{"response":{"docs":[{"id":"usm_hmp_mus-m357-0117","title":"Postcard advertising Freedom Riders; January 1995","collection_id":"usm_hmp","collection_title":"Historical Manuscripts and Photographs","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Youth Performance Company (Minneapolis, Minn.)"],"dc_date":["1995-01-01"],"dcterms_description":["From the Dahl (Kathleen) Freedom Summer Collection. Promotional postcard with schedule, prices, contact information, and a synopsis of Freedom Riders, by Lester Purry and Jacie Knight, to be performed by Youth Performance Company at Howard Conn Fine Arts Center, Minneapolis, in January 1995.","Electronic version made available through a National Leadership Grant for Libraries from the Institute of Museum and Library Services.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["M357 Dahl (Kathleen) Freedom Summer Collection","Box 3, Folder 5"],"dcterms_subject":["Advertising","Plays"],"dcterms_title":["Postcard advertising Freedom Riders; January 1995"],"dcterms_type":["StillImage","Text"],"dcterms_provenance":["University of Southern Mississippi. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["https://usm.access.preservica.com/uncategorized/IO_5764173e-9fc8-422e-9da8-f3ddeac0c420"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["University Libraries provides access to these materials for educational and research purposes. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_559","title":"Priorities","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":["1995/2001"],"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","Office of Desegregation Monitoring (Little Rock, Ark.)","Educational planning","School integration"],"dcterms_title":["Priorities"],"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/559"],"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":["63 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\nOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building LtUe Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: Novembers, 1995 To: From: Subject: Bobby Lester, James Smi, Hank Williams * C^'^frknn Brown ODM 1995-96 Monitoring Priorities and Procedures My staff and I have identified our monitoring priorities for the 1995-96 school year, which are listed on e enclosure. As is our custom, we identified our monitoring emphasis by reviewing the desegregation plans and mandates from bo the circuit and district courts. We also noted court orders and directives issued during hearings that require ODM to review certain desegregation activities or to scrutinize specific provisions of the plans or court orders. It is possible that some of the attached topics will change depending upon unforeseen events that may develop, such as new court orders. Some of our monitoring will be in the nature of a follow-up on previous reports, such as those on the alternative schools, racial balance in school enrollment and the LRSD incentive schools. A few of the topics we will address appeared on our monitoring list for the last school year, but we are not initiating them until this year, such as the specialty programs in the PCSSD and the secondary LRSD schools with magnet programs. At the conclusion of each monitoring project, we will summarize our findings to the Court in some type of written report. Some of our reports will be brief and limited in scope, such as double finding of the incentive schools\nothers, such as that on the secondary interdistrict schools, will be more comprehensive and, therefore, lengthier. You can expect our monitoring procedures to remain essentially unchanged from previous years, continuing to include review of records and other written information, interviews with principals and other administrators, and visits to schools. Our observations will be guided by a written monitoring guide, the same type of instrument we've used in the past. As usual, we will review e guide with your staff before beginning formal monitoring so you'll know what we are looking for.November 8, 1995 As our monitoring timetable develops, we will notify you so you can plan accordingly. We are trying to establish a schedule that avoids dates which would conflict with the schedule of other monitoring groups, such as the Btracial Committees. As you're aware, some of our monitoring guides include charts that reflect various data, such as school enrollment and staffing. Because ODM monitors gather this date from the annual school profiles, rather than asking school staff to fill out forms or charts, please send the 1995-96 profiles QUall schools to ODM by November 22. 1995 if you have not yet forwarded that information to my office. If you have any questions or comments, please call me. We're looking forward to being in your schools during the year ahead. cc: Bobby Acklin Bill Bowles Russ Mayo Counsel of Record1995-96 ODM Monitoring Priorities  Radal balance in student enrollment within individual schools  Staffing patterns and staff recruitment for racial balance among administrators, non-certified personnel, and secondary teachers  Academic achievement and closing disparity in achievement between the races  The alternative learning centers in the three districts  Recruitment for the four-year-old program to promote desegregation  Facilities, with emphasis on schools having an enrollment outside the racial balance guidelines  M-to-M transfers of special education students among the three school districts  Finance: assuring that settlement money use is consistent with the desegregation plans and court orders\ndetermining that the districts exercise fiscal responsibility such that they can fulfill their plan obligations\nwhether money is being wasted  Incentive schools, with emphasis on facilities, theme implementation, programs and those aspects of the schools that previously have been cited as needing improvement  Staffing in the incentive schools to determine the extent of racial balance within employee categories  Double funding of the incentive schools  The extended year program for incentive schools during the summer of 1995  Secondary schools with magnet programs: Henderson, Dunbar, Central, and McClellan secondary schools in the LRSD  Specialty programs in the PCSSD at Mills and Sylvan Hills High Schools, Fuller Junior High, and Fuller, Landmark, Bates, and College Station Elementaries and racial integration within those schools  Multicultural education in the PCSSD *\u0026lt; viei^'\"^- *, -Ji? .'. ... -* LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS DATE\nSeptember 24, 1998 TO: Board of Directors FROM: Leslie V. Gamine, Superintendent of Schools RE\nDistrict Priorities I am recommending the Boards approval of the priorities we have discussed and established for the current school year. These are: Desegregation and Education Plan A. B. C. D. Policies Middle School Marketing and Communication Student Assignment (Neighborhood Schools) II. Technology B. C. D. Wide Area Network Technology Labs -Tech 2000 or similar High School, Middle \u0026amp; Elementary School ACC Learning Labs Training III. ClusterCampus Leadership A. B. Quality Index Student Success Model 1. 2. 3. 4. 5. 6. Skills \u0026amp; Knowledge Continuum Personalized Education Staff Development Community Support Assessment Communication IV. Financial Plan A. B. C. D. E. Management Audit Campus and District NeedsCapital Transportation Security Technologyrecewed 00 2^998 06sbwmS**** PRIORITIES 1998-99 Introduction I. II. III. IV. TABLE OF CONTENTS Desegregation and Education Plan A. Policies B. Middle School C. Marketing and Communication D. Student Assignment (Neighborhood Schools) Technology A. B. Wide Area Network Technology Labs - Tech 2000 or similar C. High School, Middle School \u0026amp; Elementary ACC Learning labs D. Training Campus Leadership A. Quality Index 1. 2. 3. 4. 5. Customer Service \u0026amp; Campus Learning Climate Student Achievement - Value Added Incentives Attendance - Teacher/Student and Dropout Guidelines, Administrative Policy \u0026amp; Report Card Planning \u0026amp; Campus goals (COE) B. Student Success Model 1. 2. 3. 4. 5. 6. Skills \u0026amp; Knowledge Continuum Personalized Education Professional development Community Support Communication Assessment Financial Plan A. B. C. D. E. Management Audit Campus and District Needs - - Capital T ransportation Security Technology PAGE 1 3 6 7 9 10 12 14 16 18 20 24 26 29 30 31 33 33 39 40 41INTRODUCTION The 1998-99 District Priorities are an ambitious plan to provide a foundation for achieving the goals of the Strategic Plan. Within the scope of the Strategic Plan are four important systemic initiatives for the Little Rock School District. The following narrative does not list these initiatives in a priority placement, but each is interwoven into the fabric necessary to support a quality public education all children: The first priority is to establish the policies and to implement the major organizational initiatives of the Revised Desegregation and Education Plan. Marketing and communication are emphasized to initially maintain the enrollment but more importantly to establish the base to ensure a balanced growth for the Little Rock School District. The second priority establishes technology as strategic advantage for Little Rock teachers and children. Technology as an integral learning support will be the major contributor to enhanced achievement. Furthermore, students whose education has been enriched with technology will gain a competitive advantage in post secondary education and the work place. The Quality Initiative is the basis for ensuring rigorous world class standards and achievement of those by Little Rock School District students. Campus leadership with campus accountability will be used as the primary energy for determining and accomplishing instructional and institutional quality. The fourth priority is a multi faceted initiative to ensure financial and operational stability for the Little Rock School District. Efficient and effective use of resources will always be a goal of the district.1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / A. Policies Major Tasks/Activities Review and revise Board policy Section A. Foundations Review and revise Board policy Section B. Board By-laws Review and revise Board policy Section C. General Administration Review and revise Board policy Section D. Fiscal Management Review and revise Board policy Section H. Negotiations Review and revise Board policy Section G. Personnel Review and revise Board policy Section E Support Services Reference to Plan(s) Deseg. Plan 2.1. Deseg. Plan 2.1 Deseg. Plan 2.13. Deseg. Plan. 2.9 Strategic Plan (Strategy 9) Deseg. Plan 2.2. Strategic Plan (Strategy 6) Deseg. Plan 2.10. Timeline August 1998 November 1998 November 1998 January 1999 February 1999 March 1999 April 1999 Responsibility Board Linda Young Board Linda Young Board Linda Young, Les Gamine Board Linda Young, Mark Milhollen Board Linda Young, Brady Gadberry Board Linda Young, Dick Hurley Board Linda Young, Vic Anderson Evidence of Success Board review and/or action Board review and/or action Board review and/or action Board review and/or action Board review and/or action Board review and/or action Board review and/or actionMajor Tasks/Activities Review and revise Board policy Section J. Students Review and revise Board policy Section 1. Instruction Review and revise Board policy Section K. Community/School Relations Reference to Plan(s) Deseg. Plan 2.5., 2.12. Deseg. Plan Section 5,2.4., 2.5., 2.6. Strategic Plan (Strategy 1) Strategic Plan (Strategy 4, 5) Timeline May 1999 June 1999 July 1999 Responsibility Board Linda Young, Linda Watson, Jo Evelyn Elston Board Linda Young, Bonnie Leslie Board Linda Young, Debbie Milam, Suellen Vann, Vic Anderson Evidence of Success Board review and/or action Board review and/or action Board review and/or action 21998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / B. Middle School Major Tasks/Activities 1. Establish planning committee structure and identify the charge and tasks of each committee 2. Develop District middle school mission statement Submit for Board approval 3. Coordinate planning and implementation issues for middle school transition 4. Steering committee approval of focus committee recommendations on athletic program, curriculum standards, and professional development program 5. Curriculum standards presented for Board approval 6. Brown Bag Lunch session for parents Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline April 1998 May 1998 August 1999 Oct. 1998 Oct. 1998 Oct. 1998 Responsibility LRSD Administration, Linda Young Steering committee, Linda Young Linda Young, Bonnie Lesley, LRSD Administration Steering committee, focus committee chairpersons (Gene Parker, Ann Blaylock, Wayne Knight) Bonnie Lesley, Linda Young Les Camine, Bonnie Lesley Suellen Vann, Linda Young, LRSD administration Evidence of Success Committee meetings, active involvement of committee members, committee recommendations Board approved middle school mission statement Completed recommendations submitted to Superintendent, task timeline, and completion of tasks Completed focus committee proposals and steering committee approval Board approval Agenda 3JMajor Tasks/Activltles 7. Vacancy letter announcement/opening preferences to teachers 8. Staffing placement and teacher notification 9. Steering committee approval of middle school and 9**' grade curriculum 10. Middle school and 9* grade curriculum submitted for Board approval 11. Steering committee approval of focus committee recommendations on student program and family and community involvement 12. Implementation of professional development program 13. Logistical plan finalized and implemented Reference to Plan($) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline Nov. 1998 Jan. 1999 Nov. 1998 Nov. 1998 Jan. 1999 Nov. 1998 July 1999 Responsibility Brady Gadberry, Dick Hurley Brady Gadberry, Dick Hurley Steering committee, Bonnie Lesley, Gene Parker, Kathy Lease, LRSD administrators, Linda Young Les Gamine, Bonnie Lesley Steering committee, Jo Evelyn Elston, Liz Lucker, Linda Young LRSD admin., principals, technical assistance team, Linda Young Vic Anderson, LRSD administration Evidence of Success Letter Final staffing assignments and notification to teachers. Board approval Board approval Steering committee approval of focus committee recommendations. Leadership team session agendas, individual building professional development plans and agendas, team leader development agendas, high school professional development agendas Logistical plan, timeline and completion of tasks 4'Major Tasks/Activities te 14. Middle school handbook submitted for Board approval 15, Policy development for middle school program for Board approval Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline April 1999 May 1999 Responsibility Les Gamine, Linda Watson Les Gamine, Bonnie Lesley, Linda Young Evidence of Success e Board approval of handbook Developed policies and Board approval 51998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / C. Marketing and Communication Major Tasks/Activities Implement assignment programs. Conversion to middle schools. Implement programs...designed to improve and remediate the academic achievement of African-American students.... Implement programs, policies and/or procedures.. .to promote and encourage parental and community involvement and support in the operation of LRSD.... School construction/closing. Desegregated housing. Attract/recmit students to Interdistrict schools. Reference to Plan(s) Desegregation: 2.3, 3.1 Desegregation: 3.4 Desegregation: 2.7 Desegregation: 2.8 Strategic Plan: (Strategy 4) Desegregation: 3.6 Desegregation: 3.9 Desegregation: 4.5 Timeline September - October, 1998 July 1998  June 1999 October, 1998 July 1998 - June 1999 July 1998  June 1999 September - October 1998 July 1998 - June 1999 Responsibility Junious Babbs, Suellen Vann Suellen Vann and other district administrators Suellen Vann Dr. Les Camine, Suellen Vann and other district administrators Sadie Mitchell, Suellen Vann, and other district administrators Dr. Les Camine Junious Babbs, Suellen Vann Evidence of Success Copies of meeting notices and newsletters about neighborhood school zones on file. Copies of meeting notices, parent letters and newsletters on file. Copy of front-page story about National Science Foundation grant in Arkansas Democrat-Gazette on file. Development and implementation of communications plan. Copies of newsletters and meeting notices on file. Copies of flyers and meeting notices related to meetings for Stephens community and parents of Garland and Mitchell students. Copy of letter to Little Rock Board of Directors regarding annexation of west Little Rock property. Copies of school calendar and other published information are on file. 61998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / D. Student Assignment (Neighborhood Schools) Major Tasks / Activities 1. School attendance zone ! baseline information compiled. 2. LRSD Student Assignment Work Team reconvenes / meets weekly. 3. Proposed attendance zones are approved by the Student Assignment Work Team Committee. 4. Establish 99-2000 data base of proposed attendance zones. 5. Building capacity study review to determine building utilization! capacities at high schools. 6. Educate the community surrounding Mitchell and Garland regarding the scheduled closing for the 2000-2001 school year. 7. Inservice building staff / cabinet on proposed zones Reference to Plan(s) Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Timeline July, Aug. 98 Aug., Sept. 98 Sept. 98 Sept. 98 Sept. 98 Sept. 98 Oct. 98 Responsibility Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs John Ruffins Julie Wiedower Victor Anderson Junious Babbs Victor Anderson Junious Babbs Sadie Mitchell Junious Babbs Julie Wiedower Evidence of Success T Report generated by Edulog mapping software. Committee agendas! minutes Minutes reflect adoption of proposed attendance zones 99-2000 Data Base Principal agenda / Distribution of capacity recommendations Agendas and meeting dates of community meetings Agendas / Meeting dates for inservice sessions 7SH|3rTMl/Artlvitie8 I RefeTenceta Plan{s) Timeline ResjransibiUiy 8. A series of informational announcements! programs will be provided (i.e. media ! press releases, publications. Town Hall meetings, cable program presentations). 9. Reassessment of magnet seat allocation for elementary / high schools. 10. Survey students and parents to seek input toward the proposed restructing and their 99-2000 intended school assignment. 11. Adopt LRSD attendance zones. 12. Registration for voluntary transfers 13. Notify parents of 1999-2000 school assignment 14. Notify parents of 1999-2000 4-year-old assignment. 15. LRSD will continue to promote and participate in Interdistrict school agreement with PCSSD. Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg. Plan Section 4 Oct., Nov. 98 Oct. 98 Nov. 98 Dec. 98 Feb. 99 March 99 April 99 June 99 Junious Babbs Suellen Vann Julie Wiedower Junious Babbs Sadie Mitchell Julie Wiedower Junious Babbs Julie Wiedower LRSD Board of Directors Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Publication of informational materials MRC report recommending revised magnet seat allocations Survey Document mailing Board vote / approval of new attendance zones Student / Parent application Parent / Student notification letters Parent! Student notification letters Meeting dates and agendas for work sessions. 8Priority\nIL Technology A-D \nMajoriiTaskaZActivlties - Plan Reference A. Wide Area Network 2.9 5.4 B. Technology Labs 2.9 5.4 1998-99 Work Plan for LRSD Priorities ..Timeline -\nJanuary 1999 Original implementation McClellan 1998-99 Responsibility.\n,i Ruffins/Lyon Lyon/Carter , Evidence of Success , All schools will have minimum Internet access to library and office Lab(s) operational with corresponding levels of student utilization and success. C. ACC Learning Labs 1) Metro-ACC 2) ALC 2.9 5.4 5.6 Original implementation 08-98 Expansion 1999 Ruffins/Lyon/Green/Sain Lower drop out rate D. Training 2.9 5.4 On-going Lyon/Staff % of initially trained staff1998-99 Work Plan for LRSD Priorities Priority: III. Quality Index: 1) Customer Service \u0026amp; Campus Learning Climate Major Tasks/Activities 1) Provide assessment documents to ascertain customer service level of satisfaction based on quality indicators 2) Provide assessment documents to ascertain level of satisfaction of campus learning climate. 3) Recommend and provide for appropriate staff development for increasing levels of satisfaction (quality) for customer service and campus learning climate Plan Reference 2.8 2.12 5.7 6.4 2.5.1-4 2.6 2.7 5.7 6.4 2.12.1 2.13 Timeline June 1999 June 1999 June 1999 Responsibility Lease / Cluster A Lease / Cluster A Lease / Cluster A Evidence of Success a. assessment document b. state approval c. long-term improvement plan a. assessment document b. state approved c. long term improvement plan a. plaiy of communication b. staff development activities JO-CLUSTER A QUALITY INDEX: CUSTOMER SERVICE \u0026amp; SCHOOL CLIMATE 1998-99 MEETING DATES Monday, September 14, 1998 1:30-3:30 p.m. Monday, November 16,1998 1:30-3:30 p.m. Wednesday, February 17, 1999 1:30 - 3:30 p.m. Thursday, May 6, 1999 9:30-11:30 a.m. SCHOOL PRINCIPAL/STAFF REPRESENTATIVE Central Dunbar Henderson Pulaski Heights Jr. Badgett Bale Forest Park Jefferson Mitchell Pulaski Heights ADMINISTRATION Rudolph Howard Betsy Hall-Jones Debbie Berry Julie Western James Washington Kim Dobbins-Owens Nancy Rousseau Janet Buford Mary Golston Janice Gunderman Barbara Anderson Judith Courtney Teresa Courtney Janet Ghant Susan Beard Lucy Rhodes Lillie Scull Margaret Regnier Lillie Carter LauraBeth Arnold Kathy Lease (Lead) Linda Watson Suellen Vann Junious Babbs Debbie Milam Pat Price Doug Eaton Darrel Paradis Mike Martello Morlin McCoy Terrence Roberts IV1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 2) Student Achievement \u0026amp; Value Added Incentives Major Tasks/Activities 1) Identify specific achievement indicators 2) Identify specific standards/ benchmarks 3) Value added indicators Plan Reference 2.7 5.2.1 5.3 2.7 5.2 5.3 5.8 Timeline June 1999 June 1999 June 1999 Responsibility Lesley / Cluster B Lesley / Cluster B Lesley / Cluster B Evidence of Success a. Board approval b. communication plan c. curriculum aligned for improved results a. aligned with state standards b. Board approval c. communication plan a. Board approval b. communication planCLUSTER B QUALITY INDEX: STUDENT ACHIEVEMENT \u0026amp; VALUE ADDES INCENTIVE 1998-99 MEETING DATES SCHOOL PRINCIPAUSTAFF REPRESENTATIVE Fair William Broadnax Rosie Beyah Tuesday, September 15, 1998 1:30 - 3:30 p.m. Friday, November 20, 1998 9:30-11:30 a.m. Thursday, February 18, 1999 9:30-11:30 a.m. Wednesday, May 5, 1999 1:30-3:30 p.m. Mabelvale Jr. Jim Fullerton Dorothy Jones Southwest Jim Mosby Betty Williford Booker Magnet Cheryl Carson Vivian Dooley Garland Lionel Ward King Tyrone Harris Ann Gregory Mabelvale Tab Phillips Marilyn Jacuzzi Meadowcliff Jerry Worm Karen Burgess Otter Creek Janis Tucker Beverly Kinneman Wilson Beverly Jones Susan West ADMINISTRATION Bonnie Lesley (Lead) Gene Parker Yvette Dillingham Marie McNeal John Ruffins Dick Hurley Stephen Ross1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 3) Attendance - Teacher/Student/At Risk Dropout Major Tasks/Activities 1) Identify specific standards for student attendance by grade level 2) Identify specific standards for teacher attendance. 3) Create incentives for 1 \u0026amp; 2 to recognize and create improvement in 1 \u0026amp;2 4) Identify students for at-risk and drop out reduction Plan Reference 2.6 2.9 2.11 2.6 5.8 2.4 2.5.4 2.7 Timeline June 1999 June 1999 June 1999 June 1999 Responsibility Mitchell Mitchell Mitchell Mitchell Evidence of Success Board adopted standards Board adopted standards Budgetary allowances for plan 1999-2000 Reduction in drop-outs ItCLUSTER C QUALITY INDEX: ATTENDANCE \u0026amp; AT-RISK/DROP OUT PREVENTION 1998-99 MEETING DATES SCHOOL PRINCIPAL/STAFF REPRESENTATIVE Hall Gayle Bradford Dennis Brant Wednesday, September 16, 1998 1:30 - 3:30 p.m. Tuesday, November 17,1998 1:30-3:30 p.m. Tuesday, February 16, 1999 9:30-11:30 a.m. Wednesday, May 5,1999 9:30-11:30 am. Forest Heights Vernon Smith Vincent Dodson Brady Carver Magnet Fair Park Franklin Fulbright McDermott Romine Williams Magnet ADMINISTRATION Ada Keown Susanne Gamble Dianne Barksdale Linda Ammel Samuel Branch Lee Etta Lewis Ethel Dunbar Sheryl Jackson Deborah Mitchell Beth Johnson Virginia Ashley Darlene Dial Sharon Davis Mary Menking Nancy Morton Sadie Mitchell (Lead) Jo Evelyn Elston Carol Green Lloyd Sain Bobby Jones Paulette Martin Valerie Hudson Mark Mllhollen Brady Gadberry1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 4) Guidelines, Administrative Policy \u0026amp; Campus Report Card Major TasksZActivities 1) Develop guidelines and administrative policy for campus leadership implementation 2) State developed campus report card is modified to include district quality indicators Plan Reference 6 5 6 Timeline On-going June 1999 June 1999 Responsibility Carnine / Cluster D Carnine / Cluster D Evidence of Success Guidelines and policies are published and communicated. Document and plan for communication complete.CLUSTER D CAMPUS LEADERSHIP: GUIDELINES, ADMINISTRATIVE POLICY \u0026amp; CAMPUS REPORT CARD 1998-99 MEETING DATES SCHOOL PRINCIPAUSTAFF REPRESENTATIVE McClellan Jodie Carter Loretta Davenport Thursday, September 17, 1998 1:30-3:30 p.m. Wednesday, November 18,1998 9:30-11:30 a.m. Tuesday, February 16,1999 1:30 - 3:30 p.m. Thursday, May 6, 1999 1:30 - 3:30 p.m. Cloverdale Jr. Cassandra Norman Fran Ables Chicot Jane Harkey Barbara Williams Cloverdale Elem. Frederick Fields Les Taylor Geyer Springs Donna Hall Evelyn Stubblefield Rightsell Sharon Brooks Delwin Smith Rockefeller Anne Mangan Dana Keller Wakefield Mary Jane Cheatham Gail Washington Washington Gwen Ziegler Rose Barnes Watson Mike Oliver Lisa Maxwell ADMINISTRATION Les Gamine (Lead) Marion Woods Brady Gadberry Dennis Glasgow Patty Kohler Linda Young Mona Briggs in1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 5) Planning and Campus Goals (COE) Major Tasks/Activities Create planning process to support LR charge for Total Quality Schools and state campus accountability Plan Reference 5 6 Timeline June 1999 Responsibility Cawthon/Lacey/Cluster E Evidence of Success Planning documents and procedures ready for campus leadership team implementation.CLUSTER E CAMPUS LEADERSHIP: PLANNING \u0026amp; CAMPUS GOALS 1998-99 MEETING DATES SCHOOL PRINCIPAL/STAFF REPRESENTATIVE Parkview Linda Brown Marcelline Carr Metropolitan Monday, September 21,1998 1:30-3:30 p.m. Wednesday, November 18,1998 1:30-3:30 p.m. Wednesday, February 17, 1999 9:30-11:30 a.m. Tuesday, May 4,1999 1:30-3:30 p.m. ALC Mann Magnet Baseline Dodd Gibbs Magnet Terry Western Hills Woodruff ADMINISTRATION Mike Peterson Darrell Berry Lloyd Sain Brenda James Bonnie Bumpers Eleanor Cox Cathy Koehler Faith Donovan Barbara Kennedy Felicia Hobbs Nancy Mitchell Nancy Acre Margo Rowe Scott Morgan Ruth Schwerin Pat Higginbotham Janice Wilson Marian Lacey (Co-Lead) Frances Cawthon (Co-Lead) Mable Donaldson Lucy Lyon Leon Adams Ed Williams Vanessa CleaverIII. B 1998-99 Work Plan for the Division of Instruction Little Rock School District I) CONTINUUM OF KNOWLEDGE AND SKILLS 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. Revised Desegregation and Education Plan Strategic Plan: Strategy 2 Goals 2000 bTCgyTTBi  April 1999 Jan. 1999 Bonnie Lesley Linda Young A!'-Ri' T -.5^ Report to Dr. Camine of recommended changes. Board approval of recommended changes 3. Construct curriculum maps of LRSD standards/benchmarks with Arkansas standards, SAT9 testing objectives (plus other tests as appropriate), and instructional materials. 4. Review and revise middle and high school Curriculum Catalog: conduct orientation sessions for central office staff, principals, and counselors. Strategic Plan: Strategy 2 Goals 2000 Strategic Plan: Strategy 2 Goals 2000 1 Jan. 1999 Dec. 1998 Gene Parker, Team Leader Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon ADE___________ Gene Parker, Team Leader Dermis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon ADE____________ Bonnie Lesley Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon Carol Green Jo Evelyn Elston Board approval of Standards documents. Publication of curriculum standards. Publication of K-12 curriculum maps. Publication of new K-12 Curriculum Catalog. Agendas and meeting dates for orientation sessions. JO5. Develop specific plan for implementation of K-6 curriculum standards in English language arts and social studies. Strategic Plan: Strategy 2. Feb. 1999 6. Pilot new science curriculum in selected classes at grades K-8. NSF Project. Goals 2000. 1998-99 7. Pilot new mathematics curriculum in selected classes at grades K-8. NSF Project. Goals 2000. 1998-99 8. Complete plan for middle school curriculum for fall 1999. 9. Publish Middle and High School Student/Parent Curriculum Handbooks. 10. Define and establish Delivery Standards. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Section 5.4. Goals 2000. Strategic Plan: Strategy 2 and Strategy 3. Revised Desegregation and Education Plan. Goals 2000.____________ Strategic Plan: Strategy 2. Oct. 1998 Jan. 1999 Jan. 1999 Gene Parker Marie McNeal Pat Price Mable Donaldson Patty Kohler Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Dermis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Linda Young Gene Parker Bonnie Lesley Jo Evelyn Elston Marian Lacy Bonnie Lesley Gene Parker Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity with K-6 standards as measured on end-of-year survey. Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity of K-8 standards as measured on end-of-year survey. Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity of K-8 standards as measured on end-of-year survey. Publication of committee recommendations. Board approval of recommendations. Publication of Middle and High School Curriculum Catalogs. Publication of Middle and High School Student/Parent Curriculum Handbooks. Agendas and meeting dates for committee meetings. Publication of committee recommendations. Board approval of Delivery Standards. Agendas and meeting dates for professional development sessions for principals.11. Align school schedules, Pre- K12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/ coaching, and parent information/ education with Strategic Plan, Desegregation Plan, and Smart Start. 12. Align school schedules, mathematics curriculum, and professional development with Strategic Plan and Desegregation Plan. 13. Develop in collaboration wi 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. Strategic Plan: Strategy 3. abd igaitf^ j. Revised Desegregation and Education Plan: Sections 5.2.1, 5.2.2, and 5.2.3. 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. Strategic Plan: Strategy 2. Revised Desegregation and Education Plan. Section 5.4. Goals 2000 Nov. 1998 Nov. 1998 Mar. 1999 Nov. 1998 ^SK^SBiSSl^SKSS Gene Parker Pat Price Patty Kohler Mable Donaldson Leon Adams Marion Woods ADE Dennis Glasgow Vanessa Cleaver Leon Adams Patty Kohler Mable Donaldson Pat Price Marion Woods ADE__________ Marie McNeal Jo Evelyn Elston Patty Kohler Linda Watson Bonnie Lesley Frances Cawthon Marian Lacey Terrence Roberts Kathy Lease Jo Evelyn Elston Marian Lacy Report on review of school schedules. Agendas and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Reading Curriculum goals. Report on review of school schedules. Agendas and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Mathematics Curriculum goals. Agendas and dates of committee meetings. Board approval of Behavior Standards. Board approval of character education curriculum. Publication of curriculum documents. Agendas and dates of teacher training during summer 1999. Board adoption of new Graduation Standards. Publication of new requirements in Curriculum Catalog and in the Middle/High School Student/ Parent Curriculum Handbooks.15. Implement Year One of NSF grant project: Extended Year Alg. I\nAP examinations\nnew teacher training\nVital Link\nand Family Math/Science programs. NSF Project Sept. 1999 Dennis Glasgow Vanessa Cleaver Records relating to Extended Year Alg. I. Board adoption of policy relating to AP examinations. Agendas and dates of teacher training. Agendas and dates of meetings with Vertical Teams. Agendas and dates of Family Math/Science meetings. Copy of report submitted to NSF.2) PERSONALIZED EDUCATION 16. Develop Early Childhood Education plan for fall 1999, to include plan to implement any grant-funded early childhood initiatives. 17. Develop K-12 talent development plan to improve G/T, honors, and AP student enrollment and success (e.g.. Project AVID). 18. Review Title I programs and services to align with COE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Desegregation and Education Plan. 19. Complete plaiming for middle schools and smooth transitions from elementary and to high schools. Strategic Plan: Strategy 8. Revised Desegregation and Education Plan. Section 2.7 and 5.1. Goals 2000 Revised Desegregation and Education Plan. Sections 2.6,2.6.1, and 2.6.2. NSF Project Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Section 2.7. NSF Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Section 3.4. Goals 2000 Feb. 1999 Nov. 1998 Jan. 1999 Dec. 1998 Pat Price Marian Shead-Jackson Patty Kohler Carol Green Aleecia Starkey Bonnie Lesley Kathy Lease Mable Donaldson Vanessa Cleaver Gene Parker Marie McNeal Dennis Glasgow Mona Gibbs Jo Evelyn Elston Marion Woods Terrence Roberts ADE__________ Bonnie Lesley Leon Adams Kathy Lease Dermis Glasgow Vanessa Cleaver Gene Parker Pat Price Steve Ross Phyllis McClure ADE_______ Kathy Lease Linda Young M.S. Committees Report on current status of Early Childhood programs. Publication of Early Childhood Improvement Plan. Board adoption of Early Childhood Improvement Plan. Publication of reorganization of Early Childhood programs and services as per Plan. Agendas and meeting dates of committee. Publication of recommended revisions to current policies, procedures, and programs. Board adoption of recommended changes. Publication of revised Quality Index that included requirements of Title I Publication of consolidated School Improvement Plan format to include requirements of Title I Report from consultant, Phyllis McClure Documentation of changes in Title I programs and services Publication of committee recommendations Board approval of committee recommendations20. 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. 23. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. Strategic Plan\nStrategy 2 and Strategy 3 State laws. Strategic Plan: Strategy! Goals 2000 Revised Desegregation and Education Plan. Section 2.4. Arkansas initiative. Revised Desegregation and Education Plan. Section 2.7. Nov. 1998 June 1998 Dec. 1998 Jan. 1999 Kathy Lease Bonnie Lesley Gene Parker Kathy Lease Bonnie Lesley Patty Kohler Bonnie Lesley Kathy Lease Leon Adams Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Patty Kohler Publication of committee recommendations. Board approval of committee recommendations. Publication of report and improvement plan. Board approval of plan and budget. Copies of recommended changes in programs, policies, and/or procedures Board approval of recommended changes Dates and agendas of Division and team meetings. Publication of implementation plan Report to Board-minutes3) PROFESSIONAL DEVELOPMENT 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 achievment in reading and mathematics. 28. Provide training in prejudice reduction and cultural sensitivity. 29. Consolidate COE, Campus Leadership, Title I, and Instructional Technology planning requirements in collaboration with cluster assignment\ndesign and plan training for Campus Leadership Teams. 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 2.6.1,2.12.1, 5.2. Ij, 5.2.2g, 5.2.3e, 5.3.1 Campus Leadership Plan NSF ASCDs UPDI ASCDs UPDI Revised Desegregation and Education Plan. Section 2.12 Revised Desegregation and Education Plan. Section 2.12 and 2.12.1. COE Campus Leadership Plan Title I Instructional Technology Plan Jan. 1999 June 1999 Oct. 1998 June 1999 June 1999 Jan. 1999 Linda Young Marion Woods Mona Briggs Kathy Lease Prof. Dev.Committee Bonnie Lesley Marion Woods Gene Parker Kathy Lease Patty Kohler Boimie Lesley Director, Professional Development Marion Woods Bonnie Lesley Director, Professional Development Marion Woods Marion Woods City of Little Rock Terrence Roberts Bonnie Lesley Sadie Mitchell and her cluster team Leon Adams Lucy Lyon Director, Professional Development Marion Woods Publication of committee recommendations Agendas and meeting dates for professional development sessions Publication of training plan Agendas and meeting dates for sessions Agendas and meeting dates of team meetings Copy of restucturing plan Board approval of plan Agendas and dates of activities Copies of quarterly reports to ASCD Agendas and dates of sessions Copies of new planning format and process Publication of training plan Agendas and dates of training sessions 3-^30. Develop menus of researchbased 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 focussed 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. 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 Feb. 1999 Jan. 1999 May 1999 June 1999 June 1999 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 'iL Publication of recommended menus. Publication and agendas for training the Campus Leadership Teams. Publication of list of resource topics available and the procedures to access them. Publication of handbook. Agendas and meeting dates for training sessions. Copies of needs assessments Agendas and dates of training sessions35. Provide training for teachers and counselors to improve minority student access and success in Pre-AP and AP courses. Revised Desegregation and Education Plan. Section 2.6.2 NSF Project Nov. 1998 Bonnie Lesley Kathy Lease Mable Donaldson Vanessa Cleaver Gene Parker Marie McNeal Dennis Glasgow Mona Gibbs Jo Evelyn Elston Marion Woods Terrence Roberts ADE Agendas and meeting dates of committee. Publication of recommended revisions to current policies, procedures, and programs. Board adoption of recommended changes.4) BUILDING COMMUNITY SUPPORT 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 Desegregation and Education Plan, the Campus Leadership Plan, the NSF project. Smart Start, and the requirements of Title 1. Revised Desegregation and Education Plan (sections of enriched, honors, gifted, and advanced placement- courses). Strategic Plan: Strategy 2. Strategy 8. Revised Desegregation and Education Plan. Section 2.8, 5.7. Campus Leadership Plan Goals 2000 Dec. 1999 Dec. 1998 Debbie Milam Linda Young Gene Parker Bonnie Lesley Debbie Milam Leon Adams Catherine Gill Linda Young Patty Kohler Pat Price Paulette Martin Marian Shead-Jackson Marian Baldwin Vanessa Cleaver Terrence Roberts Dates and agendas for meetings. Incorporation in and publication of K-12 Talent Development Plan. Agendas and meeting dates of restructuring team Publication of reorganization and restructuring plan Board approval of reorganization and restructuring plan5) COMMUNICATION . K j\ni C4 j iTF 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 least 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. 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 May 1999 May 1999 May 1999 September 1998 June 1999 June 1999 August 1998 June 1999 Bonnie Lesley Suellen Vann Gene Parker Dennis Glasgow Marie McNeal Terrence Roberts Kathy Lease 'Linda Young Terrence Roberts Gene Parker Kathy Lease Bonnie Lesley Anita Gilliam Regina Moore Marian Baldwin Suellen Vann Bonnie Lesley Bonnie Lesley Bonnie Lesley and designated staff Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Publication of documents in second languages Copies of weekly publications Copies of publications. Dates and agendas of meetings. Agendas and dates of meetings6) ASSESSMENT 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 1 and Smart Start accountability requirements into the Quality Index. 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 Sept. 1998 Dec. 1998 Feb. 1999 Dec. 1998 Feb. 1999 Feb. 1999 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 Steve Ross Bonnie Lesley Cluster B Kathy Lease Steve Ross ADE Bonnie Lesley Cluster B Kathy Lease Leon Adams Steve Ross ADE Publication of CRTs Agendas and dates for training sessions Publication of plan Agendas and dates for training sessions Publication of communications plan for staff, parents, and students Agendas and dates of team meetings Publication of proposed Performance Standards Board approval of proposed Performance Standards Copy of reorganization plan Copy of revised Quality Index Copy of revised Quality Index J51. 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. 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. Strategic Plan: Strategy 2. Campus Leadership Plan Campus Leadership Plan Revised Desegregation and Education Plan. Section 2.7.1 Campus Leadership Plan June 1999 October 1998 Feb. 1999 March 1999 Kathy Lease Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Pat Price Patty Kohler Mable Donaldson Steve Ross Kathy Lease Bonnie Lesley Kathy Lease Bonnie Lesley Sadie Mitchell Kathy Lease Bonnie Lesley Steve Ross Agendas and dates of team meetings Publication of report and recommendations Board approval of changes in grading system and reporting system Plan for teacher/principal training Budget for redesign of report cardsand paper Jectronic Copy of proposed waiver form and process Copy of new survey instruments Agenda item for Board approval. Minutes of the Board meeting.IV. FINANCIAL PLAN A Management Audit Major Tasks/Actlvtties Plan Reference 1. Review and discuss issues among the parties 2. Develop RFP 3. Select vendor 4. Schedule management study activities 5. Conduct stud\\' 6. Implementation of recommendations 7. Public report of implementation results B. Campus and District Needs - Capital 1. Campus Facilities I Major Tasks/Activities 1. Review Facilities Study for recommendations on facilities repair and renovation Plan Reference Facilities Study, Volumes 1-13 Financial Priorities Action Plan - Outline Little Rock School District Timeline July 1998 July 1998 September 19998 October 1998 October 1998- March 1999 March 1999- August 1999 August 1999 Timeline October 1998 - November 1998 Responsibility Alliance Board, LRSD Board, LRSD Administration, Chamber of Commerce and business community rcpreselitatives Victor Anderson, Darial Paradis Alliance Board Chamber of Commerce Victor Anderson, LRSD Administration MGT of America LRSD Administration LRSD Administration, LRSD Board, Alliance Board, Chamber reps, business community reps Responsibffity Victor Anderson, Doug Eaton Evidence of Success Recommendation to proceed with management audit Completed RFP Selection of vendor Time line of activities Completed study Completed implementation report Completed report of implementation results Evidence of Success_________________ List of recommended repairs and renovationsMajor Tisks/Activitics 2. Review Facilities Services current recommendations for facilities repairs, renovations 3. Survey school communities for current recommendations for repairs and renovations 4. Review repairs and renovations lists and determine priorities for projects 5. Determine costs of priority list of repair and renovation projects 6. Form Capital Development Team 7. Capital Development Team reviews recommendations of MGT relative to stmcturing capital campaign, reviews cost data on renovation and repair project list, and designs a strategy for raising the capital necessary for the repair and renovation projects 8. Form Capital Needs Awareness Team Finn Reference Revised Desegregation and Education Plan, Sections 2.9, 5.5 Timeline October 1998 - November 1998 October 1998 - November 1998 January 1999 - February 1999 March 1999 - April 1999 May 1999 May 1999 - June 1999 June 1999 - Responsibility Victor Anderson, Doug Eaton, Sadie Mitchell, Sue Ellen Vann, Frances Cawthon, Marian Lacey, Principals, Campus Leadership Teams, PTAs Evidence of Success List of recommended repairs and renovations Sadie Mitchell, Doug Eaton, Les Camine, Victor Anderson List of recommended repairs and renovations Victor Anderson, Doug Eaton, Morl in McCoy, Sadie Mitchell, Frances Cawthon, Marian Lacey, Principals, Campus Leadership Teams, PTAs Doug Eaton and Facilities Services staff Les Camine, LRSD Board, Alliance Board, Chamber reps, business community reps Capital Development Team, Victor Anderson, Mark Milhollen Les Camine, LRSD Board, Alliance Board, Chamber reps. Business I community reps Completed list of priorities for projects Completed list of costs for projects Team is organized Capital strategy for renovation and repair projects completed Team is organizedMajor Tasks/Activities 9. Capital Needs Awareness Team reviews the renovation and repair project list, and the capital strategy for renovation and repair, and develops an awareness campaign for the community 10. Delivery of the Capital Needs Awareness Campaign 11. Schedule and begin repair and renovation projects Plan Reference Timeline July 1999- August 1999 August 1999 - September 1999 October 1999- June 2000 Campus and District Needs - Capital 2. New Construction Major Tasks/Activities 1. . Review revised Desegregation and Education Plan for direction on new school construction 2. Develop plan for the constmction of Stephens School 3. Begin construction on Stephens school Responsibility Capital Needs Awareness Team, Victor Anderson, Sue Ellen Vann Capital Needs Awareness Team, LRSD Board, LRSD Administration, Victor Anderson, Sue Ellen Vann, Principals, Campus Leadership Teams, PTAs, Alliance Board, Chamber reps. Business community reps Doug Eaton, Darral Paradis, Victor Anderson Evidence of Success Completion of community awareness campaign design Campaign results in positive vote in millage election Completion of repair and renovation projects, improved customer service, increased customer satisfaction, greater public and faculty support Plan Reference Revised Desegregation and Education Plan, Section 3.6 Timeline Spring 1998 May 1998 - September 1998 May 1999 Responsibility__________ LRSD Board, Les Camine, Doug Eaton, Sadie Mitchell LRSD Board, Les Camine, Doug Eaton, Sadie Mitchell, Stephens School community. City of Little Rock reps Construction contractor Evidence of Success Determine plan requirements Plan is completed Regular construction progress reportsMajor Tasks/Activities 4, Order furniture and Plan Reference 5. equipment for Stephens school Provide new construction cost data to MGT for inclusion in management study relative to structuring a capital campaign 6. Develop plan for the construction of a West Little Rock School 7. 8. Determine costs for the West Little Rock School project Provide new construction project list and cost data to Capital Development Team 9. Capital Development Team reviews recommendations of MGT relative to structuring capital campaign, reviews cost data on the new construction project list, and designs a strategy for raising the capital necessary for the new construction projects Timeline December 1999 December 1998 May 1998 - November 1998 May 1999 May 1999 May 1999 - June 1999 Responsibility_______ Sadie Mitchell, Stephens Principal, Stephens faculty, Doug Eaton, Darral Paradis, Victor Anderson Victor Anderson LRSD Board, Les Camine, Doug Eaton'. Sadie Mitchell, Victor Anderson, West Little Rock School community Doug Eaton, architects Victor Anderson, Doug Eaton Capital Development Team, Victor Anderson, Mark Milhollen Evidence of Success Orders processed by the Procurement Department Cost data provided Plan is completed List of project costs determined Team receives list Capital strategy for new construction projects completed 3^Major Tasks/Activities 10. Capital Needs Awareness Team reviews the new construction project list, and the capital strategy for new construction, and develops an awareness campaign for the community 11. Delivery of the Capital Needs Awareness Campaign 12. Complete construction of Stephens school 13. Open new Stephens School 14. Finalize plan for the construction of West Little Rock School 15. Begin construction 16. Complete construction of West Little Rock School 17. Deliver Furniture and other furnishings_____ 18. Open new West Little Rock School Plan Reference Timeline July 1999- August 1999 August 1999 - September 1999 June 2000 August 2000 October 1999- December 1999 May 2000 June 2001 June - July 2001 August 2001 Responsibility Capital Needs Awareness Team, Victor Anderson, Sue Ellen Vann Capital Needs Awareness Team, LRSD Board, LRSD Administration, Victor Anderson, Sue Ellen Vann, Principals, Campus Leadership Teams, PTAs, Alliance Board, Chamber reps. Business community reps Contractor, Doug Eaton, Victor Anderson Sadie Mitchell, Principal, Faculty LRSD Board, Les Camine, Doug Eaton, Sadie Mitchell, West Little Rock community. City of Little Rock reps Building Contractor__________ Contractor, Doug Eaton, Victor Anderson______ Darral Paradis, Victor Anderson Sadie Mitchell, Principal, Faculty Evidence of Success Completion of community awareness campaign design Campaign results in positive vote in millage election Construction completed Occupy the new Stephens building Plan is completed Regular building construction reports Construction completed School ready for opening Occupy the new West Little Rock buildingCampus and District Needs - Capital 3. Planning for Surplus Buildings Major Tasks/Activities I. Review Revised Desegregation and Desegregation Plan for direction on use of surplus buildings. 2. Develop plan for the continuing use of Garland School and Mitchell School after the opening of Stephens in August 2000. 3. Develop action plan for the implementation of the continuing use plan for Garland and Mitchell sites 4. Implement continuing use plan for Mitchell and Garland sites following end of 1999-2000 school year Plan Reference Revised Desegregation and Education Plan, Section 3.6 Revised Desegregation and Education Plan, Section 3.6 Facilities Study, Volumes 1-13 Campus and District Needs-Capital 4. Timeline September 1998 October 1998 - March 1999 October 1999- December 1999 January 2000- June 2000 Planning for Relocation of Administrative Space Major Tasks/Activities 1. Determine need to relocate administrative office space 2. . Assess space needs, determine costs, allocate funding for new site Responsibility Victor Anderson, Doug Eaton, Junious Babbs, Sadie Mitchell Victor Anderson, Doug Eaton, Sadie Mitchell, Junious Babbs, LRSD Board, Les Camine, Garland and Mitchell school communities Doug Eaton, Mark Milhollen, Sadie Mitchell, Victor Anderson Doug Eaton, Mark Milhollen, Sadie Mitchell, Victor Anderson Evidence of Success Determine plan requirements Plan for continuing use developed Completed action plan District houses a program or tenant that is acceptable to the surrounding community in the Garland and Mitchell sites Plan Reference Facilities Study, Volume 13 Timeline September 1998 - June 1999 July 1999 - January 2000 Responsibility Doug Eaton, Victor Anderson Doug Eaton, Mark Milhollen, Victor Anderson Evidence of Success__________ Completion of needs assessment Completed space utilization plan, cost determination, search of comparable available sites, budget allocatedMajor Tasks/Activities Plan Reference 3. Select site for administrative relocation, negotiate lease or purchase 4. Advertise and sell administrative site to be sold 5. Relocate administrative space C. Transportation Major Tasks/Activities 1. Review Revised Desegregation and Education Plan for direction regarding transportation 2. Develop and implement action plan to ensure compliance with plan obligations 3. Negotiate contract with Laidlaw for 1999-2000 school year 4. Develop action plan for Plan Reference Revised Desegregation and education Plan, applicable sections 5. improvement of operations - Transportation Dept. Determine cost and develop the budget for the Transportation Department for the 1999-200 budget year Timeline February 2000 May 2000- February 2000 May 2000 - June 2000-July 2000 Timeline September - October 1998 October 1998- June 1999 November 1998-December 1998 January 1999 January 1999- February 1999 Responsibility Doug Eaton, Mark Milhollen, Victor Anderson, reps of the administrative unit to be relocated Doug Eaton, Victor Anderson Doug Eaton, Victor Anderson Responsibility Victor Anderson Mike Martello, Darral Paradis, Victor Anderson, Junious Babbs, Principals Mike Martello, Darral Paradis, Victor Anderson, Mark Milhollen Mike Martello, Victor Anderson Mike Martello, Darral Paradis, Mark Milhollen, Victor Anderson Evidence of Success Site selection documents, completed lease or purchase documents Property listed with agent, sale closed New administrative space occupied Evidence of Success Completed review Completed action plan, plan obligations regarding transportation are met Negotiated contract Completed action plan Completed Transportation Department budget for 1999-2000Major Tasks/Activities 6. Implement action plan Plan Reference Timeline February 1999- June 1999 Responsibility Mike Martello, Victor Anderson Evidence of Success Improved operational efficiency, improved customer service, greater customer satisfaction and support D. Security Major Tasks/Activities 1. Survey buildings for adequacy of fire and intrusion alarm systems and video surveillance equipment systems Plan Reference Revised Desegregation and Education Plan, Section 2.9 Timeline September 1998- October 1998 Responsibility Bobby Jones and Security staff Evidence of Success Report on system adequacy 2. 3. Determine priorities for system replacement, costs, and develop projects for system replacement Develop funding strategy for projects 4. Implement alarm and video system projects 5. Develop Quality Index relative to school climate - safety and security 6. Implement Quality Index relative to safety and security 7. Develop action plan to address results of Quality Index relative to security 8. Implement action plans November- December 1998 May 1999 October 1999- June 2000 January 1999 - February 1999 March 1999 March-April 1999 May -June 1999 Bobby Jones, Darral Paradis Bobby Jones , Victor Anderson Bobby Jones, Darral Paradis, Mark Milhollen, Victor Anderson Cluster A, Campus Leadership Teams Bobby Jones, Victor Anderson Campus Leadership Teams Campus Leadership Teams, Bobby Jones, Victor Anderson Campus Leadership Teams, Bobby Jones, Victor Anderson Alarm replacement project list completed Funding strategy implemented Alarm and video system upgrades are installed in buildings Quality Index completed Results of Quality Index Completed action plan Improved security conditions, improved customer service, greater patron supportTechnology Major Tasks/Activities 1 Provide technology project list and cost data to Capital Development Team 2. Capital Development Team reviews recommendations of MGT relative to structuring capital campaign, reviews cost data on the technology project list, and designs a strategy for raising the capital necessary for the technology projects 3. Capital Needs Awareness Team reviews the technology project list, and the capital strategy for technology, and develops an awareness campaign for the community 4. Delivery of the Capital Needs Awareness Campaign 5. Implement Technology projects Plan Reference Revised Desegregation and Education Plan, Section 2.9 - Strategic Plan, Strategy 11, Action step 3 Timeline May 1999 May 1999 - June 1999 July 1999 - August 1999 August 1999 - September 1999 October 1999- June 2000 Responsibility Victor Anderson, John Ruffins, Lucy Lyon, Technology Work Team rep Capital Development Team, Victor Anderson, Mark Milhollen Capital Needs Awareness Team, Victor Anderson, Sue Ellen Vann Capital Needs Awareness Team, LRSD Board, LRSD Administration, Victor Anderson, Sue Ellen Vann, Principals, Campus Leadership Teams, PTAs, Alliance Board, Chamber reps. Business community reps John Ruffins, Lucy Lyon, Darral Paradis, Mark Milhollen, Victor Anderson Evidence of Success Team receives list Capital strategy for technology projects completed Completion of community awareness campaign design Campaign results in positive vote in millage election Technology projects implemented in buildingsLITTLE ROCK SCHOOL DISTRICT SUPERINTENDENTS OFFICE RECEWED FEB 3 1999 School Board Presentation February 3, 1999 5:00 P.M. Outline I. Desegregation and Education Plan A. B. Policies: A major effort which continues very close to schedule Middle School I. Curriculum 2. Staffing J. Staff Development c. 4. Budget Communication 1. Neighborhood Schools 2. Middle Schools / 9*^ Grade Transition J. Registration D. 4. StephensGarland / Mitchell Registration 1. Neighborhood Schools 2. Early Childhood II. Technology A. B. Wide Area Net Work Technology Labs I. EASTMcClellan 2. ACCPlato J. ALCJostens C. D. Training Planning for the Future (Lyon memo) III. Campus Leadership A. Quality Index 1. Customer Service \u0026amp; Campus Learning Climate 2. Student Achievement- QUALITY INDICATORS J. Attendance 4. Administrative Regulations \u0026amp; Guidelines 5. Quality Initiative and Planning ModelTechnical Assistance to C.L.T. February 3, 1999 Page 2 Outline B. Student Success Model 1. Knowledge \u0026amp; Skills Continuum a. b. c. d. e. Standards Assessment Graduation Requirements Curriculum Behavior Standards 2. Personalized Education a. b. c. d. e. G/T Early Childhood Title I Special Education ESL J. Staff Development a. b. c. d. Middle School Campus Leadership Urban InitiativeASCD NSF (PreAP \u0026amp; AP) 4. Building Community Support a. b. c. Arkansas Scholars Program Restructure of Community Programs \u0026amp; Services, i.e. CLT, Title 1, NSF Utilization of District Cable Channel and New Outlets 5. CommunicationInstruction a. b. c. d. Learning LinksBuilding Principals CLT Written MaterialsStudents and Parents Staff Newsletter 6. Assessment a. b. c. d. e. CRT Data Analysis Program Standards! Quality Indicators Imbed Title 1, Smart Start Accountability requirements in Quality Index Program Evaluation IV. Financial Plan A. B. C. D. MGT Capital Needs 1. New 2. Renovation Transportation: Contract Technologyreceived FEB 3 ^999 desegrega^ oswwms PRIORITIES MID-YEAR REPORT 1998-99 Introduction I. Desegregation and Education Plan A. B. C. Policies Middle School Marketing and Communication II. III. IV. TABLE OF CONTENTS D. Student Assignment (Neighborhood Schools) Technology A. B. Wide Area Network Technology Labs - Tech 2000 or similar C. High School, Middle School \u0026amp; Elementary ACC Learning labs D. Training Memo to Lucy Lyon Campus Leadership A. Quality Index 1. 2. 3. 4. 5. Customer Service \u0026amp; Campus Learning Climate Student Achievement - Value Added Incentives Attendance - Teacher/Student and Dropout Guidelines. Administrative Policy \u0026amp; Report Card Letter to Senator Argue Planning \u0026amp; Campus goals (COE) B. Student Success Model 1. 2. 3. 4. 5. 6. Skills \u0026amp; Knowledge Continuum Personalized Education Professional development Community Support Communication Assessment Financial Plan A. B. C. D. E. Management Audit Campus and District Needs - - Capital Transportation Security Technology PAGE 1-3 4 6 9 10 12 14 15 15 15 16 47 17 18 25 26 28 30 36 41 44 45 46 48-49 48 \u0026amp; 49 48 \u0026amp; 55 48 \u0026amp; 56 48 \u0026amp; 57INTRODUCTION MID TERM REPORT PRIORITY I: DESEGREGATION AND EDUCATION PLAN A. B. C. POLICIES MIDDLE SCHOOL MARKETING AND COMMUNICATION D. STUDENT ASSIGNMENT (NEIGHBORHOOD SCHOOLS) As you review Priority I, you should note that you have already played a critical role. Much of the background has been set in place by the strategic plan and the working groups that have been championed by Board members. I dont really feel that additional explanation is necessary, but I'm sure that as you review you will note that we are entering a critical stage of the planning and implementation. I predict those areas will also be completed and final implementation will not have significant problems. PRIORITY 2: TECHNOLOGY A. WIDE AREA NETWORK B. TECHNOLOGY LABS c. HIGH SCHOOL, MIDDLE SCHOOL \u0026amp; ELEMENTARY ACC LEARNING LABS D. TRAINING The work that has been completed in this area has been exemplary. The departments met their goal of having all campuses and divisions ready for on-line communication. As noted in the written explanation however, we are stalled momentarily because of Southwestern Bells inability to provide 56Kb line. That problem should be rectified within the next 30 days. Also note that the technology labs and ALC / ACC labs are all on-line and teachers and student have given those facilities excellent marks. If you remember, we were not able to provide all the software or hardware and we hope that the settlement may provide some relief for that effort. Training continues though the recent storm has interrupted the training facilities, which will delay us in the neighborhood of 20 days. On-line communication to all departments and campuses will be a reality and it becomes obvious that we must keep up the training.The future aspect of technology and the campuses is not contained within this priority, but will be addressed under the Financial Priority. Please note the memorandum to Lucy Lyon regarding the report she is preparing with staff for inclusion with Priority IV. PRIORITY 3: CAMPUS LEADERSHIP A. QUALITY INDEX I. CUSTOMER SERVICE AND CAMPUS LEARNING CLIMATE 2. STUDENT ACHIEVEMENTVALUE ADDED INCENTIVES 3. ATTENDANCETEACHER/STUDENT/DROPOUT 4. GUIDELINES, ADMINISTRATIVE POLICY \u0026amp; REPORT CARD 5. PLANNING \u0026amp; CAMPUS GOALS (CCOE) B. STUDENT SUCCESS MODEL 1. 2. 3. 4. 5. 6. SKILLS \u0026amp; KNOWLEDGE CONTINUUM PERSONALIZED EDUCATION PROFESSIONAL DEVELOPMENT COMMUNITY SUPPORT COMMUNICATION ASSESSMENT Please be aware that some of the information which addresses those items noted in A - Quality Index will be discussed in B - Student Success Model. Particularly, Customer Service \u0026amp; Learning Climate are referenced under B. Also, I want you to be aware that we are attempting to coordinate initiatives with the State and National agencies. We are fairly comfortable in the Quality Index arena that the Cluster representatives will be able to have documents for your review by the stated June 1999 completion date. An example of that coordination is that there is a discrepancy in the definitions, i.e. dropout, or an issue which is being currently debated at the Capitol...school safety and how you would quantify? We are very pleased with the progress and see this initiative as way of bringing the district not only in compliance with the campus based accountability initiative but also to focus on improved student achievement. Secondly, we are in the process of designing the training program and timelines. The Brokers have had their initial training and principals are currently being trained. Training for Campus Leadership Teams will begin within 30 to 45 days. The teams have been named and initiation of training and technical assistance is a high priority.The complexity of the efforts in the areas of the Student Success Model is almost mind boggling, yet Dr. Lesley s organizational skills have kept not only the focus but also the productivity has been outstanding. Much of the work in this area is foundational in nature but truly is critical to instructional improvement. There are numerous details and communication gaps that are now being targeted for action. Much of the efforts by the staff in this area interrelate to the Quality Index, which in turn relates to the States initiative Smart Start and campus accountability. Based on the Mid Term Report we not only have made great progress but we are well positioned not only to be in compliance but the student improvement initiative will be in place. FINANCIAL PLAN A. MANAGEMENT AUDIT B. CAMPUS AND DISTRICT NEEDSCAPITAL C. TRANSPORTATION D. SECURITY E. TECHNOLOGY The report indicates major work has not only been completed, but we are well positioned to reach several objectives. First the MGT audit staff should have received all the data requested and they should be in the process of writing their report. In previous communication I noted that we should have a data check, etc. in February or early March. Presently we are not aware of anything that would delay their report to the Board and the Alliance. Currently the staff is preparing a comprehensive review of campus and district requests for facility upgrades. Campuses compiled their recommendations and we hope to have the technology portion within 30 days My thought is that we should have a general understanding developed at a work session on how we should progress from this point. Note the activities involving transportation and security, which were scheduled for resolution, have been completed and those which are scheduled for this spring continue on track for completion. Respectfully Submitted Leslie V. Gamine 2? \u0026lt;1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / A. Policies Major Tasks/Activities Review and revise Board policy Section A. Foundations Review and revise Board policy Section B. Board By-laws Review and revise Board policy Section C. General Administration Review and revise Board policy Section D. Fiscal Management Review and revise Board policy Section H. Negotiations Review and revise Board policy Section G. Personnel Review and revise Board policy Section E Support Services Reference to Plan(s) Deseg. Plan 2.1. Deseg. Plan 2.1 Deseg. Plan 2.13. Deseg. Plan. 2.9 Strategic Plan (Strategy 9) Deseg. Plan 2.2. Strategic Plan (Strategy 6) Deseg. Plan 2.10. Timeline August 1998 November 1998 November 1998 January 1999 February 1999 March 1999 April 1999 Responsibility Board Linda Young Board Linda Young Board Linda Young, Les Camine Board Linda Young, Mark Milhollen Board Linda Young, Brady Gadberry Board Linda Young, Dick Hurley Board Linda Young, Vic Anderson Mid-term Report t x\" Completed and adopted by tlie Board 8/98. Partially completed portions due for adoption on second reading on 2/28/99. Partially completed and due for adoption on second reading 2/28/99. Examples of national policies reviewed and referenced. Scheduled for partial submission February 1999. Examples of national policies reviewed and referenced. Scheduled for partial submission February 1999. Examples of national policies reviewed and referenced. Scheduled for submission March 1999. Examples of national policies reviewed and referenced. Scheduled for submission April 1999. 'VMajor Tasks/Activities Review and revise Board policy Section J. Students Review and revise Board policy Section 1. Instruction Review and revise Board policy Section K. Community/School Relations Reference to Plan(s) Deseg. Plan 2.5., 2.12. Deseg. Plan Section 5, 2.4., 2.5., 2.6. Strategic Plan (Strategy 1) Strategic Plan (Strategy 4, 5) Timeline May 1999 June 1999 July 1999 Responsibility Board Linda Young, Linda Watson, Jo Evelyn Elston Board Linda Young, Bonnie Leslie Board Linda Young, Debbie Milam, Suellen Vann, Vic Anderson Mid-term Report National policies reviewed and referenced. All dept, heads notified to begin reviewing relevant policies and submit on 1/21/99. District-wide committee formed and scheduled to meet last week in Jan. Policies developed on Sex and Child Offender Notification for Board approval Dec., 1998. Enrollment of Foreign Exchange Students policy developed for Board approval July 23, 1998._________________________________________________ National Policies reviewed and referenced. Scheduled for submission June, 1999. Arkansas Accreditation Standards reviewed. Revised graduation policy for Board approval in December. National policies reviewed and referenced. Scheduled for submission June, 1999.1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / B. Middle School Major Tasks/Activities 1. Establish planning committee structure and identify the charge and tasks of each committee 2. Develop District middle school mission statement Submit for Board approval 3. Coordinate planning and implementation issues for middle school transition 4. Steering committee approval of focus committee recommendations on athletic program, curriculum standards, and professional development program 5, Curriculum standards presented for Board approval 6. Brown Bag Lunch session for parents Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline April 1998 May 1998 August 1999 Oct. 1998 Oct. 1998 Oct. 1998 Responsibility LRSD Administration, Linda Young Steering committee, Linda Young Linda Young, Bonnie Lesley, LRSD Administration Steering committee, focus committee chairpersons (Gene Parker, Ann Blaylock, Wayne Knight) Bonnie Lesley, Linda Young Les Camine, Bonnie Lesley Suellen Vann, Linda Young, LRSD administration Mid-term Report J A Steering committee meeting monthly. Committee forwarded to supt. recommendations in athletics, curriculum, high school transition, and professional development. Focus committees on community/family involvement and student programs scheduled to submit recommendations by February Board approved middle school mission statement May 1998. Developed task timeline and periodically updated timeline. Support Services completed two planning meetings and developed tasks chart and timelines. Identified cross-departmental issues for coordination. Held cross-departmental meetings and developed strategies for identified tasks. Developed summer assistance program for each middle school principal. Obtained grant money to provide 15 days of service by a summer transition teacher for each middle school. Completed. Submitted recommendation to superintendent. Board approved middle school program standards in October 1998. Three Brown Bag Lunch sessions completed in November 1998. All sessions taped and are airing periodically on local access channel.Major Tasks/Activities 7. Vacancy letter announcement/opening preferences to teachers 8. Staffing placement and teacher notification 9. Steering committee approval of middle school and 9\"' grade curriculum 10. Middle school and 9* grade curriculum submitted for Board approval 11. Steering committee approval of focus committee recommendations on student program and family and community involvement Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline J' Nov. 1998 Jan. 1999 Nov. 1998 Nov. 1998 Jan. 1999 Responsibility J Brady Gadberry, Dick Hurley Brady Gadberry, Dick Hurley Steering committee, Bonnie Lesley, Gene Parker, Kathy Lease, LRSD administrators, Linda Young Les Camine, Bonnie Lesley Steering committee, Jo Evelyn Elston, Liz Lucker, Linda Young Mid-term Report Letter provided to teachers January 1999. High school staffing for displaced 9'*' grade teachers held on January 25, 1999. Middle school staffing for displaced b* grade teachers to be held on January 28, 1999. Approved and submitted to superintendent October 1998. T Board approved curriculum October 1998. Curriculum brochures, course selection sheets, counselor briefings completed and preparations for completion of course selection sheets finalized. Scheduled for presentation February 1999 steering committee meeting. 'I\nMajor TasksZActivities A   :: n,. iyfof' *  12. Implementation of professional development program Reference to Plan(s) 4 [ A\u0026lt; Responsibility\n Mid-term Report k A-'? 13. Logistical plan finalized and implemented 14. Middle school handbook submitted for Board approval 15. Policy development for middle school program for Board approval Desegregation: 3.3.4 Strategic Plan\n3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation\n3.3.4 Strategic Plan: 3.4 Desegregation\n3.3.4 Strategic Plan: 3.4 Nov. 1998 July 1999 April 1999 May 1999 LRSD admin., principals, technical assistance team, Linda Young Vic Anderson, LRSD administration Les Camine, Linda Watson Les Carnine, Bonnie Lesley, Linda Young bi 4^^ Secured funding for six days of services from four national consultants. Each consultant will provide services to two middle schools. Developed one day profession development seminar on middle school scheduling to be held on Feb. 1, 1999. Secured funding to provide national expert for scheduling seminar. All middle school principals and a team of 5-6 teachers and registrars will participate as well as representatives from information services, exceptional children and curriculum. Secured agreement from Foundation from the Mid South for all middle schools to participate in the Carnegie self study process over a three year period. Each school will have 3-5 teachers trained to facilitate local school discussions utilizing the data generated from the self study with the objective of developing and reviewing schools practices and programs. This agreement provides of $120,000 of services for the District Coordinated plan and timeline developed, tasks assigned to responsible department heads, cross-departmental tasks identified and assigned. Committee to develop middle school handbook scheduled to begin meeting January 1999. District administrators reviewing policies relevant to their departments. Reviewed existing District policies. Policy development occurring throughout implementation process. Retention and promotion policy developed for new grade level configuration and submitted for Board approval January 1999.1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / C. Marketing and Communication Major Tasks/Activities Implement assignment programs. Conversion to middle schools. Implement programs...designed to improve and remediate the academic achievement of African-American students.... Implement programs, policies and/or procedures...to promote and encourage parental and community involvement and support in the operation of LRSD.... School construction/closing. Desegregated housing. Attract/recruit students to Interdistrict schools. Reference to Plan(s) Desegregation: 2.3, 3.1 Desegregation: 3.4 Desegregation: 2.7 Desegregation: 2.8 Strategic Plan: (Strategy 4) Desegregation: 3.6 Desegregation: 3.9 Desegregation: 4.5 Timeline September - October, 1998 July 1998  June 1999 October, 1998 July 1998- June 1999 July 1998  June 1999 September - October 1998 July 1998 - June 1999 Responsibility Junious Babbs, Suellen Vann Suellen Vann and other district administrators Suellen Vann Dr. Les Camine, Suellen Vann and other district administrators Sadie Mitchell, Suellen Vann, and other district administrators Dr. Les Camine Junious Babbs, Suellen Vann Mid-term Report Completed Ongoing Vann???? Ongoing Ongoing Ongoing Ongoing1998-99 Work Plan for LRSD Priorities Priority I\nDesegregation and Education Plan / D. Student Assignment (Neighborhood Schools)  Major Tasks / Activitin '. - r f School attendance zone / baseline information compiled. 2. LRSD Student Assignment Work Team reconvenes / meets weekly. 3. Proposed attendance zones are approved by the Student Assignment Work Team Committee. 4. Establish 99-2000 data base of proposed attendance zones. 5. Building capacity study review to determine building utilization! capacities at high schools. 6. Educate the community surrounding Mitchell and Garland regarding the scheduled closing for the 2000-2001 school year. 7. Inservice building principals! cabinet on proposed zones Reference to i-Xs  ^Timeline  = 4c4 i ?,. -V'. I. \u0026gt; Responsibility, r- Mid-term Report - \u0026gt; W*. 'V 's .7 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 July, Aug. 98 Aug., Sept. 98 Sept. 98 Sept. 98 Sept. 98 Sept. 98 Oct. 98 r\nJunious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs John Ruffins Julie Wiedower Victor Anderson Junious Babbs Victor Anderson Junious Babbs Sadie Mitchell Junious Babbs Julie Wiedower Completed - August 1998 Completed - August, September, October 1998 Completed - October 1998 Completed - October 1998 Completed - September 1998 Completed - October 1998 Completed - October 1998 \\o'Major/Tasks A Activitii\u0026lt;'is\n.'fi Reference to Timeline Plan(s) * i- Responsibility^ Mid-term Report -J.. , 8. A senes of informational announcements / programs will be provided (i.e. media / press releases, publications. Town Hall meetings, cable program presentations). Deseg Plan Section 3 Oct., Nov. 98 Junious Babbs Suellen Vann Julie Wiedower Completed - October 1998 9. Reassessment of magnet seat allocation for elementary ! high schools. 10. Survey students and parents to seek input toward the proposed restructing and their 99-2000 intended school assignment. 11. Adopt LRSD attendance zones. 12. Registration for new students and voluntary transfers 13. Notify parents of 1999-2000 school assignment 14. Notify parents of 1999-2000 4-year-old assignment. 15. LRSD will continue to promote and participate in Interdistrict school agreement with PCSSD. Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg. Plan Section 4 Oct. 98 Nov. 98 Dec. 98 Feb.99 March 99 April 99 June 99 Junious Babbs Sadie Mitchell Julie Wiedower Junious Babbs Julie Wiedower LRSD Board of Directors Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Completed - December 1998 Completed-November 1998 Completed-November 1998 1Priority: Technology Wide Area Network Since July 1998 more than one third of LRSD sites have been added to the Districts wide area network. In only a few months and with no additional staff (until December) capability for connectivity has been established at sixty District sites. All sites have data wiring to the office and library and all sites have file servers with e-mail capability. Nine sites are ready and waiting for the delivery of phone lines requested through the Arkansas Department of Information Services. When complete connectivity is in place, staff will be able to communicate electronically within the District and throughout the world. Access to the Internet is another key component of the wide area network that is now available in most schools. District technical staff has become more proficient in supporting the complex local and wide area networking architecture. Staff is to be commended for their growing knowledge base needed to support the WAN and for their tireless efforts in seeing that connectivity is achieved as soon as possible. Technology Labs The EAST (Environmental and Spatial Technology) lab at McClellan was installed during the summer of 1998. A cooperative effort with Wellsco Graphics Solutions and Integraph Corporation, this program is part of a larger project begun at Greenbrier High School. Students work through a curriculum that integrates advanced software applications into the learning process. The focal point of this lab is to develop student learning through the use of sophisticated tools, teaming, and real-life situations. Content area cuniculum is supported through the work done on projects. As of January, nineteen students were enrolled in this program. An effort is underway at McClellan to recruit additional students.ACC Learning Labs Metro-ACC In a very short time period in the summer of 1998 the Accelerated Learning Center at Metropolitan was installed. The building was wired, the network installed, the teachers trained and the program was operational. Students registered and were scheduled by August and by December, ten students had earned a diploma. New students are being continually enrolled and there is a waiting list that is growing every day. Students work on curriculum content through the use of computer-based instruction from Plato. Staff at Metro is currently investigating the possibility of expanding the program to a year-round school. The Evening High School continues to be successful. All students who were on the fall waiting list have now earned credits. Approximately 100 students were enrolled in the month of December. ALC The ALC is another example of substantial accomplishment being done in a short period of time. Since last summer a needs assessment of the ALC program was completed, staff was hired and trained and the network installed. Over one hundred students were enrolled first semester and forty-two returned to their schools. Students are actively participating in computerbased instruction daily, using curriculum software from Jostens Learning. Training Technology training for all staff occurs continually both at the central level and at the building level. During the first semester over 600 staff members completed computer training classes. District staff has designed a training program for principals and secretaries that will provide basic computer skills that will enable them to use the Districts network for electronic communication. Specialists in the Department of Instructional Technology have created all the teaching materials required for these classes and trained the instructors who will provide the training. Classes begin February 1 and most of them are filled.Priority: Technology Major Tasks/Activities Wide Area Network Plan Reference 2.9 5.4 1998-99 Work Plan for LRSD Priorities Timeline January 1999 Responsibility Ruffins/Lyon Mid-term Report All LRSD sites are wired for Local Area Network connectivity. All sites have file servers with email capability. Fifty-one of sixty sites now have access to the internet, the other nine sites are waiting for 56Kb line.Priority: TechnoloKV Major Tasks/Activities Technology Labs Plan Reference 2.9 5.4 ACC Learning Labs 2.9 5.4 5.6 Training 2.9 5.4 1998-99 Work Plan for LRSD Priorities Timeline Original implementation McClellan 1998-99 Original implementation 08-98 Expansion 1999 On-going i Responsibility Lyon/Carter Ruffins/Lyon/Green/Sain Lyon/Staff Mid-term Report  All software and hardware installed in McClellan EAST lab by start of school  Teacher hired and trained  19 students enrolled as of 1/99 Metro-ACC  Staff hired (July/August 98)  Hardware installed 8/98  Staff trained 8/98  Students registered and scheduled 8/98  10 students earned diploma by 12/98  All students on EHS waiting list completed credits  Enrollment of new students continuing  Staff development continuing ALC  Needs assessment of ALC program completed  Staff hired  Hardware and software installed  Staff trained  105 students enrolled first semester  42 students returned to their schools  629 staff completed computer training classes between 7/98 and 1/99  Basic technology training for principals/secretaries scheduled to begin February 1  Materials created and instructors trained for principals/secretaries training projectDate: January 12, 1999 To: Lucy Lyon From: Les Camine I enjoyed the visit this morning and following is the outline that I thought we should follow. I. II. III. IV. V. VI. VII. Vision of technology based on the educational benefits, along with a multiyear plan and detailed budget for implemeritation. An implementation plan with infrastructure to support teaching and learning with a reasonable access for all. Focus of integration of technology into curriculum, instruction, and assessment. Develop and maintain administrative leadership and community support for the technology initiative. Modify or restructure the district to gain efficiency and effectiveness, which is possible with the use oHechnology. Develop a training and development plan which will encourage use and develop the benefits of technology. Emphasis on using the tool of technology to enhance teaching and learning. . Develop a plan of technical support to address the ongoing care and feeding of the technology system. The list or outline should not be thought of as a major thesis. Please condense to no more than four pages. Obviously, this should not be narrative form but more an outline or bullets to establish the content. For example in the training (VI) note my thought that the first hurdle is to get people using the technology on a daily basis (email) and direct input for grades at the quarter. Simplify the use of progress reports and with a similar system so that we automate the system. My thought was we should bring secondary up first because we can save the teachers time. The following were the areas that I suggest should be resolved by April 1,1999 I. 2. 3. 4. 5. 6. Note outline for Bond and Levy Issue. List of technology Users by School. Grade Book Package Sufficient terminals for teacher use at each secondary school for direct grade entry. Instructional and Curriculum management system which will support assessment, personalized education plans, and standards based education. {Start meetings with special education, and other parties who need specialized data to unify the system. We need to discuss prior to moving on this issue. Suggest after M.L. King break.)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 Mid-Term 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 Tennessee's value-added accountability system and preliminary LRSD draft of academic indicators. Second meeting of Cluster B scheduled for Feb. 15, 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. Conducted preliminary research on practices in other states and districts. 1'1\\QUALITYIND^ Cluster C Sadie Mitchell January 25, 1999 A. B. C. Student Dropout - Valerie Hudson Teacher Attendance - Carol Green Student Attendance - Jo Evelyn Elston Cluster C has been charged to review Student Attendance, Teacher Attendance and Student Dropout. The Cluster has been divided into three subcommittees who are meeting on a regular basis. The committee feels that the significance of their work is important and will assist in supporting quality schools. It has been critical to identify the personnel and others who are responsible or involved in the three areas. Student Dropout There have been many discussions regarding problems centered around student dropout. Many of these when corrected will have an impact on reducing the Districts dropout rate.  Attendance secretaries not having open access to the LRSD AS400 computer system,  Registrars have open access but debate about whose responsibility it is to track dropouts and change the code in the system. No accountability if it doesnt get done.  In the past, Student Assignment had a central person communicating with the schools continuously tracking students. This person was never replaced.  Sixteen and seventeen year olds obtaining a waiver and not getting their GED. No tracking is done. Can they return to public school after they have dropped out?  The over use of NE code, meaning on record the previous year and not presently enrolled.  Withdrawal codes need to be more clearly defined and become more simplified.  We need to set policies for all students K - 12 who dropout from the LRSD, realizing students in K - 6 are not reported as dropouts. The last time policies were made in regards to dropping out was in 1991.  The termination of 3 truancy positions and the dropout prevention coordinator assuming the responsibility.  Dropout records must be accurate as it affects DFA reporting.  Timeline of reports.The Student Dropout Committee is making recommendations for resolving issues listed above as well as reviewing old Board Policies as they relate to student dropout. Recommendations to provide a central location for secretaries to report will be made from the Student and Teacher Attendance Committee. It will be recommended for the Administrative Services Department to develop/update a Student Attendance Reporting Procedures Manual as a reference for district registrar and attendance secretaries. Teacher Attendance The sub-committee has defined the definition for teacher attendance. Measurements and school rubrics are being established. The majority of the time has been given to addressing incentive programs whether individual or school-wide. The Districts Strategic Plan recommendations for teacher attendance has been a guide. Committee members are securing teacher incentive plans from other school districts. scheduled to complete Board adopted standards. Future meetings have been Student Attendance The Committee has agreed to recommend using the State Department of Educations definition for student attendance. Immediate changes include drafting another student attendance reporting form, which will be simplified. Suggested incentives are still being pursued for schools improving student attendance. (See Attachment)Quality Index Committee: Student Attendance The Quality Index Committee on Student Attendance met five times following its initial organization on November 9, 1998. Meetings were held on November 16'*', December 1\" \u0026amp; 15'*', January 12'*' and 21, 1999. After much discussion, review of district policies and procedures relating to student attendance, and a review of research-based strategies that have proven effective in improving student attendance, the committee submits the following recommendations for consideration. L Student Attendance Definition Bring the student attendance definition used in the Quality Index in line with the definition used by the Arkansas Department of Education. Definition: Student Attendance - The total number of days attended plus the total number of days absent by students in an individual school divided by the number of school days taught in the District during that quarter (Pre-K enrollment totals not included). EL Student Attendance Incentive Plan Establish a district level committee to annually select the school/schools to receive an incentive award for achieving significant irrqjrovement in the annual student attendance rate based on defined criteria. Committee Composition The committee shall be composed of an associate superintendent, community representatives, a representative from the Little Rock Chamber of Commerce and a representative from the Financial Accounting Department of the Little Rock School District. Incentive Categories Awards will be made in four categories: Category I Diamond Superlative Award - Presented to the school that had the greatest percentage increase in student attendance over the previous school year. An additional bonus will be awarded if the increase is 6% or above. Category 2 Gold A ward- Presented to the school (s) whose attendance for the past school year was in the 95-100% range and achieved a 1% increase in the annual student attendance rate. Category 3 Silver Award - Presented to the school (s) whose annual student attendance rate for the past school year was in the 91-94% range and achieved a 2% increase in the annual rate when compared to the previous year. Category 4 Bronze Award -Presented to the school (s) whose annual student attendance rate for the past school year was in the 86-90% range and achieved a 3% increase in the annual student attendance rate when compared to the previous year.Suggested Incentives School Monetary Awards for Exemplary Improvements Free No Student Contact Day School Plaque and Board Recognition Catered Meals on Teacher Workday Full Page Newspaper Ad and Achievement Banner School Van that rotates year to year Complete Landscaping of School Campus Top of the List School for School Improvements Outdoor Recreational Equipment Staff Membership in Fitness Center or equipment placed In building, if space peirmits Individual Bonus for all School Staff III. Implementation Procedures The LRSD Board of Directors will annually establish a Student Attendance Incentive Fund to be awarded to District schools that achieve significant improvements in the annual student attendance rate. it The LRSD superintendent designee shall convene the Student Attendance Incentive Selection Committee to review the district's 3rd quarter attendance report and determine the recipients of the annual Student it it it Attendance Incentive awards. In the event of a tie in the Diamond Category, the percentages will be rounded to three decimal places. One-fourth of the annual Student Attendance Incentive Fund will be aside for the Diamond Category. set A minimum of one-third of the Diamond Category funds will be pledged for the bonus award. - _ - ----- The remaining incentive funds will be divided equally among the Gold, Silver S Bronze Categories. Recipients of the annual Student Attendance Incentive awards will be announced at the April Board of Directors meeting. Procedural guidelines and the awards for each category will be distributed each year to building administrators at the Principals' Institute. The District Student Attendance Incentive Initiative shall be evaluated annually to determine is effectiveness in improving student attendance. In addition to the District level school incentives to improve student attendance,e each school, through its Campus Leadership Team, will implement an incentive plan that rewards/recognizes individual students for exemplary school attendance and/or for significant improvement in school attendance. 2Implementation Timeline Activity Beginning Date End Date Person Responsible 1. Determine Student Attendance Award pool 2. Organize Incentive Committee 3. Convene Incentive Committee to establish awards for each category 4. Distribute Procedural guidelines and award incentive data 5. Prepare announcement S present awards 6. Evaluate effectiveness of Incentive Awards Initiative As important as research-based data confirm, May 1 May 1 June 1 July 1 April 15 May July 1 J une 1 July 15 August 1 Principal's Institute April Board Meeting August LRSD Board of Directors Supt/Designee Committee Chairperson Assoc. Supt. for School Services Assoc. Supt. School Services LRSD Supt. \u0026amp; Incentive Comm. Incentive Comm. \u0026amp; Assoc.Supt. School Services the District-level school incentives are, we believe and that the most significant changes to improve attendance and the schools' holding power can and must occur at each individual school. These efforts should include strategies which enhance academic success, promote membership and belonging by improving school climate so that students will want to come to school and feel welcomed by all staff\nstrategies that involve parents and students in meaningful roles, and strategies that encourage collaboration between the school and community partners. A list of research-based practices which have been shown to improve school attendance are listed below: Research-based Practices Which Increased Attendance Individualization of Teaching Activity Teaching Cooperative Learning Mentoring Peer Tutoring Respect for Students Attention to Learning Styles Reducing Number of Retention Reducing Suspensions Rapport from Staff Safe school Violence Prevention Programs School Transfers Help with Personal Problems Help Making up Work Minimize Punishment S Verbal Reprimands Promote Personal Attention from Teachers Provide Parent Workshops Create Informal Learning Environments Empower Students and Parents 3other Recontmendatlons 1 . Standardize procedures district-wide for recording and reporting student attendance and tardies. 2. Develop an daily absentee report, which could be run by teachers showing only those students who were scanned as absent in class for that day. This report would be similar to the current kdd/Drop Report, which was developed by Information Services. The Attendance Secretary would run this report after completing the scanning each day and teachers would be asked to review it and turn in corrections daily. This would eliminate the Confirming Attendance Reports, which are currently run every two weeks and would provide administrators. a more up-to-date attendance record for use by the 3. Create a Support Staff/Clerical Supervisor position. which would be available for training and supervision of school secretaries, attendance secretaries, and registrars. At present. Information Services trains new personnel in the use of the computers but there is no one available to train new secretaries regarding other procedures or to help with policy questions. As a result, we do not have consistency among the schools with the way things are done. maintaining secretarial/registrar handbooks. This supervisor would also be responsible for 4 . Clearly define to whom the responsibility for attendance reporting is assigned at the local school. what attendance related duties. There appears to be some confusion as to if any. are the registrars and what responsibilities are assigned the attendance secretary/clerk. 5. Consider establishing a board policy that makes three tardies equivalent to an absence. 6. Develop a procedure that is used by the district to drop from the rolls those students who are 18 and older and have quit attending. Since we do not drop for non-attendance, many of these students are carried on roll long after they have attending and we have quit receiving funding from the State. These students are beyond the compulsory attendance age so there is no threat from the law to force them to attend. The district needs a policy that after so many absences that are unexcused, 18 year old students can be dropped from roll. 41998-99 Work Plan for LRSD Priorities Priority: Quality Index: 3) Attendance - Teacher/Student/At Risk Dropout Major Tasks/Activities Plan Reference Timeline Responsibility Mid-term Report 1. Identify specific standards for student attendance by grade level 2.6 2.9 2.11 June 1999 Mitchell Committee reviewing existing policy and guidelines for student attendance 2. Identify specific standards for teacher attendance. June 1999 Mitchell Committee reviewing options for acceptable standards 3. Create incentives for 1 \u0026amp; 2 to recognize and create improvement in 1 \u0026amp; 2 2.6 5.8 June 1999 Mitchell Committees are still meeting and brainstorming guidelines and procedures for incentives 4. Identify students for at- risk and drop out reduction 2.4 2.5.4 2.7 June 1999 Mitchell Counselors and principals are identifying students who are at risk. A schoolbased committee is being organized to review at-risk students as they enter school and attempt to drop out. Committee making efforts to redesign drop out/withdrawal procedure.1998-99 Work Plan for LRSD Priorities Priority: Guidelines, Administrative Policy \u0026amp; Report Card Major Tasks/Activities Develop guidelines and administrative policy for campus leadership implementation State developed campus report card is modified to include quality indicators Plan Reference 6 5 6 Timeline June 1999 June 1999 Responsibility Carnine/Cluster D Carnine/Cluster D Mid-term Report Reviewed current handbook for content Established timeline for additional items for inclusion from clusters A, B, C and E Reviewed report card and proposed legislation Reviewed Smart Start accountability plan Reviewed examples of current application of Smart Start accountability Created report card with Clusters A, B, C indicators Established format for LR report card 3^sSSs*^ Little Rock School District OFFICE OF THE SUPERINTENDENT January 19, 1999 Senator Jim Argue 5905 Forest Place #210 Little Rock, AR 72207 Re: School Report Card Dear Senator: Recommended Indicators: 1. 2. 3. 4. 5. 6. 7. Graduation Rate Dropout Rates ACT (Percentage taking and Average Score) Attendance Rates (Students) Test Scores on Standardized and Norm Referenced Tests Learning Climate (Includes school safety information)* Qualification of teachers There are certainly other indicators that could be used but most of the research suggests parents will only pay attention to a fairly small number and these appear most often in the literature. Comparison Data: 1. 2. 3. 4. District / State / National Test Scores District / Socio economic strata / State Ibid. / National  District /Mobility Factor / State Urban / Urban ** Communication: I suggest that a public meeting be required at the campus not only to explain the report card, but also to gain understanding of the improvement initiative that has been developed by the campus leadership team. Also, mailing after the public meeting or giving out on parent conference day? * Important that this not be an incident report but the combined assessment of teachers, parents and students. \" Socio-economic data for L.R. Public Schools and L.R. has 2.4 times the state average for low income students / educationally disadvantaged. Mobility data for L.R. campuses indicate many have rates exceeding 50%. It is hard to be accountable for children you have not taught. Important to have comparative data with other urban centers since L.R. is the only urban area within the state. 810 West Markham Street Little Rock, Arkansas 72201 (501) 334-2000 January 21, 1999 Page 2 mm Explanation: Comparison data should not be biased based on students' scores. That information should be reported. However, research has indicated that you can get a much better view of a successful school by eliminating bias factors such as socio-economic status, race, gender, education attainment of parents, etc. The recently released U.S. News and World Report, January 18, 1999 on successful high schools used a statistical model to discover and report factors that note schools that do great jobs regardless of the aforementioned bias factors. As noted in the article anyone can come up with a list of Americas best high schools where kids have high SAT scores. Such a list would not reveal much about the quality of the schools, but it would reveal that family circumstances strongly influence achievement in school and that well-to-do kids with college-educated parents tend to do well academically no matter what school they attend. U. S. News and World Report. Furthermore, the educational effectiveness is no longer the score a child makes on a given test but the gain a child achieves from year to year. Utilizing statistical methodology would allow you to take the bias out yet insure the rigor of the programs based on the gains or value added after the child enters the classroom. Tennessees Valued-Added Assessment System The thesis that Im supporting as a report card is then more than just report on family circumstances. It is a school report which not only gives a snap shof but also adjusts the data (academic gains) for comparative purposes on judging the effectiveness of the campus. If the system is not treated in a similar fashion I suspect from past battles in this area that it will become bogged down with charges of economic and racial bias. Secondly, from experience, 1 think you would understand it is much easier to work with the staff to ensure a high quality education is being provided regardless of family circumstances, etc. I have been extremely brief, and Im sure opened up more questions than I have provided answers but given the opportunity, I can produce expert testimony which could be favorable to your indicated policy initiative. Respectfully, Leslie V. Camine Superintendent of Schools cc: Senator John RiggsCluster E Quality Index: 5) Planning and Campus Goals (COE) Cluster E has met twice as a total group and three times in a small group setting to plan for the group meetings. The first meeting was an overview of total Quality schools with focus on its characteristics, the process for integrating Campus Leadership Teams with TQS and its value to student achievement. The second meeting was discussions and modeling of the basic principles of teamwork and developing team plans. Future meetings will undertake the task of developing a document that will outline the planning process and procedures to support Total Quality Schools and campus accountability. Inclusive in the process will be tools to be used in planning at the school level using the criteria based on achieving the overall campus goals. Curriculum, instructional equity, data collection and analysis, accountability, student achievement will be areas considered in developing this instrument.1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 5) Planning and Campus Goals (COE) Major Tasks/Activities 1. Create planning process to support LR charge for Total Quality Schools and state campus accountability Plan Reference 5 6 Timeline June 1999 Responsibility Cawthon/Lacey/Cluster E Mid-term Report Cluster E and subcommittees will continue work on a document for the planning process and procedures for TQS1998-99 Work Plan for LRSD Priorities Priority: III. B (1) Continuum of Knowledge and Skills Major Tasks/Activltles___________ 1. Review and recommend revisions of the Board's 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 Mid-Term 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: Desegregation 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. '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 tor ESL courses for grades 6-12 (work to be completed by March 1, 1999). 'Social studies curriculum standards drafted for grades 7-12 (work to be completed by March 1999). 'Standards in mathematics and science have been completed for grades 7-8. 'Standards for high school mathematics and science courses are under development.___________________Major Tasks/ActlvItles________ 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 Mid-Term 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. Curriculum 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, are substantially complete and will be submitted by the end of January.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. 6. Pilot new science curriculum in selected classes at grades K-8. Plan Reference_______ Strategic Plan: Strategy Goals 2000 2 Strategic Plan. Strategy 2 NSF Project Goals 2000 Timeline______ December 1998 February 1999 1998-99 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 Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Mid-Term 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: available 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 (tor 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. 4-5 reading/language arts curriculum implementation plan drafted in January 1999. Science and Technology for Children kits have been and will continue to be piloted during the remainder of the school year at Rockefeller, Franklin, Wakefield, and Chicot.Major Tasks/Activities___________ 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 Student/Parent 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 Strategic Plan: Strategic 3 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 Revised Desegregation and Education Plan, sections 521., 5.2.2, and 5.2.3 3. Timeline 1998-99 October 1998 January 1999 January 1999 November 1998 Reeponsibllity 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 Mid-Term Report Investigations in Data, Time, and Space have been and will continue to be piloted during the remainder of 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 1. Desegregation and Education Plan/ B. Middle School #4, #5, and #10. 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. ____________________________________ Reviewed research syntheses on delivery standards for Far West Lab. Conducted preliminary conversations on what Delivery Standards for LRSD might look like._______________________ 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 District's 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. 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. ^3Major Tasks/Activltles_________ 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 3 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 Mld'Term Report 'The mathematics curriculum has been revised by a teacher committee to include a smaller number of concepts at each grade level. Training tor 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 tor 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. 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. 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/Activltles____________ 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 Mid-Term Report______________________________________ Extended Year Algebra ITimeline has been established and Algebra I teachers will be invited in January to participate in planning the implementation of the Summer 1999 program. A possible collaboration with New Futures is being discussed. Initial meeting was held in December 1998\nanother scheduled in late January. *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. Will be resubmitted in February 1999. New Teacher TrainingFirst-year secondary mathematics and science teachers received two days of training on Oct. 13 and Dec. 10, 1998. Vital LinkPlanning began on January 15 for recruiting additional Vital Link sites that focus on careers in the field of mathematics and science. Family Math/SciencePlanning has occurred for teams of teachers from seven schools to participate in the February 8-9 training. Advisory Committee MeetingsCommittee met on Sept. 22, Oct. 27, and Dec. 8 to review and discuss student performance data and upcoming grant activities. Management Team MeetingsCommittee met monthly with the exception of December. January meeting scheduled. 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. High School VisitsMet with three high schools to review and discuss first quarter data and to set improvement targets. Remaining two high school visits scheduled in late January.Priority III. B. (2): Personalized Education Major Tasks/Activities____________ 16. Develop Early Childhood Education Plan for tall 1999, to include plan to implem\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_p15728coll3_430484","title":"Publications and press coverage related to the Dunbar History Project","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","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":["1995/1996"],"dcterms_description":["News coverage and printed material about the Dunbar History Project.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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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 law and legislation","Educational statistics"],"dcterms_title":["Quarterly update reports"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/767"],"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":["12 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\nSubmitted to the Office of Desegregation and Joshua Intervenors\nMEMO To: From: Subject: Date: Ann Linda LRSD Quarterly Status Reports August 2, 2002 Attached is the LRSD Unitary Status 2002 hearing exhibit list of Quarterly Status Reports. We did not receive the reports prior to receiving them as exhibits. The only quarterly reports logged are M-to-M Quarterly Attendance Reports.Lpjo 3. Sample pages from the 2001-02 Middle School (Grades 6-8) Curriculum Catalog published for principals, counselors, registrars, and department chairs or team leaders (includes District mission statement, middle school mission statement, directive to principals about the construction of the master schedule including an emphasis on enrollment in Pre-AP courses, and the Placement Criteria for v Pre-Advanced Placement and Advanced Placement Courses. ) \" / AfjEopy of the 2000-01 High School Student and Parent Guide to Course Selection '' and Graduation Requirements (the first such publication in LRSD). y72- 5. Sample pages from the 2001 -02 High School Student and Parent Guide .to Graduation Requirements and Course Selections (includes letter to all LRSD high school students with advice about taking challenging courses, making no excuses for not learning, choosing a Career Focus of interest, taking all the tests seriously. and getting involved in co/extra-curricular activities and a copy of the Districts graduation policy and regulations). 773 6- Sample pages from the 2001-02 High School (Grades 9-12) Curriculum Catalog published for principals, counselors, registrars, and department chairs (includes Instructional Division mission, directive to principals relating to the construction of the master schedulewith emphasis on student enrollment in Pre-AP and AP courses, copies of the policy and regulations relating to Pre-AP and AP courses, and Placement Criteria for Pre-AP and AP courses). / Exhibit No/^ Summary of Assessment/Evaluation Activities by LRSD. Exhibit No.(^ Quarterly Status Report to LRSD Cabinet, April 2000. Exhibit No. Quarterly Status Report to LRSD Cabinet, June 2000. Exhibit No. Quarterly Status Report to LRSD Cabinet, November 2000. Exhibit No.^ Exhibit No. yyy Exhibit No.^^ Quarterly Status Report to LRSD Cabinet, February 2000. Quarterly Status Report to LRSD Cabinet, April 2001. Quarterly Status Report to LRSD Cabinet, June 2001. y77 y 7? Exhibit No.^: y?/ Exhibit No. VFZ. Exhibit No.^ LRSD .Assessment Notebook, August 2000. ECOE/ACSIP Feedback Report 1999. ECOE/ACSIP Feedback Report 2000. yO Exhibit No.(pp ECOE/ACSIP Feedback Report 2001. 38nvY . OU. JUMH w whlklh h m - TTrT XIT* 'f rT^f\\ T\u0026gt; A TTTT JUUiN VV. VVAAjCJX9 X ax'-!.* Attorney At Law 1723 Bko-adwat Little Sock, Aix-utSAS 72206 TL?nOw (uClj o7437uo PAY /ems \u0026lt;3*74.41 fi7 NO.382 P.2 JOHNW. WALKEK 5HAW.N UHiUXi 01' OU'u'NbtiL 052?'' VaXtpvov d a DOmV/.McHmY 32x0 nXMUt-fidUN Ku.w Lwlp Boor. .\u0026lt;uiKANSA8 72210 Via Fatsiiniie-447-7flG5 November 30, 2004 PsONt: (501) 372-3426  Rcc (50^ 372-3429 I i Dr. Karen. DeJamette Director, PRE 3Gol Suuihrulaski Littie Rock, AK 72206 Dear Dr. DeJamette\nTz^cU? I am in receipt of the LRSD Quarterly Update dated December 1,2004 to ODM and , Enclosed therein, is a letter to vni, rvr. Pos? dtitcd November 11 2004 indicatinff ULUXk XXV X' V k.t_t r* iiifk.iii I t._iL\u0026gt;^..^_ . . . . .. provide a copy ui ini.s ducuiucju to uxc as 'well. TJpdst?? you ViwHHr Finally, I further note that I have not received a response to my letter to you of November 16.2004. To date, I have not been involved in any initial/preliminary discussions nor have I been provided any Tninutes, notes, documents, etc. reaarding any preliminary meetinas, preliminary conversations qt oonvercations regardinj the Comnliance Remedy ordered bv the I look forward to meeting with you. As I review my calendar for next week, I am available on luesday and Wednesday. Sincerely, Tl-i/*#wkoz) M Wl  f T-uT__Tir TT7.,nr.M^ I IV JUUU ** . JWW:js cc\nMr. Gene Jones, ODMI IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ETAL RECEiVED DEC 2 - 2004 DEFENDANTS MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL OFFICE OF DESEGREGATION MONITORING INTERVENORS INTERVENORS PLAINTIFFS NOTICE OF FILING QUARTERLY UPDATE TO OFFICE OF DESEGREGATION MONITORING AND JOSHUA Plaintiff Little Rock School District (LRSD) for its Notice of Filing Quarterly Update to Office of Desegregation Monitoring and Joshua dated December 1, 2004 states\n1. The attached document is the first quarterly written update by the Little Rock School District and its Planning, Research, and Evaluation Department. It has been provided to the Joshua Intervenors and the Office of Desegregation Monitoring in accordance with the District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004). 2. LRSD is filing this Quarterly Update so that the Court may be aware of the compliance work done by LRSD to comply with the Courts Memorandum Opinion of June 30, 2004. WHEREFORE, the LRSD submits its Quarterly Update to Office of Desegregation Monitoring and Joshua as required by the Court.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT Friday, Eldredge \u0026amp; Clark Christopher Heller (#81083) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501)376-2011 Christopher Hell^ BTS CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on the 1 day of December, 2004: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Tim Gauger Mr. Mark A. Hagemeier Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Christopher JJ^ler 2 Attachment furnished November 30, 2004 separately^n Individual Approach to a World of Knowledge April 21,2005 Mr. Gene Jones \u0026amp; Ms. Marjorie Powell Associate Monitors Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 received may 27 2005 desegregSmonuorihg Dear Mr. Jones \u0026amp; Ms. Powell: This accompanies a copy of the third quarterly update, in compliance with the June 30, 2004 memorandum opinion of the U.S. District Court, due June 1, 2005. Tucked inside the front is a copy of Dr. DeJamettes letter to Mr. Walker indicating our interest in evaluating the 2U Century Learning Communities as the Joshua intervenors recommended in his letter of May 24 (previously sent to you by Mr. Walker). Please let us know if you would like more information. Thank you for your advice and support in carrying out our responsibilities. Sincerely yo' Director, PRE xc: John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032Ct 'h t LUSD  Little Rock School District (LRSD) QUARTERLY UPDATE to Office of Desegregation Monitoring (ODM) and Joshua 'W' - .'\n! /'(. FES 2 8 2005 a-e. March 1, 2005 C\nT?\n:T2R!?!3 LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NOT ET AL., DEFENDANTS MRS. LORENE JOSHUA, ETTL., INTERVENORS KATHERINE KNIGHT, ET AL., INTERVENORS Planning, Research, and Evaluation (PRE) Little Rock School District 3001 South Pulaski Little Rock, AR 72206 RECEIVED AUG 29 2005 ft OFFICE OF DESEGREGATION MONITORING 6^ August 23, 2005 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 Dear Chris: We are delivering this fourth quarterly written update to you, counsel for Joshua, Mr. Walker, and the Office of Desegregation Monitoring. It is due September 1. Please do not hesitate to contact us with any questions. Director, PRE Department xc: Mr. Gene Jones, Associate Monitor Marjorie Powell, Associate Monitor Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220Little Rock School District (LRSD) QUARTERLY UPDATE to the Office of Desegregation Monitoring (ODM) and Joshua September 1, 2005 received AUS 2 9 2005 OFHCEiX' DESEGREG ATSQM UOMTORUIC LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 ET AL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS KATHERINE KNIGHT, ETAL., INTERVENORS Planning, Research, and Evaluation (PRE) Instructional Resource Center (IRC) Little Rock School District 3001 South Pulaski Little Rock, AR 72206 C-. \u0026amp;ene. ha-, RECEIVED AUG 2 9 2005 OFFICE OF DESEGREGATION MONUOflJNG August 23, 2005 Mr. Gene Jones, Associate Monitor Marjorie Powell, Associate Monitor Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 Dear Gene and Marjorie: We are pleased to deliver this fourth quarterly written update, due September 1, 2005. Please do not hesitate to contact us with any questions. Sincerely yours, Karen DeJamette, Director, PRE Department xc: John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 Little Rock School District (LRSD) QUARTERLY UPDATE to the Office of Desegregation Monitoring (ODM) and Joshua September 1, 2005 received AUG 2 9 2005 OFFICE Of desegregation aQMcrafiMic LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NOT ETAL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS KATHERINEKNIGHT, ETAL., INTERVENORS Planning, Research, and Evaluation (PRE) Instructional Resource Center (IRC) Little Rock School District 3001 South Pulaski Little Rock, AR 72206 Introduction This is the fourth quarterly written update by the Little Rock School District (LRSD) and its Planning, Research, and Evaluation (PRE) Department, submitted in accordance with the District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). The organization of this report is that of the Compliance Remedy: A. LRSD must promptly hire a highly trained team of professionals to reinvigorate PRE. The first task PRE must perform is to devise a comprehensive program assessment B. process which must be deeply embedded as a permanent part of LRSDs curriculum and instruction program. \u0026gt;5 C. During each of the next two academic school years (2004-05 and 2005-06), LRSD hire one or more outside consultants to prepare four (4) formal step 2 evaluations. PRE must (1) oversee the preparation of all eight of these step 2 evaluations\n(2) work closely with Dr. Ross and any other outside consultants ... and (3) provide the outside consultants with any and all requested assistance and support. . .' E. Evaluations will contain numbers and grade levels of teachers and administrators who must D. 99 F. contributed data, recommended program changes necessary for improved academic achievement by African-Am erican students, and brief explanations of how each change will increase a programs effectiveness. . . . PRE must notify the ODM and Joshua in writing of the names of those eight programs. In addition, after PRE and Dr. Ross have formulated a comprehensive program assessment process and reduced it to a final draft, PRE must provide a copy to the ODM and Joshua at least thirty days before it is presented to the Board for approval ... by December 31, 2004.\" 99 G. PRE must submit quarterly written updates on the status of the . . . four step 2 program evaluations . . . during the 2004-05 school year and the four step 2 program evaluations that will be prepared during the 2005-06 school year ... to ODM and Joshua on December 1, March 1, June 1, and September 1... H. [ODMs responsibilities.] I. [Joshuas responsibilities.] J. Four step 2 program evaluations due to the Court October 1, 2005 and four more due October 1, 2006. K. Compliance Report due October 15, 2006. L. [This Compliance Remedy supersedes earlier one.] Page 2Status as of September 1, 2005 A. Hire a highly trained team of professionals. LRSD hired a highly trained team of professionals in 2004 and reported this action in its first quarterly written update of December 1, 2004. This team continues its activities, as stated in this fourth quarterly written update. B. Devise and embed a comprehensive program assessment process. The comprehensive program assessment process, devised by the PRE Department and approved by LRSD Board of Directors December 16, 2004, includes school portfolios among a spectrum of evaluative efforts. (The final draft was in Appendix B of the first quarterly written update.) School portfolios assemble comprehensive data about classrooms, schools, and districts from disparate sources into databases that are accessible and informative particularly to teachers and administrators as well as to board members, parents, and other stakeholders. By aiding identification and description of student groups who achieve less than expected, portfolios are especially useful for formative evaluations of student achievement and the educational programs, schools, and districts that implement them. LRSD is implementing portfolios during 2005-2006. To learn and to implement this model in the LRSD, four PRE Department members attended the first summer institute for data analysis by Education for the Future, conducted by the director. Dr. Victoria Bernhardt, July 25-29. Members of PREYvette Dillingham, Maurecia Robinson, Dr. Ed Williams, and Jim Wohllebwrote portfolios for schools and the district along side employees of other school districts. Appendix A has the press release about the institute. In preparation for their training, Mr. Brad Geise, one of Dr. Bernhardts staff, visited LRSD and reviewed its data collection procedures and resources. From August 28 through September 2, Dr. Bernhardt, the pre-eminent leader of school portfolios, is participating in implementation of her model with PRE staff and school principals. Dr. Bernhardts abbreviated resume is found in Appendix B. C. Hire outside consultant(s) to prepare eight formal step 2 evaluations. Credentials of external evaluators Drs. Catterall and Ross were in this section and Appendix of the first quarterly written update. They undertook step 2 evaluations of four LRSD programs during 2004-2005 whose progress D below describes. For step 2 evaluations in the 2005-2006 school year. Dr. Ross identified four 2.7 programs, named in the June 1 quarterly written update. Joshua subsequently requested that PRE consider evaluating the 21 Century Community Learning Centers. PRE complied with Joshua's request and substituted this evaluation for one of PLATO Learning. (Please see Appendix C for communications about this.) The programs now to be evaluated in 2005-2006 are listed below\nPage 3Arkansas A-(- Schools Network, at Woodruff Elementary School, incorporates the arts in teaching language and mathematics. KnowledgePoints is a Supplemental Educational Service (SES)one of several locally availablewhich Bale, Brady, Chicot, Wakefield, and Watson Elementary Schools offer as an after-school learning program. (No Child Left Behind legislation provides for SES programs.) Pre-K literacy development is a comprehensive program implemented in 31 elementary schools with classes for 4-year-old children. 21* Century Community Learning Centers were implemented by Hall and McClellan High, Mabelvale and Henderson Middle, and Woodruff Elementary Schools with funding by the Arkansas Department of Education. Offering various extra educational activities and services, the program continues through 2009 at Mabelvale Middle School\nbut its funding ends in 2006 at the other schools. D. PRE (1) oversees the preparation of the step 2 evaluations, (2) works closely with Drs. Ross and Catterall, and (3) assists them. PRE continued working closely with Dr. Steven Ross and his team at the Center for Research in Educational Policy (CREP), University of Memphis, and with Dr. James Catterall of UCLA. Dr. Ross team is conducting three step 2 evaluations of LRSD programs, reported March 1, 2004 Compass Learning (CL), Reading Recovery (RR), and Smart/Thrive (S/T)\nwhile Dr. Catterall completed data collection instruments and instructions for his step 2 evaluation of Year-Round Education (YRE). In this fourth quarterly written update, PRE reports further progress for all four step 2 evaluations. Progress on the three evaluations conducted by Dr Ross: CompassLeaming (CL) Data collection for the CL evaluation ended this quarter. It includes the following (as of July 5):  Compass Learning Teacher Technology Questionnaires were sent to all 20 Compass Elementary schools of LRSD. Evaluators asked teachers of children who participated to complete a survey. Approximately 425 teachers from all 20 schools returned it.  Compass Learning Survey of Computer Use was completed during two-hour lab observations at 7 randomly selected elementary schools.  Student Focus Group Interviews were conducted by Dr. Ross staff at four randomly selected elementary schools, where 23 randomly selected 5* grade students participated.  Compass Learning Parent Surveys were distributed at five randomly selected elementary schools. One class from each grade at each school was selected, and all parents of children in that class were asked to complete a survey. All five schools returned surveys, and approximately 450 parents participated. Page 4Principal Telephone Interviews were conducted with one elementary school principal. two middle school principals, and their schools had used Compass but one high school principal. They were selected because were no longer implementing the program.  Lab Attendant Interviews were conducted via telephone with the lab attendants at six elementary schools where observations took place. This number represents attendants who were active at their respective elementary schools. One schools lab attendant was on sick leave, and the position was covered by substitutes.  Technology Specialist Phone Interviews at selected elementary schools. were conducted with five technology specialists  District-Level Interviews were conducted over telephone with two LRSD staff members who were directly involved with facilitating Compass.  Compass Learning Representative Phone Interview was conducted with the Little Rockarea representative/contact person for Compass Learning. Reading Recovery (RR) The table below summarizes the data available for statistical analysis. Instrument Evaluation of Reading Recovery RR Teacher Questionnaire Classroom Teacher Questionnaire (non-Reading Recovery teachers) Parent Survey Principal Interview (Phone) Teacher in Training Interview (Phone)_________ Implementation Assessment Instrument Actually Collected 22 July 2005 Total Possible 23 Per cent Collected 96% Comments 156 95 10 4 14 95 10 4 14 100% 100% 100% 100% Responses from K-3 teachers in all schools 86 in English 9 in Spanish______________ 2 external observers went to 8 schools. Dr. Anna Grehan completed RR data collection in nine schools from 22 RR teachers 156 (nonRR) teachers in classes to which former RR students proceeded, 95 parents of RR children, 10 principals whose schools coach RR students, and four teachers in training. In addition, Drs. Cliff Johnson of Georgia State University and Melissa Schultz of Ohio State University, both of them experienced and trained observers of the RR program, observed 14 teachers in their classrooms. Page 5SMART/THRIVE (Sm As of July 5, data collected by S/T evaluators, coordinated by Dr. Lyle Davis for Dr. Ross group, included the following:  5 one-hour observations of Saturday tutoring sessions using the School Observation Measure, with Math Instruction addendum, and the Rubric for Student-Centered Activities  144 Student Questionnaires (estimated 76 per cent return rate)  3 student focus groups (5 to 7 students in each focus group)  18 S/T Instructor Questionnaires (estimated 75% return rate)  32 Algebra 1 Teacher Questionnaires (estimated 71% return rate)  34 Parent Questionnaires (estimated 19% return rate) Evaluators used mail-outs and followup data collection at the end of Thrive Carnival to increase the return rate.  Smart Program Mentor focus group (group interview with mentors from the Summer 2004 Smart program)  Student attendance data at Smart/Thrive sessions Progress on the evaluation conducted by Dr. Catteralh Year-Round Education fYRE') YRE evaluation includes the following:  Review of all existing LRSD reports on YRE  Detailed review of the longitudinal YRE student test-score database, provided by the PRE Department of LRSD, and construction of trial models for analysis of longitudinal scores accommodating 2005 scores  Alternative data cells and alternative data formats have been specified for 2005 student longitudinal achievement assessment  Review of 2003 and 2004 student survey data and presentations from participating YRE schools  Planning for 2005 student surveys  Development of the 2005 parent interview protocol and discussion and exploration of work agreements with professional personnel to conduct parent interviews PRE sent Dr. Catterall a list of all 4*- and 5*-grade teachers at YRE schools and a list of parents and students in both YRE and traditional year schools. Page 6'E. Evaluation will have (1)-numbers and grade levels of teachers and administrators who submit idata for evaluations, (2) recommended program changes necessary for improved achievement by African-American students, and (3) succinct explanations of how each change will increase its respective programs effectiveness. The evaluations will address these requirements when prepared for PREs review later this year. F. Delivery of names of programs to be evaluated and the comprehensive program assessment process to ODM and Joshua. Names of the four programs evaluated during 2004-2005 and the LRSD comprehensive program assessment process were delivered before they were due last year and reported in the first written quarterly update. This fourth written quarterly update names the four LRSD programs selected for step 2 evaluations during 2005-2006. (Please see C above.) PRE has now notified both ODM and Joshua of all eight LRSD programs selected for step 2 evaluations and furnished both parties with the comprehensive program assessment process per F of the June 30,2004 remedy by the US District Court (page 65). G. PRE must submit quarterly written updates on the status of step 2 evaluations. Per F of the June 30, 2004 remedy by the US District Court (page 65), PRE submitted its first written quarterly update on December 1, 2004, its second on March 1, 2005, its third by June 1, 2005, and now this fourth written quarterly update prior to September 1, 2005. To date, PRE has met all due dates of this remedy. Page 7Appendices A. Data Analysis Institute: Portfolios B. External Consultant for Portfolio Development C. Correspondence with Joshua Page 8A. Data Analysis Institute: Portfolios FOR IMMEDIATE RELEASE School District Personnel Continue Learning Education for the Future, Chico, California - July 29, 2005 While many of their colleagues and students were enjoying a vacation, members of the Planning, Research, and Evaluation Department of the Little Rock School District spent a week improving their own knowledge about collecting, analyzing, and using data to improve learning for all students. Yvette Dillingham, Maurecia Robinson, Dr. Ed Williams, and Jim Wohlleb joined more than 40 school personnel from across the United States in a week-long Data Analysis Institute in Chico, California. Conducted by Dr. Victoria Bernhardt, renowned data expert and Executive Director of Education for the Future, the Institute focused on developing data profiles of each learning organization to improve processes and operations to increase student learning and to build its capacity to make decisions based on actual data. Information Contact: Joy Rose mjroseJ 14@aol.com Education for the Future 400 West First Street Chico, CA 95929-0230 530-898-4482 http://eff.csuchico.edu Page 9B. Victoria L. Bernhardt, Ph. D. Director, Education for the Future Page 10Victoria L. Bernhardt 400 W. First Street, Chico, CA 95929-0230 EDUCATIONAL BACKGROUND Ph.D. University of Oregon, Eugene, OR. Major area in Educational Psychology Research and Measurement and minor area in Mathematics. M.S. Iowa State University, Ames, lA. Degree in General Graduate Studies\nmajor areas in Statistics, Psychology, and Education. B.S. Iowa State University, Ames, lA. Major in Psychology and Minor in Mathematics. PROFESSIONAL EXPERIENCE_________________________________ Education for the Future Initiative, Department of Professional Studies in Education, California State University, Chico, California 1991 - Tenure, College of Communication and Education, Department Professional Studies in Education, California State University, 1997. of Director, Institute for Advanced Studies in Education, University, Chico, 1986-91. California State California Commission on Teacher Credentialing, Sacramento, 1981-1986. California, Office of Program Evaluation and Research, California State Department of Education, Sacramento, California, 1980-1981. Research, Development and Evaluation Division, Eugene Public School District, Eugene, Oregon, 1979-1980. Northwest Regional Educational Laboratory, Portland, Oregon, 1976-1979. PUBLICATIONS (2000 - PRESENT) Published Books Bernhardt, V.L. (2005). Using data to improve student learning in school districts. Larchmont, NY\nEye on Education, Inc. Bernhardt, V.L. (2005). Using data to improve student learning in high schools. Larchmont, NY: Eye on Education, Inc. (2005) . Bernhardt, V.L. (2004). Using data to improve student learning in middle schools. Larchmont, NY: Eye on Education, Inc. (2004). Page 11Bernhardt, (2nd V.L. (2004). Data analysis for continuous school ed.). Larchmont, NY: Eye on Education, Inc. improvement. Bernhardt, V.L. (2003) . Using data to improve student elementary schools. Larchmont, NY: Eye on Education, Inc. learning in Bernhardt, V.L. (2002) . The implementation, school portfolio toolkit: A planning, and evaluation guide for continuous school improvement. Larchmont, NY: Eye on Education, Inc. Bernhardt, V.L. (2000). Designing and using improvement. Larchmont, NY: Eye on Education, Inc. databases for school Bernhardt, V.L. \u0026amp; Others (2000). The example school portfolio, A companion to the school portfolio: A comprehensive improvement. Larchmont, NY: Eye on Education, Inc. framework for school Published Refereed Journal Articles , chapters , Monographs , and Newsletters . Bernhardt, V.L. (2005, February). Data tools for school improvement. Association for Supervision and Curriculum Development (ASCD). Educational Leadership Volume 62, Number 5. Herman, J. \u0026amp; Winters, L. (2005). Tracking your school's success]. Corwin Press, Inc. School Success [Review of manuscript Mausbach, A. (2004). Assessment [Review of manuscript Six steps to help you and your principals use assessment data Superintendents insider]. Brownstone Publishers, Inc. effectively: School Murnane, R. J., instruction Boudett, K, Journal of [Review \u0026lt; Research \u0026amp; City, E. (2004) . of manuscript Using data Using data to improve and Development Council. Professional to improve instruction: Development]. National Staff Bernhardt, V.L. (2004, November/December). Continuous improvement: It takes more than test scores. Association for California School Administrators\nLeadership, 16 - 18. Bernhardt, V.L. (2004). Data Analysis. In L. Easton (Ed.), Powerful Designs for Professional Development. Council (NSDC). Oxford, OH: National Staff Development Bernhardt, V.L. (2003, Fall). Requirements to district. The Leadership Academy Newsletter. (2) become a data-driven Bernhardt, V.L. (2003, achievement. No February). schools left behind. Using data to improve student Association for Supervision and Curriculum Development (ASCD). Educational Leadership Volume 60, Number 5. Bernhardt, V.L. (2000, development of a Fall). Building leadership capacity through the school portfolio. The Leadership Academy Developer, published by Missouri Department of Elementary and Secondary Education. Jefferson City, MO. Bernhardt, V.L. (2000, Winter). Intersections: How crossing data can help you piece together a clearer picture of your school. Development. Journal of Staff Page 12FEATURED PRESENTATIONS (2000 - PRESENT) Keynote Addresses and Featured Presentations Bernhardt, V.L. (2005, Florida Association School Administrators July). Using Data to Improve Student Learning, of School Administrators and Dade Association First Administrators. Statewide of Summer Leadership Academy of Bernhardt, V.L. (2005, April). Using Data to Improve Student Learning in Middle Schools, Using Data to Improve Student Learning in School District, and The School Portfolio Toolkit. to Improve Education. Conference sessions. Wichita, KS. Kansas State Department of (2005, Bernhardt, V.L. (ZUU5, April). Data Driven School Improvement. National School Board Association (NSBA). General session. San Diego, CA. Bernhardt, V.L. (2005, March). Doing the Most With Groiifing It. TetraData User's Conference. Greenville, Your Marehouse and SC. Bernhardt, V.L. (2005, February). Using Data to Improve Student Learning. American Association of School Administrators TIASA). Conference sessions. San Antonio, TX. (hASA). Bernhardt, V.L. (2004, December). Using data to improve student learning in middle schools. National Staff Development Conference. Vancouver, BC. Easton, L., Bernhardt, V.L., \u0026amp; Lewis, C. (2004, December). Planning, designing, and implementation of effective professional development. session. National Staff Development Conference. Vancouver, BC. L. , V.L. , C. December). PreBernhardt, V.L. Keynote (2004, November). Using Data to Improve Student Learning. address. Assessment and Data Analysis. Administrators' Assessment Conference. Myrtle Beach, SC. Analysis. Bernhardt, V.L., framework for \u0026amp; Geise, Continuous B. (2004, November). School Improvement. The school portfolio: Schools Fall Forum. San Francisco, CA. Coalition of Essential Bernhardt, V.L. data. (2004, November). Engaging staffs in conversations about Texas Elementary Principals Conference. Arlington, TX. and Supervisors Association. Fall A Bernhardt, V.L. (2004, August). Using Data to Inform Instruction. address. Santa Clara County Office of Education. San Jose, CA. Keynote Bernhardt, V.L. (2004, June). Pulling it all together. Keynote address. 13'\" Annual Standards and Assessments Conference. Denver, CO. Bernhardt, V.L. Continuous School (2004, April). Decisions. Denver, CO. Improvement. Data Analysis Colorado and Consortium its Importance for for Data Driven Bernhardt, affects V.L. student (2004, April). performance. Data driven decision making and how it Development Council. Hershey, PA. Keynote address. Pennsylvania Staff Bernhardt, V.L. (2004, March). Big Things Come in Small Packages. User's Conference. Greenville, SC. Page 13 TetraDataBernhardt, V.L. (2004, March). The School Professional Development Center. Exeter, NH. Portfolio Toolkit. Seacoast Bernhardt, V.L. (2004, March). Working Smarter, Not Harder, ivith Effective Association Use of Data. Association for Supervision and Curriculum Development (ASCD). Conference sessions. New Orleans, LA. Bernhardt, V.L. (2004, March). Engaging Staffs in Conversations about Data. Association for Supervision and Curriculum Development (ASCD). Conference sessions. New Orleans, LA. V.L. Bernhardt, (2004, February). Using data to improve student learning across school districts. American Association of School Administrators (AASA). Conference sessions. San Francisco, CA. Bernhardt, V.L. must invest in (2004, February). Data ivarehousing: to close the achievement What every district gap. School Administrators (AASA). Conference sessions. American Association of San Francisco, CA. Bernhardt, V.L. (2004, January). Using data to improve student performance. New Hampshire Association for Supervision and Curriculum Development (ASCD). Full day Conference session. Concord, NH. Bernhardt, V.L. (2003, December). Using data to improve student learning in elementary schools. National Staff Development Council (NSCD). Full day Pre-conference session. New Orleans, LA. Bernhardt, address. (2003, October). V.L. Analyzing student achievement. Keynote Minnesota Association of Administrators and Federal Education Programs. Brooklyn Park, MN. Bernhardt, V.L. (2003, October). Data analysis for comprehensive school^ide improvement. Connecticut Association Development (ASCD). Rocky Hill, CT. for Supervision and Curriculum Bernhardt, V.L. (2003, September). Data and school improvement. North Dakota Conference on Educational Improvement. Bismarck, ND. Keynote. Bernhardt, V.L. (2003, August). Planning and using data to improve student learning. Montana Superintendents' Conference. Lewiston, MT. Bernhardt, V.L. (2003, July). Using your data for continuous schoolhride improvement. TetraData User's Conference. San Jose, CA. Bernhardt, V.L. (2003, July) . Getting Started hrith data driven decision making. Pennsylvania Governor's Conference, Selinsgrove, PA. Bernhardt, V.L. (2003, April). Learning Community. Orlando, FL. Facilitate Leadership Hetreat. South Bernhardt, V.L. (2003, March). Needs assessment South Carolina State Department of Education. Columbia, SC. and student achievement. Bernhardt, V.L. (2003, February). Using your data for continuous schoolwide improvement. Keynote. TetraData User's Conference. Greenville, SC. Bernhardt, V.L. (2002, December). The school portfolio toolkit: A planning, implementation and evaluation guide for continuous school improvement. National Staff Development Council (NSCD). Pre-conference 2-day session. Boston, MA. Page 14Bernhardt, V.L. (2002, December). Using your data to improve student learning. WestEd Board Meeting. San Francisco, CA. Bernhardt, V.L. (2002, December). Data analysis for comprehensive schoolwide improvement. New England Association for Supervision and Curriculum Development (ASCD). Boston, MA. Bernhardt, V.L. (2002, September). Data analysis for comprehensive schoolwide improvement. Idaho Association for Supervision and Curriculum Development (ASCD). Couer d'Alene and Boise, ID. (2002, July). Leading the Culture of Change with Data-Driven Bernhardt, V.L. Decision Making. National Academy for Superintendents. Columbus, OH Bernhardt, V.L. improvement. (2002, July). Data analysis for comprehensive schooiwide New York Comprehensive Facilitator's Academy. Cooperstown, NY. District Education Planning Bernhardt, V.L. (2002, July). The school portfolio toolkit: A planning. implementation and evaluation guide for continuous school improvement. New York Comprehensive District Education Planning Facilitator's Academy. Cooperstown, NY. Bernhardt, V.L. (2002, June). Using data to make instructional decisions. Montana Association for Supervision and Curriculum Development (ASCD) Summer Institute. Helena, MT. Bernhardt, V.L. (2002, June). The school portfolio toolkit: A planning, implementation and evaluation guide for continuous school improvement. Gwinnet County School District. Athens, GA. Bernhardt, V.L. (2002, May). Keynote speaker for graduation ceremony. Point Loma Nazarene University. San Diego, CA. Bernhardt, V.L. (2002, May). Data analysis for comprehensive schoolwide improvement. Monroe County Intermediate School District. Monroe, MI. Bernhardt, V.L. (2002, April). Data analysis for comprehensive schoolwide improvement. Los Lunas School District. Los Lunas, NM. Bernhardt, V.L. (2002, April). Data analysis for comprehensive schoolwide improvement. New Jersey State Department of Education. New Brunswick, NJ. Bernhardt, V.L. (2002, April). Data driven decision making. University of Minnesota. St. Cloud, MN. Bernhardt, V.L. (2002, March). The school portfolio toolkit: A planning. implementation and evaluation guide for continuous school improvement. National Staff Development Council (NSDC). Greenville, SC. Bernhardt, V.L. (2002, March). The school portfolio toolkit: A planning. implementation and evaluation guide for continuous school improvement. Tan-Tar-A Show-Me Conference. Osage Beach, MO. Bernhardt, schoolwide V.L. (2002, Bloomington, IN. improvement. February). Indiana Data State analysis for Department of comprehensive Education. Bernhardt, V.L. (2002, February). Data analysis for comprehensive schoolwide improvement. Kansas City School District. Kansas City, MO. Page 15Bernhardt, V.L. {2002, February). The school portfolio: A comprehensive framework for school improvement. Wentzville School District. Wentzville, MO. Bernhardt, V.L. (2002, schoolwide improvement. Bismarck, ND. February). North Data Dakota analysis for State Department comprehensive of Education. Bernhardt, V.L. (2001, December). The school portfolio toolkit: A planning, implementation and evaluation guide for continuous school improvement. Westerville School District. Westerville, OH. Bernhardt, V.L. (2001, October). The school portfolio toolkit: A planning, implementation and evaluation guide for continuous school improvement. The Leadership Academy. Springfield, MO. Bernhardt, V.L. (2001, October). The school portfolio toolkit: A planning, implementation and evaluation guide for continuous school improvement. The Leadership Academy. Columbia, MO. Bernhardt, V.L. (2001, October). Data analysis for comprehensive schoolwide improvement and The school portfolio: A comprehensive framework school improvement. The Leadership Academy. Springfield, MO. for Bernhardt, V.L. (2001, October). Data analysis for comprehensive schoolwide improvement. South Carolina Staff Development Council. Charleston, SC. Bernhardt, V.L. (2001, October). Data analysis for comprehensive schoolwide improvement. North Central Educational Service District. Wenatchee, WA. Bernhardt, V.L. (2001, August). Data analysis for comprehensive schoolwide improvement and The school portfolio: school improvement. Conference. Seattle, WA. Washington Education A comprehensive framework for Association (WEA) State Bernhardt, V.L. (2001, July). Data analysis for comprehensive schoolwide improvement. Keynote address. The Learning Network 7^ Portland, OR. Annual Conference\nBernhardt, V.L. for comprehensive (2001, June). Data driven decision making\nData analysis schoolwide improvemen t\nThe school portfolio: comprehensive framework for school improvement\nand Designing and using databases for school improvement. Connecting Classrooms, Communities, and Careers 2001. Beaver Creek, CO. Bernhardt, V.L. improvement and (2001, June). Data analysis for comprehensive schoolwide The school portfolio: A comprehensive framework for school improvement. Administrators' Conference. Pioneer RESA Atlanta, GA. Bernhardt, V.L. improvement and (2001, June) . The school portfolio: Data analysis for comprehensive schoolwide A comprehensive framework for school improvement. The Advanced Satellite Academy Graduation. Leadership Academy. Lake Ozark, MO. Bernhardt, V.L. improvement. (2001, April). Data analysis for comprehensive schoolwide Utah School Education. Sandy, UT. Improvement Conference. Utah Office of Bernhardt, V.L. improvement , and (2001, April). Data analysis for comprehensive schoolwide The school portfolio: A comprehensive framework for A Page 16school improvement. South East Kansas Educational Service Center. KS. Girard, Bernhardt, V.L. (2001, April). Education Decision Systems Meeting. United States Department of Education's Information Officer. Portland, OR. Invitational Office of the Chief Bernhardt, support V.L. , presented by Lauck, M. the understanding of student (2001, March). achievement. Technology can Supervision and Curriculum Development (ASCD). Boston, MA. Association for Bernhardt, V.L. (2001, February). The school portfolio and data driven systems. Kansas City area administrators. University of Missouri. Kansas City, MO. Bernhardt, V.L. (2000, December). Developing school portfolios: collecting and using data at the school level. Washington Educational Research Association (WERA) State Assessment Conference. Seattle, WA. Bernhardt, V.L. (2000, December). continuous schooli^ide improvement. Tools and strategies for assessing (NSDC) Annual conference. Atlanta, GA. National Staff Development Council Bernhardt,  schoolwide V. L (2000, improvement. September). North Data Dakota Improvement. General Session. Fargo, ND. analysis Conference for comprehensive on Educational Bernhardt, V. L (2000, September). The school portfolio: A comprehensive framework for school improvement. North Dakota Conference on Educational Improvement. General Session. Fargo, ND. Bernhardt, V.L. measures of data. (2000, September). Gathering and analyzing multiple Conference. Nashville, North Central Association Commission on Schools Fall IN. Bernhardt, V.L. (2000, framework for school July). The improvement. school portfolio: A comprehensive Program, Disney Learning Institute. Orlando, FL. Creative Learning Communities Grant Bernhardt, V.L. (2000, July). Perspectives from assessment experts, panelist. National Coalition for Technology in Education and Training (NCTET). Incline Village, NV. Bernhardt, V.L. (2000, June) . Data use in schools. Education Research. Madison, WI. Wisconsin Center Bernhardt, V.L. (2000, May). Data analysis for comprehensive schoc^ improvement. Maine Association for Supervision and Curriculum Deveicc (ASCD). Portland, ME. Bernhardt, V.L. (2000, March) . Da ta SchoolNet State Technology Conference. Columbus, OH. analysis and systemic change. Bernhardt, V.L. (2000, March). Technology planning panel discussion. C SchoolNet State Technology Conference. Columbus, OH. Bernhardt, V.L., Lauck, M. , \u0026amp; Geise, B. (2000, February) . Data gathering and use. Ten presentations. UCAN Rural Systemic Initiative. Albuquerque, NM. Page 17Bernhardt, V.L. (2000, schoolwide improvement. Angeles, CA. February). Data analysis for comprehensive Los Angeles Annenberg Metropolitan Project. for Los Bernhardt, V.L. expectations, (2000, local January). action. Making successful standards results. real: Leadership Academy, Convocation 2-000. Burlingame, CA. California Statewide School Bernhardt, V.L. (2000, January) . Data analysis for comprehensive schoolwide improvement and The school portfolio: school improvement. Galef Institute. A comprehensive framework for Los Angeles, CA. MEDIA PRESENTATIONS (2000 - PRESENT) Bernhardt, V.L. (2004, Improvement. Cyberchat, South Australia. May) . Data Analysis for Continuous School Department of Education and Children's Services. Bernhardt, V.L. (2004, January). Educational Impact. Warminster, PA. The school portfolio. Cyberchat, Bernhardt, V.L. (2002, February). Data analysis schoolwide improvement and The school portfolio: framework for school improvement. Video Training. Ringold, PA. (2002, school for A comprehensive comprehensive Education On-Line. New Bernhardt, V.L. (2002, January). Data analysis for comprehensive schoolwide improvement. Instruction. Statewide videoconference, Montana Office of Public Bernhardt, V.L. (2001, December). Analyzing data for school improvement. Video conference. Northview School District. Grand Rapids. MI Bernhardt, V.L. (2001, January). Designing and using databases for school improvement. Statewide videoconference. Montana Office of Public improvement. Instruction. videoconference. Bernhardt, V. L (2000, October). Data analysis for comprehensive schoolwide improvement. Statewide videoconference, Montana Office of Public Instruction. Montana of Bernhardt, V.L. improvement. Helena, MT. (2000, June). Videoconference, Designing and using databases for school Montana Office of Public Instruction. Bernhardt, V.L. (2000, January). framework for school Office of Public Instruction. improvement. The school portfolio: Statewide videoconference. A comprehensive Montana Bernhardt, V.L. (2000). Databases. A Multimedia Presentation Education for the Future Initiative and its work on databases. (2000). of the Page 18C. Correspondence with Joshua regarding 2r^ Century Community Learning Centers Request to evaluate 2P^ Century Community Learning Centers Letter of John W. Walker May 24, 2005 Approval of requested evaluation Letter of Steven M. Ross, Ph.D. July 20,2005 Page 19MAY. 24.2005 12= 15PM JOUS U WALKER P A NO.778 P.2 JOHN W. WALKER, PA. ATTOBHrrAiUw 17M BsoADm Liriss Boost aikansas -72206 TYn.CTB-nira (501) 374-37EB FAX (601) 574-4137 JOHlf W. TOtLKBK SBJ0M OSILIIS OF COttHSEL ROBSaTMiHBNEPX DONNAJ. McKSMSY 8210 HeMDBBSOHHXUD Lrmz Sficz, aicamas 72310 JHOMK (Ml) 372^  pjj (501) 373*3428 B^anj wAjtmydflig'aalLajt May 24,2005 Karen DeJamette, PitD. Little Rock School District 3001 Pulaski Little Rock, AR 72202 Dear Dr. DeJamette-. Thank you for providing the list of programs, interventions, and models in the Little Rock School District -which you indicate was prepared by the District last year. I am also in receipt of the list of programs that you intend to submit to the Board for approval in ydth the courts order. Joshua notes that the 21 Century Comm unity T j^Tning Centers are in at least 10 schools (Hall High, McClellan, and J. A. Fair\nAlternative Learning Center, Henderson. Mabelvale, Southwest, and Cloverdale\nand Meadoweliff and Woodruff) in the district In addition, the program description indicates that there are si^ort programs being utilise to student achievement. We, therefore, propose the 21 Century Community Learning adoption by the Board for evaluaaon. ( sincerely, ! xj (ohn W. Walker JWWjs co: Mr. Gene Jones, ODM Mr. Chris Heller Mr. Bob Pressman Page 20 MEMPHIS. A Tennessee Center of Hxceiieni 325 Browning Hal! Memphi: inessee S152-334C Office: 901.67S.231C I oil-Free\n866.670.6147 July 20. 2005 Fax: 901.678.4257 www.memphis.edu/cre? Dr. Karen DeJamette Director, PRE Department Little Rock School District 3001 S. Pulaski Little Rock, AR 77206 Dear Dr. DeJamette: I have reviewed ihe 21 Century Community Learning Centers proposed for one of the Step 2 evaluations in the 2005-2006 school year. They serve large numbers of African- American students and continue for another one to four years. I believe that this prosram is another appropriate choice for a Step 2 evaluation. I look forward to working with you and PRE personally on the first three studies (a-c). Please feel free to contact me if any additional information is needed. Sincerely. Steven M. Ross, Ph.D. Faudree Professor and Director Center for Research in Educational Policy A I emessee soars o/ Reoencs InsUlutlor An teuM Osortwt-.  tf- revivve A\u0026amp;on tn\u0026gt;vr-_r,Si S RECEIVED SEP - 1 2005 August 29, 2005 OFFICE OF desegregation MONITORING JohnW. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Dear Mr. Walker\nAs indicated in the fourth quarterly written update of September 1, the PRE Department is introducing a district portfolio to the Little Rock School District. This effort responds in part to the US District Courts requirement to embed evaluation in the District. Our primary resource for this is Dr. Vickie Bernhardt, described in the fourth update. Dr. Bernhardt is visiting with us this week and presenting a workshop for directors of the Education Services Group, whose agenda accompanies this letter. We invite you to attend should this interest you. Please contact us for more information. Sincerely yours, Karen DeJamette, Ph.D, Director, PRE Department xc\nMt. Gene Jones, Associate Monitor Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol Suite 1895 Little Rock, AR 72201 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 AGENDA AGENDA DATA ANALYSIS WEDNESDAY, AUGUST 31,2005 Outcomes Everyone understands -  What data are important for Continuous School Improvement 9.00 With Education Services Group - Welcome / Introductions/Agenda/Logistics  What Data Are Important for Continuous School Improvement - Demographics - Perceptions - Student Learning - School Processes How data are important for Continuous School Improvement planning 10:30 Data Analysis Case Study How to work through a \"problem\" with data 11:30 Lunch 12:30 Continue with Case Study Group Work: Solving a Problem with Data - Share your problem-solving situation Pulling it altogether Questions and Answers 3:00 Closing Eiiuattion /or the Future Victariu L RemhardlRECEIVED SEP -6 2005 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OmCEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ETAL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSDS NOTICE OF FILING QUARTERLY UPDATE Little Rock School District (LRSD) for its Notice of Filing Quarterly Update dated September 1, 2005 states: 1. The attached document is the fourth quarterly written update by the Little Rock School District and its Planning, Research, and Evaluation Department. It has been provided to the Joshua Intervenors and the Office of Desegregation Monitoring in accordance with the District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30,2004). 2. LRSD is filing this Quarterly Update so that the Court may be aware of the compliance work done by LRSD to comply with the Courts Memorandum Opinion of June 30, 2004. WHEREFORE, the LRSD submits its Quarterly Update as required by the Court.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT Friday, Eldredge \u0026amp; Clark Christopher Heller (#81083) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501)376-2011 BY: Christopher Heller CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on the 31 day of August, 2005: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Tim Gauger Mr. Mark A. Hagemeier Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Christopher Heller 2 RECEIVED NOV 2 8 2005 OmCEOF desegregation MONITORING November 21, 2005 Mr. Gene Jones, Associate Monitor Ms. Marjorie Powell, Associate Monitor Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201-3714 Dear Mr. Jones and Ms. Powell: We are pleased to deliver this fifth quarterly written update, due December 1, required by the U. S. District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). Sincerely yours, Caren DeJamette, Pn.D. Director, PRE Department xc: Mr. Chris Heller Friday Eldredge \u0026amp; Clark Mr. John Walker Mr. Robert Pressman -J up ' RECEIVED Little Rock School District NOV 2 8 2005 OFFICE OF DESEGREGATION MONITORING QUARTERLY UPDATE to the Office of Desegregation Monitoring (ODM) and JOSHUA December 1,2005 LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF PULASKI COUNTY SPECIAL SCHOOL DISTRICT NOT ETAL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS KATHERINE KNIGHT, ETAL., INTERVENORS Planning, Research, and Evaluation Department (PRE) Instructional Resource Center (IRC) Little Rock School District 3001 South Pulaski Little Rock, AR 72206February 28,2006 RECEIVED MAR 1 - 2006 Mr. Gene Jones \u0026amp; Ms. Marjorie Powell Associate Monitors Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 OFRCEOF desegregation MONITORING Dear Mr. Jones \u0026amp; Ms. Powell: This accompanies a copy of the quarterly written update of March 1, 2006, in compliance with the June 30, 2004 memorandum opinion of the U.S. District Court. Please let us know if you would like more information. Thank you for your advice and support in carrying out our responsibilities. Sincerely yours, Karen DeJamett^Ph.D. Director, PRE xc: Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201Little Rock School District Planning, Research, and Evaluation 3001 South Pulaski Street Little Rock, AR 72206-2873 FAX 501/447-7609 February 28, 2006 John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Dear Mr. Walker: This accompanies the quarterly written update of March 1, 2006 in compliance with the U. S. District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). Sincerely yours, Director, PRE Department xc\nMr. Chris Heller Mr. Gene Jones Ms. Marjorie Powell Mr. Robert Pressman Little Rock School District Planning, Research, and Evaluation 3001 South Pulaski Street Little Rock, AR 72206-2873 FAX 501/447-7609 February 28, 2006 Robert Pressman 22 Locust Avenue Lexington, MA 02421-5817 Dear Mr. Pressman: This accompanies the quarterly written update of March 1, 2006 in compliance with the U. S. District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). Mr. Walker has asked that we furnish you with copies of reports. Sincerely yours, Director, PRE Department xc: Mr. Chris Heller Mr. Gene Jones Ms. Marjorie Powell Mr. John Walker I arl-Cir/y Up do ft I Little Rock School District (LRSD) I I QUARTERLY UPDATE I to the I Office of Desegregation Monitoring (ODM) and Joshua Intervenors I March 1, 2006 I I I LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V. I I PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. ET AL., DEFENDANTS MRS. LORENE JOSHUA, ET AL., INTERVENORS KATHERINE KNIGHT, ET AL., INTERVENORS I I I I I Planning, Research, and Evaluation Department (PRE) Instructional Resource Center (IRC) Little Rock School District 3001 South Pulaski Little Rock, AR 72206Little Rock School District Planning, Research, and Evaluation 3001 South Pulaski Street Little Rock, AR 72206-2873 FAX 501/447-7609 May 31, 2006 recede Mr. Gene Jones \u0026amp; Ms. Maijorie Powell Associate Monitors Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 MAX 311006 wbJSS8* Dear Mr. Jones \u0026amp; Ms. Powell: Accompanying this is a copy of the Quarterly Update of June 1, 2006 to the U. S. District Court. FiJjuA. Please let us know if you require more information. Sincerely yours. Karen D Director xc: Mr. Heller Mr. Hattabaugh Mr. Walker 1 Little Rock School District (LRSD) QUARTERLY UPDATE to the Office of Desegregation Monitoring (ODM) and Joshua Intervenors / w\n.4 - 'Tk . \\ ** II I T I IlC  i j LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF J - ,deeendA June 1, 2006 .. ..h  A it PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. ET AL., MRS. LORENE JOSHUA, ET AL., INTERVENORS r KATHERINE KNIGHT, ET AL., INTERVENORS J- :^NTS Planning, Research, and Evaluation Department (PRE) Instructional Resource Center (IRC) Little Rock School District 3001 South Pulaski Little Rocky AR 72206 (Margie Page 1 of 1 From\nTo\nSent\nSubject\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Wednesday, August 09, 2006 5:27 PM FW: quarterly From: Dejarnette, Karen Sent: Wednesday, August 09, 2006 5:23 PM To: Griffin, Beverly Cc: Roberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G Subject: RE: quarterly Beverly, I posted the agenda item and draft report on yesterday, the 8. However, it's okay with PRE if the Board does not consider the report tomorrow as long as the Board approves it by the end of the month so Chris can file PREs report with the Court by September 1 (which the U.S. District Court Remedy requires). Karen From: Griffin, Beverly Sent: Wednesday, August 09, 2006 5\n05 PM To: Dejarnette, Karen Cc: Roberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G Subject: RE: quarterly Karen\nThe cover sheet for the Quarterly Update is posted at the Novus site. That gives it a place on the action agenda for August. Per my phone discussion with Dr. Roberts, I will wait and post the actual report sometime prior to the meeting on the 24^. That gives everyone another week for reading, reviewing, revising. If any of the board members ask why its not posted, I will have to say that it was not complete prior to the agenda deadline of August 8^. From: Dejarnette, Karen Sent: Wednesday, August 09, 2006 4:52 PM To: Griffin, Beverly Subject: quarterly Quarterly update enclosed 8/10/2006Margie Page 1 of 1 From: To: Sent: Attach: Subject: \"DeJamette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, August 24, 2006 1:45 PM updateSep06d.doc FW: Quarterly Report fyi From: Brenda Kampman [mailto:Brendak@fec.net] Sent: Thursday, August 24, 2006 1:37 PM To: Griffin, Beverly\nHattabaugh, Hugh\nDeJamette, Karen\nRoberts, Olivine\nBrooks, Roy G Cc: Chris Heller Subject: Quarterly Report The attached Quarterly Report contains my most recent suggested changes. I am still in court though, and have not had a chance to make a final review. Chris Heller/bk Beverly: Please forward to Board Members. 8/24/2006(* Little Rock School Distric^^^g^gQ QUARTERLY UPDAW  1 'J to the OFFICE OF DESEGREGATIOM MOMITORUW Office of Desegregation Monitoring (ODM) and Joshua Intervenors September 1, 2006 LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF K PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO.l ETAL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS KATHERINE KNIGHT, ETAL., INTERVENORS Planning, Research, and Evaluation Department (PRE) Instructional Resource Center (IRC) Little Rock School District 3001 South Pulaski Little Rock, AR 72206Introduction This is the eighth quarterly written update by the Little Rock School District (LRSD) and its Planning, Research, and Evaluation (PRE) Department, submitted in accordance with the U. S. District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). The organization of this report is that of the Compliance Remedy: 99 A. LRSD must promptly hire a highly trained team of professionals to reinvigorate PRE. B. The first task PRE must perform is to devise a comprehensive program assessment process which must be deeply embedded as a permanent part of LRSDs curriculum and instruction program. C. During each of the next two academic school years (2004-05 and 2005-06), LRSD must hire one or more outside consultants to prepare four (4) formal step 2 evaluations. D. PRE must (1) oversee the preparation of all eight of these step 2 evaluations\n(2) work closely with Dr. Ross and any other outside consultants . . . and (3) provide the outside consultants with any and all requested assistance and support  E. Evaluations will contain numbers and grade levels of teachers and administrators who contributed data, recommended program changes necessary for improved academic achievement by Afiican-American students, and brief explanations of how each change will increase a programs effectiveness. F. . . . PRE must notify the ODM and Joshua in writing of the names of those eight programs. In addition, after PRE and Dr. Ross have formulated a comprehensive program assessment process and reduced it to a final draft, PRE must provide a copy to the ODM and Joshua at least thirty days before it is presented to the Board for approval ... by December 31,2004. G. PRE must submit quarterly written updates on the status of the . . . four step 2 program evaluations . . . dining the 2004-05 school year and the four step 2 program evaluations that will be prepared during the 2005-06 school year... to ODM and Joshua on December 1, March 1, June 1, and September 1... H. [ODMs responsibilities.] L [Joshuas responsibilities.] J. Four step 2 program evaluations are due to the U. S. District Courts October 1,2005 and four more not later than October 1,2006. K. The Compliance Report is due October 15,2006. L. [This Compliance Remedy supersedes earlier one.] FINAL DRAFT Quaiteriy Written Update September 1,2006 Page 2 of 11Status as of September 1,2006 A. Hire a highly trained team of professionals. The Planning, Research, and Evaluation (PRE) Department, the highly trained professionals hired to carry out the Compliance Remedys requirements (first quarterly written update of December 1, 2000), sustains its duties diligently and now submits this eighth quarterly written update. Until the District hires a new test coordinator. Dr. Ed Williams of the PRE Department has filled that responsibihty in addition to his other duties. In June, the District posted a description of the position and invited applications. Interviews were arranged for August 14. The Department has continued to fimetion without a secretary or administrative assistant Services of additional persons for data collection, test administration, and other tasks have been arranged through contracts. B. Devise and embed a comprehensive program assessment process. The PRE Department will continue assessments of the programs which Drs. Catterall and Ross subjected to step 2 evaluations dining the past two years. Additional program assessments will commence up to the limits of PREs capacity. One of its limits is access to multiple types of data, which PRE has diligently worked to improve. C. Hire outside consuitant(s) to prepare eight formai step 2 evaluations. Step 2 evaluations of the last (2004-2005) school year PRE is endeavoring to carry on modified assessments of the four programs evaluated during the 2004-2005 school year, which will place the District in a very small number of districts in the nation which assess their programs with multiple measures. However, limited resources will prevent designs and conclusions as robust as in those evaluations. Step 2 evaluations during the current (2005-2006) school year Following are progress reports of the four evaluationsA+ (by Dr. James Catterall, UCLA) and 21 Century Community Learning Centers, Pre-K Literacy, and Read 180 (by Dr. Steve Ross, the University of Memphis Center for Research on Educational Policy (CREP)): A+ Dr. Catterall is completing his first assessment of the in-depth teacher surveys (ten pages of open response questions) and processing of classroom observations (90 pages of notes). Administering family interviews, he found 61 percent errors in verifying families telephone numbers. Dr. Catterall needs 2005-06 average attendance rates by school, average attendance rates by school and ethnicity, discipline referrals by school or by school and grade level, student short-term suspensions by school or by school and grade level, student long-term suspensions by school and grade level, and student expulsions by school and grade level. PRE is processing this data during August and sending it to Dr. Catterall. 27 Century Community Leamine Centers (2f CCLC) FINAL DRAFT Quarterly Written Update September 1,2006 Page 3 of 11CREP received completed instruments for teachers, parents, and students from all six 21** CCLC schools, and evaluators have interviewed all 21 CCLC site coordinators and principals. Three site observations at the case study school, Mabelvale Middle School, were conduct^ as well as the student focus group. Enrollment and attendance records have also been received from PRE. Scanning and analysis are underway of the following data which have been collected: o o o o o 187 teacher surveys, 82 parent surveys and 270 student surveys (50 elementary school, 140 middle school, and 80 high school), 12 staff interviews (6 site coordinators and 6 principals), 3 site observations, and one student focus group at the case study school, Mabelvale. Pre-K Literacy CREP mailed questionnaires to the 28 schools in the study and has collected the following:  Parent Questionnaires (1,316):  Pre-K Teacher Questiormaires (69):  Pre-K Paraprofessional Questionnaires (69):  K \u0026amp; 1 Grade Teacher Questionnaires: 686 64 58 144 In addition to the questionnaires, CREP also conducted:  10 phone interviews with randomly-selected principals  17 pre-k classroom observations using the E-LOT and the ELLCO Quantitative screening and achievement data forwarded by PRE to CREP included:  DIBELS data arrived last quarter.  TTBS (Iowa Test of Basic Skills) results were received last quarter and confirmed on July 3.  ESI (Early Screening Inventory) data was received in June and revised in July.  WSS (Work Sampling System) received in June  Benchmark data: received in August The last quarterly written update, of June 2006, described PREs extraordinary efforts required for obtaining and editing data for the pre-K literacy evaluation. Pre-K teachers sent sheets from their students Early Screening Inventory (ESI) to PRE, which created an ESI data file. Since the ESI sheets had only students names but not their unique identification numbers, PRE sent its data file to the CISD for students numbers by matching student names and birth dates. Correcting errors in this data continued through most of July. PRE sent ESI data to CREP near the end of July. PRE supplied to CREP results of the Iowa Test of Basic Skills (TTBS) for students in kindergarten, first and second grades (obtained from NORMES) and later sent results from DIBELS (supplied by MGT) and Work Sampling (from Pearson Early Learning). While Riverside Publishing, the vendor, shipped printed individual students results of the Qualls Early Learning Inventory (QELI) to LRSD in fall 2005, neither Riverside nor NORMES could supply the data in electronic format NORMES had only data \u0026amp;om the previous year (2004), and Riverside did not maintain its data in a readily accessible fbnnat Officials there did not know if FINAL DRAFT Quarterly Written Update September 1,2006 Page 4 of 11D. PRE (1) oversees preparations of the step 2 evaluations, (2) works closely with Drs. Ross and Catterall, and (3) assists them. PRE continued close collaboration with the CREP team and Dr. Catterall in executing 2005-06 school years four step 2 evaluations. PRE convened teams for all four evaluations on May 31, and on July 11 the Pre-K literacy evaluation team met once again. Summaries of the sessions are in Appendix A. E. Evaluations will have (1) numbers and grade levels of teachers and administrators who submit data for evaluations, (2) recommended program changes necessary for improved achievement by African-American students, and (3) succinct explanations of how each change will increase its respective programs effectiveness. As it did during the first year of step 2 evaluations, PRE will remind the external evaluators of this requirement and assure their inclusion in evaluation reports. PRE will also include this information in reports of ongoing assessments. F. PRE will deliver names of programs to be evaluated and the comprehensive program assessment process to ODM and Joshua. Earlier quarterly written updates have reported that PRE notified both ODM and Joshua of all eight LRSD programs selected for step 2 evaluations and furnished both parties with the LRSD comprehensive program assessment process per F of the U. S. District Courts June 30, 2004 remedy (page 65). In addition, as has been previously reported, our comprehensive program assessment process has been approved. G. PRE must submit quarterly written updates on the status of step 2 evaluations. Per G of the June 30,2004 remedy by the U. S. District Court (page 65), PRE submitted its first written quarterly update on December 1, 2004, its second on March 1, 2005, its third by Jime 1, 2005, the fourth prior to September 1, 2005, the fifth by December 1, 2005, the sixth written quarterly update of March 1, 2006, and the seventh of June 1, 2006. PRE now submits this eighth written quarterly update prior to its due date of September 1,2006. Thus, to date, PRE has met all due dates of the remedy including the first annual report which the Court postponed from its original date of October 1,2005. FINAL DRAFT Quarterly Written Update September 1,2006 Page 6 of 11they could retrieve the required data at all. Negotiations over two months resulted in agreement by Riverside to process LRSD QELI data again and produce a computer-compatible data file. The estimated cost is $21,000 for the data from 2005 and a repetition of the process with the 2006 data. Riverside forecasted delivery in early September. READ 180 AU questionnaires were sent to the 10 participating schools, with receipt acknowledged (READ 180 Teacher Questionnaire, Non-READ 180 Teacher Questionnaire, READ 180 Student Questionnaire, and Parent Questionnaire).  10 schools have returned Non-READ 180 Teacher Questionnaires  Total retumed= 265  8 schools have returned READ 180 Teacher Questionnaires  Totalretumed=15  8 schools have returned Student Questionnaires  Total retumed=754  8 schools have returned Parent Questionnaires  Total retumed=165  AU 10 school observations have been completed  Total observations=17 (each observation for one fuU 90 minute class)  AU student focus groups have been completed  Total student focus groups conducted=8  AU teacher focus groups have been completed  Total teacher focus groups conducted=7  AU principal interviews have been completed  Total principal interviews=10 Note: Parent surveys, student surveys, and Read 180 teacher surveys have not been received from Henderson and Parkview.  AU scanning of instruments has been completed  Quantitative and qualitative analyses are underway FINAL DRAFT Quarterly Written Update September 1, 2006 Page 5 of 11Appendix A Summaries of Evaluation Team Meetings PRE Department Little Rock School District May 31 and July 11,2006 A+ 21* Century Community Learning Centers Pre-Kindergarten Literacy Read180 FINAL DRAFT Quarterly Written Update September 1,2006 Page? of 11A+ Attending May 31 were Drs. DeJamette and Ed Williams (PRE)\nexternal evaluator Dr. James Catterall (via mobile telephone from Kentucky)\nMs. Joy Springer (Joshua)\nMr. Gene Jones (ODM)\nMs. Maurecia Robinson and Jim Wohlleb (PRE) Dr. Catterall described progress as in the middle of the evaluationstudent (collected) \u0026amp; parent (nearly aU returned) surveys were administered. Next step, after these short-answer surveys, was a set of teacher surveys on line which his team was collecting at the time. Several that he reviewed indicated considerable depth. An interview with the art coordinator was also scheduled. Dr. Catterall arranged for specialists at UCLA to interview parents, and he scheduled classroom observations of A+ lessons for which Principal Janice Wilson was furnishing six to eight teachers on two days in the next week. She also commented on a protocol for these observations which he developed. Ms. Wilsons severe injuries in an automobile collision during the next month set back the evaluators if not the evaluation itself. The fear of late-arriving achievement test results, based on past experience, led to acceptance if necessary to use of earlier years data without the most recent test results. However, results of the current will allow comparison with earlier years and result in firmer conclusions. Dr. Catterall asked for more recent LRSD data from its portfolio. 21** Century Community Leamine Centers Attending May 31 were Drs. DeJamette and Ed Williams (PRE)\nDrs. Heidi Kenaga, Jerry Bates, and Mr. Aaron McDonald (CREP, by phone)\nMs. Joy Springer \u0026amp; Mr. John Walker (Joshua)\nMr. Gene Jones (ODM)\nand Jim Wohlleb (PRE). CREP evaluators reported Southwest Middle School completed data collection, i.e., teacher and parent surveys. Attendance at CCLC activities, like sign-in sheets, had not been received yet Students who participated in CCLC on a regular basis were surveyed. CREP stiU needed students unique identifying numbers to match records positively. PRE waited for access to school roster data from ADE. CREP observed classrooms at Mabelvale and held a focus group, in accordance with its evaluation plan. Focusing on one school will limit a foil description of the great variety among schools with respect to implementing CCLC. However, other available data will partially point out differences and account for inter-school differences. Pre-Kindemarten (pre-Ki Literacy Attending May 31 were 11 team members, who mcluded LRSD pre-K teachers and the District director, PRE Department members, evaluators fiom CREP, and representatives of Joshua Intervenors, and Office of Desegregation Monitoring (ODM): FINAL DRAFT Quarterly Written Update September 1, 2006 Page 8 of 11In the historical or longitudinal data, already furnished to CREP, CREP external evaluators asked during this team conference for dates of students entry into LRSD. CISD agreed to find this and in the next few days added it to the data file both the date and level of entry to the data file, which PRE then sent to CREP. In the Work Sampling results, CREP wanted dates of the teachers observations of their students. The publisher, Pearson, later in July explained the coding of dates in the data file, and PRE sent this documentation to CREP. Since QELI data was available only as printed student reports, rather than easily usable digitally formatted, discussion ensued about options. Because CREP considers it essential in the design, either discarding or replacing it with other data is not an option. The publisher. Riverside, had not responded about possibly supplying the data in a computer file. NORMES, the data warehouse for educational data at the University of Arkansas, from where PRE had assumed the data would conveniently come, announced inaccuracies involving 15,000 records but no date when corrected data would be available. Thus, the only option seemed to be creating a data file from the printed reports of individual students. Thus, there was agreement that requesting an extension of the due date for the report due to the U.S. District Court would be appropriate. In a letter to Dr DeJamette following this session, CREP director Dr. Steve Ross recommended such an extension and based the new date on a period of six to eight weeks for analyzing the data and writing the first draft Later in July, PRE downloaded QELI data from NORMES. This included only the categories delayed, developing, and developed for the six broad skill sets and no assessments for the many items within the six broad sets. For finer differences among students, CREP desired scores of the several items within each broad skill set. During June and July, PRE discussed with Riverside Publishing, the vendor for Qualls Early Learning Inventory (QELI or Qualls), the possibility of generating a computer-compatible data file from last falls QELI screening results. With the expectation of assessing literacy during die next school year, PRE introduced the notion for repeating the procedure then. At the end of July, PRE received an estimated cost of $21,110 for Riverside to create an application allowing a custom extract datafile from both 2005 and again this coming fall (2006). In a conference call on August 1 involving PRE, external evaluation team leader Dr. Grehan, and Riverside officials, they explored how much detail Riverside could retrieve. Further discussion the following day led to conversation between Riverside technical experts and Dr. Grehan. Whether PRE might obtain the same level of detailed information fiom NORMES was asked the next day by Dr. Williams. Read 180 Attending were Drs. DeJamette \u0026amp; Ed Williams (PRE)\nMs. Nona Whittaker and Ms. Karen Shofrier (teachers)\nDrs. Dan Strahl and Molly Crocket and Mr. Aaron McDonald (CREP)\nMs. Joy Springer (Joshua)\nMr. Gene Jones (ODM)\nand Jim Wohlleb (PRE). CREP reported virtual completion with its data collection-all surveys returned and 16 classrooms observed (per evaluation design). CREP calculated return rates of 68 percent for students, 19 percent for parents surveys, and 95 percent for teachers, respectively. Only time-on-task by ethnic group and school were missing. Whether this was available was not certain. FINAL DRAFT Quarterly Written Update September 1,2006 Page 10 of 11Mr. Jim Wohlleb, Team Leader Ms. Krista Underwood, Early Childhood Literacy Specialist Dr. Ed Williams, Statistician Dr. Anna Grehan, External Evaluator (CREP) Dr. Freddie Peyton, External Evaluator (CREP) Dr. Karen DeJamette, PRE Reviewer Ms. Maurecia Robinson, PRE Reviewer Ms. Sheneka Alexander, Teacher (Baseline) Ms. Angela Doyne, Teacher (Geyer Spring) Mr. Gene Jones, ODM Ms. Joy Springer, Joshua Intervenors CREP reported completion of surveys among kindergarten and first-grade teachers (64 percent response rate) and among parents (greater than 50 percent returned). Promotion of the evduation by the Early Childhood Department may have improved teachers responsiveness: The director had distributed copies of the evaluation plan to teachers and explained the evaluation to them. On the other hand, perhaps the several requests for information dampened parents responsiveness to CREPs questionnaires: Parents responded to requests by the state Division of Child Care, and in many schools from the State ABC Evaluation, in addition to their completion of lengthy forms for their childrens enrollment. CREP also reported interviews often principals as planned. The two teachers attending this meeting were not observed, and other teachers did not report then- experiences with CREP observers. Administrators described some contusion by teachers, whom evaluators from ADE visited during the same period, about who observed them. CREP reported pleasant, uneventful observations in the classrooms. In light of the delays in obtaining data for this evaluation, PRE convened another session of the pre-K literacy evaluation team on July 11. Participants included LRSD senior administrators, CISD, and LRSD preschool education experts in addition to PRE and CREP. The new director of early childhood education for LRSD, Ms. Glenda Nugent, assumed the role of specialist on the team, succeeding Ms. Krista Underwood who retired this year. Those attending were: Mr. Jim Wohlleb (PRE), Team Leader Ms. Glenda Nugent, (LRSD Early Childhood Director), Specialist Ms. Pat Busbea (LRSD Reading First consultant) Dr. Ed Williams (PRE), Statistician Dr. Debbi Slawson (CREP), External Evaluator Dr. Lynn Harrison (CREP), External Evaluator Dr. John Nunnery (consultant to CREP), Statistician Dr. Karen DeJamette, PRE Reviewer Ms. Maurecia Robinson, PRE Reviewer Ms. Nancy Morgan, Mr. Kevin Crawford, and Mr. Chris Cole (CIS) Mr. Hugh Hattabaugh (LRSD Deputy Superintendent) Dr. Olivine Roberts (LRSD Associate Superintendent) Mr. Gene Jones and Ms. Marjorie Powell, ODM Mr. John Walker and Ms. Joy Springer, Joshua Intervenors FINAL DRAFT Quarterly Written Update September 1, 2006 Page 9 of 11IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ETAL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSDS NOTICE OF FILING QUARTERLY UPDATE The Little Rock School District (\"LRSD) for its Notice of Filing Quarterly Update dated September 1,2006 states: 1. The attached document is the eighth quarterly written update by the Little Rock School District and its Planning, Research, and Evaluation Department. It has been provided to the Joshua Intervenors and the Office of Desegregation Monitoring in accordance with the District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30,2004). 2. LRSD is filing this Quarterly Update so that the Court may be aware of the compliance work done by LRSD to comply with the Courts Memorandum Opinion of June 30,2004. 1Another task then was to identify ReadlSO students for comparison of achievement scores. An issue of student mobility arose which would mean some students moved into and out of ReadlSO. PRE would query teachers about this. Missing surveys from Southwest, which PRE mailed to PRE, have not been found. Parkviews and Hendersons surveys were in the mail to PRE at the time. One observer followed a schedule devised by a teacher to see several classes and to meet with teachers. The observer sent questions in advance. The other observer arrived unannounced, observed students on computers, but communicated little with the teacher in the classroom. Discussion included some drawbacks of the program: Teachers dont select students. Rather, eighth-grade ACTAAP scores are supposed to determine students participation\nbut there are errors, and teachers do not have access to scores. Teachers at other schools selected some students. FINAL DRAFT Quarterty Written Update September 1, 2006 Page 11 of 11WHEREFORE, the LRSD submits its Quarterly Update as required by the Court. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT Friday, Eldredge \u0026amp; Clark Christopher Heller (#81083) 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 (501) 376-2011 Zs/ Christopher Heller CERTIFICATE OF SERVICE I certify that on September 1,2006,1 have electronically filed the foregoing with the Clerk of the Court using the CM/ECF system, which shall send notification of such filing to the following: mark.hagemeier@ag.state.ar.us si ones@mwsgw.com siones@ili.com iohnwalkerattv@aol.com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 2Mr, Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Zs/ Christopher Heller 3C. D. E, G. H. Linle Rock District FORM NO. FAPO-38 77-01 LEA Number 10.'17/95 Quarter Ending Date 11/10/95 Date Sobtnitted M to M TRANSFERS 1 Quarter Number SUPERINTENDENTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM Thic rqtnrt Ia dug within fifteen (15) days after tfoe cod of the quarter( Ark. Code Aon. 6-18-213, Sapp. 1991). Said one copy to tbe office of ijyal Fiscal Servy=. M Capito] MaU, Room 202-A, Little Rode, Arkansas 72201 and one copy to tbe County Board of Education. Each quarter is to be no less dian fony (40) and no more than fifty (50) days. I 2 3 I 4 5  KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM Figures in columns 2 thru 14 should be to the nearest whole number Resident pupils sent to other (fist(s) under *M to M transfers List Districts LEA NO. Pulaski County Pulaski County P4 North Little Rock Total C of columns 12, 13, 14. These will be used for MFP/Transp. Aid purposes Non-resident pupils received from other district(s) under 'M to M' transfers. List Districts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E I 8 I 9 GRADES 1-12 DAYS IN ATTENDANCE 10 DAYS !\\rriSnJeJ SuperilUeildeitf'S ^ignafnm 1995-96 Year Phone si 124-2272 11 12 13 COMBINED TOTAL C3\u0026lt;ADESK-12 14 DAYS IN QTR. NT* TOTAL COL. 2+3 ABSENT* TOTAL + NT T TOTAL COL 4+5 /COL 1 TOTAL ABSENT TOTAL TOTAL T+NI COL. 9+10 /ax. ADT COL. 2 + 7 /COL ADA COL 4 + 9 /COL T NT COLUMNS 7+8 1 AlXf COL 4+5+ 9*10OL1 40 40 40 40 40 40 40 Number of kindergarten pupils enrolled this quarter: 4451 2425 1327 78 1609 1405 50 Full-time\n4451 2425 1327 78 1609 1405 192 113 20 2 61 22 Half-time: 116 64 34 2 42 36 39220 7422 11534 2420 13954 Additional instructions on back. 39220 7422 11534 2420 13954 2124 393 426 104- 530 FIN-09-00-005 5/91 1034 195 299 63 362 W/P4 1092 186 1,277 1092 186 1,277 322 62 40 424 1150 195 1,345 333 65 42 440B. A1. c. Pulaski County FOR.y NO. FAPD-3 BI3I32 Read carefully irtstjuctkxts on Page 2 Little Rock Distria 60-01 LEA Number 10/17/95 Qaaner Ending Date 11/10/95 Date Sabmitted SUPERINTENDENT'S QUARTERLY ATTENTJANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is ihie (IS) dajs afisibeead oftbe qaarterf Ark. Code Aim. ^lg-213. Snpp. 1991). Send one c^ry to the office of Local Fiscal Services, 44 Ca|^ Mn, Koom 202-.A, Litde Rock, Arkansas 72201 and one copy to the County Board of Ednearion, Each quarter is to be no less dan forty (40) and no more dan fifty (50) davs. I I I 5 I 6 I g I 10 KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM GRADES 1 -12 DAYS IN ATTENDANCE DAYS Figures in columns 2 thru 14 should be to the nearest whole number Resident pupis atterxfing schools in this distnct Resident pupMs sent to PreK Sp. Ed. (non-puMc) schools urxler a tuition agreement Alternative Learning Envirorvnent List So. Ed.Schoote bv naoM EBzabeth Mitchell Day Treatment Florence Crittenton Home Service Arkansas State Hospital Resident pupils sent to other dist\u0026lt;s) under tuition agreement Cl. Alternative Learning Environmem List Distrlets I LEA NO. D. E. El. G. H. T Total A. 6, C of columns 12. 13, 14. These wiD be used for MFPZTransp. Aid purposes Norwesident pupils received from other distnctfsl under a tuition agreement list Districts LEA NO. Alternative Learning Envirorvnent Non-resident pupils received under *Pnv. Tuit.* \u0026amp;/or No Tuit. being paid* Total (A, B. E and F) 1 Quarter Nanba 1995-96 Year II 12 DAYS IN QTR. 40 40 40 40 40 40 40 40 40 40 40 40 Number of kirxtergarten students erwolled this quarter\nNP TOTAL COL 2 + 3 ABSENT* TOTAL + NT T TOTAL COL.4 + 5 /COL. 1 TOTAL TOTAL ABSENT T+NT \u0026lt; TOTAL CCM~9+10 AXIL. NT COLUMNS 7+g 10,901 57,745 68,646 2784 1786 318,505 370,131 .. 688,636 42,083 18,268 IMPORTANT: See oou on Reverse Side. FaU-Qme 20g4 Half-dme: 889 746 660 889 746 660 *See Psge 2 Kindergancn Instnictioas 117 12 20 25 19 17 Supenflieodents Sigoarore Phone# 224^22 I 13 I 14 COMBINED TOTAL ADT COL. 2 + 7 /COL 8,235 22 19 17 8,293 8,293 GRADES K-12 COL 4 + 9 /COL ADM COL. 4+5+9+10 /\u0026lt;X)L 1 18,932 20,054 22 19 17 18,990 18,990 25 19 17 20,115 20,115 (O*r) Link Rock District 77-01 LEA Number 10/17/95 Quarter Ending Date 11/10/95 Date Submitted 1 Quarter Nomber FORM NO. FAPO-3B M to M TRANSFERS SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 1995-96 Year Phone# 2242222 ADT - ADA - ADM This report is (fate mtfain fifteen (15) days after dte end of die quarter (Ark. Code Ano. 6-18-213, Supp. 1991). Send one copy to the office of Local Fiscal Services, Capitol Mall. Room 202-A, Little Rock, Arkansas 72201 and one copy to the County Board of Educafion. Each quarter is to be no less (han forty (40) and no mote than fifty (50) days. I 2 I 3 I 5 I 6 I 8 I 9 10 11 12 I 13 I 14 KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM C. D. E. G. H. GRADES 1-12 DAYS IN ATTENDANCE DAYS COMBINED TOTAL QlADESK-12 Rgures in columns 2 thru 14 shotdd be to tfie r\u0026gt;earest whole rwmber Resident pt^xls sent to other cfistls) under \"M to M* transfers List Districts LEA NO. Pulaski County Pulaski County P4 North Little Rock Total C of columns 12. 13, 14. These will be used for MFP/Transp. Aid purposes Non-resident pupils received from other districtCs) under *M to M' transfers. List Districts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E DAYS IN QTR. NT* TOTAL COL. 2+3 ABSENT* TOTAL + NT T TOTAL COL. 4+5 /COL. 1 TOTAL ABSENT TOTAL T+NT TOTAL COL. 9 +10 /COL. ADT COL. 2 + 7 /COL. ADA COL. 4 + 9 /COL, T NT COLUMNS 7+8 1 1 1 ADM COL. 4+5+ 9+lO/COL. 1 40 40 40 40 40 40 40 Number of kindergarten pupils enrolled this quarter: 50 1327 78 1609 1405 Full-time\n7422 7422 393 195 186 186 195 1327 78 1609 1405 20 2 61 22 Half-time\n34 2 42 36 11534 2420 13954 Additional instnictions on back. 11534 2420 13954 426 104' 530 FIN-09-00-005 5/91 299 63 362 W/P4 322 62 40 424 333 65 42 440 Little Rock District 76-01 LEANumber 10/17/95 Quarter Ending Date 11/10/95 Date Submitted 1 Quarter Nnmbff FORM NO. FAPD-3A MAGNET SCHOOL REPORT SUPERINTENDENTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is due witfun fifteen (15)da\u0026gt;'s after the end of the quarter ( Ark. Code Ann. 6-18-213, Supp. 1991). Send one copy to the office of Local Fiscal Services, #4 Capitol Mall, Room 202-A Littfe Rock, Arkansas 72201 and one copy to the Ounty Board of Education. Each quarter is 1995-96 School Year Phone# 224:2222 to be 00 less than forty (40) and no more than fifty (50) da^'S- 2 3 4 5 6 7 I 8 I 9 to 11 12 13 14 This is to report information on the students attending magnet schools. DAYS IN ATTENDANCE DAYS ADM DAYS IN ATTENDANCE DAYS ADM COMBINED TOTAL GRADES K - 12 C. Little Rock (76-01) sent to Little Rock (76-01) Total K-12 C. N. Little Rock 176-02) sent to Little Rock (76-01) Total K-12 C. Pulaski County Special (76-03) sent to Little Rock (76-01) Total K-12 Total to be used in Funding Magnet School ___________________ DAYS IN QTR. NT* [TOTAL COL 2+3 KINDERGARTEN 40 40 40 40 Number of kindergarten pupils enrolled this quarter: 1,258 5,051 6,309 KINDERGARTEN 0 0 1,258 1,026 1,026 KINDERGARTEN 2,128 2,128 8,205 9,463 Full-time\n2S2 ABSENT* TOTAL + NT T TOTAL COL. 4+5 /COL. 1 ABSENT TOTAL T NT Total Cd.7^8 TOTAL T+NI COL. 9+10 /COL. ADT COL. 2 + 7 /COL. ADA COL. 4+9 /COL. 1 1 1 ADM COL. 4+5+ 9+lO/COL. 1 GRADES 1-6 206 163 14 32 252 Half-time: 26 54 243 31,230 25,734 56,964 0 0 0 0 0 56,964 8,504 39,734 1,044 GRADES 7-12 14,951 40,685 1,643 23,455 80,419 2,687 2,078 1456 2168 2241 GRADES 1-6 11,095 11,095 362 GRADES 7-12 6,482 6,482 286 17,577 17,577 648 456 0 465 482 GRADES 1-6 18,412 18,412 433 GRADES 7-12 16,777 16.777 668 35,189 35,189 1,101 907 0 933 961 76,221 133,185 4.436 3,441 1,456 3,566 3,684 Additional instructions are on the back Little Rock District 26:01 LEANwnbo' 12/19/95 Quarter Eodiog Date 1/16/96 Dae Submitted 1 Quarter Number FORM NO. FAPD-3A MAGNET SCHOOL REPORT SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is (fae within fifteen (IS) days afUr tbe end of die quarter (Art Code Ann. 6-18-213, Supp. 1991). Send one copy to die office \u0026lt;rf Loci Fised Services. #4 C^xtol Mali, Room 202-A, Little Rock, Arkansas 72201 and one copy to tbe Cooaly Board of Ethjcatioo. EacbquartCTis \\9i5-9(, School Year Fbcoe# sl^UTl to be no less than forT\u0026gt;' (40) and no more fifty (50) days. 2 3 4 S 6 7 8 9 10 11 12 I 13 14 This is to report information on the students attending magnet schoots. DAYS IN ATTENDANCE DAYS ADM DAYS IN ATTENDANCE DAYS ADM COMBINED TOTAL OADES K. -12 C. Little Rock (76-01) sent to Little Rock (76-01) Total K-12 C. N. Little Rock (76-02) sent to Little Rock (76-01) Total K-12 C. Pulaski County Special (76-03) sent to Little Rock (76-01) Total K-12 Total to be used in Funding Magnet School ______________________ DAYS IN QIR. NT* I TOTAL COL 2+3 KINDERGARTEN 40 1,281 4,866 6,147 KINDERGARTEN 40 40 40 Number of kindergarten pupils enrolled this quarter\n0 0 1,281 944 944 KINDERGARTEN 1,958 7,768 Full-time: 1,958 9,049 252 ABSENT* TOTAL + NT T TOTAL C\u0026lt;M\u0026gt;.4+5 /CM-.I ABSENT T NT Total Col.7+8 TOTAL T+NT TOTAL COL. 9+10 lOOL. ADT COL 2 + 7 /COL ADA COL 4 + 9 ZCOL GRADES 1-6 1 1 ADM COL. 4+5+ ^KVCOL-I 381 163 46 25 130 557 Half-time: 52 240 30,785 25,288 56,073 0 0 0 0 0 56,073 8,291 39,076 1,810 GRADES 7-12 14,609 22,900 GRADES 1-S 10,909 GRADES 7-12 6,253 17,162 GRADES 1-6 17,734 GRADES 7-12 16,359 34,093 74,155 39,897 78,973 10,909 6,253 17,162 17,734 16,359 34,093 130,228 Additional instructiOQS are on the back. 2,420 4,230 2,080 I 1434 2128 2243 549 394 943 886 1,099 1,985 7,158 453 902 3,435 I 0 0 1,434 453 477 901 3,482 954 3,674B. Al. c. Pulaski County FORM NO. FAPO-3 \u0026amp;I3I32 Read carefuOy instructions on Page 2 Little Rock District 6(M)1 LEA Number 12/19/95 Qoatter Eoding Date 1/16/96 Date Submitted SUPERINTENDE.NTS QUARTERLY ATTENDAiNCE REPORT, GRADES K-12 ADT - ADA - ADM Tti rfpirticA^wiihm fifteen (15) dsyssfter die end \u0026lt;rfthe qBaittr( Alt. Code Ana. 6-18-213. Snpp. 1991). Send one copy to the office of Local Fiscal Services. #4 Capiul MaO, Room 202-A. Lode Rock, .Arkansas 72201 ad aoe copy to the County Board of Education Eadi quarttr is to be no less than faty (40) and no more tian (50) \u0026lt;fa\u0026gt;-5. I I 5 I 7 I I 9 I 10 KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM GRADES 1-12 DAYS IN ATTENDANCE DAYS 2 Qaner Nanber I 1995-96 Year 11 12 Supermteadcpfs Signature pbce# 13 I 14 COMBINED TOTAL GRADES K-12 Figures in columns 2 thru 14 should be to the nearest whole rumber Resident pupils atterxfing schools in this district Resident pupib sent to PreK Sp. Ed. (nor\u0026gt; pubBcl schools imder a tuition agreement Aftemative Learning Environment List So. Ed, Schools bv name Elizabeth Mitchell Day Treatment FlorerKe Crittenton Home Service Arkansas State Hospital/OHS Resident pupils sent to other dist{s) under tuition agreement C1. Alternative Learning Environment Ust Districts I LEA NO. 0. Total A, B. C of columns 12, 13, 14, These win be used for MFPZTransp. Aid purposes 6. Non-resident pupds received from other districKs) under a tuition agreement List Districts LEA NO. EL Alternative Learning Environment Non-resident pupils received urxler 'Pnv. Turt.* \u0026amp;/or No Tuit. being paid\" G. Total |A, B,  and F) H. DAYS IN QTR. 40 40 40 40 40 40 40 40 40 40 40 40 Number of kindergarten students enrolled this quarter\nNT* TOTAL COL 2 + 3 ABSENT TOT.AL + NT T TOTAL COL.4 + 5 /COL. 1 TOTAL TOTAL ABSENT T+NT i TOTAL (XX-9+10 /Ctt-. ADT CCX- 2 + 7 /COL ADA (XL 4 + 9 /(XL NT COLUMNS 7+8 ADM COL 4+5+9+10 /COL 1 13,120 54,131 67351 4761 1800 320,581 342,751 663332 62,239 18,139 8,343 18,265 19.940 IMPORTANT: See nou on Revene Sde. Full-time: 1869 Half-time. 885 863 640 885 863 640 *See Page 2 Kinderganeo Instnictiotu 17 12 11 15 16 11 22 16 8,403 8,403 22 16 18,325 18,325 23 22 16 20,001 20,001 (Over) C. D. E. e. H. LitlleRock District FORM NO. FAPO-3B 77-01 LEA Num ba 12/19/95 Quota EtMfing Date 1/16/96 Dmc Submitted M to M TRANSFERS 2 Quarter Nomber SUPERIOTENDENTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is \u0026lt;be UTthin fifteeo (15) days after the aid of (be quarter ( Ark. Code Ann. 6-18-213, Supp. 1991). Send one copy to die office of Local Fiscal Ser^-ices, #4 Capitol Mall, Room 202-A, Little Rock, Arkansas 72201 and ooe copy to the County Board of Eibcatioa. Each quarter is to be no less that fbrTv (40) and no more than fifty (SO) days. I 2 I 3 5 6 KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM 1995-96 Year SnperiDteodents Signature Phone# 224:2222 Figures in columns 2 thru 14 should be to the nearest whole nomber Resident pupils sent to other distlsl unrjer 'M to M' transfers List Districts LEA NO. Pulaski County Pulaski County P4 North Little Rock Total C of columns 12, 13, 14, These will be used for MFP/Transp. Aid purposes Non-resident pupils received from other distrtctls) under \"M to M' transfers. List Districts LEA NO. Pulaski County North Lttle Rock Pulaski County - P4 Total E I 8 I 9 10 I 11 12 13 GRADES 1-12 DAYS IN ATTENDANCE DAYS I COMBINED TOTAL C31ADESK-I2 14 DAYS IN QTR. NT* TOTAL COL 2+3 ABSENT* TOTAL + NT T TOTAL COL. 4+5 /COL. I TOTAL ABSENT TOTAL TOTAL T+NT COL. 9+10 .\"COL. ADT COL 2 + 7 /COL ADA COL 4 + 9 /COL NT COLUMNS 7+8 1 1 1 ADM COL. 4+5+ 9+IO/COL. 1 40 40 40 40 40 40 40 Number of kindergarten pupils enrolled this quarter\n1276 76 1461 1352 Ftillaiitic: 7278 7278 441 193 182 182 182 182 193 193 1276 76 1461 1352 2i 31 4 110 35 llalf-ttme 33 2 39 35 11044 2437 13481 Additional instnictions on back 11044 2437 13481 530 289 308 322 181' 711 FINTBTKWXIS 5(91 65 63 37 354 408 W/P4 67 39 428C. D. E. G. H. Lillie Rock District FORM NO. FAPO-3B Agures in columns 2 thru 14 should be to the nearest whole number Resident pupils sent to other tfistls) under \"M to M' transfers List Districts LEA NO. Pulaski County Pulaski County P4 North Litde Rock Total C of columns 12, 13, 14, These will be used for MFPZTransp. Aid purposes Non-resident pupils received from other districtlsl under 'M to M' transfers. List Districts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E 77-01 LEA Number 12/19/95 Quaner Eodii^ Date 1,'16,'96 Date Submitted M to -M TRANSFERS Quarter Number SUPERINTENDErfTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is due nilliin fifteen (15) dass after tbe end of the epiarter (Art. Code .Ann. 6-18-213, Supp. 1991L Send one copy to the ofScc of Local Fiscal Services, fr4 Capitol MalL Room 202-A, Little Rock. ,Artansas 72201 am] one copy to the County Board of Education. Each quarter is to be DO less than forty (40) and oo more than fifty (50) days. I 2 I 3 I 5 6 1 KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM I S GRADES 1-12 DAYS IN ATTENDANCE 10 DAYS DAYS IN QTR. NT* TOTAL COL 2+3 ABSENT* TOTAL ' + NT T TOTAL COL. 4-t5 fCOL. 1 TOTAL ABSENT TOTAL COLUMNS 7-^8 40 40 40 40 40 40 40 Number of kindergarten pupils enrolled this quarter: 4036 2468 1276 76 1461 1352 Full-time: 4036 2468 1276 76 1461 1352 S5 304 212 31 4 110 35 Half-time: 109 67 33 2 39 35 38956 7278 11044 2437 13481 Additiofial instruction, on back 38956 7278 11044 2437 13481 1995-96 Year 11 12 TOTAL T+NT COL 9 *10 /COL 1 Siqjcriiitendeois Siznatm I 2995 441 530 181 711 FTN4I4OO00S 5/01 1049 193 289 65 354 i A-zy-n Phrme# 324-2272 13 I 14 COMBINED TOTAL ADT COL 2 + 7 COL, 1 1075 182 1,257 GRADES K-12 AD.A COL. 4 + 9 ZCOL ADM COL 4+5+ 9*10iCOL. I W/P4 1075 182 1,257 308 63 37 408 1157 193 1,350 322 67 39 428B. Al. c. Pulaski________ County FORM NG. FAPO-3 \u0026amp;13I32 Read carehilly instructions on Page 2 Little Rock District 60-01 LEA Number 3/13/96 Quarter Ending Date 4/8/96 Dale Subotined 2 Quarter Number Sapeniead^s S^oaUBe SUPERINTENDENTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is due w-ithin fifteen (15) days alter the end of the quarter (Ark. Code Arm. 6-18-213, Supp. 1991). Send one copy to the office of L.ocal Fiscal Services. #4 Capitol MalL Room 202-A Little Rock. Arkansas 72201 and one copy to (fae County Board of Education. Esch quarter is to be no less than forty (40) and no more (han fifty (50) days. I I 3 I I 5 I 6 I 8 I 9 I 10 I KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM 1995-96 Year Pbooeo 324-2272 II 12 13 14 GRADES 1-12 DAYS IN ATTENDANCE DAYS COSffiPs'ED TOTAL GR.ADES K -12 Figures in columrrs 2 thru 14 should be to the nearest whole number Resident pupils attending schools in this district Resident pupils sent to PreK Sp. Ed. (non- pubiic) schools under a tuition agreement Alternative Learning Environment List So, Ed. Sctwwb bv name Elizabeth MrtcneU Day Treatment Florence Crittemon Home Service Arkansas State Hosprtal/DHS Resident pupils sent to other dist(s) urrder tuition agreement C1. Attematjve Leaning Environment List Districts LEA NO. D. Total A. 8. C of columns 12. 13. 14. These win be used for MFP/Transp. Aid purposes E. Non-resident pupils received from other districttsl UTKter a tuition agreement List Districts LEA NO. I El. Alternative Leammg Environment F. Non-resident pupils received imder \"Priv. Tuit.\" \u0026amp;/or No Tuit. being paid* G. Total (A, 8.  arxJ F) H. IN QTR. 49 49 49 49 49 49 49 49 49 49 49 49 Number of kindergarten students enrolled ttus quarter: T* 17,012 NT* 66,021 TOTAL COL. 2 + 3 ABSENT* TOTAL  NT TOTAL COL. 4+ 5 /COL. 1 TOTAL TOTAL ABSENT TOTAL T+NT COL. 9 +10 /COL. ADT COL. 2 + 7 KXL. COL. 4 + 9 KOL. NT COLUMNS 7+8 ADM COL. 4+5+9t10 /CXX. I 83,033 5596 1809 388,646 414,398 803,044 82,827 18,079 8,279 18,083 19,888 IMPORTANT: Sec note on Reverse Side. FBU.time: 1896 Half-time: 1,421 1,862 392 1,421 1,862 392 'See Page 2 Kiodergarten Instructions 361 747 36 53 8 29 38 8 8,354 8,354 29 38 8 18,158 18,158 36 53 8 19,985 19,985 \u0026lt;Owr)C. D. E. G. H. Lillie Rock District FORM FJO. FAP0-3B Figures in columns 2 thru 14 should be to the nearest whole number Resident pupds sent to other dist(s) under \"M to M* transfers Lbt Districts LEA NO. Pulaski County Pulaski County P4 North Little Rock Total C of cotumns 12,13. 14. These will be used for MFP/Transp. Aid purposes Non-resident pupte received from other district(s) under 'M to M transfers. List Districts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E 77-01 LEA Number 3/13/96 Quarter Ending Dale 4/8/96 Date Submitted M to M TRANSFERS 2 Quarter Number SUPERINTENDENTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is due within fifteen (15) days after the end of the quarter ( Ark. Code Ann. 6-18-213. Supp. 1991). Send one copy to ihc office of Local Fiscal Services, Hi Capitol Mall. Room 202-A. Little Rock. Arkansas 72201 and one copy Io the County Board of Education. Each quarter is to be no less than forty (40) and no more than fifty (50) days I 3 KINDERGARTEN DAYS IN ATTENDANCE I 5 I 6 I 8 GRADES 1-12 10 I DAYS ADM DAYS IN ATTENDANCE DAYS DAYS IN QTR. NT* TOTAL COL. 2+3 ABSENT* TOTAL + NT T TOTAL COL. 4+5 /COL. I TOTAL ABSENT TOTAL T NT COLUMNS 7+8 49 49 48 49 48 49 49 Number of kindergarten pupfts enrolled this quarter: 4896 3060 1516 93 1739 1609 FuU-timr 4896 3060 1516 93 1739 1609 325 224 52 5 112 57 Half-tiioe: 107 67 32 2 38 34 46295 46295 8430 8430 13080 2863 15943 AdditMoal instracoaos on back. 13080 2863 15943 Superimeniieni's Signature 1995-96 Year TOTAL T+NT COL, 9+10 /COL. 1 12 I Phone  324-2272 13 I COMBINED TOTAL ADT COL. 2 + 7 /COL. 1 14 GR.ADESK-12 ADA COL. 4 + 9 /COL. ADM COL. 4+5+ 9+lO/COL. 1 3928 1025 1045 1045 1132 599 797 204 1001 FIN-09-)-005 5/91 188 176 1,220 176 1,220 188 1,320 283 64 347 W/P4 298 62 35 395 315 66 38 419Little Rock District 76-01 LEA Number 3/13/96 Quarter Ending Date 4/8/96 Date Submitted i Quarter Number Supennlendents Signature FORM NO. FAPD-3A MAGNET SCHOOL REPORT SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 1995-96 School Year i Phones 324-22?\nThis is to report information on the students attending magnet schools. C. Little Rock (76-01) sent to Little Rock (76-01) Total K-12 C. N. Uttle Rock (76-02) sent to Uttle Rock (76-01) Total K-12 C. Pulaski County Special (76-03) sent to Uttle Rock (76-01) Total K-12 Total to be used in Funding Magnet School ADT - ADA - ADM This report is due within fifteen (15) days after the end of the quarter ( Ark. Code Atm. 6-18-213, Supp. 1991). Send one copy to the office of Local Fiscal Services, M Capitol Mall, Room 202-A, Little Rock, Arkansas 72201 and one copy to the County Board of Education. Each quarter is to be no less than forty (40) and no more than fifty (50) days. 1 2 3 4 5 6 8 I 9 10 II 12 13 14 DAYS IN ATTENDANCE DAYS ADM DAYS IN ATTENDANCE DAYS ADM COMBINED TOTAL GRADES K -12 DAYS IN QTR. NT* Itotal col. 2+3 KINDERGARTEN Number of kindergarten pupils enrolled this quarter\n49 49 49 49 1,736 6,096 KINDERGARTEN 0 0 1,736 1,239 KINDERGARTEN 2,358 9,693 Full-time\n7,832 1,239 2,358 11,429 250 ABSENT* TOTAL + NT T TOTAL COL. 4+5 /COL. I ABSENT T NT Total Col.7+8 TOTAL T+NT TOTAL COL. 9+10 /COL. ADT ADA COL. 2 + 7 ZCOL. COL. 4 9 /COL. I 1 ADM COL. 4*5- 9+lO/COL. 1 GRADES 1-6 443 169 35 26 116 594 Half-time: 50 245 38,721 10,081 48,802 1,854 GRADES 7-12 25,423 64,144 0 0 0 0 0 64,144 17,157 27,238 GRADES 1-6 13,353 GRADES 7-12 7,392 20,745 GRADES 1-6 21,962 GRADES 7-12 19,363 41,325 89,308 42,580 91,382 13,353 7,392 20,745 21,962 19,363 41,325 153,452 .Additional instructions arc on the badL 3,142 4,996 1,967 1344 2025 2136 631 630 1,261 449 0 449 475 815 1,510 2,325 8,582 891 0 891 941 3,307 1,344 3,365 3,552B. A1. c. Pulaski County FORM NO. FAPO-3 SI3I32 Read carefully instructions on Page 2 Little Rock Distrkt 60-01 LEA Number 6/3/96 Qusner Fading Dale 6/17/96 Daw Siibnined SVPERINTENDENTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is due w ilbin fiflecedS) davs after the end of the quarter f Ark Code Am. 6\u0026gt;lt-2l3. Supp 1991). Send one copy to ihe ofTiceof LecaJ Fiscal Services. M Capitol MaU. Rooa 3O2-.K. Litde Rock. Arkansas 72201 and one copy to ihe County Board of Education. Each quarter is to be no less than forts-140) tai tta move than fifh 150) das-s I 2 I I I 5 i 6 I I 10 I KINDERGARTEN DAYS IN ATTENDANCE DAYS ADM GRADES 1-12 DAYS ATTENDANCE DAYS Figures in cokanns 2 thru 14 should be to the nearest whole number Resident pupils anerxiing schools in this district Resident pupils sem to PreK Sp. Ed. (rxxv pubticl schools under a tuition sgreement Anemative Learning Environment List So. Ed, Schoois bv name Elizabeth MitcheU Day Treatment Florence Cnttenton Home Service Arkansas State Hospital/OHS Resident pupils sent to other distlsl under tuition agreement Cl. ARematrve LeamneEflwonoient List DiMricts LEA NO. D. Total A. B, C of columns 12, 13, 14. These wifl be used for MFP/Transp. Aid purposes Norvrestdent pupds received from other \u0026lt;fethct{s) under a tuition agreement List Districts : LEA NO. I El. Attemative Learrang Enwonment Non-resident pupils received urvler Priv. Tuit. \u0026amp;?or *No Tuit. being paid* G. Total (A, B. E and F) H. 4 Quarter Nianber 1222:SS Yew 12 I Supmntendent s 'j/yC nature Phone* J24:i222 13 I 14 COMBINED TOTAL GRADES K\u0026gt; 12 DAYS IN QTR. 49 49 49 49 49 49 49 49 7T 49 49 49 49 Nurrtber of kindergarten students ervoAed this Quarter TOTAL COL 2*3 ABSENT TOTAL  NT T TOTAL COL.4 + 5 /COL I TOTAL TOTAL ABSENT TOTAL T-NT COL 9 *10 ZCOL ADT COL. 2*7 /COL. KQK COL 4*9 /COL. NT COLLMNS T-t ADM COL. 4+5+9*10 /COL. t 18,094 64,703 82,797 5952 1811 386,713 404,661 791,374 87,351 17,933 8,261 17,840 19,744 IMPORTANT: See att en Rcvcnc Side. FaB-tmr 1126 Half*\u0026lt;iiae: 1,255 1372 392 1,255 1372 392 *See Page 2 Kindogata tasnetiaos 194 879 30 46 8 26 28 8 8323 8323 26 28 8 17,902 17,902 30 46 8 19,828 19,828 (Over)C. D. E. G. H. Little Rock District FORM NO. FAPO-3B Figures in columns 2 thru 14 should be to the nearest whole number Resident pupils sent to other dist(s) under *M to M* transfers List Districts LEA NO. Pulaski County Pulaski County P4 North Little Rock Total C of columns 12, 13, 14. These win be used for MFP/Transp. Aid purposes Non-resident pupils received from other district(s) under \"M to M* transfers. List Disuicts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E 77-01 LEA Number 6/3/96 Quarter Ending Dale 6/17/96 Dale Submined M to M TRANSFERS Quarter Number SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM This report is due within fifteen (15) da\u0026gt;-s after the end of the quarter (Ait Code Aim. 6-18-213. Suj^. 1991). Send one cop\u0026gt;-to the office of Local Fiscal Services, #4 Capitol MalL Room 202-A, Little Rock. Arkansas 72201 and one copy to the County Board of Education. Each quarter is to be no less than forty (40) and no more than fifty (50) da^v. I 2 I 5 KINDERGARTEN DAYS IN ATTENDANCE DAYS 1995-96 Year Siqierintendent's Signature Phone# azum I 7 I 8 9 I 10 I 12 ADM GRADES 1-12 DAYS IN ATTENDANCE DAYS I 13 COMBINED TOTAL GRADES K- 12 DAYS IN QTR. NT* TOTAL COL 2+3 ABSENT* TOTAL + NT T TOTAL COL. 4+5 /COL. 1 TOTAL ABSENT TOTAL T NT COLUMNS 7+8 TOTAL T+NT COL 9 +10 /COL ADT COL 2 + 7 /COL. ADA COL. 4+9 /COL. ADM COL. 4+5+ 9+lO/COL 1 49 49 48 49 49 49 Number of kindergarten pupils enrolled this quarter 4908 3004 47 1672 93 1500 1765 Foil-time: 4908 3004 47 1672 93 1500 1765 25 286 279 1 114 5 19 119 Half-time: 106 67 36 2 31 38 44447 44447 3734 983 1007 1007 1089 8370 8370 746 190 175 1,183 175 1,183 191 1,280 13713 13713 764 295 314 332 3004 3004 181 66 65 68 31 31 16717 16717 945 361 410 431 Addidoaal instrucdoos oo back. FIN-09-00-005 5/91 W/P4C. D. E. G. H. Lillie Rock District FORM NO. FAPD-3B Figures in columns 2 thru 14 should be to the (dearest whole rHjrr^ber Residerrt pupds sent to other ^st(s) under *M to M\" trartsfers List Districu LEA NO. Pulaski County Pulaski County P4 North Little Rock Total C \u0026lt;ri eokanrts 12, 13,14. These wfl be used for MFPZTrarsp. Aid purposes Non-residem pupis received from other (festrictts) under 'M M* transfas. List Districts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E 77-01 LEA Number 6.3/96 Qturter Ending Due 6/17/96 Dale Submioed M to M TRA.NSFERS 4 OuMtCT Number SUPERINTENDENTS QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM Thii report dtie wilhirt rincen(I5)d\u0026lt;yt after (he end ofthe quanerC Ark Code Arm 6-18-213,Supp 1991) Send one copy to the ofTice of Local Fiscal Services. *4 Capitol Mall, Roon 202-A, Little Rock, Arkansas 72201 and ooe copy to the County Bard of Educaboo, Each quarter is to be no less than forty (40) and no more (han fifty150) days 7^71 KINDERGARTEN DAYS IN ATTENDANCE I 5 8 9 I GRADES 1-12 10 I DAYS ADM DAYS LN ATTENDANCE DAYS DAYS fN QTK- NT* TOTAL COL. 2*3 ABSENT* TOTAL + ST TOTAL COL. 4+5 /COL, I TOTAL NT COLUMNS 7+8 TOTAL ABSENT 49 49 48 49 48 49 49 Number of kindergarten pupds enrolled this quarter: 1672 93 1500 1765 FuU*Qme: 1672 93 1500 1765 114 5 19 119 Hilf-time: 36 2 31 38 13713 3004 16717 AdiStiaos] iosbvsiaBS cB bsck. 13713 3004 16717 /mw L?9S^ Ye TOTAL T+NT COL. 9+10 /COL. 764 181 945 nfIM\u0026lt;MO5 5l Si 3 Signann Rwoe * 324-2273 12 I 13 CO.MBISED TOTAL GRADES K-12 14 295 66 361 ADT COL- 2-^1 /COL ADA COL 4*9 /COL I 314 65 31 410 W/P4 ADM COL 4+5* 9+lOCOL. I 332 68 31 431C. 0. G. H. Little Rock District FORfZ NO. FAPD 3B Figures in columrts 2 thru 14 should be to the nearest whole number Resident pupils sent to other distls, under \"M to M* transfers List Dtttncu LEA NO. Pulaski County Pulaski County P4 North Utde Rock Total C of coturms 12, 13, 14, These wiH be used for MFP/Transp. Aid purposes Norwesideflt pupis received from other (fistrictfsi under *M to M transfers. List Oistricts LEA NO. Pulaski County North Little Rock Pulaski County - P4 Total E 77-01 LEA Number 6/3/96 Quarter Ending Date 6/17/96 De Submined 4 Quarter Number M to M TRANSFERS SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - ADM Thu report ii due within fifteen (15, d*\\- after the end of the quarter! Ark Code Ana 6.18.213, Supp. 1991,. Send one copy to the office of Local Fucal Services. M Capitol Mall. Room 202-A, Little Rock. Arkansas 72201 and orte copy to the County Board of Education. Each quarter is to be DO less than forty (40) arvd no more than fiftv{50)davs I I 5 1995-% Year KINDERGARTEN DA'l'S IN ATTENDANCE DAYS I 7 I I I 10 12 ADM GRADES 1-12 DAYS IN OTTL 49 49 48 49 48 49 49 Number of kindergarten pupfls enrolled this quarter: DAYS IN ATTENDANCE DAYS 4908 3004 47 1672 93 1500 1765 Foil-time: TOTAL COL. 2+3 ABSENT* TOTAL + NT T TOTAL COL. 4+5 XOL 1 TOTAL NT COLUMNS 7+8 TOTAL ABSENT T+NT TOTAL COL. 9 *10 /COL. 4908 3004 47 1672 93 1500 1765 22 286 279 1 114 5 19 119 106 67 36 2 38 44447 8370 13713 3004 16717 Addioocal issmictioas oo back 44447 3734 983 8370 13713 3004 16717 746 764 181 945 nN-09-00-005 5/91 190 295 66 361 W/P4 /\\iY\\ le Supenntendent's Signature I U I u COMBINED TOTAL ADT COL. 2*7 rOL 1007 175 1,183 GRADES K \u0026gt; 12 ADA COL 4-9 /COL ADM COL 4-5- 9-lO-COL 1 1007 1089 175 1,183 314 65 31 410 191 1,280 332 68 31 431Little Rock EXstnct 76-01 LEA Number 6/3/96 Quarter Ending Date 6/17/96 Dale Submined 4 Ouaftn Number FORM NO. FAPO-3A MAGNET SCHOOL REPORT SUPERINTENDENT'S QUARTERLY ATTENDANCE REPORT, GRADES K-12 ADT - ADA - AD.M Bus rcpon IS due Within fifteen! 15) days after the end of the quarter (Art Code Ann 6-18-213. Supp IWI), Send one copy to the olTice of Local Fiscal Semees. M Capitol Mall, Room 202-A bole Rock, Arkansas 72201 and one (x\u0026gt;p\u0026gt; Io the County Board of Education. Each qumo ts to be no less than forty (40) and no more than fifty (50) days 1995.9 Schrxil Ve 1 3 5 6 7 Sape^niendeni \u0026amp; Signature This is to report information on the students atterxjirtg magnet schools. . DAYS IN ATTENDANCE DAYS ADM C. Little Rock (76-01) sent to Lttle Rock (76-01) Total K-12 C. N. Little Rock (76-02) sent to Little Rock (76-01) Total K-12 C. Pulaski County Special (76-03) sent to Little Rock (76-01) Total K-12 Total to be used in Funding Magnet School I 9 10 12 DAYS IN ATTENDANCE I 13 DAYS IN QTR. DAYS ADM I 14 COMBINED TOTAL GRADES K  12 NT* TOTAL COL. 2*3 KINDERGARTEN Number of kir\u0026gt;def9arten pupils enrolled this quarter\n49 49 49 49 1,744 6,168 7,912 KINDERGARTEN 0 0 1,744 1,210 1,210 KINDERGARTEN 2,378 2,378 9,756 11,500 Fuil-tinie: ABSENT* TOTAL  NT T TOTAL COL. 4-5 /COL. I ABSENT T NT Total Col.7-8 TOTAL T-KT TOTAL COL. 9 *10 /COL. ADT COL. 2*7 /CW- ADA COL- 4*9 /COL GRADES 1-6 1 1 1 ADM COL. 4-5* ^-lOiCOL. I 365 169 64 26 121 550 HaJf-Gme: 51 246 38,836 10,030 48,866 1,846 GRADES 7-12 17,027 47,524 3,293 69,333 27,057 96,390 5,139 2,072 1451 2129 2241 GRADES 1-e 0 0 0 0 0 69,333 13,353 13,353 612 GRADES 7-12 7,294 7,294 611 20,647 20,647 1,223 446 0 446 472 GRADES 1-S 21,860 21,860 837 GRADES 7-12 19,189 19,189 1,415 41,049 88,753 41,049 158,086 Additionai instructioos are oo tbe bacL 2,252 8,614 884 3,402 0 886 935 1,451 3,461 3,648A1. a. C. Pulaski County Liaie Rod 60-01 10 I? 96 Ooarter Lnirj Date 1 24 9 Date FORM NO, FAPO-3 6.3.32 Read carefully nstrjctions on Paje 2 Agures in columns 2 thru 14 should be to the nearest whole ntmber SUPERLSTENDENTS QUARTERLY ATTEa\\DANCE REPORT. GRADES K-12 ADT - ADA - ADM Tie repcr. a x eCK ea. 15. dny acr cad cfstc quarter . Ark. Cede Au. ^16-213. Supp SJ .5J\u0026gt; lo lJ. toed Facal So-nces. *4 Mat. Rom 2O2-.A, LsAe Rock. Arianas ?220l sbl ooe copy- to the Cf^aty Beard of Edocatxn Each esner a vbe adless han fiyy ftimdensnryr fch-f1O\u0026gt;4sys I s 1 i i 11 u u KtMCERGARTEN DAYS IS ATTSOAS ZS DAYS ADM GRADES 1-12 DAYS r.- ATTBOAS'Cl DA^'5 TOTAL GRADES k-12 Residem pupils attending schools r, this district Alternative ueamtns Envtfonment Liet Sp. Ed. Sehoota by name Elaabeth Mrtchel Day Treatment Florence Crrttenton Home SerMce LRSD Evening High School Arkansas State hosprtaVDHS Residem pupds sent to PreK Sp. Ed. (non-pubBc) schools tnder a tixtion agreemerrt Restdent pupds sent to cUer ^stisj under tuition agreement Cl. Alternative Leamng Ertwonmertt List Dbtitcts LEA NO. 0- Total A, , C sf sounns 12, 13, *4. These vifli be used for MFP/Transp-Aid purposes E, Non-readent pupds received from other ^strictfs} mder a tuition a^eement list DisUicts LEA NO. I I El. Aftemative Learning eriysonment Non-resident pupds recerwed tatder Prtv. Tuit.* \u0026amp;?or *No Tiat. being patd* Total (A, D, E and r] H. DAYS DC QTR. 42 42 42 42 42 40 40 Number of kindergarten students enroCed tns 9je.~:( ASSENT- TOTAL 8,142 63,002 TOTAL OOL 2*3 71,144 DCrOKTAXT: Sec aeCc 18SS TOTAL TXT 3905 CCH. 4*5 .'COL 1 1787 299,138 422,030 I I t i R1.IUU. SUe. I T I {URtzoe: 616 569 1.440 I 494 i I I T T I I t I COLUMNS 7- 721,168 616 569 TOTAL T-ST COL 9-IC .\u0026lt;ca. 1 .ADT COL 2-7 JCOL 1 ADA COL 4-9 fCCX. I AD.M COL 4*5*9-K /COL 1 I 36,860 I 18,048 7316 j 18,865 19,835 ! i 7 I 15 15 i 15 25 14 14 14 i T T 15 14 1.440 I 494 1 I ( T I I 1 ) J i } 54 34 I 34 12 12 I I 1^ 12 7391 7391 T I I 18,940 19,910 18,940 19,910 \u0026lt;Owr)Little Rock Dntnct 01 LEA SsBnixT fAurter Endinf* Dale 1 \u0026gt;?4.'9T hate Submitted -JoarUr ''VtJkt SupcnntcrdcnJj Simaturc FORM NO. FAPO-3A MAGNET SCHOOL REPORT StPERlME.SDEM'S QUARTERLY ATTENDANCE REPORT^ GRADES K-12 1996-97 School car Phnrw = .ADT - AD.A - AD.M Thu repc?t 15 due wiihm fifteen (15\ndap after the end of the quarter (.Ark. Code Ann. 6-1S-2I5. Sapp. !991\u0026gt;. Se:\u0026gt;3 \u0026lt;itK u- ths c-Sce oJ Local Fiscal Semesa. s4 Capitol .Mali, Rxwm 202-Little Rxxk, Arkansas 7220 ] and ooe cop\u0026gt; to the Count) Board of Edocitioo. Each quarter is to be no less than fsrtv 1401 and oo mor: than fifh'/SO) dat's I 6 7 S 9 10 II i: 13 14 This is to report informatior. or. students attending magnet schools. SI .AYTE'D.AVCE DAYS ADM 'S DAYS .ADM COMBL'.TD lOT.AL Or ADES E - 12 C. Little Rock (76-01) sent to Uttle Rock (7601) Total K-12 C. N. Littie Rock (76-02) sent to Little Rock (76-01) Total K-12 C. Pulaski County Special (76-03) sent to Little Rock (7601) Total K-12 Total to be used in Punaing Magnet School DAYS IS QTR. TOTAL COL. 2-? KINDERGARTEN .ABSENT- TOTAL T-NT TOTAL COL. 4-5 -'COL. 1 T Total C44.7-8 .^SEST TOT.AL T-XT TOTAL COL. 9 -rlO /COL. 1 ADT COL. 2-7 /COL. 1 .ADA COL. 4-9 /COL. 1 .ADM COL. 4-5- %-lOCOL. 1 GRADES I.B 42 42 42 42 Number of krxjergarten pupis enroBed tbcs quarter: 575 6,484 7,059 246 KINDERGARTEN 0 575 25,352 24,265 49,617 0 0 16.133 41,485 1,513 GRADES 7-12 18,707 34,840 GRADES 1-6 11,205 GRADES 7-12 6,614 42.972 84,457 11,205 6,614 2,263 3,776 2,101 1195 2179 2275 406 360 1,345 1,345 41 33 0 17,819 17,819 766 443 0 456 476 KINDERGARTEN GRADES 1-6 19,497 19,497 368 GRADES 7-12 0 l7,7l0 17,710 915 1,791 1,791 70 44 0 37,716 37,716 1,641 937 0 941 981 9,620 10,195 357 77 49,617 90,: 139.992 6,183 3,481 1,195 3,576 3.732 FoB-tnae: Hatf-Uzoe\n.^4\u0026lt;iiti\u0026lt;xud iastma^aiB sr cs the back.h C. D. E. G. H. Little Rock Disinct 22ii C*sxrui EnJmc Dale 1/22/97 DaU Submitud \\-xrha .SupenntnwieDts SierJlure PQAM NO PAPD-3e M tM TRANSFERS SVPERI\u0026gt;TE.\\DENTS QVzKRTERLY ATTENDANCE REPORT, CR-ADES K-12 ADT - ADA - ADM Thu rep'*  wiftc fif.xcs(15) daj-j after the cod of the quarter ( Aric Code Ann. 6-18-213, Supp 1991). Send coe cop\u0026gt; to the oSkc of * hr fK* lew ftar fryfr and on rw\nthan fifh' \u0026lt;5^* da)'s Little Rock. Arkansas 72201 and otk cop\u0026gt;' to the Count) Board of EdncaXaoc. \u0026gt;eh quarter u I 3 4 I 5 6 7 8 I 9 10 I li 12 Phone o D I 14 KINDERGARTEN D.AT3 p\n.ATnyP.ANCE DAYS AD.M GRADES 1-12 DAYS IN AlTEND.ANCE DAYS COMBINED TOTAL GRADES K -12 Figures in columns 2 thru 14 should be to the nearest whole number Resident pupis sent to other distls) under \"M to M' transfers List Districts LEA NO. Pulaski County Pulaski County P4 North Little Rock Total C of columns 12, 13, 14. These w3 be used for MFP/Transp. Aid purposes Non-resident pupis received from other district(s| urxler *M to M' transfers. List Districts LEA NO. Pulaski County North Little Rock Pulsski County P4 Total E DAT'S IN QTR. 43 43 43 42 42 42 42 Number of kindergarten pupSs enroled this quarter: ABSENT* TOT.AL TOTAL 42 42 3878 1958 1974 1869 1974 EuD-tisaE: TOTAL COL 2-3 TOTAL T*NT COL 4-5 /COL. 1 T COLL'MNS .ABSENT TOT.AL T-NT TOTAL COL 9-10 .COL I ADT COL 2*7 .-COL. 1 .ADA COL 4-9 COL 1 ADM COL 4-5- 9-lOCCH- 1 387X 1958 1974 42 1869 2016 60 410 192 70 84 70 100 50 49 1 47 50 6030 1576 1576 42236 42236 3524 1064 1072 1958 1164 50 6030 14767 14767 .Additional iostrceticas on hack. 536 13J 140 1,212 153 1,317 14767 1576 16343 854 44 898 FIN-0W5 591 372 39 39 399 39 421 40 411 39 438 461 W/P4 39\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_742","title":"Recommendations by Office of Desegregation and Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Office of Desegregation Monitoring (Little Rock, Ark.)","Educational law and legislation"],"dcterms_title":["Recommendations by Office of Desegregation and Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/742"],"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":["58 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\nLittle Rock School District Pulaski County Desegregation Case Federal Office of Desegregation Monitoring Recontmendations (As of June, 1995) BBExplanation Attached is a list of recommendations made by the Office of Desegregation Monitoring from monitoring reports. The only report not included is the June 5, 1992 Incentive School Monitoring Report which the Court ordered into obligations recommendations from that report are already addressed in our Program Budget Document (PBD). The 1. 2. 3. 4. You may be interested in the following information relating to these recommendations: ODM reports which identify no specific recommendations are not included in this list. Those reports appear to be simply updates\nIn some of the listings, the requirements appear just prior to the recommendations. This is inconsistent because the decision to include requirements came well after we began cataloging the recommendations\nThe column marked DOC indicates the type of document. MR means monitoring report and SR means status report\nand, Symbols in the far right column indicating the status of each recommendation are explained at the bottom of each page.No 1 2 3 4 5 6 7 8 9 10 DOC MR MR MR MR MR MR MR MR MR MR Federal Office of Desegregation Monitoring Recommendations (As of June, 1995) LRSD Biracial Committee Monitoring Report - November 16, 1992 (Updated 9/95) Pg 26 26 26 26 26 27 27 27 27 27 DATE 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 _________________________________RECOMMENDATIONS_________________________________ Engage in a recruitment campaign that is broad and intense enough to ensure that the district can select a committee membership that is racially balanced and also fully representative of the district's geography./ Create job descriptions that clearly stale the home district's expectations of committee members, the amount of lime members should plan to devote to membership duties, and precisely what those duties are. _____________________________________________. Develop a formal orientation packet for new committee members that will give them their own \"reference library of materials they can consult on their own and use during committee activities._______________ Involve all new committee members in a comprehensive orientation that leaves participants with an understanding of the committee's role, the individual's role within the group, district norms and protocols, communication channels, and the resources and support the district will furnish the committee. Implement a training schedule, based on committee input, that reflects the group's goals and interests as well as what the district believes the committee needs to know. Regularly evaluate the effectiveness of all orientation and training sessions and make inservice modifications in response to committee evaluation feedback. Recognize that biracial committees are volunteer groups that are an important form of community involvement in education and desegregation. As a significant human resource, these volunteers require sensitive, ongoing management and support just as do paid employees and all other volunteers, such as those who work through the districts' school volunteer programs and school-community partnerships. Use the inhouse expertise and experience of each district's professional volunteer coordinators to advise and assist the districts in managing and supporting the biracial committees. The basic principles and techniques that volunteer coordinators use to manage school volunteers and business partners are equally applicable to all other volunteers, including those who serve on biracial committee. Define committee goals and then develop and carry out specific objectives and timelines for reaching them. , Succinctly outline each committee's organizational structure and its relationship to the schools, administration, and board of directors to foster an understanding of the committee's role in their district. - Needs to be done + In progress * Completed PERSON Mayo Mayo Mayo Mayo Mayo Mayo Mayo Mayo Mayo Mayo DONE 6/94 9/95 + + R Repealed from earlier reportLRSD Audit of ODM Recommeitdations fas of June, 199S) Page 1 No 11 12 13 14 15 16 17 18 19 20 21 22 23 DOC MR MR MR MR MR MR MR MR MR MR MR DOC MR MR Pg 20 28 28 28 28 29 29 29 29 29 30 Pg 5 5 DATE 11/16/92 RECOMMENDATIONS 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 Document commillee meetings very comprehensively and make sure members who miss a meeting or training session receive commillee minules and handouts. _________________________ Consider establishing an Inlerdislrict liiracial commillee or some mechanism whereby representatives from each dislricl commillee could meet Io discuss goals, procedures, accomplishments, and concerns. / Coordinate liiracial committee monitoring aclivilles with oilier Internal dislricl moniloilng groups Io eliminate duplication and ensure that no part of the desegregation efforts go unsrulinized.___________ Design monitoring Inslnrrnenls that correlate specifically with the desegregation plan provisions so each dislricl can measure its progress in plan Implementation._____________________________ Regtrlarly update monitoring Instruments Io reflect all modifications Io the desegregation plans. Revise effectiveness indicators anrf monitoring and repotting procedures as necessary so they will correspond with any monitoring instrument revisions.________________________________________/ PERSON Mayo Mayo Mayo Mayo Mayo Mayo DONE 7/95 7/95 7/95 + + 11/16/92 Make evaluation an Integral part of the monitoring process so lltal conclusions and recommendations for Improvement are used to both prevent and correct problems. / 11/16/92 11/16/92 11/16/92 11/16/92 DATE 12/09/93 12/09/93 Mayo + Develop follow-up procedures al Ilie liuilding and dislricl level Io ensure that all problems uncovered in monitoring are addressed in a timely fashion. Annually evaluate the role, operations, and accomplishments of each biracial committee in relationship Io specific settlement plan provisions and overall desegregation goals.___________________________ Regularly ask committee memirers Io review and rale Ilie type and gunlily of suppoit the dislricl is furnishing them, and solicit suggestions for new or Improved services._____________________ Initiate an ongoing practice of recognizing and expressing appreciation to cornmillee members throughout the school year. INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION __________________ Make recruiting while students Io the incentive scliools among district priorities, focusing Ilie energy and resources necessary to ensure that the incentive schools become fully desegregated._________ identify the facts that are working Io make Rockefeller a desegregated school and adopt or adapt them for the other incentive scliools. ___________________________________________________ - Needs Io be done + In progress  Completed R Repealed from previous report Mayo Mayo Mayo Mayo PERSON Plincipals, Rather Ingram. Gremillion DONE r + r r Pago 2LRSD Audit of ODM Recommendations fas of June, 1995) Page 3 24 25 26 27 28 29 30 31 32 33 34 35 36 37 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 12 12 13 15 15 15 15 22 22 22 27 30 34 38 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 ________________________________RECOMMENDATION______________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.__________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee._______________________ ODM makes no new recornmendalions\nthe district remains\nobligated Io follow all court orders and to fulfill the commitments In its desegregation plans,/' Requirement\nThe Incentive Schools Staffing Committee is composed of teachers\nparents, siipeivisors, principals, other administrators, and the Joshua Intervenors. Ttie committee assesses staffing needs. Sets criteria, assists in recruiting quality staff, and determines hiring procedures. \n(LR$D Plan, pg. 190) Institute staffing needs assessment.s as an annual process in the incentive scfiools. Develop a compreliensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process. Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams. , ODM makes no new recommendations\nthe district remains obligated to follow all court ordefssand fs fulfill the commitments in its desegregation plan. Requirement: The parlies shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others: (Inierdis: Pianj ODM makes ho new recbmmendatiOhs\nthe district remains obligated to follow all court orders and to fulfill the comniitrneiits in ils desegregation plan, / Requlremeht: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (InlertiiS, Plan, pg, 27) Increase the amount of lime the gifted and talented program specialists spend in the incentive school.s so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. - Needs to be done + In progress * Completed r L R Repeated from previous report PERSON Hurley Hurley Hurley Asst. Supt. Matthis Malthis Hurley Hurley Hurley Woods Woods Mallllis Robeilson Doiialdsoti Eaton DONE 8-94 8-92: 11-93 11-93 8-94 + Page 3LRSD Audit of ODM nacommendations las of June, 1995) Page 4 38 39 40 41 42 DOC MR MR _MR__ MR Pg 38 DATE RECOMMENDATION 12/09/93 Repair or replace the leaky loof Io Mllcliell's readliuj rooio. 38 12/09/93 38 38 38 12/09/93 f 2199192 f2IO9l92 -13 MR 38 12/09/93 44 MR 40 12/09/03 Re[)lace Ihe loose floor Ilies in MilchcH's hallway' ~~ ' Develop a schedule of carpel repair or replacenienl for Rockefeller, Milchell, and Riglilsell. Repair Ihe floor and wall in Righlsell classroom 3 B, and then replace any damaged carpet. Take steps Io coned Ihe remaining drainage problems al Riglilsell, inclirding reiocalion of any down spout draining toward Ihe foundation. Make sure all incenlive school principals are aware Ihal disIricI funds are available Io improve landscaping al Iheir schools If a parent, teacher, or community organization will lake maintenance responsibility for plantings. PERSON Eaton Eaton DONE 9 94 r9A 45 MR 41 12/09/93 46 MR \"4 I 12/09/93 47 MR 41 12/09/93 48 MR 41 12/09/93 49 MR 41 12/09/93 50 MR 41 12/09/93 51 MR 41 1 2/09/93 52 MR 43 12/09/93 Eaton Eaton Eaton Eaton op^ rtiakeS ho riovv recothihehdallrihs\nthe district reinalos obilyat^d to fpiloy/ all epnd ciders and id Mallhls llliritl Ilie Cnniiiiilliieiit^ to il\u0026gt;\n-Ip-jpnrpnnlirin iilhiia fulfill llid coniiiiilineriis hi Ils desbgregaiiqii (ilritis Reiiiiiir^nieni: The ihcenlivo school piogram prortioles find bhsufos acddeihld rixcellehce in schools Ihal have been dillicull Io desegieijalei The hiceiilive school pidgraih cohipen^ales Ilie Viclinis of segtogaliori arid serves as a idol for piOihotinp meaningful arid loiig iorni desogregallon in these Schools aiid In the eiiliie sclrppi disiricl. (LRSp Rian, pg 140) J Create job dcscrlplinns for council momliers that cleady identify Ilie disliicl's expeclalions of th council, nicmbeiship lesponsiliililies, and Ilie amount of seivice lime involved e Ingrain 2 1 1-92 1 94 6-94 Oulline Ilie council s oiganizalional sliucluie and its working and reporting relalionship Io the school boaid, dislilcl adiiilrilslratois, Ilie incenlive schools, and other moniloring entities. ,, Provide a comprehensive oiienlalion for Ilie council al the beginning of each school year so all members will undersland their role, dishicI policies and procedures, comniunicallon channels, and wliat disIricI resources and support aie available. Develop and carry out a specific plan for meeting council obligalions llial includes goals and objeclives tasks, limelines, persons responsible, and evaluation criteria llial addresses Ihe council's Ingiain Ingram . Ingram desegregation plan obligations.______ / Deveiop a monitoring iiisirumenl for council use llial correlates specifically with desegregation plan and court order requirements. Such an Instrument and the information it elicits will facilitate an ongoing assessment of liow well Itie dislilcl Is complying willi Ils obligations. Help Ihe council develop monitoring and reporting procedrrres, guideline, and schedtrles Ihal provide members clear direction for Iheir moriitoring tasks. Coordinate moniloring aclivilies with ollter internal monilotitig grnrrps inclirding Ilie disIricI hiracial commlllee, school hlraclal committee, and Ilie Depailmenl of Planning, Researcli and Evaluation. Such coordination will help avoid monitoring gafis and duplication and also help ensure more effective use of lime and oilier resources. Include as a member of Ilie Eaily Childliood Education Task Force al least one iiislriiciioiial aide or teacher 1rorn each school having a 1our-year-old program. - Needs Io be done + In progress * Completed R Repealed from previous report Ingram Ingrain Cloweis Price 6 94 r 6-94 3-94 6-94 10 94 I Page 4LRSD Audit of ODM Recommendations (as of June, 1995) Page S 53 DOC MR Pg 43 DATE 12/09/93 ________________________________RECOMMENDATION________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. / PERSON Price DONE 8-93 54 MR 43 12/09/93 55 56 57 58 59 60 61 62 63 64 65 66 MR MR MR MR MR MR MR MR MR MR MR MR 45 45 46 47 Al 48 48 49 49 51 51 51 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another Instructional technology program, are tn place for grades K-2 at each school. (LRSD Plan, pg. 152) _____z\"' Base staff development on activities on areas of demonstrated need.____________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.__________________________________________________ \u0026lt; Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum_____________ \u0026lt; Ensure that each school develops and executes a plan for fully implementing its tlieme by the opening of the 1993-94 school year. , Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision.________________________________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.__________\u0026lt; Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. r Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. , Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. t' Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. - Needs to be done + In progress * Completed R Repeated from previous report Price Woods Grier, Ingram Asst. Supt. Ingrain Gremillion, Ingram Grier, Ingram Grier, Ingram Glasgow, Ingram Glasgow. Ingram Grier, Parker, Ingram Grier, Parker, Ingram Grier, Parker, Ingram 8-94 Page 5Lnsn Audit of ODM Deconuuendulions las of June, 1995/ Page 6 67 DOC MR -fs. 51 DATE 12/09/93 RECOMMENDATION Increase Ilie ainoiiiil and improve Ilie rpialily of Spanish language iiialerials available in each school. 68 Ml 15 J2/09/93 pbM itinkea no hew fooohtnioiid/iiioii^\niiio dliiliict r^gioiiis oblig^ieil to rolioW iaii coini ortiei^ iiild (6 69 MR 53 12/09/93 (ulliiilho CQinmliiTifliils In Ils (jesegiegtilloti plans- Requiiemenii Parent Home Study Quidaa in eardr core eubjeci area for eachF)/tide (1'6) wilt biSs aygilabl^ by the IPgS-g-t gcliool year. (LRSU Plat), pg. 153) PERSON Grier, Paiker, Ingrain Wfiis DONE @-93 I 70 MR 55 12/09/93 Piovide siiflicieiil liaining and su|ipoil Io enable all schools Io fully implemenl Abacus dining Ihe I993- 94 school year , ODM makes no new lecoinmendailons\nthe rilsirlci lomalns obiigaled Io Follow all coui1 orderFaTidl^ fuinii the cummlimeni.s in its desegiegaiion plans. RofiuireiTicni\ni he Effeciive ctio6is iiiodel (iperales in eacti school, wilh lialning piovlded for Woods Woods I 71 mr \"so\" U/og/H ODM hioke? ho ilevv jeOoiiiihehdaholiS\nihh d'isiiici reiiifiiris obiigaled lo idiloW nii fcOtirfoiddid hniFIo 12 ' MR 51 \\2in9l92 lillill Ihe coiiimilihenis In its ilepegfogatiop plans ^eqiiliernenl: The school eniphnsizes a classics tending program and uses the basal fcadei to aiigihdut (1)0 oiassitiSi ilhsb Plan, i\u0026gt;g 164) Greiiiiillon, ftihcifiai I 73 MR 58 12/09/93 H MR 61 12/09/93 75 MR 61 12/09/93 76 MR 63 12/09/93 11 'MR 65 i2/09/93 OOM makes no new recommeiidallon.s: ihe drJiici lemains olilKialeii Io Follow all coiiil oiders and Io liillill Ilie conimilmenl in ils (leseiiietjalion plans Reguiiemeiil: A Lalin piogiam, used Io Increase vocabulaiy and woid allack skills, is incoiporaled Into Ihe fiflh and sixth grade language ails program. The staff schedules lime for insiruclion, provides Iiialerials and supplies, and dociiirieiils sliideiil achleveiiienl (LRSD Plan, pp. 15\u0026lt;l, 159 164) Incorpoiale leisuie limo aclivilles, which sludenis can pursue Ihroiighoul their lifelime, as pail of Ihe physical edticalion cuiiiculuni. / SIrenolhen effoils Io recruit mentors for (he slurlenis I laving al least one special friend, coach, and encourage can be so ImpoilanI Io a childs developnieiil that every sludenl who needs or wants a inenlor sliould have one. Consider a trainer ol liainets program or similar means Io equip piincipals or oilier school slaff hThalir volunleer menlors. Abandon Ihe practice of liniiling Ihiee-aiid-foiir-year-old children Io walking neld trips and allow Ihern Io travel by bus Io any appio(\u0026gt;dale sile, with paieiilnl approval Whalever Ilie [lasI mIsunderslandliMj Dial lesulled in liavel lesliiclions lor young sludenis, ADE should conliini Ihal, with appioprlale |\u0026gt;aicnl __peiniission, il is lawhil Io linrispoU cliilrlieii ol llieso ages In public school buses. Treal and leach career skills developnieiil as an Inlegral pail of school life. - Needs Io be done + In progress  Completed R Repealed from previous report (3iior, Paikei Mallhis Mllain Milain Chealham Elslon I t 4 94 + Page 6LRSD Audit of ODM Recommendations fas of June, 1995) Page 7 78 DOC MR Pg 68 DATE 12/09/93 RECOMMENDATION 79 MR 68 12/09/93 Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them Io identify those / elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.__________ Ask incenlive school parents and studerrls who did not lake pari in summer school Io Identify why they did not participate and what would most likely induce them Io attend. PERSON Gremillion, Ingram DONE 80 MR 68 12/09/93 81 MR 68 12/09/93 Seek broad-based input from incenlive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for It. continuous improvement. Include II,e incenlive school principals, leacliers, students, and parents in the assessment, pul,list, and analyze 11,e results, and when act decisively upon what the evaluation reveals. 82 MR 68 12/09/93 83 MR 68 Mount an aggressive marketing campaign tor summer school recruitment, gelling ideas from staff, students, and parents and also encouraging them Io help recruit. 84 MR 68 12/09/93 Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. 85 MR 70 12/09/93 86 MR 70 12/09/93 Consider implementing the recommendations made by II,e extended year administrative staff in the district's summary report. i Encourage partnered schools Io develop some Joint projects and co-aclivilies so students will learn how Io plan, organize, and cooperate on aclivilies that they develop. Shared ventures could held increase participalior, in Saturday School aclivilies. The principals should collaborale with each other to provide the necessary resources and to ensure successful projects. I 87 MR 72 12/09/93 Consider pairing Franklin with Iwo smaller incenlive schools for Saturday School activities incenlive school is without a partner to encourage sharing and variely. Design the extended day survey Io include a description of the skills a student develops while so no engaged in leisure lime aclivilies. Tliis design will help parents and students recognize the importance 88 MR 72 \\ 2109193 of a good balance between work and play. 89 MR 76 12/09/93 Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Il's developmentally and emotionally healthy for studerrls to participate in wholesome activities jus) for fun. Make an effort Io pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. / - Needs to be done + In progress  Completed R Repealed from previous report Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion Gremillion, Ingram Gremillion, Ingram Gremillion, Principals Principals 8-92 10-93 10-92 10-92 + + Page 7 I ^9 ^9 ^9 ^9 T9 T9 T9 99 ^9 T9 ^9 T9 T9 99 ^9LRSD Audit ot ODM Recommendations (as of Jtnte, 1995) Page B 90 91 92 93 94 95 96 91 98 99 100 101 DOC MR MR MR MR MR MR MR MR MR MR MR MR Pg DATE 76 78 78 78 84 85 89 89 89 91 92 92 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 _ ________________________RECOMMENDATION____________________________________ Provide pre-service oricnlalion and Iraining for all aides, and follow-up with regttlar inservice, on topics Ural include beliavior rnarragernenl tecliniques and other suirjecis Ihal will contribute Io Ilie aides' ellecliveness. Consider liaving VIPS train incentive scliool principals Io servo as inslruclors lor new mentors so lliese building leaders can conduct Itieir own sireamlined, on-site mentor Iraining._____________________\u0026lt; Allow principals Io conlaci and select pre-professlonals Irorn Insliltilions of higher education when Ihe opportunity presents itself. Somelimes Ilie best deals occur liecaiise of a chance meeting al a seminar or conference. II doesn't make sense tor a good opportunity Io gel lost in bureaucratic / wastelands._________________________________________ Expand contacts willi and widen access to Ilie variety of community-based programs designed Io support children and families.____________________________________ Allow leacliers who want Io leave Ihe incentive schools Io do so with impunity If staff members wisli Io transfer elsewliere, lliey are not necessarily unfit or incompetent\nlliey may simply not lie suited for Ilie incetilive school experience II cannot Iio overemphasized Ihal Ihe disIricI sliould only assign people Io Ihe incentive schools who are riol only talented, committed, and experienced, and wtio also want to be there.__________ Comply with Ihe reqiiiremenl Io develop complete student performance profiles for each ctiild and then use Ihe Inforniallon Io define and guide each sludeni's learning palli and Io help delermlne Ihe effect of the variables these profiles record. Make sure that eacji incentive scitool Iras a lull-lime certilied guidance counselor on staff llrroughout Ihe scliool year. Decide each incentive scliool's need lor a social worker, then staff accordingly. Require inceiilive school counselor Io meel as a group on a regular basis. Such meetings will provide an informal almosphere in which Io discuss problems unique Io Incentive sclinols, develop solulions, sliare ideas and success sloiles. and Io explore ways Io expand Iheir resources. Counselors need the Slippoll and eticouragemeiil lliey could gel fioni an organized group of peers. Assign a disIricI employee the responsitrilily for fully developing and Implementing Ihe plan requiremenis for a program that will erpiip parenis with jot, skills necessary lor employmenl al all levels within Ihe incentive schools. Be sure Io include program goals, objectives, limelines, persons responsible lor each step ol im[ilemerilalion, and evaluation criteria. Follow up Io provide appropriate assistance Io sirrvey respondents who have expressed interest in receiving specialized help Irorn Ihe disIricI, such as oblalriing their GED. Evalttale Ihe cost ellecliveness ol irsiruj local community resortrces, sitch as Ihe Parent Learning Center, as a means lor providing edrrcaliori opportunities lor parents. - Needs Io be done + In progress  Compleled R Repealed from previous report PERSON Woods DONE + Milam Gremillion. Ingram Principals Hurley, Ingram Principals, Ingram Gremillion, Hurley Gremillion, Hurley Elslon Marlin Mailin Marlin, Ingrain 4- + + 8-94 9-94 8-94 8-94 1-94 3-94 + + Page 8LRSD Audit of ODM Recommendations (as of Juno, 1995/ Page 9 102 DOC MR Pg 95 DATE 12/09/93 ________________________________RECOMMENDATION________________________________ ODM makes no new recommendations\nIhe disiricl remains obligated Io follow all court orders and Io fulfill the commitments in its desegregation plans. Requirement\nA Parent Center in each school provides resources and materials, recommended by a _ parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be Ihe source of a monlhly communicatioris packet that is distributed to parents\n\u0026lt; (LRSD Plan, pp. 206, 208) PERSON Gill, Ingram DONE 103 MR 97 12/09/93 104 MR 97 12/09/93 105 MR 98 : 12/09/93 Evaluate the parent workshops offered Io determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations. Ask workshop participants Io evaluate each session at ils conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess Ihe quality and relevancy of the training and make changes accordingly.__________________________ ODM makes no new reconimcndalions\nthe district remains obligated Io follow all court orders and Io 106 MR 105 y2IQ9l93 107 108 109 110 MR MR MR MR 105 105 106 109 12/09/93 12/09/93 12/09/93 12/09/93 Gill, Ingram Gill, Ingram + fulfill the Commitment in ils desegregation plan.\nRequirement\nRecognition is used as a tool for community and parent Involvement\nThe school recognizes parents and the community at monthly PTA meetingSi displaya awardS) gives school lunch Vouchers to award winnersf and Involve students In the recognition selection proG6ss\ni5(tiRSD Plan* pp^ 209-210) Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of Ihe contact or any other pertinent information. Train incenlive school principals and staff Io serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.___________________/ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how Io identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed. Provide parents with current school year contracts to sign when they register Iheir children in the incenlive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign Ihal either Ihe school, the disiricl, or both don't place much value on Ihe contracts or parent commitments. Assign a LRSD employee Ihe responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.x - Needs to be done + In progress * Completed R Repeated from previous report Principals Principals, Ingram Milam Cheatham. Principals Principals Rather 4-94 + Page 9LRSD Audit of ODM Recomruendations las of June, 1995) Page 10 11 1 DOC MR I Pg _ 109 1: DATE 12/09/93 112 MR 109 12/09/93 RECOMMENDATION 113 MR 116 12/09/93 114 MR 116 12/09/93 Develop and implemenl a cornpreliensive (ilan for irlilizing Ihe services of Ilie speakers tiureaus and key cornmunicalors Ihal includes specilic, goals, ohjeclives, Ihe persons responsible, and evalualion crileria Io delermirie sirccess and where changes need Io be marie, Develop job descriplions for the speakers hirreau and key commirnicalors Ihal clearly idenlify Ihe job goal, ()ualilicalions, performance expeclalions, the parlicipanl and dislricl responsitiillties, and Ilie arnounl of lime Ihal will likely be re()uircd Io successfully perform each Job,_____________________Z Seriously consider placing al Rockefeller an early cliildliood program specialist who has Ilie credenlials and experience Ihal clearly illiisltale adei|uale Iraininrj anil inleresl in Ihe cducalion of very young children,__________________________________________________________________________ Re-eslabllsti Ihe Rockefeller advisory group. PERSON Rather Rather Mallhis 115 MR 117 12/09/93 DONE 2-94 4- + I 16 MR 117 12/09/93 117 MR 117 12/09/93 1 18 MR 117 12/09/93 Regirlarly evaluate Rockefeller's early childhood education policies as specified in Ihe plan and then niblisli Ihe results in an Informational handbook tor parents,___________________ \\4ake sure Ihal Ihe early childhood sludenis receive Ihe services of lire scliool's coitnselor. Very young children can need Ihe specializetl insights and services of a counselor professional just as much as older children,___________________________________ Concentrate Ihe same level of alienlion, funding, and materials on Ilie Rockefeller Early Childhood Magnet Program Ihal the dislricl lavls11es on oIher magnet scliools and programs,\u0026lt; Price, Mangan Price, Mangan Mangan, Ingram, Hurley Smith 1-94 3-94 93-94 119 120 121 MR MR MR 117 117 117 12/09/93 12/09/93 12/09/93 Broadly piitilicize Ihe Early Cliildhood Magnet Program. This program is truly unir)ue anti Ihe riisirlct should capitalize on ils success. Refrain from placing any uncertified teacher in an early childhootl classroom. Provide regular, quality staff development opportirnilles for the early childhood education staff. I 7 Ensure Ihal Rockeleller serves as an early chilrlhotxl etlucalinn tnotlel, tiernonsiralion sile, and training center try inilialing Ilie innovative praclices desciihed in Ilie desegregalion plan, utilizing arlvice and Mangan, Plice Mangan Mangan Mangan 8 93 + 122  MR 120 eiqieilise from parents Jeacheis, and college and irniveisily stall 5^ hiajres noTiew recornifieiidailpiiS\nthe fiishlcrrcinahTs obiigaled lb follow all coint orders ahd Io 93-94 ongoing iiiiiii hie coifthiilrtiOhU ill ii^ tiesiesirerj/iiidiii plfio Milliollcri Annually ' Reguireincnls: Fundings lor Ihe Indriniive Scheels sliall bo sei al Iwd limes (ho level fot Ihti elemeiilnry area schools Io ensure Ihal lite children wiio are in iacially-isfjlaieri sailtOgs are provided njeaiiingful opportunilics for desegregated experiences and aclIvKies, (Inlerdis Plan\npg, 4) The Lillie Rock 3cliool Dislricl Beanl of DiiectorS is cornmilled lb impfoviitg educaiibilrtl quality nhd student academiG peifoimance In all schools and doubling Hie financial rosoiirces In Schools Idoiilllied' ill Ihe Coiid- appifjved deaegiegalion plan as Incenliye srjiools, (LRSD Plan, pg. I) - Needs Io be done + In progress * Completed R Repealed from previous report Page 10LRSD Audit of ODM Recommendations las of June, 1995) Page 11 122 DOC MR Pg 12 DATE 03/11/94 123 MR 12 03/11/94 124 MR 12 03/11/94 125 MR 12 03/11/94 126 MR 12 03/11/94 127 MR 12 03/11/94 128 129 130 131 132 133 MR MR MR MR MR MR 13 13 13 13 19 20 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 Incentive School Recruitment Monitoring Report _______________________________RECOMMENDATIONS_____________________________ Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Assign specific district employees the responsibility and accountability for fully developing and implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification and job descriptions that clearly slate the team charge, the district's expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. Z Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools. Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for theic children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Establish a target date for completing recruitment efforts, measuring results, and deciding whether to petition the Court to release available pre-kindergarten and kindergarten seats to black students who could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to which schools they move. Then use this information to modify recruitment and retention strategies.^ - Needs to be done + In progress * Completed R Repeated from previous report PERSON Rather Rather Rather Mayo Principals, Rather Principals, Rather Principals, Rather Rather Principals Rather, Principals Rather Principals, Ingram DONE 1-94 5-94 9-94 + + + Page 11LRSD Audit of ODM Recommendations ias of June, 1995) Page 12 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 DOC MR DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR MR f9 20 Pg 21 21 21 21 21 21 22 12 22 22 22 22 22 22 DATE 03/11/94 RECOMMENDATIONS Consider adding four-year-old classes al Ihe incentive schools which have only one class, Ihereby achieving a more even grade siruclure Ihal can help foster desegregation as children rise from one grade level Io Ihe next. PERSON Mallhis DONE 8-94 Involvement of the 1994-95 Principal Selection Process in the LRSD Monitoring Report DATE 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 RECOMMENDATIONS I Iced Ihe many excellenl siiggeslions made by Ihe parenis and school staff in Ihe section of this report - which sirmrnaries Iheir Inpul. Establish anti publish criteria Io guide the district in dclerrnirring wherr principals will be assigned wilhout Ihe help of an interview committee and when they will be selected with a committee's assistance._____' Develop school principal job descriptions Ihal are tailored Io Ihe unique environment, goals, and needs of each school. nvolve Ihe Magnet Review Committee In developing principal job descriptions tailored Io Ihe magnet schools. Aller Ihe liming of Ihe hiring process Io avoid holditrg Interview sessions during Ihe last days of school. Remember Ihal Ihe parents and school staff who serve on interview committees hrnclion as volunteers and treat them accordingly. Give plenty of advance notice abotti otienlalion and interview scheditles. Help committee members begin Io belter itndersland and anticipate Iheir role as early as possible. CondtrcI a comprehensive orlertlalion for all Inlerview commillee parllcipanis well in advance of Ihe actual inlerviews. Consider allowing commillees Io have more information about Ihe candidates earlier in Ihe selection process.______________________________ Continue Ihe practice of allowing inlerview committees an opportunity Io develop and coniribule questions Io srrpplernent those developed by Ihe district. Standardize Ihe method Ihal interview commillees rtse for rating and ranking candidates. Evaluate Ihe system irsed Io rale candidates dirrinrj interviews Io eliminate any chance of individual collective weighting that could tesull from scoring Ihal is calculated to skew overall results. Clear up Ihe ambiguity about whether Ihe names of lop candidates subrnilletl for final consideration ranked in order of Ihe commillec\ns preference. or are Consider asking committees Io routinely snbmil a wtillen summary of their reasons for having named each of Iheir lop choices. Including the group's appraisal of each candidate's strengths and weaknesses. - Needs Io be done + In progress * Completed R Repeated from previous report PERSON Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Wiiliams Williams DONE Page 12LRSD Audit of ODM Recommendations las of June, 1995) Page 13 150 151 152 153 No 154 155 156 157 DOC MR MR MR MR DOC MR MR MR MR Pg 22 23 23 23 Pg 5 5 5 13 DATE 9/6/94 9/6/94 9/6/94 9/6/94 DATE 12/21/94 12/21/94 12/21/94 12/21/94 RECOMMENDATIONS Form Ihe habit of asking for comprehensive, written feedback from each committee member about all aspects of Ihe inlerview process after it is complete. Work with both the Joshua and Knight Intervenors to reach agreement of their proper role in relation to the committees that interview prospective principals. Consider expanding the involvement of Ihe human resources director to include more direct participation in the interview process.________ Work with Ihe Magnet Review Committee to develop specific and comprehensive written procedures that will guide Ihe LRSD in consulting Ihe MRC before the district fills any principal vacancies at the magnet schools. INCENTIVE SCHOOL MONITORING REPORT (1993-94) _______________________________ RECOMMENDATION_________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1993 Report, pg. 5) The incenlive program is successfully desegregating each incenlive school. (LRSD Plan, pg. 149) Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. (ODM 1993 Report, pg. 5) The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make enrollment stability a priority in the incentive schools. The academic progress of individual students may be furthered when they are allowed to enjoy the security of the same school each year. Continuity also aids the district in its assessment of the longitudinal success of certain instructional programs and approaches.______ Progress is being made loward racially balancing both Ihe certified and non-cerlified staff. (ODM 1992 Report, pg. 6) Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range plan for implementing the incentive school features. (ODM 1993 Report, pg. 12) - Needs to be done + In progress * Completed R Repeated from previous report PERSON Williams Williams Williams Williams PERSON Principals, Rather Ingram, Gremillion Mayo Hurley DONE DONE R R R Page 13LRSD Audit of ODM Recommendations Las of Jtme. 199S) Page 14 No 158 DOC MR I Pg I DATE RECOMMENDATION 12/21/94 The Incenlive Schools Slalliny Coniinillee is composed of leachers, parenis, supervisors, principals, 159 MR 15 12/21/94 160 MR 15 12/21/94 oilier administralors, and Ilie Joshua Inlervenors. The coiniiiillee assesses slaffiiig needs, seis crileiia, assisls in recruiling f|ualily staff, and delermines hiring (irocedures. (LRSD Plan, pg. 190) Consider exenipring incenlive scliools from being forced Io accept any employees who have not been interviewed and recommended by Ilie principal and Ilie school's slaffing comniiltee. (ODM 1993 Report, pg. 12) A staffing needs assessment process delermines staff selection based upon the needs and interests of Ihe student population. Factors Io be considered include the number of students per grade level, Iheir race and gender, academic aclilevernenl needs and irileresls, disciplinary needs, social Interaction needs, and heallli needs. (LRSD Plan, pg. 190) Tlie district must staff Ihe scliools in accordance willi eriuilalily mecling Ihe identified needs of Ilie staff and students in a particular scliool, making decisions regarding plan-recommended staff positions based on criteria tinked Io a curreril needs assessment of the individual school The district Is required Io dclermirie Ihe need for alternative classinoms and establish lliern where necessary. (May 1992 Order, pp 41-42) Tile district uses a current needs assessment of each scliool to determine the plan-recommended positions dial should be filled, whellier addlllonal or different positions may bo needed, and the need for alleinalive classrooms (May 1992, Order, pp. 41-42) Develop a coiiiprelieiistvc guide lor assessing slalling needs which incorporales Ilie factors listed in Ihe plan as well as other relevant archival and anecdotal data. (ODM 1993 Report, pg. 15) A slaffing needs assessmenl process delermines staff selection based upon Ihe needs and interests of Ihe sludetil populalion. Factors Io be considered include Ilie number of students per grade level, Iheir race and gender, academic achievement needs and inleresls, discijilinary needs, social interaction needs, and heallh needs. (LRSD Plan, pg. 190) The district mirsl staff Ilie schools in accordance with equitably meeting Ilie identified needs of Ihe staff and students In a particular school, making decisions regarding plan-recommended staff positions based on criteria linked Io a current needs assessment of Ihe individual school The disIricI Is required Io deleimine Ihe need for alleinalive classrooms and establish them where necessary. (May 1992 Order pp 41-42) The district uses a current needs assessment of each school to determine the plan-recommended poslllons Ihal should be filled, whether additional or different positions may be needed, and Ihe need for allernalive classrooms (May 1992, Order, pp 41-42) Train principals and slaffing committees in procedures for effectively assessing staffing needs (ODM 1993 Repoif, pg. 15) PERSON Hurley Mallllis Hurley DONE f? r- 11/93 R R - Needs Io bo done + In progress * Completed R Repealed from previous report Page 14LRSD Audit of ODM Recommendations fas of June, 1995) Page 15 No 161 DOC MR Pg 15 DATE 12/21/94 162 MR 29 12/21/94 ________________________________RECOMMENDATION_________________________________ A slatting needs assessment process determines staff selection based upon the needs and interests of the sludenl population. Factors to be considered include Ihe number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school The district is required Io determine Ihe need for allernalive classrooms and establish them where necessary. (May 1992 Order, pp 41-42) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms (May 1992, Order, pp. 41-42) Involve the Human Resources Department as an integral part of the assessment process. (ODM 1993 Report, pg. 15)___________________________________________________________________ Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Inlerdis. Plan, pg. 27) Carefully colled discipline data and closely monitor Ihe discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze Ihe factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as Ihe disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Sludenis help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for Ihe work being done. (ODM 1992 Report, pg. 32) Hold periodic \"summits\" to develop a forum for an exchange of ideas and successful techniques for handling disciplinary problems. Incentive schools have similar characteristics and staff members who, along with parents and students, are valuable resources for ideas to combat problems. PERSON Hurley Ingram DONE R - Needs to be done + In progress * Completed R Repeated from previous report Page 15LnSD Audit of ODM fiecomniendations fas of June, 19951 Page 16 No 163 DOC MR Pg 29 DATE 12/21/94 _________________________________RECOMMENDATION________________________________ Disaggregate dala related Io sludent discifriine and review sludenl rtala Io address issues of racial disparity. (Inletdis. Plan pg. 27) Carefully colled discipline dala and closely monitor Ilie discipline program Io make modifications Ihal are Indicated by formative, as well as summallve. information. The disiricl would be wise Io analyze Ihe factors Ihal conlrlbiilc Io some schools having fewer overall discipline problems and less disparity in discipline between black anti while sludenis. Idcniifyinrj and einulaling these factors and closely scrulinizing progress should result in interventions Ihal redtrce Ihe number of sludenis suspended or expelled, as well as Ihe dispropoilionale number of black sludenis referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines Include time-out rooms that are staffed with trained personnel. (LRSD Plan. pp. 175, 184) Sludenis help develop school-based management rules and receive lielp with problem solving. (LRSD Plan, pp. 175, 184. Staff, parents, and sludenis cooperatively design discipline policies (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and Inappropriate behavior, and spell oul consequences for infractions. Policy enforcement Is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for Ihe work being done. (ODM 1992 Report, pg 32) Explore Ihe feasibility of developing permanent alternative educational sites designed specifically for chronically disruptive sludenis. The presence of chronically misbeliaving and disruptive PERSON Principals, Ingram DONE + 164 MR 32 _______students in Ilie classroom hinders leaching ami learning for Ihe rest. 12/21/94 165 MR 36 12/21/94 The disiricl devotes special allenlinn Io idenlifying and placing in gifted and talented programs black slirdenis arrd slirdenis from low and middle soctoecorrornic levels. (LRSD Plan, pg. 58) Gtfled arrd talented cdircalton Is latlored Io challenge, exercise, anti enlarge sitrdcnis' individiral talents and inleliccliral afrlitirdes (ODM 1992 Report, pg. 18) Increase Ihe arnoirnt of lime Ihe gifted and talented program specialists spend in Ihe incentive schools so they can fully implemenl Ihe G/T program and spend more lime idenlifying Ihe children whose needs can be met through Ihe program. (ODM 1993 Report, pg. 34, The disiricl will provide clean and safe faciliUes and make all repairs firndarnenlal Io maintain Ihe incenlive schools. (LRSD Plan, pg. 129) All seven incenlive schools would beneftl aeslhelically from Ihe addition of attractive landscaping. Once planlittgs are installed, Iraln Ihe custodial staff In proper plant care Io prevent loss of plantings Io Improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Repair roof leaks. pPM 1993 Report, pg. 38, Donaldso n Ealon 12 94 R R - Needs Io be done + In progress * Completed R Repealed from previous report Page 16LRSD Audit of ODM Recommendations ias of June, 1995) Page 17 No 166 DOC MR Pg 36 DATE 12/21/94 167 MR 36 12/21/94 168 169 170 171 MR MR MR MR 36 36 36 36 12/21/94 12/21/94 12/21/94 12/21/94 _________________________________RECOMMENDATION_________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, PG. 43) Franklin - repaint the entire interior.^ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Replace deteriorated floor and ceiling tiles. (ODM 1993 Report, pg. 38) '______________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Correct drainage problems leading to flooding on the third floor of the building. _____ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland - Repair loose tiles in the girls' bathroom. \u0026lt; _______________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland - Install an operative washing machine and dryer for the CBI students to use,,.__________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Repair the ceiling leaks found throughout the building. (ODM 1993 Report, pg. 38, f PERSON Eaton DONE Eaton Eaton Eaton Eaton Eaton 12-94 6-94 9-94 R R - Needs to be done + In progress * Completed R Repeated from previous report Page 17LRSD Audit ot ODM Recontmendations fas of June, 1995) Page 18 No 172 DOC MR Pg 36 DATE 12/21/94 173 MR 36 12/21/94 174 MR 36 12/21/94 175 MR 36 12/21/94 176 MR 36 12/21/94 _________________________________ RECOMMENDATION_________________________________ The dislricl will provide clean and sate facilities and make all repairs fundamental Io malnlain Ihe Incentive schools. (LRSD Plan, pg 129) All seven incentive schools would benelil aesthetically from Ihe addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff In proper plant care to prevent loss of plantings Io improper pruning or under-walering (ODM 1992 Report, pg. 43) Mitchell - Replace all carpet and ceilings damaged by Ihe waler leaks. (ODM 1993 Report, pg. 38) The dislricl will provide clean and safe facilities and make all repairs fundamental Io malnlain Ilie Incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from Ihe addilion of allraclive landscaping. Once planllngs are Inslalted, train Ihe custodial staff In firoper plant care Io prevent loss of plantings Io Improper pruning or under-waler Ing. (ODM 1992 Report, pg 43) Mitchell - Secure loose floor tiles. (ODM 1993 Report, pg. 38) , The dislricl will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incentive schools (LRSD Plan, pg. 129) All seven incentive schools would trenetil aesthetically from Ihe addilion of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care Io prevent loss ol plantings Io improper pruning or iinder-walering (ODM 1992 Report, [)g 43) Mitchell - Correct Ilie dangerously sloped stair treads leading Io a porlion of the liasemenl.______ The distdcl will provide clean anil sate facilities andmake all repairs fundamenial Io mainlain the incentive schools. (LRSD Plan, pg. 129) All seven incentive scliools would beneLil aesllielically from Ihe addilion of allraclive landscaping. Once [ilanllngs are Installed, train Ihe custodial staff in profrer plant care Io prevent loss of planllngs Io improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rlghtsell - Replace Ihe worn, torn carpet. (ODM 1993 Report, pg. 38)_________________________ The dislricl will provide clean and safe facilities and make all repairsTundamenlal Io mainlain Ihe incentive i schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesllielically from Ihe addilion of allraclive landscaping. Once plantings are installed, train Ihe custodial staff In proper plant care Io prevent loss of plantings Io Improper pruning or under-watering. (ODM 1992 Report, fig. 43) PERSON Eaton DONE 8 94 R Eaton Eaton Eaton Eaton 3-94 6-94 R r^ r R + Rfglilsell - Correct Ilie Improper orlentallon of (be exterior guller tlial causes moisture to build up on a basement wall. (ODM 1993 Report, pg. 38) ' - Needs Io be done + In progress * Completed R Repeated from previous report Page 18 LRSD Audit of ODM Recommendations (as of June, 1995) Page 19 No 177 DOC MR Pg 36 DATE 12/21/94 178 MR 36 12/21/94 179 MR 36 12/21/94 180 MR 36 12/21/94 181 MR 36 12/21/94 __________________________________RECOMMENDATION_________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incenlive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Eliminate the flow of water that periodically pours in through the doors to the media center. ' The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Replace the media center carpet if it cannot be adequately cleaned and deodorized. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incenlive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Rightsell - Install gates in the perimeter fence to make the school more safe and secure. The disirict will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller - Replace worn carpet. (ODM 1993 Report, pg. 38) The disirict will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan. pg. 129) All seven incenlive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller - Evaluate the effectiveness and efficiency of the heating and cooling system, which never seems to have worked well, and make repairs or install replacements as necessary, r PERSON Eaton DONE 6-94 Eaton Eaton Eaton Eaton 3-94 - Needs to be done + In progress * Completed R Repeated from previous report + R + Page 19LRSD Audit of ODM Recommendations (as of June, 1995/ Page 20 No 182 DOC MR Pg 36 DATE 12/21/94 ________________________________RECOMMENDATION_________________________________ The district will provide clean and safe facilities and make all tepaits lundamenlal Io maintain Ihe incentive schools. (LRSD Plat), pg 129) All sever) lt)cenlive schools would beneftl aeslhelically lion) the addition of attractive lattdscaping. Once plattlings are Ittslalled, train Ihe custodial staff it) proper plattl cate Io prevent loss of plantings Io Intproper prittting or under-walering. (ODM 1992 Report, pg 43) All scitools - Develop a system of prevet)live maintenance whici) ensures llial each struclure will PERSON Ealon DONE 1B3 MR 46 12/21/94 184 MR 47 12/21/94 185 MR 47 12/21/94 186 MR 48 12/21/94 be maintained in good working order and have suflicienl aesllielic appeal (cleanliness, fresh paint, landscaping, and other evidence of cate and attention ) Io allract parents and students. Parents and staff al each school develop school Iheines which are integrated into Ihe curriculum. (LRSD Plan, pg. 153) Fresli imaginative themes are eslalilislied based u|\u0026gt;on each school's unl()ue sirengllis. (ODM 1992 Report, pg. 20) Work will) Ilie incenlive school staffs to help assure Ihal themes are being closely correlated will) Ihe disirlcl's core ciirricnliim. (ODM 1993 Report, pg. 47) Sludenis in grades 3-6 have access io either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in Ihe fullest sense. (LRSD Plan pg. 153\nODM 1992 Report, pg 15) Scliediile science in-service training for teachers wlio need or want help improving llieir science Instruction. Principals should be able Io determine whici) teachers are not fully utilizing Ihe science labs and steer lliern Io staff development sessions devoted Io enlivening science it) Ihe classrooD). (ODM 1993 Report, pg. 49) , _________________________ ________________________ Slirdenis in grades 3-6 have access Io either mobile or pertnat)et)l science labs will) adequate materials Ihal allow chikiren Io execrrle lotrg-lerrn experiments and study science in Ihe fullest sense. (LRSD Plat) pg. 153\nODM 1992 Report, pg. 15) Take steps Io et)sure Ihal all anitnals Rep* al school are treated hutnatrely and refrain frotn Isolalitrg animals in unoccupied scietrce labs. Leart)it)g Io care for atrimals and treat them will) respect can be very beneficial Io sittdetils. But Ihe bettefils of such care can be undermined if atrinrals are viewed as just atrolher leaching tool that cat) be stored oul of sight when not it) use. Each building operates foreign language labs with appropriate e(|itipmenl anti rnaletials. (LRSD Plan, pg. 153) The curriculum al each school Irtcorporales fotelgtr langttage irrslructlon uslrrg Ihe foreign latrguage lab and Ihe \"total physical response\" method of instruction. Etttphasls Is on basic vocabulary, conversation, at)d cultural materials. (LRSD Plat) pg. 156) Place as many qualified foreign language teachers as needed Io provide Spanisf) instruclion of all ittcenlive school sludetrls as pait of the regular school day. (ODM 1993 Report, pg. 51) Ingrain Glasgow, Ingram Principals, Glasgow Grier, Parker, Ingram r? r R 4 r R - Needs Io be done + In progress * Completed R Repealed from previous report Page 20LRSD Audit of ODM Recommendations fas of June, 1995) Page 21 No 187 DOC MR Pg 48 DATE 12/21/94 188 MR 48 12/21/94 _________________________________RECOMMENDATION_________________________________ Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg 153) The curriculum at each school incorporates foreign language instruction using Ihe foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan pg. 156) Encourage the Spanish teachers to develop a series of \"mini-lessons\" for each grade level to help the classroom teachers reinforce foreign language instruction across the curriculum. (ODM 1993 Report, pg. 51) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) PERSON Grier, Parker, Ingram DONE R 189 MR 57 12/21/94 The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan pg. 156) Increase the quantity and improve the quality of Spanish language materials available in each school. (ODM 1993 Report, pg. 51) r 190 MR 60 12/21/94 The schools schedule Special Skills programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes Ihe homework center, special skills Iraining, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave Ihe campus at the request of a parent of guardian. (LRSD Plan, pp. 173 174 181,184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEP'S, school staff, parenis, and students, reinforces and extends the SEP Io meet individual needs. (ODM 1992 Report, pg. 25) Design the extended day survey to include a description of the skills a students develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. (ODM 1993 Report, pg. 72) K Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited Io field trips, enrichment activities, tutoring, parenl/child make-and-lake sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Standardize the reporting process for Saturday school. Data should be cumulative and reflect race, gender, and grade of participating students. - Needs to be done + In progress * Completed R Repealed from previous report Grier, Parker, Ingram Grier, Parker, Ingram Principals, Ingram R R + Page 21LRSD Audit of ODM Recommendations las of June, 1995) Page 22 No 191 DOC MR Pg 60 DATE 12/21/94 192 MR 60 12/21/94 193 MR 65 12/21/94 194 MR 65 12/21/94 RECOMMENDATION 1 Citrnitlalive records document both host and guest school's parlicipalion in Saturday programs. (ODM 1992 Report, pg. 25) Salitrday programs will be developed Io enhance learning. These programs will inclitde but shall not be limlled Io field trips. enrichrnet)l aclivilies, litloring, parerit/child make-and-lake sessions, book fairs, and physical edircalion aclivilies. (I.RSD Plan, pg. 179) Perform anmtal evaluations of Ilie Saturday programs, using lire information to design programs that appeal to the students and tireir parents.___________________________________________ Cumulalive records document both host attd guest school's participalior) in Saturday programs. (ODM 1992 Report, pg 25) Saturday programs will be developed Io enhance learning. These programs will include but shall not be limited to field trips, et)tichtnenl aclivilies, tutoring, parent/cliild make-and-lake sessions, book fairs, and (ihyslcal education aclivilies. (LRSD Plan, pg. 179) Determine students' transportation needs and design services (Hat are reliable and easy to use. / Extended year scliool includes summer rcmerlialion and enrichment oplions al all incenlive schools al no cost Io students. Summer courses ate prescribed for sludenis. (LRSD Plan. pp. 172. 180) Extended Year is a conlinualion of Ihe regular school year. (ODM 1992 Reporl. pg. 25) Academic enhancetnenis are evident in extended iitograms. (ODM 1992 Report, pg. 25) Attendance al extended (irograms Is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Tliorouglily evaluate Ilie summer scliool program to determine Ilie extent to which It Is fulfilling its goats and objectives for all involved. A well done evaluation will Indicate Ilie strengths and weaknesses of Ilie program and help planners determine wliere and how clianges need Io be made. Tlien act accord!11gIy^______________ Extended year school includes summer remediation and enriclimenl options al all incenlive schools al no cost Io sludenis. Summer courses are presciilied for sludenis. (LRSD Plan. pp. 172. 180) Extended Year is a conlinualion of Ilie regular school year. (ODM 1992 Report, pg. 25) Academic enhaticetiietils ate evident in extended programs. (ODM 1992 Report, pg. 25) Attendance al extended programs is recoided by grade level, race, and gender. (ODM 1992 Report, pg. 25) Solicit candid feedback from summer school participanis (including staff, parents, and students) about wlial they most and least valued about Ihe summer school program. Ask them to Identify those elements llial enticed tliem into Ihe program, what facilitated (Heir participation, and any PERSON Principals, Ingram Principals, Cbealham Principals. Ingram Gremillion . Ingram DONE 1 95 R barriers (hat liiipetjed IL (ODM 1993 Repod, pg. 68) - Needs Io be done + In progress * Completed R Repealed from previous report Page 22LRSD Audit of ODM Recommendations las of June, 1995) Page 23 No 195 DOC MR Pg 65 DATE 12/21/94 196 MR 65 12/21/94 197 MR 65 12/21/94 198 MR 66 12/21/94 _________________________________RECOMMENDATION________________________________ Extended year school includes summer remediation and enrichment options at all incentive schools at no cost Io students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. (ODM 1993 Report, pg. 68)_________________________________________________________________ Extended year school includes summer remediation and enrichment options at all incentive schools at no cost Io students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective . participants. (ODM 1993 Report, pg. 68)________________________________________________ Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to sludenis. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of Ihe regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals. (ODM 1993 Report, pg. 68) Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to sludenis. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of Ihe regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. PERSON Gremillion , Ingram Gremillion . Ingram Gremillion . Ingram Gremillion , Rather DONE 1-95 1-95 R R R R 25) Mount an aggressive marketing campaign for summer school recruitment, getting ideas from Z staff, students, and parents and also encouraging them to help recruit. (ODM 1993 Report, pg. 68) - Needs to be done + In progress  Completed R Repeated from previous report Page 23LRSD Audit of ODM Recommendations fas of June, 19951 Page 24 No 199 DOC MR Pg 66 DATE RECOMMENDATION 12/21/94 Exlended year school hicliides siiinmer reiiierlialion and enrichinenl oplions al all incenlive schools al no 200 201 MR 66 12/21/94 MR 66 12/21/94 cosi Io shidenis. Summer courses are prescribed for sliidenis. (LRSD Plan, pp. 172, 180) Exlertded Year is a cortlirntaliort of Ihe regttlar school year. (ODM 1992 Report, pg. 25) Acadetrtic enhancemenis are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance al extended irrograms is recorded by grade level, race, attd gender. (ODM 1992 Report, pg. 25) Maintain thorough and accirrale records of all summer school information, including planning, recrurlnrent efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in eacli program category and individual class, and a record of these students' borne school. Comprehensive recortls will enable program plantters Io track success and make appropriate program modifications as itecded. (ODM 1993 Rep^^ ^9^^^__________ ________ !_ Extended year scliooi Inclitdes summei remediation and enticlimcnl options al all Incentive scliools al no cost Io sirtdertls. Srrrnmer corrrses are prescribed for slttdertls. (LRSD Plan, pp. 172, 180) Exlerrded Year is a conliniralion of Ihe regrrlar school year. (ODM 1992 Report, pg. 25) Academic eniiancemcnis are evident in extended programs. (ODM 1992 Report, pg 25) Attendance al extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Ensure that media services, Inclirdirrg a media clerk, are accessible during extended year.______ Extended year scliool Includes sirmmer remediation and eirrlclirnenl options ol all Incenlive scliools al no cost Io sludenis Summer courses are prescribed for shrdenis. (LRSD Plan, pp. 172, 180) Exlerrded Year is a conliniralion of Ihe regular school year. (ODM 1992 Report, pg. 25) Academic enhancemenis are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance al exlendetf programs Is recorded by grade level, race, and gender. (ODM 1992 Report, pg. PERSON Gremillion , Ingram Piinclpals, Ingram Gremillion , Ingiam DONE R r R 25) Consider implemenling Ihe recommendations made by the extended year administrative staff In the district's summary report for 1992. (ODM 1993 Report, pg. 68, - Needs Io be done + In progress * Compleled R Repealed from previous reporf Page 24 LRSD Audit of ODM Recommendations fas of June, 1995) Page 2S No 202 DOC MR Pg 70 DATE 12/21/94 203 MR 70 12/21/94 _________________________________RECOMMENDATION_________________________________ Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183, ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed al least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp 176, 186) Disaggregate lest results Io enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and help determine the effects of the variables these profiles record. (ODM 1993 Report, pg. 85) ______________ Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183, ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between lest performance and such vari.nble.s as how long a student has been enrolled at a particirlar school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Standardize the student performance profiles among the schools so that teachers and principals PERSON Principals, Ingram Ingram 204 MR 73 12/21/94 205 MR 73 12/21/94 DONE R + throughout the district will have current and cumulative information at hand. Z Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176-184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Require school social workers to complete an orientation designed to help them understand the educational system, its protocols, language, relationship to the community, and how the social worker's special skills can strengthen the pupil services team. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176-184) The staff has developed written building guidance plans to address personal growth, social development. Principals, Ingram Principals 10-94 career awareness, and educational development. (ODM 1992 Report, pg. 27) Select social workers by site-based interview committees. - Needs to be done + In progress * Completed R Repeated from previous report Page 25LRSD Audit of ODM Recontmendations Las of June. 1995/ Page 26 No 206 PQ MR Pg 77 DATE RECOMMENDATION 12/21/94 A Pareiil Center in each school provides resources and materials, recommended by a parent and stall 207 MR 77 12/21/94 commillee, Ihal can be loaned Io parents. A parent has been Irained Io operate Ihe center, which is Io l)e Ihe source of a monthly communications packet Ihal is distributed Io parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources Io be housed in Ilie Parent Cenlers, incorporating as many of llieir suggestions as possible. The school documents Ihe degree Io wliich parents use Ihe center and Ils resources. (ODM 1992 Report, pg. 39) Keep more accurate and complete records of Parent Center use by consistently using sign-in slieels.________________________________________________________________________ A Parent Center in each scliool provides resources and materials, recommended by a parent and staff commillee, lliat can be loaned Io parents. A parent has been trained to operate the center, which is Io be Ihe source of a monthly communications packet llial is disiribuled Io parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resoutces Io be housed In Ihe Parent Cenlers, Incorporating as many of llieir suggestions as possible. The school documents Ilie degree to which parents use Ihe center and ils resources (ODM 1992 Report, pg 39) ( Develop shniegies and arrange events to encourage giealer use of Ihe Parent Center. For example, design lioxes or hags containing materials on a certain topic tlial could be checked out. lligliliylil Pntciil Center Hesniiices in Ilie school newsletler, htillelin hoards, and PTA meetings ta heighleii awareness and increase Inleresl In the cenlers. 206 MR 79 ^7 12/21/94 Ttie schools oiler parent woikshops Io assist parents in understanding and carrying out school 77 expectations. Ilie woikshops include sucli topics as study skills, discipline, lime management, |)ie- leading skills, linancial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, lime, and location along wilh Ihe number of participants try race, gender, and Ilie child's school. Regulaily collect and analyze participants' feedback on how well Ihe session was conducted and llieir perception of Ilie potential lielpfulness of Ihe training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign in sheets Ihal reflect parents' race, gender, and Ihe school their child attends. (ODM 1992 Report, pg. 38) Team with community organizations (sucli as cluirches and civic chibs) and other programs (such as HIPPY and New Futures) to explore ways to cooperate In offering parent training. Such collaboration can lielp coordinate and strengthen resources to focus on targeted audiences. - Needs Io be done + In progress * Completed R Repealed from previous report PERSON Principals, Ingram Principals. Ingram Princi()als. iiigiam DONE r- + r Page 26LRSD Audit of ODM Recommendations las of June, 1995) Page 27 No 209 210 211 DOC MR MR MR Pg 79 79 79 DATE 12/21/94 12/21/94 12/21/94 _________________________________RECOMMENDATION_________________________________ The schools offer parent workshops to assist parenis in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and Ihe child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and Iheir perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and Ihe school their child attends. (ODM 1992 Report, pg. 38) Offer sessions on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase participation.____________________________ The schools offer parent workshops Io assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and Ihe child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Reporl, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Ask workshop participants to evaluate each session at its conclusion and make candid suggestions for training improvements and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and made changes accordingly. (ODM 1993 Report, pg. 97) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with Ihe number of participants by race, gender, and Ihe child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of Ihe potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Evaluate the parent workshops offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to r redesign offerings as necessary to ensure progress toward the goals. (ODM 1993 Report, pg. 97) - Needs to be done + In progress  Completed R Repeated from previous report PERSON Principals. Ingram Gill. Ingram Gill, Ingram DONE R + R Page 27LRSD Audit of ODM Recontniendationt fas of June, 1995/ Page 28 No 212 DOC MR Pg 84 DATE 12/21/94 RECOMMENDATION 213 MR 85 12/21/94 214 215 MR 86 12/21/94 Eacli scliool provides community role models and a mentoring program (I.RSD Plan, pg. 157) The (lislrlct has mounted an intense mentor lecriiilmenl campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior Io being matched with students. (ODM 1992 Report, pg 29) Tire school maintains mentor-student records Ural include Ilie race, gender, parlicipalioii hours, and types of activities shared by Ihe mentors and Iheir sludenis. Records of Iraining parllcipanis by race, gender, anil classificalion (i.e, student, mentor, parent, teacher) are also maintained (ODM 1992 Repoit, pg 30) Train all incenlive school principals and staff to serve as trainers for new mentors so they can conduct Iheir own Iraining, if needed, and Ihereby expedite menlor placement. (ODM 1993 Report, pg. 105)__________________________________________________________________________Z Parenis sign coniraclual commilmonis prior Io enrolling llieir child in an incenlive school. (LRSD Plan. pg. 211) The schools Itave follow-up procedures Io remind parenis of Ihe commilmenis they made In Ihe contracts they signed al legislrallon. (ODM 1992 Rcpnil. (\u0026gt;g. 38) Provide parents with a current school year contract Io sign when they register Iheir children in Ihe incenlive schools. Coniracis with old dales and information convey a sloppy message that parents can interpret as sign Ural either Itie scliool, Ihe district, or liolli don't ptace much vatue on Itie coniracis or parent comnulmeiils. (ODM 1993 Repoit, pg. 106)_______________________ A speakers hiiieau on education issues lor communily groigis exists In school zones. Each school has identified three key communicators. Tlie sctiool staff coordinates events Io promote neighborhood pride. These strategies work logellier Io raise Ilie IrusI level between the scliool and Ihe communily. (LRSD Plan. pp. 210. 213) Assign a LRSD employee Ihe responsibility for coordinating Ihe speakers bureaus and assisting tire key communicators. Wilhout consistent direction and support, those who volunteer as a speaker or key communicator can't be expected Io carry out Iheir responsibilities effectively. (ODM 1993 Report, pg. 109) i MR 86 12/21/94 A speakers bureau on education issues for community groups exists In school zones. Each school has identified three key communicators. The school staff coordinates events Io promote neighborhood pride. Tliese strategies work logellier Io raise Ihe IrusI level between Ihe school and Ihe community. (LRSD Plan, pp. 210, 213) Develop and Implement a comprehensive plan for using Ihe services of Ihe speakers bureaus and key communicators Ural Includes specific goals, objectives, Ihe persons responsllile, and evaluation criteria to determine success and where changes need to be made. (ODM 1993 Report pg. 109) I z - Needs to bo done + In progress * Completed R Repealed from previous report PERSON Milam Principals. Ingram Rather Rather DONE 8-9'1 R + R R + R + Page 28LRSD Audit of ODM Recommendations las of June, 19951 Page 29 No 216 217 218 No 219 220 221 222 DOC MR MR MR DOC MR MR MR MR Pg 86 96 98 Pg 31 31 31 32 DATE 12/21/94 12/21/94 12/21/94 RECOMMENDATION____________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) Develop job descriptions for the speakers bureaus and key communicators that clearly identify the job goal, qualifications, performance expectation, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. (ODM 1993 Report, pg. 109)_______________________________________________________________ The early childhood program is an integral part of the whole school, not a separate of \"add-on\" program. If receives the same attention as to supervision, support, staff development, resource allotment, accountability, moniloring, and evaluation as grades K through six. (LRSD Plan, pg. 13) Make sure that early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counseling professional just as much as older children. (ODM 1993 Report, pg. 117)_________________________________ At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) Ensure that the quality of services provided as part of the CARE program are comparable to the educational program offered during the school day. PERSON Rather Mangan, Ingram, Hurley Elston FOCUSED ACTIVITIES AND ACADEMIC PROGRESS INCENTIVE GRANTS MONITORING REPORT (1993-1994) * DATE 12/22/94 12/22/94 12/22/94 12/22/94 ________________________________RECOMMENDATIONS________________________________ Make a solid philosophical, management, and material commitment to the continuation and support of focused activities and APIG. f' Implement APIG within the time period prescribed in the desegregation plan so the programs can function as both prevention and remediation. Plan and provide comprehensive, substantive training for teams of administrators, school staff, and parents for both focused activities and APIG. Identify the components that have made individual APIG programs work, then recognize and disseminate the successful programs. PERSON Ingram Ingram Ingram Ingram DONE DONE R R * LRSD Desegregation Plan modification proposed - Needs to be done + In progress * Completed R Repeated from previous report Page 29 \u0026amp; B LRSD Audit of ODM Recommendations (as of June, 19951 Page 30 Incentive School Staffing Status Report 1994-95 No 223 DOC P9 3 DATE 12/22/94 _________________________________RECOMMENDATIONS_______________________________ The Incenlive Schools Staffing Committee is composed of leacliers, parenis, supervisors, principals, oilier ailiiiinislialors, and Ihe Joshua Inlervenors. The coniniltlee assesses slatting needs, seis criteria, assists in recruiting quality staff, and delermines liiriritj |irocedures. (LRSD Plan, pg. 190) Make every effort to involve the Incentive School Staffing Committees in all certified liirings, including specialized positions. PERSON Hurley, Ingram DONE 224 225 226 227 SR SR SR SR 3 4 6 6 12/22/94 The Incenlive Schools SlalTing Coniinillee is composed of leachers, parenis, supervisors, principals, 12/22/94 12/22/94 12/22/94 other adminisiralors, and Ihe Joshua Inlervenors. The committee assesses slaffing needs, seis criteria, assisls itt recrtrtlirtg rjiralily staff, and delermines hiring procedirres. (LRSD Plan, pg 190) Strive Io make slaffing allnimenis far eiioiigli in advance of scliool opening so that principals will have sufficient lime to appropriately involve the staffing committees. ____________________ The selection and support of quality staff members will be critical factors in Ihe success of incenlive schools. Carefully planned criteria and procedures for staff-selection will provide Ilie quality personnel capable of successfully allaining Ihe goals and implenienling Ihe programs and curriculum of these scliools. (LRSD Plan, pg. 190) Involve bolli disirict adniinistralors and union representatives In carefully reviewing the policies regarding teacher reassignnicnis\ntlicn adjust policy anil practice where necessary Io support Ihe Incentive scliool ohjcctives. ______________________________________________________ Progress Is being made toward racially balancing both Ihe certified and non-cerlified staff. (ODM 1992 Rejiorl, pg. 6) Pay allenlion to the racial balance wilbiii Ihe two categories of certified and non-cerlified employees. The racial composition of a school's entire staff may appear proportionately balanced, yet subgroups of employees may be decidedly racially identifiable.  Progress is being made toward racially balancing both the certified and non-cerlified staff. (ODM 1992 Reporl, pg. 6) Closely monitor Ihe racial balance of the staffs al each Incentive school and seize Ihe opporlunily Hurley, Ingram I lurley, Ingram Hurley, Ingram Hurley, Ingram Io proinole more balanced staffing whenever possible. - Needs Io be done + In progress * Completed R Repealed from previous report Page 30 LRSD Audit of ODM Recommendations las of June, 1995! Page 31 INCENTIVE SCHOOL MONITORING REPORT (1994-95) No 228 229 230 231 232 233 DOC MR MR MR MR MR MR Pg 6 17 17 17 17 17 DATE 5/17/95 5/17/95 5/17/95 5/17/95 5/17/95 5/17/95 _________________________________RECOMMENDATIONS________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make enrollment stability a priority in the incentive schools. (ODM 1994 Report, pg. 5) \u0026lt;________ The district will provide clean and safe facilities and make all repairs fundamental to mainlain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Carry through on promises to paint the entire interior. (ODM 1994 Report, pg. 36) The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Continue to repair roof leaks as they occur. (ODM 1994 Report, pg. 36) _____________ The district will provide clean and safe facilities and make all repairs fundamental Io maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Replace the damaged ceilings and unsightly metal plates with new ceiling tiles. (ODM 1994 Report, pg. 36) /'_________________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamenial to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addilion of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care Io prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Ensure that all restrooms are clean and fully stocked._____________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg 129) All seven incentive schools would benefit aesthetically from the addition of allraclive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Garland - Remove custodial clutter from the public spaces and increase the attention given to general cleanliness. PERSON Mayo Eaton Eaton Eaton Eaton Eaton DONE R R R 3 R - Needs to be done + In progress * Completed R Repeated from previous report Page 31S B 5 LRSD Audit of ODM Reconuuendations fas of Juno, 199Sf Page 32 No 234 DOC MR Pg 17 DATE 5/17/95 235 MR 17 5/17/95 238 MR 17 5/17/95 237 MR 17 5/17/95 230 MR 17 5/17/95 ________ RECOMMENDATIONS______________________________ Ttie dislilcl will piovide clean and sale facilities ami make all icpairs lundamenlal Io mainlain Ilie incenlive schools. (LRSD Plan, pg. 129) All seven incenlive scliools would benefil aeslhelically from Ilie addition of attractive landscaping. Once planllngs are Installed, train Ilie ciislorlial staff in proper plant care Io prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg, 43) Garland - Replace the damaged exterior doors. ______________________________ _ Tlie district will provide clean and safe facilities and make all repairs fundamental Io mainlain Ilie Incentive scliools. (LRSD Plan, pg. 129) All seven incenlive schools would benefit aesllielically from Ilie addition of attractive landscaping. Once plantings are installed, train Ilie custodial staff in proper plant care Io prevent loss of plantings Io improper ririining or under-wnlering (ODM 1992 Report, pg. 43) Mitcliell - Survey Ilie entire system of gutters and roof drainage Io assess Iheir current condition. Repair or replace all damage^gutlers, making sure that the replacement gutters match Ihe appearance of the originals./_______________________________________________________ The disiricl will provide clean and safe facililies and make all repairs fundamental Io mainlain Ilie incenlive schools. (LRSD Plan, pg. 129) All seven Incenlive schools would beneLil aesthetically from Ihe addition of allraclive landscaping. Once plantings are installed, train lire custodial staff in proper plant care Io prevent loss of planllngs Io Improper pruning or under-walering. (ODM 1992 Report, fig. 43) Mitcliell - Repaint tlie exterior trim. \u0026lt;________________________________________ The disiricl will provide clean and safe facilities and make all repairs fundamental Io maintain Ilie incenlive schools. (LRSD Plan, pg. 129) All seven incenlive schools would beneni aesthetically from Ihe addition of allraclive landscaping. Once (ilanllngs are installed, train lire custodial staff in proper plant care Io prevent loss of plantings Io Improper pruning or under-walerlng. (ODM 1992 Report, fig. 43) Mitcliell - Find tlie cause of Ihe persistent leaks that plague Ilie south stair hall. Then eradicate Ihe problein, taking care to preserve the decorative metal ceiling in that area. _______________ Tlie district will provide clean and safe facililies and make all repairs fundanienlal Io mainlain Ilie incenlive scliools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aestlielically from Ihe addition of allraclive landscaping. Once planllngs are Installed, train Ilie custodial staff In proper plant care to prevent loss of planllngs Io Improper pruning or under-walering. (ODM 1992 Report, pg. 43) Milchell - Evaluate the condition of the floor in the main hall and repair or replace all loose and missing floor tiles. (ODM 1994 Report, pg, 36) PERSON Ealon DONE Ealon Eaton Ealon Eaton R - Needs to be done + In progress * Completed R Repealed from previous report Page 32 LRSD Audit of ODM Recommendations {as of June, 1995) Page 33 No 239 DOC MR Pg 17 DATE 5/17/95 240 MR 17 5/17/95 241 MR 17 5/17/95 242 MR 17 5/17/95 243 MR 17 5/17/95 _________________________________RECOMMENDATIONS________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Repair and repaint the damaged and discolored ceilings in the cafeteria, reading room, and the math classroom. (ODM 1994 Report, pg. 36) _____________________________________ The district will provide clean and safe facilities and make ail repairs fundamental Io maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care Io prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Replace the missing covers on the light fixtures throughout the building. ___________ The district will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesifietically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Redirect the downspout that continues to cause a moisture problem in the basement. (ODM 1994 Reporf. pg. 36) ___________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incenlive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from Ihe addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Righlsell - Repair the damaged walls in the basement hall, __________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from Ihe addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg. 43) Rightsell - Locale the cause of the excessive moisture and humidity in the media center and correct the problem. (ODM 1994 Report, pg. 36) PERSON Eaton DONE R Eaton Eaton Eaton Eaton - Needs to be done + In progress * Completed R Repealed from previous report R 3 R Page 33IRSD Audit of ODM Recommendations las of June. 1995) Page 34 No 244 DOC MR Pg 17 DATE 5/17/95 RECOMMENDATIONS 245 MR 17 5/17/95 246 MR 17 5/17/95 24 7 MR 17 5/17/95 248 MR 17 5/17/95 The district will provide clean and safe facilities and make all repairs fundamental Io maintain lire incenlive schools. (LRSD Plan, pg. 129) All seven incenlive scliools would benefit aesthetically from Ihe addition of attractive landscaping. Once plarilings are installed, train Ilie custodial staff in proper plant care Io prevent loss of plantings Io Improper pruning or under-walering. (ODM 1992 Reporl, pg. 43) Righlsell - Evaluate Ilie condilion of all books, ftrrnishirigs, and Ihe carpet in Ihe media center and replace those damaged beyond repair, (ODM 1994 Report, pg. 36) ____________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ilie incenlive scliools. (LRSD Plan, fig. 129) All seven incenlive scliools would benefil aesllielically from Ilie addition of attractive landscaping. Once plantings are installed, train Ilie cuslodial staff in proper plant care Io prevent loss of plantings Io improper pruning or under-watering. (ODM 1992 Reporl, fig. 43) Riglilsell - Correct the problem of low waler pressure in Ihe restrooms to ensure hygienic conditions, _____________________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven Incenlive schools would benefil aesllielically from Ihe addition of allraclive landscaping. Once filanlings are installed, train Ihe cuslodial staff in firoper plant care Io prevent loss of plantings Io Improper pruning or under-watering. (ODM 1992 Refiorl, fig 43) Riglilsell - Ensure Ihal all restrooms are fully supplied with soap and paper goods. __________ The disliict will provide clean and safe facilities and make all repairs fundamental Io maintain Ilie incenlive scliools. (LRSD Plan, pg. 129) All seven incenlive scliools would benefit aesthetically from Ihe addition of allraclive landscaping. Once filanlings are installed, train Ilie cuslodial staff in proper plant care Io prevent loss of plantings Io improper firuning or under-waleiing. (ODM 1992 Repoil, fig. 43) Rockefeller - Refilace Ilie broken door glass on Ilie west side of the building. ________________ Tlie district will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incenlive schools. (LRSD Plan, pg 129) All seven incenlive schools would benefil aesllielically from Ilie addition of allraclive landscaping Once filanlings are Inslalled, train Ilie cuslodial staff in proper plant care Io prevent loss of plantings Io improper pruning or under-watering. (ODM 1992 Repoit, pg. 43) Rockefeller - Install a school sign facing Inlerslale Highway 630 to help publicize Ihe prime location of the school. PERSON Eaton DONE R - Needs Io be done + In progress  Completed R Repealed from previous reporl Eaton Eaton Eaton Eaton + Page 34LRSD Audit of ODM Recommendations las of June, 1995) Page 35 No 249 DOC MR Pg 17 DATE 5/17/95 MR 18 18 21 22 22 23 24 25 25 26 5/17/95 _________________________________RECOMMENDATIONS________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller - Replace all worn and frayed carpet, (ODM 1994 Report, pg. 36) _________________ Requirements for Recommendations on monitoring report pages 36-37 PERSON Eaton DONE R 3      J Parents and staff al each school develop school themes which are integrated into Ihe curriculum. (LRSD Plan, pg. 153)- Fresh, imaginative themes are established based upon each school's unique strengths. /ODM 1992 Report, pg. 20) Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153), The curriculum at each school incorporgled foreign language instruction using Ihe foreign language lab and'the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) \u0026lt;- Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Z Social skills are taught, vtrhen appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)\u0026lt; J The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInlerdis. Plan, pg. 4) r'  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) /  The schools schedule special skills programs during (he time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to Ihe homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan pp. 173, 174, 181, 184)^ - Needs Io be done + In progress * Completed R Repeated from previous report Page 35LRSD Audit of ODM Recommendations las of June. 19951 Page 36 No 250 251 252 253 DOC MR MR MR MR Pg 27 27 29 29 29 30 30 30 31 31 36 36 36 36 DATE 5IMI9S 5/17/95 3I\\1I9S 5/17/95 /     / RECOMMENDATIONS The disIricI sttrveys parenis and sludenis Io determine the most appealing extended day activities. (ODM 1992 Refrorl, pg. 25) , The extended day program, wliich is based on information gleaned from SEP'S, school staff, parenis, and sludenis, reinforces and extends Ihe SEP Io meel individual needs. (ODM 1992 Report, pg. 25) -- Physical education (PE) and health are included It) Ilie total elementary curriculum will) emphasis on wellness, lilekrng leisure skills, nuhilitrn, and losfroci lor those with disabilities. (LRSD Plan, fig. 156) Saturday programs will be developed Io enhance learning. These programs will Include but shall nol be limited Io field It ips, eniiciimenl aclivilies, tutoring, parenl/child make-and-lake sessions, book fairs, and physical education aclivilies. (LRSD Plan, pg. 179) Cuniulalive records doctttnenl bolli host arrd gttesi scliool's patllcipalion In Saturday programs. (ODM 1992 Report, pg. 25) Study skills Iraining enhances skills in lesl-laking, listening, and studying. Test-taking skills are being lauglil and sludenis practice test-taking. (LRSD Plan, pp 153, 176, 183, ODM 1992 Report, pg. 32) ,, Regular tracking of sludenl aliendance, behavior, discipline, and achievement Is systematic and assessed al least quaileily. Individual and class profiles are utilized htdividual sludenl plans and inlervenlions are based on needs determined through ongoing data review. (LRSD Plan, pp 176, 186) . . Disaggregate lest results to eiinlile an assessment of tlie short- and long-term correlation between test performance and siiclr variables as bow long a sludenl has been enrolletl al a partlcrrlar school, behavior and attendance records, and participation in sucli programs as early childhood and extended day, week, and year. (ODM 1992 Refrorl, (rg. 32) Sludenis receive individual and group counseling and are taught conflict resolution. The school uses peer (acililalors. (LRSD Plan, pp. 176, 184) The staff has develofred written building guidance (rians Io address personal growth, social develofimenl, career awareness, and educalional develofrinenl. (ODM 1992 Repoit, pg. 27) _____ Develof) an ongoing program of staff developiiient that focuses on science irrstriiclion. Then follow through Io see that teachers are roulinely teaching Ihe full scierrce curriculum and habitually using Ihe coiiiplete array of labotaloty resources. (OOM l994TRepoi(, pg. 47)__________ Involve all Ihe incenlive school principals in identifying and agreeing upon a starrdardized recordkeeping system tor lire extended day program. _______________________________ Likewise7iiave princifrals standardize the reporting process for Ihe Sairrrrlay program so Ihal they can share information for monthly review arrd a combined end-of-lhe-year report and evaluation. (ODM 1994 Rcfrorl, fig. 60) _________________________________________________________ Develop activities that encourage parent participation in Ihe Saturday program. - Needs to be done + In progress * Compleled R Repeated from previous report PERSON Glasgow, Ingram Princifrals, Ingram Princifrals, Ingram Principals, Ingrain DONE I R t Page 36LRSD Audit of ODM Recommendations (as of June, 1995) Page 37 No 254 DOC MR Pg 36 27 DATE 5/17/95 255 MR 37 5/17/95 256 MR 37 5/17/95 257 MR 37 5/17/95 258 MR 37 5/17/95 _________________________________RECOMMENDATIONS________________________________ Perform regular evaluations of the Saturday program, both during and at the end of the school year, asking staff, parents, and students for feedback. Use the garnered information to design activities and events that coincide with the interests of all participants. (ODM 1994 Report, pg. 60) Establish and adhere to employment qualification standards for social workers that will ensure that prospective employees have thorough professional training and in-depth experience with children and families. (ODM 1994 Report, pg. 73)__________________________________________ Help the social workers develop outlines for planned services and activities for the school year, based on the identified needs of the students and individual school community. Z'____________ Require the social workers and guidance counselors to develop joint service plans for the school year.____________________________________________________________________ Develop a team approach to pupil services with the core team composed of the school guidance counselor, social worker, and nurse.___________________________________________________ Requirements for Recommendations on monitoring report page 62 PERSON Principals, Ingram Hurley, Ingram Elston, Ingram Elston, Ingram Elston, Ingram MR 49 49 51 51 51 51 53 53 DONE R R 5/17/95   J    J A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the sources of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of Iheir suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) z Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Z Mainlain complete documentation of all parent meetings and activities, including sign-in sheets that reflect parents' race, gender, and Ihe school their child attends. (ODM 1992 Report, Pg. 38) z Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)i^ Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monlhly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visible part of school life. (ODM 1992 Report, pg. 38) - Needs to be done + In progress * Completed R Repeated from previous report Page 37LRSD Audit of ODM Reconunendations (as of June, 1995) Page 38 No DOC Pg 53 53 54 54 54 54 55 55 56 56 51 51 51 DATE RECOMMENDATIONS PERSON DONE / /  J / /   J  J J The staff documents Iho niiriiber and dale of visits Io eacli student's borne, along wilh who made Ihe visit. Io delermirie if each family is visited al least twice yearly. (ODM 1992 Report, pg. 38) \u0026lt; Require al least Iwo or more home visits. (LRSD Plan, pp. 206-211)r Eacli scliool provides communily role models anti a mentoring program. (LRSD Plan, pg. 157) - The dislricl has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) \u0026lt; Individual scliool volunleer mentoring programs are coordinated with VIPS and all volunteers are screened and trained ptior Io being malched willi sludenis. (ODM 1992 Report, pgs. 29)^ The school ntainlaiiis menlor-shitlenl records that include Ihe race, (jeirder, parlicipallon hours, and of activities sliared by Ihe mentors and llieir sludenis. Records of Iraininrj parllcipanls by race. g'ender, and classification (i o sludenl, menlor, parent, leaclier) are also maintained. (ODM 1992 Parents s?gn contractual commitments prior to enrolling their child in an Incentive scliool. (LRSD Plan, pg. 211)Z The schools liave follow-np procedures Io remind parents ol Ihe corninilinenls they made In Ihe coniracis they signed al legislrallon. (ODM 1992 Repod, (xj 38)^ A speakers bureau on education issues (or communily groups exists in scliool zones Each school has identified lliree key communicators. The school staff coordinates events Io promote neighborhood pride. Tliese siralegies work logellier Io raise lite IrusI level between Ilie scliool and the communily. (LRSD Plan, pp 210, 213)^ Incentive School Program Parent Council fiinclions as a disIricIwide council of incentive scliool Membership includes Iwo parents from each incentive school and four appointed by Joshua The Council monitors all aclivilies related Io Ihe incentive school program and rejiorls quartedy Io Ihe The parents LRSD Board of Directors and Ilie Josluia Intervenors. (LRSD Plan, pg. 151) A disliiciwide biracial commillee will monitor disIricIwide desegrerjalion efforts and data. (LRSD Plan, pg. 30) The disIricIwide Biracial Commillee, whose members represent various geographic areas of Ilie communily, will monilor Ihe incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Commillee will furnish copies of llieir monitoring reports Io Ihe iricerilive school principals and vaiioiis dislricl officials. Tire Office ot Planriiiirj, Researcli and Evalualion (PRE) will prepare quarterly reports Ihal sirmrnarize all monitoring visits. The superintendenl will sliare Itie PRE document willi Ilie Board of Directors al llieir regularly scliediiled meelirigs. The Associate Supeiinlenderil for Desegregation is responsilile lor eliminating any rioted derrciencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, wilh Ilie advice of marketing and advertising experts, will serve as Ilie steering committee for iricerilive scliool recriiilmenl. The commillee will review bimoiilhly recruilinenl repoils from Ihe desegregalion office, evaluate Ihe program quarterly and recommend needed changes Io the Board of Directors. (LRSD Plan, pp. 217, 223)^-^ - Needs Io be done + In progress * Completed n Repeated from previous report Page 38LRSD Audit of ODM Recommendations fas of June, 1995) Page 39 No DOC Pg DATE 258 MR 62 5/17/95 259 MR 62 5/17/95 260 MR 62 5/17/95 261 262 263 264 MR MR MR MR MR 62 62 62 62 69 5/17/95 5/17/95 5/17/95 5/17/95 5/17/95 RECOMMENDATIONS Z Before July 1 of each year, the district will convene a committee Io revise Ihe instrument used to monitor Ihe incenlive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, Ihe superintendent's senior management team, specialists from PRE, and six members of Ihe Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted Io Ihe LRSD Board Joshua by August 15. (LRSD Plan, pg.225) Z The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Reporl, pg. 5)____________________________________ Offer parent workshops on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase parent participation. (ODM 1994 Reporl, pg. 79) Ask workshop participants to evaluate each session at its conclusion and make candid suggestions for training improvements and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training to make changes accordingly. (ODM 1994 Report, pg. 79)___________________________________________ Evaluate the parent workshops being offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to redesign offerings as necessary to ensure progress toward the goals. (ODM 1994 Reporl, pg. 79)________________________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. (ODM 1994 Report, pg. 86) PERSON Prinicpals, Ingram Gill, Ingram Gill, Ingram Rather DONE R R 3 R 3 R 3 Develop job descriptions for the speaker's bureaus and key communicators that clearly identify the Job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to succ\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_757","title":"Release from court supervision","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":["1995/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Educational law and legislation"],"dcterms_title":["Release from court supervision"],"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/757"],"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":["697 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\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION NORTH LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. deeendants LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. districts  joint memorandum regarding standard of review On June 20, 1995, this Court entered, an Order instructing the Little Rock School District, North Little Rock School District and Pulaski County Special School District (collectively the \"Districts\") to submit motions identifying those provisions of their respective Desegregation Plans (the \"Plans\") requiring modification or from which the Districts seek withdrawal of federal court supervision. The factfinding for determining the potential for modification of Plans or release from supervision is to begin during a series of evidentiary hearings beginning August 30, 1995. In order to accurately identify those areas of the Plans which are appropriate for release from court supervision, it is incumbent that the Districts assess the proper standard for determining 1 \"unitary\" status. As indicated at last month's budget hearings, ^The Supreme Court has declared that the term \"unitary\" is not a precise concept and attempts to define it as such are of limited value. See Freeman infra. 112 S.Ct. at 1444. However, for purposes of this Memorandum, the Districts adopt the term \"unitary\" to signify compliance with the terms of the Plans of such sufficient nature to warrant permanent release from federal courtrecent opinions handed down by the United States Supreme Court involving issues or school desegregation (Missouri v. Jenkins, __ U.S. ___, 63 U.S.L.W. 4486 {June 12, 1995)\nFreeman v. Pitts, 503 U.S. 467, 112 S.Ct. 1430 (1992) and Board of Education of Oklahoma City Public Schools v. Dowell, 498 U.S. 237, 111 S.Ct. 630 (1991) leave uncertain the proper standard for release from court supervision. The Districts submit that the appropriate standard employs a two-part analysis requiring\ni) good faith implementation of and ii) substantial compliance with the terms of their respective Plans. The Supreme Court has also identified a third standard. \"whether the vestiges of past di scyimi nation ha[ve] been eliminated to the extent practicable. II Jenkins, 63 U.S.L.W. at 4491, quoting Freeman, 112 S.Ct. at 1446 and Dowell, 111 S.Ct. at 638. However, by settling this case on the terms adopted, a district's compliance with its plan is, by agreement of the parties, the elimination of the vestiges of past discrimination to the extent practicable. As such this standard is not appropriately of issue in this case. However, the recent budget hearings revealed that, while the Court may concur that the \"substantial compliance and good faith standard is appropriate. the Joshua intervenors posit that an \"outcome\" or \"results oriented\" standard is applicable. Accordingly, the Districts respectfully request the Court to articulate formally the appropriate legal standard for the relinquishment of remedial control. Such a determination by this supervision. 2Court would significantly facilitate the Districts' ability to accurately identify those areas of the Plans which, in the Districts' estimation, are rice for resolution. The Supreme Court has recognized that, ''[u]nder our precedent, the [participants] are 'entitled to a rather crecise statement of obligations under a desegregation decree.'\" Jenkins, 63 U.S.L.W. at 4494 (emphasis added). The Districts submit that a clarification of the appropriate legal standard for determination of unitary status is fundamental component of such precise statement and respectfully request this Court's guidance to that end. Good Faith Comcliance. A review of the decisions cited above, Jenkins, Freeman and Dowell, sets forth the Supreme Court's development of what has become the critical element of the determination of unitary status- -good faith. A finding of good faith compliance with a district's desegregation plan provides the Court and the adversely affected student population with assurance that the school district is committed to the educational needs of all children and that return to discrimination will not occur. The Dowell decision marked the Supreme Court's initial effort to delineate the appropriate legal standard for withdrawal of judicial supervision in desegregation matters which are approaching final resolution. In delineating the \"good faith\" element, the Supreme Court instructed that \"[t]he District Court should address itself to whether the Board had complied in good faith with the a a a 3desegregation decree since it was entered, and whether the vestiges of past discrimination had been eliminated to the extent practicable.\" (emphasis added.) Dowell, 111 S.Ct. at 638. Subsequently, in Freeman, the Supreme Court reinforced this view holding that the critical issue was, \"whether the school district has demonstrated, to the public and to the parents and students of the once disfavored race, its good faith commitment to the whole of the court's decree and to those provisions of the law and the constitution that were the predicate for judicial intervention in the first instance.\" Freeman, 112 S.Ct. at 1446. (emphasis added) . In Freeman, the Court explained that a consistent record of compliance with plan terms by a school district was particularly revealing of its good faith commitment to eliminate all vestiges of past discrimination, id. Finally, in Jenkins the Supreme Court resolved any lingering doubts regarding the fundamental importance of good faith. The Court held that \"the ultimate inquiry is 'whether the [school district] has complied in good faith with the desegregation decree since it was entered . II (emphasis added). Jenkins, 63 U.S.L.W. at 4491 (quoting Dowell, 111 S.Ct. at 638) . .is the Jenkins decision makes clear, there can now be little dispute that good faith represents the primary basis of inquiry when determining the appropriateness of relinquishment of remedial control. Such standard provides the clearest indication of a school district's intent to safeguard the interests of all students, regardless of race. 4Substantial Compliance. As indicated above, the second element of the two-pronged standard requires substantial compliance with the terms desegregation plan. of the In Dowell, the Supreme Court revealed that a rietp.nm*nation of unitary status required that a school district show that \"the vestiges of past discrimination had been eliminated to the extent practicable. \" (emphasis added). Dowell, 111 S.Ct. at 638. The Court was careful to couch such standard so as not to require inviolate adherence to the desegregation plan. Rather, the \"to the extent practicable\" standard seeks to achieve the dual purpose of providing districts the reasonable expectation of returning their schools to local control while simultaneously ensuring a schoolhouse free of discrimination. No desegregation plan is free from all criticism with regard to its effectiveness, but, as the Dowell Court recognized, the real test is II the good faith of the school board in complying with the [desegregation] decree.\" Id. This is accomplished when good faith. substantial compliance is demonstrated. In Freeman, the Supreme Court reiterated this test stating that among the factors to be considered in determining the appropriateness of ending court supervision was \"whether there has been full and satisfactory compliance with the decree in those aspects of the system where supervision is to be withdrawn and whether retention of judicial control is necessary or practicable to achieve compliance with a decree and other facets of the school 5system. \" Freeman, 112 S.Ct. at 1446. It is noteworthy that satisfactory is defined as \"giving satisfaction sufficient to meet a demand or requirement, adeouate.\" American Heritage Dictionary. Rather than demanding flawless compliance, application of the term \"satisfactory,\" evidences the Court's attempt to both ensure that school districts do not return to segregative practices while recognizing that, as a result of many external factors, inviolate compliance is not feasible. Rather, substantial, good faith compliance is sufficient. For example, the lengthy duration of many desegregation lawsuits dictates that changes in housing trends, educational testing tools, etc. will cause the original terms of a desegregation plan to become dated and ineffectual. See, 6^.0^, Freeman, 112 S.Ct. at 1447\nJenkins, 63 U.S.L.W. at 4495. This does render a district out of compliance, however. Id. The Joshua Intervenors appear to espouse an H alleviation of disparity\" or \"outcome-based\" standard for determining satisfaction of the terms of the Plans. The Districts submit that the utilization of an outcome based standard for determination or compliance, unless specifically provided ror in the Pla rs improper. As discussed below, the Releases, which by their own terms are to be treated as contracts. specifically waive all additional claims based on actions taken before their execution and limit judicial inteirvention to matters of compliance with the terms of the Plan. Accordingly, as a matter of law, unless the Plan specifically provides for particular specific outcomes. such a standard is inapplicable. 6Furthermore, recognizing the plethora of factors which influence outcome based factors in the decades following the adoption of desegregation plans, the Supreme Court recently rejected any such outcome based standard in Jenkins. Just as demographic changes independent of de jure segregation will effect the racial composition of student assignments. Freeman, supra, at 494-495, so to will numerous external factors beyond the control of the [District] and the State effect minority student achievement. So long as these external factors are not the result of segregation, they do not figure in the remedial calculus. Insistence upon academic goals unrelated to the effects of legal segregation unwarrantably postpones the day when the [District] will be able to operate on its own. Jenkins, at 63 U.S.L.W. at 4495. In Jenkins, the Supreme Court clearly rejected that an outcome based or results oriented standard as an inappropriate measure of compliance which is unrelated to a determination of unitary status. While the district court had determined that the Kansas City district had not reached its maximum desegregation potential because it remained at or below national testing norms, the Supreme Court nonetheless rejected such considerations holding that such a standard was \"clearly not the appropriate test to be applied in deciding whether a previously segregated district has achieved partially unitary status. II Id. at 4494, Citing Freeman, 112 S.Ct. at 1445-46, and Dowell. Ill S.Ct. at 638. The Releases. A discussion of the proper legal standard for the dete3rmination of unitary status in the present matter is incomplete without a review of the release agreements (collectively referred 7to as the \"Releases\") executed by the parties on or about July 18, 1991. (See attached Exhibits Nos. 1, 2 and 3). It is important to remember that the Plans involved herein are the resul' of comprehensive settlement among all the parties and the State of Arkansas. As a result, all parties relinquished any right to further remedial relief based upon events and actions occurring before the execution of the settlement and accompanying releases. Thus, the only remedial entitlement any party now has, absent entirely new constitutional violations, is to the enforcement of the Plans. Anything beyond the Plans themselves is now beyond the jurisdiction of the Court. In short, the parties have agreed that substantial compliance with the Plans, as a matter of mutual a accord. eliminates the vestiges of past Hi grT-i Tni,nati on to the extent practicable. The terms of the Releases, one of which was executed on behalf of each of the three (3) Districts, make this indisputably clear: For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the [Districts], its directors, administrators, appointees, employees. agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions. causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education. or to violations of other constitutional or statutory rights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas.... the terms of this release are contractual and not a mere recital. It 8is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al. No. LR-C-82-866 and cases consolidated therein and their predecessors ... (the \"1itigation\") is to be dismissed with prejudice as to the [Districts] and the former and current members of its board named in the Litigation. for all purposes except that the Court mav retain This dismissal is final lurisdiction to address issues regarding implementation of the Plans. (emphasis added). Such review of the terms of the Releases reveals the substantial impact such agreements have on a determination of unitary status. The parties, including the Joshua Intervenors, have agreed that the measure of compliance on behalf of the Districts is provided for exclusively by the terms of the Plan. Such Release is, by its terms, of a contractual nature and as such represents the exclusive benchmark for the determination that release from court supervision is appropriate. To the extent a perceived requirement or result falls outside the express terms of the Plans themselves, it is an inappropriate matter for judicial review. As such, outcome or results oriented standards, if not expressly provided for by the terms of the Plans, are not appropriate measures of compliance. Conclusion. Central to all desegregation efforts is the goal of returning school district control to local government. The Supreme Court has repeatedly recognized that \"dissolving a desegregation decree after the local authorities have operated in compliance with it ror a reasonable period of time properly recognizes that the 'necessary 9concern for the important values of local control of public school systems dictates that a federal court's regulatory control of such systems not extend beyond the time required to remedy the effects of past intentional di sicrimi nati nn .  Dowell, 111 S.Ct. at 637\nFreeman, 112 S.Ct. at 1445\nJenkins, 63 U.S.L.W. at 4495. To facilitate the Districts' and the communities' desire to return to local control, it is incumbent that the appropriate standard for determination of unitary status be clarified. Based upon the foregoing, the Districts submit that the appropriate standard employs a two-part analysis requiring: i) substantial and ii) good faith compliance with the terms of the Plan. Respectfully Submitted, M. Samuel Jones, Escuire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue 2200 Worthen Bank Building Little Rock, Arkansas 72201 Attorneys for PCSSD Christopher J. Heller, Esq. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, Arkansas 72201 Attorneys for LRSD JACK, LYON \u0026amp; JONES, P.A. 3400 TC3Y Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 (501) 375-1122 Attorneys for NLRSD By\nCJ 577 Stephen W. Jo^'s #78083 Allen Carney #94122 10CERTIFICATE OF SERVICE I hereby certify that I have this 23rd day of August, 1995 delivered one copy of the foregoing via U.S, Mail, to the following: Christopher J. Heller, Esq. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Connnercial Bldg. 400 West Capitol Little Rock, Arkansas 72201 Ann Brown OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 M. Samuel Jones, Esquire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue 2200 Worthen Bank Building Little Rock, Arkansas 72201 Richard W. Roachell, Esq. ROACHELL AND STREETT First Federal Plaza 410 W. Capitol Avenue, Ste. 504 Little Rock, Arkansas 72201 John W. Walker, Escuire JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 11 Stephen W. Jonjss RELEASE OF ALL CLAIMS AGAINST THE MLRSD For and in consideration o: its relinouishment ox Claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the NLRSD, its directors, administrators, appointees, employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising oun 01 or wav related to any acts or omissions of any and every kinc the date oi the execution or IS release bv the released p les which in any way relate to racial discrimination. segregation in public education. or to violations of o er consr lonai or statutory rights oi school children. based on a or color. in the three school districts in Pulaski Arkansas. is understood and agreed tn the Con 3 on IS valuable and is civen full and al Comoro: ise oi disputed claims and ,e giving of the Consider not to be construed as an admission of any liability on the oart of anv o f the Released Parties beyond the liabi 1 ,v lounc t' date by the United States District Court lor A District of Arkansas and t^ a Court of Appeals icr EXHIBIT L2 Circui and that the terms or this release are con czual ar.c not a mere recital. It IS further understood and agreed that xca icn now pending in the United States District Court ror Eastern District or Arkansas, Western Division, entitled LittleRock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-32-866 and cases consolidated therein and their predecessors (including, but not limited to, Graves V. Board or Education of North Little Rock School District and Davis v. Board of Education of the Nor\nh Little Rock School District (the \"Litigation\") is to he dismissed with prejudice as to the NLRSD and the former and curre: members of its board named in the T, igation. This dismissal IS final for all purposes except Court V a jurisdiction to address issues regarcing implemen ion or Plans . We have read t' IS release and had it la exp la US cur attorneys who a signed as witnesses hereto understand hat t^ a aoove relincuis' and commitments are full and al ai comprcmi cr a. all claims and cau or action. W e understanc event all parties r whi h there 1 c a signat' do not sign this -.-a I as co , the release is e a  C on those parties that CO sign.3 EXECUTED this day of /Yly* I , ISSZ : WITNESSED AND APPRC'ZED: FRIDAY, ELDREDGE \u0026amp; CLARK LITTLE)ROCK SCHOOL DISTRIC' 2000 Firs Little Rock, .IR Conraercial Bldg, z- 72201 Tr^ident, Board of Direc By Christopher Helig^ / One of its Attorney^' *  ie if EXECUTED THIS day of I J , 199^ by: WITNESSED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank-Building Little Rock, AR 72201 PULASKI COUNTY SPECI DISTRICT NO. 1 By: By. 1 EXECUTED t day of ys President, Board of Direc  if   it WITNESSED AND PROVED: Ai EN LAW M A Professional Corporation 1200 Worthen Bank Bldg, Li tie Roc.k, AR 72201 3v K . Will 1  1 J 7 ARKANSAS ST EDUCATION , ISS'i ty: 50. = OF 1 By y la.CkC^'j c:- mar., One of torneys if   EXECUTED t: IS day of I  WITNESSED AND APPROVED: THE JOSHUA : 0 (NAJkCP) LEGAL DEFENSE FUND, . AND EDUCATIONAL , INC. A '^y Noma.n J One of i C.ta r.n neys LRSD Class 'ey/ and Pussiesnz .-.rkansas = e Roc? c z N.-J 4 JOHN W. WALKER, P.A. 1723 S. Broadway 3y I Lit t?e^Rock, AR 72201 NLRSD Class Rearss and President o: ths N By Jaim W. Walker arm w of Orre o its Attorneys *   EXECUTED this ari') day of1 WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL 1014 w. Third Littr Rock, 122Q1 B' Richard W. Roachell One of its Attorneys 7 i-ittle Rock, Arkansas Branch ___________________ PCSSD Class Represent J iZ , 1991 by: KNIGHT INTERVENORS By. LRC^A Representative By /\u0026lt; PACT ^Repr^sehtai-lve 3 .ve By NLRCTA. ReoresantaFor PZLZASE OF ALL Ci I\n: 1? C IMS AGAINST THZ PCSSD and in consideration of its relinquishment t- o: ciarms and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release IS attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and rcrever discharge the PCSSD, its directors, administrators, appointees , employees, agencies, departments, their predecessors and successors (hereafter collectively razs. o to as \"the Released Parties\") of and from any and all actions. causes of action. claims and demands wh undersi St new have or may hereafter have arising cut or or in wav date ed to any acts or omissions of any and of the execution of this lease bv the released car a * o c which in any way relate to racial disc ration. segreg a   or public education. or to violations cf ct. const 3 statutory rights or school c. Idri based on a cr color. in the three school districts Pulaski Co Arkansas. is understood and agreed that Consid IS valuable and is given in full and final compre: A cr disputed claims and that the giving cf the Considerat not to be construed as an admission or anv liabilitv cart of anv or the Released Parties bevend the liabili V to date by the United States District Court ror the T 3 c A EXHIBIT it 3 a2 District of Arkansas and the Court of Appeals tor \u0026amp; Zichth Circuit and that the terns of this release are co 3 1 and not a mere recital. IS further understood and agreed that the T_^ cation now pending in the United States District Court tor the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Soecial School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not liaitsd to, Zinnamon v. Pulaski County School District, LR-C-S8-154) (the \"Litigation\") is to be dismissed with prejudice as to the PCSSD and the former and cu rent members of its board named in e Litigation. This dismissal iS for all oosas except that the Court may retain ju: sdiction accress issues regarding implemen tion of the Plans. We have read this a 1 aa ca and had it explains c V our attorneys who have SLCIlsd as witnesses hereto anc we understand that the above referenced relincuishme: o\nciai and commitments are in 11 and final compromise o: a all claims and causes of action. We understand ti a event all parties ror ere IS a signature bl o e 1 c w do not sim this release, ths rslsase is effs tive anc me on those parties that do sicn.3 EXECUTED this -23 Of , 199 1 by: WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bide. LITTTLLEE ROCK SCHOOL DISTRICT Little Rock, AR Christopher Heiler/ One of its Attorneys 72201 * yi President, Board .of Directors EXECUTED THIS day of , 199^ by: WITNESSED AND APPROVED: ALLEN.LAW .FIRM A Professional Corporation' 1200 Worthen Bank Building ARKANSAS STATE BOARD OF EDUCATION Little Rock, AR 72201 BV^ 3y:_______________ _ H. William Allen One of its Attorneys Chainaaji, Board of Directors  EXECUTED this of 'S WITNESSED AND APPROVED: JACK LYON \u0026amp; JONES, P.A. 3400 TC3Y Tower I by: NORTH LITTLE ROCK SCHOOL DISTRICT Little,Rock, AR 72201 5v y LI Bv I I I ^ejhen W. Joi^s One of its Attorneys President, Board of i u * 1r EXECUTED this day of , 1990 by: WITNESSED AND APPROVED: (NAAC?) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. THE JOSHUA INTERVEHO By_____________________ Norman J. Chachkin One of its A.ttorneys Bv LRSp Class Reofe'san Bv 'O I and President, L. tie Rcc? Arkansas Branch of a N. 4 JOHN W. WALKER, P.A. 1723 S. Broadway Littie Rock, AR 72201 NLRSD'^Class Repres^.- and President r' iV8 of e Nor h 3y 2j3hn. W. Walker wne of its Attorneys , Little Rock, Arkansas Branch of the^NAACP 1 By_ PCSSD' Class Representative * * * It EXECUTED this day of , 1991 by: WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL KNIGHT INTERVENORS Lift Third Rock, 72201 By- By._____________________ Richard W. Roachell One of its Attorneys LRCTA Rea'resentative By, PACT' Repr^entatLve'' NLRCTA Ranresentative I 1 RELEASE OF ALL CLAIMS AGAINST THE LRSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached {hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and rorever discharge the LRSD its directors, administrators, appointees. employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes or action. claimsand demands which the undersigned now have cr may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to ths date or a execution of this release by the released par es w way relate to racial discrimination, segregati cublic education, or to violations of other const T_ cr statutory rights of school children. based on race cr ccicr, in the three school districts in Pulaski County, Arkansas. is understood and agreed that the Consideration V a i and is given in full ano final compromise cr dis d cla :s and that the giving or the Consideration is to construed as an admission of any liabil y on the parr or a a of the Released Parties beyond the liab '/ found to 1 C i t  the United States District Court for the Eastern Dist ict cr Arkansas and the Court of Aooeals for the Eighth Ci, uit and I exhibit\nAUG-28-95 MON 11:49 SUSAN W WRIGHT FAX NO. 5013246576 FILED P. 05 U.S. DISTRICT COUnT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT 'AUG 2 3 1995 OF ARKANSAS McCCRMACK. CLERK By:. O?CL:\"i\u0026lt; LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-32-SSS PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF LRSD^S MOTION FOR PARTIAL UNITARY STATUS The Little Rock School District (LRSD) has moved that this Court withdraw supervision with regard to the following aspects of the LRSD Desegregation Plan: a. Home Instructional Youngsters (HIPPY)\nProgram for Preschool b. c. d. Rockefeller Eaurly Childhood Program\nParkview Science Magnet Program\nand, Job Training Partnership Act/Summer Program (JTPA). Learning A district court may withdraw supervision with regard to discrete aspects of a desegregation plan where \"a school district has demonstrated its commitment to a course of action that gives full respect to the equal protection guarantees of the Constitution.\" Ereem^h V. Pitts, 503 U.S. 467, ___, 118 L.Ed.2d 108, 134 (1992). Among the factors to be considered by a district court in determining whether it should withdraw supervision over one or more aspects of a desegregation plan are:AUG-28-95 KON HUS SUSAN W WRIGHT FAX NO. 5013246576 P. 06 [W]hether there has been full and satisfactory compliance with the (desegregation] decree in those aspects of the system, where supervision is to be withdrawn\nwhether retention of judicial control is necessary or practicable to achieve compliance with the decree in other facets of the school system\nand whether the school district has demonstrated, to the public and to the parents and students of the once disfavored race, its good faith commitment , to the whole of the court's decree and to those provisions of the law and the constitution that were the predicate for judicial intervention in the first instance. Freeman. 118 L.Ed.2d at 134-35. In considering these factors, \"the District Court must bear in mind that its end purpose is not only 'to remedy the violation' to the extant practicable, but also 'to restore state and local authorities to the control of a school system that is operating in compliance with the Constitution.'\" Missoiiri Jenkins, ___ U.S. ___, 1995 WL 347363, *17 (1995). Consideration of above factors indicates that LRSD should be released from supervision with regard to those aspects of the LRSD desegregation plan identified above. LRSD has substantially complied^ in good faith with the LRSD Desegregation Plan with regard to those aspects of the plan identified above for a reasonable period of time.^ Continued judicial supervision is not necessary ^LRSD hereby adopts and incorporates by reference the Districts' Joint Memorandum Regarding Standard of Review filed August 23, 1995. 2, Board of Education v, Dowell. 498 U.S. 237, 243 (1991)(\"Dissolving a desegregation decree after local authorities have operated in compliance with it for a reasonable period of properly recognizes that 'necessary concern for the important values of local control of public school system dictates that a federal court's regulatory control of such systems not extend beyond the time required to remedy the effects of past intentional discrimination.') (emphasis supplied). 2AUG-28-95 MON 11:50 SUSAN W WRIGHT FAX NO. 50132465(6 P, 07 to achieve compliance with other aspects of the LRSD Desegregation Plan. Finally, by its good faith implementation of the LRSD Desegregation Plan, LRSD has demonstrated to the public and to black parents and students its good faith commitment to the whole of the LRSD Desegregation Plan and to a course of action that gives full respect to the equal protection guarantees of the Constitution. Therefore, this Court should withdraw supervision with regard to the following aspects of the LRSD Desegregation Plan: a. Hone Instructional Youngsters (HIPPY)\nProgram for Preschool b. c. Rockefeller Early Childhood Program\nParkview Science Magnet Program\nand, d. Job Training Par-tnership Program (JTPA). Act/Summer Learning Respectfully submitted, Christopher Heller John C. Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, Arkansas 501/376-2011 72201-3493 Attorneys for LRSD By: Christopher Hell Bar No. 31033 7 3AUG-28-\nMCN 11 u SUSAN M WRIGHT FAX NO. 5013246576 P. 08 CroTI7ICAT3 OP gBHVTCT I certify that a copy of the foregoing motion has been served on the following counsel on this 23rd day of August, 1995. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (MAILED) Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 (MAILED) Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 (MAILED) Mr. Richard Roachell Roachell and Straett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 (MAILED) Ms  Arm Brown Heritage West Bldg., Suite 510 2 01 East MarJchaa Street Little Rock, AR 72201 (MAILED) 4 .JAN-10-96-WEU 11:24 Fax SUSAN M WRIGHT FAX NO. 5013246576 P.Ol JOHN W. WALKER RALPH WASHINGTON MARK BCRNETTE AUSTIN PORTER, JR. John w. Walker, p.a. Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 TajyiiONElSOl) FAX (501) 3744187 U.3. OISTHICT COURt EAST6RNS------- ARKANSAS n 4 n ,j |EP J 9 JAMES Wy McC^^5k{^esjj fiy-* fiy:.\nU7I aa n SEP CURK September 15, 1995 Honorable Susan Webber Wright United States District Judge 600 West Capitol Little Rock, AR 72201 Re: LRSD V PCSSD Dear Judge Wright: In response to the Court's directive that we should provide Her Honor with our response to the districts' motions for release of court supervision in certain areas of the respective settlement plans, Joshua submits the following response. 1. to the North Little Rock School District, Joshua has no objections to their request for release of court monitoring and supervision in the area of their assignment plan. We note that they have withdrawn the areas for your consideration in the areas of extracurricular activities and gifted and talented programs. We further note that the District may refile Its motion regarding at some future date. 2 . respect to the Pulaski County Special School District, Joshua objects to all of -their requests for release of court supervision and intend to put on evidence to rebut their claims that they are in substantial good faith compliance with these areas which of their desegregation plan which they contend are working. We are unable to state at this time who our witnesses will be, however. 3. Withrespect to the Little Rock School District, Joshua has no objection to their request for release of court monitoring and supervision in the area of the Job Training Partnership/ Summer Learning Program (JPTA). Our lament is the district's failure to apply Mr. Gillespie's experiences in any meaningful way to other district activities and programs. We note, however, that LRSD has committed to continuing this program and hopefully they will prepare more meaningful assessments of its effectiveness with in relation to remediating achievement disparities between black and white students. Joshua does, however, object to release of court monitoring and supervision in the areas of HIPPY, Rockefeller Early Childhood Program and the Parkview Science Magnet Program. We intend to put on testimony We intend to put on testimony ^o' 215 :\u0026gt; fiJAN-W-96-'MEl) 11:26 SUSAN U WRIGHT FAX NO. 5013246576 P.Ol to rebut Little Rock's contention that they are in substantial good faith compliance with these areas of their desegregation plan. We have not determined the number of witnesses we intend to call\nhowever, I will need some discovery and preparation time. I expect that I will need at least two days to present our position with respect to Little Rock and one day with respect to Pulaski County. I have reviewed my calendar and due to my trial schedule and preparations, appellate court schedule, hearings before Her Honor on other matters and other commitments, I will not be able to prepare for the case until sometime next year. We, therefore, request that you have Ms. Carpenter check your calendar for a week sometime early next year for the continuation of these hearings. your Thank you for your cooperation. Respectfully submitted, JWW\njs cc: All Counsel of Record Ms. Ann Brown p. FEB A- 1996 U U tic* kj Otfice ol Desearegaiiun :- IN THE UNITED STATES DISTRICT CC^Ir^n aRXANSA3 COURT 9 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 JAMES W. MccBMJK 3y:------------------------------------------- DEP CLERX PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS STIPULATION FOR ORDER The parties, the Court and its monitoring arm, the Office of Desegregation Monitoring (\"ODM\"), are engaged in the process of determining which areas of the Districts' respective desegregation plans can be released from Court supervision and monitoring pursuant to the principles of Freeman v. Pitts, 112 S.Ct. 1430 FEB 0 9 !996 (1992) . The parties have concluded their assessment of compliance by the Districts with certain discrete areas of the desegregation plans. The parties now agree, with the concurrence of the ODM, that the following Districts may be released from Court supervision and monitoring in the following areas: 1. The Pulaski bunty Special School District should be released in the areas of its library media program, its vocational education program. its guidance and counselling program, its elementary school gifted and talented program, and its staffing of elementary classroom teachers with the proviso that the PCSSD will continue to attempt to place more minority teachers at the K-3 levels as positions become available and new teachers are hired. 12 . The Little Rock School District should be released in the areas of Multicultural Curriculum (LRSD Plan pages 63-80), Vocational Education (LRSD Plan pages 98-105), and as respects its Computerized Transportation System (LRSD Plan pages 227-228). 3 . The North Little Rock School District should be released as respects its elementary gifted and talented program. The parties further agree that, with the involvement of the ODM, that they will continue the process of assessing what additional areas of the desegregation plans are ripe for release from Court supervision and monitoring to identify what areas of the desegregation plans remain deficient in terms of compliance and to continue working toward the ultimate goal of complete release of each school district from Court supervision and monitoring. SO STIPULATED this 9th day of February, 1996. PULASKI COUNTY SPECIAL SCHOOL DISTRICT BY: M.,Samuel Jones LITTLi ROCK,SCHOOL STRICT B I NORTH LITTLE ROCK SCHOOL DISTRICT By: I Stephen W. J s 2 JOSHUA INTERVENORS I By: John W. Walker / J KNIGHT INTERVENORS I By: Travis N. Creed, Jr. 3 FILED U S, OISTRiCT COURT EASTERN DISTRICT ARKANSAS MAR 1 I 1996 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By\n3 W McqORMACK, Cl^RK K-X OEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL -I DEFENDANTS INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership -i.ng INTERVENORS MEMORANDUM AND ORDER Before the Court are a number of motions (listed in the order filed) which the Court now addresses: (1) motion of the Pulaski County Special School District (\"PCSSD\") to withdraw supervision from three discrete areas of the PCSSD plan [doc.#2481]\n(2) motion of the Little Rock School District (\"LRSD\") for partial unitary status [doc.#2483]\n(3) motion of the Joshua Intervenors (\"Joshua\") to enjoin the LRSD from entering into a service contract without following bidding procedures, requests for information and without prior involvement of Joshua [doc.#2506]\n(4) motion of PCSSD to clarify the PCSSD desegregation plan [doc.#2520]\n(5) motion of Joshua for the Court to set forth in detail the continuing obligations of the LRSD under the desegregation plan with respect to faculty and staff desegregation [doc.#2544]\n(6) motion of PCSSD for an Order regarding portable buildings [doc.#2546]\n(7) motion of LRSD for an Order dismissing this case without prejudice with respect to LRSD, PCSSD, and the North Little Rock School District (\"NLRSD\") [doc.#2573]\n(8) motion of Joshua for reconsideration of 2 6 4 the Court's Order of December 11, 1995, and for completion of the hearing [doc.#2594]\nand (9) motion of PCSSD regarding the replacement of portable buildings with permanent construction. dated October 25, 1995 [doc.#2612]. I. The Court first addresses PCSSD's motion to withdraw supervision from three discrete areas of the PCSSD plan [doc.#2481] and LRSD's motion for partial unitary status [doc.#2483]. 'The PCSSD states that it has substantially complied with plan provisions regarding library media services, staff development and counseling services, while the LRSD states that it has substantially complied with LRSD plan provisions regarding Home Instructional Program for Preschool Youngsters (\"HIPPY\"), Rockefeller Early Childhood Program, Parkview Science Magnet Program, and Job Training Partnership Act/Summer Learning Program (\"JTPA\") . Both the PCSSD and the LRSD argue that the Court should withdraw supervision from these areas of the respective plans. The PCSSD's and LRSD's motions were both filed on August 23, 1995. On February 9, 1996, the parties entered into a Stipulation whereby it was agreed that the PCSSD, LRSD, and NLRSD should be released from court supervision and monitoring in certain discrete areas of the desegregation plans. The parties further stated that they are in the process of assessing what additional areas of the desegregation plans are ripe for release from Court supervision and monitoring and to identify what areas of the desegregation plans -2-remain deficient in terms of compliance. The additional hearings that were scheduled to address the motions to withdraw were cancelled at the parties' request as a result of the Stipulation. In light of the Stipulation and subsequent cancellation of the hearings, the Court finds that both the PCSSD's motion to withdraw [doc.#2481] and the LRSD's motion for partial unitary status [doc.#2483] have both been superseded by the Stipulation. Accordingly, these motions are denied as moot. II. On August 31, 1995, Joshua filed a motion to enjoin the LRSD from entering into a service contract without following bidding procedures, requests for information and without prior involvement of the Joshua Intervenors [doc.#2506]. In its motion Joshua argues that (1) the LRSD had not discussed the proposed management services contract with the Joshua Intervenors, (2) the proposed management contract has potential adverse racial effect and impact, (3) the proposed management contract has not been let for bids and is not a part of the program. research and evaluation instrument for the next five years, (4) the proposed management contract has potential adverse monetary effects upon financial resources of the district and has the potential for adversely affecting the ability of the school district to meet its a desegregation obligations, and (5) the proposed management contract was not negotiated at arms' length and was designed to provide special favor to some unknown person in the school district. -3-The Court held a hearing on Joshua's motion on Saturday, October 28, 1995, and again on Friday, December 8, 1995. At the hearing on December 8th, counsel for Joshua tendered into evidence a document entitled fl Settlement, fl which Joshua maintains constitutes a settlement offer by LRSD that was accepted by Joshua with respect to the ServiceMaster contract. Joshua claims that this constitutes an offer by LRSD to settle the matter with Joshua by having the Court enter an Order enjoining the LRSD from entering into the ServiceMaster agreement and terminating the district's liability pursuant to Paragraph 14.12 of the contract. The LRSD, however, contends that this document was not intended as an offer to settle, in that it is stamped \"Draft II and is not signed by any party or the attorney for any party. On December 11, 1995, this Court issued an Order in which it ruled as follows: This Court declines to rule on whether this 'settlement' constitutes a binding agreement on the district or on whether the board of directors delegated Mr. Malone the authority to enter into it with Joshua. The Court finds that even if Mr. Malone had the authority and even if it was an offer to settle which Joshua accepted, settlement. public This policy 'settlement' prohibits this type of purports to create a situation in which this Court, by agreement of Joshua and LRSD, would by court order declare the agreement to be non-binding on the part of LRSD and would relieve LRSD of any liability. Indeed, Paragraph 14.12 of the ServiceMaster contract provides an LRSD should this Court terminate \"escape clause\" for or ServiceMaster agreement. modify the It provides that LRSD shall have no obligation to appeal decisions affecting the contract. Therefore, it implies that LRSD will in good faith abide by the terms of the contract and will not contract with Joshua or anyone else to procure a court order allowing it to escape liability. It would not be consistent with public policy to permit one party to a -4-contract to escape its obligations unilaterally without a similar provision for the other contracting party. This Court finds that ServiceMaster and LRSD did not intend that this clause would permit Little Rock to escape liability without a ruling on the merits. Therefore, the Court holds that this purported settlement cannot be enforced against ServiceMaster. Order, at 5-6 [doc.#2586]. On December 22, 1995, Joshua filed a motion for reconsideration of the Court's Order of December 11, 1995, and for completion of the hearing [doc.#2594]. Joshua states they have not completed their presentation in support of their initial motion to enjoin the LRSD from entering into a service contract, and they argue the Court has not ruled on the substantive grounds which it has set forth in its motion. The Court has considered the matter and remains convinced that its interpretation of the contract was correct and that it would not be consistent with public policy to permit one party to a contract to escape its obligations unilaterally without a similar provision for the other contracting party. See Order, at 6. Joshua cites Union Nat. Bank v. Federal Nat. Mortg. Ass'n, 860 F.2d 847 (Sth Cir. 1988) , in support of its motion. The Court finds Joshua's reliance on Union Nat. Bank to be misplaced, however, as that case involved a termination clause between the parties to the contract, see id. 860 F.2d at 849, while the case at Bar involves a purported settlement between a contracting party and a third party allowing the contracting party to escape its obligations unilaterally without a similar provision for the non-settling -5-party. Union Nat. Bank is thus distinguishable and provides no support for Joshua's motion for reconsideration. In any case, even if Joshua is correct that such a unilateral escape from contractual obligations would be permissible under Arkansas law, the parties in this case intended that the contract would be performed in good faith unless this Court issued an Order allowing the LRSD to escape liability pursuant to I 14,12 of the contract. The Court has not and will not at this time issue such an Order allowing the LRSD to escape liability under the contract. Accordingly, the Court denies that portion of Joshua's motion which asks for reconsideration of the Court's December 11, 1995, Order. With respect to that portion of Joshua's motion which asks for completion of the hearing, the Court finds that this aspect of the motion should be and hereby is denied as moot. The Court notes that the December Sth hearing was not completed because Joshua specifically requested that the matter be continued so that it could file an interlocutory appeal of the Court's Order. Tr. at 92, 97. Indeed, Joshua stated that such an appeal would \"resolve a lot of matters.\" Tr. at 90. It was only after Joshua concluded that the Order was not appealable that Joshua now asks that the hearing be completed. However, because the Court's docket is full. the Court is unable to schedule the matter for a hearing in the immediate future. Accordingly, for administrative purposes, and because the Court in any case denies Joshua's motion for reconsideration, the Court concludes that Joshua's motion to enjoin the LRSD from entering into a service contract without following -6-bidding procedures, requests for information and without prior involvement of the Joshua Intervenors [doc.#2506] should be and hereby is denied without prejudice. Joshua may refile the motion to the extent they wish to pursue the matter after reviewing today's order. Should Joshua refile the motion, the Court will schedule the matter for a hearing. III. On September 14, 1995, the PCSSD filed a motion to clarify the PCSSD desegregation plan [doc.#2520]. PCSSD seeks to clarify those parts of the plan and programs that are or were calculated to further desegregate the southeast sector schools within the PCSSD, i.e., the Talented and Gifted Program within the southeast sector. the Fine Arts Program at Landmark, the Specialty Program at Bates Elementary, and Harris Elementary. The Court has considered the motion and finds that it should be and hereby is denied without prejudice. Joshua has not filed a response to the motion even though they would appear to be significantly affected by the matters contained therein. In any case. the status of this motion is questionable given the subsequent motions of PCSSD regarding potential school closings and new construction that would affect the schools in the southeast sector and elsewhere. Should PCSSD refile this motion, Joshua is expected to file a timely response stating their position on the matter. -7-IV. The LRSD moves for an Order dismissing this case without prejudice with respect to the LRSD, PCSSD, and NLRSD as of January 18, 1991, except to the extent the Court retains jurisdiction to address issues regarding implementation of the plans and to conduct proceedings to enforce the terms of the settlement or the terms of the plans [doc.#2573]. The Court finds that the motion for an order of dismissal should be and hereby is denied. Let there be no mistake that, with the entry of the settlement agreement, the claims involved in this ongoing litigation were dismissed. at least as a technical matter. The Court finds. however, that no useful purpose would be served by entering an order of dismissal at this time. The Court of Appeals has instructed this Court \"to monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion. to ensure compliance with the plans and the agreement. and otherwise to proceed as the law and the facts require.\" Little Rock School Dist. V. Pulaski County Special School District No. 1, 921 F.2d 1371, 1394 (Sth Cir. 1990) . The LRSD has frequently exhibited indifference or outright recalcitrance towards its commitments and has been slow to implement many aspects of its agreements (although some improvements have been made) . Therefore, the Court finds that an order of dismissal should be deferred in order to ensure compliance with the plans and the agreement. Even had the LRSD acted in good faith throughout the years. the logistics and -8-complexity of this case are such that this Court's monitoring function would be impaired by entering this time. an order of dismissal at V. On October 25, 1995, Joshua filed a motion asking the Court to set forth in detail the continuing obligations of the LRSD under the desegregation plan with respect to faculty and staff desegregation [doc.#2544]. Joshua objects to certain staff and faculty assignment practices of the LRSD and contends that the parties have a material disagreement. Joshua seeks an Order which either defines or interprets the obligations of the LRSD with respect to faculty and staff. The Court has considered Joshua's motion and finds that it should be and hereby is denied without prejudice. The obligations of the LRSD regarding faculty and staff are clearly set forth in both the LRSD Plan and the Interdistrict Plan and need not be repeated here. Moreover, the parties have agreed in their Stipulation that they are in the process of assessing what additional areas of the desegregation plans are ripe for release from Court supervision and monitoring and to identify what areas of the desegregation plans remain deficient in terms of compliance. Should the parties be unable to reach agreement regarding faculty and staff desegregation, Joshua may refile its motion. -9-VI. On October 26, 1995, PCSSD filed a motion for an Order regarding portable buildings [doc.#2546]. In its motion, PCSSD asks for permission to begin construction on one permanent classroom at Jacksonville Elementary, four permanent classrooms at Bayou Meto, seven permanent classrooms at Landmark Elementary, and three permanent classrooms at Pine Forest Elementary. On January 29, 1996, PCSSD filed a subseguent motion regarding the replacement of portable buildings with permanent construction dated October 25, 1995 [doc.#2612]. This latter motion supplements and essentially supersedes the previous motion filed on October 26, 1995. In its supplemental motion, PCSSD seeks permission to begin construction on two permanent classrooms at Cato Elementary, two classrooms at Arnold Drive Elementary, four permanent classrooms at Bayou Meto, seven permanent classrooms at Landmark Elementary, and three permanent classrooms at Pine Forest Elementary. The Court has carefully considered the matter and concludes that PCSSD's request is consistent with the district's long-range plans for replacement of portable buildings. The construction will not increase the capacity of the aforementioned schools, with the exception of Pine Forest Elementary.* Accordingly, the motions for an Order regarding portable buildings are hereby granted. * On September 15, 1995, the Court approved a motion granting the PCSSD permission to add a kindergarten class to improve racial balance at Pine Forest Elementary. The district has represented to the Court that one of the permanent classrooms would reflect the additional capacity resulting from the new kindergarten class. -10-VII. In stun, the Court denies as moot PCSSD's motion to withdraw [doc.#2481], denies as moot LRSD's motion for partial unitary status [doc.#2483], denies that portion of Joshua's motion which asks for reconsideration of the Court's December 11, 199 5 Order [doc.#2594], denies as moot that portion of Joshua's motion which asks for completion of the hearing [doc.#2594], denies without prejudice Joshua's motion to enjoin the LRSD from entering into a service contract without following bidding procedures, requests for information and without prior involvement of the Joshua Intervenors [doc.#2506], denies without prejudice PCSSD's motion to clarify the PCSSD desegregation plan [doc.#2520], denies LRSD's motion for an Order of dismissal [doc.#2573], denies without prejudice Joshua's motion for an Order setting forth in detail the continuing obligations of the LRSD under the desegregation plan with respect to faculty and staff desegregation [doc.#2544], and grants PCSSD's motions for an Order regarding portable buildings [doc.#'s 2546 \u0026amp; 2612]. A IT IS SO ORDERED this ay of March 1996. mis DOCU.Mt.NT ENTERED CM DOCKET SHEET IN COMPUANCE WITH RULE 58 AND/OR 79(a) FRCP ON 3/ZZ/^^ BY -11- I F5LED Office Q{ JON 5 1996 Desegregation Monitor^ U.S. DISTRICT COURT EASTPR'' niSTDicT JBi' \\NPAS 2. s JAMuS VV. iViCbUHA.HuK. CLERK THE UNITED STATES DISTRICT COUBp EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DFP CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR EXTENSION OF TIME The Joshua Intervenors respectfully move the Court for an extension of time until August 1, 1996 in which to file its response to the Little Rock School District's motion to end federal court jurisdiction. For said order, Joshua states as follows: 1. Due to undersigned counsel's schedule, additional time is needed in which to review the document that has been submitted by the LRSD regarding said motion. This document is approximately 143 pages excluding the motion and memorandum. 2. Counsel for the LRSD has been contacted concerning this motion and has no opposition to it. WHEREFORE, for the reasons set forth above, Joshua Intervenors pray for an order extending the time within which they must respond to the LRSD motion to and including August 1, 1996. Respectfully submitted.John W. Walker, P.A. 1723 Broadway Little Rock, AR (501)374-3758 72206 By:V J, n W. Walker - ##6644046 1 I CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing motion was sent via U.S. mail to all counsel of record on this 29th day of May, 1996. Office a IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership ORDER US oisraicTCOURT EASTERN DISTRICT ARKANSAS MAR 2 7 1996 JAMES W. McpVHMACK, CLERK By:Aj 07 OHP CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS INTERVENORS The Court hereby approves the Stipulation for Order filed February 9, 1996 [doc.#2626], regarding areas in which the Mah 2^ (996 vs. respective parties can be released from court supervision and monitoring. IT IS SO ORDERED this ^7 day of March 1996. JUDGE rurS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON ___BY 4 2 6 4IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS, LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LITTLE ROCK SCHOOL DISTRICT'S MOTION TO END FEDERAL COURT JURISDICTION For its Motion the Little Rock School District (LRSD) states: 1. LRSD entered a Settlement Agreement in 1989 in order to end this litigation and to end over three decades of federal court control of the district. LRSD agreed to implement the LRSD Desegregation Plan in the Interdistrict Desegregation Plan (\"The Plans\") for six (6) years in exchange for a full and final release of liability and an order dismissing this case with prejudice. 2. LRSD began implementation of the plans with the 1990-91 school year and the six year term of the Plans will expire at the end of the 1995-96 school year. 3. LRSD has implemented in good faith many desegregation plans for more than three decades. LRSD was a substantially unitary school district in 1982, but it nevertheless filed this interdistrict litigation in a good faith effort to maintain a biracial public school system in Little Rock. A recent and exhaustive audit of LRSD's desegregation obligations shows that LRSD is in substantial compliance with the plans.n 4. According to the terms of that settlement agreement, LRSD is now entitled to be released from federal court jurisdiction. WHEREFORE, for the reasons set forth above and in the accompanying brief, LRSD prays for an order pursuant to the terms of the 1989 settlement agreement which withdraws federal court jurisdiction of this case and dismisses this case with prejudice. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT Christopher Heller Robert S. Shafer John C. Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Attorneys for LRSD By Christopher Helli^i^ Bar No. 81083 2CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following by depositing copy of same in the United States mail on this 17th day of May, 1996: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Christopher Heller 3 FSCW U.S. DIS I aiCT COURT EAS CERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAY 5 C 1956 JAMES W. AteCORMACK. CLERK DEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. No. LR-C-82-866 PV-LkSKl COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL RECESVED DEFENDANTS INTERVENORS KATHERINE KNIGHT, ET AL JUN 3 1996 INTERVENORS SERVICEMASTER MANAGEMENT SERVICE^/fice Of Deseflreaation Monitorino A Limited Partnership  INTERVENORS ORDER Without objection, the Joshua Intervenors are hereby given until and including August 1, 1996, in which to file a response to the Little Rock School District's motion to end federal court supervision. IT IS SO ORDERED this day of 1996. I 'ED\ntAtes d)ISTRltT JUDGE 2^ THIS document entered on docket sheet in COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON BY 2 6 7 Sr. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 RECEIVED PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL JUN 1 8 1996 DEFENDANTS MRS. LORENE JOSHUA, ET AL Srvenors KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO EXTEND TIME For its motion, the Little Rock School District (LRSD) states: 1. LRSD filed a motion on May 17, 1996 seeking withdrawal of federal court supervision on the basis of its compliance with its desegregation plan. The Joshua Intervenors (Joshua) reguested and received an extension to and including August 1, 1996 in which to respond to LRSD's motion. 2. Joshua has now filed a motion alleging that LRSD has failed to adequately comply with its desegregation plan. Both motions will require this court to determine issues regarding LRSD's compliance with its desegregation plan. 3. For the same reasons Joshua requested and received additional time to respond to LRSD's motion. LRSD requires additional time to provide a complete and detailed response to the Joshua motion. Additionally, LRSD will be in a better position to properly respond to the Joshua motion once it has seen Joshua's response to the previously filed LRSD motion.WHEREFORE, for the reasons set forth above, LRSD requests an extension of the time within which it must respond to the \"Motion of the Joshua Intervenors For Relief Concerning The Incentive Schools\" to and including August 9, 1996. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Christopher Hei Bar No. 81083 f 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion To Extend Time has been served on the following by depositing copy of same in the United States mail on this 14th day of June, 1996: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Christopher Hei :r 3FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS AUG 0 1 1996 IN THE UNITED STATES DISTRICT COU^Tpg 77 McCORMACK, CLERK EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION By:__ de?. CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-G-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. Received DEFENDANTS MRS. LORENE JOSHUA, ET AL. AUG 5 1996 INTERVENORS KATHERINE W. KNIGHT, ET AL. K3-'yo p Office of Desefifegafon Monitoring INTERVENORS Memorandum of the Joshua Intervenors Opposing the LRSD's Motion to End Federal Court Jurisdiction A. Introduction The LRSD seeks an order \"which withdraws federal court jurisdiction of this case and dismisses this case with prejudice. Motion, 5\\17\\96, at 2. This motion rests on a series of baseless assertions and otherwise unsound premises. It should. therefore, be denied. More specifically, LRSD first contends that the district agreed to implement the provisions of the settlements for only six years, absent a demonstration by the Joshua Intervenors of a failure of the system to comply with a term (or terms) of the settlement agreements. Motion, at 1\nMemorandum, 5\\17\\96, at 1, 9, 16-17. Then, reasoning that [t]he Tri-District Plan was essentially the [settlement] Plans modified to address the J constitutional infirmities identified by [Judge Woods], and that 1constitutional infirmities identified by [Judge Woods], and that \"LRSD implemented the Tri-District Plan during the 1990-91 school year,\" LRSD further contends that this six year period ended at the end of the 1995-96 school year. Motion, at 1\nMem., at 10-12. Lastly, LRSD argues that it has \"substantially [complied]\" with the settlement provisions. This assertion is based on what is termed an \"exhaustive audit of LRSD's desegregation obligations\" and a discussion of particular areas such as student enrollment and racial disparities in achievement. Motion, at 1\nMem., at 12- 13, 17-32. This memorandum addresses these and other premises of the LRSD submission. B. The Assertions About A Six-Year Plan The district asserts at page 9 of its memorandum that \"[u]nder the terms of the Settlement Agreement, LRSD agreed to implement the plans for six years. 111 The problem with this assertion is shown by the fact that there is no citation to any provision of the Settlement Agreement. Nor is there a citation in the memorandum, at any point, to a provision of any of the settlement documents limiting implementation to six years (absent noncompliance) 1 LRSD refers to the \"Settlement Agreement\" of March 1989, as revised on September 28, 1989. See Mem., at 9. 2 The Settlement Agreement includes payment schedules and related criteria, applicable to LRSD, and covering various periods of time with various termination dates. These are (i) 1989-90 through 1998-99 (to LRSD) (at 15)\n(ii) 1990-91 through 1995-96 (to LRSD) (at 16)\n(iii) December 31, 2000 (period through which LRSD may show that composite test scores of black 2LRSD asserts that at the hearing on May 13, 1996, this court \"acknowledged that the Plans were to be implemented for a period of six years.\" Mem., at 14. This assertion, as shown by the transcript, is erroneous. Indeed, the court, after alluding to provisions referencing six years, welcomed motions to perfect the 3 decree. To be sure, the \"Interdistrict Desegregation Plan\" contains the following provision: \"There shall be a limited number of incentive schools, for a period of at least six years ... (at 3).\" However, this language appears in a paragraph titled \"III. Incentive Schools\"  one of 19 separately numbered paragraphs, in an \"Overview,\" each paragraph having a separate title. Id., at 2-6. In brief, the six-year provision refers to the incentive schools\nit is not set forth as a general limitation on the duration of the entire plan. Moreover, intervenors' argument is consistent with the treatment of the six-year period by the Court of Appeals in its 1990 opinion considering the overall settlement. With respect to the LRSD plan, the court alludes to what it terms \"the initial six-year period\" only with reference pupils are 90 percent or more of scores of white pupils) (at 17) .  See Tr., 5\\13\\96, at 6-7 (\". The reason for this hearing is that we are now in the sixth year, depending on how you count it, of the settlement of this case. And there are several places in the Consent Decree that mentions six years, although there is nothing in the decree that says that after six years the Court shall review the settlement and its effectiveness. But I have chosen to do this. [] I've invited the parties to ask the Court to modify the decree in areas in which the parties believe it's not working or cannot work....\") 3to the incentive schools. Lastly, the court states with regard to the case generally\n\"This does not mean that a court must automatically approve anything the parties set before it. In the present case, for example, any remedy will necessarily require some judicial supervision  monitoring, at least  for a long time\" (emphasis added). Little Rock School District, supra. 921 F.2d at at 1383. LRSD's reliance on United States v. Overton. 834 F.2d 1171 (5th Cir. 1987) is unavailing. See Mem., at 14-15. There, as the opinion shows, the parties dealt explicitly with the duration of the overall decree, first by specifying a three-year period. absent objection, and then, in resolving objections, by specifying a set date, or, alternatively, the date of the completion of a construction project. Id., at 1173-74. Overton is thus distinguishable by reason of the differences in the terms of the settlement. The Court of Appeals' characterization in Overton of the alternative formulation as one which \"left the decree open until certain other conditions were met, which were\" (834 F.2d at 1174) is relevant here. This, we submit, parallels the situation in this case. The agreements deal with certain subject matter areas, such as student enrollment and disparitities in achievement\nthey set forth goals of the remedial process, such as targets for the racial make-up of various categories of schools and \"the 4 Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1386 (8th Cir. 1990) (emphasis added). 4elimination of educational achievement disparities between black and white students  the \"certain conditions in Overton terms\nand they describe manifold actions to be taken to achieve the goals. The focus here with regard to termination of jurisdiction is not on a particular date\nit is on the adequate implementation of the agreed upon actions to attain the goals, 6 including any revisions adopted by the court, and the attainment of the goals (the \"certain conditions) to the maximum extent 7 practicable. C. LRSD Has the Burden of Establishing Compliance with the Settlement Terms Turning to standards external to the settlements, LRSD contends that in the context of determining the duration of court 5 Interdistrict Desegregation Plan, at 4. 6 See Little Rock School District, supra. 921 F.2d at 1394 n. 8 and Order, July, 10, 1992 (adopting ODM recommendations). 7 The follow portion of the \"Introduction set forth in the Interdistrict Desegregation Plan (at 1) is relevant\n\"The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation pain. [] The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. [] Immediately following this introduction, the parties have included an overview which sets forth the basic tenets and bases of compromise they consider essential to an interdistrict desegregation plan ....\"[The aforementioned \"Overview\" addressing 19 topics follows the Introduction.] 5jurisdiction, the Joshua Intervenors have the burden of establishing noncompliance with the settlement agreements. Mem., at 16-17. The district's reliance on Hazen v. Reagan. 16 F.3d 921, 925 (Sth Cir.1994) is unavailing. That case, and the earlier Eighth Circuit case on which it relies, address a special situation\na party seeks an adjudication that its adversary's performance is so deficient that it constitutes civil contempt. A far more appropriate approach to fill the void left by a gap in the agreements, and one consistent with the overall 8 approach of the LRSD submission. is to rely upon the standards normally applicable when this particular issue regarding burden arises in school desegregation litigation. This approach also finds support in the fact that the Court of Appeals described this court's responsibilities and authority in monitoring the agreements in traditional, and even expansive, terms. E^g^., 921 F.2d at 1386, 1394 paras. 4, 8 (\"and otherwise to proceed as the law and the facts require), 9. The general rule is that a school district has the burden of establishing the predicate for the termination of court jurisdiction in one or more areas of the case. Freeman v. Pitts. 118 L.Ed.2d 108, 137 (1992)\n see also United States v. Fordice. 8 See Mem., at 17-32 (citing many federal court decisions addressing the duration of decrees in desegregation cases). 9 'The school district bears the burden of showing that any current imbalance is not traceable, in a proximate way, to the prior violation.\" 6120 L.Ed.2d 575, 599 (1992) (higher education).^ More generally, assignment of this burden to LRSD is consistent with the standards for allocation of the burden of proof set forth by the Supreme Court in Keves v. School District No. 1. 413 U.S. 189, 208-10 (1973). In Keves. a school desegregation case in which segregation had not been reguired or permitted by state law, the Court identified instances in which Denver school authorities had the burden of proof. For example, proof of intentionally segregative actions in a substantial part of the system was held to establish a prima facie case that actions having a segregative effect in other parts of the system were also motivated by race. See 413 U.S. at 208-09. 11 The Court explained the basis for this rule as follows: \"This burden-shifting principle is not new or novel. There are no hard-and-fast standards governing the allocation of the burden of proof in every situation. The issue, rather, 'is merely a question of policy and fairness based on experience in the different situations.' 9 J. Wigmore, Evidence  2486, at 275 (3d Ed 1940).\" See 413 U.S. at 209. The court then cited a variety of situations in which considerations of \"policy and \"Brown and its progeny, however, established that the burden of proof falls on the State, and not the aggrieved plaintiffs, to establish that it has dismantled its prior de jure segregated system. Brown II. 349 U.S. at 300.... II 11 \"In that circumstance, it is both fair and reasonable to require that the school authorities bear the burden of showing that their actions as to other segregated schools within the system were not also motivated by segregative intent.\" See 413 U.S. at 209. 7fairness\" had been held to support a requirement that school authorities explain actions or conditions. See 413 U.S. at 209- 10. Two considerations of \"policy and fairness\" warrant allocating to LRSD the burden of showing the requisite compliance with the terms of the settlement before the termination of the court's jurisdiction in one or more areas. First, the school district obviously has superior access to data and greater resources in terms of personnel. Second, both this court and ODM, the monitoring body which the Court of Appeals directed the court to establish, have repeatedly documented poor compliance by LRSD with the terms of the court-approved settlement. The court summarized its view in its Memorandum and Order of March 11, 1996.12 See also Joshua's Enclosure One to this memorandum (containing the court's statement of March 1993, as well as other statements by the court regarding LRSD's poor compliance). ODM's documentation of ongoing poor compliance regarding the incentive schools  where the Court of Appeals stressed the need for scrupulous compliance (921 F.2d at 1386)  was recently summarized in the \"Motion of the Joshua Intervenors for Relief 12 \"The LRSD has frequently exhibited indifference or outright recalcitrance towards its commitments and has been slow to implement many aspects of its agreement (although some improvements have been made). Therefore, the Court finds that an order of dismissal should be deferred in order to ensure compliance with the plans and the agreement. Even had the LRSD acted in good faith throughout the years, the logistics and complexity of this case are such that this Court's monitoring function would be impaired by entering an order of dismissal at this time.\" At 8-9. 8Concerning the Incentive Schools (May 31, 1996), at paras. 2- 4. 13 In conclusion, LRSD should be required to demonstrate, in a meaningful manner, compliance with the court-approved settlement terms. D. LRSD Has Not Established that It Implemented the Settlement in 1990-91 LRSD's contention, tied to its \"six years argument,\" that it should be credited with implementing the settlement in 1990-91, should be rejected.^* In the first place, the Court of Appeals did not direct approval of the settlement \"[i]n general\" and \"also make certain other directions for the future of the case\" (921 F.2d at 1376) until December 12, 1990, several months into the 1990-91 school year. Joshua Intervenors should be held to be entitled to a period of implementation during which all of the officials and agents of the LRSD were aware that the settlements had been approved by the courts. More significantly, LRSD relies basically on simply asserting that it implemented the Tri-District Plan in 1990-91. Mem., at 11-12. LRSD does note that the earlier plan included \"six Incentive Schools\" (Mem. at 11), and suggests, implicitly. that its \"implementation\" of the Plan included this feature. 13 The motion also relied on the Joshua Intervenors' own monitoring reports which were provided, upon their completion, to LRSD officials. Given our contention that the \"six years argument\" is baseless, this section of our memorandum sets forth an alternative position. 9However, Judge Henry Woods noted in an order of December 11, 1989 that LRSD's noncompliance regarding \"virtually every educational component\" which would justify the existence of all-black schools touched the \"approved portions of [its] own plan for the proposed 'incentive Schools.'...\" (at 16, footnote omitted)\nand, as we have shown, ODM and the Joshua intervenors thereafter documented ongoing deficient compliance regarding the incentive schools. Surely such a skimpy showing would not support loping a year from the six year period  even if this period had the significance asserted by LRSD. E. LRSD Has Not Established the Requisite Implementation of the Court-Approved Settlement LRSD contends that its internal audit and the analysis which it sets forth in its memorandum regarding particular areas of its operation demonstrate that it has substantially and in good faith complied with its desegregation obligations. These assertions are groundless. Preliminarily, Joshua Intervenors reiterate their reliance upon the statements by the court rearding the case generally, and ODM and Joshua findings regarding the incentive schools, one pivotal element of the approved settlement. Moreover, Joshua intervenor's \"Motion...for the Implementation of recommendations of the Office of Desegregation Monitoring\" (July 2, 1996) (at para. 7) identified scores of ODM recommendations predicated upon findings of LRSD's inadequate compliance in many areas. 10(1.) The LRSD Audit The LRSD audit^ is unpersuasive for many reasons. First. The audit relies heavily on \"Primary Leaders\" identifying the status of the implementation of obligations within their respective domains. At 6. It is only common sense that too many negative answers would jeopardize a leader's tenure in his\\her position. Second. The audit relies on making a dot with a pencil on an \"obligations scan sheet\" (at 6)  a technique not suitable for addressing more complex obligations, or obligations affecting multiple schools. Third. The description of the asserted steps to move beyond the \"scan sheets\" (at 11) is far too sketchy to permit an assessment of its reliability. Were the \"committees\" composed of \"primary leaders\" called upon to scratch each others' backs so to speak? There are no more detailed descriptions of how this process worked regarding some significant obligations, showing how much time was taken, by whom, what evidence was reviewed. etc. Fourth. The audit does not deal in depth with significant areas of the case by advancing evaluations conducted in a professionally sound manner, or affidavits. These areas could have been identified by reference to Court of Appeals' 15 See \"Little Rock School District Position Paper on Desegregation Obligations,\" May 8, 1996, Exhibit 4 to the memorandum. 11opinions, 16 ODM reports pointing out compliance problems in particular areas, or the court's statement about poor compliance in March 1993. How can the audit be viewed as significant, if it does not reflect the LRSD's coming to grips with the many findings of noncompliance by the court's monitoring body, and attempting to document a basis for favoring LRSD's conclusions. Fifth. The audit does not discuss comprehensively the \"Not Begun\" category (at 14), to explain, for example, how its existence is consistent with the request that the court's jurisdiction be terminated in its entirety. Motion, at 2. In the end it must be said that the audit provides little to help decide in a reliable manner whether LRSD representatives \"scrupulously and dilgently carry out the settlement plans and the settlement agreement (as relevant to LRSD)....\" Little Rock School District, supra. 921 F.2d at 1394. (2.) The Particular Areas of the System's Operation The district elects to discusss for many pages \"how LRSD compares to school districts [which] have already achieved unitary status or to the nation as a whole.\" Mem., at 17. There are at least two problems with this approach. LRSD is silent about the extent to which any of these systems were by court order or voluntary agreement subject to the full panoply of provisions to which the LRSD is subject. Secondly, LRSD cites a sentence from Freeman v. Pitts, supra. 118 L.Ed.2d at 124, 16 See Little Rock School District. 921 F.2d at 1386 (programs in the incentive schools)\nAppeal of Little Rock School District. 949 F.2d 253, 256 (Sth Cir. 1991) (seven areas). 12regarding \"a critical beginning point....\" Mem., at 17. However, LRSD should also have cited the preceding sentence, which reads as follows: \"Proper resolution of any desegregation case turns dn a careful assessment of ITS facts. Green. supra. 391 U.S. at 439....\" Freeman, supra. 118 L.Ed.2d at 124 (emphasis added). The point is that in assessing whether a system has \"eliminated [the vestiges of past discrimination] to the extent practicable\",^ the focus is on what is practicable in view of the facts in that school district. Under the standards which Little Rock cites, the system is not entitled to be excused on the issue of student enrollment because fewer of its schools are outside the applicable guidelines for measuring compliance than was the case in Savannah, Georgia  if it is feasible in Little Rock to achieve compliance as to all (or additional) schools, or meaningful implementation of plan provisions designed to achieve compliance has not been attempted. (a.) Student Assignments LRSD devotes seven pages to this topic without identifying the schools in the district which are outside the applicable guidelines, or discussing other opportunities to enhance desegregation. Mem., at 17-24. It does not identify any plan provisions applicable to such schools or discusss the degree of their implementation. In short, LRSD does not show that it has achieved as much as can practicably be achieved. Freeman v. Pitts, supra. 118 L.E.2d at 139, guoting Board of Education of Oklahoma Citv v.Dowell. 498 U.S. 237, 249-50 (1991). 13LRSD notes that it \"has successfully recruited white students and desegregated Rockefeller Incentive School.\" Mem., at 24. It ignores, however, the fact that the exhibit cited with reference to Rockefeller (Exhibit 5), shows that the other four incentive schools had the following proportions of black students in 1995-96: Franklin (93%), Garland (92%), Mitchell (97%), Rightsell (96%). Our motion of May 31, 1996 concerning the incentive schools supported, by reference to deficiencies in implementation documented by ODM, the view that this segregation was \"an entirely predictable result given the overall deficient implementation of the plan and the nature of the deficiencies ..\" See Joshua motion, at paras. (3.), (4.)(a.) through (f.). (o.). The district does not discuss whether efforts have been made to promote desegregative transfers from the area elementary schools with the highest proportions of black students to the area schools with the highest proportions of white pupils. Given the current state of implementation of provisions regarding the incentive schools, an area where the Court of Appeals noted expressly the need for strict compliance with the agreements, LRSD is not entitled to entry of the order sought regarding student enrollment, whatever the number of indices it cites. (b.) Faculty and Staff As with other areas, the district's presentation does not confront ODM's findings regarding racial make-up and other staffing issues in LRSD. This is not consistent with the model 14for monitoring identified by the Court of Appeals in 1990. In its report of September 15, 1995 addressing the issue of the composition of teaching staffs at the elementarylevel in the three systems, ODM's recommendations included the following provision (at 11): 4. The districts should examine the distribution of black and white teachers in each grade level category in order to improve student access to classroom teachers of both races. As we have noted in this report, staff racial balance is not simply a matter of the total number of black certified employees in a building. The idea of racial balance must also encompass the distribution of those individuals within that building. The staffing of classrooms at each grade level category should reflect a conscious effort to furnish students with the greatest possible probability of experiencing teachers of both races throughout their school years. This recommendation rested, in turn, on ODM findings that there were (at 10): few black teachers at the early childhood level in all three districts. The distribution of black teachers across grade levels at some individual schools caused concern. Some schools lacked a significant number of black teachers to provide most students opportunities to have them as classroom teachers. While other schools had a larger number of black teachers, most were usually concentrated at the intermediate level. This pattern of racial representation can preclude large numbers of students from access to a black classroom teacher for a number of years. Regarding LRSD, ODM noted that the teaching corps included the following proportions of black faculty by level in 1994-95\nearly childhood (27%), primary (33%), and intermediate (44%). At 31. ODM also raised issues regarding particular Little Rock 15schools. 18 The ODM report of May 10, 1996 detailed serious problems of staff turnover, both faculty and principals, at the incentive schools, a focal point of both the remedies and the courts. See ODM report, at 6-10. For example, of the 87 classroom teachers at the schools in 1995-96, 27 (31%) were new to these schools. although only five new classes had been added. At 6. ODM also questioned the assigning of five first-time principals to the incentive schools since 1990-91. At 9-10. ODM noted that the level of instability identified can not be squared with the 19 governing standards. At 6. Again, LRSD is silent on these issues raised by ODM. Also, 18 For example: Badgett (sharp disparity in the make-up of the staff at the different levels)\nBaseline (sharp disparity in the make-up of the staff at the primary and intermediate levels)\nCarver (same)\nChicot (no black teacher at early childhood level for three years)\nForest Park (same)\nFranklin (early childhood and primary levels are heavily white, and intermediate level identifiably black\n\"staff remains predominantly white\")\nJefferson (no black teacher at early childhood level for three years)\nMcDermott (\"staff remained predominantly white\")\nMeadowcliff (no black teacher at the early childhood level for three years\nblack teachers concentrated at the intermediate level\n\"staff remains predominantly white\")\nPulaski Heights (no black teacher at early childhood level for three years\nsharp disparity in composition of teachers at the three levels)\nRightsell (\"the staff has remained predominantly black\")\nRockefeller (decreasing number of black teachers over three year period\nonly 3 of 27 teachers were black persons in 1994-95)\nTerry (\"staff remained predominantly white\")\nand Watson (no black teacher at early childhood level for three years\n\"staff has remained predominantly white\"). 19 See also Morgan v. Kerrigan. 509 F.2d 580, 598 (1st Cir. 1974), cert den., 421 U.S. 963 (1975) (noting \"a rate of faculty turnover at predominantly black schools far higher than than that at white schools\" contributing to a denial of equal educational opportunity). 16while LRSD touts its inclusion of black persons in the governance of the system, It does not address the fact that seven of the eight elementary schools west of University Avenue have white principals. 20 We respectfully submit that it is these matters, and not the situation in Dallas, etc., which LRSD must address in this context. (c.) Racial Differences in Student Achievement The LRSD made an unambiguous commitment  in 1989 and at later times, not 1954 (compare Mem., at 27) - to eliminate the \"achievement disparity between black and white students on norm- referenced and criterion-referenced tests. 1.21 The superficial presentation made by LRSD on this \"crucial\" aspect of the settlements^ does not approach the showing required to warrant the termination of the court's jurisdiction. See Mem., at 27- 29. 23 20 These schools are Fulbright, Jefferson, McDermott, Otter Creek, Romine, Terry, and Williams. Brady does have an African American principal. Addressing such patterns is an important part of the task of eliminating forever the notion of a \"disfavored race.\" Freeman. supra. 118 L.Ed.2d at 131. 21 See LRSD Desegregation Plan, April 29, 1992, at 1., para. B.\nInterdistrict Desegregation Plan, April 29, 1992, at 4 (Part XII). 22 See Appeal of Little Rock School District, supra. 949 F.2d at 256 (Court of Appeals identifies \"the agreed effort to eliminate achievement disparity between the races\" as one of the \"crucial\" elements of the settlement as to which \"no retreat should be approved\").\nOrder, May 1, 1992, at 6 (\"However, certain modifications the Court finds substantive and unsupported in light of two of the primary goals of the case, is.^, racial integration and student achievement.\") 23 Assuming arguendo that there is room for lower courts to take a different view on the impact of desegregation than Brown. 17Consider a hypothetical school district seeking the termination of court jurisdiction over the issue of student enrollment despite the fact that it has not achieved the goals of its plan, and in the face of monitoring reports showing that it has neither complied with provisions of its plan, nor exhausted the posibility of modifications to better attain its objectives. It is obvious that this district's actions would not warrant a holding either that it had achieved maximum practicable desegregation, 24 or substantially complied with governing standards. LRSD's position on this issue is no better. The following are among the many factors\\reasons further showing that LRSD's effort to end jurisdiction on this point must fail. First. The district's presentation is entirely devoid of a proposition which we doubt, particularly in this case, this record does not support the broad contentions advanced by LRSD. First. Doctors Walberg and Armor acknowledged that 52 social scientists had joined a statement filed with the Supreme Court, taking a more positive position, than the one taken by them, on the impact of degregation on achievement. See Tr. ____, ____, May 13, May 15, 1996. Second. Dr. Walberg agreed that he has at times expressed his view of the impact of desegregation on achievement as follows\nsometimes it helps, and sometimes it hurts, and sometimes it doesn't do anything. Tr. , May 13, 1996. He has not studied whether these differences are due to differences in the quality of the implementation in the different instances. Id. Third. Dr. Orfield testified that Dr. Walberg has done no original research on the impact of desegregation, and that Dr. Armor has done little such research. Tr. , May 30, 1996. Dr. Orfield also testified about scholars who take a positive position regarding the impact of desegregation, including with regard to its role in providing a path into the mainstream of society. Id. 24 See Swann v. Charlotte Meklenburg Board of Educ.. 402 U.S. 1, 26 (1971)\nDavis v. Board of School Commissioners of Mobile County. 402 U.S. 33, 37 (1971). 184 facts, except for Exhibit 12, which is not cited in the memorandum, and undermines one of the system's principal arguments. See discussion, infra. There is, for example, no data on racial disparities in achievement in 1990-91 and 1995-96, allowing some conclusion as to the relative size of the gap \"then and now.\" There is no indication of any effort to determine whether some schools show greater progress in addressing the gap\nor whether any such schools have been studied in depth to identify positive elements of their programs which could be replicated in other schools. There is no discussion of any effort to determine the impact of participation in early childhood programs. There is no evidence of any study to identify the specific areas of knowledge and skills which lead to the gap and the causes of these differences. There is no evidence of any effort to organize regular classroom instruction\nextended day. week and year programs\nor tutoring efforts to address the specifics of the achievement gap. There is no indication of any effort to comply with the promise regarding criterion referenced assessment .25 25 Such an effort could include: identification of a body of knowlege and skills which this district desires that all students master, an effort to insure that all students are exposed to instruction allowing them the opportunity to master this material, and assessment, of various foirms, determining students' mastery of this material. This differs from norm-referenced testing where a student's score is compared to the scores of the sample of students from throughout the country who were tested during the process of standardizing a test used throughout the nation. See also the testimony of Dr. Gary Orfield, Tr. 30, 1996 (need for broader forms of assessment\nneed for , May longitudinal data following students over a period of years). 19 Second. In its Order of May 1, 1992 addressing the parties' proposed amendments to the initial versions of the settlement, this court repeatedly considered the potential impact of actions with regard to improvement in the relative performances of black youth and reduction in the achievement gap. Order, at 10, 15, 16, 21-22, 23, 24, 30. The district ignores entirely this obvious starting point. Third. In Freeman, supra. cited by LRSD, the Supreme Court noted the finding of the district court that \"black students at DCSS made greater gains on the Iowa Test of Basic Skills (ITBS) than white students....\" 118 L.Ed.2d at 129. Dr. David Armor testified that some compensatory programs have a positive impact. although it is not huge. Tr. ___, May 14, 1996. Dr. Herbert Walberg's testimony about effective educational practices was more positive. Dr. Walberg testified on August 2, 1984 about a variety of practices shown to be effective. See Tr. 3901-07. He concluded\n\"Many of these other factors that I've been describing have effects that are from two to as much as five times larger than socioeconomic status so that these alterable factors that can be put into school programs have very large effects on black and white achievement\" (Tr., at 3907). Dr. Walberg's testimony about effective practices did not differ on May 13, 1996. Tr. . Dr. Walberg also testified about his participation in a program at a Chicago elementary school serving in the main low income black youth which yielded \"normal middle class progress\" in achievement. Tr. ___, May 13, 1996. 20Fourth. The Joshua intervenors' motions of May 31, 1996 and July 2, 1996, concerning the incentive schools and ODM's recommendations, respectively, set forth citations to ODM findings of LRSD's inadequate compliance with many components of the plan designed to strengthen achievement The LRSD makes no effort to explain the compatibility of its motion with these findings (or those detailed in Joshua's monitoring reports) Fifth. Relying upon the testimony of Doctors Walberg and Armor and decisions by other courts, LRSD contends that racial disparity in achievement (and other areas) is wholly explained by \"socioeconomic disparity.\" Mem., at 27-29. There are a number of reasons why the district's argument does not support the result sought, one reason flowing from the procedural posture of this case. The witnesses were invited by the court in the absence of a pending motion. The normal opportunity to explore an experts' testimony prior to a hearing by use of interrogatories, depositions, study of his\\her writings, and, later, consultation with other experts was absent. This necessarily affected the scope of the examination by Joshua counsel. Moreover, there is no way to evaluate the quality of cross-examination and the affirmative presentations made on behalf of students and parents 26 See Motion, May 31, 1996, at para. 4\nMotion, July 2, 1996, at para. 7. 27 Dr. Walberg and Dr. Gary Orfield testified about the inadequate implementation of the remedies at the incentive schools on May 13, 1996 and May 30, 1996, respectively. See Transcripts. 21in other cases cited by LRSD. Analysis of the only achievement data provided by LRSD raises another red flag. LRSD cites the doctors to the effect that \"blacks and whites with similar socioeconomic status('SES') will perform similarly on measures of academic achievement, and blacks and whites with high SES will perform better than both blacks and whites with low SES\" (Mem., at 28 n. 14). The data set forth in Exhibit 12 does not point in these directions. In all 44 instances shown on the charts, white youth not eligible for free or reduced priced lunch outperformed black youth in the same category. More importantly, in 34 of 44 instances, including 23 of 24 instances at grades 9 and 11, white students eligible for free and reduced price lunch outperfomned black youth not eligible for free or reduced priced lunch. On LRSD's terms, this data suggests something negative about LRSD's program for black youth. LRSD's presentation ignores the testimony at the hearing about the manner in which differences in socioeconomic status affect achievement. That is, much of the testimony concerned a statistical relationship (or \"correlation\") between certain SES indicators and achievement levels. Each witness recognized that there is a second issue\nnamely, do SES differences cause achievement differences and, if so, how. In our view of the testimony. Dr. Armor acknowledged that he formed the view that differences in the home, rather than school personnel treating students and parents of different backgrounds in a different 22manner, cause the achievement differences, before data about parent\\child interactions in the home were available to him. Tr. ___, May 15, 1996. In addition, the testimony revealed that the doctors had each given skanty attention to the possibility that different treatment of students of different SES status within the school is the basis of any impact of SES differences on achievement. Tr. ___, May 13-15, 1996. Lastly, there is reason to question the consistency of Dr. Walberg's testimony. In 1984, as noted, he emphasized the importance of certain instructional techniques and their greater impact than SES status. In 1996, he touted the same educational practices. (d.) Racial Differences in the Special Education Program The LRSD's discussion of special education programs is incomplete and otherwise deficient. It provides therefore no basis for the teirmination of jurisdiction. The system's memorandum addresses the single topic of the make-up by race of students classified as educable mentally retarded. The LRSD Desegregation Plan of April 29, 1992 is far more comprehensive. It also addresses\nspecific targets for reducing the numbers of black students receiving services as 28 The doctors had limited if any familiarity with a book by Ray C. Rist reporting on his observations within classrooms of different treatment of students by teachers based upon socioeconomic status. See The Urban School\nA Factory for Failure (MIT Press, 1977), see also Ray C. Rist, The Invisible Children\nSchool Integration in American Society (Harvard University Press, 1978) (observations within a desegregated school). See also testimony of Dr. Orfield, May 30, 1996, Tr. schools to reinforce socioeconomic status). (tendency of 23educable mentally retarded, specific learning disabled, and speech impaired (id., at 112, 120-21)\nthe in-service training and performance of the staff (id., at 113)\n^ \"the effectiveness of special education programs (id.)\nthe employment of minority special education staff (id.)\nthe overrepresentation of black males in special education (id., at 113-14, 117-18)\nand the use of interventions prior to referral for evaluation (id., at 113, 119) . The narrowly focused analysis which is set forth is inadequate. It ignores the question of the placement of black males in EMR programs. Moreover, the statement that LRSD's racial disparity is less than at the state and national levels (Mem., at 30) is wrong\nit rests on an erroneous method for determining disparity. The percentages set forth on page 30 of the memorandum show, in effect, the number of students of each racial group, per 100 students of that group, classified as EMR. The way to determine the extent to which the placement rate of one group exceeds the rate for the another group is to divide the higher percentage by the smaller percentage. The products for different jurisdictions may then be compared. This analysis shows that the extent to which the EMR classification rate for black pupils exceeds that for white pupils is highest in the LRSD, as follows: LRSD (2.1 times), national (1.9 times), Arkansas (1.5 times). 29 For example: \"A minimum of 80 percent of the District's staff will utilize strategies derived from the District's staff development program that will assist black males in improving academic and social skills. Id. 24 although LRSD does have smaller numbers of youth in this category. Lastly, the study of students classified as EMR in the LRSD (Exhibit 15) identifies a problem answered only in a conclusory manner. The study found a statistically significant difference in the adaptive behavior scores for black and white pupils placed in EMR classes. Exhibit 15, at 4. Of 110 black students, 28 had composite adaptive behavior scores of above 70\nnone of the 15 white students had such scores exceeding 70. Id. The sample studied did not include students \"referred for possible MR services (but not ultimately identified as MR)....\"Id., at 5. It was, therefore, not possible to determine whether white youth with adaptive behavior scores above 70 had been evaluated, but not classified as EMR. Federal standards, to which the district is subject by reason of the state's receipt of funds pursuant to the Individuals with Disabilities Education Act (20 U.S.C.  1412), mandate that to be classified as EMR a youth must exhibit both below average intelligence and adaptive behavior. 34 C.F.R.  300.___ (definitions). The standards, like the terms of the settlement, also forbid racial discrimination in the implementation of program standards. 20 U.S.C.  1412(5)(C). LRSD's submission does not rule out such discrimination. 30 The author of the study expressly noted this \"[limitation\"]. Id. 25(e.) Racial Disparities in Discipline The court-approved settlement contains in the Interdistrict Desegregation Plan the following provision relating to the matter of racial disparities in discipline rates (at 5). XIII. Programs and Activities There shall be a presumption that racial disparities in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoiring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in .. . expulsions and suspensions\n... [See also id., at 25] In the face of this provision, to which LRSD agreed, and the relevant facts regarding discipline, the system has established no basis for the termination of jurisdiction regarding discipline. First. LRSD identifies a racial disparity in suspensions and expulsions within the district (Mem., at 31\nExhibit 17), but neither provides nor identifies any analysis of the cause(s) of this disparity. It ignores, similarly, the agreed upon requirement for a remedial plan. Second. LRSD asserts that \"several measures have been used to assess the application of disciplinary sanctions among black and white students.\" Mem., at 31. The sole basis cited for reliance on this approach is one federal district court decision. No detail is provided as to how in that case, if at all, the designated approach was proven to be valid. This, we respectfully submit, is not an adequate basis for the court to terminate 26jurisdiction based, in substance, on LRSD's assertion that its level of discrimination in discipline is not as extreme as other jurisdictions. Third. A comparison based upon LRSD's discipline data for 1995-96 (Exhibit 17, at 1) of discipline rates per 100 black students enrolled and 100 white students enrolled shows that the discipline rates for black students exceeded those for white students by the following amounts for the three types of discipline identified\nout-of-school suspension (2.9 times), long-term suspension (5.5 times, and expulsion (10.6 times) Fourth. LRSD's effort to escape the import of its discipline data by reference to its African American personnel is, at minimum, overbroad. See Castaneda v. Partida. 430 U.S. 482, 499- 501 (1977)\nsee also id, at 501-04 (concurring opinion of Marshall, J.). Conclusion For the reasons set forth in this memorandum, the motion is wholly without merit and should be denied. Respectfully submitted. Walker # 64046 ihn W. 46 John W. Walker, P. A. 1723 Broadway Little Rock, AR 72206 31 This analysis is done, for example, by: (i) dividing the number of suspensions of black students by the total black enrollment and multiplying this product by 100\n(ii) performing the same exercise regarding white students\n(iii) dividing the larger rate per 100 students enrolled (the product for black students) by the product for white students. 27501-374-3758 Bob Pressman # 405900 22 Locust Avenue Lexington, MA 02173 617-862-1955 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing memorandum and the enclosure were sent via United States mail to all counsel of record on this 1st day of August, 1996. 28 Che, Examples of Instances Where the Court Noted LRSD's Inadequate Compliance with the Settlement 1. Statement of Judge Susan Webber Wright to Little Rock School Board and Counsel, March 19, 1993 2. Excerpts from Transcript of Hearing, March 29, 1993 (at 13-24) 3. Excerpts from Transcript of Hearing, June 7, 1994 (at 5, 175-181) 4. Excerpts from Transcript of Hearing, June 29, 1994 (at 4, 54-79) 5. Memorandum and Order, March 11, 1996, at 1 [# 7], 8-9T STATEMENT OF JUDGE SUSAN WEBBER WRIGHT to Little Rock School Board and Counsel - March 19, 1993 An Order was issued directing the Little Rock School Board members to appear in Court this morning so that the Court may take this opportunity to explain this case and to explain the constraints placed upon your actions by the orders of the U. S. Circuit Court of Appeals for the Eighth Circuit. The Court does not believe that you understand those orders, or if you do understand them, you do not seek to comply. Hopefully, after this morning, you will have an understanding\nbut whether you do or not. you must comply. This Court has been too lenient with you. The Court has given you ample leeway and opportunity to move toward a unitary school system. Those days of Court leniency and the assumption by the Court of good faith on your part are over. This current litigation is in a larger sense the continuation of desegregation litigation in the Little Rock School District which began in the Spring of 1956. At one time that litigation was thought to have been brought to a successful conclusion and the Little Rock school system seemed to have entered a period of relative tranquility and complete self-management. However, in 1982, the current litigation was brought by the Board of Directors of the Little Rock School District, as plaintiff, against the North Little Rock School District and the Pulaski County Special School District. X The Little Rock School District essentially was seeking county-wide desegregation and the -1-reconstituting of school boundaries between Little Rock and the County School District. The complaining party, the Little Rock School District, won its case. It also won its case against the State of Arkansas, and in a settlement involving the three school districts and the State, the State was assessed over $129,000,000 as something in the nature of reparations for its alleged role in promoting continued segregation in Pulaski County. As a part of the settlement approved by the U. S. Court of Appeals for the Eighth Circuit, the school districts agreed to a program which, it was believed, would ultimately lead to a unitary. desegregated school system in Little Rock, North Little Rock, and Pulaski County. This settlement was essentially the product of the Little Rock School District, the victor in this litigation, and it was approved by the Court of Appeals at the behest and active encouragement of the Little Rock School District. Now, it must be put into effect by the District Court. This Court settlement which you and your lawyers agreed to put in place is a costly settlement. The magnet school aspect of it, which seems to be an enormous success. is not nearly as expensive as the incentive schools. which. with one exception, presently appear to be failures as far as desegregation is concerned. In addition to the structure of this system. there are innumerable other aspects of your settlement agreement. which you were instrumental in having approved, which are very costly. Since the time of victory by the Little Rock School District in this case, when the Court of Appeals granted almost every facet -2-of relief requested by Little Rock, the Little Rock School District has shown a tendency to drag its feet and act as if it had lost, rather than won, the litigation which it instituted. The Little Rock School District and the other school districts are in Court because the Little Rock School district won its case and won the relief it requested. Yet the major complainer, the chief whiner, the number one barrier to a legitimate declaration of a unitary desegregated school system is the victorious complaining party, the Little Rock School District. The biblical reference, in a different context. is to the effect that if you ask, you will receive. Well, you asked, you got it, and it is the basic job of this Court to see that you receive it in full measure. To help this Court and to assist you in obtaining the relief that you sought and that has been approved for you as you requested, there has been created and approved by the Court of Appeals the Office of the Desegregation Monitoring. That office. as created, has been sufficient as currently staffed until recently when it became increasingly apparent that the Little Rock School District could not or would not develop a budget sufficient to identify the expenditure of desegregation funds. It is unclear to the Court  and would be unclear to anyone  how funds are being allocated to achieve the desegregation goals sought by the LRSD and approved by the Eighth Circuit. This Court has brought home this deficiency to the administration and attorneys of the LRSD on a number of occasions and has received only unfulfilled promises and requests to give you time. These deficiencies were brought to your -3-attention in the 1990 Curriculum Audit Report and in the Court's order of January 21, 1992 . It was discussed again in a budget hearing in August 1992. You have had time. Because you have evidently failed to understand this concern, the Court directed that you appear here today. The Court, either today or in the next few days, will appoint a budget officer to be paid by the Little Rock School District, who will be a part of the Office of Desegregation Monitoring and who will operate under the direction of Ann Brown. Now, there are some questions that you and others raise from time to time. My list is not exhaustive by any means. but it contains some rather common questions that are raised or falsely asserted as fact. Here are some of the leading ones. and here are the answers: 1. Why can't we have neighborhood schools? That is a perfectly sound question to be put forward by someone who does not know anything about law. The fact is, there are many neighborhood schools. Because the settlement plans foster voluntary movement to facilitate desegregation, there are other types of schools too. A such as magnets, interdistrict schools. and incentive schools. Many features of the desegregation plan are designed to give parents a choice in where their children attend school. However, because the order of the Court of Appeals requires racial balance in the schools. it is not always possible to have neighborhood schools and meet the requirements that have been imposed. That is why busing - which originated as device to bring distant or -4- aI rural children to the closest public school  is employed as a device to disperse black children to predominantly white areas and white children to predominantly black areas. Racial barriers imposed by law in housing are unconstitutional\nbut for socio- economic reasons, there is racial segregation in living patterns here. Extensive and expensive busing of school children to achieve racial balance is the only answer. Until the U. S. Supreme Court changes the law or until the Court of Appeals alters its orders, busing will remain a requirement that cannot be avoided. 2. Why can't we have a revised desegregation plan focusingon high Quality education and student achievement? The Court is very sympathetic toward that goal and reminds you that the ultimate goal of desegregation is high quality. equitable education for all children. However , that is not all that you agreed to do in your settlement agreement, which you were successful in having the Court of Appeals approve. And so this Court, which in this respect acts as much in an administrative capacity as in a judicial capacity, is directed to carry out your expensive, approved plan. That plan of yours does focus on high quality education, but it also provides large sums of money for items that are not necessarily part of a basic or core curriculum. It was your plan that you agreed to\nyou got it approved by the Court of Appeals\nand I must enforce it. T.et me make this clear: while the District Court has some latitude in modifying the plan, the Court of Appeals has. identified elements of the plan which it deems essential_andwhich under present . are not within the prerogative of this Couct: pC circumstances -5-I 3 . A budget officer to assist the School Di,stir).qt Xs lUst a \"make work II situation. No, it is not\nthat is patently false. The Court cannot determine how you are spending your money to achieve desegregation. Your administrators do not know. Your lawyers do not know. And you do not know. would put it in receivership. If the LRSD were a corporation, I By the way, do not think that I have not considered that with regard to the LRSD. Finally, I wish to close these remarks with some more words directed to the School Board. You are in the position of trustees for the school patrons. Until you begin to comply with the orders of this Court and the Court of Appeals, you are not carrying out your trust in an acceptable manner. I have never seen. heard or read of a case in which the victors conducted themselves like the vanquished -- until now. If we have to have two full hearings a month, in which Board members are required to be present. then we will do so. We will do everything that is required to see that you take the medicine to achieve the cure that you asked the Federal Courts to give you. Following is a reminder of some of the provisions of the Plan or Court orders that you have yet to fulfill. Board Responsibilities section of the 1992 Directors has committed to 1992 According to the introductory desegregation plan, the LRSD Board of them: nn nnals. but has SO far not fulfill to the following goals, but has so black and white achievement disparity between students on norm-referenced and criterion referenced tests.  Eliminating -referenced and criterion  Promoting positive public reaction to desegregation. -6-I  Effectively using to meet the interdistrict and intradistrict recruitment M * \u0026gt;* all strategies to meet the desegregation requirements schools and to avoid resegregation. in under the title II Leadership H on pages 2-3 of the 1992 plan. strong leadership in the following areas: delineating the district's desegregation  clearly staff and the community. mission to the  Utilizing the desegregation mission as a policies and setting expectations a guide for developing for the superintendent to implement those policies.  Adopting a budget that will provide an effective, desegregated school system. the resources necessary for consistent with district f buildings, staff, materials. decisions -J budgetary desegregation policies in terms o  Making and equipment. annual self-evaluation  Conducting an -- quality desegregated education. of their commitment to a Incentive Schools kindergarten and four-year- seats for white students and to sustained, and vigorous recruitment to attract (Plan page 140\nMay 1992 Order, page 28)  The district has failed to reserve old program seats for white students documented, sustained, and vigorous recru to those students.  Program specialists have not been - ' (May 1992 order, page 41) incentive schools. A staffing needs analyzed, and used as 1992 order, page 41) hired and placed at all administered, assessment has been the basis for staffing decisions. not fMay  Themes have not been each incentive school. incorporated into the core (May 1992 order, page 42) curriculum at has been  Little significant progress .... the inront-ive schools, with the exception incentive schools, made toward desegregating of Rockefeller. (1992 plan, page 149) There is a implement all plan 215-217) and failure to coordinated recruitment cooroina plan, pages lack of ----- . recruitment activities.  The Parent Council has not begun to monitor or report on all -7-. f / / activities related to the incentive school program. (1992 plan, page 151) Equity Issues The district has failed to show s in ignifleant progress -- black and white reducing the \u0026lt; (1992 plan, page students. 26) or,+- Hisoaritv between biacK anu page l?I98/sett2eent Agreement, page dlrdplS? a? a ^a\"e XrPPora^Ste Student population. ( students at a rate males) to be to their percentage of continue the (1992 plan, pages 28, 33-34)  The district has overrepresentation of black failed to effectively i\nstudents (particularly to address the black males) in special education. (1992 plan, page 111) Recruitment not developed a  The district has to the ODM Incentive LRSD Marketing Plan. pursuant and the J a strategic School Recommendations recruitment plan (page 4)  r-+-QTn -fTTst during recruitment tracking sy , construction, has 1991 hearing on LRSD senoox A implemented. Additional Items from the May 1992 order the March not been A plan has not n2dsf\"w^hS^orMagnet activities designed to address tn ---- school attendance zone students. (May 1992 order, page 38) -8-IN THE UNITED STATES DISTRICT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES IV. 1994 LITTLE ROCK SCHOOL DISTRICT, **COflMACK.cUfl\nf vs. Plaintiff, * * * / * * No. ClOW LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT Monday, March 29, 199\u0026gt;f Little Rock, Arkansas Defendant. * 9:30 A.M. LITTLE ROCK SCHOOL DISTRICT REZONING HEARING BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, United States District Judge. APPEABANCE?\nOn Behalf of the Plaintiff: CHRISTOPHER J. HELLER CLAY FINDLEY Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 On Behalf of the Joshua Intervenors: JOHN W. WALKER John W. Walker, P.A. 1723 South Broadway Little Rock, Arkansas 72206 Proceedings Reported by Machine Shorthand. LOIS M. LAMBERT United States Court Reporter Little Rock, Arkansas (Pages 1-25)On Behalf of the Knight Intervenors: SHARON C. STREETT Attorney at Law 401 West Capitol Little Rock, Arkansas 72201 On Behalf of Pulaski County Board of Education: LARRY VAUGHT Attorney at Law 201 South Broadway Little Rock, Arkansas 722011 13 respond to Mr. Walker's objection, which I did on the 5th of 2 March. 3 THE COURT: So let's direct that  and Mary Ann, you 4 can prepare the order that the Court denies the defendant Little 5 Rock School District's motion to dismiss. 6 And, Mr. Vaught, did you join in that motion  10 11 12 13 14 15 MR. VAUGHT: THE COURT\nYes, I did, your Honor. We deny the motion to dismiss and direct that an answer be filed, but the answer's going to have to be filed immediately because this matter will be heard April 13. Tuesday, April 13 at nine o'clock. And I believe that you can tell, Mr. Walker, from the pleadings that have been filed what the answer is. MR. WALKER\nTHE COURT: Yes. We understand they are denied. But you're just saying that, you know, 7 8 9 16 just to clean up the record we can do it. 17 MR. WALKER: Yes, ma'am. 18 THE COURT: And that's agreeable with the Court. 19 MR. WALKER: Thank you, your Honor. 20 MR. VAUGHT: Thank you. 21 MR. HELLER: Did you say nine o'clock, your Honor? 22 THE COURT: Yes. It's going to go all day. Let's 23 just try to be here at nine. 24 MR. WALKER: All right. 25 THE COURT: I have some other matters. You-all can1 2 3 4 5 6 7 8 14 sit down and pull out your calendars. And I do hope you can work out this among yourselves amicably. But if you cannot, of course, it's my job to make a ruling with respect to the Voting Rights Act. To continue the issue of the effect of the '92-93 budget cuts in the Little Rock School District, we're going to continue that on Monday, April 19 at 9:30. Is that agreeable? Is that right, Mary Ann  10 11 12 13 THE CLERK: THE COURT: THE CLERK: THE COURT: Yes.  that we're going to do that? Yes, ma'am. I had set, as you know, a hearing on the Rose City closing on Tuesday, April 20th. And, Mr. Walker, 9 14 we're not going to have a hearing on that. 15 MR. WALKER: Your Honor, I've  I've just gotten 16 your order and I  I think the way you approached that is the 17 way we would have expected you to. It's it's more or less to 18 let the Court  what we want to do is let the Court know of our 19 concern. 20 THE COURT: I think I've addressed most of your 21 concerns. 22 23 MR. WALKER: THE COURT: You did. Even though we're not here today to talk 24 about that, what worries the Court in this instance, not only\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_771","title":"Scholarships","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":["1995/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Scholarships","Student assistance programs"],"dcterms_title":["Scholarships"],"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/771"],"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":["186 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\n1, : ] I 002/003 LRSD COMMI'MCATI nnn 501 324, 2023 jl Little Rock School District NEWS RELEASE LRSD Graduating Seniors Receive More Than $4 Million in Scholarships j\nI June 8, 1995 For more information\nDina Teague, 324-2021 Little Rock School District graduating seniors have received more than $4 million in scholarship money to continue their education at the college level. Approximately 318 students have accepted 413 scholarships and plan to attend institutions across the state and across the nation. \u0026lt;1. Parkview Arts and Sciences Magnet High School has reported that 91% of tljeir graduating seniors plan to go to college next year, many supported by financial assistance. District wide, 67% of the senior class indicated that they plan to go to j opllege. Upon graduahon, six students from LRSD high schools had received National Merit Scholarships and three had received National Achievement I Scholarships, Numerous other scholarships had been awarded for leadership qualities, athletic ability, art and music aptitude, drama and speaking skills, and 810 West Markham Street  Little Rock, Arkansas 72301  (501)824-2000I (H-. S/9 5 11:12 501 324 2023 I.RSP COSjn MCATI ODM 003 003 j LKSD Senior Scholarships June 9,1995 Page two of two creative writing excellence. Local memorial funds, merchants, and academic development organizations also contributed to the endowments. Announcements of additional scholarships from the National Merit Program and other sources are expected through the summer. The five LRSD high schools are\nCentral International Studies Magnet High School, ]. A. Fair High School, Hall High School, McClellan Business/ 4 Il Communications Magnet High School, and Parkview Arts and Sciences Magnet Hi^h School. 1  -i 1 .\ni - r - f t ..'t O' r' 1- 1 I. J ' -ft J -1- I B-- 1 P-' ^7' - I [ r f - \n\u0026gt; 'h -it ^--1 i'\n. 1 . 7^ i I b-  \u0026gt; .*- I* '0670,8/95 11:11 501 324 2023 LRSD COMML'NICATI ODM 002/003 1 i Little Rock School District 1 I i NEWS RELEASE LRSD Graduating Seniors Receive More Than $4 Million in Scholarships I I June 8,1995 For more information: Dina Teague, 324-2020 I I I Little Rock School District graduating seniors have received more than $4 rriilhon in scholarship money to continue their education at the college level. Approximately 318 students have accepted 413 scholarships and plan to attend institutions across the state and across the nation. i Parkview Arts and Sciences Magnet High School has reported that 91% of tijeir graduating seniors plan to go to college next year, many supported by financial I assistance. District wide, 67% of the senior class indicated that they plan to go to college. i ( upon graduation, six students from LRSD high schools had received National Merit Scholarships and three had received National Achievement I Scholarships. Numerous other scholarships had been awarded for leadership qualities, athletic ability, art and music aptitude, drama and speaking skills, and (more) I I^OS/.OSf 95 11:12 501 324 2023 LRSD COMMUNICATI ODM 0003/003 I liRSD Senior Scholarships June 9,1995 Page two of two i f creative writing excellence. Local memorial funds, merchants, and academic development organizations also contributed to the endowments. Announcements o^ additional scholarships from the National Merit Program and other sources are expected through the summer. S The five LRSD high schools are: Central International Studies Magnet High School, J. A. Fair High School, Hall High School, McQeUan Business/ Communications Magnet High School, and Parkview Arts and Sciences Magnet ligh School. ! i i i f 1 i i ### t I I i I i i I I04.04 97 11:14 501 324 2023 IRSD COMMT XICATI -\u0026gt; - \u0026gt; ODM 002/002 Fjtof Rock ScriooL. District Press Release Kprii 4, 199? For information: Zecmce Herts. 324-2026 Rockefeller Scholarships ?kvailabfe he Lifr'e Kock School Disirici (LP.SD) is currently accepting applications for tne itockcic r.c.n.' Kock .  Cf ''cluiarsnip .hwards which are granieri to assist Atrican-Americai! high  who vvili artecd accredited colleges in Pulaski County, ^^rkansas Tlie SckoJarsliip assists wtli college expenses during the freshman and sopnotnore yeirs. 'Ihe scholarship pays $1,000 per semester during the first rear and, if eligible, SI,600 per semester during the second year. Ie ad-dition tc being African-yyinencan and enrolled in an Arkansas high school, other student requirements iriclude: (1) a minimum grade point average of 2,,5 i2i a good cihzecsir.p record\ni,3.i membershiip in a service or acaderoic organization - extra-i. urricuiar aciicities .may be substituted\nand (d) a letter of recommendation from either the unriopal or a counselor. Scholarship recipients muse attend .4rkansas Bantist College, Philander Smith College, Shortsr Coll ege, or the Uruversirv of .Arkansa\nat Idttie Rock. .Applications for tire Rockefeller Scholarshins are available in rhe counselors offices of most Arkaicsa^ high schools. The deadline to apply is Apni 15,1997. Funds for this scholarship will be awarded for rhe 1997-98 school during the first week of May, 1997. I SIO West Maxkhar.i Street  Little Rock. Ark-ar.sas 78201.  \u0026lt;501) 834-3000 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 June 25, 1999 Lou Ethyl Nauden 4400 West Street Little Rock, AR 72204 Dear Lou\nThanks for your call this week. It was good to hear from you and catch up a bit. Although we didnt have the information on the new Little Rock School District scholarship proposal you were looking for, we called the LRSD for an update. A copy of what was forwarded to us is enclosed. The cover letter from Brady Gadberry to the superintendent will appear in this months Board agenda, along with the Regulations. If you need any further information, Brady is probably the person to contact, as the scholarships appear to fall under his edict. Best wishes for a relaxing summer. You deserve a break! Sincerely yours, Ann S. Brown Enc. Ub/2b/2UUl 15:25 501-324-2281 LRSD SRO PAGE 02 HONOR GRADUATES so co 20 0 40 BM BF WM WF OM OF  1997-98  1998-99 1899-00 RSeecvtiisoend 5P.8la. nW Ti tvheinn o nhe cna lendar year from the date of the DDiissttrriicctt courts approval of this seha^n^M r shall esUblish or participate in a program for providing college scholarships to designated schools for LRSD students who graduate from school after having attended a raciaUy identifiable elementary school 80 LRSD high be maintained at least until graduation of the class 2000-01 school year. This program shall that begins kindergarten during the The District eligible to participate MW has in place procedures for identifying, informing and counseling students ..FfUir_t_ic_ip1H,1t c mV tthhee DDiiJss ttrriicc2tt ss. -ss-cc-hh--oo-ll-aa-rr-ss--hh-iirnpr '-pfnreom**ge*rrra*a*mm^ .. APP cairrAenn-tcs\u0026lt; UoIf ceuliggjiDbliec sstiuudojee__nn.tts_s_ w__e__r_e J scholarefop fond and the rules related to receiving a scholarship. Nine hundred mailed to parents of eligible students now attending one of the 41 eligible The District.s 2x0u0u0i^-0u1i bouudoggeeti iinncclluuddeedd aa $$112255,,000000 ccoonnttrriibbuuttiioonn to the scholarship fond Private 5^ scholarship fond totaled $525. The current fond balance is in excess of 162 oo/ ^o/ zoox !\nzo oi-dZQ-zztfi LRSD SRO PAGE 03 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JMA SCHOLARSHIPS The Board of Education is committed to the establishment of a college scholarship program for students who graduate from District high schools after having attended a racially identifiable elementary school. The program will be maintained at least until graduation of the class that begins kindergarten during the 2000-2001 school year. The Board directs the administration to develop and implement a scholarship program consistent with the intent of the Revised Desegregation and Education Plan. Adopted\nApril 22, 199906/28/2001 15:25 501-324-2281 LRSD SRO PAGE 04 LITTLE ROCK SCHOOL DISTRICT NEPN CODE\nJMA-R SCHOLARSHIP PROGRAM REGULATIONS Definitions 1, \"Racially Identifiable Elementary School\" means an elementary school with an African-American student population of 90% or more of its total enrollment on October 1 of each year. 2. The Amount of the Scholarship means the amount annually determined for that year based on available funding. 3. A Post-secondary School or College\" means any accredited two- or four-year college, university, or career-technical school. Qualifications ' 1. Recipients must have attended a racially identifiable elementary school for at least three (3) years. 2. Full scholarships are awarded to students who attended a racially identifiable elementary school at least six years. Partial scholarships are based on the following schedule:  70% of a full scholarship for three (3) years of attendance in a racially identifiable elementary school\n 80% of a full scholarship for four (4) years of attendance in a racially identifiable elementary school\n 90% of a full scholarship for five (5) years of attendance in a racially identifiable elementary school. 3. Credit for a year is based on a full year of attendance in a racially identifiable elementary school. 4. The recipient must be admitted to a post-secondary school. 5. Financial need is not a criterion for eligibility. 6. The only scholastic requirement for eligibility is graduation from a Little Rock School District high school.06/28/2001 15:25 501-324-2281 LRSD SRO PAGE 05 6. r LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JMA-R (continued) Procedures The LRSD will provide one-year non-renewable scholarships for eligible graduates of the district through the LRSD scholarship program for students who attended racially identifiable elementary schools. A scholarship committee chaired by the Assistant Superintendent for Secondary Schools will be responsible for the administration of the program. The committee will include, but not be limited to, the districts Manager of Financial Services, the Associate Superintendent for School Services, the Director of Pupil Services, and two guidance counselors. Annually, the scholarship committee will determine the amount of the scholarship after determining the number of eligible students and the funding available for that particular year. After the amount is determined, the committee shall notify all of the students eligible for that year. The scholarship must be taken in the first year following the student's graduation from high school. The scholarship will be paid directly to the school in which the recipient is enrolled following verification of the students enrollment and attendance at the school. The scholarship may be used for tuition, books, room and board, or other educational expenses at the school. At the end of each year, a record will be made and kept by the Pupil Services Department of those students who have accrued a year of eligibility for future scholarship awards. This record will be maintained by the department and updated annually. This information should be sent to the middle and high school guidance counselors so that they can have this information in providing preparation, assistance and guidance for these students in their planning for a post-secondary education. The parents of each student enrolled in a racially identifiable elementary school should be told of the student's potential eligibility for a scholarship. Each year the child is enrolled in a school which qualifies toward eligibility, the parents will be updated on the number of years credit their child has accrued toward eligibility. Funding The funding for this scholarship program may come from private donations or Little Rock School District funds. The District commits to adding at least 100,000 annually to 2 ( (ob/za/zoui lo\nZb bOl-324-2281 LRSD SRO PAGE 06 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JMA-R (continued) the fund either through donations or district funding through the year 2013. The Board of Education shall determine how to use any funds remaining after the scholarships are funded for the class of 2013. Date: June 24, 1999 3Ob/za/2001 ib: Zb bt)l-a24-2281 LRSD SRO PAGE 01 STUDENT REGISTRATION OFFICE LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN ST. LITTLE ROCK AR 72202 PHONE\n324-2272 FAX\n324-2281 FAX COVER SHEET To: behf, (Tines Fax Number: ill -aiM From\nDe6UA6O Date: # Pages Including Cover Sheet Re: cc: IH COpijL/) jCt-iM, lAA S^ch'o^ P^Ciy r eauleJKs/y. MK..6itob5 i CV. Ul\u0026amp;xj COU tecL UULthArkansas Democrat ^(Bazcttc FRIDAY, JUNE'30, 1995 16 in LR receive $5,000 awards from Stephens Eight students and eight teachers from Little Rock area high schools recently received Stephens scholarships and awards. Each received $5,000 from a trust fund established by ' the brothers Jackson T. Stephens and the late W.R. Witt Stephens in 1985 to encourage and reward excellence in education. The recently graduated seniors who won college scholarships were Tarayn Grizzard of Mount SL Mary Academy, Jeffery Meier of Catholic High School, Rebecca King and Elbert Traister of Central High, Hien Bich Chu of J.A. Fair High, Anan- di Sheth of Hall High, Carmen Korehbandi of Parkview Magnet High and Adrien Lewis of McClellan High. The teachers who got cash awards were Brenda Futrell and Phyllis Caruth from Central High, Judith Pickering from Fair High, Mary Joan I ' Gage and Leola Norman \nfrom Hall High, Wanda Bask- I ins from McClellan High, Patricia from Treadway Parkview Magnet High and Maureen Stover from Mount St. Mary Academy. __ aArkansas Democrat ^(|\u0026gt;azctte 7 smiukuAY, JULY 15,1995 Cowrtght o Lfttle Roch News[pere, ln\u0026amp; 318 LR graduates win scholarships Members of Little Rock School Districts Class of 1995 will get more than $4 million in college ' scholarships. I ac- In the district, 318 students accepted 413 scholarships to attend colleges and universities across the state and nation, district spokesman Dina Teague said Parkview Arts and Sciences Magnet High School reported the highest college-going rate this year, with 91 percent  230 stu- dents  of the graduating class planning to attend college next year. Seventy-eight Parkview students got 113 scholarships worth $1.15 million. or the district, 67 percent, or 1.^, of those graduating indicated they would go to college At Central High School, 120 students got 158 scholarships worth $1.48 million, Teague said A total of 334 Central students or 65 percent of the class, are college-bound. At Hall High, 176 students  65 percent of the graduates  also intend to attend college. Thirty- three Hall graduates got 45 scholarships worth $318,798. Sixty-three percent of the graduates at McClellan High. 146 students. plan to attend college. Forty-five McClellan students got 45 scholarships worth $601,432. Fifty-two percent of J.A. Fair High's graduating class, 142 students, indicated they will attend college. Forty-two Fair students got 52 scholarships worth $485,000Arkansas Democrat ^azetfe\"-' ^FRIDAY, JUNE 211996 \" -  ....................... High schools name honored graduates Jennifer L. West, 17, daughter of Dr. and Mrs. Robert West of Little Rock, graduated as valedictorian of Hall High School. She will attend Rice University in the fall. Lana R. Davis, 18, daughter of Mr. and Mrs. Larry Davis of Little Rock, was saiutatorian. She will attend Hendrix College.Arkansas Democrat |  FRIDAY, JUNE 18, 1999 Dninncml Ga/fltp Inc School Board Scholarships j toWP^Qh DIATI * Continued from Page 1B p'Avi-i-A b(^d would determine how to use aify' leftover funds after the scholar- to allot cash for college BY TRACY COUKAGE .ARKANSAS DEMOCRAT-GAZETTE ships are funded for the class of 2013. ^District administrators hope the scholarships will motivate more stu- dents to pursue their education beyond high school. ?Its one of putting a carrot out there as a verj' positive kind of moti- vaiHon particularly for children who Little Rock students who just hhve been underrepresented within ' completed the sixth grade would be th^ whole move of trying to make j the first students eligible to receive sure our young people have the college money from the school dis- types of sldlls and knowledge that trict under a proposal the School irill benefit them in their future, Board will consider next Thursday. Superintendent Les Gamine said. ^Eligible students must have at- The proposal, if approved, would\n-require the district to set aside $1.4 tended a racially identifiable ele- ' million over the ne.xt 14 years to give mentary school, graduated from a college scholarships to students who Little Rock School District high attend a raciallv identifiable ele- school and be accepted to a post-sec- , mentarv school and graduate from ondary college, university or career-\n'.....................  technical school. Neither financial i a high school within the district Racially identifiable schools are nor grade-point averages those where black students repre- affect a students eligibility. *-------------------------. ..Students who attend a racially sent more than 90 percent of all stu- dents. Based on the districts October 1998 enrollments, those schools include Badgett (93 percent black), Cloverdale (93 percent), Franklin (93 percent). Garland (92 percent), Mitchell (95 percent). Rightsell (96 percent) and Watson (95 percent) elementary schools. White students attending those schools also would be eligible, said Brady Gadbeny, special assistant to the superintendent. identifiable elementary school for aWeast slx years would receive the ma-ximum scholarship amount for that year. Students who attend a r^ially identifiable school for at least three years but less than sLx would receive a partial amount   'The amount of the one-time : award would vary with the number\nofy eligible students and available i ftfliding each year, Gadberrj said. '.Based on this past yeaPs sixth- grade enrollment, a 60 percent rate  1 zxvx+xx n ++ xx xx x3 x xx x* xxxa* /xxxx. ' The idea of offering post-sec- gg students attending post-sec- ondary scholarships to students ondary education and a 15 percent who attend predominantly black el- attrition rate of students who leave ementary schools surfaced more the district before graduating, about than a decade ago and is written 127 students would qualify for schol- into e districts Desegregation and arships, Gadberry said. Education Plan. r.A scholarship committee would In .April, the School Board asked determine the yearly amount of district officials to develop and im- money to be awarded and notify eli- plement a scholarship program that gible students. would be maintained at least until  Students could use the money for the graduation of students who start tuition, books, room and board and kindergarten during the 2000-2001 other education expenses, but they school year. would have to do so within one year The proposal under consideration of high school graduation. The monnext 'Thursday goes a step further by would be paid directly to the postsecondary school the student selects. putting a price tag on the proposal. District administrators have recommended the district set aside $125,000 out of the remainder of the 1998-99 budget and then $100,000 yearly for the next 13 years. The -~The scholarships would not be limited to students attend!^ Arkansas colleges and universities. I think that would narrow the selection for recipients, School Board member Katherine Mitchell money could come from either uj youre going to assist vate (|onati(^ or d^nc^o^ey. ^e students, it doesn't matter where I see. CHOLARSHIPS, f^age 10B t^gy gg^ jg^g jjjgy gg nWEDNESDAY, APRIL 18, 2001  Arkansas Oemocrat-Gazette/BENJAMIN KRAIN Little Rock School District Superintendent Dr. Leslie Gamine (left) listens as Elspeth Simpson, a senior at Pulaski Academy, along with seniors from other Little Rock high schools (background), accepts a 2001 Stephens Award on Tuesday at a ceremony for recipients of the $5,000 scholarship. Seven students and six teachers received the honors provided by The City Education Trust. The trust, which was formed by Jack and Witt Stephens, honors outstanding academic performance. 7 students, 6 teachers recognized 13 from Little Rock receive scholarships, awards from Stephens program ARKANSAS DEMOtRAT-GAZETTE Seven high school seniors and six teachers, all from Little Rock, were honored Tuesday as 2001 Stephens Award recipients. The award program grants each student a $5,000 scholarship and makes similar cash awards to exceptional high school teachers. Scholarships and awards are provided by The City Education Trust. Jackson T. Stephens and the late W.R. Witt Stephens formed the trust in 1985 with proceeds from the sale of the Stephenses interest tn Riverside Cable Television Co. Student winners, their parents and the schools they attend are\nAdrienne Edison, daughter of Steve and Paulette Edison, Hall High School\nAndrew P. Hart, son of Robert M. and Evelyn Hart, Catholic High School\nElizabeth McCarthy, daughter of Richard and Suzanne McCarthy, Mount St. Mary Academy\nSamir Shah, son of Drs. Hemendra and Sushma Shah, Parkview Arts and Science Magnet High School\nElspeth Simpson, daughter of Harold and Ellen Simpson, Pulaski Academy\nStephanie Wood, daughter of Doug and Tommie Sue Wood, Central High School\nAndrew Dennis Yancey, son of Larry and Eve Yancey, Central High School. Instructor recipients are\nJames D. Boles, a science teacher from Walnut Valley Christian Academy\nVirginia R. Cooper, an art history teacher from Central High\nMarianne Wynne Ligon, a Latin teacher from Central High\nJane Stuart Meadows, a chemistry teacher from Hall High\nLinda Haney Muldrow, an English, speech and theater teacher from Mount St. Mary Academy\nand Doug Reed, a physics teacher from Pulaski Academy. ettc  SUNDAY, APRIL 17, 2005  3B Scholarships stem from desegregation talks BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE An idea hatched during negotiations in the 1980s aimed at helping settle the Pulaski County school desegregation lawsuit will become a reality this spring when scholarships are awarded for up to 120 graduating students who years ago attended nearly allblack elementary schools in the Little Rock School District. The 25,700-student district is on the brink of exiting the 22- year-old federal school desegregation lawsuit. But district officials say carrying out the scholarship program between now and 2013 is the fulfillment of a promise. Im not aware of any other school district that offers anything like this, Jo Evelyn Elston, the districts director of pupil I services, said recently. Certainly this is part of our good-faith covenant with the citizens. The one-year, nonrenewable scholarships will range from $945 for those who attended a racially identifiable elementary school for three years to as much as $1,350 for those who attended such schools for at least six years. The district defines a racially identifiable school as one where at least 90 percent of the enrollment is black on Oct. 1 of the school year. When the scholarship policy went into effect, seven schools met the definition: Badgett, Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens elementaries, said Marian Lacey, assistant superintendent for secondary education. Over the next few years, the list may vary slightly. Officials will review the demographic shifts at the schools over time. While students had to attend a nearly all-black elementary school to be eligible for the scholarship, a scholarship recipient can be of any race or ethnic group. Besides having attended a racially identifiable school, a scholarship recipient must be a graduate of a Little Rock high school and must be accepted to an accredited two- or four-year postsecondary educational institution by the second semester of the academic year after the high school graduation year. The scholarship money is paid directly to the school for tuition or other expenses. The idea of the scholarship program was raised in the late 1980s during settlement talks among the three Pulaski County school districts and representatives of the all-black class known as the Joshua intervenors. A provision to explore the use of a trust fund to provide college scholarship incentives to students who attended the nearly allblack elementaries was included among myriad other provisions in a desegregation plan finalized in 1992. In 1998, the districts desegregation plan was rewritten. A provision directed the district to establish or participate in a program to provide scholarships to those who attended racially identifiable elementaries. That led to a School Board policy in April 1999 directing the administration to develop and implement the scholarship program, which is to be maintained at least until the graduation of the class that began kindergarten in 2000-01. The Little Rock district contributed $125,000 a year for five years to the scholarship fund. From last year on, the yearly contribution will be $100,000. The amount to each student will vary from year to year depending on the size of the pool of eligible students. The district will spend $145,000 on scholarships for the Class of 05. The district flags and tracks students who have the potential to receive the scholarships, said Elston, the pupil services director. School counselors are to remind the students yearly that they are in line for the money and encour- . age them to work toward a higher education. This is an important new addition to our list of scholarships, Gloria Blakney, a counselor at McClellan Hi^ School, said recently. She estimated that 30 McClellan students may take advantage of the scholarships this year. This is something that will afford a wide variety of kids access to a scholarship, she said. Its not based on ACT scores or grade-point averages, which so many scholarships are. This is available to a broad range of kids, all of them very deserving of it. Thomas Pride, 18, a senior at McClellan, attended Franklin Elementary School from kindergarten through sixth grade before moving to Forest Heights Middle School and McClellan. Pride said he hopes to get several scholarships but is happy to have this one almost in hand. He has applied for the award and wants to use it at Henderson State University in Arkadelphia. This is going to help me finance my future, Pride said. r *' \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_p15728coll3_430219","title":"\"Scholastic Achievement in the Segregation Era\"","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Bynum, Marci K."],"dc_date":["1995"],"dcterms_description":["Paper by Marci K. Bynum.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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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","Education--Arkansas","Education--Finance","Education--Standards","Educational innovations","Educational law and legislation","Educational planning","School employees","School enrollment","School improvement programs","School integration","School management and organization","Student activities","Student assistance programs","Parents"],"dcterms_title":["\"Strategic Planning Process, Implementation Phase,\" Little Rock School District"],"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/1482"],"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":["185 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_780","title":"Substitute teachers","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":["1995/2004"],"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","Education--Evaluation","School employees","Educational statistics","Education--Finance"],"dcterms_title":["Substitute teachers"],"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/780"],"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":["138 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! LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS February 23, 1995 To: Board of Directors From: Subject: Henry p. Williams, Superintendent of Schools Substitute Usage Report by School Attached for discussion is a report on substitutes by school. ! I i iLITTLE ROCK SCHOOL DISTRICT SUBSTITUTE USAGE REPORT JULY 1. 1994 THRU JANUARY 27. 1995 Totals reflect number of times a substitute was used during the month SITE ALTERNATIVE LEARNING CENT BADGETT BALE BASELINE BOOKER BRADY CARVER CENTRAL CHICOT\nCLOVERDALE ELEMENTARY CLOVERDALE JR HIGH DODD DUNBAR FAIR FAIR PARK____________________ FOREST HEIGHTS FOREST PARK FRANKLIN FULBRIGHT GARLjAND GEYER SPRINGS GIBBS HALL ~ HENDERSON JEFFERSON M.L. KING MABELVALE ELEMENTARY MABELVALE JR HIGH MANN MCCLELLAN COMMUNITY HIGH MCDERMOTT MEADOWCLIFF METROPOLITAN MITCHELL OTTER CREEK PARKVIEW PULASKI HEIGHTS INT PULASKI HEIGHTS JR HIGH RIGHTSELL ROCKEFELLER ROMINE SOUTHWEST TERRY WAKEFIELD WASHINGTON WATSON WESTERN HILLS WILLIAMS WILSON WOODRUFF Grand Total MONTH I AUGUST I I SEPTEMBER OCTOBER INOVEMBER Qi 19i 1 1 14 18 21 34 12 3 51 7 12 34 14 25 5 5 7 I T T T T T T T I T T T 2 12) 14| 7^ 831 7! 21 1! 241 2^ 7| 2| 01 21 371 11 71 II 361 431 72 14 25 5 25 6 11 6 __ 17| 291 8201 4! 42! ___ ___W 67! 35! 75! 119' 49 i ___3^ 1121 48! ___1^ 1201 27! 1081 20! 291 191 46! 211 37! 781 2881 23! 171 35! 70! 651 711 201 20! 13! 621 81 86! 151 120! 761 123! 58! 1091 201 44| 501 46! 21! 301 431 581 2795 5i 53 26! 43 85 18 7^ 1321 62 56 127 60 126 176 40 106 19 I ! T T I 51 33 74 25 40 77 278 24 47 43 1361 131 90 33 15 19 541 15| 96| 491 157! ~6^ 911 661 95 30 44 71 511 ' 291 391 461 811 34091 DECEMBER .JANUARY 4i 521 381 46 I 941 31 I 36 i 1261 891 60 36 1541 1201 441 1341 241 651 321 411 16! 301 721 2^ 26 j 331 961 931 1171 ___ 481 21 i 451 971 281 ~FT 901 861 441 1291 251 1191 881 291 1271 261 341 271 151 201 611 2^ 101 63 75 67 108 80 101 241 771 311 851 44| 1121 551 97! 611 an 51 141 71 23 53 171 109? 461 601 42 118 25 Al 63 30 25 35 41 47 78 42 32 80 30 431 32041 221 16! 371 351 2737. ____8 ___ ___1 ___38 ___ ___13 53 103 ___57 41 129 ____9 125 105 ___ 128 ___ 46 47 ___ ___ 25 60 221 ___19 41 66 70 97 103 13 ___15 24 99 17 62 18 123 __M 98 __57 60 52 59 __ __ ___16 __ __ ___37 2835 Grand Total _________M ________ ________1^ ________1^ _______ ________W ________ ________ 355 240 675 185 606 643 175 628 ________132 230 165 229 113 166 358 1374 109 ________ 316 460 _______547 412 124 65 96 400 _________95 ________389 144 657 338 541 ________ ________ ________174 251 ________3A1_ 211 ________119 ________1^ ________ ________ 15800 ILittle Rock School District August 26, 1996 2 9 TO: All Principals \u0026amp; Dept. Managers Office of ^esesregaion ^onnofiiig FROM: Dick Hurley, Director-Human Resources SUBJECT: Substitute System With the start-up of school, there appears to be the usual problems with following the procedures for substitutes. Please be reminded that the automated system must be used when calling substitutes and/or reporting absences. If you or another member of your staff make arrangements for a sub without using the system, the sub will not be paid properly! The S.O.S. office needs to know what subs are currently being used by name, location, subject, and date started. Also, school secretaries are supposed to call-in their afternoon S.O.S. report. The correct number is 324-2094. Please be certain they do this. You support is important and appreciated. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000LRSD Substitute Teacher Budget vs Actual Comparisons 9.000.DD0 ]b,567.000 8,000,000 7,000,000 je,837,000 6,606,000 6,000,000 5,226,000 5,401,000 5,000,000 4,000,000 4,032,000 4,290,000 3,226,000 3,000,000 2,628,000 2,000,000 ^26,000 |l,364 000 1,000,01 0 T T 1 1993-94 1995-96 1997-98 1992-93 1994-95 1996-97 Accumulated Budget Accumulated Actual Charted by the Office of Desegregation Monitoring based on LRSD published budgets.1,500,000 1,300,000 1,100,000 900,000 700,000 500,000 1.7D0.D0D Charted by the Office of Desegregation Monitoring based on LRSD published budgets. SKEM Little Rock School District received January 13,1999 JAN 2 0 1999 To: Listed participants Off ICE GF OESCGRESAHON MONfTORllK From: Dr. Richard Hurley, Director - Human Resources Subject: Study - Substitute teachers Dr. Gamine, Superintendent of Schools, has recommended a multi-faceted approach to addressing several issues that affect the learning environment for our students. He has recommended that committees be formed to address each of those issues. One committee, for which you have been recommended, is that of Substitute Teachers. Initially, I will be chairing this committee. There are no set guidelines on how we proceed as a committee, so we have a great deal of latitude in determining a recommendation to the Superintendent regarding substitute teachers. Your name has been provided to me as an individual that could assist us in this endeavor. I am recommending that our initial meeting be on Wednesday, January 27, at 4:00 p. m. If you cannot attend or wish to not be a member of the committee, please let me know. Ms. Thelma Shorter, Teacher - Mitchell Elementary Ms. Debbie Desjardin, Teacher - Mann Magnet Junior High Ms. Eileen Hammond, Teacher-Fulbright Elementary Ms. Buenah Combs, Teacher - Forest Park Elementary Ms. Marci Eckolls, Coordinator - Human Resources Mr. Gene Parker, Director - English Dr. Linda Brown, Principal - Parkview Magnet High School Ms. Sharon Brooks, Principal - Rightsell Academy Ms. Margie Powell, Office of Desegregation Monitoring Ms. Jan Van Ness, Parent Ms. Robin Carson, Gibbs PTA 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000EECrai 4BenMr RECEIVED Little Rock School District JUN 1 8 1989 OFFICE OF DESEGREGATION MONITORING June 11, 1999 To: Substitute Committee From: Dick Hurley, Director - Human Resources Subject: Stuff we have discussed I have tried to capture all of the ideas we have agreed upon throughout our meetings. As agreed at the last meeting, I would finalize\" our information and if we agree that this is the summary, we will present the information to the Superintendent as the Committees recommendation. I think we agreed to the following in three areas: 1) How to keep teachers at work - Reduce the amount of professional leave granted - Allow teachers to cash-in sick days (over a set limit) at sub pay cost - Allow them to buy the days back at the same rate upon catastrophic illness - Allow sick leave bank - Maintain cleaner buildings (less health problems) - Provide stress management workshops 2) How to get substitutes when needed - Increase the pay rate for degreed/certified people (start at long-term rate - Work with UALR to develop a program where education students can work one day per week and receive credit from UALR and pay from us - Have school PTAs and Campus Leadership Teams get involved to have a cadre of subs for that specific school - Hire Instructional Aides for each school to act as permanent subs and to be used as Aides when staffing is full - Make substitutes applications available at all sites 810 West MarRham Street Little Rock, Arkansas 72201 (501)324-20007 May 11, 1999 To: From: Little Rock School District Listed participants Dr. Richa^fed^I Director - Human Resources RECEIVED MAY 1 21999 OFFICE OF DESEGREGATION MONITORING Subject\nStudy - Substitute teachers As you may recall, we originally met a couple of times in January to address this issue. For various reasons, we have not met for a couple of months. We need to get back on track with our meetings. I recommend that we resume our meetings on Wednesday, May W*, at 4:00 p.m. in the Conference Room in the Administration building. Please come prepared to discuss how we will proceed in addressing this issue as well as to select a chairperson who is willing to lead our group to a conclusion. This issue is too important to discontinue our efforts. If you cannot attend or wish to not be a member of the committee, please let me know. Ms. Thelma Shorter. Teacher - Mitchell Elementary Ms. Debbie Desjardin, Teacher - Mann Magnet Junior High Ms. Eileen Hammond, Teacher - Fulbright Elementary Ms. Buenah Combs, Teacher - Forest Park Elementary Ms. Marci Eckolls, Coordinator - Human Resources Mr. Gene Parker, Director - English Dr. Linda Brown, Principal - Parkview Magnet High School Ms. Margie Powell, Office of Desegregation Monitoring Ms. Robin Carson, Gibbs PTA Mr. Danny Fuller, Teacher - Parkview Magnet High School Ms. Barbara Levy, Principals Secretary - Pulaski Hgts. Jr. High 810 West Markham Street Little Rock, Arkansas 72201  (501)324-20003) How to improve the quality of substitutes - Have orientation session developed and conducted by teachers/other substitutes - Have a mentor program for teachers to buddy subs in building - Assure that the Principal meets and greets every substitute - Provide a packet of information for each new sub (include trivia, exercises, writing topics, and mental \u0026amp; physical energizers) - Have an emergency kit on each teachers desk - Create a matrix for paying longevity raises (i.e.: After 100 days = S3 more/day) Please review the above and determine if you concur with what is here as well as to add anything you think we have missed. When I receive back your feedback, I will present our recommendations to the Superintendent.A.n Individual Approach to a World of Knowledge RECEIVED Date: September 16, 2004 SEP 1 7 2004 To\nDepartment Directore and Affected Staff From: Beverly William^Director of Human Resources OFFICE OF DESEGREGATION InONITORING RE: Back to the Classroom Update As you are aware the Board approved the Back to the Classroom (BTTC) program for all LRSD staff at the August Board meeting. The purpose of this program is to allow District staff the opportunity to experience the roles of our staff members in the schools. This will hopefully occur by becoming a substitute in a school for one day each semester. Everyone is invited to be a substitute teacher, but some support staff may wish to substitute in a clerical or paraprofessional position instead. This option will be welcomed as we want all participants to be comfortable in this program. The Human Resources Department has planned an in-service training, developed a guideline for the BTTC participants, and created a participation form to be completed by members of your department. Sue Rodgers, SOS Coordinator, will be coordinating this program as she does all substitutes for the District. Attached is a list of staff within your department who we have identified as participants in the program. (If we inadvertently omitted a name, we apologize, and please encourage them to participate as well.) Copies of the participation forms are included with this memo. Please complete those and return to Sue or bring to one of the in-service trainings next week. The in-service training is scheduled at three (3) times in the Boardroom on: a) b) c) Wednesday, September 22, 2004 at 9:00 a.m. Wednesday, September 22, 2004 at 1:30 p.m. Friday, September 24, 2004 at 10:30 a.m. All participants in the BTTC program are invited to attend one of the in-service sessions and those participants who do not hold a teaching license are required to attend the training. Due to the size of the boardroom, we are requesting that all participants email Sue indicating which in-service session they will be attending. It is suggested that individual departments disperse their staff members across the three various dates and times. If you have any questions please do not hesitate to contact Sue by phone or email. 810 W. Markham  Little Rock, Arkansas 72201  wwvtlrsd.org 501-447-1000 fax\n501-447-1001 LITTLE ROCK SCHOOL DISTRICT ADMINISTRATION REPORT SCHOOL YEAR 2004/2005 LOCATION TOTAL DESEG MONITORING/ PROG ADMINISTRATOR AN CLERICAL TOTAL 3 4 2 Friday, August 06, 2004 ADMINISTRATORS BABBS JR, JUNIOUS C RATHER, REBECCA J WIEDOWER, JULIANNE S AN CLICK, TONYA W EGGLESTON, DEANA M MIDDLETON, ESSIE H MILLER, BRENDA A CLERICAL LONG, ALISHA PAIGE TEACH, PATRICIA A Page 37 of 154Back to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER 1 CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL - SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE 1 GRADE 2 GRADES GRADE 4 GRADES GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY - WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMMUN P.E.- P.E.- P.E. - BOYS SECON ELEMENTARY GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE-LIFE SCIENCE-PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE-SPEC ED AIDE-LAB ATTEND AIDE - INST AIDE-PARAPRO AIDE - DESEG AIDE-TITLE 1 AIDE-4 YR OLD AIDE-P. E. AIDE - REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL- GUIDANCE SCHOOL - REGISTRAR PRINCIPAL ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER 1 CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL - SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE 1 GRADE 2 GRADES GRADE 4 GRADES GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY - WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMM UN P.E.- P.E.- P.E.- BOYS SECON ELEMENTARY GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE - LIFE SCIENCE - PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH 'SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP 'VOC. CAREER ORINTN VOCATIONAL ED AIDE-SPEC ED AIDE-LAB ATTEND AIDE - INST AIDE-PARAPRO AIDE - DESEG AIDE-TITLE 1 AIDE-4 YR OLD AIDE-P. E. AIDE - REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL-GUIDANCE SCHOOL - REGISTRAR PRINCIPAL ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER 1 CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL- SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE I GRADE 2 GRADE 3 GRADE 4 GRADE 5 GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY-WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMM UN P.E. - BOYSSECON P.E. - ELEMENTARY P.E. - GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE - LIFE SCIENCE - PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE - SPEC ED AIDE-LAB ATTEND AIDE - INST AIDE - PARAPRO AIDE - DESEG AIDE-TITLE I AIDE - 4 YR OLD AIDE-P. E. AIDE - REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL-GUIDANCE SCHOOL-REGISTRAR PRINCIPAL ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME # LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER 1 CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL - SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADES GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY - WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMMUN P.E - P.E.- P.E.- BOYS SECON ELEMENTARY GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE-LIFE SCIENCE-PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE - SPEC ED AIDE - LAB ATTEND AIDE - INST AIDE-PARAPRO AIDE-DESEG AIDE-TITLE 1 AIDE-4 YR OLD AIDE-P. E. AIDE - REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL-GUIDANCE SCHOOL - REGISTRAR PRINCIPAL ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER I CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL- SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE I GRADE 2 GRADE 3 GRADE 4 GRADE 5 GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY-WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMM UN P.E.- P.E.- P.E.- BOYS SECON ELEMENTARY GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE - LIFE SCIENCE - PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE-SPEC ED AIDE-LAB ATTEND AIDE - INST AIDE-PARAPRO AIDE - DESEG AIDE - TITLE I AIDE-4 YR OLD AIDE-P. E. AIDE - REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL-GUIDANCE SCHOOL - REGISTRAR PRINCIPAL ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER 1 CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL - SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE 1 GRADE 2 GRADES GRADE 4 GRADE 5 GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY - WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMMON P.E.- P.E.- P.E.- BOYS SECON ELEMENTARY GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE-LIFE SCIENCE-PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE-SPEC ED AIDE-LAB ATTEND AIDE - INST AIDE-PARAPRO AIDE-DESEG AIDE-TITLE I AIDE-4 YR OLD AIDE-P. E. AIDE-REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL-GUIDANCE SCHOOL-REGISTRAR PRINCIPAL ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER I CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL - SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE I GRADE 2 GRADE 3 GRADE 4 GRADES GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY - WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC - INSTR MUSIC-VOCAL ORAL COMMON P.E.- P.E.- P.E.- BOYS SECON ELEMENTARY GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE-LIFE SCIENCE-PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE I TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE-SPEC ED AIDE-LAB ATTEND AIDE - INST AIDE-PARAPRO AIDE - DESEG AIDE-TITLE I AIDE-4 YR OLD AIDE-P. E. AIDE-REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL-GUIDANCE SCHOOL - REGISTRAR PRINCIPAL ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER 1 CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL- SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADES GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY - WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES 'journalism KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC - GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMMUN P.E. - BOYS SECON P.E.- ELEMENTARY P.E. - GIRLS SECON PHYSICS 'PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER 'science-EARTH SCIENCE-LIFE SCIENCE - PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH 'SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE - SPEC ED AIDE - LAB ATTEND AIDE - INST AIDE-PARAPRO AIDE - DESEG AIDE-TITLE 1 AIDE-4 YR OLD AIDE-P. E. AIDE-REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY SCHOOL-ATTEND SCHOOL-GUIDANCE SCHOOL - REGISTRAR 'principal ASSISTANT PRINCIPALBack to the Classroom Program NAME WORK# DEPARTMENT HOME# LOCATIONS: DAYS AVAILABLE: ELEMENTARY MONDAY MIDDLE TUESDAY SECONDARY WEDNESDAY THURSDAY FRIDAY ANY AREA AGRICULTURE ALGEBRA ALTERNATIVE ED ART AUTOMECHANICS BAND DIRECTOR BIOLOGY BUSINESS EDUCATION C.C.E. MARKETING CALCULUS CARPENTRY CHAPTER I CHEMISTRY CHILDCARE CIVICS COMPUTER ED COSMETOLOGY COUNSELOR DANCE DRAFTING DRAMA ECONOMICS ELECTRONICS ENGLISH DEV. ENGLISH REGULAR ESL - ELEMENTARY ESL - SECONDARY EXCEPT CHILDREN FRENCH GEOMETRY GERMAN GLOBAL STUDIES GOVERNMENT 4 YR. OLD KINDERGARTEN GRADE I GRADE 2 GRADES GRADE 4 GRADES GIFTED/TALENTED HEALTH OCCUPATIONS HISTORY - AMERICAN HISTORY - WORLD HOME ECONOMICS INSCHOOL SUSPENCION INDUSTRIAL TECH. INTERNATL STUDIES JOURNALISM KEYBOARDING LANGUAGE ARTS LATIN LEARNING FOUND LIBRARIAN MATH-BASIC MUSIC-GENERAL MUSIC-INSTR MUSIC-VOCAL ORAL COMM UN P.E.- P.E. - P.E. - BOYS SECON ELEMENTARY GIRLS SECON PHYSICS PYSCHOLOGY R.O.T.C. NAVY R.O.T.C. AIRFORCE READING RESOURCE TEACHER SCIENCE-EARTH SCIENCE - LIFE SCIENCE-PHYSICAL SOCIAL STUDIES SOCIOLOGY SPANISH SPANISH SPEC ED M/RET SPEC ED MDLY HNDCP SPEC ED NON-CATEG SPECIAL ED DEAF SPEECH TITLE 1 TRIGONOMETRY VISUALLY HNDCP VOC. CAREER ORINTN VOCATIONAL ED AIDE - SPEC ED AIDE-LAB ATTEND AIDE - INST AIDE - PARAPRO AIDE - DESEG AIDE-TITLE I AIDE-4 YR OLD AIDE-P. E. AIDE - REGULAR MEDIA CLERK NURSE SCHOOL - BOOKEEPER SCHOOL - SECRETARY 'school-ATTEND SCHOOL-GUIDANCE SCHOOL - REGISTRAR PRINCIPAL ASSISTANT PRINCIPALDemocrat * TUESDAY, AUGUST 1, 1998 azcUc I Districts up pay, cut requirements to get substitutes Substitute  Continued from Page 1B sets its own requirements and develops its own system  which in- elude school employees makinj 12 frantic telephone calls at 5:30 a.m reshuffling students or asking Shortages nationwide have left schools frantic for teacher fill-ins BY DANNY SHAMEER .ARKANSAS DE\\(OCR.AT-G.A2ETTE levels or in certain areas. So its always difficult to find stitute teachers that theyre takin\u0026lt;^ extraordinaiy steps to fill classroom vacancies. Districts are advertising, raising pay and lowering requirements as they try to increase their substitute teacher pools. In the Little Rock School District administrators dropped the requirement for a years worth of diploma'' college credits to substitute teach ' in the citys 50 schools. The job market is excellent, and people can make more money do- mg something else. To entice more substitutes, some states with higher minimum requirements are following Little Rocks example. Now, anyone with a high school diploma and three years of work experience in any field is eligible Richard Hurley, the school systems director of human resources, said that step increased the substitute teaching pools average size to about 500. average day, schools need 275 fill-ins. Many of the avail- . -'v nio. luaiiy UI able substitutes, though, I ing to teach only at cert , are willing to teach only at certain grade I principals to teach. School emplovees attribute the acute shortage to several factors, including:  A booming economy that has made other work more attractive, especially since substitutes daily pay is far below regular salaries. and includes no benefits.  Higher academic standards, which require teachers to leave the. classroom during the school j-ear for more training. :   Changes in the federal family leave act, which allows employee's to take more time off for a sick child, spouse, relative or parents. .  Longer leave policies in teacher\" contracts. To beef up its substitute teaching pool. North Little Rock increased, substitute teacher pay last year. Reg-.  In Kentucky, a new state law is ' lars^tutescaneamS42perdaj ................. up $3 from the year before. allowing five school districts to use SVosttiutes with only a high school\nr 7_=. The cutoff had been about two years of college. Michigan is considering a law !SeSE*t\u0026amp;t proiSl-c2il^ ? sub^tut^\"^ day -Its difficult work and the job carries no benefits. he said. 'The Jim Morris. North Little Rocks assistant superintendent of admin-  istration and personnel, said the paj' increase made an insignificant difference in the school systems students training to be teachers could be substitutes if they have at least 60 semester hours of college Two years ago, the cutoff was lowered to 90 hours  the equivalent of a college junior. Arkansas sets no minimum requirements. Each Arkansas school district See SUBS 111 u 11, Page 5B schedule is erratic, and there's no guarantee of steady work One week you might work one day. The next week you might work five days. ' Some Northwest Arkansas princi pals said the substitute-teacher shortage is more acute in their area because fast-growing schools mean ex-' tra classes. And extra classes mean  more teachers. The more teachers, the more substitutes needed. Rogers Hi^ School Principal Bill Stringer discussed the situation with some of his staff Monday. They suggested recruiting quarterly, not just at the start of each school year Springdale High School Principal Don Love said the substitute shortage has a good side effect He tries out substitutes with teaching certificates for future teaching posts. This year, he said, he hired two teachers who used to be regular substitutes.\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_729","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":["1995/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","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/729"],"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":["171 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\n9 First-Week SWAT Visits 1995-96 During the week of August 21 through August 25, the ODM staff will visit the LRSD Incentive Schools and selected other schools. Working in two separate teams, the staff will collect data to be incorporated into a report later in the year. The focus for these visits should be on activities related to school readiness such as building preparation (cleanliness, paint), classroom readiness (materials, furniture, displays), staff (positions filled, preschool briefings), and student processing (registration, room assignments, procedures understood). The facilities and classroom observation forms may be used as guides if needed. Team members should minimize requests for information from school staffs during these visits as we will get numerical data from later reports. Team and school assignments are as follows: Team 1-Horace and Melissa Franklin -Monday Rockefeller-Monday Mills-Monday Bates-Tuesday Hall-Tuesday NLRHS West- Tuesday Seventh Street-Wednesday Tolleson-Wednesday North Pulaski-Wednesday Gibbs-Thursday Robinson High-Thursday Baker-Friday Team 2-Margie and Gene Mitchell - Monday Rightsell-Monday Mills-Monday Garland-Tuesday Hall-Tuesday NLRHS West- Tuesday Boone Park-Wednesday Meadow Park-Wednesday North Pulaski-Wednesday Dunbar-Thursday Robinson High-Thursday Cloverdale Jr.-Friday Following the visits, teams should compile a list of observations, both positive and negative, on each school and give it to Gene who will formulate a brief, informal report.Franklin Elementary Incentive School We were pleased to note that:  The halls at Franklin were painted during the summer. The center hall and classroom hall nearest the main office were painted white with a blue stripe (the school colors). Other hallways were also white, but with green, yellow, and red stripes respectively. This color coding should help students and visitors find their way around the building better.  The grass around the entire building was neatly trimmed.  The monitors observed the custodians actively cleaning throughout the building.  A bulletin board in the foyer urged parents to sign-up and become involved in the school.  The large shadow box located in the foyer looked great with a farm scene featuring student work.  We observed that the cafeteria ceiling had been replaced since our spring 1995 monitoring visit.  It is to the principals credit that during her brief seven day tenure at Franklin, she was able to convene the staffing committee and fill nine vacancies. We also noted some areas needing attention.  The principal shared that she was informed by the district central administration that Spanish would not be offered during the 1995-96 school year at the incentive schools.  The principal was not hired until seven days before the first day of school.  At the time of our visit, Franklin was without an assistant principal or permanent secretary.Garland Elementary Incentive School We were pleased to note that:  The landscaping and the grass were very well maintained.  The grounds were clean and free of litter.  All of the bulletin boards in the corridors were decorated and contained welcome themes.  The library was open, decorated, and ready for use.  The girls rest rooms were clean, well supplied, and free of graffiti.  The counselor and social worker were on duty and said they were ready for the new school year.  The cafeteria and kitchen area were clean and free of debris.  The students were very well behaved and orderly.  The corridors were clean and free of litter. We also noted some areas needing attention.  The lab attendant is at the school two days a week. When questioned about the lack of student contact time in a school that has a computer technology theme, she stated that she did not need to be at the school at all. She felt the instructional aide was sufficient.  The corridors were very stuffy.Gibbs Elementary Magnet School We were pleased to note that:  Colorful flowers adorned an area adjacent to the entrance to the school.  The school mission statement was prominently displayed in the foyer.  A VIPS desk, with a sign-in sheet, was located in the foyer.  Floors throughout the building were very clean and shiny.  Student work was displayed outside several classrooms.  Bulletin boards, flags, and posters throughout the building gave evidence of the schools international theme. We also noted some areas needing attention.  Gibbs is an international studies school, but is not yet on the Internet.Mitchell Elementary Incentive School We were pleased to note that:  The beautiful flower arrangement on the table in the main entry projected a feeling of \"welcome to our school. tl  Besides a large poster inscribed with the school creed, other school related posters were prominently displayed in the lobby area and throughout the school.  The VIPS sign-in sheet and a sign welcoming parents were immediately noticeable upon entering the building.  The art teacher had removed the clutter from the playhouse and transformed it into a special place for the Artist of the Day.  A dramatic, and eye-catching poster depicting the school's theme hung across the main corridor.  The health clinic was open and operating.  The vinyl floors were spotless.  The campus area was clean and free of debris.  The parent center was nicely decorated and already in use.  The cafeteria and kitchen areas were clean and free of litter.  The area around the exterior of the building was free of debris and litter. The grounds were very clean.  Almost all students had been assigned to classes and teaching had begun by 9:00 a.m. of the first day of school.  The new principal was omnipresent in the building yet relaxed and confident in going about her business. We also noted some areas needing attention.  Several tiles are missing from the floor on the mezzanine area.  One boys rest room had no identifying sign and was not supplied with paper.  One girls rest room lacked toilet paper in one stall, soap in another, and needed to be scrubbed down in the sink area.  Another girls rest room also lacked paper towels and soap. Additionally, one toilet seemed to be leaking.  The media center was not ready for students. Stacks of books were piled on carts, bulletin boards were empty, and the media specialist had not been hired.  A classroom was in the process of being painted, creating clutter in one area and tying up a classroom.  The assignment of lab attendants seems inefficient. One attendant serves on Monday and Tuesday, while another serves on Wednesday and Thursday. According to one of the attendants, such an arrangement makes it difficult to put data into the computers because she doesn't know what the other attendant is doing. Another person does \"technical work\" on Fridays.  Kindergarten students could not use the lab because the boards weren't done. The attendant said she expected the lab to be ready for K students by the second semester.  Some of the fountains had very low water pressure. The G/T room was cluttered and in disarray. The room was not ready for students. The teacher explained that the air conditioner had been broken\ntherefore, she had been unable to work in the hot classroom.  The counselor has been moved to yet another location - a portable building. The floor was badly buckled in several places. K-1 students could have trouble getting to the counselor's office without an escort. The location is not ideally suited for an elementary counselor.  The coimselor's office had no phone, and she was informed that she would not have a private line when the phone was installed. The explanation was that the school did not have a large enough student population to warrant a private line in her office. We were unaware that phone lines to guidance and counselors' offices in the district were assigned on a per capita basis!  Water pressure in some of the fountains is still extremely low.  The restroom was not handicapped accessible.Rightsell Elementary Incentive School We were pleased to note that:  The parent center was decorated and already serving parents.  The front entry was bright and colorful. A green plant on the counter in the entry area added to the inviting messages.  Many students were attired in school uniforms.  The cafetorium and kitchen areas were clean and free of debris.  The social worker finally has her own office space.  Although the phone has yet to be connected, the counselor has been moved inside the building.  The interior of the building was spotless and the classrooms were decorated and ready for students.  The girls restroom was clean and fully supplied.  The grounds were clean and free of debris.  The building was as secure as feasibly possible. Every exterior door was locked and a security guard was on duty. We also noted some areas needing attention.  Some of the water fountains were not operating, and others had low water pressure.  A florescent light at the top of the stairs was not burning.  Two windows facing the playground were badly cracked.  The VCR in the counselor's office was not working. The counselor said it was being repaired.  The restroom was not handicapped accessible.Rockefeller Incentive Elementary School We were pleased to note that:  Visitors to Rockefeller are greeted by a large banner stating Rockefeller Loves Our Volunteers.  A bulletin board display encouraging PTA membership was done with a computer motif, which emphasized the schools computer science theme.  The hallways were decorated with varied banners. A colorful banner announcing the Rockefeller Computer Science Incentive School greets visitors near the front entrance. An Early Childhood Magnet banner is displayed on the hall containing that program.  All staff members the monitors met were friendly and helpful.  All classrooms the monitors observed were orderly and attractively decorated with messages welcoming students back to school and colorful visuals communicating high expectations.  The library was up and running  The entire building was veiy clean, colorful, and bright.  The Writing to Read computers are now located in the classrooms.  A well-equipped science lab is located in a self-contained classroom.  All banks of computers located between adjoining classroom spaces were observed to be turned on and ready for student use.  The monitors overheard at least one teacher encouraging student ownership in the classroom by asking them how they would like to decorate the space.  According to the principal, all but five students were wearing their uniforms on this first day of school.  The school's name and magnet program are both advertised with bold lettering added to the school's east facade. We also noted some areas needing attention.  There was a large pot hole in the visitor parking lot at the eastern edge of the campus. The hole is deep enough to cause considerable damage to the vehicle of an unsuspecting motorist.Cloverdale Junior High School We were pleased to note that:  The area in front of the building was clean, well maintained, and free of litter.  Security personnel were highly visible in the main office area and in the exterior areas.  A large Parent Center, clearly marked, had signs encouraging parent participation in the school.  The center interior courtyard was very clean and in the process of being landscaped with shrubs and perennials. Other established plant areas were being mulched.  An exterior wall facing the courtyard was recently repaired and painted  The class change was very orderly, and students had cleared outside areas by the time the tardy bell rang.  The cafeteria was immaculately clean, and the aroma of food being prepared in the kitchen was enticing. We also noted some areas needing attention.  The resource officer and registrar were located in the already crowded counselors' wing.  No resource material were visible in the counselors' area. A counselor explained they lacked space for display materials and supplies.  Some exposed wires were hanging from a junction box in the walkway.  The board in the Sth grade wing contained posters from the previous school year, another was empty.  Two of the chain link gates at the rear of the campus were unlocked and one hung open.  Several water fountains were inoperable.  Many lockers showed signs of rust and needed painting.  The girls restroom in the 7th grade wing did not have paper towels or soap. One of four stalls lacked toilet paper\nhowever, the floors and sink areas were clean.Dunbar Junior High School We were pleased to note that:  Several large trash cans were placed strategically around the building, thereby reducing some of the problems with litter.  Security personnel were highly visible at the entry and in the halls.  The girls restrooms were clean, well supplied, and handicapped accessible.  An English as a Second Language (ESL) volunteer worker reported that she arrived at the school a week ahead of schedule to assist a Cuban student who did not speak any English. She happily reported that he was doing well and so were some other students she worked with.  The resource officer mentioned that she was in her second year at the school and that she had gotten to know the students really well. She felt that she worked well with the students.  The class change was orderly, and plenty of adults were visible during the class change.  One display that tied art to other cultures from around the world was very eye catching.  Students in the cafeteria sat and conversed quietly in integrated groups.  Many students reported that they really liked the school\nthis was particularly true of seventh graders. We also noted some areas needing attention.  Students were assigned to the cafeteria and media center because the gymnasium was too hot to hold PE classes.  Several students were in the corridors during class.  Except for the resource officer, none of the pupil services personnel (counselors or nurse) was in the pupil services suite.  Except for some materials on a rack dating back to 1992-93, the counselors' area was devoid of resource materials for students.  Some water fountains did not work.  Several classrooms lacked stimulating visuals or displays to indicate the subject area taught in the rooms.  Several ceiling panels were damaged or stained.  Two of the boys restrooms had been seriously damaged by apparent vandalism, and none was supplied with paper products.  A few cardboard boxes were stacked against the wall at the bottom of the first floor staircase.Hall High School We were pleased to note that:  The campus was free of debris and the grass mowed.  Planters in front of the school featured a selection of annual plants and shrubs.  A sign in the office welcomed volunteers and displayed the badges they were when working throughout the building.  The staff was friendly and helpful.  Security officers provided a non-threatening presence throughout the building. We observed them encouraging students to proceed to class during the class change.  We observed one class change during which students proceeded to their classes in an orderly manner.  Although we did not make individual classroom observations, several of the rooms observed from the hallways contained attractive visual materials related to the subject posted on the walls and bulletin boards.  The building was filled with hall displays ranging from posters welcoming the students back to school to one listing student birthdays in the month of August. We also noted some areas needing attention.  We observed evidence of a leaky ceiling several badly damaged ceiling tiles in a hallway adjacent to the cafeteria.  Several locker doors were missing.  Plexiglass windows found in the doors of an annex were cloudy and damaged from some type of sprayed paint or caustic cleaner.Mills High School We were pleased to note that:  The grounds around the building were well kept and attractive. The planters near the front entrance contained mums and annuals which were well maintained.  The entry had been painted and missing floor tiles replaced since our last visit to Mills during the 1994-95 school year.  The front foyer was clean and bright. An attractive bulletin board was decorated with African- American Art. A banner in the foyer welcomed students to school and stated the school's mission.  The restrooms were clean, well supplied with paper products and soap, and free of graffiti. A handicapped stall was available.  Plenty of large trash cans were strategically placed throughout the corridors.  The bulletin boards in the corridors and most classrooms were decorated with signs of welcome or information pertaining to specific subject areas.  Where checked, classrooms contained plenty of visuals emphasizing the subject area taught.  The students changed classes in a quick and orderly manner. Adult presence was highly visible during the class change. No students were in the corridors unaccompanied by an adult after the tardy bell.  The addition of the well appointed Wilbur D. Mills Conference Room was very positive and is sure to increase school pride.  Teacher comments were positive and complimentary of the school and its mission. We also noted some areas needing attention.  The health clinic was locked.  Some of the water fountains had very low pressure.  The room housing the media center is inadequate for a high school as comprehensive as Mills has become. Even though the staff have made good use of the space available to them, consideration should be given to expansion of the media center.Boone Park Elementary School We were pleased to note that:  Several signs welcoming students and other signs encouraging PTA membership added to a very cheerful and inviting entry area.  Professionally framed student art work decorated the corridor.  The interior of the building was spotless.  A very impressive display of state flags hung from the ceiling in the media center.  The grounds were nicely landscaped, but the grass needed mowing.  The students and staff were very friendly and courteous.  Throughout the building, bulletin boards contained positive messages, fun themes, or something with the students' names. It seemed as if the teachers had a \"Most creative bulletin board\" contest!  The library is being automated.  The entire primary wing was decorated with numerous eye-catching decorations and colorful banners that hung from the ceiling.  The Parent Coordinator was in the building and mentioned that she had already contacted all of the parents of missing K students and accounted for every absent student.  The cafetorium and kitchen area were clean and free of debris.  The district had replaced a recently departed G/T teacher. She was hired at the beginning of the week and said she was ready to get started.  All of the hand dryers in the girls restrooms were operational.  The restrooms had toilet paper and were clean and free of litter. A teacher explained that classroom teachers supplied soap to students when they went to the restroom. We also noted some areas needing attention.  Several alphabet charts in the building had \"I is for Indian\" representations.  Several feucets in the girls restrooms did not work. Both of the faucets for primary students were inoperable.  The stall for handicapped students in the girls restroom did not have a door.  Some ceiling paneling was missing in the media center.  A large ramp leading to a side door had dead leaves and quite a bit of dried grass starting to clump together. The interior wall in that same area needs a coat of paint. Several pen and pencil marks and minor damage to the wall really detracted from that portion of the building.  A side entry area had two carts left by a wall, some empty cardboard boxes, and what appeared to be a broken study carrel.Meadow Park Elementary School We were pleased to note that:  The large decorative wreath hanging in the main entry area added warmth to a bright and cheerful lobby.  Most of the bulletin boards outside the classrooms contained colorful displays that welcomed each student by name.  Although a few of the floor tiles were cracked or broken along the wall of one corridor, the floors were clean and free of litter.  The kitchen and cafeteria areas were very clean.  The media center was in the process of becoming fully automated. We also noted some areas needing attention.  The parking lot is crumbling badly in several places and dotted with potholes.  The floor tiles in one of the classrooms is buckling.  One of the faucets in the girls restroom did not work, and there were no paper towels or soap in the restrooms.  The counselor's office is accessible only through the media center causing a serious breach of privacy.  The light fixture in the entry area to the resource center and the one located across the hall from that entry were missing their covers.  The media center was very small and lacked storage and shelf space. Several tables were piled high with books and materials.Rose City Alternative School We were pleased to note that:  The cafeteria and kitchen areas were veiy clean and free of litter.  The bulletin board in the front entry contained photos of the entire staff (except the counselor).  The restrooms were clean, free of graffiti, and contained plenty of paper products. They did lack soap, however.  The school has a new computer lab containing all new equipment. We also noted some areas needing attention.  The carpet in the library/auditorium is badly stretched and worn.  No library services are available in the building.  The counselor is in the building for a half day. Her hours are from 12:30 - 4:00\nhowever, the students leave at 2:00.Seventh Street Elementary School We were pleased to note that:  Posters promoting PTA participation appeared throughout the building. A poster at the front entrance stated PTA, Its the real thing.'  Floors throughout the building gleamed. We observed the custodian at work maintaining the brilliant appearance.  Although not having recently been painted, hallway walls throughout the building were clean and bright with few signs of wear.  The hallways and individual classrooms were filled with attractive and creative displays welcoming students back to school.  From the hallways, our observations revealed teachers and students to be on-task  The media center, although limited in space, was well organized and attractive. The media specialist described the automated checkout system and the fact that computer equipment in the center was purchased from funds raised from Book Fairs. The media center is now also on the Internet.  The original tilework found throughout the building, including the restrooms, was in near perfect condition.  The building's exterior was enhanced by planting of crape myrtle, other shrubs, and annuals.  A poster promoting the interdistrict magnets schools was displayed in the school entry. We also noted some areas needing attention.  The women's bathroom located near the office had some missing mosaic tiles.  The hallway leading to the playground included some damaged or missing baseboard tiles.North Little Rock High School - West Campus We were pleased to note that:  The 1929 interior of the main building had been well preserved.  The custodial crew was working and visible throughout the building.  Class changes were orderly and all students in the corridors after the tardy bell had passes.  The Graduate Academy had a large welcome banner for the alternative school students.  Many of the alternative school students were mainstreamed into regular classrooms in several academic subjects.  Although lacking soap, the restrooms had plenty of paper products and were accessible to the handicapped. We also noted some areas needing attention.  Some of the doors were missing from the lockers in the new addition.  Several water fountains did not work, and others had low water pressure.  The restrooms were not labeled in the music room.  A large piece of paneling hung from the ceiling in the cafeteria.  The kitchen area was extremely warm, even with three fans operating and the windows and one door propped open.  Leaks in the media center force the librarian to leave a whole wall of book racks vacant.  The wall areas in the corridors did not contain much in the way of welcoming students for the new school year.  The exterior grounds were scruffy and worn.Baker Elementary Interdistrict School We -were pleased to note that:  The school lawn was well-cared-for through the summer. The area was mowed, trimmed and was being watered when we arrived.  The areas surrounding the school were nicely landscaped and free of debris.  Student work was displayed outside of most classrooms.  The districts theme for the school year, Planting Seeds of Knowledge was apparent on bulletin boards.  Several bulletin boards also contained reference to the school economics theme.  Floors throughout the building were clean and shiny.  Chenal Properties is Bakers newest business partner.  According to the principal, several Baker teachers received national recognition for excellence in economic education. We also noted some areas needing attention.  The district is no longer offering the full compensatory education program at Baker. The school failed to qualify as a Title 1 school for 1995-96, so the district discontinued the remedial reading instruction. The assistant principal said that parents are planning to help tutor children who need these services.Bates Elementary School We were pleased to note that:  The Bates staff has piggybacked on the superintendents theme of Planting the Seeds of Knowledge by adopting a school theme for the 1995-96 school year of Continue to Bloom From August to June. The growing theme was evident on bulletin boards throughout the building.  According to the principal, over $25,000 has been spent on improvements to the schools physical plant. Among ongoing projects are fresh wall paint, replacement of baseboards throughout the school, and subdivision of the library for a reference area, teacher workroom, and lounge.  The media center, formerly an overwhelmingly large space, is now half as large thanks to a wall constructed last school year. The media center space is still large enough to house a significant book collection, story area, and student work area. But the center now has a more cozy appearance and atmosphere. The Bates PTA provided the financial support to carpet the media center.  We observed student work already on display.  The building's exterior featured neatly trimmed grass and shrubbery. We also noted some areas needing attention.  Throughout the building floors had been patched with mismatched tiles.  Some ceiling tiles were missing and some overhead lights were burned out in the cafeteria.Robinson Elementary School We were pleased to note that:  The new construction was completed for the opening of school and the rooms were well established and attractively decorated.  The students were on task and many of the teachers were actively engaged with their students.  Plenty of trash cans strategically placed kept the school free of litter.  Although sunken, the media center is handicapped accessible.  Multi-cultural and multi-ethnic displays were in evidence throughout the building.  All of the restrooms contained plenty of soap and paper products and had little or no litter. The stalls were free of graffiti. We also noted some areas needing attention.  Not all restrooms were accessible to students in wheelchairs.  The tiny counselor's office does not have enough space for group activities. The office lacks a waiting area, which can impede privacy.  A wire from an electrical appliance was plugged into an outlet that hung from the ceiling, posing a potential safety hazard.Tolleson Elementary School We were pleased to note that:  Computers were in use in the classrooms.  One bulletin board featured famous paintings and information about the artists and their works.  Student work was displayed outside several classrooms.  A schoolwide theme of Bananas About Reading was attractively publicized throughout the building. According to the media specialist, the Chiquita Banana Corporation supplied many of the materials used for the displays.  A poster promoting the interdistrict magnet schools was prominently displayed in the office area.  A bulletin board in the office recognized the contribution of school volunteers. We also noted some areas needing attention.  The hallway in the 3-6 wing contained some broken floor tiles.  The principal indicated that the school received a new roof during 1994-95, but several classrooms still bore evidence of old ceiling leaks.Robinson Junior High School We -were pleased to note that:  Plenty of large trash cans strategically placed around the campus greatly reduced litter.  The display area in the front breezeway contained photographs of staff members  The girls restroom was stuffy, but very clean and well supplied.  The counselors mentioned a great school-wide activity they designed to encourage parent participation at the school. They feel the project has shown good results.  The cafetorium was clean, but the stage area was cluttered with debris.  The cafetorium was recently painted in the school's colors and the workers did a good paintjob. We also noted some areas needing attention.  The front driveway is seriously pocked with potholes and cracks.  It is very difficult to identify the girls restroom at the top landing because of a barely visible sign.  The retaining wall in the back of the facility is crumbling and badly cracked in places.  The concrete steps are badly eroded in several places.  The counselors' area lacks space for display materials or resource materials.  The grounds give the appearance of long-time neglect. The occasional grassy spots on the rocky ground needed mowing.North Pulaski High School We were pleased to note that:  The \"Aloha\" theme of welcome was highly visible throughout the building and was very well done. Every locker had a welcome note and many of the classrooms had aloha displays.  The wooden lockers were in good repair and free of graffiti.  The restrooms were very clean, handicapped accessible, and well-supplied. None of the stalls or walls contained graffiti, and the floors were free of litter.  The class change was very orderly. Administrators were visible and actively assisting students.  We observed several integrated groups of students having lunch together or engaged in casual activities.  Classrooms in the CBI wing were very bright and cheerful. Several students were engaged in one- on-one activities with teachers or paraprofessionals.  Though no students were in the media center, the director demonstrated an impressive array of technologically innovative research tools.  The corridors were clean, and the custodial staff was busy and highly visible.  All of the digital clocks in the corridors had the correct time.  The gymnasium was clean and, with the exception of several tears in the ceiling material, seemed to be in good repair.  The school has an in-house restaurant that is open to the public. Students hired to work in the facility must have successfully completed a prerequisite course in food management. We also noted some areas needing attention.  Several pieces of litter and some debris were scattered about the exterior of the building, including rotting railroad cross ties and empty bottles.  Some of the floor tiles were badly worn or damaged.  Several teachers remained in their classrooms during the class change, and quite a few students remained in the corridors after the tardy bell.  Some of the water fountains did not work or had very low pressure.  Some ceiling tiles were missing and some were badly stained.  The interior walls could use a paintjob.  Several florescent bulbs were out in the library and a bulb was missing over the entry to one of the girls restrooms.  An item of curiosity: Not one black student went to a locker during the class change. All of the students that went to the lockers were white, and quite a few of them did so.Robinson High School We were pleased to note that:  The grounds were well kept featuring pretty shrubs and flowering plants.  A bulletin board just inside the main entrance to the school pictured the \"Robinson High School Leaders.\" Black and white students of both sexes were represented in leadership roles.  The floors were in excellent condition and very impressive.  Many impressionist and modem art prints lined the corridor walls.  The lockers were clean and in good repair.  The counselors suite was well-appointed and had a large conference room next door.  All of the water fountains were operating properly.  The custodial staff was busy and highly visible.  Students and teachers were actively engaged in each classroom.  The cafeteria and kitchen areas were spotless.  The media center is attractive and well arranged, though no students were using it during this monitoring visit. We also noted some areas needing attention.  One entry door was locked from the inside.  Broken chairs around a rear area were an eyesore.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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