl. 1992 1. Increase the success rate of 11fnorfty students  1. Targeted studentl - progrss In radlng with 1. Blow grade lvl students wll l be targeted for 1993 well as all students   reduction In disparity. Htl of trade books thlt contained high lntrst, low f~rovement fnterventfon. vocabulary. 2. Iner ..  sel fest..,. of the children Involved. 2. Contlrue the coo..nsllng and lncontlvu for the 2. THchers obsrved atudentl exhilarating high self Increase of selfesteea as measured by staff observations. eltfffl and an Increase fn thefr l fvea for reeding through different tachlng strategies. SUT1Mry Statement To 1upplement the re,qular reading progr for all atl.dentl, ft,.nds were used to p..,rchase a varfety of enrichment tnaterfals to be used by all teachers f.e. trade books, high interest/low vocababulary l htenlng centers, fllJltfcultural u,fta and speehl materfals to enhance language develq,nrot for kindergarten and first graders. Research centers were purchased and located In modJles throughout all grade levels. Parent workshop material, field trlo[s for enrichment selfestff!! kits for teaching, fncenttves for learning and transportation were all provided through thf APJG, Obstaclu to Goal Attalrmont The school report that classrOOffl teachers conducted their own evaluation of their 1tudents thrOUffh classwork performance, test scores, and standardized test results, Records are available of all materials p.,rchased and fLnds scw\nnt, Hawver  1tathtlcal report fdentffytng 9pec1ffc groups of targeted children and thefr progrant was not provided by the school thus preventing a future tracking of the gry to Mteraf nerd progress, A.PIG Surmery Report - School -~G~x~~r_S~p~r~l~ns~E~l~omon=~t~r~y\"----------------- Year Goals Results Eve luat ion Crf terf a/Process 1990- 1. To increase academic achievement end reduce *Targeted students showed seven months or more increase *Assessment and analysis of MAT-6 ard MPT test results. 1991 disparities for targeted students operating one or more in achievement on MAT-6. *Provided additional CoopJter time for identified years below grade level in grades 2-6 in reading and *3rd ard 6th grade students who participated In this students. math. program pass MPT with 85% mastery. *Provided two parent Malce and Take \\Jorlcshops. students self-esteem was measured by office referrals *Provided a Parental Workshop. z. To Increase self-esteem of students which was reduced by 75X. 55x of all parents participated In Hake end Tako Workshops 3. To increase parental f nvo l vement 4ox of parents partkfpeted in the after school tutoring program. 1991 1. To increase academic achievement end reduce *Targeted students showed a 10X or more NCE gain on *Assessment and analysis of Stanford 8 and MPT test 1992 disparities for targeted students operating one or more Stanford a. results. yeers below grade level in grades 2-6 fn readfng and *Targeted 3rd grade students mastered reading on HPT. *Provided additional co,rputer time for identified math. *Targeted 6th grade students mastered all areas of MPT students. except Science and Social Studies. *Provided two parent Make and Take Workshops. z. To increase self-esteem of students st~U self-esteem was measured by office referrals *Provided two Parental \"orkshops. which was rOQJCed by 85%. 60X of all parents pert i cl pated In Make and Take 3. To Increase parental f nvol vement llorkshops. 3ox of parent  participated in the after school tutoring program. 1992- ,. To Increase academic achievement and reoJCe Targeted student  showed a 2% or more NCE gain on *Assessment and analysfs of Stanford 8 and MPT test 1993 dfsperftles for targeted stt..dents operating one or inore Stanford a. results. years below grade level fn grades 2-6 in reading  nd *Targeted 3rd grade students mastered  ll  reas on the *Provided two parent Make end Take Workshops. Nth. HPT. *Provided Two Parental \\lorkshopsa *Targeted 6th grade students mastered reading and Nth z. To increase self-esteent of 1tudenta on MPT. *Student 1elf-estem was measured by off fee referrals which oocreosed by 5X frono lest year. 3. To Increase parental Involvement *Parent pertfcfpetfon in Make and Take workshops Increased 2l from l  t year. *40X of parent  participated In the after school tutorial program. SllTffll!lry Statement The Incentive grant has contributed f~ely to the ed.Jcatfonal excellN\"ICe of students at Geyer Springs School, Obviously the more ft.rds afforded the school, the more plamed activities we could have .,,fth obfective data to 1t,.pport the academic progress of students, Goals wel\"e met fn the areas of flrprovfnq 9el f-esteem, ftrprovfng the over11l l population ecedefflfc achievement, and finally lessening Geyer Springs Elementary  APtG Page 2 Obstacles to Goal Attairrnent APIG St.mnery Report  School ___ J~e~f~f~er~~on~E~l~emen=-\"t\"a,._ry.__ _____________ _ Year Goals Results Evaluation Criteria/Process 1990- 1. lo improve reading and writing skills of * E\"l)irical data reported an increase in language and * Teacher observation of students' early motivation and 1991 kindergarten and first grade students. writing skills. success in reading and writing skills. 2. To inc rease enthusiasm/rr.otivation toward reading and + Errpirical data also showed favorable improvements in * Comparison of whole class HAT-6 scores from 1989-90 and writing. writing sa~les from begiming to end of year. 1990-91. 3. To decrease the disparity between black and white  Ho objective data was avai table this first year. students . 1991 - 1. To i rrprove reading and writing sk fl ls of  See 1990-91 first two resut ts. *Teacher observation of students' early motivation and 1992 kindergarten, first and second grade students. success in reading and writing skills.  Corrparison of MAT-6 and Stanford scores showed an 2. To increase enthusiasm/motivation toward reading and Increase of 6 percentile points in language arts  COOl)8rison of whole class HAT-6 scores from 1990-91 and writing. related areas. Three points in total reading NCE. 1991-92 Stanford. 3. To decrease the black/white disparity.  Coq:,arison of individual test scores for growth of children in the program for 2 years. 1992- 1. To f~rove reading and writing skflls of * See 1991-92 first two results.  Teacher observation of students' early motivation and 1993 le fndergarten, first and second grade students. success in reading and writing skills.  Objective data showed an fncrease of 10 percentile 2. To increase enthusiasm/motivation toward reeding and points In total reading  51st to 61st percent I le.  C~rison of whole class Stanford scores from 1991-92 writing. and 1992-93. * 37 out of 75 2nd grade students showed growth of 7 3. To decrease the bleck/\"11te disparity. months or more - 19 were black students.  COOl)arison of individual test scores for growth of children fn the program for 2 years. Surmary Statement Teachers and parents feel that the \\lrftfng to Reed and \\lrftfng to Urfte Programs are beneficial for children from all backqrOUlds and with various learning styles. Errpfrlcal data Indicates a growth In self-esteem, early school successes, confid4!nce in creative writing and an Increase fn expressive language skills, Obstacles to Goel Attairment oue to the grade levels being targeted, obfectlve data has bttn more dffffcult to docunent, Changing frOffl MAT-6 to Stanford 8 made whole group conperlsons difficult for one year. Also, our attendance zone changed whe-n tcing School was ffled which again has made co,rparfson end following stt.dents more dffffcult, The secord grade lilrftfng to Urfte progrl!!lffl has been easier to objectively docunent due to having test evidence from preceding year  that evf~e was very positive, APIG Sutmary Report  School ---\"~=be=lv~=l=e_E~l=emen=~t=~ry~---------- Year Goals Results Evaluation Criteria/Process 1990 1. To Increase academic achievement for all students. Date from the MPT end MAT-6 did not reflect en Increase Cooperative learnfng and Learning Styles workshops were 1991 In achievement or e redJctfon In disparity. scheduled for staff to eMance teaching. An intense 2. To reduce the dfsperttfes In  cadefflfc achievement conm.mfcatfon process and lnservfces were set ~ to keep among gr~ formed on the basts of race, gender, and parents involved with their school. economic status. 1991 1. To increase academic achievement for all students. MPT dote reflected 85X 11estery (en Increase) In Writing to Reed Program es f\"\"lemented. Peer tutoring was 1992 reading. Sheth grade Stanford 8 data reflected all fff1)lemented at noon. Saturday School for 6th graders. 2. To redJce the disparities In academic achievement class totals below the 50 NCE. IEP'a were developed Class sheets were reviewed each 9 weeks. emong gr\"'-\"5 formed on the basis of race, gender, end for each etrfsk student. econcni c status. 1992 ,. To Increase academic achievement for all students. MPT dote reflected 85X (an Increase) In reeding ard Teachers taught their specialty In the intermec:Hate grades 1993 scfence. Stanford 8 data reflected all class totals to focus on academic frrprovement. Peer tutoring was 2. To redJce the dfsperftfes tn academic echfev_,,t below 50 NCE wtth en Increase in achievement in grades cont trued. among grC\u0026gt;l.4)5 fanned on the basfa of race, gender, and 1, 2, 3, 4 end 6. economf c status. SLIIINlfY Statement Test scores dfd not reflect slbstantial academic achievement, Enrichment programs lfk:e Math Olynplad, Geography Bowl Gffted(Talented OUh Bowl, Spelling Be-e 1 and Friday Clubs did provide og,or-tuiltfes for students to explore thefr Interests and to be Involved fn working together, Parents have openly expressed thefr Interests and their satfsfactfon with the experiences provided to thefr students as well as the programs provided for them. Obstacles to Goel Attainment The student population at Mabelvale h very t.nStable, Twenty-five percent (25X) of the total school pop.,latfon are inobfle each year. Fifty percent (SOX) of the 3rd graders who fafled math were new to Mabel vale. Sixth percent (60%) of the ahth graders who failed reading were new to the school, An early identification of a targeted gray, of students fn addftfon to plans and monftorfng process rrust be estebl !shed ff accurate data Is to be recorded. APlG SLmT18ry R~rt - School ---'H-\"c\"'0-\"e'-'rmo=t.,_t _____________ _ Year Goals Results Evaluation Criteria/Process 1990 1. To Increase academic ach I evement for all students. Teachers observed kindergarten stl.dents motivated and The first stage of the Writing to Read coq:,uter program 1991 Interested In the \\lritfng to Read program. Grode J HPT was purchased and iff'f)lemented for kindergarten students. 2. To reduce the disperftfes in acadffl!ic achievement data reflected 85% or above mastery fn reading and math Twenty- two teachers were i nservi ced on cooperative emong groups formed on the basis of race, gender, and for all groups. Grade 6 HPT reflected 85X mastery or learning and were furnished materials and supplies. economic status. above fn 3 out of 5 content areas. 1991 1. To increase academic achievement for all students. Grade 3 MPT data reflected mastery fn reading and math. The APIG f\\Mlds were all targeted to the updating of 1992 Sixth graders had mastery in 2 out of 5 content areas. carp.,ter equipnent and materials for the Mritfng to Read 2. To red.Jee the disparities in academic achievement on the Stanford 8, all class totals were below 50 NCE program. First grade students were included this year. emong groups formed on the basis of race, gender, and with little disparity. ecOOOftlf c status. 1992 ,. To Increase academic achievement for all students. Grade 3 MPT data reflected mastery in reading and math. No APIG fl.nds were requested. Teachers tutored individual 1993 Grade 6 MPT data reflected mastery in 4 out of 5 students fn their own classrooms. 2. To reci.Jce the disparities In acedefflic achievement contfflt areas. The one area was 83X cc:,q:\u0026gt;ared to 1992 among gr0l4)5 fonned on the basis of race, gender, and at 64X. on the Stanford S, two classes totaled 50 NCE ecOOOftlic status. or above. S1.mNtry Statement McDermott has a strong parent support and cOffll'U\"lfty involvement. There Is a total of five PartMrs fn EOJCatfon groups assfstfng in tutoring progrems, mentodng, career trafnfng, safety pol ice cadets and recruitfng. One partner has been responsible for the recruitment of 50 famflfes:. The PTA h always first In the district to attafn 100% menbershfp. Obstacles to Goal Attatnnent The school fs not tar9etfng spectffc atrfsk students for tutoring and recordfng statfstfcal date to reflect the academic progress. APIG Sum,ary Report - School -~\"~~ad~o~w~c~l~lf~f ___________ _ Year Goals Results Evaluation Crfteda/Process 1990- 1. To increase academic achievement for all students. Absenteeism of students dropped as corrpared to 1988- 1. Teachers will receive training fn TESA and Team 1991 89 . Learning to increase academic achievement and reduce Standardized test scores were raised. disparity. Student behavior inproved. 2. To reduce the dfsparltfes in acadeniic achievement Posftfve responses by students and parents in the 2_ Equipnent and materials wfl l be upgraded and purchased among groups formed on the basis of race, gender, and school cl fmate surveys. to increase students' test understanding. economic status. 1991 - ,. To increase academf c ach f ev~nt for all students. Staff participation in training for \"network\" COf11)tJters Focus was on 11networking11 the building with a system of 1992 was c~leted. Stanford test data reflected class classroom C0fl1)Uters controlled by a file server located in 2. To reduce the dfsperf t f es In acadernf c ach I evement totals. Grades 2, 3, 4, and 6 were above the 50 NCE. the Med\na Center. among groups formed on the basi  of race, gender, and economic status. 1992- 1. To increase academic achievement for all students. Stanford Test data reflected that class totals fn all The APIG focus was to continue the purchase of classroom 1993 grade were above the 50 NCE. Disparity between 1992 Coq\u0026gt;Uters to Increase the academic progress of all 2. To reciJce the disparities In academic achlev.....,t and 1993 did not deer stl.dents ard to reciJce disparity_ among gr0l4)5 formed on the bash of race, gender, end economic status. Slfflftlllry StetemMt examination of each year's rrport reveals that the first year (1990-91) AIPG Instructional materials and egufpnent were purchased, staff developnent activities were conducted, and parent workshops were held. the following two years (1991-92, 199293) all expenditures were used fn networking the building with COffP:!ter egufpnent to conplete the program. Test data reflected an increase fn achievement fn class totals but the dhparfty has not yet been reduced. Obstacles to Goal Attafrrnent Not targeting spe\ncfffc 9r9':P! in need ard rnalntafnfng stathtfcal data prevent  determination of the success of the teachers' staff developnent on the students' learning. APIG SUffllary Report  School _ _,,o.,_tt..,e.cr_c,.,rc,ec,,e.,,k_,E,_,l\"'emen\"\"\"\"'t\"'a'-ry'----------------- Year Goals Results Evatuatfon Criteria/Process 1990 ,. Enhance educational achievement and reduce  3rd grade students mastered reading and math on HPT.  Assessment and analysis of MAT-6 and HPT test results. 1991 disparities for targeted at-risk students In grades )C\u0026gt;6.  6th grade students mastered all areas of MPT but  Provided academic and gold behavior incentives. 2. Increase sel festeem of students. science and language arts.  Provided fnservices to teachers in TESA, Classroom 3. Increase parents l involvement.  Majority of students scored above 50th percentile on Management and Learning Styles. MAT-6.  Extended Encourager Program.  Growth In r'IUtt\u0026gt;er of black males passing MPT in reading and math at 3rd grade.  Provided transportation to parents for PTA meetings and conferences. 1991 1. Enhance educational achievement and reduce  3rd grade students mastered reading and math on MPT.  Assessment and analysis of Stanford 8 and MPT test 1992 disparities for targeted at-risk students In grades K-6. results.  6th grade students inastered all areas of MPT but 2. Increase sel festeem of students. language arts.  Provided coq:,uter, software, and printers for IC-3. 3. Increase parental f nvo l vement.  Majority of sh.dents scored above 50th percentf le on  Provided manipulative and instructional materials. Stanford 8.  Provided academic and good behavior incentives.  Growth on MPT in science, language arts end social studies for black females In 6th grade.  Enhanced Encourager Program.  Growth fn science and social studies on HPT for black  Provided transportation to parents for conferences. Nle In 6th grade.  Provided parental workshops. APIG Surmary Report - Otter Creek Page 2 1992 1. Enhance educational achievement and reduce 1993 disparities for targeted at - risk students in grades K-6. 2. Increase self - esteem of students. 3. Increase parental involvement. Sl.lT1'Mry Statement  3rd grede students mastered reading and math on HPT. * 6th grade students mastered all areas of HPT but science and language arts. . Increase in nut'Der of students scoring above 50th percentile on Stanford 8.  Growth in nurber of black females passing social studies on HPT in grade 6. * Assessment and analysis of Stanford 8 and MPT test results. * Provided co,rputer software, manipulative and instructional materials for reading, math, science, and social studies .  Provided transportation end field trips .  Prov ided academic and good behavior incentives.  Provided transportation conferences. Third grade ~tudents mastered reading end math on the HPT. At the sixth grade level in all areas but science and language arts were mastered on the HPT. A growth in the nurber of black males passing MPT was shown at the third grade level. At the sixth grade level a growth fn science, language arts, and social studies for black males was shown. An increase fn the nurt\u0026gt;er of students scodng et the 50th percentile or above on Stanford 8 was shown, and there hes been a ~rease fn the nurt\u0026gt;er of s suspensions and students. Obstacl~s to Goal Attafrmont APIG Summry Report - School ___P :.,:u._,l.,o\"'sk::.l'--\"He,._i\"'g\"'h-\"ts....,_E.,_1-=\"'n\"'ta\"'r-'y_ ________ Year Goals Results Evaluation Criteria/Process 1990- 1. To f ncrease academf c ach f evement for oil students. Grode 3 HPT doto reflected mostery (88X) In reading, Consul tents, materials, and stipends were provided to all 1991 90X (91) moth. Grade 6 data reflected mastery In 2 of staff members to motivate and train in the areas of whole 2. To reduce the disparities fn academic achfevement the 5 subject arees. language and \\lrftfng Across the Curriculun. tnstructlonal am:::,ng groups formed on the bas is of race, gender. and equipment, camcorder, projectors, l fstening centers, etc. economic status. were purchased to support areas of learning. 1991- 1. To increase academic achievement for all studc!nts. Grode 3 HPT doto reflected 95X In reading, 90X math. Staff developnent continued fn the areas of reading and 1992 Grade 6 data reflected mastery in 1 of the 5 content. whole languege. Twenty-five black females, 45 bleck 2. To reduce the disparities fn acadenlfc achievement Stanford 8 data reflected grades 2 and 3 above the 50 males, 9 white males, and 8 white females participate fn a among groups formed on the basts of race, gender, and NCE. tutoring gr~. Niinerous trade books and magazines fn the economic status. content areas were purchased to support the goals. 1992- 1. To increase acadenlic achievement for all students. Grode 3 HPT data reflected 56X mastery In reading and Three teachers, one aide, snacks, transportation, and 1993 88X In .. th. Grade 6 data reflected mastery f n 2 of materials were ft.rded to the after-school tutoring program 2. To reduce the disparities fn academic achievement the 5 content areas. Stanford 8 data reflected grades for 60 days, 1 1/2 hours. among groups fonned on the basis of race, gerder, end 1, 3, and 4 above the 50 NCE. economl c status . SlfflMry Statement The Pulaski Heights ElfflNffitary staff successfully used the APIG to lrrplement strong staff devel9ffl!fflt programs ard to purchase materfal1 1 egufpnent, program guides, ard other essffltfal elements needed for the fnplementatfon of the program. Progress was made fn sane areas of achfevefflent. Obstacles to Goal Att  frment Dete was not reported on the tutoring 9rou,s to track progress of frdfvfciJals. A change in prfncfpels occurred d.Jrlng thfs tfme perfod. A.PIG S1.mnery R~rt - School __ .:,.Rom=i\"'ne\"-------------- Year Goals Rosul ts EvalU8tion Criteria/Process 1990 1. NA 1991 2. Plan written but not l,plemented. Delayed to 1991   -  -- ----- 92 school year . 1991  1. To raise the academic success of all students. It ls noted that the Stanford and AMPT results 1. Uni ts of stl.Kfy targeted to reach areas rated low on 1992 reflected acedemfc progress fn all areas . the MAT-6 and MPT. 2. To redlce th disparity among all Identified groups. 2. Provide specific program models for targeted atdsk. students. 1992- 1. To raise the academic success of all students. Stanford 8 test results as well as AMPT scores 1. Unites of stl.Kfy targeted to reach areas rated low on 1993 reflected increased academic success among studfflts the MAT -6 and MPT . along with the redlctlon of disparity emong all 2. To redlce the disparity emong all Identified groups . ldentlfhble groups. 2. Provide specific program models for targeted at-risk students. Surmery Stat~t The fl.l'lds acquired through the APJG em1bled the staff to develop ll\"lits write program guides oorchase materials ard egufpnent, ard to provide ffeld trfps for enrichment. Thfs resulted fn the students having the opoortl.llfty to vlsualfze, interpret and process lnfonnetlon that would raise thef.- achievement level . Obstacles to Goal Attairment The delay fn fnplemented the gr-ant on an earl fer tfmel lne fn the 199091 school year- was an obstacle. Test scor-es sf nee 1991 tndfcate that academic pr-ogress was achieved. APIG SI.ITIMry Report School --'T\"e\"-r'-r._ ____________ _ Year Coals Results Evaluation Criteria/Process 1990- 1. To increase ecademic achievement for all students. HPT test results in 3rd and 6th grades reflected en Thematic 1.#lits were prepared to target all students' 1991 fncrease in achievement for black and white students. needs. Staff developnent schedule for all staff to 2. To reduce the disparities in academic achievement ilfl)rove teaching strategies. among groups formed on the basis of race, gender, and economic status . 1991 - 1. To increase academic achievement for all students . Test results reflect a sfgni ff cant increase fn all test Staff developnent and fnservfces continued to be 1992 scores. one huidred percent C 100X) of black students conducted. Sevm professional training sessions were 2. To reduce the disparities fn academic achfevetl'N!nt in 6th grade passed the MPT in reading, math, language irrplemented: Wright Group, HCRAT, Reading and Writing among groups formed on the bas f s of race, gender, and arts, and social stt.dfes. Across the Curriculun, learning Styles, and science economic status . training. 1992- 1. To Increase academic achievement for all stl.dents. HPT test data reflects a contfr.Jed increase in Staff developnent ard fnservfce training contlrued fn 1993 achievement ard a reduction In disparity. Mastery in addition to the frrplementatfon of a strong fncmtfve 2. To reduce the dfsparitfes fn academic achievement all areas of the HPT occurred. program to inotfvate students and a perental involvement among groups formed on the bes la of race, gerder, and conmi tment. economic status. Sunnary Stattfflil!nt The APJC fl.rids provided professional training to the staff resulting in the Terry teachers being better prepared to reach a diverse student pop.,lation. The focus of the teaching methods and stratNJ\nes resulting from the ongoing staff developnMt produced teachers who were more confident and conpetent to ,nake decfsfons regardfng thefr students' teeming. Obstacles to Goel Atta\nrrnent No obstacles . Goals were ettefned at Terry. Terry was one of two area schools who pessl!'d all sections of the HPT test. APIG Sunnary Report - School ___ u\"\"a\"k\"\"e-'-f\"'ie\"l\"d ______________ _ Year Goals Results Evaluation Crf ter i a/Process 1990- 1_ To increase academic achievement for all students. MPT data reflected 8711: mastery In reading and 88X ,. Equfpnent and suppl fes were purchased for all 1991 mastery in math on the 3rd grade level for all grC\u0026gt;t.4\u0026gt;s cl ass rooms. 2- To reduce the disparities in academic achievement except black females (76%). among groups formed on the basis of race, gender, and 2. Staff developnent in science ard social studies economic status. were scheduled to enhance teaching in grade 3. 1991 1. To increase academic achievement for all students. Data reflects all grades total below the 50 NCE on the ,. Additional instructional materials in science and 1992 Stanford 8. MPT reflects all students passing in grade social studies were purchased for classrooms. 2. To reduce the disparities In academic achievement 3 at 85X or above except black males (76X). Reading among groups formed on the basts of race. gender, end and math was passed In grade 6 by all studfflts. 2. F\nve-week tutoring sessions for et-risk students in economic status. grades 36. 1992 ,. To increase academic achievement for all students. Data reflects all grade totals on the Stanford 8 below Science materials, staff development, professional 1993 the 50 NCE with lrrprovement In grades 1, 3, and 5. meetings, at-risk strategies to enhance teaching, parent 2. To reduce the disparities In ecadenfc achievement All students passed the 3rd grade MPT except black workshops and tutorial programs for selected Lnder among groups fonned on the bash of race, gender, and males (76%). Reading and 118th was passed In grade 6 by achievers. economic status. white males and females only. Black students passed by 2X. Surmary Stat8'1eflt The APIC ft.nds ~bled the school to: have staff developne:nt sessions by providing teacher stfJ)!ndsj purchase materials and eq.Jipnent\nprovide inc:Mtives for stud~ts\nand, f\u0026amp;.nd snacks and transportation for the students Involved fn the tutoring sessions. The school acquired exceptional Mrlchment materials and egul~t that enhanced both the nusfc program and library collection. Obstacles to Goal Attefrrnent No measurable data wu malntaf~ as to the success ff the selected U'lder achievers who attended the tutorial program. Year 1992- 1993 Sunnary Statement APJG SUIINlry Rport  School Uash\nngton Magnet Goals 1. To provide a weekly reader subscription to each student in the 1st through 6th grades 2. To in-.,rove the disparity in achievement in the HPT of sub-population a related by CRTH and NORM Referenced Tests. J . To hire five certified staff metrbers to assist Twin City Bank e,rployees, to staff the After School Homework Center. Results Evaluation Criteda/Process  Since we began the program In March, we do not have 1. CRTH Tests coq\u0026gt;arison data from standardized testing. However, students look forward to getting their Ueekly Readers 2. Stanford 8 and parent and teacher conments were positive. Eightr ftve percent of the teachers requested Ueekly Readers 3. Increased reading fn the content area for th 1993 94 school Yr.  Since we were I.Xl8ble to get certified people to assist volunteers I.Xltil Harch, the results  re yet to be known. 4. The program was designed to assist students, who would not receive help at home, with their homework. In March, the PTA matched fl.n'.fs to hire certified staff. 5. AHPT Test Results 4. Eighty-five percent of  tl 3rd graders will pass  3rd Grade: Reading  90X the reading sections of the Arkansas Hinfnun Performence Hath  93X Test. * 6th Grode: Reed Ing  84X Moth  98X language Arts  82% set enc  90X Sociol Studt  83X  Ont y one student df d not show progress according to the EPSF post test. Several students  re now working on grode levl.  Second grade had posftfve growth fn all areas tested xcept one (concept N..-rs).  Fffth grade had posftfve growth fn ell areas tested cept one (Math C\"\"\"tat ton). 6. Interim Reports 7. EPSF Post tests 8. Stanford 8 was given to select second and fffth grede in Aprfl and then agotn in July. the Weekly Reeder Pr29ran1 fs a way of gettfng all of our st~ts to read about current events, They reed in the classroom and took their weekly readers home, hopefully, to reread. Thfa wfll Increase reeding skills and fflllke st~t more aware of current events fn the world and event  close to home. The Homework Center has the posstbflfty to be viable force fn test scores fn our low abflfty chfldren. \\lfth more tfme, and voh.r,teers who are becoming better trafned this program wfll show results fn the spring 9tandardfted testing, AHPT THt Results: Classes were well attended and parents co-operated with the teachera. Teacher  worked on skfl ls not iriestered based on assessments given by the ctassrom teachers, APIG S\u0026lt;mMry Report School _ _,:11,,_at,.,sc,,on,_,_ _______________ _ Year Goals Results Evaluation Criteria/Process 1990 ,. To increase academic achievement for all stu::::tents . Test scores reflected increased achievement of all ,. To provide staff developed in whole language, 1991 students and decrease dfsparftfes in the 6th grade. cooperative learning, classroom management and learning centers. 2. To reduce the disparities fn academic achievetrent 2. Ten faculty meetings devoted to the training of among groups formed on the basis of race, gender, and management of an integrated curriculun. economic status. 1991 1. To increase academic achievement for ell students . Teachers used checkl lsts to monf tor student 1. To target m. of the 1st graders below grade 1992 participation and to evaluate students' work. Test instructional level. The \\Jrite-to-Read corrp.,ter program 2. To rtuce the disperftfes fn academic achievement scores reflect an increase in academic achievement. will be partially purchased. among gr0l4)5 formed on the basis of race, gender, and economic status. 1992 1. To Increase academic achievement for ill students. Test scores reflect an increase in academic ,. The final purchase of the materials for the \\lriteto 1993 achievement. Read labs was made. 2. To reduce the disparities fn acedemfc achievement arrong groups formed on the basts of race, gender, and economic status. SLITl'Nlry Statement The fuids received from the APIG were used to support the focus of the school's plan .. the p.,rchese of the WrftetoRead conputers and materials. In conjl.XlCtion to this major purchase the other experdl tures were targeted to staff ~velopnt!nt science materials, end st.g\u0026gt;lementel readers. Obstacles to Coal Att  irmMt None Washington Magnet Page 2 CRTH and NORM Referenced Test: The kindergarten class was very successful. Host students irrproved on EPSF skills and are currently functioning on grade level. Two students ere being monitored for possible interventions. j. '\u0026gt;~lcrt n.nibi:-r of c\nwdentc, frl'.lfn c\nec.:iM\ninrl fifth or.:ides attended a sUTmCr program at Uashington. Classes focus~ on reading and math skills. At the conclusion of the class, all students were administered thl! Stanford 8 for l\"eading 11nd math. Scores wi?re canpared with the students' April Stanford 8 scores and growth was charted. As was noted each grade had only one negative growth area . 1n second grade, the high~st growth area was in reading vocabulal\"y with a 17.5 NCE gain. The fifth grade greatest gain came in reading conprehension with an 8.1 NCE gain. Obstacles to Goal Attairrnent The Ueekly Reader Program: our biggest obstacle was getting the readers on tin.! and fn getting the correct rM..mber we needed for each grade level. The Homework Center: The loss of voll.11teers from the bank and/or loss of PTA matching funds will cause a drop fn projected scores. AHPT Test Results: Ineffective sfx grade teachers  one class had four teachers the ffrst nfne weeks due to the little Rock School District's decision to put the classroom teachers back into the G/T programs. Thfs class never got back on track. The teacher resigned durfng the fourth nine weeks. CRTH and NORM Reference Tests: One student missed the first weelc of school. APIG S\"\"\"8ry Report School ---'ll\"'e\"'s'-'t.,_e'-'rn~H-'-1'-'ll..,,s,__ ___________ _ Year Goals Results Evaluation Cdterh/ Process 1990 ,. To increase academic achievement for all students. The HPT scores In 3rd grade reflect that 86% black ,. Materials were purchased to enhance teaching In all 1991 moles end 100% black females passed. One hLndred areas. percent (100%) white moles end females passed. The 2. To reduce the dfsparlties in academic achievement disparity showed a reduction. 2. Homework centers were established and peer tutoring among groups formed on the bas Is of race, gender, and groups were identified. economic status. 1991 ,. To increase academic achievement for all students. Test data reflected that grades 1, 2, 3, and 6 scored ,. Materials for 171.Jlticultural lessons, microscopes, 1992 above the 50 NCE on the Stanford 8. Ninety-three encyclopedias, research materials for all classes, and percent (93%) black males end 100% black females math coq:,uter software contirued to be purchased for all passed. One hLndred percent (100%) white moles end classes. females passed on the 3rd grade HPT. 2. To reduc: th dfsparftlu In academic echlvemont 2. School-wide incentives for academic and behavior among gr~ fonned on the bash of race, gender, and achievement were pur-chased. economf c  tat us. 1992 ,. To fncr-ease academic achievement for all students. Test data reflected that grades 1, 2, 3, 4 and 6 scor-ed ,. Materials for- social studies providing 11Geo-Safer-i 11 1993 above th 50 NCE on th Stanford a. One hLndred centers for each classr-oom will be provided to teachers in per-cent (100%) black 3r-d grade males passed the MPT. need of social studies riaterfals. Also, teacher-a observed better behavior and fewer sent 2. To reduce the disparities fn academic achievement homes. 2. Thirty (30) etrfsk stu:lents wero targeted to monitor among grOt..pS formed on the be1t1 of race, gender, and the self-esteem COffl)()llfflt. econonifc status. SU'TINlry Statement The grant was focussed on building students' self esteeffl fn order- to inprove academical Ly and to fflhance teaching through the purchase of materials in all the areas of learning. Exmples: The 0lsabflfty Awareness Series for Spfal Education, Souids of Language by Bfll Martin for K-3 grades, overhead projectors, math manfpulatlves vid~ tapes science kits and nunerous manipulatives. Obstecls to Goel AttalrfflMt Additional data consfsting of students' names and observable m:ogress fn the areas of pttr tutoring, homework center attendance, and the set f-esteem conponents was not reported. APIG Sum,ary Report - School ___ W:.i,_,l\"'s\"'on\"'----------------- Year Goals Results Evaluation Criteria/Process 1990- 1. To increase academic achievement for all students. Test data reflected a decl fne in the 3rd grade HPT  Afternoon COl1l)Uter and phonics programs for students 1991 scores over the 1989-90 scores. Grade 6 HPT scores 2 times per week. 2. To reduce the disparities in academic achievement reflKt~ mastery In reading and math. among groups formed on the basis of race, gender, economic status. and  Incentive program for set f  esteem. . Increased parent involvement to support at - risk students. 1991- 1. To increase academk achievement for all students. Significant i rrprovement in 3rd grade HPT scores in  Materials to support the academics were purchased: 1992 1992: reading, 95X with all groups achieving 85X or science charts, heart models, solar systffl'IS, etc. 2. To rKfuce the disparities fn academic achievement above\nmath, 87X with all groups except black males. among groups formed on the basfs of race, gender, and Sfxth grade mastery fn reading and math for ill groups.  Parents were provided packets throughout the year to economic status. No fq::,rovement f n other areas. help their children.  Nfne teachers provided after-school tutoring to students. 1992- 1. To increase academic achievement for all students. HPT In Jrd grade reading reflects mastery (88%) and a Equfpnent purchases to enhance teaching were made: 1993 decl fne in math- MPT f n 6th grade - no mastery f n any recorders, listening centers, overhead projectors, and 2_ To reduce the disparftfes in academic achievement areas. eddftfonal science lab pieces. emong groups formed on the bash of race, gender, and economic status. Sl.lffMry Stat~t Test data does not reflect a steedy growth of fnprov~nt fn the u\n,per grades. The ffll!lterfals and eguipnent purchased were a nttdt asset to the school's program. Staff developnent appeared to be a Q!Slected area that needs to be addressed ff student achievement h to be acconplished. Obstacles to Goal Attai~nt The lack of plamed staff developnent sessions is a deffnfte obstacle to student achievement. Data not reported on the targeted students prevents success Interpretation. APIG Sunnary Report School ___ll ~ood=~ru~f~f_ _______________ Year Goals Evaluation Results 1990 ,. To f ncrease acedemf c ach f evement for all students. Staff developni!nt with IN!lterfals was provided for all Data fran the HAT6 tests reflected that disperfty end 1991 staff. El even teachers tutored 104 students f n grades achievement increased. The percent of black students 2. To reduce the disperitfes fn academic achievement 26 who were targeted as hfgh risk for future failure. at/above grade level increased from 31X to 39X. The among groups fanned on the basis of race, gender, and percent of white students at/above grade level increased economic status. from 49% to 67%. The dfsperity widened by 10X. 1991 ,. To increase academic achievement for all students. Six sessions of staff developnent end stipends provided Data from Stanford 8 reflected that fn all grade levels 1992 to all staff members. Enrichment experiences were NCE scores f ncreased. On the 3rd grade MPT, 100X of the 2. To reduce the dfsparitfes fn academic achievement provided to all students. Targeted groups of students black. males passed reading (an increase of 33X over 1991). among groups fonned on the bas ts of race, gerder, and were scheduled for after school tutoring with snacks Twelve percent (12X) fewer black females pessed reeding. economic status. and transportation provided. 1992 ,. To increase academic achievement for  l l students. Teachers end aides atterded 5 sessions In staff Stanford thinking skfl ls scores Increase fn grades 36 by 1993 deve l opnent. The c01.nSelor worked with targeted high over 10 NCE points. Disparity of scores on the 6th grade 2. To reduce the disparities In acedenic achievement risk students In grades 16 for 1 1/2 hours dally after MPT were el imfnated. Only one black female end one white among gr0l4)5 formed on the bash of race, gender, and school fn addftfon to the ongoing tutoring sessions. male failed to pass ell five sections of the test. economic status. S1.mn11ry Statement The Uoodruff staff developnent progrern5 were well planned that the tutoring classes were well orgenhed fn that they targeted the students In need. The total staff was Involved fn the excellent teBftl delivery of the programs. Even though fl.ndfng was late fn coming, the success of \\locxfruff'  total teant approach In workfng wfth students hes been exenplery. Obstacles to Goal Attalrment ate fend! ACADEMIC PROGRESS INCENTIVE GRANT (APIG} PROGRAM EVALUATION SECONDARY SCHOOLS Program Description Purpose The purpose of the Academic Progress Incentive Grant was to provide funding beyond the regular budget to all area schools in assisting them to increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Principals and their committees were to submit a proposal and budget sheet in requesting the grant. Scope and Content The Academic Progress Incentive Grant described in the Desegregation Plan was first made available to each area school principal in 1990-91 in the sum of $25,000. In the following two years, additional sums were made available - $25,000 in 1991-92 and $10,000 in 1992-93. The process to be followed was for each school principal and school committee to write a proposal. A budget sheet identifying items and cost as related to the proposal being submitted was to be attached. The plan utilizing the grant money was to be directly connected to and supportive of the school's annual school plan. The school plan was developed cooperatively by the principal and staff with parent committee input yearly. Each grant proposal was forwarded to the Academic Progress Incentive Grant Committee for review. Upon approval, the budget sheet from the proposal was forwarded to the Financial Services Department and budget codes were then set up for the individual school to use for the purchasing of items requested in the proposal. Items requested by the school were typed on requisitions and forwarded to the assistant superintendent who supervised the particular area school The Academic Progress Incentive Grant was then checked to make sure that the requisitions supported the goals of the Academic Progress Incentive Grant program: to improve the education of all students and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Participants/Beneficiaries The Academic Progress Incentive Grants in the secondary area schools served both entire student bodies in some cases and identified groups in others. In the four restructured junior high schools, Cloverdale, Forest Heights, Pulaski Heights, and Southwest, one joint proposal was submitted, serving the entire student body. APIG Program Evaluation for Secondary Schools page 2 Mabe/vale also submitted a proposal that served the entire student body. At the high school level, J.A. Fair presented a proposal that served all students, while both Hall and Central proposed to serve an identified group of students. At Central the focus was on remediating core area skills among at-risk students. At Hall average to above average stud en ts were served, developing their leadership and academic skills to serve as models for their peers. Program Goal The purpose of the Academic Progress Incentive Grant was to provide additional funds to the principals of the little Rock School District area schools who submitted proposals indicating plans: 1. To increase academic achievement for all students. 2. To reduce disparity in achievement among students of different racial, socioeconomic, and gender groups. The Academic Progress Incentive Grant was to be offered to the principals of the areas schools each year for a period of three years (1990-93). At the conclusion of that time period, a three-year summary would be submitted (Desegregation Plan, page 82) in order to evaluate its continuance. The two goals of the Academic Progress Incentive Grant along with specific objectives to have been accomplished to assist in the implementation of these goals are as follows: Obiective One: To increase the academic achievement for identified students in the core curricular areas by providing teachers with a broad base of resources and equipment. Obiective Two: To provide varied enrichment activities that would broaden identified students' experience base. Obiective Three: To involve parents as full partners in planning at schools for identified students' growth and success. APIG Program Evaluation for Secondary Schools page 3 Obiective Four: To provide staff development activities which meet the specific needs of identified students. Evaluation Criteria The summary report of the Academic Progress Incentive Grant has been evaluated by data analysis from the years 1990-93, specifically the evaluation will consist of: 1. Sufficient resources and materials were provided for teachers to increase the academic achievement for identified students in the core curriculum areas. 2. Enrichment activities were provided to identified students to broaden their experience base. 3. Parents were involved with school staff in working together to increase academic achievement and in reducing the disparity of identified students. 4. Staff development was provided to raise staff awareness/expectations of identified students. Evaluation Results Evaluation results reflect information submitted by area school principals at the end of the three years initial funding cycle for the Academic Progress Incentive Grants. Obiective One: To increase academic achievement for identified students in the core curricula areas by providing teachers with a broad base of awareness and equipment. Discussion During the Academic Progress Incentive Grant period, 1990-1993, sufficient resources and materials were provided to the area secondary schools who participated to increase student achievement and reduce disparities in numerous schools. APIG Program Evaluation for Secondary Schools page 4 For the 1990-91 Academic Progress Incentive Grant period, six schools reported increases in achievement, and five schools reported reduction in disparity. Seven of the eligible schools participated in the 1990-91 grant period. For the 1991-92 Academic Progress Incentive Grant period, six schools reported increases in achievement, and six schools reported reduction in disparity. Eight of the eligible schools participated in the 1991-92 grant period. For the 1992-93 Academic Progress Incentive Grant period, six schools reported increases in achievement, and four schools reported reduction in disparity. Six of the eligible schools participated in the 1992-93 grant period. Obiective Two: To provide varied enrichment activities that would broaden identified students' experience base. Discussion The four restructured junior high schools participated in a joint proposal that involved common program components The enrichment activities included a seventh grade orientation program, easing the transition from grade six to seven\nand an after school program which included tutorial opportunities, extended learning opportunities, nutritional snacks, high interest cultural enrichment activities, a homework center, and transportation. In the other participating junior high, tutoring and field trips enriched the core curriculum each quarter. Additional study carrels, tape players and head phones were provided in classrooms. An intramural sports program and an academic and behavioral incentive program also added to the enrichment of the students' experiences. The three participating high schools also provided varied enrichment experiences during the Academic Progress Incentive Grant period to broaden the student's experiences. Enrichment experiences in the high schools included tutorial programs after school and on Saturdays, leadership development sessions, sessions designed to teach behaviors consistently displayed by high achieving students, activities to enhance self esteem of program participants, academic coaching sessions, exposure to community resource speakers, and sessions designed to establish successful relations with teachers of the participants. APIG Program Evaluation for Secondary Schools page 5 Additional enrichment experiences at the high school levels were provided through the additions of computer hardware and software, multi cultural reading materials, audio visual equipment, scientific equipment, and musical equipment. Obiective Three: To involve parents as full partners in planning at schools for identified students' growth and success. Discussion The degree of attainment of objective three is not reported in some of the reports submitted at the end of the initial three year funding cycle for Academic Progress Incentive Grants. The restructured schools report the participation by parents in the orientation program each year was quite high, with most of the 65-75% of the students participating being accompanied by a parent. The report also mentions that parents were invited to attend other programs and academic sessions. One of the high school proposals involved a parental component. This program was designed to inform parents about the program their students were participating in, to seek their comments about changes in behavior and attitudes evident among program participants, to seek suggestions for program modifications, and to provide program evaluations for future planning. These parental involvement sessions were held each year of the three year funding cycle in the participating high school. Obiective four: To provide staff development activities which meet the specific needs of identified students. Discussion The degree of attainment of objective four is not identified in many of the reports submitted by the areas schools at the end of the initial three year funding cycle for the Academic Progress Incentive Grant. Those reporting staff development activities included sessions to enhance classroom discipline, self esteem, critical thinking, and sessions explaining the expectations for the grant proposal. Other experiences included sessions on the roles of program mentors, how to provide academic and behavioral coaching, the development of testtaking strategies, and future planning sessions. APIG Program Evaluation for Secondary Schools page 6 Obstacles to Goal Attainment The goals of increasing academic achievement for all students and the reduction of disparity in achievement among students of different racial, socioeconomic, and gender groups were only partially attained during the initial funding cycle for the Academic Progress Incentive Grant. Obstacles to goal attainment included the following: 1. Funding for the Academic Progress Incentive Grant was approved near December of each of the funding years, allowing for implementation during only the second semester of each funding year. 2. Funding levels were reduced from $25,000 to $10,000 for the 1992-93 Academic Progress Incentive Grant. 3. At the secondary level the majority of the impact of the Academic Progress Incentive Grant has been in directed assistance to the development of identified students in programs after the regular school day ends. Such an arrangement limits availability of students for program participation due to extra curricular activities, family responsibilities, and employment of students. 4. Three to five hours weekly for eighteen weeks is not sufficient time to bring about the necessary academic improvement to offset the disparity in achievement levels. 5. The lack of consistency in the collection of formative and summative data, and in the analysis of said data, hamper the ability of researchers to draw uniform conclusions about the effectiveness of programming under the Academic Progress Incentive Grant. 6. There is a need in some instances to show a more direct relationship between the strategies employed in a proposal and the attainment of the proposal goals under the Academic Progress Incentive Grant. 7. Availability of parents for the planning and evaluations of Academic Progress Incentive Grants is limited at the secondary level. Recommendations 1. Continue funding the Academic Progress Incentive Grant in those area schools meeting stringent approval criteria. APIG Program Evaluation for Secondary Schools page 7 2. Make funds available in September of funding years so to extend the impact time. 3. Increase the funding level to original levels. 4. Require documentation of impact on goals by proposed strategies. 5. Require consistency in the collection of formative and summative data, and the analysis of said data, to enable uniform conclusions to be drawn about program effectiveness. APIG Summary Report School -Central YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. To provide remediation to students 1. Failure rate was reduced from 834 to 322 1. Changes in failure rates were who are performing at or below grade after the grant was received. The A and 8 calculated. Changes in honor roll level. honor roll increased by 259. Teachers participation were calculated. Changes involved as tutors reported program in grades of program participants were participants improved performance in deficit calculated. areas by at least one grade in most cases. 2. To provide reinforcement to students who desire assistance with emphasis on time on task. 3. To provide enrichment for students who desire advanced instructional assistance. I YEAR 1991-92 1992-93 GOALS 1. To provide remediation to students who are performing at or below grade level. 1. To provide remediation to students who are performaing at or below grade level. APIG Summary Report RESULTS 1. 100 students came in one or more days for help in English. 69 students came in one or more days for help in math. 53 students came in one or more days for science. 56 students came in one or more days for social studies. No data are available on results. 1. One hundred twenty-five students participated. No data are available on the results. School - Central -page 2 EVALUATION CRITERIA/PROCESS 1. The number of students seeking assistance in the core areas was recorded. 1. The number of students seeking assistance was recorded. YEAR 1991-92 GOALS 1. Purchase computer to improve reading comprehension, improve vocabulary, develop independent learning skills, remediate learning, improve problem solving and critical thinking skills of students in the four core areas. 2. Reduce achievement disparity in standardized test scores. APIG Summary Report RESULTS 1. Stanford Eight scores comparison of 92 Spring scores with 93 Spring scores showed an increase in the areas of total reading and math. Total reading in 92 was 37 and was 39 in Spring 93 for the same students. Total math was 29 in Spring 92 and was 35 in Spring 93 for the same students. 2. Achievement disparity was reduced from Spring 92 levels in Spring 93. In Spring 92 the total battery scores for 10th grade was Black-28, White-58. (30) In Spring 93 the total battery scores for 11th grade was Black-31, White-56. (25) School - Fair EVALUATION CRITERIA/PROCESS 1. The Spring 92 scores on the standardized tests were compared with the same student's scores one year later, 1993. 2. The Spring 92 scores on the standardized tests were compared with the same student's scores one year later. YEAR 1990- 1991 GOALS 1. Reduction of achievement disparity among sub groups in the student population. 2. Increase the enrollment of African American students in academic clubs and honor societies\nestablish mini grants for innovative instructional strategies\nestablish Project Promotion, a mentoring experience. 3. Improve academic performance in the core curricular areas. APIG SUMMARY REPORT RESULTS 1. Achievement test disparity was not positively impacted during the 1990-91 school year. 2. There was an increase in participation among African American students in the academic clubs and honor societies due to recruitment efforts. Mini grants were offered but none were funded during the 1990-91 school year. Project Promotion, a mentoring experience, was begun. 3. There was not an evident increase in academic performance among program participants sufficient to declare the program a success. Thirty-nine percent of the program participants increased their academic performance by maintaining or increasing their grade point average during program participation. SCHOOL - HALL EVALUATION CRITERIA/PROCESS 1. A comparison was made in the standardized test results of African American students and others for the 1990-91 school year. These results were compared with results of the same students from the previous year. The disparity in results was not reduced. 2. Membership levels of African American students in selected academic clubs and honor societies were compared to the membership level of previous years. Project Promotion was planned and implemented. 3. Grade point averages of program participants were compared to averages prior to program participation to determine if improvement was made. YEAR 1991-1992 GOALS 1. Reduction in achievement disparity among sub groups in the student population. 2. Increased academic performance of program participants. 3. Leadership sk,1ls and enhanced self esteem will emerge among program participants. APIG Summary Report RESULTS 1. Achievement test disparity was not positively impacted during the 1991-92 school year. 2. Forty- one percent of the program participants increased or maintained their grade point averages during program participation. Twenty-four percent improved or maintained their standardized test scores on the complete battery from 90-91 levels. 3. Enhanced leadership skills and self esteem were evident among progam participants. School - Hall- page 2 EVALUATION CRITERIA/PROCESS 1. A comparison was made in the standardized test results of African American students and others for the 1991-92 school year. These results were compared with results of the same students from the previous year. The disparity in results was not reduced. 2. Grade point averages of program participants were compared to averages prior to program participation to determine if improvemnt was made. A comparison of 91-92 standardized test scores of program participants was made to the complete battery from the previous year. 3. Enhanced leadership and self esteem was documented through self reports, reports of parents, and observations of mentors. YEAR 1992-93 GOALS 1. Reduction of achievement disparity among sub groups in the student population. 2. Increased academic performance of program participants. 3. leadership skills and enhanced self esteem will emerge among program participants. I APIG Summary Report RESULTS 1. Achievement test disparity was not positively impacted during the 1992-93 school year. 2. Forty-nine percent of the program participants increased or maintained their grade point average during program participation. 3. Enhanced leadership skills and self esteem were evident among program participants. School - Hall-page 3 EVALUATION CRITERIA/PROCESS 1. A comparision was made in the standardized test results of African American students and others for the 1992-93 school year. These results were compared with results of the same students from the previous year. 2. Grade point averages of program participants were compared to averages prior to program participation to determine if improvement was made. A comparison of 92-93 standardized test scores of program participants was made to their complete battery and/or basic battery scores. 3. Enhanced leadership and self esteem was documented throught self report, reports of parents, and observations of mentors. APIG Summary Report School - Cloverdale YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. - YEAR GOALS RESULTS 1990-91 EVALUATION CRITERIA/PROCESS 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic achievement. students who participated in the After School Program funded by the APIG scored APIG Summary Report School - Forest Heights significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic achievement. students who participated in the After School Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. APIG Summary Report School - Mabe/vale YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Conduct an orientation session for 1. An orientations session was held. 1. Documented event. seventh grade students and their parents. 2. Provide an assignment notebook to 2. An assignment notebook was provided to 2. Documented receipt of materials. each student. each student. 3. Develop an incentive program to 3. An incentive progrma was instituted. No decrease disparity in disciplinary results on program impact were provided. sanctions and to promote academic excellence. 4. Institute an Alternative Classroom. 4. An Alternative Classroom was instituted. 4. Documentated operation of program. YEAR GOALS RESULTS 1991 -92 (cont.} 7. EVALUATION CRITERIA/PROCESS Provide an assignment notebook to 7. An assignment notebook was provided 7. Documented receipt of materials all students. for each student. APIG Summary Report School - Mabe/vale-page 3 8. Provide a noon time recreational 8. An intramural program was developed 8. Documented operation of program program. and operated before school and at lunch period. 9. Add a laser printer to the computer 9. No results were recorded lab. APIG Summary Report School - Mabe/vale - page 2 YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1991-92 1. Implement a Student Health 1. No results were recorded. Assistance Program. 2. Provide staff development in 2. Staff develoment was provided for all 2. Documented results classroom management, classroom teachers in the areas of classroom discipline, discipline, self esteem, and thinking self esteem and critical thinking. skills. 3. Provide an outdoor classroom. 3. No results were recorded. 4. Provide a cassette tape player and 4. Study carrels and a tape player were 4. Documented receipt of equipment study carrel for each classroom. provided for each classroom. 5. Provide a large screen television for 5. No results were recorded. the media center. 6. Provide a computer printer and 6. No results were recorded. software to the In -School-Suspension Program. APIG Summary Report School - Pulaski Heights YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance studenr achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. APIG Summary Report School - Southwest YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance student achievement and 1. An extended health education program 1. Not stated in report reduce achievement disparity. was provided. An increase in achievement is reported. 1991-92 1. Enhance student achievement and 1. Television equipment and computers were 1. Documentation of MPT pass rates reduce achievement disparity. purchased. A tutorial program was provided in core areas. Eighth grade students who remained in the program passed the MPT. 1992-93 1. Enhance student achievement and 1. learning strategies were taught to 1. Documentation of MPT pass rates reduce achievement disparity. students. Ninety percent of students enrolled in the after school program passed the MPT. A computer with software was purchased for each department. FAST TRACK EVALUATION SECTION TWO LIBRARY /MEDIA PROGRAM January 1994 To: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL TECHNOLOGY - IRC 600 SOUTH RINGO LITTLE ROCK, ARKANSAS 72201 January 4, 1994 Estelle Matthis, Deputy Superintendent RECEIVED 'JAN O 3 1994 DEPUTY SUPERINTENDENT From: ,St-Lucy Lyon, Coordinator of Instructional Technology Subject: Fast Track Evaluation for Library Media Program Attached is the revised fast track evaluation of the library media program that includes the addition of a conclusion as the committee requested. Please let me know of any other requested changes. Purpose LIBRARY MEDIA PROGRAM EVALUATION Program Description The Library Media Program supports the instructional program of the District by providing a full measure of varied instructional resources and by extending and enriching basic skills that are taught in the classroom. A variety of teaching/learning strategies are presented to students through library media center activities designed to meet a wide range of student needs. Scope and Content All elementary schools implemented the new library/media program for the District in the 1989- 90 school year. Known as REACH (Reading Extension Activities for Children), the program was based on a study done in 1988 by Retta Patrick, library n\niedia consultant, and was modeled on the Pulaski County Special School District's nationally-recognized library media program. The 1988 study showed that there were several barriers limiting the effectiveness of the District's library media program. The new program was designed to address those barriers while presenting a plan for library media services that would meet the needs of students and teachers. Additionally, the new program was to following state and national guidelines for high quality library media programs. One of the barriers limiting the effectiveness of the library media program in 1988 was the lack of reference material, books, and other resources that support the curriculum. Another resource deemed inadequate was the availability of properly working audiovisual equipment. To address these barriers a system was established for adding instructional resources to each elementary school and for efficiently repairing audiovisual equipment. Another barrier identified in 1988 was the lack of a structured, uniform, curriculum-integrated library media program. In the spring of 1989 a library media curriculum correlated to the District's reading series was developed by a team of elementary library media specialists (and one principal). The REACH curriculum sequentially presents skills for locating, using, synthesizing, and communicating information. from kindergarten through sixth level. Literary skills, introduced by the classroom teacher, are extended. Children are encouraged to read a variety of literature types, improving reading proficiency through practice. A small group approach is used and planned instruction by the library media specialist is directly related to previous classroom learning by students. The REACH curriculum was implemented in the fall of 1989 and continued to be the basic library/media curriculum until the District's revised curriculum was implemented in 1992-93. The District's revised curriculum allows teachers to use many other resources to teach reading Library Media Page 2 besides the basal text and emphasizes a thematic, integrated approach. Each library/media specialist, working with teachers in the building, has developed library/media instruction that correlates to various subject areas of the curriculum, including science, social studies, and mathematics. Library and information skills are now reinforced and extended through all subject areas. Guidelines of the American Association of School Librarians strongly recommend the concept of flexible scheduling in school library media programs. Scheduling classes flexibly allows for individuals, groups and classes to use the library at the point of need, not on a rigid schedule. In t~e first two years of the library media program, library media instruction was scheduled according to stories read in the basal reader. With the adoption of the revised curriculum library media instruction is now scheduled by half-classes in most schools to provide for hands-on experience with the many and varied library resources available. Time is available for flexible scheduling of classes in addition to a regular library time as teachers and library media specialists plan for additional reinforcing activities. Another component of the library media program is access to the library media center at the point of need. That is, students are not limited in library visits only to a scheduled class time. The library media center is available for individuals or small groups of students who need resources and information at any time in the school day. In order for the library media program to function successfully, appropriate staffing must be in place. Each elementary library media center is staffed by a full-time certified library media specialist. Each elementary library has at least part-time clerical support in the form of a library media clerk. Larger schools have a full-time clerk. Having a library clerk enables the library media specialjst to have more time for planning with teachers, instructing students, and determining needs for instructional materials for teachers and students. The many clerical tasks that must be done to maintain and promote library collections are best handled by a library media clerk, freeing the library media specialist to perform instructional duties. Program Goal The goal of the library media program is to provide each student with library/media services in accordance with the essential role outlined in the District's Desegregation Plan. Specific objectives have been developed to implement that goal: l. To provide equitable access to library resources, including multicultural and audiovisual resources for all students 2. To extend and enrich basic skills in ways that meet students varied learning styles Library Media Page 3 Evaluation Criteria The library/media program will be evaluated by comparing data from the beginning of the program through the fall of 1993. Specifically the evaluation will consist of: 1. A comparison of results of surveys administered to classroom teachers in 1988 and again in 1993 that will show: 1.1 Three-fifths instead of one-fourth of the teachers will consider themselves frequent users of the school library. 1.2 Students will have access at the point of need. 1.3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go to the library to use the library/media center materials for a class assignment. 1.4 Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. 1.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. 2. A comparison of data collected monthly that will show: 2.1 Student visits will increase. 2.2 Volume of books checked out will increase. 2.3 Indep~ndent research by students will increase. 2.4 Number of classes/groups of students scheduled in the library by teachers will increase. Evaluation Results Evaluation results reflect data collected from administration of the two library media surveys and from an analysis of monthly report data collected from each elementary school from the 1989-90 school year to the 1992-93 school year. Results are presented by objective of the program. Library Media Page 4 Objective 1: To provide equitable access to library resources, including multicultural and audiovisual resources for all students The library media survey was administered to elementary teachers in 1988 with 715 teachers responding and again in 1993 with 680 teachers responding. The results are presented for each of the evaluation criteria. A full comparison of the two surveys is presented in Appendix A. 1.1 Three-fifths instead of one-fourth of the teachers will consider themselves frequent users of lhe school library. (Survey Item #1) I Teachers use the library .... I 1988 I 1993 I Several times a week 26% 42% Once a week/ several times month 54% 47% Once month I once a semester 19% 9% Never use it 2% 0% Discussion In 1993 approximately two-fifths (42 % ) of the teachers surveyed considered themselves frequent users of the library instead of approximately one-fourth (26%) in 1988. There was a sixteen point increase in the number of teachers who are frequent users, and there was a decrease in the number of teachers who rarely or never use the library from 21 % down to 9 % . There was an increase in the number of teachers who use the library, but that increase did not reach the criteria of three-fifths. 1.2 Students will have access at the point of need. (Survey Item #6) Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C D Students have access 88 93 88 93 88 93 88 93 throughout day, as needed 23% 47% 43% 33% 28% 14% 6% 8% Library Media Page 5 Discussion The number of students who do not have access to the school library throughout the school day decreased from 28 % to only 14 % , and the number of students who have regular access to the school library throughout the day as needed doubled (from 23 % to 47% ). Approximately one-half (47%) of elementary students do not have regular access to the school library throughout the day. 1. 3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom o never go to the library to use the library/m~dia center materials for a classassignment. (Survey Item #7, #8) Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C D Students go to library ... 88 93 88 93 88 93 88 93 full class 23% 27% 26% 36% 43% 31 % 8% 7% in small groups/ 16% 37% 36% 40% 41 % 18% 8% 6% as individuals Discussion As a full class three out of ten (31 % ) students seldom or never visit the library for a class assignment according to the 1993 survey, a decrease from four out of ten in 1988. Approximately two out of ten students (18%) seldom or never visit the library in small groups or as individuals for a class assignment in 1993. This was a decrease from four out of ten in 1988. While neither category reached the goal of one of ten, progress was made toward the goal of more library use by students. 1.4 Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. (Survey Item #15) Library Media Page 6 Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C 88 93 88 93 88 93 Teachers planning learning activities 14% 27% 44% 48% 40% 23% involving LM activities or LMC skills Discussion D 88 93 3% 2% In 1993 approximately 1/5 (23%) of the teachers reported that they rarely or never planned learning activities involving library media activities as opposed to almost 1/2 (40%) of the teachers in 1988. This criteria was met. 1.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. Barrier or Constraint (# Responses) 1988 1993 Limited Resources - Books 101 33 Limited Resources - Audiovisual Equipment 67 25 Rigid Scheduling 51 2 Lack of Time 46 29 Limited space/lack of clerical staff 47 115 Absence of curriculum-integrated LM program 30 3 Discussion Only the barrier of limited space/lack of clerical staff increased in responses from 1988 to 1993. All other barriers decreased. While the barriers noted in 1988 were mentioned again in 1993, a dramatic drop in the number of teachers who listed them was apparent. Library Media Page 7 The lack of clerical staff was noted by the largest number of teachers responding to this question. Progress was made from 198E to 1993 in meeting the five criteria specified for this objective. One criteria (1.4) was fully met and the other four showed improvement. Objective 2: To extend and enrich basic skills in ways that meet students varied learning styles Data has been collected monthly from each elementary library since the 1989-90 school year. The four criteria of objective twq are evaluated on the results of that data. 2.1 Student visits will increase. Students visit the library for instruction, for research, fo\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1156","title":"Little Rock School District, personnel directories","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directories"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1156"],"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  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1994 Personnel Directory LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITTLE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDESANDBUSDRIVERS \"OVER 25 YEARS OF OUTSTANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 Little Rock School District Administrative Directory 1994 Zone 1 2 3 4 5 6 7 Board of Directors Director Term ends Dr. Katherine Mitchell 1996 Shorter College 604 Locust Street, NLR, 72114 374-6305 T. Kevin O'Malley 1996 Ark. Board of Review Tower Building - Suite 700, 01 324-9038 Dorsey Jackson 1994 1400 Worthen Bank Bldg. 200 West Capitol Avenue, 01 375-3275 John A. Riggs, IV 1996 J. A. Riggs Tractor Co. P. 0. Box 1399, 03 570-3528 Linda Pondexter 1996 Fuller Jr. High P. 0. Box 8601, 16 490-1503 Patricia Gee 1994 8409 Dowan Drive, 09 562-0571 Oma Jacovelli 1994 6622 Gold Court, 09 568-7585 Dr. Henry P. Williams, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501) 324-2000 II LRSD Central Offices II All Plaxar Stations (228, 324, 455, 570, 671) can be called by dialing the last four-digit extension. For information call 324-2000. LOCATIONS LRSD Administration Building 810 W. Markham, 72201 Administration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Center 800 Apperson St., 72202 Cafeteria/Food Services 1501 Jonas, 72202 Instructional Resource Canter (IRC) 6th \u0026amp; Ringo, 72201 Computer Central Early Childhood Education English English Second Language Foreign Lenguagaa Instructional Madia Center Math PAC Reading Science Social Studiaa Staff Development Metropolitan Vo-Tech. Ed. Ctr. no1 Scott Hamilton Road, 72209 Plent Sarvicaa/Maintanance 3601 S. Bryant, 72204 Procurement \u0026amp; Material Management 1800 E. Sixth, 72202 Safety and Security 1001 E. 21 St., 72202 Student Assignment Offices 501 Sharmen, 72202 Transportation Dept. 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 DEPARTMENTS Adult Education Pauletta Martin, Director Athletic Department Bualneaa Ed/Homa Economica CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Jeanetta Wagner, Director Community Education Branda Scrimager 324-2000 324-2000 324-2260 324-2370 324-2250 324-0515 324-0517 324-0510 324-0510 324-0510 324-05n 324-0520 324-0525 324-0526 324--0518 324-0514 324-0500 565-8465 570-4020 324-2230 324-2400 324-2272 570-4000 324-2426 324-2260 324-2426 570-4043 324-2395 324-2250 324-2020 570-4149 Curriculum Daaagragatlon Dr. Ruaaell Mayo, Aaaoc. Superintendent Arma Hart, Desegregation Facilitator Deputy Superintendent Estella Matthla, Deputy Superintendent Sterling Ingram, Assoc. for Inst. to the Deputy Margaret Gremillion, Asst Supt. Elementary Larry S. Robertson, Asst. Supt.  Elementary Dr. Victor Anderson, Acting Asal. Supt. Secondary Early Childhood Education Pat Price, Coordinator English/Foreign Language/ESL Gane Parker, Supervisor Exceptional Children Gifted/Talented Mable Donaldson, Supervisor Spacial Education Dr. Patty Kohler, Director Family Ufa Education/N- Futuraa Rane Carson, Coordinator Federal Programa/Grents Leon Adams, Director Financial Sarvicaa 324-2010 324-2271 324-2109 324-2010 324-2124 324-2006 324-2007 671-6200 324-0517 324-0513 324-2194 324-2180 324-0518 324-2110 324-2078 Mark Milhollan, Controller Health Services Gwen Efird, RN, Coordinator HIPPY 324-2161 (baapar)569--0244 324-2266 Marian Shead, Supervisor Human Raaourcaa Dr. Richard Hurley, Director Robert Robinson, Recruiting Coordinator Information Sarvicaa John Ruffins, Interim Director Instructional Resource Canter Dannis Glasgow, Director Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Specialist Library/Instructional Tech Lucy Lyon, Coordinator Mathematica Judy Trowell, Supervisor Carmella Crawford, Specialist Kathy Danaahmandi, Specialist Shirley Harper, Specialist Docla Jonas, Specialist Trish Killingsworth, Specialist Ranee Kovach, Specialist New Futurea Linda Young, Liaison Parent Involvement Catherine J. Gill, Coordinator Parent Recruiters Troy Cole, Recruiter 324-2080 324-2086 324-2055 324-0518 324-2083 569-8485 324-2116 324-05n 324-0520 324-2112 324-0525 324-2286 Becky Rather, Recruiter Coordinator 324-2287 Ron Looper, Specialist 324-0500 Partne,. In Education 324-2297 Sue Walls, Specialist 324-0500 Debbie Milam, Coordinator Marian Woods, Specialist 324-0500 Planning, R-arch and Evaluation 324-2120 Student Assignment Office 324-2272 Dr. Robert Clowers, Director Julie Wiedower, Student Assignment Officer Plant Services/Maintenance 570-4020 Student Hearing 324-2169 Doug Eaton, Director Dr. Linda Watson, Officer Print Shop, Administration 324-2031 Substitute Office (SOS), 324-2091 Pupil Services/Drug Abuse Prevention 324-2162 Sue Rodgers, Coordinator Marcy Eckolls, Asst. Coordinator 324-2090 Jo Evelyn Elston, Director Student Records 324-2129 Procurement \u0026amp; Materials Management 324-2230 Superintendent's Office 324-2100 Charles Neal, Director Dr. Henry P. Williama, Superintendent. 324-2012 Reading 324-0526 Supply Center 324-2237 Allee Stovall, Director Leonard Willis, Manager Resources and School Support 324-2009 Trade/Industrial Ed. 570-4044 Safety and Security 324-2400 Transportation Dept. 570-4000 Bill Barnhouse, Director Brad Montgomery, Director Science 324-0518 Truancy Reduction Center 671-6397 Dennis Glasgow, Supervisor Darold Maxfield, Coordinator Vocational/Tech. Ed. Center 570-4043 Scott Field 671-6299 Carol Green, Director Social Studies 324-0514 Vo-Tech Print Shop 570-4045 Marie A. McNaal, Supervisor 324-0511 Terry Kirkpatrick, Manager Staff Development 324-0500 Volunteers In Public Schools (VIPS) 324-2297 Donita Hudspeth, Director 324-0512 Debbie Milam, Coordinator Paula Grier, Specialist 324-0500 Administrative Staff Adams, Leon, Federal Programs Director ................... 324-2110 Browning, Benita, Fin. Sarv .......................................... 324-2069 Adams, Polly, Voe. Ed. Secy ........................................ 570-4043 Brumfield, Frank, IRC Security ..................................... 324-0526 Adams, Wayne, Facil. Coor ........................................... 570-4020 Cadman, Suzanne, Student Hearing Secy ................... 324-2169 Agnes, Jayna, Safety Supervisor, Transportation ..... 570-4000 Calhoun, Robert, Information Services ....................... 324-2106 Allan, Martha, Voe. Ed. Coun ........................................ 565-8465 Campbell, Sharon, Insurance Secretary ...................... 324-2083 Allison, Linda, HIPPY Aide ........................................... 324-2266 Caraway, Gwen, Procurement \u0026amp; Materials Management .324-2242 Anderson, John, Building Security Supervisor .......... 324-2400 Carpenter, Sharon, Deseg. Data Entry Operator ........ 324-2289 Armstead, Vicki, Communications Secy ..................... 324-2020 Carson, Rene, Family Life Coordinator ....................... 324-0518 Armstrong, Carol, Exec. Asst. Support Services ....... 324-2009 Carter, Ouida, Athletics Secy ....................................... 324-2426 Armstrong, Ramona, Labor Relations Sacy ................ 324-2116 Cash, Willard, Trans. Mach ........................................... 570-4005 Armstrong, Sheila, Food Sarv. Reimb. Coor ............... 324-2250 Cathey, Mary, Financial Services ................................. 324-2066 Baier, Keith, Trana. Mech .............................................. 570-4005 Chapman, Susan, Sp. Ed. Supv. CBI ........................... 324-2176 Banks, Roland, Fed. Prog. Chapter I Coordinator ..... 324-2110 Choate, Betsy, Information Services ........................... 324-2033 Barnhouse, Bill, Safety/Security Director ................... 324-2400 Claypool, Ruth, Financial Services .............................. 324-2075 Baua, Marjorie, Evaluation Specialist ........................ 324-2126 Cleek, Janacia, Financial Services ............................. 324-2065 Bates, Vera, Federal Programs .................................... 324-2110 Clowers, Robert, Planning, Research \u0026amp; Evaluation ... 324-2120 8-d, Ken, FS Main. Tech ........................................... 324-2250 Cole, Troy, Parent Recruiter ......................................... 324-2286 Bennett, Paulina, Human Resources Secy ................ 324-2089 Connolly, Robert, Systems Development Mgr ............ 324-2058 Bannett, Tammy, Transportation Dept. Secy .............. 570-4000 Cooper, Floyd, Trans. Supv .......................................... 570-4004 Barkhan, Dan, Transportation, Shop Clerk ................. 570-4006 Corker, Sue, R ding .................................................... 324-0526 Bilal, B. J., Trana. Dispatch .......................................... 570-4012 Cox, Tanya, Fin. Sarv .................................................... 324-20n Blagg, Lynn, English/Foreign LangJESL Secy ........... 324-0510 Cranford, Joan, Fin. Sarv .............................................. 324-2068 Bonda, Michelle, Switchboard Oper ............................ 3242000 Crawford, Carmelia, Mathematics Specialist .............. 324-0520 Boykin, Jackie, Food Sar. Director .............................. 3242250 Crawford, Pam, Computers Spec ................................. 324-0515 Braden, Carutha, Federal Programs ............................ 3242110 Currin, Ladye C., Secretary, Pupil Services ................ 324-2162 Bramlette, Nancy, Information Services ...................... 324-2063 DanHhmandi, Kathy, Mathematics Specialist ........... 324-0520 Brant, Dennis, Compute,. Spec ................................... 324-0515 Davis, Johnnie, Trans. Mech ........................................ 570-4005 Bray, Shirley, Fin. Sarv .................................................. 324-2071 Dean, Regina, KLRE/KUAR Manager ........................... 569-8485 Brawer, Jerry, Trana. Mach ........................................... 570-4005 DeVore, Dana, Trans. Supervisor ................................. 570-4008 Broughton, Thomas, Psychological Examiner ........... 324-2174 Driver, Juanita, Fin. Serv .............................................. 324-2076 Brown, Paula, Visually Impaired Instructor ................ 324-2192 Donaldson, Mable, Gifted/Talented Supervisor .......... 324-2197 Brown, Willie, Adm. Bldg. Mgr ...................................... 324-2030 Dunbar, Ethel, Eval. Spec ............................................. 324-2123 Eans, Bonnie, Computer Specialist ............................. 324-0515 Jones, Robert, Safety and Security ............................. 324-2400 Eaton, Doug, Plant Services/Maint. Director ............... 570-4022 Jones, Wendy, Construction Secretary ....................... 570-4026 Eckolls, Marcy, SOS Ant. Coord ................................. 324-2090 Jordan, Brenda, Administration Custodian ................ 324-2030 Edwarda, Diane, Student Records ............................... 324-2129 Jordan, Trey, Trans. Mech . ........................................... 570-4005 Efird, Gwen, Health Serv. Coordinator ........................ 324-2161 Joyce, Lisa, Reading Secy ............................................ 324-0526 Ellis, Archie, Trans. Supv .............................................. 570-4001 Kelly, Doris, Pupil Services Secy ................................. 324-2162 Elston, Jo Evelyn, Pupil Services/Drug Abuse ........... 3242162 Kendall, Doug, Coord., Environmental Protection ..... 570-4026 Eubanks, Gail, Procurement \u0026amp; Materials Management. Supv. 324-2234 Kiilsg9!1rd, Sharon, Staff Dev. Secy ............................. 324-0500 Fells, Cedric, Trans. Mech ..... : ...................................... 570-4005 Killingsworth, Trish, Mathematics Specialist ............. 324-0520 Ferguson, Anne, Fam. Life/New Futures ..................... 324-0518 Knox, John, Food Serv. Warehouse Mgr .................... 324-2257 Forbes, Betty Jean, Staff Asst. ..................................... 324-2100 Kohler, Patty, Special Ed. Director .............................. 324-2190 Freeman, Ann, Science Specialist/New Futures ......... 324-0518 Korte, Paula, Special Education ................................... 3242193 Fry, Ben, KLRE/KUAR FM ............................................. 569-8485 Kovach, Renee, Mathematics Specialist ..................... 324-0520 Fulmer, Lena, Sp. Ed. Supv .......................................... 324-2183 land, Kitty, Purchase Order Entry Specialist ............. 324-2240 Furrer, Jean, Food Serv. Supv ..................................... 324-2250 Leidigh, Lynn, Computer Specialist ............................ 324-0515 Gadberry, Brady, labor Relations Dir ......................... 324-2116 Logan, Kelli, Division of Exceptional Children ........... 324-2193 Gardner, Gayle, Math Secy ........................................... 324-0520 Looper, Ron, Staff Development Specialist ................ 324-0500 Gentry, Ruthie, Student Assignment Office Mgr ........ 324-2271 Loudermilk, Terry, Trans. Mechanic ............................ 570-4005 Gill, Catherine, Parent Involvement Coordinator ....... 324-0525 Lucker, Liz, New Futures Social Worker ..................... 324-0518 Glasgow, Dennis,Science Coordinator ....................... 324-2011 Lyon, Lucy, Library Cood ............................................. 324-0577 Glenn, Randall, Special Ed ........................................... 324-2191 McCraw, Helen, Information Services ......................... 324-2059 Goodwin, Cassandra, Substance Abuse Cood ........... 324-2167 McIntyre, Nina, Psy. Exam ............................................ 324-2173 Goza, Jean, Financial Services .................................... 324-2074 McMullen, Lille, Psy. Exam ........................................... 324-2171 Grable, Hazel, FS Bookkeeper ...................................... 32422SO McNeal, Marie A., Soc. Studies Supervisor ................. 324-0511 Graves, Barbara, Sp. Ed ................................................ 324-2189 Martin, Paulette, Adult Eduction Director ................... 324-2260 Green, Carol, Vocational Director ................................ 570-4043 Matson, Lee Ann, VIPS .................................................. 324-2295 Green, Dorothy, Planning/Eva!. Secy ........................... 324-2120 Matthis, Estelle, Deputy Superintendent ..................... 324-2011 Gremillion, Margaret, Assist. Superintendent ............ 324-2006 Maxfield, Darold, Truancy Reduction Coordinator ..... 671-6399 Grier, Paula, Staff Development Specialist ................. 324-0500 Mayfield, Rhetta, Community Educ. Secretary ........... 570-4149 Griffin, Beverly, Planning/Eval. Secy .......................... 324-2124 Mayo, Russell, Associate Supt. Desegregation .......... 324-2271 Griffin, Robert, Supply Center Asst. Mgr ................... 324-2237 Milam, Debbie, VIPS Coordinator ................................. 324-2297 Hackler, Joan, Computer Specialist ............................. 324-0515 Milam, Judy, Reading .................................................... 324-0526 Hamilton, Deborah, Trans. Disp ................................... 570-4012 Milhollen, Mark, Controller ........................................... 324-2078 Harris, Curtis, Supply Center ....................................... 324-2237 Miller, Brenda, Student Assignment Asst . .................. 324-2272 Harris, Rhonda, Plant Services Secy ........................... 570-4022 Montgomery, Brad, Transportation Director ............... 570-4000 Hart, Arma, Desegregation Facilitator ......................... 324-2109 Moore, Avis, KLRE/KUAR FM ....................................... 569-8485 Hayes, Steve, Maint. Supv ............................................ 570-4020 Moore, Cathine, CARE Coor ......................................... 324-2395 Haygood, Angelia, Special Ed. Secy ............................ 324-2172 Moore, Muriel, Science Secy ........................................ 324-0518 Harper, Linda, Sp. Ed. Secy .......................................... 324-2181 Morgan, Nancy, Information Services ......................... 324-2057 Harper, Shirley, Mathematics Specialist.. .................... 324-0520 Mouton, Valina, Information Ser. Operations Mgr ...... 324-2064 Hill, Claudette, Psy. Test. Secy ................ : ................... 3242186 Murray, Fran, Procurement \u0026amp; Materials Management ....... 324-2231 Hobby, Dr. Selma, Eval. Spec ....................................... 3242128 Neal, Charles, Procurement Director ........................................... 324-2235 Hodges, Lela, VIPS ........................................................ 324-2291 Nebling, Brenda, KLRE Secretary ................................ 569-8485 Honorable, Maggie, Human Resources ....................... 324-2081 Newburn, Linda, Transportation Secretary ................. 570-4000 Huddle, Mary, Gifted Secretary .................................... 324-2194 Nichols, Joyce, Homebound Teacher .......................... 3242180 Hudson, Valerie, VIPS ................................................... 324-2292 Norris, Margaret, Homebound Teacher ....................... 324-2180 Hudspeth, Donita, Staff Development Director ........... 324-0S12 Norton, Faye, CARE ...................................................... 324-2395 Huffman, Kris, IRC ......................................................... 324-0526 O'Baugh, Randy, Asst. Warehouse Mgr ...................... 324-2257 Hurley, Dr. Rlchard,Human Resources Director ......... 324-2080 Odle, Vicki, Psy. Test Secy ........................................... 324-2182 Humbard, Melissa, Information Services Secy ........... 324-2055 Paradis, Darrel, Procurement Contracting Supv ............ 324-2238 Humphrey, Theresa, Deaeg. Data Entry Operator ...... 324-2288 Parker, Gene, English/Foreign langJESLSupv .......... 324-0513 Ingram, Sterling, Assoc. for Instruction to the Deputy ..... 324-2124 Paul, Annita, Family Life Ed ........................................... 324--0518 Jack, Lynda, Div. Exceptional Children ....................... 324-2179 Pederson, Sue, Deseg. Info. Mgmt. Coordinator ........ 324-2285 Jackson, Debbie, Information Services ....................... 324-2052 Penn-Norman, Kathy, Evaluation Specialist ............... 324-2127 Jackson, Larry, Supply Center ..................................... 324-2237 Perritt, Yoriko \"Lola\", Science Specialist .................... 324-0518 Jackson, Roy, Cust. Supv ............................................. 570-4024 Petty, Donna, Secretary, HIPPY ................................... 324-2266 Jacobs, Joyce, Sp. Ed. Secy ........................................ 324-2180 Phillips, Don, Trans. Dispatcher .................................. 570-4013 Jeffrey, Bonnie, Div. Exceptional Children ................. 3242185 Price, Pat, Early Childhood Coordinator ..................... 324-0517 Johnson, Jerry, Construction Manager ....................... 570-4026 Porter, Diann, Pay. Exam .............................................. 324-2184 Jones, Docia, Mathematics Specialist ......................... 324-0520 Putt, Paulette, Vocational Education ........................... 570-4044 Jones, Linda, Schools Secy ......................................... 324-2016 Quattlebaum, Larry, Psy. Exam .................................... 324-2195 Jones, Mike, OPS Manager, Transportation ............... 570-4000 Rather, Becky, Parent Recruiter Coordinator ............. 324-2287 Jones, Rita, Human Resources Secy ........................... 324-2082 Rector, Janet, Plant Serv. Budget Assistant .............. 570-4020 Reevee, Sharon, Parts Clerk ......................................... 570-4028 Renaud, Nan M., Information Services ........................ 324-2054 Richardson, Jacquline, HIPPY Coordinator ................ 324-2266 Ridgell, Shirley, Human Reeources, Secy ................... 324-2085 Robertson, Larry S., Assistant Superintendent .......... 324-2007 Robinson, Bettye, Transportation Supv ...................... 570-4002 Robinson, Robert, Teacher Recruitment Coor ........... 324-2086 Rodgers, Norma, Executive Asslstant ......................... 324-2012 Rodgers, Sue, SOS Coodlnator .................................... 324-2091 Rogers, Martha, CARE Supervisor .............................. 324-2395 Roper, Annette, HIPPY Coordinator ............................ 324-2266 Rose, Shyrel, Special Education .................................. 324-2188 Ruffins, John, Acting Dir., Information Services ........ 324-2060 Runyan, Debra, Plant Servicee, Construction Secy ... 324-4020 Rushing, Debbie, Drug Prevention .............................. 324-2166 Rushing, Jerry, Drug Prevention .................................. 324-2165 Rynders, Diane, Coor, Gifted ........................................ 324-2187 Sanders, Lynette, Financial Services .......................... 324-2073 Saults, Chuck, KLRE/KUAR FM ................................... 569-8485 Schult, Shala, Fam. Ute EdJ N-Futures .................. 324-0518 Scrimager, Brenda, Community Eduction Director .... 570-4149 Sellers, Richard, FS Supv. Mgr .................................... 324-2250 Shaw, Terri, Administration Printer ............................. 324-2031 Shead, Marian, HIPPY Supervisor ................................ 324-2266 Smith, Gary, Sp. Ed. CBI ............................................... 324-21TT Smith, J-el, Custodian Annex ................................... 324-2168 Smith, Linda, Exec. Ant. Admin .................................. 324-2011 Smith, Mary, Safety/Security Secy ............................... 324-2400 Smith, Dr. Paul, Eval. Spec ........................................... 324-2125 Smith, Vernon, Const. Mgr . .......................................... 570-4026 Soo, Evelyn, Computer Spec ....................................... 324-0515 Spinelli, Gretchen, Procurement ........................................ 324-2239 Stearns, David, Trans. Mech ......................................... 570-4005 Steelman, Mary Lynn, Sp. Ed. Speech Coor ............... 324-2196 Stephens, Rose, Food Serv. Secy ................................ 324-2250 Story, Wallace, Pay. Exam ............................................ 324-2185 Stovall, Alice, Reading Director ................................... 324-0526 Streett, Barbara, Special Education ............................. 324-2184 Sutton, Anna, Food Servicee Secretary ...................... 324-2250 Sutton, Jamee, Supply Center ...................................... 324-2237 Swain, Linda, Student Hearing Officer ........................ 324-2170 Swint, Janice, Financial Servicee ................................ 324-2070 Tanner, Gail, Adm. Secy. New Futures ........................ 324-2112 Tate, Sherrell, Procurement .......................................... 324-2241 Teach, Patty, Secretary, Desegregation ...................... 324-2109 Teeter, Judy, Reading ................................................... 324-0526 Terry, Gifford, Supply Center ....................................... 324-2237 Thom, Oeborah, HIPPY Aide ..................................... 324-2266 Thom, Nanette, Division of Exceptional Children ... 324-21TT Trowell, Judy, Math Supervisor ................................... 324-0520 Tucker, Deborah, Procurement ................................... 324-2232 Umfleet, Don, Instructional TechJUb .......................... 324-05TT Underwood, Dorothy, FS Supv ..................................... 324-2250 Viner, Jamee, Trans. Foreman ...................................... 570-4005 Wagner, Jeanette, Director of Communications ........ 324-2020 Wagner, William, KLRE/KUAR ...................................... 569-8485 Waller, Cindy, Mobile Resource Ctr. Coordinator ...... 324-2164 Walls, Collen Sue, Staff Dev. Specialist ...................... 324-0500 Wallis, Carolyn, Financial Services .............................. 324-2072 Wallworth, Betty, Inst. Tech/Lib Secy ......................... 324-05TT Washington, Charlotte, Schools Secy ......................... 324-2013 Washington, Daniel, IRC ............................................... 324-05TT Watson, Christopher, Trenaportation Service Tech ........ 570-4005 Watson, Dr. Linda, Student Hearing ............................ 324-2170 Watson, Tommy, Mobile Resource Specialist ............ 324-2164 White, Tony, Supply Center .......................................... 324-2237 White, Rita, Exec. Administrative Asst. ....................... 324-2087 Wiedower, Julie, Student AMignment Coordinator ... 324-2280 Williama, Ethel, Pay. Test. Secy ................................... 324-2178 Williama, Dr. Henry P., Superintendent ....................... 324-2012 Williams, Patty, PAC Secretary .................................... 324-0525 Williams, Ruth, Information Services .......................... 324-2052 Williams, Sharon, Student Assign. Data Entry ........... 324-2287 Williams, Sharon, Division of Exceptional Children ... 324-21TT Williams, Tommy, Supply Center ................................. 324-2237 Willis, Leonard, Supply Ctr. Manager .......................... 324-2237 Wilson, Gayle, VIPS ........................................................ 324-2293 Wisner, Beth, Psychological Examiner ....................... 324-2174 Wofford, Pat, Food Services Secretary ....................... 324-2250 Woods, Marian, Staff Development Specialist ............ 324-0500 Woosley, Lucy, Financial Serv ..................................... 324-2067 Young, Krishna, Special Education ............................. 324-2192 Young, Linda, N-Futures Liaison ............................. 324-2113 Zawislak, Anna, VIPS ..................................................... 324-2294 Zoch, Edwin, KLRE/KUAR FM ...................................... 569-8485 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources, Information Services and Communications Department of the Little Rock School District. Employees' address and/or telephone changes should be sent as soon as they occur to the Human Resources Department. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. I I I I : Other Frequently Called Numbers Alternative Learning Center .......................................... 324-2370 ArkaneH Department of Education ............................. 682-4475 Arkaneae Education A .. ociation ................................. 375-4611 Arkan PTA ................................................................ 753-5247 Arkaneae Teachere' Credit Union ............................... 375-9250 Arkaneae Teacher' Retirement ................................... 682-1517 Attorney. Friday. Eldredge, Clark .. ........ .... . . .... .. .. .... . .................. 376-2011 First Commercial Bank Bldg Auditors Thomas \u0026amp; Thomas ........................................................ 375-2025 Heritage West Bldg. Fax (LRSD) ..................................................................... 324-2032 Fax (Procurement) ......................................................... 324-2233 Little Rock A .. ociation of Educational Office Pereonnel President, Julie Williams ..... ....................... 4557400/562-4893 1st Vice Pres., Edna Walton ..................... 570-4190/562-8461 2nd Vice Pres., Gayle Gardner ...................... 671-6320/227-n30 Secretary, Kay Burton ..................... .............. 2283050-227-4639 Treasurer, Deana Keathley .......................... 671-6380/562-4246 Little Rock Cla .. room Teachers Auociation 1500 W. Fourth, Suite 305 .... .............................. .. ..... 372-3519 President Eleanor Coleman .......................... 372-3519/6643150 Vice Pres. John Gross .......... ......................... 671-6267/663-7962 Sec. Betty Mitchell ........................................ 671-6250/851-8650 Treas. Linda J Bell ...... ....... .......... .. ...... 3242450/758-0883 Exec. Dir Frank Martin ...... .......... ............ .. .......... 372-3519 Adm. Ass'!. Brenda Walton ........ .......... .. ............ 372-3519 Little Rock PTA Council ................................................ 224-6746 Carla Bobo, President Little Rock School District lneurance Office ............... 324-2083 Little Rock Teacher Credit Union ............................... 374-7119 Magnet Review Committee Office ................................ 758-0156 New Futuree ................................................................... 374-1011 Office of Deeegregation Monitoring ............................. 376-6200 Pfeifer Camp .................................................................. 821-3714 Phyeican, School Dietrict ............................................. 320-4362 Dr. Chris Smith Ark. Children's Hospital Principal' Roundtable President, Lionel Ward ....... ....... .. ....... 228-308612277333 Pres. Elect, Jodie T. Carter ........................... 568-0930!570-4100 Secretary, Anne Mangan ... .. .................... 324-2385/666-5777 Treasurer, Gwen Zeigler ............................. 570-4180/664-2967 Subetitute Office Service  Elementary ................................................................ 324-2093 Secondary ................................................................. 324-2092 Treaeurer Louis J. Schaufele ........................................................ 378-1000 Worthen Bank Building Schools Address Alternative Learning Ctr. 800 Appereon, 02 Badgett 8900 Pecan Road, 06 Bale 6501 W. 32nd, 04 Baeeline Booker Brady Carver Central Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair Fair Park Foreet Heighta Foreet Park Franklin Fulbright Garland Geyer Springs Gibbe Hall Henderson Jefferson Mabelvale Elem. Mabelvale Jr. McClellan McDermott Mann Meadowcliff Metropolitan Mitchell Otter Creek Parkview Puluki Height Elam. Pulukl Heighta Jr. Righteell Rockefeller Romine Southwest Stephane Tarry Wakefield WHhington Wateon Waetern Hille Williama Wilson Woodruff 3623 BHeline Rd., 09 2016 Berber, 06 7915 W. Markham, 05 2100 E. 6th, 02 1500 Park, 02 11100 Chicot, 72103 6500 Hinkeon Rd., 09 6300 Hinkson Rd., 09 6423 Stagecoach Rd., 04 1100 Wright Ave., 06 13420 Dodd, 10 616 No. Harrison, 05 5901 Evergreen, 05 1600 No. Tyler, 07 1701 So. Harrieon, 04 300 Pleuant Valley Dr., 12 3615 W. 25th, 04 5240 Mabelvale Pike, 09 1115 W.16, 02 6700 \"H\" Street, 05 401 Barrow Rd., 05 2600 No. McKinley, 07 9401 Mabelvale Cut-off, 72103 10811 Mabelvale W., 72103 9417 Geyer Springe, 09 1200 Reeervoir Rd., 07 1000 E. Rooeevelt Rd., 06 25 Sheraton Dr., 09 7701 Scott Hamilton, 09 241 O Battery, 06 16000 Otter Creek Pky., 09 2501 Barrow, 04 319 No. Pine, 05 401 No. Pine, 05 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3301 So. Bryant, 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Weetminietar, 09 115 W. 27th, 06 7000 Valley Dr., 09 4901 Weetern Hille, 04 7301 Evergreen, 07 4015 Stannue Rd., 04 3010W.7th,05 I Ir Phone Principals Secretaries Cafeteria Nurses i 324-2370 Othello Faison Melinda Rodgers Geo~gia Greer Ed Hamlett 324-2475 Mary Golston Shirley Moore Rose Wright Marsha Mahan 570-4050 Levanna Wileon Lucy Hendrick Barbara Glover Ed Hamlett 570-4150 Dr. Mary Jane Cheatham Annett Jon\" Pat Singley Millie McKenzie 324-2482 Dr. Cheryl Simmon, Marye PowelVTilh1 Joyner Uvita Scott.John.on 228-3065 MaryManking Jackie Wherry Olene Curry Gwen Efird 324-2480 Mary Guinn Betty Sinpson/Phyftil Forbes Vivian Harris Mary Jo Curtis 324-2300 Rudolph Howard Francee Rodgers Betty Rone Kay Mobley I 570-4062 Oti1 Prnlar Louise TuckIOonnie Walker Edith Blythe Kim Hayman 570-4055 Frederick Fields Nettie Higgin Audrey Walker Jo Ann Curry 'i 570-4085 Gayle Bradford Darlane Martinek Jo Ann Curry 455.7430 Patricia McNeil Sue Mitchell Jimmie Thomas Vicki Barney 324-2440 Nancy Acre Marilyn McGrew Bobble Dickerson Lillian Wittenberg 228-3100 Al Niven Nan Howard Rita Farner Marie Davia 671-6260 Barbara Mean, Winnie Camp Claire Burch PamJacklon 671-6390 Richard Maple Becky Blanzenaki Joyce Weems Jo Gillum 671-6267 Virginia A1hley Pal Lu1by Carolyn Cole 671-6380 Franklin Davia Deana Keathley Elizabeth Young Lavelle Rollin 228-3080 Mac Huffman Joyce Wyatt/Karen Redd it Sylvia Boren Lucia Perry 671-6275 Robert Brown Rachel Williama Wonda Gilley Ann Callaway 570-4160 Eleanor Cox Kimberly Roaby Mae Kyzer Kim Hayman 324-2490 Donna Davie Sherri Herndon Eaaie Rayford Lucia Perry 671-6200 Dr. Vic Anderson Kay Gunter Charlene Jay Janice Yeatman 228-3050 Clell Watte Merilee Low Kathleen Bisbee Carla Kelley 671-6281 Francia Cawthon Barbara Ball Marilyn Masterson Barbara Bonner 455-7420 Julie Davenport Jo Greenlee/Bobbye Livy Brenda Browning Frankie Falkner 455-7400 Waller Marahaleck Nancy Wuneburger Carol Little Frankie Falkner 570-4100 Jodie Carter Elora Coleman Dorothy Robinson Theresa Bour 228-3072 Mike Oliver Rhonda Dorsett Earline Collins Pam Jack.on 324-2450 Marian Lacey Lynda Qualle Laura Tanner Becky Sage 570-4165 Jerry Worm JeeaieWebb Connie Moore Vicki Barney 565-8465 Dr. Doyle Dillahunty Margaret Holt Brenda Matthe- 324-2415 Dr.Samuel Branch Sandra Johnson Mary Reece Margaret Bland 455-7440 Carolyn Teeter Beth Gremillion Ruby Mickle Vicki Barney 228-3000 Junious Babbs Carolyn Alexander Georgette Moore Barbara Bonner 671-6290 Lillie Carter Margie Northcutt Shirley Crow Deborah Boll 671-6250 Ralph Hoffman Eleanor Bodenhaner Shirley Crow Deborah Bolla 324-2430 Sharon Davia Minnie Vault Mantha Gilliam Nina Williams 324-2385 Anne Mangan Melody Barnn Wanda Mobley Cindy Warren 228-3086 Lionel Ward Renee Smith Reba Hen.on Marsha Mahan 570-4070 Charity Smith Mary Jo Stone Janet Ivy Ed Hamlett 671-6350 Lonnie S. Dean Beverly Harrie Alice Byers Elizabeth Anglin 228-3093 LaDell Looper Ann Campbell Pam La-on Marie Davia 570-4190 Willie Morris Edna Walton Sarah Sellers Millie McKenzie I 324-2470 Karan Buchanan Phyllis Ellie Christine Franklin Betty Nieaer 570-4195 There\" Courtney Annie David.on Martha Shepherd Pam Jackson 570-4175 Scott Morgan Peggy Weeks Irene Gulley Janice Yeatman 671-6363 Dr. Ed Jack.on Gir11Udt Blowni~Kriati T obty Arlene Chambl ... Sue Shappard 570-4180 Gwan Zeigler Ella Ander.on Mary Lynch Margo Swanson 671-6270 Pat Higginbotham Carolyn Burt Christine Farria Millie McKenzie WIii II Personal Numbers ill ALTERNATIVE LEARNING CENT Prlnclpal: Othello Falson 800 Apperson St Uttle Rock, AR 72202 324-2370 ALEXANDER, EVA CUSTOOIAN 624 FLETCHER n202 374-8107 ANDERSON, RUGENAL TEACHER 6301 CAMP ROBINSON RD #14 n118 BANKS, OTIS R TEACHER 410 DIVISION n114 3n-7637 CONNELLY, KENNETH D TEACHER RT 3 BOX 57 n104 332-8719 DOBBINS, TYRONE CUSTOOIAN  HEAD 1109 G STREET n114 945-5992 FAISON, OTHELLO 0 PRINCIPAL/ALTERNATIVE SCH 1823 SOUTH TAYLOR n204 666-8321 GRANDON, COLLEEN IC COONSELOR 4304 LEE n205 664-2148 GREER, GEORGIA WORKER JR HIGH FOOD SER 5806 MANDAN ROAD n210 821-3010 HAMLETT, ROBERT EDWIN SCHOOL NURSE 32 PRINCE DR n1u 851-8345 ICE\u0026lt;MI, ADA L TEACHER 10513 DIAMOND DRIVE n209 562-4162 MOORE JR, FRED SCHOOL BASED SECURITY OFF 4110 ~ST 25TH STREET n204 664-0637 OICERE, CAROLINE A AIDE REGULAR BU\u0026gt;GET 5913 LYNDELL DRIVE n209 562-1487 PETTUS, CARLL SCHOOL BASED SECURITY OFF 708 GREENLEA DRIVE n114 945-1525 REINHART, THOMAS T TEACHER n202 ROBERTSON, ANDREW A AIDE REGULAR BU\u0026gt;GET 714 PINE STREET no32 327-4973 TARTT, PHYLLIS G TEACHER n114 THOMAS JR, NEHEMIAH TEACHER 9201 KANIS APT. 9-F n205 BADGETT ELEMENTARY Prlnclpal: Mary Golston 6900 Pecan Rd Uttle Rock, AR 72206 324-2475 ADAMS, ARBELLE WORKER ELEM FOOD SERVIC 2901 LOMA DRIVE n206 490-1941 ADAMS, JANET L TEACHER 929 ~ST COLONEL GLENN RO n210 821-2173 ALBERT, REJEANA J TEACHER 10 MALCOLM COVE n209 565-6837 CAMPBELL, ETHEL J TEACHER 3806 DEBUSK CIRCLE n206 374-4433 CHILDS, SANDRA D TEACHER 7 CHARING CROSS ROAD no32 329-6156 GOLSTON, MARY R ELEMENTARY PRINCIPAL 8419 LABETTE n204 225-5594 GRAY, KATHRYN M AIDE SUPERVISION n206 490-1661 GREGORY, PATRICIA A COONSELOR 103 ICING PINE n120 834-1984 JONES, MARY R WORKER ELEM FOOD SERVIC 23 BEAUREGARD n206 490-0734 MAHAN, MARSHAL SCHOOL NURSE n211 225-6760 MCCRUEL, LESLIE L CUSTOOIAN  HEAD 3001 BATTERY n206 374-5924 MCGOwAN, DORIS J TEACHER 3505 HIGH n206 374-7101 MCLENNAN, ANNE TEACHER 2 ALBRIGHT CIRCLE n206 3n-0333 MERRILL, ANNETTE M ACADEMIC SUPPORT LAB ATTE 3123 ~ST 11TH n204 664-8277 MOORE, SHIRLEY J SECRETARY PRINCIPAL 10904 AP~TTOX n103 455-3768 NELSON, WILBURLENE R MEDIA CLERIC 3703 BOYD STREET n204 565-8437 PEARSON, BOYCE TEACHER 2016 EAST 4 TH n202 3n3267 PHILLIPS, THELMA AIDE SUPERVISION 6406 DOVE LANE 72206 490-0757 PRUITT, GAYLA R TEACHER 2106 BROADVIEW 72032 450-0007 ROWE, MARY M TEACHER 17 FOREST BROOIC COORT 72211 221-0809 SCRUBBS JR, WALTER AIDE REGULAR Bll\u0026gt;GET 1650 BARROW ROAD APT 38 72204 227-7315 SINGER, PATRICIA B TEACHER 320 NORTH SUMMIT 72205 TRAYLOR, KATHLEEN A TEACHER 1701 GROVE HILL 72116 771-7797 TRIMBLE, BETTY J ' TEACHER 1904 EAST CAPITOL 72202 375-7899 VALUE, TERRIL TEACHER 72204 WATSON, MERLYN F LIBRARIAN 25 JANWOOO DRIVE n201 228-9510 WATSON, MURIEL C AIDE  REGULAR BU\u0026gt;GET 2907 MARSHALL 72206 371-0831 WILLIAMS, LARRY L CUSTOOIAN 72206 WOOO, CRYSTAL A TEACHER 215 NORTH CLAREMONT 72116 833-6953 WRIGHT, ROSE M MANAGER ELEMENTARY Foa\u0026gt; WYATT, JANICE IC TEACHER BALE ELEMENTARY 6501 West 32nd St Uttle Rock, AR 72204 570-4050 ALLEN, LILLIAN F WORKER ELEM Foa\u0026gt; SERVIC BRANCH, MARTHA A TEACHER BROWN, CLARA J TEACHER CARR, SUSIE WORKER ELEM Foa\u0026gt; SERVIC CHILDS, FRANCES C AIDE REGULAR BUDGET COLLINS, PEGGY S TEACHER CONLEY, FRANCES J TEACHER DOCKERY, MAE IC TEACHER EASTERLY, SHEILA A AIDE REGULAR BUDGET FLC1,IERS, MARTHA L CUSTODIAN HEAD FRENCH, MELISSA IC TEACHER GADDY, ELLISTINE TEACHER GENTRYHEARD, RENEE' TEACHER GETER, R\u0026lt;JtJNDA L AIDE REGULAR BUDGET GEURIN, RAMONA M TEACHER GLOVER, BARBARA J MANAGER  ELEMENTARY Foa\u0026gt; Goa\u0026gt;EN, CORINE WORKER ELEM Foa\u0026gt; SERVIC HAMLETT, ROBERT EDWIN SCHOOL NURSE HARRIS, RONALD CUSTODIAN PART TIME HENDRICKS, LUCY M SECRETARY PRINCIPAL HILL, CAROLYN AIDE REGULAR BUDGET HlJlSON, MARY B AIDE REGULAR BUDGET HUTTO, MARYE TEACHER JACKSON JR, JOSEPH TEACHER JOHNSON, CARTHORIA TEACHER JOHNSON, DELMA J TEACHER MCBRIDE, BARBARA L TEACHER MILLER, VANESSA C AIDE SUPERVISION NELSON, JOANN E TEACHER NELSON, WILBURLENE R MEDIA CLERIC PLEDGER, OSHIE L TEACHER ROGERS, CHARLENE I TEACHER ROOSE, WARREN J COONSELOR SCARBROOGH, VALARIE ACADEMIC SUPPORT LAB ATTE SCHOFIELD, SANDRA LIBRARIAN SHENEP, CYNTHIA IC TEACHER SINGH, DONNA F TEACHER ST! 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TYLER 72204 .664-3045 HUFFMAN, CAROLYN A TEACHER 111 BROWNING DRIVE 71913 767-3001 HUSSEY, PAULINE K AIDE - SUPERVISION 8711 MIZE ROAD 72209 562-8183 JACKSON, CONNIE M AIDE - SUPERVISION 4010 ARAPAHO TRIAL 72209 568-2281 JAMES, MARILYN K TEACHER 4500 UNION AVE #43 71603 879-5798 JAMES, TERRIE J MEDIA CLERK 116 EAST 11G11 72116 758-8671 JONES, ANNETTE L SECRETARY - PRINCIPAL 4304 MARYLAND AVENUE 72204 LAMB, ANITA J TEACHER 13111 WEST MARKHAM APT 37 72211 223-9810 MARSHALECK, DONNA M TEACHER 2620 RIVERFRONT APT 256 72202 660-4458 MAYFIELD, CARLOS D AIDE - REGULAR BUDGET 2100 RICE STREET 72202 376-8016 MCDONALD, MARY J TEACHER 504 NEILING ROAD 72205 227-6046 MILLER, MICHAEL A WORKER - ELEM FOOD SERVIC #4 TRENT DRIVE 72209 562-3590 MITCHELL, MARIA A TEACHER 2804 WEST 6TH 72205 664-4668 NALLEY, MARGARET R LIBRARIAN 13017 CRABAPPLE PLACE 72209 455-2081 NORMAN, ANN C TEACHER 7101 GUINEVERE DRIVE 72209 562-3435 POTEET, LISA B TEACHER 3322 CARMINE COVE 72022 847-1465 RENDEL, RAYL CUSTODIAN - HEAD 609 PARKDALE 72117 945-2897 RUNYAN, JLl\u0026gt;ITH A ACADEMIC SUPPORT LAB ATTE 5511 BASELINE #9 72209 565-6332 SELF, ELAINE M TEACHER #29 MARKHAM PLACE 72211 224-7219 SINGLEY, PATRICIA L MANAGER - ELEMENTARY FOOD 1311 WEST WOODSON LATERAL 72065 888-8644 SNITH, DELWIN H TEACHER 3720 HIGH DRIVE 72206 372-2803 SNITH, EUNICE D TEACHER #14 HAWTHORNE DRIVE 72032 327-6316 SNITH, WILLIAM 0 TEACHER 9503 NORTH VIEW DRIVE 72120 834-5738 WEDGE, KIMBERLY D WORKER - ELEM FOOD SERVIC 15907 SHIRLEY DRIVE 72002 847-9655 WHITTAKER, NONA M TEACHER P .0. BOX 250021 72225 664-6694 YOUNG, STACEY L TEACHER 1812 RESERVOIR ROAD #119 72207 223-8901 BOOKER MAGNET Principal: Dr. Cheryl Simmons 2016 Barber St Little Rock, AR 72206 324-2482 ABBOTT, JO ANN TEACHER 5901 JFK BLVD #4224 72116 ALLEY, MARYL TEACHER 7575 CANTRELL APT 38 72207 663-4420 ARMSTRONG, MARTHA A TEACHER 5009 ROOSEVELT 72002 847-3072 AUST! 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BOX 165042 #3 CARLA DRIVE P.O. 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HIGH Prlnclpal: Richard Maple 5901 Evergreen Uttle Rock, AR 72205 671-6390 BAILEY, ROSALYN S TEACHER 3014 ECHO VALLEY DR 72207 227-5510 BEGGS, MELINDA J TEACHER 1200 CORNFLOWER 72116 8343456 BIRGE, ANN A TEACHER 108 GLEN DRIVE 72207 BLACK, LORI L TEACHER 610 CHAUCER 72076 985-1292 BLANZENSKI, REBECCA A BOOKKEEPER 512 GREEN MOUNTAIN CIR #1 72211 221  1096 BOI.OON, GENEVA AIDE TITLE VI B INSTRUC 1112 PULASKI 72202 374-3604 BOYLE, JULIA L COUNSELOR 1720 EAST 38TH 72206 375-2646 IRAOSHER, PATRICIA J TEACHER 14923 CANTRELL 72212 8685389 BRIM, ANTOINETTE M TEACHER 2317 FOREST CREEK DRIVE 72211 2286173 BR I SC0E 111 , JOSEPH W TEACHER 1903 N MCKINLEY STREET 72207 6630953 BROWN, ADRIENNE TEACHER 1216 WEST 26TH 72206 374-5857 BRUCE-LIPKINS, ETHER L TEACHER 2310 SClJTH STATE 72206 375-5434 BUCKELEW, MACKIE G TEACHER 600 N HUGHES 72205 663-7963 BUFFALO, SUE Y COUNSELOR 1107 RONWOOO DRIVE 72207 225-4531 CAMPBELL, PATSY R COUNSELOR 4309 NIN STREET 72205 663-1508 CARR, RONALD L SCHOOL BASED SECURITY OFF 4704 PRINCETON 72204 664-6162 CARR, STEPHANIE B TEACHER 1 PCM\u0026gt;ERHORN COURT 72212 221-2581 CLAYTON, TERRY L TEACHER 1910 N TYLER ST 72207 COBBS, MARY J TEACHER 1301 WEST 1nH 71603 536-7170 COLE, LEIGH TEACHER 7500 EVERGREEN 72207 664-5811 CRAIG, SHERRY A TEACHER 14601 RIDGEWOOO DRIVE 72211 223-8582 CRCJ4EDY, VERNON TEACHER 1105 S CLEVELAND 72204 CROSS, NANCY B TEACHER 3301 ROCKY COURT 72207 223-2679 DAVIS, LAVERA J TEACHER 3 PATRICIA LANE 72205 227-4960 DODSON, VINCENT R TEACHER 6603 SHERRY DR 72204 DOUCET, KARIN P TEACHER 23400 LAWSON ROAD 72210 DREW JR, DANIELL TEACHER 19 KOKO 72120 835-0330 DUNCAN, DELOIS L WORKER - JR HIGH FOOD SER 3605 ELAM 72204 DUNCAN, EDWARD A TEACHER 6310 SHIRLEY DRIVE 72204 664-2126 FINKBEINER, CHRISTIANNE TEACHER 6619 KAVANAUGH PLACE 72207 661-1523 FORE, LISA K TEACHER 205 CHIMNEY ROCK DRIVE 72116 834-5008 GILLUM, JO H SCHOOL NURSE 1704 TARRYTOWN 72207 225-1882 GREEN II, TROY W TEACHER #6 MERIDITH COURT APT NHN 72207 224-8403 GUY, MARY S TEACHER 2400 RIVERFRONT #2835 72202 663-5932 HARRIELL, LARRY L CUSTODIAN 923 MAXWELL 72202 376-7315 HENRY, JC TEACHER 7918 PARKWOOO DR 72204 225-4372 HENSLEY, ELSIE WORKER - JR HIGH FOOD SER 4707 FOSTER 72204 562-0448 HILL, DORA B WORKER - JR HIGH FOOD SER 13309 ASHER ROAD 72206 897-4376 HOLLOWAY, GLENN TEACHER 2109 ROMINE 72205 JENKINS, PATRICIA R ACADEMIC SUPPORT LAB ATTE 5411 WEST 13TH 71603 562-6679 JOHNSON, ANNIE M WORKER - JR HIGH FOOD SER 72205 JOHNSON, VIVIAN E TEACHER 1805 WEST 18TH 72202 376-3901 JONES, EDWARD L TEACHER 505 GREEN MTN CIRCLE #38 72211 228-7031 KIDD, LILLIE TEACHER 3625 VAUGINE 71601 534-4632 KORNEGAY, BETTY D LIBRARIAN 11 RIATA COURT 72209 565-0893 KRUGER, MARILYN A TEACHER 820 OUACHITA CIRCLE 72205 664-0807 MAPLE JR, RICHARD L SECONDARY PRINCIPAL 417 DEL RIO 72205 663-7919 MCCLELLAND, BERNARD CUSTODIAN 1120 RICE APT N 72202 MCFADDEN, SANDRA L TEACHER 6620 STERLING DR 72204 666-4288 MOORRAY, PATRICIA A ASST PRINCIPAL - SECONDAR 1 SPUR COVE 72211 223-5174 MILLER, EMMA A REGISTRAR 1812 RESERVOIR ROAD #175A 72207 228-7920 ltJELLER, CATHERINE J TEACHER #11 LUDINGTON COVE 72207 NICHOLS, ROBERT N TEACHER 11001 MERLIN COURT 72209 565-2617 NORRIS, MABEL WORKER - JR HIGH FOOD SER 3411 WEST 10TH STREET 72204 NORTHCUTT, DENISE E MEDIA CLERK 702 NORTH OAK 72110 354-1292 NUNIS, HAROLD S TEACHER 6515 LONGlXD 72207 663-3356 PIKE, LISA R TEACHER 3655 HWY 60 72032 327-4461 POOLE, THOMAS TEACHER 12 BAY STREET 72204 227-4830 PURDY, MARY II CUSTODIAN - HEAD 122 WEST DRIVE 72015 n6-os12 RANKIN, SHARON L WORKER - JR HIGH FOOD SER 16921 HWY. 10 72212 RUTTER JR, WILLIAM L SCHOOL BASED SECURITY OFF 4900 PRINCETON DRIVE 72204 664-1152 ~HELMAN, SARAH E SECRETARY - ATTENDANCE 6612 GRANADA 72205 666-8838 STALEY, JERRY L TEACHER 515 WEST FIFTEENTH STREET 72202 376-1284 STOLZER, PATSY N WORKER - JR HIGH FOOD SER 36 GOLDLAKE CLUB ROAD 72032 STRIBLET, PATRICIA AIDE - REGULAR BUOGET 1104 W 29TH 72206 375-0793 TATE, HELEN M TEACHER 7101 MABELVALE CUT-OFF 72209 568-4220 TAYLOR, DIANNE F TEACHER 803 COUNTY CLUB RD 72116 835-6864 THESSING, GLENDA C TEACHER 504 TRUMPLER 72211 223-3531 THOMAS, MICHAEL C TEACHER 2803 CHARTER OAK 72207 225-2950 THOMASON, MARIAN II TEACHER 2500 ECHO VALLEY DRIVE 72207 225-4851 THOMPSON, LAWRENCE CUSTOOIAN  ASST HEAD 2106 S HARRISON 72204 6661919 TOOO, LINDA E TEACHER 624 CHOCTAII CIR 72205 6661249 TUCK, VIRGINIA C TEACHER 49 BRADFORD 72207 2250357 IIALLACE, DORA J TEACHER 2112 RCl4INE ROAD 72205 2280623 IIASHAN, RICHARD R TEACHER #5 PINE BLUFF ROAD 72032 4703524 WEEMS, JOYCE 0 MANAGER JR HIGH FOOO SE 17102 N ALEXANDER RD LOT noo2 IIHITEHORN, DANIEL II ASST PRINCIPAL SECONDAR 12903 MORRISON ROAD 72212 2285325 IIILLIAMS, GINGER L TEACHER 1532 0AKIIOOO CIRCLE 72104 9222345 IIILLJAMS, KATHY L TEACHER P.O. 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MCKINLEY 72207 663-1068 PARISH, PATRICIA TEACHER 225 KEIGHTLY DRIVE APT B- 72207 664-1689 PERSON, PAMELA I TEACHER 5716 RANDOLPH RD 72116 758-0887 PHILLIPS, TABITHA L ASST PRINCIPAL ELEMENTA 1615 N. HUGHES 72207 663-6695 RIGGINS, LINDA J AIDE  DESEGREGATION 8223 SCOTT HAMILTON 72209 562-2357 ROBINSON, ALICE M ACADEMIC SUPPORT IIRITING 1403 SOUTH VAN BUREN 72204 ROLLINS, HELEN L SCHOOL NURSE 13400 MEYER 72103 455-2819 ROY, LORETTA AIDE  DESEGREGATION 5005 WEST 21TH STREET 72204 666-9487 SCHOEMAKER, EDNA R TEACHER 6612 POPPY DR 72209 562-6205 SCOTT, MONICA T AIDE CHAPTER I INSTRUCT 1915 SOUTH IZARD STREET 72206 372-3658 SCRUBBS, VERNA M TEACHER P.O BOX 23512 72207 223-4983 SHARP, CONNIE D TEACHER 6115 WEST MARKHAM APT 3A 72205 SMITH, BEVERLY A AIDE FOUR YR OLD PROGRA 804 WEST 24TH 72206 374-7798 SMITH, LEE M TEACHER 8 TOWNE COURT #12 72207 224-8913 STAGGERS, ANDREW AIDE DESEGREGATION 2600 SOUTH OAK 72204 666-7782 THORNTON, JOSEPHINE CUSTOOIAN  HEAD P.O. BOX 26 72053 490-0944 TRIMBLE, BETTY J CUSTOOIAN 2019 WEST 18TH ST 72202 375-2990 VINES, GWENDOLYN M AIDE DESEGREGATION 72206 WARE, KAREN J TEACHER 423 SOUTH 19TH 71923 \\ 246-9649 WEAVER, FRANCES I WORKER - ELEM FOOO SERVIC 6009 STAGECOACH ROAD 72204 455-1952 WINSTON, JANE A TEACHER 717 LEGATO 72205 227-4406 YOUNG, ELIZABETH MANAGER - ELEMENTARY FOOO 712 WEST 22ND 72114 FULBRIGHT ELEMENTARY Principal: Mac Huffman 300 Pleasant Valley Dr Little Rock, AR 72212 228-3080 ALEXANDER, CAROLYN A ACADEMIC SUPPORT LAB ATTE 7425 FAIRFIELD 72209 BAKER, SUSIE TEACHER 2704 CENTER 72206 375-9444 BLAINE, BARBARA B COUNSELOR 5 BERGERAC 72211 225-3267 BOGA, DIANE WORKER - ELEM FOOO SERVIC 8820 MIZE ROAD 72209 568-6871 BOREN, SYLVIA M MANAGER ELEMENTARY FOOO 10224 JANA DRIVE 72209 565-6915 BREWER, GLORIA V AIDE - SUPERVISION 4608 PRINCETON 72204 664-8154 BROADAWAY, DONNA C LIBRARIAN 51 KINGS ARMS RD 72207 225-4180 BURNS, VALERIE J WORKER ELEM FOOO SERVIC 1928 WEST 29TH 72206 375-6760 COLEMAN, THELMA MEDIA CLERK P.O. BOX 21512 72221 225-8281 COOPER, DOROTHY M TEACHER 10822 BRECKENRIDGE DRIVE 72211 225-6928 COURTNEY, JUDITH E TEACHER 3303 ECHO VALLEY DRIVE 72207 227-0468 CROCKRAN, GLORIA M ACADEMIC SUPPORT LAB ATTE 3224 SOUTH ARCH 72206 375-3342 OEADMON, CAROLYN F CUSTOOIAN 1310 ROCK STREET APT A 72202 376-4291 DUBOIS, BETTY F WORKER - ELEM FOOO SERVIC 16501 TAYLOR LOOP ROAD 72212 868-5787 FAUSETT, L YNOA M TEACHER 10709 PLATTE VALLEY DRIVE 72212 225-8803 FOOTE, CHARLES R TEACHER 3303 ECHO VALLEY DRIVE 72207 FREEMAN, BUFUS AIDE SUPERVISION 2520 DORCHESTER DRIVE 72204 224-4481 FRITZ, TERRY K AIDE CHAPTER I INSTRUCT 7601 NORTH CHICOT RD APT 72209 568-8665 GADDIE, OLIVIA S TEACHER 72207 GRAY, PEGGY A TEACHER 2620 CHESTER 72206 374-2430 GRINAGE, KIMBERLY L TEACHER 4804 PRINCETON DRIVE 72204 664-3249 HALL, CAROLYN L TEACHER 818 ARTHUR DR 72204 661-9582 HAMNONO, EILEEN A TEACHER P.O. BOX 23862 72221 HARRIS, SHARON R TEACHER #2 PLEASANT FOREST COVE 72212 224-0817 HIPP, BRENDA J TEACHER 10620 CRESTDALE LANE 72212 224-4117 HONORE'SMITH, KAREN P TEACHER 9203 TANYA DRIVE 72204 225-3101 HUFFMAN, MAC W ELEMENTARY PRINCIPAL 219 LINl,l()()O CIRCLE 72205 663-0513 HURD, JACK I ENEL TEACHER 7417 CHOCTAW ROAD 72205 666-7158 JACKSON, MONA RENEE TEACHER 10218 RONALD 72205 224-2982 JACOBS, JOAN ELIZABETH AIDE CHAPTER I INSTRUCT n205 JONES, BEVERLY ASST PRINCIPAL ELEMENTA 14107 HIGH POINTE DRIVE n211 225-n18 JONES, KAY TEACHER n212 225-0824 KEITH, BARBARA S TEACHER 6909 IIEST 34TH n204 562-1502 LOYALL, JULIA F TEACHER PO BOX 6098 n116 8356810 MILLER, MARGARET L \\olORICER  ELEM FOOD SERVIC 16504 TAYLOR LOOP ROAD n212 868-5804 PACE, MARTHA V TEACHER 15 MCGOVERN DRIVE n205 227-0285 PARKER, GERALD AIDE REGULAR BUDGET 5707 SONORA n209 371-0569 PENN, CARA L TEACHER 63 LAKESIDE DR n204 5682571 PERRY, LUCIA G SCHOOL NURSE 610 BEVERLY n116 8355m PITTMAN, CHARLOTTE M AIDE  TITLE VI B INSTRUC 4503 IIEST 11TH n204 666-8380 PITTMAN, DEVIN A AIDE SUPERVISION 4503 IIEST 11TH n204 6668380 PRICE, MARVIN IC CUSTODIAN  HEAD 924 JOHNSON STREET n204 PRU ITT, ROBERT AIDE SUPERVISION 1022 PULASKI n202 375-3528 REDD ITT, KAREN L SECRETARY PRINCIPAL 69 ICINGSPARIC ROAD n201 225-0890 ROBERTO, LOIS C AIDE REGULAR BUDGET 1420 BRECKENRIDGE #71 n201 ROBINSON, BEVERLY IC COUNSELOR 9 TALLYHO COURT no16 985-2375 SCARVER, DORIS L CUSTODIAN PART TIME 2405 DORCHESTER n204 228-6513 TABOR, GINA L TEACHER 2009 KAVANAUGH APT B n205 THOMPSON, MITZI A TEACHER #23 WILDI.IOOO DRIVE no23 USSERY, KAREN L AIDE SUPERVISION 7601 N CHICOT RD APT 3A n209 568-8665 WATSON, THELMA P TEACHER 1509 GEYER STREET n202 375-n86 IIESTLAICE, BEVERLY A TEACHER #8 RIDGEIIELL n120 8340544 WILLIAMS, !RISH A TEACHER 1601 N. SHACKLEFORD #207 n211 221-3421 WILSON, ALVIN CUSTODIAN 4023 LUGWIG n204 565-3650 WILSON, JULIA D TEACHER #2 CAMBRIDGE DRIVE no32 329-4239 WOOLLY, CAROL J TEACHER 30 PAMELA DRIVE n201 224-5341 WYATT, JOYCE L REGISTRAR 109 PEBBLE BEACH n212 225-9499 WYATT, MARIAN G TEACHER 36 TALLYHO LANE n201 225-8n6 GARLAND ELEMENTARY  Principal: Robert Brown 3615 W. 25th St Little Rock, AR 72204 671-6275 ARNOLD, THEESSA J TEACHER 4308 IIEST 13TH n204 666-1983 ATKINSON, KRISTY LYNN TEACHER 8 OHIO COVE n201 227-7091 BANKS, RICKEY D TEACHER 15 HOWELL DRIVE n204 221-2946 BEALER, CAROL F ACADEMIC SUPPORT WRITING n204 BOSLEY, MICHAEL CUSTODIAN  HEAD 2919 CENTER STREET n206 371-0343 BROWN JR, ROBERT L ELEMENTARY PRINCIPAL 5000 N VINE n116 758-8709 BRUCE, JACQUELYN D ACADEMIC SUPPORT LAB ATTE 4913 IIEST 18TH n204 BUCKNER, KENNETH A AIDE DESEGREGATION n204 CALLAWAY, ANN W SCHOOL NURSE 120 NORTH lolOOOLAND no32 327-4647 CARR, MELANIE TEACHER 1931 MARTIN ST APT. G no32 329-1529 CLAYBORN, CHRYSTAL LANE TEACHER 601 RIDGEWAY APT C1 n205 6630170 COLE, BETTY J TEACHER 24623 SIMPSONVILLE LANE n211 821-2281 COLLIER, DELISA Y ' AIDE SUPERVISION 3302 SPRING STREET n206 375-7782 COX, MYRENE A MEDIA CLERIC 3121 HAZY RIDGE COURT n201 227-0323 DAILEY, MARYE AIDE DESEGREGATION n204 DANIELS, DOROTHY L AIDE REGULAR BUDGET 3200 CENTER n206 374-5645 DAVIS, PHILLIP L TEACHER 2205 FOREST CREEK DRIVE n211 221-9016 DAWKINS, CAROLYN ACADEMIC SUPPORT LAB ATTE 1713 EAST 21ST n202 3n0930 EICWOROMADU, YOLANDA D TEACHER n209 FANSLER, BARBARA I AIDE DESEGREGATION 2909 W 25TH n204 664-5289 FELLS, JOSEPH AIDE SUPERVISION n204 GREEN, MICHAEL B TEACHER P.O. BOX 443 no53 490-1855 GROSS, DEBBIE C TEACHER #3 DEBBIE CIRCLE n209 HALL, GRACIE J HAMPTON, VALDA D HANDY, ROSIE L HARDIN, CASANDRA ANN HARRIS, BOBBIE C HINES, BEVERLY J HOUSE, KEITH L JESTER, LINDA JONES, CHERYL T JONES, DAVID L LEWIS, MARGARET A MCBRIDE, DOROTHY L MIRANDA, CARLA J MOTTIN, MICHELLE S NELSON, REBECCA M NORWOOO, FAYE C RICHARDSON, ANNIE L RICKS, SHAWN D ROBERTS, KATHLEEN H ROBINSON, MARLENE M RODGERS, Jll\u0026gt;Y C RUNION, DIANNE C RYNDERS, MICHAELE SIMS, SHARON R SLATER, LEROY SMITH, MARY C STANSBERY, ANITA L TAYLOR, MONICA TROTTER, MARTHA A WATSON, TONYA WILLIAMS, RACHELL WILSON, EDDIE L WILSONROBINSON, PERRYLYN WYATT, JANICE IC YOUNG, CORAL TEACHER AIDE TITLE VI B INSTRUC AIDE REGULAR BUDGET TEACHER WORKER ELEM FOOD SERVIC TEACHER TEACHER TEACHER COUNSELOR MULTIMEDIA TECHNOLOGY/ED AIDE REGULAR BUDGET WORKER ELEM FOOD SERVIC AIDE REGULAR BUDGET TEACHER LIBRARIAN TEACHER MEAL TECHNICIAN FOOD SE TEACHER AIDE  DESEGREGATION TEACHER AIDE REGULAR BUDGET TEACHER ACADEMIC SUPPORT LAB ATTE TEACHER TEACHER AIDE TITLE VI I INSTRUC TEACHER TEACHER CUSTODIAN AIDE SUPERVISION SECRETARY PRINCIPAL CUSTODIAN  PART TIME ELEMENTARY IV TEACHER AIDE REGULAR BUDGET GEYER SPRINGS ELEMENTARY 5240 Mabelvale Pike Uttle Rock, AR 72209 570-4160 ALLEN, ROSALYN C BELL, CLOIS L BOHRA, REBECCA L BOX Ill, DAVID H BRIGHT, GLADIS BROWN, THISSIE L COOPER, JUANITA COUNTS, CARLA M COX, ELEANOR V CRAIG, DEBORAH L CROFT, BRENDA M DOUGLAS, PATSY G DLMAS, JOSEPHINE FARLEY, KATHEY D FELDER, ARTHUR L GILBERT, JEAN H GINGERICH, TAMARA L WORKER  ELEM FOOD SERVIC TEACHER TEACHER AIDE SPECIAL EDUCATION CUSTODIAN AIDE SUPERVISION AIDE SUPERVISION AIDE  REGULAR BUDGET ELEMENTARY PRINCIPAL TEACHER TEACHER TEACHER TEACHER LIBRARIAN AIDE REGULAR BUDGET TEACHER TEACHER 1723 S. TAYLOR 3701 Lll\u0026gt;WIG 22 KINGSPARK DRIVE 2600 HIGH 2000 JR DEPUTY ROAD noa OAKRIDGE 4 PHYLLIS COURT 1910 SOUTH JOHNSON 13003 EL ROAD 1414 SCOTT STREET 11006 LEMONCREST LANE 2205 STATE 4223 WEST 25TH STREET 1902 CROSS 7117 SHAMROCK DRIVE 1212 DORTCH LOOP 1601 N SHACKLEFORD BLGD4 P.O. BOX 5785 201 SPRINGWOOO DR 3524 GUM STREET 1604 SCOTT APT B 5000 WEST 29TH 431 MCCAIN BLVD APT 225N 801 S RODNEY PARHAM #9H 1924 WEST 29TH n204 n204 n164 n113 n206 n206 n205 n210 n116 72204 no16 n204 n206 n206 n209 n206 n204 n206 n205 n205 n118 n205 n111 n211 n215 n211 n218 n206 n204 n204 n120 n204 n116 n205 n206 Prlnclpal: Eleanor Cox 8711 BOULDER LANE 2912 RESERVOIR 6401 SHIRLEY DRIVE 39 REGINA CIRCLE 2124 LABETTE MANOR DR APT 2116 SINGLETON COURT 6310 ASHER AVENUE #619 9219 TIMBER VALLEY ROAD 11901 PLEASANTREE DRIVE 2409 BLACKWOOO ROAD 9303 TANYA DRIVE 1830 SCHILLER STREET 935 HOGAN LANE 6116 ARBOR COVE APT 3 6311 SHERRY DRIVE 5514 DEVONSHIRE COURT n209 n201 n209 n204 n209 n205 72204 n204 n204 n211 n201 n204 n202 no32 n209 n204 n209 6666198 5628576 8510208 3753197 2275106 8353709 9852836 6638354 8882873 455.5544 3744267 3710225 6632778 2239315 2255936 3n5338 8358635 2210421 3753176 2285327 2212992 6636492 5687328 2248089 5689471 5681106 22s-n14 6643378 374-4200 3271765 5623931 562-6852 G\\IIN, LISA IC TEACHER 1210 KELLOGG ROAD n120 834-4218 HARTMAN, KRISTI MAREE TEACHER 3022 WARE STREET n204 568-9934 HAYMAN, KIMBERLY B SCHOOL NURSE n209 HIGHTOWER, NITA J TEACHER 7900 WEST 25TH n204 224-1765 HI LL, DOLORES J TEACHER 5201 PRIMROSE n209 565-5616 JONES, MILDRED B TEACHER 1617 SOUTH CLEVELAND n204 663-5855 ICVZER, ADAM MANAGER ELEMENTARY FOOO 7825 HOMESTEAD DRIVE n103 888-5046 LANEHART, FRANS MEDIA CLERIC 2700 MONTREAL n204 225-5981 LEE, SANDRA L TEACHER P.O. BOX 2 n061 679-4710 MIDDLEBROOKS, MICHELLE R TEACHER 13500 CHENAL PARKWAY APT n211 225-2663 MILLER, PATTY R TEACHER 501 NAPA VALLEY #706 n211 223-2937 MOOIIE, LORETTA AIDE SUPERVISION n209 568-8139 PARKER, LINDA F COUNSELOR 15017 WEST BASELINE ROAD n209 PEEK, PEGGY R TEACHER 1607 MClJNTAIN DRIVE n201 223-8533 PETERSON, DOROTHY T TEACHER 2124 LABETTE MANOR DR #S n205 PHILLIPS, ESSIE M AIDE REGULAR BUDGET 1918 BRAGG n206 376-9350 PRICE, CINDY C TEACHER n205 664-5911 REED, ALFREDA M CUSTODIAN 6600 LANCASTER, APT 57 n209 562-8506 REESE, JONELL WORKER  ELEM FOOO SERVIC 12410 HILARO SPRINGS ROAD n206. 565-m9 ROSBY, KIMBERLY SECRETARY PRINCIPAL n209 565-2036 SCARBROUGH, VALARIE ACADEMIC SUPPORT LAB ATTE 6200 ASHER AVE APT #176 n204 STUBBLEFIELD, EVELYN D TEACHER 2124 LABETTE F-21 n205 221-n61 WILBARGER, TCJ4MIE AIDE REGULAR BUDGET 3624 WALKER n204 565-2673 GIBBS MAGNET Principal: Donna Davis 1115 W. 16th St Little Rock, AR 72202 324-2490 ARMSTONG, DOROTHY W AIDE - SUPERVISION 3111 IZARD n206 3n-1155 BARBEE, BOBBIE J AIDE REGULAR BUDGET 1712 WOODROl,I n204 664-4124 BLOME, CAROLYN H TEACHER 27 PAMELA DRIVE n201 227-5276 BONTON, JOVONDA D CUSTODIAN 5520 MARTIN n206 897-4517 BRYANT, Jll\u0026gt;Y E COUNSELOR 415 TURKEY CREEK ROAD n132 DAVIS, DONNA J ELEMENTARY PRINCIPAL 609 NORTH BRYAN n205 666-1271 FIELDS, LEOLA H ACADEMIC SUPPORT LAB ATTE P.O. BOX 190901 n219 562-2756 FOSTER, NANCY TEACHER 52 TALLYHO LANE n201 227-7181 GIVENS, LINDA AIDE SUPERVISION n204 GONTERMAN, VICKI L TEACHER P.O. BOX 502 noo2 847-3485 GRAYSON, ICAYREN G TEACHER 7822 BRIARWOOD CIRCLE n205 225-1557 GUINN, HUBERT F TEACHER 13 LAKESIDE DRIVE n204 562-0382 HAMILTON, NANCY P TEACHER 6 ROANE CIRCLE n204 663-7657 HERNDON, SHARON R SECRETARY PRINCIPAL 9011 HERNDON ROAD n204 562-8496 HOLMES, MARGARET C TEACHER 2921 YOUNG\\IOOD n212 663-1498 HURD, ANN J TEACHER 9224 DUKE DR n204 225-56n JONES, MARY R TEACHER 3210 WEST 16TH n204 ICEOl,IN, ADA L TEACHER 10513 DIAMOND DRIVE n209 562-4162 KIMBALL, BEATRIZ M TEACHER 128 GLEN DRIVE 72207 664-0285 KITCHEN, CLARA M CUSTODIAN 6105 BATTLE ROAD 72209 568-8715 LAVEY, CATHERINE L LIBRARIAN 501 N BRYAN 72205 666-5072 LEWELLEN, WILHELMINA E TEACHER 1922 WOLFE n202 372-5612 LUZZI, PATRICIA C TEACHER 9 BERGERAC LANE 72211 221-1189 MCCUIEN, ANGIE G WORKER ELEM FOOO SERVIC 2306 WEST 18TH 72204 376-0011 MITCHELL, NANCY B TEACHER 105 HEATHERBRAE COURT 72116 835-0287 , NEWSOME, PAMELA F TEACHER 2208 SOUTH MONROE 72204 01NEAL, EARNEST L ACADEMIC SUPPORT LAB ATTE 4920 AUGUSTA CIRCLE APT G n118 PERRY, LUCIA G SCHOOL NURSE 610 BEVERLY n116 8355m PURVIS, SUSAN T TEACHER 3001 OZARK STREET 72205 663-9242 RAMIREZ, MARIA IIORKER  ELEM FOOD SERVIC 821 JEFFERSON 72204 372-4474 RAYFORD, ESSIE R MANAGER ELEMENTARY FOOD 4712 GRAIIO 72204 666-8387 ROBINSON, SUSIE A TEACHER 1605 WINBOURNE DRIVE 72116 771-1678 SHUFELBERGER, CAROLE TEACHER 505A MIMI 72211 228-9156 SHUMATE, CARL E CUSTOOIAN  HEAD 2522 RINGO 72206 372-4647 SINGER, PATRICIA K TEACHER 8101 CANTRELL ROAD #1205 72207 223-8794 TALLEY, SHIRLEY A TEACHER 17 BEAUREGARI\u0026gt; 72206 490-0961 TARKINGTON, SUSAN D TEACHER 5 BELMONT DRIVE 72204 568-4517 TAULBEE, CARYN L TEACHER 13000 MORRISON ROAD 72212 224-7252 THRASHER, EUNICE M TEACHER 2000 DENNISON 72206 374-0528 WALTERS, ALICE H TEACHER 2706 ECHO VALLEY 72207 223-4997 WHITESELL, JEANNE S TEACHER 7800 WEST 25TH 72204 225-8503 WILIIANKS, SANDRA L MEDIA CLERK 9 LAVER CIRCLE 72209 455-3318 WILLIAMS, DONALD W TEACHER 216 WEST 20TH STREET 72206 375-0937 WILSON, ELIZABETH A TEACHER 13500 CHENAL PKWY APT 850 72076 223-4965 HALL HIGH SCHOOL Principal: Dr. Victor Anderson 6700 H St Little Rock, AR 72205 671-6200 ALLEN, CLAREMCE TEACHER 1124 PEYTON 72204 753-3132 ALLEN, DONALD CARL SCHOOL BASED SECURITY OFF 9314 TIMBER VALLEY RD 72204 565-4982 ALLGOOO, EMMA J AIDE REGULAR Bll\u0026gt;GET 4301 MARYLAND ST. 72204 661-9052 ANDERSON 111, VICTOR SECOIIOARY PRINCIPAL PO BOX 3353 72203 821-6263 ANDERSON, DIANE TONEY IIORKER  ELEM FOOD SERVIC 4504 WEST 2nH 72204 664-5514 ANDERSON, MARYL IIORKER  SR HIGH FOOD SER 4119 TATUM STREET 72204 565-3468 ANDERSON, PHILLIS L TEACHER 72207 ARTHURS, JANE G TEACHER #11 FOXHUNT TRAIL 72207 224-4388 BAKER, CARLA S IIORKER  SR HIGH FOOD SER 1304 MARLYN DRIVE 72205 223-9844 BANKS, WANDA F SECRETARY GUIDANCE 14 DARTMOOTH DRIVE 72204 224-2071 BENTLEY, PAMELA B TEACHER 1000 N MELLON 72207 661-1369 BISBEE, CHERYL A IIORKER  SR HIGH FOOD SER 16509 TAYLOR LOOP RO 72212 BLAKELY, TERESA K TEACHER 220 NORTH TYLER 72205 666-7181 BONA, PATRICIA C TEACHER 315 N. 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Dodd Rd Little Rock, AR 72210 228-3100 BAILEY, MILTON TEACHER 103 ALIZA DRIVE n209 455-5857 BARNHILL, SAMMIE J TEACHER 959 WATKINS 72032 BARNHOUSE, CAROL TEACHER 1912 GUNPOWER 72207 225-4325 BATES, BETTY S REGISTRAR RaJTE 3 BOX 94 72086 676-3449 BENNETT, TANNY W TEACHER 11710 PLEASANT RIDGE #131 72212 BRYANT, DELOIS COONSELOR 801 CANTRELL APT 403 72207 221-9176 BURR, BETTY R ASST PRINCIPAL SECONDAR 9 EVERT COORT 72209 455-0286 BURT, GERALDINE H WORKER SR HIGH foa) SER #4 WHITMORE CIRCLE 72206 375-7619 CALLAWAY, EVELYN J TEACHER 2802 RCJ41NE ROAD 72204 224-7816 CASTEEL, JOANN LIBRARIAN 10725 BRECKENRIDGE 72211 225-4103 CHRISTENSEN, ROSE M TEACHER 2308 PEACHTREE DRIVE 72211 6665420 CLEVELAND, KIMMIE R TEACHER 521 TREY LANE 72032 3272325 COOPER, JAMES L TEACHER 4206 LORANCE DRIVE 72206 888-2211 COX, CATHY J TEACHER 6716 ROCKWOOO ROAD 72207 DAVIS, MARIE SCHOOL NURSE 901 SOUTH JEFFERSON ST. 72204 663-9063 DEDMAN JR, JOHN L ASST PRINCIPAL  SECOHDAR 41 CREPE MYRTLE 72209 4554266 DELAMAR, CLYDE L TEACHER 1420 BRECKENRIDGE #75 72207 ENDERLIN, EVELYN H TEACHER 3111 PAINTED VALLEY DRIVE 72212 225-6159 ESKOLA, GLEN E TEACHER 1912 GREEN MOUNTAIN DR #3 72212 227-9640 FARNER, RITA D MANAGER  SR HIGH Foa) SE 3211 IIALICER 72204 224-1142 FARRAR, ELIZABETH J TEACHER 3714 OAKWOOO ROAD 72205 663-9628 FINCH, ALICIA I TEACHER 9 DEE DEE CIRCLE 72212 868-5356 FISHER, JONATHAN CUSTOOIAN  HEAD 46 IIHITMORE 72206 374-4400 FLINN, TIMOTHY P TEACHER 811 NORTH GRANT #8 72205 664-8832 FRIES, NICOLE M TEACHER 609 PEMBROKE 72116 835-0484 GLASSCO, BELINDA B TEACHER 6301 CAMP ROBINSON RD #25 72118 753-9041 GRAHAM, LAURA A TEACHER 9816 REGENT CIRCLE 72204 GRAY, VICKIE IC TEACHER 4014 POTTER 72204 565-4581 GRUMMER, WILLIAM J TEACHER #1 ROSEIICla) 72032 327-1177 HALL, LINDA L TEACHER 1316 ALABAMA 71601 536-1931 HARDIN, JLOITH IC SECRETARY GUIDANCE 1912 GREEN MOUNTAIN DR A 72212 223-2965 HARRISON, T.F KENNETH TEACHER 1 SHADY VALLEY CaJRT 72116 753-1461 HART, JLOITH N COONSELOR 700 EAST 9TH #7C 72202 HARTNESS, PAUL J TEACHER 919 CCXJLTER 72116 835-6936 HIETT, RUTHIE R TEACHER 9 LI SA CCXJRT 72212 224-1041 HOBBS, PAMELA A TEACHER 2 CANYON CCXJRT 72116 758-6141 HORNE, LISA IC SCHOOL BASED SECURITY OFF 503 EAST 6TH STREET APT 2 72202 3761944 HOWARD, NANCY L SECRETARY  PRINCIPAL #3 HOGAN DRIVE 72209 565-4832 HULLUM, BRENDA S TEACHER 1923 NICHOLS 72205 225-8335 INMAN, ANN C TEACHER 2300 REBSAMEN #8205 72202 666-2848 JACKSON, CYNTHIA D TEACHER 1104 EAST 19TH 71601 535-8671 JACKSON, HERMAN L CUSTOOIAN  PART TIME 5921 VALLEY DRIVE #7 72209 568-3723 JENKINS, PATRICIA R ACADEMIC SUPPORT LAB ATTE 5411 IIEST 13TH 71603 562-6679 JOHNSON, JON M TEACHER 12\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1220","title":"Little Rock School District, personnel directory","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":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directory"],"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/1220"],"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  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1994 Personnel Directory LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITILE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDES AND BUS DRIVERS \"OVER 25 YEARS OF OUTS'fANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 Little Rock School District Administrative Directory 1994 Zone 1 2 3 4 5 6 7 Board of Directors Director Term ends Dr. Katherine Mitchell 1996 Shorter College 604 Locust Street, NLR, 72114 374-6305 T. Kevin O'Malley 1996 Ark. Board of Review Tower Building - Suite 700, 01 324-9038 ank Bldg. ol Avenue, 01 John A. Riggs, IV J. A. Riggs Tractor Co. P. 0. Box 1399, 03 570-3528 Linda Pondexter Fuller Jr. High P. 0. Box 8601, 16 490-1503 Patricia Gee 8409 Dowan Drive, 09 562-0571 Oma Jacovelli 6622 Gold Court, 09 568-7585 1994 1996 1994 1994 Dr. Henry P. Williams, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501) 324-2000 MAY 4 1994 Office ot Desegreg lion Mon,tori g LRSD Central Offices All Plexar Station (228, 324, 455, 570, 671) can be called by Curriculum 324-2010 dlaling the lut four-digit extenelon. For Information call Deaegregation 324-2000. Dr. Ruaeell Mayo, Aaeoc. Superintendent 324-2271 LOCATIONS Arma Hart, Deaegregation Facilitator 324-2109 LRSD Adminiatration Building 324-2000 Deputy Superintendent 324-2010 810 W. Markham, 72201 Eatelle Matthie, Deputy Superintendent Adminltration Annex 324-2000 Sterling Ingram, Aesoc. for Inst. to the Deputy 324-2124 100 S. Arch, 72201 Margaret Gremillion, Asst Supt. Elementary 324-2006 Adult Education 324-2260 Larry S. Roberteon, Aest. Supt.  Elementary 324-2007 1401 Scott St., 72202 Dr. Victor Anderson, Acting Aul Supt. Secondary 671-6200 Alternative learning Center 324-2370 Early Childhood Education 324-0517 800 Apperson St., 72202 Pat Price, Coordinator Cafeteria/Food Servicee 324-2250 English/Foreign Language/ESL 324-0513 1501 Jon .. , 72202 Gene Parker\nSupervieor lnetructional Resource Center (IRC) Exceptional Children 6th \u0026amp; Ringo, 72201 Gifted/Talented 324-2194 Computer Central 324-0515 Mable Donaldeon, Supervieor Early Childhood Education 324-0517 Special Education 324-2180 Englieh 324-0510 Dr. Patty Kohler, Director English Second Language 324-0510 Family Ufe Education/New Futures 324-0518 Foreign Languag\" 324-0510 Rene Carson, Coordinator lnetructional Madia Center 324-05n Federal Prograrn.iGranta 324-2110 Math 324-0520 Leon Adame, Director PAC 324-0525 Financial Services 324-2078 Reading 324-0526 Mark Milhollen, Controller Science 324-0518 Health Services 324-2161 Social Studi 324-0514 Gwan Efird, RN, Coordinator (beeper)569-0244 Staff Development 324-0500 HIPPY 324-2266 Metropolitan Vo-Tech. Ed. Ctr. 565-8465 Marian Shead, Supervisor no1 Scott Hamilton Road, 72209 Human Reeourc 324-2080 Plant ServicIMaintenance 570-4020 Dr. Richard Hurley, Director 3601 S. Bryant, 72204 Robert Robinson, Recruiting Coordinator 324-2088 Procurement \u0026amp; Materials Management 324-2230 Information Servic 324-2055 1800 E. Sixth, 72202 John Ruffins, Interim Director Sefety and Security 324-2400 Instructional Resource Center 324-0518 1001 E. 21 St., 72202 Dennie Glasgow, Director Student Assignment Offices 324-2272 Insurance Office 324-2083 501 Sherman, 72202 KLRE/KUAR FM 569-8485 Transportation Dept. 570-4000 Regina Dean, Manager 5400 Murray, 72209 Labor Relations Quigley Stadium 324-2426 Bredy Gadberry, Specialist 324-2116 2409 W. 14th, 72202 Ubrary/lnstructional Tech 324-05n Lucy Lyon, Coordinator DEPARTMENTS Mathematics 324-0520 Adult Education 324-2260 Judy Trowell, Supervisor Paulette Martin, Director Carmelia Crawford, Specialist Athletic Department 324-2426 Kathy Daneahmandi, Specialist Busin Ed/Home EconomiC9 570-4043 Shirley Harper, Specialist CARE Program 324-2395 Docia Jones, Specialist Martha Rogers, Supervisor Trish Killingsworth, Specialist Cafeteria/Food Services 324-2250 Renee Kovach, Specialist Jackie Boykin, Director New Futures 324-2112 Communications Department 324-2020 Linda Young, Liaison Jeanette Wagner, Director Parent Involvement 324-0525 Community Education 570-4149 Catherine J. Gill, Coordinator Brenda Scrimeger Parent Recruiters 324-2288 Troy Cole, Recruiter Becky Rather, Recruiter Coordinator 324-2287 Ron looper, Specialist 324-0500 Partnel'9 In Education 324-2297 Su Walls, Specialist 324-0500 Debbie Milam, Coordinator Marian Woods, Specialist 324-0500 Pt-,nlng, R__,ch and Evaluation 324-2120 Stud nt Assignment Office 324-2272 Dr. Robert Clowers, Director Julie Wiedower, Student Assignment Officer Plant Services/Maintenance 57D-4020 Student Hearing 324-2169 Doug Eaton, Director Dr. Linda Watson, Officer Print Shop, Administration 324-2031 Substitute Office {SOS), 324-2091 Pupil Services/Drug Abuse Prevention 324-2162 Su Rodgers, Coordinator Marcy Eckolls, Asst. Coordinator 324-2090 Jo Evelyn Elston, Director Stud nt Records 324-2129 Procurement \u0026amp; Materials Management 324-2230 Superintendent's Office 324-2100 Chartee Neal, Director Dr. H nry P. Williams, Superintendent. 324-2012 Reading 324-0526 Supply Center 324-2237 Allee Stovall, Director Leonard Willie, Manager RNOurces and School Support 324-2009 Trade/Industrial Ed. 570-4044 Safety and Security 324-2400 Transportation Dept. 570-4000 Bill Barnhouse, Director Bred ontgomery, Director Science 324-0518 Truancy Reduction Center 671-6397 Dennis Glasgow, Supervisor Darold Maxfield, Coordinator Vocational/Tech. Ed. Center 570-4043 Scott Field 671-6299 Carol Green, Director Social Studiee 324-0514 Vo-Tech Print Shop 570-4045 Marie A. McNeal, Supervisor 324-0511 Terry Kirkpatrick, Manager Staff Development 324-0500 Volunteers In Public Schools (VIPS) 324-2297 Donita Hudspeth, Director 324-0512 Debbie Mil m, Coordinator Paula Gri, Specialist 324-0500 ),Ji? II Administrative Staff ~ ~ Adams, Leon, Federal Programs Director ............ - ... -324-2110 cl 0 1 Adams, Polly, Voe. Ed. Secy ........................................ 570-4043 ~'J Adams, Wayne, Facil. Coor ........................................... 570-4020 ] Browning, Benita, Fin. Serv .......................................... 324-2069 Brumfield, Frank, IRC Security ..................................... 324-0526 Cadman, Suzanne, Student Hearing Secy ................... 3242169 Agnee, Jayne, Safety Supervisor, Transportation ..... 570-4000 Calhoun, Robert, Information Services ....................... 324-2106 Allen, Martha, Voe. Ed. Coun ........................................ 565-8465 Campbell, Sharon, Insurance Secretary ...................... 324-2083 Allison, Linda, HIPPY Aide ........................................... 324-2266 Caraway, G-n, Procurement \u0026amp; Materials Management .324-2242 And81'9on, John, Building Security Supervisor .......... 324-2400 Carpent, Sharon, Deseg. Data Entry Operator ........ 324-2289 Armstead, Vicki, Communications Secy ..................... 324-2020 Carson, Rene, Family Life Coordinator ....................... 324-0518 Armstrong, Carol, Exec. AHi. Support Services ....... 324-2009 Carter, Ouida, Athlellcs Secy ....................................... 324-2426 Armstrong, Ramona, Labor Relations Secy ................ 3242116 Cash, Willard, Trans. Mech ........................................... 570-4005 Armstrong, Sheila, Food Serv. Reimb. Coor ............... 324-2250 Cathey, ry, Financial Services ................................. 324-2066 Baler, Keith, Trans. Mech .............................................. 570-4005 Chapman, Susan, Sp. Ed. Supv. CBI ........................... 324-2176 Banks, Roland, Fed. Prog. Chapter I Coordinator ..... 324-2110 Choate, Betsy, Information Services ........................... 324-2033 Barnhouse, Bill, Safety/Security Director ................... 324-2400 Claypool, Ruth, Financial Services .............................. 324-2075 Bana, Marjorie, Evaluation Specialist ........................ 324-2126 Cleek, Janecla, Financial Services ............................. 3242065 Batee, Va, Federal Programs .................................... 324-2110 Clowllf'8, Robert, Planning, Research \u0026amp; Evaluation ... 324-2120 Beard, Ken, FS Main. Tech ........................................... 324-2250 Cole, Troy, Parent Recruiter ......................................... 324-2286 Bennett, Pauline, Human Resources Secy. _ ............. 324-2089 Connolly, Robert, Systems Development Mgr ............ 3242058 Bennett, Tammy, Transportation Dept. Secy .............. 570-4000 Cooper, Floyd, Trans. Supv .......................................... 570-4004 Berkhan, Dan, Transportation, Shop Clerk ................. 570-4006 Cork , Sue, Reading .................................................... 324-0526 Bilal, B. J., Trans. Dispatch .......................................... 570-4012 Cox, Tanya, Fin. Serv .................................................... 324-20n Blagg, Lynn, English/Foreign L.angJESL Secy ........... 324-0510 Cranford, Joan, Fin. Serv .............................................. 324-2068 Bonds, Michelle, Switchboard Oper ............................ 324-2000 Crawford, Carmelia, Mathematics Specialist .............. 324-0520 Boykin, Jackie, Food Ser. Director .............................. 324-2250 Crawford, Pam, Computers Spec ................................. 324-0515 Braden, Carutha, Federal Programs ............................ 324-2110 Currin, led ye C., Secretary, Pupil Services ................ 324-2162 Bramlette, Nancy, Information Services ...................... 324-2063 Daneshmandi, Kathy, Mathematics Specialist ........... 324-0520 Brant, Dennis, Computers Spec ................................... 324-0515 Davis, Johnnie, Trans. Mech ........................................ 570-4005 Bray, Shirley, Fin. Serv .................................................. 3242071 Dean, Regina, KLRE/KUAR Manager ........................... 569-8485 Brewer, Jerry, Trans. Mech ........................................... 570-4005 De Vore, Dane, Trans. Supervisor ................................. 570-4008 Broughton, Thomas, Psychological Examiner ........... 324-2174 Driver, Juanita, Fin. Serv .............................................. 3242076 Brown, Paula, Visually Impaired Instructor ................ 324-2192 Donaldson, Mabl , Gifted/Talented Supervisor .......... 3242197 Brown, Willie, Adm. Bldg. Mgr ...................................... 324-2030 Dunbar, Ethel, Eval. Spec ............................................. 3242123 Eans, Bonnie, Com put Speclaliat ............................. 324-0S15 JonH, Robett, Safety and Security ............................. 3242400 Eaton, Doug, Plant Servicea/Maint. Director ............... 570-4022 JonH, Wendy, Construction Secretary ....................... 570-4028 Eckolla, Marcy, SOS A .. t. Coord ................................. 324-2090 Jordan, Brenda, Administration Custodian ................ 324-2030 Edwards, Diane, Student Records ............................... 324-2129 Jordan, Trey, Trana. Mech . ........................................... 570-4005 Efird, Gwen, Heelth Serv. Coordinator ........................ 324-2181 Joyce, Uaa, Reading Secy ............................................ 324-052'5 Ellis, Archie, Trans. Supv .............................................. 570-4001 Kelly, Doris, Pupil Services Secy ................................. 324-2182 Elston, Jo Evelyn, Pupil Services/Drug Abuse ........... 324-2182 Kendall, Doug, Coord., Environmental Protection ..... 570-4028 Eubanks, Gail, Procurement \u0026amp; Materials Management. SUpv. 324-2234 Kiilagaard, Sharon, Staff Dev. Secy ............................. 324-0500 Fella, Cedric, Trana. Mech ............................................ 570-4005 Killingsworth, Trish, Mathematica Specialist ............. 324-0520 Ferguson, Anne, Fam. Life/New Futures ..................... 324-0518 Knox, John, Food Serv. Warehouse Mgr .................... 324-2257 Forbes, Belly Jeen, Staff AHi. ..................................... 324-2100 Kohler, Patty, Special Ed. Director .............................. 324-2190 Freeman, Ann, Science Specialist/New Futures ......... 324-0518 Korte, Paula, Special Education ................................... 324-2193 Fry, Ben, KLRE/KUAR FM ............................................. 569-8485 Kovach, Renee, Mathematica Specialist ..................... 324-0520 Fulmet, Lena, Sp. Ed. Supv .......................................... 324-2183 Land, Kitty, Purchase Order Entry Specialist ............. 324-2240 Furr, Jean, Food Serv. Supv ..................................... 32422SO Leidigh, Lynn, Computer Specialist ............................ 324-0515 Gadberry, Brady, Labor Relations Dir ......................... 324-2118 Logan, Kelli, Division of Exceptional Children ........... 324-2193 Gardner, Gayle, Math Secy ........................................... 324-0520 Looper, Ron, Staff Development Specialist ................ 324-0500 Gentry, Ruthie, Student Assignment Office Mgr .. ...... 324-2271 Loudermilk, Tetry, Trana. Mechanic ............................ 570-4005 Gill, Catherine, Parent Involvement Coordinator ....... 324-0525 Luck, Liz, N-Futures Social Work ..................... 324-0518 Glasgow, Dennia,Science Coordinator ....................... 324-2011 Lyon, Lucy, Library Cood ............................................. 324-0577 Glenn, Randall, Special Ed ........................................... 324-2191 McCraw, Helen, Information Services ......................... 324-2059 Goodwin, ca .. andra, Substance Abuse Cood ........... 324-2167 McIntyre, Nina, Pay. Exam ............................................ 324-2173 Goza, Jean, Financial Services .................................... 324-2074 McMullen, Lille, Pay. Exam ........................................... 324-2171 Grable, Hazel, FS Bookkeeper ...................................... 324-2250 McNeal, Marie A., Soc. Studies Supervisor ................. 324-0511 Graves, Barbara, Sp. Ed ................................................ 324-2189 Martin, Paulette, Adult Eduction Director ................... 324-2260 Green, Carol, Vocational Director ................................ 570-4043 Matson, Lee Ann, VIPS .................................................. 324-2295 Green, Dorothy, Planning/Eva!. Secy ........................... 324-2120 Matthis, Eatelle, Deputy Superintendent ..................... 324-2011 I Gremillion, Margaret, Assist. Superintendent ............ 324-2008 Maxfield, Darold, Truancy Reduction Coordinator ..... 671-6399 Grier, Paula, Staff Development Specialist ................. 324-0500 Mayfield, Rhetta, Community Educ. Secretary ........... 570-4149 Griffin, Bevetly, Planning/Eva!. Secy .......................... 324-2124 Mayo, Russell, Auociate Supt. Desegregation .......... 324-2271 Griffin, Robert, Supply Cent AHi. Mgr ................... 324-2237 Milam, Debbie, VIPS Coordinator ................................. 324-2297 It Hackl, Joan, Computer Specialist ............................. 324-0515 Milam, Judy, Reading .................................................... 324-0528 Hamilton, Deborah, Trana. Disp ................................... 570-4012 Milhollen, Mark, Controller ........................................... 324-2078 Harris, Curtis, Supply Center ....................................... 324-2237 Millet, Brenda, Student Assignment AHi ................... 324-22n Harris, Rhonda, Plant Services Secy ........................... 570-4022 Montgomery, Brad, Transportation Director ............... 570-4000 Hart, Arma, Desegregation Facilitator ......................... 324-2109 Moore, Avia, KLRE/KUAR FM ....................................... 569-8485 Hayes, Steve, Maint. Supv ............................................ 570-4020 Moore, Cathine, CARE Coor ......................................... 324-2395 Haygood, Angelia, Special Ed. Secy ............................ 324-21n Moore, Muriel, Science Secy ........................................ 324-0S18 Harper, Linda, Sp. Ed. Secy .......................................... 324-2181 Morgan, Nancy, Information Services ......................... 324-2057 Harper, Shirley, Mathematica Specialiat ...................... 324-0520 Mouton, Valina, Information Ser. Operations Mgr ...... 324-2064 Hill, Claudette, Pay. Teat. Secy .................................... 324-2186 Murray, Fran, Procurement \u0026amp; Materials Management ....... 324-2231 Hobby, Dr. Selma, Eval. Spec ....................................... 324-2128 Neal, Charles, Piocuiement Dil9Ctor ......................................... 324-2235 Hodges, Lala, VIPS ........................................................ 324-2291 Nebling, Brenda, KLRE Secretary ................................ 569-8485 Honorable, Maggie, Human Resources ....................... 324-2081 Newburn, Linda, Transportation Secretary ................. 570-4000 Huddle, Mary, Gifted Secretary .................................... 324-2194 Nichols, Joyce, Homebound Teacher .......................... 324-2180 Hudson, Valetie, VIPS ................................................... 324-2292 Norria, Margaret, Homebound Teacher ....................... 324-2180 Hudspeth, Donita, Staff Development Director ........... 324-0512 Norton, Faye, CARE ...................................................... 324-2395 Huffman, Kris, IRC ......................................................... 324-0528 O'Baugh, Randy, Aast. Warehouse Mgr ...................... 324-2257 Hurley, Dr. Richard,Human Resources Director ......... 324-2080 Odle, Vicki, Pay. Teat Secy ........................................... 324-2182 Humbard, Melissa, Information Services Secy ........... 324-2055 Paradis, Darrel, Procurement Contracting Supv ............ 324-2238 Humphrey, Theresa, Deaeg. Data Entry Opator ...... 324-2288 Parker, Gene, English/Foreign LangJESLSupv .......... 324-0513 Ingram, Starting, Assoc. for Instruction to the Deputy ..... 324-2124 Paul, Annita, Family Life Ed ........................................... 324-0518 Jack, Lynda, Div. Exceptional Children ....................... 324-2179 Pederson, Sue, Deaeg. Info. Mgmt. Coordinator ........ 324-2285 Jackson, Debbie, Information Services ....................... 324-2052 Penn-Norman, Kathy, Evaluation Specialist ............... 324-2127 Jackson, Larry, Supply Center ..................................... 324-2237 Perritt, Yoriko \"Lola\", Science Specialiat .................... 324-0518 Jackson, Roy, Cust. Supv ............................................. 570-4024 Petty, Donna, Secretary, HIPPY ................................... 324-2266 Jacobs, Joyce, Sp. Ed. Secy ........................................ 324-2180 Phillipa, Don, Trana. Dispatcher .................................. 570-4013 Jeffrey, Bonnie, Div. Exceptional Children ................. 324-2185 Price, Pat, Early Childhood Coordinator ..................... 324-0517 Johnson, Jerry, Construction Manager ....................... 570-4028 Port, Diann, Pay. Exam .............................................. 324-2184 Jones, Docia, Mathematica Specialist ......................... 324-0520 Putt, Paulette, Vocational Education ........................... 570-4044 Jonn, Linda, Schools Secy ......................................... 324-2016 Quattlebaum, Larry, Pay. Exam .................................... 3242195 I Jones, Mike, OPS Manager, Transportation ............... 570-4000 Jones, Rita, Human Resources Secy ........................... 324-2082 Rather, Becky, Parent Recruiter Coordinator ............. 324-2287 Rector, Janet, Plant Serv. Budget Assistant .............. 570-4020 I Reev, Sharon, Parts Clerk ......................................... 570-4028 Renaud, Nan M., Information Service. ........................ 324-2054 Richardson, Jacquline, HIPPY Coordinator ................ 324-2266  Ridgell, Shirley, Human Rources, Secy ................... 324-2085 Robertson, Larry S., Aaaiatant Superintendent .......... 324-2007 Robinson, Bettye, Transportation Supv ...................... 570-4002 Robinson, Robert, Teacher Recruitment Coor ........... 324-2086 Rodgera, Norma, Executive Aaaiatant ......................... 3242012 Rodgera, Sue, SOS Coodinator .................................... 324-2091 Rogera, Martha, CARE Supervisor .............................. 324-2395 Roper, Annette, HIPPY Coordinator ............................ 324-2266 Rose, Shyrel, Special Education .................................. 324-2188 Ruffins, John, Acting Dir., Information Service. ........ 324-2060 Runyan, Debra, Plant Servic, Construction Secy ... 324-4020 Rushing, Debbie, Drug Prevention .............................. 324-2166 Rushing, Jerry, Drug Prevention .................................. 324-2165 Ryndara, Diane, Coor, Gifted ........................................ 324-2187 Sandera, Lynette, Financial Services .......................... 324-2073 Saults, Chuck, KLRE/KUAR FM ................................... 569-8485 Schult, Shala, Fam. Life EdJ N-Futur .................. 324-0518 Scrimager, Brenda, Community Eduction Director .... 570-4149 Sallera, Richard, FS Supv. Mgr .................................... 324-2250 Shaw, Terri, Administration Printer ............................. 324-2031 Shead, Marian, HIPPY Supervisor ................................ 324-2266 Smith, Gary, Sp. Ed. CBI ............................................... 324-21n Smith, J-el, Custodian Annex ................................... 324-2168 Smith, Linda, Exec. Aaat. Admin .................................. 324-2011 Smith, Mary, Safety/Security Secy ............................... 324-2400 Smith, Dr. Paul, Eval. Spec ........................................... 324-2125 Smith, Vernon, Const. Mgr ........................................... 570-4026 Soo, Evelyn, Computer Spec ....................................... 324-0515 Spinelli, Gretchen, Procurement ........................................ 324-2239 Stearns, David, Trans. Mech ......................................... 570-4005 Steelman, Mary Lynn, Sp. Ed. Speech Coor ............... 324-2196 Stephens, Rose, Food Sarv. Secy ................................ 324-2250 Story, Wallace, Pay. Exam ............................................ 324-2185 Stovall, Allee, Reading Director ................................... 324-0526 Streett, Barbara, Special Education ............................. 324-2184 Sutton, Anna, Food Servic Secretary ...................... 324-2250 Sutton, James, Supply Center ...................................... 324-2237 Swain, Linda, Student Hearing Officer ........................ 324-2170 Swint, Janice, Financial Servicea ................................ 324-2070 Tanner, Gail, Adm. Secy. New Futures ........................ 324-2112 Tate, Sherrell, Procurement .......................................... 324-2241 Teach, Patty, Secretary, Desegregation ...................... 324-2109 Teeter, Judy, Reading ................................................... 324-0526 Terry, Gifford, Supply Center ....................................... 324-2237 Thomaa, Deborah, HIPPY Aide ..................................... 3242266 Thoma, Nanette, Division of Exceptional Childran ... 32421n Trowell, Judy, Math Supervisor ................................... 324-0520 Tucker, Deborah, Procurement ................................... 324-2232 Umfleet, Don, Instructional TechJUb .......................... 324-05n Und-ood, Dorothy, FS Supv ..................................... 324-2250 Viner, James, Trans. Foreman ...................................... 570-4005 Wagner, Jeanette, Director of Communications ........ 324-2020 Wagner, William, KLRE/KUAR ...................................... 569-8485 Waller, Cindy, Mobile Reaource Ctr. Coordinator_ .... 324-2164 Walla, Collen Sue, Staff Dev. Specialist ...................... 324-0500 Wallis, Carolyn, Financial Service .............................. 324-2072 Wallworth, Betty, lnat. Tech/Lib Secy ......................... 324-05n Washington, Charlotte, Schools Secy ......................... 324-2013 Washington, Daniel, IRC ............................................... 324-05n Wa18on, Christopher, Transportation Service Tech ........ 570-4005 Wa18on, Dr. Linda, Student Hearing ............................ 324-2170 Wa18on, Tommy, Mobile Resource Specialist ............ 324-2164 White, Tony, Supply Center .......................................... 324-2237 White, Rita, Exec. Administrative Aaat. ....................... 324-2087 Wiedower, Julie, Student Assignment Coordinator ... 324-2280 Williama, Ethel, Pay. Teat. Secy ................................... 324-2178 Williams, Dr. Henry P., Superintendent ....................... 324-2012 Williams, Patty, PAC Secretary .................................... 324-0$25 Williams, Ruth, Information Services .......................... 324-2052 Williams, Sharon, Student Aaaign. Data Entry ........... 324-2287 Williama, Sharon, Division of Exceptional Children ... 32421n Williams, Tommy, Supply Center ................................. 324-2237 Willis, Leonard, Supply Ctr. Manager .......................... 324-2237 Wilson, Gayle, VIPS ....................................................... 324-2293 Wisner, Beth, Psychological Examiner ....................... 324-2174 Wofford, Pat, Food Services Secretary ....................... 324-2250 Wood a, Marian, Staff Development Specialist ............ 324-0500 Woosley, Lucy, Financial Sarv ..................................... 324-2067 Young, Krishna, Special Education ............................. 324-2192 Young, Linda, New Futures Liaison ............................. 324-2113 Zawislak, Anna, VIPS ..................................................... 324-2294 Zoch, Edwin, KLRE/KUAR FM ...................................... 569-8485 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources, Information Services and Communications Department of the Little Rock School District. Employees' address and/or telephone changes should be sent as soon as they oocur to the Human Resources Department. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. ,, i I I Other Frequently Called Numbers Alternative Learning Center .......................................... 3242370 ArkanHa Department of Education ............................. 682-4475 ArkanHa Education Aaaoclatlon ................................. 375-4611 Arkanaaa PTA ................................................. - ............. 7535247 ArkanHa Teachere' Credit Union __ ....... ............... _375.9250 Arkanaaa Teachere' Retirement ................................... 6821517 Attorneya Friday, Eldredge, Clark ............. . First Commercial Bank Bldg Audltora ......... .. 376-2011 Thomas \u0026amp; Thomas ...... .... ...................... .... .. .. ............ 3752025 Heritage West Bldg. Fax (LRSD) ..................................................................... 3242032 Fax (Procurement) ......................................................... 3242233 Little Rock Aasociatlon of Educational Office Peraonnel President, Julie Williams ............................... 4557400/562-4893 1st Vice Pres., Edna Walton .. ........... .. ....... 570-4190/562-8461 2nd Vice Pres., Gayle Gardner ........ . ....... 671-6320/227n30 Sectetary, Kay Burton ................................. 2283050227-4639 Treasurer, Deana Keathley .... ....................... 671-6380/562-4246 Little Rock Claaaroom Teachera Aasociatlon 1500 W. Fourth, Suite 305 ...... ........ .. .......................... 372-3519 President Eleanor Coleman ......................... . 3723519/6643150 Vice Pres. John Gross ..................... ........... ... 671-6267/6637962 Sec. Betty Mitchell ........ ....... .. ........ .. ..... 671-6250/851-8650 Treas. Linda J. Bell ........................................ 3242450/758..()883 Exec. Dir. Frank Martin ...... ....................................... 372-3519 Adm. Assi. Brenda Walton ....................................... 3723519 Little Rock PTA Council ................................................ 224-6746 Carta Bobo, President Little Rock School District Insurance Offlce ............... 3242083 Little Rock Teachers Credit Union ............................... 3747119 Magnet Review Committee Office ................................ 758-0156 New Futurea ................................................................... 3741011 Office of Deaegregation Monltoring ............................. 376-6200 Pfeifer Camp .................................................................. 8213714 Phyalcan, School District ............................................. 320-4362 Dr. Chris Smith Ark. Childrens Hospital Princl~I' Roundtable President, Lionel Ward ...... ....................... ..... 228-3086/2277333 Pres. Elect, Jodie T. Carter ........................... 568-0930/570-4100 Secretary, Anne Mangan ...... ........................ 324-2385/666-57TT Treasurer, Gwen Zeigler ............................... 570-4180/664-2967 Subatltute Office Service Elementary ................................................................ 3242093 Secondary ................................................................. 3242092 Treaaurer Louis J. Schaufele .......... ....................... ......... ............... 378-1000 Worthen Bank Building Schools Address Alternative Learning Ctr. 800 Appereon, 02 Badgett 6900 Pecan Road, 06 Bale 6501 W. 32nd, 04 Bfseline Booker Brady Carver Cantrel Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair Fair Park Fort Helghta Fort Park Franklin Fulbright Garland Geyer Springe Gibba Hall Henderson Jefferson Mabelvale Elem. Mabelvale Jr. McClellan McDermott Mann Meadowcliff Metropolitan Mitchell Otter Creek Parkvlew Pulaski Heights Elem. Pulaski Heighta Jr. Rightaell Rockefeller Romine Southwest Stephens Terry Wakefield Waahington Watson Western Hilla Williama Wilson Woodruff 3623 Baaellne Rd., 09 2016 Barber, 06 7915 W. Markham, 05 2100 E. 6th, 02 1500 Park, 02 11100 Chicot, 72103 8500 Hinkaon Rd., 09 6300 Hlnkaon Rd., 09 6423 Stagecoach Rd., 04 1100 Wright Ave., 06 13420 Dodd, 10 616 No. Harrison, 05 5901 Evergreen, 05 1600 No. Tyler, 07 1701 So. Harrison, 04 300 Pleasant Valley Dr., 12 3615 W. 25th, 04 5240 Mabelvale Pike, 09 1115W.16,02 8700 \"H\" Street, OS 401 Barrow Rd., OS 2600 No. McKinley, 07 9401 Mabelvale Cut-off, 72103 10811 Mabelvale W., 72103 9417 Geyer Springe, 09 1200 Reservoir Rd., 07 1_000 E. Roosevelt Rd., 06 25 Sheraton Dr., 09 no1 Scott Hamilton, 09 2410 Battery, 06 16000 Otter Creek Pky ., 09 2501 Barrow, 04 319 No. Pine, 05 401 No. Pine, 05 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3301 So. Bryant, 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Weatmlniater, 09 115 W. 27th, 06 7000 Valley Dr., 09 4901 Western Hilla, 04 7301 Evergreen, 07 4015 Stannua Rd., 04 3010 W. 7th, 05 Phone Principals Secretaries Cafeteria Nurses 324-2370 Othello Falson Melinda Rodgera Georgia Greer Ed Hamlett 324-2475 Mary Golston Shirley Moore RoaeWrlght Marsha Mahan 570-4050 Levanna Wilson Lucy Hendrick Barbara Glover Ed Hamlett 570-4150 Dr. Mary Jane Cheatham Annett Jonea Pat Singley Millie McKenzie 324-2482 Dr. Cheryl Simmons Marye PowelVTlaha Joyner Uvita Scott.Johnson 228-3085 Mary Menklng Jackie Wherry Olene Curry Gwen Efird 324-2460 Mary Guinn Betty SinplOIIJ1'hylil Forbel Vivian Harris Mary Jo Curtis 324-2300 Rudolph Howard Francea Rodgers Betty Rone Kay Mobley 570-4062 Otis Prealar Louile Tucg/Connle Walker Edith Blythe Kim Hayman 570-4055 Frederick Fields Nettle Higgin Audrey Walker Jo Ann Curry 570-4085 Gayle Bradford Darlene Martinek Jo Ann Curry 455.7430 Patricia McNeil Sue Mitchell Jimmie Thoma Vicki Barney 324-2440 Nancy Acre Marilyn McGrew Bobbie Dlckeraon Lillian Wittenberg I 228-3100 Al Niven Nan Howard Rita Farner Marie Davis 671-6260 Barbara Means Winnie Camp Claire Burch Pam Jackson 671-6390 Richard Maple Becky Blanzenakl JoyceWeema Jo GIiium 671-6267 Virginia Ashley Pat Lusby Carolyn Cole 671-6380 Franklin Davis Deana Keathley Elizabeth Young Lavelle Rollins 228-3080 Mac Huffman Joyce Wyatt/Karan Reddit Sylvia Boren Lucia Perry 671-6275 Robert Brown Rachel Williama Wonda Gilley Ann Callaway 570-4160 Eleanor Cox Kimberly Roaby Mae Kyzer Kim Hayman 324-2490 Donna Davia Sherri Herndon Essie Rayford Lucia Perry 671-6200 Dr. Vic Anderson Kay Gunter Charlene Jay Janice Yeatman 228-3050 Clell Watts Merilee Low Kathleen Bisbee Carla Kelley 'j 671-6281 Francis Cawthon Barbara Ball Marilyn Masterson Barbara Bonner 455-7420 Julie Davenport Jo Greenlee/Bobbye Levy Brenda Browning Frankie Falkner ' 455-7400 Walter Marahaleck Nancy Wuneburger Carol Little Frankie Falkner 11 570-4100 Jodie Carter Elora Coleman Dorothy Robinson Theresa Bour 228-3072 Mike Oliver Rhonda Dorsett Earline Collin Pam Jackaon 324-2450 Marian Lacey Lynda Quella Laura Tanner Becky Sage 570-4185 Jerry Worm JeaaieWebb Connie Moore Vicki Barney 585-8465 Dr. Doyle Dillahunty Margaret Holt Brenda Matthews 11 324-2415 Dr. Samuel Branch Sandra Johnaon Mary Reece Margaret Bland 455.7440 Carolyn Teeter Beth Gremillion Ruby Mickle Vicki Barney 228-3000 Junious Babbs Carolyn Alexander Georgette Moore Barbara Bonner ' 671-6290 LIiiie Carter Margie Northcutt Shirley Crow Deborah Bolla 671-6250 Ralph Hoffman Eleanor Bodenhaner Shirley Crow Deborah Bolla 324-2430 Sharon Davia Minnie Vault Mentha Gilliam Nina Williams 324-2385 Anne Mangan Melody Barnes Wanda Mobley Cindy Warren 228-3086 Lionel Ward Renee Smith Reba Henaon Maraha Mahan 570-4070 Charity Smith Mary Jo Stone Janet Ivy Ed Hamlett 671-6350 Lonnie S. Dean Beverly Harri Alice Byers Elizabeth Anglin 228-3093 LaDell Looper Ann Campbell Pam Lawson Marie Davis 570-4190 Willie Morris Edna Walton Sarah Sellers Millie McKenzie I 324-2470 Karen Buchanan Phylli1 Elli Christine Franklin Betty Nieser 570-4195 Thereaaa Courtney Annie Davidson Martha Shepherd Pam Jackson 1 570-4175 Scott Morgan Peggy Weeks Irene Gulley Janice Yeatman 671-6363 Dr. Ed Jackson Gil1nldl BrowninfKriltl Tobey Arlene Chambleaa Sue Sheppard I 570-4180 Gwen Zeigler Ella Anderson Mary Lynch Margo Swanson 671-6270 Pat Higginbotham Carolyn Burt Christine Farris Millie McKenzie Personal Numbers ALTERNATIVE LEARNING CENT Principal: Othello Falson 800 Apperson St Uttle Rock, AR 72202 324-2370 ALEXANDER, EVA CUSTOOIAN 624 FLETCHER n2D2 374-8107 ANDERSON, RUGENAL TEACHER 6301 CAMP ROBINSON RD #14 72118 BANKS, OTIS R TEACHER 410 DIVISION n114 3n-7637 CONNELLY, KENNETH D TEACHER RT 3 BOX 57 n104 332-8719 DOBBINS, TYRONE CUSTOOIAN  HEAD 1109 G STREET n114 945-5992 FAISON, OTHELLO 0 PRINCIPAL/ALTERNATIVE SCH 1823 SWTH TAYLOR n204 666-8321 GRANDON, COLLEEN IC ca.JNSELOR 4304 LEE n205 664-2148 GREER, GEORGIA WORKER JR HIGH FOOD SER 5806 MANDAN ROAD n210 821-3010 HAMLETT, ROBERT EDWIN SCHOOL NURSE 32 PRINCE DR n113 851-8345 ICEa.111, ADA L TEACHER 10513 DIAMOND DRIVE n209 562-4162 MOORE JR, FRED SCHOOL BASED SECURITY OFF 4110 ~ST 25TH STREET n204 664-0637 OICERE, CAROLINE A AIDE  REGULAR BU\u0026gt;GET 5913 LYNDELL DRIVE n209 562-1487 PETTUS, CARLL SCHOOL BASED SECURITY OFF 708 GREENLEA DRIVE n114 945-1525 REINHART, THOMAS T TEACHER n202 ROBERTSON, ANDREW A AIDE - REGULAR BU\u0026gt;GET 714 PINE STREET no32 327-4973 TARTT, PHYLLIS G TEACHER n114 THOMAS JR, NEHEMIAH TEACHER 9201 KANIS APT. 9-F n205 BADGETT ELEMENTARY Principal: Mary Golston 6900 Pecan Rd Little Rock, AR 72206 324-2475 ADAMS, ARBELLE WORKER  ELEM FOOD SERVIC 2901 LOMA DRIVE n206 490-1941 ADAMS, JANET L TEACHER  929 ~ST COLONEL GLENN RO n210 821-2173 ALBERT, REJEANA J TEACHER 10 MALCOLM COVE n209 565-6837 CAMPBELL, ETHEL J TEACHER 3806 DEBUSK CIRCLE n206 374-4433 CHILDS, SANDRA D TEACHER 7 CHARING CROSS ROAD no32 329-6156 GOLSTON, MARY R ELEMENTARY PRINCIPAL 8419 LABETTE n204 225-5594 GRAY, KATHRYN M AIDE - SUPERVISION n206 490-1661 GREGORY, PATRICIA A ca.JNSELOR 103 ICING PINE n120 834-1984 JONES, MARY R WORKER ELEM FOOD SERVIC 23 BEAUREGARD n206 490-0734 MAHAN, MARSHAL SCHOOL NURSE n211 225 -6760 MCCRUEL, LESLIE L CUSTOOIAN - HEAD 3001 BATTERY n206 374-5924 MCGOWAN, DORIS J TEACHER 3505 HIGH n206 374-7101 MCLENNAN, ANNE TEACHER 2 ALBRIGHT CIRCLE n206 3n-0333 MERRILL, ANNETTE M ACADEMIC SUPPORT LAB ATTE 3123 ~ST 11TH n204 664-8277 MOORE, SHIRLEY J SECRETARY PRINCIPAL 10904 APPOMATTOX n1D3 455-3768 NELSON, WILBURLENE R MEDIA CLERIC 3703 BOYD STREET n204 565-8437 PEARSON, BOYCE TEACHER 2016 EAST 4TH n202 3n-3267 PHILLIPS, THELMA AIDE SUPERVISION 6406 DOVE LANE n206 490-0757 PRUITT, GAYLA R TEACHER 2106 BROADVIEW no32 450-0007 ROWE, MARY M TEACHER 17 FOREST BR()()I( CQJRT n211 221-0809 SCRUBBS JR, WALTER AIDE REGULAR BU\u0026gt;GET 1650 BARROW ROAD APT 38 n204 227-7315 SINGER, PATRICIA B TEACHER 320 NORTH SUMMIT n205 TRAYLOR, KATHLEEN A TEACHER 1701 GROVE HILL n116 771-7797 TRIMBLE, BETTY J TEACHER 1904 EAST CAPITOL n202 375-7899 VALUE, TERRI L TEACHER n204 WATSON, MERLYN F LIBRARIAN 25 JANWOOO DRIVE n201 228-9510 WATSON, IIJRIEL C AIDE REGULAR BU\u0026gt;GET 2907 MARSHALL n206 371-0831 ' WILLIAMS, LARRY L CUSTOOIAN n206 WOOO, CRYSTAL A TEACHER 215 NORTH CLAREMONT n116 833-6953 WRIGHT, ROSE M MANAGER ELEMENTARY FOOO 1419 HANGER 72202 376-4710 IIYATT, JANICE IC TEACHER 801 S ROONEY PARHAM #9H 72205 221-0421 BALE ELEMENTARY Prlnclpal: Levanna Wilson 6501 West 32nd St Uttle Rock, AR 72204 -570-4050 ALLEN, LILLIAN F WORKER ELEM FOOO SERVIC 7 WESTMONT CIRCLE 72209 562-7402 BRANCH, MARTHA A TEACHER 8908 LEATRICE DRIVE n201 225-7629 BROWN, CLARA J TEACHER 4508 WEST 1nH 71601 536-4108 CARR, SUSIE WORKER  ELEM FOOO SERVIC 1867 RICE 72202 3n-1514 CHILDS, FRANCES C AIDE REGULAR BlllGET 9 SHAIINEE FOREST COVE 72212 228-9379 COLLINS, PEGGY S TEACHER 1806 BRUCE 72032 CONLEY, FRANCES J TEACHER 3003 EGGMAII LANE 72032 327-3497 DOCKERY, NAE IC TEACHER 12007 TETON FOREST DRIVE n212 224-3807 EASTERLY, SHEILA A AIDE REGULAR BlllGET 5001 WEST 65TH APT 8106 72209 562-71n FLOIIERS, MARTHA L CUSTOOIAN  HEAD 1406 PEYTON n204 FRENCH, MELISSA IC TEACHER 1214 MAIN STREET n113 7'96-3585 GADDY, ELLI STINE TEACHER 3205 BOYD n204 224-3938 GENTRY-HEARD, RENEE' TEACHER 5320 MARYLAIIO 72204 666-7063 GETER, RtMINDA L AIDE REGULAR BlllGET 3215 BISHOP n206 GEURIN, RAMONA M TEACHER 1708 SHI.MATE n212 223-8570 GLOVER, BARBARA J MANAGER ELEMENTARY FOOO 3805 HOLT ST 72204 5652n4 GOOOEN, CORINE WORKER ELEM FOOO SERVIC 1601 S CEDAR n204 HAMLETT, ROBERT EDWIN SCHOOL NURSE 32 PRINCE DR n113 851-8345 HARRIS, RONALD CUSTOO IAN  PART Tl ME 2105 SCHILLER STREET n202 3n7476 HENDRICKS, LUCY M SECRETARY PRINCIPAL 4314 PINE DRIVE 72015 847-2211 HILL, CAROLYN AIDE REGULAR BlllGET 2100 WEST 22ND n202 376-1216 HU\u0026gt;SON, MARY B AIDE REGULAR BlllGET #24 BAY STREET n204 224-4280 HUTTO, MARYE TEACHER 2919 ADAM STREET no32 327-9997 JACKSON JR, JOSEPH TEACHER RT 4 BOX 142 n111 JOHNSON, CARTHORIA TEACHER 11801 DESOTO FOREST n212 223-8162 JOHNSON, DELMA J TEACHER n216 MCBRIDE, BARBARA L TEACHER 9316 LABETTE DRIVE n204 225-1958 MILLER, VANESSA C AIDE  SUPERVISION 4124 WEST 15TH n204 664-4116 NELSON, JOANNE TEACHER 1223 SOUTH TAYLOR n204 663-7793 NELSON, WILBURLENE R MEDIA CLERIC 3703 BOYD STREET n204 565-8437 PLEDGER, OSHIE L TEACHER 6212 SHIRLEY DRIVE n204 666-1679 ROGERS, CHARLENE I TEACHER 4319 COBB n204 565-7848 ROUSE, IIARREN J COUNSELOR n15 APACHE n205 661-0522 SCARBROUGH, VALARIE ACADEMIC SUPPORT LAB ATTE 6200 ASHER AVE APT #176 n204 SCHOFIELD, SANORA LIBRARIAN no3 ILLINOIS n201 224-6022 SHENEP, CYNTHIA IC TEACHER 824 BEACON HILL COURT n211 225-7524 SINGH, DONNA F TEACHER 116 NEVADA 71901 STILES, DONNA M TEACHER 15 NOB VIEW n205 225-1607 I TALLEY, HELEN J TEACHER 37 LAKESIDE n204 565-4146 WILSON, LEVANNA M ELEMENTARY PRINCIPAL 1818 S JACKSON n204 663-0119 YEAGER, JUDITH A TEACHER 1118 WILD TURKEY COURT n211 225-3804 I BASELINE ELEMENTARY Principal: Dr. Mary Jane Cheatham 3623 Baseline Rd Little Rock, AR 72209 570-4150 AKERS, SHARRA D COUNSELOR 34 MELINDA DRIVE n209 562-8857 .. BAKER, PAULA E AIDE FOOR YR Ol.D PROGRA 1304 MARLYN DRIVE n205 BROOKS, LETITIA R TEACHER 116 S(lJTH 24TH 71923 246-7057 BURCHETT, CARLETTA D TEACHER 9121 LEW DRIVE APT C n209 BURCHFIELD, VICKI TEACHER 21443 CRABAPPLE CIRCLE n065 888-1077 CALDIIELL, JOSEPHINE B AIDE SUPERVISION 2701 S(lJTH CROSS 72206 375-8055 CANNON, SHIRLEY L AIDE REGULAR BlllGET 3801 BASELINE APT 24 n209 CARTER, CHARLES R TEACHER 1323 S(lJTH TYLER n204 CASEY, DOROTHY A AIDE SUPERVISION 5205 EAST 145TH STREET n206 897-1190 CHEATHAM, MARY J ELEMENTARY PRINCIPAL 11401 S(lJTHRIDGE n212 225-4938 CONLEY, TINA A AIDE  FOOR YR OLD PROGRA 9914 DOBBY n206 DEATON, BETTY IC TEACHER 1049 CLINTON 71923 246-8537 FOSTER, BARRON J CUSTOOIAN 3513 WHITFIELD n204 228-0818 ' FOWLER, MILLICENT IC TEACHER 1811 S(lJTH GRANT n204 661-1082 GAYLOR, ELSIE WORKER ELEM FClal SERVIC 311 CHARBETT DRIVE n204 565-1269 GLASON, DIANNE M TEACHER 3313 IIEST 10TH n204 663-4584 HARDESTY, PATTY J TEACHER 7435 ANDERSON noo2 847-3406 HARRIS, BEVERLY CUSTOOIAN 2112 S(lJTH MARTIN n204 666-6312 HARRIS, LORETTA M TEACHER 1500 S. TYLER n204 664-3045 ' HUFFMAN, CAROLYN A TEACHER 111 BROWNING DRIVE 71913 767-3001 HUSSEY, PAULINE IC AIDE SUPERVISION 8711 MIZE ROAD n209 562-8183 JACKSON, CONNIE M AIDE SUPERVISION 4010 ARAPAHO TRIAL n209 568-2281 JAMES, MARILYN IC TEACHER 4500 UNION AVE #43 71603 879-5798 JAMES, TERRIE J MEDIA CLERIC 116 EAST NGII n116 7588671 JONES, ANNETTE L SECRETARY PRINCIPAL 4304 MARYLAND AVENUE n204 LAMB, ANITA J TEACHER 13111 IIEST MARKHAM APT 37 n211 2239810 MARSHALECIC, DONNA M TEACHER 2620 RIVERFRONT APT 256 n202 660-4458 MAYFIELD, CARLOS D AIDE REGULAR BlllGET 2100 RICE STREET n202 376-8016 MCDONALD, MARY J TEACHER 504 NEBLING ROAD n205 227-6046 MILLER, MICHAEL A WORKER - ELEM Foa\u0026gt; SERVIC #4 TRENT DRIVE n209 562-3590 MITCHELL, MARIA A TEACHER 2804 IIEST 6TH n205 664-4668 NALLEY, MARGARET R LIBRARIAN 13017 CRABAPPLE PLACE n209 455-2081 NORMAN, ANN C TEACHER 7101 GUINEVERE DRIVE n209 562-3435 POTEET, LISA B TEACHER 3322 CARMINE COVE no22 847-1465 I RENDEL, RAYL CUSTOOIAN  HEAD 609 PARKDALE n111 945-2897 RUNYAN, JUDITH A ACADEMIC SUPPORT LAB ATTE 5511 BASELINE #9 n209 565-6332 SELF, ELAINE M TEACHER #29 MARKHAM PLACE n211 224-n19 SINGLEY, PATRICIA L MANAGER ELEMENTARY FOOO 1311 IIEST WOODSON LATERAL n065 888-8644 SMITH, DELWIN H TEACHER 3no HIGH DRIVE n206 3n-2ao3 SMITH, EUNICE ,D TEACHER #14 HAWTHORNE DRIVE no32 327-6316 I SMITH, WILLIAM 0 TEACHER 9503 NORTH VIEW DRIVE n120 834-5738 IIEDGE, KIMBERLY D WORKER ELEM FClal SERVIC 15907 SHIRLEY DRIVE noo2 847-9655 WHITTAKER, NONA M TEACHER P.O. BOX 250021 n225 664-6694 YOUNG, STACEY L TEACHER 1812 RESERVOIR ROAD #119 n201 223-8901 BOOKER MAGNET Principal: Dr. Cheryl Simmons 2016 Barber St Uttle Rock, AR 72206 324-2482 ABBOTT, JO ANN TEACHER 5901 JFIC BLVD #4224 n116 ' ALLEY, MARYL TEACHER 7575 CANTRELL APT 38 n201 663-4420 ARMSTRONG, MARTHA A TEACHER 5009 ROOSEVELT noo2 847-30n AUSTIN, CLARA D TEACHER 13820 WINDSOR ROAD n212 225-5439 BAKER, MICHELE LYNN TEACHER 1221 RESERVOIR APT 146 n201 221-0789 BIRD, NOBUKO E WORKER ELEM FClal SERVIC 111 HAMPTON COVE no76 982-7105 BISHOP, NANCY COUNSELOR 82 ROBINWOOD n201 BLEDSOE, RITA L TEACHER 9907 SUFFOLK DRIVE n204 227-9907 BONDS, WILMA B TEACHER 13425 1-30 no15 7780911 BROW, NARTIIA C TEACHER 23815 HWY 10 72212 868-9617 IIURNS, PATRICIA M LIBRARIAN 7419 OHIO #3-A 72207 666-8266 IURRUSS, MERILYN P TEACHER 12 TALLYHO n207 228-5783 CHARLESTON, SANTONIA AIDE SUPERVISION ROOTE 2 BOX 543 n206 490-1836 CLARK, DENISE W TEACHER 8416 EASY STREET 72116 834-8941 COLFORD, SUSAN TEACHER 600 NORTH MARTIN mos 663-no2 CURRY, VIRGINIA E AIDE SUPERVISION 212 HILDA 72076 982-2774 DAVIS, VELLA D MEDIA CLERIC 1923 EAST 38TH 72206 374-4775 DICKERSON, KAYE H TEACHER 11 BIRCHWOOD DRIVE no32 329-8612 DOOLEY, VIVIAN IC CQJNSELOR 5918 LIBERTY COVE 72209 568-1251 DORER, ROBERT A TEACHER 33405 HWY 300 72135 330-2850 DUNAVIN, IVA L WORKER ELEM FOOO SERVIC n206 ELLINGTON, LORETTA TEACHER 12120 PLEASANT FOREST DRI n212 EZELL, DONNA J WORKER ELEM FOOO SERVIC 1621 WEST SHORT 1nH 72114 376-7114 FARLEY, JENNIFER D TEACHER 22 JOHNNY LANE 72116 834-8675 GIPSON, DEBRA ELISE TEACHER 325 B SOUTH MITCHELL 72032 329-4943 HAMPTON, PAULA R TEACHER 5300 BASELINE ROAD APT 12 72209 888-7318 HARDING, CASSANDRA D TEACHER 7805 WOOD 11A VEN 72209 IIARRELL, ALICE L AIDE SUPERVISION 1906 DOVER LANE 72206 375-6052 KAYES, cIAH CUSTOOIAN 3116 CENTER STREET 72206 375-2718 HESTIR, JOANN TEACHER 1817 WEWOKA DRIVE 72116 834-2365 HIGDON, TAMMY TEACHER 7700 NORTH HILLS BLVD '80 72116 834-0192 HUIE, CAROLYN IC TEACHER 200 MILLWCXXl CIRCLE #413 72206 851-0486 JEFFRIES, VEARLON L TEACHER 1218 WEST 28TH 72206 JOHNSON, NAYREAN S TEACHER 11893 RIVERCREST DRIVE 72212 JONES, ALICIA R TEACHER 43 WARREN DRIVE APT #98 72209 JOYNER, TISA S SECRETARY PRINCIPAL 420 MESA DRIVE APT IC54 72211 KARP, ROSE MAR IE TEACHER 914 SCHRINER COURT 72116 753-3325 KELLEY, CLEMENTINE TEACHER 6601 STERLING DRIVE 72204 663-2584 KELLEY, LOIS W TEACHER 15 INVERNESS CIRCLE 72212 227-5148 KELLY, EVELYN TEACHER 1604 SCOTT APT B 72206 372-5338 KINDER, JAMES B TEACHER 8617 NANCY PLACE 72204 562-0879 LACEY JR, JESSE J ASST PRINCIPAL ELEMENTA 6412 SHIRLEY DR 72204 664-7912 LEHNHOFF, DENNA N TEACHER 5905 LOWRANCE 72118 758-4167 LOFTON, NARY R TEACHER 10 HAMPSHIRE CIRCLE 72212 225-0966 NARSIIALL, JAMES A CUSTOOIAN  HEAD 1404 S WASHINGTON 72204 664-2158 MCGUIRE, STEPHEN IC TEACHER 500 CAMBRIDGE PLACE 72207 836-2785 MCMORRAN, NARY E TEACHER 101 LANCASTER 72209 562-2377 MEYERDIRIC, CAROL A TEACHER 1201 SOUTHEDGE 72207 225-9121 MIDDLETON, PATSY A ACADEMIC SUPPORT LAB ATTE 13120 QUAIL CREEK #8 72206 888-4587 NEWCOMB, DARYL D TEACHER 2124 N. ARTHUR 72207 664-9246 OICECHUICW, MARIAN WORKER ELEM FOOO SERVIC 116 SOUTH LOCUST 72114 945-7895 OLIVER, ORA D AIDE SUPERVISION 64 N MEADOIICLIFF 72209 565-0956 PLEASANT, CARWIN J TEACHER 2714 STATE 72206 374-1309 POWELL, MARYE M SECRETARY PRINCIPAL #3 KARON CT 72205 225-1086 RAGLAND, STEPHANIE J CUSTOOIAN 2019 E 4TH 72202 374-5812 SARLO, T IICJ4AS C TEACHER 2024 LLOYD COORT 72205 376-4316 SCOTT-JOHNSON, UVITA L SCHOOL NURSE 912 BEDFORD 72202 375-3796 SIMMONS, CHERYL A ELEMENTARY PRINCIPAL 3300 NORTH CYPRESS 72116 771-1035 SMITH, NARY A TEACHER 3609 TUDOR DRIVE 72204 224-0603 TAYLOR, CAROLYN W TEACHER 7905 DEERWOOD DRIVE 72204 224-8707 TROTTER, DANIELL CUSTOOIAN 5000 WEST 29TH 72204 WALKER, BERTHENA C TEACHER 1317 SCHILLER 72202 664-2234 WALLS, BOBBIE J TEACHER 2617 LOOISIANA STREET 72206 375-8547 WEIR, NANCY L TEACHER 909 SCHRINER COORT 72116 758-4072 WHITE, DISHOONGH TEACHER 2201 CENTER 72206 374-4919 WHITE, GLORIA A TEACHER 12815 HWY 365 72206 897-5229 WOODS, BRENDAL AIDE SUPERVISION 1022 APPERSON 72202 375-9205 WORTHY, PAMELA L WORKER ELEM FOOO SERVIC 10520 TOPAZ CIRCLE 72209 565-7659 YOUNG, MICHELLE L TEACHER 12315 CHERRY LAUREL DRIVE 72211 221-2302 BRADY ELEMENTARY Prlnclpal: Mary Menklng 7915 West Markham St Uttle Rock, AR 72205 228-3065 BRADLEY, ROZALYN M TEACHER 10613 BRAZOS VALLEY DRIVE n212 227-5536 BROWN, LAlolRENCE CUSTOOIAN 813 HARRINGTON n202 376-0039 CHARLES, KATHLEEN M TEACHER 504 MCADOO n205 663-7388 CROMEDY, GERALDINE TEACHER 1105 SClJTH CLEVELAND n204 664-5180 CROSBY, SUSAN M TEACHER 115 INDIAN TRAIL n201 228-0170 CURRY, OLENE E MANAGER ELEMENTARY FOOO 7904 WESTWOOO n204 565-4475 DOOGLAS, PAMELA J WORKER ELEM FOOO SERVIC n135 DUGAN, FRANCES R TEACHER 3021 CHARTER OAK n201 227-0327 ELAM, MARSHAL TEACHER 1420 BRECKENRIDGE #101 n201 228-5443 EVANS, ANITA F WORKER ELEM FOOO SERVIC 1420 BISHOP n202 375-5007 FOSTER, DONALD CUSTOOIAN  HEAD 3112 BOYD n209 GAMBLE, SUSANNE COOIISELOR #2 NOTTINGHAM RD. #1 n205 664-2371 GORDON, JANICE L TEACHER 10 SlNIERHILL CT n211 227-8857 HANNAHS, BARBARA I TEACHER 12704 ST CHARLES BLVD n211 223-9505 HARDY, KATHRYN C AIDE REGULAR BUDGET n214 HARKEY, JANE A TEACHER 2027 NORTH ARTHUR n201 663-2892 HIMSTEDT, KIMBERLY H TEACHER 42 GREENVIEW CIRCLE n116 834-0066 HOOGES, BARBARA L TEACHER 4709 EASTWOOO n204 565-0816 JONES JR, EARNEST L AIDE SUPERVISION n209 562-8389 KOON, BETTY R TEACHER 4319 COBB n204 562-4652 LESTER, SANDRA L TEACHER 31 OAK FOREST DR I VE n113 851-3695 MCCLURKAN, EDWINA Y TEACHER 19306 QUAIL RUN n209 455-1421 MCGEE, SUZANNE B TEACHER 112 CAMBRIDGE PLACE n201 225-9590 MCINTYRE, GORDON L TEACHER ROOTE 1 BOX 89H no16 982-2330 MENKING, MARY A ELEMENTARY PRINCIPAL 5 HERITAGE COURT n211 225-3822 MOORE, PATSY A AIDE SUPERVISION 4100 ELAM n204 562-1408 NICHOLS, VALARIE R AIDE SUPERVISION 1422 EAST 38TH n206 3n-5111 NUNLEY, GLORIA A LIBRARIAN 601 CENTER no32 329-7199 O'NEAL, EARNEST L ACADEMIC SUPPORT LAB ATTE 4920 AUGUSTA CIRCLE APT G n118 OLIVER, SHELLY R TEACHER 14 POlol)ERHORN COURT 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SHACKLEFORD #207- n211 221-3421 IIILSON, ALVIN CUSTOOIAN 4023 LUGIIIG n204 565-3650 IIILSON, JULIA D TEACHER #2 CAMBRIDGE DRIVE no32 329-4239 1/00LLY, CAROL J TEACHER 30 PANELA DRIVE n201 224-5341 1/YATT, JOYCE L REGISTRAR 109 PEBBLE BEACH n212 225-9499 1/YATT, HARIAN G TEACHER 36 TALLYHO LANE n201 225-8776 GARLAND ELEMENTARY Principal: Robert Brown 3615 W. 25th St Little Rock, AR 72204 671-6275 ARNOLD, THEESSA J TEACHER 4308 I/EST 13TH n204 666-1983 ATKINSON, KRISTY LYNN TEACHER 8 OHIO COVE n201 227-7091 BANKS, RICKEY D TEACHER 15 HCM:LL DRIVE n204 221-2946 BEALER, CAROL F ACADEMIC SUPPORT 1/RITING n204 BOSLEY, MICHAEL CUSTOOIAN - HEAD 2919 CENTER STREET n206 371-0343 BROI/N JR, ROBERT L ELEMENTARY PRINCIPAL 5000 N VINE n116 758-8709 BRUCE, JACQUELYN D ACADEMIC SUPPORT LAB ATTE 4913 I/EST 18TH n204 BUCKNER, KENNETH A AIDE - DESEGREGATION n204 CALLAIIAY, ANN II SCHOOL NURSE 120 NORTH WOOOLAND no32 327-4647 CARR, MELANIE TEACHER 1931 HARTIN ST APT. 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TAYLOR n204 6666198 HAMPTON, VALDA D AIDE TITLE VI B INSTRUC 3701 LUDWIG n204 5628576 KANOY, ROSIE L AIDE REGULAR BUDGET n164 HARDIN, CASANDRA ANN TEACHER 22 KINGSPARK DRIVE n,13 8510208 HARRIS, BOBBIE C WORKER ELEM Foa\u0026gt; SERVIC n206 HINES, BEVERLY J TEACHER 2600 HIGH n206 3753197 HOOSE, KEITH L TEACHER 2000 JR DEPUTY ROAD n205 2275106 JESTER, LI NOA TEACHER n210 JONES, CHERYL T COUNSELOR nos OAKRIDGE n116 8353709 JONES, DAVID L IIJLTIMEDIA TECHNOLOGY/ED n204 LEWIS, MARGARET A AIDE REGULAR BUDGET 4 PHYLLIS COURT no16 9852836 MCBRIDE, DOROTHY L WORKER ELEM Foa\u0026gt; SERVIC 1910 S(lJTH JOHNSON n204 6638354 MIRANDA, CARLA J AIDE REGULAR BUDGET 13003 EL ROAD n206 8882873 MOTTIN, MICHELLE S TEACHER 1414 SCOTT STREET n206 NELSON, REBECCA M LIBRARIAN 11006 LEMOIICREST LANE n209 4555544 NORWOOO, FAYE C TEACHER 2205 STATE n206 3744267 RICHARDSON, ANNIE L MEAL TECHNICIAN Foa\u0026gt; SE 4223 WEST 25TH STREET n204 RICKS, SHAWN D TEACHER 1902 CROSS n206 3710225 ROBERTS, KATHLEEN H AIDE DESEGREGATION n205 ROBINSON, MARLENE M TEACHER n205 RODGERS, JUDY C AIDE REGULAR BUDGET n118 RUNION, DIANNE C TEACHER 7117 SHAMROCK DRIVE n205 6632778 RYNDERS, MICHAELE ACADEMIC SUPPORT LAB ATTE 1212 DORTCH LOOP n111 SIMS, SHARON R TEACHER 1601 N SHACKLEFORD BLGD4 n211 2239315  SLATER, LEROY TEACHER P.O. 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