Miscellaneous

Correspondence, brochure, and news clippings
America's Culture Begins WITH Education I America's Culture Begins WITH Education The Music Educators National Conference believes that every child should have a quality education in music. Knowledge and skills in music and the other arts are vital for their aesthetic, historical, and cultural value. Without the arts in the curriculum of America's public schools, children are denied an education that provides a firm foundation for living and making a living. To reinforce this view, we asked prominent American citizens, who are the chief executive officers of major companies, to share their personal and corporate commitment to the arts in education. Their statements support MENC's belief that the study of the arts makes a special contribution to the development of children's creativity, self-discipline, critical thinking, and self-esteem. The study of music and the other arts gives students a sense of their cultural heritage and helps them develop their human potential to the fullest extent possible. Indeed, America's Culture Begins with Education. i I John J. Mahlmann Executive Director 1 I O z UI m z o 20N3W Music Educators National Conference 1 I w I w 'Ml f I Ui 1 d! -'Sfi >11 <9 T <Si '\ * J *% F I " f ' 4Xi h' < America's Culture Begins WITH Education * T 1 Fl IJ i a f
w^WS 4 uM Si>. y Robert E. Allen Chairman and Chief Executive Officer AT&T Corporation Yle live in an age increasingly ruled by science and technology, a fact that only underscores the need for more emphasis on the arts. As we find science encroaching on every field of study, we need to ensure that our humanity does not become a historical footnote. That can best be assured with a solid understanding and appreciation of the arts. A grounding in the arts will help our children to see
to bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser. I 1 i 1 ! I i JohnH. Bryan Chairman of the Board and Chief Executive Officer Sara Lee Corporation I I J The arts have value not only because they enrich our lives as individuals, but also because they enrich society as a whole in several ways. For example, creativity is so crucial to the success of democratic capitalism. The arts are also important to society because they are such a civilizing force ... as essential over time as adequate housing, a cleaner environment, and other compelling causes. And the arts are an important component of education. If we expect America to remain a civilized country into the next generation and the next century, education should include a strong grounding in one's tradition and culture. The arts are an important part of this acculturation process. They help explain who we are and how we got here. They reach us and teach us in ways that can enlighten and inspire, often for a lifetime. Some people may see art simply as elitist entertainment, not relevant to the problems of the day. But art can be very important in giving a sense of direction and purpose to the youth of our society. 1 Willard C. Butcher Chairman of the Board The Chase Manhattan Corporation I firmly believe that there is place for the arts music, dance, drawing, painting, writing in the school curriculum. In the elementary grades, the arts are a valuable component in broadening a childs mind and talents. In secondary school, the arts provide a sense of history, connecting the past to the present. When a student reaches college, a liberal arts education teaches not just clear but creative, innovative thinking. That's the kind of individual Tm interested in recruiting for Chase: one who can think conceptually, write well and perhaps most importantly bring a creative outlook to the conference room table. Beyond that, however, an appreciation of music and the arts can provide countless hours of enjoyment for a full and rewarding life. Kenneth T. Derr Chief Executive Officer Chevron U.S.A. Long before talk about the right and left sides of the brain became popular, businesses like ours knew that the need for thinkers extended far beyond the concert hall and the art gallery. Every part of a vital society depends on creative thought. The world in which we live and work, and in which we create our future, should be a world in which new ideas are valued, and where restless creative minds seek better ways of doing things. The energy that keeps a child's foot tapping, that paints purple leaves on a pink tree, that ranges freely in an open world of the imagination, will bring to our society a vitality that will energize any corner in which it finds itself. A large corporation such as ours can thrive best in a society in which young people are vital and quick and creative. We need such young people not only as employees but also as neighbors and customers, today and in future days. J 1 ! 1 David T. Kearns Chairman and Chief Executive Officer Xerox Corporation VIhy arts in education? Why education at all? The purpose of education is not simply to inform but to enrich and enlighten, to provide insights into life as it has been led and as it may be led. No element of the curriculum is better suited to that task than arts education. Whether we think about music, the performing arts, the plastic arts, whether we think about appreciation or performance, the arts take us beyond pragmatic concerns of the moment and give us a glimpse of human possibility- Ars longa, vita brevis: art is long, life is short. This timeless quote attributed to Hippocrates, used by Chaucer, Browning, and Longfellow reminds us pf the true importance of art and the reason for arts education. Art alone endures
it is the highest form of human expression
and it is accessible to everyone. Even though most of us cannot perform as Beethoven, Leonardo, Sophocles, or Picasso did, we can appreciate and participate in their accomplishments. There is, of course, a practical reason for arts education indeed, for liberal education: as I said in Winning the Brain Race, a book I coauthored with Denis P. Doyle, "a liberal education not only imparts the great lessons of history, citizenship, and science, it teaches people to think, to solve problems, to take risks ... to think independently, to step back from problems and the croivd, to be an entrepreneur and innovator. The virtues of a liberal education are the virtues of free enterprise in general and the high tech, knowledgebased society in particular: flexibility, adaptability, inventiveness, even playfulness. William E. LaMothe Chairman of the Board Chief Executive Officer Kellogg Company I believe that a liberal arts education prepares young people for adult life far better than a more narrowly focused education. The perspectives on music, art, history, languages, and the other disciplines help adults understand more about life, get more enjoyment out of life, and contribute more to their families, churches, and communities. An education enriched with participation in lively arts encourages students to reach for the best within themselves. The self-esteem they develop from this experience builds the confidence to reach for the best in our society. Business also benefits from education in the arts. Successful companies in our emerging global economy need more than technicians. They require men and women who thrive in an environment of multiple cultures and who understand the variety of needs among both employees and customers. Appreciation of music and related arts bridges the gaps among societies and offers young people valuable lessons in cooperation and sensitivity to others. One of the most wasteful decisions any school could make would be to discard arts education as a "frill. The investment in a fine arts curriculum is repaid many times over by the quality of life it fosters in the community and by the growth it encourages in our most valuable asset: our children. Edward H. Rensi Chief Operations Officer President and Chief Operating OfficerU.S.A. McDonald's Corporation Helping our children become the most informed, well-rounded people they can be is the greatest gift we can offer them. It will allow them to embrace the world and to reach their full potential in both their personal and professional lives. It is our job, as parents, educators, and friends, to see that our young people have the opportunity to attain the thorough education that will prepare them for the future. Much of that education takes place in the classroom. We must encourage our youngsters in such pursuits as music education. In addition to learning the valuable lesson that it takes hard work to achieve success, no matter what the arena, music education can provide students with a strong sense of determination, improved communication skills, and a host of other qualities essential for successful living. 3 John Sculley Chairman and Chief Executive Officer Apple Computer, Inc. The creative arts provide us with a unique and vital perspective about our world. As performers or supporters of music, dance, art, or theater, with each experience we have the possibility of being inspired and seeing the world through a different lens. Those experiences are critical to our personal growth because they can play a major role in spurring our own creativity. As a chief executive of a technology company that thrives on creativity, 1 want to work with people whose imaginations have been unleashed and who tackle problems as challenges rather than see them as obstacles. An education enriched by the creative arts should be considered essential for everyone. I II I awu. "T W*5 I I II I A- -' , I- t -<^1 V >a V, I Photography Credits Kathleen Menke, Crystal Images Vivienne della Grotta Mark Madsen National Art Education Association Linda Rutledge B. Youngo z lU m z MUSIC EDUCATORS 23N3n NATIONAL CONFERENCE 1902 Association Drive Reston, VA 22091 Copyright 1990 MENC ISBN 0-940796-82-1The Music Educators National Conference is the only national association that addresses all aspects of music education band, chorus, orchestra, general music, teacher education, and research. Nearly 60,000 members represent all levels of teaching from pre-kindergar- ten to the doctorate. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high- cjuality program of music instruction. MUSIC m Q Z III z . O EDUCATORS 23N3W NATIONAL CONFERENCE-* * sr, i Little Rock School District July 26. 1990 Mrs. Arma Hart and Mrs. Ann Brown Associate Metropolitan Supervisors 201 East Markham Street Suite 510 Little Rock, AR 72201 jXi^- Dear Mrs. Hart and Mrs. Brown: 2!1 .sjsSJS* In response to your memorandum of July 12, 1990, we are preparing to move ahead with implementing the Tri-District Plan in accordance with the July 2, 1990, order of the Eighth Circuit panel. Paragraph 1 of the Order states: "The Tri-District Plan provides for the use of presently operating school facilities in a manner different in some respects from the uses proposed by the parties under the settlement plans. To the extent of any such differences, the presently operating school facilities involved shall be used for the 1990-91 school year in accordance with the Tri-District Plan." In concurrence with this paragraph of the Order, the following schools will be opened in 1990-91. 1. 2. 3. 4. Dunbar International Studies Magnet School Washington Interdistrict Magnet School Central High School International Studies Program Incentive Schools: Rockefeller (with Early Childhood Magnet), Stephens, Garland, Rightsell, Mitchell, and Ish. In addition, building expansion projects for Woodruff, Western Hills, and Cloverdale will continue. We are also renovating space for housing the Safety and Security Office and have tentative plans for modification of the Incentive Schools. , Paragraph 2 of the Order addresses both facilities and programs. It states, "New facilities required under the Tri-District Plan but not under the settlement plans shall not be constructed absent agreement of all parties. New programs required under the Tri-District Plan but not under the settlement plans may, if planning can be completed in time, be operated for the 1990-91 school year." In concurrence with Paragraph 2, facilities planning for the Aerospace Magnet, Business Communications Magnet, Downtown Early Childhood Center, MacArthur Park Magnet, and Science (Zoo) Magnet, while continuing. 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 Mrs. Arma Hart and Mrs. Ann Brovzn July 26, 1990 Page Two cannot be finalized until we receive final orders from the Eighth Circuit Court. With regard to programs, those initiated in 1989-90 and continuing in 1990-91 include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Before and after school care in incentive schools Early Childhood Education (Garland, Franklin, Badgett, Ish, Stephens, Rockefeller, Washington) Staff development (Director and Trainers) Homework centers in incentive schools. HIPPY Library media program (REACH) Multicultural curriculum enhancement and staff development materials (art, English, foreign language, mathematics, reading, science, special education) Program for Accelerated Learning (reading and mathematics) Summer school tuition program Expanded plant services assistance (construction managers, custodial assistance, additional craftsmen) Expanded special education services (including Learning Center) Development of multicultural curriculum guides Minority teacher recruitment program Parent involvement (expansion of VIPS services) Secondary alternative school program Parkview Science programs Additional programs to be implemented in 1990-91 include: 1. 2. 3. 4. 5 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Academic progress incentive grants for area schools Human relations training for all employees Expanded communications and public relations programs Safety and Security Office Curriculum audit Expansion of the Student Assignment Office/Recruitment Program Two-run transportation system Incentive School program Extracurricular activities program Area school improvements (collaboration with area schools committee) Positive student discipline (including hearing officer) Badgett aviation theme (planning only) Senior high alternative school program Precollege testing Junior high restructuring McClellan Community School program Expanded elementary counseling/social work program Implementation of multicultural curriculum (grades 7-12) Planning for the implementation of programs and services in special education, gifted and talented education, and parent involvement as described in the addenda to the Tri-District Plan will also continue.Elementary: School Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens LRSD GUIDANCE COUNSELOR ASSIGNMENTS (Data provided by LRSD) 1991-92 1992-93 Enrollment 220 360 337 634 420 601 531 392 303 320 402 507 506 279 254 339 200 484 505 511 427 312 356 342 289 403 357 245 B W 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 2 2 1 2 1 1 1 1 1 1 1 Allotment (Days) Enrollment B W Allotment (Days) 5 full 5 full 5 full 5 full/5 full 5 full 5 full/5 full 5 full/2 full/1 alternating 5 full 5 full 5 full 5 full 5 full/5 full 5 full/ 2 full/1 alternating 5 full 5 full 5 full 5 full 5 full/2 full/ If/a) 5 full/3 full 5 full/ 2 full/1 alternating 5 full 5 full 5 full 5 full 5 full 5 full 5 full 5 full 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 500 509 440 264 353 379 249 361 361 209 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 1 2 1 1 1 1 1 1 2full/3{'/2) 3 full/ 2(/2) 3 fUll/2(Va) 5 full/Sf/a) 1 full/4(72) 1 full/4<V2) 5full/5C/2) 5 full/2(/2) 3full/2C/2) 3full/2(/2) 1 full/4(/2) 5 full 5 full 5full/3(/2) 5 full 5 full 5 full *5 full 5 full/2(/2) 5full/2C/2) 5full/2(/2) 5 full 5 full 5 full 5 full 5 full 5 full 5 full 5 fullLRSD Guidance Counselor Assignments (continued) 1991-92 1992-93 School Enrollment B W Allotment (Days) Enrollment B W Allotment (Days) Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 512 479 841 467 323 495 394 225 1 2 1 1 2 1 2 1 1 5 full 5 full/2 full/1(72) 5 full/5 full 5 full/5 full 5 full 5 full/2 full 5 full 5 full 541 500 822 451 335 502 355 234 1 1 1 2 1 1 1 1 1 1 5 full/3(Vz) 5 full 5 full 5 full 5 full 5 full 5full/4{/2) 5 full 1 full/4<V2) * Vacant from Februaryl, 1993 through March 19, 1993. Secondary: School 1991-92 1992-93 Enrollment B W Enrollment B W Cloverdale Jr. High Dunbar Jr. High Forest Heights Jr. High Henderson Jr. High Mabelvale Jr. High Mann Magnet Jr. High Pulaski Heights Jr. High Southwest Jr. High Central High Fair High Hall High McClellan High Parkview Magnet High 745 691 765 859 665 872 761 704 1,721 882 1,082 980 844 1 1 1 2 1 1 1 1 2 2 2 1 1 2 2 2 1 1 2 2 2 4 1 2 3 2 775 705 787 914 667 849 774 695 1,950 886 976 966 854 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 2 1 2 1 4 2 1 2LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 1
1 October 18, 1991 J* OCT 2 3 1991 OHice of Dese^reg: latii ion MonitcfinQ TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Content Area Curriculum Supervisors SUBJECT: Multicultural Education Curriculum Guides The process for revising the multicultural curriculum guides is currently being implemented. Revisions will occur in all content areas, grade levels K-9, and in the College Prep Recommendations as outlined by the Arkansas State Department of Education. These areas are the minimum core courses in English, Natural Sciences, Mathematics, Social Studies, and Foreign Language. In addition. revisions of multicultural guides will be made for courses beyond the minimum core. These Enhanced Preparation areas are Natural Science, Mathematics, Speech, and Fine Arts. All revised multicultural curriculum guides will be implemented beginning with the 1992-93 school term.* 1 Z I < - - Little Rock School District March 28, 1991 \^S\ Oftce o\ Ms. Ann Brown and Ms . Arma Hart Office of Desegregation Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ann and Arma: I have enclosed for your review a report which I am presenting to the Board on Thursday, March earlier recommendation regarding' the The report grew out implementation of a of an 2.0 grade point average as a requirement Since the recommendation was tabled, I have continued to think about how we for graduation. can best improve student learning so that the achievement of 2.0 is the norm rather than the exception. I believe a the approach contained in District blueprint for this report will provide the Board and improving our school system and consequently enhancing learning for students. 28 . a I invite your comments and suggestions. Cordially, Ruth S. Steele Superintendent of Schools pk 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 NO MORE EXCUSES
A PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools
and second, to outline a plan to empower all our students to be successful learners. BACKGROUND What students are learning in our schools is the most important issue School Board members, administrators, and teachers must consider as decisions are made about education in our community. The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, the use of school libraries, homework assignments, minimum grade point requirements for graduation, the number and quality of reading assignments, multi-cultural education, "tracking. H higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to submit a report to the School Board for its consideration by December. The administration submitted its report December 3 and recommended that the 2.0 requirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. In January, 1991, the Little Rock School District received the Curriculum Audit conducted in September 1990 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curriculum objectives do not exist, grading practices are inconsistent, promotion criteria are unclear, assessment is not related to the curriculum, and curriculum guides lack internal consistency. In short, even though the Little Rock School District is performing "reasonably well" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p.a. requirement. The results showed support for the 2.0 but most thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement
A Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1. "Most of the data in this report show that our present education performance is low and not improving. II 2 . "Research shows that student academic performance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening." 3. "Time devoted to some subject areas is limited..." 4 . "Homework is often minimal or non-existent. II 25. "Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective." 6. "Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. II 7 . "Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments." 8. II Small proportions of students write well enough to accomplish the purposes of different writing tasks
most do not communicate effectively." 9. "Students' grasp of the four basic arithmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. II Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. II 11. "Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events. II 12. "In recent assessments, more students appear to be gaining basic skills, yet fewer are demonstrating a grasp of higher-level application of these skills." 13 . II Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably large. II 14. "Large proportions of students....are not enrolled in challenging mathematics and science coursework." 315. II Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets. It Other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from all textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarely borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what they read
only 45 percent said they talked in pairs or groups about their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week - or less than 15 minutes per day. At grade 12, half the students assessed in 1988 reported that they had written two or fewer papers as part of an. school assignment in the six weeks before the assessment. Only 14 percent of the Sth graders and 9 percent of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one quarter of the eleventh graders assessed were not enrolled in a math course and another one quarter were taking lower level math courses such as General Mathematics, Pre-algebra, or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. These findings are by no means all that the NAEP Report presented. Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. for several reasons: This appears to be the case (1) they are taught in ways that have been proven ineffective over and over by well-documented research
(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are not atypical of what we find locally and should give us cause for grave concern. In fact, the grade distribution, test scores. level of expectations, a large amount of "seatwork" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1988 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. The District has experienced significant changes in its geographic boundaries. Board governance, and administration. As was pointed out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result as was vividly and painfully described in the Curriculum Audit is a district in which "Learning is not likely to get any better, and it could continue to get worse unless administrative direction, expertise, and intervention are provided in the educational programs of the Little Rock School District. tl (P-14) In my opinion, two things are necessary before we can fulfill the responsibilities we have as a school district toward 5our patrons and students. First, Board policies must be reviewed, revised, and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) must be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre of teachers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-12. It most certainly will require reorganization of the central office administration and an allocation of sufficient resources in order to accomplish this major goal. Not until these things are done can we move forward as a district to address in a meaningful way the evaluation of effective teaching and building management, assessment of student learning, overall school success, and the effectiveness of central office leadership. In my opinion, it would be unfair to place the full burden of improvement in student learning on the students and the parents. It is our responsibility to take appropriate and immediate action to remove all barriers to improved performance and at the same time raise expectations for student achievement. RECOMMENDED PLAN OF ACTION TO ACCOMPLISH THE GOALS OF INCREASED LEARNING FOR ALL STUDENTS I am recommending the following: 1. A review and adoption of revised Board policies in Curriculum and Instruction by the Little Rock School Board at a work session to be held before the end of the current school year, preferably during the month of April. All other Board policies will be reviewed. revised as necessary, and adopted by September, 1991. 2 . A decision by the Board at this work session as to the educational outcomes we want our students to have when they leave our schools. 6 3 . A decision at the work session regarding the priority the Board wishes to assign to the thirteen recommendations of the Curriculum Audit. 4 . An acknowledgement by the Board that the proper way for the schools to address disparities in academic achievement is first to have a written curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. 5. Authorization by the Board to design and develop a curriculum specifically for Little Rock School District students which incorporates the characteristics in recommendation number four. 6. Authorization by the Board to develop a comprehensive grade level assessment program to determine the extent to which our students are mastering the curriculum. 7. A revision of the District's grading policies to make them more consistent from school to school and from classroom to classroom. It should be clear that grades are to be assigned on the basis of mastery of specific curriculum content. 8. Periodic reports to the Board, preferably each semester, showing the distribution of student grades at the secondary level. These reports will indicate courses in which students have the greatest difficulty and will track the progress of individual students on a random basis from grade to grade. 9. An ongoing review of the District's remedial and compensatory programs by the Biracial Advisory Committee with recommendations for changes presented to the Board yearly for the next three years. 10. The implementation of an Instructional Management System by the 1992-93 school year that will enable us to track the progress of individual students and provide corrective prescriptions to improve learning. 11. The immediate reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent will devote her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors will be redefined to include 7more programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13. 14 . 15. 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in the delivery of key components to our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. Development of school-based parent training programs in every school emphasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the "Plan to Increase Learning for All Students. * * * August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing Reports to the Board and community regarding grade distribution and test scores for the Little Rock students. * * * A July 1991 February 1992 July 1992 February 1993 July 1993 and ongoing Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992 * * * 2. 3. * * * January 1993 June 1993 and ongoing twice yearly. 4 . Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August 1993 MONITORING AND EVALUATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. as a graduation requirement. It is recommended that this year's seventh graders be used as the base population from which to track an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 10LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHTkM STREET LITTLE ROCK, AR 72201 June 27, 1991 TO: Board of Directors Ott'C 0^ OesM^ FROM:
hip Jones, Manager of Support Services THROUGH: Ruth S. Steele, Superintendent (5^ SUBJECT: Pankey School Over a year ago, the residents of Pankey approached the Board. The residents did not want the District to sell the Pankey site because Ms. Josephine Pankey had donated the site to the Pulaski County Special School District many years ago. donated the site to a public entity. Because a Pankey resident the residents felt that a public entity should not sell the property without regard to its donated purposes. the Pankey residents. At the Board's direction, we began to work with On September 10, 1990, the District offered to the Pankey community three general principles for a possible long-term relationship between the District and the Pankey community: 1. 3. The District agrees to allow the Pankey residents six months (to March 15, 1991) to organize, develop plans, and present the District with a formal plan for the construction and operation of a community center at the site of the former Pankey School. 2. The residents of Pankey agree to incorporate so that the residents will have legal status to negotiate and make binding agreements with the District. The District will proceed with the demolition of the Pankey School building so that the site will no longer be a hazard to the community. On September 19, 1990, we updated the Board on the status of our work with the residents. In the memo we stated II If the community the District will can be an economically independent partner, consider providing alternative learning programs, homework centers. etc. 1991. for the community. The II We met with residents again in April, residents proposed that the District renovate the building at an estimated cost of $400,000.( PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 TO: Bobby G. Lester, Superintendent RECEIVED FROM: Eddi^^ollins, Pupil Personnel Services Assistant Superintendent JUL I 0 SUBJECT: Student Transfer and Magnet School Summary 0* Desegregation Monitoring for the 1991-92 School Year DATE: July 9. 1991 Attached is a copy of the magnet and majority-to-minority student assignments for the 1991-92 school year. As of June 18, 1991, there were 141 elementary students assigned to the regular magnet school program and 13 students assigned to the M-to-M magnet schools (Rockefeller and Washington). Of the total number of elementary students assigned to the regular magnet schools, 29 were black and 112 were white. Black students from PCSSD are not allowed to transfer to the M-to-M magnet schools. There have been 11 elementary students assigned to PCSSD from LRSD and 9 students assigned to LRSD from PCSSD under the regular majority-to-minority transfer provision. At the secondary level, 222 students have been assigned to the regular magnet schools for the coming year. and 113 were white. Of these, 109 were black Seven students have been assigned to the M-to-M magnet schools (Central and Dunbar). Twenty-eight secondary students have been assigned to PCSSD from LRSD and 26 students have been assigned to LRSD from PCSSD under the regular M-to-M provision. A total of 363 students has been assigned to the regular magnet schools and 20 students assigned to the M-to-M magnet schools. Of the 363 students assigned to regular magnets, 138 were black. There has been a total of 39 students assigned to PCSSD and 35 students assigned to LRSD under the M-to-M provision. At the close of the 1990-91 school year, we had approximately 876 students enrolled in the magnet school program. We have received 13 applications for the intra-district integrative transfer for the 1991-92 school year (10 white and 3 black), will be taken on these requests after the Sth day of school. Act ion Pulaski County Special School District adjusted projected enrollment for the 1991-92 school year is 21,023 students (5,610 black-27%, and 15,413 white (73%). ELEMENTARY SCHOOLS Adkins Arnold Drive Baker Bates Bayou Msto Cato College Station Elem. Harris_______________ Jacksonville Elem. Landmark Lawson Grove Elem. pakbrooke Pine Forest Pinewood Robinson Elem. Scott Sherwood Sylvan Hills Elem, Taylor Tolleson TOTAL ELEMENTARY 1991-92 Projected Enrollment B "THT 142 16% ____22. 26% ____ 48% 336 2% ,14 144 35r 94 22% 102 Jl ll 47% -.234_ 18% 64 1^1 19% 127 15% 179 "22% 95 3BF 82 ~2^ 117 TSF 131 26% 108 3ii^ I I w : 235 : 84% : lAl > 213 . 363 : 55%" 595 529 152 ^TST 352 65% 407 > 53% 292 82% 285 gir 545 85% 581 III 4il- 341 82% 597 1991-92 STUDENT TRANSFER AND MAGNET SCHOOL SUMMARY (As of 6/18/91) Regular Magnet School Assigrsnents M-to-M Magnet School Assignments Enrollinent Minus M-to-M and Regular Magnet School T B W T B W T Assignments Plus M-to-M Transfers LR to PCSSD Minus M-to-M Transfers PCSSD 377 440. 289 699 609 673 246 454 530 629 829 546 349 580 ^12 687 634 A31 218 458 728 410. 587 12,081 A 0 7 0 7 A 8. A 0 A 0 0 A 0 A A 0 29 J. a 8 A 1 4 0 10 1 3 A A 14 8 7 10 5 1 13 -A 10 112 8 1 4 1 10 8 4 10. A 14 3 1_ 10 5 A 13 A A 10 141 0 1 1 0 0 0 A A 0 0 4 4 1 2 1 2 1 1 13 1 2 1 2 1 1 13 B TS?- 142 16% -_Z2. 27% ____76 48% 330 2% 14 '22% 144 31 102 284 35% 221 29% 241 46% 246 18% 64 14% 127 "TST 106 29%' 179 TBS" 82 "ZST' 117 TB% 131 26% 108 22% " 132 3??i
W 62^ 235 84% _365 73% 205 52% 360 98% 594 ~78% 525 64% 152 77% 339 46% 238 65% 404 71%' 588 54% 290 82% 284 86% -ffl- 53J Sii 57: 71% 44
CT* 13
32( 825 59( 745 30( T B T B W to LR n f" 1991-92 Adjusted Projected Enrollmrent 377 AIL 281 690 608 669 239 441 522 625 829 53A 348 664 679 624 431 217 443 721 408 576 A 0. A A A A A A A A 1 A A 2. A A A 4 0 4 0 1 1 B SB?" 142 16% 13 28% ._ao 48% 330 2% zit" 144 "BBT 81 23% 102 55% 284 35% 221 29% ^41 46% _240. 19% 81 14% 127 16% 106 29% .122. 23% 26% .117. 18% 111. 26% 132 w UTT 235 84% -365 204 52% 360 98% 525 152 77% 339 45% .23^ 65% 71% _5a2 54% 81% .223. 86% -ffi- 537 84% 513 71%' ..442. Bl Hi J2h. 82% .220. 74% 444 T 377 AXL 284 690 608 669 239 441 .5A3. 350. 56Z 664 679 A24. 434 217 AA3. 221 Aoa 31Ai. 11,927 11 0 11 0 A A 576, 31 IU,929SECONDARY SCHOOLS 1991-92 Projected Enrollment 1991-92 STUDENT TRANSFER AND MAGNET SCHOOL SUMMARY (As of 6/18/92) Page 2. Fuller Jr. High J'Ville Jr. North B TtT Regular Magnet School Assignments M-to-M Magnet School Assignments J'Ville Jr. South J*Ville High___________ mils High -North Pulaski________ Northwood________ Oak _Groye_High_________ Robinson Jr. High Robinson High______ ^Ivan Hills Jr. High Sylvan Hills High -TOTAL SECONDARY________ 162 29% .A2i 25% 265 A7F 312 20% 160 18% ASA 23% lUO 25% 111 715- 192 23% 213 27% 2501 W 53% 475 74^ 460 71% 434 75W 792 53? 358 80% 658 82% 795 329 331 ^795 737 77% 717 73% 6820 T B W T B W T Enrollment Minus M-to-M and Regular Magnet School Assignments Plus M-to-M Transfers LR to PCSSD Minus M-to-M Transfers PCSSD DISTRICT TOTAL 889 622 607 1057 670 818 953 975 429 442 929 930 9321 z 59 0 .a 0 50 0 0 0 0 0 0 109 JI 6 1. 12 3 3 45 11 6' 9 6 113 225 6 _2, 12 53 0 1 1 B 43% 355 76^- 162 29i 17,3 75T 265 43T 262 3 0 1 45 11 6 9 6 222 363 0. A 0 0 0 1 7 20 ^0% 1 4 1 7 160 23% 219 19% 180 74% >- 111 AIF 192 23F 213 26% 2392 w 57% 475 74T 454 71% 427 780 "57%- 354 SOT 653 77% 730 81% 746 TEW 325 75^ 123 11^ ' 711 74% 6700 < T B W T B W to LR n t 1991-92 Adjusted Projected Enrollmrent 830 616 600 1045 616 813 949 926 Ali 436 920 924 9092 20 A 1 1 a. 7 3 6 28 39 0 A 1 0 0 1 1 1 0 0 0 0 7 3 6 28 39 0 0 0 0_ A 9 2 26 35 B 43% 35,5 ISA 29% 25% 266 262 20% 160 23% 219 20% jar 26% 9 2 I 195 TW 219 27% 26 2420 35 w 57% 475 7# ASA 71% 75i 719 354 gor 652 T 1045 616 77% 812 730 80% -237 74% 316 79% 728, 76% 709 73% 6674 949 918 A22. A34. 923 928 9094 21^ 73* 5610^.41321 123 I JRETENTIONS 1990-91 JUNIOR HIGHS W B M F M F M Cloverdale 7 8 9 7 2 3 2 5 0 14 17 4 6 9 0 0 1 0 Dunbar 1 8 9 0 3 0 0 1 0 0 3 0 0 2 1 0 0 0 RECFIVCD OCT 2 8 1991 Office of Desegregation Monitoring 0 F 0 0 0 0 0 0 Forest Heights 7 8 9 0 1 3 0 0 1 0 6 5 6 10 7 0 0 0 0 0 0 Henderson 7 8 g 0 0 1 1 1 1 14 13 7 8 12 3 0 0 0 0 0 0 Mabelvale / S 9 4 1 0 1 0 1 8 9 4 1 5 1 0 0 0 0 0 0 Mann / 8 9 0 0 0 0 0 0 3 0 0 2 4 0 0 0 0 0 0 0 Pulaski Heights 7 8 9 1 1 0 0 0 0 1 11 0 0 8 2 0 0 0 0 0 0 Southwest A 0 0 0 0 0 0 7 8 9 6 8 1 6 5 2 2 0 0 1 1RETENTIONS 1990-91 SENIOR HIGH W B 0 11 F M F M F Central K 10 11 12 0 h, 2 4 0 1 0 0 1 11 7 10 1 9 4 8 0 1 0 0 0 0 0 0 Fair- K 10 11 12 0 2 1 2 0 1 0 0 0 6 0 5 0 1 1 4 0 0 0 1 0 0 0 0 Hall K 10 11 12 0 6 3 7 0 5 2 1 2 14 10 14 0 8 5 10 0 1 0 0 0 0 0 0 McClellan K 10 11 12 0 8 5 5 0 2 4 9 0 22 22 12 0 9 11 16 0 0 0 0 0 0 0 0 Parkview K 10 11 12 0 1 1 2 0 0 1 1 0 2 1 4 1 1 0 5 0 0 0 0 0 0 0 0Central BM 114 BF 155 Hall BM 107 BF 89 Parkview BM 56 BF 76 McClellan BM 74 BF 80 Fair BM 64 BF 66 GRADUATION DATA 1990-91 WM 88 MF 127 WM 61 WF 96 WM 39 WF 80 WM 51 WT 55 WM 54 MF 58 OM 7 OF 6 OM 1 OF 2 OM 8 OF 4 OM 0 OF 2 OM 2 OF 0/ 4 5 51)1 .374 f L 5 Schi V 1.1' I i d' I I9S9 NaUonai Merit and Nationai Achievement Schoarship -.iver, Jonathan Nationai Merit Srh larsht^ J. A, Fair Sarnett, Cynthia Sarnett, Jr -- Cauley. Get Davis, Johnso! Levine, Skinner, Chns Shaffer, ha isr National Merit scholarship National Merit Scholarship National Merit Semifinalist Nationai Merit Scholarship National Semifinalist Nation^. Merit Scholarship National Merit Scholarship National Achievement Semifinalist Hall High Hall High Hall High Hall High Hall High Hall Hic^ Hal! High Hall High Hr Andrew National acir.vement Scholarship Parkview* BaLe
-, otc)r:en Bland Jen. Bolton, Jesse Clemons. J'lngnd Gates, Lorrair- Glubc- . .Si'if ,' LU
forence. National Merit Scholarship National Achievement Scholarship National Merit Scholarship National Acruevement Scholarship National lerit Scholarship National erit Sciioiarship Neal, Karan' Randolph, Turner, r..,- Wit ..BJca National Merit Scholarship National Achievement Scholarship National Achievement Scholarship National Achievement Scholarship National Achievement Scholarship Centra! Centra Centr-' Central Central Central Centra! Central Central Centr.-h Central ( Ji 1 Mhiftil05 06'92 13:58 0301 374 7609 L R School Dlst ODM @003'009 NATIONAL MERIT SEMIPINALIST 1. Brandy Bridges, Central, 30375 Brandy Rd.,11, Mrs. Sandara Bridges 2. Kevin Brockmeier, Parkview 1300 Northwick Ct., 07, Mrs. Sally Brockmeier 3. Nicholas Cockcroft, Central 514 N. Cedar, 05, M/M David E. Cockcroft 4. Helen Daniel, Central 1406 S. Cedar, 04, M/M B. Page Daniel 5. Bliss Daniel, Central 1406 S. Cedar, 04, M/M B. Page Daniel 6. James Donato, Parkview 1913 Jennifer Dr,, 12, M/M James Donato 7, Jason E, Farrar, Central 3714 Oakwood Rd., 05, Ms. Betty Farrar 8. Jennifer Firestone, Parkview 7315 Amhurst Dr., 05, M/M William Firestone 9. David L. Hall, Hall 14 Tallyho Ln., 07, Mr. and Mrs. Gary H. 10.Cheryl R. Johnson, McClellan, M/M Bill Johnson 11.Ellen Lu, Central 1502 Green, Mtn. Dr. IIIC., 11. M/M Ming Lu 12.Alistair E. Newbern, Central 10 Ozark Point, 05, M/M William D. Newbern 13.Kristen Parsons, Parkview, 5 Natural Steps Dr., Roland, 72135, Mrs. Jane Parsons 14.Kevin Shumaker, Fair, 7006 W. Wakefield Dr., 09, Dale/Susie Shumaker 15.Enn T. Stockey, Central 920 N. Spruce, 05, Mrs, Susan M, Santa Cruz 16.Kelsey M. Stout, Central 3407 Doral Dr., 12, Dr/M Kimber m. Stout 17.Tracy L, Tatom, Central 54 El Dorado Dr., 12, M/M Sam W. Tatom 18.Michelle D. Thompson, Central 53 White Oak Ln., 07, Mrs. Teresa S. Thompson 19.Emily B. Truax, Central 905 N. Shackleford, 11, Dr/M Kurt H. Truax 20<Elizabeth R. Wilson, Central 520 W. Elm, 05, Dr./M Frank J, Wilson x 21.Shelley A. Wunder, Hall ( Country Place, Roland, 72135, M/M Jerry D. Wunder 22,Matthew C. Yeager, Hall, 1118 Wild Turkey Ct., 11, m/M James C. Yeager05 06'92 13:58 501 374 7609 L R School DISt ODM 0004 11119 NATIONAL ACHIEVEMENT SBMIPINALISTS 1. Una Allen, Central, 2, 2818 Welch, 02,Rev/M Lee A. Allen Thurlo Cobb, Hall 1815 S. Monroe, 04, M/M Thurlo Cobb 3. Rolando Herts, Central 5 Woodlore Ct., 72211, Dr. Ruth Herts 4. Chandra Hinton, central 5300 Baseline, Apt. 22G, 09, Mrs. Patricia Hinton 5. Leia Scott, Fair, 5601 Forestview Rd.,04,Therman/Mary Scott,Jr. 6. Michelle Slater,Fair 5707 Pecan Lake Rd.,04,James/Annette Slater 7. Ronald Smith, Central 1822 Allis, 04, Mrs. Lois D. Threet 8. Nnamdi I. Thompson, Hall 4323 W. 17th, 04, M/M Morris Thompson NATIONAI. MERIT COMMENDED STUDENTS 1. 2. 3. 4. 5. 6. Bryan W. Adams, Central 2401 N. Fillmore, 07, M/M Tom Adams April Barrow, Parkview, P.O. Box 15732, NLR 72231,. Mr. Marvin Barrow Ashley E. Boyt, Central 5211 Stonewall, 07, Mrs. Dianne Boyt Cory Susan Fitzgerald, Fair, 9616 Alexander Rd.,72103,Sidney/Annette Fitzgerald Gregory E. Hamilton, Central, 10 Northwest Ct., 12, Dr./M George Hamilton Suzanne Sisson, Parkview 7716 Hillsboro Road,Mabelvale, 72103, M/M Carrol Sisson National Achievement Commended Sherri Atkins, Central 10527 Warren Drive, 09, Mrs. Shirley Atkins Milicent N. Ewing, Hall 1400 Old Forge Dr. #1601, 07 Bethany Hall, Central 10223 Independence, 09, Arthur/Margaret Hall Marcia Howard, Parkview 3606 Tudor Dr.,04, Mrs. Juanita Howard Darrell Johnson, McClellan 2022 S. Rice, 02, Mrs. Vederal Johnso Jerry Jones, Central 1501 West 18th, 02, Rita Lancaster Sonya Marks, Parkview 8 Lakeside Dr.,04, M/M Arcell Marks Kessha Moore, Parkview 2111 Dorchester Dr., 04, M/M Victor Moore William Swanigan, McClellan 6510 Mabelvale Cutoff Rd. R21, 09, Mrs. Shirie Swanigan05 06'92 13:59 0501 374 7609 L R School Dlst ODM @005'009 /m Jermonie Weaver, Central 2600 Roaine Rd., 04, Mrs. GirtnaL Weaver Phillip J, Williams, Hall 2123 Labette Manor Dr., #624, 050506 '92 13:59 0501 374 7609 L R School Dlst ODM @006'009 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. 12. 13. 14. National Merit Scholarships Barney, Tiffany L Central 7001 West 65th, 09, Mark & Victoria Barney Bertram, Chris, Parkview 118 Johnson, 05, Thomas & Pamela Bertram Casciano, Jonathan D Central 1921 Romine Road, 05, Daniel & Gertrude Casciano Climer, Amber, Parkview 419 Carpenter Dr., 05. Mary Beavers Corbell, Jayme B., J. A. Fair 92A Aliza Drive, 09, Mike & Nila Corbell Davis, Susan L., Parkview 4 Labette Ct., 05, Ronald & Lois Davis Floyd, Jill A.. Central also, achievement semifinalsit 1710 West 19th Street, 02, Mr. & Mrs. James Floyd Holmes, Emily A., Central 610 North Oak, 05, Ron Holmes Kern, Maradee K., McClellan 10400 Republic Lane, 09, Mr. & Mrs. Greg Kern Krain, Lewis, Parkview 218 Valley Club Circle, 12. Mark & Doris Krain Langston, Joey, Parkview 9904 Coppersmith Lane, 07, Leo & Joyce Langston Lea. Michael, J. A. Fair 28 Crepe Myrtle PI, 09, Robert & Nancy Lea Lovelace-Chand'er, Altx, J. , air 45 Laver, 09, Ben & Vernta Lovelace-Chandler Luchin, David S., Central 1605 Jr Deputy Road. 05. Che -uchin05'06.92 14:00 0301 374 7609 L R School Dlst ODM @007/009 15. 16. 17. McNee, Emily, Parkview #1 Red Fox. Jacksonville, Ar. 72076, John & Valerie Paul. Melissa S.. J. A. Fair 7 Wagon Circle, 09, Joyce Jean Paul Schriver, Robert R., Hall 39 St. Andrews Dr,. 12. Carol & Byron Schriver Jr. McNee 18. 19. Scruggs, Jennifer, Hall 8 Cherry Creek Cove, 12, Dr. & Mrs. Sheehan, Anne E., Central 4812 Club Rd., 07, Nancy Sheehan Jan W. Scruggs 20. Smith, Larry E., Central 11 LahPttp r. also, achievement semifinaiist 1 Laoette Cr 't, 05, Alice Smith 21. Soo, Jeffrey A., Central 1214 Wild Turkey Ct., 11, Allen & Evelyn Soo 22. Tseng, Jesse L., Central 8 Oakmont Ct., 12, Dr. & Mrs. Jyi-Ming Tseng 23. Turner, Justin T., Central 2725 Charter Oak Dr., 07, Mr. & Mrs. Tom Turner 24. Vogler, Hannah K., Central 28 Pine Manor, 07, Mr. & Mrs. Richard Lawrence 25. Webb, Sarah E., Cenuui 5505 Edgerwood, 07, Mr. & Mrs. Roger Webb 26. Woods. Casey, Hall 17324 Cooper Orbit Road, 10, Jan & Shelby Woods Merit Scholarship Commended 1.. 2. Earl, Mary Arnette, Central u, ^29 El Dorado Drive, 12, John & Suzanne Hatch, Sandra, Hall ouzanne Earl 3. ^srl & Karin Malott, Ragan L., Central Hatch 10000 Kane Dr., 05, Barbara French05/06.'92 14:01 0301 374 7609 L R School Dlst ODM @008-009 4. Taylor. Jonathan M., Parkview 4312 Longtree Cove, 12. Kenneth P. Taylor National Achievement Scholarship 1. 2. 3. 4. Bunting, Eric L., Hail 3424 W. 14th St.. 04. Mrs. Ruth M. Johnson Floyd, Jill A., Central also, merit semifinalist 1710 West 19th Street, 02, Mr. & Mrs. James Floyd Hood, Carla, Parkview 1233 West 37th, 06, Curtis & Susie Hood Smith, Larry E., Centra! also, merit semifinalist 5. 6. 11 Labette Court, 05. Alice Smith Wade, Carla N., Parkview 11324 Hickory Hill Rd., 11, Johnny & Joannie Wade Williams. Shayala L., Parkview 2529 Ozark Drive, North Little Rock. 72116, David & Jean Williams National Achievement Commended 1. 2. 3. 4.. 5. Bradley, Adrienne R.. Parkview 1711 Garfield Court, 04, Ms. Adeal Williams Bradley Cheek, Paula R., J, A. Fair P. O. Box 175, 03, Frank & Shirley Cheek Edwards, Jennifer L., McClellan 9211 Oak Grove Lane, 09, Mr. & Mrs. Willie Fdwards Ivory, George S., Parkview 8815 Beck Rd., 12, George & Rose Ivory Lacey, Julian, Parkview 6412 Shirley Drive. 04, Dr. J. J. Lacey & Mrs. Marian Lacey 6. 7. Robinson, James G., J. A. Fair 7616 Woodhaven Drive , 09, Jimmy & Jimaline Robinson Taylor, Damien, Parkview 19 Tanya Court, 04, Darryl & Georgia Taylor05 -06'92 14:01 501 374 7609 L R School Dlst --- ODM 0009-009 8. Terry, Alvin L. Ill, Parkview 25 Quebec Dr., 04, Beverly A, Terry & Alvin L. Terry Jr. Student ,Vho Received Achievements That Have Moved From District 1. Caldwell, Drew O., Central, Merit Semifinalist (Moved to Benton) 2. Doub, Amy. Hall, Merit Semifinalist (Moved to Florida) 3. Kruger, Natasha, Central, Merit Commended (Moved to Colorado)National Coalition Music Educators National Conference Arkansas_____________ Coalition for Music Education National Academy of Recording Arts and Sciences, Inc. National Association of Music Merchants Arkansas Coalition Coordinating Committee Mike White Arkansas Music Educators Association Earl Allain National Association of Music Merchants Craig Baker National Academy of Recording Arts and Sciences, Inc. Aoerican Choral Director's Association: Arkansas Arkansas Choral Director's Association Arkansas Elanent. Educator's anentary Music Association Arkansas School Band and Orchestra Association Arkansas School Music Dealers Association August 8, 1992 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dr. Bernd: RECEIVED AUG 1 0 1992 Office of Desegregation Monitoring As Co-Chairman of the Arkansas Coalition for Music Education I must protest the summary exclusion of elementary general music from your curriculum for the 92-93 school year. I believe that this action on your part is both hasty as well as shortsighted. The two major tasks we face in all of the state's public schools, I believe, are <1) to reduce expenditures to match reduced Income from the state of Arkansas and from lower tax revenues due to the recession, and (2) to raise the quality of the students' education, as measured by test scores. First, the enclosed data, plus an important videotape that I will be pleased to provide, show that cutting the music program will cost the school system more money and will NOT reduce a funds shortfall in subsequent years. The principal reason is that music teachers are responsible for larger classes than other non-music teachers, who would need to replace them. Those larger performing groups such as band and choir will become smaller as the quality of early music education is diminished. participate. Fewer students wi11 want to Where will you put those students who would have been enrolled in the choir or band? This is the phenomenon called "Reverse Economics." Secondly, involvement in music develops students' self-discipline, motivation, and self-esteem (as well as Important skills). Especially for disadvantaged and at-rlsk students, the music-related Improvement in the students' self-worth and attentiveness causes the students to be more self-disciplined and motivated toward other Important subjects math, science, social sciences and English test scores of which are used to evaluate the effectiveness of educational programs. Just how is it that quality is recognized in a school? is ultimately determined by what actually takes place between teachers and students. It P. O. BOX 3217 / LITTLE ROCK, ARKANSAS 72203 (501) 374-8206 One of the most valid indicators to look for would be the richness of the curriculum. All schools provide pretty much the same offerings in languages and literature, math, the sciences, and the social sciences. However, they differ enormously In their offerings In the arts. We all can name schools that provide extensive arts programs. the schools that we recognize as being among the best. Very often these are There Is a strong and positive correlation between a high degree of excellence In a school and a vigorous, dynamic program In the arts. While at first glance it may seem illogical to the unaware, an effective answer to achieving substantially higher test scores would be to double the funding for music and the contact time for students in grades K-6. Early contact with the student will pay off when that student graduates with substantially higher test scores than previous generations. Also, guidance counselors should ininedlately begin encouraging the secondary students to enroll in music or other arts courses with the hope that they will slightly Improve their scores before they graduate. Longer periods with the same discipline, motivation, and attention problems we have today are not likely to result in substantially more student learning students currently at the lower end of the test-score range are not likely to- inprove their test results dramatically. Students motivated from the early grades on through music classes do respond well to their other academic responsibilities. There has been a dramatic increase in the inequity of educational opportunity for the children of Little Rock as well as the rest of Pulaski County: a) no elementary music instruction
and b) unqualified or poorly prepared music teachers being placed into the regular classroom. Those parents who recognize the value of Instruction In music and who can afford private instruction will see that their children receive it. What will the other parents do? Is this education by ZIP code? another factor in the establishment of a cultural caste system? Is this Just I encourage you to consider what I have offered to you. that will corroborate these statements, other arts can do for our children. Get the research documents Don't close your mind to what music and the Sincerely, Mike White Enclosures: Did You Know...? Verbal/Math Mean Scores - Arts Participants Above Average Verbal/Math Mean Scores - vs. Varying Amounts of Participation Change In Enrollment Research/Resource List Copies to: U.S. District Judge Susan Webber Wright Ann Brown - Office of Desegregation Monitoring Little Rock School Board Members Managing Editor: Arkansas Democrat-Gazette Managing Editor: Arkansas Times Coordinating Conmittee: Arkansas Coalition for Music EducationDID YOU KNOW... 1. According to studies made by The College Board in 1989, students taking music and other arts courses scored an average of 20-40 points higher on both verbal and math portions of the SATs in 1987-89 than students who took no arts cl asses. 2. 3. They also found that students who took more than four years of music and the other arts scored 34 points better on verbal SATs and 18 points better on math SATs than those who took music for less than one year. The arts (music, visual arts, drama, and dance) are now an official part of the AMERICA 2000 initiative (AMERICA 2000 Arts Partnership) being developed by the U.S. Department of Education. 4. Music is beginning to be understood as a -form o-f intelligence, not merely a manifestation of it. Researchers are moving toward a theory of "multiple intelligences." Seven have been identified to date. one of them. Musical intelligence is This could indicate a dramatic new way of learning and teaching. 5. Researchers in Australia have demonstrated statistically significant relationships between music instruction and positive performance in such areas as: a) reading comprehension, spelling, mathematics, and learning ability
b) listening ability
c) primary mental abilities (verbal, perceptual, number, and spatial)
and d) motor proficiency. 6. K-1 music instruction programs in the schools sponsored by Yamaha have been associated with remarkable achievement in reading. One study of the effects of the Yamaha program in the Downey, California, Unified School District showed, for example, that the reading level of first-grade students with a single year of music was nearly one grade higher than their peers
those with two years of music scored at almost the third-grade level
and some students scored as high as fourth- and fifth-grade levels. 7. Early childhood exposure to music and music education can also have a significant impact on early child development. Music has a profound influence on language and social and emotional maturation in children, beginning in infancy. 8. The earlier and more varied a child's music experiences, the greater the prospects for growth and development are in music. 9. As contemporary neurophysiology and psychomotor research discover more about the rhythmic organization of movement, it is likely that musical experience will be shown to have important effects on motor skills development as well. 10. Music education also provides a critical introduction to and reinforcement of such academic and personal skills as critical thinking, problem-solving, and learning how to work cooperatively toward shared goals. Critical thinking skills are widely endorsed as a sine qua non for our children if they are to make much needed contributions to the work force. 11. Skills acquired through learning how to manipulate symbols
higher order cognitive skills such as the ability to analyze, synthesize, and evaluate information
and the kinds of teamwork abilities and conflict-resolution skills required for success in the modern workplace are both implicit and explicit in music instruction.12. Music speaks in unique ways to at-risk children. - The personal attributes that music reinforces are particularly valuable for the "educational ecology" schools are trying to construct for at-risk students. 13. A recent Harris poll found that 9 in every 10 people feel that including the arts in education is important for children. The results of the survev are survey overwhelmingly in support of including arts in the regular curriculum, integrated with the mainstream of children's education. 14. 97 percent feel that by learning about the arts "Children become more creative and imaginative." 15. 16. 94 percent feel they "develop skills that make them feel more accomplished." 93 percent feel that the "arts make learning in school more exciting and interesting." 17. 91 percent say the arts help children "learn to communicate well in developing speaking and writing skills." 18. 90 percent feel that exposure to the arts in school makes children "become tolerant of other cultures." 19. 85 percent believe that the arts bene-fit children by helping them develop di^cio! irtP jund narcovoranro ' discipline and perseverance. 20. 80 percent think that when children in school learn about and participate in the arts, they "learn skills that can be useful in a job." 21. 76 percent of those surveyed feel that arts courses in the schools should be paid for "by the school system as part of the regular school budget." 22. 69 percent favor cutting administrative expenses in the school system before cutting spending on the arts. 23. 67 percent feel that the arts are "as important as learning to read and write wel1 ." 24. 58 percent want to make it a requirement for graduation that each student complete at least one year of arts courses. 25. The Arkansas Department o-f Education requires the use o-f a state mandated course content quide in elementary music. --- ---... --------- , They don't enforce it, but it is The content guide is much too complicated for the regular classroom teacher who is inadequately trained in music. required. the required content. fun song. Consequently, they do not teach H the student is lucky, they will occasionally sing aVerbal mean scores SOO 450 400 350 300 250 200 150 100 50 0 lllllllll Acting/play Art history/ production appreciation Dance Drama Music Music Photography/ Studio art Math mean scores 500 495 490 - 485 - 480 - 475 - 470 . 465 appreciation appreciation performance Mean for all students film and design No coursework II.Hill Acting/play Art history/ production appreciation Dance Drama Music Music Photography/ Studio art appreciation appreciation performance film and design No course work Item 1. These graphs depict studentsperformance on the Scholastic Aptitude Test (SAT) in 1989. Students of music appreciation and performance scored significantly above average on both sections. Source: The College Board, 1989 Profile of SAT arui Achievement Test Takers, College Entrance Examination Board, pp. 1 and S. Used by permission.Verbal mean scores 455 450 - 445 . 440 . 435 . 430 . 425 - 420 - 415 T T Less than 1 year 1 or 1.5 years 2 or 2.5 years 3 or 3.5 years 4 years More than 4 years Math mean scores 495 490 - 485 - 480 . 475 - 470 T Less than 1 year 1 or 1.5 years Mean for all students T i. T 2 or 2.5 years 3 or 3.5 years 4 years More than 4 years 2. SAT performance of students with varying amounts of arts study. Note that students with long-term arts _jzr_________.1. .1 -.1 t ... study tend to score significantly h^her than those with Uss coursework in the arts. Source: The College Board. ToAzra, College Entrance Examination Board pp land % TT/H Ev TWr>micBiz\r rr 8. Used by permission.Percentage change physical education driver's education arts Item 5. Change in enrollment in various subject areas between 1912 and 1981. Music is one of only three subjects whose actual enrollment and proportion of students enrolled declined despite an overall influx of students during t/u period. Source: National Center for Education Statistics. A Trend Study of High School Offerings and Enrollments: 1912-13 and 1981-82. In Digest of Education Statistics: 1986-86, U.S, Government Printing Office, Washington, DC, pp. 39, 55. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. RESEARCH/RESOURCE LIST Howard Gardner, Frames o-f Mind. New Yorks Basic Books, 1983 X. Leng, 6.L. Shaw, and E.L. Wright, "Coding Musical Structure and the Trion Model of Cortex," Mus i c Percept i on. Vol. 8 (1990), pp.'49-62. "The Musical Brain," U.S, News World Report. June 6, 1990, pp. 56-62. "The Non-Musical Outcomes of Music Educations A Review of the Literature, Bulletin of the Council for Research in Music Education. No. 55 (1978), pp. 1-27. G.F. Herbert, "The Nature of Teacher Training in the Implementation of a Development Programme of Music for the Primary School," Music in Teacher Education s National Conference Report, Mel bourne s A.M.E.L., 1979, pp. 44-49. Review of I.B. Tapley, "An Evaluation of Musical Training in Auditory Perception for First-grade Children," by J.T. Jetter, Council for Research in Music Education. No. 61 (1980), pp. 50-55. Anne Gates, "Extra-Musical Benefits of Music Educations Preliminary Investigation," Research report to the Australia-Japan Foundation (April, 1980) . The testimony of John Waltrip, president of Waltrip Music Centers of Arcadia, California, at the National Commission on Music Education's Los Angeles Forum, September IB, 1990. Preface, Music and Child Development. Frank R. Wilson and Franz Roehmann, eds., St. Louiss MMB Music, 1990. Edwin Gordon, "The Nature and Description of Developmental and Stabilized Mental Aptitudess Implications for Music Learning," Ibid, pp. 325-335. Thomas Bailey, "Changes in the Nature and Structure of Works Implications for Skill Requirements and Skill Formation," in Education and the Economys Hard Questions, Hard Answers, papers prepared for a conference on "Education and the Economy 5 Hard Questions, Hard Answers," sponsored by Teachers College, Columbia University, held at Ocean Edge Conference Center, Brewster, Massachusetts, September 5-7, 1989, pp. 70-71. Sue E. Berryman, "What Do We Need to Teach? To Whom? When? How?" Ibid, pp. 78-79. "Data on Music Education: A National Review of Statistics" revised, compiled by Daniel V. Steinel , Music Educators National Conference, 1990, Table 4.3. and 4.4. "College Bound Seniors, The Class of 1990," College Entrance Examination Board, Princeton, NJ, August 28, 1990. The College Board, 1989 Profile of SAT and Achievement Test Takers. College Entrance Examination Board, pp. 1 and 3. National Center for Education Statistics, "A Trend Study of High School Offerings and EnrolImentss Statistics
55. 1972-73 and 1981-82," in Digest of Education 1985-86. U.S. Government Printing Office, Washington, DC, pp. 39, 1. H 17. "Americans and the Arts VI," Harris Poll, LH Research, March 1992 report, ACA, One East 53rd Street, New York, NY 10022, ATTN: ACA Books. ATTNs11/04/92 08:04:59 CM320100 SATS LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT NOVEMBER 4, 1992 PE-PROU Physical Education Program Outcomes Objective Description Tax M-% TI GL QC LV SL PE-PROU-001 PARTICIPATE IN INTERMEDIATE MOVEMENT ACTIVITIES AD
07/17/92 75% CD: 07/21/92 RD: 00/00/00 R#: The students will participate in a variety of intennediate movement activities which will provide them an opportunity to develop at a more proficient level. Additionally, they will be encouraged to use these movement activities for personal enjoyment, creativity, and self-expression, as well as for socio-emotional development. PE-PROU-002 RECOGNIZE EXERCISE, REST, NUTRITION ESSENTIAL FOR HEALTH 75% AD: 07/17/92 CD: 07/21/92 RD: 00/00/00 R#: Students will recognize and demonstrate that exercise, rest, nutrition and relaxation are essential for improvement and/or maintenance of a healthy lifestyle. PE-PROU-003 RECOGNIZE CONTRIBUTION OF PHYSICAL CONDITIONING/PRACTICE AD
07/17/92 75% CD: 07/21/92 RD
00/00/00 R#: Students will recognize the contribution of physical conditioning and practice to improve performance and enjoyment of team sports, individual/dual sports, and recreational activities for lifetime benefits. PE-PROU-004 RECOGNIZE SIMILARITIES/DIFFERENCES RACE, GENDER, ORIGIN AD
07/17/92 CD
RD: 00/00/00 R#: 75% 07/21/92 Students will through movement recognize and respect similarities and differences of race, gender, origin, age or handicapping condition. I RECEIVED February 26, 1993 MAR 2 1993 Office of Desegregation Monitoring Hrs. Lucy Lyon Library Coordinator, LRSD Franklin School 2600 N. McKinley Little Rock, Arkansas 72204 Dear Mrs. Lyon: The elementary library program, and funded by the desegregation plan, instruction. program oriqinally materials greatly access to the and research. requirements concerned that and we library at the provided for small approved in group assistance to teachers. point of need for have been of the desegregation plan librarian has been unable to We are meet the this year because the provision instruction, for required to do large group instruction as teacher-release large additional group access to the library time. During a hinders us meaningful time from to support curriculum. The the instruction and hampers resources using hands-on is limited. large group for our our that they these students, need and and activities deserve in basal new curriculum requires ability at-risk denies the Furthermore, to which provide students, are more teachers the implementing the new less and less dependence on and textbooks materials. to achieve success with this the library program must be revised. We request consideration the following plan for library utilization. This revision will require only the current library ' literature curriculum. your and more and In order more on library of revised. plan for require only tL.____ staff (an elementary librarian and library clerk) and no additional funding. Lessons would teacher be input at each based on curriculum grade level. These objectives and lessons which will emphasize literature appreciation, skills be taught to small Heterogeneous groups (1/2 class) on alternate weeks. This will enable us to use hands- on activities and to better meet the needs of all of our With a small group in session, the library and its remain continuously available to other students under the supervision of the clerk. will students. materials can research methods, and study heterogeneous of all These respectfully submitted in the belief they will enhance the educational opportunities for all your consideration of this proposal. that our revisions are educational We thank you in advance for f Sincerely, Little Rock School District Elementary Librarians3 ) cc: Dr. C.M. "Mac" Bernd Dr. Katherine Mitchell Dorsey Jackson John Moore Patricia Gee Oma Jacovelli John Riggs William Hamilton Honorable Susan Webber Wright Ann Brown, Desegregation Monitor A Provisions of Plans or Orders the LRSD Has Failed to Fulfill Board Responsibilities The LRSD Board of Directors has committed to the following goals which it has failed to fulfill, according to the introductory section of the 1992 plan, page 1. The elimination of achievement disparity between black and white students on norm- referenced and criterion referenced tests. Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. In addition, under the title "Leadership" on pages 2-3 of the 1992 plan, the board and superintendent have failed to assert leadership in the following areas. Clearly delineating the districts desegregation mission to the staff and the community. Utilizing the desegregation mission as a guide for the development of policies and setting expectations for the superintendent to implement the policies. Adopting a budget which will provide the resources necessary for an effective, desegregated school system. Making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment. The conduct of an annual self-evaluation of their commitment to a quality desegregated education. Incentive Schools Failure to reserve kindergarten and four-year-old program seats for white students and engage in documented, sustained, and vigorous recruitment to attract those students, (plan page 140, May 1992 order, page 28). Program specialists have not been hired at all incentive schools (May 1992 order, page 41). A staffing needs assessment has not been administered and analyzed (May 1992 order, page 41). Themes have not been incorporated into the core curriculum at each school (May 1992 order, page 42). Little significant progress has been made toward desegregation of the incentive schools, with the exception of Rockefeller (1992 plan, page 149). Lack of coordinated recruitment and failure to implement aU plan recruitment activities (i.e., individual brochures, marketing blitz) (1992 plan, pages 215-217). The Parent Council has not begun to monitor or report on all activities related to the incentive school program (1992 plan, page 151). Equity Issues Failure to show significant progress in the reduction of the achievement disparity between black and white students (1992 plan, page 1, 1989 Settlement Agreement, page 26). Black students (particularly black males) continue to be disciplined at a rate disproportionate to their percentage of the student population (1992 plan, pages 28, 33-34). Failure to effectively address the overrepresentation of black students (particularly black males) in special education (1992 plan, page 111). Recruitment The district has not developed a Strategic Recruitment Plan pursuant to the ODM Incentive School Recommendations (page 4) and e LRSD Marketing Plan. The Recruitment Tracking System, first requested during the March 1991 Construction Hearing, has not been implemented. Additional Items from the May 1992 Order A plan has not been submitted describing the extended activities designed to address the needs of Washington Magnet School attendance zone students (May 1992 order, page 38).Rot ^taes JUL 2 0 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET OSes- t- LITTLE ROCK, ARKANSAS 72201 Aaa 11 1 July 15, 1993 TO: Mrs. Ann Brown, Monitor Office of Desegregation Monitoring FROM: e Estelle Matthis, Interim Superintendent SUBJECT: ADMINISTRATIVE VACANCIES This communication is a follow-up of the productive meeting that Jerry Malone and I had with you in your office on July 9, 1993. am providing you a listing of the people who are currently performing responsibilities that were assigned to the top administrators who recently resigned from the District and/or returned to another assignment: Vacated Position Assigned Responsibilities Superintendent Estelle Matthis Assoc. Supt. for School Operations Estelle Matthis (with advice and counsel from Jerry Malone) Assoc. Supt. for Curriculum Dennis Glasgow Manager of Support Services Jerry Malone (providing primary advice and counsel to Mark Milhollen) Asst. Supt.-Secondary Schools Victor Anderson Limited Science Supervisory Activities Annita Paul I Mark Milhollen will consult matters. with Bill Mooney on financial The assistant superintendents report directly to me on a daily basis. The assistant superintendents will assume supervisory roles for the Incentive Schools.Ann Brown Memo July 15, 1993 Page 2 The role and responsibilities of Desegregation Facilitator have been clarified and Mrs. Arma Hart will relocate to the Desegregation Office at 501 Sherman in a timely manner. (See Organizational Chart) Bill Mooney will continue to provide technical assistance. Interviews will be held to select principals for the following schools: July 15, July 20, July 21, 1993 1993 1993 Central High School Wakefield Elementary Mitchell Incentive School Mary Jane Cheatham, who is returning from a sabbatical, has been assigned to Baseline Elementary School. The District will need to advertise and select an Assistant Superintendent for secondary schools by the end of August, 1993. These responsibilities cannot be performed by Victor Anderson after school starts. You were most cordial and helpful during our visits. We will make every effort to respond to your concerns and requests in a timely manner. If additional information is needed, please contact me. /bjf cc: Board of DirectorsBOARD OF DIRECTORS I Little Rock School District Organizational Structure JULY 1993 ,-[ H __ I--------- deanelle Wagner Commurrlcalians I ^Slerilng Insram, I * Esteflo MatlhJs Inlerlm Superintendent >7 I 1 . Brady Oadberry Labor Relatlona To Ba Announced HumanRasouroeB I--------- Marie Parker AssoaSLKd. Oeeegretaoon I ToBeArtnounced Assoo. Stel. School I EstekMatthb Assoo. Su^. CurtcUum 1 Student Aseignmerrt 3 I ToBeArtnotneed ManmAasoureee and Support Rudolph Howard Hearing OHicer Arma Hart Deaegregedlon Fadlrl^or J Uargarat Gromillior Asfit.Supt., Bem. lOScteole LnnyS. Roberlsonl Aect. Supt.. Elm. 14 Spools I |ToB0>liJ inouncd Alice Stovall Reading I *Ano Arts Carol Green Vocaliorial Marte Willhollon Corrtronsr Dabble Milam Volunteers In PuUk) Schools Martha Rodgers fielore- & Mr- School CAB Bed Rather Parent Recnrrtme rcnritmerrt Coordinator 4 Cotherirte GUI Parent CoordInaJor ] [ PrincFpek Teacfieis irwerrtlvo Schoota<7) RoponsIbiUly of Appropriata Aasociale Sqwfaleadenl I Prfncipale Teachers 3 4 3 [ -[ Asst. Supt., Seo. 13 SCTioole J Princfpab Teachers J Linda Young New Futures AtWetlca blhello Falun Ahemaiive Leamrno ] , Gene Parker ^Lamuage Artsl Foreign Language Dennis Glasgow Sdertce CManneWood Mathematics Marie A McNeal Social StLNfles Hj ] { Inetrudiortal Techrwlogy 'Ph>'8al Educailon Je Evelyn Elston Drug Educailon Pal Price Early Childhood J OonttaHudspdh Stair Development ] ] 1 I Leon Adams "IFederal Programs/ I Grartls { { Dr.PanyXohtei *. */ r\vriK ExconbnaJ CWWren ParJette Martin Aduk Education Lucy Lyon Littmry Servicae { I DougEalpn Facjlrtiea Sarvicae Brad Montgomery Transpo nation Jackie Boyldn Food Services Che/fieNea] Proeursment Bill Bamtwuu Secun^Risk J^an^enjeM Dave KIngseira Monnation ServiaiI i ! I n I I 1 1' ! i i i i I 1
1 LRSD enrollment figures - 7th day compaTison Sr.high Central Fair Hall I McClellan Park view Total Jr. high Cloverdale Dunbar ! Forest Heights i Henderson Mabelvale Mann Pulaski Heights Southwest Total Elementary Badgett Bale I Baseline I Bcoker 'I Brady j Carver I ] Chicot i lovercaie i ii Coda , i Fair Park I i 1 I i J f I SO Bl 862 493 642 642 439 91 31 972 500 528 633 461 3.073 3,094 SO Wh 606 385 490 386 361 2,228 SI so total SI total Wh enrollment enrollment 667 338 487 323 397 2,232 1,468 878 1,132 1,028 800 5,306 1,659 838 1,015 956 858 5,326 % black 59 60 52 66 54 58 iA it i? It Democrat Friday, 9-6-91. 493 402 526 642 395 514 414 497 524 415 512 661 427 485 461 493 3,913 3,978 234 232 234 238 220 367 270 162 1,957 209 274 213 127 233 367 294 203 1,920 727 634 760 880 615 881 714 659 5,870 733 689 725 788 660 852 755 698 5,896 71 60 71 84 65 57 61 71 67 I 't -*5 Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek 168 292 93 336 328 307 364 281 191 272 202 322 293 214 141 186 156 288 239 344 281 319 342 311 153 242 190 411 233 257 178 189 57 . 72 276 276 122 269 184 100 133 65 . 182 66 266 25 57 59 64 82 275 139 274 187 90 136 61 208 79 273 15 75 140 190 Pulaski Heights
> wtOQfM I
I Rightsell i Rockefeller - Romine I t t i Stephens Terry Wakefield Watson Western Hills Williams Wilson Woodruff Washington Total Grand Total 216 282 326 275 192 166 201 197 196 314 188 289 321 333 209 276 301 120 443 205 264 277 242 284 157 183 267 277 305 228 238 324 334 195 272 275 148 463 147 4 233 269 207 156 28 178 114 5 72 50 13 228 170 168 127 226 119 64 317 9,157 9,266 4,862 147 12 276 239 220 178 30 197 159 5 118 55 11 266 148 127 130 216 111 81 352 5,097 -------------- 16,148 13,338 9,047 9,249 White student category includes students of other 225 , 364 369 612 450 576 548 381 324 337 384 388 55Q 239 198 333 U4 449 551 533 431 220 344 315 202 268 364 201
517 491 501 336 502 420 184 760 14,020 25,196 215 352 321 619 420 593 529 401 2S9 303 398 492 506 272 253 336 202 481 503 497 420 314 354 342 272 395 360 239 504 472 461 325 488 386 229 820 14,363 25,587 73 82 74 56 67 54 65 78 53 80 48 84 46 94 70 56 94 43 52 56 58 90 44 54 98 70 85 95 47 69 72 60 56 71 65 57 65 64 I i i" I j? races steve scallion / x/alimits 13 Desegregation at work ^30. Arkan^^ niv<^ Hinson Rd. Mara Lynn 3 11 21 city limits KEY O School 12 Satellite zone (not contiguous to school) city limite Q] Third-day enrollment in Little Rock Elementary Schools Cl 130. COj El *> 9 [laaMco KI3 Treasure mil , EEI Honhibige 2' 3 E o 5 ^5 18 ..fi J---- _ ?[ Effl -ncih------ ^-36lh UJ Col. Glenn El -Oasa Lina J I ra a> f ilft HI X gj .^^Evofofean 2 Markham 0.4 8 I 24 th Creek I 12th ^i[a 28ih >i KU UJHM^ham a 7^ il2th a
19 ,14 ^30- Little Rock School District ^'Elementary Schools I S I JO 10th G ^Confadarate airpod [2^ 1 5 15 o rt(X)$avelt Ashar city limits iL-aTW" Fourche/|7 ^1 jt ^Orode Creak Fourche Creak T Eli 5 t S Mnixiivnia h l J*? Cutofl^ Claybrook r/5 28 El I Schools I J Magnet Schools [ Booker Arts Magnet Washington Math arxi SdencG Magnet Carver Math and Science Magnet Gibbs International Studies Magnet Williams Basic Skills Magnet I I Percentage of black students fell^ Percenlage of black students increased Bold type indicates no change 1 Badgett 2 Rockefeller 3 Washington 4 Ish 5 Rightsell 6 Mitchell 7 Stephens 8 Garland 9 Franklin 10 Bale 11 Pulaski Heights 12 Fair Park 13 Forest Park 14 Jefferson 15 Brady 16 McDermott 18 Fulbright 19 Terry 20 Romine 21 Wilson 22 Western Hills y' 23 Meadowdiff 24 Geyer Springs v' 25 Dodd 26 Wakefield 27 Otter Creek 28 Mabetvale 29 Chicot 30 Watson 31 Cloverdale y 32 Baseline 33 WoodruffATTACHMENT B DISTRIBUTION LIST FOR POLICIES & ADMINISTRATIVE DIRECTIVES All Building Principals Superintendent Assoc. Supt., School Operations Associate Supt. for Curriculum Assoc. Supt. for Support Services Assoc. Supt. for Equity (OLE) Planning, Research & Evaluation Jo Evelyn Elston (Drug Education) Mark Milhollen (Financial Services) Charlie Neal (Director) Purchasing Doug Eaton (Director) Plant Services Brad Montgomery (Director) Transportation Patty Kohler (Director) Exceptional Children Dave Kingsella (Director) Data Processing Jackie Boykin (Director) Food Services Asst. Supt. Elem. (Gremillion) Asst. Supt. Elem. (Robertson) Asst. Supt. - Secondary Director (Reading Dept.) Director (Barnhouse) Safety and Security Director (Leon Adams) Federal Programs Director (Gadberry) Human Resources Director (Jeanette Wagner) Communications Director (Carol Green) Vocational Educational Metropolitan Director (Donita Hudspeth) Staff Development Liaison (L. Young) New FuturesPage 2 Office of Deseg. (Ann Brown) Rita White Adm. Asst. (Human Resources) Linda Swain - Student Hearing Officer Othello Faison (Director) - Alternative Learning Center Arma Hart - Facilitator - Incentive Schools Paulette Martin Adult Ed. Director Ouida Carter - Quigley Stadium - Athletics Marie McNeal, Supervisor - Social Studies Lucy Lyon (Coordinator) - Instructional Technology Dennis Glasgow (Supervisor) - Science Dept. Debbie Milam (Coordinator) VIPS Supervisor - Math Department Mabel Donaldson - Gifted and Talented Catherine Gill PAC Coordinator Marie McNeal, Supervisor - Social Studies Pat Price, Coordinator - Early Childhood Marian Shead - HIPPY Martha Rodgers - CARE Mala Daggett - McClellan - Community Education Gene Parker (Supervisor) - English Dept.z LITTLE ROCK SCHOOL DISTRICT DISTRICT DIALOGUES (Straight Talk) ISSUES REPORT FALL 1994 Six District Dialogues were conducted for LRSD faculty and staff by Dr. Henry Williams at various locations throughout the City. Annroximate fliff*n<ianCR af parh nf fhp r^ictrJpf riioli^nnAc Ic tn<4iz>nfAvl attendance at each of the District Dialogues Is Indicated in parentheses. BUDGET CURRtCUlUH AID INSTItllCTItW DISCIPIIK AM> SAFETY lEADERSHIP/EMPLOTEE RELATIONS DESEGREGATION PAREITAL/OMUNITT IMWlWfCHr PRIMCtPAlS (29) October . 1994 additional staff needed st several schools school inprovement needed st several schools (e.g. grounds and facilities) reevaluate ABACUS to determine its' effectiveness as a teaching and monitoring tool the need for security at the elementary school level -possibility of an alternative classroom on the elementary level the need for Ass't Stperintendents to have the authority to approve requests over 1200.00 -perceived lack of stDport from administrators toward principles tXto report "too many" discipline sanctions the need for better use of data collected from reports to elIminate request for duplicate Information. technical assistance needed with absentee/tardlness recordkeeping support from Central Office with enforcement of the uniform policy at the Incentive Schools -discussion about state Purchasing guldelInes TRANSPORTATION (41) October 12, 1994 CENTRAL OFFICE (20 Octcber 24. 1994 CLASSIFIB (37) Hove^r 7, 1994 TEACHERS (32) Hove^r S. 1994 ASSISTANT PRINCIPALS (17) Novodter 21, 1994 timeliness of paychecks -explanation of budget process possibility of pay Increase -probabillty of cost of living raise -status of salary classification study status of salary study -drivers eeneerned with their safety -reconnendstion to reduce the ntirber of student write-ups for bus suspension sup(5ort from principals with enforcement of bus suspension -the need to adhere to the districts hiring polley the need for clarification of contracts concerns that buses are net properly maintained -grants have been written to assist with budget deficit -must provide the best quality of education to our students -implementation of ID bodges for secondary schools current mainframe computer does not meet the needs of the district -promotion opportunities for classified staff -the need te somehow canpensate ceployee'a whose salaries have topped out consider outsourcing transportation RIF an option for 1995-96 -*ttus of Balary study recomnendatlon for a millage election -lack of congeniality and camaraderie among enployees -additional secretary needed at schools with enrollments of 400 the reed for better clarification of Mlntenance contracts -the districts policy to hire outside the district the need to address the low sorale of the classified staff -the need for appropriate use of supervision aides -policy and prece^re needed to address transferring of student records the need to address different ways to measure disparity In achievement high mobility rate of student! in the district affects test scores district eust redefine academic disparity ust be sensitive ant responsive to the nee^ of parents -additional school nurses needed -consider direct deposit as a service to enployees -a central location to house student records is needed to eliminate misplaced records -the t>eed for Intermediate Algebra to be included in the High School Curriculus -available resources for Inclusion of students with special needs -possibility of scanning ABACUS test st the schools -Inability to close disparity because of time spent dealing with discipline problems -recamendstion to develop a Teacher Task Force for input with planning -Inclusion of teachers In the decisions making -the need to review sdninlstrstors who have a large transfer request each year -reporting process often times a request of duplicate Information the need to address secondary certification If Middle Schools inplemented consistency needed with interpretation of the Student Handbooks role as it relates te discipline policy -the need for slternative classrooms and schools review 2.00 CPA requirement te participate in sports -the need to be considered pert of the Administrative team -Improved cwnnunlcations needed between LRSD and Courts in order to better assist students who are already apart of the Juvenl le sirsten the need to cemunicste to the Courts the District's attendance documentation precess status of laplementatlon of middle schools tardiness of school buses interferes with Instruction time and creates attendance problemsLITTLE ROCK SCHOOL DISTRICT DISTRICT DIALOGUES ISSUES REPORT 1993-1994 Four district dialogues were conducted for LRSD faculty/staff by Dr. Henry Williams in the Board Room at the district's administration building from November 1993 through February 1994. The approximate attendance at each dialogue Is presented in parentheses. BUDGET CENTRAL OFFICE lit) November 23, 1993 TEACHERS nS) December 16, 1993 PRINCIPALS (261 Jenuary 6. 1994 CLASSIFIED STAFF 1351 February 2, 1994 Inoreaae In Ihe coat of auppliaa for aarvicing Iha dialricl'a achoola - poaaiblY raqueeting more money Item Ihe elate for aupporl ol Ihe dietrict eooMning budgl out Iha of (ovonuo prevUod by utlng tlMmativaa to oH(( budgoi ouu aaaurence Ihel deaairied alalf wl be treated lalrly II there la a aigriiioant budget out for the 1994-95 aehod year Iha Stale of Arkanaaa lor aupporting LRSO'a oparaiioni - eotnpantatofy adueatlon funding to tehoola - adjuaimania In Iha dialricl'a apanding plana due to Ihe *7 million projected budget cut lor tha 1994-95 achool year recBpiiviiy ol central office edminiatratore rataliva lo the program planning arxf budgeting CURRICULUM AND INSTRUCTION - aiafl development, buddy ayelam, and mentoring provided for mw alalf peraona ao that an aval-changing aiudont population can ba nxita eltacllvely and affieienUv aetvad an opinion that aome leeohara leek the aanaitivitv needed lo property inlereel with all ehildran tha need to uaa Innovativa and varying alretegiea lo addreea learning dalidanciaa by aludanta - explanelion ol ourrent oollaboretive aflone with UALR to develop eduoaiional ptogrema in the ecienca and maihametiee - eligibility end aarvicing criteria for Chapter I oontlnuad addidona lo the euiilculum with nothing aver being deiaiad tha need to reorder Inaliuction to fit needa olatudenta developing aurvivel, aocial aUlla (or (acuity and ataff to baiter menage atudania In an urban achool aetbng - the poaeibiNtv ol reainnturing tha aohool day in order to better meet tha needa of all aludanta - Iha need to eoneider indireduality ol iaaming and ol maturation leadineaa when planning lor Ihe beat inatruelion LRSD'a auoceaa in providing a quoHtV education to an Incraaaingly varying atudenl providing developmenlal expetienoea lot klndargartan, fireL arxl aeoond grada atudania ao that more el Ihaea atudarrlt can axparienca tuccata during the eohool day different evenuee, methoda, lachniquee for leaching reading - diffarencet in Ihe aupporl Ihel non-magnet and magnet taechera receive - a plan of Improvement needed lo affeotlvelv addreea taechera who exemplify deflelenciee In their ablllliaa to propariy deliver Inaliuction DESEGREGATION Ihe peroepilon by aome laj^ayoia that money la being wealed end apenl unwlaaly on Ihe Implementation of Iha Oeaagregation Plan Iha need lo aaaaaa aludanta on alandardlzad leata In Iha aprlng aooordlng to funeUonal lavela inataad of giada placamant lavela the imponanea of apraading the beliel that all chiMran can laarn regatdlaii of ihelr learning malutedon taiaa - a problem of exoaaa paperwork requited by teeohara - InwIry oomarnlng the laqulaltaa for getting LRSD beyond the aueplcea of the Court Iha hnpoitanoo of learning what the Oeaagregation Plan la oommurloating a laudable atatament about the Engliah aa a Second Language lESU tulora lor being algrinoant and aueoeaaful In Impacting language for mn-Engliah apeaking atudania - a requMi Ibt ragiatratlon information in Iha apring ter the aueeaading aehoel year In ordar to anhama Inelruotlonal planning and forecaatlng by prineipala - tha need for prinolpala of Inoanllve aohoolB to have knowladge about thair daoUnlng enrollmenta end poaaibla raenifleaUone for Ihair achoola ee a reaull ol daoHnIng onroilmante antoJbnant plana let Ineantlva tohoola - leoruilment efforte which emphaeiza Ihe attributee ol LRSD Ihe likelihood of changing tha diatriet'a attendance zonee DISCIPUNEfSAFETY inv'oving the diaeipHiMZaafatv pereeptlona of Iha achoola - providing a aala end orderty cNtnale for aH oNWran and ataff - reeenl Molant. geng-relaiad eonlrontatlen al - pareaption that Iha dlatriet la ml aala a repueet for tha dlatriet lo aneure emoke-lrea buHdinga atudenta' foare about violent aelivily In our addraaaing Iha made of ohddran who have on-going amoUenal and behavior problatna preaanca and aaalgnment of polioa offioara to aneure aeourily the cell (or a dietriot-wlde forum to addreea the laauea of aervtv erW dlaoiplirre Superinlendent'a poaition to axaroiee axtrrmo mersurea for pnorantceing eefety for LRSO'e acudant populaUon tha need to oxplora aitemattvo atrategiaa for helping atudenta with aevera behavior pioblema - tha need to Inereeae the numbar ol oouneelora aerving out achoola the utilization of mental health woikera to Impaol atudania with aevera emotional end behavioral ptoUanw LEADEflSHIP/EMPLOYEE RELATIONS - Ihe Suparlntendent'a goal lo vlait on alia all achoola and programa - the dlaulol'a atandatda for moiala and ametienal aupporl of Ite ampleyaeo a dlaeuaaion about tha rationale for heving an elementary ebametiva aohool - opinlona ooneemlng Iha City ol Utde Rook'a Soard of Dlraotora impoaad eurfaw - a need lor Improvement In the aoolal relalionahipe between ataff al differing adminitiretive levelB prineipala need meta autenemy oonoerning teacher aaalgncnenta at their aohode opinion that the MItalon Slalement ehoi be lived end aotuelized In LRSD'a daily operaliona - walltv of food aarvioa oparating In LRSD tha unfair praodoa by aome prineipala to pull qu4lltv taaohara from fallow prinelpda tha need Ie addreea low morala of the oleeelflad ataff In the dialriot eonoama about agu*(V onb lob plaeainant - pareanlaga of atudania living al er below Iha poverty level Impacta the diatriet'a operadona Ihe treed lor atrong and dedaive Inatruotienal leadarahip - Iha need to eenduol a aalary aohadule atudy with input from elaaailied ataff - plane to Inoreaea Iha morale ol LRSO'a (aoulty/elaff - tha diMeultv axparionoad by prinoipale In relieving poor. Inalfeciiva taaohara tha rteod fet an operating 'eunahina club* (or Canlral Office Adminialratlon and paaiing on el - Iha need to proMda job adviaement Ie new peopla when they enter into the dillriot - Ihe opinion by prinolpala that Ihe preeaaa lor terminating ineffeetive amployeee la loo enhancing promotlonaf epportunitiee for aeeraleriea In tha LRSD, auoh aa IrMremant raiaae the ourroni griovonea prooeae datara prineipala' peralolenoe and momentum In attempting lo extriceta poorly performing - the need for a publiahed employee newelelter - Inquiry about future changea in adminlBtraiion principala have Hmitad daelalen-making - eonoarna about Ihe reduetfen of ouatodlat ataff raconwnandatioRa - Iha need lot tha dietrict to (ermulala a new plan of Improvamanl for tha termination ol taechera and other employeoa - Ihe extent and degree ihel prindpele ahouU view the idea of elie-baaed management autonomy the need to euneH Iha number of etudante retained beoauee of fulura al-riek ImpHcallona drata ooda mandataa PARENTAL/COMMUNITY INVOLVEMENT - promoting communHy Involvamont In Iha dial riel peronte' pereepdona oonoerning how altxianit ere treated al eoma el tha dialricl'a achoola - a ooneldarallon of Iha admfnlalralion'a oapeMiliea Ie aerve, aupport, and enharwe prineipela' efforta at the achool buHdinga a dlaouaalon somaming the Imieaaing number of parenta In damantary achoola who are 21 yeart oM and younger and poaaible ramifleationa for ohildran ol theaa uaing community aoureea lor reerultfnanl purpoaaaRECEIV^O LITTLE ROCK SCHOOL DISTRICT COMMUNITY FORUMS ISSUES REPORT FALL 1993 APR 5 1994 Office of Desegregation Monitoring Six community forums were conducted by Dr. Henry Williams at 7:00 p.m. at LRSD Schools throughout the city. The approximate anendance at each forum is indicated in parentheses. CLOVERDALE I33> Ociobtr 11. 1893 PARKVIEW 1321 Oclobtr 2S. 1993 BALE <311 November 10, 1993 FOREST HEIGHTS <401 November 19, 1993 ROCKEFELLER 1391 November 30, 1993 CARLAND (321 Oectrrbei 9. 1993 BUDGET ervianadon o( budget prooete axplanodon of budget . atetue e( budget planning (er the diatrici - unaqud budgole for area and Inoendva eohode ttw need to out traneportelien oetie dittriol'e ebiiiY to mdnttin and operate CURRICULUM AND INSTRUCTION teeohere ehould have eooeee to e variety of inetiuodonal malariele in ell echoole eempular dtaraoy (or iKoeotivo poptrweik re<iuirtd el itoohirt DESEGREGATION DISCIPLINE/SAFETY LEADERSHIP PAREMTAL/COMMUNITV INVOLVEMENT . amount epent on lewyere' (ate by LRSD . dletnct'e eoeounte- bHitY to reptfr end nwinttin prepedy Inner-olty, tmiAer opeiedng loheeli - look of mofnttnonct U|>k*op It Girliraf bu49trv oonMrrinit teeohere theuld udHie new Inatruotional . implementinp the LRSD Deeearsgapon Ren needed aiudlee to determine the oHeotivenMa o( the many progrwna rrvandaled In the Ce>es:eovtnn Ren - Idtndfy and impltrintnt needed dteinedvee to euepention - teeohere theuld poeteai aUlla neoterary to menage the diacipiine proWtme whioh eoour within the eehoolt prinelpda ehould modd eHaetfva Inatruedond praedoM In thdr leaderehip ioIm - eerraedng the ndaoonoepden that 'area* eohode de not provide the aame quaSty ol Inatruedon aa de Iha 'megnat* prlnelptie ehould be held aeoeunteble for the growth and devdopment of thdr ataff oommunity Invdvomom In the diatriet'e budnoBO and Mtoreeta - providing Inetrueiion at the right level e1 di(fioul1Y lor gilted etudente ehaek and balerwe ayetem and remadlation for tiudenta who era net lunodonlng at the (urior high level end LRSO't reeponeibilltiM to the Innenoltv oommuriliiee where eoheolt have been oloeed beotute e( deaegregatron efforte irrrfdr trnnvrurrtatlon burden of bleok aludente (or bringing ebout deeegregation in LRSD - dIowIng black aludente to uea unfilled eeela whioh have bean previoudy reeervad for while etudente at Irvcentive echoole . future direodono for meving LRSD beyond Iha Oeeegiagadon Plan Inirtotlone ef but drivere auoh M epeeding and not atepping al railroad eret tinge caliber of bua drivert In the dittrict - the UM of oameiH and eidM on bueM to Mdel in providing a M(a environment on Iha buaae . increadng the number el oommunity vduntaei and parente In eohode - providing Haob etudente eooeeelbllUv to their ettending eohode wNoh era outeMe el their raladva inrtencily naigfberhoode rehabUttdon ef doeed eohode In bleok correnuridee for ueeful - euggeedon that LRSD beoorvM mere proaodva In order Io dietomlnate poaitlvo informadon about tventt which era ooouning In the the degree that the Superintendent plane Io be eeteeeable and avaNtblt to the petrona of Iha liietrict - future dtrecdona lor LRSD - fcnprevod ooordinadon o( vduntMia arvd perenta for epdmd eupporl and aadeiance (er the eohode (he need to leach otudonie hew to appredato alhnio dhreraily and diaabled aludente - proepeele (or improving the ourrent detegre- gation orida Intagradon e( etudente with handioapping oendidona with the mHpamaam populaden o( tiudenta aeourlty plana and nwaeuree at high echod levd . aveHabillty of dtemadve progrema (or tiudenta who are behavior prebleme at damantary levd - odrber et aoheol but driven - eflaodvenaea o( echod preoor tcomponation oori (or ttudonti with - epiniont oonoemlna edueadofial veuehere (er prlveie eoheolt imprevinp eMeeeiblllty oondilfone In tohool buUdlngt (et nudentt with phytloel hendlo^t . Iha need to hold paronia raoponelbla for (hdt oNkfran'a dierupdva behavior orgariting a good newa oampaign about the peeidva avantt oocurring In the LRSD - olfioitnt eportlion ef the Englith et i Seeond Lenpueet Pieo<tm <ESU . ueefuInMe ef Family Uta eunloulum - an Inolualonatv ourrieulum whioh tupporta Iha teeoNng and appraoletlen of ell ethrlo gioupe tupporc lor Sparlih tpoiUng itudinti - ai^anden o< Four-YMr- OW Program at ail achode provlaien (er a ourrloulum wNoh dtcraaeee tiw dlepeiity betwMn ethnle groupt - centare end teehrwiogy to embedieh and bnprova ourrioukjm for non-Englith apaddng knplMnanutton ef whioh wll aneure that all etudente grow aoademieally. eooMy. and amotienelly with empheele on baaio akUlt and eoedemio enrlchmant while doting diaparidet In achievement - oomperieon of LRSD euriioulum with national and IntamallentI educallonei goale - eodd aUBa taught and eupportad by - ehangM In Sifted and Ttitntad EnrIehmant Program the dietrlot't future beyond the plan - diadpllna and order at the junior high ached lovd knpfovloa iht IrrtoQt e( Mloty in tfn ditirtol ultcy on tohool butM odiber of ached bua Incraeaad auperviaien pianaby the Superintendent ta doit aM eohode - partntt theuld be held rttponaibit lor their eMIdren'e behavior In the eoheolt - apeeiel prevftiorw by arrployurt (er pererita who need to ndtt work lor toheel oonlareneet - Ullng verled meaeurerrwntt to aeeaee aludent ptrformanca end eohrevenwnt leek of awarenMt by LRSD ttaohere Io teeoh Uaek etudente appropriately expendon o( the Early Childhood Program Ie other aohoelt beoaueo demonatrated at Rockefdler the need to efitr etfeotive end eflloient Ineiruedon ter the SumriMi School Frogram - blaek etudente enoountar dHfloufty in anroking In eohode where a oartain number ef aaata have been raMrvad for while etudente due to Ran - future direodono (or moving LRSD beyond the Plan gdahable *eiM,* *lnoendve,* and magnet* oehoda parpetuatM the Idea ef oepartte but equd* - the need (er eUaleglet end prograne to teeoh oonfllot reeolutlon end problem tolling the need (or LRSD to addroM the probiema of gang vfdenoe and aedvItY at the eohode the need to raduea Iha number o( etudente euepended and/or expelled . developmenl et a pubdo rdadona oampaipn gaaiad toward the Utde Rook Board ef Oireolore anf the community at large dtvalepmant ef a boner ralationahip with the media upside the eere (het It tfvon to yeunotlere In the CARE Preortm - dedieitien of GIbbt* ptrentt luppen ind purport the poltv mennei by wMoh thit eeheel operiiM dtily * enoouregemant el parental Invelvemenl wMoh Impaote petldvelY the operatren e( LRSO't - Mm (or but 4rivort mitbehevioi el ttudtnlt on bueot atudy to raved aped Re Mormadon eoneeming trana- portaticn In (he dietriol Camp Pfd(or MBMdbWty erlteria uuriBiiuiiam of Board to keep eohode open In bleok, Inrwf^ity ndghborhoode - ttetue of rebuilding deddorwnoidng proooM lor exeeudng repaira ef eohode probabdity ef dodng Carlarxt - demegrtpliie atudy to determine whet eoheolt theuld be doeed tohoola need votunlary aervloaa to help eHeel eoete Importanot of oommuriity aupport Chopler I tidring lor - Adull edueeden for perenti to mppert lenfftepe tUHlLittle Rock School CHstrict 810 W. Markham Street Little Rock, Arkansas 72201 RECEiVF^ Date: To: Through: From: Re: MEMORANDUM November 22, 1994 NOV 2 9 1994 Oilice of DesegiegattOH jnr. Ann Brown, Office of Desegregation Monitoring Dr. Russ Mayo, Associate Superintendent Dina Teagii^^ommunications Specialist Pubiic Relations Training Jeanette Wagner has advised me that you would like to observe one of the public relations training sessions that we provide for school level employees. I hope that you will accept my invitation to come to any of the following meetings scheduled this month: Garland Multi-Media Technology and Educational Research Elementary School Monday, December 5 3:03 - 3:20 p.m. Wilson Elementary School Wednesday, December 7 1:45 - 2:00 p.m. Western Hills Elementary School Wednesday, December 7 2:45 p.m. By copy of this memo, I will let the principals of these schools know that you might attend their meetings. I am very encouraged by your interest and look forward to your comments and suggestions. cc Robert Brown Franklin Davis Scott MorganLITTLE ROCK SCHOOL DISTRICT SCHOOL EVENT NOTIFICATION FORM School Date sent to Communications School Contact Person Phone Date of the event Time of the event (begins) (ends) Person in charge of event Phone (if other than school contact person) Who is doing the event? (club, partner) What is the event? Where will it be held? Why are vou doing this event? What issue are you addressing with this event? Effective schools ___ Parent involvment __ Teacher/Student recognition Student achievement ___ Other (specify') Curriculm Partners in Educ. involxement Special programs ___ Explain w'hy this event would be a good photo opportunity for the newspaper or telev'ision stations. What makes the event "visual"? BE SURE TO LET THE COMMUNICATIONS OFFICE KNOW WHEN T.V, COVERAGE HAS OCCURRED AT YOUR SCHOOL SO THAT YOU ARE CREDITED FOR REPORTING AND RECEIVING COVERAGE FOR THE lyjaMiij For Communication Office use onlv: Sent to media Date sent Did not send Comments Used by media yes no KARNLRSD Safety and Security A recent Gallup poll shows that parents across the nation are concerned about their childrens' safety and security at school. At the LRSD we are taking pro-active measures to provide a safe environment for learning. Here are some of the things we are doing, or have done for you and your children: Publish a report compiled from the Blue Ribbon Task Force committee listing the issues and recommendations for solutions. Place Police Resource Officers in all secondary schools to help provide a balance between crime prevention, education and enforcement and to provide informed positive contacts for students. Test LRSD bus drivers for drug use for a period of three years before it was mandated by state law. Cooperate with the Little Rock Police Department on incidents requiring a police report. Cooperate with parent groups to improve school environments. Provide personal alarms for teachers and staff members at a reduced cost. Employ a Safety and Security Supervisor to investigate student and parent concerns. Implement scheduled and random electronic scanning of buses, students and students lockers. Implement random/rotating assignments of security cameras and personnel to school buses Assign 43 Safety and Security Officers to secondary schools and place additional security officers in schools during the last week of school. Invite George Butterfield, consultant for the National Center for School Safety, to visit LRSD schools to address safety problems, publish a report on his findings, and present a safety workshop for administrators and principals. l(V31/94 Little Rock School District 810 W. Markham Little Rock, AR 72201 Non-Profit Organization U.S. Postage Paid Permit No. 1367 Little Rock. Arkansas .c. 1 Our Pride is Showing at the Little Rock School District The Little Rock School District has more course offerings than any other district or private school in the state. There are 125 businesses that are Partners in Education with the LRSD. LRSD leads the state with 84 counselors for its 50 schools. LRSD offers 21 advanced placement courses in its high schools. LRSD is an educational partner in the New Futures for Little Rock Youth initiative which is a $15 million grant from the Armie E. Casey Foundation. Little Rock is one of only five cities to receive this honor. LRSD has more that 489,925 books in its school libraries
that's twice the state standard. LRSD offers courses in five foreign languages: Spanish, French, German, Latin and Greek. In 1994, LRSD seniors were awarded more than $3.3 million in college scholarships. LRSD traditionally has more National Merit Scholars than any other district in the state. LRSD offers an educational program for four-year-olds, allowing parents to begin their child's learning very early. The LRSD has an Instructional Resource Center for teachers and parents with materials and services available to enhance the educational experiences of all LRSD students. In the 1994-95 school year, LRSD identified 221 seventh graders to take the SAT and ACT college entrance exams as part of the Duke University Talent Identification Program. HV31/94 LRSD offers many educational options such as incentive, area, magnet, and interdistrict schools, each with specialties unique and different. LRSD has a strong gifted and talented program. LRSD students have access to the electronic encyclopedia through the library media centers and computer labs. LRSD offers an extensive program of adult education to meet the needs of people in Central Arkansas with mbming, afternoon, evening and summer programs. More than 53% of LRSD teachers hold Master's Degrees or have more than 30 hours towards advanced degrees. Ill WORTHEN NATIONAL BANK ALLTEL HONORS Recognizing Outstanding Academic Achievement In Central Arkansas Public Schools DECEMBER 1994 A SPECIAL SUPPLEMENT TO ARKANSAS TIMES AND ARKANSAS BUSINESS These Kids Are All WET Area High School Students Part of Water Education Team Program W^orth Little Rock High School s West Campus (NLRSD) and Joe T. Robinson High School (PCSSD) are two of 14 high schools statewide entering WET this year, a hands-on water education program coordinated by the Arkansas Department of Pollution Control and Ecology (ADPC&E). The program, entering its third year, now has 30 schools and more than 500 students participating. We are very pleased to have these additional schools join the program. Its going to be an exciting year for the students as they learn about water quality in theory and in practice, says Gregg Patterson, coordinator of WET. Teachers and students from the schools ALL WETContinued on page 5 ONE )NET YEAR: With their teacher and lead sponsor representative, students from Joe T. Robinson High School, new in the WET program this year, learn about chemical testing procedures from ADPC&E's Phillip Osborne. From left are students Natasha Stearns, Kara McCowen. and David Frazier with Jim Irving (teacher), Lucy Moreland (4-H center), and James Mullins (Pinnacle Mountain State Park.) LRSD Announces Achievement Program Semifinalists Last month in Arkansas Honors, Pulaski County Special School District and North Little Rock School District announced its semifinalists in the National Achievement Scholarship Program for Outstanding Negro Students. Now the Little Rock School District is proud to announce its five semifinalists in the prestigious program. Honorees are: Roland R. Brown and Estelle Rutledge from Central High School
Michael D. Craig from J.A. Fair High School
Carmelia MacFoy from John L. McClellan High School
and Samuel Merriweather from Wilbur D. Mills High School. The achievement program is a privately financed competition for Black Americans conducted by National Merit Scholarship Corporation. These academically able high school seniors have an opportunity to continue in the competition for some 800 Achievement Scholarships, worth more than $3 million, to be awarded next spring. SEMIFINALISTS: (from left to right) Roland Brown, Estelle Rutledge. Michael Craig, and Carmelia Macfoy. Not pictured: Samuel Merriweather 2 ARKANSASHONORS ARKANSAS HONORS Contacts LRSD Advanced Placement Scholar Awards JEANETTE WAGNER Director of Communications Little Rock School District 324-2020 u- J-Sixteen students at Little Rock Central High School and one student at Hall High School have been named AP Scholars by the College Board in recognition of their exceptional achievement on the college-level Advanced Placement (AP) Examinations. Also, one Central student, Matthew Dorfman, was named Arkansas AP Scholar of the Year 1994. The College Board recognizes three levels of achievement: the AP Scholar with Distinction, the AP Scholar with Honor, and the AP Scholar. At Central, five students qualified for the AP Scholar with Distinction Award by earning grades of 3 or above on five or more AP Examinations, with an average exam grade of at least 3.5. These students are: Eric Chen, now a freshman at Harvard University Matthew Dorfman, now at Rice University aAndrew Frits, now at Georgia Tech aDaniel Holt, now at Princeton University aAmy Morgan, now at the University of Chicago. The AP Scholar with Honor goes to students earning grades of 3 or above on four or more AP Examinations with an average exam grade of at least 3.25. These students are: Jonathan Barger, now at Vanderbilt University Clifton Leigh, now at M.I.T. Cory Walker, now at Macalester College (Minn.) AP Scholars complete three or more AP Examinations with grades of 3 or higher. The Central scholars are: Sarah Fan, now at Amherst College (Mass.) Amy Hoth, now at Wartburg College (Iowa) Victoria Kumpuris, now at Washington &Lee University oHenry Murphy, now at Rhodes College Elbert Traister, now a senior at Little Rock Central Christa Twyford, now at the University of South Carolina Lisa Vehik, now atDartmouth CollegeTamara Ward, now at the University of Arkansas, Fayetteville Hall Highs Mark Dyer was recognized as an AP Scholar. Approximately 10 percent of Americas graduating seniors have taken one or more AP Examinations. Only about 12 percent of Matthew Dorfman the more than 450,000 students who took AP Exams in 1994 performed at a sufficiently high level to merit such recognition. The exams, which students take in May after completing challenging college-level courses at their high school, are graded on a five-point scale. Most of the nations colleges and universities award credit and/or placement for grades of 3 or higher. SHARA B. BRAZEAR Communication Specialist North little Rock School District 771-8000 & W SUSIE ROBERTS Administrator for Informational/ Special Services Pulaski Co. Special School District 490-2000 A KELLY FORD Special Editor to Arkansas Times and Arkwsas Business 664-6454 Outstanding First-Year Teacher AIs. Lisa Miller has been nominated to represent the Little Rock S chool District in the Sallie Mae First Class Teacher Awards, sponsored by the American Association of School Administrators. These awards honor outstanding first-year elementary or secondary school teachers. Miller is a fourth-grade teacher at Jefferson Elementary School and began her teaching career last year at the LRSD. She was selected for the nomination for her ability to make learning real to students by using different mediums for children toex-press values, self-worth and opinions. Some of her teaching methods incorporate current events and collages with group speaking and writing activities. lAsa Miller Liz Fulton AP&L Names Outstanding Teacher Liz Fulton, a science teacher at North Little Rock -West Campus, was honored by Arkansas Power and Light as an Outstanding Teacher of the Year, one of ten superior Arkansas educators so named. Ms. Fulton has taught in the North Little Rock School District for the last 10 years. An awards banquet including a reception and dinner was held in her honor October27 in the Camelot Hotel in Little Rock. Ms. Fulton was presented $500 in cash and the AP&L distinguished teachers commemorative award. SUPPLEMENT TO ARKAMSAS TIMES AMD ARKANSAS OUSINESS 3 Simply Delicious Try Dining At This School-Based Full-Service Restuurunt It's Simply Delicious....and the food is too! Simply Delicious, located at Pulaski County Special School Districts North Pulaski High School, is the states only school-based, full-service restaurant operated by students. Open to the adult public and NPHS faculty and staff for lunch Tuesday to Friday from 11:15 a.m. - 1 p.m., the restaurant is operated by juniors and seniors enrolled in the Occupational Home Economics Program. The students earn credit and receive the unique opportunity of becoming real entrepreneurs while completing their high school education, says instructor Ginger Price. Students sell home-made yeast rolls at Thanksgiving and Christmas
the proceeds pay their way to the national VICA conventions. The rolls, either herb or plain, cost $3 per dozen and can be frozen. Orders can be placed by calling 982- 8960. Simply Delicious VICA students have placed as one of the top three teams in the nation in the club business/parliamentary procedure category for the past several years at the national convention. The students consistently take top awards in the culinary arts division at state VICA meetings. Simply Delicious is also available for catering parties and other special events. Students have catered receptions at the Governors Mansion, PCSSD Board of Education events, weddings, anniversary parties and luncheons, and evening meals for business and civic organizations. Association Names Arkansas Speech Teacher of the Year SLR Teacher Honored & h 1^: Lisa Tiller, North Little Rock - East Campus debate and communication survey teacher, has been named Arkansas Speech Teacher of the Year by the Arkansas State Communication Association. The organization of high school or college speech and theater teachers recognizes one high school teacher every year for outstanding work in the area of speech and theater in the classroom and in the organization. Ms. Tiller has been a member of ASCA and taught in the North Little Rock School District for 7 years. She has served on several committees, but her primary interest is with the Student Congress Committee
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.