MAGNET REVIEW COMMITTEE AGENDA APRIL 8, 2014 I. Call to Order II. Reading of the Minutes of March 11, 2014 Ill. General Report A. Correspondence B. Financial Transactions C. Communications D. Recruitment Update E. LRSD Original Magnet Schools Personnel - Vacancies and New Hires IV. Business and/or Action Items A. Discussion of Court Ruling Regarding the Magnet Review Committee B. Executive Session to Discuss Personnel Matters C. Set Next Meeting Date V. Adjournment MAGNET REVIEW COMMITTEE MINUTES March 11, 2014 The regularly scheduled meeting of the Magnet Review Committee was held in the Magnet Review Committee Office, 1920 North Main Street, Suite 101, North Little Rock, Arkansas, on Tuesday, March 11, 2014. Members Present: Dr. Sadie Mitchell, Chairperson - LRSD Oliver Dillingham, ADE Danny Reed, ADE Terri Rogers, PCSSD Alternate Joy Springer, Joshua lntervenors Members Absent: Guest: Dr. Robert Clowers, PCSSD Micheal Stone, NLRSD Margie Powell, ODM The meeting was called to order at 8:45 a.m. by Chairperson Dr. Sadie Mitchell. She immediately called for a reading of the minutes of February 18, 2014. Danny Reed made a motion to accept the minutes as presented, and Oliver Dillingham seconded the motion. The motion carried unanimously. Sandy Luehrs, MRC Administrative Assistant, called the Committee's attention to items in correspondence. She provided information contained in an e-mail from Norma Johnson, LRSD Board Member, in which Ms. Johnson complimented Gibbs Magnet for promoting Computer Power Day. Copies of the e-mail were given to all MRC members. Financial transactions were presented in the amount of $1,703.47. Oliver Dillingham made a motion to pay the bills, and Joy Springer seconded the motion. The motion carried unanimously. With regard to communications received since the previous MRC meeting, Ms. Luehrs noted that any information about the deseg case in local newspapers has already been sent to MRC members via e-mail. However, two articles from Hogan Lovells LLP were given to MRC members for their perusal. These articles had to do with a class action lawsuit to require high schools to take action to address concussions in high school football, and certain federal charter schools program recipients may now use weighted lotteries to benefit educationally disadvantaged students. Copies of these articles were provided to MRC members. During the previous MRC meeting, Micheal Stone, NLRSD representative, promised to provide information and forms with regard to a proposed assignment agreement among the three school districts. Copies of that agreement and forms were provided to MRC members. Terri Rogers, PCSSD alternate member, informed the MRC that the districts did meet but there was nothing agreed upon. The information contained in this agreement is only a draft when it relates to magnet schools. Ms. Springer said at this time that PCSSD does not plan on sending more than the rising 96 students to magnet schools this year. The LRSD Board was concerned that no new children will be coming from PCSSD to magnet schools, particularly at the Kindergarten level. Ms. Springer informed the MRC that the Joshua lntervenors have filed a motion with the Court to clarify the role of the M RC. A hearing is scheduled for April 4, 2014, but she is not sure if the Judge is going to have this request on the agenda for discussion. -2- I Ms. Springer noted that the Joshuas are still concerned about the way students are assigned. Oliver Dillingham said there is a problem in the system since the PCSSDis not getting their students into schools they want in LRSDi f they are on M-to-M transfer. Ms. Springer recommended that Chris Heller be invited to meet with the MRC before the April 4th hearing. Dr. Mitchell was asked to contact Chris Heller to meet on Monday, March lih. MRC members were informed about the Magnet Schools of America National Conference in Hartford, Connecticut in May, 2014. It was agreed by consensus that the MRC would not be sending any representatives this year. When no further business was brought before the Committee, Joy Springer made a motion to adjourn the meeting, and Danny Reed seconded it. The meeting adjourned at 9:30 a.m. -3- I I.~ 1. 2. 3. 4. 5. 6. 7. 8. MAGNET REVIEW COMMITTEE BILLS TO BE PAID April 8, 2014 Capital Business Machines (Monthly Billing for MRC's Copier Maintenance Contract) CompSys (Monthly Billing for Service to Act As Website Host and E-Mail Provider for MRC) Staples Advantage (Supplies for the MRC Office) Central Arkansas Newspapers (Advertising in the NLR Times, Jacksonville Patriot, and Sherwood Voice) CompSys (Monthly Billing for Service to Act As Website Host and E-Mail Provider for MRC} American Home Life (MRC's Rent for April, 2014) American Home Life (MRC's Communications Expense for March, 2014) Arkansas Democrat-Gazette (Subscription Renewal for 3 Months) TOTAL BILLS TO BE PAID 88.97 48.33 110.24 80.00 48.33 825.00 182.50 60.00 $ 1,443.37 Arkansas Desegregation Case Inches Closer to Resolution I Arkansas Business News I Ar... Page 1 of 3 Arkansas Desegregation Case Inches Closer to Resolution by Associated Press Posted 4/4/2014 04:35 pm Updated 3 days ago UTILE ROCK-Arkansas' long-running desegregation lawsuit inched closer to a resolution Friday when a federal judge said he was satisfied with a rural school district's plan to provide college scholarships for more students. Loose ends remain, however, for the Little Rock, North Little Rock and Pulaski County Special school districts, which since 1989 have received more than $1 billion in additional state aid to address racial imbalances. The judge handling the 32-year-old case has already determined that the extra funding will go away in 2018, but he has yet to declare Pulaski County's schools desegregated. He suggested revisions to a monitoring plan Friday and gave lawyers 11 days to weigh in. Meanwhile, a lawyer representing black school children renewed an informal complaint that he has been left "out of the loop," this time as the districts expand a magnet school program. Race-based problems within Little Rock's schools have their roots in 1950s policies that led to President Eisenhower ordering federal troops to supervise the 1957 integration of Central High School. A quarter-century later, Little Rock sued its neighboring districts and the state, claiming their policies undermined its ability to maintain a racial balance in Arkansas' largest school district. Under a court settlement, the state agreed to help pay for student transfers and magnet programs. Federal judges had previously declared the Little Rock and North Little Rock districts "unitary," or substantially desegregated, but withheld approval for Pulaski County schools. Among concerns are that its facilities are poor and its discipline policies aren't balanced. I ' I , 1 /Anl"\ Ar Arkansas Desegregation Case Inches Closer to Resolution I Arkansas Business News I Ar... Page 2 of 3 U.S. District Judge Price Marshall on Friday declared that the rural district had met requirements to provide college scholarships to some of its students. While it had provided 17 scholarships of $1,000 in the last two years, beginning this year it will provide 20 scholarships of $2,500. He said he would ask a magistrate to review special education policies and asked the lawyers to consider letting him dissolve the Office of Desegregation Monitoring on June 30 and give work to a court-appointed expert. Lawyers have until April 15 to respond. The judge also said a magnet school review program would cease June 30, but the magnet schools will continue. "The settlement contemplates good faith among the three districts for magnet (schools) going forward," Marshall said. But John Walker, a state representative who is an attorney for black school children intervening in the case, said discussions of magnet programs among the districts was news to him. "We still have the need to be involved," Walker told the judge, who directed Little Rock district lawyer Chris Heller to keep Walker abreast. Walker has said previously that the Little Rock district has traditionally followed discriminatory policies and complained after Friday's hearing that "keeping us out of the loop" was more of the same. "The problem is ... its willingness to really fulfill the obligation of a desegregated school district," Walker said. He repeated his contention that previous policies have left more affluent parts of the city having the better facilities. "The beneficiaries of the school system are still largely white," Walker said. "The ones who get the best education, the best teachers with less turnover, the best schools in the best neighborhoods. "Everything else is running amok," he said. http://www.arkansashusiness r.nm/nrint/~rtif'lp/QQnLI.'- Arkansas Desegregation Case Inches Closer to Resolution I Arkansas Business News I Ar... Page 3 of 3 Heller did not return a telephone call seeking comment on Walker's remarks outside court, but did tell Marshall he would involve Walker in future conversations. (Copyright 2014 The Associated Press. All rights reserved. This material may not be published, rewritten, broadcast or distributed.) Arkansas Business Lt~~le. Rock- Sckool -Ots~rtc~ M<A9"'-eS.~c hools It is with great pleasure and pride that I introduce you to the magnet schools offered by the Little Rock School District. The programs available through these theme-based innovative schools provide distinct opportunities for students across the district. Each school is designed to pique and feed an array of interests, as well as, cultivate a learning environment that includes hands-on experiences and technological supports that reinforce a progressive curriculum. As the superintendent, I am excited that we are able to offer these opportunities to the families of the Little Rock School District. The information in the pamphlet gives more detailed descriptions of each program including the learning experiences to be gained by participating in such schools. Without hesitation, I invite you to learn more about these exciting learning environments and consider them for your child(ren). Eight (8) schools offer engaging, rigorous programs that are specific in nature to meet the interests of students. If you would like more information, please contact the Student Registration Office. Dr. Dexter Suggs, Superintendent, Little Rock School District Ele.Me.~~'r~ Sckool M<A9~e.'~P ro9r<AMS Booker Arts Principal Dr. Cheryl Carson 2016 Barber Street 501-447-3800 Carver Math & Science Principal Diane Barksdale 2100 East 6th Street 501-447-4000 Gibbs International Studies & Foreign Languages Principal Dr. Felicia Hobbs 1115 W. 16th Street 501-447-4900 Williams Traditional Studies Principal Lori Brown 7301 Evergreen Drive 501-447-7100 Mtd.d.le. Sckool M<A9~e.'~P ro9r<AMS Dunbar Gifted & Talented/International Studies Principal Eunice Thrasher 1100 Wright Avenue 501-447-2600 Horace Mann Arts & Science Principal Keith McGee 1000 E. Roosevelt Road 501-44 7-3100 Ht9k Sckool M<A9~e.'~P ro9r<AMS Central: International Studies (school-within-aschool magnet program) Principal Nancy Rousseau 1500 South Park Street 501-447-1400 Parkview Arts & Science Principal Dr. Dexter Booth 2501 John Barrow Road 501-447-2300 LRS'D M'9"'e~ Sckool Co\f\~t\f\u.tu"1 1 ~ .. ntt nuiv~ n.r::
HICT" Ove.rvte.~ The Little Rock School District offers a system of exemplary magnet schools. Magnet schools provide dynamic, engaging, interest-based programs for talented students from across the district. The LRSD magnet school program provides thematic, rigorous school-wide academic programs paired with innovative, hands-on curriculum and authentic community support to create a dynamic combination for student success in a global society. The Little Rock School District Magnet Program offers students the opportunity to participate in a variety of instructional programs from elementary to high school. Each school program emphasizes a specialized theme: Arts, Math and Science International Studies and Foreign Languages Gifted and Talented Traditional Studies These programs are offered across a continuum of feeder schools to enable students to participate in the magent program from the time they enter elementary school through high school graduation. LRSD magnet programs guide students as they discover, explore, and refine their talents and interests while concentrating on excellence in academics. The incorporation of innovative curriculum infused with the use of varied community partnerships with central Arkansas businesses, institutions of higher education, as well as, arts and cultural organizations provide magnet schools with rich resources, extended learning experiences, and college and career awareness opportunities. 'Pro9r<AM GoCAls To foster academic excellence for all students To provide a continuum of interest-based and specialized learning experiences to develop the unique talents of magnet school students To utilize innovative curriculum and state-ofthe- art technological resources to ensure students gain fluency in technology, problem solving, organization, teamwork and other 21st century skills To cultivate partnerships with local industry and community resources to ensure connections to real-world challenges and opportunities while developing robust student-community networks and college and career readiness skills. Mtssto"' To nurture students' natural curiosity and creativity technological tools provides magnet students with rigorous standards-based and hands-on experiences. The inclusion of authentic tasks cultivates students' higher-order thinking and problem-solving skills, To provide rigorous, theme-based curriculum To incorporate technological tools To assign authentic tasks To foster teamwork To develop communication skills and ensures college and career readiness. Extensive __ .._._ 1.,....~~ \. ....... c.ttllaNtfClll--Uf'to .... CDl"I .. ,...,, ......... a1V11~ ... "",ass.bl' -::-..:::-- ..- :::::- .
....... .....- ... . .... __.. ., . ......'C. JI ~--=---~- - S.s.all~ ....... ---., .. ...----' YOUM USTH AVEA LLO FT HEF OLLOWINGIN ORDER TOR EGISTETRO DAY.N O EXCEPTIONS. P3/P4 Registration O,ecklist !RiMUShTfw A llp f Vn doo,m,,nf!OJ" lP'rtfdI n or:dtfor:r emttr todfl Ify oud al 'lQI W 90'!9! :MRPSyo ura ppiqt O"\. FAQs Frequently Asked Questions Who can apply for a magnet school assignment? Any student who resides within the Little Rock School District attendance zones is eligible to apply for assignment at one of the magnet schools. How do I apply for a magnet school assignment? LRSD parents must complete an Optional Enrollment Request Form (OERF). Forms may be downloaded from lrsd.org or obtained at the Student Registration Office located at 501 Sherman Street in downtown Little Rock. The open enrollment periods begins the last week of January and continues through the first week of February for students who will enter school in August of the same calendar year. If my child is currently enrolled in a magnet program, does he or she have to reapply each year? No, a new application only needs to be completed when a student moves to the next organizational level (Kindergarten, 6th grade or 9th grade). If your student is remaining at their assigned magnet school, you do not need to reapply. Does my child have to follow the magnet program feeder track? No. How will I be notified if my child is selected for a magnet school? Assignment notification will be mailed to the home address provided on the Optional Enrollment Request Form (OERF) by early March each year. Students who do not receive an assignment slot will be placed on a waiting list. Notification will be mailed to parents once a placement slot becomes available. If I have a child attending a magnet school, will his or her sibling be assigned to a magnet school too? If you have a child who is currently attending a magnet elementary school, then his or her sibling will be given preference to attend the same magnet elementary school. Sibling perferences are not given at the middle and high school levels. Is transportation provided for magnet schools? Yes. Lt~~le Rock- Sckool Dts~rtc~ ELEMENTARY Sckool M<A9"'-e'P~r o9r<AMS Booker Arts - Carver Math & Science Gibbs International Studies & Foreign Languages - Williams Traditional Studies t=ocus o"' Cre.CA~tvt~J Booker Arts Magnet School provides a nurturing learning environment that encourages creativity, development of fine arts skills, and high academic achievement. Booker Arts Magnet School students grow academically through experiencing the fine arts each day. Orchestra, band, rhythm instruments, vocal music, percussion instruments, and piano are components of the music program. The drama program supports language arts instruction by providing many performance opportunities for students enhanced by costumes, lighting, sound system, and stage. The creative movement program features dance and physical education activities. A~er School Oppor~~tH.es Booker Arts Magnet School's visual arts program partners with various community groups such as Heifer International and Bernice Gardens to provide learning opportunities and community service projects for students. Enrichment opportunities are offered through the Art Club, Girl Scouts, and Camp Jaguar after-school tutoring program. Booker Arts Magnet School features a gymnasium, choir room, running track, two playgrounds, mirrored dance studio, 56-station Dell computer lab and the District's only elementary school piano lab. ACCA.d.e.n,,tCco n,,pe.~t~to~ Booker Arts Magnet School students successfully competed in the Delta Classic Spelling Bee, Pulaski County Spelling Bee, Little Rock School District Science Fair, Young Arkansas Artists Competition, and Destination Imagination. Soltd. CoMMUl,\~J 1"' volve.n,,ekf: Parent and community involvement are essential components at Booker Arts Magnet School. Volunteers contributed more than 37,780 hours of service, or over 72 hours per student last year. Partnerships with the Greater Little Rock Kiwanis Club and the Love Your Schools initiative support the academic, emotional, and physical growth of Booker Arts Magnet School students. Booker Arts Magnet School has a true family atmosphere. Generations of families continue to choose Booker to provide the safe, nurturing learning environment that they desire for their children. ........................................ ~ .............................................................. Booker Ar~s M<A9ke.~ Ele.Me.k~<Ar'1 Sckool Principal Dr. Cheryl Carson 2016 Barber Street ~01-447-3800 Carver is a school where children come first. Caring staff, parents and community work together to ensure a quality academic, social and technological education for all children. Our heart embraces excellence through a diversified education for each child. Ck<Alle"'-9t"'-~ S~u.d.e"'-~S ~t~k M<A~k !f. Scte"'-ce Carver is a strong science-math magnet-attracting parents and students who want a hands-on engaging experience and a trip to space camp in fifth grade. We do this through master teacher classrooms and a daily opportunity to be challenged in Science, Math, Young Astronaut, Computer, Library/Counselor, Physical Education, Art, Music and Reading. Our gifted and talented program meets the needs of our high achievers. The learning does not stop when the bell rings at 2:35. Carver offers BOOST for students below proficient and WOW Clubs (STEM, Lego, Drum, Chess, Get Fit, Nature, Quiz Bowl, Library, Puppet, Yearbook) for all students. Our PTA is the proud sponsor of the WOW Clubs! S~ro"'-9 volu."'-~eer Su.ppor~ Parents and community play a vital role at Carver. Thanks to them, Carver wins top awards for volunteer hours each year, with over 100 hours donated per child last year. Mentors and adult reading buddies contribute to stronger students. Current grants from the 3M Corporation and the City of Little Rock enrich science opportunities. We appreciate our volunteer community as they work with us to create engaging experiences for our students. Tke "Dtffere"'-Ce ts Wor~k ~ke "Dts~<A"'-Ce Children say they love Carver for many reasons: fun, health/ sports learning in physical education, visiting other planets in young astronauts, making robots in the Imagination Station, drumming in music, surprising themselves in art with a discovered artist touch, discovering other worlds in library literature study, solving social issues in counselor class, becoming technologically savvy in computer lab, and feeling a part of a learning family in their beloved classroom. Discover a place for your heart at Carver! C'rve.r M'~k-Scte."'ce. M'9"'e.~ E:le.Me."'-~'r'S1c hool Principal Diane Barksdale 2100 East 6th Street 5'01-447-4000 Gtbbs Mo.9~e.~ Sckool of I~~e.r~o.H.o~o.l Shtd.te.s o.~d. Fore.t9~ Lo.~9u.o.9e.s In order to promote global citizenship, students learn about other nations, cultures, and world issues through the study of geography, the universals of culture, and current events in social studies and/or international studies classes. An international studies specialist coordinates the international program and encourages students to think globally and act locally through service learning projects. The school community is united annually by a cultural theme which culminates in May with International Fest. To become globally competitive, students have a daily foreign language class in French, German, or Spanish in our Foreign Language in Elementary Schools (FLES) Program. After an application for foreign language placement is made in kindergarten, a committee makes the final selection for placement before instruction begins at second semester. Foreign language experiences and festivals annually allow students to actively participate in the culture of other nations . Cko!Le.~9"9 Cu.rrtcu!UM An academically-challenging curricula helps students to achieve high academic standards. Our Comprehensive Literacy Model includes the use of authentic books which provide students more complex experiences to better prepare them to read like writers and write like readers. Classroom teachers are also trained in Cognitively Guided Instruction in math. A STEM Lab enhances science, mathematics, and technology. Students participate monthly in the Dunbar Community Garden for hands-on lessons in the earth and life sciences. Gibbs's participation in the LRSD's "1 :1 Laptop Initiative" better prepares students for their technological future. Sp ect<Al t="e<Ar~eus. Competitions/exhibitions in spelling, art, music, physical education, and foreign language
NGS Geography Bee
Math Olympiads
Mad Scientists Expo
and Gifted and Talented Program's Destination Imagination, National History Day, Quiz Bowl, and Fifth Grade Challenge provide additional incentives for student achievement. Gibbs International Magnet School is part of a learning community located near downtown Little Rock that includes Dunbar Magnet Middle School, Dunbar Recreation Center and Gymnasium, Dunbar Community Garden, Dunbar Field, and the Sue Cowan Williams Public Library. .... ........... ....... ,tsaa: ................................................................................................................................ ... G-tbbs M<A9~e~ Sckool of I~~er~<A~to~<Al Shtd..tes $ Foret9~ L<A~9u.<A9es Principal Dr. Felicia Hobbs 1115 West 16th Street 501-447-4900 \ I Ch<Alle.~9t~9 CurrtculuM Williams Traditional Studies Magnet School offers a rigorous standards-based program and is noted for its rich and distinguished history of 56 years of academic excellence. Williams has been a magnet school for 32 years, focused on traditional academic skills. A clear understanding of what students are expected to learn is consistent throughout K-5. The academic program affords students opportunities to think critically, logically, and creatively
communicate effectively through written, oral, visual, and performance methods
enhance skills of working independently and collaboratively
and value learning based on high performance standards. AccoMpltshMe.~~s Williams Traditional Studies Magnet School promotes the excitement of learning and achieves results with students. The school averages 18 points higher than state averages on benchmark exams and has been nationally recognized as a high-performing school in math and literacy. The most recent benchmark scores showed that 92 percent of third through fifth graders were proficient or advanced in literacy and 87 percent were proficient or advanced in math. Students have excelled outside the classroom in many activities, including regional recognition in Destination Imagination, overall wins in the LRSD Science Fair and high finishes in the regional science fair, and third place in the LRSD Quiz Bowl. Williams Magnet is the home of the 2012-13 LRSD teacher of the year and has six nationally board-certified teachers on staff. Cx~r<Acurrtcul<Ar Ac~tvt~te.s Williams Traditional Studies Magnet School provides many opportunities for students to participate in activities that focus not only on academics but also on team building, physical fitness, philanthropic endeavors, family life, and embracing diversity. Some of these opportunities include the gifted and talented program, student council, choir, cheer squad, Destination Imagination, spelling bee, geography bee, yearbook staff, art club, basketball team, chess club, daily news show, talent show, recycling team, after-school tutoring, field day, and the spring carnival. Many teams and clubs have consistently placed first or near the top in recent competitions. Wtllt<A-MST r<A-d.tHolt\.<ASh.l td.te.s M<A-9lt\.eE.~le .Me.lt\.~<A-Sr'1c kool Principal Lori Brown 7301 Evergreen Drive 5'01-447-7100 Lt~~le. Rock- Sckool -Ots~rtc~ Mlt>t>LSEC HOOL M<A9"'-e'.P~r o9r<AM.S Dunbar Gifted & Talented/International Studies Horace Mann Arts & Science Ht.s~ortc Built in 1929, Dunbar Magnet Middle School (formerly Paul Laurence Dunbar High School) was added to the National Register of Historic Places in 1980. With ongoing support from the National Dunbar Alumni Association, the school and its current students continue to strive towards the goals and aspirations of their alumni with an emphasis on high achievement, global awareness, and social responsibility. ~tf~ed. '"'d. T <Ale."'~ed. Dunbar Magnet Middle School is Little Rock School District's only learning and research center specifically designed for high-ability learners. Dunbar's Gifted and Talented (GT) program encompasses breadth and depth in core subjects while stressing creative thinking, risktaking, curiosity, imagination, and interpersonal relations. The International Studies Program offers students numerous foreign language options (German, Spanish, and French), and additional International Studies electives including World Craft and Global Studies. Dunbar actively participates in World Fest, achieving numerous awards including first prize for school in 2005, 2008, 2009, and three first place ribbons in 2010. Dunbar Spanish language learners consistently attain national recognition for excellent performance on the National Spanish Examinations, with recent success in 2012-2013 of 10 gold, 5 silver and 2 bronze medals. Ex~r<A.cu.rrtcu.L<A.r Ac~tvt~tes Dunbar Bobcats participate in many extracurricular activities including: sports (boys'football, girls'volleyball, boys' and girls' basketball, track and field, cheer, drill teams, and co-ed soccer), Quiz Bowl, Destination Imagination, Chess Club, Science Fair, Spelling Bee, Band, Orchestra, Choir, FBLA, and Mathematical Olympiads for Elementary & Middle School (a national math competition for high ability students) l)u.~bo..rG -tf~e.d.$ To..le.~~e.d./I~~e.r~o..Ho~o.S.L~ u.d.te.s Mo..9~e.~M td.d.le.S ckool Principal Eunice Thrasher 1100 Wright Avenue 501-447-2600 Hor(A.ce. M(A,"'-"'- Arts $ Scte"'-ce M<A9"'-e~M td.d.le School HorCA.ceM. CA."'-"M'-'t!sss to"'- Horace Mann Arts and Science Magnet Middle School provides its students with an innovative, diverse, and comprehensive curriculum that fosters academic growth and critical thinking. As a magnet school, Horace Mann Fine Arts and Science programs offer deep content to produce students who have enriched experiences preparing them for a global community. Horace Mann is a destination magnet school where performance counts. F"t"'-eA. r ~s t=ocu.s In addition to the traditional curriculum of English, science, mathematics, and social studies, arts magnet students participate in courses appropriate to their selected area of concentration. The following specialized areas are offered: band, choir, dance, drama, orchestra, piano, and visual arts. Fine arts students receive group instruction in their area and have opportunities to perform publicly and to compete in local events. The sequence of fine arts courses is designed to accommodate the beginning student, as well as students who have had previous training. Scte."'-cet.= ocu.s Students whose area of concentration is science will receive an additional course of STEM/science instruction. The science lab curriculum emphasizes project-based learning including problem solving and engineering design processes. "Hands-on" activities support the program throughout the year. 8e.CA.rcCAt~. ~~sk e. Spdlt9~ Horace Mann students have traditionally participated in All Region Choir, All Region Band, and All Region Orchestra. Several students have won awards for Regional Science Fair, Mu Alpha Theta, Arkansas Council ofTeachers in Mathematics, Math Counts, and Math Olympiads. Furthermore, students have opportunities to participate in various clubs: BETA, Student Council, National Junior Honor Society, FBLA, Debate, Chess, Destination Imagination, Geography and Spelling Bees, Quiz Bowl, and Bearcat Book Club. Horo.ce Mo."'-"' Ar~s $ Scte\,\ce Mo.9"'-e~ Mtclclle School Principal Keith McGee 1000 E. Roosevelt Road 501-447-3100 Lt~~Le. Rock Sckool 'Dts~rtc~ HIGH SCHOOL M<A.9"'-e'P.~r o9r<A.MS Central International Studies Parkview Arts & Science Hts~or
of Excelle~ce Little Rock Central High School is a landmark institution, steeped in history and built to educate generations of scholars. The American Institute of Architects has honored the school as the "Most Beautiful High School in America:' The school received its accreditation in its first year of study and holds the oldest Cum Laude Honor Society charter west of the Mississippi. 31 A 'P Courses Central High School's curriculum is varied and extensive. In addition to regular courses, Central offers both Pre-Advanced Placement and Advanced Placement level courses in multiple areas. Advanced Placement courses are offered in many areas of study including English Ill and IV, Calculus AB and BC, Statistics, Physics, Biology, Chemistry, Environmental science, Physics B and C, Psychology, Government/Politics, Comparative Government, Economics, European History, World History and Art History. Fre.skM<A~ Ac<l.clen,,J Central opened its first Freshman Academy program in the fall of 2004. Students attend classes on common floors and study with a smaller group of students, allowing for a greater sense of community within the larger school family. Ftve Foret9~ L<A~9u.<A9e.s Central houses the Little Rock School District's International Studies Magnet Program, offering opportunities in foreign language and international studies. Central provides four or more levels of foreign language study, including Advanced Placement, for French, Latin, German, Spanish and Mandarin Chinese. Arkn.~.s<A.s 1 Top Sckol<Ar.s Central High consistently turns out an impressive number of National Merit Finalists, National Achievement Finalists and National Hispanic Scholars. Seventy percent of graduates enter four-year colleges and universities across the country, with Central High students represented at the most selective institutions. Central students compete in all areas from science to math to foreign language, achieving statewide and national honors. In addition, students participate in an array of extracurricular activities from drama and debate to choir and band, as well as other competitive educational activities. Students are very proud of Central's strong athletic programs and active spirit groups. ~ ...._ ................... ,... ........ ...,. ...., ...................... ...a .................. ......, ........ ...,..-..-..ia,.... ..._a ..... ...._ ....... . Ce."'-~r<Al".L'- ~e.r"'-<A.Ho"'S-<hAtd.L.t e.s Ht9k Sckool Principal Nancy Rousseau 1500 South Park Street 501-447-1400 'PtA.rkvte~ Ar~s/Sctel,\ce. MG.9"'"-~ Ht9k School Ac<Ad.e.Mtc<All~ Acktevtl,\9 Ht9k 5ckool Parkview Arts/Science Magnet is the only high school in Pulaski County awarded "Achieving" status by the Arkansas Department of Education. This recognition signifies that Parkview's staff addresses and meets the individual needs of each and every student. Parkview's dedicated teachers eagerly seek innovations in the sciences and the arts, as well as ways to nurture creativity, and encourage analytical thinking. The students and staff are creative, innovative, and motivated. Parkview's faculty develops an academically rigorous curriculum with relevance and relationships defined to lead students to academic success. vt.sUAl/'PerforMt"'-9 Ar~.s The visual and performing arts magnet areas at Parkview include Drama, Dance, Visual Art, Band, Orchestra, and Choir. Every student at Parkview selects and studies an intensive curriculum designed for their chosen magnet area for four years. The drama department, which includes one of the few mime classes in the South, offers many annual productions in a state-of-the-art theatre. Parkview houses two dance studios and each spring Parkview's annual dance concert captivates audiences when it showcases professionally choreographed and costumed dancers. Visual arts students win an average of 50 awards each year at the Arkansas Young Artists Association competition and exhibit a spring Senior Art Show in a local art gallery. Parkview boasts an orchestra, a piano lab, award-winning concert and marching bands, jazz band, and an expansive choral department. The music department averages as many as 75 students who make all-region and/or all-state each year. UAM5/UA Developed. 5cte"'ce 'Pro9ro..M Parkview has a rigorous science magnet program that offers courses in Pre-AP and AP Chemistry, Biology, Environmental Science, and Physics. Other courses include Organic Chemistry, Qualitative Analysis, Geology and Space, Microbiology, Anatomy and Physiology, and Technical Writing. Parkview's science curriculum was developed in conjunction with the University of Arkansas for Medical Sciences (UAMS) and the University of Arkansas. 'PG.rkvte~ Ar~s $ Scte~ce MG.9~e~ Ht9h School Principal Dr. Dexter Booth 2501 John Barrow Drive 501-447-2300 ~ Little Rock School District The NEW LtH:l.eR. ock School 1'i..s~rtd: Where WE: 'Pul: Chtld.re~ Fi.rs~ Magnet Review From: Sent: Subject: Attachments: Gibbs, Leslie E. (leslie.welch-gibbs@hoganlovells.com] Wednesday, March 12, 2014 3:52 PM Hogan Lovells - Client Advisory Client Advisory - Ed Guidance on Online Educational Services.pdf Attached is a memorandum regarding Ed Guidance on Online Educational Services. If you have any questions regarding this memorandum, please contact the attorneys listed on the last page. If you have a new e-mail address or would like to be removed from the mailing list, please let me know. Leslie Gibbs Assistant Hogan Lovells US LLP Columbia Square 555 Thirteenth Street, NW Washington, DC 20004 Tel +1 202 637 5600 Direct +1 202 637 7121 Fax. +12026375910 Email leslie.welch-g1bbs@hoganlovells.com www.hoganlovells com Please consider the environment before printmg this e-mail About Hogan Lovells Hogan Lovells is an international legal practice that includes Hogan Lovells US LLP and Hogan Lovells International LLP. For more information, see www hog a nlovells. com. CONFIDENTIALITY. This email and any attachments are confidential, except where the email states it can be disclosed
it may also be privileged. If received in error, please do not disclose the contents to anyone, but notify the sender by return email and delete this email (and any attachments) from your system. No virus found in this message. Checked by A VG - \\ w,, .a\'t?..com Version: 2013.0.3462 / Virus Database: 3722/7180 - Release Date: 03/11/14 Hogan Lovells To FROM School District Clients and Friends Maree Sneed Stephanie Gold Harriet Pearson Christopher Wolf Bret Cohen Michelle Tellock DATE March 12, 2014 MEMORANDUM Hogan Lovells US LLP Columbia Square 555 Thirteenth Street, NW Washington, DC 20004 T + I 202 637 5600 F +I 202637 5910 www.hoganlovells.com SUBJECT It's 10pm: Do you know who can see (and use, and share ... ) your students' data? - Department of Education releases new guidance on student data outsourcing The Department of Education recently ramped up the pressure on school districts and schools to reform their procedures for student data outsourcing, releasing a fourteen-page guidance document on February 25 that reinforces the obligation to comply with privacy laws when using a vendor to host or process student data. By issuing the guidance, the Department has put school districts and schools on notice of its expectations regarding their responsibilities when entering into these arrangements. School districts and schools should therefore carefully consider the guidance and how it affects their student privacy compliance obligations. The guidance is the latest in a series of events that has shone a spotlight on school district and school use of data processing vendors. Back in October, a Colorado superintendent made the New York Times when she faced stiff opposition from parents and school board members to the district's retention of an online records management vendor that would have resulted in a shift of student records to the vendor's servers. The next month, after the election of a new school board opposed to the use of the vendor, the superintendent announced her retirement- and on the same night, the board voted to scrap the long-debated vendor relationship. A few weeks after the Times article, Sen. Ed Markey (D-Mass.) sent a letter to the Depatiment requesting information about how student privacy laws, including the Family Educational Rights and Privacy Act ("FERP A"), permit "schools to share student data, without notifying parents, with companies to which they have outsourced core functions like scheduling or data management." On January 13, the Depat1ment responded, clarifying that it does not \\DC 700062/000630 -5516333 v1 permit school districts or schools to indiscriminately disclose data to third parties and provides parents and students with important rights when data are held by a vendor. And in December, the Fordham Center on Law and Information Policy released a report titled "Privacy and Cloud Computing in Public Schools." The report found even though 95% of public school districts rely on online service providers for data processing, those districts frequently surrender control of student information, with fewer than 25% of the agreements specifying the purposes for which the vendor could use the student information and fewer than 7% restricting the sale or marketing of student information. The report concluded that school districts are not dedicating sufficient resources to comply with their privacy obligations with respect to the student data they disclose to third parties, particularly when contracting. Given this recent scrutiny, school districts and schools should examine whether their data outsourcing practices conform to the legal requirements and best practices described in the Department's guidance, which we summarize in this client alert. Scope o[the guidance The guidance addresses privacy and security considerations when school districts or schools use third-party "online educational services"
that is, computer software, mobile applications, and web-based tools provided by a third party to a school or school district that students and/or parents access via the Internet and use as part of a school activity. Examples of these services include tools that allow students to access course materials, comment on class activities, or complete homework online. The guidance does not address social media or other online services that students may use in their personal capacity, nor does it address school administrators' use of online services to which students and/or parents do not have access, for example, an online student information system for tracking attendance used exclusively by teachers and staff. When must schools comply with FERPA when students are online? FERP A protects against unauthorized disclosure of personally identifiable information ("PII") from students' education records. With several exceptions, a school may not disclose PII to a third-party provider unless the school has first obtained written permission from parents or eligible students to do so. The guidance advises that school districts must evaluate the use of online educational services "on a case-by-case basis" to determine whether FERP A-protected information is being used and whether an exception to the consent-to-disclose requirement applies. For example, an online system that requires a school district or school to provide students' names and contact information from education records in order for students and parents to log in and access course material would implicate FERP A. In addition, information about student use of online services that is stripped of student identifiers-such as how long a student took to perform an online task, the date and time the student completed an activity, how many attempts the student made, and 2 \\DC 700062/000630 5516333 v1 how long the student's mouse hovered over an item-is not protected under FERPA and can be used by a vendor unless the agreement with the school district or school forbids such use. Notwithstanding the general rule, the FERP A "school official" exception permits under certain circumstances the disclosure of PII to third-party providers without first obtaining written permission. To qualify, the provider must, among other things, (1) perform an institutional service or function for which the school or school district would otherwise use its own employees, (2) be under the "direct control" of the school or school district with regard to the use and maintenance of education records, and (3) use education records only for authorized purposes and not re-disclose PII from education records to other parties without authorization. Practically, to qualify for the exception a school district or school should enter into a contract that restricts the vendor from using student PII for unauthorized purposes and provides the school district or school with the ability to direct the vendor to use, transfer, or delete student records only at the instruction of the school district or school. In some instances, online educational services require school districts or schools to consent to an online Terms of Service as a condition of using the service. Those Terms are binding contracts, and if they do not comply with FERP A or enable the school district or school to make use of the school official exception, it may violate FERP A to disclose education records to those services. The guidance also reminds schools that whenever a third-party provider maintains a student's education records, the school must be able to provide parents and eligible students with access to those records. As a result, any agreement with a provider should allow for such access within a reasonable period of time, but not more than 45 days after receiving a request. How can providers use student information they collect and receive? If a school has shared PII with a provider under the "school official" exception, the provider must use the PII only for the purposes for which it was disclosed. For example, the provider may not (1) use the information to market new products or services, (2) use the information to target students with directed advertisements, or (3) sell the information to a third party. However, if student information has been properly de-identified, or if information has been shared under the FERPA "directory information" exception, which permits disclosure of information that would not generally be considered harmful (e.g., student name and address), such information is not protected by FERPA and is not subject to limitations on use or redisclosure. On top of FERP A, the Protection of Pupil Rights Amendment ("PPRA") requires school districts and schools, with certain exceptions, to notify parents if students are scheduled to participate in activities that involve the collection, disclosure, or use of student PII for marketing purposes, and gives parents the opportunity to opt out of such activities. To the extent that an online education service plans to make use of student PII for marketing purposes, school districts and schools should work with the service to provide the required notice and effectuate the parental opt-out. 3 \\DC - 700062/000630 - 5516333 vl Best practices for schools In the guidance, the Department of Education recommends certain best practices that school districts and schools should consider adopting when contracting with service providers in order to meet their privacy obligations. While not mandatory, the adoption of these best practices can serve as evidence that a school district or school is taking reasonable steps to comply with its FERP A and PPRA obligations in the event of a Department of Education investigation. Conduct an inventory of the online educational services being used. This will aid in assessing the information being collected and shared with providers and to evaluate which services are most effective. Establish policies and procedures to evaluate and approve vendors prior to implementation. School districts and schools should make clear to teachers and administrators how use of services may be approved and who has the power to approve their use. In particular, school districts and schools should remind teachers and administrators that clicking to accept a Terms of Service serves to enter the school into a contractual relationship, and such Terms of Service must comply with the school district's or school's FERPA and PPRA obligations. The Department also recommends that established approval procedures be followed when deciding to use free online educational services, including the review of their Terms of Service, to ensure that they do not present a risk to privacy or security of students' data or to the school's IT systems. Use a written contract or legal agreement, when possible, to maintain required "direct control" over the use and maintenance of student data. The Department recommends that agreements include provisions that (1) address data ownership, responsibilities in the event of a data breach, and minimum security controls
(2) specify the information the provider will collect
(3) define the specific purposes for which the provider may use student information and bind the provider to only those approved uses
(4) specify whether the school, parents, and eligible students will be permitted to access the data and explain the process for obtaining access
(5) establish procedures for modifying and terminating the agreement, and specify how student information will be disposed of upon termination
and (6) clarify the parties' responsibilities to indemnify one another and what the provider must do to remedy a violation of applicable state and federal laws, including FERP A and PPRA, or to compensate the school for such a violation. Employ extra caution when using "click-wrap" consumer applications that do not allow users to negotiate agreements before using the application. The Department recommends that school districts and schools review an online service's Terms of Service at the time of sign-up and regularly thereafter to determine if any provisions have changed. Schools and school districts should also save a copy of the Terms of Service to which they agreed and limit teachers' ability to accept Terms of Service without going through appropriate approval channels. 4 \\DC - 700062/000630 5516333 v 1 Be transparent with parents and students about how the school collects, shares, protects, and uses student data. Schools and school districts must provide parents and eligible students with specific notices under FERP A and PPRA, but the Department also recommends that schools and school districts develop a plan that addresses student privacy and information security issues in order to alleviate confusion about how data will be shared and how they will be used. Consider on a case-by-case basis whether obtaining parent consent may be appropriate. The Department recommends this as a best practice even when FERP A does not require consent. Conclusion Schools and school districts are encouraged to remember their important role in setting policies to protect student privacy and to consider carefully the appropriate uses of online educational services. We hope this information is useful to you as you consider your schools' policies and practices related to online educational services. * * * If you have questions about the guidance or applicable regulations more generally, please contact Maree Sneed at 202-637-6416 or maree.sneed(a),hoganlovells.com or Stephanie Gold at 202-647-5496 or stephanie.gold(ci),hoganlovells.com. In addition, we will be discussing the guidance and its implications for schools and school districts on a webinar hosted by the American Association of School Administrators (AASA) on April 1, 2014 at 1 :OOpm EDT. Information about the webinar will be available on the AASA website, or please feel free to reach out to us for details. 5 \\DC - 700062/000630 - 5516333 v1 Magnet Review From: Sent: To: Subject: Attachments: Curtis, Kimberly D.H. [kimberly.curtis@hoganlovells.com] Friday, March 14, 2014 3:54 PM Curtis, Kimberly D.H. U.S. Department of Education Offers Funding for Music, Dance, Theater, Media Arts, and Visual Arts Programs in Elementary and Middle Schools Client Advisory - Arts Funding From the U.S. Department of Education - M .... pdf I am attaching a client advisory captioned "U.S. Department of Education Offers Funding for Music, Dance, Theater, Media Arts, and Visual Arts Programs in Elementary and Middle Schools" prepared by John Borkowski and Esther Haley Walter of our education practice. If you would prefer not to receive the client advisories or receive them at a different e-mail address, please let me know. Likewise, if you would like us to send these advisories by e-mail concurrently to other people in your school district or organization, please send their names and e-mail addresses to me. You may direct any questions about the enclosed memorandum to Mr. Borkowski at john.borkowski@hoganlovells.com and Ms. Walker at esther.walker@hoganlovells.com. About Hogan Lovells Hogan Lovells is an international legal practice that includes Hogan Lovells US LLP and Hogan Lovells International LLP. For more information, see www.hoganlovells.com. CONFIDENTIALITY. This email and any attachments are confidential, except where the email states it can be disclosed
it may also be privileged. If received in error, please do not disclose the contents to anyone, but notify the sender by return email and delete this email (and any attachments) from your system. No virus found in this message. Checked by A VG - WW\\ .a\ l!.com Version: 2013.0.3462 / Virus Database: 3722/7187 - Release Date: 03/12/14 Hogan Lovells To FROM DATE School District Clients and Friends John W. Borkowski Esther Haley Walker March 14, 2014 MEMORANDUM Hogan Lovells US LLP Columbia Square 555 Thirteenth Street, NW Washington, DC 20004 T +1 202 637 5600 F +1 202 637 5910 www.hoganlovells.com SUBJECT U.S. Department of Education Offers Funding for Music, Dance, Theater, Media Arts, and Visual Arts Programs in Elementary and Middle Schools On February 25, 2014, the U.S. Department of Education (the "Department"), through its Office of Innovation and Improvement, invited school districts and other local educational agencies ("LEAs") to submit applications for funding under its Arts in Education Model Development and Dissemination program ("AEMDD"). 11 AEMDD funds can be used to support projects for students in elementary and/or middle schools involving music, dance, theater, media arts, and visual arts, including folk arts. The goal is to "increase the amount of nationally available information on effective models for arts education that integrate the arts with standards-based education programs." Interested school districts and other LEAs should submit a notice of intent to apply by March 27, 2014, and submit their application to the Department by April 28, 2014. The Department plans to grant funds to 17 projects, with awards ranging from $450,000 to $550,000 for the first year
subject to the availability of funds and the approvals necessary to continue the award of funds, projects may be funded for up to 48 months. The Department will host a pre-application webinar on March 18. 2,/ Below we outline the selection criteria and submission guidelines. I. Selection Criteria A. Eligibility Eligible applicants must either be a school district or other LEA, or partner with a school district or other LEA. JI A school district or other LEA may choose to work in partnership with one (or more) of the following: (a) a State or local nonprofit or governmental arts organization
(b) a State educational agency or regional educational service agency
(c) a higher education institution
or (d) a "public or private agency, institution, or organization, such as a community- or faith-based organization." In the alternative, one or more State or local nonprofit or governmental arts organizations may submit an application as long as they partner with one or more school districts (or another LEA)
together, the 11 Notice, 79 Fed. Reg. 10501, 10501 (Feb. 25, 2014), available at http://www.qpo. qov/fdsys/pkq/FR-2014-02-25/pdf /2014-04034. pdf#page= 1 . 2/ Details about the webinar are available at http://www2.ed.gov/proqrams/artsedmodel/applicant.html. JI 79 Fed. Reg.10503. Hogan Lovells US LLP is a limited liability partnership registered in the District of Columbia. -Hogan Lovells is an international legal practice that indudes Hogan Lovells US LLP and Hogan Lovells International LLP, with offices in: Alicante Amsterdam Baltimore Beijing Brussels Caracas Colorado Springs Denver Dubai Ousseldorf Frankfurt Hamburg Hanoi Ho Chi Minh City Hong Kong Houston Johannesburg London Los Angeles Luxembourg Madrid Miami Milan Moscow Munich New York Northern Virginia Paris Philadelphia Prague Rio de Janeiro Rome San Francisco Shanghai Silicon Valley Singapore Tokyo Ulaanbaatar Warsaw Washington DC Associated offices: Budapest Jakarta Jeddah Riyadh Zagreb. For more information see www.hoganlovells.com \\DC 703633/000410 5516303 v3 School District Clients and Friends - 2 - March 14, 2014 school district and State or local nonprofit or governmental arts organization may choose to partner with a State educational agency, higher education institution, or "public or private agency, institution, or organization, such as a community- or faith-based organization" also. B. Priorities a. Absolute Priorities All applications must propose projects for elementary and/or middle school students that are linked to (a) State standards and (b) the arts standards developed by the Consortium of National Arts Education Associations (or another comparable set of national arts standards). At least one of the schools that the grant benefits must have 35% or more of their students come from low-income families. The project must "enhance, expand, document, evaluate, and disseminate innovative, cohesive models that are based on research." These models must have demonstrated their effectiveness in: "integrating standards-based arts education into the core elementary or middle school curriculum," "strengthening standards-based arts instruction in the elementary or middle school grades," and "improving the academic performance of students in elementary or middle school grades, including their skills in creating, performing, and responding to the arts." b. The Grading Rubric and Competitive Priorities All applications will be judged by the Department on a 100-point scale based on the need for the project (15 points), the significance of the project (10 points), the quality of the project design (25 points), the quality of project personnel (10 points), the quality of the management plan (20 points), and the quality of the project evaluation (20 points). However, applications can earn additional points (i.e. competitive preference points) by fulfilling two other priorities identified by the Department: turning around schools that are persistently the lowest achieving, and enhancing technology. First, an applicant can earn from zero to five points for proposing a project to serve schools that are considered to be persistently the lowest achieving schools '1/ that will: improve student achievement 'Q_a/ nd/or '1/ The Department defines "persistently lowest-achieving schools" to be, as determined by the State: (i) "[a]ny Title I school in improvement, corrective action, or restructuring that (a) is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest-achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater
or (b) is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years
" and (ii) "any secondary school that is eligible for, but does not receive, Title I funds that: (a) Is among the lowest achieving five percent of secondary schools or the lowest-achieving five secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of schools is greater
or (b) is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years." !Q. at 10502. \\DC - 703633/000410 5516303 v3 School District Clients and Friends - 3 - March 14, 2014 provide services to enrolled students. Second, an applicant can earn from zero to five points for proposing a project that plans to engage "high-quality digital tools" to improve student achievement or teacher effectiveness. For example, an applicant may plan to prepare teachers to use certain technology to enhance their instructional methods. II. Submission Guidelines The Department has strict submission guidelines and deadlines. Application packages are available online at http://www2.ed.gov/proqrams/artsedmodel/applicant.html
the package will explain the content that should be included in the application and will include the forms an applicant should submit. Page limits and formatting requirements (including font size and style) are detailed in the Federal Register Notice. Applications must be submitted on Grants.gov by April 28, 2014 by 4:30 p.m., Washington, D.C. time. Upon deciding to apply, the Department "strongly encourages" applicants to send a short email message by March 27, 2014 indicating their intent to apply to Asheley McBride at artsdemo@ed.gov. The email does not need to describe the content of the proposed application, only an intent to submit an application. In addition, applicants should contact the Indirect Cost Group at (202) 377-3840 for guidance about obtaining a restricted indirect cost rate to use when completing their application. * * * If you have questions about this notice or other federal grant programs, feel free to contact John W. Borkowski at 574-239-7010, john.borkowski@hoganlovells.com or Esther Haley Walker at 202-637- 5764, esther.walker@hoganlovells.com. ./ The Department defines "student achievement" based on whether grades and subjects are tested. "For tested grades and subjects," student achievement is determined by "(1) [a] student's score on the State's assessments under the [Elementary and Secondary Education Act of 1965, as amended]
and, as appropriate, (2) other measures of student learning, such as those described [below], provided they are rigorous and comparable across schools." Id. at 10502. In contrast, for non-tested grades and subjects, student achievement is determined by "[a]lternative measures of student learning and performance, such as student scores on pre-tests and end-of course tests
student performance on English language proficiency assessments
and other measures of student achievement that are rigorous and comparable across schools." !Q. \\DC 703633/000410 5516303 v3 Magnet Review From: Sent: Subject: Attachments: Gibbs, Leslie E. [leslie.welch-gibbs@hoganlovells.com] Thursday, April 03, 2014 2:53 PM Hogan Lovells Client Advisory Advisory - Rights of Transgender Students.pdf Attached is a memorandum prepared by Maree Sneed and Esther Haley Walker. If you have any questions regarding this memorandum, please contact the attorneys listed on the last page. If you have a new e-mail address or would like to be removed from the mailing list, please let me know. About Hogan Lovells Hogan Lovells is an international legal practice that includes Hogan Lovells US LLP and Hogan Lovells International LLP. For more information, see www.hoganlovells.com. CONFIDENTIALITY. This email and any attachments are confidential, except where the email states it can be disclosed
it may also be privileged. If received in error, please do not disclose the contents to anyone, but notify the sender by return email and delete this email (and any attachments) from your system. No virus found in this message. Checked by AVG www.ava corr, Version 2013.0.3462 I Virus Database 3722/7292 - Release Date 04/03/14 Hogan Lovells To School District Clients and Friends FROM Maree Sneed Esther Haley Walker DATE April 3, 2014 MEMORANDUM Hogan Lovells US LLP Columbia Square 555 Thirteenth Street, NW Washington, DC 20004 T +1 202 637 5600 F +1 202 637 5910 www.hoganlovells.com SUBJECT Do your policies consider the rights of transgender students? - Maine's Highest Court Upholds Transgender Student's Right to Use a Communal Restroom Consistent With Her Gender Identity There is a growing recognition of the rights of transgender students by: Interscholastic sports organizations: By unanimous vote this year, the Virginia High School League officially permitted transgender athletes to participate in sports. School districts: Tucson Unified School District held a gender-identity workshop at one of its schools, and plans to revise its nondiscrimination policy to protect transgender students. Courts: On January 30, 2014, the State of Maine's highest court held that a public school violated a transgender student's rights under the Maine Human Rights Act ("MHRA")1 when it denied her access to the school's communal bathrooms, consistent with her gender identity.2 The court opined that "the sole purpose of the public-accommodations and educational-opportunities provisions of the MHRA is to ensure equal enjoyment of and access to educational opportunities and public accommodations and facilities. The public-accommodations and educational-opportunities provisions were amended (by the Maine legislature] in 2005 to prohibit discrimination against transgender students in schools."3 The court stressed that its "opinion must not be read to require schools to permit students casual access to any bathroom of their choice"
in this case, the school had "acknowledged and accepted" the student's female gender identity. 4 5 M.R.S. 4592(1) (2013) (declaring it a violation of the Maine Human Rights Act to deny access to a public accommodation on the basis of sexual orientation)
j_Qa. t 4602(4) (declaring it a violation of the Maine Human Rights Act to engage in "education discrimination" on the basis of sexual orientation). 2 John Doe et al. v. Regional Sch. Unit 26 ("RSU 26"), _ A.3d _, 2014 WL 325906 (Me. Jan.30.2014). 3 .!Qa. t *4 (citation omitted). 4 .!Qa. t *5. \\OC - 7036331000410 - 5485211 v2 This memorandum (1) briefly places this court decision in context based on federal and state efforts to protect the rights of transgender and gender non-conforming students and (2) discusses the Maine court's rationale. 1. Placing the Maine Court's Decision in Context a. State Protection for Transgendered Students According to the Gay & Lesbian Advocates & Defenders, which represented the plaintiff in this case, the Maine high court was the first state high court to specifically address the rights of transgender and gender non-conforming students to access restroom facilities corresponding to their gender identity. A few states, like Maine, have passed laws to protect transgender and gender nonconforming citizens. Notably, a California law protecting transgender and gender non-conforming students went into effect in January 2014.5 As explained in the legislative counsel's digest that accompanied the bill before it became a law, existing California law already prohibited public schools from discriminating against students on the basis of their gender identity and gender expression
the new law focuses on sex-segregated activities and facilities, requiring that each "pupil shall be permitted to participate in sex-segregated school programs and activities, including athletic teams and competitions, and use facilities consistent with his or her gender identity, irrespective of the gender listed on the pupil's records."6 b. Federal Protection for Transgender Students While some states protect the rights of transgender and gender non-conforming citizens explicitly under their statutes, there is no federal law that prohibits discrimination on the basis of transgender or gender non-conforming status. However, the U.S. Department of Education's Office for Civil Rights ("OCR") interprets Title IX of the Education Amendments of 1972 to prohibit gender-based discrimination. See OCR, Dear Colleague Letter, Harassment and Bullying 7-8 (Oct. 26, 2010), available at http://www2.ed.gov/about/offices/list/ocr/letters/colleaque-20101 0.pdf. As a result, during the past several years, OCR has exercised its authority to prohibit discrimination against transgender students by, for example, negotiating a consent decree with a school district and entering into a resolution agreement with another school district (in collaboration with the U.S. Department of Justice). In both matters, OCR required the school districts involved to revise their policies and procedures to prohibit gender-based harassment. Anoka-Hennepin School District, Consent Decree (March 5, 2012), available at http://www2.ed.gov/about/offices/list/ocr/docs/investiqations/05115901 . html
Resolution Agreement with Tehachapi Unified School District (July 2011 ), available at http://www2.ed.gov/about/offices/list/ocr/docs/investiqations/09111031.html. 2. The Maine Court's Ruling RSU 26 was the first case requiring the Maine Supreme Judicial Court to interpret the 2005 amendments to the MHRA, which prohibit "discrimination based on sexual orientation in public accommodations, educational opportunities, employment, housing, and other areas."7 The case arose after Regional School Unit 26 denied a transgender student the right to use the restroom that corresponded with her female gender identity. The student, Susan, born male, began to express her 5 6 Cal. Educ. Code 221.5 (2014). See California Legislative Information, "AB-1266 Pupil rights: sex-segregated school programs and activities" (2013-2014 ), available at http://leginfo.leqislature.ca.gov/faces/billStatusClient.xhtml. 7 RSU 26, 2014 WL 325906, at *2 (citation omitted). 2 \\DC. 7036331000410 5485211 v2 female gender identity as early as age two
school officials collaborated with her parents to develop a plan to support her development, including determining initially that it was a "best practice" (and safer) for her to use the girls' restroom.8 After beginning the fifth grade in September 2007, another student followed Susan into the girls' restroom twice
acting on the instructions of his grandfather, the student claimed "that he, too, was entitled to use the girls' bathroom."9 Regional School Unit 26 responded by requiring Susan to use a "single-stall, unisex staff bathroom"
no other students were required to do so.10 On April 10, 2008, Susan's parents filed a complaint with the Maine Human Rights Commission. The commission concluded, unanimously, that there were reasonable grounds to believe discrimination had occurred. On September 23, 2009, Susan's parents (on Susan's behalf) and the Maine Human Rights Commission brought suit against Regional School Unit 26, alleging discrimination under the MHRA. Although the Maine Supreme Judicial Court acknowledged several times that Regional School Unit 26 faced a challenging issue,11 it ruled in favor of Susan. The court held that the MHRA prohibits discrimination on account of sexual orientation, which includes "a person's actual or perceived gender identity or expression."12 Despite the fact that Maine's statutes require school buildings to contain separate bathrooms for each sex, the court held that the statute requiring separate bathrooms for each sex "does not-and school officials cannot-dictate the use of the bathrooms in a way that discriminates against students in violation of the MHRA."13 The court made schools responsible for establishing policies that do not violate students' rights. "[E]ach school," held the court, "is left with the responsibility of creating its own policies concerning how these public accommodations are to be used. Those policies must comply with the MHRA."14 The court stressed, however, that no one should be able to "demand access to any school facility or program based solely on a self-declaration of gender identity or confusion without the plans developed in cooperation with the school and the accepted and respected diagnosis that are present" in Susan's case - such decisions, said the court, "are not to be taken lightly."15 *** We hope this information is useful to you. If you have questions about the Maine court decision or transgender or gender non-conforming student policies more generally, please contact Maree Sneed (202-637-6416 or maree.sneed@hoganlovells.com) or Esther Haley Walker (202-637-5764 or esther.walker@hoganlovells.com). 8 9 10 .!Qa. t *1. .!Qa. t *2. .!Q. 11 See j_g_(." Particularly where young children are involved, it can be challenging for a school to strike the appropriate balance between maintaining order and ensuring that a transgender student's individual rights are respected and protected. Many of the school officials involved in Susan's education exhibited tremendous sensitivity and insight over several years.")
lg_. ("We appreciate the difficulty of the situation in which the school found itself
nevertheless, we must assess schools' obligations pursuant to the Legislature's amendments to the MHRA without regard to the public's potential discomfort with the result."). 12 .!Qa. t *4 (citation omitted). 13 !Q. 14 .!Qa. t *5. 15 .!Q. \\DC 703633/000410. 5485211 v2 3 Magnet Review From: Sent: To: Subject: Okay .... thanks! Sandy Magnet Review Monday, April 07, 2014 12:37 PM 'Carson, Cheryl' RE: RECRUITMENT PLANS FOR YOUR CAMPUS From: Carson, Cheryl [mailto:Cheryl.Carson@lrsd.org) Sent: Monday, April 07, 2014 12:29 PM To: Magnet Review Subject: RE: RECRUITMENT PLANS FOR YOUR CAMPUS The list I sent you on February 5th included all other recruitment activities that we have planned for the remainder of this school year. From: Magnet Review [mailto:magnet@magnetschool.com] Sent: Monday, April 07, 2014 12:23 PM To: Carson, Cheryl
Barksdale, Mary
Hobbs, Felicia
Brown, Lori
Mcgee, Keith
Booth, Dexter Cc: Mitchell, Sadie Subject: RECRUITMENT PLANS FOR YOUR CAMPUS Importance: High Hello, everyone, Dr. Mitchell has asked me to request a recruitment report from you noting any special activities from now until the end of the year. I apologize for this last minute request, but I need it sometime this afternoon to report to the MRC tomorrow! Thanks for your help. Sandy ***** Email confidentiality notice***** This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this email from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited. No virus found in this message. Checked by AVG- \\"\\,\\_a,g.com Version: 2013.0.3462 / Virus Database: 3722/7307 - Release Date: 04/06/14 Date 1-9-14 1-16-14 1-17-14 1-17-14 1-24-14 1-25-14 1-29-14 1-30-14 January through June, 2014 2-3-14 STIPULATIOMN AGNETS CHOOL RECRUITMENATC TIVITYR EPORT School Booker Arts Magnet School Activity Grade Level Person Responsible Distribution of Flyers to Chicot, Fair Park, and Cheryl Carson, Principal WoodruffP re-KindergarteSn tudents Arts Sampler to Recruit LRSD Pre-K Students K-5 Cheryl Carson, Principal to Kindergartenin 2014-2015 Booker Arts Magnet School Health Fair K-5 Uvita Scott, Nurse and Tamara Ringler, Counselor FamilyM ovieN ight-Bring a Friend K-5 CherieA bston,P TA Presidenta nd Cheryl Carson, Principal GoodM orningA rkansasA ppearanceo n CherylC arson,P rincipal Channel 7 Magnet Fair 2-5 Cheryl Carson, Principal MailO ut of Flyerst o all LRSDP re- CharlotteC ornice,A ssistantP rincipal KindergartenS tudentsr esidingi n LRSD AttendanceZ ones BookerA rts MagnetS chool'sS cienceF air 5 HeatherT heodoreG T Specialist,R achel Morris GT Specialist, and Debbie Hipps Technolof:lvS pecialist Conduct Tours as Requested K-5 Cheryl A. Carson, Principal PTAM eeting K-5 CherieA bston, PTA President 2-7-14 MagicM omentsw ith MomL uncheon K-5 CherieA bston,P TAP residenta nd Hazel Porter, Child Nutrition Manager 3-3-14 PTAM eeting K-5 CherieA bston,P TA President 4-7-14 PTA Meeting K-5 Cherie Abston, PTA President 4-23-14 Artistry in the Rock K-5 Cheryl Carson, Principal through 4-25-14 PTA Meeting K-5 Cherie Abston, PTA President 5-5-14 5-14-14 Spring Festival-Orchestra and Music K-5 Mary Lofton and Chris Parker, Music Performance Specialists 6-2-14 PTA K-5 CherieA bston,P TA President Magnet Review From: Sent: To: Subject: Magnet Review Monday, April 07, 2014 1 :36 PM 'Barksdale, Mary' RE: press release Thank you .... l will put this in the packet for tomorrow. Sandy From: Barksdale, Mary [mailto:Mary.Barksdale@lrsd.org1 Sent: Monday, April 07, 2014 1:24 PM To: Magnet Review Subject: FW: press release Attach this to the list I am sending you for Carver please. DB From: Cook, Charlotte Sent: Monday, April 07, 2014 1:20 PM To: Wright, Joyce Cc: Barksdale, Mary
Williams, Juanenna K Subject: press release Please send information below for possible publication - Please send to district. Carver Magnet School will hold its 2nd annual Earth Day Celebration Tuesday, April 22, 2014. Students will visit "stations" lead by community volunteers. The following community members/organizations plan to participate: 'Arkansas Audubon Society Geological Survey Arkansas Astronomical Society Arkansas Wildlife Federation Degray State Park Arkansas Forestry Association Arkansas Game and Fish Oil and Gas Industry Geological Survey U.A. L.R. Shoeman Water Projects Carver students will collect shoes this year for the Shoeman Water Project. The shoes will be exported to street vendors in Haiti and South America, where people without shoes can purchase them for pennies on the dollar. The funds from exporting are used to develop water sources in impoverished villages and facilitate better health, hygiene, farming and livelihoods in communities throughout the world. For more information, please contact Charlotte Cook, 447-4046 ' . Carver Magnet Recruitment Activities -April 7, 2014- Diane Barksdale 1. Earth Day Celebration and Shoeman Water Project Shoe Drive 2. Baylor University Science Sleuths after school project (six weeks)- one of 6 in the US 3. Host for the Chess Tournaments all year - students and parents come from all over the state 4. Five DI Teams. Carver has the only elementary team in the LRSD chosen to attend Global. 5. Seventeen Volunteer Readers from Simmons Bank throughout the week. 6. Jacksonville Air Force personnel volunteer readers 7. Space Camp for fifth graders -April 30-May 2 8. Third Grade Science Fair - May 5-9 9. Fifth Grade Musical- May 8 10. Career Week- May 12-15 11. Carver VIPS Appreciation- May 15 12. Field Day - May 26 13. Pre K Recognition - May 28 14. Kindergarten Musical and Recognition - May 29 15. First/Second Recognition -May 30 16. Third/Fourth Grade Recognition -June 2 17. Fifth Grade Recognition and Reception -June 3 Magnet Review From: Sent: To: Subject: Barksdale, Mary (Mary.Barksdale@lrsd.org) Monday, April 07, 2014 3:35 PM Magnet Review FW: RECRUITMENT PLANS FOR YOUR CAMPUS More from our teachers. DB From: Crum, Jane Sent: Monday, April 07, 2014 3:28 PM To: Barksdale, Mary Subject: RE: RECRUITMENT PLANS FOR YOUR CAMPUS Daycare visit away from school Daycare children came to our school and visited Science Lab Magnets for our cars Yard signs Carver T-Shirts worn in the community K end of year performance Chili supper and silent auction-Word of mouth invitation Little Rock Family magazine-Article and picture about Carver From: Barksdale, Mary Sent: Monday, April 07, 2014 12:29 PM To: Carver Subject: FW: RECRUITMENT PLANS FOR YOUR CAMPUS Importance: High Help colleagues---what have we done lately that could be called recruitment? DB From: Magnet Review [mailto:magnet@magnetschool.com] Sent: Monday, April 07, 2014 12:23 PM To: Carson, Cheryl
Barksdale, Mary
Hobbs, Felicia
Brown, Lori
Mcgee, Keith
Booth, Dexter Cc: Mitchell, Sadie Subject: RECRUITMENT PLANS FOR YOUR CAMPUS Importance: High Hello, everyone, Dr. Mitchell has asked me to request a recruitment report from you noting any special activities from now until the end of the year. I apologize for this last minute request, but I need it sometime this afternoon to report to the MRC tomorrow! Thanks for your help. Sandy ***** Email confidentiality notice***** This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this e- Magnet Review From: Sent: To: Brown, Lori [Lori.Brown@lrsd.org] Monday, April 07, 2014 5:12 PM Magnet Review Subject: RE: RECRUITMENT PLANS FOR YOUR CAMPUS Our final recruitment activity for Williams will be PTA meeting where incoming parents will be given a tour of Williams on May 20, 2014@ 6:00PM. From: Magnet Review [mailto:magnet@magnetschool.com] Sent: Monday, April 07, 2014 12:23 PM To: carson, Cheryl
Barksdale, Mary
Hobbs, Felicia
Brown, Lori
Mcgee, Keith
Booth, Dexter Cc: Mitchell, Sadie Subject: RECRUITMENT PLANS FOR YOUR CAMPUS Importance: High Hello, everyone, Dr. Mitchell has asked me to request a recruitment report from you noting any special activities from now until the end of the year. I apologize for this last minute request, but I need it sometime this afternoon to report to the MRC tomorrow! Thanks for your help. Sandy ***** Email confidentiality notice***** This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this email from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited. No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.3462 / Virus Database: 3722/7307 - Release Date: 04/06/14 1 .. _, Magnet Review To: Subject: Holloway, Natasha RE: Recruitment Activities Thanks, Natasha. Sandy From: Holloway, Natasha [mailto:Natasha.Holloway@lrsd.org1 Sent: Monday, April 07, 2014 3:47 PM To: Magnet Review Subject: Recruitment Activities Importance: High !- Please see attached a list of the recruitment activities for the remainder of the school year. If you need any additional information, please do not hesitate to contact me. Thanks Natasha Principal's Secretary Parkview Arts/Science Magnet High School 2501 Barrow Road Little Rock, AR 72204 447-2303 office/447-2301 (fax) ***** Email confidentiality notice***** This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this e-mail from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited. Recruitment Activities 2013-2014 Theatre Presentations APRIL 11, 2014 PARKVIEW SPRING MUSICAL "WIZARD OF OZ" APRIL 12, 2014 APRIL 13, 2014 APRIL 14, 2014 Spring Musical Public Performance 7:30pm Spring Musical Public Performance 7:30pm Spring Musical Public Performance Spring Musical Public Performance 9:30am & 12:30pm Musical Performances for Invited Schools (Auditorium) WILL BE PERFORMING: APRIL 12, 2014 APRIL 17, 2014 APRIL 24, 2014 APRIL 25, 2014 APRIL 26, 2014 PARKVIEW MIME TROUPE Easter Egg Hunt (Clinton Library) PARKVIEW MIME TROUPE (Heights) Artistry in the Rock Dance Students (Clear Channel) Artistry in the Rock Choir, Orchestra, Band (Clear Channel) Mimes performance (Hendrix Village) Follow the yellow brick road to Parkview's Metcalf Auditorium & be transported to the marvelous Land of Oz! That's right
Parkview Arts/Science Magnet High School will be presenting the stage version of the Frank Baum classic The Wizard of Oz on April 11th & lih at 7:30 pm & April 13th at 3pm on the Parkview campus. Now in its 75th year, The Wizard of Oz tells the story of little Dorothy Gale of Kansas who, like so many girls her age, dreams of what lies over the rainbow when one day a twister hits her farm and carries her away over the rainbow to another world. Come join Dorothy, the Scarecrow, the Tinman, the Cowardly Lion and Toto as they travel the universe of Dorothy's imagination. Join Dorothy and her newfound friends' journey on a quest to find heart, courage, brains and most importantly, home. This Tams-Witmark stage version ofL. Frank Baum's book, The Wizard of Oz includes songs with music by Harold Arlen, lyrics by E.Y. Harburg and background music by Herbert Stothart. This adaption includes the celebrated songs Over the Rainbow, Munchkinland, We're Off To See the Wizard, Ding Dong! the Witch Is Dead, The Merry Old Land of Oz, Jitterbug, If I Only Had a Brain, If I Only Had a Heart, If I Only Had the Nerve and Follow The Yellow Brick Road. Ticket prices for the public performances will be $7 for students &$10 for adults and may be purchased at the box office at Metcalf Auditorium one hour prior to curtain. For more information or to reserve seats, visit www.parkviewtheatre.com or contact Leslie Greer at 501-44 7-2359 or by email at leslie.greer@,lrsd.org. Rx Date/Time MAR-17-2014(M0O7N:4)5 P. 001 MAR/!7/20!4/0M9O:5N0A M FAXN o. P.0 0!/00! Case 4:82-cv-00866-DPM Document 5000 Filed 03/14/14 Page 1 of 1 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION UTILE ROCK SCHOOL DISTRICT, et al. PLAINTIFFS v. No. 4:82-cv-866-DPM NORTH LITTLE ROCK SCHOOL DISTRICT, et al. DEFENDANTS LORENE JOSHUA, et al. INTERVENORS ORDER The Court will hold a hearing on 4 April 2014 at 9:00 a.m. in Courtroom lA on various issues. Topics to be covered are: Whether Joshua agrees that PCSSD is unitary on special education, Mz 4978-4
Whether PCSSD and Joshua need a referral to a Magistrate Judge on any unitary-status issue
Joshua's motion to clarify the role of the Magnet Review Committee, N12 4993
and The future role, operation, and funding of the Office of Desegregation Monitoring. So Ordered. D.P. Marshall Jr. United States District Judge
This 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.

<dcterms_creator>Arkansas. Department of Education</dcterms_creator>