Little Rock Schools: McClellan Community High, court orders

FRIDAY, ELDREDGE & CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN. JR., P.A. JOE 0. BELL. P.A. MICHAEL G. THOMPSON. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM UI. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. griffin III, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201*3433 TELEPHONE 501*376*2011 FAX NO. 601-376-2147 January 15, 1992 JAN 1 5 1992 Offica of Desegregation Monitoring DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS WILLIAM CLYDE *1 A. WADDELL. JR . P A A8* TURNER CALVIN J. HALL, R.A. SCOTT J. LANCASTER JERRY L. MALONE. F.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES GSCHWENO. JR. HARRY A. LIGHT SCOTT M. TUCKER JOHN CLAYTON RANDOLPH GUV ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE COUNCCl WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR . P A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A RITtll** OiRCCT MO. (501) 370*1506 M. Samuel Jones WRIGHT, LINDSEY & JENNINGS 2000 Worthen Bank Bldg. Little Rock, AR 72201 Steve Jones JACK, LYON & JONES, P.A. 3400 TCBY Bldg. Little Rock, AR 72201 John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell MITCHELL & ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Dear Counsel: Please find enclosed a Little Rock School District proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School. The proposal explains the need to establish magnet programs at the two schools and outlines programs which LRSD believes will be effective in reversing trends which threaten to resegregate those schools. LRSD desires to establish these programs for the 1992-93 school year and to begin recruitment for the programs as soon as the programs are approved. Please let me know as soon as possible if you have any concerns or objections with regard to this proposal. Yours very tr CJH/k Enc cc: Ann Brown Christopher iellerPROPOSED MAGNET PROGRAMS FOR HENDERSON JUNIOR HIGH SCHOOL AND MCCLELLAN COMMUNITY HIGH SCHOOL Prepared by LITTLE ROCK SCHOOL DISTRICT Office of Desegregation / January 1992 The Little Rock School District Office of Desegregation is responsible for monitoring all aspects of the district's desegregation plan. The monitoring process allows the district to identify problem areas as well as activities that are experiencing success. In September 1991, the LRSD Office of Desegregation identified eight area schools in need of special recruitment strategies. All of these schools have high black percentages. schools are: The eight McClellan, Henderson, Bale, Baseline, Cloverdale, Geyer Springs, Watson, and Wilson. The reasons for the high black percentages are not always the same for each school. The attendance zones for Henderson and Wilson have a sufficient number of white students to make significant improvements in the racial balance. Baseline, McClellan, and Watson are experiencing rapid The areas around demographic changes. fringes of this transition area. Cloverdale and Geyer Springs are on the As a result, they have not been affected to the same degree as the other schools in the transition area of southwest Little Rock. The area around Bale has experienced both a change in racial composition and a decline in the number of families with school-aged children. The following process was used to develop a recruitment plan for each school: 1. 2. 3. The associate superintendent for desegregation, the desegregation facilitator, and the appropriate assistant superintendent met with the building principal to discuss possible changes, needs, and strategies. The building principal appointed a committee of parents and staff members to develop a recruitment plan. Staff members from the LRSD Office of Desegregation provided technical assistance. Each school submitted a recruitment plan to the Office of Desegregation. The purpose of this report is to review the proposed recruitment strategies for Henderson and McClellan. The Little Rock School District proposes to add a magnet program at these schools for the sake of improving the racial balance. It should be noted that long-term initiatives are needed, at times, to improve a school's racial balance. For example, although Parkview opened as an arts magnet in the 1987-88 school year, it did not meet the racial balance requirements for a magnet school until the 1989-90 school year - the year the science magnet program was added, seriousness of the racial balance problems at Henderson and The McClellan warrant initiatives that provide immediate relief and yield long-lasting outcomes. Thus far, the magnet school2 openings in the Little Rock School District have accomplished both of these aims. This report begins with a review of the enrollment demographics at Henderson and McClellan. Similar information is provided for Dunbar and Central, recent magnet school openings on corresponding organizational levels, to demonstrate the impact of magnet programs on schools with serious racial balance problems. Next, a general description is given of the proposed magnet program at each school, discussed. Finally, recruitment pools are Enrollment Demooraphics This section examines the enrollment history of Henderson and McClellan since the 1987-88 school year. The 1987-88 school year marked the beginning of a new court-ordered desegregation plan that included, among other things, the annexation of territory from the Pulaski County Special School District. During the five-year period from 1987-88 through 1991-92, the distictwide white enrollment declined each year until 1991-92. Significant growth occurred in the districtwide white enrollment from the 1990-91 school year to the 1991-92 school year. The following accounts of the white enrollment history at Henderson and McClellan will demonstrate that these schools have experienced a different set of circumstances. Henderson The white enrollment at Henderson Junior High School has dropped from 398 students in 1987-88 to 135 white students in the 1991-92 school year. Overall, this loss of 263 white students from 1987- 88 to 1991-92 represents a 66% decrease in Henderson's white enrollment. Figure One clearly shows that Henderson's white enrollment has experienced a steady decline since the 1987-88 school year, pattern does not follow the districtwide trend alluded to earlier. This3 FIGURE ONE HENDERSON JUNIOR HIGH 398 400 322 300 256 211 200 135 100 <*< 87-88 88-89 89-90 90-91 91-92 0 + + + + 4 OCTOBER 1 WHITE ENROLLMENT Henderson's white enrollment experienced a significant decrease The greatest decrease during each year of the five-year period. occurred from the 1990-91 school year to the 1991-92 school year. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 19% decrease 20 decrease 18% decrease 36% decrease These data clearly show the necessity for some type of intervention to reverse the steady decline in Henderson's white enrollment. The intei-vention must occur immediately in order to avoid the anomaly of having an all-black junior high school in a predominately white neighborhood. If the white enrollment trend is not reversed, a likely scenario will involve busing black students across town to a predominately white neighborhood to attend an all-black school. The situation at Henderson is quite similar to the District's experience with Dunbar Junior High School. The white enrollment at Dunbar declined from 215 students in 1987-88 to 141 students in 1988-89. in the white enrollment. This loss of 74 students represents a 34% decrease Dunbar experienced a significant upswing, however, in its white enrollment during the first year of the magnet program. An additional 116 white students (97% increase) enrolled in Dunbar4 in the 1990-91 school year. An additional 27 white students (11% increase) enrolled in Dunbar in 1991-92 school year. Figure Two shows the white enrollment trend at Dunbar during the five-year period. FIGURE TWO DUNBAR JUNIOR HIGH 300 263 250 200 150 100 50 236 215 141 120 87-88 88-89 89-90 90-91 91-92 0 + + + + OCTOBER 1 WHITE ENROLLMENT The District proposes to have a health sciences magnet program at Henderson. Hopefully, this program will succeed in reversing the rapid decline in white enrollment. sciences program will be provided later. A description of the health Next, the enrollment history at McClellan Community High School is examined. McClellan Although McClellan and Henderson are located in different demographic settings, their experiences are quite similar. The white enrollment at McClellan has dropped from 754 students in 1987-88 to 330 students in the 1991-92 school year. Overall, this loss of 424 white students from 1987-88 to 1991-92 represents a 56% decrease in McClellan's white enrollment. Figure Three shows that McClellan's white enrollment has also experienced a steady decline since the 1987-88 school year. Again, this pattern does not follow the districtwide trend alluded to earlier.5 FIGURE THREE McClellan community high school 800 754 700 600 500 564 442 400 382 330 300 200 100 0 + + + + 87-88 88-89 89-90 90-91 91-92 4 OCTOBER 1 WHITE ENROLLMENT McClellan's white enrollment experienced a significant decrease during each year of the five-year period. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 25% decrease 22% decrease 14% decrease 14% decrease In examining the black enrollment history at McClellan since 1987-88, it is evident that an intervention strategy is needed that will attract more white students. The enrollment trend for black students has not reached a level that would necessitate a modification of McClellan's attendance zone. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 23 O, o increase 5% increase decrease 4% increase 3 McClellan's current racial balance is approximately 66% black. If McClellan's black enrollment remains at the current level and the remaining seats are reserved for and filled by white students, the new racial balance percentage will become 55 black. Q, $ McClellan's situation can be compared to a recent racial balance problem at Central High School. Unlike Dunbar, Central has yet6 to surpass the number of white students enrolled in the 1987-88 school year. Like Dunbar, however, Central experienced its first increase in white enrollment during its second year as an international studies magnet. Central's white enrollment increased from 617 students in 1990-91 to 640 students in 1991-92 - an increase of approximately 4% (see Figure Four). increase in the white enrollment was accompanied by a 11% increase in the black enrollment at Central. The 900 883 852 800 700 600 500 400 300 200 100 87-88 FIGURE FOUR CENTRAL HIGH SCHOOL 720 617 640 88-89 89-90 90-91 91-92 0 + + + + 4 OCTOBER 1 WHITE ENROLLMENT The District proposes to have a business/communications magnet program at McClellan. The next section provides a brief description of the proposed magnet programs for both schools. Proposed Magnet Programs It should be noted that these programs were proposed to the LRSD Office of Desegregation by the staff members and parents of the respective schools. Each school included parent representatives on its recruitment committee. In addition to including existing parents, Henderson also discussed the proposed program with prospective parents - the parents of sixth grade students who currently live in Henderson's attendance zone. McClellan used a similar strategy by sharing ideas with one of its feeder schools. In addition, some of the business leaders in7 the McClellan community have served on the recruitment committee and/or expressed support for the business/communications program. The following program descriptions are not intended to be comprehensive and/or conclusive. They provide firm representations, however, of the course each school wishes to pursue as a means of enhancing and promoting quality desegregated education. It would be unfair to ask or expect these schools to go beyond this point without an agreement by the parties and approval by the court. It should be noted that the seriousness and urgency of these situations tend to limit the number of options that are available for further consideration. The Little Rock School District proposes to implement these magnet programs in the 1992-93 school year. The 1992-93 pre- registration period will be extended to April for these new programs. Henderson Health Science Magnet Program Pulaski County is served by two elementary science magnet schools (Carver and Washington), one junior high science magnet school (Mann), one senior high science magnet school (Parkview), and an additional elementary interdistrict school (Romine) with science as a major thrust of its' program. Students from the three elementary schools with a science emphasis who desire to enroll in Mann Magnet are not all successful due to the limited number of seats available at Mann. An additional junior high school with a science related specialty program will help serve students matriculating to the junior high level from these three elementary schools. The science program at Parkview has a health science emphasis. The program helps prepare students for an undergraduate preprofessional or technical major in the areas of medicine and health. Parkview is a of Arkansas for Medical Sciences. "Partner in Education" with the University are carried out between Parkview and UAMS. Many collaborative activities A junior high program that focuses on the health sciences will not only create student interest in education in general but will also inform and prepare students to pursue health sciences as a program of study leading to a health sciences career. Locating the Health Sciences Program at Henderson Junior High is advantageous for several reasons. First, the health sciences program will strengthen and provide a focus for the instructional program at Henderson, helping the school retain and recruit students. Second, the location of Henderson on the 1-630 corridor provides close proximity of the health sciences program to health care institutions such as UAMS, Childrens Hospital, Baptist Medical Center, and St. Vincents Infirmary. Collaboration with one or more of these institutions will be sought. Finally, Henderson's close proximity to Romine and8 Parkview produces an "educational park" setting that facilitates collaboration with the nearby health care institutions. Program design, following goals: The health science program at Henderson has the 1. 2 . 3. 4 . 5. To strengthen and enrich the instructional program. To increase student awareness and understanding of content and careers in the health sciences. To provide a focus for the school which will help retain and recruit students. To emphasize laboratory work in the area of science. To help students achieve personal and academic goals through a high interest specialty program. The Health Sciences Specialty Program at Henderson will be a II school within a school program that includes those students who submit the necessary application and are assigned to the Specialty Program. The program of studies at Henderson will include a full year required course in health science for each grade level. 'Health Sciences in Today's World - An Introduction' will be offered at the seventh grade, 'Health Sciences in the Universe' at the eighth grade, and 'Health Sciences in the Physical World' at the ninth grade. The seventh grade course will be a survey of the wide variety of disciplines ir
i-rlufcf i .'.c:.! __i_.---- The eighth grade that are included in the health sciences. course will develop the content and skills from selected health science disciplines. The ninth grade course will continue to focus on the content and skills from the health science disciplines with a heavy emphasis on careers in health sciences. Elective courses such as physical fitness and first aid will be considered for eighth or ninth grade. A Health Sciences Fair will be held each year. Speakers on health science careers, students projects in the health sciences, demonstrations of health science equipment/procedures (blood pressure check, etc.) are possible activities to be conducted at the Fair. Organizational Structure. The school day will be organized in 1992-93 to provide space for the health science courses for grades 7-9. A curriculum specialist will be employed, if needed, to coordinate the health sciences program. The curriculum specialist may teach a health science specialty course but will have most of each day to develop curricula, secure supplies, provide inservice, assist teachers in implementing the courses, serve as a liaison with health science institutions, arrange field trips, and coordinate special events such as the Health Science Fair. Facil it ies/Ecpjipment/Resources. The science rooms will be modified and/or equipped to be more functional as science laboratories. This will allow greater emphasis on hands-on science in the regular science program. Equipment necessary to9 implement a science laboratory program and health sciences program will be acquired. Curriculum Development/Staff Development. A curriculum committee will be appointed to develop further details for the health sciences program. after program approval, ongoing. The committee will begin work immediately Inservice for staff members will be McClellan Business/Communications Community High School The proposed business/communications magnet program at McClellan will be the first of its kind in Arkansas. The recent attention that has been given to expanding the emphasis on economic education makes such a proposal a timely venture. The business/communications program will seek to establish an educational partnership which involves the business community. the higher education community, and the school district. The structure of this partnership reflects the overall aim of the business/communications program - to provide a sequential program which prepares students for employment opportunities and/or higher education objectives. The skill levels attained by students will be sufficient to ensure their success in either endeavor. The dual focus of the business/communications program will be emphasized. In fact, the college preparatory focus of the program will receive additional emphasis since opportunities for vocational training are already available at McClellan. Collaboration with UALR and other nearby institutions of higher education will be sought. Collaborative efforts may include activities such as guest lecturers, shadowing experiences, on- campus projects, etc. One of the strengths of the proposed program will be the outstanding features of McClellan's business department that are currently in operation. Both students and faculty members have been recipients of local, state, and national awards. McClellan's award-winning business department has some of the following activities/programs: - Future Business Leaders of America/Distributive Education Clubs of America - A school store operated by marketing education students - Cooperative work programs - Junior Executive Training Program - National field trips - Awards program and scholarships Another strength involves the business-related activities that are currently provided by the Community Education Program at McClellan. One of the business teachers at McClellan also teaches business courses in the Community Education Program. The10 Community Education Program offers several courses such as computerized accounting, business law, business management skills, etc. The Community Education Program will play an important role in exposing the community to the various options of the proposed magnet program. Program Design. interdisciplinary approach. The business/communications program will use an In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. To some extent, this will necessitate offering new courses in other. subject areas. An example includes the possibility of adding a computer graphics lab course to give students experience with commercial art forms. Other courses such as Writing Lab, Microbiology, Genetics, and AP Chemistry will be considered as additions to support the overall academic program. The program will offer six areas of study. Each program participant will select one area of study and follow the sequence of study for that area during his/her junior year and senior year. The six areas of study are: 1. 2. 3 . 4. 5. 6. Business Principles and Management Computer Technology Computerized Accounting Executive Services Marketing/Advertising Economics and Finance Students who opt to declare an area of study will be required to take four prerequisite courses: Business Leadership, Business Etiquette, Introduction to Computer Technology, and Keyboarding. The curriculum framework for the business/communications program can be found in the appendix of this report. Additional plans for the future include the possibility of: 1. 2 . 3 . 4. 5. A restaurant management program
A branch bank within the school
A Junior Achievement program
Marketing on the mall (A small business would be developed and operated in Southwest City Mall)
and Leadership development seminars. Organizational Structure. The school day will be organized in 1992-93 to provide space for the business/communications electives. Facilities/Eguipment/Resources. Additional computer software will be obtained to accommodate program-related course offerings. Additional facility and equipment needs will be determined at a later date.11 Curriculum Development/Staff Development. A curriculm committee will be appointed to develop further details for the business/ communications program. immediately after program approval, will be ongoing. The committee will begin work Inservice for staff members Recruitment Pools A brief analysis of the racial makeup of current elementary students indicates that the District can expect to have more white students available for matriculation from elementary to junior high school in future years. The overall elementary white enrollment has increased from 4552 students to 4953 students (an 8% increase) since the 1989-90 school year. The availability of these students, however, depends on our ability to retain them in the Little Rock School District as they progress to the next organizational level. Therefore, in regard to recruitment pools, we will have to concentrate on keeping students who are already enrolled in the Little Rock School District. Private school students represent another recruitment pool. The senior high white enrollment dropped from 2488 students in 1989- 90 to 2170 students in 1991-92. This represents a 13% decline in the senior high white enrollment during a two-year period. The junior high white enrollment dropped from 1951 students in 1989- 90 to 1882 students in 1991-92. This drop represents a 4% decline in the junior high white enrollment during a two-year period. Obviously, there are 318 white senior high students and 69 white junior high students who are enrolled in school somewhere other than in the Little Rock School District. Another recruitment pool involves students who are eligible for M-M transfers. In particular, the District should target interdistrict students who live in the attendance zone for Robinson Junior and Senior High Schools. Finally, rigid sending and receiving school restrictions will have to be observed for intradistrict transfers. If this does not occur, we could desegregate one school at the expense of segregating another school.12 APPENDIXBusiness Principles and Management Computer Technology Junior Executive Training Compulerized Accounting I I OPTIONS: * Business English/Comm. Business Law CT: Business Appl. Desktop Publishing Entrepreneurship ' inlernalional Business Marketing Rapid Writing I 'Economics Business Finance ' Business Statistics Iniro. Io Business NEW COURSES CT: Business Applicalions Computerized Accounting I OPTIONS: CT: Database CT: Programming CT: Spreadsheets Desktop Publishing Entrepreneurs hip Keyboarding Appl. I Business Statistics Intro. Io Business Economics Business/Communications Proposed Magnet Curriculum Framework Suggested Sequences of Study Prerequisite Courses:: * Business Leadership * Business Etiquetttte CT: Introduction CT: Keyboarding Compulerized Accounting Compel erized Accounting I CT: Business Applicalions ....................I" " OPTIONS: Business English/Comm. Business Law ' Business Malh/Machines Compulerized Acct. II CT: Database CT: Spreadsheets Enlrepronorship ' Inlernalional Business ' Business Finance Business Slalistics Intro, to Business Executive Services Keyboarding Applicalions I & Word Processing Ollice Technology Laboratory I OPTIONS: Business Engllsh/Comm. Cooperative Ollice Edu. CT: Business Appt. Desktop Publishing Inlernalional Business Keyboarding Appl. I, II ' Rafiid Writing II Word Processing II Economics Intro. Io Business Marketing/ Advertising Markoling Marketing ManagemonI 1 OPTIONS: Advertising Cashier-Checking Enlropronourship ' Fashion Mdse. Intro. Io Marketing Retailing ' Salesmanship Economics Business Statistics Economics and Finance Principals ol Economics Business Finance 1 OPTIONS: Intro. Io Business Business Statistics Business English Comp. Business Law CT: Business Appl. Desktop Publishing Entrepreneurship International Business Marketing Computerized AccountingFILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 11 1992 CARLRyBREMTaJCI 3y: K LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court is the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School. The Court heard testimony on the motion during a hearing on February 6, 1992, and the North Little Rock School District, the Pulaski County Special School District, and the Joshua Intervenors do not oppose the motion. The Little Rock School District [LRSD] proposes to implement a health/science magnet program at Henderson and a business/communication magnet program at McClellan in the 1992-93 school year. Both schools are having difficulty maintaining white student enrollment and the LRSD asserts the magnet programs are the most effective means of improving the racial balance at the two schools. After careful consideration of the proposal, the Court finds the motion should be granted. The LRSD reports that both Henderson and McClellan have experienced steady declines in white enrollment during the past .1 t 5 5 0five years. Henderson, which is located in a predominantly white neighborhood, has experienced a drop in its white enrollment from 398 white students in 1987-88 to 135 white students in the 1991- 92 school year. This represents a 66% decrease in Henderson's white enrollment over the five-year period. Henderson is now 83% black. McClellan is located in a changing demographic setting and its white enrollment shows a steady decline over the past five years as well. In 1987-88, there were 754 white students enrolled at McClellan
in 1991-92, the white enrollment was 330. This represents 56% decrease in McClellan's white enrollment. McClellan is now 65% black. The LRSD says the figures for a Henderson and McClellan are in contrast with a district-wide trend which shows an increase in white enrollment from the 1990-91 school year to the 1991-92 school year. In support of its proposal, the LRSD points to the impact that implementation of magnet programs at Dunbar Junior High and Central High School have had in their white enrollment figures. It states that during the first year of the magnet program at Dunbar (19SCSI) , the school enrolled ar. additional 116 white students (S7% increase) and an additional 27 white students enrolled in the ISSl- S2 school year. Central experienced its first increase in white enrollment during its second year as an international studies magnet school
white enrollment increased from 617 students in ISSO-Sl to 640 students in 1SS1-S2. The particular educational themes chosen, health sciences at Henderson and business/communications at McClellan, were proposed -2-by staff members and parents of the two schools. In addition, at Henderson, parents of sixth grade students who live in the Henderson attendance zone were consulted, and at McClellan, members of the business community were involved. The Court finds that the LRSD's proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School should be approved. However, in order to ensure that the "magnet" designation continues to stand for distinctive, quality programs that are thoroughly and thoughtfully planned, implemented, and maintained. the LRSD must develop a written plan for the new magnet programs that includes the following: 1. Clearly stated program goals including how the program supports the and objectives. individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and interdistrict transfers. A 2. comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. Selection criteria teachers, and other staff. for participating students. 3. The number of students targeted for participation by grade level, and the name and/or title and role of teachers and other staff who will be involved in (a) planning, (b) delivering, and (c) supervising the program. delivering. (c) Program implementation and completion timelines, including intermediary "critical events." 5. Identification of all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with start-up and maintenance costs, and identification of those costs to be debited to a 6. both and personnel. and to costs, debited -3- 4."desegregation budget." Itemization of 7. any necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainer(s). 8. timelines. Formative and summative evaluation criteria and 9. The program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. 10. Specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, recruitment, and ongoing support. student/staff IT IS THEREFORE ORDERED that the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School be and hereby is granted. The LRSD must develop within thirty (30) days a written plan for the new magnet programs that includes the above-enumerated elements. The LRSD must scrupulously adhere to an implementation schedule which will ensure that the new magnet programs are fully operational when students report to school in the fall of 1992. DATED this day of February, 1992. UNITED STATES DISTRJtCT t JUDGE DOCUMENT 331^ D ON DOCkETSHFET IN a) (-RCP -4- RFRIDAY, ELDREDGE & CLARK HERSCHEL H. PRIOAY. P.A. ROBERT V. LICHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W . MOORE BYRON M. EISEMAN. JR.. P.A. JOE 0. BELL. P.A. JOHN C. ECHOLS. P A. JAMES A BUTTRY. PA A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL t-KtUkHiCK S LAKZfcL6R6. P URStHY. P A OSCAR OAViS, JR. JAMES C. CLARK. JR-. P.A. THOMAS P. LEGGETT. P.A. JOHN OewEY WATSON, P.A. little ROCK. ARKANSAS 72201-3493 TELEPHONE 601-378-201 1 UkNMAM Ui. P.A FAX NO. 501-376-2147 LARRY W. BURKS. P.A. A. WYCKLIPP NISBET, JR.. P.A. JAMES EDWARO HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN .P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAPER. P A. WILLIAM M. GRIPPIN UI, P.A. THOMAS N . ROSE . P.A . MICHAEL S. MOORE March 12, 1992 DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A KEVIN A. CRASS. P.A. WILLIAM A. WADDELL, JR.. P A CLYDE TAB* TURNER. PA CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWENO, JR., P A HARRY A. LICHT, P.A. SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS P. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0 . WILSON JEPPREY H. MOORE T. WESLEY HOLMES ANDREW r. TURNER SARAH J. HEPPLEY JOHN RAY WHITE r- COUNKl WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. ..i r.: VNtTtW** OiACCr HO. (601) 370-1506 Mr. Sam Jones Mr. Steve Jones 370-1506 WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Little Rock, AR 72201 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell #15 Hickory Place Little Rock, AR 72212 H I c >. -TTH "CPI ra D 1 1 ir-a Ms. Ann Brown Office of Desegregation Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann and Counsel: Enclosed for each of you is a copy of the McClellan High School Business/communications Magnet Plan and the Henderson Junior High Health Sciences Magnet Plan. The plans were filed today. Yours very truly CJH/k Enc Christo' erLHellerMcClellan High School Business/Communications Magnet Plan New in 1992Table of Contents McClellan High School Business/Communications Magnet Proposal Background............................................. Court Order First Requirement............. Magnet Program Objectives................ Court Order Second Requirement........ Areas of Study Flow Chart.................. First Area of Study................................. Business Principles and Management Prerequisites.................. Core Course Descriptions........ Second Area of Study............................ Marketing/Advertising Prerequisites............................... Core Course Descriptions......... Third Area of Study............................... Economics/Finance Prerequisites............................... Core Course Descriptions......... New Business Courses Descriptions and Objectives........ New English/Communications Courses Descriptions and Objectives.......... New Social Studies Courses Descriptions and Objectives.......... New Art Courses Descriptions and Objectives.......... New Mathematics Course Descriptions and Objectives......... New Home Economics Course Description and Objectives.......... New Science Course Description and Objectives.......... Court Order Third Requirement.......... Court Order Fourth Requirement.......... Court Order Fifth Requirement............. Court Order Sixth Requirement........... Court Order Seventh Requirement....... Court Order Eighth Requirement.......... Court Order Ninth Requirement.......... Court Order Tenth Requirement.......... Appendix A Appendix B ....1 .2-3 ....4 ....5 ....6 ....7 .....8 9-10 ....11 .....12 13-14 .....15 .....16 17-18 19-37 ,38-43 .44-45 ,46-47 ,48 .49 ......50 .51-52 .53-54 .....55 .....56 .....57 .58-59 .....60 .....61BACKGROUND Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and the Pulaski County Special School District. Little Rock, the capital city of Arkansas, is located at the geographic center of the state on the Arkansas River. The city has a population of approximately 189,000. Little Rock is the home of major industries related to business and communications that include Systematics, IBM, Timex, and Coca Cola. Stephens, Inc., which is the largest financial corporation outside ofNew York City is also located in Little Rock. The Little Rock metropolitan area has several institutions of higher learning, the University of Arkansas at Little Rock, Philander Smith, Arkansas Baptist and Shorter Colleges. Plans are being developed for McClellan to offer advanced placement courses that will be accepted by institutions of higher learning. McClellan was originally part of the Pulaski County Special School District. In 1987, it was annexed into the Little Rock School District. McClellan is located in the southwest section of Little Rock, in an area that has a heavy concentration of business/industry. The availability and proximity of businesses will provide opportunities for partnerships that will enhance student achievement. McClellan High School opened in 1966. The school is named for the late Senator John L. McClellan, who served Arkansas and the United States for over 40 years. The John L. McClellan room, located in the Media Center, contains memorabilia, magazine articles, and photographs of his career. McClellan has approximately 1,000 students. The racial balance is 66% black, 1% other and 33% non-black. In comparing the 1990 10th grade Mat 6 scores with the 1991 11th grade Mat 6 scores, there was slight reduction in disparity between blacks and non-blacks. There is a need for immediate intervention in order to improve these scores. Strategies will be developed to improve scores and to reduce the disparity in test scores. -1-MCCLELLAN HIGH SCHOOLS BUSINESS/COMMUNICATIONS MAGNET PROGRAM The following description of the magnet program is in response to the ten items listed in the February 11 courtorder. Eachitem from the courtorderis listed initalics and followed with strategies detailing how the requirements in the court order will be met. The first requirement in the February 11 court order is to clearly state program goals and objectives, including how the program supports the individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and intradistrict transfers. The goals of the McClellan Business/Communications Magnet are: A. To provide a quality desegregated learning environment that develops the highest possible competence in academic skills and concepts related to business/communications. B. To provide students with marketable skills in various fields of business. C. To work cooperatively with colleges/universities, local businesses, and business- related organizations to enhance program development, implementation, and support, and to provide unique learning experiences for students. The first goal listed above is directly related to one of the maj or goals of the Little Rock School District, the Districts Desegregation Plan, and McClellan High School. In particular, the business/ communications magnet will serve as a means to increase overall academic achievement while decreasing the disparity in achievement between black and white students. The infusion of the business/communications curriculum throughout the various content areas will make it possible for all students to be exposed to business competencies, advanced computer skills, and techniques in written and oral communication. The development of these competencies, along with the features of the regular instructional program, will increase each students proficiency in the mastery of basic and higher order thinking skills. In addition to the emphasis on improving academic achievement for all students, the magnet program will be used as a tool to help McClellan achieve a racial balance of 60% black and 40% non- black. Efforts will be made to recruit and/or retain the white students who currently reside in -2-McClellan's attendance zone and, recruit M-M students from the Pulaski County Special School District. The present availability of approximately 200 seats at McClellan will provide space for the recruitment of these target groups. McClellan High School was chosen as the site for a new Business/ Communications Magnet Program because of its outstanding business programs. Students and faculty members have been recipients of local, state and national awards. As the host of the largest business education program in the city and with 200 spaces already available, McClellan is ideally suited to become an outstanding business/commxmications school. Although McClellans Business Program is the largest in the city, the school plant can accommodate 200 additional students. In anticipation of the facility remaining under capacity in the future, a Business/Communications Magnet at McClellan is proposed. The curriculum is designed to develop the potential of students exhibiting interest and talent in business/communications and is available to all students from every cultural and socio-economic background. Through the emphasis and the infusion of business and communications in the academic curriculum which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, pre-professional and technical exploration. -3-McClellan Business/Communications Magnet Program has the following obj ecti ves: 1. To provide a business/communications curriculum that supplements and enhances academic programs at McClellan. 2. To apply theories of communications to the development of written and oral communication systems in business and related careers. 3. To increase competencies in business technology. 4. To develop skills in information acquisition, research, processing, statistical analysis and technical writing. 5. To provide opportunities for students to interact with business/industrial personnel through field trips, guest presentations, and student shadowing of business/communications professionals. 6. To create partnerships with the University of Arkansas at Little Rock and other postsecondary institutions. 7. To increase student comprehension of the business/communications content that is needed for entry into a professional or technical course of study or a degree in a related field. 8. To develop entrepreneurship skills needed to start a new business and apply them to business operations. -4-The second requirement in the February 11 court order is to provide a comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. The business/commuications program will use an interdisciplinary approach. In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. Beginning in 1992-93, a seven-period day will be used at McClellan. The seven period day will make it possible for students to enroll in the additional elective courses offered through the magnet program. The business/communications program will have three areas of study. Each program participant will select one area of study and follow the sequence of courses for that area. The three areas of study are: 1. 2. 3. Business Principles and Management Marketing/ Advertising Economics and Finance Students who opt to declare an area of study will be required to take two prerequisite courses: keyboarding and Introduction to Computer Technology. The following pages include the curriculum framework, the sequence of courses for each area of study and the course descriptions and objectives for new courses. -5-BUSINESS/COMMUNICATIONS Areas of Study Prerequisite Courses: CT: Introduction Keyboarding Business Principles and Management Marketing/ Advertising Economics and Finance Junior Executive Training Marketing Economics Computerized Accounting I Marketing Management Business Finance Options: Business English/Comm. Business Law CT: Business Applications CT
Desktop Publishing Entrepreneurship International Business Marketing Rapid Writing I Economics Business Finance Business Statistics Intro, to Business Insurance Banking Business Math/Machines Advertising Salesmanship CT: Word Processing I Options
Advertising Cashier-checking Entrepreneurship Fashion Mdse. Intro, to Marketing Retailing Salesmanship Economics Business Statistics Business Math/Machines Banking CT: Eiesktop Publishing Options: Intro, to Business Business Statistics Business English/Comm. Business Law CT: Spreadsheets CT
Business Appl. CT: Desktop Publishing International Business Marketing Computerized Accounting I Rapid Writing I Business Math/Machines Entrepreneurship -6-FIRST AREA OF STUDY: BUSINESS PRINCIPLES AND MANAGEMENT Prerequisite: Keyboarding (1 semester) CT: Introduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: CT: Business Applications (2 semesters) Electives (2 semesters required) Introduction to Business (1 semester) Business Etiquette (1 semester) Salesmanship (1 semester) Economics 1(1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Computerized Accounting I (2 semesters) Entrepreneurship (1 semester) Electives (2 semesters required) Money and Banking (1 semester) Economics I (1 semester) Rapid Writing 1(1 semester) CT: BASIC (1 semester) Marketing (2 semesters) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement: Junior Executive Training (2 semesters) Business Finance (2 semesters) Electives (2 semesters) International Business and Banking 11 (1 semester) Insurance (1 semester) Business Law (2 semesters) Computerized Accounting II (2 semesters) CT: Desktop Publishing (1 semester) Advertising (1 semester) -7-BUSINESS PRINCIPLES AND MANAGEMENT Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques
development of speed and accuracy
basic problem-solving applications of centering and arranging reports, letters, and tables
proofreading
formatting
and proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computcr Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE: These two courses are prerequisites for each area of study. -8-BUSINESS PRINCIPLES AND MANAGEMENT Core Course Description 10th Grade CT: Business Applications (2 semesters) Prerequisite: Keyboarding Computer Technology: Business Applications is a two-semester course designed to prepare students with an introduction to business applications which are necessary to live and work in a technological society. Emphasis is given to hardware, concepts, and business uses of applications. The business applications covered are word processing, database, spreadsheets, graphics, integrated software, electronic mail, management-support software, and image processing. 11th Grade Computerized Accounting I (2 semesters) Prerequisite: None Computerized Accounting I is a two-semester course with emphasis on basic accounting principles as they relate to both manual and computerized financial systems. Instruction is on an integrated basis using computers and electronic calculators as the relationships and processes of manual and computerized accounting are presented. Entry-level skills in the accounting occupations can be attained. Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. -9-BUSINESS PRINCIPLES AND MANAGEMENT Core Course Description 12th Grade Junior Executive Training (2 semesters) Prerequisite: Computerized Accounting I Junior Executive Training (JET) is a two-semester course designed to focus on small business ownership and management. Units of instruction should include business and its environment, social and economic implications of business, business decision making, business planning, legal aspects of business ownership, legal issues of small business, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, financial management, marketing management, business taxes and government regulations, and community relations. The student will be introduced to the use of micro-computer software as a tool for business decision making and business communications. Software should include database management, spreadsheet applications, and word processing may be introduced. Other software, such as desktop publishing, may be introduced. The Business Executive Game, with emphasis on managerial decision making, is an integral part of the coiu^e. Business Finance (2 semesters) Prerequisite: None Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. -10-SECOND AREA OF STUDY: MARKETING/ADVERTISING Prerequisite: Keyboarding (1 semester) CT
Introduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: Introduction to Business (1 semester) Salesmanship (1 semester) Electives (2 semesters) Computerized Accounting I (2 semesters) Business Etiquette (1 semester) CT
BASIC (1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Entrepreneurship (1 semester) Marketing (2 semesters) Electives (2 semesters) CT: Business Applications (2 semesters) Money and Banking (1 semester) Retailing (1 semester) Word Processing 1(1 semester) Rapid Writing I (1 semester) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement
Marketing Management (2 semesters) Fashion Merchandising (1 semester) International Business and Banking 11 (1 semester) Electives (2 semesters) Economics I (1 semester) Rapid Writing II (1 semester) CT: Desktop Publishing (1 semester) CT: Advanced Desktop Publishing (1 semester) Insurance (1 semester) Word Processing II (1 semester) Office Technology Lab (2 semesters) -11-MARKETING/ADVERTISING Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques
development of speed and accuracy
basic problem-solving applications of centering and arranging reports, letters, and tables
proofreading
formatting
and proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computer Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE
These two courses are prerequisites for each area of study. -12-MARKETING/ADVERTISING Core Course Descriptions 10th Grade Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. Salesmanship (1 semester) Prerequisite: None Salesmanship is a one-semester course designed to inform students about specific selling techniques and attitudes necessary to become a successful salesperson. The course focuses on serving customers and helping them make wise buying decisions. Emphasis is placed on the importance of human relations in selling, the functions performed by salespeople, development of personality traits needed by salespeople, and the buying/selling process. 11th Grade Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Markcting (2 semesters) Prerequisite: None Marketing is a two-semester course designed to provide students with the fundamental concepts, principles, skills, and attitudes common to the field of marketing. Instruction will focus on market types, market analysis, consumer types, planning, promotion, buying, pricing, distribution, finance, trends, and careers. -13-MARKETING/ADVERTISING Core Course Descriptions 12th Grade Marketing Management (2 semesters) Prerequisite: Marketing Marketing Management is a two-semester course designed to develop decision making skills through the application of marketing and management principles. Competencies will be accomplished by utilizing various instructional methods, resources, and direct involvement with marketing businesses. The course will focus on organization, finance, risks, credit, technology, and social aspects. International Business and Banking II (1 semester) Prerequisites: Money and Banking Intemational Business and Banking II is a one-semester course that presents a global perspective on business activities of private or public enterprises involving movement across national boundaries of resources, goods, services, and skills. Emphasis is placed on raw materials, capital, technology, marketing, economics, products, accounting, legal and banking activities, and technical and managerial skills. -14-THIRD AREA OF STUDY: ECONOMICS AND FINANCE Prerequisite: Keyboarding (1 semester) CT: Introduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: Economics I (1 semester) Introduction to Business (1 semester) Electives (2 semesters required) Business Etiquette (1 semester) CT: Word Processing I (1 semester) CT: Spreadsheets (1 semester) CT: BASIC (1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Economics II (1 semester) Entrepreneurship (1 semester) Money and Banking (1 semester) Electives (2 semesters required) CT: Business Applications (2 semesters) Marketing (2 semesters) Advertising (1 semester) Word Processing II (1 semester) Rapid Writing I (1 semester) Rapid Writing II (1 semester) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement: Business Finance (2 semesters) Junior Executive Training (2 semesters) Electives (2 semesters required) Business Law (2 semesters) CT: Desktop Publishing (1 semester) CT: Database (1 semester) Computerized Accounting II (2 semesters) International Business and Banking II (1 semester) Insurance (1 semester) -15-ECONOMIC/FINANCE Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques
development of speed and accuracy
basic problem-solving applications of centering and arranging reports, letters, and tables
proofreading
formatting
and proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computer Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE
These two courses are prerequisites for each area of study. -16-ECONOMICS AND FINANCE Core Course Descriptions 10th Grade Economics I (1 semester) Prerequisite: None Economics is a one-semester course designed to teach students about economic problems and situations of consiuners, business, and government. Also, the monetary system, employment price level, business fluctuations, and international trade are discussed. Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. 11th Grade Economics II (1 semester) Prerequisite: Economics I Economics II is a one-semester course which will emphasize a variety of market structures. The monetary systems, analysis of income, price, business fluctuations, and elements of international and global trade are discussed. Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Money and Banking (I semester) Prerequisite: None Banking is a one-semester course designed to provide a study of the management problems encountered in banking. The emphasis is upon the application of analysis and problem solving techniques to the solution of realistic problems and opportunities of individual banking institutions. The case method is a learning technique. -17-ECONOMICS AND FINANCE Core Course Descriptions 12th Grade Business Finance (2 semesters) Prerequisite: None Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. Junior Executive Training (2 semesters) Prerequisite: Computerized Accounting I Junior Executive Training (JET) is a two-semester course designed to focus on small business ownership and management. Units of instruction should include business and its environment, social and economic implications of business, business decision making, business planning, legal aspects of business ownership, legal issues of small business, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, financial management, marketing management, business taxes and government regulations, and community relations. The student will be introduced to the use of microcomputer software as a tool for business decision making and business communications. Software should include database management, spreadsheet applications, and word processing may be introduced. Other software, such as desktop publishing, may be introduced. The Business Executive Game, with emphasis on managerial decision making, is an integral part of the course. -18-NEW BUSINESS COURSE Description and Objectives CT: Advanced BASIC (1 semester) Prerequisite: CT: BASIC Advanced BASIC programming is a one-semester course designed to teach the basic language in a structured fashion using programming concepts and techniques for practical business applications. A strong emphasis is placed on developing a level of skill with which production programs for business use may be planned and coded. The course is designed to provide students with the necessary skills to document, code, enter, and execute a well-designed basic program, and the student will be able to recognize a well-designed and well-written program. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Describe how a report is planned. Code programs to print output as planned in a spacing chart. Describe a table and tell the advantage of its use in data processing. Write programs using table to store data. Define sorting. Name several applications that require sorting. Name several applications that require sorting. Write programs containing sort routines. Explain the importance of summaries. Define totaling, counting, and sub-totaling as methods of summarizing data. Describe the difference between unconditional and conditional summarizing. Write programs to summarize data. Explain the purpose of data files. Describe the operation of sequential data files. Write programs using sequential daU files. Describe the difference between sequential data files and random data files. Describe the operation of random data files. Write programs using random data files. Explain what is meant by graphics. Write programs to produce graphics. -19-NEW BUSINESS COURSE Description and Objectives CT: Advanced Desktop Publishing (1 semester) Prerequisite: CT: Desktop Publishing Advanced desktop publishing is a one-semester course designed to study the process of analyzing information and audience and choosing the appropriate visual signals to communicate the desired message effectively. Applied principles are used to analyze and organize information, set up a design structure, and produce special visual expressions. Objectives: 1. 2. 3. 4. 5. 6. Demonstrate the use of the Toolbox to create shapes, add shading, and copy duplicate shapes. Demonstrate the use of editing functions to custom fit text and graphics. Create style sheets and folios. Design and wrap text around a graphic in a newsletter. Create and print a tabloid newspaper. Build readers interest with designing advertisements. -20-NEW BUSINESS COURSE Description and Objectives CT: Computer Progra: ihTmI ing: BASIC/LQGO (1 semester) Prerequisite: Keyboarding Basic programming is a one-semester course with emphasis on programming business and general applications. Students leam planning and coding techniques through the use of practical applications. Design and use of structure as well as decision making in programs are integrated throughout the course. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 28. 29. 30. 31. 32. 33. 34. 35. Desribe the computer and its functions. Describe the function and construction of a computer program. Define keywords, commands, and statements. Write simple BASIC programs using the keywords REM, PRINT, LPRINT, and End. Use arithmetic operators in expressions. Use the commands NEW, RUN, LIST, LLIST, DELETE, SAVE, and LOAD. Add, delete, and change program lines. Print program listings and program output on the printer. List and correctly use the steps in planning a simple program. Describe and correctly use spacing charts. Describe and correctly use variables in programs. Plan, code, and debug simple interactive programs. Define structured programming. Describe what it meant by top-down design. Define a hierarchy chart. State the difference between a main module and a submodule. Explain how program designs are prepared for modules. List the steps in coding a modular program. Plan and code modular programs. Describe the importance of programs that can make decisions. Describe how menus may be used in programs. Explain the procedure for planning programs that make decisions. Explain the use of the BASIC keywords used in decision making. Plan and code programs that make decisions. Define a controlled loop. Describe the importance of controlled loops. Explain how to use BASIC keywords in controlled loops. Plan and code programs that use controlled loops. Give the advantages ad disadvantages of storing data within a program. Explain how data stored in a program is used. Plan and code programs that store data. Describe what is meant by data validation. Describe seven data validation methods. Plan and wnte the BASIC code for data validation routines. -21-NEW BUSINESS COURSE Description and Objectives CT: Desktop Publishing (1 semester) Prerequisite: Keyboarding and Word Processing Desktop publishing is a one-semester course that combines the versatility of the microcomputer with page design software enabling students to produce materials of near photo-typed quality. The course includes page composition, layout, design, editing functions, and a variety of printing options. Objectives: 1. 2. 3. 4. 5. 6. Define key terms of Desktop Publishing. Integrate Desktop Publishing with other software packages such as word processing. Create, save and pring files created in Desktop Publishing. Reposition copy and set type specifications. Creat, add, and move graphics. Demonstrate the knowledge to place amd move text in a document. -22-NEW BUSINESS COURSE Description and Objectives CT: RPG (1 semester) Prerequisite: Keyboarding RPG is a programming language used in business. It is a one-semester course designed to acquaint students with the techniques of writing business data processing applications using RPG. The student completing this course will have the entry-level skills for programmer trainee, or the foundation for advanced studies in computer technologies. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. .12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Draw a simple flow chart. Differentiate data from programs. Compare bit and byte. Discuss field size. Design a record layout. Define master file. Recognize an indexed file. Compose manually a sequential data file. Compare a master and a detail file. Identify transaction codes in records. Code an assigned program in RPG. Document an assigned program. Debug an assigned program. Execute an assigned program. Name types of specification sheets. Modify an existing program. Explain the type of information contained on each type of specification sheet. Demonstrate proper sequencing of specification sheets. Explain how an indicator functions. Write programming statements using mathematical operators and comparing statements. Discuss programming using tables. -23-NEW BUSINESS COURSE Description and Objectives CT: Spreadsheets (1 semester) Prerequisite: Keyboarding Spreadsheet and Analysis is a one-semester course that teaches students to use a computer program to analyze quantitative data. Students will acquire skills in the use of program commands and in the design and application of spreadsheets. Understanding of the role and value of spreadsheets, financial reporting, budgeting, planning, and forecasting is emphasized. Students gain hands-on experience using, developing, and modifying spreadsheets. Objectives: 1. 2. 3. 4. 5. 6. 7. Define spreadsheet terms. Demonstrate data entry and editing commands. Demonstrate the ability to change spreadsheet settings and format. Demonstrate the ability to use formulas and functions. Demonstrate what if spreadsheet analysis. Demonstrate the ability to print a spreadsheet. Demonstrate the ability to create graphics using a spreadsheet program. -24-NEW BUSINESS COURSE Description and Objectives CT: Database (1 semester) Prerequisite: Keyboarding Database Management is a one-semester course that establishes the value of data as an asset that IS essential for all organizations. It is a computer applications program used by business and industry to manage and keep track of interrelated information in an organized fashion and is designed for students who have had some previous computer experience. The course provides students with the concepts of database management, design, and data modeling. Students gain hands-on experience using a database applications program and study database-related careers and the role and responsibilities of a database administrator. Objectives: 1. 2. 3. 4. 5. 6. T. 8. 9. Define database terms. Identify data structures. Create a database file. Enter and edit data in a database file. Display the contents of a file on both the screen and the printer. Prepare a report using a database file. Prepare labels using a database file. Sort a database file. Demonstrate the ability to use conditions and expressions. -25-NEW BUSINESS COURSE Description and Objectives Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Objectives
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Define business and its environment. Describe the relationship of small business to the American enterprise system. Explain the kinds of organizational structures and list the advantages and disadvantages of each kind. Describe a business plan and explain how employees can be of assistance in business planning. Explain various channels of distribution. Identify various sources of capital for a new business. Describe the uses of a line of credit. List the types of financial and personnel records a business must use. Compute discounts, markup, and markdown on both costs and selling prices. Explain business taxes, including income, social security, sales, excise, unemployment, and local taxes. Determine what constitutes a sound insurance program. Discuss law related to running a business. Define marketing, advertising, and selling. Explain the functions of a personnel department. Name and describe the four functions of management. Describe the importance of community relations to business. Complete a small business project. -26-NEW BUSINESS COURSE Description and Objectives Money and Banking (1 semester) Prerequisite: None Banking is a one-semester course designed to provide a study of the management problems encountered in banking. The emphasis is upon the application of analysis and problem solving techniques to the solution of realistic problems and opportunities of individual banking institutions. The case method is a learning technique. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. File material accurately in alphabetical and numerical order. Demonstrate ability to handle cashiering duties. Prepare budgets for personal and business use. Discuss record keeping systems used in different businesses. Compute and record retail sales activities. Demonstrate knowledge of stock records. Demonstrate use of payroll records. Prepare basic accounting forms. Demonstrate skills in verifying figures. Compare various types of investment instruments. Describe types of loans and practices related to obtaining a loan. Discuss past, present, and future banking practices. Discuss career opportimities available in banking. -n-NEW BUSINESS COURSE Description and Objectives International Business and Banking II (1 semester) Prerequisite: Money and Banking International Business and Banking II is a one-semester course that presents a global perspective on business activities of private or public enterprises involving movement across national boundaries of resources, goods, services, and skills. Emphasis is placed on raw materials, capital, technology, marketing, economics, products, accounting, legal and banking activities, and technical and managerial skills. Objectives: 1. Leam about global communications in business. 2. Leam about business customs and protocol in dealing with people. 3. Understand how the United States business office environment compares to the business office environment in foreign countries. 4. Leam how international economics are measured. 5. Understand the significance of merchants balance of trade and balance of payments of accounts with other countries. 6. Leam the basics of foreign exchange. 7. Understand the basic risks of overseas shipments. 8. Understand the laws of the banking system in foreign trade. 9. Understand where to get data on overseas markets. 10. Leam about the various types of international documents. 11. Understand government foreign trade strategies. 12. Understand international market access agreement. 13. Leam what is involved in international careers. 14. Understand the new foreign trade rules for small business. -28-NEW BUSINESS COURSE Description and Objectives Rapid Writing 11 (1 semester) Prerequisite: Rapid Writing I Rapid Writing II is designed for the student who wishes to become more proficient in the art of note taking. Rapid Writing II is a continuation of Rapid Writing I and emphasizes speed, transcription skills, effective listening skills, spelling, vocabulary, mechanics of grammar, and note taking applications. Objectives
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Review the basic system of SuperWrite. Demonstrate the ability to read SuperWrite notes. Develop the ability to write outlines for unfamiliar words under the stress of dictation. Write SuperWrite at 100 words a minute for two minutes from unfamiliar material and transcribe with 95 percent accuracy. Demonstrate the correct rules of punctuation, word usage, spelling, figures, capitalization, word division, and proofreading. Develop the ability to transcribe mailable correspondence. Develop an awareness of good business communication practices. Use reference books efficiently. Produce mailable letters at an acceptable rate. Develop the ability to transcribe mailable correspondence. Develop work habits and attitudes appropriate for a successful career in the world of business. Supply a fast and legible writing system that can be learned quickly by word processor operators. Assist business executives, students, and others to make legible notes at a faster speed. -29-Business Finance (2 semesters) Prerequisite: None NEW BUSINESS COURSE Description and Objectives Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. Objectives: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. Develop an awareness of the role of banks and financial institutions in the American economy and the services provided by these institutions. Develop an awareness of the use of microcomputer technology in research, sales analy sis, accounting, and inventory control. Formulate a basic concept of the internal structure of organizations and the function of management in business finance. Develop an appreciation and understanding of profit as being an integral part of business decisions. Understand uncollectible accounts, depreciation, inventories, notes, and interest as they relate to business. Comprehend the importance of adequate insurance coverage. Understand the rules and procedures for filing for bankruptcy in the business world. Understand the basic concepts of investments in stocks and bonds. Understand mortgages and loans in the financial world. Develop a professional image and attitude and a positive self-image. Become aware of career opportunities using business finance, and understand the skills, knowledge, educational levels, and attitudes needed. -30-NEW BUSINESS COURSE Description and Objectives Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. Objectives: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. Develop an understanding of the way in which our private enterprise system is organized and how it operates to satisfy needs and wants of individuals. Develop a business and economic vocabulary that will enable individuals to read and understand current economic and business problems as reported in newspapers. Acquire a working knowledge of basic banking services with application to daily living. Recognize the consumers role in the market place. Explore business related fields of work in the emphasis on specific occupations. Demonstrate intelligent use of decision-making in personal and family money management. Identify the credit options available to each consumer and to make decisions according to specific credit needs. Distinguish between the various health, life, automobile, and home insurance coverages available. Recognize various forms of investments besides those available at banking institutions. Demonstrate an awareness of the World of Work and concern about career opportunities, career preparation, and job success and satisfaction. -31-NEW BUSINESS COURSE Description and Objectives Business Etiquette (1 semester) Prerequisite: None Business Etiquette is a one-semester course which teaches students how to refine their manners for the world of work. Proper manners, personality development, proper speaking, and dress for success will be discussed in this course. Objectives
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Work as a member of a business team, organize work, set priorities, and interact with other students. Develop work habits and attitudes necessary for individual maturity and job competence. Understand interpersonal relationships in business. Develop a sense of accomplishment. Demonstrate generally acceptable business behavior through the study of interpersonal relations. Place and answer telephone calls that give and receive business information that is complete and in generally acceptable business form. Demonstrate the ability to meet business production standards while working under pressures of time, interruptions, and changing priorities. Develop a success identity. Display appropriate dress for success in the business world. Describe the advantages of a physical fitness program. Develop short- and long-term goals. Identify and utilize effective time-management techniques. Demonstrate a basic knowledge of parliamentary procedure necessary to participate in a business meeting. Integrate Future Business Leaders of America activities into the curriculum. Demonstrate proper techniques in making introductions. Demonstrate proper manners used in the business world. Demonstrate a work climate that promotes creativity and personal growth. Demonstrate self-confidence by meeting a business challenge. -32-NEW BUSINESS COURSE Description and Objectives Salesmanship (1 semester) Prerequisite
None Salesmanship is a one-semester course designed to inform students about specific selling techniques and attitudes necessary to become a successful salesperson. The course focuses on serving customers and helping them make wise buying decisions. Emphasis is placed on the importance of human relations in selling, the functions performed by salespeople, development of personality traits needed by salespeople, and the buying/selling process. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Define the terminology essential to the knowledge of an overview to selling. Explain why good human relations skills are essential in selling. Describe how salespeople can assist the customer in making wise buying decisions. Identify the customer by buying motives. List the steps of a sale. Identify the sources of product information. Demonstrate proficiency in the sales transaction. Demonstrate proficiency in money-handling skills. Know the three major types of businesses in which sales positions are available. Understand and appreciate the benefits of a career in selling. BLnow the etiquette of arranging a job interview. -33-NEW BUSINESS COURSE Description and Objectives Retailing (1 semester) Prerequisite: None Retailing is a one-semester course designed to offer an overview of the retailing industry in the United States. A study is made of the types of retail marketing, organization, personnel, merchandising, promotion, selling, operations, and control. The course focuses on the concepts and practices of retail business operations. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Explore retail marketing. Identify the retail marketing cycle. Know the scope of employment opportunities in retailing in the United States. Develop economic aspects of marketing. Describe the six elements of the American economic system. Describe the ten occupational survival skills an employer can expect from an employer. Develop skills necessary to survive in the business world. Explain communication skills. Define retail selling in the business world. Develop skills in handling promotion in marketing. Develop skills in handling merchandise and merchandise prousing services. -34-NEW BUSINESS COURSE Description and Objectives Advertising (1 semester) Prerequisite: None Advertising is a one-semester course designed to focus on the competencies needed for the planning and implementation of a successful advertising program. Students are exposed to media, methods of research, budgets, and evaluations which are used to sell a product, service, or business. Hands-on experience is given in copy writing, layout, and production in various media. Desktop publishing should be introduced. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Describe the nature and scope of advertising. Explain how advertising affects the market place. Identify career opportunities in advertising. Explain the advertising career path. Identify sales promotion techniques. Explain what motivates customers to make buying decisions. Identify the characteristics of three national consumer surveys/polls. Explain a media plan. Identify the parts of a print ad. Explain the use of visual merchandising. Explain guidelines for determining advertising budgets. Explain guidelines for determining when to advertise schedule. Identify and explain the use of Standard Rate and Data Systems for newspaper, magazine, radio, and television. Define state and federal laws governing advertisement practices. Explain the copyrighting policy. Identify software used in data analysis. Demonstrate the various parts of the computer and explain their relationship. -35-NEW BUSINESS COURSE Description and Objectives Fashion Merchandising (1 semester) Prerequisite: None Fashion Merchandising is a one-semester course designed to offer an overview of the fashion industry. It provides the foundation in preparing students for a wide range of careers available in the different levels of the fashion industry. Emphasis is given to historical development, textiles, manufacturers, merchandising, domestic and foreign markets, accessories, and retailing. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Define fashion merchandising, fashion marketing, fashion, style, design, taste, classic, fad, trends, and fashion forecasting. Define the components of fashion: silhouette, details, texture, and color. Describe the various roles and functions of clothing today. Name the five principles that underline fashion movement. Explain the roles and responsibilities of designers. Identify the traditional basic categories in womens, childrens, and mens apparel. Define the materials used in fashion
such as, natural fibers, primary markets, synthetic fabrics, greige goods, textile converters, cellulose, non-cellulose, pelt, tanning, and skins. Define accessories used in fashion merchandising
such as, costiune or fashion jewelry, fine jewelry, gemstones, semiprecious stones, impulse items, and precious stones. Explain the purpose served by foreign and domestic markets. Identify the career opportunities available in fashion merchandising. List the steps involved in starting your own fashion business. List the steps involved in writing a business plan. -36-NEW BUSINESS COURSE Description and Objectives Insurance (1 semester) Prerequisite: None Insurance is a one-semester course designed to teach students principles and functions of property, casualty and life insurance with applications in both personal and business situations. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Explain insurable interest and the importance of this concept. Identify the purpose of insurance and how insurance rates are established. Identify the various types of insurance. Understand how the law of contracts applies to insurance. Identify the risks covered by and the procedure for collecting under fire insurance. Discuss the way coinsurance provides protection at reduced cost. Describe the various applications of liability insurance. Identify the types of coverages available in an automobile insurance policy. Explain how no-fault insurance works. Understand the advantages and disadvantages of the various types of life insurance. Discuss the rights of the beneficiary and the duties of the insurer under a life insurance policy. Explain the concept of social insurance. Develop a professional image and attitude and a positive self-image. Explore career opportunities available in the field of insurance, and understand the technical skills, knowledge, educational levels, and attitudes needed. -37-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Public Soeaking/Business Communications (1 semester) Prerequisite: None This course designed to help the student develop skills that are essential in todays business world. The course includes both wntten and oral communications directed toward understanding the language of nonverbal commimication, improved listening skills, reading, voice usage, and writing skills.Class assignments will include business conferences, interviewsboth individual and group. Emphasis is given to developing competencies in the grammar fundamentals of spelling, punctuation, work form usage, phrasing, composing, revising, organizing, vocabulary, sentence and paragraph structure, and proofreading. Tecnological admancements relating to information, communications and telecommunications are given emphasis. Objectives: 1. 2. 3. 4. List principles of public speaking in the business world. Develop skills in clarity of thought, organization, and self expression in public messages. Exhibit confidence in interpersonal and small group communication. Display independence and interdependence. -38-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Mass Media (1 Semester) Prerequisite: None The basic format of the mass media will be studied. Students will be introduced to areas of mass media writing including reporting, ad writing, and TV production work. Guest speakers will be used from the various media studied and tours of the local business plants will be encouraged. The course will also include views and theories of communication through newsprint journalism, radio and TV broadcasting and advertising. Students will study the function and influence of newsapers, magazines, radio and television on modem America. Objectives: 1. 2. 3. 4. 5. Develop performance skills necessary for effective communication. Develop appropriate voice and articulation qualities. Develop recognition of performance requirements in communication. Develop appropriate individual styles and skills in mass media performance. Develop self-evaluation skills through periodic assessments of performance and improvement. -39-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Creative Writing (1 Prerequisite
Completion of tenth grade English with at least a C average. This course will be designed to help a student develop his skill in writing prose and poetry. Writing experiences that draw on imaginative and creative abilities will be offered and students will be encouraged to compete in a varity of local, state, and national writing contests. Writing will be shared with and critiqued by others in the class as well as by the teacher. Objectives: .1. 2 . 3 . 4 . 5 . Illustrate basic writing skills and techniques. Generate, explore and elaborate their thoughts in written communication. Produce students publications Critique and evaluate written work. Develop skills in news gathering, feature writing, layouts, advertising/sales gaily proof checking. -40-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Technical Writing (1 Semester) Prerequisite: Completion of tenth grade English with at least a C average. A look at styles and formats of writing for instructional purposes. Writing how to books has become a very popular wnting vocation in America, and this course centers on the grammatical and technical expertise of audience-centered prose. Much writing will be shared in class and some projects will be group work. Objectives: 1. 2. 3. 4. Develop skills of the basic techniques of technical writing. Demonstrate the various styles and formats of technical writing. Develop skills necessary to produce a how to book. Develop an understanding of organizational skills mandatory for technical writing. -41-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Interpersonal Skills and Group Dynamics (1 Semester) Prerequisite: None Speaking techniques and non-verbal communications will be studied in individual and group situations. Intra- and inter- personal skills, group managing and dynamics will be used in producing event forums, group discussions, and individual communication skills. Objectives: 1. 2. 3. 4. 5. Demonstrate understanding of the effect of self-image on perception. Recognize various ways of perceiving reality. Demonstrate awareness of the effects of non-verbal communication. Recognize differences in verbal messages. Demonstrate the techniques of effective group management. -42-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Independent Study Projects in Mass Media (2 Semesters) Prerequisite: Completion of Introduction to Mass Media with at least a C average. Independently or in small groups, students will design and implement a series of projects culminating in a thirty minute radio or TV program or ad campaign using the techniques and methods studied in the introductory course. Objectives: 1. 2. 3. Develop knowledge in a specific area of mass media by producing a series of independent projects. Describe the difficulties and rewards of a mass media career after shadowing a media professional. Use various production techniques. -43-NEW SOCIAL STUDIES COURSE Description and Objectives Economics I (1 semester) Prerequisite: None Economics is a one-semester course designed to teach students about economic problems and situations of consumers, business, and government. Also, the monetary system, employment price level, business fluctuations, and international trade are discussed. Objectives: 1. 2. 3. 4. 5. 6. Define basic economic terms. Explain economic decision making. Define and explain specialization and division of labor. Define and illustrate the interdependence of money, goods and services. Compare and contrast the three world economic systems, giving characteristics of each. Explain the laws of supply, demand, and how prices are determined. .44.NEW SOCIAL STUDIES COURSE Description and Objectives Economics II (1 semester) Prerequisite: Economics I Economics II is a one-semester course which will emphasize a variety of market structures. The monetary systems, analysis of income, price, business fluctuations, and elements of international and global trade are discussed. Objectives: 1. 2. 3. 4. 5. 6. 7. Define and discuss a variety of market structures, their organization and regulation. Identify and discuss the six economic functions of government. Explain the role of government spending and the effects of spending on the economy. Identify the four phases of the business cycle. Discuss the purpose of monetary and fiscal policies. Analyze the components of economic growth. Explain the global aspects of economic trade. -45-NEW ART COURSE Description and Objectives Basic Computer Graphics/Corporate (1 Semester) Prerequisite: Introduction to Computers This course introduces computer-graphics systems as a design tool. Students explore the capabilities and creative potential of these systems by using several devices and software packages. Research for additional applications in layout, pagination systems, video text, and digital typography is included. This class concentrates on complete coporate design programs, from developing a logotype for a company or corporation to its many uses and named applications. Professional approaches to technique, execution and presentation are stressed. Objectives: 1. 2. 3. 4. 5. 6. Demonstrate knowledge of the computer as a design tool and gain proficiency in the use and maintenance of the computer. Understand creative aesthetic self- expression in a high tech medium. Demonstrate awareness of the closely related fields of art and the corporate world. Develop useful applications of art elements and principles of design in the production of corporate designs, logotype, professional approaches to technique and execution of presentation of ideas. Demonstrate knowledge of the many job opportunities for aesthetically creative people in the business/corporate field. Develop problem solving skills through simulated situational opportunities in art. -46-NEW ART COURSE Description and Objectives Screen Printing/Airbrush Techniques (1 semester) Prerequisite: None This introductory course teaches the entire screen-printing stencil process. Direct and indirect techniques are discussed and thoroughly demonstrated. Proficiency with the tool and processes through actual experimentation and problem solving is the aim. The students are instructed in the use of vacuum polycop and exposure unit, high pressure washout unit for stencil removal, dimensional stable papers and punch registration. The history and contemporary issues of the medium are reviewed. Techniques of airbrush are demonstrated and student proficiency in the application of the elements or art and principles of design in relation to medium of airbrush are addressed. Instruction in the proper use and maintenance of the airbrush and accompanying equipment is given and shading, tinting, blending, antiquing, decorating, restoration, and touch up is emphasized. Objectives: 1. 2. 3. 4. 5. Demonstrate knowledge of tools and materials and gain proficiency in the use and maintenance of them. Use these art techniques for creative self expression of intellectual curiosity and emotional insight. Gain enrichment opportunities for functional self-employment of part-time leisure activities to stimulate enterprising and creative personalities. Become discriminative in the process of establishing criteria for aesthetic judgement. Gain opportunities for involvement with other disciplines in the production of posters. It' 6. 'T shirts, logos, banners, and other advertising and promotion items. Possess skills and discipline in a variety of art media. -47-NEW MATHEMATICS COURSE Description and Objectives Business Statistics (2 semesters) Prerequisite: Algebra II or taken concurrently with Algebra II An introduction to statistical methods from an economic and business perspective. The course will involve descriptive statistic, index numbers,interpreting and evaluating data, regression analysis, decision analysis and expected values, chi square, sampling techniques, forecasting, linear programming and simulations, probability theory as applied to statistical analysis, and an introduction to hypothesis testing. Objectives: Basic Skills 1. 2. 3. 4. 5. Sample organize and interpret date, recognizing the role these play in making statistical claims. Design a statistical experiment to investigate a problem, conduct the experiment, interpret and communicate the outcomes using appropriate technology. Demonstrate the use of various models to describe real-world data. Utilize measures of central tendency, variability and correlation to solve real-world problems. Test hypotheses and make predictions using appropriate statistical methods. Probability 1. 2. 3. 4. 5. Represent and solve problems involving chance, using experimental or theoretical probability. Estimate probabilities using simulations. Recognize real-world situations which can be modeled by a random variable. Generate and interpret probability distributions. Interpret and restate real-world applications of probability. -48-NEW HOME ECONOMICS COURSE Description and Objectives Food Production/Restaurant Management and Services (2 Semesters) Prerequisite: Food Production I Students will be introduced to the art of restaurant management. Catering services will be correlated with small business management. Students will demonstrate the knowledge of cost, inventory and record keeping, purchasing and receiving, storing and issuing of food and nonfood items. Students will also demonstrate the knowledge of personnel management and human relations skills. Objectives: 1. 2. 3. 4. 5. 6. Explain and utilize server skills. Apply the standards of sanitation and safety. Plan and design the physical plant. Develop the skills of menu planning. Develop skills for the planning and production of food production in quantity. Develop the techniques of organizational and management controls. -49-NEW SCIENCE COURSE Description and Objectives Environmental Science (1 Semester) Prerequisite: None Discuss the principles of environmental factors that affect air, soil, water, and the interrelationships of organisms and their environment. Class room activities will examine the social effects of air pollution on the individual and community
the significance of water and soil pollution by chemical examination of water and soil
and study the harmful effects of radiation. Students will have a practical experience in environmental monitoring in the inductory course. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Understand that sanitation is a way of life.Throughout history, the status of the environment has been equated with sanitation, and has been the measure of civilization. Support the fact that aggregation of population has always seemed to create environmental health problems which had to be solved before the populace could survive and enlarge. Recognize that many of the ills that continue to plague us have their roots in the environmentthe only feasible approach to reducing morbidity from these problems is to attack their environmental roots. Explain why man being a vital factor in his own environment has a great responsibility for the quality of life which is directly related to the quality of the environment. Understand that as people engage in the activities associated with living, wastes are produced. These are products which have no apparent useful purpose, or they are of such marginal utility that recovery is uneconomical. Such products include human, residential, agricultural, commercial, and industrial wastes of all kinds. Realize that aside from deficiencies in the life support systems, people are subjected to a variety of environmental hazards
some of these are natural, but increasingly environ mental hazards result from human activities and numbers. Identify man-made defenses against diseases. List the contribution of several scientists in the fight against infectious diseases. Identify biological vectors which are capable of transmitting infectious agents into the environment. Name and describe known chemicals which pose a threat to health, and the environment. Compare and contrast the ecological effects of pesticides like parathion and malathion with the effects of pesticides like DDT. Discuss two ways in which burning of fossil fuels may have a long-range effect on average global temperatures. Explain the cause and effect of thermal pollution of water. Identify physical hazards in the environment which may cause death, disease, or disability. Understand that even though people may adapt to environmental conditions, this does not occur without stresses which may ultimately result in disorders of the body and mind. Identify the options society has for minimizing the adverse effects of disease. Identify some of the problems in generating, storing, treating, recycling, transporting and disposing of hazardous waste. Identify laws, agencies, and procedures designed to monitor environmental quality. -50-The third requirement in the February 7 7 court order is the selection criteriafor participating students, teachers and other staff by the following guidelines. STUDENT/STAFF SELECTION Student Selection Criteria In regard to student selection, all attendance zone students interested in participating in the business/communications program must submit a magnet application. The magnet application will be used as a means of identifying attendance zone students who also wish to participate in the magnet program, A student at McClellan will not be required to apply for the magnet program in order to take a business elective course. If, however, a student wishes to declare an area of study in the business/communications magnet program, he/she will have to apply for the magnet program. Students who live outside of McClellans attendance zone must complete an Optional Enrollment Request Form. If necessary, a random selection process will be used for non-attendance zone applicants. Interdistrict students will be required to complete an M-M application and an Optional Enrollment Request Form. All applications will be considered on the basis of desegregation requirements. No other criteria will be used to select students. A special meeting will be held during the second semester of each year to familiarize new students and incoming tenth graders with the business/communications program. Applications will be processed during the spring of each year. The spring application period will give the building staff adequate time to identify needs and prepare class schedules for the upcoming year. The Little Rock School District Student Assignment Office will be responsible for assigning students to the business/ communications program. -51-Staff Selection Criteria In regard to the selection of staff, a special meeting will be held to familiarize all staff members (certified and non-certified) with the goals and objectives of the magnet program. In particular, emphasis will be placed on the high levels of professionalism and excellence that will be expected of all staff members. It is extremely importantthat all staff members are fully aware of and committed to the goals, objectives, and requirements of the magnet program. To ensure that the expectations are clearly understood, each staff member will meet individually with the building principal to discuss his/her commitment to the magnet program. Each staff member will be allowed to transfer to another school if he/she is not committed to the goals, objectives, and requirements of the magnet program. All transfers will be in accordance with the Professional Negotiations Agreement. These meetings will take place prior to April 23, 1992. As vacancies occur in the future, the interview process will be used to ascertain each candidates commitment to the goals, objectives, and requirements of the magnet program. This process will apply to all non-certified as well as all certified positions. Efforts will be made to ensure that the racial balance of the staff complies with desegregation requirements. -52-The fourth requirement in the February 11 court order is to address the number of students targeted for participation by grade level and the name and/or title and role of teachers and other staff who will be involved in the (a) planning, (b) delivering, and (c) supervising the program. ENROLLMENT AND SUPERVISION OF PROGRAM Grade Level Enrollment It has already been noted that approximately 200 seats are currently available at McClellan. The natiue of the high school course selection process, with the wide variety of elective courses, and the option for attendance zone students to enroll in the magnet program, make it difficult to be able to target a specific number of students for participation by grade level. Actually, the 200 vacant seats apply to students who are not currently enrolled at McClellan. In addition to these seats being available for the magnet program, attendance zone students will also have the option to enroll as full participants in the magnet progam. It is anticipated that the wide variety of elective courses offered will make it possible for approximately 166 students at each grade level to be able to participate in the magnet program. The 166 students per grade level includes attendance zone and non-attendance zone students. Personnel Responsibilities The name and/or title of teachers and other staff who will be involved in program activities are as follows: 1. Planning the program a. The supervisors of Vocational Education and English - provided technical assistance and advice to the plaiming committee. b. The Planning Advisory Committee - (principal, assistant principals, eight McClellan teachers, three UALR professors, representatives of the business community, parents, and the Director of Community Education) planned courses and programs to be offered
identified equipment and supplies needed to implement progam
and will explain the program to parents and interested students. -53-c. Curriculum specialist and other teachers - will develop strategies and activities to support the curriculum. 2. Delivering the program a. Curriculum specialist - will coordinate the delivery of the overall program
will be specifically responsible for special activities such as guest speakers, field trips, and the technology fair
and will teach one or two classes per day. b. Business/Communications teachers - will teach respective courses. c. All teachers - will correlate, when feasible, regular curriculum activities with the business/communications program. d. Business/Communications professionals - will be asked to support the program through field trips, guest speakers, technology fair exhibits, shadowing and field experiences. 3. Supervising the Program a. Principal and curriculum specialist - will provide daily supervision of program
will monitor program to make sure program goals and objectives are being met. b. Supervisors of Vocational Education and English - overall supervision of program
will monitor program on a regular basis to make sure program goals are being met. -54-The fifth requirement in the February 11 court order is to provide program implementation and completion timelines, including intermediary "critical events. n MANAGEMENT TIMELINE Develop and Initiate Public Information about the Business/ Communications Magnet Program March 16 - August, 1992 Recruitment of students March 16 - August, 1992 Assign students to program May - August, 1992 Identify and assign new personnel May - August, 1992 Orientation of all magnet staff August, 1992 Develop magnet curriculum March - August, 1992 Order equipment and supplies July - August, 1992 Teacher Inservice July, 1992 - August, 1993 Collect baseline data for evaluation August, 1992 - May, 1993 Implement program August, 1992 - June, 1993 Monitor project activities August, 1992 - June, 1993 Develop 2nd year recruitment activities November, 1992 - December, 1992 Recruitment for 2nd year begins January, 1993 2nd Year student selection/assignment February - March , 1993 Data Collection for summative evaluation May, 1993 -55-The sixth requirement in the February 11 court order is to identify all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with both start-up and maintenance costs, and identification of those costs to be debited to a "desegregation budget." BUDGET SUMMARY 1992-93 1993-94 1994-95 EMPLOYEE SALARIES AND BENEFITS Curriculum Specialist (1 FTE) Computer Lab Attendants (2 FTE) Teachers Business Marketing (2 FTE) Home Economics (1 FTE) Communications (1 FTE) 538,240 24,000 539,387 24,720 540,569 25,672 65,000* 32,000* 32.000* 66,950* 32,960* 32.960* 68,959* 33,949* 33.949* Subtotal 191,240 196,977 202,888 Seven period day 366.000* 376.980* 388.289* TOTAL 557,240 573,957 591,177 EQUIPMENT FOR PROGRAM ENHANCEMENTS 5296,935** 510,000 512,000 STAFF DEVELOPMENT 12,500 2,000 2,000 MATERIALS AND SUPPLIES 25,000 35,000 2,000 RECRUITMENT GRAND TOTAL $899,675 $625,957 $646,177 These amounts may change depending on scheduling **This amount may be reduced depending on whether equipment is purchased or acquired through a lease - purchase option. -56-The seventh requirement of the February 7 7 court order is the itemization ofany necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainerfs). STAFF DEVELOPMENT Once the curriculum of the school is developed or revised, regular inservice programs will be conducted to develop and improve skills to provide an instructional program which addresses a variety of student needs and learning styles. The inservice program will also provide a mechanism for addressing problems in the implementation of the program and for allowing teachers to share information and techniques. The staff development program will feature an overview of Effective Schools Training, Teacher Expectations for Student Achievement, Learning Styles and Classroom Management. Other staff development opportunities will include: 1. Subject: Orientation to the Business/Communications Curriculum Date: August, 1992 Participant Group: McClellan Certified Staff 2. 3. 4. 5. 6. Provider: Principal Curriculum Specialist Content Area Teachers Subject: Interdisciplinary Approach/Tcam Teaching Date: August, 1992 Participant Group: Business Teachers Curriculum Specialist Principal Subiect: Partners in Busmess/Communications Date: August, 1992 Participant Group: McClellan Certified Staff Provider: UALR, Dr. Perrin, consultant Subject: Computer Literacy Date: August, 1992 Participant Group: McClellan Certified Staff Provider: Business Teachers Curriculum Specialist Subject: Technical Writing Date: August, 1992 Participant Group: McClellan Certified Staff Provider: English Teachers Curriculum Specialist Subject: Authentic Assessment Date: August, 1992 Participant Group: McClellan Certified Staff Provider: Sterling Ingram, LRSD Dept, of Planning, Research and Evaluation -57-The eighth requirement ofthe February 11 court order is to provide formative and summative criteria and timelines. EVALUATION OF THE MAGNET PROGRAM Evaluation of the McClellan Business/Communications Magnet School will be tied directly to program objectives. Formative 1. Objectives will be entered into the Abacus system. Teacher made test items will be developed and correlated with objectives during 1992-93. A record of student mastery of objectives will be maintained by Abacus. (Note - this process will be used on a preliminary basis during 1992-93, but will be developed and fully implemented during 1993-94.) Feedback from tests will be used to modify/adjust the appropriate program component. 2. Formative evaluation of the program will be accomplished through monitoring by the principal, supervisors of Vocational Education and English, and the LRSD Planning, Research and Evaluation Department. Use of Formative Evaluation Formative evaluation will be used to make program adjustments to improve the day to day effectiveness of the business/communications program. Summative 1. A survey of parents, students and teachers will be given by the Planning, Research, and Evaluation Department to evaluate the level of satisfaction with program components. 2. Criterion-referenced tests for business/communications objectives will be developed during 1992-93, field tested during 1993-94, and used for summative evaluation during 1994-95. -58-3. The principals annual report will include summative evaluation data such as standardized test results, the racial composition of the student population, a review of academic records, behavioral records, records of field trips, as well as evaluating guest speakers, media productions and shadowing experiences. Such data, when compared to previous years, will be a component of summative program evaluation. Use of Summative Evaluation Summative evaluation will be used to make major program adjustments from one year to the next. These adjustments will improve the long range success of the business/communications program. -59-The ninth requirement of the February II court order is to address the program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. ANTICIPATED CHANGES IN ENROLLMENT AND FACILITIES Impact on School Capacity Presently McClellan's school enrollment consists of 1000 students, but can accommodate 1200 students. The changes to the building will not affect McClellan's capacity or negatively impact enrollment. Changes to Building 1. Electrical outlets must be installed in 1-Wing and A-Wing to accommodate the computer labs. 2. Enclose the bookstore, so that the classroom located in the room can be used for afternoon classes. 3. 4. 5. Renovate the annex building to accommodate three classrooms. Put a door in the A-2 office, so that it may be entered from the main hall. Renovate VC-2 so that it will accommodate 2 classrooms and install electrical outlets. 6. Renovate J-Wing so that it will accommodate Foods/Restaurant Management classes.. -60-The tenth requirement of the February 11 court order is to provide specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, student/staff recruitment and ongoing support. COMMUNITY INVOLVEMENT Professionals from the University of Arkansas at Little Rock, various businesses, along with teachers, parents, and administrators will serve on the planning advisory committee. The committee will
give advice on program improvements and assist in the use of community resources to implement the magnet program. A list of possible resources is attached as Appendix A
help to develop the technical curriculum and ensure its currency and relevance to the business/communications field
collaborate in such areas as field trips, guest speakers. Technology Fairs, staff development and shadowing experiences for students. A list of possible collaborative efforts already discussed is enclosed as Appendix B. In reference to student recruitment, a recruitment committee, consisting of the building principals, staff members, parents and community representatives, will be established. The recruitment committee will be responsible for developing, implementing and overseeing all recruitment activities. This includes providing training to other individuals involved in recruitment activities. The Little Rock School District Student Assignment Office will provide technical assistance to the recruitment committee. The Student Assignment Office will assist the recruitment committee in disseminating school brochures and public cervices announcements, conducting mass mailouts, and making contact with private school and interdistrict parents. Special emphasis will be placed on using parents to recruit other parents to the school. In particular, existing parents will be used to recruit private school and interdistrict parents. The recruitment committee will also work closely with McClellan's Community School in marketing and recruitment efforts. -61-Appendix A COMMUNITY INVOLVEMENT AT MCCLELLAN MAGNET MAJOR RESOURCES
McClellans Community Education Advisory Board and Council (almost 100 individuals consisting of business people and parents) Partners in Education - currently 8 partners (2 restaurants, 1 real estate company, 2 discount retail stores, 1 gym, 1 utility company, 1 hospital) School Volunteers McClellans Business Department Advisory Council - 15 business people Cooperative Office Education (COE) employers Coordinated Career Education (CCE) employers Parent Teacher Student Association (PTS A) Allen Rolf, publisher/editor Our Neighborhood newspaper Allen Trammel, Trammel Realty Arkansas Human Development Corporation, Little Rock based non-profit that has initiated student program for small business development. Freeman McKindra, Economic Development Program Officer, Winthrop Rockefeller Foundation Bonnie Nickol, Program Officer, Arkansas Community Foundation James Parins, UALR professor and member of McClellans Community Education Advisory Board Little Rock Chamber of Commerce/Jr. Chamber Arkansas Industrial Development Corporation UALR Small Business Development Center REAL Enterprises, non-profit organization located at the University of Georgia, who work with public schools to initiate small business development planning and operation via curriculum Southwest Little Rock Merchants Association and Southwest Little Rock CAN Southwest Little Rock Ministerial AllianceAppendix B PROPOSED COLLABORATIVE EFFORTS/ACTIVITIES Program Development 1. One representative from McClellans Community Eduation Advisory Council, Business Department Advisory Council, PTSA and UALR Communications Department serving on Magnet Committee. 2. Establish at least one annual major project with Little Rock business/industry that strongly supports the curriculum. Examples: a. Our Neighborhood and McClellans Journalism Department collaborate on production of both the school and local papers. This would involve student training on photography and including the school paper as an insert of Our Neighborhood Newspaper. b. Arkansas Human Development Corporation and McClellans Business Department cooperate to establish a program for individual students to plan and establish their own microenterprises
such as, summer lawn services, pet grooming, et. al. The basic format consists of students designing their businesses within boundaries of a curriculum
presenting their business plan to a committee of business evaluators who approve and award small loans/grants of $100 - $500
and assigning a business mentor who works closely with the student. The business is evaluated after 2-6 months of operation to determine repayment of loan and students future credit risk. c. Work with Partners in Education and area industry to establish a program of students , shawowing executives in a variety of business fields. 3. Maintain communication with all groups involved in the initial development and publicity of McClellan via Community Education office and mailings. Extend an invitation to become MCHS Advisory Council members. 4. Develop stronger ties with UALR and other institutions of higher learning so that they will provide classroom resource speakers. 5. Work with Volunteers In Public Schools and identify appropriate resource people to speak at McClellan on various subjects. 6. Establish an agreement with the Small Business Development Center to allow McClellan to share their library and staff. 7. Establish a strong relationship with Arkansas Indusrtrial Development Corporation to identify appropriate resources that may be shared with McClellan. For example, using foreign visitors as classroom speakers. 8. Develop a cooperative agreement with Toastmasters of Central Arkansas to offer their student training at McClellan before or after the school day. 9. Tie McClellans Youth Community Service Learning Program into building relationships with above groups/businesses via collaborative community service projects.IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL filed . I U.S. districtcourt eastern district ARKANSAS APR 2 31992 CARL R. BRENTS, CLERK By: DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS MOTION FOR PHASED IMPLEMENTATION OF MCCLELLAN HIGH SCHOOL BUSINESS/COMMUNICATIONS MAGNET PLAN For its motion, the Little Rock School District (LRSD) states: 1, Following a hearing on February 6, 1992, the district court approved LRSD's unopposed motion to establish magnet programs at McClellan Community High School and Henderson Junior High School. The district court's order, which was filed February 11, 1992, required LRSD to develop a written plan for the new magnet programs and to include certain specific information in that plan. On March 12, 1992 LRSD filed "Henderson Junior High Health/Sciences Magnet Plan" and "McClellan High School Business/communications Magnet Plan". 2. The "McClellan High School Business/Communications Magnet Plan" (hereafter "McClellan Magnet Plan") describes required and elective courses for the 10th, 11th and 12th grades. In several of the areas of study described in the McClellan Magnet Plan, courses prescribed for the 10th grade level are prerequisites for courses a a prescribed for the 11th and 12th grade levels. LRSD has therefore determined that the most practical and cost efficient way to implement the McClellan Magnet Plan is to phase in the plan over a three year period. LRSD proposes to offer the program described in the McClellan Magnet Plan for the 10th grade level beginning with the 1992-93 school year, to implement the 11th grade program the following year, and to implement the entire plan beginning with the 1994-95 school year. LRSD may provide certain upper-level courses in advance of the proposed schedule, however, if it is feasible to do so. 3. PCSSD, NLRSD and the Joshua Intervenors have authorized LRSD to say that they do not oppose this motion. WHEREFORE, for the reasons set out above, LRSD prays for an order authorizing it to implement the McClellan Magnet Plan in phases, beginnin
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