{"response":{"docs":[{"id":"bcas_bcmss0837_711","title":"Student achievement","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Student assistance programs","Educational statistics"],"dcterms_title":["Student achievement"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/711"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["241 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nDate: June 16, 1999 To: All Associates From: Re: LRSD Collective Responsibility Proposal Attached is a draft document that Bonnie Lesley would like for us to look over. She wants our feedback, but would like for us to keep the document in-house since its only a draft at this point. Her proposal is in response to Dr. Carnines request that Bonnie develop accountability processes, standards, rewards, and sanctions for the LRSD. Hes on a value-added kick (business buzzword that the business world is about tired of but the education world is just now discovering), which youll note in the document. Bonnie tried to weave in the state accountability standards to avoid duplication or conflicts, thereby hopefully forestalling those annoying feelings of confusion and overload that are on the loose in the LRSD these days. Bonnie welcomes all comments, questions, etc. When you have a chance, just type up any comments and 111 put them all together and give them to her with no names attached. Thanks.?-i5 --1 Collective Responsibility for Student Achievement definition of \"Collective Responsibility\" \"Collective Responsibility\" means that all the adults in the district and at each school hold themselves accountable for all the students' meeting the challenging behavior and academic content standards and benchmarks established by the Board of Education, by the state for accreditation, by federally funded programs, and by external funders of reform initiatives approved by the Board of Education. District-level staff share with school-level staffs in the \"collective responsibility\" for school improvement. This critically important attitude is developed and nurtured through professional learning communities established by the District and each school. In addition, the Superintendent shall ensure that all job descriptions of appropriate District-level and building-level staff\nannual work plans\nDistrict-level processes and schoollevel parameters for decision-making\npersonnel hiring, assignment, promotion, and evaluation systems\nand the professional development programs are results-based and aligned with the improvement indicators established in the Quality Index. Reporting Responsibilities The Superintendent shall report to the Board of Education annually on progress related to the implementation of the Strategic Plan and the Revised Desegregation and Education Plan. In addition, so that the community is also informed on the District's progress in meeting expected improvement goals, the following reports must be submitted to the Board of Education in open sessions. district Annual Performance Report The Annual Performance Report is to be submitted to the Board of Education no later than August 30 annually. It shall include data relating to each of the quality indicators, including the baseline year data so that progress can be identified. The Annual Performance Report shall also include the accreditation status and accountability status for each school, as determined by the State of Arkansas. 1Building-Level Report Cards Building-Level Report Cards shall be published and distributed to parents and other interested patrons annually. These report cards shall include the data mandated by the State of Arkansas, but also school data relating to improvement gains and to other quality indicators not included by the State. School principals shall disseminate these reports to all the staff members and parents in their school community and make them available to interested patrons. At least one parent meeting shall be conducted annually by the Campus Leadership Team and the principal to discuss the performance of the school and planned short- and long- range improvements. Accreditation and Accountability Status If a school has been identified for \"school improvement,\" as per Title I regulations and/or if the school is conditionally accredited or nonaccredited, then the designation and an explanation of its implications, as well as the accountability status of the school as defined by the State shall be included in the building-level report card. Program Evaluations The results of any internal program evaluation studies or evaluations of grant-funded projects are to be provided to the Board of Education within a month of their submission to the Superintendent and/or to the funding organization. Academic Quality Indicators The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following academic indicators based on the State's criterion-referenced tests: 2Indicator____________ Performance on State- Mandated Criterion- Referenced Tests Goal (Definition)______________ 100% of a school's students shall perform at or above the \"proficient\" level in reading and writing literacy. The percent of students performing at or above the \"proficient\" level in reading and writing literacy on the criterion- referenced tests will meet or exceed the improvement goal each year. 100% of a school's students shall perform at or above the \"proficient\" level in mathematics. The percent of students performing at or above the \"proficient\" level in mathematics on the criterion-referenced tests will meet or exceed the improvement goal each year. Grade Level(s) Grades 4, 6,8 Performance on State- AAandated Criterion- Referenced Tests 1007o of a school's secondary students shall perform at or above the \"proficient\" level in Algebra I. The percent of secondary students performing at or above the \"proficient\" level in Algebra I will meet or exceed the improvement goal each year. Secondary 3100% of a school's secondary students shall perform at or above the \"proficient\" level in Geometry. The percent of secondary students performing at or above the \"proficient\" level in Geometry will meet or exceed the improvement goal each year. 100% of a school's secondary students shall perform at or above the \"proficient\" level in Literacy. The percent of secondary students performing at or above the \"proficient\" level in Literacy will meet or exceed the improvement goal each year. J Additional District-Selected Indicators The following additional academic indicators have been established by the Little Rock School District: Indicator Performance on bistrict-adopted kindergarten literacy test Goal (Definition)______________ 100% of a school's students shall perform at or above the \"proficient\" level in literacy. Grade Level(s) Kindergarten The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year, 4Performance on district-adopted grade 1 literacy test 1007o of a school's students shall perform at or above the \"proficient\" level in literacy. Grade 1 Performance on SAT9, a norm-referenced fest The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year.________________ 1007o of a school's students shall perform at or above the 50 percentile in reading. .th Grades 5, 7,10 The percent of students performing at or above the 50 .th percentile in reading will meet or exceed the improvement goal each year. 100% of a school's students shall perform at or above the bO^ percentile in mathematics. The percent of students performing at or above the 50 percentile in mathematics will |th meet or exceed the improvement goal each year. 5Performance on district-adopted quarterly criterion- referenced tests 100% of a school's students shall perform at or above the \"proficient\" level in reading each quarter. Grades 2-11 The percent of students performing at or above the \"proficient\" level in reading each quarter will meet or exceed the improvement goal. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year. 100% of a school's students shall perform at or above the \"proficient\" level in mathematics each quarter. The percent of students performing at or above the \"proficient\" level in mathematics each quarter will meet or exceed the improvement goal. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year. 6Enrollment in Pre-AP and/or AP Courses Enrollment in Algebra I in grade 7 or 8 Enrollment in Foreign Language in Grade 8 1007o of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course each year will meet or exceed the improvement goal each year.____________________ 1007o of a middle school's students will be enrolled in Algebra I in either grade 7 or 8. The percent of students enrolled in Algebra I in grades 7 or 8 will meet or exceed the improvement goal each year.________________ 1007o of a middle school's students will enroll in Level I or Level II of a foreign language in grade. The percent of students enrolled in Level I or Level II of a foreign language in grade 8 will meet or exceed the improvement goal I each year. Grades 6-12 Grade 7 or 8 Grade 8 7Honors Seal on High School diploma 1007o of a high school's students will complete the requirements to earn the Honors Seal on their diplomas. Grades 9-12 Taking the ACT The percent of students completing the requirements for the Honors Seal will meet or exceed the improvement goal each year.____________________ 100% of a high school's students will take the ACT. Grades 11-12 Performance on the ACT The percent of students taking the ACT will meet or exceed the improvement goal each year. 1007o of a high school's students will earn a score of at least 19 on the ACT. Grades 11-12 Taking Advanced Placement Examinations The percent of students earning a score of 19 or above will meet or exceed the improvement goal each year.____________________ 100% of a high school's seniors will take at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the improvement goal each year. Srades 11-12 8Performance on Advanced Placement Examinations Completion of Graduation Requirements 1007o of a high school's students taking AP examinations will score a \"3\" or above. The percent of students earning a score of \"3\" or above on AP examinations will meet or exceed the improvement goal each year. 1007o of a high school's seniors will complete all the graduation requirements prior to participation in the graduation ceremony, Grades 11-12 Grade 12 The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the improvement goal each year, A school's performance on these district-selected indicators may be reflected in a local supplement to the state-mandated Building-Level Report Card or as a part of the narrative in the Tier III report that becomes a part of the state's Building-Level Report Card. Improvement Goals Every year, each school's goal for annual rate of improvement will be determined by dividing the total percent of students below the desired performance level by 10. \"Value-added\" improvement goals will be established based on statistical information provided by the testing vendor(s). Value-Added Gains The bistrict-adopted criterion-referenced tests for grades K-11 will be administered to provide pre- and post-test scores so that gains of individual students may be measured annually. Only those scores of students who were 9in the school the previous test administration will be used in calculating value-added gains. The purpose of this measure is to be able to determine the extent to which a school adds value\" through individual students' gains. In other words, regardless of whether students attain the \"proficient\" level at any given grade, the District is interested in whether the students progressed toward proficiency\" during that year. Rewards for Schools The District shall develop a system to reward (a) schools absolutely meeting all the State's performance indicators and (b) schools demonstrating improvement: meeting a preponderance of the improvement goals established by the State of Arkansas and LRSD. The District shall determine a point system and a definition of predonderance.\" Quality Schools and Improving Schools Quality Schools and Improving schools may be recognized and rewarded in the following ways, as determined by the Superintendent\na. A presentation will be made to the Board of Education on the school's achievements involving both staff and parents, a press release commending the school's performance will be issued, and schools will be featured in District publications, on cable television, and on the web page. b. The school may be designated as a mentor school and granted resources to provide technical assistance and support to another school in the District identified for improvement. c. As appropriate, the District will support a school's application for state and national recognition in the national Blue Ribbon School program. d. The District will collaborate with the community to identify other possible recognitions of the school's progress and achievement. e. Schools will receive a grant to encourage and facilitate further improvement. The amount of the grant will be determined by annual budget appropriations. Awarded funds will be used for innovative programs, to provide additional materials and supplies, to support technology enhancements, to improve meaningful parent involvement, and/or for professional development of the staff. f. Each school will receive a banner/f lag that celebrates its success. 10Rewards for Staff and Students Each Quality and each Improving School is encouraged to design, in collaboration with parents and the community, celebrations of success and recognition for contributing teachers, teacher teams, other staff, and parent/community volunteers, as well as students who meet the performance goals. 11Sanctions According to ADE and the State Board of Education, sanctions in the ACTAAP system are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. The LRSD supports this view. Each LRSD school is expected to achieve annually a minimum percentage of its total possible points assigned for the performance indicators in the ACTAAP system for accountability. Failure to do so will result in the following designations: First year: Second year: Third year: Fourth year: Fifth year: Sixth year: High Priority Status Alert Status Low Performing Status Academic Distress Phase I Status Academic Distress Phase II Status Academic Distress Phase III Status To be eligible for removal of any santion designation, leading up to, but not including. Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase I, a school must comply with the rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the designationof Academic Distress Phase II, and so forth. The District will not identify schools for sanctions. Rather, the District will ensure the following levels of technical assistance and/or corrective actions for schools identifed for improvement by the State. In other words, the District will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts. To that end, the District has reorganized staff in the Division of Instruction to form a multi-disciplinary School Improvement department composed of four teams: (a) Testing and Program Evaluation\n(b) Professional Development\n(c) Technical Assistance (COE and Title I)\nand (d) Planning, Development, and Accountability. These teams will be supplemented by three additional teams 12 in the Teaching and Learning department\n(a) Curriculum and Instruction\n(b) Special Programs\n(c) VIPs and Parent Involvement, A common mission for all Division of Instruction teams will be to help schools help students achieve the challenging standards established by the State of Arkansas and the LRSD and as measured by the various performance indicators. The following technical assistance and support services are established for schools requiring improvements: First Year\nHigh Priority Status A school identified by ADE as High Priority Status\" is a school that for two consecutive years has not met the expected improvement goals. The Superintendent will ensure that staff are designated to\n1. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. 2. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waivers of any policies or regulations that impede the ability of the school to educate its students. 3. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being implemented at the school (meetings conducted, participation of CLT members, quality of the School Improvement Plan, use of disaggregated data for decision-making, action research projects underway, sense of collective responsibility, quality of professional development, etc.). 4. Require that the recommendations from the School Improvement Audit be addressed in the following year's School Improvement Plan, if not immediately. 5. Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal and the Campus Leadership Team formative data and making suggestions for modifications and adjustments to the implementation plan. 136. Provide the principal, the broker, members of the Campus Leadership Team, and other appropriate staff opportunities to participate in professional development activities that should lead to school improvement. Year Two: Alert Status A school identifed as \"Alert Status\" is a school that failed to make necessary improvements after identification as \"High Priority Status.\" The Superintendent will ensure that staff are designated to: 1. Inform the principal, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation and its implications. 2. Conduct a comprehensive Curriculum Audit, including interviews with most staff and representative numbers of students and parents. A written report will be compiled by the audit team, approved by the Assistant Superintendent for School Improvement and the Associate Superintendent for Teaching and Learning and provided orally and in writing to the Associate Superintendent for School Operations, the Assistant Superintendent for School Operations, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the school's improvement efforts. 3. The School Improvement Plan for the following year, if not immediately, must address the recommendations from the Curriculum Audit. 4. Provide appropriate technical assistance as the school develops and implements its School Improvement Plan so that it addresses specific elements of student performance and includes waivers of any policies or regulations that impede the ability of the school to educate its students. At this stage, the District may mandate the implementation of specific actions, professional development, or programs to address needs identified in the Curriculum Audit and/or the analysis of disaggregated student performance data. 5. The District shall take corrective action during the Alert Status year through one or more of the following\na. Decrease the decision-making authority of the Campus Leadership Team\n14b. Require participation in remedial training or professional development and then implementing the necessary changes\nc. Reflect the school's low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Year Three: Low Performing Status A school identified as \"Low Performing Status\" is a school that failed to make necessary improvements after its identification \"Alert Status.\" If a school fails to make acceptable progress within its third year of sanctions, then the District shall apply \u0026lt; or more of the following sanctions: as one a. b. c. d. Revoke the authority of the school to design its School Improvement Plan and budget. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance of the school. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Year Four: Academic Distress Phase I Status If a school fails to make acceptable progress within its fourth year, then the District shall apply one or more of the following sanctions: a. Revoke the authority of the school to design its School Improvement Plan and budget. b. Require participation in remedial training or professional development and then implementing the necessary changes. c. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance of the school. 15d. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Sanctions for Central Office Upon the Superintendent's recommendation, the performance evaluations of central office staff designated to provide leadership in human resources, teaching and learning, school improvement, school operations, administrative services, and technology, including members of the Superintendent's Cabinet, shall also reflect the schoools' low performance if it can be determined that they shared responsibility, through their decisions or actions, or lack thereof, for the low achievement of schools identified for sanctions. School Role When Identified for Sanctions Each school identified for sanctions shall: a. In consultation with central staff and the Campus Leadership Team develop or revise a School Improvement Plan in ways that have the greatest likelihood of improving the performance of all children in meeting the expected improvement goals outlined in ACTAAP and the Quality Index. b. Align all the school's systems and resources behind the effective implementation of the plan. c. Submit the plan in a timely manner to school and District-level staff for review, feedback, and approval. d. Implement the plan, conducting self-monitoring on a frequent basis to determine success and then making appropriate adjustments. e. Consult frequently with District-level staff assigned to support the school and to provide technical assistance. f. Improve the skills of its staff by providing effective professional development activities. At least ten percent of the Title I funds (if received) shall be committed over a two-year period to professional development\nor the school must otherwise demonstrate that it is effectively carrying out professional development activities from other funding sources. Decisions about how to use the professional development funds shall be made 16by teachers, principals, and other school staff in that school during the first year a school is identified for sanctions. 17C\nPage 1 of2 From: To: Date: LESLEY, BONNIE \u0026lt;BALESLE@IRC.LRSD.K12.AR.US\u0026gt; 'asbrown@aristotle.net' \u0026lt;asbrown@aristotle.net\u0026gt; Tuesday, July 13, 1999 2:47 PM Subject: Collective Responsibility Thanks to all of you for your feedback. You'll see much of it incorporated into the attached latest draft. We appreciate the time that everyone took to review this lengthy document. Many of your comments were very helpful and have made it stronger. One problem, it was clear, is that some of you have not seen the state ACTAAP plan, and you wrote all over the state portions without undersanding that we can't change those. The state's indicators were copied verbatum, as were the names of the levels, of sanctions. What we did was take the state system and then build around it our own local indicators and local systems of support, rewards, and sanctions. You may want to review the ACTAAP plan on the ADE web page. It will make our plan much more understandable. There have been multiple revisions to the draft that I gave to you. We received feedback from Dr. Steve Ross, from the Cabinet, from the Supt., and last Thursday from board members, in addition to your comments, so this new draft reflects all those suggestions. You all used the following words to describe our inclusive goals of 100% (some of which are from the state and cannot be changed): \"artificial, \"airheaded,\" \"diminishing the value of honors,\" \"not realistic,\" \"incongruous,\" \"premature,\" \"set up for failure,\" \"dream on,\" and so forth. Many of us are very uncomfortable with a goal statement reflecting fewer than 100%, however, for we fear that some will interpret that to mean that II tl tl II we have differentiated expectations for students. We are especially uncomfortable if anyone interprets those differentiated expectations to be racial-for we believe exactly the opposite! We feel strongly that if we do not aim high and inclusively, then we will continue to get the same poor results. We especially believe that high goals are important on CRTs. And we do not want anyone to ask, \"Whose kid are you giving up on?\" ill You will note that the new draft, nevertheless (and against my personal better judgment), changes many of the percentages to reflect those in the Strategic Plan--65% above grade level, for instance, on the SAT9, and 90% mastery of CRTs since one of the goals says 9 of 10 will meet standards. In truth, we are most interested in schools' progress toward meeting the goals, not that all the schools will absolutely perform at the goal level. See what you think. The suggestions that you all made that were the most helpful were as follows: * use a chart to display the actions to be taken each year of sanctions and to assign responsibility for each action. *clarify that the ADE, not the State of Arkansas, has done or will do certain things. define the various kinds of goals earlier in the document-before the tables rather than after them. 7/13/99*be more Page 2 of 2 specific about when sanctions will be applied to central office clarify the definitions of \"Quality Schools\" and \"Improving Schools. Again, thanks to all of you for your help. 1 am attaching a copy of the latest draft--the one that will be presented to the board next week. Collective Responsibility for Student Achievement.doc 7/13/99Collective Responsibility for Student Achievement Definition of Collective Responsibility Collective Responsibility means that all the adults in the District and at each school hold themselves accountable for all the students meeting the challenging behavior and academic content standards and benchmarks and other outcomes established by the Board of Education, by the state for accreditation, by federally funded programs, and by external funders of reform initiatives approved by the Board of Education. District-level staff share with school-level staffs in the collective responsibility for school improvement. This critically important attitude is developed and nurtured through professional learning communities established by the District and each school. In addition, the Superintendent shall ensure that all job descriptions of appropriate District-level and building-level staff\nannual work plans\nDi strict-level processes and school-level parameters for decision-making\npersonnel hiring, assignment, promotion, and evaluation systems\nand the professional development programs are results-based and aligned with the improvement indicators established in the Quality Index. Reporting Responsibilities The Superintendent shall report to the Board of Education annually on progress related to the implementation of the Strategic Plan and the Revised Desegregation and Education Plan. In addition, so that the community is also informed on the Districts progress in meeting expected improvement goals, the following reports must be submitted to the Board of Education in open sessions. District Annual Performance Report The Annual Performance Report is to be submitted to the Board of Education no later than August 30 annually. It shall include data relating to each of the Quality Indicators, including the baseline year data so that progress can be identified. The Annual Performance Report shall also include the accreditation status and accountability status for each school, as determined by the Arkansas Department of Education. School Performance Reports The state-mandated School Performance Reports shall be published and distributed to parents and other interested patrons annually. These report cards shall include the data mandated by the Arkansas Department of Education, but also school data relating to the Districts Quality Indicators. School principals shall disseminate these reports to all the staff members and parents in their school community and make them available to interested patrons. At least one parent meeting shall be conducted annually by the Campus Leadership Team and the principal to discuss the 1performance of the school and planned short- and long-range improvements. The District may disseminate school-level supplements to the School Performance Reports to include data relating to District-selected Quality Indicators. Accreditation and Accountability Status If a school has been identified for school improvement, as per Title I regulations and/or if the school is conditionally accredited or nonaccredited, then the designation and an explanation of its implications, as well as the accountability status of the school as defined by the State shall be included in the School Performance Report. Program Evaluations The results of any internal program evaluation studies or evaluations of grant-funded projects are to be provided to the Board of Education within a month of their submission to the Superintendent and/or to the funding organization. School Improvement Plans Although there are multiple state and local indicators, Campus Leadership Teams should select, based on their data analysis, three to five priority improvement goals as a focus for the School Improvement Plan. (See the Arkansas Comprehensive School Improvement Planning process.) 2State Quality IndicatorsTier I The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators based on performance goals for Tier I: State Indicator Performance on State- Mandated Criterion- Referenced Tests Goal (Definition)______________ 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. Grade Level(s) Grades 4, 6, 8 100% of a schools students shall perform at or above the proficient level in mathematics. Performance on State- Mandated Criterion- Referenced Tests 100% of a schools secondary students shall perform at or above the proficient level in Algebra I. Secondary 100% of a schools secondary students shall perform at or above the proficient level in Geometry. School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher____________ Professional Development School Safety 100% of a schools secondary students shall perform at or above the proficient level in Literacy. At least 99% of secondary students will remain in school to complete the 12* grade._________________ Average daily attendance rate will be at least 95%.________________ 100% of a schools classes will be taught by an appropriately licensed teacher._______________________ 100% of a schools certified staff will complete at least 30 hours of approved professional development annually.__________ Schools will be free of drugs, weapons, and violent acts. Grades 7-12 Grades K-12 Grades K-12 Grades K-12 Grades K-12 3State Quality Indicators^Tier II The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators for Tier II. Tier II indicators are based on trend and improvement goals. Trend goals will be established for different cohorts of students, and improvement goals will be established for the same cohort of students over time. State Indicator Performance on State- Mandated Criterion- Referenced Tests Goal (Distlrtition)______________ The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion- referenced tests will meet or exceed the trend and improvement goals each year. Performance on State- Mandated Criterion- Referenced Tests The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Literacy will meet or exceed the trend goal each year. Grade Level(s) Grades 4, 6, and 8 Secondary 4Tier 11School Selected Indicators (Schools Select Any 5) State indicator Drop-outs Average Daily Attendance_________ Classes Taught by an Appropriately Licensed Teacher____________ Professional Development School Safety Other School Selected Indicators Goal (Definition)_______________ Secondary schools will improve the percentage of students who stay in school to complete the 12* grade. Schools will improve their average daily attendance rate.____________ Schools will improve the percent of classes taught by an appropriately licensed teacher._______________ Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts._______ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Grade Levet(s) Secondary All levels All levels All levels All levels All levels 5Additional District-Selected Indicators The following additional academic indicators (based also on both performance and trend/improvement) have been established by the Little Rock School District. Value-Added Goals or Improvement Goals The District-adopted criterion-referenced tests for grades K-11 will be administered to provide pre- and post-test scores so that gains of individual students may be measured each semester. Only those scores of students who were in the school the previous test administration will be used in calculating value-added gains (or improvement). The purpose of this measure is to be able to determine the extent to which a school adds value through individual students gains. In other words, regardless of whether students attain the proficient level at any given grade, the District is interested in whether the students progressed toward proficiency during that year. Both trend and improvement data will be tracked as well. LRSD indicator Performance on District- Adopted Kindergarten Literacy Test Goal (Definition)______________ 90% of a schools students shall perform at or above the proficient level in literacy. Grade Level(s) Kindergarten Performance on District- Adopted Grade 1 Literacy Test The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the trend goal each year. 90% of a school's students shall perform at or above the proficient level in literacy. Grade 1 The percent of grade 1 students demonstrating gains from the pretest to the post-test will meet or exceed the trend and improvement goals each year. i 6LRSD Indicator Performance on SAT9, a Norm-Referenced Test Goal (Definition) 65% of a schools students in every Grade Level(s) Grades 5, 7, 10 sub-group of race and gender shall ,th perform at or above the 50 percentile in reading. The percent of students in every sub-group or race and gender performing at or above the 50^ percentile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every sub-group of race and gender shall perform at or above the 50'^ percentile in mathematics. Performance on SAT9, a Norm-Referenced Test The percent of students in every sub-group of race and gender performing at or above the 50'^ percentile in mathematics will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in mathematics. The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. 7LRSD Indicator Performance on SATO, a Norm-Referenced Test Goal (Definition) _____________ At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in mathematics. Grade Level(s) Performance on District-Adopted Criterion-Referenced Tests The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.________________ 90% of a schools students shall perform at or above the proficient level in reading each semester. The percent of students performing at or above the proficient level in reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the improvement goal each year. Grades 2-11 8LRSD indicator Gc^l (Definition) ___________ 90% of a schools students shall perform at or above the proficient level in mathematics each semester. Grade liMt(s) Enrollment in Pre-AP and/or AP Courses Enrollment in Algebra I by grade 8 Honors Seal on High School Diploma The percent of students performing at or above the proficient\" level in mathematics each quarter will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the improvement goal each year._________________________ 65% of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 90% of a middle schools students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Grades 6-12 Grade 8 Grades 9-12 9IZRSD Indicator Taking the ACT Gd^i (Deflhitlon)_______________ 65% of a high schools students will take the ACT. Grade Level(s) Grades 11-12 Performance on the ACT The percent of students taking the ACT will meet or exceed the trend goal each year.________________ 90% of a high schools students who take the ACT will earn a score of at least 19. Grades 11-12 Taking Advanced Placement Examinations The percent of students earning a score of 19 or above will meet or exceed the trend goal each year. 65% of a high schools graduates will have taken at least one AP examination. Grades 11-12 Performance on Advanced Placement Examinations The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high schools students taking AP examinations will score a 3 or above. Grades 11-12 Completion of Graduation Requirements The percent of students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year._________ 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony, The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. Grade 12 A schools performance on these District-selected indicators may be reflected in a local supplement to the state-mandated School Performance Report or as a part of the narrative in the Tier III report that becomes a part of the states School Performance Report. 10Indicators by School Level On the following pages are lists of the state and district indicators by school level. These indicators include the priorities established in the LRSD Strategic Plan, the Revised Desegregation and Education Plan, the National Science Foundation Project, Title I, ACTAAP, and ACSIP. Also included in the tables are the columns of data that will be used to determine a schools status. 11Quality Indicators for Elementary Schools Baseline Year 1998-99 1998-99 1999-00 1999-00 1999-00 1990-00 1998-99 1998-99 Grade Levels 4 4 K-5 K-5 K-5 K-5 4 4 State Indicators - Tier I - Performance on State Mandated Criterion- Referenced Grade 4 Literacy T est Performance on State Mandated Criterion- Referenced Grade 4 Mathematics Test Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Pedormance on State- Mandated Criterion Referenced Grade 4 Literacy Test Performance on State- Mandated Criterion- Referenced Grade 4 Mathematics Test Goal (Definition) 100% of a school's students shall periorm at or above the proficient\" level in reading and writing literacy. 100% of a school's students shall perform at or above the proficient\" level in mathematics. Average daily attendance rate will be at least 95%._________________________________ 100% of a school's classes will be taught by an appropriately licensed teacher. 100% of a school's certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. The percent of students performing at or above the proficient\" level in reading and writing literacy on the criterion-referenced test will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient\" level in mathematics on the criterion-referenced test will meet or exceed the trend and improvement goals each year. Your Results Growth Goal Your Growth Your\nScoire 12Baseline Year Grade Levels 1999-00 K-5 School-Selected Indicators Tier II (Select five.) Average Daily Attendance Goal (Deiinltion\u0026gt; ' Your Results Growth Goat Your Growth Your Score 1999-00 K-5 1999-00 K-5 Classes Taught by an Appropriately Licensed Teacher Professional Development Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. 1999-00 K-5 School Safety 1999-00 K-5 Other School Selected Indicators Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. LRSD Elementary School Quality Indicators Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1999-00 K Performance on District- Adopted Kindergarten Literacy T est 90% of a school's kindergarten students shall perform at or atxive the proficient level in literacy. Your Results Growth Goal Your Growth Your Score 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test The percent of kindergarten students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year. 90% of a school's grade 1 students shall perform at or above the \"proficient level in literacy. 13Bas^ine Year 1999-00 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 1 5 5 5 5 5 5 5 LRSD Indicators Performance on District- Adopted Grade 1 Literacy Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9. the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Mathematics Test Goal (Definition) The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year. 65% of a school's students in every subgroup of race and gender will perform at or above the 50'\" percentile in reading. The percent of a school's students in every sub-group of race and gender performing at or above the 50'\" percentile will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in reading. The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform atxjve the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a school's students shall perform al or above the 50'\" percentile in grade 5 mathematics. Your Results Growth: Goat Your , Growth Your Score 14Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 5 5 5 5 5 2-5 2-5 2-5 LRSD Indicators Goat {Definition} Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SATO, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Readinq Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of students performing at or above the SO' percentile in grade 5 mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in mathematics. The percent of a school's students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in mathematics. The percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement qoals each year. 90% of a school's students shall perform at or above the \"proficient level in grades 2-5 reading each semester. The percent of students performing at or above the \"proficient\" level in grades 2-5 reading will meet or exceed the trend and improvement qoals each semester. The percent of students demonstrating gains from the grades 2-5 reading pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth ,Your Score 15Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1999-00 2-5 1999-00 2-5 1999-00 2-5 Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test 90% of a school's students shall perform at or above the proficient\" level in grades 2-5 mathematics each semester. The percent of students performing at or above the \"proficient\" level in grades 2-5 mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 mathematics pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth Your Score 16Quality Indicators for Middle Schools Baseline Year Grade teweis 2001-02 6 1999-00 8 2001-02 6 1999-00 8 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) 1999-00 7-8 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test School Dropout Goal (Definition) 100% of a school's students shall perform at or above the proficient\" level in grade 6 reading and writing literacy. 100% of a schools students shall perform at or above the proficient\" level in grade 8 reading and writing literacy. 100% of a school's students shall perform at or above the \"proficient\" level in grade 6 mathematics. 100% of a school's students shall perform at or above the proficient\" level in grade 8 mathematics. 100% of a school's grade 7 or 8 students who complete Algebra I shall perform at or above the \"proficient\" level. 100% of a school's grade 8 students who complete Geometry shall perform at or above the proficient\" level. 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher At least 99% of secondary students will remain in school to complete the 12' grade. Average daily attendance rate will be at least 95%. 100% of a school's classes will be taught by an appropriately licensed teacher. Your Results Growth Goal Your GrciWttt your 17Baseline Year Grade Levels 1999-00 6-8 State Indicators Tier I Professional Development Goal (Definition) 1999-00 6-8 School Safety 100% of a school's certified staff will complete at least 30 hours of approved professional development. Schools will be free of drugs, weapons, and violent acts. Your Results Growth Goal Your Growth Your Score Basetine. Year Grade Levels 2001-02 6 State-Mandated Indicators .Si\n, Tier II ' Performance on State- Mandated Criterion- Referenced Literacy Test. Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test. 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test. 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics Test. The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient\" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient\" level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. 18Baseline Year Grade Levels 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) State-Mandated Indicators Tier II Performance on State- Mandated Criterion- Referenced Mathematics Test. Performance on State- Mandated Criterion- Referenced Mathematics Test. Goal (Deflnlllon) Your Results Growth Goal Your Growth Your Score Baseline Year Grade Levels 1999-00 e-8 SchodhSeteMd Indicators Tier tl (Select five,) Drop-outs 1999-00 6-8 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development 1999-00 6-8 School Safety 6-8 Other School Selected Indicators The percent of students completing Algebra I performing at or above the proficient\" level will meet or exceed the trend goal each year. The percent of students completing Geometry performing at or above the proficient\" level will meet or exceed the trend goal each year. Goal (Oalinition) Secondary schools will improve the percentage of students who stay in school to complete the 12'\" grade. Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Your Results Growth Goal Your Growth Your Score 19LRSD Middle School Quality Indicators Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 7 7 7 7 7 7 1 LRSD Indicators Goal (Deiinition) Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test 65% of a school's students in every subgroup of race and gender shall perform at or above the 50'\" percentile in reading. The percent of students in every sub-group of race and gender performing at or above the 50'\" percentile in reading will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in reading. The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in reading. The percent of a school's students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a school's students in every subgroup of race and gender shall perform at or above the 50'\" percentile in mathematics. Your Results Growth Goal Your Growth Your Score 20Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 7 7 7 7 1 6-8 6-8 6-8 LRSD Indicators Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9. a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test Goal (Definition) The percent of students in every sub-group of race and gender performing at or above the so'\" percentile in mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in mathematics. The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in mathematics. The percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 90% of a school's students shall perform at or above the proficient\" level in reading each semester. The percent of students performing at or above the proficient\" level in reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. Your, Results Growth, Goat Your Growth Your Score 21Baseline: Year 1999-00 1999-00 1999-00 1998-99 1998-99 1998-99 1998-99 Grade Levels 6-8 6-8 6-8 6-8 6-8 6-8 6-8 LRSD Indicators Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Enrollment in Pre-AP Courses Enrollment in Pre-AP Courses Enrollment in Algebra I by Grade 8 Enrollment in Algebra I by Grade 8 Goal {Definition) 90% of a school's students shall perform at or above the \"proficient\" level in mathematics each semester. The percent of students performing at or above the proficient\" level in mathematics will meet or exceed the trend and improvement goals each semester._____ The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._________________________ 65% of a middle school's students will be enrolled in at least one Pre-AP course each year. The percent of students enrolled in at least one Pre-AP course will meet or exceed the trend and improvement goals each year. 90% of a middle school's students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. Your Results Growth Goal Your Growth Your Score 22Quality Indicators for High Schools Baseline Year 2001-02 2001-02 2001-02 1999-00 1999-00 1999-00 1999-00 1999-00 Grade levela 9-12 9-12 11 9-12 9-12 9-12 9-12 9-12 State Indicators TIeri Performance on State- Mandated Criterion- Referenced Algebra I Test_______________ Performance on State- Mandated Criterion- Referenced Geometry Test_______________ Performance on State- Mandated Criterion- Referenced Algebra I Test_______________ School Drop Out Average Daily Attendance_________ Classes Taught by an Appropriately Licensed Teacher____________ Professional Development School Safety Goal (Definition) 100% of a high schools students shall perform at or above the proficient level in Algebra I. 100% of a high schools students shall perform at or above the proficient level in Geometry. 100% of a high school's students shall perform at or above the proficient\" level in Reading and Writing Literacy. At least 99% of secondary students will remain in school to complete the 12'\" grade. Average daily attendance rate will be at least 95%._________________________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and I violent acts. Your Results Growth Goal Your Growth Your Sodre 23Baseline Year Grade Levels 2001-02 9-12 2001-02 9-12 2001-02 11 State-Mandated indicators Tier 11 Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test Performance on State- Mandated Criterion- Referenced Literacy Test Goal (Oellnition) The percent of students performing at or above the \"proficient level in Algebra I will meet or exceed the trend goal each year. The percent of students performing at or above the proficient\" level in Geometry will meet or exceed the trend goal each year. The percent of students performing at or above the proficient\" level in Literacy will meet or exceed the trend goal each year. Baseline Year , Grade Levels 2001-02 9-12 SchookSetected indicators Tier II (Select live.) Drop-outs Goal (Definition) 2001-02 9-12 2001-02 9-12 2001-02 9-12 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development High schools will improve the percentage of students who stay in school to complete the 12\" grade. Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Your Results Your Results Growth Goal Growth Goal Your Growth Your Growth Your Score Your Score 24Baseline Year, , Grade Levels 2001-02 9-12 9-12 School-Selected Indicatora Tier II (Set^ live.) School Safety Goal {Deiinition) Your Results Growth Goal Your Growth Your Score Other School Selected Indicators Schools will be free of drugs, weapons, and violent acts. Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. LRSD High School Quality Indicators Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1998-99 10 1998-99 10 Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test 65% of a school's students in every subgroup of race and gender shall perform at or above the 50\" percentile in reading. The percent of students performing at or above the 50 percentile in reading will meet 1998-99 10 1998-99 10 Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in reading. 1998-99 10 Performance on SAT9, a Norm-Referenced Reading Test The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in reading. Your Results Growth Goat Your Grdvrth Your Score 25Baseline. Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 Grade Levels 10 10 10 10 10 10 10 9-11 LRSD Indicators Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9. a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test Goal {Definition) The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a school's students in every subgroup of race and gender shall perform at or above the 50'\" percentile in mathematics. The percent of students performing at or above the 50'\" percentile in mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in mathematics. The percent of a school's students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. At least 90% of a school's student's will perform above the lowest quartile in mathematics. The percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 90% of a school's students shall perform at or above the proficient\" level in reading each semester. Your Results Growth Goal Your Growth Your Score 26Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 1998-99 1998-99 2002-03 2002-03 Grade Levels 9-11 9-11 9-11 9-11 9-11 9-12 9-12 12 12 LRSD Indicators Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Enrollment in Pre-AP and/or AP Courses Enrollment in Pre-AP and/or AP Courses Honors Seal on High School Diploma Honors Seal on High School Diploma Goal {Definition) The percent of students performing at or above the proficient level in reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year._________________________________ 90% of a schools students shall perform at or above the proficient\" level in mathematics each semester. 1 The percent of students performing at or above the proficient\" level in mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._________________________ 65% of a high school's students will be enrolled in at least one Pre-AP or AP course each year._____________________________ The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 65% of a high school's students will complete the requirements to earn the Honors Seal on their diplomas._________________________ The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Your Results Growth Goal Your Growth Your Score 27Baselirie Year 1998-99 Grade Levels 11-12 LRSD tndioators Goal (Deltnition) Taking the ACT Your Results Growth Goat' Vour Growth 1998-99 1998-99 11-12 11-12 Taking the ACT Performance on the ACT 1998-99 11-12 Performance on the ACT 1998-99 11-12 1998-99 11-12 Taking Advanced Placement Examinations Taking Advanced Placement Examinations 1998-99 11-12 1998-99 11-12 Performance on Advanced Piacement Examinations Performance on Advanced Piacement Examinations 65% of a high school's students will take the ACT._________________________________ The percent of students taking the ACT will meet or exceed the trend goal each year. 90% of a high school's students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above on the ACT will meet or exceed the trend goal each year. 65% of a high school's graduates will take at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high school's students taking AP examinations will score a \"3\" or above. Your Score 1998-99 12 Completion of Graduation Requirements 1998-99 12 Completion of Graduation Requirements The percent of a high schools students earning a score of 3\" or above on AP examinations will meet or exceed the trend goal each year. 100% of a high school's seniors will complete all the graduation requirements prior to participation in the graduation ceremony. The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. 28Rewards for Schools The District shall develop a system to reward (a) Quality Schools: schools absolutely meeting all the performance indicators established by the Arkansas Department of Education and (b) Improving Schools: schools demonstrating improvement: meeting a preponderance of the trend and/or improvement goals established by the Arkansas Department of Education and LRSD. The following points are established for each indicator. They will be added to determine a schools total score. 0 1 2 3 Declined in performance from previous year or semester Maintained last years performance and/or improved but did not meet trend/improvement goal Met trend/improvement goal Exceeded trend/improvement goal A definition of preponderance and the number of minimum points required for rewards will be established. Quality Schools and Improvina Schools Quality Schools and Improving Schools may be recognized and rewarded in the following ways, as determined by the Superintendent: a. b. c. d. e. f. A presentation will be made to the Board of Education on the schools achievements involving both staff and parents, a press release commending the schools performance will be issued, and schools will be featured in District publications, on cable television, and on the web page. The school may be designated as a mentor school and granted resources to provide technical assistance and support to another school in the District identified for improvement. As appropriate, the District will support a schools application for state and national recognition in the national Blue Ribbon School program. The District will collaborate with the community to identify other possible recognitions of the schools progress and achievement. Schools will receive a grant to encourage and facilitate further improvement. The amount of the grant will be determined by annual budget appropriations. Awarded funds will be used for innovative programs, to provide additional materials and supplies, to support technology enhancements, to improve meaningful parent involvement, and/or for professional development of the staff. Each school will receive a banner/flag that celebrates its success. Rewards for Staff and Students Each Quality and each Improving School is encouraged to design, in collaboration with parents and the community, celebrations of success and recognition for contributing teachers, teacher teams, other staff, and 29 parent/community volunteers, as well as students who meet the performance goals. Sanctions According to ADE and the State Board of Education, sanctions in the ACTAAP system are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. The LRSD supports this view. Each Arkansas school is expected to achieve annually a minimum percentage of its total possible points assigned for the performance indicators in the ACTAAP system for accountability. Failure to do so will result in the following designations, as determined by the Arkansas Department of Education: First year: Second year: Third year: Fourth year: Fifth year: Sixth year: High Priority Status Alert Status Low Performing Status Academic Distress Phase I Status Academic Distress Phase II Status Academic Distress Phase III Status To be eligible for removal of any sanction designation, leading up to, but not including. Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase 1, a school must comply with the rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the designation of Academic Distress Phase II, and so forth. The District will not identify schools for sanctions. Rather, the District will ensure the following levels of technical assistance and/or corrective actions for schools identifed for improvement by the Arkansas Department of Education. In other words, the District will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts. To that end, the District has reorganized staff in the Division of Instruction to form a multi-disciplinary School Improvement department. A common mission for all Division of Instruction teams will be to help schools help students achieve the challenging standards established by the Arkansas Department of Education and the LRSD and as measured by the various performance, trend, and improvement indicators. The assignment of a Broker for each school is another level of support. The following technical assistance and support services are established for schools requiring improvements: 30Technical Assistance and Support for Schools Identified for Improvement Year/Status/ Definition Year One: Warned LRSD Assistance/Support Assigned Responsibility The Superintendent will ensure that staff are designated to: 1. The first year that an LRSD school fails to meet its performance, trend, and/or improvement goals. 2. 3. 4. 5. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waivers of any policies or regulations that impede the ability of the school to education its students. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being implemented at the school. Require the recommendations from the School Improvement Audit to be addressed in the following years School Improvement Plan, if not possible to do so immediately. Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal and the Campus Leadership Team formative data and making suggestions for modifications and adjustments to the implementation plan. Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Technical Assistance Team Associate Superintendent for School Services Associate Superintendent for School Services 31Year\nStatus/ Detlnttion LRSD Assistance/Support 6. Provide the principal, the broker, members of the Campus Leadership Team, and other appropriate staff opportunities to participate in professional development activities that should lead to school improvement. Assigned Responsibliity Professional Development Team\nCurriculum/ Instruction Team\nAssociate Superintendent for School Services 32Year/Status/ Definition LRSD Assistance/Support Assigned Responsibiiity Year Two: High Priority Status The Superintendent will ensure that staff are designated to: 1. A school identified by ADE that for two consecutive years fails to meet the performance, trend, and/or improvement goals. 2. 3. 4. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waives of any policies or regulations that impede the ability of the school to educate its students. Conduct a comprehensive Curriculum Audit to determine the extent to which the school is implementing the District curriculum and the quality of its interventions for students not meeting the standards. Require that the recommendations from the Curriculum Audit be addressed in the following years School Improvement Plan, if impossible to do so immediately. Possibly mandate the implementation of specific actions, professional development, or programs to address needs identified in the Curriculum Audit and/or the analysis of disaggregated student performance data. 5. The District shall take corrective action during the High Priority Status Year through one or more of the following: Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Curriculum/ Instruction Team\nPlanning and Development Team Associate Superintendent for School Services Associate Superintendent for School Services 33Year/StatusZ Definition LRSD Assistance/Support (a) Decrease the decision making authority of the Campus Leadership Team, (b) Require participation in remedial training or professional development, and then implementating the necessary changes, (c) Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school, (d) Replace the school principal. Assigned Responsibility 34Year/Status/ Definition Year Three: Alert Status LRSD Assistance/Support The Superintendent will ensure that staff are designated to: 1. Assigned Responsibility A school identified by ADE that for three consecutive years fails to meet the performance, trend, and/or improvement goals. Inform the principal, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation and its implications. Testing and Program Evaluation Team 2. Conduct follow-up or monitoring of implementation of School Improvement and Curriculum Audit recommendations. Technical Assistance Team\nCurriculum/ Instruction Team 3. Mandate appropriate specific actions, professional development, and/or programs to address student needs. Associate Superintendent for School Services 4. Continue to provide appropriate technical assistance as the school develops and implements its School Improvement Plan. 5. The District shall take corrective action during the Alert Status Year through one or more of the following: (a) Decrease the decision-making authority of the Campus Leadership Team\n(b) Require participation in remedial training or professional development and then implementing the necessary changes\n(c) Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services 35Year/StatusZ Definition LRSD Assistance/Support (d) Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Assigned Responsibility Year/Status/ Definition Year Four: Low Performing Status LRSD Assistance/Support The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: 1. Assigned Responsibility A school identified by ADE that for four consecutive years fails to meet its performance, trend, and/or improvement goals. Revoke the authority of the school to design its School Improvement Plan. Associate Superintendent for School Services 2. 3. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. 4. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. 5. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Associate Superintendent for School Services Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services 36Year/Status/ Definition Year Five: Academic Distress Phase I Status LRSD Assistance/Support The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: 1. Assigned Responsibility A school identified by ADE that for five consecutive years fails to meet its performance, trend, and/or improvement goals. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Associate Superintendent for School Services Associate Superintendent for School Services Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services Sanctions for Central Office Effective Year Two, upon the Superintendents recommendation, the performance evaluations of central office staff designated to provide leadership in human resources, teaching and learning, school improvement, school operations, administrative services, and technology, including members of the Superintendents Cabinet, shall also reflect the schoools low performance if it can be determined that they shared responsibility, through their decisions or actions, or lack thereof, for the low achievement of schools identified for sanctions. Sanctions for the Superintendent will be determined by the Board of Education. 37I School Role When Identified for Sanctions Each school identified for sanctions shall: a. In consultation with central staff and the Campus Leadership Team develop or revise a School Improvement Plan in ways that have the greatest likelihood of improving the performance of all children in meeting the expected improvement goals outlined in ACTAAP and the b. c. d. e. f. Quality Index. Align all the schools systems and resources behind the effective implementation of the plan. Submit the plan in a timely manner to school and District-level staff for review, feedback, and approval. Implement the plan, conducting self-monitoring on a frequent basis to determine success and then making appropriate adjustments. Consult frequently with District-level staff assigned to support the school and to provide technical assistance. Improve the skills of its staff by providing effective professional development activities. At least ten percent of the Title I funds (if received) shall be committed over a two-year period to professional development\nor the school must otherwise demonstrate that it is effectively carrying out professional development activities from other funding sources. Decisions about how to use the professional development funds shall be made by teachers, principals, and other school staff in that school during the first year a school is identified for sanctions. Definitions School Improvement AuditThis audit will include a review of the meeting minutes of the Campus Leadership Team, the participation level of CLT members, quality of the School Improvement Plan, use of disaggregated data for decision-making, action research projects underway, sense of collective responsibility, quality of professional development, etc. If the school receives Title I funds, the audit will include determinations of the extent to which the school is in compliance with federal regulations and expectations. The audit team will be composed of staff from both the central office and campus levels. A written report will be compiled by the audit team and then approved by the Assistant Superintendent for School Improvement and the Associate Superintendent for School Services. It shall be provided orally and in writing to the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the schools improvement efforts. 385013744187 UlfiLKER LAW FIRM 528 P02/02 JUL 21 99 11:35 John W. Walker, P.A. attorney Ai Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 R4X (601) 374-4187 JOHN W WALKER RALPH Washington MARK BURNETTE AUSTIN PORTER. JR. Via Facsimile - 324*2146 July 21. 1999 Dr. Leslie Camine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr, Camine\nPlease reserve a space on tomorrows agenda before the Board for us to have a discussion about the subject of remediation of achievement disparities and about the Hall High School situation of last year. We have arrived at the tentative conclusion that Dr. Bonnie Lesleys approach to remediation has been ineffective and, with the line-up that she, with your approval, has in mind for implementing new policies is doomed to repeat past failures. We have further tentatively concluded that people like Ms. Gayle Bradford, as we have noted to you repeatedly, appear to be favored in face of if not because of, their treatment, mistreatment, or omissive treatment (newly created word by me) of African American people. As I have reminded you, when Ms. Bradford was at Cloverdale she sent black students on scores of occasions home without behavior documents. There were other complaints from her staff of a racial nature. She was promoted. Now the same scenario has repeated itself at Hall High School. She has been promoted again to be your special assistant. Something is remiss here and I bdievc that the Board should be made aware of it from my perspective as counsel for the Joshua Intervenors. You may share this letter with the Board members, Dr. Lesley and Ms. Bradford. Thank you for your attention to this matter. Sincerely, / 1 John W. Walker JWW\njs CC-. Mr. Chris Heller Ms. Ann Brown NOV 17 1999/^ Si- CfflCEOF \\ DESEGHEGATiONMOSITORIi The Little Rock School District Board of Education invites you to attend A Status Report: Student Achievement in Little Rock and a Design for Improved Performance. The program will be held at the Statehouse Conference Center in the back of the Excelsior. A question and answer session will follow the presentation. Monday, Nov. 22, 1999 6:30 p.m. RECEIVED i STUDENT ACHIEVEMENT DATA LITTLE ROCK SCHOOL DISTRICT AUG - 4 2004 Grade 4 Mathematics Benchmark Examination OFFICE OF DESEGREGATION MONITORING Percent Performing at Proficient/Advanced LevelsStudents Little Rock School District, 1998-99 through 2003-04 Target Score - 40.16 School 1998- 99 1999- 00 2000- 01 2001- 02 2002 -03 2003- 04 Change State of Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright______ Geyer Springs Gibbs Jefferson King__________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_______ Rockefeller Romine Stephens_______ Terry__________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 34 22 16 11 24 6 32 10 4 19 10 52 2 29 12 49 63 31 0 23 0 4 17 35 12 36 35 4 34 6 22 6 7 48 6 12 41 30 11 12 29 22 54 6 10 27 0 55 10 42 7 49 55 30 22 43 28 9 57 44 41 34 32 0 38 3 28 8 25 45 16 24 48 30 30 35 37 14 44 11 11 10 18 57 24 53 12 46 64 37 20 46 9 6 39 42 30 32 28 0 48 9 24 9 16 52 6 21 55 38 38 50 49 12 64 26 20 28 32 65 22 66 17 48 68 41 15 53 21 20 38 69 27 45 21 17 41 21 34 17 33 66 15 24 76 49 27 40 51 27 48 19 60 60 33 71 23 59 54 77 69 54 47 78 51 17 47 69 43 37 52 17 67 38 45 19 39 75 33 30 71 54 41 78 59 16 71 57 76 58 42 73 23 72 52 79 83 54 45 63 42 19 58 78 35 43 58 24 74 59 45 23 38 67 33 29 +37 +32 +25 +67 +35 +10 +39 +47 +72 +39 +32 +21 +21 +43 +40 +30 +20 +23 +45 +40 +42 +15 +41 +43 +23 +7 +23 +20 +40 +53 +23 +17 +31 +19 +27 +17Grade 4 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 Target Score - 40.16 School 1998- 99 1999- 00 2000- 01 Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Jefferson King________ Mabelvale McDemott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 9 8 15 13 2 0 16 4 4 13 0 18 2 9 13 6 30 12 0 11 0 4 0 11 12 25 18 0 9 0 4 6 3 33 7 4 14 15 4 11 18 15 31 0 11 23 0 18 8 25 8 15 21 13 16 32 11 10 21 17 41 25 16 0 15 3 13 8 19 29 14 20 18 16 22 32 23 12 22 12 10 6 7 20 22 10 8 15 26 20 18 20 9 6 23 27 30 4 27 0 25 9 11 9 12 36 0 19 IM 24 24 30 45 31 13 49 24 24 22 25 27 22 40 14 26 35 21 4 40 19 22 18 30 27 22 12 15 24 21 23 14 18 51 12 18 1- 2002- 03 2003- 04 Change 38 35 29 31 30 21 26 14 45 45 28 33 23 35 47 50 42 45 45 68 45 14 31 42 44 23 44 14 50 36 27 19 34 66 31 29 43 43 29 76 46 6 51 50 75 61 30 50 23 63 52 64 61 36 55 58 36 19 48 59 35 28 52 24 52 59 33 24 33 50 32 29 +34 +35 +14 +63 +44 +6 +41 +46 +71 +48 +30 +32 +21 +54 +39 +58 +31 +24 +55 +47 +36 +15 +48 +48 +13 +3 +34 +24 +43 +59 +29 +18 +30 +17 +25 +25School Grade 4 Mathematics Benchmark Examination Percent Performing at Below Basic Level^All Students Little Rock School District, 1998-99 through 2003-04 1998- 99 1999 -00 2000- 01 2001- 02 2002 -03 2003- 04 Change Arkansas_____ LRSD_______ Bale________ Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright____ Geyer Springs Gibbs Jefferson_____ King________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 41 59 71 75 57 77 46 76 84 52 65 27 81 53 70 41 26 49 81 48 85 83 67 35 70 40 39 89 46 82 44 87 68 21 69 76 39 55 83 67 49 60 35 89 73 58 93 34 78 34 79 29 31 51 67 43 50 81 32 40 35 46 44 88 35 85 58 83 58 40 71 68 i 33 51 47 45 38 67 38 79 52 76 65 29 64 26 74 29 14 37 66 42 71 74 39 40 50 36 60 91 33 77 57 78 61 30 62 66 26 42 52 41 25 62 24 51 57 43 56 30 52 21 56 33 15 37 79 17 53 67 40 23 48 42 63 63 29 60 49 67 32 14 71 50 17 32 45 34 24 56 38 46 14 33 47 10 37 20 27 13 23 26 32 6 28 57 33 20 32 42 22 69 19 46 32 64 35 11 57 41 16 29 38 11 21 58 14 19 6 23 38 11 60 19 27 13 5 31 30 18 41 66 27 13 43 39 32 59 17 18 29 55 56 15 41 54 -25 -30 -33 -64 -36 -19 -32 -57 -78 -29 -27 -16 -21 -34 -43 -28 -21 -18 -51 -30 -44 -17 -40 -22 -27 -1 -7 -30 -29 -64 -15 -32 -12 -6 -28 -22School Grade 4 Mathematics Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD Bale Baseline Booker______ Brady_______ Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin_____ Fulbright_____ Geyer Springs Gibbs Jefferson King________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens Terry________ Wakefield Washington Watson Western HiUs Williams Wilson Woodruff 72 74 70 77 80 88 71 82 83 60 75 55 82 77 70 71 61 74 76 63 89 83 92 58 70 54 50 92 76 91 64 88 79 28 67 81 71 69 88 67 65 65 55 95 71 62 100 63 79 54 83 60 58 68 75 55 64 81 58 63 35 57 58 88 50 87 74 83 61 62 71 69 66 65 52 46 51 71 55 76 55 75 71 60 65 58 75 52 20 54 76 73 69 74 64 56 50 52 64 93 54 79 73 79 73 43 66 77 54 55 58 45 39 68 40 52  54 44 67 73 52 44 61 52 40 55 96 20 56 64 59 60 48 59 72 64 40 59 60 70 39 26 73 57 41 42 43 41 40 59 53 49 15 45 50 25 37 39 33 28 42 37 33 10 32 59 41 37 33 50 31 71 31 50 43 63 39 17 62 42 37 37 39 12 25 61 23 21 6 23 45 25 62 21 29 18 13 42 25 29 46 68 35 25 43 52 36 59 32 19 36 55 61 26 42 54 -35 -37 -31 -65 -55 -27 -48 -61 -77 -37 -30 -30 -20 -56 -41 -53 -48 -32 -51 -34 -43 -15 -57 -33 -27 -2 -14 -33 -44 -72 -28 -33 -18 -2 -25 -27Grade 6 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelAll Students Little Rock School District, 2000-01 through 2003-04 Target Score - 29.42 School 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest XI 10 2 15 8 1 13 22 2 36 16 2 32 20 6 6 29 23 6 40 20 4 35 17 11. 11 35 31 5 47 26 6 30 26 17 10 44 41 17 Change +30 +16 +4 +13 +11 +9 +9 +31 +19 +15 Grade 6 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelBlack Students Little Rock School District, 2000-01 through 2003-04 Target Score - 29.42 School 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 3 2 1 2 5 6 0 1 1 2 11 7 2 13 9 5 3 14 4 5 12 8 3 11 6 7 4 20 10 4 18 15 6 13 19 14 5 32 16 16 Change +15 +13 +5 +11 +14 +8 +5 +31 +14 +14 iGrade 6 Mathematics Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 2000-01 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 46 66 87 59 63 65 86 48 51 73 32 59 86 36 57 72 71 34 49 77 27 55 77 41 . 54 66 65 31 43 76 Change 20 39 67 32 36 41 59 19 31 41 -26 -27 -20 -27 -27 -24 -27 -29 -20 -32 Grade 6 Mathematics Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 2000-01 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 76 79 87 79 82 72 87 65 81 75 64 72 87 50 75 77 77 49 75 77 61 68 80 60 68 72 72 44 67 77 45 49 66 44 43 43 69 25 52 43 Change -31 -30 -21 -35 -39 -29 -18 -40 -29 -32Grade 8 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelAll Students Little Rock School District, 1999-00 through 2003-04 Target Score - 29.42 School 1999-00 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 16 9 1 14 14 8 5 17 10 1 21 17 2 23 18 10 3 29 32 5 24 15 1  18 22 7 9 18 30 4 26 16 3 23 22 11 2 23 32 2 Change 37 21 3 33 27 11 15 27 41 3 +21 +12 +2 +19 +13 +3 +10 +10 +31 +2 Grade 8 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelBlack Students Little Rock School District, 1999-00 through 2003-04 Target Score - 29.42 School 1999-00 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 3' 2 0 1 4 4 4 6 3 0 4 4 1 0 6 8 1 11 1 5 4 1 4 1 5 5 5 6 3 5 4 3 5 5 1 0 1 2 3 10 8 4 10 15 8 8 9 13 4 Change +1 +6 +4 +9 +11 +4 +4 +3 +10 +4Grade 8 Mathematics Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 1999-00 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Maim Pulaski Heights Southwest 37 58 83 55 56 60 60 35 53 80 37 55 77 53 54 57 69 31 42 76 30 51 74- 47 46 60 54 31 32 73 24 44 60 40 36 44 56 27 32 61 23 47 66 34 45 50 55 34 28 71 Change -14 -11 -17 -21 -11 -10 -5 -1 -25 -9 1 Grade 8 Mathematics Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1999-00 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 71 72 86 73 74 67 65 51 68 81 70 72 81 83 70 63 83 46 70 79 62 64 74 72 63 61 59 45 57 74 55 55 62 56 51 50 61 37 56 63 53 59 66 50 55 56 62 53 48 72 Change -18 -13 -20 -23 -19 -11 -3 +2 -20 -9STUDENT ACHIEVEMENT DATA LITTLE ROCK SCHOOL DISTRICT Grade 4 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsAll Stndents Little Rock School District, 1998-99 through 2003-04 ! School 1998- 99 1999- 00 2000- 01 2001- 02 2002 -03 2003- 04 Change State of Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright______ Geyer Springs Gibbs Jefferson Kins__________ Mabelvale McDermott Meadowchff Mitchell Otter Creek Pulaski Heights Rightsell_______ Rockefeller Romine Stephens_______ Terry__________ Wakefield Washington_____ Watson Western Hills Williams Wilson Woodruff 44 32 23 22 39 19 41 11 13 35 20 61 16 38 27 49 69 37 10 30 17 13 32 54 41 54 48 15 41 15 49 11 27 74 19 6 47 42 33 12 35 20 51 11 17 24 21 73 31 68 31 64 71 43 22 57 33 14 51 73 41 60 40 13 59 12 37 30 53 57 26 35 43 35 34 16 44 21 42 6 11 24 35 71 19 74 19 45 95 43 22 47 20 10 43 42 24 45 32 6 49 23 31 8 33 52 24 28 65 50 41 15 62 44 53 35 27 50 37 72 56 79 32 39 86 52 18 78 32 27 56 85 45 56 25 23 73 28 59 13 47 84 11 47 69 64 83 55 71 32 56 39 80 80 60 90 45 82 48 90 80 79 53 92 46 30 59 91 55 68 65 28 82 46 74 33 53 83 54 62 76 68 55 85 78 45 82 62 56 70 50 84 49 79 52 89 92 77 56 71 56 41 81 91 51 55 65 41 88 67 50 36 68 90 65 58 +32 +36 +32 +63 +39 +26 +41 +51 +43 +35 +30 +23 +33 +41 +25 +40 +23 +40 +46 +41 +39 +28 +49 +37 +10 +1 +17 +26 +47 +52 +1 +25 +41 +16 +46 +52 J I !Grade 4 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 School 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Geyer Springs Gibbs Jefferson King________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine______ Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 21 20 19 23 18 15 17 9 13 31 6 32 16 11 24 35 38 24 15 16 13 13 13 31 41 46 41 13 21 7 12 12 24 64 21 4 26 30 23 7 22 21 31 10 18 27 20 52 30 42 33 35 42 41 21 51 25 14 26 57 41 46 26 13 50 10 25 31 48 42 29 34 21 23 30 18 40 20 33 9 10 25 29 33 20 53 19 29 93 29 18 19 19 10 23 24 24 36 36 4 32 21 22 7 19 41 21 18 42 39 38 17 46 42 51 33 44 44 25 53 56 68 29 22 70 42 4 72 31 27 36 70 45 52 23 23 60 28 57 9 36 85 12 43 46 53 86 48 63 28 35 39 73 73 57 81 45 71 41 78 71 66 50 90 48 31 51 79 56 59 69 25 72 41 68 31 45 78 50 61 55 60 57 85 76 39 75 56 55 69 40 69 49 75 50 83 83 71 55 62 54 39 75 83 51 48 77 41 76 69 42 35 61 81 64 29 +34 +40 +38 +62 +58 +24 +58 +47 +42 +38 +34 +37 +33 +64 +26 +48 +45 +47 +40 +46 +41 +26 +62 +52 +10 +2 +36 +28 +55 +62 +30 +23 +37 +17 +43 +25Grade 4 Literacy Benchmark Examination Percent Performing at Below Basic LevelStudents Little Rock School District, 1998-99 through 2003-04 School 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 26 41 52 53 40 64 24 60 64 30 50 15 63 26 48 22 18 35 60 53 45 52 35 29 34 15 32 62 38 69 43 54 34 3 52 59 20 28 28 42 29 36 24 51 59 33 29 7 42 10 26 5 14 19 53 14 25 53 9 10 12 14 16 53 14 68 30 43 28 11 50 32 22 32 33 45 21 35 21 51 46 48 41 9 40 7 43 12 0 17 44 12 63 52 23 25 44 14 36 74 24 51 26 59 39 13 35 38 11 19 10 41 14 24 14 20 32 29 44 7 10 5 20 10 3 15 44 10 18 33 14 4 24 30 25 35 5 33 13 57 15 0 36 18 7 10 0 6 5 32 7 15 24 20 20 2 11 2 25 0 2 8 16 2 18 33 11 5 8 16 0 20 2 8 4 33 4 0 4 12 6 8 1 0 4 16 4 17 9 4 19 3 5 5 16 0 1 3 1 5 21 13 3 1 19 8 18 24 2 5 5 21 9 1 18 13 -20 -33 -45 -53 -36 -48 -20 -43 -55 -26 -31 -12 -58 -21 -32 -22 -16 -32 -53 -48 -24 -39 -32 -27 -15 -7 -14 -38 -36 -64 -38 -27 -25 -2 -34 -46 1 I ISchool Grade 4 Literacy Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD_______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin_____ Fulbright_____ Geyer Springs Gibbs Jefferson_____ KJSS________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills WiUiams Wilson Woodruff 50 52 52 58 60 70 38 64 65 29 63 27 64 46 49 35 38 53 58 68 45 52 50 47 34 13 41 61 65 73 64 53 37 6 49 64 39 36 27 48 41 32 40 46 57 31 40 15 43 21 28 10 32 27 63 19 32 52 16 17 12 19 21 53 18 67 42 42 29 20 51 34 43 41 37 43 28 37 31 55 49 44 50 20 41 5 47 24 0 23 50 19 63 52 36 35 44 24 36 78 43 52 35 60 50 16 34 45 24 25 13 41 21 23 14 19 31 44 58 20 10 12 21 17 10 21 54 12 22 29 27 10 24 30 28 36 7 33 10 59 18 0 38 14 15 14 0 7 8 38 12 17 25 27 21 6 11 3 28 0 4 13 17 3 19 34 X'] 11 8 18 0 21 3 9 5 34 6 0 4 10 13 11 7 0 1 19 8 18 9 0 25 6 3 0 17 0 4 3 10 10 25 13 5 4 19 10 24 22 4 6 6 21 11 2 18 13 -21 -41 -45 -58 -53 -51 -30 -46 -56 -29 -38 -21 -61 -46 -32 -35 -34 -50 -48 -58 -20 -39 -45 -43 -15 -3 -17 -39 -61 -67 -58 -26 -26 -4__ -31 -51Grade 6 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsAll Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 State of Arkansas LRSD Cloverdale Dunbar________ Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 2002-03 2003-04 20 13 3 20 19 12 2 19 30 2 30 20 6 28 29 9 11 33 24 8 31 22 15 29 25 7 15 34 31 5 47 32 16 37 35 21 16 54 51 12 Change +27 +19 +13 +17 +16 +9 +14 +35 +21 +10 Grade 6 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale_____ Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 6 5 3 4 5 1 2 12 7 2 11 10 5 14 20 9 7 22 2 6 14 13 12 14 16 1 11 24 16 6 22 22 17 23 29 19 12 43 23 12 Change +16 +17 +14 +19 +24 +12 +10 +31 +16 +10Grade 6 Literacy Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 35 55 76 46 50 52 74 35 41 72 21 41 63 30 34 45 44 25 31 54 16 28 34 21 25 31 43 13 25 40 12 26 44 18 19 26 32 12 19 43 Change -23 -29 -32 -28 -31 -26 -42 -23 -22 -29 Grade 6 Literacy Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 63 67 76 63 68 58 77 46 66 72 44 51 67 41 45 49 51 39 50 77 33 35 35 31 30 36 48 18 37 43 Change 29 33 46 23 22 28 40 18 32 43 -34 -34 -30 -40 -46 -30 -37 -28 -34 -29Grade 8 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsAll Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale_____ Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 24 15 8 9 17 11 8 29 19 9 37 31 9 32 48 19 29 44 45 12 37 30 22 26 48 13 21 41 46 13 48 39 31 42 44 30 25 55 53 15 Chanse 60 46 26 46 55 42 36 65 67 16 +36 +31 +18 +37 +38 +31 +28 +36 +48 +7 Grade 8 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale_____ Mann Pulaski Heights Southwest 2003-04 9 8 8 4 8 7 9 15 11 8 21 20 9 13 36 12 18 27 19 12 16 21 22 11 35 13 21 30 22 13 25 28 31 24 29 28 24 46 26 12 33 35 26 28 46 42 32 51 43 17 Change +24 +27 +18 +24 +38 +35 +23 +36 +32 +9 Grade 8 Literacy Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD_________ Cloverdale Dunbar Forest Heights Henderson_____ Mabelvale Mann Pulaski Heights Southwest 31 46 63 55 43 47 57 23 37 54 22 33 51 31 25 32 31 17 27 53 17 29 30 34 22 41 30 13 18 49 12 23 31 22 20 24 24 12 17 35 7 13 31 9 12 9 10 3 8 26 Change -24 -33 -32 -46 -31 -38 -47 -20 -29 -28Grade 8 Literacy Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 State of Arkansas LRSD Cloverdale_____ Dunbar Forest Heights Henderson Mabelvale______ Mann Pulaski Heights Southwest 2003-04 56 56 65 66 55 53 60 36 48 55 43 43 54 43 29 39 38 25 44 56 36 36 31 48 30 42 37 17 30' 48 29 28 30 34 27 27 24 15 32 35 18 17 31 14 15 10 10 4 14 26 Change -38 -39 -34 -52 -40 -43 -50 -32 -34 -29LITTLE ROCK SCHOOL DISTRICT END-OF-COURSE ALGEBRA 1 2000-01 TO 2003-04 Algebra 1 End-of-Course General Population Percent Proficient and Advanced ___ AYP = 25.34 State District Central Hall Fair McClellan Parkview Cloverdale Dunbar Forest Hghts Henderson Mabelvale Maim______ Pul Hghts Southwest ueJ 21 14 1 3______ 1 0 7 5 52 65 43 4 40_____ 77 No Class 39 21 11 9 3 4 14 1 61 68 49 32 49 77 32 47 30 13 32 5 6 17 21 87 79 25 19 72 87 33 56 33 23 25 7 8 31 19 89 97 23 42 73 92 53 +35 +19 +22 +22 +6 +8 +24 +14 +37 +32 -20 +38 +33 +15 +21 Algebra 1 End-of-Course Afidcan American Students Percent Proficient and Advanced AYP = 25.34 F\" State District Central Hall Fair McClellan Parkview Cloverdale Dunbar Forest Hghts Henderson Mabelvale Mann Pul Hghts Southwest 4 2 0 0 0 0 1 3_______ 0 64 40_____ 0 9 60 No Class 13 11 7 6 1 4 12 2 40 51 54 17 40 75 29 1|I4'VVW 19 16 1 27 2 6 6 20 50 64 27 0 60 77 23 24 17 13 19 6 7 21 17 77 91 21 16 55 77 50 jti +20 +15 +13 +19 +6 +7 +20 +14 +77 +27 -19 +16 +46 +17 +21Algebra 1 End-of-Course General Population Percent Below Basic State District Central Hall JAFair McClellan Parkview Cloverdale Dunbar For Hghts Henderson Mabelvale Mann Pul Hghts Southwest 29 55 66_____ 71 83 90 44 39_____ 3_______ 3 0 36 3 1 No Class 18 40 50 48 71 67 29 41 5 0 10 10 3 0 14 12 29 40 22 59 58 17 13 0 2 11 14 1 0 20 12 30 33 29 56 47 25 16 3 0 9 15 3 0 18 Algebra 1 End-of-Course Afiican American Students Percent Below Basic State District Central Hall JA Fair McClellan Parkview Cloverdale Dunbar Forest Hghts Henderson Mabelvale Mann Pul Hghts Southwest OOE 58 72 77 77 87 90 50 38 0 0 0 63 5 0 No Class Wil 42 49 56 52 72 66 32 41 0 0 14 11 6 0 14 29 39 48 23 64 57 25 11 0 0 8 0 2 0 23 33 39 41 32 59 47 32 17 8 0 12 21 6 0 19 -17 -25 -33 -42 -27 -43 -19 -23 -0 -3 +9 -21 -0 -1 +4 ii.*' -25 -33 -36 -45 -28 -43 -18 -21 +8 0 +12 -42 +1 0 +5LITTLE ROCK SCHOOL DISTRICT END-OF-COURSE GEOMETRY 2000-01 TO 2003-04 Geometry End-of-Course General Population Percent Proficient and Advanced ___________________________AYP = 25.34 SchoaE State District Central Hall JA Fair McClellan Parkview ZUIIU-Q1 20 13 26 3 2 2 17 2001-02 33 17 27 20 2 3 23 41 39 67 32 24 3 26 50 33 52 19 13 5 46 -1-30 -F20 +26 +16 +11 +3 +29 Geometry End-of-Course African American Students Percent Proficient and Advanced _ AYP = 25.34 PSW State District Central Hall JA Fair McClellan Parkview 1^^ ig20C^2 3 3 5 2 1 2 17 8 6 6 11 1 3 23 2pO24agK 11 17 27 24 23 0 26 rS5Sj(*t^ 15 15 21 12 8 5 30 rfr i Geometry End-of-Course General Population Percent Below Basic State District Central Hall JAFair McClellan Parkview 33 55 37 71 77 75 34 J. 26 52 42 41 74 78 36 15 17 8 17 13 42 19 Tl i 0 11 25 15 31 40 45 11 Geometry End-of-Course African American Percent Below Basic 'SchooL State District Central Hall JA Fair McClellan Parkview 69 72 63 81 82 77 51 58 66 65 50 78 50 2002-03- 41 28 23 27 19 12 29 33 36 31 37 42 47 13 +12 +12 +16 +10 +7 -3 +13 -22 -30 -22 -40 -37 -30 -23  J f -36 -36 -32 -44 -40 -30 -38 JELEVENTH GRADE END-OF-LITERACY RESULTS 2000-01 TO 2003-04 11* Grade Literacy General Population Percent Proficient and Advanced _________________________ AYP = 32.92 State District Central Hall JA Fair McClellan Parkview 24 17 23 14 6 8 23 4.2001-02 -------- 43 32 46 22 22 12 38  47 36 49 32 17 16 53  51 42 60 27 18 19 57 +27 +25 +37 +13 +12 +11 +34 11* Grade Literacy African American Students Percent Proficient and Advanced - AYP = 32.92 I* T State District Central Hall JAFair McClellan Parkview 6 7 9 9 4 7 9 17 17 18 16 16 12 24 19 20 19 21 14 15 35 21 23 26 19 13 18 42 Jhahge' . +15 +16 +17 +10 +9 +11 +33 th 11 Grade Literacy General Population Percent Below Basic ^7 SST5 State District Central Hall JA Fair McClellan Parkview 25 39 40 41 45 47 25 14 24 18 32 34 35 12 10 23 15 19 44 31 12 11*** Grade Literacy African American Percent Below Basic I^scIitoI^:^*^ State_____ District Central Hall JA Fair McClellan Parkview 49 48 52 50 48 49 35 \u0026gt;L\nr'7i ^2001=02^' 33 32 31 34 38 36 15 3T T\n2i2?0S3'*: 28 29 24 23 48 31 18 8 16 9 26 31 26 4 1'2003:04\" 21 22 14 26 35 27 5 JL -17 -23 -31 -15 -14 -21 -21 33 -28 -26 -38 -24 -13 -22 -30FRIDAY, JULY 9. 1999  LR board studies ways to measure school performance BY CYNTHIA HOWELL ARKANSAS DE.MOfRAT-GAZETTE Little Rock School Board members got their first look Thursday at proposed student achievement goals by which the state could evaluate schools and ultimately reward or penalize them. \"rhe board reviewed the propousedu adccccoouunntiaaboiuliittyy system aatt a lengthy agenda meeting where it also reviewed for the first time plans for implementing recommen-the district and civic leaders S meeting the stu-trict expands on a mandatory' three-tier school evaluation system adopted last month by the Arkansas Board of Education for all 310 school districts. The state system I will not operate fully until 2003-2001. I Tier I of the state system calls for all students at a school to achieve at a proficient or advanced level on new bench-mark exams, which will be given in the fourth, sixth and eighth grades, and on specific secondary school exams in literacy, first-year algebra and geometry. The state sy-stem also sets goals for high school graduation, student at-tendance, teacher licensure, ongoing professional development for teachers, and student safety. Also, the state system establishes each district to establish goals or quality indicators of its owm, - Little Rock School District staff recommended quality indicators be based on the scores students earn on two types of tests. The first would be the Stanford .Achievement Test nniinntthh edition, which is a__ n__axti:o__n_anl?ly ' designated as troubled schools by  standardized test that most students ' the state Department of Education I take each September, The second measure would be scores students earn on the districts own tests derived from the districts own cur-riculinn and given to students four times a year in grades two through 11. Separate tests would be used for I kindergarten and first grade. The Little Rock quality indicators, for example, call for 65 percent of students in every subgroup of students, based on race and sex, to score at or above the 50th percentile in reading and math on the Stanford test The indicators further call for 30 percent of students to score above the 75th percentile, or among the top 25 percent of students nationally. No more than 10 percent of Little Rock students should score among I the bottom 25 percent nationally, ac- I cording to the proposed goals. The school district indicators also include a system for measuring each schools rate of progress toward the goals on the Stanford test and on the districts own tests. Other proposed quality indicators for Little Rock schools call for  65 percent of students at a school to be enrolled in either Advanced Place- .A ment courses or prerequisite courses for Advanced Placement classes,  65 percent of a high schools graduates to take at least one Advanced Placement exam, which can provide the student with college credit for  high school work,  100 percent of students taking the Advanced Placement exam to score 3 or better on a scale of 1 to 5,  100 percent of high school seniors to complete all graduation requirements prior to participating in a graduation ceremony. Students now can participate in a ceremony even ' if they need a credit from summer school to aget their diploma,  100 percent of middle school stu-' dents to be enrolled in algebra by  eighth grade,  65 percent of high school stu- ' dents to complete all the high school courses necess^ to earn an honors seal on their diplomas,  65 percent of high school students to take the ACT AssessmenL a college entrance exam,  100 percent of students taking the ACT to earn a score of at least 19, Each school in Little Rock and throughout the state wall publish a-school performance report for parents based on the accountabili^ system results. Schools that do not make adequate progress in meeting goals will and targeted by the Little Rock district for assistance. Schools that do make sufficient progress will be rewarded with public recognition and with nominations for national honors. Representatives from each Little  Rock school will be provided initial training on the accountability system at a workshop at the end of this month. \nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_745","title":"SWAT visits","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Office of Desegregation Monitoring (Little Rock, Ark.)","School facilities"],"dcterms_title":["SWAT visits"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/745"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["62 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n1999 School Visit Schedule Tuesday, August 24 Sherwood El. Pinewood El. Sylvan Hills El. Jacksonville Middle \u0026amp; Jr. Jacksonville High A A B B A\u0026amp;B ^-Hall High - Pulaski Heights Middle Wednesday, September 1 A\u0026amp;B Horace, Gene Wednesday, August 25 Baker El. Lawson El. --ALC S* and Apperson Williams Magnet El. txFair High A A B B A\u0026amp;B Lakewood El. Parkhill El. Poplar Street Middle Crestwood El. NLRHS West A A B B A\u0026amp;B Thursday, September 2 Thursday, August 26 '-Mitchell El. ^ibbs Magnet El. (xParkview Magnet High *-\u0026lt;}entral High A B A\u0026amp;B A\u0026amp;B --Southwest Middle -AVilson El. X^loverdale Middle AMabelvale Middle -AdcClellan High A A B B A\u0026amp;B Team A: Horace and Melissa Team B Gene and Margie Friday, August 27 Fuller Junior Mills Margie, Mel. Margie, Mel. I Monday, August 30 Tolleson El. Arnold Drive El. PCSSD Alternative Jacksonville Alternative North Pulaski High Tuesday, August 31 Forest Heights Middle \"Henderson Middle \"IJorace Mann Middle HDunbar Middle A A B B A\u0026amp;B A A B B1999 School Visit Schedule Tuesday, August 24 Wednesday, September 1 Sherwood El. Pinewood El. Sylvan Hills El. lacksonville Middle \u0026amp; Ir. lacksonville High A A B B A\u0026amp;B Baker El. Lawson El. ALC 8 and Apperson Williams Magnet El. Fair High A A B B A\u0026amp;B Wednesday, August 25 Thursday, September 2 Lakewood El. Parkhill El. Poplar Street Middle Crestwood El. NLRHS West A A B B A\u0026amp;B Mitchell El. Gibbs Magnet El. Parkview Magnet High Central High A B A\u0026amp;B A\u0026amp;B Thursday, August 26 Team A: Horace and Melissa Team B: Gene and Margie Southwest Middle Wilson El. Cloverdale Middle Mabelvale Middle McClellan High A A B B A\u0026amp;B Friday, August 27 WRITING DAY Monday, August 30 Tolleson El. Arnold Drive El. PCSSD Alternative North Pulaski High A A B A\u0026amp;B Tuesday, August 31 Forest Heights Middle Henderson Middle Horace Mann Middle Dunbar Middle Hall High A A B B A\u0026amp;BOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 27, 1999 Dr. Les Carnine, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Les: As you know, each fall as the school year gets underway, ODM briefly and informally monitors some of the schools in all three districts. The observations we make are in the same vein as those of parents, students, and staff as they enter a building to start the new year. That's why we pay attention to the aspects of a school that are most likely to initially impress those entering it, such as the condition of the grounds, building upkeep and cleanliness, displays and furnishings, student and staff conduct, and so forth. This year, during the week beginning August 26\\ we dropped in on 18 LRSD schools: Gibbs, Mitchell, Williams, and Wilson Elementaries\nall the middle schools (Cloverdale, Dunbar, Forest Heights, Henderson, Mabelvale, Mann, Pulaski Heights, and Southwest)\nall the high schools (Central, Fair, Hall, McClellan, and Parkview)\nand the Alternative Leaning Center. We did not go into individual classrooms except at Mitchell, where we followed up on some of the observations we had made about the buildings condition this past summer. Attached is a list of what we observed at each school. While we were pleased to note some fine preparations for the beginning of the year, we were disappointed in the number of problems we found and hope the district will move expeditiously to address them. We intend for these comments to give you, your administrators, and the principals of these buildings the benefit of our impressions. Therefore, as has been our custom, we will not publish or file these observations at this time, although we might eventually factor them into some aspect of a report. I hope the enclosed information is helpful. Please dont hesitate to call if you have any questions or comments. Sincerely yours, Ann S. Brown Enc. cc: Sadie Mitchell Building principalsGibbs Foreign Languages/International Studies Magnet Elementary School JEe were pleased to note that:  Attractive shrubs and trees surrounded three sides of the building, creating a welcoming atmosphere for students and visitors.  The large, paved play area in back of the building contained well-maintained playground equipment and basketball courts.  Sturdy metal benches attached to the back wall of the building were convenient to the playground.  Consistent with the schools international studies magnet theme, the interior halls were decorated with flags of foreign countries. One display read Welcome in several languages. Another, in a glass case, featured the culture of Greece.  The small media center was attractively furnished and offered six on-line computers for students to use.  The book collection was inviting and the reference collection was up to date.  The cafeteria floor was clean and waxed and furnishings were in good repair.  Restrooms were clean and well supplied.  Mini-posters in the girls restrooms provided helpful hygiene reminders, and the girls restroom in the intermediate wing had a disposal for feminine hygiene products. We also noted some areas that needed attention:  No flags were flying from the flagpole.  The gate on the fence around the play area was in disrepair and compromised the security it was designed to provide.  Three portable buildings housed some of the instructional programs.  The cafeteria ceiling was cluttered with detached wires, once used for hanging displays, that created an unsightly appearance.  Stacks of folding chairs were propped against the wall in the cafeteria.  Many of the ceiling tiles in the cafeteria were broken, loose, cracked, or tom.  The kitchen was very small and crowded. Serving carts and other equipment exacerbated already crowded conditions in kitchen traffic areas.  Missing floor tiles behind the cafeteria serving line created a safety hazard, and a black, gooey substance was oozing through the floor tiles near the pantry.  The dishwasher was broken, forcing the staff to use paper plates.  The odor of natural gas emitted from the oven. A cafeteria worker explained that the pilot light would not stay lit.  Some of the stall doors were missing in both of the girls restrooms that we monitored.  Stall doors in one girls restroom were defaced with graffiti.  One of the sinks in a girls restroom appeared to be on the verge of sliding down the wall.  Holes and gouges in the wall tile, coupled with poor attempts to cover some of them with a cement-like substance, made the girls restrooms very unattractive.  Girls restrooms were not handicapped accessible.Mitchell Elementary School We were pleased to note that:  The campus was free of litter, and district workers were repairing a damaged section of the chain link fence that borders Roosevelt Road.  An easel in the foyer displayed a group portrait of the school staff.  Attractive bulletin boards, flags, and banners brightened the entryway.  Floors were clean, waxed, and shiny, and the carpeting throughout the building was generally clean and in good condition.  The principal indicated that the director, as well as workers from the LRSD Facility Services Department, had been to the school to evaluate the buildings problems.  According to the principal, new covers were being ordered for the flourescent light fixtures.  Students evacuated the building in an orderly fashion during a fire drill.  The media center was well lit and attractively decorated with various book displays. A single computer station provided access to the Internet for staff or student research.  A bulletin board outside the cafeteria recognized all student birthdays for the month of August. We also noted some areas needing attention:  No flags were flying from the school flagpole.  A very strong, unpleasant odor permeated the area where an addition adjoined the original structure. The principal said that district workers had called an exterminator to deal with an infestation of bats in the attic, which presumably was causing the strong smell. The exterminator was expected to eliminate the bat population and remove any carcases.  Overflowing water, apparently from clogged gutters, had damaged the roof overhang and decorative brackets.  The covered walkway between the main building and the four-year-old classroom had a damaged roof. The roofing shingles were missing, and the exposed decking was rotten in some spots.  A large tree limb had fallen to the ground near the K-1 building.  The air conditioning in a portion of the building was not working\nonly four of six upstairs rooms were cooled.  Paint was peeling from the ceilings in passageways throughout the building, and several classrooms had paint peeling from their ceilings.  Room 103 had serious water damage to the southwest comer of the room.  Room 204, which is directly above 103, had water damage on its south wall.  The math room, which is in the addition attached to the main building, had water damaged walls.  Pronounced water damage was evident in the stairwell at the north end of the building. A large section of plaster had fallen away, revealing the underlying brick. The surrounding area also showed signs of water damage\npaint peeling back to bare wood, eroding plaster, and wood rot.  The hall carpet at the top of the stairs was frayed and loose.  In the four-year-old classroom and some rooms in the K-1 building, the carpet was stained, worn, and unsightly.Mitchell Elementary School Page 2  The hall paint was worn in spots.  The hall ceiling above the library office area was marred by a large metal plate that had been attached to cover, rather than correct, some ceiling problems.  The media center, though clean and attractive, was extremely small and crowded. Carpet near the windows was tom and the ceiling showed residual stains from leaks.  The cafeteria floor near the waste barrels was wet with milk from breakfast.  The textured ceiling in the cafeteria was in a deplorable state with areas where the textured material was entirely missing and others where the material hung perilously over the tables.  The girls restroom on the second floor landing lacked soap, was not accessible to the handicapped, had one sink with very low water pressure, and the toilet paper rolls were simply propped up rather than being placed on the roller.  The boys restroom on the second floor landing still had an odor problem, which has been chronic.Williams Traditional Magnet School We -were pleased to note that:  The large playground surrounding the school offered many options for student recreation, including a soccer field, paved play area with well-maintained play equipment, a grassy hillside, and many trees.  Well-tended flowering shrubs decorated the grounds in tfont of the school.  The interior corridors were clean and tidy. School displays and potted plants decorated the entry foyer, and cases in the hallways featured interesting exhibits,  Attractive banners outside the classrooms identified the teachers.  Students were very friendly and quick to offer assistance.  The staff were dressed in a very professional manner.  The combination of new furniture, good-looking carpet, and an attractive book collection created an inviting media center.  The media center had four on-line computers available for student use.  The stainless steel appliances in the kitchen sparkled like new.  The kitchen ceiling was freshly painted, giving the area a clean, bright appearance.  The restrooms were clean and supplied with soap and paper products. We also noted some areas needing attention:  The building was not secured, as side entries were unlocked.  Both main entries to the building lacked wheelchair ramps.  Four portable buildings were in use in the back of the main building. The fibre board underpinning for one was rotted, broken, and unsightly.  The area near the folding divider that separated the gym and the cafeteria was cluttered with carts, electric wires, sound equipment, and stacks of folding chairs.  The stage was cluttered with folded tables, desks, and boxes.  The cafeteria floor was missing several tiles, and the ceiling had several loose tiles.  The picnic-style tables were flush with the cafeteria wall at one end, creating possible traffic problems.  Rolling carts and large pails impeded traffic circulation in the food preparation and serving areas.  One stall in a girls restroom had an out of order sign.  Graffiti was present in a girls restroom in the primary wing.  The girls restrooms were not handicapped accessible.Wilson Elementary School lEe were pleased to note that:  The grass was mowed and the campus was free of litter.  Blooming crape myrtles and a neatly edged flower bed enhanced the exterior of the school.  The interior floors were clean, waxed, and shiny.  The main hall was brightened by three attractive, large murals that had been designed by an LRSD artist and painted by the teachers.  A large map of the revised LRSD elementary attendance zones hung near the office.  The main office area was attractively decorated, bright, and welcoining.  The school secretary greeted visitors in a very warm and engaging fashion.  Displays in the media center created an attractive and inviting environment.  The media center gave students access to word processing and the Internet.  The cafeteria was exceptionally clean and featured a good balance of artificial and natural light.  The boys restrooms were very clean and in good repair. We also noted some areas needing attention:  No flags were flying from the pole in front of the school.  The school had no parking lot for staff or visitors.  An asphalt play surface was cracked and covered with tree debris and rocks.  The campus included two very bedraggled portable classroom buildings. The portable labeled reading clinic had a hole in its metal shell and the metal skirting was ripped and loose.  The P.E. class for four-year-olds was being conducted in a developmentally inappropriate manner. The instructor spoke to the children harshly, continually reprimanding them and shaking his finger at them. The children were not engaged in organized games or play. The instructor had them run around the perimeter of the playground twice and then allowed them to play on the equipment. The children were treated like a high school football squad rather than a group of pre-school students.  The diminutive size of the media center placed a premium on student work space and storage space.  While the girls restroom off the main hall was clean and supplied, it was not handicapped accessible, water pressure in two of the sinks was very low, and the wall near the door had a gaping hole.  Toilet paper and paper towels were missing from the boys restroom nearest the intermediate level classrooms.Cloverdale Middle School Academy We were pleased to note that:  Both the U.S. and the Arkansas flags were flying in front of the school  The grounds featured many stately oak trees, providing shaded areas for students. Flowering crape myrtles graced the entire front of the building.  The exterior ramps were covered with awnings, and the lockers lining the walls were in good repair.  Security personnel were clearly visible on campus.  Furnishings in the media center were of good quality, and a dropped ceiling was a great improvement over the old ceiling.  Five on-line computers were available for student use in the media center.  Air temperature in the cafeteria was mercifully cool on an extremely warm day\neven the kitchen was air conditioned.  Restrooms were clean and free of litter, and the girls restrooms had fragrance dispensers.  One girls restroom was handicapped accessible, including two rails. We also noted some areas needing attention:  Litter and broken furniture were visible on much of the campus.  The awnings over the exterior corridors were cluttered with numerous exposed intercom wires.  Some of the students (and adults) seemed confused about a buzzer signaling the end of the physical activity portion of gym class. Several students from other classes headed toward their next class and had to be instructed to return to their rooms.  Carpeting on the stage was soiled, tom. and stained. Tape residue clung to one portion of the carpet. Also, clothing, large, trash-filled bags, broken pieces of Styrofoam, and pieces of classroom furniture littered the stage.  Several discarded cardboard boxes were stacked against one wall in the cafeteria.  A water fountain in the cafeteria was inoperable.  Wood logs were scattered at the back door of the cafeteria.  The girls restrooms were not completely stocked with paper products or soap and lacked disposal units for hygiene products.  The lights were out in one girls restroom.  The walls in one girls restrooms were badly stained, marred, chipped, and scratched. One wall had a very large crack along the door jamb.  Some of the stalls in a girls restroom had graffiti.  One girls restroom was not handicapped accessible, and the restroom next to it, marked with a handicapped sign, was locked.  One restroom on a back ramp was not labeled as to gender.Dunbar International Studies/Gifted Talented Education Magnet Middle School iVe were pleased to note that:  Campus doors were locked, except for the main entrance.  Parts of the campus were well tended and featured flower beds and flowering shrubs alongside new and widened walkways.  The terrazzo floors near the main entry were shiny and attractive.  Adults were visible during class change.  The media center contained several models representing student work. The book collection was extensive and attractive and was supplemented by four on-line computers.  Furnishings in the cafeteria were in good repair.  The restrooms were amply supplied with paper products and soap.  The stalls in the girls restrooms had disposal units for feminine hygiene products.  One girls restroom had a handicapped accessible stall with two handrails. We also noted some areas needing attention:  No flags were flying from the flagpole in front of the school.  The front of the building, which was the only entrance with unlocked doors, was not wheelchair accessible.  The bed of plants at the main entrance needed weeding.  Security officers were not immediately visible during our visit.  Walkways near the Wright Avenue side of the campus were broken and hazardous, and others were overgrown with grass.  A pile of broken and discarded furniture sat outside the band room.  The non-shp covers on the stair treads and risers were broken in many places, and thus unsightly as well as hazardous.  The large, glass-enclosed exhibit cabinet in the east foyer (which in previous years had held vibrant displays related to the school theme) was completely empty, and the small bulletin board in the west foyer was blank.  The clock suspended by the main office did not tell the correct time by several hours.  A locker door on the first floor was missing, and numerous lockers throughout the school were defaced with black smudges and marks.  A window in the bank of interior hall windows on room 201 was broken. Most of the small, interior hall windows throughout the building were dusty and smudged, if not outright filthy.  Fire extinguisher cases in the corridors were empty, and no fire extinguisher was visible in the cafeteria,  Several walls and classroom doors were defaced with graffiti and marred by extraneous dirt.  The veneer on some classroom doors was split or missing in pieces.  The media center carpet was stained, frayed, and soiled.  A large area of ceiling panel was missing outside of the cafeteria.  Several floor tiles and ceiling tiles in the cafeteria were broken, cracked, or gouged,  Windows in the cafeteria were filthy.Dunbar International Studies/Gifted \u0026amp; Talented Education Magnet Middle School Page 2  Some floors were neither clear nor waxed\nothers were waxed, but the wax had been applied over dirt or, in the case of the cafeteria, dark, ugly scuff marks.  The kitchen tile around two large floor drains was cracked and broken.  Carts and containers created traffic flow problems in the food preparation and serving areas.  Sanitation problems in the kitchen included a missing ceiling vent cover and evidence of rodents.  Due to a lack of ventilation in the kitchens laundry room, the walls were covered with mildew and stains.  The identifying signs were missing from the girls restrooms located on the second and third floors.  A strong sewer smell emanated from the girls locker room.  Shower stalls in the girls locker room were corroded, stained, filled with trash, and covered with graffiti, as were the lockers, walls, and many other surface areas. The locker room looked like a garbage dump.  The girls locker room was not handicapped accessible.  The boys locker room contained huge swaths of material hanging from over half of the ceiling and a vertical crack, approximately 1/2\" wide, reached down an entire wall. Other structural cracks were noted in other parts of the locker room.  Shower stalls in the boys locker room were so stained and corroded that they were unusable.  Graffiti was rampant in the boys locker room and the facility contained no soap or paper products.  A staff person reported leaks in an area above the gymnasium floor.Forest Heights Middle School We were pleased to note that:  The campus was free of litter and the grass was mowed.  The terraced planting beds added five years ago were filled with healthy greenery that greatly enhanced the entry to the school.  The five-year-old main building looked as neat, clean, and attractive as it did at the dedication ceremony.  Security personnel were visible throughout the school.  Floors were clean and waxed to a mirror-like shine.  A spacious stair landing had been transformed into an attractive student art gallery.  Posters with encouraging and inspirational sayings were present throughout the building.  The teaching staff were especially friendly and helpful.  Banners that identified the middle school learning teams were found throughout the building.  The sixth grade area of the building featured a wealth of displays and examples of student work.  The sixth grade wing included displays featuring team names (such as New Centurions, Shooting Stars, and Aviators) that gave evidence of the middle school teaming concept.  The media center was in excellent condition and had attractive furnishings. Computer work stations provided students with word processing capability, as well as Internet access.  The gymnasium was clean and in good repair. The basketball floor was shiny and well maintained.  The cafeteria was clean and the tables and chairs were in good repair.  The boys restrooms were well supplied, clean, odor-free, and handicapped accessible.  The girls restrooms were clean, odor free, supplied with paper products, and accessible to the handicapped. We also noted some areas needing attention:  We found no flags flying.  Above the checkout desk in the media center, two flourescent tubes were not working.  The doors to the cafeteria were badly scarred and in need of paint.  Ceiling tiles near the cafeteria exit were marred and insulation was clearly visible where several tiles were missing entirely.  Carpet in one classroom was clean but terribly wrinkled, causing a tripping hazard.  Paint was peeling from the ceiling of the boys restroom adjacent to the gymnasium.  One girls restroom lacked soap, and one of the sinks had no running water.Henderson Middle School We were pleased to note:  The U.S. flag was flying from the schools flagpole.  Security personnel greeted visitors at the front door.  Student team names appeared on a bulletin board near the main office as evidence of the teaming aspect of the middle school concept.  Students greeted us in a friendly manner.  The main interior hallway was bright due to the natural light from skylights and relatively new paint. The sponge-painted accents in the hallway provided tor a nice overall effect.  Students were quiet and orderly during a class change.  Some hallways had student work on display.  The media center was roomy enough to provide for adequate student seating, as well as space for computer work stations.  The media center contained computers that students could use for Internet research and also for word processing.  The cafeteria was clean and the design provided for good traffic flow.  Boys restrooms were generally clean with sinks, toilets, and urinals operating normally. We also noted some areas needing attention:  The campus was not properly secured\nseveral exterior doors were propped open.  A few areas of the campus were littered. While the soccer field had some trash barrels, the number is not adequate during soccer season, when the fields are used by the school and the YMCA.  The courtyard areas, which could be very attractive if better maintained, were filled with weeds, debris, and fallen leaves.  During the class change, a security guard bellowed at the students who attempted to go to their lockers. While the school does restrict student access to lockers, security guards should endeavor to present a pleasant demeanor, rather than acting like drill sergeants.  Paint was badly peeling from an exterior wall in one of the courtyards.  The blue paint on the exterior doors was faded.  Beyond the sixth grade area, teaming was not as visually apparent as in other parts of the school.  On one hallway, pictures used to represent various careers depicted women in non-traditional roles, but showed very few African-Americans.  Gum residue was stuck to the hallway floors.  The carpeting in the media center was clean but so worn that it was taped together in several places.  In several hallways, fire extinguishers were missing from their recesses.  The boys restrooms lacked paper towels and the lights were not on in the boys restroom nearest the main office.  The girls restroom nearest the office was pitch dark. The ceiling fixture was not working, and a monitor could not locate a light switch. Since the room had no windows or skylights, it was impossible to monitor and nearly unusable (although we observed a few brave souls emerge from the dark room). Another girls restroom was locked.Mabelvale Middle School We were pleased to note that:  The campus was secured and security personnel were visible.  The brick exterior of the building was in good repair, and the walks and ramps were in good condition.  The posts supporting the ramp awnings were color-coded so that students teams could easily identify the areas of their classrooms.  Lockers lining the walls of the ramps were in excellent condition.  Glass blocks framed the office door and provided an attractive accent.  The one-way traffic flow pattern helped to ensure orderly class changes free of congestion.  The media center was an attractive workplace for students and offered sLx on-line computers.  Students attending an assembly in the cafeteria were attentive and very well behaved.  Furnishings in the cafeteria were clean and in good repair.  Ceiling fans in the cafeteria provided some relief from the summer heat.  An attractively decorated display board featured the names of the cafeteria workers.  The restrooms were adequately furnished with paper products.  Restrooms were clean\nmirrors and sinks sparkled. We also noted some areas needing attention:  No flags were flying from the flagpole.  The campus was littered with paper, especially around the dumpster, and several landscaping timbers had been left in a pile near the front entrance.  On August 26, the marquee was still featuring an August 4-5 registration announcement.  The exposed wiring along the awnings over the ramps was unsightly.  The courtyard contained a lone, wrought iron bench with sagging wooden slats, creating a desolate scene.  Floors in the cafeteria were gouged and several areas of tile were missing, while other areas were covered with mismatched tiles.  Metal facing on a cafeteria door was cracked and broken.  The cafeteria lacked sufficient seating to accommodate students during lunch, and crowding of the tables congested the traffic flow.  The small kitchen lacked sufficient aisle space, creating traffic problems during food preparation and serving, and lighting was poor.  One of the girls restrooms was poorly lit.  Swaths of mismatched paint had been applied to the walls in one girls restroom, while in another restroom, large areas of the finish had been scoured off the metal stall dividers.  The girls restrooms lacked soap.  One girls restroom, which was designed for wheelchair accessibility, had only one side rail in the stall.Horace Mann Arts \u0026amp; Science Magnet We were pleased to note that:  State and national flags were properly displayed from the flagpole.  Security personnel were visible.  Grassy courtyards, furnished with benches and well-trimmed shrubs, created a welcoming appearance for students and visitors,  Displays were very colorful and eye catching.  Large murals painted on the brick exteriors showcased the arts theme.  The media center contained five on-line computers for student use.  The cafeteria was well ventilated and cool on a very hot day.  The large cafeteria provided plenty of space for good traffic flow.  Several murals, mostly celebrating racial diversity, provided a pleasing backdrop during meals.  The girls restrooms were clean. We also noted some areas needing attention:  The campus was not secure: exterior gates were open or unlocked.  Although a covered walkway extended from the main building to the auxiliary building, the walkway was not wheelchair accessible.  Parts of the campus were littered and unkempt.  The back driveway had a series of potholes.  The exterior masonry walls were seriously cracked in several places.  The entiy doors to the English annex were damaged and dirty.  The plexiglass windows at the auditoriums entrance were scratched, ugly, and barely transparent.  Some classrooms had evidence of ceiling leaks.  Most drinking fountains were not operable.  Despite decent-looking carpet and ceiling tiles, the media center appeared shabby. The furniture was a mixed collection of hand-me-downs, some with imitation walnut finish and others with a blond veneer. The book collection looked seedy and the reference collection was outdated. AV equipment covered the tables in the reading room.  Some tables in the cafeteria were chipped, gouged, or broken\ntape reside marred the table tops.  The ceiling leaked in the cafeteria, and several ceiling panels in the cafeteria were missing.  Recent patch jobs on the kitchen ceiling had not been painted, creating an unfinished appearance.  None of the three girls restrooms located in the main building or in the auxiliary building were handicapped accessible.  Water pressure was extremely low in the girls restrooms.  Several stalls in a girls restroom had no toilet paper, and three of the four restrooms had no paper towels.  Two girls restrooms were missing stall doors.  Although all of the light fixtures in the entry to the girls restrooms had bulbs, none of them were operating. When queried, a custodian remarked, Those lights arc not necessary,  Two boysrestrooms were locked. Two others should have been\neach was smelly, only partly functional, and had no soap or paper products.Pulaski Heights Middle School IVe were pleased to note that:  Much of the original brick floor was still attractive and in good repair.  The hallways were clean, well lit, and free of litter.  Bulletin boards and posters gave evidence of middle school teaming.  A book fair was in progress, so the media center was more cramped than usual, but still provided a pleasant atmosphere.  Seven on-line computers complemented the substantial book and reference collection in the media center.  The auditorium was clean and in good repair, since persistent leaks had been stopped and fresh plaster and paint applied to the walls.  The gymnasium was clean and bright.  The basketball playing floor had been recently refinished and the bleachers were in good repair.  The cafeteria was generally clean and the walls had been recently repaired and painted in the school colors.  The restrooms were functional and well supplied. We also noted some areas needins attention:  No flags were flying from the flagpole near the main entry.  The brick structure near the main entrance, designed to serve as a ground-level marquee, was devoid of the schools name, and the planters on either side sported nothing but dead weeds.  A pile of broken and discarded furniture cluttered a back courtyard.  The protective coverings on the stair steps were broken and hazardous in several areas.  The space created for the media center was too small for the size of the schools enrollment.  Several flourescent tubes were not working in the cafeteria.  Some ceiling tiles in the cafeteria were marred, broken, or entirely missing.  The floor was noticeable gouged in the cafeteria near a serving line and at the entrance to the auditorium.  Wall tiles on two of the boys restrooms were missing, leaving unsightly exposed plaster.  One boys restroom was littered.Southwest Middle School iVe were pleased to note that:  The grass was mowed and the campus was free of litter.  The hall floors were clean and shiny.  Security personnel were visible.  The school mission statement was prominent in several locations in the building.  Bulletin board and shadow box displays featured student organizations such as the Gentlemens Club.  Middle school teaming was evident through bulletin boards and hallway displays.  The media center was well organized, clearly labeled, and had adequate student work space.  Computer stations in the library provided students with word processing and Internet access.  The cafeteria was large enough for a smooth flow of student traffic during the lunch period.  The boys restrooms were generally clean.  The girls restrooms were clean and fully supplied. We also noted some areas needing attention:  No flags were flying from the school flagpole.  The school was not landscaped, but a few mature trees dotted the perimeter of the campus.  The metal windows were rusted in spots.  The campus was not secured: some exterior doors (other than the front door) were unlocked and some classroom doors were propped open.  Several hallway flourescent lights were burned out.  The cinder block wall at the south end of the main hall showed signs of water damage.  Wall paint in the 500 hall appeared old and dingy.  The ceiling tiles nearest the assistant principals suite were gouged.  Several cafeteria tables were worn and badly chipped.  Toast, milk cartons, and other breakfast refuse littered the lunch line area,  The physical condition of the boys restrooms varied. The restroom at the far end of the main hallway had gouged walls, broken wall and floor tiles, peeling paint, and was not well lit. The restroom nearest the gymnasium was clean and well supplied, but had a constantly running urinal and rusted heating unit.  Not all of the boys restrooms were adequately supplied with toilet paper and soap.  A girls restroom lacked adequate lighting, and the walls and stalls were defaced with graffiti. In this same restroom, the toilet paper dispenser was missing from the handicapped stall.Central International Studies High School We were pleased to note that:  Both the state and national flags were properly displayed on flag pole in front of the school.  The grounds were very attractive. The grass was mowed and we noted only a few pieces of litter on the entire campus. A wealth of blooming crape myrtles accented the front of the school, and the planting beds were neat and filled with shrubs and ornamental grasses.  Security personnel and equipment were visible throughout the building. Security measures included cameras in the corridors and kiosks strategically situated throughout the main level.  Colorful banners and posters promoting school spirit were displayed in many areas of the building.  Shadow boxes on the main level featured student artwork.  The interior corridors were well lit and lined with lockers in good repair.  Floors were clean and polished.  The stonework in the foyer had been repaired.  The media center included a large bank of computers for students to use for on-line research and word processing.  Appropriate spirit symbols decorated the gymnasium.  The gyms fold-away bleachers appeared to be in good repair, and the hardwood playing surface had a good, shiny finish.  The cafeteria was well ventilated and comfortably cool on a very warm day.  The cafeteria was clean and furnishings were in good repair.  Newly installed serving rails provided an orderly flow of traffic in the cafeteria.  The cafeteria ceiling paint was in excellent condition, giving the appearance of having been recently done, although a custodian indicated that it hadnt been painted in six years.  The kitchen area was very spacious and free of clutter.  Girls restrooms had paper products and were free of litter immediately after lunch period.  Both of the girls restrooms monitored were handicapped accessible, including two handrails. We also noted some areas needing attention:  The shell of a wrecked car, apparently used in a senior bash, remained in one comer of the student parking lot. The vehicle, which consisted of jagged metal, broken glass, and scribbled obscenities, posed a safety hazard and was unsightly.  The area around the school dumpsters was cluttered with discarded furniture and cardboard boxes.  The rubberized covering on the landing of the main entry steps was cracked, tom, and unattractive.  The campus was not secured: monitors entered through an open door in a custodians shop\nanother door at the back of the school also was propped open.  Few adults were present during a class change.  The two-way traffic flow on the stairs created serious congestion during class changes.  Many surfaces in the corridors were defaced by graffiti.  Trophy cases were covered with dust, and the trophies were grimy and tarnished.  Large sections of ceiling panels were missing on the lower level.  In numerous locations throughout the building, wall paint had bubbled and plaster flaked due to moisture. Many corridor walls on the third level had been damaged severely by moisture.Central International Studies High School Page 2  Plexiglass windows in various parts of the building were so marred by scratches, tape residue, and past cleaning attempts that they had been rendered opaque rather than transparent,  Several hallway flourescent lights were inoperative.  The media center was plagued by leaks and the resulting deterioration of plaster. The problem was particularly severe in the media center boys restroom.  The ceiling had peeled severely in a maintenance room and the carpet was soiled and mildewed.  The concrete block building attached to the west side of the gym was badly cracked and in danger of falling.  Window panes in the back of the gymnasium had been replaced with plywood that was peeling and unsightly.  The handle and overhead sill of the auditorium door were broken.  The auditorium carpeting was soiled and the stage was littered.  No fire extinguishers were found in the cafeteria.  A section of tile near a kitchen floor drain was badly cracked, chipped, and broken.  Large sections of paint were peeling from the walls in the kitchen, indicating moisture problems.  Disconnected pipes from a former drinking fountain protruded from a support column.  Neither girls restroom observed had soap or disposal containers for feminine hygiene products.  A toilet in one girls restroom was inoperable and a toilet in another was stopped up.  One of the girls restrooms showed evidence of water damage, especially around the window casing.  One girls restroom had a missing ceiling panel and push-down faucets that were very difficult to operate\nanother had a large section of broken wall, exposing sewage drain pipes.  A third floor boys restroom had been vandalized: the Formica edging around the counter top had peeled off, and the cover to the flushing mechanism for the urinals was missing, leaving a gaping hole in the wall.J. A. Fair High School IVe were pleased to note that:  The U.S. flag was displayed on the flagpole in fi'ont of the school.  The grass was mowed and the campus was free of litter.  Doors throughout the campus were locked, security cameras were mounted in the corridors, and security personnel were visible.  Staff\" members greeted us in a friendly fashion.  The entry foyer and interior corridors were clean and free of litter and debris.  Most corridors were lined with lockers in good repair.  A mural with a musical theme adorned the wall adjacent to one of the music classrooms.  The media center, which featured automated checkout, had computers available for word processing and Internet research.  The media center was replete with student projects on display.  The cafeteria was clean and fi'ee of litter.  Traffic flow in the kitchen during lunch hour was smooth.  Both gyms were clean and ready for use\nseveral championship banners decorated the walls.  The bleachers in the varsity gym were clean and in good repair.  The restrooms were fiee of litter and well supplied. We also noted some areas needing attention:  While the large planting bed near the entry had the potential to be attractive, it was choked with weeds and drought-stricken annuals.  Although security personnel questioned each one, several students were in the corridors well after the class change.  Some of the hall ceiling tiles were stained and ripped.  Floor tiles in one section of the hallway were cracked.  Some hall drinking fountains were inoperable.  Several ceiling tiles in the hallway to the auxiliary gym were damaged or missing.  The louvered door to one gym dressing room was damaged to the point of allowing anyone to see into the area.  In the media center, the addition of computer stations significantly decreased the already limited amount of student work space.  In a work area adjacent to the media center, leaking water pooled inside the cover of a flourescent Ught fixture.  Tables in the cafeteria were chipped and gouged.  One serving counter was propped on a wooden board.  The floor was buckled in Ifont of the serving counter\ntiles were chipped, cracked, and broken.  In the kitchen, water damage was evident in the pantry area, and some ceiling panels were loose, missing, or food-splattered.  A cafeteria worker reported evidence of rodents.  The air conditioning was broken in the kitchen area and the air temperature was stifling.  Walls and stalls in the girls restrooms were scuffed, stained, and marred.  One girls restroom was not handicapped accessible.  One of the toilets in a girls restroom was stopped up by a discarded sanitary napkin. Although the restrooms had disposal units for feminine hygiene products, they were inconveniently located outside of the stalls.  While the girls restrooms were supplied with toilet paper, the rolls were lying on the floor. The restrooms also lacked soap dishes. As a result, scummy soap residue had accumulated in all areas surrounding the sinks.Hall University Studies High School We were pleased to note that:  Security personnel were visible.  Many of the planting beds were filled with masses of blooming annuals.  The grass was mowed and the campus was free of litter.  The interior corridors were clean and shiny in both buildings.  Students were fnendly and helpful to us.  Lockers were in good repair.  Hallway displays, posters, and banners proclaimed school spirit.  The media center was spacious and attractive.  The media center, which was in the process of implementing an automated checkout system for materials, also had computers that students could use for Internet research and word processing.  The gymnasium was clean and bright and made good use of school colors to enhance its appearance.  The hardwood basketball court was refinished and clean.  Furnishings in the cafeteria were in good repair.  Air temperature in the cafeteria and kitchen was excellent.  Floors and walls in the girls restrooms were clean.  Girls restrooms contained disposal units for feminine hygiene products. We also noted some areas needing attention:  No flags were flying from the schools flagpole.  One security guard was observed with his arm around a female student, and a police officer was seated alone in a parked squad car with a female student. Security personnel and resource officers should exercise great care in their interaction with students and the appearance of their behavior.  Electrical wires laid in a tangle near the football field.  The temporary bleachers near the football field were broken and hazardous, due to exposed and jagged metal edges.  The tennis courts were in a state of pronounced decay with flaked and rough concrete and a sagging net.  The ceiling tiles in the 700 building were sagging and broken.  Some fire extinguisher cases were empty.  Several ceiling tiles were missing in the hallway near the journalism class.  Sections of baseboards were worn and loose in several areas of the building.  Students traveling in four directions in the area outside the cafeteria during the lunch transition period created serious congestion. Students entering and exiting from the same doors created bottlenecks.  Cafeteria tables were placed too close together, compromising movement and severely limiting egress during an emergency.  The cafeteria lacked sufficient seating for the number of students present\nas a result, some students were five or six minutes late for third period class.  A water leak over the kitchens vent-a-hood created a safety hazard.Hall University Studies High School Page 2  Narrow food preparation lanes, coupled with loose and broken floor tiles, created safety hazards.  Flaking ceiling material over the serving counter created a health hazard.  One floor drain was stopped up, another drained slowly, and a stool covered a large open drain in the food preparation area, causing a safety hazard.  Cafeteria workers reported electrical overload problems and evidence of rodents.  The kitchen door contained a large hole and one window pane was cracked.  A section of floor tile was missing from around the sink in the kitchen.  None of the girls restrooms inspected was handicapped accessible.  One girls restroom lacked soap and not all stalls had toilet paper.  The stall dividers in one girls restroom were covered with graffiti.  The boys restroom near the library had been vandalized: sink handles were broken and a stall door was missing.McClellan Business/Communications Magnet We were pleased to note that:  The grass was mowed and the campus was free of litter.  The security staff was visible,  A student-drawn mural of cell division decorated the science hall.  The business education hallway was filled with colorful, attractive displays and the myriad of business education awards received by students.  The media center provided adequate seating for classes of students.  Materials checkout in the media center was automated and the facihty had computers with Internet research and word processing capability.  Drawings of authors from diverse cultural backgrounds (such as Maya Angelou and Mark Twain) decorated the media center.  The gymnasium was colorful and clean, and the bleachers appeared to be in good repair.  Spirit emblems lent a festive atmosphere to the gym.  The cafeteria floor was gleaming.  Cafeteria furnishings were well spaced, leaving ample room for lunch traffic.  Student portrait art added a nice touch to the surroundings in the cafeteria.  The girls restrooms were supplied with paper products.  Girls restroom stalls had disposal units for feminine hygiene products.  Although it was lunch period, the girls restrooms were free of litter. We also noted some areas needing attention:  No flags were flying from the flagpole.  The large planters in front of the school were filled with dying shrubs and weeds.  Corridors were very congested during class change, exacerbating the noise level.  The corridors were bleak and unattractive due to dirty concrete floors, metal roofing with lots of visible wire and ducts, and general neglect.  In the cafeteria, several ceiling panels were tom or loose and several floor tiles were cracked and chipped.  Some of the tables in the cafeteria were badly chipped or gouged.  In the serving area, a missing ceiling panel and a large floor drain created health and safety hazards.  The floor tiles in the kitchen were cracked, chipped, gouged, or broken.  Graffiti covered nearly all the wall space in the girls restrooms.  A student indicated that she and her classmates had painted the restrooms, but the job was characterized by poor brush strokes, insufficient coverage, and paint splatters, which were among the best things that could be said about the girls restrooms.  In one girls restroom, some stalls had no doors, including the one for handicapped students.  Walls and sinks in a girls restroom were dirty and stained and one restroom had dried tissue wads dotting the ceiling.  A metal grate had been pried from the wall in a girls restroom.  Girls were smoking in one restroom.  The boys restrooms had been markedly abused: the stark red-and-blue walls, messy paint, vandalized paper holders, litter, and graffiti all combined to create an unappealing whole.Parkview Arts \u0026amp; Science Magnet We were pleased to note that:  The U.S. and Arkansas flags were flying from the flagpole in front of the school.  The grass was mowed and the campus was free of litter.  Security staff was visible throughout the building.  Interior corridors were clean and their design allowed easy movement for students during class changes.  Thematic murals appropriate to the disciplines decorated the halls near the music, art, history, and science departments.  Some hallways displayed student artwork.  The gymnasium playing surface was gleaming and in excellent condition. The bleachers were in good repair and free of graffiti. The gymnasium temperature was bearable despite outside temperatures in the mid-90's.  The south cafeteria had a colorful mural that brightened the facility.  Floors in both cafeterias were clean and waxed.  Air temperature in the cafeteria was excellent on a very warm day.  The addition of a lunch period resulted in fewer students per shift, thus eliminating crowding in the eating areas and long waits in the serving lines.  Girls restrooms were clean and litter free right after lunch.  Stall in the girls restrooms had disposal units for feminine hygiene products. We also noted some areas needing attention:  Some of the sidewalks were cracked and effaced.  Exterior trim paint was faded and weathered.  The school was crowded. The enrollment increase had caused the school to use all possible classroom space, and the district had brought in three portables for additional classrooms: a single portable was located on the upper campus and two double portables were located on the lower end of the campus. The lack of space is a particular concern due to some of the specialized types of courses offered at Parkview.  The concrete steps adjacent to the gymnasium leading to the lower campus were effaced.  The empty display cases in one area of the building were very unappealing.  A front panel was missing from a hall fountain.  Most of the plexiglass windows were scratched and ugly.  Wires to the intercom were strung along the corridor ceiling without benefit of ductwork. Although it had 22 computers for research and word processing, the media center was not fully usable due the construction of the adjacent dance studio.  The north cafeteria was dull and institutional in appearance.  The picnic-style tables were flush against the wall at one end of the cafeteria, creating limited egress in case of an emergency evacuation.  The kitchens food preparation area was narrow and congested, and loose ceiling tiles created a health hazard.  In the girls restroom, one vent cover was hanging from the ceiling and another was missing.  Girls restroom #203 was locked.  Sinks in the girls restrooms needed scrubbing.  Water pressure in one girls restroom was very low and the feminine hygiene products dispenser was inoperable.  A stall door in one of the girls restroom was too small and fit only halfway across the front of the handicapped accessible stall, eliminating all semblance of privacy for the user.  Two of the boys restrooms were in a state of serious disrepair and neglect. One of the restrooms had large, gaping holes in the walls.  Neither of the boys restrooms monitored were clean or supplied with paper towels.LRSD Alternative Learning Center (ALC) We were pleased to note that:  The exterior doors to the facility were locked.  Security personnel were highly visible throughout the building.  The brick exterior of the building was in good repair, grass and shrubs were neatly tended, and a new security fence had been installed on the north side of the campus.  Four huge magnolia trees shaded the west side of the building.  Interior corridors were immaculate and the concrete floors glistened.  Instead of a conventional media center for the nontraditional program, the school used computers in every classroom for programmed instruction and Internet research.  The cafeteria floor was gleaming and furnishings were in good repair.  The restrooms were clean and supplied with paper products and soap. We also noted some areas needing attention:  Asa former elementary school, the ALC had a flagpole, but no flags were flying.  The school did not have a ramp for handicapped access.  The carpet in the entry to the office was tom and frayed, due to the door constantly dragging across it.  Exposed intercom wires were stmng along the ceiling of the main corridor.  The kitchen area was in poor repair: the sink was stopped up, dead water bugs were present, the milk cooler was not operating, the mixer was broken, and the temperature was stifling.  Evidence of water damage was prevalent in several places on the kitchens ceiling and walls.  Walls in the cafeteria was stained, scuffed, and marred.  The cafeteria did not have a fire extinguisher.  The stage was cluttered with folding tables and chairs, and stage curtains were stained, tom, and faded. The wall at the base of the stage had a large hole.  The girls restrooms were not handicapped accessible.  In one of the girls restroom, pipes and fittings protmded from the walls where fixtures had been removed, and graffiti defaced one wall.  Ceiling tiles in a girls restroom were cracked, walls were water-damaged, and a sewer pipe cover was detached from one wall.  The boys restrooms had been vandalized, resulting in a missing stall door and unusable paper holders.Date: June 14, 2000 To\nAll Associates From: Re: AnrTH------- L End-of-School SWAT Visits Since vacations are beginning to scatter us, please finish the write-ups on your end-of-school visits by the close of the day on this coming Friday, June 16. Use the same format as on the beginning- of-the-year SW.AT visits, and collate them all together on one disc. Polly can help if needed. TH be reviewing them when I return from my trip next Monday, and will pass them on to the appropriate superintendents. Thanks.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 15, 2000 Dr. Les Gamine, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Les: You 11 recall that every year as the new term gets underway, we make informal visits to a few schools, write up our observations in a brief format, and share them with you. As we once again prepare for this same type of fall monitoring for the coming school year, I find that I have neglected to give you a bit of information that we generated as the 1999-2000 school year was drawing to a close. I apologize for my oversight. Before school ended last June, we made a return visit to some of the LRSD schools that we had monitored in the fall and in which we noted some facility problems. Our purpose was to see whether the deficiencies we saw earlier in the year had changed by the time school year was about over. Enclosed are those observations. I hope they will prove useful to you. Best wishes for an exciting and rewarding new school year. Sincerely yours, CJktA Ann S. Brown Enc.Mitchell Elementary School Fall 1999: Selected Areas of Concern Spring 2000 Findings  No flags were flying from the school flagpole.  The U.S. flag was flying from the pole in front of the school.  A very strong, unpleasant odor permeated the area where an addition adjoined the original structure. The principal said that district workers had called an exterminator to deal with an infestation of bats in the attic, which presumably was causing the strong smell. The exterminator was expected to eliminate the bat population and remove any carcases.  According to the principal, bat removal had been successfully completed prior to the Thanksgiving holidays. Eliminating the bats also eliminated the odor problem.  Overflowing water, apparently from clogged gutters, had damaged the roof overhang and decorative brackets.  The covered walkway between the main building and the four-year-old classroom had a damaged roof. The roofing shingles were missing, and the exposed decking was rotten in some spots.  Exterior trim and brick work still suffered from water damage, but repairs are reported to be scheduled that include waterproofing the brick.  The air conditioning in a portion of the building was not working\nonly four of six upstairs rooms were cooled.  The air conditioning had been repaired.  Room 103 had serious water damage to the southwest comer of the room.  Room 204, which is directly above 103, had water damage on its south wall.  The math room, which is in the addition attached to the main building, had water damaged walls.  Pronounced water damage was evident in the stairwell at the north end of the building. A large section of plaster had fallen away, revealing the underlying brick. The surrounding area also showed signs of water damage: paint peeling back to bare wood, eroding plaster, and wood rot.  Damaged walls in the hall landing and the classrooms had been repaired and repainted.  The hall carpet at the top of the stairs was frayed and loose.Mitchell School Page 2  In the four-year-old classroom and some rooms in the K-1 building, the carpet was stained, worn, and unsightly.  No improvements in the carpet, but carpet slated for repair or replacement beginning in the summer.  The cafeteria floor near the waste barrels was wet with milk from breakfast.  The textured ceiling in the cafeteria was in a deplorable state with areas where the textured material was entirely missing and others where the material hung perilously over the tables.  The cafeteria was spotless, and the custodian was busy cleaning the ceilingheight window sills.  The cafeteria ceiling had been repaired.  The girls restroom on the second floor landing lacked soap, was not accessible to the handicapped, had one sink with very low water pressure, and the toilet paper rolls were simply propped up rather than being placed on the roller.  The boys restroom on the second floor landing still had an odor problem, which has been chronic.  Bathrooms on the second floor were clean and free of odor. Additional findings:  A poster was on display that outlined the improvements Mitchell was to receive from the recently passed bond issue. The school is to undergo a large range of repairs and upgrades, which are budgeted at roughly $900,000. Some of the major repairs are to begin in summer 2000.  The kitchen area was crowded with large food storage units which impeded traffic flow.  Although the cafeteria was in need of repair, the principal was not sure whether remodeling the dining area was included on Mitchells list of improvements.Dunbar Magnet Middle School Fall 1999: Selected Areas of Concern Spring 2000 Findings  No flags were flying from the flagpole in front of the school.  The front of the building, which was the only entrance with unlocked doors, was not wheelchair accessible.  The bed of plants at the main entrance needed weeding.  Security officers were not immediately visible during our visit.  Walkways near the Wright Avenue side of the campus were broken and hazardous, and others were overgrown with grass.  A pile of broken and discarded furniture sat outside the band room.  The non-slip covers on the stair treads and risers were broken in many places, and thus unsightly as well as hazardous.  The large, glass-enclosed exhibit cabinet in the east foyer (which in previous years had held vibrant displays related to the school theme) was completely empty, and the small bulletin board in the west foyer was blank.  The clock suspended by the main office did not tell the correct time by several hours.  A locker door on the first floor was missing, and numerous lockers throughout the school were defaced with black smudges and marks.  A window in the bank of interior hall windows on room 201 was broken. Most of the small, interior hall windows throughout the building were dusty and smudged, if not outright filthy.  Fire extinguisher cases in the corridors were empty, and no fire extinguisher was visible in the cafeteria.  Several walls and classroom doors were defaced with graffiti and marred by extraneous dirt.  The veneer on some classroom doors was split or missing in pieces.  The media center carpet was stained, frayed, and soiled.  None of the items we listed in the findings from our fall visit had been addressed. No one had even bothered to remove the jagged, broken window pane from the interior hall window.Dunbar School Page 2  A large area of ceiling panel was missing outside of the cafeteria.  Several floor tiles and ceiling tiles in the cafeteria were broken, cracked, or gouged.  Windows in the cafeteria were filthy.  Some floors were neither clear nor waxed\nothers were waxed, but the wax had been applied over dirt or, in the case of the cafeteria, dark, ugly scuff marks.  The kitchen tile around two large floor drains was cracked and broken.  Carts and containers created traffic flow problems in the food preparation and serving areas.  Sanitation problems in the kitchen included a missing ceiling vent cover and evidence of rodents.  Due to a lack of ventilation in the kitchens laundry room, the walls were covered with mildew and stains.  The identifying signs were missing from the girls restrooms located on the second and third floors.  A strong sewer smell emanated from the girls locker room.  Shower stalls in the girls locker room were corroded, stained, filled with trash, and covered with graffiti, as were the lockers, walls, and many other surface areas. The locker room looked like a garbage dump.  The girls locker room was not handicapped accessible.  The boys locker room contained huge swaths of material hanging from over half of the ceiling and a vertical crack, approximately 'A\" wide, reached down an entire wall. Other structural cracks were noted in other parts of the locker room.  Shower stalls in the boys locker room were so stained and corroded that they were unusable.  Graffiti was rampant in the boys locker room and the facility contained no soap or paper products.Dunbar School Page 3  A staff person reported leaks in an area above the gymnasium floor. Additional findings:  A sign had been placed in front of the school to congratulate the schools winning Math Counts team.  A flower bed near the entrance was planted with pansies.  Students were roaming the halls freely without any adult supervision during class time.  Some classroom doors were propped open rather than being secured as required by LRSD security regulations.  The sidewalk leading from the main parking lot to the front door was scattered with sharp gray stones, which had been used as a ground cover under a tree and formed a tripping hazard.  One of the main electrical circuit boxes was unlocked, and the door was open, providing great temptation for any one of the numerous roaming students.  Classroom doors lacked identifying signs\nrather the room numbers were written directly on each wooden door in a shoddylooking fashion.  The clock in the upstairs hall was still on Central Standard Time rather than Daylight Savings Time.  An unused display case in the third floor hall was a filthy eyesore.  A large section of wooden molding was missing from the area outside Room 302.Mann Magnet Middle School Fall 1999: Selected Areas of Concern Spring 2000 Findings  Although a covered walkway extended from the main building to the auxiliary building, the walkway was not wheelchair accessible.  Handicap accessibility continues to be a deficiency.  Parts of the campus were littered and unkempt.  The exterior masonry walls were seriously cracked in several places.  The plexiglass windows at the auditoriums entrance were scratched, ugly, and barely transparent.  None of the three girls restrooms located in the main building or in the auxiliary building were handicapped accessible.  The campus was almost litter free.  The structural deficits in the building were unchanged from a previous visit.  The badly-marred plexiglass windows at the auditorium entrance had been covered with paper to make them less unsightly than previously.  No change.  Water pressure was extremely low in the girls restrooms.  Several stalls in a girls restroom had no toilet paper, and three of the four restrooms had no paper towels.  Two girls restrooms were missing stall doors.  Although all of the light fixtures in the entry to the girls restrooms had bulbs, none of them were operating. When queried, a custodian remarked, Those lights are not necessary.  Two boys restrooms were locked. Two others should have been: each was smelly, only partly functional, and had no soap or paper products.  Though clean and supplied with paper, restrooms were still unsightly. Additional findings:  The murals overlooking the exterior courtyards were attractive and gave the school an academic aura.Hall High School Fall 1999: Selected Areas of Concern Spring 2000 Findings  No flags were flying from the schools flagpole.  Both the state and national flags were flying from the pole on the east side of the building.  One security guard was observed with his arm around a female student, and a police officer was seated alone in a parked squad car with a female student. Security personnel and resource officers should exercise great care in their interaction with students and the appearance of their behavior.  The ceiling tiles in the 700 building were sagging and broken.  A water leak over the kitchens vent-a- hood created a safety hazard.  Narrow food preparation lanes, coupled with loose and broken floor tiles, created safety hazards.  Flaking ceiling material over the serving counter created a health hazard.  One floor drain was stopped up, another drained slowly, and a stool covered a large open drain in the food preparation area, causing a safety hazard.  The kitchen door contained a large hole and one window pane was cracked.  A section of floor tile was missing from around the sink in the kitchen.  Cafeteria workers reported electrical overload problems and evidence of rodents.  None of the girls restrooms inspected was handicapped accessible.  One girls restroom lacked soap and not all stalls had toilet paper.  Security staff were visible throughout the campus.  No change.  No change.  No change.  No change.  No change.  No change.  No change.  The electrical problem in the kitchen had been resolved.  No change  The girls restroom near the media center had two stalls with no toilet paper holders.Hall High School Page Two  The stall dividers in one girls restroom were covered with graffiti.  The graffiti had been painted over, but the white paint did not match the beige walls and stalls. Additional findings:  The school featured a variety of attractive displays appropriate to a high school setting.  Students and staff members were friendly.  During our visit, the seniors were involved in taking semester tests, and the halls were quiet and students were in their classrooms.  Signs throughout the school welcomed students in a variety of languages and celebrated the schools diversity of population, marking it as a true welcome center.  The exterior was generally neat, but we noticed a small amount of litter.  The kitchen area included a number of problems: the floors were sweating and slippery because the air conditioning was not in use\nthe filter on the deep flyer was inoperative and the staff had to manually lift and empty the hot grease\na metal plate protruded from the floor in the doorway to the serving area.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1508","title":"Testing: Reading and language comparative data, Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["60 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_689","title":"Transition report guidelines","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","School improvement programs"],"dcterms_title":["Transition report guidelines"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/689"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["303 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLRSD 1999 Transition Report Areas Assigned to Associates School Construction - Melissa Alternative Education - Margie Equitable Allocation of Resources - Skip Extracurricular \u0026amp; Enrichment Activities - Horace Student Participation - Horace Incentive Schools - Melissa Learning Environment - Horace Magnet Schools - Gene Mathematics - Melissa Staffing - Horace Middle School Conversion - Margie Policy Compliance - Gene Program Assessment - Gene Reading and Language Arts - Horace Remediation - Gene Student Assignment - Gene/Melissa Student Discipline - Margieid, ' ti - a Guidelines for LRSD Transition Report March 3, 1999 Condense and paraphrase the language of the provisions, preserving the key words and eliminating extraneous language thats not pertinent to the findings that will follow (e.g., a plan reference to a certain ODM report). Provisions should not be quotations from the plan. Avoid the use of shall or and or\nwrite 40%, not forty percent. Organize the provisions in any way that helps you present your findings most logically and clearly. For example, you can break the provisions into segments and immediately follow that segment with the relative findings. Or, consolidate certain provisions into a related cluster that forms the basis for broader findings. Place the provisions flush with the left margin, and double the space between them. Reference the plan provision at the end of each one. For example: Implement a policy of promotion within. (Pg. 342.2.5.) E, when paraphrasing, you combine two provisions, use a semicolon between the references. Write a short paragraph of introduction to the findings (or make the first paragraph introductory or background in nature) to help set the stage for what follows and thus help readers get their bearings. Findings should be written in narrative, not outline, form. Eliminate bullets except for short lists of items. Make sure that all aspects of any provision or part of a provision are covered in the findings, and, when appropriate, note the source of the information. If a person is the source, state the position of the person instead of the name. If the source of the information is your own experience as a member of a work group, say so. When applicable, you must reference the mid-year report in your findings. Differentiate the factual findings from your own opinions, hopes, or desires and put them in the appropriate sections. Findings are to consist only of information gleaned from interviews, document review, observations, etc. Relegate your opinions, exhortations, worries, etc. to the Conclusions or Recommendations as appropriate. Dont assume that readers know more than you tell them. While our intention is to hit the high points, be sure to include enough information to paint a clear, complete picture. Dont risk sacrificing understanding for brevity. When in doubt, fill it out. Avoid introducing new information into the summaries that doesnt appear in the findings. If you use examples in the summary, make sure the examples are used in the findings. Since many of the findings are brief, the corresponding summaries will be similarly short, containing just the main points. Since they are probably the only thing many of our audience will read, the summaries must contain a condensation of the most important findings in concise language.Include a budget component or reference everywhere it could possibly be relevant. For example, budget implications are inherent in training costs, new positions, new programs, etc. What corresponding budget provisions has the district made, plans to make, has yet to make, or failed to make? Diversify language to help retain reader interest and avoid overusing certain phrases and words, especially provide, regarding, and according to. Begin each recommendation with an action verb.Date: March 19, 1999 To: All Associates From\nRe: Team edit Attached are some of the draft reports on the LRSD transition. They are ready to to through the team editing process. Polly would have distributed them yesterday, but we know why she didnt. Im aware of the schedule and deadlines on your remaining reports, and the team edit doesnt supplant that schedule. Do the editing at those times that youre not able to make headway on your remaining reports (waiting on futher interviews, information, etc.) With Polly out sick, bad bugs threatening the health of us all, and the D .C. trip imminent, please make good use of your time and fold the editing into your day as you can. i3 4 Little Rock School District OFFICE OF THE SUPERINTENDENT RECEV-O August 24, 1999 AUG 2  'iSa OFRCtCr DESEGREGATION MONITORING Ann Brown, Federal Monitor Office of Desegregation and Monitoring 201 E. Markham - Suite 510 Little Rock, AR 72201 Dear Mrs. Brown\nThe August 11** Office of Desegregation Monitoring (ODM) report examining LRSD preparation to implement our Revised Desegregation and Education Plan provides a solid barometer of reference as we enter the 99-2000 school year. In keeping with LRSD plan commitment, careful consideration and review of this report document has been enacted in each division! department area, addressing preparation activities toward compliance and provisions of the revised plan. In an attempt to offer additional information that may not have been available at the time of report findings, the following is provided\n Overall Alternative Education Program seats for '99-2000 are being expanded. Greater student opportunity and success has been recorded for the 98-99 school year, resulting in increased student! school retention and reduced suspension ! dropout numbers. Periodic assessment of performance indicators will be monitored toward necessary program adjustment and/or revision.  Revised School Profile Report documentation is being compiled. Expanded information is to include Equitable Allocation of Resource equity indicators and participation data for all extracurricular and AR Activities Association (AAA) sanctioned activities.  The LRSD Talent Development Committee will explore potential funding sources for AVID and/or programs unique to LRSD. especially for the high schools. 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000 4 August 24, 1999 Page 2  A training of trainers model to deliver cultural sensitivity training is being established. Dr. Terrence Roberts will help in reviewing training on prejudice reduction and cultural sensitivity.  Determination for future utilization of Garland and Mitchell Elementary Schools is one of the 99-2000 LRSD priorities.  Approved funding sources for new Stephens Elementary School Construction have been determined (03/11/99 board action).  Long term expenditure projections for Stephens Elementary have been developed.  Possible location, funding and construction of the new west LR school is one of the 99-2000 priorities. An immediate timeline has been established. At present, the school is not anticipated to be built prior to the 2000-2001 school year after LRSD issues a 3/15/01 report indicating the state of compliance with the revised plan.  Personnel Recruitment goals and procedures are being enacted where African- Americans are under represented. * ombudsman role clarification was provided in the 8/05/99 Principals Nuts and Bolts inservice session. Training activities are being scheduled. After more than a year of intense planning and training, numerous changes and program initiatives have been put in place as we now enter this 99-2000 school year. Recognizing that substantial efforts must be provided toward obligations set forth in the revised plan, it constitutes a work in progress. The Office of Desegregation Monitoring serves as an important resource whose expertise, insight and direction is appreciated and continually sought. Sincerely, .e^e V. amine Superintendent of SchoolsDate: August 26, 199 To: All Associates From: Re: .espouse from Gamine Attached is a copy of the letter I received from Les Gamine yesterday. As you will see, he purports to be adding information to our transition report that may not have been available at the time of report findings. Please find those points in the letter that were covered (or not) in the section of the report you wrote. Then write me a brief note telling me your comments on Dr. Gamines point. For example, he says that funding sources for Stephens were determined in the March 1999 board meeting\nhe asserts that the role of the ombudsman was clarified in early August. Do you agree' If so, is this what the report said? Who at the LRSD reviewed that finding? Did he or she agree or disagree with the way we handled that information? And so on. I may respond to Les to emphasize that his staff read our findings and had the chance to correct or update them. Your comments will help me decide how much to say to him. Thanks very much. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 September 9, 1999 Dr. Les Carnine, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Les: Thank you for your recent letter in response to our August 1999 report on the districts preparations for this school year. Im glad to hear that you and your staff have read the document, and we hope you have found it helpful. I appreciate the additional information that you provided in your letter. As for your speculation that the information may not have been available at the time of our research, I want to emphasize what our reports introduction notes: LRSD staff members who had contributed to our research (either through direct interviews or by providing documentation) received the rough draft of our findings a few days before our report was finalized and published. On August 3 we hand delivered the drafts, invited your staff to offer corrections or updated information, and picked up their written comments on August 5. We reviewed those comments, made appropriate changes in the report, and then filed the completed document less than a week later on August 11. This advance review of our findings is designed to assure the accuracy and completeness of our reports. How successfully we reach that goal depends in great part on the accuracy and completeness of the information upon which we base our reports. I believe that we afforded your staff a fair opportunity to help us get this report right. Sincerely yours, ------- Ann S. Browni S rL To: From: Subj: Ann Brown and ODM Staff Bonnie Lesley Report on LRSD Transition Activities Date: August 4, 1999 RECEIVED AUG 5 1999 omcEOh DESEGREGATION MONITORIMa The following are my comments in response to the draft document that you sent to my office on the afternoon of August 3. Program Assessment I think the findings on this section are far too nanow to reflect the work that occurred during 1998-99. We understand, of course, that it is very difficult to gather enough information to have a complete picture of a years worth of work in only a few interviews. Our staff looked, for instance, at the performance of every elementary school and the district as a whole as a part of the process of making the necessary changes in Reading and Language Arts that were other obligations in the Revised Desegregation and Education Plan. We concluded, of course, that a big part of the problem (the problem being defined as only about 30 percent of the students are performing at the proficient level or above) was that LRSD really didnt have a reading/language arts program, that individual teachers and individual schools were making decisions based on their best information on curriculum and instruction. Part of our program evaluation was hearing from teacher after teacher and principal after principal that a big problem in the district was lack of consistency in the language arts program. This lack of focus and alignment with the state curriculum framework handicapped all students who were mobile, but especially African American children who are more likely to come from poverty in this community. Our assessment of current practice also revealed: * * * * * * * * lack of in-depth professional development for teachers too many pull-outs and other distractions from the language arts block insufficient time allotted to teach the language arts as many as twelve different phonics programs school practices such as silent cafeterias that discouraged the social use of language no written guidance for teachers on the curriculum standards and benchmarks a proliferation of programs without a clear focus of what they were supposed to achieve no congruence between Title I programs and the regular curriculum/ instruction program. Our program evaluation resulted in clear conclusions that what we were doing was not working, especially for African American children. The District plan that we constructed was totally research-based and is reflected in the PreK-3 Literacy Program Plan that was provided to ODM staff. We tried to model in this process and in our written plan the process of using data for decision-making, of using research to shape program design, of aligning programs with state frameworks and assessments, of constructing systemic designs, not just tinkering at the edges, and planning ahead for assessment and program evaluation. We are very proud of the fact that our PreK-3 plan included strategies for restructuring Title I programs, for instance, not just the regular program.We have since your last interviews established the formal program evaluation agenda for 1999-2000, and it will go to the board in August: 1. PreK-3 Literacy Program 2. ESL 3. Middle School Transition 4. National Science Foundation Project To the extent possible, data will be collected and analyzed relating to other programs, but our plan is to create an evaluation cycle so that over five years we can at least provide data for decision-making on the core programs. We also intend to require that all future grant proposals include a set-aside budget to fund the evaluation activities so that our district staff do not get consumed doing grant-funded evaluations and never get to the core programs of the district.Reading and Language Arts I have several corrections to make in this report. 1st paragraph: Our staff development this year in reading and language arts focused on the following: * * * * * * * * * * * * Implementation of Smart Start, the states initiative. We attended the ADE conferences, used their materials and videotapes with faculties, trained central staff and principals, etc. We obtained a state waiver to provide three restructuring days at the end of the 1998-99 school year for training to prepare for implementation of new programs in fall 1999. Elementary teachers focused on ELLA and Effective Literacy topics\nmiddle school teachers focused on transition issues\nand high school teachers focused on strategies for teaching in the block. Began training a cadre of school-level literacy coaches in ELLA (Early Literacy Learning in Arkansas)~the professional development that provides teachers with training on research on teaching reading and specific strategies that are effective in teaching all children how to read. More than 100 primary-level teachers have received the first level of ELLA training (prior to starting school in August). Others will be trained at the basic level by November 1. We sent several staff members to the training of trainers for Effective Literacythe professional development for grades 3-5 teachers. This training will be provided to District teachers as quickly as possible in fall 1999. Approximately 40 grade 4 teachers attended a one-week workshop in July on reading/writing connections-specific strategies to help students perform well on the state grade 4 benchmark examination. Approximately 40 grades 6-8 teachers attended a one-week workshop in July to prepare them to teach the new Reading and Writing Workshop. On July 23 we provided a full-day of training for principals on the new curriculum/instruction/assessment programs to be implemented in fall 1999. One session for elementary principals gave them an overview of the new ELLA program and what to expect when observing teachers. We have provided several books to each elementary school on various aspects of developing high levels of literacy among primaryage children. School staffs are encouraged to establish study groups to read and discuss these materials and make decisions on ways that the ideas ctm be incorporated into their lessons. On August 9-10-11 the grades 6-8 teachers will meet with Linda Rief, author of a book called Seeking Diversity on how to implement the Reading and Writing Workshop. On August 16-17 the kindergarten teachers will receive training in the implementation of the new phonemic awareness program. Animated Literacy. On August 12, 13, and 16, high school English teachers will experience three days of training on the reading and writing connections appropriate for adolescent students. A special emphasis will be on preparing students for the end-of-level Literacy Examination in April of grade 11.* During August Preschool Inservice, elementary teachers will again focus on ELLA and Effective Literacy topics, middle school teachers on middle school transition and instructional strategies, and high school teachers on discipline-specific strategies aligned with the newly published secondary curriculum standards and benchmarks. Last paragraph on page 2 under Findings. We didnt really present to the Board a policy. We presented to the Board for their review the PreK-3 Literacy Program Plan, which serves as administrative regulations on the structuring of the school day. We have a draft of formal administrative regulations for elementary, middle, and high schools, but these drafts are not yet quite ready for board review. A major accomplishment during 1998-99 was the development of a curriculum map for each of the four curriculum areas. These maps include the alignment of district grade-level and course benchmarks with the state curriculum frameworks, the SAT9, and with adopted textbook materials. Teachers have in one document for each grade level all this information. ACSIP (the new name for Arkansas accreditation) requires teacher-level curriculum maps, so all the Little Rock teachers will have to do is align their lesson plans with the district documents. Also, at the beginning of the 1998-99 school year all we had was K-5 standards. Now we have K-12 standards and grade-level and core course benchmarks. Elementary teachers received their documents during the June 2-3-4 inservice, and secondary teachers will receive theirs on August 16. The report does not mention all the work we have done this year to restructure the middle school language arts programs. Regular-level students will take a two-period block called the Reading and Writing Workshop. We will begin implementation in fall 1999 of the Nanci Atwell model. Teachers will need considerably more training than the one week we could provide before school started to be able fully to implement the model, so realistically we will be phasing in this new approach to teaching language arts. Students at the Pre-AP level will have the same course, but in a one-period block. There is an optional second-hour courses called Research and Writing, which some middle schools have encouraged all Pre-AP students to take. In addition, some new language arts electives have been added to the middle level: * * * Expressions! (a speech/drama course available at all three grade levels)\nWrite On! (a journalism course available at grades 7-8) TV Writing and Production (available at grade 8) On our plate for 1999-2000 will be the restructuring of the high school language arts programs, including a new curriculum for the required Communications I course.Another major effort to improve literacy has been in the restructuring of our PreK-12 ESL program for fall 1999. Some of our actions were also in process when we under-went a compliance review from OCR in March. In fall 1999 we will implement the following changes: * * * * *  * * Begin serving PreK children in the ESL program. Added ten teachers to the elementary Newcomer Centers so that class-size could be reduced in the classrooms serving ESL students. We used our allocation from the Class-size Reduction funds from the federal government to pay the teachers this year. Brady1 Chicot3 Romine2 Terry-2 Washington-2 Added Terry as a Newcomer Center since they expect approximately 40 ESL students in fall 1999. Added new ESL courses in the core curriculum at the middle and high school levels. A full-time ESL coordinator will be employed in August to oversee the program. We have budgeted funds for a big emphasis on professional development for all teachers teaching ESL children, including a tuition-reimbursement program so that teachers can secure their ESL endorsement. Program procedures will be developed where necessary, formalized, training provided on implementation, and processes to monitored to ensure compliance with OCR guidelines. Funds have been budgeted to provide translations of critical documents into the languages of parents. Note also that the District CRTs that were administered in 1998-99 also included reading. Our assessment plan for 1999-2000 includes these changes: * * * the addition of a kindergarten literacy test, especially to test phonemic awareness, since that knowledge is the best predictor of a students learning to read in grade 1 the addition of a grade 1 literacy test the administration of new District-adopted CRTs for grades 2-11 in reading/ writing literacy and mathematics. These tests will be administered each quarter so that teachers can quickly identify students who need remediation and so that teaching strategies can be adjusted to ensure more success. I did not find mentioned anywhere in your report the work we did to enhance graduation requirements. These new standards are important in understanding the overall plan for improvement. The new expectations are outlined in the curriculum catalog, which we provided you, but please call if you need more information. Successful School Restructuring by Fred Newmann and Gary Wehlage says that one of the most important things a high school can do to improve achievement is to expose all students to a rigorous common core. That was our intent in designing the new graduation requirements.Mathematics Page 2the paragraph on math specialists: We have funded additional mathematics specialists to support the implementation of the new mathematics curricula in the following ways: * * Two specialists were funded from the professional development portion of the Class-size Reduction funds provided by the federal government\nOne specialist was funded from Title VI\nSee Dennis Glasgows responses for other details. I was not able to spend time with him today to get the details that I needed, but I know that he is going to have more assistance in 1999-2000 to accelerate the implementation, to provide classroom coaching, and to provide follow-up training for teachers who need it. Again, our regulations on the school day are drafted, but have not yet been presented to the board. The District CRTs that we administered in mathematics in 1998-99 were also administered in reading.Middle Schcxjl Transition See Linda Young Austins report on the training provided to schools during June 2-3-4, during the June Middle School Academy, and during the August Preschool Inservice.Student Participation Second paragraph under Findings\nActually, we do NOT plan to implement AVID in 1999-2000unless the GEAR Up grant is funded for the four targeted middle schools. Third paragraph: We will in spring 2000 make another attempt at the Javits grant to fund high school programs. If the funds were made available this year by the Department of Education, never saw the announcement or the RFP. we We have done much on this obligation without any funding beyond the NSF money, and we^Imow already that enrollment in upper-level courses will improve considerably in fall * * * * * * * * * * * * * The Associate Superintendent met with teachers and counselors in each school to discuss the obligations in the Revised Desegregation and Education Plan and the NSF project, to hear from teachers what they need for support, and to plan strategies for enrolling more students for fall 1999. We re made accessible a great deal of training for teachers of Pre-AP and AP courses-in curriculum, instruction, vertical teaming, and strategies to ensure more student success. We have a new board policy on Pre-AP and AP courses and on the GT program. The High School Curriculum Catalog includes a section on the importance of these obligations and encourages the schools to ensure higher levels of enrollment. Each high school principal and each middle and high school counselor received training on this information. Some of the high schools have scheduled a tutoring period to support student success in 1999-2000. We have published this years enrollment data, and Vanessa Cleaver has met with staff at each school to make them aware of their cunent enrollment and to work with them on increasing enrollment in upper-level science and math courses. We added an AP English III courses to the curriculum for 1999-2000, so now students can take two AP English courses. We added a regular-level Calculus course to encourage a broader group of students to enroll in Calculus, not just AP Calculus. The addition of the University Studies program at Hall High has added new opportunities for enrollment in advanced courses and to earn college credit while in high school. Our new Quality Indicators in our accountability plan include a performance standard on Enrollment of Students in Pre-AP or AP Courses. This standard will apply to both middle and high schools. Another Quality Indicator measures the percent of students who complete Algebra I by grade 8. In order for students to have time in their schedule to take Calculus in high school, they need to take Algebra I in grade 8. Our new graduation requirements include Physics I, Biology I, Chemistry I, Algebra I-II, and Geometry for every student. These courses are essential to prepare students for upper-level mathematics and science courses. Our new elementary literacy and mathematics programs have also been designed with the importance in mind of preparing many more students well for the Pre-AP and AP courses.We, of course, would love to implement AVID because we think it would be ideal to address our students needs, but there is much we can do without AVID, and we are examining other program options, such as those promoted by the College Board, writing a local program design, and forming more partnerships with the universities in the area. One restructuring model that we have looked at is the Talent Development Schools promoted by Johns Hopkins University. Some of these schools are operational in Baltimore and other eastern cities, and we think there may be some interest in this model in Little Rock.Remediation Second paragraph under Findings: I remember our discussion on this, and I remember telling the team about my experience in Waco where students were ability grouped: basic, regular, advanced. Little Rock did not have those three levels-to my knowledge. The curriculum included regular-level courses. plus a variety of courses labeled gifted/talented, 99 honors, enriched, advanced, and AP. The staff was vague at all levels on how these different labels distinguished instruction, so we made the decision to have only two levels of courses at the secondary schools: regular and either Pre-AP or AP. 99 tf What I think I said was that it is apparent that the only students being exposed to the tested curriculum in many schools are those taking the Pre-AP or AP courses. Teachers tell me that in too many cases the regular level courses are rather consistently taught below-level, and the Pre-AP courses rarely go beyond what we would consider grade-level. That is why standards and grade-level benchmarks are so important, and that is why the frequent assessment of student performance through the District CRTs is so important. We have got to know whether we are teaching the tested curriculum, and we have got to know early if individual students need remediation. We do have a draft policy and regulation on the elimination of racial disparities with clear procedures laid out. Those documents will probably move forward to the Board in the next month or two. Title 1 There are big changes in Title 1 for fall 1999. All elementary schools, except the magnet schools, will be Title 1 schools in 1999-2000, including Terry. Elementary schools will receive approximately $450 per eligible student in 1999-2000, but since the schools are smaller with the movement of grade 6 to the middle schools, some schools will receive less funding in 1999-2000 than in previous years. Since a great majority of Title 1 schools failed to meet their improvement goals last year, they were identified for improvement. One of the mandates when a school is identified is that they can no longer do what they were doing. They have to construct a plan that has a better (research-based) chance of ensuring the academic success of increasing numbers of students. We have worked hard on that. Please dont forget that Success for All is the largest remedial program at the elementary level. We have that program in nine schools. Another school, Washington, uses Direct Instruction, as its intervention. Cloverdale Middle School and Southwest Middle School will receive extensive funding since they each are anticipated to have more than 75% poverty. The other five middle schools (excluding Mann since it is a magnet) will collaborate in using their funding to insure the successful implementation of the Reading and Writing Workshop and to provide teachers with strategies for ensuring more student success. All three middle school grades will be assessed: grades 6 and 8 with the state benchmark exams and grade 7 with the SAT9. Pulaski Heights will pilot in 1999-2000 a new remedial reading program based on the Shriner dyslexia strategies, and Mablevale will pilot Project Read. We will study these two approaches to determine whether we should advocate wider implementation of either or both. We are also looking at a new program for secondary students called Read Right, but we dont have much information on it as yet.The district hosted during the week of July 26 two different Institutes for the principals and Campus Leadership Teams from each school. A big part of the training emphasized the imperative to improve student achievement. Schools will now submit one School Improvement Plan that will satisfy the requirements of the district, of Title I, and of ACSIP (accreditation). Each participant received a training notebook and a copy of the Handbook for Campus Leadership Teams, which included a copy of ACTAAP (state accountability system) and the districts new system for Collective Responsibility. A new publication. Guidelines for School Improvement Planning, will be published the week of August 2 for the schools to use. An important remediation program in the district is summer school. We served more district students this year since the policy was changed to not admit out-of-district students until all district students were guaranteed access. (Sadie Mitchell has the reports on this summers programs.) We also developed a model for an after-school Reading Clinic for elementary and middle school students (recommended in the PreK-3 Literacy Plan as an appropriate intervention). Another important remediation program is the new ACC program-Accelerated Learning Center-for high school students who are overage and credit-deficient. This program graduated many students in 1998-99 who probably would not have graduated otherwise, enabled many more to earn GED certificates, and served more than 200 in the summer school program. A third ongoing remediation program is the evening high school. I know that you are familiar with it. Each schools School Improvement Plan will include a series of interventions under 3-5 priority areas. The schools have been instructed to include among their priorities the improvement of achievement in reading/writing literacy and the improvement of achievement in mathematics. The interventions under each of these areas will be the strategies that the school will design to remediate student achievement so that the school achieves its mandated improvement goals. (FII attach to this a copy of our draft document on how they are to do this for your information.) These sets of interventions will be school-level remedial programs, for the most part. Youll find the step on designing interventions to be helpful to this report, I think. Arkansas needs to fund compensatory education. Otherwise, we dont see a consistent source of revenue to fund the kinds of remedial program, K-12, that are needed for the diversity of students that we serve. The new Poverty Index funds are a start in this direction, but not all schools have access to these dollars.In General There is much more to tell-all aligned and coherent with the Strategic Plan and the Revised Desegregation and Education Plan. We had 51 priorities in our Divisions work plan last year, and we achieved 49 of them, plus several others that we didnt know would be on our plate. The nature of education is that there is always so much more to do than we have time and resources to accomplish, but we feel that we made giant steps forward in 1998- 99. Our major focus in 1999-2000 is to ensure as much success in implementation as possible. We are so confident in the quality of our designs and in our professional development programs that we know that we will see some improvement in our test scores this year. Thanks for giving us an opportunity to react. If I can answer further questions or provide copies of other documents, please dont hesitate to ask.To: From: Subj: Ann Brown and ODM Staff Bonnie Lesley Report on LRSD Transition Activities Date: August 4, 1999 RECEIVED AUG 5 1999 OFFICE 01- DESEGREGATION MONITORIKG The following are my comments in response to the dral't document that you sent to my office on the afternoon of August 3. Program Assessment 1 think the findings on this section are far too narrow to reflect the work that occurred during 1998-99. We understand, of course, that it is very difficult to gather enough information to have a complete picture of a years worth of work in only a few interviews. Our staff looked, for instance, at the performance of every elementary school and the district as a whole as a part of the process of making the necessary changes in Reading and Language Arts that were other obligations in the Revised Desegregation and Education Plan. We concluded, of course, that a big part of the problem (the problem being defined as only about 30 percent of the students are performing at the proficient level or above) was that LRSD really didnt have a reading/language arts program, that individual teachers and individual schools were making decisions based on their best information on curriculum and instruction. Part of our program evaluation was heanng from teacher after teacher and principal after principal that a big problem in the district was lack of consistency in the language arts program. This lack of focus and alignment with the state curriculum framework handicapped all students who were mobile, but especially African American children who are more likely to come from poverty in this community. Our assessment of current practice also revealed * * * * * * * * lack of in-depth professional development for teachers too many pull-outs and other distractions from the language arts block insufficient time allotted to teach the language arts as many as twelve different phonics programs school practices such as silent cafeterias that discouraged the social use of language no written guidance for teachers on the curriculum standards and benchmarks a proliferation of programs without a clear focus of what they were supposed to achieve no congruence between Title I programs and the regular curriculum/ instruction program. Our program evaluation resulted in clear conclusions that what we were doing was not working, especially for African American children. The District plan that we constructed was totally research-based and is reflected in the PreK-3 Literacy Program Plan that was provided to ODM staff. We tried to model in this process and in our written plan the process of using data for decision-making, of using research to shape program design, of aligning programs with state frameworks and assessments, of constructing systemic designs, not just tinkering at the edges, and planning ahead for assessment and program evaluation. We are very proud of the fact that our PreK-3 plan included strategies for restructuring Title I programs, for instance, not just the regular program.We have since your last interviews established the formal program evaluation agenda for 1999-2000, and it will go to the board in August: 1. PreK-3 Li teracv Program 2. ESL 3. Middle School Transition 4. National Science Foundation Project To the extent possible, data will be collected and analyzed relating to other programs, but our plan is to create an evaluation cycle so that over five years we can at least provide data for decision-making on the core programs. We also intend to require that all future grant proposals include a set-aside budget to fund the evaluation activities so that our district staff do not get consumed doing grant-funded evaluations and never get to the core programs of the district.Reading and Language Arts I have several corrections to make in this report. 1st paragraph: Our staff development this year in reading and language arts focused on the following: * * * * * * * * * * * * Implementation of Smart Start, the states initiative. We attended the ADE conferences, used their materials and videotapes with faculties, trained central staff and principals, etc. We obtained a state waiver to provide three restructuring days at the end of the 1998-99 school year for training to prepare for implementation of new programs in fall 1999. Elemental^ teachers focused on ELLA and Effective Literacy topics\nmiddle school teachers focused on transition issues\nand high school teachers focused on strategies for teaching in the block. Began training a cadre of school-level literacy coaches in ELLA (Early Literacy Learning in Arkansas)-the professional development that provides teachers with training on research on teaching reading and specific strategies that are effecti\\ e in teaching all children how to read. More than KX) primary-level teachers have received the first level of ELLA training (prior to starting school in August). Others will be trained at the basic level by November 1. We sent several staff members to the training of trainers for Effective Literacy-the professional development for grades 3-5 teachers. This training will be provided to District teachers as quickly as possible in fall 1999. Approximately 40 grade 4 teachers attended a one-week workshop in July on reading/writing connections-specific strategies to help students perform well on the state grade 4 benchmark examination. Approximately 40 grades 6-8 teachers attended a one-week workshop in July to prepare them to teach the new Reading and Writing Workshop. On July 23 we provided a full-day of training for principals on the new curriculum/instruction/assessment programs to be implemented in fall 1999. One session for elementary principals gave them an overview of the new ELLA program and what to expect when observing teachers. We have provided several books to each elementary school on various aspects of developing high levels of literacy among primaryage children. School staffs are encouraged to establish study groups to read and discuss these materials and make decisions on ways that the ideas can be incorporated into their lessons. On August 9-10-11 the grades 6-8 teachers will meet with Linda Rief, author of a book called Seeking Diversity on how to implement the Reading and Writing Workshop. On August 16-17 the londergarten teachers will receive training in the implementation of the new phonemic awareness program. Animated Literacy. On August 12, 13, and 16, high school English teachers will experience three days of training on the reading and writing connections appropriate for adolescent students. A special emphasis will be on preparing students for the end-of-level Literacy Examination in April of grade 11.* During August Preschool Inservice, elementary' teachers will again focus on ELLA and Effective Literacy topics, middle school teachers on middle school transition and instructional strategies, and high school teachers on discipline-specific strategies aligned with the newly published secondary' curriculum standards and benchmarks. Last paragraph on page 2 under Findings. We didnt really present to the Board a policy. We presented to the Board for their review the PreK-3 Literacy Program Plan, which serves as administrative regulations on the structuring of the school day. We have a draft of formal administrative regulations for elementary, middle, and high schools, but these drafts are not yet quite ready for board review. A major accomplishment dunng 1998-99 was the development of a curriculum map for each of the four curriculum areas. These maps include the alignment of district grade-level and course benchmarks with the state curriculum frameworks, the SAT9, and with adopted te.xtbook materials. Teachers have in one document for each grade level all this information. ACSIP (the new name for Arkansas accreditation) requires teacher-level curriculum maps, so all the Little Rock teachers will have to do is align their lesson plans with the district documents. Also, at the beginning of the 1998-99 school year all we had was K-5 standards. Now we have K-12 standards and grade-level and core course benchmarks. Elementarv teachers received their documents during the June 2-3-4 inservice, and secondary teachers will receive theirs on August 16. The report does not mention all the work we have done this year to restructure the middle school language arts programs. Regular-level students will take a two-period block called the Reading and Writing Workshop. We will begin implementation in fall 1999 of the Nanci Atwell model. Teachers will need considerably more training than the one week we could provide before school started to be able fully to'implement the model, so realisticallv we will be phasing in this new approach to teaching language arts. Students at the Pre-AP level will have the same course, but in a one-period block. There is an optional second-hour courses called Research and Writing, which some middle schools have encouraged all Pre-AP students to take. In addition, some new language arts electives have been added to the middle level' *  * * Expressions! (a speech/drama course available at all three grade levels)\nWrite On! (a journalism course available at grades 7-8) TV Writing and Production (available at grade 8) On our plate for 1999-2(XX) will be the restructuring of the high school language arts programs, including a new curriculum for the required Communications I course.Another major effort to improve literacy has been in the restructuring of our PreK-12 ESL program for fall 1999. Some of our actions were also in process when we under-went a compliance review from OCR in March. In fall 1999 we will implement the following changes: * * * * * * * * Begin serving PreK children in the ESL program. Added ten teachers to the elementary' Newcomer Centers so that class-size could be reduced in the classrooms serving ESL students. We used our allocation from the Class-size Reduction funds from the federal government to pay the teachers this year. Brady-1 Chicot3 Romine-2 Terry-2 Washington-2 Added Terry as a Newcomer Center since they expect appro.ximately 40 ESL students in fall 1999. Added new ESL courses in the core curriculum at the middle and high school levels. A full-time ESL coordinator will be employed in August to o\\ ersee the program. We have budgeted funds for a big emphasis on professional development for all teachers teaching ESL children, including a tuition-reimbursement program so that teachers can secure their ESL endorsement. Program procedures will be developed where necessary', formalized, training provided on implementation, and processes to monitored to ensure compliance with OCR guidelines. Funds have been budgeted to provide translations of critical documents into the languages of parents. Note also that the District CRTs that were administered in 1998-99 also included reading. Our assessment plan for 1999-2CXX) includes these changes: * . . .. . - the addition of a kindergarten literacy test, especially to test phonemic * * awareness, since that knowledge is the best predictor of a students learning to read in grade 1 the addition of a grade 1 literacy test the administration of new District-adopted CRTs for grades 2-11 in reading/ writing literacy and mathematics. These tests will be administered each quarter so that teachers can quickly identify students who need remediation and so that teaching strategies can be adjusted to ensure more success. I did not find mentioned anywhere in your report the work we did to enhance graduation requirements. These new standards are important in understanding the overall plan for improvement. The new expectations are outlined in the curriculum catalog, which we provided you, but please call if you need more information. Successful School Restructuring by Fred Newmann and Gary Wehlage says that one of the most important things a high school can do to improve achievement is to expose all students to a rigorous common core. That was our intent in designing the new graduation requirements.Mathematics Page 2-the paragraph on math specialists: We have funded additional mathematics specialists to support the implementation of the new mathematics curricula in the following ways: * * Two specialists were funded from the professional development portion of the Class-size Reduction funds provided by the federal government\nOne specialist was funded from Title VI\nSee Dennis Glasgows responses for other details. 1 was not able to spend time with him today to get the details that 1 needed, but 1 know that he is going to have more assistance in 1999-2000 to accelerate the implementation, to provide classroom coaching, and to provide follow-up training for teachers who need it. Again, our regulations on the school day are drafted, but have not yet been presented to the board. The District CRTs that we administered in mathematics in 1998-99 were also administered in reading.Middle School Transition See Linda Young Austins report on the training provided to schools during June 2-3-4, during the June Middle School Academy, and during the August Preschool Inservice.Student Participation Second paragraph under Findings: Actually, we do NOT plan to implement AVID in 1999-2000unless the GEAR Up grant is funded for the four targeted middle schools. Third paragraph: We will in spring 2000 make another attempt at the Javits grant to fund high school programs. If the funds were made available this year by the Department of Education, we never saw the announcement or the RFP. We have done much on this obligation without any funding beyond the NSF money, and we know already that enrollment in upper-level courses will improve considerablv in fall 1999. * * * * * * * * * * * * * The Associate Superintendent met with teachers and counselors in each school to discuss the obligations in the Revised Desegregation and Education Plan and the NSF project, to hear from teachers what they need for support, and to plan strategies for enrolling more students for fall 1999. We re made accessible a great deal of training for teachers of Pre-AP and AP courses-in curriculum, instruction, vertical teaming, and strategies to ensure more student success. We have a new board policy on Pre-AP and AP courses and on the GT program. The High School Curriculum Catalog includes a section on the importance of these obligations and encourages the schools to ensure higher levels of enrollment. Each high school principal and each middle and high school counselor received training on this information. Some of the high schools have scheduled a tutonng period to support student success in 1999-2(X)0. We have published this years enrollment data, and Vanessa Cleaver has met with staff at each school to make them aware of their current enrollment and to work with them on increasing enrollment in upper-le\\'el science and math courses. We added an AP English III courses to the curriculum for 1999-2000, so now students can take two AP English courses. We added a regular-level Calculus course to encourage a broader group of students to enroll in Calculus, not just AP Calculus. The addition of the University Studies program at Hall High has added new opportunities for enrollment in advanced courses and to earn college credit while in high school. Our new Quality Indicators in our accountability plan include a performance standard on Enrollment of Students in Pre-AP' or AP Courses. This standard will apply to both middle and high schools. Another Quality Indicator measures the percent of students who complete Algebra I by grade 8. In order for students to have time in their schedule to take Calculus in high school, they need to take Algebra I in grade 8. Our new graduation requirements include Physics I, Biology I, Chemistry I, Algebra I-Il, and Geometry for every student. These courses are essential to prepare students for upper-level mathematics and science courses. Our new elementary literacy and mathematics programs have also been designed with the importance in mind of preparing many more students well for the Pre-AP and AP courses.We, of course, would love to implement AVID because we think it would be ideal to address our students needs, but there is much we can do without AVID, and we are examining other program options, such as those promoted by the College Board, writing a local program design, and forming more partnerships with the universities in the area. One restructuring model that we have looked at is the Talent Development Schools promoted by Johns Hopkins University. Some of these schools are operational in Baltimore and other eastern cities, and we think there may be some interest in this model in Little Rock.Remediation Second paragraph under Findings: I remember our discussion on this, and 1 remember telling the team about my experience in Waco where students were ability grouped: basic, regular, advanced. Little Rock did not have those three levels-to my knowledge. The curriculum included regular-level courses. plus a variety of courses labeled gifted/talented, honors, enriched, advanced, and AP. The staff was vague at all levels on how these different labels distinguished instruction, so we made the decision to have only two levels of courses at the secondary schools: regular and either Pre-AP or AP. 'C What I think I said was that it is apparent that the only students being exposed to the tested curriculum in many schools are those taking the Pre-AP or AP courses. Teachers tell me that in too many cases the regular level courses are rather consistently taught below-level, and the Pre-AP courses rarely go beyond what we would consider grade-level. That is why standards and grade-level benchmarks are so important, and that is why the frequent assessment of student performance through the District CRTs is so important. We have got to know whether we are teaching the tested curriculum, and we have got to know early if individual students need remediation. We do have a draft policy and regulation on the elimination of racial disparities with clear procedures laid out. Those documents will probably move forward to the Board in the next month or two. Title I There are big changes in Title I for fall 1999. All elementary schools, except the magnet schools, will be Title I schools in 1999-2(X)0, including Terry. Elementary schools will receive approximately $450 per eligible student in 1999-2000, but since the schools are smaller with the movement of grade 6 to the middle schools, some schools will receive less funding in 1999-2000 than in previous years. Since a great majority of Title I schools failed to meet their improvement goals last year, they were identified for impro\\ ement. One of the mandates when a school is identified is that they can no longer do what they were doing. They have to construct a plan that has a better (research-based) chance of ensuring the academic success of increasing numbers of students. We have worked hard on that. Please dont forget that Success for All is the largest remedial program at the elementary level. We have that program in nine schools. Another school, Washington, uses Direct Instruction, as its intervention. Cloverdale Middle School and Southwest Middle School will receive extensive funding since they each are anticipated to have more than 75% poverty. The other five middle schools (excluding Mann since it is a magnet) will collaborate in using their funding to insure the successful implementation of the Reading and Writing Workshop and to provide teachers with strategies for ensuring more student success. All three middle school grades will be assessed: grades 6 and 8 with the state benchmark exams and grade 7 with the SAT9. Pulaski Heights will pilot in 1999-2000 a new remedial reading program based on the Shriner dyslexia strategies, and Mablevale will pilot Project Read. We will study these two approaches to determine whether we should advocate wider implementation of either or both. We are also looking at a new program for secondary' students called Read Right, but we dont have much information on it as yet.The district hosted during the week of July 26 two different Institutes for the principals and Campus Leadership Teams from each school. A big part of the training emphasized the imperative to improve student achievement. Schools will now submit one School Improvement Plan that will satisfy the requirements of the district, of Title I, and of ACSIP (accreditation). Each participant received a training notebook and a copy of the Handbook for Campus Leadership Teams, which included a copy of ACTAAP (state accountability system) and the districts new system for Collective Responsibility. A new publication. Guidelines for School Improvement Planning, will be published the week of August 2 for the schools to use. An important remediation program in the district is summer school. We served more district students this year since the policy was changed to not admit out-of-district students until all district students were guaranteed access. (Sadie Mitchell has the reports on this summers programs.) We also developed a model for an after-school Reading Clinic for elementary and middle school students (recommended in the PreK-3 Literacy Plan as an appropriate intervention). Another important remediation program is the new ACC program-Accelerated Learning Center-for high school students who are overage and credit-deficient. This program graduated many students in 1998-99 who probably would not have graduated otherwise, enabled many more to earn GED certificates, and served more than 200 in the summer school program. A third ongoing remediation program is the evening high school. I know that vou are familiar with it. Each schools School Improvement Plan will include a series of \"interventions under 3-5 priority areas. The schools have been instructed to include among their priorities the improvement of achievement in reading/writing literacy and the improvement of achievement in mathematics. The interventions under each of these areas will be the strategies that the school will design to remediate student achievement so that the school achieves its mandated improvement goals. (T11 attach to this a copy of our draft document on how they are to do this for your information.) These sets of interventions will be school-level remedial programs, for the most part. You 11 find the step on designing interventions to be helpful to this report, I think. Arkansas needs to fund compensatory education. Otherwise, we dont see a consistent source of revenue to fund the kinds of remedial program, K-12, that are needed for the diversity of students that we serve. The new Poverty Index funds are a start in this direction, but not all schools have access to these dollars.In General There is much more to tell-all aligned and coherent with the Strategic Plan and the Revised Desegregation and Education Plan. We had 51 pnorities in our Divisions work plan last year, and we achieved 49 of them, plus several others that we didnt know would be on our plate. The nature of education is that there is always so much more to do than we have time and resources to accomplish, but we feel that we made giant steps forward in 1998- 99. Our major focus in 1999-2000 is to ensure as much success in implementation as possible. We are so confident in the quality of our designs and in our professional development programs that we know that we will see some improvement in our test scores this year. Thanks for giving us an opportunity to react. If I can answer further questions or provide copies of other documents, please dont hesitate to ask.RECEIVED AUG 5 1999 Division of Instruction Work Teams 1999-2000 OFRCEOI- desegregation MONITORING The Division of Instruction will be organized in 1999-2000 into several multidisciplinary work teams to which the Work Plan Priorities will be assigned. The way we work will reflect Dr. Terrence Roberts fifth level of commitment, I will do whatever it takes to help schools help children learn. There will be essentially four kinds of teams: 1. 2. 3. 4. Existing departments. Current departments will continue to carry on some of their traditional assignments. For example, the Mathematics/Science Department will continue with their work of implementing the NSF project, as well as providing leadership in curriculum development, standards implementation, discipline-specific professional development, textbook adoptions, etc. The Department of Exceptional Children will continue with their current functions in running that program. Work Teams. Six new work teams will be established, three reporting directly to the Associate Superintendent and three reporting to the Assistant Superintendent of School Improvement. School-Level Teams. Three additional teams will be formed composed of elementary, middle, and high school experts to coordinate and articulate the curriculum and other programs and to provide more specific support to schools. Audit Teams. We are committed to conducting School Improvement Audits and Curriculum Audits for schools identified for improvement. (See Handbook for Campus Leadership Team, pp. 53-54, for definitions.) Everyone in the Division will be assigned from time to time to serve on these audit teams. Training will be provided in how to conduct an audit. In addition, everyone will continue to serve as brokers and as members of assigned Campus Leadership Teams. The Division will keep its former organizational structure for now, as will other District divisions. All staff will continue to occupy their current offices and reporting relationships. This team organization is transitional. In two to three years the Division will be reorganized, shifting more and more staff to roles more directly supportive of school improvement as the curriculum is better established and as instructional strategies are more institutionalized. The following teams shall be established directly under the Associate Superintendent for Instruction:PreK-12 Teaching and Learning Team (Team Leaders to be Assigned According to Tasks) Dennis Glasgow, Director of Mathematics and Science Vanessa Cleaver, Director of NSF Project Marie McNeal, Director of Social Studies TBN, Director of Secondary Language Arts Patricia Price, Director of Early Childhood and Elementary Literacy TBN, Coordinator of ESL and Foreign Language Carol Green, Director of Career and Technical Education Patty Kohler, Director of Exceptional Children Mable Donaldson, Supervisor of Gifted/Talented Education Leon Adams, Director of Federal Programs Ray Gillespie, Director of Athletics and Physical Education Lucy Neal, Director of Libraries/Media Centers and Instructional Technology Barbara Barnes, Special Education Supervisor Susan Chapman, Special Education Supervisor Planning and Development Team Linda Young Austin, Director of Planning and Development, Team Leader Randy Glenn, Special Education Supervisor Parent and Community Involvement Team Debbie Milam, Director of VIPS, Team Leader TBN, Coordinator of Title I Parent Involvement Parent Involvement Liaison, Title I Elna Hasberry, Special Education Supervisor Paulette Martin, Director of Adult Education Marion Baldwin, Director of Community Education Department of School Improvement The team leader for the three teams in School Improvement will be Dr. Kathy Lease, Assistant Superintendent. This new department pulls together a multi-disciplinary group of people, all of whom are responsible to support school improvement and collective responsibility. Depending on the work that needs to be done, all may be working on professional development, test administration, program evaluation, or other assigned tasks, yet each team includes the necessary levels of expertise and specialization to provide leadership in the assigned areas. The School Improvement Teams will work closely with those reporting directly to the Associate Superintendent, and, as appropriate, members will be recruited from other teams to accomplish a task.Testing and Program Evaluation Team Ed Williams, Supervisor, Team Leader TBN, Program Evaluator for Title l/ESL TBN, Program Evaluator for NSF Yvette Dillingham, Testing Specialist Kathy Penn-Norman, Special Education Supervisor Professional Development Team Marion Woods, Coordinator, Team Leader Selma Hobby, Specialist Sue Walls, Specialist Gary Smith, Special Education Supervisor Eunice Smith, Special Education Supervisor Technical Assistance Team Mona Briggs, ACSIP (formerly COE) and CDP Coordinator, Team Leader Eddie McCoy, Title I Specialist Cassandra Steele, Special Education Coordinator1998-99 Work Plan for LRSD Priorities Priority: III. B (1) Continuum of Knowledge and Skills Major Tasks/Activities 1. Review and recommend revisions of the Boards Instruction policies. 2. Complete the 7-12 curriculum standards in English language arts, mathematics, science, and social studies. Plan Reference Revised Desegregation and Education Plan Strategic Plan: Strategy 2 Goals 2000 Timeline April 1999 January 1999 Responsibility Bonnie Lesley Linda Young Gene Parker Dennis Glasgow Marie McNeal Vanessa Cleaver Mable Donaldson Patty Kohler Lucy Lyon RECEIVED AUG 5 1999 OFFICE OF DESEGREGATION MONlTORINfi End-of-Year Report *Reviewed existing Board policies and Administrative Directives to determine needs for revision and new policy statements. *Obtained copies of NSBA model policies for curriculum, instruction, and assessment. Revised graduation policy for Board approval in December 1998. Reviewed 1991 Curriculum Audit for suggestions on necessary curriculum/instruction policies. Reviewed Arkansas Accreditation Standards. See also Priority I\nDesegregation and Education Plan/ A. Policies, #9. Drafted a new policy on Credit-by-Examination to be submitted to the Board of Education in February 1999. Drafted new regulations on elementary to middle school and from middle school to high school promotion to be submitted to the Board of Education for information at January 1999 meeting. Completed revision of 35 policies for the Boards first reading in June 1999\nremaining ones will be presented in July 1999, along with complete administrative regulations. Middle school program standards drafted, presented to the Board, and approved for use in developing core curriculum standards in October 1998. Teacher committees appointed to complete curriculum/program standards for reading/language arts and for ESL courses for grades 6- 12 (completed in June 1999). Social studies curriculum standards drafted for grades 7-12 (work completed March 1999). Standards in mathematics and science completed for grades 6-12 (work completed in March 1999). Dissemination of secondary curriculum standards/benchmarks is scheduled for August inservice.Major Tasks/Activities 3. Construct curriculum maps of LRSD standards/benchmarks with Arkansas standards, SAT9 testing objectives (plus other tests as appropriate), and instructional materials. Plan Reference Strategic Plan: Strategy 2 Goals 2000 Timeline January 1999 Responsibility Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon End-of-Year Report *K-6 language arts curriculum maps drafted, completed, and prepared for publication and dissemination in December 1998. *7-12 reading/language arts curriculum maps drafted, completed, and prepared for publication and dissemination in January 1999. *K-6 social studies curriculum maps drafted, completed, and prepared for publication and dissemination in December 1998. *7-12 social studies curriculum maps drafted, completed, and prepared for publication and dissemination in January 1999. *CuiTiculum maps for science and mathematics, grades K-4, have been completed and submitted to the Assoc. Supt. *Curriculum maps for science and mathematics, grades 5-8, have been completed.Major Tasks/Activities 4. Review and revise middle and high school Curriculum Catalog\nconduct orientation sessions for central office staff, principals, and counselors. 5. Develop specific plan for implementation of K-6 curriculum standards in English language arts and social studies. Plan Reference Strategic Plan: Strategy 2 Goals 2000 Strategic Plan. Strategy 2 Timeline December 1998 February 1999 Responsibility Bonnie Lesley Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon Carol Green Jo Evelyn Elston Gene Parker Marie McNeal Pat Price Mable Donaldson Patty Kohler End-of-Ycar Report *Notified central and school-level staff of deadline of October 16, 1998, for submitting proposed new courses. *Worked with school-level staff (teachers, counselors, registrars, principals) and with central curriculum staff in October, November, and early December to ensure accuracy of documented curriculum. Middle school curriculum committee approved proposed new middle school curriculum in November 1998. Middle School Steering Committee approved proposed new middle school curriculum in November 1998. Board approval of new middle school curriculum in November 1998. Published middle school course selection sheets for each of the eight middle schools in December 1998. Decided to publish triple-fold brochure on middle school curriculum for students and parents instead of a curriculum catalog\navailable in January 1999. Board approval of new high school courses and new high school curriculum in November 1998. Published High School Course Selection, 1999-2000 (for students and parents) in December 1998\ndistributed to Board members at December meeting. Published high school course selection sheets in December 1998. Published High School Curriculum Catalog, 1999-2000 (for principals, counselors, registrars, and teachers) in December 1998. Submitted new course numbers for middle and high school courses to technology department. Staff orientation meetings scheduled for elementary counselors, middle school principals and counselors, and high school teams during early January 1999. K-3 reading/language arts curriculum implementation plan drafted and revised. First draft presented to Board in March 1999\nfinal draft presented in June 1999. 4-5 reading/language arts curriculum implementation plan drafted in June 1999\nwill be submitted in late summer. First dissemination and inservice for implementation of curriculum standards/benchmarks conducted in June 2-3-4 inservice for grades K- 5. Dissemination and inservice for grade 6 will occur in August 1999. Conducted one week of training for trainers of ELLA during week of June 21, Scheduled one week of training on teaching reading/writing for grade 4 teachers during week of July 11.Major Tasks/Activities 6. Pilot new science curriculum in selected classes at grades K-8. 7. Pilot new mathematics curriculum in selected classes at grades K-8. 8. Complete plan for middle school curriculum for fall 1999. 9. Publish Middle and High School StudentZParent Curriculum Handbooks. 10. Define and establish Delivery Standards. 11. Align school schedules, PreK-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/ coaching, and parent information/ education with Strategic Plan, Desegregation Plan, and Smart Start. Plan Reference NSF Project Goals 2000 NSF Project Goals 2000 Strategic Plan: Strategics Revised Desegregation and Education Plan. 5.4 Goals 2000 Strategic Plan: Strategy 2 and 3 Revised Desegregation and Education Plan Goals 2000 Strategic Plan: Strategy 2 Strategic Plan: Strategy 3. Revised Desegregation and Education Plan, sections 521., 5.2.2, and 5.2.3 Timeline 1998-99 1998-99 October 1998 January 1999 January 1999 November 1998 Responsibility Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Linda Young Gene Parker Bonnie Lesley Bonnie Lesley Jo Evelyn Elston Marian Lacey Suellen Vann Bonnie Lesley Gene Parker Gene Parker Pat Price Patty Kohler Mable Donaldson Leon Adams Marion Woods End-of-Year Report Science and Technology for Children kits were piloted during the school year at Rockefeller, Franklin, Wakefield, and Chicot. Investigations in Data, Time, and Space were piloted during the school year at Romine, grades K-5. Connected Math Project has been piloted as a replacement module in all grade 6 and 7 classrooms in the District. See #4 above. Board approved middle school program standards in October 1998. Board approved new middle school curriculum in November 1999. See also Priority I. Desegregation and Education Plan/ B. Middle School #4, #5, and #10. Board approved funding for curriculum development in March 1999. New curriculum guides for middle school courses completed in June 1999.______________________________________________________ See #4 above. High School Course Selection, 1999-2000 (for students and parents) published in December 1998. Middle school curriculum brochure scheduled to be published in January 1999. Plans made to publish a Middle School booklet for students in parents in fall 1999 for 1999-2000 registration. Reviewed research syntheses on delivery standards for Far West Lab. Conducted preliminary conversations on what Delivery Standards for LRSD might look like, This project was delayed until late summer or fall 1999 and will be embedded in the Professional Development Plan.__________________ K-3 Literacy Committee met on Aug. 31, Sept. 16, Oct. 30, Dec. 17, and Jan. 8. Draft report of recommendations was completed on Dec. 18,1998. Report includes the following: Review of current District curriculum, assessment, and implementation. Review of Arkansas Smart Start Initiative to identify possible gaps between the Initiative components and the Districts curricular focus. Identification of all supplemental reading programs currently in use in primary level classrooms and noted compatibility with the goal, the District curriculum, and the Smart Start Initiative. (continued on next page)Major Tasks/Activities 12. Align school schedules, mathematics curriculum, and professional development with Strategic Plan and Revised Desegregation and Education Plan. 13. Develop in collaboration with Linda Watson a list of behavior standards\nadopt a discipline/ classroom management/ character education program and curriculum for teaching the behavior standards to all students. 14. Propose for Board adoption revised Graduation Standards and revision of the core curriculum requirements to align with new state requirements. Plan Reference Strategic Plan: Strategy! Revised Desegregation and Education Plan, sections 5.3, 5.3.1,5.3.2, 5.3.3, 5.3.4, 5.3.5 NSF Project Strategic Plan: Strategy 10 Goals 2000 State law Strategy Plan: Strategy 2 Revised Desegregation and Education Plan, section 5.4 Goals 2000 Timeline November 1998 March 1999 November 1998 Responsibility Dennis Glasgow Vanessa Cleaver Leon Adams Patty Kohler Mable Donaldson Pat Price Marion Woods Marie McNeal Jo Evelyn Elson Patty Kohler Linda Watson Bonnie Lesley Frances Cawthon Marian Lacey Kathy Lease Jo Evelyn Elston Marian Lacey Bonnie Lesley End-of-Year Report Comparison of District student performance to statewide student performance for the purpose of creating a context for District benchmarking. Summary of key components of best practice efforts in early reading education nationwide. Outline of recommendations. Proposed budget for 1999-2000. Drafted administrative regulations for Elementary Schools. The mathematics curriculum has been revised by a teacher committee to include a smaller number of concepts at each grade level. Training for teachers on the revised curriculum has begun and continued training will occur as the NSF standards-based math curricula are phased in over the next few years. CRTs are being developed for use each quarter in grades 2-6 to measure student mastery of the mathematics grade-level standards and benchmarks. 'NSF grant strategies are underway to improve student performance in * Algebra I and to increase enrollment and success rate in upper-level mathematics courses. The extended-year Algebra I program will take place during summer 1999 to help students achieve better in Algebra I. *Drafted adminstrative regulations to be presented in late summer. Conducted research on model classroom management programs. Exchanged information with Linda Watson. Scheduled a representative from each school to attend the ADE conference on Character-Center Teaching and Learning on January 26, 1999. Scheduled a meeting with Dr. Terry Roberts to consult with the District on this initiative on January 26,1999. Submitted grant proposal in May 1999 to fund training for nine elementary schools to pilot the Child Development Project. Submitted grant proposal in May 1999 to fund training for all secondary staff in Fred Jones Positive Discipline program. Scheduled to participate in training of trainers sessions in July sponsored by ADE. Board approval of new graduation policy in December 1999. Published new graduation policy in High School Course Selection, 1999-2000 (for students and parents) in December 1998. Published new graduation policy in High School Curriculum Catalog, 1999-2000 (for staff) in December 1998. Conducted orientation meetings on new graduation policy and high school curriculum for staff in early January 1999.,Major Tasks/Activities 15. Implement Year One of NSF grant project: Extended Year Algebra I\nAP examinations\nnew teacher training\nVital Link\nand Family Math/Science programs. Plan Reference NSF Project Timeline September 1999 Responsibility Dennis Glasgow Vanessa Cleaver End-of-Year Report *Extended Year Algebra ITimeline has been established and Algebra I teachers were invited in January to participate in planning the implementation of the Summer 1999 program. A possible collaboration with New Futures was discussed. Initial meeting was held in December 1998\nanother in late January. Students have been identified and invited to participate in the institute during July 26August 6,1999. Teachers participated in a planning session on June 15. A parent meeting was conducted on June 15* for potential SMART participants. Proposed CERTL application includes a collaboration with Philander Smith College for the Summer Readiness Program scheduled for July 19Aug. 6. Eight follow-up sessions are planned for SMART students, in collaboration with PSC, during the regular school year. They are designed to reinforce and expand algebraic skills. *AP ExamsDrafted proposed new policy in November 1998 to require all students who take AP courses to take the corresponding AP exams. Item was withdrawn for more work. *New Teacher TrainingFirst-year secondary mathematics and science teachers received four days of training on Oct. 13 and Dec. 10, 1998, and March 10-11,1999, * Vital LinkPlanning began on January 15 for recruiting additional Vital Link sites that focus on careers in the field of mathematics and science. Businesses with a math/science focus were identified. Overview of NSF grant presented uring the Vital Link teacher inservice as well as the inservice for businesses. Family Math/Science~Planning occurred for teams of teachers from seven schools to participate in the February 8-9 training. Teams of teachers from 5 schools participated in the Family Math/Science inservice on Feb. 8-9. Each team of teachers held 3 family math/science nights at their respective schools. Advisory Committee MeetingsCommittee met on Sept. 22, Oct. 27, Dec. 8, Feb, 23m Narch 23, April 27, and May 25 to review and discuss student performance data and upcoming grant activities. Plans are in progress for an advisory committee retreat. Definition of roles, as well as strategic planning, will be the focus of the retreat. Management Team MeetingsCommittee met monthly with the exception of December. Management Team will plan and implement the retreat for the advisory committee. (continued next page)Major Tasks/Activities Plan Reference Timeline Responsibility End-of-Year Report *Math/Science Vertical TeamsRegistered teachers for College Board sponsored vertical teams conference on Feb. 5-6 (mathematics) and Feb. 19-20 (science). Two mathematics vertical teams have met monthly. Mathematics Vertical Teams Steering Committee was established to set long- and short-range goals for the district. The steering committee met twice and set a time to meet monthly during the 1999-2000 school year. High School VisitsMet with principals and counselors of high schools to review and discuss first quarter data and to set improvement targets. Parent/Community InvolvementPresented an overview of the NSF project to the Christian Ministerial Alliance, Little Rock PTA Council, and the VIPS board. Year 2 plans include Brown Bag lunches at local businesses to inform working parents and the general public about this initiative. A dissemination brochure will be produced and distributed to parents, community, and business people. SECME9 teachers representing 5 schools will participate in the SECME Summer Institute June 20July 2,1999, at the University of Alabama at Tuscaloosa. SECME programs will be implemented in the 5 additional schools beginning fall 1999. Strategic Plan/Professional Development PlanDeveloped a five- year strategic plan along with a comprehensive professional development plan to guide the work of the LRPMSA. Standards-Based CurriculaTraining was provided for mathematics and science teachers who will be using Investigations, Science and Technology for Children, Connected Mathematics Project, and Active Physics. Follow-up sessions are planned for pre-school conference as well as during the regular school year. * Lead TeachersSubmitted a proposal to NSF to add 4 lead teachers who would work with clusters of elementary schools providing technical support for math and science teachers. Proposal also submitted to add (or assign an existing position) a high school math coordinator, middle school math specialist, a middle school science specialist, and a high school science specialist. *CERTLProposal submnitted to NSF for Centers of Excellence for Research, Teaching, and Learning. CERTL involves subcontracts with PSC, UALR, and LRSD for Active Physics training. UALR activities include a Summer Science Institute for 4* and 5* grade students\nUALR Student Research Camp will provide an opportunity for students to participate in real research projects\nPSC will offer the Summer Algebra Readiness Training which is a three-week summer institute for rising 9'* graders who show academic promise to be successful in Algebra I. LRSD will offer, in collaboration with UALR, a four-hour graduate credit course on Active Physics.Priority ill. B. (2): Personalized Education Major Tasks/Activities 16. Develop Early Childhood Education Plan for fall 1999, to include plan to implement any grant-funded early childhood initiatives. Plan Reference Strategic Plan: Strategy 8 Revised Desegregation and Education Plan, section 2.7 and 5.1 Goals 2000 Timeline February 1999 Responsibility Pat Price Marian Shead- Jackson Patty Kohler Carol Green Aleecia Starkey End-of-Year Report Attended meetings of the collaborative partners involved in Headstart. Discussed the feasibility for expansion. Applied for and was awarded funds for continuance money from Arkansas Belter Chance. Early Childhood Task Force met on Nov. 23, 1998. Agenda items included overview of the program, quality status, and the need for expansion. District sponsored reception for representatives and senators to discuss 1999 legislative issues, such as early childhood funding, on Jan. 7,1999. Early Childhood Task Force meeting held on Jan. 25,1999. Agenda included discussion of issues which may initiate policy discussion and action by the Arkansas General Assembly, such as (1) funding for child care/ eliminating the low-income working waiting list\n(2) additional funding for the Arkansas Better Chance program.Major Tasks/Activities 17. Develop K-12 talent development plan to improve G/T, honors, and AP student enrollment and success (e.g.. Project AVID). Plan Reference Strategic Plan objectives Revised Desegregation and Education Plan, sections 2.6, 2.6.1, and 2.6,2 NSF Project Timeline November 1998 Responsibility Bonnie Lesley Kathy Lease Mable Donaldson Vanessa Cleaver Gene Parker Marie McNeal Dennis Glasgow Mona Gibbs Jo Evelyn Elson Marion Woods End-of-Year Report K-23 Talent Development Committee was established in August 1998 to develop a plan\nresearch assignments were made\nand the committee moved to endorse the implementation of Project AVID as the centerpiece of this plan. Eliminated the honors/enriched layer of courses between the regular level and the Pre-AP/AP level at grades 6-12 for the 1999-2000 school year (approved by Board in November 1998). Made all AP courses (except Music Theory AP) available to all high schools for 1999-2000. Changed admission standards so that students with a grade of at least C in a prior Pre-AP or AP courses can enroll in the next level without teacher approval. Working on new policy/regulations relating to AP examinations to be submitted to the Board in summer 1999. *1 'Surveyed all honors, enriched, Pre-AP, and AP teachers to determine what training they had had so that a professional development plan could be designed. *Conducted study of current percentages by school who are performing in the top quartile\npercentages of students taking the ACT\npercentages of students enrolled in AP courses\npercentages of students passing AP courses by school\netc. Paid fee for Mable Donaldson to participate in the first year of training for Project AVID directors. Investigated two potential grants to fund the Project AVID initiative: Gear-Up and Javits federal grants. Applied for Gear-Up funds in collaboration with UALR to implement AVID in four middle schools, if funded, in fall 1999. Conducted one-half day of training on Project AVID for representatives of the curriculum staff, high school principals, high school counselors, parent representatives, and community advocates in October 1998. Conducted one evening of training for members of the Board of Education on Project AVID in October 1998. Distributed information on the Talent Development Middle School to all middle school principals for restructuring ideas. Continued research on effective strategies to close achievement gaps\nread new book on the Black-White Test Score Gap by Jencks.  Met with representative teachers and counselors at three of the five high schools to hear what they believe they need to support the goal of increasing AP enrollment. Discussed with E\u0026gt;r. Angela Sewell, Dean of Education at UALR, the possibility of a university partnership relating to Project AVID.Major Tasks/Activities 18. Review Title I programs and services to align with COE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Revised Desegregation and Education Plan. 19. Complete planning for middle schools and smooth transitions from elementary and to high schools. Plan Reference Strategic Plan. Strategy 3 Revised Desegregation and Education Plan, section 2.7 NSF Project Strategic Plan: Strategy?. Revised Desegregation and Education Plan, section 3.4 Goals 2000 Timeline January 1999 December 1998 Responsibility Bonnie Lesley Leon Adams Kathy Lease Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Kathy Lease Linda Young M.S. Committees End-ofYear Report Met with ODM staff to discuss Project AVID and its potential benefits to LRSD students. Scheduled a meeting with Dr. Terry Roberts to discuss Project AVID on Jan. 26, 1999, Submitted Gear-Up grant proposal during March 1999 in collaboration with UALR to fund Project AVID in four middle schools\nSouthwest, Mablevale, Henderson, and Cloverdale. Conducted a meeting with Leon Adams on August 5,1998, to discuss several proposed changes and improvements in Title I. Conducted a meeting on the morning of September 4,1998, to review Title I regulations and laws\na team approach to approve Title I plans\nways to embed Title I accountability into the Quality Index\nand ways to align Title I with Campus Leadership. Conducted a meeting on the afternoon of September 4,1998, to discuss needs for a menu of research-based and district-approved programs for Title I schools to choose from\nprocedures for District approval of Title I plans\nalignment of Title I with Smart Start. Conducted meeting on Sept. 18 to discuss proposed changes in the Title I parent program. Conducted input all fall from parents, teachers, and principals on the Title I program and ways that it could be better aligned with other District initiatives and, thus, be more productive. Reviewed with and obtained input from the Cabinet on Jan. 11, 1999, general areas for change and improvement of the Title I program. Embedded Title I changes in the PreK-3 Literacy Plan. Conducted meetings with principals in April 1999 to discuss changes in 1999-2000 Title I program. Summarized changes in Title I program in principals meeting during May 1999. Met several times in May-June with Cabinet members to make decisions relating to changes in Title I. Met with representative Title I parents in May 1999 to discuss proposed changes in Title I. See Priority I: Desegregation and Education Plan/ B. Middle School, #3, #6.Major Tasks/Activities 20. Complete planning for ninth grade curriculum aligned with new graduation requirements and the districts standards. 21. Assess ESL program and services and develop program improvement plan with estimated budget. 22. Review special education programs, policies, and/or procedures to ensure no racial discrimination in referral and placement. Plan Reference Strategic Plan: Strategy 2 And Strategy 3 State laws Strategic Plan: Strategy 2. Goals 2000 Revised Desegregation and Education Plan, section 2.4 Timeline November 1998 June 1999 December 1998 Responsibility Kathy Lease Bonnie Lesley Gene Parker Kathy Lease Bonnie Lesley Patty Kohler End-of-Year Report *See #4 above. *Board approval of new high school curriculum, including grade 9 courses, in November 1998. *See Priority I: Desegregation and Education Plan/ B. Middle School, #10._______________________________________________________ *Committee chair appointed to gather data for program/needs assessment. *ESL program representative attended statewide program planning conference. Committee appointed to develop ESL program standards and to identify budget needs. Committee appointed to develop ESL curriculum standards. Met with representative of ADE on needs of LRSDs ESL program. Hosted compliance review by OCR in March 1999 relating to ESL programs and services. Proposed that Class-Size Reducation Allocation be used to hire 10 elementary ESL teachers for 1999-2000. Proposed that the District employ an ESL Coordinator to oversee and provide leadership for the K-12 program. *Tridistrict assessment committee meets regularly to review testing procedures and to make sure that they are free of bias. *Department of Exceptional Childrens strategic plan updated in Dec. 1998\nincludes procedures and equity issues. *Completed an administrative procedures manual in Dec. 1998 for all special education staff to ensure equity in administration of procedures\ncontains checklists to evaluate staffing needs\nsupervisory goals, including equity issues\nLRSD policies that address graduation, which are bias-free\nand other procedures.Major Tasks/Activities 23. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. Plan Reference Arkansas initiative Revised Desegregation and Education Plan, section 2.7 Timeline January 1999 Responsibility Bonnie Lesley Kathy Lease Leon Adams Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Patty Kohler Ann Freeman End*of-Year Report Dr. Doug Reeves presented early concepts of Smart Start standards and assessments to a small group from the Division of Instruction in September 1998. Kevin Penix from ADE presented an overview of the Smart Start Initiative to the Division of Instruction on Oct. 14,1998. Bonnie Lesley and Les Gamine attended a session with Dr. Doug Reeves at a state conference in October 1998 on Smart Start. Ann Freeman was reassigned to assist Pat Price with coordination of Smart Start programs and services for LRSD during November 1998. Eisenhower Professional Development grant application aligned with Smart Start submitted to ADE in November 1998. All elementary principals and a facilitator from each school attended two days of Smart Start training sponsored by ADE during the week of Nov. 9-12, 1998, Bonnie Lesley presented session on how Smart Start aligns with Title I, COE, and Campus Leadership at the November principals meeting. Pat Price and Ann Freeman presented an overview of the Smart Start Summit to the Division of Instruction on Nov. 24,1998. Work sessions on standards and assessments conducted by the Division of Instruction on Dec. 14,1998. Presentation of a one-day Data-Driven Decision-Making session for all elementary principals is scheduled for Jan. 19-20-21, 1999. All principals were invited to attend a one-day conference on Character-Centered Teaching and Positive Classroom Discipline Conference, sponsored by ADE, on Jan. 26,1999. Ten satellite teleconferences relating to Smart Start were held at the IRC during year. District representatives attended the NSCI conference on reading and mathematics in New Orleans during January. Frequent information regarding Smart Start implementation was provided principals and other staff through Learning Links during spring 1999.Priority III. B (3): Professional Development Major Tasks/Activities 24. Complete planning and begin implementation of middle school professional development program. 25. Conduct in collaboration with Sadie Mitchell and her staff the Year One training for Campus Leadership Plan. 26. Restructure the districts professional development program and services so that they build professional learning communities at the district and school levels. 27. Implement Year One of ASCDs UPDI project with focus on school change and improving achievement in reading and mathematics. 28. Provide training in prejudice reduction and cultural sensitivity. Plan Reference Strategic Plan: Strategy 3 Revised Desegregation and Education Plan, section 2.12 Campus Leadership Plan Goals 2000 Strategic Plan: Strategy 7 Revised Desegregation and Education Plan, sections 2.61., 2.12, 5.2.1j, 5.2.2g, 5.2.3c. 5.3.1 Campus Leadership Plan NSF ASCDs UPDI ASCDs UPDI Revised Desegregation and Education, section 2.12 Revised Desegregation and Education Plan, sections 2.12 and 2.12.1 Timeline January 1999 June 1999 October 1998 June 1999 June 1999 Responsibility Linda Young Marion Woods Mona Briggs Kathy Lease Prof. Dev. Committee Bonnie Lesley Marion Woods Gene Parker Kathy Lease Patty Kohler Bonnie Lesley Director, Prof. Dev. Marion Woods Bonnie Lesley Dir., Prof. Dev. Marion Woods Marion Woods City of Little Rock End-of-Year Report See Priority I: Desegregation and Education Plan/ B. Middle School, #4 and #12. The responsibility for this activity was transferred to Sadie Mitchell and her staff. Broker and principal training sessions were conducted in December 1998, January and February 1999. Principals Institute, to include representatives of Campus Leadership Teams, scheduled for week of July 26,1999. Invited by ASCD in August 1998 to apply to join the Urban Professional Development Initiative (UPDI). Presented idea to Cabinet for approval to join UPDI in August 1998. Submitted application to join UPDI to ASCD on August 20, 1998. Presented information item to Board of Education about UPDI in August 1998. Formed a special team to restructure LRSD professional development program and to oversee UPDI activities\nfirst meeting held on Sept. 3, 1998. Four people attended UPDI Network meeting in Alexandria, VA, on Nov. 12-14, 1998. Received official letter of invitation from ASCD to participate in UPDI, Nov. 20,1998. Staff meeting scheduled to begin discussion of professional development plan on Jan. 25,1999. Site visit from ASCD for UPDI conducted on Feb. 1-2,1999. End-of-Quarter Report submitted to ASCD on March 30,1999, Professional Development Plan to be completed during summer 1999.______________________________________________________ See #26 above. Five two-day workshops serving 94 teachers were presented on the following dates: Aug. 4-5\nSept. 14 and 21\nOct. 19 and 22\nNov. 16 and 19\nand Jan. 6 and 13. Scheduled a meeting with Dr. Terry Roberts on Jan. 26,199^, to discuss professional development issues. Workshop conducted for high school teachers on June 4,1999. Tri-District staff development committee and state coops met ten times during year to compile information for districts catalogs, resource guides, and professional libraries.Major Tasks/Activities 29. Consolidate COE, Campus Leadership, Title I, and Instructional Technological planning requirements in collaboration with cluster assignment\ndesign and plan training for Campus Leadership Teams. 30. Develop menus of research-based and approved schoolwide change models and instructional/ curriculum interventions to guide schools in improvement efforts. 31. Assemble a library of reference folders on a wide variety of topics related to school improvement to send to schools upon request. 32. Write and prepare for Fall 1999 distribution a Beginning Teachers Handbook. 33. Provide focused and appropriate training for certified staff in Division of Instruction to improve productivity and leadership. 34. Provide appropriate technology and general training for clerical staff of Division of Instruction to improve productivity and communication. Plan Reference COE Campus Leadership Plan Title I Instructional Technology Plan Strategic Plan: Strategy 2 Title I Smart Start COE Campus Leadership Plan Revised Desegregation and Education Plan Strategic Plan: Strategy 2 Title I Smart Start COE Campus Leadership Plan Revised Desegregation and Education Plan Strategic Plan: Strategy 6 Goals 2000 Goals 2000 Campus Leadership Plan Strategic Plan Revised Desegregation and Education Plan Smart Start Title I COE Strategic Plan Timeline January 1999 February 1999 January 1999 May 1999 June 1999 June 1999 Responsibility Bonnie Lesley Sadie Mitchell and her cluster teams Leon Adams Lucy Lyon Director, Prof. Dev. Marion Woods Bonnie Lesley Leon Adams Gene Parker Dennis Glasgow Marie McNeal Vanessa Cleaver Marion Woods Selma Hobby Marion Woods Bonnie Lesley Kathy Lease Bonnie Lesley Marion Woods Lucy Lyon End-of-Year Report This work was assigned to one of the clusters to complete. Leadership for these tasks was assigned to Sadie Mitchell. Conducted two meetings in September 1998 to begin the discussion of criteria to identify research-based programs. Recommended best practice books which summarize research to schools through Learning Links. Approved literacy programs were included in the PreK-3 Literacy Plan, Books on research-based programs provided to principals by Division of Instruction. Approximately 75 information folders on a variety of topics related to school reform have been compiled and are available to principals and Campus Leadership Teams. Videotapes and books on middle schools were identified for middle school principals and teachers to check out. Outline for Beginning Teachers Handbook compiled in August 1998. Committee on Teacher Induction, chaired by Dr. Kathy Lease, appointed in spring 1999. Draft of Beginning Teachers Handbook completed in June 1999. 1 *ADE-sponorsed workshop on curriculum mapping by Heidi Jacobs attended by most curriculum staff members in September 1998. Presentation by Dr. Doug Reeves (the state consultant on Smart Start) to curriculum staff members in September 1998. Presentation on Smart Start by Dr. Kevin Pennick from ADE at a Division of Instruction meeting on October 14,1998. Data-Analysis Training (related to Smart Start implementation) presented at meeting of Division of Instruction in December 1998. Four people attended class on Microsoft Word on Oct. 20-22. Four people attended class on PowerPoint on Oct. 26-27. Eight people attended class on Excel on Oct. 19-26. *1 *A number of courses were scheduled for February 1999. *Summer technology classes are being offered.Major Tasks/Activities 35. Provide training for teachers and counselors to improve minority student access and success in Pre-AP and AP courses. Plan Reference Revised Desegregation and Education Plan, section 2.6.2 NSF Project Timeline November 1998 Responsibility Bonnie Lesley Kathy Lease Mable Donaldson Vanessa Cleaver Gene Parker Marie McNeal Dennis Glasgow Mona Gibbs Jo Evelyn Elston Marion Woods End-of-Year Report *Conducted one-half session on Project AVID for high school counselors and others in September 1998. *Conducted curriculum orientation meetings for principal and counselors at each high school, including discussion of this priority, in January 1999. *Conducted curriculum orientation session for elementary counselors, including discussion of this priority, on Jan. 20,1999. *Conducted curriculum orientation session for middle school counselors, including discussion of this priority, on Jan. 20,1999. *Developed a plan to ensure that teachers of Pre-AP and AP have equal access and opportunity to participate in College Board professional development workshops during the summer.Priority III. B (4): Building Community Support Major Tasks/Activities 36. Design plan to collaborate with the business community to deliver the Arkansas Scholars program in grade 8 during spring 1999. 37. Restructure the districts parent/ community programs and services to align with the Strategic Plan, the Revised Desegregation and Education Plan, the Campus Leadership Plan, the NSF Project, Smart Start, and the requirements of Title I. Plan Reference Revised Desegregation and Education Plan (sections on enriched, honors, gifted, and advanced placement courses). Strategic Plan: Strategy 2 And Strategy 8 Revised Desegregation and Education Plan, sections 2.8 and 5.7 Campus Leadership Plan Goals 2000 Timeline December 1998 December 1998 Responsibility Debbie Milam Linda Young Gene Parker End-of-Year Report 'Meeting held on Sept. 24, 1998, with Lee Gordon, ABEA, Bonnie 1 Bonnie Lesley Debbie Milam Leon Adams Catherine Gill Linda Young Patty Kohler Pat Price Paulette Martin Marian Shead- Jackson Marian Baldwin Vanessa Cleaver Lesley, Gene Parker, Linda Young, and Debbie Milam. *Meeting held on Oct. 15,1998, at Chambers Education Committee. Lee Gordon asked for support in recruiting business volunteers to make the Arkansas Scholars presentations to all 8* graders in the three Pulaski County school districts. Meeting held on Dec. 7, 1998, between Debbie Milam and Linda Young to discuss a timeline for LRSD implementation. Meeting scheduled for Jan. 15,1999, between Debbie Milam, LRSD, and Joe Swaty and Sandy Bradley of the Chamber to discuss feasibility of implementing Arkansas Scholars in spring 1999. Arkansas Scholars program implemented in spring 1999. Discussed with Catherine Jordan of SEDL the possibility of Little Rocks participation in their Collaborative Action Team (CAT) training. Conducted a meeting including staff, some community/parent representatives, and Catherine Jordan on November 2 for initial discussion of possible partnership to assist us in restructuring our parent/community programs. Conducted second meeting of committee on November 20,1998, to discuss whether to apply to SEDL for CAT participation\nwrote mission statement for group. Sent application in December 1998 to SEDL to participate in CAT training. Conducted third meeting on January 14,1999, to discuss focus for our work\nparent education/involvement. Fourth meeting and expanded committee membership will be decided upon after conversation with Catherine Jordan about training. Two representatives attended SEDL training in late January 1999. Two SEDL representatives conducted a site visit in Little Rock on April 27 with a cross-section of staff, parents, and community members. Notifed in May 1999 of selection to participate with SEDL in Collaborative Action Team planning. Began implementation of plan to restructure and re-align Title 1 parent program.Priority III. B. (5): Communication Major Tasks/Activities 38. Communicate curriculum standards so that all parents and students understand the expected knowledge and skills by grade level and course. 39. Communicate aspects of middle school planning to students, parents, and community for fall 1999. 40. Provide second-language translations of key documents for students and parents. 41. Implement Learning Links, a weekly publication for principals from the Division of Instruction. 42. Publish at lease six issues of a newsletter for teachers from the Division of Instruction. 43. Conduct twice-a-month meetings for staff in the Division of Instruction. 44. Conduct quarterly meetings of all clerical staff in the Division of Instruction. Plan Reference Strategic Plan: Strategy 2 Strategic Plan: Strategy 3 Revised Desegregation and Education Plan Goals 2000 Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Student Success Model Strategic Plan: Strategy 2 Student Success Model Student Success Model Student Success Model Timeline May 1999 May 1999 May 1999 September 1998 June 1999 June 1999 August 1998June 1999 Responsibility Bonnie Lesley Suellen Vann Gene Parker Dennis Glasgow Marie McNeal Kathy Lease Linda Young Gene Parker Kathy Lease Bonnie Lesley Anita Gilliam Regina Moore Marian Baldwin Suellen Vann Bonnie Lesley Bonnie Lesley Bonnie Lesley and designated staff End-of-Year Report Committee appointed to develop action plan for communicating curriculum standards to the community. Action plan presented to Strategic Plan Steering Committee and approved in November 1998. Committee appointed to complete identified action steps in approved action plan.  ' 'Designed an audio-visual presentation to communicate the new graduation standards\nto be completed by early Feb. 1999. (This video not yet completed.) Planning established to publish curriculum standards for parents in summer 1999. Draft documents completed in June 1999. See Priority I: Desegregation and Education Plan/B. Middle School, #6, #14. See Priority I: Desegregation and Education Plan/C. Marketing and Communication, #1, #2. See Priority I: Desegregation and Education Plan/ D. Student Assignment, #8, #13. State-developed computer software discs acquired with translations of key documents for ESL students and parents. Budgeted for 1999-2000 the costs of translations of key documents. Learning Links has been published weekly since the first week in October 1998 for principals\nit has also been distributed to Cabinet members, most department heads, and members of the Division of Instruction. Meetings conducted with Public Information Office to determine cost and deadlines for publishing a teacher newsletter\nproject delayed due to costs and time restraints. This project delayed until 1999-2000. Staff meetings are scheduled for the second and fourth Wednesdays each month at the IRC\nthey are attended by all the department heads in the Division of Instruction, as well as other staff as appropriate. Monthly meetings conducted in spring 1999. Two meetings were conducted with the clerical staff of the Division of Instruction.Priority III. B (6): Assessment Major Tasks/Activities 45. Design and administer CRTs for fall 1998 in reading and mathematics. 46. Design refined CRTs for reading, mathematics, science, and social studies for piloting in spring 1999 and for implementation in fall 1999. 47. Establish Performance Standards in reading, writing, mathematics, science, and social studies. 48. Reinvent PRE programs and services to support the Campus Leadership Plan. 49. Refine the Quality Index indicators and develop district and school profiles according to the proposed Quality Index. 50. Embed Title I and Smart Start accountability requirements into the Quality Index. 51. Begin transition plan for a way of reporting to parents on student progress toward meeting the standards and develop plan to redesign the student grading and reporting system to reflect the standards- based focus of the district. Plan Reference Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Strategic Plan: Strategy 2. Strategic Plan: Strategy 8 Revised Desegregation and Education Plan, sections 5.2.1g, 5.2.2e,5.2.3r, and 5.3.2 Campus Leadership Plan NSF Title I and Smart Start COE Campus Leadership Plan Campus Leadership Plan Title I requirements Strategic Plan: Strategy 2 Timeline September 1998 December 1998 February 1999 December 1998 February 1999 February 1999 June 1999 Responsibility Gene Parker Dennis Glasgow Kathy Lease Kathy Lease Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Kathy Lease Dennis Glasgow Gene Parker Vanessa Cleaver Marie McNeal Kathy Lease Bonnie Lesley Bonnie Lesley Cluster B Kathy Lease Bonnie Lesley Cluster B Kathy Lease Leon Adams Kathy Lease Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Pat Price Patty Kohler Mable Donaldson End-of-Year Report CRTs have been designed, produced, disseminated, given, scored, and reported. Tests were given in reading and mathematics at all elementary schools. Instructional division staff met in January to review first semester CRT experiences and begin planning for the third and fourth quarter tests in all core subject areas with the addition of the second graders. Planning still in progress for 1999-2000 CRTs. A meeting was scheduled in February to work on this goal. This project was delayed until decisions were made about 1999-2000 CRTs. New staff hired in order to begin to refocus the work of PRE. Staff assignments made to support Campus Leadership, the Strategic Plan, and the Revised Desegregation and Education Plan. Public relations campaign instituted to promote idea that PRE is a service department whose focus is to assist schools and central office staff to reach the goals of the Campus Leadership Plan, the Strategic Plan, and the Revised Desegregation and Education Plan. *1999-2000 Reorganization Plan establishes new concept for department. See Priority II: Quality Index (2) Student Achievement and Value- Added Incentives. See Priority II: Quality Index (2) Student Achievement and Value- Added Incentives. This work on a new grading system has not begun as yet. Discussions conducted during the first semester on student data management systems capacities and deficiencies. 'Primary Grades Committee established in May 1999 to make recommendations, as per PreK-3 Literacy Plan.Major Tasks/Activities 52. Design waiver form and process for schools seeking waivers from policy relating to Campus Leadership. 53. Redesign end-of-year climate survey to include items relating to measuring progress of reform. 54. Design for Board approval an agenda for evaluation of the Districts academic programs. Plan Reference Campus Leadership Plan Campus Leadership Plan Revised Desegregation and Education Plan, section 2.7.1 Campus Leadership Plan Timeline October 1998 February 1999 March 1999 Responsibility Bonnie Lesley Kathy Lease Bonnie Lesley Sadie Mitchell Kathy Lease Bonnie Lesley End-of-Year Report________________________________ Waiver Application forms distributed via Learning Links in December 1998. *Work in progress with Cluster A and PRE staff. Drafts scheduled for completion in February. Two work sessions with Dr. Steven Ross (consultant) have been completed on initial planning. PRE staff researched program evaluation options. One-day planning meeting scheduled with numerous stakeholders in May 1999. Proposed Board policy developed and submitted to the Board for first reading in June 1999.Priority: Quality Index: (2) Student Achievement and Value-Added Incentives Major Tasks/Activities 1. Identify specific achievement indicators. 2. Identify specific standards/ benchmarks. 3. Identify value-added incentives. Plan Reference Revised Desegregation and Education Plan, sections 2.7,5.2.1,and 5.3 Revised Desegregation and Education Plan, sections 2.7, 5.2, and 5.3. Revised Desegregation and Education Plan, sections 5.8 Timeline June 1999 June 1999 June 1999 Responsibility Lesley/Cluster B Lesley/Cluster B Lesley/Cluster B End-of-Year Report *Conducted first meeting of Cluster B on Nov. 20,1998. Reviewed charge, draft of Campus Leadership Plan, and resource documents\ndiscussed and approved proposed work plan for completion of tasks. *Conducted Internet search and purchased other resources to determine practices in other states and districts, especially those with value-added approaches. *Drafted preliminary list of academic indicators for elementary, middle, and high schools for the Quality Index to use for discussion purposes, Jan. 1999. Met with Dr. Steve Ross of the University of Memphis on Jan. 15, 1999, to discuss Tennessees value-added accountability system and preliminary LRSD draft of academic indicators. Second meeting of Cluster B scheduled for Feb. 15,1999. Third meeting of Cluster B conducted on May 6-7,1999. Discussed with Dr. Steve Ross (see #1 above) ways to assign weights of importance and ways to assess progress toward standards at Jan. 15, 1999, meeting. Consulted research documents on practices in other states and districts. Met with Dr. Steve Ross in May 1999 to continue discussion of academic indicators for Quality Index. Submitted Dr. Ross recommendations to Dr. Camine for feedback. Final report submitted in June 1999. Conducted preliminary research on practices in other states and districts. Final report submitted in June 1999.i RECEP' A  } Collective Responsibility for Student Achieverhent AUG 5 1999 Office OF Definition of Collective Responsibility , OESEGREGATfON MONrrOfl.NP Collective Responsibility means that all the adults in the District arfd at each school hold themselves accountable for all the students meeting the challenging behavior and academic content standards and benchmarks and other outcomes established by the Board of Education, by the state for accreditation, by federally funded programs, and by external funders of reform initiatives approved by the Board of Education. District-level staff share with school-level staffs in the collective responsibility for school improvement. This critically important attitude is developed and nurtured through professional learning communities established by the District and each school. In addition, the Superintendent shall ensure that all job descriptions of appropriate District-level and building-level staff\nannual work plans\nDistrict-level processes and school-level parameters for decision-making\npersonnel hiring, assignment, promotion, and evaluation systems\nand the professional development programs are results-based and aligned with the improvement indicators established in the Quality Index. Reporting Responsibilities The Superintendent shall report to the Board of Education annually on progress related to the implementation of the Strategic Plan and the Revised Desegregation and Education Plan. In addition, so that the community is also informed on the Districts progress in meeting expected improvement goals, the following reports must be submitted to the Board of Education in open sessions. District Annual Performance Report The Annual Performance Report is to be submitted to the Board of Education no later than August 30 annually. It shall include data relating to each of the Quality Indicators, including the baseline year data so that progress can be identified. The Annual Performance Report shall also include the accreditation status and accountability status for each school, as determined by the Arkansas Department of Education. School Performance Reports The state-mandated School Performance Reports shall be published and distributed to parents and other interested patrons annually. These report cards shall include the data mandated by the Arkansas Department of Education, but also school data relating to the Districts Quality Indicators. School principals shall disseminate these reports to all the staff members and parents in their school community and make them available to interested patrons. At least one parent meeting shall be conducted annually by the Campus Leadership Team and the principal to discuss the 1performance of the school and planned short- and long-range improvements. The District may disseminate school-level supplements to the School Performance Reports to include data relating to District-selected Quality Indicators. Accreditation and Accountability Status If a school has been identified for school improvement, as per Title I regulations and/or if the school is conditionally accredited or nonaccredited, then the designation and an explanation of its implications, as well as the accountability status of the school as defined by the State shall be included in the School Performance Report. Program Evaluations The results of any internal program evaluation studies or evaluations of grant-funded projects are to be provided to the Board of Education within a month of their submission to the Superintendent and/or to the funding organization. School Improvement Plans Although there are multiple state and local indicators, Campus Leadership Teams should select, based on their data analysis, three to five priority improvement goals as a focus for the School Improvement Plan. (See the Arkansas Comprehensive School Improvement Planning process.) 2State Quality IndicatorsTier I The Arkansas Comprehensive Testing. Assessment, and Accountability Program (ACTAAP) establishes the following indicators based on performance goals for Tier I: State Indicator______ Performance on State- Mandated Criterion- Referenced Tests Goal (Definition)_______________ 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in mathematics. Grade Level(s) Grades 4, 6, 8 Performance on State- Mandated Criterion- Referenced Tests 100% of a schools secondary students shall perform at or above the proficient level in Algebra I. 100% of a schools secondary students shall perform at or above the proficient level in Geometry. Secondary School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety 100% of a schools secondary students shall perform at or above the proficient level in Literacy. At least 99% of secondary students will remain in school to complete the 12^^ grade.__________________ Average daily attendance rate will be at least 95%.________________ 100% of a schools classes will be taught by an appropriately licensed teacher._______________________ 100% of a schools certified staff will complete at least 30 hours of approved professional development annually.___________ Schools will be free of drugs, weapons, and violent acts. Grades 7-12 Grades K-12 Grades K-12 Grades K-12 Grades K-12 3State Quality IndicatorsTier II The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators for Tier II. Tier II indicators are based on trend and improvement goals. Trend goals will be established for different cohorts of students, and improvement goals will be established for the same cohort of students over time. State Indicator Performance on State- Mandated Criterion- Referenced Tests Goal (Definition)_______________ The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion- referenced tests will meet or exceed the trend and improvement goals each year. Performance on State- Mandated Criterion- Referenced Tests The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Literacy will meet or exceed the trend goal each year. Grade Level(s) Grades 4, 6, and 8 Secondary 4Tier IISchool Selected Indicators (Schools Select Any 5) State Indicator Drop-outs Average Daily Attendance__________ Classes Taught by an Appropriately Licensed Teacher____________ Professional Development School Safety Other School Selected Indicators Goal (Definition)_______________ Secondary schools will improve the percentage of students who stay in school to complete the 12**^ grade. Schools will improve their average daily attendance rate.____________ Schools will improve the percent of classes taught by an appropriately licensed teacher.________________ Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts.________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Grade Level(s) Secondary All levels All levels All levels All levels All levels 5Additional District-Selected Indicators The following additional academic indicators (based also on both performance and trend/improvement) have been established by the Little Rock School District. Value-Added Goals or Improvement Goals The District-adopted criterion-referenced tests for grades K-11 will be administered to provide pre- and post-test scores so that gains of individual students may be measured each semester. Only those scores of students who were in the school the previous test administration will be used in calculating value-added gains (or improvement). The purpose of this measure is to be able to determine the extent to which a school adds value through individual students' gains. In other words, regardless of whether students attain the proficient level at any given grade, the District is interested in whether the students progressed toward proficiency during that year. Both trend and improvement data will be tracked as well. LRSD Indicator_______ Performance on District- Adopted Kindergarten Literacy Test Performance on District- Adopted Grade 1 Literacy Test Goal (Definition)______________ 90% of a schools students shall perform at or above the proficient level in literacy. The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the trend goal each year. 90% of a schools students shall perform at or above the proficient level in literacy. Grade Level(s) Kindergarten Grade 1 The percent of grade 1 students demonstrating gains from the pretest to the post-test will meet or exceed the trend and improvement goals each year. 6LRSD Indicator_______ Performance on SATO, a Norm-Referenced Test Goal (Definition)_______________ 65% of a schools students in every sub-group of race and gender shall perform at or above the 50 percentile in reading. ,th Grade Levelfs) Grades 5, 7, 10 The percent of students in every sub-group of race and gender performing at or above the 50*^ percentile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every sub-group of race and gender shall perform at or above the 50^ percentile in mathematics. Performance on SAT9, a Norm-Referenced Test The percent of students in every sub-group of race and gender performing at or above the 50^ percentile in mathematics will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in mathematics. The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. 7LRSD Indicator_______ Performance on SATO, a Norm-Referenced Test Goal (Definition)_______________ At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in mathematics. Grade Level(s) Performance on District-Adopted Criterion-Referenced Tests The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.________________ 90% of a schools students shall perform at or above the proficient level in reading each semester. The percent of students performing at or above the proficient level in reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the improvement goal each year. Grades 2-11 8LRSD Indicator Goal (Definition)_______________ 90% of a schools students shall perform at or above the proficient level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics will meet or exceed the trend and improvement goals each semester. Grade Level(s) Enrollment in Pre-AP and/or AP Courses The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the improvement goal each year. 65% of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. Grades 6-12 Enrollment in Algebra I by grade 8 The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 90% of a middle schools students will be enrolled in Algebra I by grade 8. Grade 8 Honors Seal on High School Diploma The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Grades 9-12 9LRSD Indicator Taking the ACT Goal (Definition)_______________ 65% of a high schools students will take the ACT. Grade Level(s) Grades 11-12 Performance on the ACT The percent of students taking the ACT will meet or exceed the trend goal each\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_242","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1998-10-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Little Rock School District","North Little Rock School District","Pulaski County Special School District","School attendance"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/242"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["83 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n. '-~ ' ..,., I\"'' JAN 2-0 19gq October 1 State Department Enrollment Report(LRSD INTERNAL R~~TI0N MONITOai~ !AnE nrolled Students: ll-Nov-98 001 CENTRAL Grade WM WF BM BF HM HF AM AF IM IF Total IO 123 133 181 220 1 4 6 1 0 1 670 11 117 129 156 236 4 1 2 0 0 0 645 12 103 139 114 157 2 0 4 4 0 0 523 KF 0 I 1 12 ~'1 21 0 0 0 0 0 0 'fi7, 34 TOTAL FOR CENTRAL: 34wo2 461cv!J4 7 5 .-)12 5 0 1 ,~~~ ?'1\u0026gt;7 002 HALL Grade WM WF BM BF HM HF AM AF IM IF Total IO 36 27 131 81 10 9 4 2 0 0 300 11 21 28 75 92 6 5 4 6 0 0 237 12 27 32 72 71 2 3 6 3 0 1 217 KF 0 0 0 8 17 9 0 0 Q 0 0 0 0I 17 s 3 2 7 2 0 0 0 0 0 0 14 .. TOTAL FOR HALL: 81 11~89 2:Aaf55 18 17 ~, 14 11 0 1 ~~g G 003 MANNM/S Grade WM WF BM BF HM HF AM AF IM IF Total 07 65 77 59 82 0 0 2 3 0 1 289 08 73 55 79 77 1 1 1 2 0 0 289 09 52 68 60 75 1 0 2 1 0 1 260 TOTAL FOR MANN MIS: 19woo 198 234 ..I,~\n) 2 1 t' 5 6 0 2 838 15 005 PARKVIEW Grade WM WF BM BF HM HF AM AF IM IF Total 10 52 88 69 92 1 1 3 7 0 0 313 11 52 97 66 88 3 0 1 2 0 0 309 12 65 71 83 78 2 2 1 2 0 0 304 TOTALFORPARKVIEW: 16U56 21~58 6 3 ~55 11 0 0 926 ~, 7,. 006 BOOKER Grade WM WF BM BF HM HF AM AF IM IF Total 01 19 24 21 22 0 1 0 0 0 0 87 02 17 21 15 25 1 2 0 0 0 0 81 03 16 19 18 26 1 1 2 0 0 0 83 04 20 27 21 25 0 0 2 0 0 0 95 05 18 25 21 27 0 1 0 0 0 93 06 22 25 26 21 0 1 1 0 0 97 KF 14 24 17 18 1 2 0 0 0 0 76 TOT AL FOR BOOKER : 12~l65 139 164 3 8 ,i ~ 6 1 0 0 612 _$o7p 007 DUNBAR Grade WM WF BM BF HM HF AM AF IM IF Total LRSD Information Services Department 1 IAnE nrol.le d Students: 1 J-Nov-98 07 38 47 93 67 2 6 3 3 0 0 259 08 49 38 64 74 4 2 3 2 0 0 236 09 44 50 64 73 1 5 3 3 1 1 245 f/l(o TOTAL FOR DUNBAR: 13~~35 221Ml4 7 13 i:!'.91 8 1 1 740 008 FAIR Grade WM WF BM BF HM HF AM AF IM IF Total 10 27 22 118 114 4 2 0 1 0 1 289 11 18 12 105 76 0 1 0 0 0 0 212 12 11 17 75 86 2 1 1 0 0 0 193 s 3 4 12 7 0 0 0 0 0 0 26 TOTAL FOR FAIR: 5911~55 31w83 6 4 ,~ 1 1 0 1 720 3~)0 009 FORST HT Grade WM WF BM BF HM HF AM AF IM IF Total 07 56 40 89 85 2 6 3 1 0 0 282 08 38 43 88 76 2 5 1 3 0 1 257 09 39 21 61 78 0 2 0 0 0 202 s 4 3 10 4 0 0 0 0 0 0 21 TOTAL FOR FORST HT: 13kPl 07 248-41,243 5 1! ,:,.1_ 6 4 0 1 762 r,-\u0026gt;/7o 010 PULHTJ Grade WM WF BM BF HM HF AM AF IM IF Total 07 33 36 97 72 0 0 1 0 0 240 08 50 52 84 76 1 1 2 2 0 0 268 09 48 49 74 66 0 0 0 2 0 0 239 s 3 3 3 1 0 0 0 0 0 0 10 TOTAL FOR PUL HT J : 134-P40 258~~15 1 1 {Q 3 5 0 0 757 G,\n)-7 011 SOUTHWST Grade WM WF BM BF HM HF AM AF IM IF Total 07 11 4 55 56 0 1 1 0 0 0 128 08 9 3 49 69 3 1 0 0 0 0 134 09 12 10 62 47 0 4 0 1 0 0 136 s 1 0 12 2 0 0 0 0 0 0 15 TOTAL FOR SOUTHWST : 33.5o 17 178?\u0026gt;~4 3 6 ii 1 1 0 0 413 ira7~ 012 MCCLELLA Grade WM WF BM BF HM HF AM AF IM IF Total 10 12 21 156 137 3 2 0 0 0 0 331 11 18 18 109 122 0 3 1 0 0 0 271 12 13 19 108 100 0 2 2 1 0 0 245 s 3 3 15 3 0 0 0 0 0 0 24 TOTAL FOR MCCLELLA: 46 161 38875862 3 7,d 3 1, 0 0 871 si?o /0 013 HENDERSN Grade WM WF BM BF HM HF AM AF IM IF Total LRSD Information Services Department 2 -\nz J/, :IJ 1,~3 3,~?8' /:S5 ~--4S-~ 70~ 01),0.1- 1-!yl __,, /45'/.:S 3,\u0026lt;J.5 Hv 5, _\n./C: t:77o !All Enrolled Students: JJ-Nov-98 07 10 10 75 70 2 1 0 0 1 170 08 9 6 82 93 1 2 2 0 1 0 196 09 12 9 90 105 0 1 2 2 0 0 221 s 0 0 12 7 0 0 0 0 0 0 19 TOTAL FOR HENDERSN : 31~25 253).g75 2 5 l\u0026lt;., 5 2 1 1 606 \u0026lt;g\"67 015 CLOVRJR Grade WM WF BM BF HM HF AM AF IM IF Total 01 0 0 0 1 0 0 0 0 0 0 1 06 0 0 0 1 0 0 0 0 0 0 1 07 10 6 95 95 5 6 2 0 0 0 219 08 7 3 85 74 4 3 1 0 0 178 09 7 7 117 79 2 4 0 0 0 0 216 s 0 0 3 0 0 0 0 0 0 0 3 TOTAL FOR CLOVR JR: 24 16 30~J50 11 13~ 3 1 0 0 618 i17, 016 MABELJR Grade WM WF BM BF HM HF AM AF IM IF Total 07 20 12 56 56 1 0 0 2 0 148 08 20 20 65 72 0 1 0 0 1 0 179 09 21 13 64 57 0 0 0 0 2 0 157 s 2 3 4 7 0 0 0 0 0 0 16 TOT AL FOR MABEL JR : 63 ti/ 48 189~f92 1 2 0 0 5 0 500 1, .. 017 BALE Grade WM WF BM BF HM HF AM AF IM IF Total 01 5 6 16 19 1 0 0 0 0 0 47 02 2 4 14 25 3 1 0 0 0 0 49 -- . 03 5 7 20 18 0 0 0 1 0 0 51 04 0 4 17 13 0 1 0 0 0 36 05 4 5 16 16 0 0 0 0 0 0 41 06 8 9 12 16 0 1 0 0 0 0 46 E 3 0 2 2 0 0 0 0 0 0 7 KF 6 5 17 25 2 2 2 0 0 0 59 PK 2 ,, 9 8~ 15 0 3 0 3 0 0 0 e,.~'r37 1~-\nb TOTAL FOR BALE: 35~49 12~,149 6 8 3 ii 1 0 0 373 018 BRADY Grade WM WF BM BF HM HF AM AF IM IF Total 01 3 2 21 21 0 2 0 0 0 50 02 7 5 26 23 1 2 0 0 0 65 03 6 8 22 17 2 3 3 0 0 62 04 5 6 24 13 1 0 0 0 51 05 4 4 17 12 3 7 3 0 0 51 LRSD Information Services Department 3 -r\nI ~ :\n.91 t-l?t\n~lo/ JI\nI 1J r,1/o IAn Enrolled Students: J J-Nov-98 06 5 7 13 7 1 2 0 0 37 E 2 1 4 0 0 0 0 0 0 0 7 KF 8 12 16 16 3 1 2 0 0 0 58 PK 1 .5 4 6 C/ 3 1 0 ~ 1 2 0 0 $Q?o18 ~~7 .. TOTAL FOR BRADY : 411-(/) 49 14~~l12 10 11~r\n.s 9 0 0 399 019 BADGETT Grade WM WF BM BF HM HF AM AF IM IF Total 01 2 1 19 19 0 0 0 0 0 0 41 02 0 1 14 11 0 0 0 0 0 0 26 03 0 1 10 10 0 0 0 0 0 0 21 04 0 0 7 12 0 0 0 0 0 0 19 05 4 1 6 9 0 0 0 0 0 0 20 06 1 0 9 9 0 0 0 0 0 0 19 E 1 0 9 0 0 0 0 0 0 0 10 KF 0 0 19 20 0 0 0 0 0 0 39 PK 0 0 0 8 I~ 10 0 0 0 0 0 0 0 ~~~18 c:\nJJ~ TOTAL FOR BADGETT: 8 ,~ 4 10!~\u0026lt;2100 0 0 0 0 0 0 213 (2. 020 MCDERMOT Grade WM WF BM BF HM HF AM AF IM IF Total 01 14 11 18 25 1 1 0 0 0 0 70 02 18 11 25 11 3 2 0 1 0 0 71 03 9 11 21 29 1 2 0 1 0 0 74 04 7 14 22 18 0 0 0 1 0 0 62 05 14 10 18 16 1 3 0 0 0 63 06 14 4 25 20 2 0 0 0 0 66 KF 17 14 15 13 0 0 0 0 0 60 llo TOTAL FOR MCDERMOT : 931,2'. 75 14!\nn432 8 7 3 3 0 1 466 .\nl\ni... 021 CARVER Grade WM WF BM BF HM HF AM AF IM IF Total 01 17 12 14 23 0 0 2 0 1 0 69 02 26 17 21 24 0 0 1 1 0 0 90 03 25 18 20 25 0 0 1 2 0 0 91 04 19 21 30 20 0 0 0 1 0 0 91 05 29 14 32 19 0 1 1 3 0 0 99 06 21 25 29 16 0 1 1 1 0 0 94 KF 19 9 18 11 0 0 0 0 0 0 57 fi(/:\u0026gt; TOTAL FOR CARVER: 15.6, ,\n::a6 164 138 0 2 l'J. 6 8 1 0 591 ~\u0026lt; 022 BASELINE Grade WM WF BM BF HM HF AM AF IM IF Total 01 4 6 22 19 0 0 0 0 0 52 LRSD Information Services Department 4 IAn Enrolled Students: I J-Nov-98 02 3 3 23 19 1 0 0 0 1 0 50 03 1 3 13 17 0 0 0 0 0 0 34 04 0 2 15 16 0 1 1 0 0 0 35 05 0 2 13 5 0 0 0 0 0 0 20 06 2 1 14 12 0 0 0 0 0 1 30 E 2 0 1 5 0 0 0 0 0 0 8 KF 6 5 33 25 0 0 0 0 0 0 69 PK 1 ~ 3 12 0 18 1 1 0 0 0 0 8~7~3 6 \u0026lt;j41- TOTAL FOR BASELINE : 19-$1._2 5 14~~6 2 2 8' 2 0 1 1 334 023 FAIRPRK Grade WM WF BM BF HM HF AM AF IM IF Total 01 2 2 16 14 0 0 0 0 0 0 34 02 4 5 11 18 0 0 0 0 0 0 38 03 3 1 7 7 1 0 0 0 0 0 19 04 2 2 12 10 0 0 0 0 0 0 26 05 3 3 6 10 0 1 0 0 0 0 23 06 2 3 4 10 0 0 0 0 0 0 19 KF 4 6 8 16 0 0 0 0 0 0 34 PK 8 I~ 8 9 ,i 9 0 0 ~o 2 0 0 67 36 13 7\"' TOTAL FOR FAIR PRK: 28.5~30 73 l'2::Z94 1 1 i 0 2 0 0 229 024 FORST PK Grade WM WF BM BF HM HF AM AF IM IF Total 01 12 11 15 15 0 0 1 1 0 0 55 02 20 14 14 16 0 0 0 0 0 0 64 03 18 18 20 18 0 0 0 0 0 0 74 04 16 16 13 10 0 0 1 0 0 0 56 05 13 18 10 15 0 0 0 0 0 0 56 06 8 15 12 17 0 0 0 1 0 0 53 KF 18 24 8 8 0 0 0 1 0 0 59 ~-f(J.o, TOTAL FOR FORST PK: 105 p6 921~199 0 0 2 3 0 0 417 ~do .5 025 FRANKLIN Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 0 27 44 0 0 0 0 0 0 72 02 0 2 28 36 0 0 0 2 0 0 68 03 1 0 38 35 0 0 0 0 0 0 74 04 1 0 27 31 0 0 0 0 0 0 59 05 1 1 28 22 0 0 0 0 0 0 52 06 0 1 15 21 0 0 0 0 0 0 37 E 0 0 11 2 0 0 0 0 0 0 13 KF 4 2 29 41 0 1 0 2 0 0 79 LRSD Information Services Department 5 !AnE nrolled Students: 1 J-Nov-98 PK 6 I 4 31 27 0 2 ~ l l 0 0 1 i 72 TOTAL FOR FRANKLIN : 14a110 23~~g59 0 3 'j_ 1 5 0 0 526q.)(fa 026 GARLAND Grade WM WF BM BF HM HF AM AF  IF Total 01 0 0 16 17 0 0 0 0 0 34 02 0 0 18 18 0 0 0 0 38 03 1 0 14 22 0 0 0 0 0 0 37 04 0 16 13 3 0 0 0 0 0 33 05 0 0 18 20 0 0 0 0 0 39 06 0 0 18 14 1 2 0 0 0 0 35 E 1 0 3 4 0 0 0 0 0 0 8 KF 0 0 10 20 2 2 1 0 0 0 35 PK 0 0 0 5 ,5. 10 1 2 ~ 0 0 0 0 ~i718 ~7c TOTAL FOR GARLAND: 2 .a. 1 118 138 10 7 1:8 1 0 0 0 277 6j ~~ 027 GIBBS Grade WM WF BM BF HM HF AM AF  IF Total 01 10 13 11 10 0 0 0 0 0 0 44 02 16 7 10 11 0 0 0 0 0 0 44 03 11 9 11 12 0 0 0 0 0 44 04 14 7 14 9 1 2 0 0 0 0 47 05 6 13 17 9 1 0 0 1 0 0 47 06 11 10 10 13 1 1 0 0 0 47 KF 10 8 11 8 0 0 1 0 0 0 38 j\n/o. TOTAL FOR GIBBS : 781~67 84/5/e.72 3 4 ,o. 2 1 0 0 311 028 CHICOT Grade WM WF BM BF HM HF AM AF  IF Total 01 6 6 30 20 5 5 0 0 0 0 72 02 8 10 27 21 3 5 0 0 0 0 74 03 6 3 23 28 6 5 0 0 0 0 71 04 9 4 33 30 4 0 1 0 0 0 81 05 7 4 28 19 3 1 0 0 0 0 62 06 6 11 32 21 5 1 0 0 0 0 76 E 4 2 9 5 0 0 1 0 0 0 21 KF 7 4 23 22 2 1 0 1 0 0 60 PK 5 Id\"' 7 8 I 13 3 0 0 0 0 O ~'67-36 11(\" TOTAL FOR CHICOT : 58 ~51 213 ~ 179 31 185~ 1 0 0 553 10 ,a\nl 029 WESTHIL Grade WM WF BM BF HM HF AM AF  IF Total 01 7 7 22 13 0 0 0 1 0 0 50 02 3 8 16 15 0 0 0 0 0 43 LRSD Information Services Department 6 IAn Enrolled Students: 1 J-Nov-98 03 5 5 13 18 0 0 0 0 0 0 41 04 5 7 16 22 0 0 0 0 0 0 50 05 8 1 21 12 1 0 0 0 0 0 43 06 9 7 18 20 0 0 0 0 0 0 54 KF 2 7 13 17 1 0 0 0 0 0 40 1~r1., TOTAL FOR WEST HIL: 39 g142 119 ~7 2 1 -I 0 1 0 0 321 -\\3 A 030 JEFFRSN Grade WM WF BM BF HM HF AM AF IM IF Total 01 21 20 13 15 1 0 1 0 0 0 71 02 11 16 18 23 0 0 0 1 0 0 69 03 23 18 23 9 0 0 0 0 0 74 04 22 15 19 13 0 0 0 0 0 0 69 05 16 19 19 16 0 0 0 0 0 0 70 06 23 22 24 13 0 0 0 0 1 0 83 E 0 1 4 2 0 0 0 0 0 8 KF 26 15 5 12 0 0 0 0 0 0 58 .)1}0 TOTAL FOR JEFFRSN : 14~t..f6 125 ~3 1 1 4, 2 1 1 0 502 ~~ 031 CLOVREL Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 2 29 29 0 2 0 0 0 0 63 02 2 1 36 34 2 2 0 0 0 0 77 03 2 1 32 35 0 0 0 0 0 0 70 04 1 0 36 21 1 3 0 0 0 0 62 05 2 1 30 34 0 1 0 0 0 0 68 06 3 1 24 24 0 0 0 0 0 0 52 KF 2 0 37 36 0 1 1 0 0 0 77 PK 0 1 16\u0026gt; 1 15 2 ~ 0 0 0 0 ~ 7\"35 qalt) TOTAL FOR CLOVR EL: 13~0 7 24~l.K28 4 11 L~ 1 0 0 0 504 032 DODD Grade WM WF BM BF HM HF AM AF IM IF Total 01 7 4 8 13 0 0 0 0 0 33 02 8 2 12 12 2 0 0 0 0 0 36 03 8 11 18 0 0 0 0 0 0 38 04 4 3 10 9 0 0 0 0 0 0 26 05 5 5 12 11 1 1 0 0 0 0 35 06 2 8 13 10 0 0 0 0 0 0 33 E 5 0 11 1 0 0 0 0 0 0 17 KF 5 9 11 6 0 1 0 0 0 0 32 PK 4 ~ 5 4 cp 5 0 0 0 0 0 0 O ~7* 18 ~(.,-i TOTAL FOR DODD : 41 44 92 85 4 2 0 0 0 0 268 LRSD Information Services Department ~5 ,1, (, 7 IAn Enrolled Students: 1 J-Nov-98 033 MEADCLIF Grade WM WF BM BF HM HF AM AF IM IF Total 01 6 5 18 12 0 0 0 0 0 0 41 02 5 6 19 18 0 0 0 0 0 0 48 03 5 5 23 13 0 0 0 0 0 0 46 04 4 21 19 1 0 0 0 1 0 47 05 6 2 19 16 1 1 0 0 0 0 45 06 4 3 17 21 2 0 0 0 1 0 48 KF 4 5 10 19 0 0 0 0 0 39 7'!) TOTAL FOR MEADCLIF : 34 l#.l27 12?\nwS18 5 1 g 0 0 2 0 314 034 MITCHELL Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 2 18 16 1 0 0 0 0 1 39 02 1 1 17 17 0 0 0 0 0 0 36 03 0 0 18 21 0 0 0 0 0 0 39 04 0 0 12 12 0 0 0 0 0 0 24 05 0 0 11 14 0 0 0 0 0 0 25 06 3 0 12 8 0 0 0 0 0 0 23 E 1 0 8 1 0 0 0 0 0 0 10 KF 0 1 17 16 0 0 0 0 0 0 34 PK 0 0 0 7 I 11 0 0 0 0 0 0 11)'()'},18 c,~7' TOTAL FOR MITCHELL: 6 t9 4 12~~16 1 o~o 0 0 1 248 035 ML KING Grade WM WF BM BF HM HF AM AF IM IF Total 01 21 21 30 22 0 0 0 0 0 95 02 28 26 28 29 1 0 0 1 0 0 113 03 22 20 19 22 0 0 0 1 0 0 84 04 14 22 20 21 0 0 0 0 0 78 05 18 14 21 14 1 0 3 0 0 72 06 16 14 25 17 1 1 0 3 1 0 78 KF 19 21 32 23 1 0 0 2 0 0 98 PK 16 16 15 'tl.t 21 0 0 ~ 2 2 0 0 ~07,72 TOTAL FORM L KING : 154~54 19ld69 4 1~~ 4 13 1 0 690 1- 036 ROCKFELR Grade WM WF BM BF HM HF AM AF IM IF Total 01 13 10 16 17 0 1 0 0 0 0 57 02 11 11 9 15 0 0 1 0 0 0 47 03 9 10 15 21 1 0 0 1 0 0 57 04 15 10 18 12 0 0 0 0 0 0 55 05 9 8 12 22 0 1 0 0 0 0 52 LRSD Information Services Department 8 !AnE nrolled Students: J l-Nov-98 06 6 11 12 9 3 0 0 0 0 0 41 K.F Sr J-tf? 10 14 13 19 0 0 0 0 0 0 56 PK i~ 28 19 20 30 0 1 0 1 0 0 99 TOTALFORROCKFELR: 101 '~93 11~~45 4 3 12 1 2 0 0 464 ~(,, 7 .. 037 GEYERSP Grade WM WF BM BF HM HF AM AF IM IF Total 01 3 3 25 16 1 0 0 0 0 0 48 02 4 3 18 16 3 0 0 0 0 0 44 03 2 3 13 24 0 0 0 0 0 43 04 3 4 16 21 0 0 0 0 0 0 44 05 3 3 18 25 1 0 0 0 0 0 50 06 2 2 11 10 1 0 0 0 0 0 26 KF 6 6 11 14 2 1 0 0 0 0 40 PK 6 ,,-6 10 ,~12 0 2 ?'O 0 0 O (,I 7 36 '1t 7. TOTAL FOR GEYER SP: 29~'.f 30 12~138 8 4 l\n)- o 0 0 0 331 038 PULHTE Grade WM WF BM BF HM HF AM AF IM IF Total 01 10 13 9 9 0 0 1 0 0 0 42 02 8 12 24 23 0 0 1 1 0 0 69 03 12 9 15 19 0 0 0 0 0 0 55 04 16 13 19 20 0 1 0 1 0 0 70 05 21 19 25 12 2 0 2 0 0 0 81 06 17 11 25 25 0 0 1 0 0 80 KF 15 10 9 6 0 0 0 0 0 0 40 TOTAL FOR PUL HT E : 99,~7 126~14 2 1 ll 5 3 0 0 437\n{af. 039 RIGHTSEL Grade WM WF BM BF HM HF AM AF IM IF Total 01 0 0 14 23 0 0 0 0 0 0 37 02 1 0 17 17 0 0 0 0 0 0 35 03 0 0 19 15 0 0 0 0 0 0 34 04 0 1 18 21 0 0 0 0 0 0 40 05 0 0 6 12 0 0 0 0 0 0 18 06 0 1 19 17 1 1 0 0 0 0 39 E 0 0 1 0 0 0 0 0 0 0 1 KF 0 0 17 19 0 0 0 1 0 0 37 PK ~ 3 12 ~~ 17 1 0 0 0 0 0 ~~734 q~? ... TOTAL FOR RIGHTSEL : 2 2 5 12~Jt1 2 Id_ 0 1 0 0 275 040 ROMINE Grade WM WF BM BF HM HF AM AF IM IF Total 01 7 3 24 18 4 3 1 0 0 0 60 LRSD Information Services Department 9 IAH Enrolled Students: J J-Nov-98 02 5 4 18 10 2 3 0 0 0 0 42 03 7 5 10 10 4 1 1 0 0 0 38 04 9 3 15 8 4 2 0 0 0 0 41 05 4 5 8 12 1 3 0 0 0 0 33 06 6 7 8 7 2 1 0 0 0 0 31 E 1 10 3 0 0 0 0 0 0 15 KF 6 2 13 22 2 2 0 0 0 0 47 PK 8 .~ 5 9 tCjf 9 2 .5. 1 1 0 0 ~436 TOTAL FOR ROMINE : 53g8'35 115,_~99 20 17 ~l 3 1 0 0 343 G,~ 042 WASHNGTN Grade WM WF BM BF HM HF AM AF IM IF Total 01 14 8 31 18 6 5 3 0 0 0 85 02 16 14 18 22 3 3 1 0 1 79 03 22 14 26 22 3 1 2 0 0 0 90 04 16 13 21 27 3 0 1 3 0 0 84 05 20 10 20 14 2 2 2 0 1 0 71 06 19 13 25 10 6 0 2 0 0 76 E 0 1 3 3 0 0 0 0 0 0 7 KF 16 13 22 19 4 3 2 0 0 80 PK 14\n\u0026gt;.\\ 7 15)1 12 2 0 (\n, 2 2 0 0 f 07s4 137:a~c?3 18~i47 29 14,~14 9 1 1 626 ~ 7. TOTAL FOR WASHNGTN : 043 WILLIAMS Grade WM WF BM BF HM HF AM AF IM IF Total 01 19 14 15 19 0 0 0 1 0 0 68 02 14 15 14 20 0 0 1 0 1 66 03 17 14 17 19 0 0 1 1 0 0 69 04 16 14 21 19 0 0 2 0 1 0 73 05 13 20 17 21 0 0 0 0 0 0 71 06 16 17 16 19 0 0 0 0 0 0 68 KF 12 15 19 11 0 0 0 0 0 58 TOTAL FOR WILLIAMS : 10~,~09 11~28 0 0 l~ 5 3 1 1 473 ~\n,7,. 044 WILSON Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 3 31 13 2 0 0 0 0 0 50 02 2 1 26 15 0 2 0 0 0 0 46 03 3 0 22 22 0 0 0 0 0 0 47 04 1 2 16 31 0 0 0 0 1 52 05 4 5 27 16 0 0 0 0 0 0 52 06 4 2 20 12 0 0 0 0 0 0 38 E 3 1 17 3 0 0 0 0 0 0 24 LRSD Information Services Department JO !AnEn rolled Students: l l-Nov-98 KF 4 9 22 16 0 0 0 0 0 0 51 PK 2 ~ 2 8 I~ 5 0 0 0 0 o ir718 TOTAL FOR WILSON: 24:n25 18~3 3 3 1 0 0 0 1 378 g~?- 045 WOODRUFF Grade WM WF BM BF HM HF AM AF IM IF Total 01 3 5 12 22 0 0 0 0 0 0 42 02 1 5 14 16 0 1 0 0 0 0 37 03 3 5 17 11 0 0 0 0 0 0 36 04 4 3 19 13 0 0 0 0 0 0 39 05 1 0 16 7 0 0 0 0 0 0 24 06 5 3 14 13 0 0 0 0 0 0 35 KF 1 5 9 14 1 0 0 0 0 0 30 PK 8 l~ 7 8 :)Q 12 0 0 0 0 0 ,Sl.].36 7~7- TOTAL FOR WOODRUFF: 26.5~ 33 10:h_lJ108 1 1 3 1 0 0 0 279 046 MABEL EL Grade WM WF BM BF HM HF AM AF IM IF Total 01 4 10 20 19 1 0 0 0 0 0 54 02 16 10 24 17 2 0 0 1 0 0 70 03 11 6 24 25 1 0 0 0 0 68 04 8 7 13 19 1 0 0 0 0 0 48 05 5 6 19 13 0 0 0 0 0 0 43 06 6 8 18 18 1 0 0 0 0 0 51 E 2 1 4 1 0 0 0 0 0 0 8 KF 9 4 30 17 0 0 0 0 0 0 60 PK 5 \" 4 3 q 6 0 0 0 0 0 0 O ~ 7. 18 TOTAL FOR MABEL EL: 661~6 15~fl635 6 18 0 1 0 0 420 ~~/ 047 TERRY Grade WM WF BM BF HM HF AM AF IM IF Total 01 21 12 26 22 1 0 3 0 0 86 02 16 17 19 19 0 0 1 2 0 0 74 03 19 19 13 17 0 2 1 3 0 0 74 04 23 14 19 19 0 0 2 3 0 0 80 05 11 14 12 18 0 0 0 1 0 0 56 06 20 17 16 26 0 1 2 1 0 0 83 KF 14 9 28 17 0 0 0 2 0 0 70 TOTAL FOR TERRY : 12~02 13~1138 1 4~~6 15 0 0 523 \u0026amp;~7-- 048 FULBRIGH Grade WM WF BM BF HM HF AM AF IM IF Total 01 13 15 26 16 0 0 0 1 0 0 71 02 10 20 22 27 0 0 0 0 0 80 LRSD Information Services Department 11 !AnE nrolled Students: JJ-Nov-98 03 9 22 27 9 0 0 1 1 0 70 04 18 23 24 17 1 0 0 1 0 0 84 05 11 16 18 24 0 0 0 0 0 0 69 06 11 12 22 14 0 0 1 0 0 0 60 E 3 1 1 0 0 0 0 0 0 0 5 KF 14 13 23 18 0 0 1 0 0 0 69 TOTAL FOR FULBRIGB : 89~1}122 16~25 1 1 :i_ 3 3 1 0 508 :i,7- 050 OTTER CR Grade WM WF BM BF BM BF AM AF IM IF Total 01 5 18 13 14 0 0 0 0 0 0 50 02 16 12 16 5 0 0 0 0 0 0 49 03 14 18 8 7 0 2 0 0 0 0 49 04 12 12 18 11 1 0 0 0 0 0 54 05 14 11 16 13 0 0 0 0 1 1 56 06 12 12 12 18 0 0 1 0 0 0 55 KF 17 20 6 14 0 0 0 0 0 0 57 TOTAL FOR OTTER CR: 9o1,_io3 89 lJI 82 1 2 (_p 1 0 1 1 370 -\u0026lt;/7~c :, , 051 WAKEFIEL Grade WM WF BM BF BM BF AM AF IM IF Total 01 0 2 25 23 4 0 0 0 0 0 54 02 4 2 31 19 2 4 0 0 0 0 62 03 0 2 25 21 0 1 0 0 0 0 49 04 5 2 24 32 1 1 1 0 0 0 66 05 0 0 22 29 1 0 0 0 0 0 52 06 3 1 25 17 2 3 0 0 0 0 51 KF 4 2 22 29 0 3 0 0 0 0 60 TOTAL FORWAKEFIEL: 16 ~111 17~70 10 12 31 0 0 0 394 i77- 052 WATSON Grade WM WF BM BF BM BF AM AF IM IF Total 01 4 0 29 30 0 0 0 0 0 0 63 02 1 0 35 40 0 1 0 0 0 0 77 03 2 1 31 26 1 0 0 0 0 0 61 04 2 4 28 30 1 1 0 0 0 0 66 05 2 2 26 25 0 0 0 0 0 0 55 06 1 2 22 22 0 0 0 0 0 0 47 KF 2 1 36 40 0 0 0 0 0 0 79 PK 0 ::a. 2 15~~ 19 0 0 0 o 0 0 0 9~7, 36 TOTAL FOR WATSON: 14~~ 12 22~5f2 2 2 -j_ 0 0 0 0 484 q1J. 712 ACLP Grade WM WF BM BF BM BF AM AF IM IF Total / I -\n.o / 'If 0 LRSD Information Services ment 2 1\n:..,, -\u0026gt;, -\n,/ -i .:r# ~ 7t?JO ,b\nj' /-t5o (p1 ~ 1).,Ul'tiJ..... ~ /r' 'i ~~ q )A~ ID- [1- ALC 7- 11... -------- . . t.o~ .,.P ?l !AnE nrolled Students: I l l-Nov-98 10 0 0 1 0 0 0 0 0 0 0 1 11 , 0 0 2 3 0 0 0 0 0 0 5 12 7 2 23 29 2 0 0 0 0 64 TOTAL FORACLP: 7 j 2 26~32 1 2 ,3 0 0 0 0 70 817 725 ALTAGCY Grade WM WF BM BF HM HF AM AF IM IF Total ~41f't\" 01 1 0 0 0 0 0 0 0 0 0 1 02 1 0 1 0 0 0 0 0 0 0 2 03 0 2 0 0 0 0 0 0 0 0 2 j'~~~( 04 4 0 0 0 0 0 0 0 0 0 4 05 1 2 0 0 0 0 0 0 0 4 LVrp' D' Cv\\/ 06 6 0 1 0 0 0 0 0 0 0 7 07 2 3 2 1 0 0 0 0 0 0 8 P\nJl-Ji 08 1 3 0 1 0 0 0 0 0 0 5 09 6 2 1 5 0 0 0 0 0 0 14 10 1 6 2 0 0 0 0 0 0 0 9 11 1 0 1 2 0 0 0 0 0 0 4 12 0 1 0 1 0 0 0 0 0 0 2 KF et 1 0 0 0 0 0 0 0 0 0 1 s 0 0 1 0 0 0 0 0 0 0 1 TOTAL FOR ALT AGCY : 25 ~~19 10,a,\n/O 0 0 0 0 0 0 0 64 ~17 766 ALP Grade WM WF BM BF HM HF AM AF IM IF Total 07 0 0 10 2 0 0 0 0 0 0 12 Ir f 08 2 0 16 4 0 0 0 0 0 0 22 Q2 0 ,2\n0 13:a2 5 0 0 QO 0 0 o ~~l~ ~Jo ~ a JJL 10 0 0 13 3 0 0 0 0 0 0 16 1 c()lv /J 11 0 0 5 0 0 0 0 0 0 0 5 s o a o 27? 0 0 0 \u0026lt;D 0 0 0 0 ~? 2 10\"07P  t ~ TOTAL FOR ALP : 2 ~ 0 59 1 4 0 0 0 0 0 0 75 C,f,.fb (J) CJ v GRAND TOTAL FOR: 3650 3650 8545 8388 258 244 160 143 17 15 25070 \"~7, (ij\" ,~4'0 I \",9~'a ~7 -ii ,\n)O (0 G,..\n/ '7,~5(,, /{p,j/~ '8Z\u0026gt;7 ~\u0026lt;m~ J C, LRSD Information Services Department 13 . ' . ,.... LITTLE ROCK SCHOOL DISTRICT OCTOBER 1, 1998 ENROLLMENT ----,---,---r---,---_c_-----,-----,-----,--- I --- _J _I _ ___,_--'--'-----'----'--__,______________ ,! _ ROCKEFELLER EARLY CHILDHOOD PROGRAM -_--_ --=-r-=- -- I t------+----------+---+------- - -- I _ t ~M_ _W F _ _~ _M_,_B_F~ _H_M---+-_H_F-+--_A__ M A__F_ ___ ,__ _ _, P1-2 _. 6 __ ~ _ 6 .l. 8 __ ,_6 ____1 --+---+---t------'-----'----,-,1/ I IM IF TOTAL 26 P 3 : 7 ..:\u0026gt;j 2 2 ,:\n3, 7 0 18 .,,~ A 55 - - V TOTAL 28 'rl 19 20 ~ 30 I I 99 -, I -- I -- -- '-----+-----+----+---+----+--t---+---+-----~--,\n()c5o5/ t Jlo1Jff~e-5 /UEJ I .5 ?7 /'J~ ~\\t\" 1-Cl\u0026lt;:1-91 HIGH SCHOOLS B w 0 CENTRAL 1075 745 45 FAIR 591 128 9 HALL 561 158 64 MCCLELLAN 749 97 25 PARKVIEW 477 413 43 ALE SR. HIGH 60 7 4 SUB TOTAL 3513 1548 190 --- JUNIORH IGHS CLOVERDALE 547 25 31 DUNBAR 453 241 61 FORESTH EIGHTS 502 247 30 -- -- HENDERSON 531 47 25 MABELVALE 381 105 14 MANN 443 365 32 PULASKHI EIGHTS 477 281 12 SOUTHWEST 382 39 10 ALE JR. HIGH SUB TOTAL 3716 1350 215 EL-EM-ENTARY BADGETT 200 16 0 BALE --- 261 72 24 BASELINE ~9 32 18 BO--OKER 303 270 33 BRADY 257 85 54 CARVER 304 260 28 CHICOT 394 104 57 CLOVERDALE 472 17 15 DODD 162 80 9 FAIR PARK 165 56 7 FORE- STP ARK 191 216 8 FRANKLIN 494 15 15 F--ULBRIGHT 289 209 8 GARLAND 248 1 119 GEYERS PRINGS 262 53 17 GIBBS 157 139 16 JEFFERSON 229 267 6 KING 366 295 37 M--A--BELVALE 293 108 9 MCDERMOTT 283 165 24 MEADOWCLIFF 260 58 5 MITCHELL 226 9 3 OTTERCREEK 165 191 7 PULASKHI EIGHTS 226 203 15 RIGHTSELL 260 9 4 ROCKEFELLER 237 161 23 ROMINE 215 71 59 TERRY 268 224 29 WAKEFIELD 341 23 26 WASHINGTON _. 335 185 102 WATSON 470 23 1 WESTERNH ILLS 230 78 5 WILLIAMS 252 212 11 WILSON 329 45 8 WOODRUFF 215 51 13 SUB TOTAL 9648 4003 715 GRANDT OTAL 16877 6901 1120 TOTAL 1865 728 783 871 933 71 5251 603 755 LRSD\n ENROLL~ENT OCTOBER1 , 1998C OUNT \u0026lt;n_n, _ao, n_n1_07 1-0ct-87 - ----- o/oBLK B w 57% 1101- - 705 81% 612 137 71% --- 561 - --179 86% 790 121 51% -- 464 --4--0-3 84% 6 0 66% - 3534 1545 -- -- 90% 552 36 60% 442 282 -- 0 - 49 -- 8 - 50 - 24 -- 44 0 -- 175 -- --- 34 -- - --- 47 779 64%- -- 452 178 --- 18 603 88% 624 83 17 500 76% 380 -- 119- -- 7 840 53% - 4---46 375 37 770 62% --- 437 - 31-5- 15 431 88% 426- - 65 --- 19 10 0 0 5281 70% 3769 1453 194 ---- - -- ---- --- 216 93% 214 - 19 --- 0 --- 357- 73% --- 265 71 26 339 85% - 267 -- 38 -- 18 606 50% 308 -- 261 - 28 396 65% -- 235 - 94 -- 43 592 51% 312 -- 259 - 25 555 70% 370 - 121- 46 504 94% 469 30 13 - -- - 251 65% 145 74 5 228 72% -- t--- -- 188 50 10 - 415 46% -- 205 - 219 --- 6 524 94% 427 -- 24 -- 13 506 56% ---- 240 ----246 - 9 268 93% I 253 3 15 332 79% --66 -- 237 - 13 312 50% 161- - 133- - 17 502 46% 227 279 - 7 698 52% 354 - 279 - 25 410 71% 2-9-9 --- 92 -- 16 472 60% 273 181 23 323 80% 263 57 12 238 95% ,_ 223 9 10 363 45% 151 167 10 444 50% --193 -- 254 17 273 95% 234 9 6 421 56% 264 153 -, -33 345 62% - 206 -- 78 - 44 521 51% 235 243 -- 33 390 87% 322 32 19 622 54% - 352 -213 - - 95 494 95% - 441 -- 40 -- 12 313 73% 222 91 - 2 475 53% 248 - 214 --- 17 382 86% 297 - 53 - 12 279 77% 201 75 8 - -- 14366 67 9362 4166 688 --- -- 24898 67% 16665 7164 1057 -- --- - TOTAL o/oBLK capacity +/. 1855 59% 1891 -36 ~ 81% 954 -197 I---- -- 790 - 71%-- - 12-91 --- -501 ---- 935 84% 1199 -264 r---- -- -- 911- -- 51% 1000- -- -89  6 100% 5254 67o/, --- 6335 -1087 --- -- --- 622- - 89% 868 -- -246 771 -- 57-% 812 -41 648 70% 858 -210 - ---- -- 724 86% 907 -183 --- 506- - 75% --- 614 -- -108 858 52% 850 - 8 -- 767- -- 57% 745 22 -~ ---- 510- -- 83% -227 10 100% ----5416 -- 69%- 6391 -- -985 ---- --- -- 233 - 92% --- 257 -- -24 362 73% 401 -39 ---- 323 83% 390 -- -67 597 -- 52%- -- 656 -- -59 372 63% 467 --- -95 596 52%- --- 613 -17 537 69% 558 -21 ---- ---- -- 512 92% 492 20 -- - - - - ---- --- 224 65% 328 -104 248 76% 351 -103  \"430 .. - -- 48% 399 31 --- 464 92% 434 -- 30 495 - 48% ----- 540 --- . -45 271 93% 298 -27 -75% -- ------ 316 328 -12 311 52% 353 -42 ~-- -- 44% --- 492 ---- 21 658 54% 728 -70 - -- - -- 407- 7-3% ---- 515 -- -108 477 57% 517 -40 332 -- 79% 465 -- -133 --- 242 -- 92% --- 298 -- -56 328 -- 46% 351 -23 464 55% --374 90 -- --258 -- - -- 249 - 94% --- - - -9 --- 450 59% 469 -19 t--- - f-------- -- 328 63% 487 -159 ---511 - --515 -- -- - 46-% --- -4 373 86% 492 ----=-119 660  --53% ----836 ---- - -176 493 89% -- 492 1 315 --- 70% - 328 -13 -- 479 52%~ 17 -38 -82% --- 362 394 -32 ---284 f--- 71A, 324 -40 -- - -- -- 14216 65 15717 -1501 - --- 24886 67% 28443 -3573 Little Rock School District 1998-99 Capacities SCHOOL Capacity CentraHl S 1891 Fair HS 954 Hal/HS 1291 McClellanH S 1199 ParkviewM ag.H S 10Q!J Sub-Total 6335 CloverdalJeH 868 DunbarJH 812 ForesHt eightsJ H 858 HendersoJnH 907 Mabe/valJeH 614 MannJH 850 PulaskHi eightsJ H 745 SouthwesJtH 737 Sub-Total 6391 Badgett 257 Bale 401 Baseline 390 !Booker 656 Brady 467 Carver 613 Chicot 558 Cloverdale 492 Dodd 328 Fair Park 351 ForestP ark 399 Franklin 434 Fulbright 540 Garland 298 GeyerS prings 328 Gibbs 353 Jefferson 492 King 728 Mabe/vale 515 McDermott 517 Meadowcliff 465 Mitchell 298 Otter Creek 351 PulaskHi eights 374 Rightse/1 258 Rockefeller 469 Romine 487 Terry 515 Wakefield 492 Washington 836 Watson 492 WestemHills 328 Williams 517 Wilson 394 Woodruff 324 Sub-Total 15717 Grand Total 28443 Cap_az Office of Desegregation 1/29/99 North Little Rock Public Schools 1-Oct-98 Amboy Elementar, School 6002-050 White Black Hispanic Grade Totals M F M F M F K 61 8 13 15 24 0 1 01 64 14 9 22 18 1 0 02 66 20 9 15 21 0 0 03 71 16 17 11 26 1 0 04 68 18 10 20 20 0 0 05 68 23 I 17 9 ri 19 0 0 Totals 398 99 rn 15 92\nr 128 2 1 Pct 24.9% 18.8% 23.1% 32.2% 0.5% 0.3% 43.7% 55.3% 0.8% Grades 1-5 337 91 62 77 104 2 0 Pct 27.0% 18.4% 22.8% 30.9% 0.6% 0.0% 45.4% 53.7% 0.6% Asian/Pl M F 0 0 0 0 0 1 0 0 0 0 -' 0 0 \"l 0 1 0.0% 0.3% 0.3% 0 1 0.0% 0.3% 0.3% M Aml/Als F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0.0% 0.0% 0.0% 0 0 0.0% 0.0% 0.0% ED JAN 2 0 1999 OFFIOCFE DESEGREMGAOTNIIOTNO R/NG North Little Rock Public Schools 1-Oct-98 Lakewood Elementary School 6002-058 White Black Hispanic Asian/Pl Ami/Ats Grade Totals M F M F M F M F M F K 42 8 10 15 9 0 0 0 0 0 0 01 38 8 8 8 13 0 1 0 0 0 0 02 34 7 9 11 7 0 0 0 0 0 0 03 46 7 11 11 16 1 0 0 0 0 0 04 36 11 8 12 5 0 0 0 0 0 0 05 37 10 8 12 7 0 0 0 0 0 0 06 1 1 ,_ 0 0 J 0 0 0 ~o 0 0 0 Totals 234 52 ,.. . 54 69 ,~ 57 1 1 (/ 0 0 0 0 Pct 22.2% 23.1% 29.5% 24.4% 0.4% 0.4% 0.0% 0.0% 0.0% 0.0% 45.3% 53.8% 0.9% 0.0% 0.0% Grades 1-5 192 44 44 54 48 1 1 0 0 0 0 Pct 22.9% 22.9% 28.1% 25.0% 0.5% 0.5% 0.0% 0.0% 0.0% 0.0% 45.8% 53.1% 1.0% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Boone Park Elementary School 6002-054 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F,,, M F \"2. M F M / F M F J 35 4 ) 4 6 .1-17 1 3 r 0 0 0 0 K 94 5 5 39 45 0 0 0 0 0 0 01 68 5 4 31 27 1 0 0 0 0 0 02 81 4 9 31 36 0 1 0 0 0 0 03 67 3 3 38 20 3 0 0 0 0 0 04 59 3 4 34 18 0 0 0 0 0 0 05 60 3 5 31 -~ 20 0 0 \" 0 0 0 1 Totals 464 27 {.ti 34 210 ~'183 5 4 ,- 0 0 0 1 Pct 5.8% 7.3% 45.3% 39.4% 1.1% 0.9% 0.0% 0.0% 0.0% 0.2% 13.1% 84.7% 1.9% 0.0% 0.2% Grades 1-5 335 18 25 165 121 4 1 0 0 0 1 Pct 5.4% 7.5% 49.3% 36.1% 1.2% 0.3% 0.0% 0.0% 0.0% 0.3% 12.8% 85.4% 1.5% 0.0% 0.3% North Little Rock Public Schools 1-Oct-98 Seventh Street Elementary School 6002-069 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 74 2 3 37 32 0 0 0 0 0 0 01 73 7 5 34 27 0 0 0 0 0 0 02 50 5 4 17 24 0 0 0 0 0 0 03 67 8 5 20 34 0 0 0 0 0 0 04 74 11 10 33 19 0 0 1 0 0 0 05 54 14 _.,.., 16 14 _\\ 10 0 0 0 0 0 0 Totals 392 47 ,- 43 155 ~ 146 0 0 I 1 0 0 0 Pct 12.0% 11.0% 39.5% 37.2% 0.0% 0.0% 0.3% 0.0% 0.0% 0.0% 23.0% 76.8% 0.0% 0.3% 0.0% Grades 1-5 318 45 40 118 114 0 0 1 0 0 0 Pct 14.2% 12.6% 37.1% 35.8% 0.0% 0.0% 0.3% 0.0% 0.0% 0.0% 26.7% 73.0% 0.0% 0.3% 0.0% North Little Rock Public Schools 1-Oct-98 Lynch Drive Elementary School 6002-060 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 65 16 9 20 19 1 0 0 0 0 0 01 60 9 14 13 23 1 0 0 0 0 0 02 64 7 7 23 26 0 1 0 0 0 0 03 69 5 10 25 29 0 0 0 0 0 0 04 57 8 7 21 21 0 0 0 0 0 0 05 74 11 I 11 30 _,...22 0 0 - 0 0 0 0 Totals 389 56 \\ l 1 58 132 i,1-'\"140 2 1 ~ 0 0 0 0 Pct 14.4% 14.9% 33.9% 36.0% 0.5% 0.3% 0.0% 0.0% 0.0% 0.0% 29.3% 69.9% 0.8% 0.0% 0.0% Grades 1-5 324 40 49 112 121 1 1 0 0 0 0 Pct 12.3% 15.1% 34.6% 37.3% 0.3% 0.3% 0.0% 0.0% 0.0% 0.0% 27.5% 71.9% 0.6% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Meadow Park Elementary School 6002-061 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 29 3 2 12 10 0 0 0 0 1 1 01 25 3 6 8 7 0 1 0 0 0 0 02 25 4 2 10 9 0 0 0 0 0 0 03 37 2 6 12 16 1 0 0 0 0 0 04 37 1 8 15 11 1 1 0 0 0 0 05 30 5 ,ct 6 10 Q 9 0 0 , 0 0 0 0 Totals 183 18 \"\"\\ 11 30 67 ,,. 62 2 2 ~ 0 0 1 1 Pct 9.8% 16.4% 36.6% 33.9% 1.1% 1.1% 0.0% 0.0% 5.6% 3.3% 26.2% 70.5% 2.2% 0.0% 1.1% Grades 1-5 154  15 28 55 52 2 2 0 0 0 0 Pct 9.7% 18.2% 35.7% 33.8% 1.3% 1.3% 0.0% 0.0% 0.0% 0.0% 27.9% 69.5% 2.6% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 North Heights Elementary School 6002-063 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 79 18 18 22 13 6 2 0 0 0 0 01 84 17 23 17 22 3 1 0 0 1 0 02 95 24 15 20 27 5 4 0 0 0 0 03 72 12 19 25 10 2 4 0 0 0 0 04 84 18 9 27 22 5 3 0 0 0 0 05 78 14 h18 17 1\\ 19 6 4 I/ 0 0 0 0 Totals 492 103 11r 102 128 i~ 113 27 18 r-, ~ 0 0 1 0 Pct 20.9% 20.7% 26.0% 23.0% 5.5% 3.7% 0.0% 0.0% 1.0% -0.0% 41.7% 49.0% 9.1% 0.0% 0.2% Grades 1-5 413 85 84 106 100 21 16 0 0 1 0 Pct 20.6% 20.3% 25.7% 24.2% 5.1% 3.9% 0.0% 0.0% 0.2% 0.0% 40.9% 49.9% 9.0% 0.0% 0.2% . North Little Rock Public Schools 1-Oct-98 Crestwood Elementary School 6002-055 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 61 19 19 10 13 0 0 0 0 0 0 01 66 18 17 17 14 0 0 0 0 a 0 02 49 13 16 10 10 0 0 0 0 0 0 03 50 13 13 9 15 0 0 0 0 0 0 04 41 13 10 12 6 0 0 0 0 0 0 05 49 13 .. ,v18 8 .110 0 0 - 0 0 0 0 Totals 316 89 ,~ 93 66 I'\"' 68 0 0 '-' 0 0 0 0 Pct 28.2% 29.4% 20.9% 21.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 57.6% 42.4% 0.0% 0.0% 0.0% Grades 1-5 255 70 74 56 55 0 0 0 0 0 0 Pct 27.5% 29.0% 22.0% 21.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 56.5% 43.5% 0.0% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Park Hill Elementary School 6002-064 White Black Hispanic Asian/Pl Aml/Als Grade . Totals M F M F M F M F M F K 39 10 8 9 9 2 0 0 0 0 1 01 48 12 11 9 15 0 1 0 0 0 0 02 44 7 13 11 10 1 1 0 0 1 0 03 45 9 12 9 13 1 1 0 0 0 0 04 51 15 11 16 9 0 0 0 0 0 0 05 42 8 \\ 5 14 _d 14 0 0 - 0 0 0 1 Totals 269 61 117 60 68 , ...-. 70 4 3 '\" 0 0 1 2 Pct 22.7% 22.3% 25.3% 26.0% 1.5% 1.1% 0.0% 0.0% 1.6% 3.3% 45.0% 51.3% 2.6% 0.0% 1.1% Grades 1-5 230 51 52 59 61 2 3 0 0 1 1 Pct 22.2% 22.6% 25.7% 26.5% 0.9% 1.3% 0.0% 0.0% 0.4% 0.4% 44.8% 52.2% 2.2% 0.0% 0.9% North Little Rock Public Schools 1-Oct-98 Pike View Elementary School 6002-065 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 62 11 7 21 21 0 2 0 0 0 0 01 63 12 12 22 16 0 1 0 0 0 0 02 69 16 10 22 20 1 0 0 0 0 0 03 67 11 13 27 16 0 0 0 0 0 0 04 56 14 11 15 16 0 0 0 0 0 0 05 48 10 -' 9 12 ~17 0 0 I 0 0 0 0 Totals 365 74 ,., 62 119 ~'106 1 3 7 0 0 0 0 Pct 20.3% 17.0% 32.6% 29.0% 0.3% 0.8% 0.0% 0.0% 0.0% 0.0% 37.3% 61.6% 1.1% 0.0% 0.0% Grades 1-5 303 63 55 98 85 1 1 0 0 0 0 Pct 20.8% 18.2% 32.3% 28.1% 0.3% 0.3% 0.0% 0.0% 0.0% 0.0% 38.9% 60.4% 0.7% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Belwood Elementary School 6002-053 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 33 11 6 5 10 0 1 0 0 0 0 01 14 3 4 6 1 0 0 0 0 0 0 02 35 11 9 6 8 0 1 0 0 0 0 03 23 4 3 6 10 0 0 0 0 0 0 04 29 7 5 8 9 0 0 0 0 0 0 05 23 4 3 8 8 0 0 0 0 0 0 06 1 0 - 0 1 , 0 0 0 0 0 0 0 Totals 158 40 ,- 30 40 ?)'4' 46 0 2 CT 0 0 0 0 Pct 25.3% 19.0% 25.3% 29.1% 0.0% 1.3% 0.0% 0.0% 0.0% 0.0% 44.3% 54.4% 1.3% 0.0% 0.0% Grades 1-5 125 29 24 35 36 0 1 0 0 0 0 Pct 23.2% 19.2% 28.0% 28.8% 0.0% 0.8% 0.0% 0.0% 0.0% 0.0% 42.4% 56.8% 0.8% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Glenview Elementary School 6002-056 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 23 4 4 9 6 0 0 0 0 0 0 01 26 3 3 12 8 0 0 0 0 0 0 02 32 2 5 13 12 0 0 0 0 0 0 03 25 5 5 8 7 0 0 0 0 0 0 04 21 4 5 8 4 0 0 0 0 0 0 05 19 0 \" 1 9 ... 9 0 0 ... 0 0 0 0 Totals 146 18 ..,, 23 59 Iv-45 0 0 V 0 0 0 0 Pct 12.3% 15.8% 40.4% 31.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 28.1% 71.9% 0.0% 0.0% 0.0% Grades 1-5 123 14 19 50 40 0 0 0 0 0 0 Pct 11.4% 15.4% 40.7% 32.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 26.8% 73.2% 0.0% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Indian Hills Elementary School 6002-057 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 65 21 23 9 9 0 1 1 1 0 0 01 67 20 20 15 11 0 0 0 1 0 0 02 86 22 20 19 23 1 0 0 0 1 0 03 76 21 20 19 11 1 1 0 3 0 0 04 73 15 21 19 18 0 0 0 0 0 0 05 57 11 ~'113 16 \\15 0 1 - 1 0 0 0 Totals 424 110 ~- 117 97 ,~ '87 2 3 , ... 2 5 1 0 Pct 25.9% 27.6% 22.9% 20.5% 0.5% 0.7% 0.5% 1.2% 0.9% 0.0% 53.5% 43.4% 1.2% 1.7% 0.2% Grades 1-5 359 89 94 88 78 2 2 1 4 1 0 Pct 24.8% 26.2% 24.5% 21.7% 0.6% 0.6% 0.3% 1.1% 0.3% 0.0% 51.0% 46.2% 1.1% 1.4% 0.3% North Little Rock Public Schools 1-Oct-98 Redwood Pre-School Center 6002-056 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F,-1 M F.4~ M F M F M F J 140 3 I 4 65 67 1 0 0 0 0 0 K 20 0 ,., 0 9 _.-u1 0 0  0 0 0 0 Totals 160 3 I 4 74 ,~.. 78 1 0 ' 0 0 0 0 Pct 1.9% 2.5% 46.3% 48.8% 0.6% 0.0% 0.0% 0.0% 0.0% 0.0% 4.4% 95.0% 0.6% 0.0% 0.0% North Little Rock Public Schools 1-':\u0026gt;~\"Y :fi~ 1-Oct-98  ~, ementary Totals ,o- White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F Elem Totals 4390 797 785 1376 1330 47 38 3 6 4 4 Pct 18.2% 17.9% 31.3% 30.3% 1.1% 0.9% 0.1% 0.1% 0.5% 0.5% 36.0% 61.6% 1.9% 0.2% 0.2% WO/K\u0026amp; J 3468 654 650 1073 1015 36 28 2 5 3 2 Pct 18.9% 18.7% 30.9% 29.3% 1.0% 0.8% 0.1% 0.1% 0.5% 0.3% 37.6% 60.2% 1.8% 0.2% 0.1% North Little Rock Public Schools 1-Oct-98 North Little Rock High School-West Campus 6002-076 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 09 49 10 6 18 14 1 0 0 0 0 0 10 127 20 7 60 37 2 1 0 0 0 0 11 521 128 131 114 139 4 3 0 0 0 2 12 545 155 136 104 136 6 3 2 3 0 0 Totals 1242 313 280 296 326 13 7 2 3 0 2 Pct 25.2% 22.5% 23.8% 26.2% 1.0% 0.6% 0.2% 0.2% 0.0% 0.7% 47.7% 50.1% 1.6% 0.4% 0.2% North Little Rock Public Schools 1-Oct-98 North Little Rock High School-East Campus 6002-075 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 09 725 162 173 173 195 9 10 0 2 0 1 10 646 168 157 149 163 3 1 2 3 0 0 Totals 1371 330 330 322 358 12 11 2 5 0 1 Pct 24.1% 24.1% 23.5% 26.1% 0.9% 0.8% 0.1% 0.4% 0.0% 0.3% 48.1% 49.6% 1.7% 0.5% 0.1% North Little Rock Public Schools 1-Oct-98 Argenta Academy 6002-076 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 06 12 2 0 9 1 0 0 0 0 0 0 07 10 3 0 6 1 0 0 0 0 0 0 08 14 2 0 9 3 0 0 0 0 0 0 09 33 4 3 14 11 1 0 0 0 0 0 10 30 8 2 14 6 0 0 0 0 0 0 11 42 8 4 13 15 0 2 0 0 0 0 12 23 4 2 12 5 0 0 0 0 0 0 Totals 164 31 11 77 42 1 2 0 0 0 0 Pct 18.9% 6.7% 47.0% 25.6% 0.6% 1.2% 0.0% 0.0% 0.0% 0.0% 25.6% 72.6% 1.8% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Ridgeroad Middle School 6002-072 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 07 312 53 60 98 94 1 6 0 0 0 0 08 330 70 51 93 109 3 4 0 0 0 0 Totals 642 123 111 191 203 4 10 0 0 0 0 Pct 19.2% 17.3% 29.8% 31.6% 0.6% 1.6% 0.0% 0.0% 0.0% 0.0% 36.4% 61.4% 2.2% 0.0% 0.0% ~, 7- North Little Rock Public Schools 1-Oct-98 Lakewood Middle School 6002-070 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 07 263 86 80 44 52 0 0 1 0 0 0 08 250 66 81 55 46 1 1 0 0 0 0 Totals 513 152 161 99 98 1 1 1 0 0 0 Pct 29.6% 31.4% 19.3% 19.1% 0.2% 0.2% 0.2% 0.0% 0.0% 0.0% 61.0% 38.4% 0.4% 0.2% 0.0% North Little Rock Public Schools 1-Oct-98 Rose City Middle School 6002-077 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 06 1 0 0 1 0 0 0 0 0 0 0 07 153 31 22 51 49 0 0 0 0 0 0 08 183 33 29 61 57 3 0 0 0 0 0 09 1 1 0 0 0 0 0 0 0 0 0 Totals 338 65 51 113 106 3 0 0 0 0 0 Pct 19.2% 15.1% 33.4% 31.4% 0.9% 0.0% o.01~ 0.0% 0.0% 0.0% 34.3% 64.8% 0.9% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Poplar Street Middle School 6002-059 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 06 603 125 140 168 157 4 8 0 0 1 0 Totals 603 125 140 168 157 4 8 0 0 1 0 Pct 20.7% 23.2% 27.9% 26.0% 0.7% 1.3% 0.0% 0.0% 0.8% 0.0% 43.9% 53.9% 2.0% 0.0% 0.2% North Little Rock Public Schools 1-Oct-98 Secondary Schools White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F Sec Totals 4873 1139 1084 1266 1290 38 39 5 8 1 3 Pct 23.4% 22.2% 26.0% 26.5% 0.8% 0.8% 0.1% 0.2% 0.1% 0.3% 45.6% 52.5% 1.6% 0.3% 0.1% Grade Totals M F M F M F M F M F District 9263 1936 1869 2642 2620 85 77 8 14 5 7 I Pct I 20.9%1 20.2% 28.5%128.3% 0.9%1 0.8% 0.1%1 0.2% 0.3%1 0.4% 41.1% 56.8% 1.7% 0.2% 0.1% !Omit I 8341 17931 1734 23391 2305 741 67 71 13 41 5 K/J I 21.5%1 20.8% 28.0%1 27.6% 0.9%1 0.8% 0.1%1 0.2% 0.2%1 0.3% 42.3% 55.7% 1.7% 0.2% 0.1% .... STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity AMBOY ELEMENTARY (with double portable) Identify each room by use and capacity. 3 9 6 4 1 1 K 1-3, 3/4 4-5 Special Special Special X 20 = 60 X 23 = 207 X 25 = 150 X 8 = 32 X 23 = 23 X15= 15 Add capacities for \"Total Physical Capacity\"= 487 Special Adjustments - Speech -6 (Computer room not included in calculations) = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 481 Multiply by 90% to determine \"Capacity\" = 433 CURRENT CAPACITY - 433 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity AMBOY ELEMENTARY (without portable) Identify each room by use and capacity. 3 9 6 4 K 1, 3 /4 4-5 Special X 20 = 60 X 23 = 207 X 25 = 150 X 8 = 32 Add capacities for \"Total Physical Capacity\"= 449 Special Adjustments - Speech -6 (Computer room not included in calculations)= -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 443 Multiply by 90% to determine \"Capacity\" = 399 CURRENT CAPACITY - 399 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity BELWOOD ELEMENTARY (with portables) Identify each room by use and capacity. 2 3 2 5 K, K-1 1-3, 3/4 4-5 Special X 20 = 40 X 23 = 69 X 25 = 50 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 199 Special Adjustments - Speech -6 = -6 1998-99 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 193 Multiply by 90% to determine \"Capacity\"= 174 CURRENT CAPACITY= 174 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity BELWOOD ELEMENTARY (without portables) Identify each room by use and capacity. 1 1 1 5 K, K-1 1-3, 3/4 4-5 Special X 20 = 20 X 23 = 23 X 25 = 25 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 108 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 102 Multiply by 90% to determine \"Capacity\"= 92 CURRENT CAPACITY= 92 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity BOONE PARK ELEMENTARY (without portable) Identify each room by use and capacity. 5 K 10 1-3 5 4-5 7 Special 1 Special X 20 = 100 X 23 = 230 X 25 = 125 X 8 = 56 X 23 = 23 Add capacities for \"Total Physical Capacity\"= 534 1998-99 (Pre-School (2 rooms) and computer lab not included in calculations.) Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 528 Multiply by 90% to determine \"Capacity\"= 475 CURRENT CAPACITY - 475 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity CRESTWOOD ELEMENTARY (with portables) Identify each room by use and capacity. 3 7 4 4 K, K-1 1-3, 3/4 4-5 Special X 20 = 60 X23=161 X 25 = 100 X 8 = 32 Add capacities for \"Total Physical Capacity\"= 353 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 34 7 Multiply by 90% to determine \"Capacity\"= 312 CURRENT CAPACITY - 312 1998-99 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity CRESTWOOD ELEMENTARY (without portables) Identify each room by use and capacity. 3 5 3 3 K, K-1 1-3, 3/4 4-5 Special X 20 = 60 X 23 = 115 X 25 = 75 X 8 = 24 Add capacities for \"Total Physical Capacity\"= 274 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 268 Multiply by 90% to determine \"Capacity\" = 241 CURRENT CAPACITY - 241 1998-99 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity GLENVIEW ELEMENTARY (without portable) Identify each room by use and capacity. 2 3 2 6 2 K 1-3,3/4 4-5 Special Special X 20 = 40 X 23 = 69 X 25 = 50 X 8 = 48 X 23 = 46 Add capacities for \"Total Physical Capacity\"= 253 Special Adjustments - Speech -6 = -6 (Computer lab not counted) 1998-99 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 24 7 Multiply by 90% to determine \"Capacity\" = 222 CURRENT CAPACITY - 222 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity IND/AN HILLS ELEMENTARY (without portable) Identify each room by use and capacity. 3 9 5 2 7 K 1-3 4-5 Ortho/Special Special/Othro X 20 = 60 X 23 = 207 X 25 = 125 X 23 = 46 X 8 = 56 Add capacities for \"Total Physical Capacity\"= 494 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 488 Multiply by 90% to determine \"Capacity\" = 439 CURRENT CAPACITY - 439 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity LAKEWOOD ELEMENTARY (with portable) Identify each room by use and capacity. 2 5 3 5 2 K 1-3 4-5 Special Special X 20 = 40 X 23 = 115 X 25 = 75 X 8 = 40 X 23 = 46 Add capacities for \"Total Physical Capacity\"= 316 Special Adjustments - Speech -6 = -6 (Computer lab not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 310 Multiply by 90% to determine \"Capacity\" = 279 CURRENT CAPACITY - 279 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity LAKEWOOD ELEMENTARY (without portable) Identify each room by use and capacity. 2 5 3 5 1 K 1-3 4-5 Special Special X 20 = 40 X 23 = 115 X 25 = 75 X 8 = 40 X 23 = 23 Add capacities for \"Total Physical Capacity\"= 293 Special Adjustments - Speech -6 = -6 (Computer lab not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 287 Multiply by 90% to determine \"Capacity\" = 258 CURRENT CAPACITY - 258 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity LYNCH DRIVE ELEMENTARY (without portable) Identify each room by use and capacity. 4 9 5 7 5 K, K-1 1, 2, 3, (3,4) 4, 5 Special Ed Special X 20 = 80 X 23 = 207 X 25 = 125 X 8 = 56 X 23 = 115 Add capacities for \"Total Physical Capacity\"= 583 Special Adjustments - Speech -6 = -6 (Computer lab not included in calculations.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 577 Multiply by 90% to determine \"Capacity\"= 519 CURRENT CAPACITY - 519 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity MEADOW PARK ELEMENTARY (with portable) Identify each room by use and capacity. 2 4 2 6 K, K-1 1-3,3/4 4-5 Resource X 20 = 40 X 23 = 92 X 25 = 50 X 8 = 48 Add capacities for \"Total Physical Capacity\"= 230 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 224 Multiply by 90% to determine \"Capacity\" = 202 CURRENT CAPACITY - 202 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity MEADOW PARK ELEMENTARY (without portable) Identify each room by use and capacity. 2 4 2 5 K, K-1 1-3,3/4 4-5 Resource X 20 = 40 X 23 = 92 X 25 = 50 X 8 = 40 Add capacities for \"Total Physical Capacity\"= 222 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 216 Multiply by 90% to determine \"Capacity\" = 194 CURRENT CAPACITY - 194 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity NORTH HEIGHTS ELEMENTARY (with portables) Identify each room by use and capacity. 4 K, K-1 11 1-3, 3/4 6 4-5  9 Resource X 20 = 80 X 23 = 253 X 25 = 150 X 8 = 72 Add capacities for \"Total Physical Capacity\"= 555 Special Adjustments - Speech -6 = -6 (Computer lab and SAC not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 549 Multiply by 90% to determine \"Capacity\" = 494 CURRENT CAPACITY = 494 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity NORTH HEIGHTS ELEMENTARY (without portables) Identify each room by use and capacity. 4 11 6 5 K, K-1 1-3, 3/4 4-5 Resource X 20 = 80 X 23 = 253 X 25 = 150 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 523 Special Adjustments - Speech -6 = -6 (Computer lab and SAC not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 517 Multiply by 90% to determine \"Capacity\" = 465 CURRENT CAPACITY= 465 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity PARK HILL ELEMENTARY (without portable) Identify each room by use and capacity. 2 6 4 5 K, K-1 1-3, 3/4 4-5 - Special X 20 = 40 X 23 = 138 X 25= 100 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 318 Special Adjustments - Speech -6= -6 (Computer lab not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 312 Multiply by 90% to determine \"Capacity\" = 281 CURRENT CAPACITY - 281 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity PIKE VIEW ELEMENTARY (without portable) Identify each room by use and capacity. 3 9 4 6 K 1-3 4-5 Special X 20 = 60 X 23 = 207 X 25 = 100 x 8 = 48 Add capacities for \"Total Physical Capacity\"= 415 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 409 Multiply by 90% to determine \"Capacity\" = 368 CURRENT CAPACITY - 368 STEP 1- School Building Capacity REDWOOD (without portable) 1998-99 CURRENT USE ONL Y--ACTUAL CAPACITY NOT CALCULATED Identify each room by use and capacity. 8 Pre K 1 K 1 Special X18=144 X 20 = 20 X 2 = 2 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity SEVENTH STREET ELEMENTARY (without portable) Identify each room by use and capacity. 4 8 5 7 1 K 1-3 4-5 Special Special X 20 = 80 X 23 = 184 X 25 = 125 X 8 = 56 X 23 = 23 Add capacities for \"Total Physical Capacity\"= 468 Special Adjustments - Speech -6 = -6 (Computer lab not included also 4 Speciality classrooms not counted) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 462 Multiply by 90% to determine \"Capacity\" = 416 CURRENT CAPACITY - 416 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grade 7 -12 School Building Capacity ARGENTA ACADEMY (without portable) Identify each room by use and capacity. 16X8=128 Add capacities for \"Total Physical Capacity\"= 128 Special Adjustments - Program still evolving. Adaptable. Does not count seats unless full time assignment possible. Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 128 Multiply by 100% to determine \"Capacity\" = 128 CURRENT CAPACITY - 128 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades 9-10 School Building Capacity NLRHS - EAST CAMPUS (with portable) (112 for Jr. High) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 60 regular rooms - Stage, 501,502,504, 5058, 101, 103, 106, 107, 109,110,111,112,113,115,116,117,118,200,202,204,205, 206,207,208,209,210,211,212,213,214,215,216,217,218,219, 220,221,222,223,224,225,301,302,303,304,305,306,401, 402, 403, 404, 405, 406, 503, Gym 1, Gym 2, Gym 3, Gym 4, Gym 5, @25 = 1500 Reading rooms - P1 @ 15 = 15 10 Special Education rooms-102A, 1028, 102C, 102D, 108, 114A, 1148, LR, 201, SOSA@ 8 = 80 Room 104, P2, and P3 are used for pull out programs not considered = 0 Add capacities for \"Total Physical Capacity\" = 1595 Special Adjustments - Special Education -41 Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 1554 Multiply by 85% to determine \"Capacity\"= 1321 CURRENT CAPACITY - 1321 (Divide by 2 for 9th grade) 660 10th grade - Multiply STEP 4 by 80% to determine \"Capacity\"= 1243 (Divide by 2 for 10th grade) 622 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades 9-10 School Building Capacity NLRHS - EAST CAMPUS (without portable) (112 for Jr. High) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 57 regular rooms - Stage, 501, 502, 504, 505B, 109, 110, 111, 112, 113, 115,116,117,118,200,202,203,204,205,206,207,208,209,210, 211,212,213,214,215,216,217,218,219,220,221,222,223,224, 225,301,302,303,304,305,306,401,402,403,404,405,406,503, Gym 1, Gym 2, Gym 3, Gym 4, Gym 5 @25 = 1425 Reading rooms - 101 @ 15 = 15 10 Special Education rooms - LR, 102A, 102B, 102C, 102D, 108, 114A, 114B, 201, 505A@8 = 80 Room 103 and 106 is used for pull out programs not considered = 0 Add capacities for \"Total Physical Capacity\" = 1520 Special Adjustments - Special Education -41 Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 14 79 Multiply by 85% to determine \"Capacity\" = 1257 CURRENT CAPACITY - 1257 (Divide by 2 for 9th grade) 629 10th grade - Multiply STEP 4 by 80% to determine \"Capacity\" = 1183 (Divide by 2 for 10th grade) 592 ., '' '. STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades 11-12 School Building Capacity 1998-99 NLRHS - WEST CAMPUS (without portable) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 16, 21, 22, 23, 54, 55, 56,101,109,111,112,113,114,115,117,118,200, 201,202,203,204, 205A, 206,207,210,212, 213A, 214,215,217,218,219, 222,401,403,404,406,407,409,410,411,412,414,416,417,510,511,512, G1, G2, G3, 600, 601, 603, 605, 606, 607, 608, 609, 610, stage---- 61 X 25 = 1525 208,209,215,216,220,302,304,305,306,308,310,311,312,400,408,413, 419, 611 , ----1 8 X 8 = 144 602---1 X 5 = 5 112--- 1 X 2 = 2 Add capacities for \"Total Physical Capacity\" = 1676 Special Adjustments - Special Education -25 Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 1651 Multiply by 80% to determine \"Capacity\"= 1321 CURRENT CAPACITY - 1321 ,l ,.,_ ' STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grade 6 School Building Capacity POPLAR STREET MIDDLE (with portables) Identify each room by use and capacity - Sixth grade rooms. 36 rooms-A108, A109, A112, G1, G2, G3, G4, P1, P2, P3, 101, 102, 103, 105, 106,107,108,109,110,112,113,114,200,201,202,203,204, 2058, 207, 208, 209, 210, 211, 212, 213, 214@ 25 = 900 8-Resource-A110,.111, A111, 206, P4, 102A, 205A, 205C@8=64 (Not counted A104A, A104B, PS, 115) Add capacities for \"Total Physical Capacity\"= 964 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 958 Multiply by 85% to determine \"Capacity\"= 814 CURRENT CAPACITY - 814 .. STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grade 6 School Building Capacity POPLAR STREET MIDDLE (without portable) Identify each room by use and capacity - Sixth grade rooms. 31 rooms-A108,A109,A112, G1, G2, G3, G4, 102,105,106,107,108,109, 110,112,113,114,200,201,202,203,204, 2058, 207,208,209,210,211, 212, 213, 214@ 25 = 775 8-Resource-103, 111, A110, A111, 102A, 205A, 205C, 206@8=64 (Not counted) 104A, 1048, 101, 115 Add capacities for \"Total Physical Capacity\"= 839 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 833 Multiply by 85% to determine \"Capacity\" = 708 CURRENT CAPACITY - 708 ....... \" 1998-99 Grades 7-8 School Building Capacity LAKEWOOD MIDDLE (with portable) STEP 1 - Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 26 regular rooms - Gym, Gym, 100, 102, 103, 104, 105, 106, 107, 108, 109,110,202,203,204,206,207,209,210,211,212,213,214, Choir, 405, Band @ 25 = 650 3 Special Education rooms - 106, 201, 205 @ 15 = 45 Rooms 111, 200A, 200B, 208, 215@ 8 = 40 Rooms 101 and Portable SAC are used for pull out programs not considered - 0 STEP 2 - Add capacities for \"Total Physical Capacity\" = 760 STEP 3 - Special Adjustments - Room 201 1/2 (-7), Room 405 1/2 (-12), 405  (-12) = -31 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 704 STEP 5 - Multiply by 85% to determine \"Capacity\" = 598 CURRENT CAPACITY - 598 , .......... 1998-99 Grades 7-8 School Building Capacity LAKEWOOD MIDDLE (without portable) STEP 1 - Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 25 regular rooms - Gym, Gym, 100, 102, 103, 104, 105, 106, 108, 109,110, 202, 203, 204, 206, 207, 209, 210, 211, 212, 213, 214, Choir, 405, Band @ 25 = 625 3 Special Education rooms - 106, 201, 205 @ 15 = 45 Rooms 111, 200A, 200B, 208, 215@ 8 = 40 Rooms 101 and 107 are used for pull out programs not considered - 0 STEP 2 - Add capacities for \"Total Physical Capacity\"= 710 STEP 3 - Special Adjustments - Room 201 1/2 (-7), Choir 1/2 (-12), Room 405  (-12) = -31 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 679 STEP 5 - Multiply by 85% to determine \"Capacity\" = 577 CURRENT CAPACITY - 577 STEP 1 - 1998-99 Grades 7-8 School Building Capacity RIDGEROAD MIDDLE (with portables) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 29 regular rooms - FA1, FA2, Gym 1, Gym 2, G6, G8, 103, 104, 122, 123, 124,125,126,127,128,129,130,132,134,136,221,222,223,224, 226, 227, 229, P1, PS@ 25 = 725 10 Special Education room - G3, G4,G5, L 1, 121, P3, P4, 225, 228, 231@ 8 = 80 Rooms 102 (computer lab), Speech and P2 (SAC) are used for pull out programs not considered. = 0 STEP 2 - Add capacities for \"Total Physical Capacity\"= 805 STEP 3 - Special Adjustments - Regular rooms as Special Education -21 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 784 STEP 5 - Multiply by 85% to determine \"Capacity\" = 666 CURRENT CAPACITY - 666 STEP 1 - 1998-99 Grades 7-8 School Building Capacity RIDGEROAD MIDDLE (without portable) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 26 regular rooms - FA1, FA2, Gym 1, Gym 2, G6, G8, 103, 104, 122, 123, 124, 125, 126, 127, 129, 130, 132, 134,136,221,222,223,224,226, 227, 229, @ 25 = 650 8 Special Education rooms - G3, G4,G5, L 1, 121, 225, 228, 231 @8 = 64 Rooms 102 (computer lab), Speech, and SAC (128) are used for pull out programs not considered. = 0 STEP 2 - Add capacities for \"Total Physical Capacity\"= 714 STEP 3 - Special Adjustments - Special Education usage -21 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 693 STEP 5 - Multiply by 85% to determine \"Capacity\" = 589 CURRENT CAPACITY - 589 STEP 1- 1998-99 Grades 7-8 School Building Capacity ROSE CITY MIDDLE ( without portable) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 19 regular rooms - 103,105, S1, S2, S3, 106, 109, 110, 111, 112, 116, Art, HE1, HE2, Gym 1, Gym 2, FA, THE, LAB@25 = 475 11 Special Education rooms-100,102, 104,108,113,114,115,117, 118,119, Shop@8 = 88 Rooms 101, 107 are used for pull out programs not considered = O STEP 2 - Add capacities for \"Total Physical Capacity\"= 563 STEP 3 - Special Adjustments -Room 116 1/2 (-12), HE2 1/2 (-13) = -25 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 538 STEP 5 - Multiply by 85% to determine \"Capacity\" = 457 CURRENT CAPACITY - 457\nSCHOOL CAPACITY INFORMATION PULASKI COUNTY SPECIAL SCHOOL DISTRICT \\ November 1 a, 1 998 \\~P ~~\\l \\r ~ti /\\ 1 ) O' p-cy ~,\n h ). ,/' f' i? HIGH SCHOOL Jacksonville Mills North Pulaski Oak Grove Jr./Sr. Robinson Sylvan Hills JUNIOR HIGH SCHOOLS Fuller Jacksonville Middle Jacksonville Junior High Northwood Robinson (2-rooms devlded) Alpha Academy Sylvan Hills ELEMENTARY SCHOOL Adkins Arnold Drive Baker Bates Bayou Melo Cato Clinton College Station Crystal Hill Dupree Fuller Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Murrell Taylor Tolleson SCHOOL CAPACITY 1025 780 900 935 J SO~) 998 f.' SCHOOL CAPACITY 945 800 800 964 486 30~\n? 0 925 P, SCHOOL CAPACITY 370 420 330 768 660 576 833 340 820 465 526 525 785 568 325 476 500 556 523 450 280 460 456 450 570 ~7~ ?i~' -.{ )-r------------------A-N_N_U_A_L __ S_C___OH _ O___LR _E_P_O___R___TP__ U_P__I__E L_ N_R__O_M LE_L_N _B T__ Y_ S_C__H_O _O_L F _O__R___M__ O _c _t_o_b__e__ lr_ ,---~-----~/~j~o/~-J-----------------------------------------------~, fld/UNS - SCHOOL CHOICE BY CHOICE - . 17 \" \" ! ,. 21 T, ~ ~ ~ ~ ~ ~ Pt h1 i,, il'l \"\" ,_., ~I \"' \"3 - ~ \"' f\" ., ~7 \"' - 1~ \" \" \" \" \" ) LEA# 6003J.4+ 0 'f 0 ADE Form# Fin 09-00-010 R/92 Countu PULASKI Law 20 - U.S. C 1221E-1 School : PULASKI COUNTY Grade Span : l,ee,,K- S: US Department of Education FAPD6 R/92 1 + - -- -- - -+\"\"' IMBC:D 1-------------------'-++ _--- --------++'--_-+-'----_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-__-___-__- _-_-_-_-lc-!_n--_1--_1-\n:ii-._i--J_lL-_~-e.~.:- ln_l:I-:Eif-:- -_-+--c--.-.-i:__-i_,,- _- +------------------------------------------------------+---- I-~\" - Enroll *!~1-! :_-2_._:3___ 8-~_~ -l~-~--[Q_~----~-----~----~-----~----~-----! _ nnn\n: Choice**' Jt,..NZ U ,-:r\n,,~.,--------ij K-F\"ull Day Only +----+ +------------------------------------------------------+---- i1 1---------------..!.+_--_-~-,...!.+_.:_+-_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_-_-_-_-..::....:..:.._.-_+_e___-__ _:_:__ .\nJillll\\ctlOCf f t1 Enroll*!!/! ',_iJ.c~-~,'.'.'.-~_Jg~j_O __ ~----~-----~----~-----~----~-----! DESESREGATION!,l{)Rfi'ORllll:i '. Grade 1 Grade 2 Grade 3 Grade 4 Choice**' Choice**' +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll -~ * !_tL-2! : ..15 , /,2.,,_, 1:\n___, g _,- ---,- ----,- ---,- ----,- ---,- ----! I~'c, _____________ ...:C:..cch=.--.e..=:0-:*..-\n*1-:'.-.'\n-- --'---'-----'----'-----'-----''-----'-----''----'-----''----'-----''-------------------------\u0026lt;r,.\n''1 Grade:\n+----+ +----+ Enroll *I / I +-~=+ Choice**! I +------------------------------------------------------+---+------------------------~ ~---------------------------+---- ' /(JI /::.ti I] I I/\\ I I I I 1- L _____ - __ 1 .--- -----------------------------------+ I I I I '.j ------------------:-+_-_-_-_-...,+ __ +,....-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+_-_-_-------------------------+----+ +------------------------------------------------------+---- ::::::.:\nll\u0026lt;'.1~ :---~\n-----\n----~-:_----\n---\n-----\n----\n------\n----\n-----~ ~11 ~9-f+ + 3 g 7 ~ ?\n). ft, I ------------- I - ----------------+---- O'i Grade 6 Has your district voted to PJ,11~:~t~ in School Choice for 1996-97? YVES __ NO u~/ I ___ P_e_r_s_o_n_m_ia__nk_ g_t_h_i_s_r_e_p_o_r__ (tL=.. /,_l!Z-__\"\u0026lt; '\"!,!__ aA.,-_J_.__ah __tw1_ ______ T_e_1_e_p_h_o=n=_=e=_=: ==========~---P_a_g_e_i _______________________ t''.I (I Ju\u0026lt;( .,\n:7~ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, ~ /77 J 7 -SCHOOL CHOICE BY CHOICE - ARNOLD oe.  ' LEA# 6003~ 1.37 ADE form# fin 09-00-010 R/92 \u0026gt;'.--~C\u0026lt;..!ol.!ul.!n.Lt!\u0026lt;.u!i_~.!:P~U!'L=_-_'A_:_,._,Se.,K_\"-_\"_-I_ ____ _,L,.a.._w\"'-\"\"'20c_\n-_,U\u0026lt;....\u0026gt;\"'\"-\"CE.-.~_1..._.1_ ..,_e\u0026gt;e\u0026gt;.__.,1_\"_'-_-_____________________ ~) [...:.. School : PULASKI CQUNTY US Department of Education / Grade Span :_.K.....,.._--\"b\"'----- FAPD6 R/92 j 1------------------------=+==============================:r,u\"='~\"=~\"- ________________ ___:___:_--1' WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES I ,1--------------------\n=ro-\"/-a~ \"'l-~~~\n-:-~-:---1-~-\n-\n-~-:-~-\n-:-~-:--~-I-\n-\n-~-:-~-\n-:-~-:---1~ -\n-\n-~-:-~-\n-:-~-:---1~ -\n-\n-~-:-~-\n-:-~-:---1~ ---i-\n-~-:~___._l __________________________ -\n' 1 +----+ +------- ----------------------------------------------+---~ 'f----'Pc_'ri:.,=\"'.r:,\"J.nw,n .u ~:.i-c.,-!+j.,-\"-\".,-.C.,.,rL'.L1\",-.- 'e=--i:_n.,_,.__1_.._._ 1.,.L*C_Jl._I ...___ 1_ .1_ __ .l. .__ __,l __ ,_1 _ __.1_ _ ...__1 __.1_ _ ,_1_ __.1 __ ,_1_ _ _ _____________________ ,., IC +----+ 1------------------------------------------------------+ \" 1,, 11 \" \" iC'C ~ 122 I~n . 11, II, ~' ~ ~ ~ ~- ~ ~ ~ ~ ~ ~ ~ I Choice** I I I I I I I I I I I I !-------------------+,_-_-_-_-~+-~+~---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_- __________________________________________________~_+___-__________________________________________ _____ _,,,, +----+ +-----------------------------------------------------+---- ___ K_-_,_u_l_l_D_a_q_O_n_l__q :_:_:_:_:_:_*_:_\n_,_:_\n_=_:_\n~=\n-'~--_~\n'_-f o_=_\n_\n_\n_=\n__\n~__~\n__==__\n_\n_\n_~_\n_\n_\n_\n_\n_\n_\n_\n_\n_\n_\n__\n__\n__=\n__\n_\n_\n_\n_\n_\n_\n_\n_\n_\n_\n_=_l_\n_\n_\n_\n_\n~~'--=-=-=-=-----------------------1~ Grade 1 Enr o 11 * !.k 0_! : ...d... j~Cj I_ s I_ q __I _ ___ I _____ I ____ I _____ I ____ I-----! Chai r,e** I I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- 1-----\"G'-'r_,,a,.,d,_,e=---'2=---------\"E\"'n,.,.r_,,o,_,l\"l,._*c..+_.-,1_~1- ~-11-'-'!-~:c...,.~I~ \"'~-' I._!,' ~- ~ --~----~-----~----~-----~----~-----! Choice**I I I I I I 1-------------------+,_-_-_-_-_,+_~+c_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--'+_-_-_-_- _____________________ --l:~ Grade 3 Enroll *!:5-i! ::~e::~:\u0026amp;~::::\n:~:z~::::~:::::~::::~:::::~::::~::::::---- t1 Choice**!----! +------------------------------------------------------+---- r, +----+ +------------------------------------------------------+---- I~ Grade 4 Enroll *!J~'.~! :_Lf~_J_~-~-_J:-~_(f _~----~-----~----~-----~----~-----! ~- _____________ .,,Ccehc.,o,_,i,.,_c_,. .\ne._*,c..*,_\"-_'- 1_ _,__ __ ,___ _,__ _ ---''-----'------''---'------''---'------''--------------------------\u0026lt;t Grade 5 Grade 6 +----+ +------------------------------------------------------+ .--- +----+ 1=n.,..n11 -1-1 /I/! +-/--..!-+ Choice**I I +----+ +----+ Enroll *!..2-1! +------------------------------------------------------+---- 1 t~ 1 ,ct-1 /JI,/ 1 1 , 1 1 1 1 I- __________ J --- I ----------------------------------+  I +------------------------------------------------------+---- +------------------------------------------------------+---- : _ g_~ __ LJ_~--~~--~--~----~-----~----~-----~----~-----! I I ~ Choice** I I ,_I I I I I I I I I I ~ 1 1-----------~+3.~q--i,~+_+_/~~1_--_,_.5~,_-_,_L{_,_4_-_,_,,q1----------------------------------+---- I llC Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1\n\".r ------------2-.~-7--------q-~-------------------------l, ,,t-------------------~--------------------------------------------------------\n~ \"1 I 8 I IO \" \" \" \",, ~ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, -997 /q7 i - SCHOOL CHOICE BY CHOICE - LEA# Countu 6003~ 0 \"l:J... PULASKI School PULASKI COUNTY Grade Span : K--k, ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 + -+\"-lllMqFR I WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of \\ ------------------~ r.r~\"\"~~'\" ~~!---~-~_:_:_~-~-~-=---~---~-~_:_:_~--~-~-=:_--:_~-_-'~ -~-=---~--=-_-=1- ~-~-~-=-~---L-_-1~ -=-~-~-~-:-_--'._=-__~+_~:I_ _s_E___s _____________ -,,'.I Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl ,. +----+ +------------------------------------------------------+---- ., c-~~~ 11 * I I I , I  I I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I  r -----------------~+_-_-_-_-_+~_+-'----_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-_-_-_-_-_-_+c_-_-_-_- ____________________ --1''. +----+ +------------------------------------------------------+---- K-Full Day Only Enroll : /Cj__, 11__, I '_.13_ i ____ , _____ , ____ 1 -----, ____ 1 _____ 1 Choice**!----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- :j Grade 1 Enroll *!Si! :~s:1_d~'- .,\nii_~ 1 ____ 1 _____ , ____ 1 _____ , ____ , _____ ! - \" z ,-------------~C~h~o~1~ c~e~*~*-'-'--~-~-~---~-~---~-~---'----~--~'----~---'--------------------------f~ +----+ +------------------------------------------------------+---- d z +----+ +------------------------------------------------------+---- l----''-'--'=G=-r=a-d-e-- ----=2= -==.....c.+-'-'-'f-\"L,,_,'l-Enroll *I 11J\"_'-\"_-i '+--,:-I- _-'c\"l_r\u0026gt;.1'i: t=7-'-1_ -I_ -_I- J_'7-yb-I_ '--_\"- _--\n_,f--'-_-_,_:,1.,-_-_--'_'--_-_-_-_-_-'-_-_-_-_-_--'_'--_-_-_-_-_-'-_-_-_-_-_--'_'--_-_-_-_-_~_-_-_-_-_--'+'--------------------------[_\nI u Choice**' I ( ~ f-------------------'-:-=-=-=-=-:--:-=-=-----=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-~ X Enroll *!1'..J_! :_L.J.~-1~-~--~-~--7--~----~-----~----~-----~----~-----1 ~ 1----------------::Cc:-h-o_i,_c_e_*_*-:-l ----:--c-----:----c-----:-----:,-----:-----:,-----:-----:,-----:-----:,--------------------------i Grade 3 ~ +----+ +------------------------------------------------------+---- 13' +----+ +------------------------------------------------------+---- 13\u0026lt; i,, Enroll *I 50 1 I 'lQ I c().t\nI 3 I / I I I I I I I +----+ I~--------------------------------------------------+ Grade 4 pt p, 1--------------~='--'--~-+~--_-_-_~+--+--C-_h-o_i-c_e-*_*-'_ -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-+---_-_-_---------------------,A ~ i,, i,, I\" t-1141 \"' .l----'G'-'r'--'a=-d=-=-e--\"5--------=:\"-':-'-':'--':=:-~. e*=_-1* .::.~*:.~.::.3~\"-'::-,=.., :':---~-f+-~'---t:- ~-.~-.'.-- ~t:--:- f-\":J:f-----:1-:?:.\n.\u0026gt;.:- -:-'-r~J-::,-_:--:,- :-~'--:-:-:-:-'-~-:-:-:-:-:--'~'--:-:-:-:--_,_~-:-:-:-:-:--'~'--:-:-:-:--_,_~-:-_:-:-:_-:_-~'--_---___-_-_________ -j~ +----+ +------------------------------------------------------+---- \"\"'' \"' I\" +----+ +------------------------------------------------------+---- ,____ G_r_a_d_e_6----~--E_n_r_o_1_1_*_!_\n__Q__ _1__ _\n__1:_ } __ _~_- J. _Q___ _'_ ___ q__ _ ___ 1 ___f__ ----~---------~-----------~---------~-----------~--_---_---_-~--_--__-___-_-__!_ __ --1''-I Choice**' \"' I\" +~'!)\"!) + I 31 t Sf\"\"-3 D 3-0 ---------------------------------+---- 1~ Has your district voted to participate in School Choice for 1996-97? __ YES __ NO - 1~ ,, Person making this report: __________________ Telephone: _______ _ I ----------------------------------------------------------------------------r'.'' Page 1 ,\". \" .  J I II 13 ,. \"\" 17 18 \" ~ z V ~ ~ X ~ ~ ~ p, P' ~ ~ L I I... . ~ j ~  .,,  ,, ,, '\" ~ ~' l1t ~\nANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, - SCHOOL CHOICE BY CHOICE - LEA!t Countu PULASKI School: PULASKI COJ.JNTY Grade Span:_-'-!\u0026lt;-'--~\"=---- ADE Formlt Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 + - +\"'-IIIMDC'O WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES r-~~no +------------------------------------------------------+---- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +------------------------------------------------------+---- ' J ' ,, r __ __,P_~La..__'=-.\",~.,~, a~,~_,n,__,+~-~=a~nL_ -_~ __,\u0026lt;'~n,~L'n~~'~,. *--''---~l_ ___ 1 ~ __ '---~---~-~1--~~-~---~-~--~~---------------------- t. K-Full Day Only Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 +----+ 1--~---------------------------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *!.5%! : /\u0026lt;/I _J\n)._1_J}\n_1_f_61 ____ 1_ ____ 1_ ___ 1_ ____ 1_ ___ 1_ ____ ! Choice**I +----+ +------------------------------------------------------+---- + --+ +------------------------------------------------------+---- Enroll *!-~5-'! :\n51_./.JJ 1_19 '_\nJ._/_1 ____ 1 _____ 1 ____ 1 _____ 1 ____ 1 _____ ! r.h nir e** I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll *If r/ I +~-v--+ Choice**I +------------------------------------------------------+---- 1,s:11c,,116, I\" l I I I I I I I I ______ y _____ r ___....., -----------------------------------+ I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *1 7 2_.1 1/g I_/_/\u0026gt; I J7 I /7 I I I I I I I +----+ 1-----\"' --------------------------------------------+ Choice**I +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- En r o 11 * !-5~-! : /_ 5 I __ 7'_ I j_,5_ I_ /_ .1_I ____ I _____ I ____ I _____ I ____ I _____ ! Choice**I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *I//? I 11.r\\ I r/1 1-\n:,I/\"\"\u0026gt; I I I I I I I +J'\u0026gt;-l_+ 1~V OLY---------------------------------------+ Choice** I I I I I I I I I +----+ +---------------------------------- -------------------+---- +----+ +------------------------------------------------------+---- Enroll *l{,)_I I /\u0026lt;fl /,51 /Cjl /'fl I I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I ,I ' , ~ 'I r' 1 f.1 ~I cs! ~'( :i:: \u0026lt; I\n,( ., :~, I' t'' ~- +-v~v +IO ,-- [/ 0 -- I d5'\"- I 1--e-----------------------------------+---- [ \"- -------------------'-~--------------------------------------------------------\nt Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 . l '.i L '--' ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, ~ /91 'if - SCHOOL CHOICE BY CHOICE - I LEA# 6003 .i-at:r o\u0026amp;f f' Countu PULASKI School : PULASKI CQUNTY Grade Span : _ _.:._K..,_-~b=---- ADE Form# Fin 09-00-010 R/92 ) Law 20 - U.S.C 1221E-1 US Department of Education ~ FAPD6 R/92 :I t------------------------+'-----_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-.:__-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--_-_-_-_-_+,._.-\u0026gt;JI_,.,,\"'---' IMl\u0026gt;.,_l___,,_!=_R__ _____________ ----1'1 , I WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of 1 \\ I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES ,:! t-----------------+_)-__,,~_,_:.,,,\"t\"':'-'~~-+'--1\n-:---y-:-~-~-\n-~-~-:--\n--,: ---y-:-~-~-\n-~-~-:-~-\n-:-~-:.::.:~~G-\n-~-\n~-:--:--y-,- :-~-~-\n-~-~-:-~-\n-:-~---s-~-~-\n-~-1:..:::..:7'-'----=---=-----------------------l .I ,\nf---'.rP:..i'~c., 0,::-:ol\u0026lt;no.1.1...i..1:nn-= --i.,-~al..J~c.:\"!ic 01tll\"--=\"'\"u~::..i-~\u0026gt;.. 1 L 1 ,L_*:\u0026gt;!CL:-:-:-:-:...l:--:L:-:-:-_--L~-:-:-:-:-:-~L:-:-:-_-:---:L-::- :-:...J~L:-:-:-_--L~-:-:-:-:-:-~L:-:-:-_---:-1:-.::- :-:.J~L:-:-:-:-~-1.--:-:-:-:-:.J:L-_-_-__-__________________ ...jli Choice**:====: :====~=====~====~=====~=-==~-----~----~---==~-===~-=-=-:____ 1:1 ,, ll \" 17 ,\", l1\u0026lt;l ~I 1----K_-_F_u_1_1_D_a_y_o_n_1Y _ _ E_n_r_o_1_1_*J__+_ : c,_?__'_ ,!_ ..:.-.= ~-\"'L--__-_:_' !L_~---~_-o_ ___~__ -_L\n_:_c.====================-:..:,+c..._ __________________ --tf~I Choice**' ----:----c-----=-----=-=-~~-,-----:-------'-----------t1-- +----+ +---------------------------------------~--------------+---- . +----+ +------------------------------------------------------+---- Grade l Enro 11 * !9-:'2_:~ t LQI J /9_ I_ /_I __ O _I ____ I _____ I ____ I _____ I ____ I-----~ Choice**' '.J In +----+ +------------------------------------------------------+---- ~t In ,, \" +----+ +------------------------------------------------------+---- -~ 1----G\"--r'--'a\"'de.:e=---=2=----------\"E:.:.n:..:.r...:,o:..:l~l__::*-'-091_-e ,f..,__.,,_1I _ ,,+t-c:2_'\u0026gt;,-1,',-_1+ 1...:.....,1~ ,,__.(,.J../\"\\--''-----'------'-'---''-----'-' ---'-' __ _.,_I--------------------~:, 1 +----+ 1-----------------------------------------------------+ ,. Choice**! I I I I I I I I I I I j \" 28 f------------------+-'----_-_-_:+ __ +\n_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-__-___-_-__-___:+___-____-__-_____ .) ,4 ~ ~ 31 ~ ~ ~ ~ ~ l7 ~ ~ ~ I ~ \" ~ ~ +----+ +------------------------------------------------------+---- '3 Grade 3 I'-/~ I l/~ I / I J._ I I I I I I I !------~-----------------------------------------------+ Choice**' I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Grade 4 Enroll *~_i.2_:!_ ':l.Q.~_.Y_A_~ :-_-~-~J ----~-----~----~-----~----~-----~\nc _____________ _\nC::.:h:c.:=0-:=.1-=e-.c _.*_.c .*.:.1., ___'-----'----'-----'----'-----'----'-----'------''-----'------''-------------------------l'- Grade 5 Grade 6 +----+ +------------------------------------------------------+---- -~ +----+ +------------------------------------------------------+---- :\u0026lt; Enroll *' Q ,, I '\" I .,,.. I 2 I \" I I +----+ 1t __ y ____ - --- \"-' ----------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll *' {p~ I +----+ Choice**' I +3-~t: +------------------------------------------------------+---- :3 y, _3i , J -, -- 1 _, ----, -----, ---- 1- ---- 1- --- 1- ----~ Has your district voted to participate in School Choice for 1996-97? __ YES __ NO ~ . Person making this report: __________________ Telephone: _______ _ Page 1 SI S1 ~ ,l ,.. 5l I J I_ ANNUAL SCHOOL REPORT PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 , LEA# 6003l-ae /::2.9 ADE Form# Fin 09-00-010 R/92 7 CO:.o scHooL cH01cE aY cHoicE -\n,.,._. _ __,C,__,o,.,u,.,n\"-t\"-u\"---'--'-P_..,U_c_,_L_,._,__A_.,,S_,_.,_K_-=. I _,.L. a \"'w\"'-\"'2,.0_-_,.U. .., Sa.._\nC,.__.J._01--\"_'-,'=1:.\u0026gt;_2_ ..,,1_\"_\"-_-____________________________ ,. School : PULASKI CpUNTY US Department of Education Grade Span :_'--K-'---=\"=---- FAPD6 R/92 1-----------------------....:,:+:=-===============================-=,u\"u.'~=n=\"\"n\u0026lt;-----------------------I\"' I WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES 1--------------------\"=-.,.-u\"ulo,__....:,:+================================+=='------------------------IH Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl I +----+ +------------------------------------------------------+---- f 1f--_ _.jpc.~=o :n..l,('-'n u.,rl.t:-CL.\\-~-11-.\u0026lt;1:' .f~c'..okt: , .J.Ln_ _ .c..ul=\"n,=~nL1L.1L..4Il !:.L_. _ L_l._1_1_ _.__I __ .J_.I_ _ L_I_ __ L___l __,I'-----''----'- I ___ .I, __ L_I_ __ L___l_ _____________________ --l , +----+ ,------------------------------------------------------+ r Choice** I I I I I I I I I I I I '-1--__________________ +.,_-_-_-_-_+c_~+___-___- ___________________________________________________________________,_+_L_.-_---_--_---_--_---_--_---_--_---_--_---_--_,'_\" ___________ +----+ +------------------------------------------------------+---- 1---K_-_F_u_1_1_D_a_y_o_n_1___Y_ E_n_r_o_1_._.1.+ _.!! ..'. __'6_.5_., ! .:. ~..~ =-_.3_~_-__J___~ _\u0026amp;'__.._ 1 __L _0_-~--.~.__---~_-.~.~.!~~-~'1-- --------------'-------~-=-----------------~~-==\"'\"'------------------------_,['.\n:: Choice**!----+ -+------------------------------------------------------+---- [ +----+ +------------------------------------------------------+---- t Grade 1 Enroll *'80 I +----+ C-:hn\nro**' I  :~~~ -~-1 I - 9.~I - I I - I---- I----- I---- I----- I---- I-----! I I  I I I I I I I I I ~1----'G'-'r'-'a=d.,,e'---'2~-------'E='n~r,_,,_o..,,l'-'l'-'*'--:-'-, =_,,_,=_,-L=r~=-~I ~i=~~=i=~==~=,.=-'~'--=-=_=_=..,i_=_=_=_= __=_.. ,i_=_=_=_=_=_,=__, === =~=.,_= _iL.=_=_=_=_=-'i_'-_-=_-_=___-_-__=_ ____________ f 12\u0026lt; Choice** I I I  I  I I I I I I I I I .i. +----+ +-----------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ,. ~ Grade 3 Enroll *I 75'1 13J_1~t..J I 3 I /( I I I I I I I ~ +----+ 1------------- - ----. ----------------------------------+ p,1----------------C-h_o_i_c_e_*_*_I ---,----~:--,--,--~----------,----,-----------,--------------------------, ~ +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- p.1----G-r_a_d_e_4 _______ E_n_r_o_l_l_*...'-'-8~3--'-'--'-'-~-s--,-3-2---,-/-s1--/-/-,---,---,---,---,---,---'-,-----------------------'._ ~ +----+ !---.-----------. --------------------------------------+ ~p, 1---------------~==~-+~--_-_-_~+~-+~--_-_-_C-h_o~i_c-e_*-*_' -_-_-_~_-_-_-_~_~_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_~+---_-_-_-----------------------\n.. ~ +----+ +------------------------------------------------------+---- : Grade 5 Enroll*!_~~! : ~~~_2_'f___'~[_~ ---'J-~- --~-----~----~-----~----~-----~ ( 1 Choice** I I I I I I I I I I I I ~2 +----+ +-------------------------.----------------------------+---- ,,1--------------------+---_-_-_-+--+---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-'--_-'-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--_-_-_-_-_-_-_-_-_-_~+---_-_-_-----------------------\u0026lt; -:: -Grade 6 Enroll*!-~-~! :-~-~~-\"'i._~__~ k_ {_~f- --~-~- ----~----~-----~----~-----! ~ Choice**I I I t 0 ~ 5,-o+ +,q'J--,~-1:\n---1:\n-li---------------------------------+---- t ,,1------------------~-------~---------~--------------------------------------------~t,. ,., Has your district voted to participate in School Choice ror 1996-97? __ YES __ NO 1: Person making this report: ___________________ Telephone:_________ Page 1 ' \"\" d-i7 4.v, ,/1 i~f Ir ,,1-------------------~-----~~-----------------------------------------------------...\n, ~, , I '-\u0026lt;--------------------------------------------------__\n:\n{!__/1/IJ10N ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - LEA# 6003~ 0'f5 Countu PULASKI School : PULASKI cou::rv Grade Span : fu K- h. ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-l US Department or Education FAPD6 R/92 +----------------------- ---------------------------+MIIM~ER I WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I or I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES '1-------------------=Gr~a~d~e~_+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+~----------------------------1 Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +------------------------------------------------------+---- '1-----'-' Pr....,e._-_n,.Lr.,l\u0026lt;e=.,.., ._.~,, n._t..a.,'e-'\"-'-\"''r- '----\"'-'-'Enuo.,.....,,lr'- 'l._*l=-'--\"-1\"''--'1 -'-'l __ l,.__1+1i \\+-'-i-+\u0026lt;/~ l,.___,f--6..-'-l--'A'-}--I.J,1 -/~.l, l_,. ____ ...,lc._ _,_1 _...,l'----'-1 __ _...,l'------------------------...f ic +...LJe--+ 1------ '-\"-' I~ \"\"'I --------------------------------+ 11 Choice**il,71 I~~ 11'b I I I \"r- _________________ +_-_-_-_-_ +_ -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-___-_-__-___-_-___-_-__-___-_-___-_ -_-_-_-_+_-_-_-_- -\n_.1 13 +----+ +------------------------------------------------------+---- \"1----K_-_F_u_1_1_D_a_y_n_1_Y_ __ E_n_r_o_1_1_*_,!'----'~-~M_~!_....,:__1~_ __~L__\n__ 1 _~_~_ 1_..J_,_~ 9, 1 ________ 1 __________ 1 _________ 1 ___________ 1 _________ 1 ________,__! __________________ --f.i-' 1 1 Choice**I 17 +----+ +---------------------------------------~--------------+---- te +----+ +------------------------------------------------------+---- 19 ~ \" :r- Gradel Enroll *L17_! Choice**I +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- 'I :\n1-----'Gc.crc..ca=-d=e~2'--------~E~n~r~oc.cl=l -*~!..,.,,..1-1,_1~_-!-~.~__:: .t. ,,,,/,,-_~~---_..,-.1,-.7,.i~,-_-_~1 0 ._,,,,_\"'..,\"\u0026gt;-'-_1...-,~-_,.-._,,~__.\"-._..-i_..-..,-,_-_-_~1 -_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-+~-----------------------!~ ~ Choi c e** I I I 1 LV. ~1--------------------+--------- +----+ ..-.- +-+--_-----_-----_-----_--_---_--_---_--_-----_-----_-----_--_---_--_---_--_---_--_-----_-----_-----_--_---_--_---_-.--._.- ---_---__+--__---------_-----_-------_----_----_-------_i,-1_ -_-_-_-_- J : Grade 3 Enroll *!L03.! :~Q~_f_~_~_5~_~.Q_~----~-----~----~-----~----~-----! 1----------------------~------------------------------------------------------1\" 31 Grade 4 Grade 5 Grade 6 Choice**I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *IO Al +--:L...1.l.+ Choice**I : _1.z_1_ _/_ '3 I ,)__.:I: f.3_. {l_ I ____ 1_ ____ I ____ I _____ 1_ ___ I _____ ! +----+ +------------------------------------------------------+---- +----+ Enroll *I t:Jtl I +-~..l-+ Choice**I +------------------------------------------------------+---- 1 A I ,,/ I ,-, ., I A , I I I I I I I jd-\u0026gt;-i LI CZ:..V ....,_..,. --------------------------------+ I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll Choice** I I I I I I I I I I I I I ,,, 4 +-7-:f_,t + 115 J5,\n_ - 11 f' .\nJ./ 0 ---------------------------------+---- I 1-------------------~-'----------------'---------------------------------------------ij Has your district voted to participate in School Choice for 1996-97? __ YES __ NO j Person making this report: __________________ Telephone:________ Page 1 .,j\n:.1------------------------------------------------------------------------------l I ~,, ff.?7 J~1 y\n1 ,,1-------------------\"'-'----------------------------------------------------------1, \"l\na ~7 j -~ ' ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 Coll~e Sta.+10\"1 LEA# : 600~ /3,S' Countu : PULASKI - SCHOOL CHOICE BY CHOICE - ADE Form# Fin 09-00-010 R/92 Law 20 - U. i::: C 1\"\"11\" 1 School : PULASKI CDVNTY US Department of Education Grade Span : __ I{.,_,___.~,.___ FAPD6 R/92 , 1-----------------------=+=============================:.=-=.,\".u:elMT\u0026gt;~~i:-0tL_ ___________________ --l1,I I WHITE NOT! BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES ..... Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl 1 e +----+ +------------------------------------------------------+---- \\ ,\nf---'D=-~i,.\n-\n:ci.\u0026lt;cu..nu, L.LU,1.,,.,,.'-\\-j..\u0026lt;LL_: ..__J,.i.:.-,:_:.-J.uLin-,1,..e,cnlzu..,,..4..~ ---_-_-_-~'-----.-L-'l -_-'~---_-_-_-_-~.L--_-_-_-'~---_-_-_-_-~L_-_-_-_-'~---_-_-_-_-~L--_-_-_-'~---_-_-_-_-~L_-_-_-_-'-~---_-_-_-_-~'-------------------------1::! 11 Choice** I I I I I I I I I I I I ,i +----+ +---------------------- ---- ------ ----- -- --- .... +----+ +------------------------------------------------------+---- :: K-Full Day Only Enroll *!_LS:.! : _ .\n2_ I _ / I _ 9 I--~- I ___ I _____ I__ _ I_ _ __ I ____ I __ -~ 11\u0026lt; Choice**I I ::. ._ _________________ +_c-_--_c--::_--::_++.,___,_+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-___ -_c__ -___-__c_____-_=___c_:c.__.cc .c.__c-c'-__c-'- _-_'-._c. '.-_'c.-.- '= '- ...:_.cc_cc_cc_cc_cc_cc___c_c_+_\"_'-_\"_--=_-_c_c_-_______ ---f 1 ~ +---------------------- - - ---- --- - - --- -- + ~ ~ Grade 1 Enroll*!\n:?)_! : __ ,3_~_ _Q _~--ll~ __1 _~----~-----~----~-----~----~-----1 ~ Ch O ire** I I I I I I I I I I I I I [d ~ +----+ +------------------------------------------------------+---- ~ ~ +----+ +------------------------------------------------------+---- n\u0026lt; ~ Grade 2 Enroll * I - - I I .,., I .- I I - I I I I I I I -I ~ Choice**~o{.U.~ :--:::-,.7.\u0026gt;--' ~-JC~-,_., -7----7-----7----7-----7----7-----~ M ,1111-------------------+\"----_-_-...,+~_+---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--_-_-_-_-_-_-_-_-_-_-_-_,+_-_-_-_- _____________________ ..\n'' : Grade 3 Enroll *!~i! :~s-7~~7~~b-7~~!~7~~~~7~~~~~7~~~~7~~~~~7~~~~7~~~~~!---- r, ~,1---------------C-h_o_i_c_e_*_*_l __ --:I----.,-----:--:--.,----------,---.,---------------------------------\n~ +----+ +------------------------------------------------------+---- u ~ +----+ +------------------------------------------------------+---- I~ ,~1----G-r_a_d_e_4_ ______ E_n_r_o_l_l_*_!__Ji.!_ _] _ : __!__ __Z_1~ -- _-_-, _-_-(-/_-~---_-J_-_/ -~---------~-----------~---------~----_---_---_---_--~--+------,-- -_---------_----,- ---~'.~ p~, 1--------------~=~=----+~--_-_-_~+-~+~C-h-_o-ic_e-_-!_ ~_-_-_-_-_...,_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~+---_-_-_---------------------L ~ +----+ +------------------------------------------------------+---- I..P9.t--~G~r~a~d~e~5~------E=n~r=o=l=l~*~'-l'rt'-'~'-~'___,',...Q-'Ll~-,..'-ri Q. I I Li I / 2 I I I I I I I s. ~ +---:=..--+ 1 -- ._ -- JV ---~l__v _________________________________ + Choice**' +----+ I I I I  I I I I I I +------------------------------------------------------+---- ] +----+ +------------------------------------------------------+---- i Grade 6 \" ~ Choice**' I I I I I ,, ,.1 ~ 2\nsr + ,, , - 9 v '11- -- 1oo ----------------------------------+----\n:, SC ~1-----------------------~~-~~-----~------------------------------------------i,,1'  Has your district voted to participate in School Choice for 1996-97? __ YES __ ND ~I Person making this report: __________________ Telephone:________ Page 1 '.,j \" _1------------------------------.\n. \"\" .q~7, .-1 /{(? I ~C, ~ i ~,l----------------------------------------------------------------------------1 ~ ~ t...,' ______________________________________________________________ __!) ~---------------------------------------------------------------------------------------- ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 CQ.S\\/T AL. H--1L L ' LEA# 6003~ O't 3 - SCHOOL CHOICE BY CHOICE - ADE Form# Fin 09-00-010 R/92 J' Countu PULASKI Law 20 - U.S.C 1221E-1 School PULASKI COUNTY Grade Span : Pt,:e.,k- lo FAP06 R/92 US Department of Education\n:l +------------------------------------------------------+hlllMA~Q J------'-----------------~1-W_H_I_T_E_N_O_T_I _B_L_A_C_K_N_O___T___I_ _ I A_S_I_A_N_/__P___AI A_CM _I_N_D_I_A_N\"-o'-'=I f\"'-'-'-'----------------------l,_:_1 I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES Qr~ne +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- 1 t-----K_-_F_u_1_1_o_a_y_o_n_1_Y_ __ E_n_r_o_1_1_*...,!'-_'-_~.. -.,r! '----':_:i.\n____..~_.._ :q-_ l_'_.i_ __~__ ~___:::uQ. _____1~ :\n:___- :_:_2 : :.:::1.: -========...\nc_::====+ ____________________ --1:: Choice**I d +----+ +---------------------------------------'--------------+---- !! +----+ +--------------------------- - -- - - ---------- + 1 ,1---Gr_a_d_e_l _______ E_n_r_o_l_l_*...:.!r-__q_ +\n-:I' --~-----1-.:2._--.2.-I _.2_--2-1--~-~--1- __-_ -_-=-==1- _-_-_-_-1'-'-_-=__-.=.:_..'.-_'-::.\".-:1_ =_-__-___-11 ._c_ ..__\"' .-c_c\".- _::.=:+=e-::-.-:I- ----------------tf~:'j 1 1-------------'----'C'-'h'-o=i=-c_,,_e.c.*.c.*..c.l __ ......:.._-'------'----'------'----'----'---'---'----'---'----'--------------------------l'- z +----+ +------------------------------------------------------+---- z +----+ +------------------------------------------------------+---- ,.,( \"1- _ ___:G,crc...:a::.d=e--'=2'--------\"E'-'n.:..:rc...:O::.l:_.._.::.\nl_ *-'-!+u_-'-'!F '---,'1-:1 --_J-f:--' v..~..: , ~~---~d.AM'-.1f- -J_-.\n. c1s::\":\u0026gt;-_--'-~-\n::-~_=-H--_~-!=t--__'-1- _-_-_-_-_'-_-_-_-_-_-'--_-_-_-_-_-'_'-_-_-_-_-_-'--_-_-_-_-_-'+'------------------------n~ u Choice**I I I I I I I I I I I I I '.j +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- Grade 3 Enroll I f.:/(1 I ~11 :\n,_2_1 3/1 /g\"I I I I I I I { :,1---------------C-h-o-,-_c_e_--7---------7--l-_-_-_-_-_-_-_-_-_-_-~-------~---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+ _______________________ _.\nJ +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- ~ Grade4 Enroll+IQ:21 ~ +-ls:2.+ : ~L 1 _,2 b I :ZJ 1 _ / 'j 1 ____ 1 _____ 1 ____ 1 ____ 1 ____ 1 _____ ! ~1------------------'C~h~o~1~c=-=-e*_*~l--~-'-----'----'-----'----'-----'----'-----'----'-----'------''-------------------------\u0026lt;'1 '1 Grade 5 Grade 6 +----+ +----+ Enroll *I ,-/ I +LI!~+ Choice! I +------------------------------------------------------+---+------------------------------------------------------+---- 1 ,.,,1 - , I -, ~ I '1 ,LI I I I I I I tal,__L ....J,.L - _._ I \"\"' 1  --------------------------------+ I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- ,, J Enroll * !l9-.f+ :\n)__~I_~'{ I_\n),? I _g 11 ____ I _____ I ____ I _____ I ____ I _____ ! ..I I.I~-------t--Ch-o-ic-e*---=-* l---'---'----1-----1 -1--1 -1--1 -1--1'----------------f, i , ~I--,------------+ 7,__-Cf,,__-\"7e---+.._:+__1J___/:_-q'{i )f- ---,--$(--,,-,-\"(Y_1_'4_1_-_--_-_--_-_-_--_-_--_-_--_-_--_-_--_-_--_-_--_-_--_-_-+_-_--_-____________ ----iJ Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 ,, - \" ~ b,1--------------------~----------------------------------------------------------l ., I~ ~' ANNUAL SCHOOL REPORT PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 ? p tJ p~e_~ SCHOOL CHOICE BY CHOICE - , LEA# 6003~ 09 'f ADE Form# Fin 09-00-010 R/92 t':r----\"C~o!.!u!.!n.!.-t!\u0026lt;.::uy__~-'=P-\"U'=L_e_!_A_:!\nS_e_!!_K_:,___IL-___ _,1,,_,a..,w\"--'..,\"'-\"\"--=c...\u0026gt;.''1t......c::,._,r-_~.L'::,=::,,_,.1=1='-'1~-------------------------------------.\u0026lt; School PULASKI COUNTY US Department of Education .) Grade Span : -~l\u0026lt;.a.-.,.$,.___ FAPD6 R/92  ' 1------------------------\"+=~=~=-=IT=E.::-.::N:::~:::~:.\n:~:.\n:-:..:\n::.:L::cA::cC=K==N=O=T=l======,:.:\nA\n-=S:..:I:..:A::.:N::c/=P=A=C.::. =,:::A:.c:M=I::.:N=D=I=~::cN=ec_~_l,,_\"u_._.~_,_c_M_f_u_u_\"I_J_:=_._.\u0026lt;_\u0026gt; -l'.I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES f r-r~rlP +------------------------------------------------------+---- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl ' +----+ +------------------------------------------------------+---- ( 1'l ---'c=-P=-.o..iK\n._.n-'-\"-'nP=.\nT'-11n..\u0026lt;1..1\"'\"'-'.fc\"-'.\"\"-'-'\"----'J_:\"_- '-'-n1'-,\"_\"- \" _-1',n_ l. .Jl '----.',*_o1:. .,_ l ,_1_ __._1_ _ ..1_l_ _ _1, _ __ .,_1_ _ ,_1_ __ 1,__ __._1_ _ ..1_l_ ______________________ .....j \" +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I ..r +----+ +------------------------------------------------------+---- I\" +----+ +------------------------------------------------------+---- \"1----K_-_F_u_1_1_n_a_y__n_1_Y ___ E_n_r_o_1_1+*~- ' ~_p._-~!~~: __/ _3__.J' Q_ _ ' _/__ 3_'_-___/_' Q_ ______ 1 ___________ 1 ________ 1 __________ 1 _________ 1 --------~-1~---------------------,~,, Choice**' \" 19 z z Grade 1 +----+ +----+ Enroll *IJ_/ I + t2_+ Choice**' I +------------------------------------------------------+ +------------------------------------------------------+ I QI ~~I g I I() I I I I I I I ,~ -------------------------------------------------+ I I I I I I I I I +----+ +------------------------------------------------------+---- 8 +----+ +------------------------------------------------------+---- ~!C u---~G'-'r~a~d~e~=2 _______ _,,E~n~r~o,._l+,_-~l~~,L-*.~+_I , ...,-,--1-'l-.~..I, ,-,....n~l_'\"l-\u0026lt;-1/\u0026lt;?\"\"\"l~--O~l--,rr,/~~-~--~--~--~--~--~------------------------l\"' 1LJ -- - -- -- ~ __ .....,._.._ ________________________________ + 20 Choice**' 1\n1t LT\u0026lt;._r-__________________ +_-_-_-_-__+ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-~+~-----------------------------\n'\" :1----G_r_a_d_e_3 ________ E_n_r_o_1_1_*~_-:~, -_:_I_~:~:-~_~_:_:_,_:_9}__::_ :_~_:_:_i_:: __-:~__ , :_:_:_~_:_:_:_::_::_:,_ :_:_~_:_:_:_:_::_: ,_ -_: _:_~_:_:_:_:_::_:, _: _-_: _!_-_-_-__-____________________ _,~ : Choice**' ~4 X :====::= =================================================~= ===:==== : Grade 4 Enroll *!_lf~t_!: (__~_LS.:~_j_[~---~-~----~-----~----~-----~----~-----1 }. ~f----------------C=h_,,o_.,,i'-'c,.,e,._*c..*\"-'-'--~-~--~--~--~--~--~---~--~--~--~--~--------------------------l'~-~ +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ~1 Grade 5 c~-o 11 * :_\n:~: : j ~ ~- :_ ~ ~-~---i,1 __ ~ -~----~-----~----~-----~----~-----: ~ l .r---------------C-h_o_i_c_e_*_*~!_-_-_-_-_+~~1--_-_-_- +----+ +----__-~ -_--_--_---_--__-_-,_- --_--_---_--_-~-_--_--_---_--_---_-~_---_--_---_--_-~-_--_--_---_--_--_-__~-,__- --_-_---__---__----___--'_-- -_-+--_----_-_~__-_-__-___-_-~_1_~_-_--__-___-______~ ,~-- Grade 6 Enroll I\nYA, I +----+ 1------------------------------------------------------+ ~ Choice** I I I I I I I I I I I I I f ~ +~-il\"l +litf- I :Z..$- h It/\ni_ --------------------------------+----   1-------------------~-~------------~----------------------------------------------ifi  Has your district voted to participate in School Choice for 1996-97? __ YES __ NO ~Person making this report: ___________________ Telephone:_________ Page 1 I 51 ,,f-------------------=7---~CC\"\"\"~cc,Jr-----/-0~.3-=.---------------------------------------r_.. SJ ~() ~ ,I \" \"J /6 ~'-J'''---------------------------------------------------------------------------------'J ' ! ' IC LEA# 60031,26 /0 0 Countu PULASKI School : PULASKI COUNT' Grade Span : Ree. k - ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 1997 +- - - - - - ------------+\"'' IMr.\u0026gt;ro I WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES 0.r~rlP +------------------------------------------------------+---- Total +----+ Fnrnll*l'2/I +~~+ Choice**' e,17 I +----+ IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +------------------------------------------------------+---- ' J I r/ I I,\\ I I a I I I I I I I I-\"\". Dtv,~ ---------------------------------+ I I 11 I I~ I I I I I I I +------------------------------------------------------+---- +----+ +------------------------ - ----------------------------+---- ' I ,, ::t- __ K_-_F_u_1__D1_ a_y_n_1_Y_ __ E_n_r_o_1_1_*~!~!L_,_-_!~-:~--_-_f 1__ __ _(____ / _- _~_-_f_-~___~~__--__ !-__!-f_ -_~_-_-_--__--__--__~---_-----_---~_---'-- __--__-_--~_!-'- ----------------------r~ 1:: Choice**!----+ +------------------------------------------------------+---- ] ::: +----+ +------------------------------------------------------+---- -~, ~ Grade 1 Enroll *!_t,_! : __ 9 I _I!/: I_/['_/ ~I ____ 1 ____ I ____ 1 ____ 1 ____ '-----! -~ 1~'1--------------~C~h~o~i~c~e~*~*~+~' -_-_-_-_~+--+~--_-_-_~_-_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_~_~_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~+---__-_-----------------------\nj ~ +----+ +------------------------------------------------------+---- ,. Grade 2 Enroll *I - 1 I cJ I 11/ I 1\u0026lt;'1 /,/ I ,, +-.J-~-+ I- V --- I -- -_,~I----------------------------------+ ~ Choice** I I I I I I I I I I I I I ,~'1-------------------+~---_-_-~+ __ +~---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-__-___-__-___-~+_-__-___-_-____ \"'\"\n~ +----+ +------------------------------------------------------+---- ~ ~ Grade 3 Enroll *!A$_! :_j_f{~ __ ! __ ~_f.:t,~_f_S.:~----~-----~----~-----~----~-----~ ~ t----------------:C:-:h-0-1:--. c_e_*_*-:-,---,---,-----,----,-----:----,------:------::-----:------::----:-----:-----------------------\"'\", 1 J\u0026lt; +----+ +------------------------------------------------------+---- ~1 xf---__________________ +_-_-_-~-_~_+ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-___-_-__-___-__-_~_+___-_____-___-___ ...,J : Grade 4 Enroll * !~5-:! : _j_[~ __ g:_~_!1-~-j_~~----~-----~----~-----~----~-----! '' ,, ~ Choice**' ~ +----+ +------------------~-----------------------------------+---- ~ +----+ +------------------------------------------------------+---- -1 ~ Grade 5 Enroll *I ?QI I//\\ I / I JI. I ,,, I :,1 f----~==~~------~===-\"--'-+----~_,, __ ,1--'+'----'_-, +--\u0026lt;_r-+:-:~Y-_.~-,-__--_+'- ---,_,'-_-19--_-''--__-~-__'--'-_---i_,- _-_-_~_-_-_-_-_-'_~_-_-_-_-_~_-_-_-_-_~_~_-_-_-_-_'-_-_-_-_-_-'+------------------------!\" c,o,c!----\n____'. ____'. ___'. _ ____'. ___'. ____'. ___'. ____'. ___'. ____! ____ ~ +----+ +------------------------------------------------------+---- Grade 6 Enroll *!.Y-~! :JQ_~_ _9 -_~_~J-~_{~--~----~-----~----~-----~----~-----! 'j L~.t------------.---C-h_o_i_c_e_*_*_I ___ I_~------------, ---------------,---,------------------------,_, ~ 3h 0 + +? 1-- 13 -- / I I -- 9 9 --------------------------------+---- :9 ,_ __ H_a_s_y_o_u_r_d_i_s_t_r_i_c_t_v_o_t_e_d_t_o_p_a_r__pt -ai_-tc~_e1_ i_n_S_c_h_o_o_l_C_h_o_i_c_e~f'-o-r--1_-9_9__9 76? -===Y-E_S_~~~N--------------------------------l\n.i ...., :, Person making this report: __________________ Telephone:________ Page 1 ~I 55 -- \"-, r' I I N-M2J2/S ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, SCHOOL CHOICE BY CHOICE - LEA# 6003~ IO 0 Countu PULASKI School PULASKI COUNTY Grade Span : I\u0026lt; - b ADE Form# Fin 09-00-010 R/92 Law 20 - U. ~ C 1221E-l US Department of Education FAPD6 R/92 1997 J ~----------------------....:c+===============================c.+=~\"='\"'n=c..,._c ____________________ --l:1 WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of ,1 HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES . + + -- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsJBoyslGirlsl +----+ +------------------------------------------------------+---- c--nll 41 I / I I I I I I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +--------------------------------------------------+---- Enroll *lj5'I I 71 t:, I /!/_I O' I I I I I I I il +----+ I------------- ____ .!) __________________________________ + :i 17 ~---~~------~----~-j Choice**' K-Full Day Only +----+ +------------------------------------------------------+---- ( =~--G-r_a_d_e __ l ________ E_n_r_o_l_l_*_::-.,5-, -_i_-...,!---':'-:-:-~-~--::-,- :-fa-:-:-~:--:1-z---~:--~-:--::--:,~- :-:-:-:-:~-:-:-:,-- :-::--::-:--,: -:-~-:-:-:-:-~-:-:-:-:-:\"\"'I-----------------------------...z T. Choice**' I I I I I I I I I I I I +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- u----G~r~a~d~e~2~-------E=n~r~o~l~l~~*~I~'+'/~/- l.,_l _~l--\u0026amp;-\u0026lt;:/~l-+-1_ ')~1-,,_' -,..,._~I_.r.,.~l,~. -~l---~---'-1 ___ .,__1_ ~1~--~I~-------------------------,' +J---+ I - ~ --------- J -- .L----------------------------------+ j Choice**I I I I I I I I I I I I -\"' +----+ +------------------------------------------------------+---- ~\nGrade 4 Enroll *!_fQ! :__l~~--.:[_-~f _ ~_L:5-_~----~-----~----~-----~----~-----! ~ -1----------------'C=h_,,,o_.i_,c..,e'-'*'--*\"-'-l __ _,_-1- '----~---'---~--~--~----'----~---'---~--~------------------------- +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ~~_ _,,G~r..,a~d~e,,_~5--------~\"'~~nu,lul~*c.~~-~-1...l :--~-~---~-~-~-~~--/-?- -~-----~----~-----~----~-----~ Choice**I I I I +----+ +------------------------------------------------------+---- Grade 6 +----+ +------------------------------------------------------+---- Enroll *I ~ I I 1 I 3/ I (:, I // I I I I I I I +----+ 1------------------------------------------------------+ ~ Choice**I I I I ~ -:\u0026lt;iii+ + 5 0 --v '-{ -7 ~-- 7 O ---------------------------------+---- '-' 1~.I---H-a_s_\\l_O_u_r_d_i_s_t_r_i_c_t_v_o_t_e_d_t_o_p-=a'-'r'-'t-'iL-c-i_p_a_t_e\"--'i'--n-S-'-c-h_,o_o_l_C....ch_o_i_c-\u0026lt;_-e-_9- 'f'-7o_-?r__l-=9=_-9-Y_6-E _S_-==--N-O---------------------------r I~ Person making this report: ___________________ Telephone: ________ _ SI SJ ,\". t,11 Page 1 11 \".'.' .-.- -------------------------------------------------------------------------------') .-: ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 --:S-(AJ\u0026lt;.soNV ,/I.e..[./ e!.M - SCHOOL CHOICE BY CHOICE - I I LEA# 6003~ /03 Countu PULASKI ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 J School: PULASKI COUfilY Grade Span : f\u0026lt; - ti._ US Department of Education FAPD6 R/92 + +\"-'IIMqJ::R WHITE N0TI BLACK NOT! !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES '.If l------------------~\"'u:.,-\n1cMy_P,._.....:,:+==-=-=-=-=-=--=--=--=-======================-=-+=.::-==-----------------------l:I Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl I II II ,, \" \" \" I\u0026lt; 12\u0026lt; 11 i,, I\" ~ f--__,P.__._~.a._-_ .,1\u0026lt;._ ,.. ,_n..,,nua\"'-\"'--'-~'~.. .+..~ca,_,._.,_._. ,. ___ n __.i=.. .n..,.~ '-'n.1._.,..._1 _,,*-'~---_-_-_-~'-----_'--II -_-'~---_-_-_-_-~-'---_-_-_-'~---_-_-_-_-~-'---_-_-_-'~---_-_-_-_-_'-_-_-_-_-'~---_-_-_-_-~'---_-_-_-'~---_-_-_-_-!'------------------------1: +----+ +------------------------------------------------------+---- ,,r , Choice** I I I I I I I I I I I I t------------------+_,_-_-_-_-_,+ __ +,_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-___-_-__-___-__-___-_-__-___-__-___-_-_ -_-_-_-_,+c...-_-_-_- \"\"',,I K-Full Day Only Gradel +----+ +------------------------------------------------------+---- Enroll * 1 IOD1 +----+ I :J.,(,1 :lill ~(JI\n)_bl I I I I I I I--------T----1---------------------------------------+ Choice**' Enroll +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- *!lO.i! : ~ I _ :l.Q. I _ j_j_ I -~ h I ____ I _____ I ____ I _____ I ____ I -----! Choice**' +----+ +------------------------------------------------------+---- J ~5 Grade 2 Enroll *7~~-:7 7-~-~~--:~-~-\n~-~--\n~-~----~-----~----~-----~----~-----7---- ~ 1------''-'-'=~~------~=~=-+~-Lf-,.,t-)_\"\u0026lt;=~-\"'+--I~- ..,..,_,,._ ,-,_,:L,-1!.-...~,_ ,_,.,_'\"\"-..tc-vr..,_~-_-.!2'....'+-l-\"\"'--_-_-_-_-_~_-_-_-_-_--'_-_-_-_-_-_~_-_-_-_-_--'_-_-_-_-_-_~_-_-_-_-_--'+---------~- --------------~ 121 !20 r,, ill ~I Ill i,, 13\u0026lt; 115 Po Pl ll8 1.3,9 Choice** I I I I I I I I I I I I\n1-------------------+_-_-_-_-_+ __ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-___-_-__-___-_-___-_-__-___-_-___-_ -_-_-_-_+_-_-_-_- 4,1 Grade 3 Grade 4 +----+ +------------------------------------------------------+---- J. Enroll *!_':1_L! :~\n1.~-~~~A?.::-~-~-t-~----~-----~----~-----~----~-----! ~c Choice**' +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- Enro 11 * ! _ _:tQ! : .!)_ '- I_ ~5' I _L 8 I_ rJ..J.. I ____ I _____ I ____ I _____ I ____ I _____ ! 1---------------=Ccch:...:o:...:i:..:c:..:e=-*-*_+.\n._I _-_-_-_--'+--+'---_-_-_-_-'--_-_-_-_-_--'__'_-._\n.-. _._ -___-___--_'__- _-_-___-.\n. .._-_-_-_-_--'_-_-_-_-_-_'--_-_-_-_-_--'_-_-_-_-_-_'--_-_-_-_-_--'+---_-_-_----------------------f~ +----+ +------------------------------------------------------+---- f----G=--rcca=-d=--e=--5=---------\"E,.,_n,..,r_,,oc,lc.,l'-\"*...:.1-4/C4/\\,J-,A!c\u0026gt;_-,\":J-l._=.-.,',_\n)1J ,=-\u0026lt;~:\n,\u0026lt;---.\".\".-2/\",,\"_.:,L_l1\"- '--\"~-\u0026lt;-=O\"--'t'--_.._.._:_ -'----'----'----'----.\n.__------------------------1'1 +-:-=-+ I------------------  ----------------------------------+ :1 Choice** I I I I I - I I I I I I I ': 1-------------------,-+_-_-_-_-...,+ __ +,_---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-___-__-___-...:+c.._-_-___-__-___ --Ji:'\"' +----+ +------------------------------------------------------+---- 1 ~---G_r_a_d_e_6 _____ ,_ __ E_n_r_o_1_1_*__\n__~__!- _ ,1_ :_-l _-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-___-__-___-_-__-___-__-___+_ _________ ...\nH ~ Choice** I I I I I I I I I I I I I ,, ~ s?/:/ +,,/, - ,s 3-- ,q \u0026lt;\u0026gt;- -,s-,-- -------------------------------+---- f,, ,J------:H--:a_s_y_o_u_r_d-:-1--s:-:.- t-r-\ni-c--=t_v_o_t:-e-d-,-..,.t-o_p_a_r-p:t--ai:--:c-t--1e,-----_- :i-n----=s=-c--=h-o-o-=-1--=c-:-h-o-:i-c_e_f=-o-r--:-1-=9-=9--:6---=9=-=7:c:7=-===:--:Y-::E-=s,--::::~N-,-o=--------------------------------r-  Person making this report: __________________ Telephone: _______ _ Pagel ~ ~ .,.1--------------G-o-=1_---\n).,c-::\"i:?'\u0026lt;''1---~=\u0026gt;:-711,----------------------------,.-, \" ,\", f--------------------.\n.__-------------------------------------------------------~ i\" I:\n.-. \" ,\", 17 ,, ,: 7. 7- 2 ~ ~ ~ X ~ ~ ~ ~ 13' p\np, P9 I,\" , ,\",' \"' \" i,\" , i\" I IS\u0026lt; ,. \" is, ,.. ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, - SCHOOL CHOICE BY CHOICE - 1997 LEA# : 6003~ It\u0026gt;'/ Countu : PULASKI ADE Form# Fin 09-00-010 R/92 Law 20 - U.S C 12211=-1 School : PULASKI COU~TY Grade Span : ,I:( I, US Department of Education FAPD6 R/92 o-o .l(inrloT'n~T't'.Dn K-Full Day Only Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 + - - - WHITE NOTI BLACK NOT! !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES n--~,,. + + Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +---------------------------------------------------+---- c--n11 ... , I I I I I I I I I I I I +----+ 1------------------------------------------------------+ Ch o i c e ** I I I I I I I I I I I I +----+ +------------------------------------------------- - .... - +----+ Enroll *I 1/?I +-'t..,L+ Choice**' +------------------------------------------------------+---- .... +----+ +------------------------------------------------------+---- +----+ +--------------------- + Enroll *I /' +-t--+ Chnir\"**' I : ~() 1 _ I CJ 1 _ 13' _ I Cf 1 ____ , -----' ____ 1 _____ 1 ____ 1 -----~ I I I I I I I I I I I +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- Enroll *I// I 1/\u0026lt;J1//.1/Yfu/1 I I I I +-~~-+ 1------- - _______ I J ----------------------------------+ Choice**' +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *I 7j I +-'- -+ Choice**' :\n2../ ' - I ~ I _L\"I '_ _(_~ I----, _____ , ____ , _____ '----'-----~ +----+ +------------------------------------------------------+--- +----+ +------------------------------------------------------+---- Enroll *!~t_! I / \u0026lt;I / 7 I / 51 / ~ I I I I I I 1--\"\"---------------------------------------------------+ Choice**' +----+ +------------------------------------------------------+---- +----+ l=n.-ol l *' ,.-.-1 I +~- -+ Choice**' +------------------------------------------------------+---- 1/I?11 v' 1 \u0026lt;71//1 I I I I I I 1-------~ -- ~---'fl --------------------------------+ I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll *Ii 11 +----+ Choice**' +------------------------------------------------------+---- :\n}. lf' _ _j_J , 1 5 , 17_, ----, -----, ----, -----, ----, -----~ I + /.2.'.1 -11/q l/ 101/ --------------------------------+---- Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 ) I ( r !,I 9 .' '\" 1 1\n) _.., I- k\nr ( \"' ~ I a h\"~ is:, ,. 55 I - 1----------------------------------------------------------------------i. \"-------------------~[\nIS\u0026lt; \\ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - LEA# 6003w-.' /0$' ADE Form# Fin 09-00-010 R/92 Countu PULASKI Law 20 - U.S.C 1221E-1 ) School : PULASKI COUNTY US Department of Education j Grade Span : /.(- b FAPD6 R/92 1-------------------------'+!C.-::.--=---.:===.:..::..:....=..:....::======================+,:i\"'\"\"'-''MUJ.!Dt_._,,J:\"R~--------------------lJ 1 WHITE NOTI BLACK NOTI IASIAN/PAC. 1AM INDIAN I of I 't------------------~G=ra=' d-~\"~!--_~_:_:_:_~-~_--~-_I-_ --'.~: _:_:_:_~-~_-_-~ -I-'-.~: _:_:_:_~-'.~:_ -_-~- I -_:_:_=-~-~-~-=-~---~-~-=-~-=-~-~-~----_-~_!___'._:_=_~___:__s___E___s_ __ ~I\n+~~~~: !~~~=~:::::~~~~=~:::::~~~~=~:::::~~~~=~:::::~~~( ' I( 15 \" ,\", K-Full Day Only Grade 1 \"'\"r o 11 * I I I I  I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- Enroll +----+ *I 3.JI +- '-4-+ Choice**' +----+ +----+ Enroll *I -l. I\"} I +--..L.-L+ Choice**I +------------------------------------------------------+---- : jj_ I ___ r I _ \u0026lt;j I_\n2. _I ____ I ____ I ____ I _____ I ____ I-----! +---------------------------------------~--------------+---+------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ~ ~ +----+ +------------------------------------------------------+---- '( ~ Grade 2 Enroll *l~,\nI I/ G1 IA I (/ I ...., I I I I I I I ,~ 1-----.0'--'---'==---=---------==----\"'-''--=---'-'--+-'----i\n__\n\u0026gt;-__-f\"- \"J\" '+--1'--\nLf-_-_-/a,'-,.-:'t--__---_f-'-=_--,_ --l_f-_-_-'--_--.:5'!:::_:-_---'_'-_-_-_-_-_-'--_-_-_-_-_---'_'-_-_-_-_-_-'--_-_-_-_-_---'_'-_-_-_-_-_-'--_-_-_-_-_---'+'-------------------------l 1 ~, Choice** I I I ' I I I I I I I I I I '-1 ( ~\n+----+ +------------------------------------------------------+---- la ~ +----+ +------------------------------------------------------+---- = Grade 3 Enroll *!9-.J'.'.'.! :_~y-~_~Q-~--~~---\n\u0026gt;--~----~-----~----~-----~----~-----! ~,t----------------,,C--,-h_o__,i,...c_e_*_*_I __ ---,--,--------,----,--------,--------,---,--------,---,-------,--------,-----------------------~- ~ +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- = Grade 4 Enroll *!d~-! :_/.5'.:1_ //_1 ___ [1 ___ / 1 ____ 1 _____ 1 ____ 1 _____ 1 ____ 1 _____ ! ~ \" ,_i ~J IJ--------------~==~-~+---_C-_ho-i_ce-*+*~I -+~--_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_~- _-_-_-+'\"\"--_-_-_------------------------,. ~ +----+ +------------------------------------------------------+---- j ~ Grade 5 Enroll *I _, ,....-1 I / n I , , I ,...--1 -'\\ I I I I I I I 'J ~ Choice**7~\"\"'-+ : t..L7L'--7-,.., ~- \"'7 l----7-----7----7-----7----7-----7 J '.I t-------------------+_-_-_-_-_+ __ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-__-___-___-__-___-___-__-___-___-__-______+ _-_-_-_- ...H.. +----+ +------------------------------------------------------+---- 1.,, Grade 6 Enro 11 * !_{_9_! : ,\niQ I_ .3 I __ 3 I_ 3 _I ____ I ____ I ____ I _____ I ____ I _____ ! 1-s! Choice**I I ~ +\n=Tr +13o --c,~ - ,J.5. -- 1 7 ----------------------------------+---- ,., ,l-------,H-,a_s_y_o_u_r__d_s__1t _ r_i_c....,t_v_o_t_e_d_t_o_p_a_pr-a_-,:t---it:--ec---1-,:-i-=--_n --:S::-c-'--h-o--'-o-::-l-'-::C-=_h-'-- o---=-,9i-=c_-_=-e7-_ _=f.-.?,:.-=Yo---_r-- =-E1-----=-s,9--_:9~_~6~ N-O-,-------------------------------l\" I  Person making this report: __________________ Telephone: _______ _ Page 1 'J-'-------------------=~-----::-,::-,:,,------==-------------------------------------------{r,I I? 1'\n\u0026gt;.,\ni.7 -'I.,- ::! ,,1---------------------'-----------------------------------------------------ll, \"' \" ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 Oa..kG. -eoveE. kM , LEA# 6003M-6 IO 8 Countu PULASKI School : PULA::\"I COUNTY Grade Span : ~e k' (,z - SCHOOL CHOICE BY CHOICE - ADE Form# Fin 09-00-010 R/92 Law 20 - U.S C 1:::\u0026gt;:::\u0026gt;1E-1 US Department of Education FAPD6 R/92  _l,.IIIMn~g I WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES ,I 1-------------------=~-.,,-,..!Jrl-\"- O__:+===========================-=-=-=--=-=-=\"'\":=-==-----------------------...\n:'I Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl i'I PT\"a .I,( \"nrfaT' ___ ,.. __ +----+ J:'nT\"n11 4-I - I ..__L..t.+ Choice** I\n,\"!] I +------------------------------------------------------+---- ' / n, ~ \" 1 r,\u0026gt; 1  -. 1 1 1 1 1 1 1 I ! I ..:\n.,1. -- 7 --' - ---------------------------------+ I ~I I .\nll '1--------------------+==-.:::--\u0026lt;-\"'\"--'+'----------'---------------------------e.~-.cc-..c-=-=======-cc-cc-=cc-cc-.:::-.:::-=======\"'\"==-----------------------...\n_ +----+ +------------------------------------------------------+---- ' 1 f-.--K_-_F_u_1_1_D_a_y_o_n_l_Y_ _ E_n_r_o_1_1_*.\n,:!=~.::_:' 1=_! ,_:cc\nJ..=-~='=/-=k-iI= =-1c cc-=-~='==\u0026lt;/='================+,:_ ____________________ _,,, \" Choice** I ~ +----+ +------------------------------------------------------+---- \" +----+ +------------------------------------------------------+---- Grade 1 Enroll *!_-2_'{! :_Q.Q~_.25':_~--~~--i--~----~-----~----~-----~----~-----1 rhn\" ro** I I I I I I I I I I I I I +----+ +------------------------------------------------------+---- \" +----+ +------------------------------------------------------+---- l~l-------'G~r2a~d~e,,__=_2_ ____ ~E~n~r2o~l~l..~..'*. =l-Q4/-:-1M.A~-21-~:~~~~-~-~1~_~'-_-3r~~Cj~_~~~---~~~~--~'---~~-~----~-----~----~-----~----~-----1 \" Choice** I I +----+ +-----------------------------------------------------+---- +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- ~ Grade 4 Enroll *!_({~! I 171 [b I 31 (o I I I I I I I 1--- -- -----------------------------------------------+ ~f-----------------\"C-\"h\"\"o'-'i,..,c,..,e'-'*~*~' --~~--~--~--~--~--~--~--~--~--~--~----------------------~ +----+ +------------------------------------------------------+---- 1~ Grade 5 +----+ Enroll *I ., u I +------------------------------------------------------+---- 1 / / 1 l~I 21 / I I I I I I I I .Y I y __ ~ ___  ----------------------------------+ I I I I I I I I I I I I\" Choice** I I I I I I I I r ~: +L/H-+ + t 51- 15 '1 - \u0026lt;11/ 5 Y -------------------------------+---- t 1~J---H-a_s_y_o_u_r_d_1_ s_t_r_i_c_t_v_o_t_e_d_t_o_p_a-\"r'-'-t.Li_c_i_p_a_t_e_i_n_S_c_-Ch-\"oh~'-o-o-l- i_c_e__.f'--o-r--19___99___ 67 _?_===-Y-E__S_ -_-~N-_O_ ___________________________ ....\nI,~, Person making this report: __________________ Telephone: _______ _ Page 1 ,. I \"-------------------------------------------------------------------------'''\n' I I IC LEA# ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - 6003~ l.3C/ ' ! ADE Form# Fin 09-00-010 R/92 ) Countu PULASKI Law 20 - U.S.C 1221E-1 School : PULASKI cpUNTY US Department of Education l 1---G_r_a_d_e __ s_p_a_n_,_-_:-_k'=_~-=-_-_~{p___'_-__-___-_- _:-_-_- +,._-_-_-_-_-_-_-_-_-_-_-_~-~-~-~-~---~-~-~-=----_-_-_---===:c::...==:....:.c....::...:__:_-=-----_-_-_-_-_-_-:.::.-c:,+::.,.N,.,U,.,M:.uB\"'E\"'R\"----------------------l:1 : ~~!\n:N~~T: ~i:~~N~~T: HISPANIC :A~!~~~~:~- ::~A!~~~AN :c~!ssES ,I --------------------'~'-':'--'~\"-!\"-\"-~--'~-\n-:-~-:-7-~-:-.\n---1-:-7-\n-:-~-:-7-~-\n:---.- 1-:-7-\n-:-~-:-7--'G\n--:--l- .- s-7-\n-:-~-:-7-~-:-\n-~-:---\n--,: -~-:-7-~-:-\n-~-:-+-:.-.-I '---\"-----------------------1 '!,. ___ PL...!..r..._e-.u.,K.i,_,_n,.,1d..,eecrL...a,._asu..r_.t=\"\"'----...JE...u.n1.Lr.,,o,_.,__,,l_l'---_--'*_'---_'~--'--'~--'-----__--__,-_~_-.-_,__-,___-,-_-+...-,-_'---_--_-...-J_--.__,-__--__--__--__--__-,__,--_-_-_-_-_-_-,._-_-_-_-_,-_-_-__-___-_-___+_,.__-_-__-___-____ -I,, +----+ 1------------------------------------------------------+ Choice**! I I I I I I I I I I I l\nir f-------------------'-+_-_-_-_-_,+'--_+,_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_cc.:_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-=+=::.::.c-=-----------------------1.1,1 13 \" K-Full Day Only ll \" -\" \" \" Grade 1 l20 +----+ +------------------------------------------------------+---- Enroll *!~_:2:: !~ -~~-~~-~--~-~---~~----' __________+ ___ Choice**' +----+ +----+ Enroll *!_--ZL! +------------------------------------------------------+---+------------------------------------------------------+---- : ~j__ I _ _3~ s: I_ / 0 I ____ I _____ I ____ I _____ I ____ I-----! ~I ~ 1---------------\"C\"-h'--'o'-'1'--' c,,_e,,_*_=_* .:..l _,__,.__ _ _,__ __ ,.___ _,__ __ ,___ _,__ _ ___,,___ _ _,__ _ ____,_ _,__ _ ____,_ ______________________ t~ Enroll *7=\n~:7 7=~~~==~=:~=~~=~==~==~====~=====~====~=====~====~=====7==== po ~ ,, ,, Grade 2 +-\"\".l.l+ ,.,.. ____ P',._I -- I----------------------------------+ d ~ Choice** I I I I I I I I I I I I I\n~7 +----+ +------------------------------------------------------+---- ~, 118 ~ llO Grade 3 +----+ +------------------------------------------------------+---- ~ ,, Enroll*!$_.\n\u0026gt;_! :~Q_~_\n?l{.~__j J_~--~l-~----~-----~----~-----~----~-----1 Choice**' IJ2 +----+ +------------------------------------------------------+---- iJ:, +----+ +------------------------------------------------------+---- p, 35 * !_kJ_(,_! Grade 4 Enroll I,: ).._(,, __I _,_\n_.Iu _ _ I _f_' __I _a(/_ _ _ I_ ___I_ ____I_ ___I_ ____I ____I _____+I ______ t,\n,,1- --------------=Cc.\n.hc.coc.cicccc...ec...*_*--'-I--~-'-----'----'-----'----'----'-----'----'------'----'------'-----------------------~\"~ +----+ +------------------------------------------------------+---- \"' Ila +----+ +------------------------------------------------------+---- 39 ' 1----~G~r_,ae_:d,,___e_\"_--:e,5_ _,,E,.,_n,._,r_,o'--'l.__._l_*.::...,_!4,~..,._-r--1\"~--'!'---'--: p\u0026lt;..\n..,1.,\n_._i,a__-.lb,.\ncQ- \\.LJ:'H~'l-_-~'-_---l~n-----''~-~'------_~-(_}-q_f- -'-'-_-_-_-_-_-'_~_',-._-_- I_--__--_-_-_-'~---_-__--__--__'--' -_-'!------------------------1:j ., ., '.-' . ., .\"., . \" - ,0 ,, 52 SJ ~ \" 56 -, Grade 6 Choice** I I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll*! 111 +----+ Choice**! I +iTf8+ +',)-'-t- ---------------------------------------------------+---- , ______I' )'e) \\.P-5_-_1_ _/_3__'_ LI (_!_ ___1_ _____I_ _______I_ ______I ________I __ I +I Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 f------------------=-..---i---,z~-----:----,.\n:----------------------------------------lCI .\n,f, t. ~~:\u0026gt; /~P \\ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 ' I _l ?~:~3i-+e /1./2- - SCHOOL cHoxc:D:vF::::c:i: 09-00-010 R/92 I Yn----\"C'-'o'-'u\"-'n\"-t\"-u,.__,__.,_P..,,Uc,,L.,A,_,S,,,K\"-I\"------------,:,---:c-----'1\"\"'a\"\"w\"'-'\"-,_.\"'-n_-_.,,_._u_.s....,c._\u0026amp;a1:, __:, ,_._1..._i::-..,,1~------------------------------------1\"- School : PULASKI ~OUNTY US Department of Education Grade Span :_~K~-~~~--- FAPD6 R/92 I f------------------= ... ======================iJ:ltl{__ _____________ --11 WHITE NOT! BLACK NOT! !ASIAN/PAC. 1AM INDIAN I of ' HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES I 1-------------------~c,T~~/~t~:~\n~-+~,\n-:-~-:-~-\n-:-\n-~-:---,\n-:---y-:-~-\n-:-\n-~-:-~~\nc..c:-~-s---,\n.-~.:.,- -\n----~-----:----~-----\n----:----~----:---------,i:G1 ---:-\n-~-:-~-\n-:-~-:---,\n-:-\n-~-: 16 C 19 P~D .u\nnA---~~~Dn ~n~n11 ~:----~ ~----:-----~----~-----~----~-----~----~-----\n----~-----~---- I. I\" +----+ 1------------------------------------------------------+ :J 11 Choice** I I I I I I I I I I I I \" 1-------------------'+_-_-_-_-_+,___+_,__-__-______________________________________~+_~_---_---_---_---_---_---_---_---_---_--I_J_ ________________________________________ +----+ +------------------------------------------------------+---- 1 ~--K_-_F_u_1_1_D_a_y_o_n_1__Y_ _ E_n_r_o_1_1_*5..i!. .c....c.'5\"_-=.!__.._,\u0026lt;:__ j\n__.g_~ /_____-_1_ _'_ -_-- ---~---_ __f__ _ _____ 1 ~-~---_' -'---------~--~~----~-----------~~---------~' ~-_\n_-_-_+-~-- --------------------f., Choice**' f _________________ __:,:c.:~~~:::,__,__\n_ ____ _\n_ __ __\n__..c\n.===:.......c...\n.\n__=======-\"--\"======----------------------t' +------------------------------------------------------+---- U +---------------------- -- - - -+ Grade 1 Enroll *!_'28_! I 8 I ~ I\n:$ I /\"2- I I I I I I I ,--2----------------------------------------------------+ r.hnire**I I I I I I I I I I I I z +----+ +------------------------------------------------------+---- n +----+ +------------------------------------------------------+---- 2' Grade 2 Enroll *I 01/ I I.\u0026gt; ..... ,,.,t:i11 A I\" ~ +~-L-+ Iv ___ - L--- - ---~ ----------------------------------+ \" Choice**' T, +----+ +------------------------------------------------------+---- ~ ~ +----+ +------------------------------------------------------+---- l :f-- __ G_r_a_d_e___3_ ____ E_n_r-,0_1_1__*.'.8. ._ :!!f _ :........:.!_...,_:_~-~--..,..~---~_-_-[- ~J- _--_.:.-,-. .' 1 ___7__ ---...,~--------....,~----------..,.~--------..,.~----------..,..~----_----_---.-.,..-'_ +--~-'- -----------------\n:~ Choice**I ~ +----+ +---------------------------------------------------+---- j ~ +----+ +------------------------------------------------------+---- ~J : Grade 4 ::::::*: 7~-~! :f-~-~~~--1-~--1--~----~-----~----~-----~----~-----! ~ ,,.1--------------~===-~ ...- _-_-_-...-. -... .~.._ -_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_.~.-._ -_-_-_-----_--~-----_----_------_--~-- 1,, : Grade 5 ::::::.:~:~~:,_ _ _..~l~~\".!-rl~c!J---'~'--:-.:~.-.-.-.1 ~w-~\"1:'-- 1 -:~~\"i:,._.~.:.~ :---.?+.--.:.-. ~ 1 :-_---:-:.~ ..-.: -:-:-:-:-:~: :---_-:-:-'~-:-:-:-:-:-~.,. .: -:-:-: .~..-.:.- :-:-:-:-~ .,.-. _-_------------------------r:I +----+ +------------------------------------------------------+---- I~ +----+ +------------------------------------------------------+---- lli! Grade 6 Enroll * I / :t I I ~l I\ni_/ I g I (.,. I I I I I I I +.!IZ::-:l-+ 1------------------------------------------------------+ ~ Choice** I I I I I I I I e ~l--------------'+\u0026lt;/:....:__i_-_+_ ...~ _l_.31-G__l_,_ 7T_-\"5._r_-_S3_-_-_-_--_-_-_-_--_-_-_--_-_-_-.._. --_-___-___-__-_-___-__-___-_-__-___-__ -_--_-_ r'\" Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 /I/ \u0026gt; loe ,,~----------------------------------------------------------------------------11\" 1, \"---------------------------------------------------------------------------~'\n/ ' ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - LEA# 60031-W- I 30 Countu PULASKI School : PULASKI COUi\n:!J:.Y Grade Span : K -o ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 + ---- --------- - ------ -------------------+~IIMqER WHITE NOTI BLACK NDTI !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES Grade +------------------------------------------------------+---- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +------------------------------------------------------+---- 'f-----'P-'rL,._e-.[JK._n=. \" uel ...._o,r.a, ,.,. _,rL.._t:_:_ ,._e_....i.=,..nu .\"~l.L..'O._wl.,.,1_._*._ _, l ,_l_..,_l _ _.l ___ ,_l _ _._1_ __ ,.___ _._l __ ,.____ __._l __c,.___ .1., _ _,l'---------------------------1 +----+ 1------------------------------------------------------+ Choice** I I I I I I l I I I I I ,1 \u0026gt;--------------------'+_-_-_-_-_+~~+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-_-_-_-_-_-_-_+_-_-_--------------------------\u0026lt; ,I 13 +----+ +------------------------------------------------------+---- :: K-Full Day Only Enroll *!k~! :_a.a(~~ '- q ,_ _c:\n_, ____ , _____ , ____ , _____ , ____ , _____ ! J l,.f--------------C-h_o_i_c_e_*_*-'1--~-~-----------------------------~------------------------id 17 +----+ +---------------------------------------~--------------+---- ( [la +----+ +------------------------------------------------------+---- :f---G-r_a_d_e_l ______ E_n_r_o_l_l_*______- ~,!--'.J:. ..!_.:..-..j: -0-,--~-3_--,--i,_ -,-_-J--'t--,-_- __-_ -, _-_-_-_-_-,-_-_-_-_-_,--_ -_-_-,,--_-_-_-_-,-_-_-__-_+ .:....I----------------------,'.(~, ~ Choice**' 1 ~ +----+ +------------------------------------------------------+---- ~ ~1----=Gc.:r....:a=-d=-e_=_-_=_2_ __ .=E,_,_n,_,r....,o-':---,'-lf,~:-\nIl-=':: -'*Ic--c7.':---'-~l ~.tc-...,,_--,--,,__L-._.-.,'.c, -1,_ --'~'----+-----.,I-'~--1-d-)-f.-:-.-.'.~.I- ---_-_-_-.:....-_-_-_-_-_,-_-_-_-_-_-.:....-_-_-_-_-_,-_-_-_-_-_-.:....-__-___-_-__-~_+___-__-___-_- ___ -r~- 1 fY\"\" t __ L ------ V --------------------------------+ ~ ~ Ch o ice** I I I I I I I I I I I I ,A ,~1-------------------'-+_-_-_-_-....:+ __ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-___-_-__-___-_-___-_-__-___-__-___- -_-_-_+_-_-_-_- ___,,1, : Grade 3 Enroll *!~:z:I ::~2:~::i1:~::{~~:{::\n:~::::~:::::~::::~:::::~::::~:::::I____ ~ f----------------:C:--:h-0-1-:--. c_e_*_*-:,---,---,-------,---,---,-----,,----,-----,,----,-----::----:-----:------------------------,, 1 ~ +----+. +------------------------------------------------------+---- ,. L~f--------,----------:=---:-::---'+_-_-_-_-_+'--_+.,.-_-_-_-...,-_-_-_-_-_-_-,..-_-_-_-..,.-_-_-_-_-_-_-,...-_-_-_-..,.-_-_-_-_--_-,...-_-_-_---:----_-_-___-_-_--,_-:_--_--__-___-__-_-,-_--___-_-__- _---,+_-_-_-_- --\n'' : Grade 4 Enro 11 * !b_\u0026lt;t__! : ,23_ I o2i:'\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_63","title":"Arkansas Department of Education's (ADE's) Project Management Tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1998-05/1998-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Office of Desegregation Monitoring (Little Rock, Ark.)","School integration--Arkansas","Arkansas. Department of Education","Project management"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/63"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["289 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant.\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED JUN 1 1998 OFFICE OF DESEGREGATION MONITORING LITILE ROCK SCHOOL DISTRICT PLAINTIFF v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of ADE's Project Management Tool for May, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION CEIVE 1 N 1 1998 LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINT! OFFICE OF .GREGATIOf. MONITORING V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KA THERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the AD E's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 !liiW1if~il~~\n~\n~~lillli1:f ~!~1i~iiaiil~11i~~!*illli\"-11 ~m~igg 15 ! B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) 8. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of May 30, 1998 {3.~$~C:,.pf.\\]h~inf Pmi~UP.h~v~ilijtil~itAP.d1I~9\u0026amp;1$..$.aDm~:%o.s.~lgp[ij{ijffS.b ~f l$?t.#~1e..ttc5. P.rlfii?#if. ~m4itm~D.Jit C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 Alf(pffl l$ss(tjistt\\$~llK~ f$.1ijfe. ~qQ~l1i~lf9QfQtjJ6.{tff tY $.7/.g w.~f~i? fqllows\nLRSO\n$34\n538,824 N.R.$ C\u0026gt;:m i.1~t~?-,~ BCSSDf $45i4J614~1' The\nallo\\ijierifsbf $tijteEqLlaliiali6fiF\n\"qridi/jg \u0026lt;%(tbJ~t$.df.qf f)1$il~$ ij(iA.150\\$0} t$~8, ... ~tlfo~~Jip pe.Qqdic adju~tfuent{/ y.,if\n~.f9./l9w.fo bR$Pt l*g.~??,~ .... NLRSOf $24.\\$5.8}5.\u0026amp;P pcsso }$5$(583,$~8 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 ~is:~ ~~'.8f ~~i~~~iij!@m 1111f\u0026amp;it\\1J Abt\n~ijfi$T~rn:dat@P.nl$.Qi d$.$\u0026amp;.fqf BM 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of May 30, 1998 F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 ~~.Er9 .. 99:Jn:~ jqfpfffi~t!eci !x~ni~)'.g\\ !6i APi~Jf~lglJijJ~q:~J~Pdl~Q}j~$$Jgf 6 ~7/fJ~R~tlPjtmfp$fiqqi:.@igj$.tmgf.\\J${ G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 ornrnt5.0ti46$t9.r ty:~11$a: ijf':Apf.lUjo\nJ$$$:Jqt~1.a. :$z~~e.\u0026amp;.:ez1J: 1\n4:Hptm~m s~lcu I~!~~ ~! AprJC~o. 1~$$\\fof FY: $.t.!~ w~{'i$?: $Q$.i:Z@4%$9~fri.VJQ p~ffij1 ijqjq$tfugrj~'.$., H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of May 30, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of May 30, 1998 P.1iVltiill!PhfpflSY $.[lQS. ~{,Apf\\I!~tmct$.~mw~fe.t The. ~Hi:ifrn~mi1 ~~Ic$Ql~t~a:t. pf:FY\n$71$$\\~f AtWl itm: :fi ~ae.i j~jijpt :t6 Pind!. ~~lU(ffigQfsf:w~I~t .~RsPt\n~\n~\\pl9 . . NL'.8$0h$1\\p$.Zi\\3~$ P.$$R S $\n$.O$i2$P J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of May 30, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of May 30, 1998 In January 1998, General Finance was notified to pay the second one-third payments for FY 97/98 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function. L. ADE pays districts for first two-thirds of their proposed budget. M. 1. Projected Ending Date Ongoing, annually. 2. Actual as of May 30, 1998 In January 1998, General Finance made the second one-third payments to the Districts for their FY 97 /98 transportation budget. At April 1998, the following had been paid for FY 97/98: LRSD - $2,039,722.66 NLRSD - $283,392.00 PCSSD - $1,073,082.00 ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of May 30, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of May 30, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD-14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of May 30, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of May 30, 1998 w~,:i~~~i~t!i~,~~gjggJiii18r~ii11i~,~APf!hl!f~pifl.tjg#i\\!t!B!WRS.:g S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS (Continued) u. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 30, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97 /98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of May 30, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97 /98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of May 30, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 11. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 30, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 30, 1998 (Continued) In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. 11 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 30, 1998 (Continued) In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. fj1:\nJXri\n:1~fiI~\niJltiffllllliili ~rnj9r:in.ua1 ... M.9nitp{ing _ R~P?.rt. tq 9$v~Jpp Pf9PP$gq Jrjqqjfi.ijqp$.@tP. .AP!\n.'.$ monitoring and  reporting q_bligahorisJ 12 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of May 30, 1998 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 To date, no action has been taken by the LRSD. 13 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section IV.E. of this report. C. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for th is item is detailed under Section IV.E. of this report. 14 IV. REPEAL ST A TUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of May 30, 1998 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 15 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of May 30, 1998 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. 16 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. 8. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 17 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 18 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addrP.ssed at the February 10, 1997 State Board of Education meeting regarding the AD E's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. 19 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 20 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) iill!~lli~\\~i~illf ijfgpfg~fa~1rn r~vlw~a ijfifJ ilit?.f .v114:m:1:g\u0026amp;11t1ina. 21 Vl. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31 , 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. 22 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 30, 1998 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. 23 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 30, 1998 (Continued) In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97/98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited . Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. 24 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 30, 1998 (Continued) In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. 1n:M~Yil:$.~~j:Jg~o/~ll$.$!.$W.h~wij'$''pfpy.m~a.gfitbiifG.OS :pr.q,ijii.l!nJgijffi vt,tw!fij#po~yft~m 8. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. In August 1995, a new ERIC disc arrived, and an updated search was conducted. These articles were reviewed. 25 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of May 30, 1998 (Continued) An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. D. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VI.F. of this report. F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 26 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 30, 1998 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 27 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 30, 1998 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strateg ies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. 28 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 30, 1998 (Continued) On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. 29 VII. TEST VALIDATION A. 8. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. 1. Projected Ending Date March, 1995 2. Actual as of May 30, 1998 On March 29, 1995, letters were sent to four national experts about conducting a test bias validation of the Stanford Achievement Test, Eighth Edition, Form K (SAT-8). Dr. Paul Williams, Deputy Director of Educational Testing Service (ETS), contacted the ADE in April of 1995 concerning the proposal for validating the SAT-8 test. The ADE requested that Dr. Williams conduct a validity study of test items used in the SA T-8. Dr. Williams submitted a final proposal for his services. The ADE Bias Review Test Committee met Friday, July 7, 1995, and approved Dr. William's contract proposal. The final contract was forwarded to Dr. Williams for his signature. The contract was signed in August 1995, thereby, completing this goal. By April 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Complete. ADE established a Bias Review Committee in April 1994. In accordance with the Implementation Plan, representatives from the Districts and the parties were invited to attend and participate in this and all meetings of the Bias Review Committee. 30 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. 1. Projected Ending Date March 1995 and ongoing 2. Actual as of May 30, 1998 Dr. Paul Williams met with the staff of the Psychological Corporation to review their methods and procedures. In August 1995, he met with the staff at Georgia State University to review the statistical methods that would be used in the analysis. Dr. Williams reported difficulty with the bias-review study in receiving the names of the bias panel and the complete SAT-8 data set from the Psychological Corporation. Dr. Williams submitted an invoice totaling $8,961 for Task I activities of the SAT-8 validity study for partial fulfillment of the test validation study. On December 6, 1995, a contract extension for Dr. Williams was reviewed by the Legislative Council. In January 1996, he indicated that he was in the final stages of the test validation, and the ADE was presented a draft report in March 1996. In May 1996, Dr. Williams stated that the wrong data sets were sent to him by the Psychological Corporation resulting in Task 3 having to be redone. A new draft of the final report was received by the ADE in July 1996. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team for their review. On September 10, 1996, the LRSD notified the ADE that they had reviewed the test validation report and would like to meet with the ADE to discuss the report. The ADE Director indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the ADE Director, the ADE Assistant Director for Technical Services, and the ADE Assistant Director for Planning and Curriculum for their review in preparation for a meeting with the LRSD regarding the validity study. 31 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of May 30, 1998 (Continued) Test validation procedures by the expert have been completed. A recommendation was drafted proposing the use of the SAT-8 by the ADE as the validated test for monitoring. The ADE is presently working to arrange a meeting with the Administration of the LRSD to discuss the test validation study. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow the ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. In February 1998, ADE staff met with senior staff members to discuss the test validation and appropriate test scores for consideration by the LRSD. The ADE Director met with the Superintendent of the LRSD to discuss test validation issues. 32 VIII. IN-SERVICE TRAINING A. Through an interactive process with representatives of desegregating districts, identify in-service training needs. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VIII.D. of this report. B. Develop in-service training programs to address in-service training needs of desegregating districts. C. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VIII.D. of this report. Implement in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VIII.D. of this report. 0 . Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 33 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 In April 1995, the Tri-District Staff Development Committee were provided an overview of the Scott Alternative Learning Center's operation and met with students and staff. In May 1995, the Districts were in the process of self-assessment and planning for fall staff development. The Districts worked on staff development to be incorporated into their fall 95/96 preschool calendars. The uniqueness of each district's needs and their schools was considered in the planning by utilizing the results of needs assessment instruments. The Tri-District Staff Development Committee met on September 13, 1995 to plan for an ADE administered Classroom Management grant. The Tri-District Staff Development Committee met on September 19, 1995 to finalize the Classroom Management grant proposal. The Tri-District Staff Development Committee met on October 24, 1995 to discuss program and staff development evaluation models that might be available to the Districts. On November 15, 1995, the ADE met with an ODM representative to discuss the progress the ADE had made in attaining the objectives outlined in the Implementation Plan with regard to inservice training. The Tri-District Staff Development Committee met on November 21, 1995 to discuss upcoming training events and various NLR programs that focus on nonacademic needs. A new program consisting of placing a graduate student of social work, a field supervisor, and a DHS worker in the district at no cost to the district was discussed. Additionally, NLR provided an overview of their program for credit deficient students. The Tri-District Staff Development Committee met on December 19, 1995 to discuss infonnation dealing with ways to broaden the perspective of multicultural education. The Tri-District Staff Development Committee met on January 17, 1996 to discuss proposed changes in the standards regarding media centers and NLRSD's staff development strategic planning committee. The committee reviewed a video on diversity produced by the Arkansas Elementary Principals Association. 34 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on February 21, 1996 to discuss the implications of budget cuts on staff development programs and PCSSD's request for unitary status for their staff development program. They also discussed the need for computer literacy, technology training, and acquisition of hardware and software by the Districts. The Tri-District Staff Development Committee met on March 27, 1996 to discuss available resources concerning sexual harassment. ADE regulations in relation to staff members attending professional association conferences as well as the district staff development and potential sites for training seminars were also discussed. The Tri-District Staff Development Committee met on April 30, 1996 to discuss the reconfiguring of Jacksonville Junior High, PCSSD professional development schedules, and APSCN on-line timelines. A tour of the Washington Magnet school was also conducted. The Tri-District Staff Development Committee received a demonstration of UALR's Baum Decision Support Center's capabilities regarding consensus and planning on May 29, 1996. The Tri-District Staff Development Committee did not meet during September, October, and November 1996 because of scheduling conflicts and the extended medical leave of the ADE liaison. On December 18, 1996, the Tri-District Staff Development Commlttee met to discuss the linkage between the Implementation Plan, staff development, and student achievement. On January 21, 1997, the Tri-District Staff Development Committee met and discussed sharing middle school strategies and the Districts' training catalogs. The Tri-District Staff Development Committee met on February 25, 1997 to discuss their current staff development programs and an overview of the relationship of their current programs with their desegregation plans. 35 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on March 26, 1997 to observe the Great Expectations Program. The principal and mentor teachers provided information on the components and philosophy of the program, and students demonstrated selected components. The PCSSD may adopt the program for selected schools in their district. The committee was provided with an update of pertinent information on resources available to the Districts. The committee decided that the ADE liaison to the committee would gather documentation of completed staff development directly from the Districts, instead of the Districts providing this information at the committee meetings. New information on teacher licensure and rules and regulations was shared with the Tri-District Staff Development Committee at their April 1997 meeting. A report was presented to the committee on information from the Arkansas Council for Social Studies about an October 1997 meeting on integrated curriculum. The Districts will provide principal retreats this summer as a part of their staff development. The PCSSD will sponsor a renowned speaker on strategies to serve at risk youth in August 1997 in which the committee is invited to attend. The LRSD shared survey results from a pilot administration to four teachers in each district. The survey found the sample to be strong in content but lacking in context and process. Plans to address these needs will be developed. In another survey to certified and non-certified LRSD staff, stress management was the major concern. The Tri-District Staff Development Committee met on May 14, 1997 to participate in a teleconference with the five 1996 awardees of the National Awards Program for Model for Professional Development. The PCSSD shared their summer and fall staff development catalog with the members. The committee will reconvene in the fall of the 97 /98 school year. The Tri-District Staff Development Committee is scheduled to meet on September 30, 1997 to discuss collaborative actions for FY 97/98. 36 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on September 30, 1997 to discuss their staff development for the 1997 /1998 school year. The PCSSD had a pre-school in-service for the faculty, and the LRSD conducted a Principals Academy with an expert on the math and science initiative which lasted several days. The NLRSD is providing staff development by satellite. The Tri-District Staff Development Committee met on October 28, 1997. The LRSD and NLRSD shared some of their staff development course offerings with the committee, and the PCSSD discussed ways of optimizing opportunities for staff development with specific emphasis on the junior high school conflict resolution training. In November 1997, the Lead Planner provided technical assistance to Central High School staff regarding data disaggregation, test score analysis and ways to improve student achievement. The Tri-District Staff Development Committee met on November 25, 1997 to discuss the Standards for Staff Development. The LRSD will begin providing technology training to their employees in January by utilizing business teachers. Additionally, they discussed a collaborative venture of the Districts involving a workshop from Chicago on a program called \"Great Expectations.\" The Tri-District Staff Development Committee met on December 16, 1997 to discuss technology plans, strategies for obtaining information currently being provided to the education cooperatives, scheduling of Arkansas history, and the development of a comprehensive list of locations available for staff development. Members agreed to bring information on available locations to the January meeting and have set a tentative completion date for the project of May 1998. The Tri-District Staff Development Committee met on January 27, 1998 to share information for developing a comprehensive list of locations available for staff development. The Tri-District Staff Development Committee met on February 24, 1998 to work on the development of the list of locations available for staff development. The committee also discussed the meeting on student achievement sponsored by the ADE for the Districts, principals' staff development in the Districts and emphasis on improving achievement as reflected on the SAT-9. 37 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on March 19, 1998 to discuss the math and science grant received by the LRSD, the Districts' in-service calendars for August, TESA and Student-Team Learning trainers, and team building for staff. The ADE Deputy Director is scheduled to discuss ways the committee can strengthen their relationship with the regional cooperatives at their May meeting. 38 IX. RECRUITMENT OF MINORITY TEACHERS A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 1. Projected Ending Dates (See dates on individual key activities) 2. Actual as of May 30, 1998 A staff member of the ADE's certification department attended all of the college career days in FY 94/95 in Arkansas and one out-of-state. In FY 95/96, ADE certification staff members attended career and job fairs at the following colleges and universities: Philander Smith College\nUAM\nHSU\nATU\nUCA\nASU\nUA-Pine Bluff\nUA-Fayetteville\nHarding University\nSAU\nand Jackson State. ADE certification staff met with representatives from the Districts to ensure they were aware that ADE personnel were available to provide assistance in recruitment and certification of minority teacher candidates. A job fair was conducted at the University of Arkansas at Pine Bluff on December 4 , 1996. The Districts were advised of the ADE's availability for providing assistance in recruitment and certification. tn February 1997, ADE certification staff members attended teacher job fairs at Henderson State University, Arkansas Tech University, and University of Central Arkansas to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. ADE certification staff members attended teacher job fairs at Harding University, UA-Fayetteville, UA-Pine Bluff, and ASU in April 1997 to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. From April 16, 1997 through May 6, 1997, ADE certification staff members attended teacher job fairs at Philander Smith College and SAU to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. Additionally, ADE staff attended an out-of-state teacher job fair at Jackson State University at Jackson, Mississippi. Recruitment activities were suspended for the summer, but they will resume in the later part of September for FY 97 /98. On September 25, 1997, the ADE's Professional Licensure Supervisor attended a career day job fair at Philander Smith College to provide support to the Districts in recruiting teachers. 39 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 2. Actual as of May 30, 1998 (Continued) On November 6, 1997, the Professional Licensure Supervisor attended a career day job fair at the University of the Ozarks in order to facilitate the Districts' recruitment efforts. Recruitment activities will resume in February 1998. Representatives of the ADE's Professional Licensure Unit attended job fairs at Arkansas Technical University, UCA, ASU and the University of Memphis from February 26, 1998 through March 12, 1998. A representative from the ADE's Professional Licensure Unit attended job fairs at UA-Fayetteville and Harding University on March 30, 1998 and April 2, 1998, respectively. f3ijpf~~~h~#.tiY~~ Jrqrf\\ Jq~\np!:j' Rr9.m~~(pq~f\ng,~p~qr,~ pm~~p~~{(lRP- f~Ri ijfpfilJl6X!~f $rr\\Im\nQql(~g~/AQ ijQi:.f.J:facthE?:~l42.Pl.l?Dijio.iAPfi!!1$.g?k B. Beginning in 1994, by May and November of each year, Districts will supply to the ADE information about shortages of teachers by grade and subject area. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of May 30, 1998 Letters were sent in May, August, and December 1995 to the Districts requesting information regarding teaching positions available by grade and subject areas. In May and November 1996, the Human Resources offices of the Districts were requested to provide information regarding teaching positions available by grade and subject area. The ADE sent follow-up letters requesting information from the Districts regarding teacher shortages in February 1997. The NLRSD and the PCSSD indicated that they expect teacher shortages in the areas of Special Education, Mathematics, the Sciences, Foreign Language, English as a Second Language and Gifted and Talented Education. On May 20, 1997, information was requested from the Districts regarding teacher shortages. Follow-up letters were sent in July 1997. 40 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) C. D. Beginning in 1994, by May and December of each year, request information from colleges and universities about the numbers and types of minority-teacher graduates. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of May 30, 1998 In May and December 1995, letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas requesting information on minority teacher graduates. Letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas in May and November 1996 requesting information on minority teacher graduates. In May and December 1997, letters were sent to all Arkansas colleges and universities with teacher education programs requesting minority teacher graduate information. C?riM~Y 14?11~~Il~fief~ ~~r~ ~~nf,g ~ltAr~~r~~~ SC?H~~~!~q#ipN'.~r~m~~ili t~?t5..t~fJv?t,fipfit?tniX\\iil:iWijffitibJm1ntit9t.?..nttJt~4wn~:inr\u0026amp;rm\u0026amp;tlm Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 In June 1995 and January 1996, ADE sent the information received from Arkansas colleges and universities on minority teacher education graduates to the Districts. In July 1996 and January 1997, ADE sent the information received from Deans and Certifying Officers on minority teacher education graduates to the Districts. On February 3, 1997, a list of minority teacher graduates from the University of Arkansas at Fayetteville was forwarded to the Districts as an addendum to the list of graduates compiled on January 16, 1997. 41 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The ADE provided the Districts with the Minority Teacher Graduate Report compiled from the minority teacher graduate information received from Arkansas colleges and universities in July 1997 and January 1998. E. Each November, ADE will request information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidates' database. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 On November 30, 1994, letters were sent to the Districts requesting feedback on the effectiveness of the ADE's minority recruitment assistance. Follow-up letters were sent on March 17, 1995 since no responses had been received. Additional follow-up letters were sent to the Districts in August 1995 because the ADE had received no responses from the Districts. A planning and evaluation meeting was scheduled on January 11, 1996 with representatives from the Districts. The Districts did not attend the meeting. In February 1997, letters were sent to the Districts requesting feedback on the effectiveness of ADE's minority recruitment assistance. The NLRSD and the PCSSD submitted favorable evaluations concerning the effectiveness of the ADE's recruitment assistance efforts. The ADE did not received any information from the LRSD regarding this matter. 42 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES A. Assist ADHE in identifying, analyzing, addressing and eliminating racial disparities in the allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section X.D. of this report. B. Representatives of the ADE and the ADHE will work together, review ADHE's available data to identify racial disparities in allocation of scholarships. C. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section X.D. of this report. Using its knowledge about public schools, teacher education and certification, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions, and recommendations about racial disparities in allocating scholarships to ADHE. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section X.D. of this report. D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 43 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. (Continued) 2. Actual as of May 30, 1998 In April 1995, ADE met with representatives of ADHE concerning identification and analysis of possible disparities in scholarship allocations. In June 1995, a collaborative effort was made between the ADE and ADHE to enhance the rate at which minorities were applying for the 1995 teacher scholarships with special emphasis on the areas of science, math, and foreign language through a direct mail program. In July 1995, representatives from the ADE and the Districts met to review the scholarship applications. The Implementation Committee on Financial Assistance to Minority Teacher Candidates discussed ways to increase minority awareness of the scholarships available for minority teacher applicants. The committee agreed to meet quarterly to identify, analyze, and address eliminating racial disparities in scholarships. The committee met in December 1995 to discuss the distribution of scholarships for the 95/96 school year. The committee meets on a continuous basis to review scholarship distributions and discuss ways of improving the pool of applicants for minority teacher scholarships as detailed further in Section X.E. of this report. E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 During the May 1995 Legislative session, Acts 188, 189 and 259 regarding scholarships were passed. A meeting to monitor and analyze the distribution of scholarships for the 95/96 school year was held on December 15, 1995. 44 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of May 30, 1998 (Continued) The committee met on June 7, 1996 to review the scholarship applications for minority teacher candidates for the 96/97 school year. Representatives from the ADHE stated that the ADHE expected to have the resources to fund: 56 scholarships under the Emergency Secondary Education Loan Program\n100 scholarships under the Minority Teacher Scholars Program\nand 13 scholarships under the Minority Masters Fellows Program. The committee also discussed ways of increasing the scholarship applicant pools, and a recommendation was made to make scholarships available to part-time students. In September 1996, a proposal was submitted to the Assistant to the Director for Legislative Services recommending the Legislature offer minority teacher scholarships to part-time students. The committee met on October 23, 1996 to review the scholarships awarded for the 96/97 school year. The following scholarships were funded: 60 scholarships totaling $144,266 for the Emergency Secondary Education Loan Program\n20 scholarships totaling $107,500 for the Minority Masters Fellows Program\n109 scholarships totaling $505,093 for the Minority Teacher Scholars Program\nand 258 students in the Freshman/Sophomore Minority Grant Program received scholarships totaling $374,000. In March 1997, information on minority teacher scholarships and how to apply was provided to the Districts and Arkansas colleges and universities. The Districts were informed of ADHE's scholarship promotional efforts and legislative updates. The next meeting of the committee will be in September 1997. On April 8, 1997, notifications were sent to all Arkansas colleges and universities on the Minority Teacher Scholars Program reminding them that the deadline for receiving applications was June 1, 1997. This information was also provided to the Districts. The Minority Teacher Scholarship Committee will meet on October 9, 1997 to discuss the scholarships awarded for FY 97/98. 45 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of May 30, 1998 (Continued) The Minority Teacher Scholarship Recruitment Committee met on October 9, 1997 to discuss the scholarships awarded for FY 97/98. The ADHE Assistant Coordinator for Student Financial Aid provided a comprehensive presentation on scholarships awarded for the 97/98 school year. There were 235 scholarships awarded in the Freshman/Sophomore Minority Scholarship program totaling $344,988. The Emergency Secondary Education Loan program awarded 52 scholarships for a total of $119,370. There were 83 scholarships for $403,520 awarded in the Minority Teachers Scholars program. The Minority Masters Fellows program awarded 20 scholarships for a total of $73,750. The ADHE representative indicated that during the 1997 regular legislative session legislation was passed to allow hispanics and asians to participate in the minority scholarship programs. It was stated that the average GPA for minority teacher scholarship recipients had increased to 3.13, and that the dollars awarded in the Minority Masters Fellows program were down from last year because most of the recipients were part-time students. The committee discussed numerous avenues that might be utilized to inform minority applicants of scholarships available. Communication with the faculty of Arkansas colleges and universities regarding the availability of scholarships was discussed as a way of informing teaching students of possible resources available to them. The next quarterly meeting of the Minority Teacher Scholarship Recruitment Committee will be February 19, 1998. The quarterly meeting of the Minority Teacher Scholarship Recruitment Committee scheduled for February was canceled since only the NLRSD and an ADE representative were present at the scheduled meeting place. The meeting has not been rescheduled at this time. The Minority Teacher Scholarship meeting was rescheduled for March 26, 1998. 46 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of May 30, 1998 (Continued) The Minority Teacher Scholarship Recruitment Committee met on March 26, 1998. The committee was updated on the requirements and application packets were distributed for the Emergency Secondary Education Loan Program (ESELP), Minority Teacher Scholars Program (MTSP), and Minority Masters Fellows Program (MMFP). The deadline for applications was April 1, 1998 for the ESELP and June 1, 1998 for the MTSP and MMFP. The scholarships will be awarded in July 1998. A committee member requested that ADHE send scholarship applications to the schools as well as the district offices to ensure that their teachers and students were apprised of the scholarships available. It was suggested that the colleges submit prospective graduate information for use by the Districts no later than April since the Districts begin the interview process of Spring graduates in May. The ADE Implementation Plan currently requires that the ADE request information on minority teacher graduates in May, and then it is distributed to the Districts in June or July. A representative from the ADE Teacher Licensure Unit was present at the meeting and stated that the ADE would try to accommodate the Districts with this request, but she cautioned that colleges and universities are reluctant to provide tentative graduate information. The next committee meeting is scheduled for July 30, 1998 at the NLRSD offices. 47 XI. MINORITY RECRUITMENT OF ADE STAFF A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific objectives and timelines). 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The Minority Recruitment Committee met on April 14, 1995. New committee members were assigned tasks and goals to increase the effectiveness of the Minority Recruitment Plan. At the Minority Recruitment Committee meeting on May 18, 1995, the committee was divided into four working sub-teams to update the annual plan. Each team focused on one of the four goals in the Minority Recruitment Plan and monitored specific task completions. From June to October 1995, subcommittees met and worked on monitoring the progress of the ADE in accomplishing the tasks outlined in the Minority Recruitment Plan. In September 1995, the ADE reached an agreement with the Arkansas Statewide Systemic Initiative (ASSI) for conducting an audit of the Minority Recruitment Plan. The committee reviewed the recommendations and comments for updating the plan at the November 1995 meeting and reviewed the final draft at the December meeting. The ASSl's audit findings were presented to the committee on January 16, 1996. It was determined during the initial review that the files were incomplete to the extent that an accurate audit was not possible. The auditor met with the committee in March 1996 to review the additional documentation in the files. The auditor prepared the final report in April 1996 indicating that of the 89 actions contained in the Minority Recruitment Plan, 74 of the items had been completed, nine were in progress, and six had not been started. The audit stated that of the 22 items in Goal 1, 15 were completed, one was in progress, and six had not been started. Goal 2 contained 14 items, 13 of which were completed and one in progress. Goal 3 consisted of 30 items with 29 items completed and one in progress. Goal 4 consisted of 23 items with 17 items completed and six in progress. 4 8 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of May 30, 1998 (Continued) The Minority Recruitment Committee met on June 6, 1996 to discuss updates and revisions addressed in the audit and the new racial/gender report on Grades 21 and above. Since the completion of the audit, Goals 2.3.4 and 3.3.8 were completed, and a list of recommendations for retention activities was written. Also, a random sample of ADE employees was asked to fill out questionnaires, but only a limited number were returned. In August 1996, the Minority Recruitment Committee met and discussed the actions necessary to complete Goals 1 and 4 contained in the Minority Recruitment Plan. At the September 1996 meeting, the committee was updated on the progress of all four goals in the Minority Recruitment Plan. The committee heard an analysis of application and hiring practices and discussed the relevance of the data. Suggestions made by the State Board of Education regarding the Employee Tracking Data Check Sheet were discussed at the February 1996 meeting of the Minority Recruitment Committee. Goal 1 of the Minority Recruitment Plan will be completed when the employee tracking sheet is finalized. The Minority Recruitment Committee met on March 14, 1997 and March 27, 1997 to discuss the draft Revised Minority Recruitment Plan and progress toward completing Goal 4. The committee passed a motion to omit Section 1.1 from Goal 1 of the draft revised plan. Additionally, the committee suggested that communication be made an integral part of each goal of the revised plan. The committee discussed the need for professional training programs, incentives for educational opportunities, and upward mobility for all staff within the ADE. In an effort to complete Goal 4, a representative from the ADE communication section presented development costs for media materials to the committee. Additionally, a representative from the ADE MIS section discussed the possibility of using the network to disseminate information to employees. It was suggested that the committee continue to receive assistance from MIS ori the orientation video. 49 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of May 30, 1998 (Continued) In an effort to represent all sections within the ADE, the committee recommended that representatives from the ADE communication and MIS sections be added as members to the committee. Currently, neither section is represented on the committee. The Minority Recruitment Committee met on April 18, 1997 to discuss the need to revise the action steps for each of the committee's four goals. The committee decided to schedule a two-day retreat in an effort to review all goals and actions. The Minority Recruitment Committee met on May 19, 1997 to discuss the agenda for the annual retreat and revisions to the action plan emphasizing recruitment and retention at all grade levels. A two-day annual retreat was held on June 18-19, 1997 at the Teacher Retirement Building. The retreat facilitated the revision of the Minority Recruitment Committee's action plan for their four goals. Dr. Gary Chamberlain, UALR faculty member, served as the facilitator. The revised plan was distributed to the Minority Recruitment Committee at their July 18, 1997 meeting for final approval before it is submitted to the administrative team and the State Board of Education. The Minority Recruitment Committee meeting scheduled for September 12, 1997 was rescheduled for September 30, 1997 due to members scheduling conflicts. The meeting will be reported in the November PMT. The Minority Recruitment Committee met with the ADE Deputy Director in November 1997 to provide him with a copy of the revised plan and receive his input on the plan. The revised Minority Recruitment Committee (MRC) plan was approved at the December 1997 State Board of Education meeting. The MRC met in January 1998 to discuss the implementation of the revised MRC plan. Reports and documentation of progress in completing the components of each goal will be reported at the next meeting. 50 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) 8. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 As of August 1995, the ADE had hired or transferred 38 employees in Grades 21 and above in the General Education Division. This group was composed of 11 black females, 5 black males, 16 white females, 4 white males, 1 other female, and 1 other male. The racial composition of the these employees was 52.6 percent non-minority and 47.4 percent minority. As of October 1995, there were 161 filled positions in the GED in Grades 21 and above. There were 27 minorities or 22.9 percent in Grades 21 and above. An analysis on Goal 1 regarding application and hiring practices was presented at the September 1996 meeting. Samples of graphs and tables for presenting the data were distributed at the meeting. The Minority Recruitment Committee met on December 13, 1996 to discuss the latest draft of the ADE Employee Tracking Data Check Sheet. The committee recommended various fonnat changes including the addition of a table of contents and an executive summary. The committee met on January 17, 1997 to continue the discussion on the draft ADE Employee Tracking Data Check Sheet. The Assistant Director for Planning and Curriculum agreed with all but three of the committee's recommendations for the employee tracking sheet. He requested that the committee continue discussions on this matter. The Minority Recruitment Committee met on February 14, 1997 to discuss the status of the Employee Tracking Data Check Sheet. The committee also discussed the lack of minority employees in some areas and the loss of several minority employees and the possibility of revising the new Minority Recruitment Plan. The committee received information on Arkansas pupil enrollment by race at their March 14, 1997 meeting. Arkansas enrollment figures for October 1, 1996 revealed that 73.7% of all students are white, 23.4% are black, 1.8% are hispanic, 0.7% are asian, and 0.4% are native american. 51 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) To assess the effectiveness of the action steps for each goal, agenda items were developed for the committee's June retreat. The committee recommended that invitations be sent to Senator Beebe, Julie Cullen, Gene Wilhoit, and all State Board members. At the May 1997 Minority Recruitment Committee meeting, the committee discussed reviewing the most recent quarterly hiring and retention report and revisions to the action plan at the annual retreat. Discussions during the July retreat focused on the current plan, the original purpose of the plan, and necessary changes with input provided by committee members and speakers from the Arkansas Department of Higher Education, Employment Securities, and the ADE. At the January 1998 MRC meeting, it was decided that the chair and secretary would prepare a report on minority representation within each unit and section and present it to the committee at the next meeting. 52 XII. SCHOOL CONSTRUCTION A. Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XII.C. of this report. 8. Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts. C. 1. Projected Ending Date October 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section XII.C. of this report. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. 1. Projected Ending Date October 1994 2. Actual as of May 30, 1998 ADE's School Site Selection Committee met on April 21, 1995 to revise the proposed rules and regulations. The proposed rules and regulations were presented to the State Board of Education on May 8, 1995. The Board voted to table the decision on public comment until the proposed rules and regulations were reviewed by the Attorney General's Office. The Attorney General's Office reviewed the revised school construction draft and provided a letter of approval. 53 XII. SCHOOL CONSTRUCTION (Continued) C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. (Continued) 2. Actual as of May 30, 1998 (Continued) On June 12, 1995, the State Board of Education voted to place the revised School Site Approval rules and regulations for public comment. The hearing was held on June 19, 1995 in the ADE Auditorium, and a copy of the revised draft was sent to all school districts in an ADE Director's Memo. Proposed rules and regulations underwent a third revision and were presented to the Board in July 1995 with a request for final approval. The revised rules and regulations were approved by the State Board of Education on July 10, 1995. On August 3, 1995, the proposed School Site Approval rules and regulations were reviewed by the Legislative Council. Due to questions raised by the staff attorney for the Legislative Council, the council voted to defer review until their next meeting so that additional information could be obtained to resolve the questioned items. The proposed School Site Approval rules and regulations were reviewed by the Legislative Council on September 7, 1995 and went into effect on September 8, 1995. Goal completed. No additional reporting required. 54 XIII. ASSIST PCSSD A. Determine if the PCSSD wants and needs assistance in lowering the cost of Black History course offerings to its certified staff. 1. Projected Ending Date April, 1994 2. Actual as of May 30, 1998 A letter was mailed to the desegregation director of the PCSSD on March 16, 1995 regarding offering assistance in facilitating a special arrangement with colleges and universities for reducing the cost of a black history course offering to the PCSSD certified staff. In a letter dated April 3, 1995, the PCSSD responded that their staff development director was working with UALR to develop the black history course offerings. No additional assistance was requested of the ADE. Goal completed as of June 1995. 8 . If PCSSD wants assistance, communicate with local colleges and universities to facilitate the Black History course offerings to PCSSD teachers at the lower costs possible. 1. Projected Ending Date September 1994 2. Actual as of May 30, 1998 UALR informed the ADE that they had contacted PCSSD regarding their willingness to provide non-credit black history studies for the PCSSD. UALR indicated that as of November 11 , 1994 they had received no response from the PCSSD. Two universities offered assistance in providing teachers in the PCSSD a black history course. The ADE had not received requests for any assistance with the facilitation of a black history course in the PCSSD as of February 27, 1995. On April 3, 1995, the PCSSD informed ADE that its staff development director was working with UALR to develop the black history course offering. No additional assistance was requested of the ADE. 55 XIV. SCA TIERED SITE HOUSING A. Through Executive Branch communication procedures, ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing. 1. Projected Ending Date Not applicable. 2. Actual as of May 30, 1998 The ADE had previously inquired about State land holdings in Pulaski County and about availability of State land holdings for use as building sites for scattered site housing. All materials were distributed to the appropriate district representatives. There has been no contact with the PCSSD on Scattered Site Housing since July 1995. Goal completed . No additional reporting required. 56 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS A. Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. 1. Projected Ending Date May 1994 2. Actual as of May 30, 1998 On April 21, 1995, a letter was sent to the LRSD Superintendent suggesting meeting dates to discuss the variables which affect student achievement. On May 1, 1995, the ADE Director was advised of the need to discuss the selection of the SAT-8 to measure the LRSD's progress toward meeting the loan forgiveness threshold of the Settlement Agreement. On May 21 , 1995, the ADE staff discussed the status of the selection of the test relevant to the ADE's Implementation Plan. The Variables Committee, a subcommittee of the Test Selection Committee, received evaluations on the relationship of the various types of scores that could be used on the SAT-8 Test. The Variables Committee recommended using the state-adopted norm referenced test to determine the achievement levels of black and white students. Based on the evaluations, they indicated that scaled scores or raw scores would appear to be the better metrics to use for this purpose. The recommendation from the Variables Committee was submitted to the Test Selection Committee and the ADE Director on July 28, 1995. Until the test validation has been completed, no additional progress can occur on this objective. For the progress being made on the test validation process see Section VII. of this report. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team. Additionally, the LRSD Director of Planning, Research and Evaluation was provided a copy of the test validation report. 57 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS (Continued) A. Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the Districts' progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) On September 10, 1996, the LRSD notified the ADE that the district had reviewed the test validation report and would like to meet with the ADE to discuss the report. The Director of the ADE indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the Director of the ADE, ADE Assistant Director of Technical Assistance, and ADE Assistant Director of Planning and Curriculum for their review in preparation for the meeting with the LRSD regarding the validity study. In February 1997, a memorandum was sent to the Assistant Directors of Technical Assistance and Planning and Curriculum which summarized the test validation and variables subcommittee work and outlined the next step of formalizing an agreement with the LRSD on the use of the SAT-8 and the choice of raw or scaled scores as the metric. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. In February 1998, ADE staff met with senior staff members to discuss the test validation and appropriate test scores for consideration by the LRSD. 58 XVI. MONITOR SCHOOL IMPROVEMENT PLANS A. Fully implement the Extended COE Improvement Plan Process in all schools in the three Pulaski County school districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XVI.D. of this report. 8. Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year (every school every five years) and provide peer review team recommendations to the schools reviewed. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XVI.D. of this report. C. Receive from all schools, annual reports on progress toward meeting recommendations of School Improvement Plans. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XVI.D. of this report. D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 In June 1995, ADE personnel reviewed the Extended COE packet and prepared for holistic reviews of the Cycle 5 schools. 59 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 In July 1995, year-end reports were finalized by the field service specialists. Plans to review the draft Cycle 5 school improvement plans, and plans for technical review visits in the 95/96 school year were discussed. In August 1995, holistic reviews of the Cycle 5 school improvement plans were conducted. A school improvement conference was conducted. In October 1995, computer programs used by Effective Schools proponents were ordered for review, and a draft monitoring checklist for ECOE was developed. In November 1995, two meetings were held to plan for 95/96 monitoring. Onsite visits were conducted to prepare schools for the FY 95/96 team visits, and technical review visits continued in the Districts. In December 1995, technical assistance visits were conducted, and monitoring occurred in all schools in the Districts. Technical review visits continued. In February 1996, announced monitoring visits in the Districts were completed. The field service specialists completed the midyear monitoring reports and prepared for the spring NCA/COE peer team visits. In March 1996, unannounced visits and peer team two-day visits of Cycle 5 schools were conducted. Written reports of two-day team visits were prepared, and field service specialists provided assistance to schools on their school improvement plans. In April and May 1996, unannounced monitoring visits were completed, and monitoring fonns were scanned for inclusion in the July monitoring report. Team visits were completed, and the annual COE monitoring reports were prepared. In June 1996, the data from the announced and unannounced monitoring visits of the Cycle 5 schools was analyzed using descriptive statistics. The Semiannual Monitoring Report was filed with the Court, and copies were distributed to the parties. All Cycle 5 school improvement plans were monitored. Team visit reports were included in the Semiannual Monitoring Report. In August 1996, meetings were held with the Districts regarding announced monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. 60 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 (Continued) In September 1996, recommendations on the monitoring schedule and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with tentative training schedules outlined for Cycle 1 schools. In October 1996, a meeting was held with the Districts to identify, update, and modify the schools in Cycles 1 - 5. Monitoring packets for the Cycle 1 schools were presented during the Principal's Monitoring Workshops. Technical assistance continued to be provided to the Cycle 1 schools regarding their school improvement goals through December 1996. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and were completed in December 1996. The ECOE monitoring reports on the Cycle 1 school improvement plans were included in the Semiannual Monitoring Report and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties in January 1997. In February 1997, the field service specialists prepared for the spring peer team visits of the Cycle 1 schools and the annual NCA reports. From February through August 1997, technical assistance was provided as progress reports were evaluated and when specific requests were made. The NLRSD Cycle 1 ECOE team visits were completed in March 1997. Cycle 5 schools submitted their progress reports from their FY 95/96 team visits, and the outcomes will be reviewed and compiled for inclusion in the PMT after all have been received. Team visits were completed in April 1997 for the PCSSD. The LRSD prepared for their team visits, and Cycle 5 school progress reports were received. An expanded team meeting of Team V was held on April 7, 1997 to provide training for monitoring activities and evaluating school improvement plans during team visits. A presentation was made on Act 338 of 1991. 61 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 (Continued) ECOE team visits were scheduled, and all Cycle 1 peer team external visits were conducted as of May 1997. As of June 1997, all Cycle 1 schools had their ECOE team reports provided to them for their review, and information was mailed to the Cycle 5 schools regarding their progress reports. The July 15-17, 1997 School Improvement Conference was held in Hot Springs and emphasized the COE school improvement process. The conference focused on Phase II of COE and the need for the continuation of school improvement. The field service specialists provided technical assistance throughout the conference on school improvement activities and plans and answered questions from delegates. As of August 1997, dates for the ECOE team visits of the Cycle 2 schools were established for FY 97 /98, and progress reports were in the final stages. Technical assistance was provided to the Cycle 2 principals at the Desegregation Monitoring and School Improvement Workshop held on September 10, 1997. In October 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. The field service representatives discussed the ECOE process with principals, ECOE steering committees, and faculty and worked with teachers on analyzing perceptual surveys. Additionally, the need for a database on achievement was emphasized, and guidance was provided on school improvement plans. In November 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. Technical assistance visits were also conducted, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. In December 1997, technical assistance visits were conducted regarding the school improvement process and consensus building. Additionally, the infusion document and perceptual surveys were provided to schools in the ECOE process. 62 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 (Continued) Unannounced monitoring visits began in February 1998, and technical assistance visits were conducted on the school improvement process, finalizing school improvement plans, and external team visits. Unannounced monitoring visits were conducted in March 1998, and technical assistance was given regarding the ECOE team visits, team building, and the school improvement process. Unannounced monitoring visits continued in April 1998, and technical assistance was provided to the Districts regarding the ECOE process. g.n~noPf.\\2~~ rnAmt~ur~:vr~1t~ wfti sPmi?!lt~2 :,n fx1ijx 1gg~\n11ng:1~nn1.~1. ~$$ista:ttc$ w~tpt. yicJ.~oJ0JtW#.Oi$.ttit$f~$ri:ltM tne:1\n001\nPt \u0026amp;e$$* 63 XVII. DATA COLLECTION A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Data was collected in May 1995 from all schools during the unannounced visits. Information that was unavailable during the announced visits was collected during the unannounced monitoring visits. In June 1995, data was collected from the Districts and analyzed for inclusion in the July Semiannual Monitoring Report. In July 1995, data from perceptual surveys was reviewed. In August 1995, the data elements to be reviewed and the data collection process for FY 95/96 were articulated to the Districts. In September 1995, the data collection format for the 95/96 school year was distributed to the Districts. Financial information for FY 93/94 and FY 94/95 was requested from the Districts, and principals were given inservice training regarding FY 95/96 monitoring. The Districts provided fourth quarter data on discipline, testing, nonpromotes, and budget for inclusion in the February 1996 Semiannual Monitoring Report. A workshop to develop a common terminology for monitoring purposes was conducted on October 17, 1995 with the Districts. The workshop identified the data available in the Districts to fulfill the requirements of the Allen Letter's 14 elements. The group correlated the data elements to the five monitoring forms. Monitoring data was verified for inclusion in the February Semiannual Monitoring Report. Data on nonpromotes was analyzed for inclusion in the February Semiannual Monitoring Report. Announced monitoring visits began on November 14, 1995. The preliminary February Semiannual Monitoring Report and its executive summary were presented to the ADE administrative team and the State Board of Education. Announced monitoring visits were completed on January 26, 1996. Unannounced monitoring visits began in late February 1996 for the Cycle 5 schools in the Districts and were completed in April 1996. 64 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) A supplemental report to the February 1, 1996 Semiannual Monitoring Report was filed with the Court on April 8, 1996. Data requests for information were forwarded to the Districts. Information was reviewed, analyzed, and formatted for inclusion in the July Semiannual Monitoring Report. The data received from the Districts was analyzed and reviewed. Instructional program reporting was clarified after the Districts and ADE desegregation staff collaboratively established a definition. All data collected for the July 1996 Semiannual Report was disaggregated, analyzed, and displayed in color graphic form for reporting. In August 1996, the Districts were provided with the monitoring requirements and expectations for the 96/97 school year. In September 1996, monitoring formats were revised. Technical assistance was provided to the LRSD on data collection and formatting of certified staffing data. Monitoring packets for the Cycle 1 schools were developed in October 1996 and presented during the Principal's Monitoring Workshops. In November and December 1996, data was received, reviewed, and formatted for the February 1997 Semiannual Monitoring Report. The Semiannual Monitoring Report was finalized in January 1997 and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee of the Arkansas General Assembly, and the parties. In February 1997, the format for the July 1997 Semiannual Monitoring Report was developed, and Cycle 1 SAT-9 test data was obtained from the ADE's Assessment Section. In March 1997, data forms were sent to the Districts to assist with the submission of information for the July Semiannual Monitoring Report. Data was also collected through existing reports submitted for the annual report. 65 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31 , 1989 Monitoring Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) In April 1997, the Districts were notified that the deadline for data collection submission was April 24, 1997. As of May 14, 1997, all data was received from the Districts. In June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized and presented to the Desegregation Litigation Oversight Subcommittee on June 25, 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the Court and copies were distributed to the State Board of Education and the parties. In August and September 1997, data requirements for the February 1998 monitoring report were provided to the Districts. In October 1997, the financial information requested for inclusion in the February 1998 monitoring report was received from the Districts. In November 1997, the data requested from the Cycle 2 schools was received. The Desegregation Monitoring staff began the data analysis process in accordance with established ADE guidelines and procedures. In December 1997, the draft February 1998 monitoring report was prepared for review by the Administrative Team and the Attorney General's Office. The February 1998 monitoring report was completed in accordance with the Allen Letter, Implementation Plan, and ADE reporting guidelines and format. On January 23, 1998, district representatives were provided copies of the report to verify data accuracy and evaluate the effectiveness of the announced monitoring visits. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. The February 1998 Semiannual Monitoring Report was filed with the Court on February 2, 1998. 66 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) During unannounced monitoring visits, the Districts were reminded of the data elements that would be reviewed and collected. In April 1998, the Cycle 2 schools were advised of the data collection items that will need to be reported to the Desegregation Monitoring Unit for inclusion in the July 1998 Semiannual Monitoring Report. 67 XVIII. WORK WITH THE PARTIES AND ODM TO DEVELOP PROPOSED REVISIONS TO ADE'S MONITORING AND REPORTING OBLIGATIONS li[lill1~1~ililil!llllllllll11!llill\\ll,1~rlW.i11\u0026amp;11:1111lr.tr.1~1I ffi\u0026amp;.iittQ.fiog:!~ddlr.ffiftfb!lfi!WIU.ftlJ rn Af\not1~atmi.moe1:P.nia1r:mwilHfiP.fi~ntiuvJi mm.1 artwqtillt#tUtttiir:a.riif!t]61 :t~!.l~~~i:f ~~~!f J!i\\ilW-'116.wn,filJI1fui:1a.s mlfitliiil$.tm~::m,imgi:m:gtt\u0026amp;n1: m on M~Y 1 ~\ni-8\nlb~)Qgqr( inteti!ili~OiPrdff f.fflf\u0026amp;vifig\\ltii@Pe fJt,J !9-ijJiglffpijJ P nU=ta!ij\\y i~~~:~m,~fihY~i: M211~Rfinij B~Rrf~p:Jh~tf~ ~Q:~Hl'rJ9tk iii ffii'Rift1~~\\ln4 ~t?M:fil d~v~Jqp pfqpb$)iid r\u0026amp;vts.itis ffi lb~ A'.Df\n'-((m4mtoog ~hdt~PQffi)\nig QPUQ'fflffi$} onM\ny 1.a:1wij\n1ftters were tent tOtf\\e t5aftle~ loggeiting atf~ewotktarturIB~ra,sgJisRms ~t~a~,-~!il~iHftfj!~~~,11B\n~r~t~Y~i~f.t,1ir~:1\n0:e.rAJg}pfg,yjit~Jqj~ii.,.t!be 68 CERTIFICATE OF SERVICE I, Timothy Gauger, certify that on May 29, 1998, I caused a copy of the foregoing document to be served by U.S. mail, postage prepaid, on the following person(s) at the address(es) indicated: M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 2000 NationsBank Bldg. 200 W. Capitol Little Rock, AR 72201 John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell 401 W. Capitol, Suite 504 Little Rock, AR 72201 Christopher Heller Friday, Eldredge \u0026amp; Oark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201 Stephen W. Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 Ann Brown 201 E. Markham, Ste. 510 Little Rock, AR 72201 ~I:\n~~ Timothya~ RECE1,,~ t , - IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL I 1998 LITTLE ROCK SCHOOL DISTRICT OFFICE OF DESEGREGATION MONITORING PLAINTIFF . v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of ADE' s Project Management Tool for June, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General Assistant Att ey General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education IN THE UNITED ST ATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of June 30, 1998 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 QnMey\"~9'a~:amrioufl'QnroIID~te ,~cfuaJ1~a)J~nc1ingJ.or~v~1J.9,8  .WeWas @i_ow'fil p~sc:r~!?a7'4Is\n9f1'~ .. NL~~D,\n,,$22,192\nZ2.4 BQD_]l_t~ss~:Z30 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 rnrsearon!tiie:Tnrofma1,on':\navaifa6ie\n?fne':'Aoi=-?carca1area\"1at~rv1~1~fa'rtwE\\7. ~JJfil3:~]J~Pll2~P.!-t@~'~:~!iusi~]f~n=-=\n.'-.=n\"~-=\"'-'=s!Yz~m=\"\"~\"----l\u0026amp;l-l 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of June 30, 1998 F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 pisJn15Vt10,n~] tof~B11[9.1i98~~t\n:M~y J:3T\nt9'~is] ff?i~a:\ni~:J(fi] 1\"'94 f~~e~il[~.I~.t.Mav\n3j\n~\n199A8} for~\nFY~97/98: ~a'$! $8,'9,05,76~'.ffli !Jee. 9c\nfJys~r:mmJ~] H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of June 30, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of June 30, 1998 oisfnou\"ffo\"s\"Yor:f'y2911~rs'\"aTtv1a,,.3\"1~{{f99irwe\"re'1  -\"\"\"\"\u0026gt;\"~\"\"'\"\"_.,,,.  .ru~~~,\u0026amp;\nM,,x~\u0026gt;..A\u0026gt;..-\u0026gt;\u0026lt; ... .....,.-\"\"\"..,Y~ .... ,.-,,...,nn,,,,.~- \"\"\"\"-\"il tRS~$3...,.26a~s-32l ~...,,,.%-1 .. ,\n:'\u0026lt;!\"' \u0026gt; i ' ~ J ~ ..... ~ NL8$P ... r.,$1,3,~2,6JQ, P.\u0026amp;.$.Q~ $~~\n~ TI.2l ~fie~ Ufm~nt~~-9M.~teiJT1\u0026amp;.:EYIDa~c:M~~tn 9Qs:~ J\n ~iooic pdjus1ments, w,ec_e\nJ. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of June 30, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 -  I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of June 30, 1998 In January 1998, General Finance was notified to pay the second one-third payments for FY 97/98 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function. L. ADE pays districts for first two-thirds of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of June 30, 1998 In January 1998, General Finance made the second one-third payments to the Districts for their FY 97/98 transportation budget. At April 1998, the following had been paid for FY 97/98: LRSD - $2,039,722.66 NLRSD- $283,392.00 PCSSD- $1,073,082.00 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of June 30, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 _I._ FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of June 30, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD- 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. 0. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 95/96. 6 _I._\n. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of June 30, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of June 30, 1998 the'.C\"R-$'tfr~ceiyect $2,000\n900 i6 p.prI(:fggs: 6.?~of .ttii~'rep,2rting jlat~~~:c8s6 h-as_:re-ceivea $17,.9g_q:\n9@.in 1.2.@ .pr9cfids.- S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 30, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of June 30, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 11. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of June 30, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of June 30, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a defini\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n\n\n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1153","title":"Little Rock School District, school board meeting minutes and correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1998-01-08/1998-12-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School board members","School boards","School management and organization","Meetings"],"dcterms_title":["Little Rock School District, school board meeting minutes and correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1153"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["352 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n.. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January 8, 1998 EIVED JAN 2 7 1998 OFFICE OF DESEGREGATION MONITORING The Board of Directors of the Little Rock School District held a special meeting on Thursday, January 9, 1998, immediately following the regular agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness John Riggs, IV Katherine Mitchell Micheal Daugherty Pat Gee Sue Strickland MEMBERS ABSENT: Larry Berkley ALSO PRESENT: Leslie V. Carnine, Superintendent Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 6:05 p.m. Six members of the Board were present\nLarry Berkley was absent PURPOSE OF THE MEETING The meeting was called for the purpose of discussing a personnel matter. MINUTES - SPECIAL BOARD MEETING January 8, 1998 - Page2 EXECUTIVE SESSION The Board called immediately for an executive session for the purpose of discussing a personnel issue. They returned from executive session and reported that no action had been taken. ADJOURNMENT The meeting adjourned at 6:45 p.m. on a motion by Mr. Riggs, seconded by Dr. Mitchell. ,,------ APPROVED: \\ J\n}.-'18' Micheal Daugherty,cretary Little Rock School District MEMORANDUM To: Board of Directors From: Dr. Les Carnine, Superintendent Date: January 22, 1998 Subject: Desegregation Update The attached information represents the desegregation update for the month of January. Little Rock School District Desegregation Update Board of Directors Meeting January 22, 1998 LRSDCOUNTS The official October 1, 1997 count which was submitted to the State Department is attached (attachment 1). This official count compares the 1996-97 with the 1997-98 count. ATTENDANCE ZONE GRID The Attendance Zone Grid will be distributed under separate cover. 1-0ct~ HIGH SCHOOLS B w 0 CENTRAL 1104 635 38 FAIR 640 168 6 HALL 597 197 29 MCCLELLAN 766 151 9 PARKVIEW 458 385 36 ALE SR. HIGH SUB TOTAL 3565 1536 118 JUNIOR HIGHS CLOVERDALE 553 70 16 DUNBAR 451 299 25 FOREST HEIGHTS 485 135 10 HENDERSON 610 116 15 MABELVALE 347 116 5 MANN 443 395 16 PULASKI HEIGHTS 462 314 9 SOUTHWEST 466 113 15 ALE JR. HIGH SUB TOTAL 3817 1558 111 ELEMENTARY BADGETT 185 32 2 BALE 266 94 15 BASELINE 241 56 5 BOOKER 313 272 18 BRADY 236 103 32 CARVER 311 274 19 CHICOT 364 127 27 CLOVERDALE 439 51 10 DODD 156 82 4 FAIR PARK 193 55 7 FOREST PARK 218 227 4 FRANKLIN 414 31 7 FULBRIGHT 265 227 8 GARLAND 254 6 17 GEYER SPRINGS 233 69 8 GIBBS 160 146 6 JEFFERSON 207 282 8 KING 332 279 11 MABELVALE 308 104 6 MCDERMOTT 277 196 16 MEADOWCLIFF 285 82 6 MITCHELL 248 12 2 OTTER CREEK 132 170 8 PULASKI HEIGHTS 245 200 9 RIGHTSELL 237 5 4 ROCKEFELLER 266 155 15 ROMINE 201 82 21 TERRY '' 231 266 18 WAKEFIELD 385 38 13' WASHINGTON I 392 272 44 WATSON I 394 80 5 WESTERN HILLS I 219 92 1, WILLIAMS I 259 226 16 WILSON i 294 57 11 WOODRUFF I 185 80 3 : : SUB TOTAL I 9345 4530 406 I I I ' I I GRAND TOTAL 1 16727 7624 635, CORRECTED COPY 10/01197 LRSD ENROLLMENT OFFICIAL OCTOBER 1, 1997 COUNT ,n n, .o~ 1 n.n1.01 1-0ct-87 TOTAL % BLK B w 1777 62% 1101 705 814 78% 612 137 823 72% 561 179 926 82% 790 121 879 52% 464 403 6 0 5219 68 3534 1545 639 86% 552 36 775 58% 442 282 630 76% 452 178 741 82% 624 83 468 74% 380 119 854 51% 446 375 785 58% 437 315 594 78% 426 65 10 0 5486 69% 3769 1453 219 84% 214 19 375 70% 265 71 302 79% 267 38 603 51% 308 261 371 63% 235 94 604 51% 312 259 518 70% 370 121 500 87% 469 30 242 64% 145 74 255 75% 188 50 449 48% 205 219 452 91% 427 24 500 53% 240 246 277 91% 253 3 310 75% 237 66 312 46% 161 133 497 41% ' 227 279 622 53%, 354 279 418 73% 299 92 489 56% 273 181 373 76%, 263 57 262: 94% 223 9 310, 42% : 151 ' 167 454 53% 254 193 246 96% 234 9. 436 61% ' 264 153: 304 66%: 206 ' 78. 515, 44% ' 235\n243 ' 436 88%1 322! 321 7081 55%1 3521 213, 479 82% 441 ) 401 312 70% 222 ' 91 ' 501  51%1 248, 214 ' 362 81% 2971 531 268 69% 201 ! 75 I I I I 14281 65% ' 9362 4166 , I I ! I I I I I 0 49 8 50 24 44 0 175 34 47 18 17 7 37 15 19 0 194 0 26 18 28 43 25 46 13 5 10 6 13 9 15 13 17 7 25 16 23 12 10 10 17 6 33 44 33 19 95 12 2 17 12 8 I 688 ' I i 24986 66o/. 16665 7164 1057 ATTACHMENT 1 TOTAL % BLK Capacity +I. 1855 59% 1891 .36 757 81% 954 -197  790 71% 1291 -501 935 84% 1199 -264 911 51% 1000 ~9 6 100% 5254 67',, 6335 -1087 622 89% 868 -246 771 57% 812 -41 648 70% 858 -210 724 86% 907 -183 506 75% 614 -108 858 52% 850 8 767 57% 745 22 510 83% 737 -227 10 100% 5416 69% 6391 -985 233 92% 257 -24 362 73% 401 .39 323 83% 390 .f,7 597 52% 656 -59 372 63% 467, -95 596 52% 613 -17 537 69% 558 -21 512 92% 492 20 224 65% 328 -104 248 76% 351 -103 430 48% 399 31 464 92% 434 30 495 48% 540 -45 271 93% 298: -27 316 75% 328 -12 311 52% 353 -42 513 44% 492i 21 658 54% 728 -70 407 73% 515 -108 477 57% 517, -40 332 79% 455: -133 242 92% 2981 .56 328 46% 351 i -23 464 55% 374, 90 249 94% 2581 -9 450 59% 469 -19 328 63% 4871 -159 511 46% 5151 -4 373, 86% 4921 -119 6601 53% 836: -176 493 89% 492 '. 1 315! 70% ' 3281 -13 479 52% 5171 -38 362' 82% 3941 -32 284 ' 71% 324' -40 I I 14216 65% 15717 -1501 I i I I 24886 67% 28443 .3573 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January16, 1998 MAR J 1998 OffiCEOF DESE6RE6ATION MONITOR/118 The Board of Directors of the Little Rock School District held a special meeting on Friday, January 16, 1998, at 5 :00 p.m., at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Pat Gee ALSO PRESENT: Leslie V. Carnine, Superintendent Don R. Roberts, Consultant Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 5:05 p.m. Six members of the Board were present\nMs. Gee was absent. PURPOSE OF THE MEETING The meeting was called for the purpose of discussing and reviewing a revised desegregation and education plan. MINUTES - SPECIAL BOARD MEETING January 16, 1998 Page2 PRESENTATION Ms. Magness asked Chris Heller, attorney for the District, to address the Board regarding additional proposed revisions to the desegregation and education plan. Negotiations with John Walker, the attorney representing the Joshua Intervenors, have resulted in an agreement that would release the District from federal court jurisdiction by the 2000-2001 school year. Mr. Heller reported that Gus Taylor, a mediator from the U.S. Department of Justice, had facilitated negotiations. Dr. Don Roberts had also participated in the formulation of the plan. Ms. Magness introduced Dr. Roberts and invited him to comment on the proposed plan. He noted that he was pleased that negotiations had produced an agreement and stated that approval by the court would provide an opportunity for the citizens of Little Rock to focus on improving the educational system in our city. ACTION Dr. Daugherty made a motion to adopt and submit the proposed revised desegregation and education plan for court approval. Ms. Strickland seconded the motion and it carried unanimously. Dr. Daugherty, Ms. Magness and Mr. Berkley spoke in support of the motion. Ms. Magness also noted that Ms. Gee had sent a message of support for the plan. Board members thanked Mr. Walker for his participation in developing the revisions and for his support in the final settlement. Ms. Magness thanked the District attorneys and Dr. Roberts for leading the negotiations process and for the many hours that were spent in working out the agreement. ADJOURNMENT The meeting adjourned at 5: 18 p.m. on a motion by Mr. Berkley, seconded by Dr. Daugherty. APPROVED: d -~ ~  11 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING January 22, 1998 MAR 3 199B Off ICE Of OESEGREG~1\\0N MOtU10RING The Board of Directors of the Little Rock School District held its monthly meeting at 6:00 p.m., on Thursday, January 22, 1998, in the boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. Board President, Judy Magness, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Pat Gee ALSO PRESENT: Les Carnine, Superintendent of Schools Mary Smith, Teacher Ex-officio Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:03 p.m. Five members of the Board were present at roll call. Dr. Daugherty arrived at 6:30 p.m.\nMs. Gee was absent. The ex-officio teacher representative, Mary Smith from Carver Magnet Elementary School, was also present. II. READING OF MINUTES: The minutes from the regular board meeting of December 18, 1997, and from a special meeting on January 8, 1998, were provided for the Board's approval. Dr. Mitchell moved to approve the minutes as presented. Ms. Strickland seconded the motion and it carried, 5-0. REGULAR BOARD MEETING January 22, 1998 Page2 III. PRESENTATIONS: Students from Watson Elementary School performed the \"Month-A-Rena,\" a recitation of the months of the year, set to the music of the macarena. Their teachers, Suzanne Waters, Joni York, Lydia Reed, and Kelli Collins were also present, as well as a number of parents and the school principal, Teresa Courtney. A. SUPERINTENDENT Dr. Carnine made a special presentation to Margaret Gremillion, who recently retired after serving the LRSD for over 20 years, first as a principal and most recently as an assistant superintendent. Barbara Anderson, representing the Principals' Roundtable, read a poem\nSadie Mitchell, representing district administrators, presented a bouquet of roses. McClellan Business Communications Magnet School and Parkview Arts and Science Magnet School were recently selected by the Arkansas Department of Education to receive the Blue Ribbon Secondary School Award of Excellence. Jodie Carter and Junious Babbs, principals of these schools, were present to receive citations from the Superintendent in recognition of their dedication and leadership. Dr. Carnine introduced Deana Keithley, who coordinates the activities of the Districtwide Biracial Committee. These committee members were recognized for their many hours of volunteer service and received a certificate of appreciation: Alexis Agginie, Jessie Benson, Sharon Cauley, Dave Cooley, Delaney Fleming, Jack Gilbert, Malinda Martin, Lou Ethel Nauden, and Mary Swift. Members who were absent will receive their certificates at a later date: Priscilla Alexander, Betty Dickson, Joe Hundley, and Jerome Ngundue. The ex-officio teacher representative to the Board for the Month of January was Mary Smith, teacher at Carver Magnet School. Dr. Carnine presented a citation of appreciation for attending this month's Board meetings. B. PARTNERSHIPS Debbie Milam recognized representatives of area businesses and schools who recently established partnerships. The following school/business partnerships were presented for the Board's approval. Arkansas Department of Education, represented by Margaret Preston, Gayle Morris and Ed Simoneaux, in partnership with Booker Arts Magnet Elementary School, represented by Ken Milton, Dixie Fair and Cheryl Carson. REGULAR BOARD MEETING January 22, 1998 Page3 United States Probation Office \u0026amp; Pretrial Services, Eastern District of Arkansas, represented by Claretha Nelson and office staff members, in partnership with Dodd Elementary School, represented by Faith Donovan and Martha Lowe ALLTEL Communications, Inc., represented by George Easley \u0026amp; Valerie Dodd in partnership with Forest Park Elementary School, represented by Virginia Ashley \u0026amp; Buenah Combs Pinnacle Bank, represented by Dabbs Cavin \u0026amp; Bob Althoff, in partnership with Forest Park Elementary School, represented by Virginia Ashley \u0026amp; Buenah Combs Senior Citizens Activities Today, represented by Marijean Voss \u0026amp; Sue Strickland, in partnership with Rightsell Elementary School, represented by Sharon Brooks, Margaret Williams \u0026amp; Barbara Fincher Mr. Riggs made a motion to accept the new partnerships. Mr. Berkley seconded the motion and it carried 6-0. 1. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring Melissa Gulden was present but made no report. 2. Classroom Teachers Association Frank Martin made brief comments regarding the recent agreement between the district and the Joshua Intervenors on the revised desegregation and education plan. He expressed appreciation to the members of the team who negotiated the agreement, but asked the Board to move cautiously to preserve the rights of teachers and students as the District moves toward unitary status. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. REGULAR BOARD MEETING January 22, 1998 Page4 5. PT A Council No report. D. BOARD MEMBERS IV. Dr. Mitchell thanked members of the Martin Luther King Commission for identifying individuals in the community.to speak to students in our schools during the week of Dr. King's birthday. She had visited Fulbright and Romine to speak with students about nonviolence. Ms. Magness had attended the M. L. King Dinner and awards program on the Friday night prior to this meeting. She thanked all of the District's students and employees who had a part in making the program a success. The Parkview choir performed and their principal, Junious Babbs, was presented with an award recognizing his outstanding contributions to the community. Ms. Magness offered congratulations to Watson Elementary students who excelled in this year's stock market game. She also announced that Dr. Don Roberts was quoted in the most recent issue of the Parent Press, a national publication from Parents for Public Schools, and expressed appreciation to Diane Vibhaker for the work that organization is doing in L.R. CITIZENS COMMITTEES Little Rock Alliance for Our Public Schools Odies Wilson, President of the Alliance Board, displayed a copy of a recent Education Week publication entitled Quality Counts and remarked on the quotes included in the articles from Dr. Roberts, Dr. Carnine and Mr. Riggs. He introduced Hubert Barksdale and Paula Patterson and presented the District with a check in the amount of $23,000, representing the final payment of funds pledged for the summer of 1997 Vital Link Program. He reported that 48 businesses had participated in the program last summer and that 26 new businesses were on the waiting list to participate in the 1998 program. Sonic Drive-In/Arkansas Travelers/KATY Presentation Brian Clifton, representing Sonic Drive-In, Hap Seliga, from the Arkansas Travelers Baseball Club, and Cindy Murphy, representing KATY Channel 7, were present to announce an incentive program called the Report Card Challenge. REGULAR BOARD MEETING January 22, 1998 Page 5 Students who earn \"A's\" and \"B's\" on their report cards will be given passes to Wednesday night Traveler home games and courtesy cards for free food and beverage items at Sonic Drive-In. The Traveler mascot will visit schools to promote the activities and Channel 7 will support the efforts to improve student and teacher performance in the classroom. V. REMARKS FROM CITIZENS Lois Goins, parent of a Central High School Senior, addressed the Board concerning a recent disciplinary action involving her son, Ryan. She stated that she had a meeting scheduled with Dr. Watson to have him reinstated to school and that he had missed eleven days of school at this time. V. ACTION AGENDA A. Student Calendar 1998-99 The proposed student calendar for the 1998-99 school year was presented for the Board's approval. Brady Gadberry, Director of Labor Relations for the District, reported that representatives of the three Pulaski County School Districts had met to align the calendars so that students in all three districts would attend school on a similar schedule. Mr. Riggs made a motion to approve the proposed calendar. Mr. Berkley seconded the motion and it carried 6-0. B. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Mr. Berkley. The motion carried unanimously. Donated items are listed in the chart, which follows. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Pulaski Heights Jr. High Opti-Pro Scanner/rape Drive Mr. \u0026amp; Mrs. Ray Glotzbach McClellan Magnet/feachers of $200.00 Cash Entergy, Inc. Tomorrow Fair Park Elementary Panasonic Printer Harvey Luber King Magnet Elementary Emerson VCR Ark. Children's Hospital REGULAR BOARD MEETING January 22, 1998 Page6 SCHOOL/DEPARTMENT ITEM DONOR Rockefeller Incentive School Sony Digital Camera Rockefeller PTA Baseline Elementary $1, 100 Cash to purchase L.R. Waste Management laminator Wilson Elementarv $991.00 Cash Wal-Mart/Asher Ave. Chicot Elementary $ 93.42 cash Wal-Mart/Baseline LRSD Athletic Dept. Misc. clothing items \u0026amp; Jay Rogers, Sportstop championship trophies C. Personnel Changes D. Financial Reports Mr. Riggs offered a combined motion to approve personnel items and financial reports as printed in the agenda. Dr. Mitchell seconded the motion and it carried 6-0. VI. REPORT AGENDA Desegregation Update The October 1 enrollment report was printed in the agenda as requested by Ms. Gee. Dr. Carnine commented briefly on the Board's recent approval of a revised desegregation and education plan. This plan is to be submitted for court approval within the next few weeks. Suellen Vann was asked to read the schedule for community meetings, which are to be held, to publicize the revised plan and respond to questions from the community. Budget Update Dr. Carnine reported that negotiations on the Laidlaw contract are nearing completion and that he felt they would accept all of our conditions for renewal of the contract. He is hopeful that the completed contract would be ready for the Board's approval at the February agenda meeting. REGULAR BOARD MEETING January 22, 1998 Page7 Dr. Carnine asked the Board to approve a contract extension for Dr. Roberts to continue serving the District as a desegregation consultant for three months. The Board authorized Dr. Carnine to enter into the agreement with Dr. Roberts without formal Board action. Mark Milhollen provided a briefreport of the District's current financial status and reviewed budget projections. Restructuring/Service Learning Update A written report was provided as requested by the Board. Dr. Anderson was available to respond to questions. There was no additional discussion. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. DISCIPLINARY The Board convened an executive session for the purpose of reviewing student disciplinary actions on a motion by Mr. Berkley, seconded by Dr. Daugherty. Linda Watson provided background information on students who had previously been suspended or expelled from the District. These students had completed their suspensions and were petitioning the Board for reinstatement.' Mr. Riggs moved to allow reinstatement to the District under strict probation for the remainder ofthis school year. Ms. Strickland seconded the motion and it carried 5-0. (Dr. Mitchell did not return from break.) These students are listed in the following chart: STUDENT OFFENSE RECOMMENDATION Tanya Brown Possession of a weapon High School (TBD)* Nicholas Davis Battery/use of a weapon High School (TBD)* Michael Jackson Sale/distribution of drugs Cloverdale Jr. High *The school assignments are to be determined upon official reinstatement. REGULAR BOARD MEETING January 22, 1998 Page 8 In addition to the students who were formally petitioning for reinstatement, Dr. Watson provided information regarding Benjamin Bonds, who had been assigned to the Juvenile Justice Center. His mother was present at tonight's meeting and requested that her son be allowed to return to Mabel vale Jr. High School. He had been out of school for a full semester and had been released from the program at the Juvenile Justice Center without notification to Dr. Watson. Dr. Watson recommended placement at the Alternative Learning Center for the remainder of this school year. Mr. Riggs made a motion to reinstate Benjamin to the Alternative Learning Center. Mr. Berkley seconded the motion and it carried 5-0. ADJOURNMENT The Board returned from executive session at 7:40 p.m. and reported that the Board had unanimously approved the Superintendent's recommendations for students who had petitioned for reinstatement. The Board adjourned at 7:41 p.m. on a motion by Ms. Strickland, seconded by Mr. Riggs. APPROVED: 2- -~ ~  q J ,~~ Micheal Daugherty,~ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING February 12, 1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, February 12, 1998, immediately following the regular agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Micheal Daugherty Pat Gee Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Larry Berkley ALSO PRESENT: Leslie V. Carnine, Superintendent Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 6: 15 p.m. A quorum was stipulated without a roll call. Six members of the Board were present\nLarry Berkley was absent PURPOSE OF THE MEETING The meeting was called for the purpose of conducting student disciplinary actions. MINUTES - SPECIAL BOARD .MEETING January 8, 1998 Page2 EXECUTIVE SESSION Mr. Riggs moved immediately for an executive session for the purpose of discussing student disciplinary issues. The motion was seconded by Ms. Strickland and carried unanimously. DISCIPLINARY ACTION Dr. Linda Watson presented information on students who were recommended for expulsion from the District. Ms. Strickland made a motion to uphold the superintendent's recommendation for expulsion. Ms. Gee seconded the motion and it carried 6-0. The students are listed in the table, which follows. STUDENT OFFENSE RECOMMENDATION Jermaine Ivy Use ofa Weapon Juvenile Justice Center Albert Marshall Use of a Weapon Private Education Setting Michael Westbrook Possession ofa Weapon Juvenile Justice Center Dr. Watson also presented a reinstatement petition for Christopher Perkins who had been expelled from Cloverdale Jr. High School in February 1996. He had completed the Juvenile Justice Center's Step One Program and was earning passing grades. He petitioned the Board to allow his reinstatement to a regular high school setting. The Board voted unanimously to allow Christopher to re-enroll as a student in the District on a motion by Ms. Gee, seconded by Dr. Daugherty. Dr. Watson and Dr. Carnine will consult on placement options for Christopher. ADJOURNMENT The Board returned from executive session at 6:35 p.m. and reported that they had upheld the superintendent's recommendations for all student disciplinary actions. The meeting adjourned on a motion by Mr. Riggs, seconded by Dr. Daugherty. APPROVED: :J.-:2 0 -f Y Micheal Dau~Secretary Little Rock School District MEMORANDUM To: ?,oard of Directors From~il{l,es Carnine, Superintendent Date: ~ 23, 1998 Subject: April Desegregation Update The attached information represents the desegregation update for the month of April. Little Rock School District Desegregation Update Board of Directors Meeting April 23, 1998 FOUR-YEAR OLD PROGRAM A total of 990 applicants have applied for the four-year old program through April 1, 1998. The Little Rock School District has seats for 720 four-year olds. Parents were notified by mail on April 17, 1998, regarding their placement in the program or on the waiting list. All unfilled seats are reserved for white/other students, with the exception of 12 seats at Badgett Elementary that are available for black students. All remaining vacant seats will be filled on a 1st come basis. PRE-REGISTRATION JAN. 26-FEB. 6 1999 4-YEAR OLD APPLICATIONS II I I I I II\" Applications Filed ASSIGNED I II I NON- I I INON- I I Name of School II Capacity1 Black BLK I Total I Black I Black I Total , II I I I I ! BADGETT II 361 6 01 61 61 01 61 BALE ii 36 23 51 28 181 81 26 ! BASELINE Ii 36 27 41 31 18 I 31 21 BRADY II 181 30 25 i 551 91 91 181 CHICOT II 36 27 131 40 181 131 31 , CLOVERDALE II 36 28 21 301 181 2 / 20 , FAIR PARK II 36 18 181 361 18, 181 36 ' FRANKLIN ii 72 ! 37 61 431 361 61 42 GARLAND II 181 24 11 251 91 11 10, GEYER SPRING 361 36 9 45 ' 18 9 27' ML KING !I 721 102 40I 1421 36 , 36 , 72 MABEL VALE II 18 201 12' 32 : 9 9 18 MITCHELL II 181 151 11 161 9 11 10 , RIGHTS ELL :' 181 231 3 261 9 3 12 ROCKEFELLER ,I 541 351 261 61 I 271 27 54 ROMINE ,, 36 , 391 15, 54 18 15 33 WASHINGTON .i 54 , 271 31 ' 57 27 27 54 WATSON I 36 36 QI 361 18 1 19 WILSON : 18 301 8 38 9 8 17 WOODRUFF I 36 181 10 28 18 10 28 CLINTON 26 26 0 26 , 26 0 26 CRYSTAL HILL 30 51 I 01 51 ' 30 , Qi 30 I I I I I I TOTAL I 7761 678 2291 9061 404 206 6101 I I I I I I Non-Black Assigned total represent some 2nd choices I I LRSD - STUDENT ASSIGNMENT LITILE ROCK SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT April 28, 1998 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: I am enclosing minutes of the LRSD Board of Directors meetings held on February 26, March 12, and March 26, 1998. Please let me know if you have any questions, or if I can provide additional information. Enclosures Sincerely, Beverly J. Griffin Executive Assistant to the Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 ECE\\VED i\\PR 2 S \\998 omCEOf OE~1\\otl taQlltOill LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR.KANSAS MINUTES REGULAR BOARD MEETING February 26, 1998 The Board of Directors of the Little Rock School District held its monthly meeting at 6:00 p.m., on Thursday, February 26, 1998, in the boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. Board President, Judy Magness, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Pat Gee John Riggs, IV MEMBERS ABSENT: Katherine Mitchell Sue Strickland ALSO PRESENT: Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:02 p.m. Four members of the Board were present at roll call. Dr. Daugherty arrived at 6: 17 p.m.\nDr. Mitchell and Ms. Strickland were absent. The ex-officio teacher representative, Sandra Mims from Chicot Elementary School, and the ex-officio student representative, Michael Reynolds from Hall High School, were also present. II. READING OF MINUTES: The minutes from the regular board meeting of January 22, 1998, and from special meetings conducted on January 16, and February 12, were provided for the Board's approval. Mr. Berkley moved to approve the minutes as presented\nMr. Riggs seconded the motion and it carried, 4-0. REGULAR BOARD MEETING February 26, 1998 Page2 III. PRESENTATIONS: A. SUPERINTENDENT Ms. Magness presented the Superintendent's Citations, and explained that Dr. Carnine was in Washington, DC, with Board Member Katherine Mitchell, Assistant Superintendents Sadie Mitchell and Victor Anderson, and Dennis Glasgow, Supervisor of Math \u0026amp; Science. They were participating in a \"reverse site visit\" at the National Science Foundation as a part of the process of securing the NSF Grant, which was submitted for approval in October 1997. Mr. John Blaylock, custodial supervisor in Plant Services, was recognized for going \"above and beyond\" his usual job duties in order to prepare Hall High School for the Pulaski County Volunteer Summit, which was held earlier in the month. Wanda Baskins and Jodie Carter were presented with citations in recognition of their work with the Teachers of Tomorrow program. They were recently awarded a Goals 2000 mini-grant for continuation of the program at McClellan. Certificates were also presented to the ex-officio representatives to the Board for the month of February, Sandra Mims, teacher at Chicot Elementary School, and Michael Reynolds, student at Hall High School. B. P ARTNERSIDPS Debbie Milam recognized representatives of area businesses and schools who recently established partnerships. The following school/business partnerships were presented for the Board's approval. Arkansas Sports Medicine, represented by Montye Brown, Jim Bryan, and Tim Aller, partnering with Henderson Health Science Magnet Jr. High School represented by James Washington Black Nurses Association, represented by Betty Flowers, partnering with Henderson Health Science Magnet Jr. High School represented by James Washington REGULAR BOARD MEETING February 26, 1998 Page 3 Federal Highway Administration - Arkansas Division, represented by David Blakeney and Kenneth Perret, partnering with Pulaski Heights Jr. High School, represented by Mona Briggs Luby's Cafeteria, represented by Stephanie Snellgrove, partnering with Fair Park Elementary School, represented by Dale Ann McClellan Ms. Gee made a motion to accept the new partnerships. Mr. Riggs seconded the motion and it carried 4-0. C. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring No report. 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. 5. PT A Council Doris Williams, president of the PTA Council, announced the results of this year's PTA membership drive. Recognition awards for outstanding participation in this year's drive were awarded at the annual PTA Council luncheon on March 10. The lifetime membership award was presented to Debbie Milam, VIPS Coordinator\nthe Teacher of the Year award went to Carla Smith, Fulbright Elementary School\nSchool Administrator of the Year award went to Brenda James, Central High School\nand Dr. Don Roberts was awarded District Administrator of the Year. REGULAR BOARD MEETING February 26, 1998 Page4 D. BOARD MEMBERS IV. Ms. Gee thanked the community for continuing to provide words of encouragement to Board members. Mr. Berkley remarked briefly on the recent meeting between the LRSD Board and the City of LR Board of Directors. He wanted the audience to be aware that the city and school district are continuing to work jointly on several projects. Ms. Magness had visited Western Hills Elementary School during their awards assembly and was wearing a Western Hills tee-shirt that had been donated by the school's partner-ineducation, Comcast Cable. Another partner, the IGA food store, had donated refreshments for students and their parents. She had also visited Brady Elementary School's awards program, sponsored by the Brady PT A. REMARKS FROM CITIZENS Don Campbell asked the Board whether any progress had been made in revising district policy regarding suspended and expelled students. He had addressed the Board previously regarding the issue of allowing these students to continue to receive assignments and make up class work when they were out of school for disciplinary reasons. Paul Howell announced that the Vietnam Veterans memorial wall would be brought to Little Rock next week. He suggested it would be an opportunity for classroom educational field trips and he provided posters for display in the school buildings. Mr. Howell also asked the Board to review the disciplinary process for students on school buses. His daughter had been attacked earlier in the year on a school bus and had transferred to another school as a result. He contends that students who misbehave on the buses are not consistently disciplined. V. ACTION AGENDA A. Dunbar International Studies Magnet School- New Elective Courses The principal and staff of Dunbar International Studies Magnet School requested the Board's approval to add two elective courses to the currently International Studies curriculum at Dunbar. Administration asked the Board to approve the addition of Global Expressions and International Money for the 1998-99 school year. Dr. Daugherty moved to approve the request\nMr. Riggs seconded the motion, and it carried 5-0. REGULAR BOARD MEETING February 26, 1998 Page 5 B. Central High School - New AP Courses The Central High School faculty requested approval of three new advanced placement courses for the 1998-99 school year. The courses, AP Environmental Science, AP Language and Composition, and AP Art History would be taught by existing faculty and supported by the existing school budget. Mr. Berkley made a motion to approve these changes\nMs. Gee seconded the motion and it carried 5-0. C. J. A. Fair High School The principal and staff of Fair High School presented a proposal for implementation of a \"High Schools That Work\" program for the 1998-99 school year. The proposal includ~d a budget worksheet to support an additional expense $48, 675 and the addition of a half-time program coordinator. Mr. Riggs moved to approve the request\nDr. Daugherty seconded the motion and it carried unanimously. D. Parkview Arts \u0026amp; Sciences Magnet High School - Request for Prerequisites Parkview Magnet High School administration and staff prepared a proposal for implementation of minimal prerequisites for students entering Parkview for the 1998-99 school year. The request proposes that students entering the band/orchestra program have successfully completed at least one year of instruction through a band class or through private instruction. Also, students entering the science program will have completed Algebra I with a minimum grade of\"C\" or better, or be able to demonstrate competency with a 50th percentile score on the standardized achievement test. Dr. Daugherty made a motion to approve the requested prerequisites. Mr. Berkley seconded the motion and it carried 5-0. E. Prevention Services Program A proposal was submitted to the Arkansas Department of Health requesting $30,000 to expand the Community Based Conflict Management Training Initiative. The Board was asked for approval to maintain this submission. Mr. Riggs made a motion to approve the request. Dr. Daugherty seconded the motion and it carried 5-0. F. Early Literacy Program An application was submitted to the Corporation for National Service for a project to increase literacy skills of low-income children and improve their ability to succeed in school. The request was in the amount of $253,000 each year for two years and would support 23 VISTA volunteers and implement a citywide early prevention initiative. Mr. Berkley moved to approve the submission of the application. Ms. Gee seconded the motion and it carried 5-0. REGULAR BOARD MEETING February 26, 1998 Page6 In addition to the approval of the Early Literacy Grant application, Ms. Gee presented a resolution announcing Read Across America National Reading Day on March 2, 1998. The Board unanimously approved support of the resolution on a motion by Mr. Riggs, seconded by Dr. Daugherty. G. Grants Submissions Mini grant submissions over the past month are itemized in the table, which follows. The Board was asked to approve these applications. Ms. Gee moved to approve the submissions. Mr. Riggs seconded the motion and it carried 5-0. SCHOOL FUNDER AMOUNT Pulaski Heights Elementary Arkansas Arts Council for Arts in Forest Park Elementary Education Projects $5,000 per school/avg. Carver MaITT1et Elementary McClellan Community School DHS, Division of Children \u0026amp; $10,000 per LRSD Pupil Services Families/Prevention Services applicant/avg. Programs H. FAST Lease The Board was asked to authorize the administration to enter into a lease with the Family Service Agency. This approval would allow the use of space in two elementary schools, Wakefield and Baseline, for the operation of a pilot program to provide community-based support for families. The FAST program (Families and Schools Together), is a prevention program aimed at reducing school failure and at-risk behaviors, such as substance abuse and violent tendencies. Mr. Riggs moved to approve the operation of this program at Wakefield and Baseline. Ms. Gee seconded the motion and it carried 5-0. I. Care Lease: Oakhurst/Adult Education Center The administration requested authorization to enter into a lease agreement with COPE for the operation of a childcare program at the Oakhurst Adult Education Center. This COPE Headstart program would be used to subsidize care for the children of Adult Education program participants. Mr. Berkley moved to authorize the administration to enter into this lease. Mr. Riggs seconded the motion and it carried unanimously. REGULAR BOARD MEETING February 26, 1998 Page7 J. Goals 2000 Teachers of Tomorrow Mini-Grant The McClellan Business/Communications Magnet School Teachers of Tomorrow program received a $375.00 grant from the Goals 2000 Committee. These funds will be used to supplement activities for TOT students. The Board was asked to approve acceptance of this grant. Ms. Gee moved to approve the request, seconded by Dr. Daugherty. The motion carried 5-0. K. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Ms. Gee made a motion to accept the donations, seconded by Mr. Berkley. The motion carried unanimously. Donated items are listed in the chart, which follows. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR LRSD Facility Services Dept. 130 Sq. yd. Industrial Quality Mary R. Hurley/Uniforms Carpet for America Chicot Elementary $ I 00.00 cash for supplies for low Loomis-Fargo income students Bale Elementary Three symphonic video cassette Bale Elem. PT A recorders DFI Computer for Early UALR Share America Childhood Classes Hall High School Indoor/Outdoor Carpet \u0026amp; Dave McCorkell/Home sprinkler equipment for use in Depot Athletic Office Otter Creek Elementary Magnavox 286 Computer/ Mr. \u0026amp; Mrs. Bob Dial Monitor/Keyboard/Software Mitchell Incentive Elementary Library Shelving Central Arkansas Library System LRSD Communications Dept. Satellite System/Dish/Motor/ Mr. \u0026amp; Mrs. Phillip Vano Feed Hom/Receiver/ Descrambler/remote controller for use with educational access channell REGULAR BOARD MEETING February 26, 1998 Page 8 DONATIONS (continued) SCHOOUDEP ARTMENT ITEM DONOR Brady Elementarv Venetian Blinds for cafetorium Brady PTA Rockefeller Incentive School Badge-a-Minit Button Maker Rockefeller PT A Jefferson Elementary MacIntosh Computer Dr. \u0026amp; Mrs. John Holder Central High School Squat Rack/35-lb. Barbell/ 240 Mr. Fred Black lbs of weights to be used by girls' track \u0026amp; field team Marcy Multi-Station weight Mr. Jud Jones machine for use by girls' track \u0026amp; field team Pulaski Heights Elementary Liberty 4500 Sound System Mr. \u0026amp; Mrs. Brent Walker L. Personnel Changes The Board was asked to approve personnel changes as printed in the agenda. In addition, the Superintendent recommended the promotion of Felicia Hobbs from Assistant Principal to Principal of Gibbs Magnet Elementary School. Mr. Riggs made a motion to approve the personnel changes. Mr. Berkley seconded the motion and it carried unanimously. M. Financial Reports/Annual Audit Report In additional to the monthly financial reports, the annual district audit was presented for the Board's approval. Mr. Don Smith, Auditor with Thomas \u0026amp; Thomas, presented a brief review ofthis year's audit report. Mr. Riggs moved to approve the audit, seconded by Ms. Gee. The motion carried unanimously. A separate motion for approval of the monthly financial statements was made by Mr. Riggs and seconded by Mr. Berkley. The motion carried unanimously. VI. REPORT AGENDA A. Budget Update Mark Milhollen was available to respond to questions from the Board, but there was no additional budget information presented. REGULAR BOARD MEETING February 26, 1998 Page 9 B. Technology Report Lucy Lyon prepared a written report, which was distributed to the Board prior to the meeting. Ms. Lyon provided a brief overview of the content on the report and Board members were invited to contact Ms. Lyon for additional information if necessary. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. DISCIPLINARY Mr. Riggs moved to convene an executive session for the purpose of conducting a student disciplinary hearing. Dr. Daugherty seconded the motion and it carried 5-0. Linda Watson provided the Board with background information regarding Richard Eustice, who was recommended for expulsion from the Forest Heights Jr. High School. Richard was accompanied by his parents and grandparents, and was represented by Attorney Don Trimble. The hearing was closed. Clay Fendley was present to represent the District's position that Richard should be expelled for starting a fire in an oven in a home economics laboratory. Forest Heights administrators, Principal Vernon Jones and Assistant Principal Cleo Collier, as well as the school resource officer, James Sloan, presented evidence and provided details regarding the circumstances surrounding the fire. Richard testified that he knew paper and other materials had been placed in the oven and that the oven was turned on, possibly over a weekend, as a prank. He named three other students who he stated had been involved. He admitted that he might have accidentally turned the oven \"on\" while attempting to tum it \"off.\" He also admitted that he did not notify the teacher or anyone else, and that he knew this was a hazardous and dangerous prank. After reviewing all evidence and deliberating privately, the Board voted 5-0 to modify the expulsion to a long-term suspension, with the two weeks Richard had been out of school being the length of the suspension. Mr. Riggs made the motion, which was seconded by Mr. Berkley. Richard will remain on probation for the remainder of the 1997-98 school term. REGULAR BOARD MEETING February 26, 1998 Page 10 ADJOURNMENT There being no further business before the Board, Mr. Riggs moved to adjourn at 9:57 p.m. APPROVED: 3 ~ J (o -4 ~ APR 2 8 1998 OlflCEOF DESEGREGATION MONITOR! G LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING March 12, 1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, March 12, 1998, immediately following the regular agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Katherine Mitchell Sue Strickland MEMBERS ABSENT: Micheal Daugherty Pat Gee John Riggs, IV ALSO PRESENT: Leslie V. Carnine, Superintendent Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 5:40 p.m. A quorum was stipulated without a roll call. Four members of the Board were present\nDr. Daugherty, Ms. Gee and Mr. Riggs were absent. PURPOSE OF THE MEETING The meeting was called for the purpose of conducting student disciplinary actions and for a personnel discussion requested by the superintendent. MINUTES - SPECIAL BOARD MEETfNG March 12, 1998 Page2 EXECUTIVE SESSION Mr. Berkley moved immediately for an executive session for the purpose of discussing student disciplinary issues and for a brief personnel discussion. The motion was seconded by Dr. Mitchell and carried unanimouslv. DISCIPLINARY ACTION Dr. Linda Watson presented information regarding an expulsion recommendation from Hall High School for Kenneth Haywood. Kenneth was reported to be uncooperative with the school resource officer and security guards during a random security scan. Witnesses reported that he verbally abused the security guards, Andrew Robertson and Donald McTyer, and then ran from the building before the school resource officer arrived. Dr. Watson had upheld the school's recommendation for expulsion and attempted to refer Kenneth to the Step One Program of the Juvenile Justice Center. Kenneth refused the JJC referral and requested this hearing before the Board. The Board deliberated and voted unanimously to modify the expulsion to a long-term suspension. They accepted the hearing officer's recommendation to refer Kenneth to the JJC Step One Program for the remainder of this school year. He must petition the Board for reinstatement for the 1998-99 school year. Dr. Watson also presented an expulsion recommendation for Jeremy Shavis for possession of a firearm at Mabelvale Junior High School. Jeremy's parents accepted the expulsion without appeal to the Board. Dr. Mitchell moved to accept the expulsion recommendation\nMr. Berkley seconded the motion and it carried unanimously. The Board went into a closed session for the purpose of discussing a personnel matter at 6:50 p.m. ADJOURNMENT The Board returned from executive session at 7:35 p.m. and reported that they had upheld the superintendent's recommendations for all student disciplinary actions. No action had been taken during the personnel session. The meeting adjourned on a motion by Mr. Berkley, seconded by Dr. Mitchell. APPROVED: 4-~3 -~? Micheal Daughertycretary APR 2 8 1998 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING March 26, 1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on March 26, 1997 in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. Vice President, Larry Berkley, presided. MEMBERS PRESENT: Larry Berkley Michael Daugherty Pat Gee Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Judy Magness ALSO PRESENT: Leslie V. Carnine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER II. The Vice President, Larry Berkley, called the meeting to order at 6:05 p.m. Roll call revealed the presence of six Board members\nMs. Magness was absent. The teacher exofficio, Gwendolyn Cokeley from Cloverdale Elementary School, and Peter Chu, student ex-officio from McClellan High School, were also present. READING OF MINUTES: Minutes from the regular board meeting of February 26 were presented for Board approval. The minutes were approved 6-0, on a motion by Dr. Mitchell, seconded by Ms. Strickland. REGULAR BOARD MEETING March 26, 1998 Page2 III. PRESENTATIONS: A. SUPERINTENDENT Dr. Carnine introduced Debbie Milam, who introduced representatives from the Little Rock Board of Realtors. Jack McCray, Nancy Dutton, and Ken Gill presented the District with a check in the amount of $5,000 to be used to support of the Vital Link program this summer. The L.R. Board of Realtors pledged their support for Vital Link and announced their intent to place sixth grade students as interns in realty offices this summer. Donterio Porter, fifth grade student at Terry Elementary, was presented with a citation in recognition of his recent selection as the winner of the United Way Thank You Poster Contest. His design will be used on Thank You posters, which will be displayed in area businesses. Members of Donterio's class also received tee shirts imprinted with his design. Jeannette Stephenson was recognized for her selection as one of 153 finalists in the 1998 Coca-Cola Scholars Program. A national search committee will interview the finalists in late April. Fifty-three students will be awarded $20,000 scholarships\n100 students will receive $4,000 scholarships. Kristianna Pittenger, teacher at Jefferson Elementary School, was recognized for her willingness to go the extra mile for her students. A parent recently wrote a letter to the superintendent detailing the special attention Ms. Pittenger gives to her students and asking that she be publicly recognized for her dedication. Although Ms. Pittenger could not be present at the meeting, she will be provided with a superintendent's citation. Roberta Kemp, teacher at Williams Magnet School, was the District's nominee for the Arkansas Teacher of the Year award. She has served the students of the Little Rock School District for over 28 years and was recognized for her outstanding instructional and leadership skills. Members and sponsors of the Pulaski Heights Jr. High School Mock Trial Team were recognized for their selection to compete at the national mock trial competition. Sam Stueart, trial team sponsor, introduced the team members and expressed his pride in the dedicated efforts these students have given to the preparation for competition. This is the second year in a row that the PHJH team has been selected for this honor. Members of the Parkview Patriots basketball team and Coach Al Flanigan were recognized for their recent victory and selection as AAAA State Champions. Coach Flanigan introduced the team members and expressed appreciation to them for making this his first state title as head coach. REGULAR BOARD MEETING March 26, 1998 Page 3 The ex-officio members of the board, Gwendolyn Cokeley, teacher from Cloverdale Elementary School, and Peter Chu, student from McClellan High School, were presented with certificates of appreciation for their service on the Board for the month of March. B. PARTNERSHIPS Debbie Milam, VIPS Coordinator, presented certificates in recognition of two newly established partnerships: Frank J. Wills and Wills Thompson \u0026amp; Paschall, represented by Staci Stockburger, in partnership with Pulaski Heights Elementary School, represented by Lillie Carter and Liz Lucker Tomberlin Community Development Center, represented by Billy Rufus, Charles Nellum, Jason Crossby, Linda Washington, Joyce Thompson, Tamica Hillary and Barbara Morgan in partnership with Carver Magnet Elementary School, represented by Yana Scott and Diane Barksdale Dr. Mitchell moved to accept the new partnerships, Mr. Riggs seconded the motion, and it carried unanimously. C. CITIZENS COMMITTEES Darlene Garrett, coordinator of the City of Little Rock Neighborhood Resource Center, presented information on the renovation of the old Lee Elementary School building on West 12th Street and Pine. A number of city services will be available at this facility and it will be available to residents of the city for development of neighborhood associations and other community-based organizations. A Community Development Block grant loan will pay for the renovations. The District sold the property to the City several years ago, with the understanding that it would be used to facilitate community services. Pat Busbea and Stephanie Copes presented a report on the Reading Recovery/Early Literacy Program. District principals, Mac Huffman from Fulbright, Faith Donovan from Dodd, and Mary Menking from Williams Magnet, provided information on the success of Reading Recovery with their student populations. Celestine Piggee, assistant principal at Parkview, also remarked on the success of the Reading Recovery with her son, Billy, a third grader at Fulbright Elementary. REGULAR BOARD MEETING March 26, 1998 Page4 D. 1. SPECIAL PRESENT A TIO NS Office of Desegregation Monitoring Skip Marshall, representative of ODM, congratulated the students who were recognized earlier in the meeting for their academic and athletic achievements. He emphasized that these students are an example of the good things that happen every day in the Little Rock School District. 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. 5. PTA Council No report. E. BOARD MEMBERS Mr. Riggs commented on the success of the VIPS 25th anniversary celebration. Over 700 volunteers read to students in all of the District schools on March 25. He expressed hope that all of the volunteers would return on a regular basis to read in the classrooms. Ms. Strickland reported that ten SCAT volunteers go to Rightsell Elementary School every Monday morning to tutor students. This partnership has proven to be a positive and rewarding experience for the students as well as the senior citizens. Mr. Berkley attended the FAST program dinner meeting last week, which involved students and parents from Baseline and Wakefield Elementary Schools. REGULAR BOARD MEETING March 26, 1998 Page 5 IV. REMARKS FROM CITIZENS Howard Gordon, Minister of First Presbyterian Church, was present to follow up on previous presentations by Don Campbell. They are eager for the Board to review and revise the District's policy on make-up work and grading practices for students who are suspended and/or expelled from school. V. ACTION AGENDA (Mrs. Gee left the meeting at 7:00 and was not present during the action portion of the agenda.) A. Middle School Program Mission Statement The middle school program mission statement was printed in the agenda for the Board's review and approval. Mr. Riggs made a motion to approve the mission statement. Dr. Mitchell seconded the motion and it carried 5-0. B. Community Learning Centers An application was submitted to the U.S. Department of Education to establish community learning centers in LRSD facilities. The proposal requested $380,401 for the first year of a three-year program to enhance activities at McClellan High School and Cloverdale Jr. High School. Mr. Riggs made a motion to approve the submission\nDr. Daugherty seconded the motion and it carried 5-0. C. McClellan High School: Request for AP Courses McClellan High School administration and staff submitted a request for the Board's approval of AP Art History, AP Psychology, AP Government and Politics, AP Comparative Government and Politics, and Pre-AP World History. These courses were developed using the curriculum established by The College Board. Ms. Strickland moved to approve the request\nMr. Riggs seconded the motion and it carried 5-0. D. Arkansas Better Chance (ABC) Grant Program The Early Childhood Department requested approval to submit an application to the Arkansas Department of Human Services for continuous funding of early childhood programs. The Arkansas Better Chance ( ABC) Program Act 212 of 1991, provides funding to assist in the identification and education of educationally deprived children, aged three to five years old. Approval of the proposal would provide $233,992 for these programs. Mr. Riggs moved to approve the submission\nMs. Strickland seconded the motion and it carried unanimously. REGULAR BOARD MEETING March 26, 1998 Page6 E. Arkansas Children's Hospital Tobacco Prevention and Cessation Project The Arkansas Children's Hospital Research Institute requested collaboration in an adolescent tobacco prevention and cessation research project. The project is to be funded through a grant from the National Cancer Institute. Mr. Riggs made a motion to approve the District's cooperation and participation in this project. Dr. Mitchell seconded the motion and it carried 5-0. F. Resolution: City of Little Rock \"Pick Up Little Rock Schools Day\" Mrs. Strickland read a resolution in support of the City of Little Rock Litter Task Force project naming Saturday, April 4, 1998 as \"Pick Up Little Rock Schools Day.\" Dr. Mitchell made a motion to approve the resolution, seconded by Dr. Daugherty. The motion carried unanimously. G. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Ms. Strickland. The motion carried unanimously. Donated items are listed in the chart which follows. DONATIONS SCHOOLJDEPARTMENT ITEM DONOR Hall High School Gateway 486 Computer/ The Pension Center, Monitor/Gateway 386 Inc. Tower System/Monitor/ Quill/Evex Desktop Computer/Monitor Apple-MacIntosh Computer/ Mr. Scott Lawrence 2 printers Metropolitan Leaming Stackable Washer/Dryer Ms. Carolyn Brewer Opportunity Child Care Center Unit Romine Elementary GBC Ultima GS Laminator/ Romine PTA Laminator Cart/4 Zenith VCR's w/brackets Washington Magnet $150 cash for Young Ruebel Funeral Home Elementary Astronaut Program $135 cash for Young Roller Funeral Home Astronaut Proirram REGULAR BOARD MEETING March 26, 1998 Page7 E. Personnel Changes The Superintendent requested the Board's approval of personnel items printed in the agenda, including assignment of elementary summer school principals. Secondary principals have been interviewed and will be presented for approval at the April meeting. In addition, Dr. Carnine presented his recommendations for administrative personnel assignments. Victor Anderson was recommended for a promotion to Associate Superintendent for Support Services\nJunious Babbs was recommended for the Associate Superintendent for Desegregation\nBonnie Lesley will be employed as the Associate Superintendent for Instruction\nand Katherine R. Lease will be employed as the Director of Planning, Research and Evaluation. In addition, not presented as an agenda item, but presented orally by the Superintendent, Sadie Mitchell will be promoted to Associate Superintendent for School Campus Services. Mr. Riggs moved to approve all personn_el recommendations. Ms. Strickland seconded the motion. Dr. Daugherty commented that he was hopeful the transition period would not create unnecessary problems within the District and asked staff to support the people who had been named in these leadership positions. Dr. Mitchell expressed concern about some of the appointments and stated that she could not support the recommendations with a clear conscience. The motion carried, 4 -1, with Dr. Mitchell abstaining. J. Financial Reports The financial reports were printed in the agenda for the Board's review. There was no additional discussion and the reports were approved unanimouslv, on a motion by Ms. Strickland, seconded by Mr. Riggs. VI. REPORT AGENDA A. Desegregation Update Dr. Carnine reported that he was in contact with the District's attorneys and that they were hoping a final determination from Judge Wright would be made within a few weeks. There was no additional discussion. The student assignment office desegregation update was printed as a part of the agenda. There were no questions from the Board. B. Budget Update Mr. Milhollen was present, but did not present a budget report. A budget work session will be held on April 20. REGULAR BOARD MEETING March 26, 1998 Page 8 VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. DISCIPLINARY None. ADJOURNMENT With no further business before the Board, Mr. Riggs moved for adjournment at 7:45 p.m. Ms. Strickland seconded the motion, and it carried unanimously. APPROVED: ~-J.3-18' J~~~_, 1 - ~~ RECEIVED - JUN 4 1998 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING April 23, 1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, April 23, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Michael Daugherty Pat Gee Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Carnine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:00 p.m. Roll call revealed the presence of six Board members\nDr. Daugherty arrived at 6: 15 p.m. The teacher exofficio, Brenda Fleming, from Dodd Elementary School, and Richard Bruno, student exofficio from Parkview Magnet High School, were also present. II. READING OF MINUTES: Minutes from a special meeting on March 12, 1998, and from the regular board meeting of March 26, 1998, were presented for:Lloard approval. The minutes were approved 6-0, on a motion by Mr. Berkley, seconded by Mr. Riggs. REGULAR BOARD MEETING April 23, 1998 Page2 ill. PRESENTATIONS: A. SUPERINTENDENT Dr. Carnine introduced Debbie Milam and asked her to recognize VIPS Board members and staff who were in attendance. VIPS Board Chairman, Theodosia Cooper, commented on the celebration of VIPS 25th year, and reported on the dollar value of volunteer hours in the schools. The Board and the public were invited to attend the .VIPS ''Night for the Stars\" on Tuesday, April 28, 1998. Dr. Carnine introduced Rosie Williams, Beth Munson, Susana Smith and Joann Stark, who were recently honored by the Pulaski Heights Lion's Club as outstanding teachers in the LRSD. Their principals nominated these teachers for the annual award. The MathCounts team from Dunbar Magnet Junior High School was recognized for reaching the statewide MathCounts competition for the eighth year in a row. Lenora Murray, team coach, introduced the team members, and congratulated the students for their hard work and dedication, The team placed first in the region and fourth in the state competitions. Linda Brown, principal of Dunbar Magnet Junior High School, was recognized for her leadership of that school. It was announced that Dunbar was recently selected as a Magnet School of Merit by the Magnet Schools of America program, which honors the top one percent of magnet schools in the nation. Katherine Mitchell and Micheal Daugherty were presented certificates from the Arkansas School Boards Association recognizing their completion of fifteen hours of additional board member training. The ex-officio members of the board, Brenda Fleming, teacher from Dodd Elementary School, and Richard Bruno, student from Parkview Magnet High School, were presented with certificates of appreciation for their service on the Board for the month of April. B. PARTNERSHIPS Debbie Milam, VIPS Coordinator, presented certificates in recognition of newly established business/school partnerships: Darwin Buehler, representing Allegra Print Imaging, in partnership with McDermott Elementary School, represented by Mike Oliver, Andy Carpenter and Susie James REGULAR BOARD MEETING April 23, 1998 Page3 Cantrell Gallery, partnering with McDermott Elementary School, represented by Mike Oliver, Andy Carpenter and Susie James Crocus Flowers \u0026amp; Gifts, partnering with McDermott Elementary School, represented by Mike Oliver, Andy Carpenter and Susie James Little Caesar's Pizza, partnering with McDermott Elementary School, represented by Mike Oliver, Andy Carpenter and Susie James LaQuinta Inn - Otter Creek, partnering with Otter Creek Elementary School, represented by Carolyn Teeter and Janis Tucker Philander Smith College, Education Department, represented by Dr. Mao and Dr. Thomas, partnering with the LRSD Staff Development Department, represented by Marion Wood and Sue Walls Arkansas Secretary of State's Office, represented by Renie Rule, partnering with the LRSD Staff Development Department, represented by Marion Wood and Sue Walls Mr. Riggs moved to accept the new partnerships, Dr. Mitchell seconded the motion, and it carried unanimously. C. 1. SPECIAL PRESENTATIONS Office of Desegregation Monitoring Melissa Gulden commented on the court's approval of the revised desegregation and education plan and reported that the ODM staff stands ready to assist the LRSD in any way. 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. REGULAR BOARD MEETING April 23, 1998 Page4 5. PTA Council Essie Middleton announced that the 74th annual PTA convention would be held this weekend at the North Little Rock Hilton. She invited the Superintendent and Board members to attend. E. BOARD MEMBERS Dr. Mitchell commended Shirley Lewis and JoEvelyn Elston for opening the Child Development Center at Metropolitan Vocational Technical School. She also congratulated Marian Shead-Jackson and the 1-IlPPY staff for opening the new lending library for HIPPY participants. Ms. Magness made brief comments regarding the recent approval of the revised desegregation and education plan. She also thanked Dunbar Magnet students who had provided cold drinks to Board members prior to the meeting. Richard Bruno, ex officio member of the Board, announced the Parkview student production of Joseph and the Amazing Technicolor Dreamcoat. Performances will be held Friday and Saturday nights, and the public is invited to attend. IV. CITIZENS COMMITTEES V. Mayor Jim Dailey was present to introduce the STEM (Savings Through Energy Management) project participants, who were required to make a presentation to the Board as a part of the project's grant requirements. STEM is a partnership between the city, the state, the school district, and the U.S. Department of Energy. Mayor Dailey introduced other individuals who were actively involved in this project: Wendell Jones, of the City of Little Rock, Kirk Bond, with Rebuild America in Kansas City, and a number of Central High School students and staff members. The students' presentation was based on research conducted over the past few months. Energy usage was assessed, problem areas were identified and dollar-amount savings possibilities were calculated. REMARKS FROM CITIZENS Don Campbell asked the Board to continue to review the current Board policy which prevents students from making up class assignments or receiving credit for their work while they are suspended or expelled from school. REGULAR BOARD MEETING April 23, 1998 Page5 V. ACTION AGENDA (Ms. Magness left the meeting at 7: 15\nVice-President Berkley conducted the action portion of the agenda.) A. Service Leaming Guidelines The Board was asked to approve additional service learning sites provided by the Arkansas Department of Education under Act 648 of 1993. Mr. Riggs moved to approve the sites for LRSD student service learning participation. Ms. Strickland seconded the motion and it carried 6-0. B. School Lunch Price Increase The District's food service department requested approval for a price increase for lunch meals. The last increase was implemented during the 1982-83 school year. Breakfast meal prices would remain the same. Mr. Riggs moved to approve the increase. Ms. Strickland seconded the motion and it carried 6-0. C. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Ms. Strickland. The motion carried unanimously. Donated items are listed in the chart which follows. DONATIONS SCHOOLJDEPARTMENT ITEM DONOR Central High School Basketball 55 pairs ofbasketball shoes, Karen Kalish, team \u0026amp; LRSD Athletic Dept. 22 warm-up suits, 20 Basketball Promotions equipment bags of Adidas America MeadowcliffElementary 11 Compaq Desk Pro Alltel Communications Computer Systems Chicot Elementarv School Sign Chicot PTA Mabelvale Elementary Ultima 65 Laminator Mabelvale PTA REGULAR BOARD MEETING April 23, 1998 Page6 VI. E. Personnel Changes The Board was asked to approve personnel changes as printed in the agenda. Secondary summer school principal assignments were also included for action. Mr. Riggs made a motion to approve all personnel items. Dr. Mitchell seconded the motion and it carried 6-0. J. Financial Reports The financial reports were printed in the agenda for the Board's review. There was no additional discussion and the reports were approved unanimously, on a motion by Dr. Daugherty, and seconded by Ms. Gee. K. Campus Clean-up After requesting a suspension of the rules to consider an item not previously included on the meeting agenda, Ms. Strickland provided a written summary report of the campus clean up held in cooperation with the City of Little Rock on Saturday, April 4, 1998. Ms. Strickland made a motion to direct the superintendent to send a letter to all district schools explaining the joint effort to remove all trash, litter and debris from the LRSD campuses. Dr. Mitchell seconded the motion and it carried 6-0. REPORT AGENDA A. McClellan EAST Program Mr. Berkley provided a brief oral report in conjunction with the written proposal for an Environmental and Spatial Technology (EAST) lab at McClellan Community High School. This program would provide technology instruction to students for one period each day, and would enhance critical thinking skills, responsibility, accountability and personal initiative. B. Desegregation Update Dr. Carnine commented on the recent approval of the consent decree. He reported that he would be meeting with the parties and with district employees over the next 10 days to review the requirements written in the plan. Core Content Standards Presentation At Dr. Carnine's request, a report on Core Curriculum Standards was presented as a part of the Desegregation Update. REGULAR BOARD MEETING April 23, 1998 Page? Members of the Standards Committee, Gene Williams, teacher at Carver Magnet, Laura Beth Arnold, from Pulaski Heights Elementary, Cassandra Harding, from Booker Magnet, and Nettie Epps, from King Elementary Magnet, presented a brief review of the proposed K - 6 core content standards. Board members were provided a copy of the proposal for language arts, mathematics, science and social studies. Dr. Carnine indicated that standards for secondary levels would be presented at a later date. He will ask for the Board to review and approve the proposed standards at the May board meeting. VII. AUDIENCE WITH INDMDUALS OR GROUPS None. VIII. DISCIPLINARY None. ADJOURNMENT With no further business before the Board, Mr. Riggs moved for adjournment at 7:50 p.m. Dr. Daugherty seconded the motion, and it carried unanimously. APPROVED: 0  ~ 8  18 J\n/ /l, .'hr~/ ,l 7\n)b Michael Daugherty, Secr.elfuy ~ EC JUN 4 1998 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING May 14, 1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, May 14, 1998, immediately following the regular agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Pat Gee Katherine Mitchell MEMBERS ABSENT: John Riggs, IV Sue Strickland ALSO PRESENT: Leslie V. Carnine, Superintendent Beverly Griffin, Recorder of Minutes Charles Carter, Ex-officio Teacher Representative I. CALL TO ORDER Ms. Magness called the meeting to order at 6:25 p.m. A quorum was stipulated without a roll call. Five members of the Board were present\nMr. Riggs and Ms. Strickland were absent. - MINUTES - SPECIAL BOARD MEETING May 14, 1998 Page2 PURPOSE OF THE MEETING The meeting was called for the purpose of taking personnel action, as requested by the superintendent. ACTION ITEM: The Superintendent recommended four personnel assignments for the 1998-99 school year. The recommendations are noted in the following chart: ADMINISTRATOR 1998-99 RECOMMENDED 1997-98 ASSIGNMENT ASSIGNMENT Linda Brown Principal, Parkview Magnet High Dunbar Magnet Jr. High School Frances Cawthon Asst. Superintendent, Elementary Jefferson Elementary Marian Lacey Asst. Superintendent, Secondary Mann Magnet Jr. High Mona Briggs Assignment to Instructional Division Pulaski Heights Jr. High Dr. Daugherty made a motion to approve the Superintendent's recommendations for promotions of administrative staff for the 1998-99 school year. Mr. Berkley seconded the motion, and it carried 5-0. ADJOURNMENT The meeting adjourned at 6:37 p.m. on a motion by Dr. Mitchell, seconded by Mr. Berkley. APPROVED: 5-,). 8  ~ 8 Micheal Daugherty~ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING May 28, 1998 RECEIVED JUL 7 ~ 1998 OfftCEOF IISE6REGAltOH MOtmORfNS The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, May 28, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Michael Daugherty Pat Gee Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Carnine, Superintendent of Schools Beverly Griffin, Recorder of Minutes Charles Carter, Teacher Ex-officio I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:00 p.m. Roll call revealed the presence of six Board members\nDr. Daugherty arrived at 6:07 p.m. The teacher exofficio, Charles Carter, from Fair Park Elementary School, was also present. II. READING OF MINUTES: Minutes from the regular board meeting of April 23, 1998, and from a special meeting on May 14, 1998, were presented for Board approval. The minutes were approved 6-0, on a motion by Mr. Berkley, seconded by Mr. Riggs. REGULAR BOARD MEETING May 28, 1998 Page2 III. PRESENTATIONS: Student Performance: Students from the Carver Magnet School Select Chorus performed for the Board. Diane Barksdale, principal, introduced the music director, Jimmy Murray, who led the students in their performance. Metropolitan Vocational Center: VICA Awards Presentation: Mike Peterson, principal of Metro Vocational Center, introduced staff members and students who were recently awarded recognition at the state level vocational competition. Metro students received thirty-two medals, and several of them will represent Metro at National Competitions. B. SUPERINTENDENT'S CITATIONS Dr. Carnine introduced Kyle Atwood, a kindergarten student at King Magnet Elementary School. Kyle recently won honorable mention in the Arkansas Department of Education Child Nutrition poster contest. Sarah Northup was introduced and recognized for winning a Gold Award in the Discover Card Tribute Program for Arkansas. This program recognizes high school juniors and awards a $2,500 scholarship for academic achievement. The superintendent introduced Geoffrey Schmidt, a recent Central High School graduate. Geoffrey was named one of the top science and engineering students in the world and will receive an all expense paid trip to the Nobel Prize Awards in Sweden. He will also receive a $40,000 scholarship as an Intel Young Scientist Scholarship recipient and $5,000 best of category award for his computer science project entry. Dr. Carnine introduced Jo Evelyn Elston who coordinates the Superintendent's Student Cabinet. Students are selected by their counselors to serve on the cabinet and attend monthly meetings with the Superintendent. Ms. Elston introduced the students and presented them with certificates of appreciation for their service. Ms. Elston was also asked to introduce students who participate in the District's SECME program. These students excel in science, engineering and math programs and recently participated in the regional SECME Olympiad. Some of them have been selected to attend the SECME conference in Miami this summer. REGULAR BOARD MEETING May 28, 1998 Page3 The ex-officio teacher representative to the Board for the month of May was Charles Carter, who teaches at Fair Park Elementary. Mr. Carter was presented with a certificate of appreciation for this service to the Board. C. P ARTNERSIIlPS Debbie Milam, VIPS Coordinator, presented a certificate in recognition of a newly established business/school partnership: Mary \u0026amp; Dick Hurley, owners of Uniforms for America, partnering with Henderson Health Sciences Magnet School, represented by James Washington In addition to the partnership recognition, Ms. Milam introduced Cheryl Carson, principal of Booker Arts Magnet Elementary School, who presented a framed photo of two current Booker students for display in the administration building. The photo will be reproduced on posters, billboards and other advertising and promotional materials for the Arkansas Department of Education. Mr. Riggs moved to accept the new partnerships, Dr. Mitchell seconded the motion, and it carried unanimously. D. SPECIAL PRESENTATIONS Dr. Carnine announced plans for implementation and transition to middle schools in the fall of 1999. The middle school configuration of grade levels has previously been endorsed by the Board and approved by the strategic planning committees and by the work teams who assisted in the development of the revised desegregation and education plan. Elementary schools will serve Pre-K/Kindergarten students through the fifth grade. Middle schools will serve grades six through eight and the ninth grade will be moved to the current high schools. 1. Office of Desegregation Monitoring Skip Marshall was presented but did not report. 2. Classroom Teachers Association Grainger Ledbetter addressed the Board regarding concerns expressed in a recent CTA meeting at Hall High School. He indicated that over 300 teachers had attended the rally and that the major focus of concern was discipline in the schools. He referred to the Plain Talk report, compiled by UALR researchers and submitted to the public last year, which indicated one of the most serious problems facing the district is the public's perception of safety and discipline in the schools. REGULAR BOARD MEETING May 28, 1998 Page 4 3. Joshua Intervenors No report. 4. Knight Intervenors No report. 5. PTA Council Karen Greenlea and Doris Williams presented awards to the students who won American Education Week awards. The PT A Council sponsors an annual competition for students to submit essays and artwork promoting American Education Week. First, second, third place and honorable mention certificates were given at each level of entry, elementary art and intermediate, junior high and senior high essay divisions. E. BOARD MEMBERS Dr. Mitchell attended the annual Food Service Employee Appreciation program, which was held recently at M. L. King Elementary School. She commended Morlin McCoy for the incentives that have served to improve employee relations in the Food Service Department. Mr. Riggs congratulated the 1998 high school graduates and noted that over six million dollars in scholarships had been granted to this year's graduating seniors. He also commended the faculty and staff at Parkview for naming a scholarship fund for Junious Babbs, who recently accepted the position of Associate Superintendent for Desegregation. Dr. Daugherty and Ms. Magness seconded Mr. Riggs comments and wished students and employees a safe summer. IV. REMARKS FROM CITIZENS Mazola Johnson, president of the Stephens Neighborhood Association, expressed support for the rebuilding of Stephens School and reminded the Board that members of the neighborhood association have expressed continuing interest in serving on the planning committee. They are most interested in continuing with the neighborhood school concept and hope to see the city cooperate with building the community center at the school site. REGULAR BOARD MEETING May 28, 1998 Page 5 Becky Chambers, teacher at Watson Elementary, expressed concern about discipline and the disruptive behavior of some students. Lou Ethel Nauden stated that teachers, parents and school administrators are all concerned about safe and orderly schools. She called for a team effort to solving discipline and safety problems. Chris Kline, teacher at Southwest Jr. High, remarked that he considered the biggest problem to be a lack of consistency in dealing with disruptive students. He stated that students should be held accountable for their behavior and that the handbook should be followed strictly. Darrall Carr, a first year teacher at Dunbar Magnet Jr. High, stated that problems with discipline in the classroom lead to inappropriate behaviors elsewhere, leading to the high crime rate in the city. He feels that stricter enforcement of discipline policies, or a \"notolerance\" rule would lead to more parent accountability, and a better relationship between teachers and administrators. Kirby Shofner, a teacher at Central High School, expressed concern that there was no discipline in school and that the students were taking charge of the classrooms. He feels that there is a lack of respect for teachers and administrators because rules are not enforced. Teresa Green, a member of the Stephens Neighborhood Association, expressed concern about the problems with student discipline and the impact on neighborhoods. She is anxious to be a part of the planning and implementation of the building of Stephens School and hopes it will be a positive link between the school and community. The Board took a briefrecess and resumed the meeting at 7:55 p.m. V. ACTION AGENDA A. Elementary Language Arts Textbook Adoption The Board was asked to approve the recommendations of the Elementary Language Arts textbook committee. They selected the Write Source Program for grades one through six, including the teacher's guides and program guide kits. Gene Parker was present to respond to questions regarding the selection process. Mr. Riggs moved to accept the committee's recommendation. Dr. Daugherty seconded the motion and it carried unanimously. REGULAR BOARD MEETING May 28, 1998 Page6 B. Comprehensive Standards-Based Assessment Program Dr. Carnine presented a recommendation to support the curriculum standards by incorporating a combination of criterion-referenced quarterly assessments of student progress and administration of the Stanford Achievement Tests at grades 3, 5, 7, 8 and 10. Gene Parker, Dennis Glasgow and Marie McNeal responded to questions from the Board. Dr. Mitchell moved to accept the recommendation. Ms. Strickland seconded the motion and it carried unanimously. C. Governor's Partnership for Children and Families The Pupil Services Department of the District submitted an application to the Governor's Partnership for Children \u0026amp; Families, requesting $25,000 to support a program to reduce violent behavior in the schools and assist in returning suspended and expelled students to the classroom. The program would provide direct assistance to approximatley 475 students in grades 7 - 12 and their parents. The program would operate in cooperation with the Centers for Youth and Families, New Futures, the Arkansas Department of Mental Health, and the Juvenile Justice Center. Dr. Daugherty made a motion to approve the submission, Ms. Gee seconded the motion, and it carried unanimously. D. Summer Programs for Youth The New Futures Department submitted two proposals for funding by the City of Little Rock. One project application requests $19,420 to provide memberships to the Boys Club for 30 young people from Woodruff Elementary and Pulaski Heights Elementary and Jr. High Schools. The other project would provide a four-week program to improve literacy skills of24 Forest Heights Jr. High School students. Activities would be located at the Central Arkansas Library and would include story telling, drama and writing. The grant application requests $11,160. Dr. Mitchell moved to approve the applications. Mr. Riggs seconded the motion and it carried 7-0. E. Elementary Residential School Proposal Sanford Tollette, Executive Director of the Pfeifer Camp Program, was asked to present a proposal for implementation of an Elementary Residential School program in the District. A committee of District personnel and community members has met regularly over the past year to develop a proposal for additional alternative learning opportunities for elementary school students. REGULAR BOARD MEETING May 28, 1998 Page 7 The Elementary Residential School would operate similarly to the successful Camp Pfeifer program, but would not be a replacement for that program. It is proposed that the District would be ready to implement the project for the 1999-2000 school year. The Board was asked to authorize the committee to proceed with planning and development of the project. Dr. Mitchell made a motion to encourage the committee to continue their work and endorse the proposal as presented. Dr. Daugherty seconded the motion, and it carried unanimously. F. Release of Pre-K Reserved Seats The Board was provided with a recommendation for release of seats in the prekindergarten (four-year-old) classrooms for the 1998-99 school year. This action would allow all but two seats in each classroom to be filled immediately. The remainder of the seats could be filled from the waiting lists after the October 1, 1998 enrollment count. Mr. Berkley made a motion to approve the proposed release of seats. Dr. Daugherty seconded the motion and it carried 7-0. G. . Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Dr. Daugherty. The motion carried unanimously. Donated items are listed in the chart, which follows. DONATIONS SCHOOUDEPARTMENT ITEM DONOR Garland Incentive School $100.50 cash for special Retired Educators of LR needs students Lloyd Black, Presdient Washington Magnet Contributions to Young Astronaut Program $135.00 cash St. John Baptist Church $200.00 cash Raytheon Aircraft Co. $150.00 cash Jim Moses/Moses- Nosari Real Estate, Inc. Metropolitan Vo-Tech 1998 Chevrolet Cavalier Chevrolet Motor Division Chicot Elementary $100.00 cash for Loomis, Fargo and Co. Accelerated Reader Program REGULAR BOARD MEETING May 28, 1998 Page 8 SCHOOUDEPARTMENT ITEM DONOR Geyer Springs Elementary Playground Equipment Geyer Springs PT A Hall High School IBM Compatible 386 Judge Larry Vaught Computer and Epson Printer Pulaski Heights Jr. High Dell 486 computer/ two 325 The Koger Center SX computers/two Compaq Desk Pro 386 Computer Systems H. Personnel Changes Mr. Berkley made a motion to move into executive session for the purpose of discussing personnel matters. Dr. Mitchell seconded the motion and it carried unanimously. The Board returned from executive session at 9:25 p.m. and reported that no action had been taken. In addition to the personnel changes printed in the agenda, the Board was asked to approve assignment of Janice Tucker to the position of principal at Otter Creek Elementary, and Susan Beard to the position of principal at Jefferson Elementary. Mr. Riggs made a motion to approve all personnel items. Mr. Berkley seconded the motion and it carried 7-0. I. Financial Reports The financial reports were printed in the agenda for the Board's review. There was no additional discussion and the reports were approved unanimously, on a motion by Mr. Berkley, seconded by Dr. Daugherty. VI. REPORT AGENDA A. Stephens School Update Doug Eaton, Director of Facilities Services, provided a brief report on plans for rebuilding Stephens School. A committee of area residents and District personnel developed the proposed theme, School for the Future. Once the building is complete, it is expected to house approximately 665 students in grades Pre-K through grade five. The city of Little Rock will also build a community center at the site. REGULAR BOARD MEETING May 28, 1998 Page 9 B. Laidlaw Status Report Ed Streeter, Mike Jones and Diane Hanson presented a briefreview of the Laidlaw Transportation operations and the proposal for next year's services. Each Board member had been provided with a written report for review prior to the meeting. C. Strategic Plan Update Dr. Carnine provided a brief report on plans for review and revision of the current five-year strategic plan. Thirty-three District employees and community members will meet for two days the first week of June to review the plan and make changes to conform to the recently approved Revised Desegregation and Education Plan. D. Grants Report Marvin Schwarts, Grants Writer, provided a brief report on the status of current year grants proposals submitted and funding received. As of May 28, 1998, a total of $4,753,570 had been granted to the District from various funding sources. In addition, there are applications pending which would bring in an additional $889,722, if awarded. Mr. Schwartz reminded the Board that he provides inservice, which is open to all District employees, on the grants process and information on grant opportunities, as they become available throughout the year. Mr. Riggs asked that Superintendent Carnine make it a priority to motivate all schools to seek additional grant funding to supplement their regular budget. E. Land Use Planning/Dunbar Community Acreage Dr. Anderson provided a written report to the Board on the proposal for use of the land at Dunbar Magnet School. The District, the City of Little Rock, and the Central Arkansas Library System share this land. Arkansas Urban Gardening Educational Resources (AUGER) has received a small grant for the purpose of designing and implementing a land-use proposal which is to incorporate an educational garden/park with the garden project that currently operates at the site. F. Desegregation Update Dr. Carnine reported that progress on implementing the Revised Desegregation and Education Plan was on-going. Persons responsible for the various areas of implementation have met regularly and will continue to do so as planning for the next school year progresses. REGULAR BOARD MEETING May 28, 1998 Page 10 G. Budget Update Mr. Milhollen reported that he is working on Draft #2 of the budget and would provide copies to the Board once revisions are completed. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. DISCIPLINARY None. ADJOURNMENT Prior to adjournment, the teacher ex-officio representative to the Board, Charles Carter, asked for a moment to speak. He stated that he had taught for 12 years in the District, but was planning to leave and pursue other career opportunities. He asked the Board to give teachers more recognition and to visit the schools to see for themselves the daily operations in the schools. With no further business before the Board, Mr. Riggs moved for adjournment at 10:45 p.m. Dr. Daugherty seconded the motion, and it carried unanimously. ~.~~ r / Lr-- tfl, ~ ~~) Michael Daugherty, Secrary APPROVED: 0  J.. S-1 l{ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING June 8, 1998 RECEVED JUL 7\n1998 CJRCE(lf DESf6ll\u0026amp;\\m1 The Board of Directors of the Little Rock School District held a special meeting on Monday, June 8, 1998, at 6:00 p.m. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Pat Gee Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None. ALSO PRESENT: Leslie V. Carnine, Superintendent Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 6:04 p.m. It was noted that all Board members were present and on time. PURPOSE OF THE MEETING The meeting was called for the purpose of taking personnel action. ' MINUTES - SPECIAL BOARD MEETING June 8, 1998 Page2 ACTION ITEM: The Superintendent recommended four personnel assignments for the 1998-99 school year. The recommendations are noted in the following chart: ADMINISTRATOR 1998-99 RECOMMENDED ASSIGNMENT Debbie Berry Principal Dunbar Magnet Jr. High School Brenda James Principal Mann Magnet Jr. High School Nancy Rousseau Principal Pulaski Heights Jr. High School Vanessa Cleaver Project Director CPMSA Science Grant 1997-98 ASSIGNMENT Assistant Principal Pulaski Heights Jr. High Assistant Principal Central High School Assistant Principal Central High School Coordinator of Mathematics Mr. Riggs made a motion to approve the Superintendent's recommendations for promotions of administrative staff for the 1998-99 school year. Dr. Mitchell seconded the motion, and it carried unanimously. ADJOURNMENT The meeting adjourned at 6: 10 p.m. on a motion by Dr. Mitchell, seconded by Mr. Riggs. I R,, I~ .62~ Micheal Daughe , ecret LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING June 11, 1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, June 11, 1998, immediately following the regular agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty John Riggs, IV MEMBERS ABSENT: Pat Gee Katherine Mitchell Sue Strickland ALSO PRESENT: Leslie V. Carnine, Superintendent Beverly Griffin, Recorder of Minutes James Fells, student ex-officio, Fair High School I. CALL TO ORDER Ms. Magness called the meeting to order at 6:00 p.m. Four members of the Board were present. Ms. Gee, Dr. Mitchell and Ms. Strickland were absent. PURPOSE OF THE MEETING The special meeting was called for action on the following items: 1. CARE Program Rate Increase 2. Resolution Approving the Issuance of Tax \u0026amp; Revenue Anticipation Promissory Notes 3. Personnel Item MINUTES - SPECIAL BOARD MEETING June 11, 1998 Page2 CARE Program Rate Increase The Board was asked to approve a rate increase for the CARE Program, effective July 1, 1998. JoEvelyn Elston, Director of Pupil Services, was present to respond to questions. The registration fee will increase from $10.00 to $20.00 per year, before and after school care will increase from $85.00 per month to $100.00 per month, the full-day rate will increase from $8.00 to $12.00, and the drop-in rate will increase from $5.00 to $7.00 per day. These increases will allow the CARE Program to continue to operate as a selfsupporting program. Mr. Riggs moved to approve the CARE Program rate increases. Dr. Daugherty seconded the motion and it carried 4-0. Resolution Approving the Issuance of Tax \u0026amp; Revenue Anticipation Promissory Notes The Board was asked to review and approve a resolution on the issuance of Tax and Revenue Anticipation Promissory Notes. 1bis issuance is the 8th year of the program that began in 1991 and will be used to pay the expenses of operating and maintaining the District through the summer months. Mark Milhollen, Manager of Financial Services, was present to respond to questions from Board members. Mr. Riggs made a motion to approve the resolution. Dr. Daugherty seconded the motion and it carried 4-0. Personnel Dr. Carnine introduced Donna Hall, who was recommended for the position of Principal at Geyer Springs Elementary School. Mr. Berkley moved to accept the personnel recommendation, Dr. Daugherty seconded the motion and it carried unanimously. ADJOURNMENT The meeting adjourned at 6: 10 p.m. on a motion by Mr. Riggs, seconded by Mr. Berkley. APPROVED: 0 .\n)'5 - o/o Micheal Daughe7ecre LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING June 25, 1998 RECEIVED JUL 2 9 1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, June 25, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Michael Daugherty Pat Gee Katherine Mitchell Sue Strickland MEMBERS ABSENT: John Riggs, IV ALSO PRESENT: Leslie V. Carnine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:05 p.m. Roll call revealed the presence of five Board members\nDr. Daugherty arrived at 6:10 p.m. II. READING OF MINUTES: Minutes from the regular board meeting of May 28, and from special meetings on June 8 and June 11, 1998, were presented for Board approval. The minutes were approved 5-0, on a motion by Mr. Berkley, seconded by Dr. Mitchell. REGULAR BOARD MEETING June 25, 1998 Page2 III. PRESENTATIONS: 1. Office of Desegregation Monitoring Skip Marshall stated that the ODM staff appreciated being included in the planning process for implementing the revised desegregation and education plan. He pledged their continued support. 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. 5. PT A Council No report. E. BOARD MEMBERS Judy Magness thanked everyone who participated in the strategic planning sessions the previous week, and recognized Linda Young and the New Futures staff for coordinating the activities. She also expressed appreciation to St. James United Methodist Church for allowing us to use their facilities. IV. REMARKS FROM CITIZENS Don Campbell was present to remind the Board that he is waiting to review the revised policy on allowing suspended and/or expelled students to receive assignments and credits for homework. REGULAR BOARD MEETING June 25, 1998 Page3 Stan and Catherine Harrison and their two children appeared before the Board to ask for a waiver to allow their students to attend school in the Pulaski County Special School District. They recently moved into the Little Rock School District attendance boundaries and would like for their children to be allowed to remain in their previously assigned schools. V. ACTION AGENDA A. First Reading: Campus Leadership Policy As a part of the recommendations for the Campus Leadership and Campus Incentive Plan, which was submitted to the Board in April, a policy was developed to support this initiative for school improvement at the campus level. Ms. Magness read the policy and made a recommendation to hold the second reading at the agenda meeting in July so that the policy could be in effect prior to the start of the 1998-99 school year. Mr. Berkley moved to approve the policy on first reading and the recommendation to hold the second reading in July. Dr. Daugherty seconded the motion and it carried 6-0. B. Policy Revisions Two policy revisions were presented for approval, which will ensure District compliance with the Arkansas Department of Education Standards for Accreditation. The first proposed policy allows students who have completed the eighth grade to enroll in and complete courses offered by a publicly supported community college or four-year college or university. These students will receive academic credit, which will be applied to graduation requirements, in accordance with rules and regulations adopted by each institution of higher education in consultation with the State Board of Higher Education. Mr. Berkley moved to approve the policy on first reading. Dr. Mitchell seconded the motion and it carried 6-0. The second policy sets guidelines to establish uniform grading criteria at and between school levels with the intent of being fair and consistent. Procedures for nine-week, semester and annual grading will be detailed in the regulations. Dr. Mitchell made a motion to approve the policy on first reading. Mr. Berkley seconded the motion and it carried 6-0. REGULAR BOARD MEETING June 25, 1998 Page4 C. Policy: Foreign Exchange Students In support of the enrollment of foreign exchange students, a policy with regulations and procedures was recommended for approval. Dr. Vic Anderson was present to respond to questions from the Board regarding the necessity for the recommendations. Mr. Berkley moved to approve the policy on first reading. Dr. Daugherty seconded the motion and it carried unanimously. D. Secondary Language Arts Textbook Adoption The District's Secondary Language Arts Textbook Committee voted unanimously to recommend materials for student and teacher use during the next language arts state adoption cycle. Gene Parker was present to respond to questions from the Board. Mr. Berkley made a motion to approve the recommended selections. Dr. Mitchell seconded the motion and it carried 6-0. E. Chamber of Commerce Management Study Odies Wilson, president of the Little Rock Alliance for Our Public Schools, addressed the Board with a prepared statement. The Alliance Board proposed an independent management review to be conducted by a professional auditing firm. Any costs associated with the review would be shared between the Alliance and the District. Mr. Berkley spoke in support of adopting a resolution of support for the management study concept. Ms. Strickland made a motion to approve the resolution. Mr. Berkley seconded the motion and it carried unanimously. F. Board Meeting Dates, 1998-99 School Year The proposed schedule of regular meeting dates for the 1998-99 school year was presented for Board approval. The second and fourth Thursday of each month are designated by Board policy as regular meeting dates. The only exceptions occur in November and December to avoid conflict with the holidays. Dr. Mitchell moved to approve the calendar of meeting dates, Mr. Berkley seconded the motion, and it carried unanimously. G. Parent Training Workshops An application was submitted to the Trinity Foundation of Little Rock to conduct a series of training workshops for parents of children enrolled in the District's early childhood programs. The proposal requests $17,840 to develop workshops to advance educational achievement in parents and their children. Ms. Strickland made a motion to approve the grant submission. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING June 25, 1998 Page 5 H. Goals 2000 - Staff Development Proposal A proposal was submitted to the Arkansas Department of Education for the Goals 2000, Educate America Act to enhance and expand two professional development programs. The proposal requests $239,579 to fund the Mahlon Martin Professional Development Center and a teacher/parent/community training program at Central High School. Dr. Mitchell made a motion to approve the application for funding of these two programs. Dr. Daugherty seconded the motion and it carried unanimously. I. Lease Agreement: Urban League of Arkansas The Board was asked to authorize the administration to enter into a ten-week lease with the Urban League of Arkansas for space at Oakhurst Adult Education Center. This agreement will allow the Urban League to conduct instruction in employment application. Dr. Mitchell moved to approve the lease agreement. Ms. Strickland seconded the motion and it carried 6-0. J. Lease Agreement: Family Services Agency The Board was asked to authorize the administration to enter into a lease agreement with the Family Services Agency of North Little Rock to support a school-based community center at Woodruff Elementary School. The center will function as a joint effort to allow for after-hours and summertime use of the school by community adults and children. Dr. Mitchell made a motion to approve the lease agreement. Mr. Berkley seconded the motion and it carried 6-0. K. City of Little Rock Delinquent Business Tax Collection The City of Little Rock proposed a joint effort between the City and the LRSD to increase the rate of collection of delinquent property taxes due from local businesses. One additional city employee would be hired to collect these taxes. Since the District would gain significant revenue from these collections, it was recommended that the cost of the salary and fringe benefits of this employee be divided equally between the City and the District. Mr. Berkley moved to approve the expense of one-half of this employee's salary and benefits. Dr. Mitchell seconded the motion and it carried unanimously. L. Policy Review: Revisions to Special Presentations Agenda Mr. Riggs requested a review and possible revision to the Board's current policy on including Special Presentations on the regular monthly meeting agenda. He was scheduled to provide information and recomm~ndations at the meeting for the Board's consideration. Since he was unable to be at the meeting, the Board agreed by consensus to table the item for consideration in July. REGULAR BOARD MEETING June 25, 1998 Page 6 M. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Mr. Berkley. The motion carried unanimously. Donated items are listed in the chart, which follows. DONATIONS SCHOOUDEP ARTMENT ITEM DONOR Franklin Incentive School Computer/ Accessories/ Share America/UALR Components Supplies/Health Kits/ Share America/UALR SoftwareN ideos/ Student Incentives Key Links Materials Adopt-A-Child Program (Union Pacific Employee Group) Student Materials First Baptist Church, Highland Park Memorial Gift: $295 to In Honor of Kermit purchase library books Thomas, former teacher Cash: $25 for school Reese Weatherspoon supplies Laminating film Horace Springer Southwest Jr. High School Cash: $60 Olde World Pizza Metropolitan Vo-Tech Motor Parts for Auto Landers Motors Technology Training McDermott Elementary Electronic/Sound McDermott PT A Equipment/installation \u0026amp; cabling Pulaski Heights Jr. High School Four HP Deskjet Printers PHJH PTA Toshiba Satellite Pro Margaret McIntyre Laptop Computer Wakefield Elementary Cash: $3,285/Listeners for Lucent Technology First Grade Students REGULAR BOARD MEETING June 25, 1998 Page 7 SCHOOUDEPARTMENT ITEM DONOR Watson Elementary Crate PA System/Speakers/ Watson Elementary Microphones PTA Gibbs Elementary Magnet Two GEM computers with Wright, Lindsey \u0026amp; separate components Jennings Law Firm Henderson Magnet Jr. High Seven Typewriters/Stands/ Ed Neville Accessories LRSD Leading Edge R5000 486 Gene \u0026amp; Jeannie PC with components Breedlove Jefferson Elementary 25 student chairs for use in Hilda Roddy art room Pulaski Heights Elementary Banner e-27 Laminator Pulaski Heights PT A N. Personnel Changes The Board was asked to approve routine personnel changes as printed in the agenda. In addition, a slip-sheet to the regular agenda was provided recommending Darral Paradis for the position of Director of Procurement. Mr. Berkley made a motion to approve all personnel items, Dr. Daugherty seconded the motion and it carried unanimously. 0. Financial Reports The financial reports were printed in the agenda for the Board's review. A special meeting was scheduled for June 30 to discuss the financial impact and options available for payment to the Pulaski County Special School District on M-M pooling funds. The financial reports were approved unanimously, on a motion by Mr. Berkley, seconded by Ms. Strickland. VI. REPORT AGENDA A. Vital Link Debbie Milam reported that the second year of the Vital Link program began on Monday, June 22. 560 sixth grade students are expected to participate by working in area business for one week. Ms. t-1ilam provided a list of sixty-four participating businesses and thanked the Chamber of Commerce and the Little Rock Alliance for their support. REGULAR BOARD MEETING June 25, 1998 Page 8 B. Strategic Plan Update Ms. Magness reported that approximately 30 participants were involved in the two-day strategic plan review and revision sessions. Howard Feddema, the facilitator who originally worked with the District to formulate the plan, returned for the review. Proposed changes to the plan will be presented for review within the next few weeks. C. Desegregation Update Dr. Carnine reported that administrators were continuing to work to implement the revised desegregation plan. He indicated that progress would be reported to the Board as tasks are accomplished. D. Budget Update Dr. Carnine reported that Mr. Milhollen is continuing budget revisions as state funding decisions are made. Prior to Dr. Carnine's comments Skip Marshall with the ODM staff asked permission to make a statement related to the budget. He recognized Mark Milhollen for the outstanding work that he does regarding the District's finances and complimented him for continuing to make sound investment decisions on behalf of the District. VII. AUDIENCE WITH INDMDUALS OR GROUPS None. The Board took a brief recess and returned at 8 :00 p.m. to conduct an employee appeal hearing. VIII. EMPLOYEE HEARING Walter Marsbaleck requested an appeal hearing before the Board regarding the Superintendent's decision to reassign him to a position other than that of Principal at Southwest Jr. High School. Dr. Carnine opened the hearing by stating that he was unfamiliar with Arkansas laws under the Teacher Fair Dismissal Act that provided Dr. Marshaleck's right to this hearing. He stated for the record that he had not recommended termination of employment, but had recommended a reassignment from his current position. REGULAR BOARD MEETING June 25, 1998 Page 9 Clay Fendley, the District's attorney, explained that the basis for the hearing is on the issue of whether or not the Superintendent's recommendation constitutes non-renewal of the contract under the Arkansas Teacher Fair Dismissal Act. It has been previously decided in cases before the circuit court that a Superintendent does have a right to reassign teachers and administrators. Dr. Marshaleck provided documentation to support his view that he should be allowed to remain at Southwest Junior High School for the next school year. He admitted that Dr. Carnine had verbally promised that the reassignment would not be considered a demotion, but he had asked for a written statement to this effect, which had not been provided. After hearing presentation of evidence from Dr. Marshaleck and from Dr. Anderson for the administration, the Ms. Gee moved to convene an executive session for the purpose of discussion. Mr. Berkley seconded the motion and it carried unanimously. The Board returned at 9:12 p.m. and reported that no action had been taken during the executive session. Mr. Berkley made a motion to uphold the recommendation to reassign Dr. Marshaleck to another position based on the right of the Superintendent to assign administrative personnel. Ms. Strickland seconded the motion and it carried 6-0. Mr. Berkley made a second motion to affirm the Superintendent's recommendation for reassignment based on Dr. Marshaleck' s performance as a principal and lack of improvement in the school climate. Ms. Strickland seconded the motion and it carried unanimously. ADJOURNMENT With no further business before the Board, Mr. Berkley moved for adjournment at 9:18 p.m. Dr. Daugherty seconded the motion, and it carried unanimously. APPROVED: 7-\n}3-C/8 ~~.~ ,11'\n, LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING June 30, 1998 RECEIVED JUL 2 9 1998 OfFlCE OF DESEGREGATION MONITORING The Board of Directors of the Little Rock School District held a special meeting on Tuesday, June 30, 1998, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Pat Gee Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: I. Leslie V. Carnine, Superintendent Chris Heller, Attorney for the District Beverly Griffm, Recorder of Minutes CALL TO ORDER Ms. Magness called the meeting to order at 5: 15 p.m. All members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for action on the following items: A. Review of Pooling Agreement with Pulaski County Schools B. Review and Consideration of Proposal - Payment of Legal Fees MINUTES - SPECIAL BOARD MEETING June 30, 1998 Page2 A. Review of Pooling Agreement with Pulaski County Schools Attorney for the District, Chris Heller, presented a review of the Pulaski County Special School District's lawsuit against the LRSD for payment of approximately $800,000 for expenses related to the pooling of funds for operating the inter-district magnet schools. He discussed possible options for the Board's review and responded to questions from the Board. Mr. Riggs made a motion to pay the PCSSD $778,596 and direct our attorneys to begin discovery for the purpose of providing a complete list of options available to prove that the PCSSD is in breach of the Inter-district Desegregation Plan. Steps should also be taken to modify the Inter-district Desegregation Plan relating to the pooling of funds and pursue options available to recover any overpayment of funds. Ms. Strickland seconded the motion and it carried unanimously. B. Review and Consideration of Proposal- Payment of Legal Fees Mr. Heller provided a written proposal for settlement of fees due to the attorney for the Joshua Intervenors as the final step in negotiating the Revised Desegregation and Education Plan. The agreement included payment of past fees and expenses through June 30, 1998 in the amount of $800,000 and payments for future fees and expenses in the amount of $48,333.33 per year for three years, beginning July 1, 1998. Ms. Gee made a motion to approve the proposed settlement agreement. Mr. Riggs seconded the motion and it carried unanimously. ADJOURNMENT Prior to adjournment, Ms. Gee announced that she was resigning her position as Zone 6 representative to the Board effective immediately. The meeting adjourned at 6:10 p.m. on a motion by Mr. Riggs, seconded by Mr. Berkley. APPROVED: 2\n)3 -99 Micheal Daugheecretary LnTLE ROCK SCHOOL DISTIUCT OFFICE OF THE SUPERINTENDENT July 2, 1998 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: RECEIVED JUt ?\n19gB OFFICE OF DESEGREGATION MONITORJNG I am enclosing minutes of the LRSD Board of Directors meetings held on May 28, June 8, and June 11, 1998. Please let me know if you have any questions, or if I can provide additional information. Enclosures Sincerely, ~ Beverly J. Griffin Executive Assistant to the Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING July 9, 1998 A CEIVEO JUL 2 9 1998 OfflCEOF ~TION MONITORING The Board of Directors of the Little Rock School District held a special meeting on Thursday, July 9, 1998, at 5:00 p.m., immediately preceding the regularly scheduled agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Micheal Daugherty Katherine Mitchell Sue Strickland MEMBERS ABSENT: Larry Berkley John Riggs, IV ALSO PRESENT: Leslie V. Carnine, Superintendent Karen Ware, Teacher Ex-Officio Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 5:09 p.m. Four members of the Board were present. Mr. Berkley and Mr. Riggs were absent. Karen Ware, teacher ex-officio representative to the Board from Franklin Incentive Elementary School, was also present. PURPOSE OF THE MEETING The special meeting was called for action on the following items: A. Policy - Second Reading: Campus Leadership B. Proposed Budget for Annual School Election C. Personnel Recommendations MINUTES - SPECIAL BOARD MEETING July 9, 1998 Page2 A. Policy - Second Reading: Campus Leadership Board policy in support of the Campus Leadership initiative was approved on first reading at the June regular Board meeting. In order to facilitate implementation prior to the principals' institute, the Board was asked to approve the policy on second reading. Dr. Daugherty moved to approve the policy on second reading. Dr. Mitchell seconded the motion and it carried 4-0. B. Proposed Budget for Annual School Election Mark Milhollen was present to respond to questions regarding the proposed budget for the annual school election. The budget and proposed tax levy must be approved by the Board and published in the newspaper not less than sixty (60) days prior to the annual school election according to Arkansas law. Dr. Mitchell moved to approve the proposed budget, Ms. Strickland seconded the motion, and it carried unanimously. At 5:15 p.m., Ms. Strickland moved that the Board convene an executive session for the purpose of discussing personnel issues. Dr. Mitchell seconded the motion and it carried 4-0. The Board returned at 5 :3 5 p.m. and reported that no action had been taken in this session. C. Personnel Recommendations The Board was provided a listing of recommendations for principal and administrative reassignments for the 1998-99 school year. Dr. Daugherty moved to approve the reassignments. Ms. Strickland seconded the motion and it carried unanimously. The reassignments are listed in the following chart. Name 1997-98 Position Recommended Position Virginia Ashley Principal, Forest Park Principal, McDermott Teresa Courtney Principal, Watson Principal, Forest Park Deborah Mitchell Asst. Principal, Williams Magnet Principal, Fulbright Mike Oliver Principal, McDermott Principal, Watson Nancy Acre Director, Student Assimunent Principal, Terrv Gwen Zeigler Principal, Terry Principal, Washington Jim Mosby Assistant Principal, Hall Principal, Southwest Interim Director, Julie Wiedower Coordinator, Student Assignment Student Assignment ADJOURNMENT The meeting adjourned at 5:40 p.m. on a motion by Dr. Mitchell, seconded by Dr. Daugherty. APPROVED:]-d 3-9f3 . EC IV SEP 1 1998 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS OFFICE OF DESEGREGATION MONITORING MINUTES SPECIAL BOARD MEETING July 21, 1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, July 21, 1998, at 5:00 p.m., in the Board Room at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None. ALSO PRESENT: I. Leslie V. Carnine, Superintendent Beverly Griffin, Recorder of Minutes CALL TO ORDER Ms. Magness called the meeting to order at 5: 12 p.m. Six members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for action on the following items: A. Interviews: Zone 6 Board Position B. Discussion: City ofL.R. Planning IssuePulaski Academy/Denny Road Relocation C. Executive Session MINUTES - SPECIAL BOARD MEETING July 21, 1998 Page2 A. Interviews: Zone 6 Board Position The Board interviewed two applicants for the Zone 6 position on the Board, which became'vacant with the resignation of Pat Gee. Mike Kumpuris and Sandy Becker were each allowed approximately 30 minutes to respond to questions from the Board regarding their interest in serving on the Board. The Board convened an executive session for the purpose of discussing the applicants' responses and qualifications. They returned from executive session at 7:00 p.m. and reported that no action had been taken. Mr. Riggs made a motion to appoint Mike Kumpuris to the Zone 6 position on the Board. Ms. Strickland seconded the motion and it carried unanimously. B. Discussion: City of Little Rock Planning Issue - Pulaski Academy/Denny Road Relocation The Board discussed an issue on the City of Little Rock Planning Commission agenda regarding a request to annex an area on Denny Road in west Little Rock to the city of Little Rock. The Board agreed by consensus to send a letter of opposition to the Mayor and City Board members and to the Pulaski County Judge. ADJOURNMENT The meeting adjourned at 7:04 p.m. on a motion by Mr. Riggs, seconded by Dr. Mitchell. APPROVED: b\" d-7  Cf ~ Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR.KA SAS July 23, 1998 Board of Directors Leslie V. Carnine, Superintendent of Schools Desegregation Update ORAL REPORT LITTLE ROCK SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT July 28, 1998 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: JUL 2 9 1998 OFFICE Of . DESEGREGATION MONITORING I am enclosing minutes of the LRSD Board of Directors meetings held on June 25, June 30, and July 9, 1998. Please let me know if you have any questions, or if I can provide additional information. Enclosures Sincerely, Beverly J. Griffin Executive Assistant to the Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 EC SEP 1 1998 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS OFFICE Of DESEGREGATION MONITORING MINUTES REGULAR BOARD MEETING July 23, 1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, July 23, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness presided. Prior to the meeting, Circuit and County Clerk Carolyn Staley administered the oath of office to newly appointed Board member, Mike Kumpuris. Mr. Kumpuris was selected by the Board to serve as the Zone 6 representative to the Board until school elections in September 1998. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Carnine, Superintendent of Schools Karen Ware, Teacher Ex-officio Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:05 p.m. Roll call revealed the presence of six Board members\nDr. Daugherty arrived at 6:35 p.m. II. READING OF MINUTES: Minutes from the regular board meeting of June 25, and from special meetings on June 30 and July 9, 1998, were presented for Board approval. The minutes were approved 6-0, on a motion by Mr. Riggs, seconded by Dr. Mitchell. REGULAR BOARD MEETING July 23, 1998 Page2 ,, ill. PRESENTATIONS: The Superintendent introduced Ray Gillespie, athletic director for the District, who presented Marcus Elliott and Milton Fields, representatives from Alltel. Alltel employees recruited sponsorships for athletic letter jackets that resulted in contributions over $30,000 for the purchase of these jackets. Mr. Elliott and Mr. Fields presented a mock check in this amount and pledged continued support for athletic programs in Little Rock. Dr. Carnine introduced Debbie Milam, who reported on this summer's Vital Link program activities. Ms. Milam thanked the City Education Commission for their financial support of the program and recognized several businesses and organizations that sponsored student participants. Ms. Milam introduced Nancy Dutton from the Little Rock Realtors' Association, who pledged continuing support by the Realtors' Association for Vital Link and presented Vital Link tee shirts to Board members. Odies Wilson, president of the Little Rock Alliance for our Public Schools, remarked on the positive personal experience Vital Link provided for him and stated that he would continue to support Vital Link. He introduced Ella Walker, a teacher in the Vital Link program this summer, and Paula Patterson, Chairman of the Chamber of Commerce Education Commission. SPECIAL PRESENT A TIO NS 1. Office of Desegregation Monitoring Skip Marshall greeted the Board and expressed his continuing support for the District. 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. 5. PT A Council Jeannie Price, PTA Council President, greeted the Board and stated that she looks forward to working with the Board and Superintendent during her tenure as Council president to increase local school membership in the PT A. REGULAR BOARD MEETING July 23, 1998 Page 3 E. BOAJ.W MEMBERS Katherine Mitchell commended Marion Baldwin and Marvin Schwartz on receiving grant funding for a Twenty-first Century Learning Center. This grant will provide funds over the next three years to supplement the budget of the community learning center at McClellan Community School. John Riggs offered a welcome to Mike Kumpuris, recently selected to serve as the Zone 6 representative to the Board. He offered advice for serving as a successful school board member: \"Think first of the children in making decisions.\" IV. CITIZENS COMMITTEES Gayle Bradford, Hall High School principal, and Dr. Joel Anderson, provost at UALR, provided a brief report on implementing a University School at Hall High School. The program would allow students to gain concurrent high school graduation credits and credit hours for college courses. In some instances, students would be able to start college as sophomores. Ms. Bradford also introduced Ann Kamps, who provided information on establishing a CISCO Academy at Hall High School. This would be an opportunity for Hall High School to receive from $30,000 - $50,000 worth of computer equipment, software, and staff training at no cost to the District. The funds are available as the CISCO Academy commitment to America's Promise. REMARKS FROM CITIZENS Don Campbell thanked the Board for changes in the policy on allowing make up assignments for suspended and expelled students. The revisions are being included in the updated version of the students' rights and responsibilities handbook. V. ACTION AGENDA A. Second Reading: Credit for College Courses Second Reading: Grading Systems Second Reading: Foreign Exchange Students Revisions to District policy on awarding credit for completion of college courses, changes to the current grading systems, and policy on enrolling foreign exchange students were approved by the Board on first reading at the June board meeting. The administration requested Board approval on second reading in order to ensure District compliance with the Arkansas Department of Education Standards for Accreditation. Mr. Riggs moved to approve these policies on second reading. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING July 23, 1998 Page4 r' B. Policy Revisions Two policy revisions were presented for approval, which will ensure District compliance with the Arkansas Department ofEduca~ion Standards for Accreditation. The first proposed policy allows students who have completed the eighth grade to enroll in and complete courses offered by a publicl\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["287 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant.\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION ECEIVED FEB 2 1998 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of ADE's Project Management Tool for January, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General TIMO #95019 Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE W. KNIGHT, ET AL NO. LR-C-82-866 ADE'S PROJECT MANAGEMENT TOOL IVED FEB 2 1998 OFFICE OF DESEGREGATION MONITORING PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31, 1997 B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of January 30, 1998 ~a~d_piyf ~\nrm ormat,~ ava1_la~l~3'ati5,ecmfiFJ~.\n!I~~ ~lcula~qjor'FY 97/98\" sub'e_gJo_penodic adjustmen s C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 ~  c5eceijl6er:_ 1997,Ei~WloO~,QLtat~gi:ializa tig_p'F.,[r\ntdiff g\"lo 'FY. ~J /~8 't\\'.8re as f9llows: ~ SD :\"f19,ff1~874 LRSD - $11,028,421 CSQ -:,..$25,182,36 ~ allotments o(State Equalization F~ ding caTci.ifafe,!~~f~ 7/98 pt December 31, ,1,997, subjegt .!9 ... P~JiQ9Lc=@djustn:ie11~'\nfilw,~ a... fp!lq~s:_ l..RSD -.$42,023, 1'{\u0026gt;7. NLRSD,-' $24,253,364 R~.SD,\n\"~5,31,64? D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 ~on-the 1mormatt91\n'1 availab~~t~~c~~c0Ji.J~. ~mft~ ~~9~J orJ~,Y- ~7J9.., e_U~l?j~t t9,peri~at~ QIL!Stlllenfsf 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of January 30, 1998 lsed on the information \"available, tlie\"\"AOEcalcu ~te at December\n\"1997 for ,D' ~7/98, subject,,to perjodic adjustme-nts. sho,_uld ~~ ted that currently the Magnet Review Committee is\u0026lt;reporting this fnformation -instead of. the taff .,.attorney as indicated n , the m,t-plementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 aased on the information available, the ADE calculated at De~mber 31, 1997 for FY 97/98, subject to periodic adjustments. G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 Distributions for FY 97/98 at Decembet 31, 1997 totaled $4\n078,329. ft..llotment calculated at December 1997 for FY 97/98 was $8,905,764, subject to periodic adjustments. H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of January 30, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of January 30, 1998 ctmlh'VJ16M:1Rm~1:~ a\"'a1m~~~ --~-('.l '\"\"~~i,1:,,were1 ~ so~~f~\"4T9'7252 ~LR~Di $5?Ef.444 , ~ ,SQ~ 2,ai2,~i f Jle\n'lalloTif ien,t~ ?c3lculatfcJJ for:J:~JL~~1 li!bj~ClJQ,P~illLdJ9\"'agju~J,m~.Q~~ .'~~\nJ:RSD '.'.::$3\n'548, 125 ~LRSD-$1,416,112 2,,C~SD ~J\ni,?22\n~i J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of January 30, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of January 30, 1998 In September 1997, General Finance was notified to pay the first onethird payments for FY 97/98 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function. L. ADE pays districts for first two-thirds of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of January 30, 1998 In, Se pt~ A~er ':t 997'.,~:Generafl\\1fFi~nce1fflia9e~ he ~rf~~ifg [ ayrri_JlJlJ~\ntoJ h~ Distrig,, forJ f1ei~'ti~~ t.@nsppr,t~!i.2.n.Jluflgefi Ft\u0026gt;eceriiPEiL1fil,Jnefol !9wirffi':Hi3~Ji~en 'pjij_dJQr ~ 1 /98? t:Rsb~- f f:\u0026lt;ff9: 861 .33 t,iLRSD -:'$141,696.00 a\u0026lt;\nssD~ A6,~41 ~Q M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of January 30, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of January 30, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD- 7\nand PCSSD- 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of January 30, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of January 30, 1998 The LRSD received $3,000,000 in June 1997. As of this reporting date, the LRSD has received $15,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS {Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of January 30, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of January 30, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs by race, gender, and type of program. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Quantitative and qualitative indicators were displayed with specific information provided on cost and enrollment in compensatory programs. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to 11 Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) As of June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. Copies of the Semiannual Monitoring Report and its executive summary were made available for the Districts to review on July 10, 1997 from 10:00 am to 2:00 pm. The purpose of the review was to provide the Districts an opportunity to review the report prior to submitting it to the Court. Desegregation monitoring staff members were available to answer questions. Representatives from each district participated. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. A Desegregation Monitoring and School Improvement Workshop for 55 educators from the Districts was held September 10, 1997. Monitoring expectations, instruments, data collection and school improvement visits were discussed. As of October 1997, 10 of the Cycle 2 announced monitoring visits were completed, and 36 technical assistance visits were conducted. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff. Deadlines, responsibilities, and strategic planning issues were discussed regarding the completion of the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997, technical assistance visits were conducted regarding team visits and technical review recommendations, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. [il January 1998,-the infusion document and perceptual surveys we~re provided to the schools in the ECOE process. \"'Tecnnical assistance ~s proviged regarding t,h\"'\nECOE RrOceS_L,W~.9Q~EtnSl,!S.,Q.UDQin9~ 11 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) e~~99t $e']Jan.':luaf .  ~ nd aR Pi\n?Jal t~the ~ .. ~- arn1n1strat1ve \\ Tea ~ l iatio1:i,,Litig!.t,,i,o,\"\"n'\"\"\"\"'== '\"\"\"\"\"'===== 12 A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of January 30, 1998 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 To date, no action has been taken by the LRSD. 13 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. 14 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of January 30, 1998 A committee within the ADE was fonned in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to detennine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91- 67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17-1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been detennined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 15 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of January 30, 1998 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing , no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. 16 V. COMMITMENT TO PRINCIPLES A Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 17 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. 18 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. 19 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the PMT and its executive summary at the July 14, 1997 board meeting. Additionally, copies of the July 15, 1997 Semiannual Monitoring Report and executive summary were also provided to board members. The State Board of Education received copies of the PMT and its executive summary at the August 11, 1997 board meeting. The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and to direction regarding the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review in accordance with the requirements contained in the ADE monitoring documents. In October 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. Additionally, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. 20 V. COMMITMENT TO PRINCIPLES {Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. {Continued) 2. Actual as of January 30, 1998 {Continued) In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and to provide direction regarding the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. ::Ja.n uaiy?_JJf.3:'f9' 98, ' thm.t a,: ie\"'Bo\"a::,r.gY\n!\n~\u0026lt; )fW1 ,QE. rn~ti-o~r D.I. e~-~ ~ ~ncl PPEOved the PMT .and,-:the Feprua~ 12 9~ Semi~rin~!l,~\"19~it~nn_g ~eport. -:t'The Board reviewed and d1scussed'ODM's' report on .ttie ~DE's monitoring activities and instructed the Directiio:m,:i et wit the parties to discuss r~visions to thLAQE'..!msiri.iL\u0026lt;?m!9J?!~n.,,an moniton_ng ~polj~, 21 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County fiefd service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. 22 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) At December 31, 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Team lists and materials for two-day visits were prepared, and written reports of two-day team visits were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed for completeness and included in the July monitoring report. The twoday peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed using descriptive statistics. The Districts identified enrollment in compensatory education programs by race, gender, and type of compensatory program. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for the 96/97 school year. The Districts were requested to record discipline data in accordance with the Allen Letter and to include the race, gender, and years of experience of the teacher. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with training schedules outlined for Cycle 1 schools. 23 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) In October 1996, all schools in the Districts identified their technical assistance needs by utilizing their school improvement plans. Technical assistance needs were identified and addressed to prepare each school for their team visits. The announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. In March and April 1997, 76 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. As of May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated central office staff concerning school improvement planning, and a workshop was conducted on Leaming Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. In August 1997, technical assistance needs were evaluated for the FY 97/98 school year. 24 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) In October 1997, technical reviews of the ECOE process were conducted by the field service representatives. The field service representatives provided technical assistance to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. In December 1997, the field service representatives provided technical assistance to the Districts by providing copies of the infusion document and the perceptual survey and meeting with the ECOE committees and chairs to discuss the process. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 25 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) D. 2. Actual as of January 30, 1998 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. In August 1995, a new ERIC disc arrived, and an updated search was conducted. These articles were reviewed. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. 26 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I Mid-Winter Conference. The theme of the conference centered around the Improving America's Schools Act which emphasizes creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. 27 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of January 30, 1998 (Continued) In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children which facilitated the ADE in identifying and obtaining technical assistance resources. The focus of the conference was Excellence Without Excuse - Educating All Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference in order to identify and obtain technical assistance resources for use in desegregation efforts. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997 which identified technical assistance resources available to the Districts. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi in their continuing efforts of identifying resources for providing technical assistance. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June 1997, field service staff attended a SAT-9 testing workshop to facilitate their efforts of identifying resources for providing technical assistance to the Districts. 28 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of January 30, 1998 (Continued) In July 1997, the field service specialists participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In a continuing effort to identify and provide technical assistance resources to the Districts, Field Service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference in August 1997. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Leaming in Arkansas (ELLA) program and the Schools of the 21st Century program. The ELLA program provides staff development to classroom teachers with an emphasis on grades K-3. The Schools of the 21st Century program emphasizes a coordination of efforts and resources within the community to prepare children in their early years for school. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. In an effort to obtain resources for technical assistance, the Lead Planner, the Equity Coordinator, the Reading Specialist, and the Assistant Director for Accountability attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. 29 VII. TEST VALIDATION A. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. B. 1. Projected Ending Date March, 1995 2. Actual as of January 30, 1998 On March 29, 1995, letters were sent to four national experts about conducting a test bias validation of the Stanford Achievement Test, Eighth Edition, Form K (SAT-8). Dr. Paul Williams, Deputy Director of Educational Testing Service (ETS), contacted the ADE in April of 1995 concerning the proposal for validating the SAT-8 test. The ADE requested that Dr. Williams conduct a validity study of test items used in the SAT-8. Dr. Williams submitted a final proposal for his services. The ADE Bias Review Test Committee met Friday, July 7, 1995, and approved Dr. William's contract proposal. The final contract was forwarded to Dr. Williams for his signature. The contract was signed in August 1995, thereby, completing this goal. By April 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Complete. ADE established a Bias Review Committee in April 1994. In accordance with the Implementation Plan, representatives from the Districts and the parties were invited to attend and participate in this and all meetings of the Bias Review Committee. 30 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. 1. Projected Ending Date March 1995 and ongoing 2. Actual as of January 30, 1998 Dr. Paul Williams met with the staff of the Psychological Corporation to review their methods and procedures. In August 1995, he met with the staff at Georgia State University to review the statistical methods that would be used in the analysis. Dr. Williams reported difficulty with the bias-review study in receiving the names of the bias panel and the complete SAT-8 data set from the Psychological Corporation. Dr. Williams submitted an invoice totaling $8,961 for Task I activities of the SAT-8 validity study for partial fulfillment of the test validation study. On December 6, 1995, a contract extension for Dr. Williams was reviewed by the Legislative Council. In January 1996, he indicated that he was in the final stages of the test validation, and the ADE was presented a draft report in March 1996. In May 1996, Dr. Williams stated that the wrong data sets were sent to him by the Psychological Corporation resulting in Task 3 having to be redone. A new draft of the final report was received by the ADE in July 1996. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team for their review. On September 10, 1996, the LRSD notified the ADE that they had reviewed the test validation report and would like to meet with the ADE to discuss the report. The ADE Director indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the ADE Director, the ADE Assistant Director for Technical Services, and the ADE Assistant Director for Planning and Curriculum for their review in preparation for a meeting with the LRSD regarding the validity study. 31 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of January 30, 1998 (Continued) Test validation procedures by the expert have been completed. A recommendation was drafted proposing the use of the SA T-8 by the ADE as the validated test for monitoring. The ADE is presently working to arrange a meeting with the Administration of the LRSD to discuss the test validation study. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow the ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. 32 VIII. IN-SERVICE TRAINING A. Through an interactive process with representatives of desegregating districts, identify in-service training needs. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. 8. Develop in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. C. Implement in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. 1. Projected Ending Date Ongoing 33 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 In April 1995, the Tri-District Staff Development Committee were provided an overview of the Scott Alternative Leaming Center's operation and met with students and staff. In May 1995, the Districts were in the process of self-assessment and planning for fall staff development. The Districts worked on staff development to be incorporated into their fall 95/96 preschool calendars. The uniqueness of each district's needs and their schools was considered in the planning by utilizing the results of needs assessment instruments. The Tri-District Staff Development Committee met on September 13, 1995 to plan for an ADE administered Classroom Management grant. The Tri-District Staff Development Committee met on September 19, 1995 to finalize the Classroom Management grant proposal. The Tri-District Staff Development Committee met on October 24, 1995 to discuss program and staff development evaluation models that might be available to the Districts. On November 15, 1995, the ADE met with an ODM representative to discuss the progress the ADE had made in attaining the objectives outlined in the Implementation Plan with regard to inservice training. The Tri-District Staff Development Committee met on November 21, 1995 to discuss upcoming training events and various NLR programs that focus on non-academic needs. A new program consisting of placing a graduate student of social work, a field supervisor, and a OHS worker in the district at no cost to the district was discussed. Additionally, NLR provided an overview of their program for credit deficient students. The Tri-District Staff Development Committee met on December 19, 1995 to discuss information dealing with ways to broaden the perspective of multicultural education. The Tri-District Staff Development Committee met on January 17, 1996 to discuss proposed changes in the standards regarding media centers and NLRSD's staff development strategic planning committee. The committee reviewed a video on diversity produced by the Arkansas Elementary Principals Association. 34 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on February 21, 1996 to discuss the implications of budget cuts on staff development programs and PCSSD's request for unitary status for their staff development program. The committee also discussed the need for computer literacy, technology training, and acquisition of hardware and software by the Districts. The Tri-District Staff Development Committee met on March 27, 1996 to discuss available resources concerning sexual harassment. ADE regulations in relation to staff members attending professional association conferences as well as the district staff development and potential sites for training seminars were also discussed. The Tri-District Staff Development Committee met on April 30, 1996 to discuss the reconfiguring of Jacksonville Junior High, PCSSD professional development schedules, and APSCN on-line timelines. A tour of the Washington Magnet school was also conducted. The Tri-District Staff Development Committee received a demonstration of UALR's Baum Decision Support Center's capabilities regarding consensus and planning on May 29, 1996. The Tri-District Staff Development Committee did not meet during September, October, and November 1996 because of scheduling conflicts and the extended medical leave of the ADE liaison. On December 18, 1996, the Tri-District Staff Development Committee met to discuss the linkage between the Implementation Plan, staff development, and student achievement. On January 21, 1997, the Tri-District Staff Development Committee met and discussed sharing middle school strategies and the Districts' training catalogs. The Tri-District Staff Development Committee met on February 25, 1997 to discuss their current staff development programs and an overview of the relationship of their current programs with their desegregation plans. 35 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on March 26, 1997 to observe the Great Expectations Program, a program designed to instill confidence and self-esteem in students at Bale Elementary, one of five schools in the LRSD participating in the program. The principal and mentor teachers provided information on the components and philosophy of the program, and students demonstrated selected components. The PCSSD may adopt the program for selected schools in their district. The committee was provided with an update of pertinent information on resources available to the Districts. The committee decided that the ADE liaison to the committee would gather documentation of completed staff development directly from the Districts, instead of the Districts providing this information at the committee meetings. New information on teacher licensure and rules and regulations was shared with the Tri-District Staff Development Committee at their April 1997 meeting. A report was presented to the committee on information from the Arkansas Council for Social Studies about an October 1997 meeting on integrated curriculum. The Districts will provide principal retreats this summer as a part of their staff development. The PCSSD will sponsor a renowned speaker on strategies to serve at risk youth in August 1997 in which the committee is invited to attend. The LRSD shared survey results from a pilot administration to four teachers in each district. The survey found the sample to be strong in content but lacking in context and process. Plans to address these needs will be developed. In another survey to certified and noncertified LRSD staff, stress management was the major concern. The Tri-District Staff Development Committee met on May 14, 1997 to participate in a teleconference with the five 1996 awardees of the National Awards Program for Model for Professional Development. The PCSSD shared their summer and fall staff development catalog with the members. The committee will reconvene in the fall of the 97 /98 school year. The Tri-District Staff Development Committee is scheduled to meet on September 30, 1997 to discuss collaborative actions for FY 97/98. 36 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on September 30, 1997 to discuss their staff development for the 1997/1998 school year. The PCSSD had a pre-school in-service for the faculty, and the LRSD conducted a Principals Academy with an expert on the math and science initiative which lasted several days. The NLRSD is providing staff development by satellite. The Tri-District Staff Development Committee met on October 28, 1997. The LRSD and NLRSD shared some of their staff development course offerings with the committee, and the PCSSD discussed ways of optimizing opportunities for staff development with specific emphasis on the junior high school conflict resolution training. In November 1997, the Lead Planner provided technical assistance to the certified staff of Central High School regarding data disaggregation, test score analysis and ways to improve student achievement. The Tri-District Staff Development Committee met on November 25, 1997 to discuss the Standards for Staff Development. It was reported that the LRSD will begin providing technology training to their employees in January by utilizing business teachers. Additionally, the committee discussed a collaborative venture of the Districts involving a worxshop from Chicago on a program called \"Great Expectations.\" '.fhe Tri-District Staff Development Com mil,tee met on Decembe( 16\n) 997 to discuss technology plans, strategies for' obtaining information currently being provlded to the education cooperatives~ scheduling of Arkansas history, and the development of a comprehensive list of L9cations available for staff development:\" Members agreed to bring information on available locations to the January meeting and.hav~\net_ a tentativ~ completion date Jor thej \u0026gt;rojecLq_f l!layj ~98: 37 IX. RECRUITMENT OF MINORITY TEACHERS A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 1. Projected Ending Dates (See dates on individual key activities) 2. Actual as of January 30, 1998 A staff member of the ADE's certification department attended all of the college career days in FY 94/95 in Arkansas and one out-of-state. In FY 95/96, ADE certification staff members attended career and job fairs at the following colleges and universities: Philander Smith College\nUAM\nHSU\nATU\nUCA\nASU\nUA-Pine Bluff\nUA-Fayetteville\nHarding University\nSAU\nand Jackson State. ADE certification staff met with representatives from the Districts to ensure they were aware that ADE personnel were available to provide assistance in recruitment and certification of minority teacher candidates. A job fair was conducted at the University of Arkansas at Pine Bluff on December 4, 1996. The Districts were advised of the ADE's availability for providing assistance in recruitment and certification. In February 1997, ADE certification staff members attended teacher job fairs at Henderson State University, Arkansas Tech University, and University of Central Arkansas to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. ADE certification staff members attended teacher job fairs at Harding University, UA-Fayetteville, UA-Pine Bluff, and ASU in April 1997 to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. From April 16, 1997 through May 6, 1997, ADE certification staff members attended teacher job fairs at Philander Smith College and SAU to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. Additionally, ADE staff attended an out-of-state teacher job fair at Jackson State University at Jackson, Mississippi. Recruitment activities were suspended for the summer, but they will resume in the later part of September for FY 97/98. On September 25, 1997, the ADE's Professional Licensure Supervisor attended a career day job fair at Philander Smith College to provide support to the Districts in recruiting teachers. 38 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 2. Actual as of January 30, 1998 (Continued) On November 6, 1997, the Professional Licensure Supervisor attended a career day job fair at the University of the Ozarks in order to facilitate the Districts' recruitment efforts. Recruitment activities will resume in February 1998. B. Beginning in 1994, by May and November of each year, Districts will supply to the ADE information about shortages of teachers by grade and subject area. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of January 30, 1998 Letters were sent in May, August, and December 1995 to the Districts requesting information regarding teaching positions available by grade and subject areas. In May and November 1996, the Human Resources offices of the Districts were requested to provide information regarding teaching positions available by grade and subject area. On February 4, 1997, the ADE again requested that the Districts provide information to ADE regarding teacher shortages. During February 1997, the NLRSD and the PCSSD responded to the ADE regarding teacher shortages. NLRSD teacher shortages are expected in the areas of Special Education, Mathematics, the Sciences, Foreign Language, and English as a Second Language. PCSSD teacher shortages are anticipated in the areas of Foreign Language, Mathematics, the Sciences, and Gifted and Talented Education. On May 20, 1997, information was requested from the Districts regarding teacher shortages. Follow-up letters were sent to the Districts on July 11, 1997 requesting information on teacher shortages that was initially requested in May. 39 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) C. Beginning in 1994, by May and December of each year, request information from colleges and universities about the numbers and types of minorityteacher graduates. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of January 30, 1998 In May and December 1995, letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas requesting information on minority teacher graduates. Letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas in May and November 1996 requesting information on minority teacher graduates. On May 20, 1997, letters were sent to all Arkansas colleges and universities with teacher education programs requesting minority teacher graduate information. Cetters were sent to aff'collegesancf~universities n 1rrf\u0026lt;ansa6s\u0026lt;iwitR tea chef education programs \"\"on :~De~.m.!?~ 17~ 97 \"' egueJJmg rn,inority t~~cher gradu~t~, informa!ion1 D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 In June 1995 and January 1996, ADE sent the information received from Arkansas colleges and universities on minority teacher education graduates to the Districts. In July 1996 and January 1997, ADE sent the information received from Deans and Certifying Officers on minority teacher education graduates to the Districts. 40 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 2. Actual as of January 30, 1998 (Continued) On February 3, 1997, a list of minority teacher graduates from the University of Arkansas at Fayetteville was forwarded to the Districts. The information on these graduates was received after the initial list was compiled. The addition of these graduates was sent to the Districts as an addendum to the list of graduates compiled on January 16, 1997. The ADE provided the Districts with the Minority Teacher Graduate Report which was compiled from the minority teacher graduate information received from Arkansas colleges and universities in July 1997. E. Each November, ADE will request information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidates' database. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 On November 30, 1994, letters were sent to the Districts requesting feedback on the effectiveness of the ADE's minority recruitment assistance. Follow-up letters were sent on March 17, 1995 since no responses had been received. Additional follow-up letters were sent to the Districts in August 1995 because the ADE had received no responses from the Districts. A planning and evaluation meeting was scheduled on January 11, 1996 with representatives from the Districts. The Districts did not attend the meeting. In February 1997, letters were sent to the Districts requesting feedback on the effectiveness of ADE's minority recruitment assistance. The NLRSD and the PCSSD submitted favorable evaluations concerning the effectiveness of the ADE's recruitment assistance efforts. The ADE did not received any information from the LRSD regarding this matter. 41 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES A. Assist ADHE in identifying, analyzing, addressing and eliminating racial disparities in the allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. 8. Representatives of the ADE and the ADHE will wori\u0026lt; together, review ADHE's available data to identify racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. C. Using its knowledge about public schools, teacher education and certification, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions, and recommendations about racial disparities in allocating scholarships to ADHE. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 42 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. (Continued) 2. Actual as of January 30, 1998 In April 1995, ADE met with representatives of ADHE concerning identification and analysis of possible disparities in scholarship allocations. In June 1995, a collaborative effort was made between the ADE and ADHE to enhance the rate at which minorities were applying for the 1995 teacher scholarships with special emphasis on the areas of science, math, and foreign language through a direct mail program. In July 1995, representatives from the ADE and the Districts met to review the scholarship applications. The Implementation Committee on Financial Assistance to Minority Teacher Candidates discussed ways to increase minority awareness of the scholarships available for minority teacher applicants. The committee agreed to meet quarterly to identify, analyze, and address eliminating racial disparities in scholarships. The committee met in December 1995 to discuss the distribution of scholarships for the 95/96 school year. The committee meets on a continuous basis to review scholarship distributions and discuss ways of improving the pool of applicants for minority teacher scholarships as detailed further in Section X.E. of this report. E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 During the May 1995 Legislative session, Acts 188, 189 and 259 regarding scholarships were passed. A meeting to monitor and analyze the distribution of scholarships for the 95/96 school year was held on December 15, 1995. 43 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of January 30, 1998 (Continued) The committee met on June 7, 1996 to review the scholarship applications for minority teacher candidates for the 96/97 school year. Representatives from the ADHE stated that the ADHE expected to have the resources to fund: 56 scholarships under the Emergency Secondary Education Loan Program\n100 scholarships under the Minority Teacher Scholars Program\nand 13 scholarships under the Minority Masters Fellows Program. The committee also discussed ways of increasing the scholarship applicant pools, and a recommendation was made to make scholarships available to parttime students. In September 1996, a proposal was submitted to the Assistant to the Director for Legislative Services recommending the Legislature offer minority teacher scholarships to part-time students. The committee met on October 23, 1996 to review the scholarships awarded for the 96/97 school year. The following scholarships were funded: 60 scholarships totaling $144,266 for the Emergency Secondary Education Loan Program\n20 scholarships totaling $107,500 for the Minority Masters Fellows Program\n109 scholarships totaling $505,093 for the Minority Teacher Scholars Program\nand 258 students in the Freshman/Sophomore Minority Grant Program received scholarships totaling $374,000. In March 1997, information on minority teacher scholarships and how to apply was provided to the Districts and Arkansas colleges and universities. The Districts were informed of ADHE's scholarship promotional efforts and legislative updates. The next meeting of the committee will be in September 1997. On April 8, 1997, notifications were sent to all Arkansas colleges and universities on the Minority Teacher Scholars Program reminding them that the deadline for receiving applications was June 1, 1997. This information was also provided to the Districts. The Minority Teacher Scholarship Committee will meet on October 9, 1997 to discuss the scholarships awarded for FY 97/98. 44 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of January 30, 1998 (Continued) The Minority Teacher Scholarship Recruitment Committee met on October 9, 1997 to discuss the scholarships awarded for FY 97/98. The ADHE Assistant Coordinator for Student Financial Aid provided a comprehensive presentation on scholarships awarded for the 97 /98 school year. There were 235 scholarships awarded in the Freshman/Sophomore Minority Scholarship program totaling $344,988. The Emergency Secondary Education Loan program awarded 52 scholarships for a total of $119,370. There were 83 scholarships for $403,520 awarded in the Minority Teachers Scholars program. The Minority Masters Fellows program awarded 20 scholarships for a total of $73,750. The ADHE representative indicated that during the 1997 regular legislative session legislation was passed to allow hispanics and asians to participate in the minority scholarship programs. It was stated that the average GPA for minority teacher scholarship recipients had increased to 3.13, and that the dollars awarded in the Minority Masters Fellows program were down from last year because most of the recipients were part-time students. The committee discussed numerous avenues that might be utilized to inform minority applicants of scholarships available. Communication with the faculty of Arkansas colleges and universities regarding the availability of scholarships was discussed as a way of informing teaching students of possible resources available to them. The next quarterly meeting of the Minority Teacher Scholarship Recruitment Committee will be February 19, 1998. 45 XI. MINORITY RECRUITMENT OF ADE STAFF A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific objectives and timelines). 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The Minority Recruitment Committee met on Friday, April 14, 1995. New committee members were assigned tasks and goals to increase the effectiveness of the Minority Recruitment Plan. At the Minority Recruitment Committee meeting on May 18, 1995, the committee was divided into four working sub-teams to update the annual plan. Each team focused on one of the four goals in the Minority Recruitment Plan and monitored specific task completions. From June to October 1995, subcommittees met and worked on monitoring the progress of the ADE in accomplishing the tasks outlined in the Minority Recruitment Plan. In September 1995, the ADE reached an agreement with the Arkansas Statewide Systemic Initiative (ASSI) for conducting an audit of the Minority Recruitment Plan. The committee reviewed the recommendations and comments for updating the plan at the November 1995 meeting and reviewed the final draft at the December meeting. The ASSl's audit findings were presented to the committee on January 16, 1996. It was determined during the initial review that the files were incomplete to the extent that an accurate audit was not possible. The auditor met with the committee in March 1996 to review the additional documentation in the files. The auditor prepared the final report in April 1996 indicating that of the 89 actions contained in the Minority Recruitment Plan, 74 of the items had been completed, nine were in progress, and six had not been started. The audit stated that of the 22 items in Goal 1, 15 were completed, one was in progress, and six had not been started. Goal 2 contained 14 items, 13 of which were completed and one in progress. Goal 3 consisted of 30 items with 29 items completed and one in progress. Goal 4 consisted of 23 items with 17 items completed and six in progress. 46 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of January 30, 1998 (Continued) The Minority Recruitment Committee met on June 6, 1996 to discuss updates and revisions addressed in the audit and the new racial/gender report on Grades 21 and above. Since the completion of the audit, Goals 2.3.4 and 3.3.8 were completed, and a list of recommendations for retention activities was written. Also, a random sample of ADE employees was asked to fill out questionnaires, but only a limited number were returned. In August 1996, the Minority Recruitment Committee met and discussed the actions necessary to complete Goals 1 and 4 contained in the Minority Recruitment Plan. At the September 1996 meeting, the committee was updated on the progress of all four goals in the Minority Recruitment Plan. The committee heard an analysis of application and hiring practices and discussed the relevance of the data. Suggestions made by the State Board of Education regarding the Employee Tracking Data Check Sheet were discussed at the February 1996 meeting of the Minority Recruitment Committee. Goal 1 of the Minority Recruitment Plan will be completed when the employee tracking sheet is finalized. The Minority Recruitment Committee met on March 14, 1997 and March 27, 1997 to discuss the draft Revised Minority Recruitment Plan and progress toward completing Goal 4. The committee passed a motion to omit Section 1. 1 from Goal 1 of the draft revised plan. Additionally, the committee suggested that communication be made an integral part of each goal of the revised plan. The committee discussed the need for professional training programs, incentives for educational opportunities, and upward mobility for all staff within the ADE. In an effort to complete Goal 4, a representative from the ADE communication section presented development costs for media materials to the committee. Additionally, a representative from the ADE MIS section discussed the possibility of using the network to disseminate information to employees. It was suggested that the committee continue to receive assistance from MIS on the orientation video. 47 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of January 30, 1998 (Continued) In an effort to represent all sections within the ADE, the committee recommended that representatives from the ADE communication and MIS sections be added as members to the committee. Currently, neither section is represented on the committee. The Minority Recruitment Committee met on April 18, 1997 to discuss the need to revise the action steps for each of the committee's four goals. The committee decided to schedule a two-day retreat in an effort to review all goals and actions. The Minority Recruitment Committee met on May 19, 1997 to discuss the agenda for the annual retreat and revisions to the action plan emphasizing recruitment and retention at all grade levels. A two-day annual retreat was held on June 18-19, 1997 at the Teacher Retirement Building. The retreat facilitated the revision of the Minority Recruitment Committee's action plan for their four goals. Dr. Gary Chamberlain, UALR faculty member, served as the facilitator. The revised plan was distributed to the Minority Recruitment Committee at their July 18, 1997 meeting for final approval before it is submitted to the administrative team and the State Board of Education. The Minority Recruitment Committee meeting scheduled for September 12, 1997 was rescheduled for September 30, 1997 due to members scheduling conflicts. The meeting will be reported in the November PMT. The Minority Recruitment Committee met with the ADE Deputy Director in November 1997 to provide him with a copy of the revised plan and receive his input on the plan. B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. 1. Projected Ending Date Ongoing 48 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) 8. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of January 30, 1998 As of August 1995, the ADE had hired or transferred 38 employees in Grades 21 and above in the General Education Division. This group was composed of 11 black females, 5 black males, 16 white females, 4 white males, 1 other female, and 1 other male. The racial composition of the these employees was 52.6 percent non-minority and 47.4 percent minority. As of October 1995, there were 161 filled positions in the GED in Grades 21 and above. There were 27 minorities or 22.9 percent in Grades 21 and above. An analysis on Goal 1 regarding application and hiring practices was presented at the September 1996 meeting. Samples of graphs and tables for presenting the data were distributed at the meeting. The Minority Recruitment Committee met on December 13, 1996 to discuss the latest draft of the ADE Employee Tracking Data Check Sheet. The committee recommended various format changes including the addition of a table of contents and an executive summary. The committee met on January 17, 1997 to continue the discussion on the draft ADE Employee Tracking Data Check Sheet. The Assistant Director for Planning and Curriculum agreed with all but three of the committee's recommendations for the employee tracking sheet. He requested that the committee continue discussions on this matter. The Minority Recruitment Committee met on February 14, 1997 to discuss the status of the Employee Tracking Data Check Sheet. The employee tracking sheet will enable the committee to monitor the recruitment and retention of minority employees by unit and section at every grade level and monitor minority representation at all grade levels within the ADE. The committee also discussed the lack of minority employees in some areas and the loss of several minority employees. There were also discussions regarding the possibility of revising the new Minority Recruitment Plan that has been submitted to the ADE administrative team. 49 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) The committee received information on Arkansas pupil enrollment by race at their March 14, 1997 meeting. Arkansas enrollment figures for October 1, 1996 revealed that 73. 7% of all students are white, 23.4% are black, 1.8% are hispanic, 0.7% are asian, and 0.4% are native american. In an effort to assess the effectiveness of the action steps for each goal, agenda items are being developed for the committee's June retreat. The committee recommended that invitations be sent to Senator Beebe, Julie Cullen, Gene Wilhoit, and all State Board members. At the May 1997 Minority Recruitment Committee meeting, the committee discussed reviewing the most recent quarterly hiring and retention report and revisions to the action plan at the annual retreat. Discussions during the July retreat focused on the current plan, the original purpose of the plan, and necessary changes with input provided by committee members and speakers from the Arkansas Department of Higher Education, Employment Securities, and the ADE. 50 XII. SCHOOL CONSTRUCTION A. Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XII.C. of this report. B. Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts. 1. Projected Ending Date October 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section XII.C. of this report. C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. 1. Projected Ending Date October 1994 2. Actual as of January 30, 1998 ADE's School Site Selection Committee met on April 21 , 1995 to revise the proposed rules and regulations. The proposed rules and regulations were presented to the State Board of Education on May 8, 1995. The Board voted to table the decision on public comment until the proposed rules and regulations were reviewed by the Attorney General's Office. The Attorney General's Office reviewed the revised school construction draft and provided a letter of approval. 51 XII. SCHOOL CONSTRUCTION (Continued) C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. (Continued) 2. Actual as of January 30, 1998 (Continued) On June 12, 1995, the State Board of Education voted to place the revised School Site Approval rules and regulations for public comment. The hearing was held on June 19, 1995 in the ADE Auditorium, and a copy of the revised draft was sent to all school districts in an ADE Director's Memo. Proposed rules and regulations underwent a third revision and were presented to the Board in July 1995 with a request for final approval. The revised rules and regulations were approved by the State Board of Education on July 10, 1995. On August 3, 1995, the proposed School Site Approval rules and regulations were reviewed by the Legislative Council. Due to questions raised by the staff attorney for the Legislative Council, the council voted to defer review until their next meeting so that additional information could be obtained to resolve the questioned items. The proposed School Site Approval rules and regulations were reviewed by the Legislative Council on September 7, 1995 and went into effect on September 8, 1995. Goal completed. No additional reporting required. 52 XIII. ASSIST PCSSD A Determine if the PCSSD wants and needs assistance in lowering the cost of Black History course offerings to its certified staff. 1. Projected Ending Date April, 1994 2. Actual as of January 30, 1998 A letter was mailed to the desegregation director of the PCSSD on March 16, 1995 regarding offering assistance in facilitating a special arrangement with colleges and universities for reducing the cost of a black history course offering to the PCSSD certified staff. In a letter dated April 3, 1995, the PCSSD responded that their staff development director was working with UALR to develop the black history course offerings. No additional assistance was requested of the ADE. Goal completed as of June 1995. B. If PCSSD wants assistance, communicate with local colleges and universities to facilitate the Black History course offerings to PCSSD teachers at the lower costs possible. 1. Projected Ending Date September 1994 2. Actual as of January 30, 1998 UALR informed the ADE that they had contacted PCSSD regarding their willingness to provide non-credit black history studies for the PCSSD. UALR indicated that as of November 11 , 1994 they had received no response from the PCSSD. Two universities offered assistance in providing teachers in the PCSSD a black history course. The ADE had not received requests for any assistance with the facilitation of a black history course in the PCSSD as of February 27, 1995. On April 3, 1995, the PCSSD informed ADE that its staff development director was working with UALR to develop the black history course offering. No additional assistance was requested of the ADE. 53 XIV. SCATTERED SITE HOUSING A. Through Executive Branch communication procedures, ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing. 1. Projected Ending Date Not applicable. 2. Actual as of January 30, 1998 The ADE had previously inquired about State land holdings in Pulaski County and about availability of State land holdings for use as building sites for scattered site housing. All materials were distributed to the appropriate district representatives. There has been no contact with the PCSSD on Scattered Site Housing since July 1995. Goal completed. No additional reporting required. 54 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS A. Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. 1. Projected Ending Date .May 1994 2. Actual as of January 30, 1998 On April 21, 1995, a letter was sent to the LRSD Superintendent suggesting meeting dates to discuss the variables which affect student achievement. On May 1, 1995, the ADE Director was advised of the need to discuss the selection of the SAT-8 to measure the LRSD's progress toward meeting the loan forgiveness threshold of the Settlement Agreement. On May 21, 1995, the ADE staff discussed the status of the selection of the test relevant to the ADE's Implementation Plan. The Variables Committee, a subcommittee of the Test Selection Committee, received evaluations on the relationship of the various types of scores that could be used on the SAT-8 Test. The Variables Committee recommended using the state-adopted norm referenced test to determine the achievement levels of black and white students. Based on the evaluations, they indicated that scaled scores or raw scores would appear to be the better metrics to use for this purpose. The recommendation from the Variables Committee was submitted to the Test Selection Committee and the ADE Director on July 28, 1995. Until the test validation has been completed, no additional progress can occur on this objective. For the progress being made on the test validation process see Section VII. of this report. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team. Additionally, the LRSD Director of Planning, Research and Evaluation was provided a copy of the test validation report. 55 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS (Continued) A Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the Districts' progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) On September 10, 1996, the LRSD notified the ADE that the district had reviewed the test validation report and would like to meet with the ADE to discuss the report. The Director of the ADE indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the Director of the ADE, ADE Assistant Director of Technical Assistance, and ADE Assistant Director of Planning and Curriculum for their review in preparation for the meeting with the LRSD regarding the validity study. In February 1997, a memorandum was sent to the Assistant Directors of Technical Assistance and Planning and Curriculum which summarized the test validation and variables subcommittee work and outlined the next step of formalizing an agreement with the LRSD on the use of the SAT-8 and the choice of raw or scaled scores as the metric. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. 56 XVI. MONITOR SCHOOL IMPROVEMENT PLANS A. Fully implement the Extended COE Improvement Plan Process in all schools in the three Pulaski County school districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. 8. Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year (every school every five years) and provide peer review team recommendations to the schools reviewed. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. C. Receive from all schools, annual reports on progress toward meeting recommendations of School Improvement Plans. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 In June 1995, ADE personnel reviewed the Extended COE packet and prepared for holistic reviews of the Cycle 5 schools. 57 XVI. MONITOR SCHOOL IMPROVEMENT PLANS {Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. {Continued) 2. Actual as of January 30, 1998 In July 1995, year-end reports were finalized by the field service specialists. Plans to conduct holistic reviews of the draft school improvement plans of the Cycle 5 schools, and plans for the 95/96 school year were discussed. In August 1995, holistic reviews of the Cycle 5 school improvement plans were conducted. A school improvement conference was conducted, and documentation for technical review visits in the 95/96 school year was discussed. In October 1995, computer programs used by Effective Schools proponents were ordered for review, and a draft monitoring checklist for ECOE was developed. In November 1995, two meetings were held to plan for 95/96 monitoring. Onsite visits were conducted to prepare schools for the FY 95/96 team visits, and technical review visits continued in the Districts. In December 1995, technical assistance visits were conducted, and monitoring occurred in all schools in the Districts. As of December 31, 1996, approximately 59% of the schools in the Districts had been monitored, and technical review visits continued. In February 1996, announced monitoring visits in the Districts were completed. The field service specialists completed the midyear monitoring reports and prepared for the spring NCA/COE peer team visits. In March 1996, unannounced visits and peer team two-day visits of Cycle 5 schools were conducted. Written reports of two-day team visits were prepared, and field service specialists provided assistance to schools on their school improvement plans. In April and May 1996, unannounced monitoring visits were completed, and monitoring forms were scanned for inclusion in the July monitoring report. Team visits were completed, and the annual COE monitoring reports were prepared. 58 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued} D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued} 2. Actual as of January 30, 1998 (Continued} In June 1996, the data from the announced and unannounced monitoring visits of the Cycle 5 schools was analyzed using descriptive statistics. The Semiannual Monitoring Report was filed with the Court, and copies were distributed to the parties. Information was included on cost and enrollment in compensatory programs. All school improvement plans were monitored in the Cycle 5 schools. Reports regarding the two day team visits were included in the Semiannual Monitoring Report. In August 1996, meetings were held with the Districts regarding announced monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations on the monitoring schedule and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with tentative training schedules outlined for Cycle 1 schools. In October 1996, a meeting was held with the Districts to identify, update, and modify the schools in Cycles 1 - 5. Monitoring packets for the Cycle 1 schools were presented during the Principal's Monitoring Workshops. Technical assistance was provided to the Cycle 1 schools regarding their school improvement goals. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996, and technical assistance was provided to schools in realizing the goals established in their school improvement plans. In December 1996, the field service representatives completed the announced monitoring visits of the Cycle 1 schools and provided assistance to the schools in achieving their school improvement goals. The ECOE monitoring reports on the Cycle 1 school improvement plans were included in the Semiannual Monitoring Report and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties in January 1997. 59 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of January 30, 1998 (Continued) In February 1997, the field service specialists prepared for the spring peer team visits of the Cycle 1 schools and prepared the annual NCA reports. The NLRSD Cycle 1 ECOE team visits were completed in March 1997. Cycle 5 schools submitted their progress reports from their FY 95/96 team visits, and the outcomes will be reviewed and compiled for inclusion in the PMT after all have been received. Assistance was provided to the Districts based on the results of monitoring visits and specific requests. Team visits were completed in April 1997 for the PCSSD. The LRSD prepared for their team visits, and Cycle 5 school progress reports were received. Assistance was provided to the Districts based on the monitoring reports and specific requests. An expanded team meeting of Team V was held on April 7, 1997 to provide training for monitoring activities and evaluating school improvement plans during team visits. A presentation was made on Act 338 of 1991. ECOE team visits were scheduled, and all Cycle 1 peer team external visits were conducted as of May 1997. Assistance was provided based on the results of the monitoring visits and specific requests. As of June 1997, all Cycle 1 schools had their ECOE team reports provided to them for their review, and information was mailed to the Cycle 5 schools regarding their progress reports. Assistance was provided based on information received in progress reports or specific requests. The July 15-17, 1997 School Improvement Conference was held in Hot Springs and emphasized the COE school improvement process. The conference focused on Phase II of COE and the need for the continuation of school improvement. The field service specialists provided technical assistance throughout the conference on school improvement activities and plans and answered questions from delegates. As of August 1997, dates for the ECOE team visits of the Cycle 2 schools were established for FY 97/98, and progress reports were in the final stages. Technical assistance was provided as progress reports were evaluated and when specific requests were made. 60 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of January 30, 1998 (Continued) Technical assistance was provided to the Cycle 2 principals at the Desegregation Monitoring and School Improvement Workshop held on September 10, 1997. In October 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. The field service representatives discussed the ECOE process with principals, ECOE steering committees, and faculty and worked with teachers on analyzing perceptual surveys. Additionally, the field service representatives emphasized the need for a database on achievement and provided guidance regarding their school improvement plans. In November 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. Technical assistance visits were also conducted regarding team visits and technical review recommendations, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. [n ~cemt\u0026gt;.er 1997, technical assista~\n~visit~~wer ncuc(ed tegarding the school, improvemen(prope~f ar\ni9 ~ .nsenstts ,bu,ilding. f,dditionally, the i'2.[usion. docume,:it an~ p~t~P-tu~l\nju~s_y,,e.re provide,d to schools in the ECOE pr(?.~~- 61 e XVII. DATA COLLECTION A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Data was collected in May 1995 from all schools during the unannounced visits. Information that was unavailable during the announced visits was collected during the unannounced monitoring visits. In June 1995, data was collected from the Districts and analyzed for inclusion in the July Semiannual Monitoring Report. In July 1995, data from perceptual surveys was reviewed. In August 1995, the data elements to be reviewed and the data collection process for FY 95/96 were articulated to the Districts. In September 1995, the data collection format for the 95/96 school year was distributed to the Districts. Financial information for FY 93/94 and FY 94/95 was requested from the Districts, and principals were given inservice training regarding FY 95/96 monitoring. The Districts provided fourth quarter data on discipline, testing, nonpromotes, and budget for inclusion in the February 1996 Semiannual Monitoring Report. A workshop to develop a common terminology for monitoring purposes was conducted on October 17, 1995 with the Districts. The workshop identified the data available in the Districts to fulfill the requirements of the Allen Letter's 14 elements. The group correlated the data elements to the five monitoring forms. Monitoring data was verified for inclusion in the February Semiannual Monitoring Report. Data on nonpromotes was analyzed for inclusion in the February Semiannual Monitoring Report. Announced monitoring visits began on November 14, 1995. The preliminary February Semiannual Monitoring Report and its executive summary were presented to the ADE administrative team and the State Board of Education. Announced monitoring visits were completed on January 26, 1996. Unannounced monitoring visits began in late February 1996 for the Cycle 5 schools in the Districts and were completed in April 1996. 62 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) A supplemental report to the February 1, 1996 Semiannual Monitoring Report was filed with the Court on April 8, 1996. Data requests for information were forwarded to the Districts. Information was reviewed, analyzed, and formatted for inclusion in the July Semiannual Monitoring Report. The data received from the Districts was analyzed and reviewed. Instructional program reporting was clarified after the Districts and ADE desegregation staff collaboratively established a definition. All data collected for the July 1996 Semiannual Report was disaggregated, analyzed, and displayed in color graphic form for reporting.  In August 1996, the Districts were provided with the monitoring requirements and expectations for the 96/97 school year. In September 1996, arrangements were made for data collection, and monitoring fonnats were revised. Technical assistance was provided to the LRSD on data collection and formatting of certified staffing data. Monitoring packets for the Cycle 1 schools were developed in October 1996 and presented during the Principal's Monitoring Workshops. In November 1996, data specified by the Allen Letter was received, reviewed, and formatted for the February 1997 Semiannual Monitoring Report. In December 1996, the remainder of the quantitative data specified in the Allen Letter was reviewed and formatted for inclusion in the February 1997 Semiannual Monitoring Report. The Semiannual Monitoring Report was finalized in January 1997 and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee of the Arkansas General Assembly, and the parties. In February 1997, the Lead Planning and Desegregation Monitoring Section developed the format for the July 1997 Semiannual Monitoring Report and obtained Cycle 1 SAT-9 test data from the ADE's Assessment Section. 63 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) In March 1997, data forms were sent to the Districts to assist with the submission of information for the July Semiannual Monitoring Report. Some data was collected through existing reports submitted by the Districts for the annual report. In April 1997, the Districts were notified that the deadline for data collection submission was April 24, 1997. ADE desegregation staff received training on software useful in desegregation reporting. As of May 14, 1997, all data was received from the Districts. In June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized and presented to the Desegregation Litigation Oversight Subcommittee on June 25, 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the Court and copies were distributed to the State Board of Education and the parties. In August 1997, data requirements for the February 1998 monitoring report were sent to the Districts. In September 1997, Cycle 2 principals and the Districts' superintendents were provided with the data requirements for monitoring and data analysis. In October 1997, the financial information requested for inclusion in the February 1998 monitoring report was received from the Districts. In November 1997, the data requested from the Cycle 2 schools was received for inclusion in the February 1998 monitoring report. The Desegregation Monitoring staff began the data analysis process in accordance with established ADE guidelines and procedures. In December 1997, the draft February 1998 monitoring report was prepared in accordance with the ADE format and ECOE monitoring criteria for review by the Administrative Team and the Attorney General's Office. 64 ... XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) lheFebruary'.f998 monitoringreportwas compleled in accorclance ith the -Allen Letter, lmplementation\u0026lt;\u0026gt;t\u0026lt; Plan, and ADE eporting uidelines-and format.' On January 23, .1998, district representative~ \u0026amp;,ere provided copies of the report .to verify data accur,cy\" Jlnq [val_yaje tt:1e ~ffegive es~ of the announced .. l!l\u0026lt;mito_rin_g v1sU  65 r .. CERTIFICATE OF SERVICE I, Timothy Gauger, certify that a copy of the foregoing document was served by first class mail on this 30th day of January, 1998, on the following person(s) at the address(es) indicated: M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 2000 Boatmen's Bank Bldg. 200 W. Capitol Little Rock, AR 72201 John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell Roachell \u0026amp; Street 401 W. Capitol, Suite 504 Little Rock, AR 72201 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201 Stephen W. Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION FEB 2 7 1998 OFF/Cf OF EfGREGAT!ON MONITOR/NG LITTLE ROCK SCHOOL DISTRICT PLAINTIFF v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of ADE's Project Management Tool for February, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General TIMO Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 Based on the information available at January\"S17'1f998l -,.t e ADE ~lculated the Egualization Funding for F'(9Zf~8~ s!,!l?ject1p: periodic igjustments__, B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of February 27, 1998 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 ~t January 7_998, distributjon.s of ~~!~ ~qual~ail\u0026lt;m':f.tmdln_gJorJ,,X @~/~~ wer,e as fo!lo~s~ J,:RSp .:\n~2t930,412 NLRSD .:'$13,232,578 PC~SD- $30,215,720 he allotments of State Equalization Funcfingcalculatearor'FY797/9~8 at January'~1.,J9~8, subjEt~ to,periodic,sdjusJ111~nt~. y,,:~r.,e.,agtgll(t~s: LRSD-$42,023,107 NLRSD - $24,253,364 PCSSD- $55,381,645 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 ~ased on the information available, the ADE calculate~ January S1, 1998,Jgr FY 97/9~, subj~c\ntJsu~eriodic a.Qjustments. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of February 27, 1998 F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date 2. Last day of each month, August - June. Actual as of February 27, 1998 Basea on '~iiJeinformat1pp ~v~il~e7fne:Ab~~~~filim [1:'L-1fl9? fgr~f:Y 97L~B./ sume~uo J~enoJi1C:a~JIJ!l'llJ~r,it~ G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of February 27, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of February 27, 1998 Oistnb~tiof1sjor F'{ 97/98 aJ J~n1:1~rfj'Jj98_wfil\"~: [ RStf-$-1,789,Tfs NLRSD - $731,691_ f:..C~SD\n,$~,Q75,490 fhe allotme'i'll$ ca cuiated for F'( Ml~B~ finU~ -~rsaL~~ppj~\ngt {o per_iodic~igjustment~. w~1e: l!RSD- $3~63-8,510 NLRSD -'~$1,557,923 gc~st\nf--i 9\naoa,2so J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of February 27, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of February 27, 1998 ~uafy, M'a, \"General Fina,,p,'ce waJ no ffi~cr o paytne 'seS9na fil'ie.:third payments\"for FY 97/98 to the Districts. mshould,be noted [_fi:at the . 1.f:ansB._orta_fion__QoQr,\u0026lt;iioator~is~.cu.r.moJ)y JJ)erfQnni!lg 11Jl h!ngi9g_, L. ADE pays districts for first two-thirds of their proposed budget. M. 1. Projected Ending Date Ongoing, annually. 2. Actual as of February 27, 1998 As of January 1998\n-Gener~i'PFitianc~:O,aae\"'1ne econcl,\"\"o.ne~t~i~ci Pl:!Y!llents t_g the _Districts f9r j!}eir FY '97/9~ tr@n~pof1c!_tion .:t?.ygget_. ~ Jamjary 1998\nt6~tol~gfil[c[b_tt\"'~orj=D/~ J\nRso - $2:039,722.~ NLRSD' - $283,392:oa ~cssD _it1\no/3,os_t 1ld ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of February 27, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of February 27, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD- 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. O. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of February 27, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. S. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of February 27, 1998 The LRSD received $3,000,000 in June 1997. As of this reporting date, the LRSD has received $15,000,000 in loan proceeds. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of February 27, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of February 27, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of February 27, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs by race, gender, and type of program. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Quantitative and qualitative indicators were displayed with specific information provided on cost and enrollment in compensatory programs. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to 11 Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of February 27, 1998 (Continued) As of June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. Copies of the Semiannual Monitoring Report and its executive summary were made available\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n\n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1014","title":"\"A Vision for the Future Strategic Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Standards","Educational planning","School improvement programs"],"dcterms_title":["\"A Vision for the Future Strategic Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1014"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["70 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\nA Vision For The Future Strategic Plan 1998 - 2003 Mission A mission statement is a broad statement of the unique purpose for which the District exists and the specific function it performs. The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive, contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Parameters are the guiding principles that establish the framework within which the District will accomplish its mission. Parameters *  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  No new program or service will be accepted unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  No program or service will be retained unless benefits continue to exceed cost and it continues to make an optimal contribution to the mission.  The Campus Leadership Plan will always be consistent with the Strategic Plan as well as the Desegregation and Education Plan.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. *Contractual items will be subject to negotiation. 2 Beliefs We believe .... Beliefs are a statement of the District's fundamental convictions, values, and character.  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a person's life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 3 Objectives are an expression of the District's desired, measurable end re ults of student success, performance and/or achievement. Objectives  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others.  By 2003, at least 9 out of 10 students will meet or exceed LRSD standards of performance identified 1n the core curriculum.  By 2003, at least 65% of students in every identified sub-group of race and gender will perform at or above the national average in reading and mathematics on standardized tests\nat least 30% will perform at the highest quartile in reading and mathematics on standardized tests\nand no more than 10% will perform at the lowest quartile in reading and mathematics on standardized tests. 4 Strategies are the means by which the District can accomplish its objectives. Strategies  We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan.  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address 5 Strategies (Continued) external issues that are interfering with our students' learning.  We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives.  We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan.  We will construct a delivery system that allows us . to plan and implement individualized educational goals for all LRSD students and that does not predetermine or limit options at an early age.  We will develop and implement plans to establish financial stability and achieve the strategic objectives of the District.  We will develop and implement plans to enhance public confidence in the safety and security of our schools and to ensure discipline and an orderly learning climate.  We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the District. 6 Strategy 1 We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan. (Implementation of Strategy 1 will be accomplished through other strategies.) 7 In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. Strategy 2 Action Plan Year Year I Year 1 2/3 4/5 X 1. Adopt a definition for content standards in the Little Rock School District. ( completed) X 2. Adopt a definition for performance standards in the Little Rock School District. ( completed) X 3. Submit the components of performance standard sets in the Little Rock School District. ( completed) X X 4. Develop performance standards for the Little Rock School District. ( completed) X 5. Adopt a definition for delivery standards in the Little Rock School District. ( completed) X 6. Adopt components of delivery standard sets in the Little Rock School District. ( completed) X 7. Develop delivery standards for the Little Rock School District. ( completed) X X 8. Develop a trainer-of-trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. X 9. Ensure parent understanding of the core curriculum standards and how progress will be measured. 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. Strategy 3 Action Plan Year Year Year 1 2/3 4/5 X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction. ( completed) X X 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. X 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. X X 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. X X 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. X X 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan (Colltinued) X 7. Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for following the guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. X X 8. Provide extended day academic programming for students at risk of failing and in need of extra assistance in core subjects. X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10 We will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year Year Year 1 2/3 4/5 X X 1. Communicate key issues with consistency to our audiences. X 2. Increase credibility with teachers, principals, and members of the District's staff through more timely and accurate information flow to and from LRSD's central administration. X X 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. X X 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the District, with regard to the quality of education received by all children within the LRSD's schools. X 5. Shift focus away from the District back to its individual schools (as well as to their students and teachers). X 6. Create a system that ensures a constant flow of \"success stories\" from the individual LRSD schools into the District's Office of Communications for release to the public. X 7. Create positive spokespersons out of parents, teachers and other influential members of the community. X X 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District. 11 Strategy 4 Action Plan (Co11tillu ed) X 9. Assess the implementation of the communication plans and evaluate their effectiveness. 12 We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. Strategy 5 Action Plan Year Year Year 1 2/3 4/5 X X 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources, which address external issues interfering with students' learning. X X 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. X X 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students' learning. X X 4. Design and develop a joint working agreement with LRSD and community age_ncies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives. Strategy 6 Action Plan Year Year Year 1 2/3 4/5 X X 1. Develop job descriptions that are consistent and specific. X 2. Design recruitment/entrance standards to attract superior personnel who excel academically or otherwise in their major fields of study, experience, or interest. X 3. Develop a fair, equitable compensation system for all employees that is objective, fairly administered and tied to the performance of the school. X 4. To maximize student-teacher contact time, decrease substitute personnel expense to the District and enhance the morale of all District personnel. X 5. Create monetary and non-monetary incentives to reward District employees who work for the betterment of our students. X 6. Provide staff with opportunities to pursue educational endeavors that will promote high educational standards within the District. X 7. Develop an evaluation process, which accurately assesses employee performance and serves as a tool for professional growth. X 8. Develop a termination process, which is fair, equitable, and effective. [Contractual items will be subject to negotiation.] 14 We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan. Strategy 7 Action Plan . Year Year Year 1 2/3 4/5 X X 1. To reformulate a District-level Staff development Planning Council which will bring together stakeholders to advise and assist in the development of policy for and evaluation of a staff-development system that is site-specific and driven by the three objectives adopted by the LRSD. X 2. To train the Staff Development Planning Council, central administrative staff, and staff at all middle schools on teaming for school improvement. X 3. To meet the needs and address the problems of school sites through the use of campus leadership teams. X 4. To establish a District and community technical assistance network to support campus leadership teams. X X 5. To evaluate the staff development system within the district. 15 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students and that does not predetermine or limit options at an early age. Strategy 8 Action Plan Year I Year Year I 2/3 45 X X lA. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X lB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 3A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization. X 3B. Support and maintain operation of seed school. 16 Strategy 8 Action Plan (Continued) X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. X 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability tracking. X SA. Acquire alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X SB. Implement alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 6. Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. X X 7. Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for District patrons, with preference going to low socio economic status (SES) families, to provide experiences and information needed to equalize student preparation. X 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student. X 9. Provide community based services that enable parents, students, and community to work together to further a child's education. X 10. Create an educational climate, which encourages parent/teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 17 We will develop and implement plans to establish financial stability and achieve the strategic objectives of the District. Strategy 9 Action Plan Year Year Year 1 2/3 4/5 X 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. X 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. X 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. X 4. Develop a five-year revenue forecast (by month for the first year and annually for years two through five) for the District. (completed) X 5. Develop a five-year expense forecast (by month for the first year and annually for years two through five) for the District. (completed) X 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. X 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement. 18 Strategy 9 Action Plan (Co1tti1tued) X 8. Establish a committee of District and non-District representatives to monfror proposed legislation and/or regulations and make recommendations for new, or revisions to current, laws and regulations that would impact operations of the LRSD. X 9. Establish a goal to prepare a budget document that will meet the criteria for the Government Finance Officers Association (GFOA) Distinguished Budget Presentation Award. X 10. Develop resource sharing partnerships with North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). 19 We will develop and implement plans to enhance public confidence in the safety and security of our schools and to ensure discipline and an orderly learning climate. Strategy 10 Action Plan Year Year Year I 2/3 4/5 X X 1. Provide ongoing conflict resolution training and skill development for students, parents/family, and staff. X X 2. Improve behavior and safety on school buses and bus stops. X X 3. Control access to school buildings, grounds, and events. X X 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. X X 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. X X 6. Inform the public of plan in regard to the following ( a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). X 7. Develop a credible evaluation plan that will ensure complete and proper implementation. X 8. Develop, enhance, and improve the communication/distribution and equitable implementation of the LRSD Students Rights and Responsibilities Handbook. 20 We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the District. Strategy 11 Action Plan Year Year Year 1 2/3 4/5 X 1. Define technology in terms of the educational and administrative needs of the LRSD. (completed) X X 2. Establish a broad based technology advisory board for the LRSD. X 3. Acquire and implement the technology needed to meet current and future instructional and administrative needs of the LRSD. X X 4. Assemble a technical staff to implement and support District information technologies, including computer hardware and software applications, networking, computer operations, and audiovisual services. X 5. Design and implement a comprehensive technology training program for all LRSD employees (teachers, administrators, and support staff) that provides appropriate facilities, tools, training, and supplies to maximize effectiveness. X 6. Train students in the use of technology so that they are able to access, evaluate, and apply information. X 7. Train students to use current technology to increase competencies in problem solving, specific content areas, and critical thinking skills. X 8. 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