{"response":{"docs":[{"id":"bcas_bcmss0837_834","title":"Budget: ''North Little Rock School District Budget''","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":["1994/1995"],"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","North Little Rock School District","Education--Arkansas","Education--Finance","Educational statistics","School buildings","School employees","School facilities","Education--Evaluation"],"dcterms_title":["Budget: ''North Little Rock School District Budget''"],"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/834"],"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":["310 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNORTH LITTLE ROCK SCHOOL DISTRICT BUDGET 1994-95 N (Q)I ffi/IrIBIJ LI TTTJL~ Iffi(.Q )C CI[ JPTIJJifLfi CC CCIE ADMINISTRATIVE OFFICES 2700 POPLAR STREET Steve Jones Jack, Lyon, \u0026amp; Jones, P.A. Attorneys At Law June 20, 1994 3400 TCBY Tower, 425 W Capitol Little Rock AR 72201-3472 Dear Steve: JUN 2 0 1994 Officeo f Desegregationlo rntor\n:ig As directed by the June 10, 1994 court order, this document represents the 1994-95 tentative budget for North Little Rock School District. The document contains six sections--Revenue and Expenditures\nExpenditures by Function, Object, and Function/Object for Salary, Operating, and Debt Service Funds\nFive Year Revenue and Expenditure Projection\nBudget Notes\nSalary Schedules\nand Program Analysis. The Revenue and Expenditure section provides graphs for 1994-95 projected revenue and expenditures. The revenue graph shows the amount of local, state, and federal revenue projected for the operating, debt service, capital outlay, and federal funds. The expenditure graph shows the combined expenditures projected for the funds included on the revenue graph and the salary fund. This section also provides detailed revenue for the operating budget and the federal programs. The beginning balance, ending balance, and a summary of expenditures for the operating, capital outlay, building/bond, and federal budgets are also included in this section. The second section provides expenditures by function, object, and function/object for the salary, operating, and debt service funds. The third section of this document provides a five year projection of revenues and expenditures for operating, capitol outlay, buildings, and federal programs. The Budget Notes section provides information regarding local tax revenue reduction, state funding, workers compensation, the need for millage increases, and the loss of desegregation settlement funds. The fifth section of the document contains the end-of-the-year (FY94) salary schedules for administrators, teachers, and classified employees. The program analysis for one new program and one expanded program is included in the final section of the document. AN EQUAL OPPORTUNITY EMPLOYER P. 0. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 A final 1994-95 budget document will be produced for board approval and submission to the Arkansas Department of Education and the Office of Desegregation Monitoring once the District's books have been closed for the 1993-94 fiscal year and additional revenue information has been received from the state. Sincerely, Donald Watkins Assistant Superintendent Business Services vs NORTH LITTLE ROCK SCHOOL DISTRICT BUDGET .. 1994-95 NORTH LITTLE ROCK SCHOOL DISTRICT 1994-95 ANNUAL BUDGET TABLE OF CONTENTS Board of Directors, Superintendent and Assistant Superintendents ..................................... l REVENUEA ND EXPENDITURES Revenue Graph ........................................................ 2 Expenditure Graph .................................................... 3 Revenue and Expenditures -- Operating, Capital Outlay, Building/Bond, and Federal Programs ................................ 4 Revenue -- Operating Budget .......................................... 5 Expenditures -- Operating Budget ..................................... 6 Revenue and Expenditures -- Federal Programs ......................... 7 EXPENDITUREFSO R SALARY,O PERATIONASN D DEBT SERVICE FUNDS Expenditures by Function ............................................ .8 Expenditures by Object .............................................. 15 Expenditures by Function/Object ..................................... 21 FIVE-YEARR EVENUEA ND EXPENDITURPER OJECTIONS Revenue Projections -- 1994-1999 .................................... 77 Expenditure Projections -- 1994-1999 ................................ 78 BUDGETN OTES Budget Notes ........................................................ 79 SALARYS CHEDULES Administrators ...................................................... 80 Teachers ............................................................ 81 Classified Employees ................................................ 83 PROGRAAMN ALYSIS Army JROTC Program ...........................\n...................... 86 Reading RecoveryProgram Addition ................................... 91 NORTH LITTLE ROCK SCHOOL DISTRICT BOARD OF EDUCATION Pat Blackstone, President Prentice Dupins, Vice President Marty Moore, Secretary Lynn Hamilton J. W. Johnson Mable Mitchell Larry Shadid James R Smith, Superintendent Assistant Superintendents Bobby Acklin - Student Affairs Mable Bynum - Desegregation Bobby New - Instruction Donald Watkins - Business Services 1 REVENUE AND EXPENDITURES NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE STATE REVENUE $20,567,680 53% 1994-95 LOCAL REVENUE $15,505,500 40% FEDERAL REVENUE $3,025,000 8% TOTAL REVENUE = $39,098,175.00 2 NORTH LITTLE ROCK SCHOOL DISTRICT EXPENDITURES Satar tea 1994-95 Debt Service $1,200,000.00 t nsurance/ Other $221,000.00 Equipment $855,000.00 Supplies $1,565,000.00 Services $2,440,000.00 Tu it ion $1,120,000.00 Benefits $3,465,000.00 TOTAL EXPENDITURES = $39,310,000.00 3 OPERA TING BUDGET FUNDS 01, 02, a 04 TOTAL REVENUE AND BALANCE EXPENDITURES Salaries Benefits Tuition Services Suoolies Equioment Insurance/Other Debt Service TOTAL EXPENDITURES ENDING BALANCE FEDERAL PROGRAMS (06) TOTAL REVENUE AND BALANCE EXPENDITURES Salaries Benefits Services Supolies Equipment Other TOTAL EXPENDITURES ENDING BALANCE CAPITAL OUTLAY (05) BEGINNING BALANCE REVENUE EXPENDITURES ENDING BALANCE BUILDING (03)/BOND (10) FUNDS BEGINNING BALANCES REVENUE EXPENDITURES ENDING BALANCE NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE AND EXPENDITURES 1990-1995 - 1990-91 - 1991 -92 1992-93 1993-94 ACTUAL - ACTUAL ACTUAL BUDGETED $32,294,537.77 $34,645,116.10 $34,680,190.72 $35,888,462.00 $22 189,901.75 $24 704 357.88 $24 654 619.76 $26 527 859.00 $2,539,762.48 $2,687,251.00 $2,624,924.22 $2,774,990.00 $1,115,205.60 $1,089,105.75 $1,067,374.16 $1,100,000.00 $2,102,210.72 $2,240,998.57 $2,159,022.38 $2,463,635.00 $1,246,073.84 $1,449,719.28 $1,244,849.46 $1,283,387.00 $770,454.71 $486,095.52 $218,292.93 $219,119.00 $393 822.41 $258 826.67 $256 304.01 $277 493.00 $1,169,554.97 $1,194,864.61 $789,841.15 $1 166,700.00 $31,526,986.48 $34,111,219.28 $33,015,228.07 $35 813,183.00 $767,551.29 $533,896.82 $1,664 962.65 $75,279.00 $2,038,196.59 $2,794,034.45 $3,560,377.92 $3,663,986.00 $778,814.49 $1,181,949.19 $1,644,091.99 $2,020,744.00 $245,764.17 $334,085.01 $441,367.07 $575,744.00 $138,083.28 $332,748.29 $472,493.90 $509,001.00 $295 901.95 $282 309.99 $371 965.64 $323 069.00 $243,540.22 $233,377.76 $206,103.77 $121,116.00 $27,448.05 $37,279.48 $42,809.42 $64,278.00 $1,729,552.16 $2,401,747.72 $3,178,831.79 $3,613,952.00 $308,644.43 $392,286.73 $381 ,546. 13 $50,034.00 $161,618.30 $2,014.05 $185,463.82 $34,828.00 $385,514.64 $494,814.65 $391,650.75 $400,000.00 $545 118.89 $311,365.08 $542,286.34 $420,000.00 $2,014.05 $185,463.62 $34,828.03 $14,828.00 $4,174,273.93 $1 396 597.95 $1,027,013.50 $3,277,801.00 $38,792.52 $414,325.83 $4,012 465.94 $235,000.00 $2,816,468.50 $783,910.28 $1,761,678.00 $2,231,025.00 $1 396 597.95 $1 027 013.50 $3 277 801.44 $1 281 776.00 4 1993-94 1994-95 1994-95 PROJECTED BUDGETED CHANGE $36,900,753.87 $35,663,828.00 ($1,236,925.87 $26 905 600.00 $26 650 000.00 ($255 600.00 $3,010,900.00 $2,950,000.00 ($60,900.00 $1 116,220.00 $1 120 000.00 $3,780.00 $2,437,250.00 $2,110,000.00 ($327 250.00 $1,574,250.00 $1,275,000.00 ($299,250.00 $244,260.00 $135,000.00 ($109,260.00 $187 850.00 $190 000.00 $2 150.00 $1,188,770.00 $1,200,000.00 $11,230.00 $36 665 100.00 $35 830,000.00 ($1 035 100.00 $235,653.67 $33 828.00 ($201 825.87 $3,663,986.23 $3,251,525.00 ($412,461.23 $2,019,900.00 $1,794,000.00 ($225,900.00 $583,650.00 $515,000.00 ($68,650.00 $463,650.00 $330,000.00 ($133,650.00 $208 250.00 $270 000.00 $61 750.00 $106,100.00 $60,000.00 ($46,100.00 $30,900.00 $31,000.00 $100.00 $3,412,450.00 $3,000,000.00 ($412,450.00 $251 536.23 $251,525.00 ($11.23 $34 828.23 $1,028.00 ($33,800.23 $392 000.00 $670,000.00 $278 000.00 $425 800.00 $660,000.00 $234,200.00 $1,028.23 $11 028.00 $9,999.77 $3,277 801.44 $1,016 776.00 ($2 261,025.44 $170,000.00 $50,000.00 ($120,000.00 $2,431,025.44 $200,000.00 ($2,231,025.44 $1 016 776.00 $866 776.00 l$15o 000.00 NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE 1990-1995 OPERA TING BUDGET 1990-91 1991-92 1992-93 1993-94 SAi.AR Y (01 ), OP'l!RA11NG (02), \u0026amp; omrr SHRYICI! (04) ACTUAL ACTUAL ACTUAL BUDGETED BEGINNING BALANCE $576,482.48 $767,551.29 $533,896.92 $1,664,962.00 REVENUE, LOCAL Prooerty Taxes $8 318,915.54 $8 254 539.36 $8 463 731.24 $8 465,000.00 40% Pullback $3,273,349.66 $3,151,431.23 $2,659,432.57 $2,660,000.00 40% Pullback {Accrued) $928,368.16 $1,039,428.11 $1,584,228.23 $1,585,000.00 Delinquent Taxes $693,558.60 $1,236,053.69 $960,646.26 $1,000,000.00 Excess Commissions $30,328.77 $30,189.65 $31,612.84 $30,000.00 land Redemption $117,506.10 $84,695.83 $92,073.43 $75,000.00 Tuition - Summer School $79 943.42 $59 645.00 $66 435.00 $76 500.00 Interest $224,913.67 $58,425.29 $144,538.58 $110,000.00 Pupil Activitv Sales $58,356.00 $53,040.00 $56,816.18 $50,000.00 Rent and Miscellaneous $120 970.79 $130 096.65 $131,122.06 $95,500.00 Deseareaation - Sec. VIII.C - LR $250,425.00 Deseareaation - Sec. VIII.C - PCSSD $83,475.00 Tuition - PCSSD $71 675.46 $120 489.78 $96 047.54 $100 000.00 Cournv General and Severance Tax $35,236.96 $34,981.02 $35,830.83 $32 700.00 TOTAL LOCAL REVENUE $13 953 123.13 $14,253,015.61 $14,322,314.76 $14,613,600.00 REVENUE STATE MFPA $13 847 114.00 $16 296 020.00 $16 096 402.01 $16 361 513.00 State Aooortionment/Workers' Comoensation $28 896.00 $28 934.54 $28 479.49 Transoortation Aid $368,946.00 $588,197.00 $513,002.00 $494,317.00 M-to-M Incentive $532,463.00 $816,988.00 $1,131,696.00 $1 070 000.00 Compensatorv Education $337,951.47 $219,725.48 $251,557.04 $234,439.00 Special Education Suoervisor $65,734.00 $67,150.00 $67,150.00 $67,150.00 Act 591 Residential $11 480.20 $28 867.80 $26 957.82 $25 000.00 Special Education Preschool $93 695.00 $156 202.00 $314 325.00 Vocational Education $54,959.00 $48,934.00 $80,435.96 $24,602.00 ABC Preschool $161,500.00 $274,585.00 $234,116.00 Desearegation - Sec. VIII.B $778 050.00 $389,025.00 $389,025.00 $389,025.00 Deseareaation - Sec. VIII.C $293,239.74 $471 134.13 $455,368.81 $57,075.00 Maanet/M-to-M Transoortation $285 798.36 $327 148.98 $260 337.00 $300 000.00 Other State $46,450.56 $61,616.22 $36,039.95 $28,338.00 Public Law 874 and Other $55,128.00 $33,240.00 $22,762.00 $22,500.00 TOTAL STATE AND UNRESTRICTED FEDERAL REVENUE $16,706,208.33 $19,632,176.15 $19 790,000.06 $19 622,400.00 IU IAL LUl,.\nAL, 1,.\nC)Ofil IT,\n::, 11\\1 C I\\NU UNRESTRICTED FEDERAL REVENUE t.30 659 331.46 t.33 885 191.76 t,34 112 314.84 134.236 000.00 NON-REVENITE RECEIPTS /Sales Insurance Relund Misc.I $100,134.01 $55,135.56 155,264.44 $7,500.00 TRANSFERS TO/FROM OTHER FUNDS $958,589.82 {$62,762.51 1$21,285.48 1$20,000.00 GRAND TOTAL REVENUE.NON-REVENUE, 1993-94 1994-95 1994-95 PROJECTED BUDGETED CHANGE $1,664,962.55 $235,653.00 1$1 429,309.55 $8 514 794.30 $8 320 000.00 1$194 794.30 $3,295,781.35 $3,250,000.00 1$45,781 .35 $863,568.65 $1,000,000.00 $136,431.35 $1,203,713.06 $1,150,000.00 {$53,713.06 $30,561.43 $30,000.00 1$561.43 $102,961.29 $100,000.00 ($2,961.29 $76 500.00 $76 500.00 $0.00 $119,291.03 $110,000.00 ($9,291.03 $55,000.00 $50,000.00 ($5,000.00 $129,565.00 $100,000.00 ($29,565.00 $263,862.40 $345,000.00 $61,137.60 $94,620.79 $115,000.00 $20,379.21 $117,254.41 $115 000.00 {$2 254.41 $35,369.94 $34 000.00 {$1,369.94 $14 922,843.85 $14,795,500.00 {$127,343.85 $16 733 932.00 $17 050 000.00 $316 068.00 $141 500.00 $141 500.00 $541,600.00 $500,000.00 ($41,600.00 $1,034,620.00 $1,000,000.00 {$34,620.00 $382,057.00 $480,000.00 $97,943.00 $67,150.00 $67,150.00 $0.00 $41,250.00 $40 000.00 {$1 250.00 $321 255.00 $325 000.00 $3 745.00 $24,602.34 $20,000.00 {$4,602.34 $234,439.01 $240,000.00 $5,560.99 $389,025.00 $389,025.00 $0.00 $57,082.32 $0.00 {$57,082.32 $271 430.00 $275 000.00 $3 570.00 $140,000.00 $40,000.00 {$100,000.00 $25 665.00 $25,000.00 1$665.00 $20,284,107.67 $20,592,675.00 $328,567.33 $35188 951.32 $35,388, 175.00 $2~23. 68 $18,840.00 $10,000.00 7$8,840.00 $30,000.00 $30,000.00 $0.00 BALANCES AND I+ OR -l TRANSFERS S32 294 537.77 S34 645 116.10 S34 680 190.72 [J~_l!fil!,462.00)~1!.QQ,75:J.87~$~,863,828.00 .=1l1,236 925.87 s TOTAL REVENUE AND BALANCES SALARY FUND EXPENDITURES ADMINISTRATORS TEACHERS SUBSTITUTE TEACHERS TOTAL CERTIFIED SALARIES FRINGE BENEFITS TUITION TOTAL SALARY FUND EXPENDITURES OPERATING FUND EXPENDITURES REGUlAR PROGRAMS SPECIAL EDUCATION VOCATIONAL EDUCATION COMPENSATORY EDUCATION OTHER INSTRUCTIONAL PROGRAMS PUPIL SUPPORT STAFF SUPPORT ADMINISTRATIVE SUPPORT PRINCIPAL'S OFFICE BUSINESS SUPPORT CENTRAL SUPPORT OTHER SUPPORT NON-BOND/NON -PFIOGRAM/COMMUNITY TOTAL OPERATING FUND EXPENDITURES DEBT SERVICE FUND EXPENDITURES PRINCIPAL INTEREST FISCAL FEES TOTAL DEBT SERVICE EXPENDITURES TOTAL SALARY, OPERATING AND DEBT SERVICE FUNDS EXPENDITURES ENDING BALANCES NORTH LITTLE ROCK SCHOOL DISTRICT EXPENDITURES 1990-1995 1990-91 1991-92 1992-93 1993-94 ACTUAL ACTUAL ACTUAL BUDGETED ~ $32,294,537. 7r_ $34,645,116.10 $34,680,100.72 $35,888,462.00 $2,274,595.94 $2,434,417.93 $2,389,830.0  $2,520,025.00 S 15,089,059.05 $17,222,527.5 $16,8 2,870.86 $17,8,700.00 $302,785.34 $326,529.22 $341,  15.27 $340,000.00 S 17 ,666,40.33 S 19,003,-47  .69 $19,574,116.17 $20, 70 , 725.00 $594,099.2 $533,289.66 $524,031.13 $525,775.00 $1,115,205.60 $1,089 105.75 $1,067,374.16 $1,100,000.00 $19,375,745.17 $21,605,870.10 $21,165,521.46 S22,330,500.00 $1,153,795.50 $1,519,965.24 $1 627 825. 45 $2,055,863.00 $232,079.61 $269,601.83 $327,404.86 $466,969.00 $312251.38 $245,349.38 $319065.38 $261,023.00 $588,813.72 $1,313 139.75 $782,927.75 $766,024.00 $78,334.88 $83 927.27 $82,727.23 $152,082.00 $495,775.16 $480,144.36 $466,769.73 $623,671.00 $738,318.88 $758 657.78 $795,427.64 $1,024,808.00 $406,405.63 $431,209.66 $449,835.91 $467,100.00 $658,100.37 $635,281.90 $629,584.22 $666,821.00 $5,906,876.04 $5,132,953.90 $5, 160, 194.84 $5,302,290.00 $265,134.68 $205,117.23 $186,702.32 $206,330.00 $135,915.49 $220,468.79 $225,795.84 $239,010.00 $9,885.00 $14,667.48 $5,604.29 $15,000.00 $10,001,686.34 $11,310,484.57 $11,059,865.46 $ I 2,246,991.00 $557,646.62 $637,259.78 $224,285.46 $440,155.00 $610,948.45 $556,636.89 $564,799.49 $724,985.00 $959.90 $967.94 $756.20 $1,560.00 St, 169,554.97 $1,194,864.61 $789,8  1.15 $1,166,700.00 $31 526,986.48 $34,111,219.28 $33,015,228.07 $35,744,191.00 $767,551.29 $533 896.82 $1 664,962.65 $144,271.00 6 1993-94 1994-95 1994-95 PROJECTED BUDGETED CHANGE $36,000,753.87 $35,003,828.00 $1,236,925.87 $2,776,450.00 $2,725,450.00 ($51,000.00 $18,046,980.00 $18,124,550.00 $77,570.00 $378,880.00 $375,000.00 ($3,880.00 $21,202,310.00 $21,225,000.00 $22,690.00 $528,050.00 $525,000.00 ($3,050.00 $1,116,220.00 $1,120,000.00 $3,780.00 $22,846,580.00 $22,870,000.00 $23,420.00 $2,467 700.00 $2 165,550.00 ($302,150.00 $4e7,960.00 $394,450.00 ($93,510.00 $258,480.00 $234,960.00 ($23,500.00 $717,030.00 $815,020.00 $97,990.00 $159,170.00 $144,280.00 ($14,800.00 $648, 130.00 $525, 1 10.00 ($123,020.00 $1,091,500.00 $000, 110.00 ($111,300.00 $492830.00 $439,550.00 ($53,280.00 $606 560.00 $5 5,450.00 ($61,110.00 $5,241,300.00 $4,900,750.00 ($3 0,550.00 S 194,360.00 $175,700.00 ($18,660.00 $252,480.00 $224,050.00 ($28,430.00 $12,250.00 $15,000.00 $2,750.00 SI 2,629,750.00 $11,560,000.00 ($1,069,750.00 $474 845.00 $ 85,500.00 $10,655.00 $709,800.00 $710,000.00 $200.00 $4,125.00 $4,500.00 $375.00 $1,188,770.00 $ I ,200,000.00 $11,230.00 $36,665,100.00 $35,630,000.00 ($1,035,100.00 $235,653.87 $33,828.00 ($201,825.87 FEDERAL GRANTS BEGINNING BALANCE_S_ REVENUE EVEN START CHAPTER 1 CHAPTER 2 MEDICAID NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE AND EXPENDITURES 1990-1995 lllll0-111 111111-112 111112-113 111113-94 ACTUAL ACTUAL ACTUAL BUDGETED $11111127 .Ill $21111 1144.43 $3112 2811.73 $381,545.00 $134,430.00 $125,578.00 $122,31M1.00 SI 1811,71111.00 $1 152 3111.00 $1 111111 72.00 $1 661 000.00 $79,1104.00 $102 1134.1111 $73 515.00 $65,593.00 $36,771.00 $44,657.76 $39,11111.78 $41,000.00 SP ED PRESCHOOL !SECTION 8111 ANO ECCi $298,701.44 $354,585.00 $396 140.00 HEAD START so.oo $22 061.00 $48,646.00 $71 325.00 Tlll.E VI-B $300 321.00 $300,1115.00 $3011,238.00 $3111,554.00 Pl.. 811-313 $31 751.00 $27 4011.00 $21 704.00 $18 358.00 ~ HOMELESS ASSISTANCE $21 000.00 $21 875.00 JTPA $48 11111.511 $72 124.111 $114,151.311 $221 ,5117 .00 CARL PERKINS VOCATIONAL AID $87 872.14 $104 21111.00 $134 578.12 $148 411.00 EISENHOWER MATH/SCIENCE $20 777.00 $30 8711.00 $42,740.00 $42 000.00 DRUG ABUSE PREVENTION $?3 207.00 $110 0118.00 $112 818.00 $112 II00.00 ASBESTOS HAZARD EMERGENCY $41 1110.00 EXXON ENERGY $53 020.00 $311705.00 $50 000.00 OTHER $0.00 $511040.00 $10 322.00 TOTAL REVENUE $18485e8.70 $2 494 3110.02 $3 1118 OII0. 211 $3 282 441.00 TOTAL EDERAL REVENUE AND BALANCE $2 038 11111.511 $2 794 034.45 $3 580,377.02 $3 1183 11811.00 EXPENDITURES REGULAR PROGRAMS $511 458.18 $311873.72 $32,270.110 $31 1175.00 SPECIAL EDUCATION $2711 7411.311 $347,537.08 $457 ,2111.111 $358 058.00 VOCATIONAL EDUCATION $73 001.04 $134 124.96 $1113,807.83 $222 780.00 COMPENSATORY EDUCATION $952 250.1111 $1 162,323.20 $1 355,723.69 $1 704,518.00 OTHER INSTRUCTIONAL PROGRAMS $12 904.52 $11 565.80 $14 738.70 $11,612.00 PUPIL SUPPORT $119 4711.110 $287 414.75 $441,017.06 $621 01111.00 STAFF SUPPORT $145 397.44 $2114,392.34 $420,312.43 $5061107.00 BUSINESS SUPPORT $102 81111.51 $911,801.73 $121 7211.51 $114,041.00 OTHER/CENTRAL SUPPORT $5 793.20 $10 981.110 $28,71111.11 $15 500.00 NON-PROGRAMMED $27 441.05 $311844.41 $41,954.42 $59,11111.00 COMMUNITY SERVICES $13 170.54 $11 887.711 $101,258.83 $20 1711.00 TOTAL FEDERAL PROGRAMS EXPENDITURES $1 7H 552.111 $2 401 747.72 $3178 831.711 $3 1114 052.00 ENDING BALANCE $211111 144.43 $3112 2811.73 $381,545.23 $411 934.00 7 111113-94 11194-115 11194-115 PROJECTED BUDGETED CHANGE $381 2118.00 $251,538.00 ($1211750.00 $122 31111.00 $107,000.00 1$15 31111.00 $1 5113,471.00 $1,1100,000.00 $11 5211.00 $115,5113.00 $113 700.00 $28 107.00 $47 1118.00 $47,000.00 !$1118.00 $3116, 140.00 $400,000.00 $3,8110.00 $71 325.00 $72,000.00 $675.00 $3111554.00 $320,000.00 $4411.00 $18 410.00 $111 500.00 1$1 1110.00 $21 875.00 $21 000.00 1$875.00 $210 000.00 $75,000.00 ($135 000.00 $148 411.00 $147,200.00 ($1 211.00 $42 000.00 $40 000.00 1$2 000.00 $85 230.00 $110 000.00 1$25 230.00 $0.00 $114 831.00 1$84 831.00 $10 322.00 $1100.00 1$11722.00 $3 238 7211.00 $3 000,000.00 1$2311 7211.00 $3 1118 012.00 $3 251 5311.00 1$3811 4711.00 $281175.00 $30 000.00 $1 325.00 $375 1185.00 $350 000.00 !$251185.00 $198 250.00 $170,000.00 1$28 250.00 $1 885 770.00 $1 310,000.00 1$375 770.00 $15 030.00 $5,000.00 1$10 030.00 $543 930.00 $500,000.00 1$43,1130.00 $425 7IIO.OO $500,000.00 $74 210.00 $43 SCIO.DO $110 000.00 $1111140.00 $23,5110.00 $15,000.00 1$8 5IIO.00 $50.000.00 $50 000.00 $0.00 $22,470.00 $10,000.00 1$12 470.00 $3,412 450.00 $3 000 000.00 !$412 450.00 $205 5112.00 $251,538.00 $45 974.00 EXPENDITURES BY FUNCTION\nOBJECT\nAND FUNCTION/OBJECT FOR SALARY (01) OPERATING (02) AND DEBT SERVICE (04) FUND FN 01 10 02 10 02 11 01 11 02 11 01 11 02 11 02 11 02 11 02 11 02 11 02 11 -- - - 01 11 1--- 02 11 02 11 02 11 02 11 02 11 02 11 02 11 02 11 02 11 01 11 02 11 02 11 02 11 02 11 02 11 -- C DESCRIPTION 00 INSTRUCTION 00 INSTRUCTION 05 PRESC-HOOL - - - 1~0- K- IN-D- ER- GAR-TE--N 10 KINDERGARTEN 26 ELEMENTARY - - - ---- 20 ELEMENTARY - - -- 21 ELEMENTARY MUSIC 22 LANGUAGE ARTS -23 MA THE--M--A- TICS 24 SCIENCE ------ 28 READING ------ -- 30 MIDDLE SCHOOL ----- 30 MIDDLE SCHOOL - -- 31 MUSIC - - -- 32 LANGUAGE ARTS 33 MATHEMATICS __ _ 34 SCIENCE 35 SOCIAL STUDIES 36 SPEECH \u0026amp; DRAMA 37 ART 39 PHYS-IC_A_L_E_D_U_C_A-TION 40 HIGH SCHOOL 40 HiGH SCH_O_O__ L 41 MUSIC - -- - - 42 LANGUAGE ARTS 43 MATHEMATICS 44 SCIENCE - 91-92 EXPENSES 16,640,.06.31 - - - 500,554.8Q - - ~1,611_._8 0.00 --- - f------ --- 11,966.44 0.00 -- - 130,099.54 - -- - - - :!_0,427.34 0.00 -- - - - 0.00 0.00 -- - 708.00 0.00 - -- 45,297.80 --- 1,189.60 3,021.43 -- - 1,793.17 - 2,582.32 1,415.44 21.54 -- 863.40 1,254.52 - 0.00 - 72,705.1.! 1_2,323 . !5 872.23 - - - - 1,0Q1.4Q 4,200.43 --- - - -- - 92-93 93-94 93-94 % of EXPENSES BUDGET EXPENSES EXP/BUD - ---- 0.00 0.00 0.00 0.00 0.00 0.00 119,761.99 177,882.00 114,835.09 64.56% 1,125,722.30 1,189,300.00 912,211.53 76.70% 93,805.50 97,790.00 84,256.21 86.16% 4,942,200.72 5,215,600.00 4,524,450.87 86.75% 513,465.65 689,428.00 488,544.96 70.86% 2,451.76 3,900.00 4,285.45 109.88% 21.57 - 0.00 0.00 556.76 0.00 0.00 72.22 0.00 0.00 - 0.00 0.00 0.00 2,025,258.66 2,135,000.00 2,042,866.33 95.68% 253,749.33 330,986.00 256,968.63 77.64% 934.71 12,665.00 7,463.48 58.93% 1,197.49 1,375.00 1,139.79 - 82.89% 1,598.93 5,875.00 11,290.73 192.18% 3,633.06 2,398.00 2,303.78 96.07% 716.89 1,475.00 1,056.22 71.61% 81.61 50.00 0.00 0.00% 1,zQz.13 2,580.00 1,363.08 52.83% - - 72- 1- .1- 3 820.00 387.13 47.21% 3,126,!3!..lQ 3,624,100.00 ~. 191,~~z.~~ 88.06% - 329,844.19 4~~.805.00 36_!,41~.55 74.86% - --- 56,440.14 1~.~5Q_.QQ_ 1~.~~1-~1 99.00% --- 1,154.39 1 .~50.00 1,Q~6-?1 82.94% - 7,228.82 1,200.QQ 863.68 71.97% - - ---- 2,811.59 2,500.00 3,045.56 121.82% - - - - ==-=--= 'll'HHlitA ~ @lRtll'llll ll4H'1r'1r!LIlEfi l.(Q)CCIJFKl1 JlfilIT,,,!ICCCC lf!l(Q)@JL~ J1'W ~\nl 1\" Jl WW,11li i,\u0026gt;~P'1l~l Q)l1'1['UJIRZUl1IB,'l f 11~'1lJ~CC'1l'Il(Q)~ ll~'l()l {ID)~'\n)'\n~~)('Jiln~ll[)o/ (( j) Jlj J~ CITllJDlf~(tn1~ C O)~J 2..m.t xenrt 11'WTICC~i!'l2_ - - - 91-92 92-93 93-94 93-94 % of FUND FNC DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXP/BUD - --- - --- 02 1145 SOCIAL STUDIES 1,002.1~ 917.14 1,200.00 1,387.56 115.63% -- --- - - - 02 1146 SPEECH AND DRAMA 193.49 353.19 800.00 0.00 0.00% ---- f--- 02- 1147- ART 2,928.52 2,854.22 1,900.00 ~687.48 - 141.45% 02 1148 RADIO/TV 1,508.67 2,029.62 0.00 0.00 - - 02 1149 PHYSICAL EDUCATIO N 626.38 587.40 650.00 416.10 64.02% - - - --- - 02 1150 ATHLETICS 16,000.00 922.50 1,000.00 18,183.60 1818.36% 02 1151 BOYS ATHLETICS 02 1152 GIRLS ATHLETICS 02 1153 COMBINED ATHLETI - 44,760.72 48,525.33 50,600.00 42,277.56 83.55% f- ~!.~~9:ZQ 19,121.21 24,360.00 10,460.90 42.94% - - ------- - cs 3,984.37 8,292.74 1,290.00 16,178.51 1254.15% 02 1154 GIRLS SOFTBALL 0.00 0.00 0.00 376.54 02 1160 STUDENT ACTIVITIE - -- s 0.00 0.00 0.00 3,842.85 02 1161 CHEER- -- - --- - - - ~ -- - --- - -- 4,4~,1.36 2,964.59 9,950.00 11,786.45 118.46% 02 1162 DRILL 02 - 1191 SUMMER SCHOOL --- - ~~923.22 1,875.46 7,115.00 0.00 - 0.00% -- - 3,842.06 89,059.92 240,420.00 84,663.39 35.21% 02 1192 DRIVER EDUCATION 02 1193 MiNf GRANTS - - - ~.976.22 18,601.08 20,400.00 19,298.46 94.60% ~ ---- 4,803.99 4,630.44 5,000.00 4,315.95 86.32% 02 1194 ACT/PSAT SUMMER - SCHOOL 2,564.76 29,669.41 64,887.00 27,217.34 41.95% 02 1195 SATURDAY DETENT ION 14.97 5,465.74 6,000.00 5,110.96 85.18% 01 1210 ITINERANT INSTRUC - - - TION 0.00 75,015.07 78,000.00 67,926.22 87.08% --- - - 02 1210 ITINERANT INSTRUC TION 2,164.67 5,786.21 7,700.00 5,016.89 65.15% of 1220 RESOURCE ROOM- 02 1220 RESOURCE ROOM -- - 0.00 1,164,399.94 1,230,000.00 1,293,~61.78 105.17% -- - - 1,649.09 88,209.13 90,750.00 98,407.69 108.44% 02 1230 SPECIAL CLASS 1:15 01- 1240 SPECIAL CLASS 1:10 02 1240 SPECIALCLASS 1:10 01 1250 SPECIAL CLASS,1:6 02 1250 SPECIAL CLASS7:6 02 1260 PRIVATE DAY SCHO - 8,525.59 5,832.17 0.00 0.00 -- - f--- --- --- - 0.00 659,049.10 695,300.00 4_1Z,346.~~ 64.34% -- \u0026gt;--- - - 705.99 49,077.48 Q~.830.00 4~.~~Q-~~ 75.70% - - - 0.00 188,Q~5.82 241,700.00 14~.3~~-Z~ 61.81% --- - 5,198.37 28,486.45 81 ,7~0.00 24,43_.75 29.88% -- - ----- -- OL 0.00 2,212.~0 0.-00 0.00 Page: 9 ~ -- 91-92 92-93 93-94 93-94 % of FUND FNCT DESCRIPTION -EXPE-N- SES EXPENSES BUDGET EXPENSES EXP/BUD t----- 02 1271 ACT 591 HANDICAPPED, RESI _ 10,024.76 8,629.20 10,000.00 11,066.1 110.67% - 02 1272 ACT 591, NON-HANDICAPPED 18,486.72 17,571.13 15,000.00 30,291.27 201.94% - 01 1280 -PUB---L--IC DAY--- -S--CHOOL - - 0.00 130,713.72 138,100.00 114,482.87 82.90% - 02 1280 PU-BLIC DAY SCHOOL - 0.00 12,889.62 18,550.00 11,478.24 61.88% - 02 1285 BARING CROSS WORK PROGRA 0.00 0.00 12,425.00 11,992.33 96.52% 02 1290 01 1320 EARLY CHILDHOOD, HANDICAP - 62,552.27 108,711.27 166,932.00 146,855._~1 87.97% DISTRIBUTIVE EDUCATION - -- 0.00 80,524.69 85,000.00 79,145.24 93.11% 02 1320 DISTRIBUTIVE EDUCATION - -- - - 4,247.10 10,733.13 11,974.00 9,633.82 80.46% 01 1330 B-USINESS EDUCATION 0.00 366,005.06 386,300.00 359,642\".69- 93.10% --- - - - 02 1330 BUS- IN--E--SS EDUCATION --- -- 48,913.85 68,227.45 56,581.00 62,999.94 111.34% 01 1350 TRADE AND INDUSTRIAL 0.00 259,903.38 274,500.00 258,396.36 94.13% 02 1350 TRADE AND INDUSTRIAL 30,599.28 77,329.25 54,689.00 63,813.12 116.68% 01 1352 02 1352 P-RIN--CIPLES OF TECHNOLOGY 0.00 63,137.94 66,700.00 62,027.07 92.99% r-- PRINCIPLES OF TECHNOLOGY 33,336.43 33,933.71 6,300.00 5,578.37 88.55% 02 1354 TELEVISION PRODUCTION - 0.00 13,957.82 0.00 0.00 01 1360 HOME EC 0.00 286,119.03 301,900.00 256,288.47 84.89% 02 1360 HOME EC 12,474.25 34,395.05 43,498.00 37,752.71 86.79% 01 1370 CAREER ORIENTATION 0.00 48,449.20 51,300.00 49,495.38 96.48% -- 02 1370 CAREER ORIENTATION 3,588.51 9,231.33 7,000.00 5,915.74 84.51% 02 1380 WORKPLACE READINESS 0.00 0.00 5,600.00 4,546.77 81.19% 01 1390 SPECIAL NEEDS EDUCATION 0.00 363,105.62 383,200.00 322,824.37 84.24% 02 1390 SPECIAL NEEDS EDUCATION 13,340.44 71,257.64 - 76,381.00 ~.665.Q! 87.28% 02 1510 02 1520 BASIC SKILLS 0.00 0.00 5,690.00 1,226.04 21.55% -- r--- DROPOUT PREVENTION 16,991.62 19,931.81 20,604.00 12,31~I1 59.77% -- - 02 1522 TRANSITION PROGRAM - 0.00 11,798.37 ~~~0.00 - _!Q,240.~~ 75.02% 02 1525 02 1550 02 1560 ALTERNATIVE SCHOOL 191,523.81 223,574.19 223,941.00 245,~?~-~:! 109.61% EARLY CHILDHOOD EDUC t--- ---- -- 97,049.54 124,898.65 1 _:!.Z,8~4.0Q 94,~11 -~6 80.02% READING- - - --0.00- 0.00- 68,800.00 58,519.64 85.06% - Page: 10 FUND 02 02 02 02 02 02 02 01 02 01 02 02 02 02 02 02 01 02 02 02 02 02 01 02 02 02 02- 01 \"Jl'Hlll~ BCO)]Rs.1I'HIfLi ,II1r\"lr'JL,J_m\u0026amp; @CClt IMlJ]])l.L,]l(C (C]HJ(Q)(Q)JL5 Jl ( h'1JJ l \"Jl ~\u0026lt;JJ11il~l\u0026gt; }li)~P1]io'\\1'].l})T['TfUJIR\u0026lt;JI~B 3l'f fl1'l[J~CC'1I'Il(Q)~ ll\u0026lt;'UY\\1')l)1t/g L~ru1TTt-1lql0cJ'mn ) \u0026gt;0 (li)IP)~lr~1(rfi1m~ @~ 0 J[l) \"~~ ~ll'WilCC~(l@41,p FN C DESCRIPT 15 15 15 65 * 75 * ION MP ED 15 90 OTHER CO -91 COMP -E-D P-A--RENT/HO-MEW--OR-K 15 92 COMP ED ELE EXTEND DAY - - - 15 93 COMP ED TURNING POINT - - --- - - - - 15 94 COMP ED PALS LAB - --- -- -- - - 19 10 GIFTED AN D TALENTED ~19 10 GIFTED AN D TALENTED - - - - -- - 1-9 11 GIT PROJE CT PROMISE . - -- 19 11- GIT -PROJE CT PROMISE 19 12 GIT SUMM ER QUEST - --- - 19 1-3 -GIT- M- ATH EMATI-CS - 19 1-4 GIT SC---I-EN CE -- - 19 90 OTHER IN STRUCTIONAL SERV 19 -- --- 92 MCRAT LA NGUAGE ARTS GRAN -- 20 00 SUPPORT ING SERVICES 270il i SUPPORT ING SERVICES 21 21 21 21 21 --- 00 PUPIL SUP 01 02 * --- 10 ATTEND \u0026amp; 20 GUIDANCE - PORT - - -- SOCIAL WRK SEV /COUNSELING SERV ---- 21 21 21 21 21 20- G-UIDANCE /COUNSELING -SERV 23 APPRAISA L SERVICES 30 HEALTHS 31 JOHNSON 40 PSYCHOL ERVICES - - \u0026amp; JOHNSON GRANT OGICAL SERVICES - ---- - 91-92 92-93 93-94 93-94 EXPENSES EXPENSES BUDGET EXPENSES -- - ~.17!-~~ 0.00 0.00 0.00 -0.00 - - -- - ---- ~.~85.54 0.00 0.00 - - ---- 76~.Q32.12 152,333.13 187,120.00 122,250.! -- _118,268.33 115,841.03 101,700.00 76,494.83 - 24,685.40 29,957.18 0.00 499.93 - 43,408.77 42,826.09 44,350.00 35,852.!~ -- - 53,180.16 58,295.09 24,300.00 10,961.74 45,411.36 405,353.20 428,300.00 326,906.18 27,689.4Q 67,758.57 75,500.00 42,402.93 -- - 0.00 10,040.08 0.00 0.00 57.85 2,424.63 11,000.00 7,522.09 -- --- 3,048.70 2,675.74 18,250.00 13,767\u0026amp;! -~00.00 7,149.61 20,803.00 19,714.71 0.00 0.00 21,100.00 0.00 0.00 2,718.68 4,835.00 0.00 0.00 0.00 594.00 0.00 4,934,623.90 0.00 0.00 0.00 --- 1,463,766.16 0.00 0.00 0.00 - 552.24 0.00 0.00 0.00 50,392.85 54,612.91 0.00 0.00 - --- 169,523.70 166,860.00 0.00 0.00 ---- 0.00 15,669.53 73,000.00 - 62,Q46.~~ 0.00 843,592.20 890,800.00 __ 800,09Z.8 3,147.51 170,218.18 176,230.00 - 163,64~-~~ _ 36,955.59 - J_4,044.28 __ 11900.00 _!.!_,59~-~! - 89,061.05 - 86,756.63 116,8?0.0Q ~6,50Q.1~ 0.00 0.00 352.00 0.00 -- -- ----- - - - 0.00 167,900.00 164,927.67 -- - - -- - 158,965.0~ Page: 11 --_] % of EXP/BUD 65.33% 75.22% 80.84% 45.11% 76.33% - - 56.16% 68.38% 75.44% 94.77% 0.00% 0.00% 0.00% - -- 86.09% 89.82% 92.86% 83.42% 74.05% --- 0.00% 98.23% - - - 1l'H)[M X~ @]RZ'Jr!U1Ll ll'1l'1l'lL1l]~R l@calrtI:F UJiffiJLITra~ ((WJl(IT)(IT)]L,~ n ~ J~\u0026lt;ni\u0026gt;, , n ~ ~q11)~ Ht)XjP%~~kIT JH1cu11RzI1IB:iW 'H l'HYB\u0026lt;U'11'll@JNY ]:i'HH 11LJ1Lt i ,~mil,l1 \\lf' q( f)) ll l ~ (0))1J1(.t'~Ha' illTTllil~ ccp~ i ll\u0026gt;J(t'JllN~r lFY'I!(G\u0026lt;e@1 ,f\\,n - -- 93-94 - 91-92 92-93 93-94 % of FUND FNCT DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXP/BUD ---- - - - --- - --- 02 2140 PSYCHOLOGICAL SERVICES 58,42Q.17 ___Q,707.6!! 71,400.00 12,892.27 18.06% -- -- - - - - 01 2150 SPEECH PATH/AUDIOLOGY SER 0.00 387,373.48 4 ! 0,700.00 326,766.~!! 79.56% - - -- - - 02 2150 SPEEC-H PAT-H/AU- DIOLOGY SE-R 26,54~.31 71,168.22 155,817.00 J_46,83~.1Q 94.23% 01 2160 PHYS \u0026amp; OCC THERAPY 0.00 62,688.24 66,!Q0.00 57,867.66 87.55% - ---- - - 02 2160 PHYS- \u0026amp; -OCC T-H-ERAPY 0.00 4,686.25 4,8Q0.00 4,410.z~ 91.89% - - -- 02 2190 OTHER PUPIL SUPPORT SERV 0.00 34,518.96 700.00 3,824.2~ 546.32% - - - -- - - 02 2191 ROCKEFELLER ED RENEWAL 0.00 0.00 _J__,302.00 0.00 0.00% - - - - --- - 02 2193 NATL SCIENCE FOUND GRANT 0.00 0.00 7,500.00 7,514.17 100.19% 02 2194 - - - - - - - AASA A-DVISE GRANT- - 0.00 0.00 1,850.00 0.00 0.00% 01 2210 INSTRUCTION/SUPERVISION 0.00 415,391.85 439,700.00 538,264.35 122.42% 02 2210 INSTRUCTION/SUPERVISION- - - 133,560.57 358,615.51 589,571.00 397,716.82 67.46% 02 2211 INSTRUCTION COE/NCA - 3,972.14 4,112.74 11,000.00 4,754.38 43.22% - 02 2212 -E-LEME-N-TARY INSERV- ICE - - 717.67 - 0.00 --- 0.00 0.00 01 2215 CH I ADM/INSTRUCTION 0.00 . 13,987.57 15,300.00 29,869.36 195.22% 02 2215 CR i ADM/INSTRUCTION 0.00 6,349.67 6,650.00 7,905.37 118.88% 02 2216 CURRICULUM FRAMEWORK 0.00 18,80 1,981.00 277.01 13.98% ----- 02 2217 CELEBRATION OF TEACHING 0.00 0.00 1,000.00 1,058.82 105.88% 02 2218 INSERVICE-ADE READ GRANT 5,297.80 15,138.45 4,440.00 11,480 . .Q.1 258.56% 02 2219 INSERVICE-ADE/UALR/UCA 10,879.02 3,087.45 11,935.00 1,024.26 8.58% - 01 2220 EDUCATION MEDIA SERVICES 0.00 587,960.59 611,800.00 505,186.75 82.57% 02 2220 EDUCATION MEDIA SERVICES 116,339.47 389,728.15 409,863.00 - 366,246.~~ 89.36% 02 2225 INSTRUCTIONAL COMPUTER 16,285.37 18,376.87 25,500.00 30,040.47 117.81% - 02 2295 * 0.00 3,432.93 0.00 - -- -- 0.00- 02 2310 01 2320 BOARD OF EDUCATION SERVIC 244,669.24 256,980.24 251,500.00 1_!1!, ! ~-17 76.02% SUPERINTENDENT'S OFFICE - 754.00 84,204.50 ~~.00Q.00 90,Q~~.3~ 101.23% - - - - --- - - --- 02 2320 SUPERINTENDENT'S OFFICE 5,339.37 64,552.63 68,Q~0.00 1.1,242.~Q 103.37% -- - 01 2321 ASST SUPT INSTRUCTION 0.00 56,890.69 0,200.00 _ _1_, 1Q~-~11 02.01% - - --- ---- - - - --- 02 2321 ASST SUPT INST-RUCT- ION 540.00 28,456.94 30~140.00 31,116.57 103.-24%- Page: 12 - -- ~ - - =--=---- - - -=-===----= 'j['JlllM k Y@JR1'1T1lLllHl '1!''1l'JL,!Rm @ci::m~W ID'lffiILil\u0026lt;D~ er IHl@(Q)ll, Jl ~)~qJ)l C, n ,ef\\, l~)Xifl14~0)ll'1rUJlR3J\u0026amp; Iffilf 1PllJ~CC'1fJI(Q)JNY Jli'HH1 1w~{~~~) ii\\flfuu~ qQl)Jl1 ,9C D)filc_e1r1IDgfid1@m~~D 2 lliXeilNt 1FWficcd@41,)2_ J - - ---- 91-92 92-93 93-94 93-94 % of FUND FNC DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXP/BUD 01 2322 ASST SUPT BUSINES - - - - S SERVIC 0.00 55,764.93 58,900.00 60,247.~~ 102.29% -- - 02 2322 ASST SUPT BUSINES S SERVIC 795.00 28,921.34 31,600.00 31,821.22 100.70% 01 2323 ASST SUPT PUPIL SE RVICES 0.00 55,925.22 58,900.00 60,234.46 102.27% - - - -- --- 02 2323 ASST SUPT PUPIL SE 01 2324 ASST SUPT DESEGR RVICES 1,135.83 30,917.11 31,140.00 31,734.27 101.91% ------ EGATION 0.00 52,149.08 55,100.00 56,325.94 102.22% 02 2324 ASST SUPT DESEGR- -- - - - ---- EGATION- -- _ 3,643.07 40,007.65 53,800.00 43,728.43 81.28% 01 2400 PRINCIPAL'S OFFICE 02 2400 PRiNCIPAL'S OFFICE 01 2410 ASST PRINCIPAL'S 0 02 2410 ASST PRINCIPAL'S O - - - -0.00 1,040,705.36 1,058,300.00 1,032,770.~~ 97.59% 43,~96.74 596,111.12 636,369.00 626,313.59 98.42% FFICE 0.00 449,509.91 508,300.00 543,068.1_~_ 106.84% --- - - FFICE 111.29 33,473.10 34,765.00 40,894.37 117.63% 02 2510 BUSINESS SUPPORT 01 2540 M \u0026amp; O OF PLANTIER --- - SERVICES ~986.12 104,622.58 111,100.00 113,736.94 102.37% ViCES 0.00 55,794.93 58,900.00 60,272.50 102.33% 02 2540 M \u0026amp; 0 OF PLANT SER VICES 4,225,030.45 3,873,345.31 1,279,850.00 1,404,537.75 109.74% 02 2541 M \u0026amp; O-CUSfoDIAi SE - RVICES 193,241.49 0.00 1,208,710.00 1,156,872.64 95.71% 02 2543 ASBESTOS REMOVA - - L 24,481.78 0.00 0.00 0.00 02 2544 ENERGY CONSERVA ----- TION 431,614.51 0.00 0.00 0.00 02 2549 M \u0026amp; 0 UTILITIES \u0026amp; IN SUR 0.00 0.00 1,419,500.00 1,331,769.88 93.82% 02 2550 PUPIL TRANSPORTAT 02 2555 MAGNET/M-TO-M TRA - - ION SER 906,532.35 1,121,656.19 1,254,780.00 1,075,466.~~ 85.71% - NSP. - -- 0.00 0.00 -- 0.00 29,719.62 01 2570 INTERNAL SERVICES ,_02---2-570 INTERNAL SERVICES -- - 0.00 55,795.01 58,900.00 60,285~~ 102.35% 31,345.30 60,570.76 92,850.00 ~.782.33 122.54% - 02 2571 2,327.72 0.00 0.00 0.00 02 2630 INFORMATION SERV 01 2640 PERSONNEL SERVIC - --- ICES 11,022.95 35,111.12 33,550.00 _ 33,~88.~~ 101.01 % -- ES 0.00 55,794.96 58,900.00 60,285.84 102.35% 02 2640 PERSONNEL SERVIC - - -- ------ --- ES 4,218.19 31,535.66 34,390.00 35,335.68 102.75% I- -- ---- 01 2660 DATA PROCESSING S 02 2660 DATA PROCESSING S ERVICES 0.00 45,833.07 48,500.00 - ~~.~II-~~ 100.16% ERVICES 34,120.95 120,055.54 - 138,390.00 - 138,~55.~~ 100.41% 02 2900 OTHER SUPPORTING SERVICES 0.00 890.00 :hQO~ 5.~~8.6? 583.87% - - - - - -- - Page: 13 FUND FNCT 02 02 02 02 02 01 02 02 02 04 04 04 2901 2902 2905 3700 3900 4100 4100 4400 4900 5100 5101 5102 'll 1lllllt1 Xj '@JR{TI'HILll H'lr1lI LJE IRl@\u0026lt;DOJCF UJIB3ILIIC\u0026lt;CU lH.I(Q)@IL Jl\u0026lt; ~\u0026gt;J 1,J, 1W 1\\, l~~\\JP'l~~IDllTI'UJIRllJ:I\u0026amp;B3 1fI'I ~'llJ~CC1fII@~ ll1'Hn 1J1yc~~\nr ~~1Jl'ctllt'~' 1CfJ\u0026gt;l1ll~ \u0026lt;P)J1i)ce]1'1IDtr@fin~nD~2 illJ Ilrt ll'Wlicc@41,D ------- 91-92 92-93 93-94 93-94 % of DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXP/BUD CROSSIN-G GUAR- DS 0.00 0.00 57,010.00 54,445.94 95.50% BREAKFAST/LUN-CH AIDES - 0.00 0.00 175,000.00 180,459.20 103.12% VIPS - -- -- - - 0.00 0.00 6,000.00 4,461.46 74.36% NO-N--PUBLIC SCHOOL PUPIL S- - 34.98 0.00 0.00 0.00 OTHER COMMUNITY SERVICES 2,968.63 425.33 3,000.00 12,514.39 417.15% PAYMENTS TO OTHERS - 136,593.66 1,067,374.16 1,100,000.00 687,523.34 62.50% PAYMENTS TO OTHERS 952,512.09 0.00 0.00 0.00 INDIRECT COSTS 0.00 3,472.21 0.00 0.00 -PAY-ME- NT T-O--- STATE -- - 11,698.85 5,178.96 12,000.00 12,253.92 102.12% BONDED INDEBTEDNESS 1,139,188.69 711,056.79 1,118,255.00 1,130,326.40 101.08% BONDED INDEBTEDNESS-PCSS 20,721.89 43,619.74 23,350.00 0.00 0.00% ---- BONDED INDEBTEDNESS-LR 34,954.03 35,164.62 35,095.00 0.00 0.00% GR- AND- TOTALS 34,904,530.07 33,015,228.07 36,126,357.00 31,928,393.22 88.38% Page: 14 \"Hl,ll ll ~ n(Ll)1 R tll'H H 1L II1 r1r 1L1I lii m @CCI~I FUJIIBILcIcI cc rm@@ IL~ TIi ll\u0026gt;~ Jl,,r t W\"'1,H t1'lJP)Jl$f'TIO)l(1I'UJIBlIBllB'if~ ( Q)ffi?\u0026gt;JJIBCC1r ll1'Uf\u0026gt;l-lW~'g 5~t'a1fil'.-d1@H)ln' D2 @UD\u0026lt;r)ina11tnim1~@ ~ D~ I.D)!hllr cel.l\"~jicc d@,D(1 , 91-92 92-93 93-94 93-94 Fund Object DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES 01 00110 REGULAR QE_R_T!_FIC_A_IED 17,066,397 ~~ 16,742,398.94 17,738,600.00 15,511,796:95 02 00110 REGU_LA_CR_ E~TiflCATED ~~08~.24 359,620.58 723,316.00 539,076.29 01 00115 C!=~TlflED AQ!Yl!_N 2,529,94I_.2_ 2~,4_9_0~,3_0_1_ .92_~6,6 _21_265, .00 2,666,665.55 02 00115 CERTIFIED ADMIN 54,920.88 _ 15,403.00 37,760.00 31,900.82 02 00120 REGULAR NON-CERTIFICATE 4,436,627.20 4,433,555.87 4,702,169.00 4,510,777.43 02 00125 NON-CERTIFIED ADMIN - 303,770.74 222,770.10 215,725.00 220,790.96 - ---- -- - --- 01 00130 SUBSTITUTE TEACHERS 0.00 281,727.57 280,000.00 307,072.20 02 - 00130 SUBSTITUTE TEACHERS - 257,721.90 2,385.56 63,219.00 200.00 01-00131 AIG_N~Q SU_BS_TIT_U_TE-_S_ 0.00 59,687.70 60,000.00 71,807.90 02 00131 ASSIGNED SUBSTITUTES 68,807.32 0.00 0.00 0.00 J % of EXP/BUD 87.45% 74.53% 101.54% ~.48% 95.93% 102.35% 109.67% 0.32% 119.68% t------,------,--1 02 00140 SUBSTITUTES, NON-CERT. 16,517.00 22,268.10 22,500.00 24,835.20 110.38% 01 00150 STIPENDS-WORKSHOPS 0.00 0.00 0.00 ,--~_____,,o--,.o~o 02 00150 STIPENDS-WORKSHOPS 17,971.35 24,500.38 57,845.00 26,150.59 ,__45-.2-1-0/i--\u0026lt;o 02 0015'1 STIPENDS NON-CERTIFIED - 0.00 0.00 0.00 0.00 02 00155 STIPENDS-OTHER 0.00 0.00 450.00 1,300.95 - -----+----'--- 02 00156 STIPENDS-OTHER NON-CER 0.00 0.00 t--------+----1--50.00 0.00 01 00210 SOCIAL SECURITY TAX 1,469,783.48 0.00 0.00 0.00 - -~~---1------=-+-----,--,--c--c-,-,---,-,--t------ 02 00210 SOCIALSECURITYTAX 20,199.93 1,474,276.85 1,538,210.00 1,423,565.24 289.10% 0.00% 01 00211 SS TAX, NON-CERTIFIED 0.00 0.00 0.00 0.00 -----i 02 00211 SS TAX, NON-CERTIFIED 384,244.37 346,599.03 368,649.00 353,712.78 02 00212  TAX, STIPENDS 0.00 0.00 4,483.00 2,000.38 02 00214 SS TAX STIPENDS-OTHER 0.00 0.00 44.00 99.52 02 00220 TEACHER RETIREMENT 848.16 0.00 0.00 0.00 95.95% 44.62% 226.18% 02 00221 TEACH RETIRE, NON CER! 91.13 -- 0. 00 t----2-=--.-c-10c--c5c-_o,....,o-+------O-.O-O -=- 0~ 02 00230 #* UNDEFINED ACCOUNT*# 69,128.74 _ 0.00 _0_.0Q 0.00 02 00231 PUBLIC EMPLOYEES RET SY 0.00 _ 6~,632.4~ 67,94Q.00 1----58-,5-8-8.68 -8-6-.2-4-li-10 cf-1 00240 i_NSU_R_A__N__C E -=~ 533,289.66 52~,031.1~ __5 25.?Z~-QQ_ 448,047.60 85.22% ~ -~4Q INSURANCE _ 18,261.50 7,233.85 15,409.00 _ 22,497.18 146.QQ'.\u0026amp; Page: 15 Fund Object 02 00241 01 00250 02 00250 02 00251 01 00260 -- -02 - -00-260 02 00261 \u0026gt;0-1- 00290 02 00310 02 00311 02 0031--2 02 -0031-3 02 00314 1------ 02 00315 02 00316 02 00317 02 00318 02 00319 02 00320 02 00321 - -- 02 00322 02 00323 -02 00324 02 00325 02 00326 02 00327 -02 00328 02 00329 1t'Hlll~ ~@IRi'H'lllI JL,II'Tr1f!.LIIEfi l.@\u0026lt;DOIFC1 1JIB3ILII~\u0026lt;\u0026lt;DD IHI@@IL n ~ n,, Jl~ ,11, J.E)XJf)IaWJD)II\"lfUJIB1.ImE lf @JJIB\u0026lt;D1r ):1'\\[J!')1l))  3)/Zalilffi.lHc)tCJ ' IDil ll~ ~~ ll'ffi}lJ~ C ID~D 2 ITI\u0026gt;Ib:ilJ (r)lf'YTI\u0026lt;Cc tC ID4)1L _ 91-92 92-93 93-94 93-94 DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES INSURA~CE, NON-CE~T 179,457 -l!!_ 160,878.40 179,120.00 147,615.11 UNEMPLOYMENTCOMPENS __ 8,313.82 0.00 0.00 0.00 UNEMPLOYMENTCOMPENS -- - 116.46 25,064.50 33,773.00 16,8~._1Q UNEMPLOY COMP, NON CER 7,111.26 7,997.67 9,223.00 3,907.58 - - - - WORKERS COMP 13,663.37 0.00 0.00 0.00 WORKERS COMP 137.35 13,177.96 15,493.00 23,104.34 ---- --- -- '{VORKERS COMP, NON-CER - 3,801.42 3,032.38 4,766.00 5,310.35 TUITION REIMBURSEMENT 0.00 0.00 10,_Q00.00 9,361.00 PROFESSIONAL \u0026amp; TECH SER 243,960.75 227,589.66 196,157.00 170,692.94 CONSOLIDATION LAWSUITS 107,137.00 77,853.85 80,000.00 73,010.70 LEGAL SERVICES 16,233.36 42,489.33 40,000.00 30,620.30 ELECTION SERVICES 4,274.53 9,734.22 9,500.00 8,636.03 DESEGREGATION MONITOR 58,845.98 41,211.61 60,000.00 50,322.00 AUDIT SERVICES 15,500.00 15,700.00 15,950.00 15,950.00 SECURITY SERVICES 44,851.98 43,605.93 44,900.00 43,362.03 MAGNET REVIEW COMMITTE 25,000.00 50,000.00 25,000.00 0.00 RENTAL OF EQUIP \u0026amp; VEHICL 7,093.98 8,664.68 7,350.00 14,008.71 RENTAL OF LAND \u0026amp; BUILDIN 3,160.10 6,025.66 4,800.00 1,700.00 RENTAL/LEASE OF COPIERS 0.00 22,795.45 27,187.00 13,923.22 UTITLITY SERVICES-GAS 204,132.95 212,020.84 235,100.00 208,470.80 UTILITY SERVICES-ELECT 826,922.63 764,066.41 779,000.00 724,543.99 UTILTITY SERVICES-WATER 67,914.86 61,988.98 66,800.00 63,665.09 CLEANING SERVICES 1,538.15 275.74 900.00 459.98 REPAIRS/MAINT-BLD/GRNDS 24,577.95 45,546.71 41,000.00 47,412.78 REPAIRS/MAINT-EQUIP 94,459.28 103,340.24 99,123.00 82,410.40 \u0026gt;------- REPAIRS/MAINT-BUSNEHICL 21,269.85 12,860.03 10,120.00 25,01..79 500.00 ~- REPAIRS/MAINT-SEC SYSTE 530.67 1,702.13 ___ 2,34~.__!Q WASTE DISPOSAL ---- - - - 60,433.53 - 35,571.8~_ 54,100.00 49.~57.62 Page: 16 % of EXP/BUD 82.41% 49.84% ---- 42.37% -~ 149.13% 111.42% 93.61% 87.02% 91.26% 76.55% 90.91% 83.87% 100.00% 96.57% 0.00% 190.59% 35.42% 51.21% 88.67% 93.01% 95.31% 51.11% 115.64% 83.14% ---- 247.19% 468.42% --- 91.05% -- -- - -- ---- 'll'Hlll~ ).W DJR{\"Jl'llf1! Jl'1f'1f'lLl~!R l@CCJI:fKllJ TIBlLllCC CCHll@@IL, n WWJ l. .J l ~,1\\, l~\ni.'(JP1'H~IDH'1rUJmI\u0026amp;3 lIB'W(' D)JB3Jl!R(C'1r Jti-Hn1 'll2J''~g, c,~ta1Hl'ilu~cr mn r,9@ nj)lt'))rfd1t1firn1~ ~D2 IIDIIDrcre 1rWficc @~D---=,----- _] 91-92 92-93 93-94 93-94 % of Fund Object DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXP/BUD 02 00331 PUPIL T-RAN-SPO- RTATION ~1!Z81 -~1 78,784.03 184,646.00 48,543.89 --- 26.29% 02 00332 TRAVEL EXPENSES 22,64~.4~ 16,933.70 40,491.00 19,780.33 48.85% 02 00333 INSERVICE REGISTRATION 16,1~8.1~ 17,993.55 34,935.00 24,985.38 71.52% 02 00334 CAR ALLOWANCE-MONTHLY 32,482.5Q__ 23,055.00 23,875.00 22,736.06 - 95.23% 02 00335 INDISTRICT TRAVEL 0.00 10,227.24 13,495.00 10,311.13 76.41% -11,184.29 ---- 02 00340 REPAIRS-TELEPHONE 573.58 0.00 0.00 --- 02 00341 TELEPHONE 142,818.54 118,770.02 143,739.00 135,225.20 94.08% - - - 02 00342 POSTAGE 29,164.08 18,348.12 38,615.00 36,056.38 93.37% - 1------- ADVERTISING - 02 00350 785.36 1,245.92 1,350.00 2,279.27 168.83% 1-- -- WRECKER SERVICE - -- 02 00355 0.00 1,940.00 2,000.00 2,490.00 124.50% t-- 1-- - ---- -- 02 00360 PRINTING AND BINDING 20,894.63 26,086.14 35,149.00 15,484.55 44.05% 02 00361 D-ATA- -PROCESSING --SERVIC 0.00 0.00 1,000.00 0.00 0.00% 01 00370 TUITION 0.00 21,988.00 20,000.00 21,047.00 105.24% ---- - 02 00370 TUITION 45,813.98 45,400.33 36,000.00 50,177.88 139.38% -- - 01 00371 TUTION - PCSSD 136,593.66 122,087.84 130,000.00 0.00 0.00% 02 00371 TUTION - PCSSD 0.00 0.00 0.00 0.00 01 00372 TUITION-MAGNET 0.00 923,298.32 950,000.00 666,476.34 - 70.16% 02 00372 TUITION - MAGNET 935,209.59 0.00 0.00 0.00 02 00380 FOOD SERVICES 0.00 2,012.61 11,800.00 8,541.86 72.39% 02 00383 FIRE SAFETY SERVICE 0.00 1,158.51 0.00 0.00 M\u0026amp;O/CUSTODIAL SERVICES -- 02 00385 0.00 2,044.00 10,373.00 0.00 0.00% ---- 02 00390 OTHER PURCHASED SERVIC 11,698.85 5,178.96 64,980.00 33,844.10 52.08% --- 02 00391 PHOTOGRAPHY 224.57 222.43 300.00 367.28 122.43% TRASH/WASTE SERVICES 0.00 1,094.94 --- 02 00392 0.00 0.00 ----- --- 02 00394 SECURITY OFFICER SERVIC 0.00 __ __1A10.00 7,800.00 __?,94~.00 37.76% 1--- ARCH/ENG SERVICES - 02 00395 163.30 0.00 0.00 0.00 ---- 02 00398 STAFF DEVELOPMENT 5,180.97 3,500.00 15,600.QQ_ ~.87~-~Q -18.41% - - 02 00399 NORTH CENTRAL VISITS 0.00 0.00 0.00 0.00 - - - -- - -- - - Page: 17 - 1l'llllllt K Y\u0026lt;D)lRtll'lH1L( ,Il1l'1CILJIF3l @CC~ IJ\u0026gt;llJiffilLil\u0026lt;CC CIHl@@l.L,~ ll ~l'i}) Jlu ll illJ/4,H'l,~ 1~1P!~~[1)1[1r'LlJIR3.mJI~B 'lY('Q )lfilJJI\u0026amp;(G11' H~'HJ~kl[2 J~1g ~L~atlltiitH'' @JIj /9 (O)lIJ)(t'.\n]F~lftfilln~ .co1~D~2I I (_e)JI'W'D, @41,1'_ J 91-92 92-93 93-94 93-94 % of Fund Object DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXP/BUD 02 00401 SUPP~S, TOOLS \u0026amp; SM EQU 0.00 ~.15~ 3,Q00.00 2,997.74 99.92% --- 02 00405 SALES AND USE TAX 0.00 0.00 160.00 0.00 0.00% --- - ---- 02 00410 SUPPLIES AND MATERIALS !! 1 ~.315.~5 549,757.65 625,779.00 581,757.09 92.97% ------ ----- 02 00411 SUPPLIES AND MATERIALS _!!i,1Q,65 66,375.02 9,750.00 53,077.17 544.38% - - ---- 02 00412 SUPPLIES ELECTRICAL 32,377.74 55,842.24 45,000.00 40,833.08 90.74% 1-- SUPPLIES PLUMBIN~ - - 02 00413 16,774.47 15,285.59 15,500.00 24,250.60 156.46% SUPPLIES FLOORING - 02 00414 2,597.52 1,648.56 2,500.00 1,407.96 56.32% -- 02 00415 SUPPLIES ROOFING- 18,021.65 9,281.83 10,000.00 9,392.32 93.92% - ----- - 02 00416 SUPPLIES HARDWARE 31,752.01 39,840.67 35,000.00 35,416.03 101.19% - - - ------ - - 02 00417 SUPPLIES PAINTING 17,835.19 36,829.92 35,000.00 29,500.33 84.29% -- - 02 00418 SUPPLIES PUTTY/GLASS 15,981.27 14,914.92 15,000.00 8,051.14 53.67% --- 02 00420 TEXTBOOKS 112,683.72 81,315.32 111,772.00 78,742.67 70.45% 02 00422 STATE TEXTBOOKS 0.00 0.00 303,174.00 0.00 0.00% -- 02 00430 LIBRARY BOOKS 54,642.11 60,727.36 67,602.00 55,068.41 81.46% 02 00440 PERIODICALS/SUBSCRIPTIO 13,329.39 15,223.89 17,799.00 15,145.17 85.09% 02 00450 AUDIOVISUAL MATERIALS 28,450.32 22,101.33 27,487.00 24,821.85 90.30% 02 00451 COMPUTER SOFTWARE 0.00 0.00 60.00 184.44 307.40% 02 00464 GASOLINE AND DIESEL 32,745.38 50,676.27 54,500.00 103,585.74 190.07% 02 00490 OTHER SUPPLIES/MATERIAL 388.00 290.22 4,628.00 350.06 7.56% 02 00491 #* UNDEFINED ACCOUNT*# 0.00 0.00 0.00 0.00 02 00492 BUILDING MATERIALS 33,871.94 51,228.16 45,000.00 59,226.79 131.62% 02 00496 PARTS/SUPPL, VEHICLE BUS 103,539.98 124,954.17 105,000.00 118,786.1Z_ -113.13% 02 00497 PARTS/SUPPL, EQUIP REPAI 27,227.48 40,050.83 45,800.00 47,966.99 104.73% - 02 00499 AWARDS 7,609.89 5,349.38 7,050.00 5,537.78 78.55% 1-- 02 00521 CARPET 2,184.57 2,556.0~ 365.00 954.59 261.53% -- ~ ---- - -- 02 00523 ROOFING 15,870.44 0.00 0.00 0.00 -- ----- --- -- - - - - 02 00525 BLINDS 0.00 1, 1 I_8.44 0.00 0.00 --- -- - - - 02 00528 WATER FOUNTAINS 0.00 388.21 0.00 0.00 - - - - - - Page: 18 1l'IH[llt k Y@lR\\'1l'HJHL ,IT'1f11'1LIRl\u0026amp;3 .@CClPOUCJ JIBILHCC Cilfl@@IL n ~ n  ll W4l, I\u0026amp;1vr,1a~IDH1r'UJ!ffi.!J\u0026amp;fi,l'ff (Q)IB3JJfRCC1I' H~'LlJkwil~ '33gg ~ 1:a1n~rn')Y@' nJ \u0026gt;\n@ JPe)' ir~1~ihmil$iQ :l~J0 ) IlDIlNt ~ll'Wficc @ 4} D 91-92 92-93 93-94 93-94 % of Fund Object DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXP/BUD 02 00530 IMPROVE. OTHER THAN BLD 1,282.88 0.00 0.00 0.00 02 00532 FENCE - - - -- -0.00 1,749.00 0.00 -- 0.00 - - 02 00533 PLAYGROUND EQUIPMENT - 383.51 8,529.92 1------7-,6-95 __0_0 --+-----8-,9-27 _1_0 _ -1-16-.0-1_/c__,o - - --- - - ---+--------+--------~-- 02 00540 EqUIPMENT _ _ 484,276.44 170,006.45 124,559.00 123,399.24 99.07% 02 00541 FURNITURE 0.00 . 4,706.62 0.00 0.00 02 00549 BAND iNsfRUMENTS --- 0.00 -~2-9-,1-7-8-.2-4+----1-,5-0-0.-0-0_,_ ___ 5_5_3_-8-8-3 -6-.9-30-/c__,o 02 00550 VEHICLES - ____ 0.00 t-----0-.0-0----2-5,000.00 1-----24-,2-6-4-.0-0 97.06% 02 00551 BUSES - - - 0.00 0.00 60,000.00 0.00 0.00% 02 00552 * 123,742.01 0.00 0.00 0.00 1-----1 02 00553 * ------ 312,997._52_ _____ 0._00-+_-_-__ 0_.0_0-l_-___ 0._0_0_ _ 02 00556 #* UNDEFINED ACCOUNT*# 0.00 0.00 0.00 0.00 02 00570 IMPROVEMENTS - - - 0.00 0.00 +-----0-.0-0-+-------0-.0-0 1------ 02 00571 BUILDING IMPROVEMENTS ,~ __ 1,014.81 0.00 0.00 0.00 02 00575 HVAC EQUIPMENT - 24,481.78 0.00 0.00 0.00 02 00610 REDEMPTION OF PRINCIPAL 0.00 0.00 0.00 0.00 --,----,-,--,-I 04 00610 REDEMPTION OF PRINCIPAL 637,259.78 224,285.46 440,155.00 446,840.00 101.52% 04 00620 INTEREST 556,636.89 564,799.49 734,985.00 679,385.20 92.44% 02 00630 DUES AND FEES 12,748.50 16,200.75 20,568.00 15,185.50 73.83% 04 00630 DUES AND FEES 967.94 756.20 1,560.00 4,101.20 262.90% 02 00641 PROPERTY INSURANCE 240,914.36 161,730.68 178,350.00 134,373.00 75.34% 02 00642 LIABILITY INSURANCE 0.00 0.00 0.00 5,465.20 02 00644 VEHICLE INSURANCE 0.00 64,980.00 65,000.00 101,964.00 156.87% 02 00645 ACCIDENTAL INSURANCE FU,__ __ 3_,4_44_._3_7_-_-+ -- 7,_6_85__.___4_6_ __ 0.00 15,196.00 ___ __, 02 00646 ACCIDENTAL DEATH INS 0.00 1,261.00 1,000.00 0.00 0.00% 02 00650 LEGAL AGREE/JUDGEMENTS 1,562.32 0.00 1,000.00 69.30 - 6.-93_/c_o 02 00670 INDIRECT COSTS 0.00 4,446.12 11,575.-00__,__ __ 0.00 - --0.00% 02 00690 OTHER EXPENSES 157.12 0.00 0.00 -- 0.00 02 00692 #* UNDEFINED ACCOUNT*# 0.00 0.00 0.00 - 0.00 - Page: 19 Fund Object 02 00699 ~ -- 1l'HllM X @lRZ1['fHfLl ,JI1r1rn_,,!,Rrn3,. (Q)(CI0rlClJ lIBILilC~CC C!ID@@IL~ Jl$ 9\u0026gt;Jl \" TI,{!, l~1\\JP'l!$~lDil\"lrl1J!fil.JlaIB~' ir @lIBJJIECC\"lr ll~'HJXn w~g ~~ 1ll~1H)'f ~ @Il D~ @]1)Jce,\nirta1an1r@n~~ D O ITDIIDa~ ITWilCC @41\u0026lt; 91-92 92-93 93-94 93-94 DESCRIPTION EXPENSES EXPENSES BUDGET EXPENSES EXPENDITURE REFUNDS 0.00 0.00 0.00 (85,368.94 - --- -- GR-AN-D TOTALS -- - 34,904,530.07 33,015,228.07 36,126,357.00 31,928,393.22 Page: 20 % of EXP/BUD 88.38% L_ 1r!Hllltf ~@IRZ1l'JH1LI II'TP1r'JLl,RIBZ,@ CCOlP1Cl1 JlIBJLIICCC JH1@@1L~ Il  n n 4 )l:i,)~P1Mf'TID)H1rllJJRZJl1B$3~l' f1' Fl1J~CC'Trli@~ff(O)IffiJJJRCC1f -~'QJB!}Q)g 'v\u0026amp;1TTtu1J~/ cmrn,~ @ J1))c_t'\nJffillli'U~@~jJ_]])Ib)(l'_Il'W4CC~@,{1,D = J - - - - -- 91-92 92-93 93-94 93-94 % of Fun Fnct Fn et Descr Object Object Description Expenses Expenses - - Budget Expenses Exp/Bud - - 01 1000 INS TRUCTION 00110 REGULAR CERTIFICATED 15,056,539.45 0.00 0.00 0.00 01 1000 INS TRUCTION 00115 CERTIFIED ADMIN 0.00 0.00 0.00 0.00 02 1000 INS - -00120 - TRUCTION REGULAR NON-CERTIFICATED 98,466.66 0.00 0.00 0.00 -- 01 1000 INS TRUCTION 00130 SUBSTITUTE TEACHERS 0.00 0.00 0.00 0.00 -- - -- 02 1000 INST -R-UCTION 00130 SUBSTITUTE TEACHERS 257,721.90 0.00 0.00 0.00 01 1000 INS TRUCTION 00131 ASSIGNED SUBSTITUTES 0.00 0.00 0.00 0.00 02 1000 INS -- - TRUCTION 00131 -ASSIGNED SUBSTITUTES 68,807.32 0.00 - 0.00 0.00 02 1000 INS_ 02 1000 INS TRUCTION 00140 SUBSTITUTES. NON-CERT ~16,517.00 0.00 0.00 0.00 TRUCTION 0015() STIPENDS-WORKSHOPS 5,679.35 0.00 0.00 0.00 01 1000 IN - -- - ~ 34,328.52 -- STRUCTION 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 -- 02 1000 IN STRUCTION - 00211 SS TAX. NON-CERTIFIED 34,482.45 0.00 0.00 0.00 -f- -- 01 1000 IN STRUCTION 00240 INSURANCE 432,480.75  0.00 0.00 0.00 02 1000 IN STRUCTION 00240 INSURANCE 10,113.56 0.00 0.00 0.00 - - t--- 02 1000 IN STRUCTION 00241 INSURANCE, NON-CERT 6,752.27 0.00 0.00 0.00 -- - 01 1000 INS TRUCTION 00250 UNEMPLOYMENT COMPENSATION 6,819.73 0.00 0.00 0.00 02 1000 INS TRUCTION 00251 UNEMPLOY COMP, NON CERT 1,605.86 0.00 0.00 0.00 01 1000 INS TRUCTION 00260 WORKERS COMP 10,437.86 0.00 0.00 0.00 02 1000 INS TRUCTION 00261 WORKERS COMP, NON-CERT 408.43 0.00 0.00 0.00 -- 02 1105 PR ESCHOOL 00110 REGULAR CERTIFICATED 29,179.69 2,910.60 3,306.00 3,240.00 98.00% 02 1105 PR ESCHOOL 00120 REGULAR NON-CERTIFICATED 28,630.26 76,589.40 100,114.00 82,601.21 82.51% 02 1105 PR ESCHOOL 00210 SOCIAL SECURITY TAX 2,214.29 222.66 248.00 247.84 99.94% 02 1105 PR ESCHOOL 00211 SS TAX, NON-CERTIFIED 2,190.13 5,673.45 8,600.00 6,293.i! 73.18% 02 1105 PR ESCHOOL - 00240 INSURANCE 844.28 0.00 0.00 0.00 02 1105 PR ESCHOOL 00241 INSURANCE. NON-CERT -~ 2,320.21 5,631.32 8,200.00 3595.32 68-.24% 02 1105 PR ESCHOOL 00250 UNEMPLOYMENT COMPENSATION 12.20 0.00 0.00 --- 0.00 02 1105 PR ESCHOOL 00-251 UNEMPLOY COMP, NON CERT 36.63 129.57 150.00 - 65.80 43.87% 02 1105 PR ESCHOOL 00260 WORKERS COMP 8.22 0.00 0.00 0.00 -- 02 1105 PR ESCHOOL 00261 WORKERS COMP, NON-CERT 7.32 26.21 150.00 - 93.48 62.32% -- Page: 21 --- Fun Fnct - 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 02 1105 01 1110 02 1110 01 1110 02 1110 02 1110 02 1110 01 1110 02 1110 01 1110 02 1110 02 1110 02 1110 1flH[lB~ @IR.z\"WITIDL il1f1J'ILIIBR \\@CCOrfCU JlffiILilCC(C IHI@@lL, n  n On ,{I, I\u0026amp;W:fJEWID)Il'JfUJ)RlIJDE',lf JFUJl~CC'lril@Wff(Q)IIBJJJE,(C1J' -~WID)g fil:!Ilfil:ll~_Ilj O @JP)ll'fil111IlIID~ @ ~ D2 IIDilD11 Il'WilCC@ 41D, -- 91-92 92-93 93-94 Fnct Descr Object Object Description_ - Expenses Expenses Budget PRESCHOOL - 00310 PROFESSIONAL \u0026amp; TECH SERV - - 118.00 751.00 0.00 PRESCHOOL -- 00331 PUPIL TRANSPORTATION 6,066.15 289.41 36,112.00 PRESCHOOL 00332 TRAVEL EXPENSES 90.46 0.00 0.00 PRESCHOOL 00333 INSERVICE REGISTRATION 242.45 28.00 0.00 -- PRESCHOOL 00341 TELEPHONE 0.00 0.00 0.00 PRESCHOOL - 00390 OTHER PURCHASED SERVICES 0.00 0.00 0.00 PRESCHOOL 00398 STAFF DEVELOPMENT 0.00 0.00 0.00 -- - - ~ PRESCHOOL 00410 SUPPLIES AND MATERIALS 6,346.13 11,204.56 5,624.00 -- - PRESCHOOL 00411 SUPPLIES AND MATERIALS 0.00 0.00 500.00 PRESCHOOL - 00490 OTHER SUPPLIES/MATERIALS -- 0.00 0.00 1,500.00 PRESCHOOL 00521 CARPET -- 0.00 2,556.05 0.00 PRESCHOOL 00530 IMPROVE OTHER THAN BLDS - 1,282.88 0.00 0.00 -PRESCHOOL 00532 FENCE 0.00 1,749.00 0.00 PRESCHOOL 00533 PLAYGROUND EQUIPMENT 0.00 8,529.92 7,695.00 PRESCHOOL 00540 EQUIPMENT 2,024.38 3,470.84 3,755.00 - PRESCHOOL 00670 INDIRECT COSTS 0.00 0.00 1,928.00 KINDERGARTEN 00110 REGULAR CERTIFICATED 0.00 1,092,499.27 1,155,500.00 KINDERGARTEN 00120 REGULAR NON-CERTIFICATED 0.00 0.00 0.00 KINDERGARTEN 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 KINDERGARTEN 00210 SOCIAL SECURITY TAX 0.00 81,302.96 85,000.00 KINDERGARTEN 00211 SS TAX, NON-CERTIFIED 0.00 0.00 0.00 KINDERGARTEN 00231 PUBLIC EMPLOYEES RET SYST 0.00 0.00 0.00 KINDERGARTEN 00240 INSURANCE 0.00 33,223.03 33,800.00 KINDERGARTEN 00241 INSURANCE, NON-CERT 0.00 0.00 0.00 KINDERGARTEN - 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 KINDERGARTEN 00250 UNEMPLOYMENT COMPENSATION 0.00 1,375.59 1,500.00 KINDERGARTEN 00251 UNEMPLOY COMP, NON CERT 0.00 0.00 0.00 KINDERGARTEN 00260 WORKERS COMP 0.00 675.47 1,000.00 --- Page: 22 - 93-94 % of Expenses Exp/Bud 100.00 -- 179.71 0.50% 0.00 0.00 0.59 0.00- 0.00 3,717.27 66.10% 0.00 0.00% 0.00 0.00% 373.29 0.00 0.00 8,927.10 ~*********\"' 3,400.07 90.55% 0.00 0.00% 886,912.09 76.76% 2,539.50 0.00 66,966.57 78.78% 19-4.26 - 0.00 25,299.44 - 74.85% 210.99 -- 0.00 ---- - 853.00 56.87% ---- -- 0.00 - 1,140.92 **********' - - - 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget Expenses Exp/Bud - 02 1110 KINDERGARTEN 00261 WORKERS COMP NON-CERT 0.00 0.00 0.00 0.00 Q2r - f- 1110 KINDERGARTEN 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 0.00 0.00 02 1110 f- - --- KINDERGARTEN 00331 PUPIL TRANSPOR-T-ATION 1,068.67 1,107.05 1,430.00 798.87 55.87% 02 1110 KINDERGARTEN 00410 SUPPLIES AND MATERIALS 10,802.74 9,344.43 8,860.00 10,583.92 P\"********* 02 1110 KINDERGARTEN 00540 EQUIPMENT 95.03 0.00 0.00 968.18 01 1120 ELEMENTARY 00110 REGULAR CERTIFICATED 0.00 4,614,691.08 4,881,600.00 4,179,512.12 85.62% 02 1120 ELEMENTARY 00120 -REGULAR NON-CERTIFICATED 0.00 10,487.04 10,900.00 9,572.30 87.82% 01 1120 -ELEMENTARY 00130 SUBSTITUTE TEACHERS 0.00 165,050.60 165,000.00 181,388.50 P\"*********\" -- - 01 1120 ELEMENTARY 00131 ASSIGNED SUBSTITUTES 0.00 24,887.60 25,000.00 37,801.90 htr*********l 02 1120 ELEMENTARY 00140 SUBSTITUTES. NON-CERT 0.00 13,452.40 13,500.00 13,551.90 f.lt*********l 01 1120 ELEMENTARY 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 02 1120 ELEMENTARY 00210 SOCIAL SECURITY TAX 0.00 354,750.65 365,000.00 328,089.49 89.89% 02 1120 ELEMENTARY 00211 SS TAX. NON-CERTIFIED 0.00 1,738.52 2,000.00 1,743.18 87.16% 01 1120 ELEMENTARY 00240 INSURANCE 0.00 137,571.44 140,000.00 119,505.85 85.36% 02 1120 ELEMENTARY 00241 INSURANCE. NON-CERT 0.00 830.22 840.00 703.40 83.74% 01 1120 ELEMENTARY 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 02 1120 ELEMENTARY 00250 UNEMPLOYMENT COMPENSATION 0.00 6,098.60 7,100.00 4,145.90 58.39% 02 1120 ELEMENTARY 00251 UNEMPLOY COMP, NON CERT 0.00 47.77 60.00 14.56 24.27% 01 1120 ELEMENTARY 00260 WORKERS COMP 0.00 0.00 0.00 0.00 02 1120 ELEMENTARY 00260 WORKERS COMP 0.00 3,025.74 3,025.00 5,685.59 htr********\" 02 1120 00261 0.00 17.55 25.00 25.31 firr********' ELEMENTARY WORKERS COMP, NON-CERT 01 1120 ELEMENTARY 00290 TUITION REIMBURSEMENT 0.00 0.00 4,000.00 6,242.50 fit-********' 02 1120 ELEMENTARY 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 125.00 0.00 2,245.50 - 02 1120 ELEMENTARY 00326 REPAIRSIMAINT-EQUIP 0.00 174.08 0.00 - -- -0--.00 --- 02 1120 ELEMENTARY 00331 PUPIL TRANSPORTATION 3,995.51 6,193.80 6,895.00 _4,442.45 64.43% 02 1120 ELEMENTARY 00333 INSERVICE REGISTRATION 160.00 0.00 825.00 0.00 0.00% --- 02 1120 ELEMENTARY 00360 PRINTING AND BINDING 0.00 24.34 380.00 168.00 44.21% 02 1120 ELEMENTARY 00410 SUPPLIES AND MATERIALS 47,665.92 51,417.18 67,431.00 61,410.31 91.-07% Page: 23 [ 1l\"JH!l~~ (O)JRZ\"H'JHLl[, ll1l\"1l'lltHJt RlCDXClTf\u0026gt;~U JJIBILHCs3CC CHl((D)(D)lL,~ n @ n  n w~q,i,1Jta, \u0026gt;o\"Qr)l~:tTio)H1r'UJJJRBZYl~W1~'~' 3u51 wcc1111@wt@IB3JJiacc,r JF11JWI.OJ~~g 1fll'allr)1\nc u\u0026gt;1no, \u0026lt;D)I_lJ)Q\")lrta1t1film@~~ DJ ill.)~1~1c ..tSlf'WfiC@Q ~D -=----=--- - - - - - 91-92 92-93 93-94 93-94 % of -Fun Fnct Fnct Descr - Object Object Description Expense~!- Expenses Budget ~penses Exp/Bud -02 1120 ELEMENTARY 00420 TEXTBOOKS 76,919.90 61,220.51 75,459.00 54,968.92 72.85% I- - - --- -- 02 1120 ELEMENTARY 00422 STATE TEXTBOOKS 0.00 0.00 135,270.00 0.00 0.00% - - -- 02 1120 ELEMENTARY 00430 LIBRARY BOOKS 0.00 0.00 0.00 0.00 02 1120 ELEMENTARY 00440 PERIOOICALSISUBSCRIPTIONS 0.00 163.20 200.00 0.00 0.00% -- I- -- - 02 1120 ELEMENTARY 00540 EQUIPMENT 1,358.21 3,699.05 350.00 1,740.15 ti':*********\"' -02 1120 ELEMENTARY 00630 DUES AND FEES 0.00 0.00 168.00 - 38.00 22.62% 02 1121 -ELEMENTARY MUSIC 00331 PUPIL TRANSPORTATION 104.25 0.00 0.00 - 0.00 -02 --- 1121 -ELEMENTARY MUSIC 0033- 2 TRAVEL EXPENSES 223.44 0.00 0.00 0.00 t-- --- I- 02 1121 ELEMENTARY MUSIC 00334 CAR ALLOWANCE-MONTHLY 330.01 0.00 - 0.00 0.00 02 1121 ELEMENTARY MUSIC 00335 INDISTRICT TRAVEL 0.00 876.30 900.00 994.66 f\u0026gt;*********' - - 02 1121 ELEMENTARY MUSIC 00342 POSTAGE - - 0.00 0.00 0.00 9.04 02 1121 ELEMENTARY MUSIC 00410 SUPPLIES AND MATERIALS 11.36 1,575.46 2,000.00 3,281.75 htr********\" 02 1121 ELEMENTARY MUSIC 00420 TEXTBOOKS 9,758.28 0.00 0.00 0.00 02 1121 ELEMENTARY MUSIC 00540 EQUIPMENT 0.00 0.00 - 1,000.00 0.00 0.00% 02 1122 LANGUAGE ARTS 00410 SUPPLIES AND MATERIALS 0.00 21.57 0.00 0.00 - 02 1123 MATHEMATICS 00410 SUPPLIES AND MATERIALS 0.00 \"556.76 0.00 0.00 02 1124 SCIENCE 00410 SUPPLIES AND MATERIALS 0.00 72.22 0.00 0.00 02 1128 READING 00410 SUPPLIES AND MATERIALS 708.00 0.00 0.00 0.00 01 1130 MIDDLE SCHOOL 00110 REGULAR CERTIFICATED 0.00 1,908,435.80 2,018,000.00 1,900,987.95 94.20% 02 1130 MIDDLE SCHOOL 00120 REGULAR NON-CERTIFICATED 0.00 57,039.52 59,200.00 50,137.84 84.69% 01 1130 MID::\u0026gt;LE SCHOOL 00130 SUBSTITUTE TEACHERS 0.00 49,256.07 45,000.00 66,864.00 htr********\" 01 1130 MIDDLE SCHOOL 00131 ASSIGNED SUBSTITUTES 0.00 11,620.50 15,000.00 24,185.00 htr*********\"' 02 1130 MIDDLE SCHOOL 00140 SUBSTITUTES, NON-CERT 0.00 6,945.10 7,000.00 8,338.10 f\u0026gt;*********' -01 ,--1--130 MIDDLE SCHOOL 00210 -SOCIAL SECURITY TAX 0.00 0.00 0.00 ------- 0.00 02 1130 MIDDLE SCHOOL 00210 SOCIAL SECURITY TAX 0.00 146,436.69 150,000.00 149,610.39 99.74% 02 1130 MIDDLE SCHOOL 00211 SS TAX. NON-CERTIFIED 0.00 4,530.44 5,000.00 4,265.16 85.30% - 01 1130 MIDDLE SCHOOL 00240 INSURANCE 0.00 55,946.29 55,000.00 50,277.38 91.41 % 02 11_3,_0_ MIDDLE SCHOOL 00241 INSURANCE. NON-CERT 0.00 4,235.14 4,200.00 _3,17.30 83.75%-- Page: 24 [ - -- Fun Fnct 01 1130 02 1130 02 - 1130 01 -1130 02 1130 02 1130 01 1130 02 1130 02 1130 02 1130 02 1130 02 1130 02 1130 02 1130 f--- 02 1130 02 1130 02 1130 - 02 1130 02 1130 02 1130 02 1130 02 1130 02 1130 02 1130 02 - 1130- 02 1131 02 1131 02 1131 Fnct Descr - MIDDLE SCHOOL MIDDLE SCHOOL MIDDLE SCHOOL '1rHllll$~ (0)JRZ'1l'!JHLl ,,JI'1l''1l'ILJ.RlltZ @CCIJFt\u0026gt; l(JJIBJLll~CCCC JHl(Q)@LL.~ J1 ~ n\" n W~9\u0026gt;1)-[J$\\).\u0026lt; \u0026gt;\"\\Jf'l~:wlD)H'Jr'UJIJIBRTlltIt'l ~ llJ~(C'TI'H(Q)~ff@LIBJJJECC'1r IFUJ~ID~g ~ \u0026lt;l1llta1H'19@' nD9 \u0026lt;D\n1_p)ctJ1rffi.1rtn @1m~ ~D 2 IIDn~ lf\"Jficc@,{l,D - -- - - 91-92 92-93 93-94 - Object Object Description Expenses - Expenses - Budget 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 - - 00250 UNEMPLOYMENT COMPENSATION -0--.00 2,539.72 3,000.00 00251 UNEMPLOY COMP, NON CERT 0.00 125.60 150.00 - 93-94 % of Expenses Exp/Bud 0.00 1,761.33. 58.71% - -- 55.74 37.16% MIDDLE SCHOOL - 00260 WORKERS COMP -- - 0.00 0.00 0.00 0.00 MIDDLE SCHOOL 00260 WORKERS COMP 0.00 1,288.19 1,300.00 2,482.76 **********\" - - 00261 -- MIDDLE SCHOOL WORKERS COMP NON-CERT 0.00 37.43 50.00 75.31 **********\" - ---- --- MIDDLE SCHOOL 00290 TUITION REIMBURSEMENT 0.00 0.00 2,000.00 552.00 27.60% - - f- ---- - MIDDLE SCHOOL 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 0.00 0.00 --- -- - -- MIDDLE SCHOOL 00326 REPAIRS/MAINT-EQUIP 1,704.77 3,334.12 125.00 230.17 **********\" - - MIDDLE SCHOOL 00331 PUPIL TRANSPORTATION 2,396.85 f- 1,676.05 2,700.00 493.49 18.28% MIDDLE SCHOOL  00332 TRAVEL EXPENSES 206.46 0.00 0.00 270.95 - --- --- - MIDDLE SCHOOL 00333 INSERVICE REGISTRATION 38.00 0.00 1,000.00 475.00 47.50% MIDDLE SCHOOL 00335 INDISTRICT TRAVEl 0.00 345.58 450.00 1,001.37 **********,. c-- - -- -- MIDDLE SCHOOL 00342 POSTAGE 1,231.50 1,281.60 3,675.00 1,731.38 47.11% -- - MIDDLE SCHOOL 00360 PRINTING AND BINDING 168.55 631.86 1,400.00 106.80 7.63% -- -- MIDDLE SCHOOL 00394 SECURITY OFFICER SERVICES 0.00 0.00 300.00 0.00 0.00% -- -- MIDDLE SCHOOL 00410 SUPPLIES AND MATERIALS 19,561.85 17,712.52 21,030.00 20,132.14 95.73% C-MIDDLE SCHOOL 00420 TEXTBOOKS 12,266.86 2,980.45 5,462.00 6,206.96 **********\"' MIDllLE SCHOOL 00422 STATE TEXTBOOKS 0.00 0.00 56,404.00 0.00 0.00% - MIOOLE SCHOOL 00440 PERIODICALS/SUBSCRIPTIONS 0.00 0.00 100.00 0.00 0.00% MIDDLE SCHOOL 00497 PARTS/SUPPL, EQUIP REPAIR 288.54 0.00 0.00 0.00 MIDDLE SCHOOL 00521 CARPET 0.00 0.00 365.00 366.45 **********1'1 ------ MIDDLE SCHOOL 00540 EQUIPMENT 7,389.42 2,534.32 7,700.00 5,709.99 74.16% 00541 0.00 0.00 -- -0.00 MIDDLE SCHOOL FURNITURE 0.00 MIDDLE SCHOOL 00630 DUES AND FEES 45.00 75.00 375.00 0.00 0.00% MUSIC 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 700.00 0.00 0.00% MUSIC 00326 REPAIRS/MAINT-EQUIP 45.00 50.00 3,100.00 995.52 32.11% MUSIC 00331 PUPIL TRANSPORTATION 784.69 467.50 2,800.00 _1,473.23 52.-62% Page: 25 -Fun Fnct 02 1131 -- - 02 1131 02 1131 02 1131 02 1131 -02 -1131 - -- 02 1131 02 1132 02 1132 02 1132 02 1132 -02- 1132 - I--- 02 1133 02 1133 02 1134 02 1134 02 1134 02 1134 02 1135 02 1135 02 1135 02 1135 02 1136 -02 1136 02 1137 02 1137 02 1139 02 1139 'Jl'lHl1l 'X1 1, lRtH'HHll .JI1l'\"Jl'JL,lJPJZ1 (D)CCIlP~U JJIBlLIICCr'C !Bl@@lL TI~ '])~_TgI) \"T I~ 0 l~.'1J4l l~)o \"0l\")i!,f1lU1H1l'llYlP2rJnLr{'i~'f J t~llYWCC\"II'JI(D)JNYff(D)J.ffi,fJJE,(C\"Jr lr'UJ!T il\u0026gt;J')o ~ ,ll@llt.' (U l Jl 1~ W11(1r\n) l 1fl'fiim~ (D )~JJ IIDIb)(t~ ITWficcq@ 41,D 91-92 92-93 93-94 Fnct Descr Object Object Description Expenses Expenses Budget - - - - MUSIC 00333 INSERVICE REGISTRATION 40.00 0.00 0.00 MUSIC - 00335 INDISTRICT TRAVEL 0.00 - 252.00 300.00 MUSIC - 00342 POSTAGE 0.00 0.00 0.00 MUSIC 00410 SUPPLIES AND MATERIALS 119.47 165.21 3,575.00 f.-- MUSIC 00499 AWAROS 0.00 0.00 850.00 f-- MUSIC 00540 EQUIPMENT 200.44 0.00 600.00 f--- -- - -- MUSIC 00630 OUES AND FEES 0.00 0.00 740.00 ~ LANGUAGE ARTS - 00130 SUBSTITUTE TEACHERS 0.00 0.00 0.00 f--- -LANGUAGE ARTS 00332 TRAVEL EXPENSES 40.74 0.00 0.00 \u0026gt;-- LANG-UAGE ARTS 00333 INSERVICE REGISTRATION 144.00 0.00 0.00 LANGUAGE ARTS 00410 -SUPPLIES ANO MATERIALS 2,836.69 1,197.49 1,341.00 LANGUAGE ARTS - 00450 AUOIOVISUAL MATERIALS 0.00 0.00 34.00 MATHEMATICS 00410 SUPPLIES AND MATERIALS - 1,793.17 1,534.62 5,875.00 MATHEMATICS 00540 EQUIPMENT - 0.00 64.31 0.00 SCIENCE 00331 -PUPIL TRANSPORTATION 0.00 0.00 0.00 SCIENCE 00410 SUPPLIES ANO MATERIALS 2,250.94 1,179.76 2,398.00 SCIENCE 00450 AUDIOVISUAL MATERIALS 0.00 2,453.30 0.00 SCIENCE 00540 - -EQUIPMENT 331.38 0.00 0.00 SOCIAL STUDIES 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 SOCIAL STUDIES 00410 SUPPLIES ANO MATERIALS 1,204.55 716.89 375.00 SOCIAL STUDIES 00450 AUDIOVISUAL MATERIALS 0.00 0.00 0.00 SOCIAL STUDIES 00540 EQUIPMENT 210.89 0.00 1,100.00 I-SPEECH \u0026amp; DRAMA 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 SPEECH \u0026amp; DRAMA 00410 SUPPLIES AND MATERIALS 21.54 81.61 50.00 ____ _] - - 93-94 % of - Expenses Exp/Bud 0.00 168.00 56.00% 0.00 3,316.23 92.76% 249.25 29.32% 791.25 **********,. 470.00 63.51% 0.00 0.00 0.00 1,139.79 85.00% 0.00 0.00% 11,290.73 **********,. 0.00 0.00 2,303.78 96.07% 0.00 0.00 0.00 0.00 0.00% 0.00 ---- 1,056.22 96.02% 0.00 0.00 0.00% -- - --- ART 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 0.00 ART 00410 SUPPLIES AND MATERIALS 863.40 1,707.73 2,580.00 1,363.~ 52.83% PHYSICAL EDUCATION 00410 SUPPLIES ANO MATERIALS 1,153.68 648.52 820.00 - 387.13 47.21% PHYSICAL EDUCATION 00440 PERIODICALS/SUBSCRIPTIONS 0.00 72.61 0.00 --- 0.00 - Page: 26 1[1JH[l@~ ({DJR{1['JHJL! .ll1r'1rJLJma @ccrt Jp)liJJIBIL,II(CCCJB [@CO)]l. Il W J1n J1W W,11l,~ 1-\"0P'lttk1JD\nll1l'llJJRJ{IlBc1'Wil~l'1 l(J:WCC'ITII@:N'#@IffiJIIB,CC'IT k'lLJ~Jl)g \u0026amp;1n1rui~ cmIn)2 @IP1ir~1ttfiM ~DgIID ceIIDa JNfic.cce@41,D __ ] - -~ - - T - - --- -- 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr . Object _9bject Description Expenses Expenses _ Budget Expenses Exp/Bud 02 - 1139 PHYSICAL EDUCATION 00540 EQUIPMENT 100.84 0.00 0.00 0.00 01 1140 00110 0.00 3,246,173.56 -- HIGH SCHOOL REGULAR CERTIFICATED 3,441,100.00 3,046,616.30 88.54% 02 - - 1140 HIGH SCHOOL 00110 REGULAR CERTIFICATED 0.00 0.00 30,450.00 29,846.16 98.02% 1140 - - 02 HIGH SCHOOL ,0_0__1_2 0 -REGULAR NON-CERTIFICATED 0.00 0.00 0.00 9,851.24 01 1140 HIGH SCHOOL 00130 SUBSTITUTE TEACHERS 0.00 67,420.90 70,000.00 58,819.70 84.03% - 01 1140 HIGH SCHOOL 00131 ASSIGNED SUBSTITUTES 0.00 23,179.60 __ 20,000.00 9,821.00 49.11% 1140 -- 02 HIGH SCHOOL 00140 SUBSTITUTES. NON-CERT 0.00 1,870.60 2,000.00 2,945.20 **********,I 02 1140 HIGH SCHOOL 00150 STIPENDS-WORKSHOPS 0.00 6,014.50 0.00 4,373.50 -'-- 01 1140 HIGH SCHOOL 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 1140 - -- - 02 HIGH SCHOOL 00210 SOCIAL SECURITY TAX 0.00 246,234.28 252,330.00 232,906.49 92.30% - - 02 1140 HIGH- SCHOOL 00211 SS TAX, NON-CERTIFIED 0.00 579.72 600.00 979.11 **********'JI 02 1140 HIGH SCHOOL 00212 SS TAX. STIPENDS 0.00 0.00 0.00 334.57 -- 01 1140 HIGH SCHOOL 00240 INSURANCE 0.00 89,963.04 90,000.00 73,680.49 81.87% ,0__2_ 1140 HIGH SCHOOL 00240 INSURANCE 0.00 0.00 860.00 703.50 81.80% 02 1140 HIGH SCHOOL 00241 INSURANCE, NON-CERT 0.00 0.00 0.00 703.30 - -- 01 1140 HIGH SCHOOL 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 02 1140 HIGH SCHOOL 00250 UNEMPLOYMENT COMPENSATION 0.00 4,320.37 5,040.00 2,784.73 55.25% 02 1140 HIGH SCHOOL 00251 UNEMPLOY COMP. NON CERT 0.00 26.53 50.00 12.20 24.40% 01 1140 HIGH SCHOOL 00260 WORKERS COMP 0.00 0.00 0.00 0.00 02 1140 HIGH SCHOOL 00260 WORKERS COMP 0.00 2,250.81 2,270.00 3,943.90 \"'*********\"\" 02 1140 HIGH SCHOOL 00261 WORKERS COMP, NON-CERT 0.00 11.60 10.00 7.99 79.90% 01 1140 HIGH SCHOOL 00290 TUITION REIMBURSEMENT 0.00 0.00 3,000.00 2,290.50 76.35% 02 1140 HIGH SCHOOL 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 0.00 450.00 02 1140 HIGH SCHOOL 00316 SECURITY SERVICES 1,330.00 132.00 0.00 0.00 -- - --- 02 1140 HIGH SCHOOL 00318 RENTAL OF EQUIP \u0026amp; VEHICLE 226.72 33.51 0.00 2,565.14 -- 02 1140 HIGH SCHOOL 00319 RENTAL OF LAND \u0026amp; BUILDING 2,180.10 3,149.28 3,200.00 - 1,400.00 43.75% 02 1140 HIGH SCHOOL 00320 RENTAL/LEASE OF COPIERS 0.00 11,665.95 7,187.00 1,898.80 26.42% 02 1140 HIGH SCHOOL 00326 REPAIRS/MAINT-EQUIP 1,351.56 8,943.26 6,273.00 1,171.79 18.68% -- - Page: 27 C - 'Jf!HJJB~ CD)lfil\"If!HlLl II\"If'JfILlB m@ccoc IrllYIB3lLIICCC ClHI@@IL~ Il b!1lIl  n b!l),-0l\u0026amp;, IDf'lB~TI'IrUJmIB IB3'i'fI FUJ~CC'IrII@~#(Q)IIBJlIBCC'Ir lFUJ~jJ)~g_ _ fil1Ilfil1Hil''J7l D_~ @~Jr~~ q@~D2 IIDIb:l(t JNfi\u0026lt;D@,(l,D - -- 91-92-- 92-93 93-94 93-94 Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget ~penses - -02 1140 HIGH SCHOOL 00331 PUPIL TRANSPORTATION 9,157.28 2,787.94 9,050.00 3,806.98 -02 --1140 HIGH S-CHOOL 00332 TRAVEL EXPENSES 1,189.17 0.00 0.00 0.00 02 1140 HIGH SCHOOL 00335 INOISTRICT TRAVEL 0.00 709.72 1,000.00 1,489.54 -02 1140 HIGH SCHOOL 00340 REPAIRS-TELEPHONE 288.02 0.00 0.00 0.00 02 1140 HIGH SCHOOL 00342 POSTAGE 5,449.28 5,083.81 6,300.00 8,640.66 - -- -02 1140 HIGH SCHOOL 00360 PRINTING ANO BINDING 2,204.38 1,123.92 900.00 196.61 02 1140 HIGH SCHOOL 00370 TUITION 0.00 0.00 0.00 0.00 02 1140 HIGH SCHOOL 00394 f----- SECURITY OFFICER SERVICES 0.00 1,385.00 1,800.00 2,945.00 -02 --1140 HIGH SCHOOL 00410 SUPPLIES AND MATERIALS 27,305.46 17,885.79 25,235.00 33,02\"4.64 02 1140 HIGH SCHOOL 00420 TEXTBOOKS 11,312.26 12,619.09 0.00 8,088.15 -- 02 1140 HIGH SCHOOL 00422 STATE TEXTBOOKS 0.00 0.00 111,500.00 0.00 f--02 1140 HIGH SCHOOL 00440 PERIODICALS/SUBSCRIPTIONS 0.00 0.00 0.00 0.00 -02 1140 HIGH SCHOOL 00540 EQUIPMENT 9,824.96 2,011.51 14,250.00 5,062.35 02 1140 HIGH SCHOOL 00541 FURNITURE 0.00 0.00 0.00 0.00 02 1140 HIGH SCHOOL 00630 DUES AND FEES 886.00 1,005.00 2,500.00 1,282.00 02 -1141 MUSIC 00310 PROFESSIONAL \u0026amp; TECH SERV 651.40 350.00 300.00 0.00 1-- 02 1141 MUSIC 00318 RENTAL OF EQUIP \u0026amp; VEHICLE 191.70 0.00 0.00 274.25 02 1141 MUSIC 00324 CLEANING SERVICES 1,538.15 145.00 900.00 459.98 02 1141 MUSIC 00326 REPAIRSIMAINT-EQUIP 6,956.05 4,663.83 3,200.00 2,024.27 02 1141 MUSIC 00331 PUPIL TRANSPORTATION 7,464.31 4,864.61 3,100.00 3,473.32 -02 1141 MUSIC 00332 TRAVEL EXPENSES 225.75 578.45 600.00 -- 66-5- .62 02 1141 MUSIC 00333 INSERVICE REGISTRATION 0.00 0.00 0.00 0.00 --- 02 1141 MUSIC 00335 INDISTRICT TRAVEt. 0.00 142.80 200.00 - 0.00 02 1141 MUSIC 00398 STAFF DEVELOPMENT 0.00 0.00 0.00 0.00 \u0026gt;--- ----- 02 1141 MUSIC 00410 SUPPLIES AND MATERIALS 12,255.87 13,854.30 6,300.00 8,240.30 -- - --- 02 1141 MUSIC 00440 PERIODICALS/SUBSCRIPTIONS 0.00 25.32 0.00 0.00 - --- 02 1141 MUSIC 00499 AWARDS 1,921.72 1,189.93 1,000.00 198.08 02 1141 -MUSIC 00521 CARPET 0.00 0.00 0.00 0.00 Page: 28 J % of Exp/Bud 42.07% t,lt-*********,. **********\" 21.85% **********ii **********,. 0.00% 35.53% 51.28% 0.00% 51.11% 63.26% **********11 l'A'*********11 t----- 0.00% ,__ t'A'*********' 19.81% -- [ --~ Fun Fnct f- 02 1141 -- - '1('Hlll~ H@lR{1rJHI JLH'1r''1r'll,l\u0026amp;] R{@(a)l{( lPUJTIBJLII~CCCC llll@@JL, n  n r, n WW,1\\,l~ ~P'lll~1)!1))[1('l(JJR{l\\%~ 183Wlf 1'UJ~ca1rn@Wff@]IBJJIBCC1f n~'UJB:TIgID (\" ~1TT\u0026amp;1H~( ('J JTI\u0026gt;I ~ W)J1W)lrta1rtfi1ID@~ ~4 2 ~ltDtt ~f1ccq @,fl,k - -- 91-92 92-93 93-94 Fnct Descr Object Object Description Expenses Expenses Budget MUSIC 00540 EQUIPMENT 0.00 268.66 600.00 '--- -\u0026gt;-- - - --- 02 1141 MUSIC 00549 BAND INSTRUMENTS 0.00 29,178.24 _1,500.00 '--- - ~ 02 1141 MUSIC 00630 DUES AND FEES 1,119.00 1,179.00 850.00 ---- 02 1142 LANGUAGE ARTS 00326 REPAIRS/MAINT-EQUIP 0.00 0.00 0.00 02 1142 LANGU-AGE ARTS - 00333 - INSERVICE REGISTRATION 72.00 0.00 0.00 02 1142 LANGUAGE ARTS 00410 SUPPLIES AND MATERIALS 800.23 1,154.39 1,250.00 - -- 02 114-3 -MATHEMATICS -00410 -SUPPLIES AND MATERIALS 1,004.40 7,228.82 1,200.00 02 1144 SCIENCE 00331 -PUPIL TRANSPORTATION 118.42 0.00 0.00 02 1144 SCIENCE - 00410 -SUPPLIES AND MATERIALS 3,795.01 2,811.59 2,500.00 02 1144 SCIENCE 00540 EQUIPMENT 287.00 0.00 0.00 02 1145 SOCIAL STUDIES 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 - 02 1145 SOCIAL STUDIES 00410 SUPPLIES AND MATERIALS 1,002.18 917.14 1,200.00 -- 02 1146 SPEECH AND DRAMA 00331 PUPIL TRANSPORTATION 0.00 0.00 500.00 02 1146 SPEECH AND DRAMA 00410 SUPPLIES AND MATERIALS 193.49 353.19 300.00 00410 ~ 02 1147 ART SUPPLIES AND MATERIALS 2,928.52 2,854.22 1,900.00 - 02 1148 RADIOnY 00326 REPAIRS/MAINT-EQUIP 0.00 547.24 0.00 02 1148 RADIOnY 00410 SUPPLIES AND MATERIALS 1,508.67 1,482.38 0.00 02 1149 PHYSICAL EDUCATION 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 02 1149 PHYSICAL EDUCATION 00410 SUPPLIES AND MATERIALS 626.38 587.40 350.00 02 1149 PHYSICAL EDUCATION 00540 EQUIPMENT 0.00 0.00 300.00 02 1150 ATHLETICS 00319 RENTAL OF LAND \u0026amp; BUILDING 900.00 922.50 1,000.00 02 1150 ATHLETICS 00331 PUPIL TRANSPORTATION 15,100.00 0.00 0.00 02 1151 BOYS ATHLETICS 00150 STIPENDS-WORKSHOPS 0.00 95.00 0.00 \u0026gt;- 02 1151 BOYS ATHLETICS 00211 SS TAX, NON-CERTIFIED 0.00 7.27 0.00 02 1151 BOYS ATHLETICS 00326 REPAIRS/MAINT-EQUIP 6,935.03 8,998.33 8,500.00 02 1151 BOYS ATHLETICS 00331 PUPIL TRANSPORTATION 10,403.36 9,564.39 10,500.00 02 1151 BOYS ATHLETICS 00410 SUPPLIES AND MATERIALS 24,242.13 24,236.24 26,000.00 02 1151 BOYS ATHLETICS 00499 AWARDS 3,180.20 2,079.83 2,600.00 Page: 29 - - 93-94 % of Expenses Exp/Bud ~95.21 i\"k*********~ 553.88 36.93% 580.00 68.24% 0.00 0.00 1,036.71 82.94% 863.68 71.97% 0.00 3,045.56 11'r*********\" 0.00 0.00 1,387.56 11'r*********' 0.00 0.00% 0.00 0.00% 2,687.48 i\"k*********' 0.00 0.00 0.00 416.10 i\"k*********\" - 0.00 0.00% 0.00 0.00% 18,183.60 0.00 -- 0.00 7,325.23 86.18% 5,397.85 51.41% 25,512.16 98.12% 2, 17~.37 83.67% [ - - Fun Fnct -- 02 1151 02 1152 02 - 1152 02 - 1152 02 1152 02 1152 02 1153 02 1153 02 1153 02 1153 02 1153 02 1153 02 1153 02 1153 02 1153 t--02 1154 02 1160 02 1161 02 1161 02 1161 02 1161 02 1161 02 1162 02 1162 02 1162 -02 1163 01 1191 02 1191 1l'lli1lfh~ ((J)JRZ1rlmlk ll1[\"J['J(\u0026amp;JJRR Z(O)CCJfJU:IJ{J( IBTL.JIC(CC~ Hll@(O)]l,,~ TI TI,.T, I~ Wll 11, l~)~P\"lllfilDJll1rHYlRZJJII:B%'irl ~UJ~(C1fJI(O))t\\Jff(Q)lIB,HTRCC'Il' Lt~'lJ)'~O)g (\u0026lt;) ulllfil'H\"~\" co)J 1/I ~ Q)J D(t',)['Mlrtfiun~ @~D-2i ll)~Ib)(t ~\"ficc@~~ -=- - - --- -- -- 91-92 92-93 93-94 93-94 Fnc-t Descr - Object Object Description I Expenses Expenses -- Budget ~penses BOYS ATHLETICS - 00540 EQUIPMENT 0,00 3,544,27 _l_,000.00 1,866.95 GIRLS ATHLETICS - - 003-2- 6 REPAIRSIMAINT-EQUIP 0.00 0.00 400.00 0.00 -GIRLS ATHLETICS - 00331 PUPIL TRANSPORTATION 6,348.43 6,678.40 7,500.00 1,725.75 GIRLS ATHLETICS 00410 SUPPLIES AND MATERIALS -\u0026gt;- 13,218.89 10,278.58 12,560.00 7,992.29 GIRLS ATHLETICS 004-99 AWARDS 1,902.38 1,568,15 1,900,00 742.86 GIRLS ATHLETICS 00540 EQUIPMENT 0.00 596.08 2,000.00 0.00 -- COMBINED ATHLETICS 00150 STIPENDS-WORKSHOPS 0.00 62.50 0.00 0,00 - - -- - -- -- COMBINED ATHLETICS 00211 SS TAX. NON-CERTIFIED 0,00 4.78 0.00 0.00 -- - COMBINED ATHLETICS - 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 -0.00 COMBINED ATHLETICS 00332 TRAVEL EXPENSES 0.00 0,00 500.00 0.00 - - COMBINED ATHLETICS 00334 CAR ALLOWANCE-MONTHLY 540.00 540,00 540.00 495.00 ----- --- COMBINED ATHLETICS 00341 TELEPHONE 0.00 0.00 250.00 192.89 -- COMBINED ATHLETICS 00342 POSTAGE 0.00 0.00 0.00 107.12 COMBINED ATHLETICS 00410 SUPPLIES AND MATERIALS 0.00 0.00 0.00 187,50 COMBINED ATHLETICS 00645 ACCIDENTAL INSURANCE FUND 3,444.37 7,685.46 0.00 15,196.00 -- GIRLS SOFTBALL 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 376.54 STUDENT ACTIVITIES 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 3,842.85 CHEER 00150 STIPENDS-WORKSHOPS 0.00 0.00 1,800.00 820.09 CHEER 00212 SS TAX, STIPENDS 0.00 0,00 150.00 62.74 -- CHEER 00331 PUPIL TRANSPORTATION 0.00 0.00 875,00 70.37 CHEER 00333 INSERVICE REGISTRATION 654.20 565.10 825.00 130.00 CHFER 00410 SUPPLIES AND MATERIALS 3,827.16 2,399.49 6,300.00 10,703.25 -- DRILL 00331 PUPIL TRANSPORTATION 184.08 903.17 625.00 0.00 -- DRILL 00333 INSERVICE REGISTRATION 105.00 535.99 275.00 0.00 00410 -- DRILL SUPPLIES AND MATERIALS 2,634.14 436.30 6,215.00 0.00 - PEP CLUB 00331 - PUPIL -T-RANSPORTATION 0.00 0.00 0.00 0.00 SUMMER SCHOOL 00110 REGULAR CERTIFICATED 0.00 0,00 0.00 0.00 SUMMER SCHOOL 00110 REGULAR CERTIFICATED 0.00 50,587.50 ~1,260.00 50,520.00 Page: 30 J % of Exp/Bud 62.23% 0.00% 23.01% 63.63% 39.10% 0.00% \u0026gt;- 0.00% 91,67% 77.16% - 45.56% 41.83% 8.04% 15.76% ~*********, 0.00% 0.00% 0.00% - - 38.49% -- L ~ -- 91-92 --- - - 92-93 93-94 93-94 % of -Fun Fnc-t Fnct Descr Obje~ Object Description Expenses Expenses -- Budget Expenses Exp/Bud 01 1191 SUMMER SCHOOL 00115 CERTIFIEO ADMIN 0.00 0.00 0.00 0.00 I- - -- 02 1191 SUMMER SCHOOL 00115 CERTIFIED ADMIN 0.00 8,153.00 14,160.00 11,745.50 82.95% 02 1191 SUMMER SCHOOL 00120 REGULAR NON-CERTIFICATED 0.00 3,445.00 8,210.00 4,566.00 55.62% 1-- - -- 02 1191 SUMMER SCHOOL 00130 SUBSTITUTE TEACHERS 0.00 0.00 5,400.00 0.00 0.00% - ~0-2 1191 SUMMER SCHOOL 00150 STIPENDS-WORKSHOPS -- 0.00 540.00 1,200.00 620.00 51.67% 01 1191 SUMMER SCHOOL 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 \u0026gt;----- - - 02 1191 SUMMER SCHOOL 00210 SOCIAL SECURITY TAX 0.00 4,370.30 14,550.00 4,763.04 32.74% 02 1191 -SUMMER SCHOOL 00211 SS TAX NON-CERTIFIED - 0.00 288.66 1,770.00 349.28 19.73% 02 1191 SUMMER SCHOOL 00212 SS TAX STIPENDS 0.00 0.00 500.00 47.43 9.49% - i----. -- - 01 1191 SUMMER SCHOOL 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 - -t- -- 02 1191 SUMMER SCHOOL 00250 UNEMPLOYMENT COMPENSATION 0.00 46.99 4,080.00 1.50 0.04% 02 1191 SUMM-ER SCHOOL 00251 UNEMPLOY COMP. NON CERT 0.00 9.99 603.00 0.00 0.00% 02 1191 SUMMER SCHOOL 00260 WORKERS COMP 0.00 111.61 1,240.00 0.00 0.00% - -- - - ---- -- 02 1191 SUMMER SCHOOL 00261 WORKERS COMP. NON-CERT 0.00 6.55 321.00 0.00 0.00% 02 1191 SUMMER SCHOOL 00331 PUPIL TRANSPORTATION 1,020.00 1,215.00 8,600.00 0.00 0.00% 02 1191 SUMMER SCHOOL 00342 POSTAGE 0.00 0.00 0.00 33.35 02 1191 SUMMER SCHOOL 00370 TUITION 0.00 19,200.00 11,000.00 8,820.00 80.18% 02 1191 SUMMER SCHOOL 00380 FOOD SERVICES 0.00 0.00 8,000.00 0.00 0.00% 02 1191 SUMMER SCHOOL 00385 M\u0026amp;OICUSTODIAL SERVICES 0.00 0.00 8,000.00 0.00 0.00% 02 1191 SUMMER SCHOOL 00410 SUPPLIES AND MATERIALS 2,822.06 1,085.32 21,526.00 2,837.22 13.18% 02 1191 SUMMER SCHOOL 00430 LIBRARY BOOKS 0.00 0.00 0.00 360.07 02 1191 DRIVER EDUCATION 00464 GASOLINE AND DIESEL 725.18 455.00 1,000.00 662.67 66.27% 01 1192 DRIVER EDUCATION 00110 REGULAR CERTIFICATED 0.00 0.00 0.00 0.00 - -~ 02 1192 DRIVER EDUCATION 00110 REGULAR CERTIFICATED 0.00 15,120.00 15,840.00 15,841_.00* *********i 01 1192 DRIVER EDUCATION 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 - 0.00 02 1192 DRIVER EDUCATION 00210 SOCIAL SECURITY TAX 0.00 1,124.93 1,210.00 _1,2~84 **********~ 01 1192 DRIVER EDUCATION 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 02 1192 DRIVER EDUCATION 00250 UNEMPLOYMENT COMPENSATION 0.00 12.10 20.00 0.00 0.00% -- - --- Page: 31 ~ 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description Expenses Expenses -- Budget Expe~ Exp/Bud 02 1192 DRIVER EDUCATION 00260 WORKERS COMP 0.00 28.73 10.00 0.00 0.00% 02 1192 DRIVER EDUCATION 0031 s'\nNTAL OF EQUIP \u0026amp; VEHICLE 4,320.00 -- 1,600.00 1,600.00 1,550.00 96.88% 02 -1192 DRIVER EDUCATION 00327 '\nPAIRS/MAINT-BUSNEHICLE 7.91 62.51 720.00 32.95 4.58% -- 02 1192 DRIVER EDUCATION 00410 SUPPLIES ANO MATERIALS 923.13 197.81 0.00 0.00 02 1193 MINIGRANTS 00310 - PROFESSIONAL\u0026amp;TECHSERV 0.00 0.00 350.00 325.00 92.86% 02 1193 MINI GRANTS 00 341-\nLEPHONE ----+ 0.00 0.00 0.00 0.00 ----+-------+--------+ 02 1193 MINI GRANTS 00410 SUPPLIES AND MATERIALS 3,295.86 3,717.25 2,446.00 3,418.72 ~*********' ~ 1193 MINI GRANTS -- 00430 LIBRARY BOOKS 655.60 537.08 725.00 0.00 0.00% ~ 1193 MINIGRANTS 00450 AUDIOVISUALMATERIALS 75.21 13.19 0.00 0.00 02 1193 MINI GRANTS 00540 EQUIPMENT 777.32 362.92 1,479.00 572.23 38.69% - 02 1194 ACT/PSAT SUMMER SCHOOL 00110 REGULAR CERTIFICATED 0.00 19,575.00 47,990.00 19,860.00 41.38% Q2 1194 -:c-T~MER SCHOO\nQ 0 11 5 CERTIFIED ADMIN 02 1194 ACT/PSAT SUMMER SCHOOL 00150 STIPENDS-WOR-K-SH-O-PS---+-------f-----'----+---'-----f-----'-- 02 1194 ACT/PSAT SUMMER SCHOOL 00210 -~AL SECURITY TAX ------+--------+--------'-----+----'------+--------'---- 02 1194 ACT/PSAT SUMMER SCHOOL 00211 SS TAX. NON-CERTIFIED 0.00 2,250.00 4,600.00 2,300.00 50.00% 0.00 74.00 1,100.00 290.00 26.36% 0.00 1,669.59 3,999.00 1,695.20 42.39% 0.00 5.66 12.00 0.00 0.00% 02 1194 ACT/PSAT SUMMER SCHOOL 00212-\nTAX. S-TI-PE-ND-S-----i--------+--------+--------+----- 0.00 0.00 0.00 22.18 02 1194 ACT/PSAT SUMMER SCHOOL 00220 TEACHER RETIREMENT 0.00 0.00 0.00 0.00 02 1194 ACT/PSAT SUMMER SCHOOL 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 26.00 0.00 0.00% 02 1194 ACT/PSAT SUMMER SCHOOL 00260 WORKERS COMP 0.00 0.00 243.00 0.00 0.00% ~ 1194 ACT/PSAT SUMMER SCHOOL 0031 0 PROFES-SIO-N-AL_\u0026amp;_T-EC-H-S--E1_-R--_-V-- -,--:---+------,---+0-.--0--0--- -+- 46.00 0.00 0.00 02 1194 ACT/PSAT SUMMER SCHOOL 00319 RENTAL OF LAND \u0026amp; BUILDING 0.00 329.13 0.00 - -0- .00 02 1194 ACT/PSAT ~UMMER SCHOOL 00332 TRAVEL EXPENSES ------+-----:----:-:---+-----,---,--,-+--------+-- 02 1194 ACT/PSAT SUMMER SCHOOL 00342 POSTAGE 0.00 0.00 50.00 35.07 70.14% 0.00 0.00 232.00 83.81 36.13% -------+-----cc--=--=--f---,,--,--,--,-t----,-----f-- 02 1194 ACT/PSAT SUMMER SCHOOL 00385 M\u0026amp;O/CUSTODIAL SERVICES 02 1194 ~/PSAT SUMMER SCHOOL 00410 ~PPLIES AN-D-MA-T-ER-IA-LS---f---.,-----,----=--+--~~---t- 0.00 2,044.00 2,373.00 0.00 0.00% 2,564.76 2,464.99 3,317.00 2,931.08 88.37% - 02 1194 ACT/PSAT SUMMER SCHOOL 00411 SUPPLIES AND MATERIALS 0.00 237.13 0.00 0.00 --------+-----,--,--,---+-----,-----,---+---- 02 1194 ACT/PSAT SUMMER SCHOOL 00670 INDIRECT COSTS 0.00 973.91 - 945.00 0.00 0.00% ---- -- ._0_1__ .,____1 195- SATURDAYD ETENTION 00110 REGULAR CERTIFICATED 0.00 0.00 0.00 0.00 -- - Page: 32 1l'IHll@\nY \u0026lt;D)JRZ'JILl'Iil1fl f'1rH,1mm @CC]ltI f\u0026gt;UJLIBlLIIC~C flll@@JL n  n  n W,{l, l\u0026amp;1\"0M@'.~~1D)ll1rlLJlfJllJaW\u0026amp;i'If3l ? UJ~CC'TI'II@Nff@JJlRCC'll' lFUJrnDJ~g_ ~ \u0026amp;.1fl(allr\"' @ n J,9 @n\u0026lt;r~1rfa.1C(fi1m@~~ Dg IIDcelb)cr$ WYUCC~@ ,(!,D - == J 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget Expenses Exp/Bud 02 1195 SATUROAYDETENTION 00110 REGULARCERTIFICATED 0.00 4,160.00 --4~00- 3,442.50 76.50% 02 1195 SATURDAY DETENTION 0012{) REGULAR NON-CERTIFICATED 0. 00 0. 00 0. 00 607. 50 01 1195 SATURDAYDETE-NT-IO_N_ 00210 SOCIALSECURITYTAX 0.00 - - 0.00 0.00 0.00 02 1195 SATURDAYDETENTION 00210 ~OCIALSECURITYTAX 0.00 316.07 325.00 263.16 80.97% 02 1195 SATURDAYOE~-OQ211  ~TAX, NONCERTIFIED 0.QQ 0.QQ -- 0.QQ 46.44 1----1----+ -------+-------+- --- ------+------ 01 1195 SATURDAY DETENTION 00250 UNEMPLOYMENT COMPENSATION 0. 00 0. 00 0. 00 0. 00 \u0026gt;-- 02 1195 SATURDAYDETENTION 00250 UNEMPLOYMENTCOMPENSATION 0.00 7.87 15.00 4.18 27.87% l---+-- 02 1195 SATURDAYDETENTION 00260 WORKERSCOMP 0.00 2.22 10.00 4.77 47.70% I- ----- 02 1195 SATURDAYDETENTION 00261 WORKERSCOMP,NON-CERT 0.00 0.00 0.00 0.21 f----+---+-- ,- --- - 02 1195 SATUROAYDETENTION 00310 PROFESSIONAL\u0026amp;TECHSERV 0.00 979.58 1,000.00 0.00 0.00% f-0-2--1-1-195 SATURDAYDETENTION -00410 SUPPLIESANDMATERIALS 14.97 _____ o_ _o__ o-+---- 150.00 - 742.20 ********** 01 1210 IT_IN_ERA_NT_INSTRUCTION0 011 0 REGULAR CERTIFICATED 0. ocr- -7---2,-3--,2 ----7--,+--1---7. -6_,_3__00__0 0 -+---6-6-,5 -19.6 2 87. 18 lo 01 1210 ITINERANTINSTRUCTION 00210 SOCIALSECURITYTAX 0.00 0.00 0.00 0.00 1----+---+- 02 1210 ITIN_ERA_N_TINSTRUCTION 00210 SOCIALSECURITYTAX 0.00 5,341.07 5,500.00 4,847.98 88.15% 1--,------1--=---=--+ 01 1210 ITINERANTINSTRUCTION 00240 INSURANCE 0.00 1,783.80 1,700.00 1,406.60 82.74% 01 1210 ITINERANTINSTRUCTION 00250 UNEMPLOYMENTCOMPENSATION 0.00 0.00 0.00 0.00 1----+---\n- ,__0_2 _,_1_2_1_0--+-1T_INERANINT STRUCTION 00250 UNEMPLOYMENTC OMPENSATION 0.00 117.10 150.00 60.91 40.61 % 02 1210 ITINERANTINSTRUCTION 00260 WORKERSCOMP 0.00 39.00 50.00 83.55 **********' 1----t----+- -----+-------l--------+------~1---------1- 02 1210 ITINERANT INSTRUCTION 00334 CAR ALLOWANCE-MONTHLY 2,164.67 0.00 0.00 1----+------t 02 1210 ITINERANT INSTRUCTION 00335 INDISTRICTTRAVEL 0. 00 289. 04 21000. 00 0.00 24.45 1.22% l----+---t- 01 1220 RESOURCEROOM 00110 REGULARCERTIFICATED 0.00 1,132,640.52 1,198,000.00 1,259,807.871**********' ------11----f- - 01 1220 RESOURCEROOM 00210 SOCIALSECURITYTAX 0.00 0.00 0.00 0.00 I---+----+ --+-------\u0026lt; 02 1220 RESOURCEROOM 00210 SOCIALSECURITYTAX 0.00 83,872.79 84,500.00 93,258.211**********' 1----+---t- ------+----------1---=---,-\"==-:::---:-::--l---=-=--=-=c-::---=-=--+----=--,:-'-,=-~,--:--f----,--,-----,----,----,I 01 1220 RESOURCEROOM 00240 INSURANCE 0.00 31,759.42 32,000.00 33,753.911**********' 01 1220 RESOURCE ROOM OQ25Q:NEMPLOYMENTCOMPENSATION 0.00 0.00 0.00 -- 0.00 - - 1----+---+- ,__0_2__+2-12 ._R..E0 S_OU RCE ROOM 00250 UNEMPLOYMENTC OMPENSATION 0.00 1,444.11 ___ 1,7 00.00 1,136.99 66.88% ,__0_2_-+--1_2_2_0-+RESOURCE_R_OO_M_ 00260 WORKERS COMP 0.00 716.69 800.00 -1,572.40 !\u0026lt;-*********' 02 1220 RESOURCEROOM 00310 PROFESSIONAL\u0026amp;TECHSERV 0.00 0.00 270.00 0.00 0.00% Page: 33 -- - - -- - - -- 91-92 92-93 93-94 93-94 % of Fun Fnct Fn ct Descr - Object Object Description- Exp-e-n- ses Expenses Budget Expenses Exp/Bud 02 1220 RES OURCE ROOM 00331 PUPIL TRANSPORTATION 0.00 0.00 300.00 0.00 0.00% -- - 02 1220 RES OURCE ROOM 00332 TRAVEL EXPENSES 0.00 0.00 0.00 0.00 -- --t-- - 02 1220 RES OURCE ROOM 00334 CAR ALLOWANCE-MONTHLY 0.00 0.00 0.00 0.00 02 1220 RES OURCE ROOM 00410 SUPPLIES AND MATERIALS 1,649.09 2,175.54 3,180.00 2,440.09 76.73% 02 1230 SPE CIAL CLASS 115 00120 REGULAR NON-CERTIFICATED 7,836.25 5,391.51 0.00 0.00 02 1230 SPE CIAL CLASS 1 15 00211 SS TAX. NON-CERTIFIED 599.90 412.76 0.00 0.00 02 1230 SPE CIAL CLASS 115 00251 UNEMPLOY COMP, NON CERT 82.77 23.78 0.00 0.00 --- 02 1230 SPE CIAL CLASS 1 15 00261 WORKERS COMP, NON-CERT 6.67 4.12 0.00 0.00 01 1240 SPE CIAL CLASS 1 10 00110 REGULAR CERTIFICATED 0.00 640,302.24 676,900.00 434,763.94 64.23% 02 1240 SPE CIAL CLASS 1 10 00120 REGULAR NON-CERTIFICATED 0.00 0.00 12,000.00 12,122.73 **********\" 01 1240 SPE CIAL CLASS 1 10 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 02 1240 SPE CIAL CLASS 1 10 00210 SOCIAL SECURITY TAX 0.00 46,866.20 47,000.00 32,197.26 68.50% 02 1240 SPE CIAL CLASS 1 10 00211 SS TAX, NON-CERTIFIED 0.00 0.00 950.00 927.70 97.65% 01 1240 SPE CIAL CLASS 1 10 00240 INSURANCE 0.00 18,746.86 18,400.00 12,583.04 68.39% 02 1240 SPE CIAL CLASS 1 10 00241 INSURANCE, NON-CERT 0.00 0.00 500.00 1,054.95 **********\"' 01 1240 SPE CIAL CLASS 1 10 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 02 1240 SPE CIAL CLASS 1 10 00250 UNEMPLOYMENT COMPENSATION 0.00 815.20 1,000.00 396.59 39.66% 02 1240 SPE CIAL CLASS 1 10 00251 UNEMPLOY COMP, NON CERT 0.00 0.00 25.00 10.77 43.08% 02 1240 SPE CIAL CLASS 1 10 00260 WORKERS COMP 0.00 399.54 400.00 505.35 l,ti,*********11 02 1240 SPE CIAL CLASS 1 10 00261 WORKERS COMP, NON-CERT 0.00 0.00 25.00 3.90 15.60% 02 1240 SPE CIAL CLASS 1 10 00331 PUPIL TRANSPORTATION 136.29 161.27 510.00 95.29 18.68% 02 1240 SPE CIAL CLASS 1 10 00410 SUPPLIES AND MATERIALS 569.70 751.40 1,420.00 1,006.01 70.85% 02 1240 SPE CIAL CLASS 1 10 00440 PERIODICALS/SUBSCRIPTIONS 0.00 83.87 0.00 0.00 01 1250 SPE CIAL CLASS, 1 6 00110 REGULAR CERTIFICATED 0.00 183,255.96 235,900.00 145,795.82 61.80% 02 1250 SPE CIAL CLASS. 1 6 00120 REGULAR NON-CERTIFICATED 0.00 12,910.56 60,000.00 11,809.81 19.68% 01 1250 SPEC IAL CLASS, 1 6 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 - 0.00 02 1250 SPE CIAL CLASS, 1 6 00210 SOCIAL SECURITY TAX 0.00 13,725.38 14,000.00 11,010.68 78.65% 02 1250 SPE CIAL CLASS, 1 6 00211 SS TAX, NON-CERTIFIED 0.00 987.56 4,700.00 903.44 19.22% -- Page: 34 C 'lfl1Hl' ~@lRZ'TrlHlLI JI'lf'Jl'lLJflR. ZCDXCTOflCU JIBIL,Il~((CC JHl(O)@lL1~ n  n\" n~ ~9),{\\, )''1TIPJ ~~OJ)['J['llJJRZJ~If~il 'yf JFUJWCC'JI'Il@W#CO)J~Jfl\u0026amp;CC'lr Jt?UJ:f'illl)g (ufil!Dfillli'c~l\") )nI1 ~ i_O\n)(.t'\n)f~1trfi~ ~]~ ID)IlDtr ~fi~ct@,-O,D - 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget Expenses Exp/Bud -- - 01 1250 SPECIAL CLASS 1 6 00240 INSURANCE - 0.00 - 4,829.86 5,800.00 3,596.92 62.02% 02 1250 SPECIAL CLASS. 1 6 - 00241 INSURANCE NON-CERT 0.00 463.34 2,500.00 380.20 15.21 % 01 1250 SPECIAL CLASS. 1 6 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 - - -- 02 1250 SPECIAL CLASS. 1 6 00250 UNEMPLOYMENT COMPENSATION 0.00 231.86 275.00 128.95 46.89% 02 1250 SPECIAL CLASS. 1 6 00251 UNEMPLOY COMP. NON CERT 0.00 19.42 90.00 10.79 11.99% - ~ 02 1250 SPECIAL CLASS, 1 6 00260 WORKERS COMP 0.00 113.57 125.00 178.11 **********, - 02 1250 SPECIAL CLASS. 1 6 00261 ~RKERS COMP, NON-CERT 0.00 2.76 90.00 14.77 16.41% 02 1250 SPECIAL CLASS. 1 6 - 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 0.00 0.00 02 1250 SPECIAL CLASS 1 6 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 0.00 02 1250 SPECIAL CLASS, 1 6 00332 TRAVEL EXPENSES 151.11 0.00 0.00 0.00 02 1250 SPECIAL CLASS. 1 6 00333 INSERVICE REGISTRATION 140.00 0.00 0.00 0.00 02 1250 SPECIAL CLASS. 1 6 00410 SUPPLIES ANO MATERIALS 2,753.27 32.00 0.00 0.00 02 1250 SPECIAL CLASS, 1 6 00411 SUPPLIES AND MATERIALS 236.25 0.00 0.00 0.00 02 1250 SPECIAL CLASS, 1 6 00490 OTHER SUPPLIES/MATERIALS 388.00 0.00 0.00 0.00 02 1250 SPECIAL CLASS. 1 6 00540 EQUIPMENT 1,529.74 0.00 0.00 0.00 02 1250 SPECIAL CLASS, 1 6 00630 DUES AND FEES 0.00 0.00 0.00 0.00 02 1260 PRIVATE DAY SCHOOL 00331 PUPIL TRANSPORTATION 0.00 2,212.20 0.00 0.00 02 1271 ACT 591 HANDICAPPED, RES 00370 TUITION 10,024.76 8,629.20 10,000.00 11,066.61 **********' 02 1272 ACT 591 NON-HANDICAPPED 00370 TUITION 18,486.72 17,571.13 15,000.00 30,291.27 fir******** 01 1280 PUBLIC DAY SCHOOL 00110 REGULAR CERTIFICATED 0.00 126,626.49 133,900.00 111,036.62 82.93% 02 1280 PUBLIC DAY SCHOOL 00120 REGULAR NON-CERTIFICATED 0.00 0.00 3,000.00 0.00 0.00% 01 1280 PUBLIC DAY SCHOOL 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 02 1280 PUBLIC DAY SCHOOL 00210 SOCIAL SECURITY TAX 0.00 9,188.60 9,300.00 8,110.55 87.21% 02 1280 PUBLIC DAY SCHOOL 00211 SS TAX, NON-CERTIFIED 0.00 0.00 230.00 ---- 0.00 0.00% 01 1280 PUBLIC DAY SCHOOL 00240 INSURANCE 0.00 4,087.23 4,200.00 3,44-6.25 82.05% 01 1280 PUBLIC DAY SCHOOL 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 ---0.00 02 1280 PUBLIC DAY SCHOOL 00250 UNEMPLOYMENT COMPENSATION 0.00 161.21 200.00 99.94 49.97% 02 1280 PUBLIC DAY SCHOOL 00251 UNEMPLOY COMP, NON CERT 0.00 0.00 10.00 0.00 0.00% - -- Page: 35 C 91-92 -- --- 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget Expenses Exp/Bud I- -f-- - 02 1280 PUBLIC DAY SCHOOL 00260 WORKERS COMP 0.00 79.29 100.00 142.50 **********' f-- - f-- - I- - ,_0 2_ 1280 PUBLIC DAY SCHOOL 00261 WORKERS COMP, NON-CERT 0.00 0.00 10.00 0.00 0.00% I- - 02 1280 PUBLIC DAY SCHOOL 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 0.00 0.00 I- -- 02 1280 -PUBLIC DAY SCHOOL 00331 PUPIL TRANSPORTATION 0.00 15.00 350.00 0.00 0.00% 02 1280 PUBLIC DAY SCHOOL 00332 TRAVEL EXPENSES 0.00 137.97 150.00 190.08 **********'1- 02 -- 1280 PUBLIC DAY SCHOOL 00333 INSERVICE REGISTRATION 0.00 140.00 150.00 185.00 **********1- -- 02 1280 -PUBLIC DAY SCHOOL 00380 FOOD SERVICES 0.00 564.37 600.00 694.71 **********i - 02 1280 PUBLIC DAY SCHOOL 00410 SUPPLIES AND MATERIALS 0.00 2,289.23 2,456.00 1,434.78 58.42% ~ 02 1280 PUBLIC DAY SCHOOL 00411 SUPPLIES AND MATERIALS 0.00 0.00 0.00 0.00 \u0026gt;---- 02 1280 PUBLIC DAY SCHOOL 00440 PERIODICALS/SUBSCRIPTIONS 0.00 23.73 0.00 0.00 02 1280 PUBLIC DAY SCHOOL 00490 OTHER SUPPLIES/MATERIALS 0.00 290.22 425.00 350.06 82.37% 02 1280 00540 0.00 0.00 269.00 270.62 **********,, PUBLIC DAY SCHOOL EQUIPMENT 02 1280 PUBLIC DAY SCHOOL 00630 DUES AND FEES 0.00 0.00 100.00 0.00 0.00% 1-- 02 1280 PUBLIC DAY SCHOOL 00670 INDIRECT COSTS 0.00 0.00 1,200.00 0.00 0.00% 02 1285 BARING CROSS WORK PRO 00120 REGULAR NON-CERTIFICATED 0.00 0.00 11,400.00 11,122.00 97.56% 02 1285 BARING CROSS WORK PRO 00211 SS TAX, NON-CERTIFIED 0.00 0.00 900.00 851.48 94.61% \u0026gt;- 02 1285 BARING CROSS WORK PRO 00251 UNEMPLOY COMP, NON CERT 0.00 0.00 100.00 7.75 7.75% 02 1285 BARING CROSS WORK PRO 00261 WORKERS COMP, NON-CERT 0.00 0.00 25.00 11.10 44.40% 02 1290 EARLY CHILDHOOD, HANDIC 00110 REGULAR CERTIFICATED 56,683.92 98,512.08 150,000.00 133,382.62 88.92% 02 1290 EARLY CHILDHOOD, HANDIC 00210 SOCIAL SECURITY TAX 4,219.15 7,292.73 11,475.00 10,011.57 87.25% 02 1290 EARLY CHILDHOOD, HANDIC 00240 INSURANCE 1,608.00 2,732.94 5,142.00 3,242.64 63.06% -- - 02 1290 EARLY CHILDHOOD, HANDIC 00250 UNEMPLOYMENT COMPENSATION 24.40 124.75 210.00 104.35 49.69% ---- 02 1290 EARLY CHILDHOOD, HANDIC 00260 WORKERS COMP 16.80 48.77 105.00 114.43 **********1 01 1320 DISTRIBUTIVE EDUCATION 00110 REGULAR CERTIFICATED 0.00 78,562.32 83,000.00 77,597.76 93.49% f- 01 1320 -DISTRIBUTIVE EDUCATION 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 - --- 0.00 02 1320 DISTRIBUTIVE EDUCATION 00210 SOCIAL SECURITY TAX 0.00 5,788.66 6,000.00 ,7~8.04 95.80% 01 1320 DISTRIBUTIVE EDUCATION 00240 INSURANCE 0.00 1,962.37 2,000.00 1,547.48 77.37% --- 01 1320 DISTRIBUTIVE EDUCATION 00250 -~U NEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 - Page: 36 Fun 02 02 02 02 02 02 02 02 02 02 02 01 01 02 01 01 02 02 02 02 02 02 02 02 02 02 02 01 ,rnma ~(D)JR\\'ll'HIlLl H'lr'll'll,.,lJ~R {(D)(CIjf~l UJlffi!LIIC(CCJ H((Q)(D')JL n TI,,T I .ef~l~ i~')' k~O)Jl'JrlUJR1l\u0026amp; JB3JY]t'? llJ~CC'lfll(D)~#(Q)lffiJJJECC'lr _ 1GlL[WJID~g-~ fil1TI\u0026amp;md\u0026gt;' @n vQ W)lJl)lrtB.1frfi~~. 1@~I_m\u0026gt;~~IlD11~'w 'ficc@4liD_ Fnct Fnct Descr 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1320 DISTRIBUTIVE EDUCATION 1330 BUSINESS EDUCATION Object 0 00250 u 00260 w 00326 R 00334 C 00335 IN 00341 T 00410 s 00430 L 00440 P bject Description NEMPLOYMENT COMPENSATION ORKERS COMP EPAIRS/MAINT-EOUIP AR ALLOWANCE-MONTHLY DISTRICT TRAVEL - ELEPHONE - UPPLIES ANO MATERIALS IBRARY BOOKS ERIOOICALSISUBSCRIPTIONS --- ---- 00450 A UOIOVISUAL MATERIALS 00540 EO UIPMENT 00110 R EGULAR CERTIFICATED - --+--------t-- 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EDUCATION 1330 BUSINESS EOUCA TION 1330 BUSINESS EDUCATION 1350 TRADE ANO INDUSTRIAL 00210 s OCIAL SECURITY ,AX 00210 s 00240 I 00250 u OCIAL SECURITY TAX NSURANCE - NEMPLOYMENT COMPENSATION 00250 uN EMPLOYMENT COMPENSATION 00260 WO 00326 R RKERS COMP --- EPAIRSIMAINT-EQUIP 00334 C AR ALLOWANCE-MONTHLY 00335 IN DISTRICT TRAVEL 00341 T ELEPHONE 00410 s 00430 L 00440 P UPPLIES ANO MATERIALS IBRARY BOOKS ERIOOICALS/SUBSCRIPTIONS 00450 A UOIOVISUAL MATERIALS 00540 E 00110 R OUIPMENT EGULAR CERTIFICATED - 91-92 92-93 Expenses Expenses 0.00 .... 104.75 0.00 61.43 0.00 0.00 --- f---- 990.00 990.00 0.00 259.33 0.00 0.00 1-- 545.93 607.49 0.00 0.00 -- 0.00 156.66 0.00 0.00 2,711.17 -\u0026gt;-- 2,764.81 0.00 356,120.34 0.00 0.00 0.00 26,192.32 0.00 9,884.72 0.00 0.00 -- 0.00 476.71 0.00 280.92 6,850.99 3,642.76 495.00 495.00 0.00 450.46 0.00 0.00 19,594.50 22,171.87 435.40 0.00 0.00 0.00 46.36 414.78 21,491.60 14,102.63 0.00 252,779.19 Page: 37 - --- 93-94 93-94 Budget Expens~s --- 125.00 64.82 - 75.00 --- 8-9-.50 200.00 0.00 -- - ---- -- 990.00 900.00 0.00 --- 0.00 324.00 0.00 - 1,960.00 425.75 0.00 0.00 ----- 150.00 0.00 0.00 0.00 2,150.00 2,405.71 376,500.00 351,132.76 0.00 0.00 26,600.00 26,110.51 9,800.00 8,509.93 0.00 0.00 600.00 290.88 300.00 403.13 - 3,800.00 2,237.66 . 495.00 450.00 -- 0.00 -- 450.45 324.00 0.00 --- 13,462.00 17,456.10 0.00 0.00 - - --- 50.00 0.00 500.00 ---- 52.70 __J_Q,450. 00 15,548.51 267,400.00 2~2.16_1.22 J % of Exp/Bud -- 51.86% i\n-*********\" 0.00% 90.91% 0.00% 21.72% 0.00% **********' 93.26% 98.16% 86.84% 48.48% l,Tr*********' 58.89% 90.91% 0.00% **********\"' --- 0.00% 10.54% **********\"' 94-.30% ~ -- Fun Fnct 02 1350 01 1350 02 \u0026gt;----- - 1350 I--- - 01 1350 ~- 02 1350 of 1350 02 1350 02 1350 02 1350 -- - -02 1350 02 1350 - 02 1350 -02 1350 02 1350 02 1350 02 1350 02 1350 02 1350 02 1350 01 1352 01 1352 02 1352 01 1352 01 1352 02 1352 02 1352 02 1352 02 1352 1l'Hlll' \\(.()1JP-Z1lLl'J,TllT! 1l'1l'IL,]JRa{ @(Cl~I rllJIB3IL,IICCC CTill@@JL, n w n,, n ~P)~rq~J 1:t\u0026gt;i\u0026lt;IP'Jl:h:t11D)H1t'HYrnJRnZrJJ R::l\\il~J~~c c1rH@~1@mJJracc1r ~'LlJfTIIJJ~g L~ ,1:ltaF)' q((J)TTI~ \u0026lt;D)]1J)r~,irfu1rtfilm~ ~W\u0026gt;~@ IID~~ !!fl~~@/41,D - - 91-92 92-93 93-94 93-94 Fnct Descr - Object Object Description Expenses Expenses Budget Expenses - -- --~ TRADE AND INDUSTRIAL 00110 REGULAR CERTIFICATED 0.00 0.00 0.00 10,449.18 TRADE AND INDUSTRIAL - 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 ~ TRADE AND INDUSTRIAL 00210 SOCIAL SECURITY TAX 0.00 18,822.36 19,000.00 19,641.10 f- TRADE AND INDUSTRIA-L 00240 INSURANCE 0.00 7,124.19 7,100.00 6,235.14 TRADE AND INDUSTRIAL 00240 INSURANCE 0.00 0.00 0.00 210.96 - - - TRADE AND INDUSTRIA-L 00250 UNEMPLOYMENT COM-P-ENSATION - 0.00 0.00 0.00 0.00 TRADE AND INDUS-TRIAL 00250 -UNEMPLOYMENT COMPENSATION -- 0.00 339.15 400.00 216.43 TRADE AND INDUSTRIAL 00260 WORKERS COMP 0.00 203.02 200.00 292.98 - ----- - TRADE AND INDUSTRIAL 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 0.00 0.00 I- - - TRADE AND INDUSTRIAL 00318 RENTAL OF EQUIP \u0026amp; VEHICLE 92.90 0.00 0.00 0.00 - TRADE AND INDUSTRIAL 00326 REPAIRSIMAINT-EQUIP 3,064.05 1,417.22 1,800.00 1,344.88 -- TRADE AND INDUSTRIAL 00332 TRAVEL EXPENSES 540.00 0.00 0.00 0.00 -f- TRADE AND INDUSTRIAL 00341 TELEPHONE --- 0.00 0.00 1,620.00 0.00 TRADE AND INDUSTRIAL 00342 POSTAGE 0.00 0.00 0.00 0.00 -- - TRADE AND INDUSTRIAL 00410 SUPPLIES AND MATERIALS 18,396.23 12,922.43 15,157.00 15,075.31 - TRADE AND INDUSTRIAL 00430 LIBRARY BOOKS 0.00 194.90 0.00 0.00 TRADE AND INDUSTRIAL 00440 PERIODICALS/SUBSCRIPTIONS 0.00 14.77 0.00 0.00 TRADE AND INDUSTRIAL 00450 AUDIOVISUAL MATERIALS 603.49 0.00 200.00 0.00 TRADE AND INDUSTRIAL 00540 EQUIPMENT 7,902.61 43,415.40 16,312.00 16,582.28 PRINCIPLES OF TECHNOLO 00110 REGULAR CERTIFICATED 0.00 61,563.60 65,100.00 60,865.80 PRINCIPLES OF TECHNOLO 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 PRINCIPLES OF TECHNOLO 00210 SOCIAL SECURITY TAX 0.00 4,513.46 4,600.00 4,509.~ PRINCIPLES OF TECHNOLO 00240 INSURANCE 0.00 1,574.34 1,600.00 - 1,161.27 PRINCIPLES OF TECHNOLO 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 -- PRINCIPLES OF TECHNOLO 00250 UNEMPLOYMENT COMPENSATION 0.00 82.06 100.00 50.82 -- PRINCIPLES OF TECHNOLO 00260 WORKERS COMP 0.00 48.08 100.00 70.19 ~ -- - PRINCIPLES OF TECHNOLO 00326 REPAIRSIMAINT-EQUIP 0.00 0.00 100.00 0.00 -- --- PRINCIPLES OF TECHNOLO 00342 POSTAGE 10.90 0.00 0.00 0.00 - - Page: 38 J % of Exp/Bud r,tr*********' 87.82% 54.11% r,tr*********' 74.72% 0.00% 99.46% 0.00% **********., 93.50% 98.04% 72.58% 50.82% 70.19% 0.00% -- [ --- -- Fun Fnct 02 - 1-3-52 02 1352 02 1352 -02 1352 ,0--2- 1352 02 1354 ~ 02 1354 02 1354 02 1354 02 1354 02 1354 o-r--1360 01 1360 02 1360 01 1360 01 1360 \u0026gt;-- 02 1360 02 1360 02 1360 02 1360 02 1360 '-- - 02 1360 02 1360 ~ 1360 02 1360 02 1360 02 1360 -01 - - 1370 1r'JU1JMl$@ JR.{1CH1LHJ I1r'1l'lLJlaR {@CCOJCf'U JIIBILllCCC CHll@@lL n  n  n W\"l1,) %.\u0026gt;Xlf)8',~DJJl1['UHJt\u0026amp;JR3 'l'f JFUJ~CC'ITII@~ff(\\J)JIBJJIBCC'IT JFllJ~D)g ~~Ea1n~ur)\n'1@ n 1,?@ wxe\n)ffil1rtfi@~ ~D9I D)Ib)u: in1ficc1@/41J) Fnct De scr Obje__gO_b j ect Description OF TECHNOLO 00410 SUPP OF TECHNOLO 00430 LIBRA OF TECHNOLO 00440 PERI OF TECHNOLO 0 04 5 0 AUOI PRINCIPLES LIES ANO MATERIALS - PRINCIPLES RY BOOKS PRINCIPLES ODICALS/SUBSCRIPTIONS PRINCIPLES OVISUAL MATERIALS PRINCIPLE S OF TECHNOLO 00540 EQUI PMENT TELEVISION PRODUCTION 00326 REPA N PROOUCTION 00342 POST N PROOUCTION 00410 SUPP N PRODUCTION 00440 PERI N PROOUCTION 00450 AUDI N PRODUCTION 00540 EQU IRS/MAINT-EQUIP TELEVISIO TELEVISIO TELEVISIO TELEVISIO TELEVISIO HOME EC HOME EC HOME EC HOMEEC HOME EC HOME EC HOME EC - HOMEEC HOME EC HOME EC HOME EC HOME EC HOME EC HOME EC HOME EC HOME EC CAREER 0 AGE LIES AND MATERIALS OOICALS/SUBSCRIPTIONS OVISUAL MATERIALS IPMENT 00110 REGU 00210 soc 00210 SOCI LAR CERTIFICATEO IAL SECURITY TAX -- AL SECURITY TAX --+- -- 00240 INSU RANCE 00250 UNEM 00250 UNEM 00260 WOR PLOYMENT COMPENSATION PLOYMENT COMPENSATION KERS COMP 00326 REPA IRS/MAINT-EQUIP 00331 PUPI L TRANSPORTATION 00334 CAR 00341 TELE ALLOWANCE-MONTHLY PHONE 00410 SUPP LIES AND MATERIALS RY BOOKS OOICALS/SUBSCRIPTIONS 00430 LIBRA 00440 PERI 00450 AUDI 00540 EQUI OVISUAL MATERIALS PMENT ---+- RIENTATION 00110 REGU LAR CERTIFICATEO -- 91-92 Expenses 2,361.91 0.00 0.00 0.00 - 30,963.62 0.00 0.00 0.00 0.00 0.00 0.00 - 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1,104.23 0.00 200.00 0.00 8,750.09 0.00 89.25 1,383.86 946.82 0.00 Page: 39 -- - - 92-93 93-94 93-94 Expenses - Budget Expenses 2,700.56 __ 1,200.00 947.46 0.00 0.00 0.00 -- -- 0.00 0.00 0.00 -- --- 104.40 0.00 0.00 -- --- 26,485.15 200.00 0.00 --- -- 0.00 0.00 0.00 -- -- 0.00 0.00 0.00 0.00 0.00 0.00 -- 0.00 0.00 0.00 -- 0.00 0.00 0.00 -- -- 13,957.82 0.00 0.00 278,0~6.20 294,100.00 250,197.92 0.00 0.00 0.00 20,360.89 20,800.00 18,316.56 8,032.83 7,800.00 6,090.55 0.00 0.00 0.00 369.00 450.00 211.35 213.06 250.00 304.76 1,964.25 2,500.00 1,523.34 0.00 0.00 0.00 200.00 200.00 425.00 -- -- 0.00 324.00 0.00 8,705.74 9,274.00 8,720.97 134.90 0.00 0.00 ----- 109.98 250.00 56.00 -- - 400.03 900.00 769.05 ------ 1,937.20 8,550.00 7,425.68 47,372.64 _50,100.00 48,398.68 J % of Exp/Bud 78.96% - - -- 0.-00% 85.07% 88.06% 78.08% 46.97% **********i 60.93% **********i 0.00% 94.04% 22.40% 85.45% 86.85% 96.60% [ -------- -- 'ITJHIIR~ @]R{'IrlliJ lLII'1r'1rlLIEm @ccoc If\u0026gt;llJIIBJLII(CC CIHI@@IL, n  Il C, n 41, fR~IR~Jl'JI'UJ!R{lE, IIBlY' IF'llJ~CC'JI'II@~#@JB3JJIRCC'JI' ~fil1)lta11~D@,r ll ~@ .[P)ll'ffl.ltrfiI~IDC~ID ~N] ])ceilDa ll'Wficcceq@\u0026lt;{l,_D= J - - - 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget Expenses Exp/Bud 01 ~ - -- - 1370 CAREER ORIENTATION 00210 SOCIAL SECURITY TAX - 0.00 0.00 0.00 0.00 02 1370 CAREER ORIENTATIO-N 00210 SOCIAL SECURITY TAX --- -- 0.00 3,583.26 3,650.00 __ 3,515.00 96.30% 01 1370 CAREER ORIENTATION 00240 INSURANCE 0.00 1,076.56 1,200.00 1,096.70 91.39% 01 1370 CAREER ORIENTATION 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 -- 02 1370 CAREER ORIENTATION - 00250 UNEMPLOYMENT COMPENSATION 0.00 62.90 100.00 40.76 40.76% 02 1370 CAREER ORIENTATION 00260 WORKERS COMP 0.00 36.70 50.00 57.91 plr*********\" 02 1370 CAREER ORIENTATION 00326 REPAIRSIMAINT-EQUIP 0.00 0.00 400.00 0.00 0.00% 02 1370 CAREER ORIENTATION 00331 PUPIL TRANSPORTATION 0.00 0.00 0.00 0.00 02 1370 CAREER ORIENTATION 00410 SUPPLIES AND MATERIALS 2,716.69 662.47 1,400.00 _1,653.77 ri'r********11 - - 02 1370 CAREER ORIENTATION 004-30 LIBRARY BOOKS 104.53 0.00 0.00 0.00 02 1370 CAREER ORIENTATION 00440 PERIODICALS/SUBSCRIPTIONS 110.83 110.83 150.00 251.62 plr*********' 02 1370 CAREER ORIENTATION 00450 AUDIOVISUAL MATERIALS 656.46 267.38 550.00 0.00 0.00% 02 1370 CAREER ORIENTATION 00540 EQUIPMENT 0.00 4,507.79 700.00 396.68 56.67% 02 1380 WORKPLACE READINESS 00410 SUPPLIES AND MATERIALS 0.00 0.00 1,050.00 896.52 85.38% -- 02 1380 WORKPLACE READINESS 00430 LIBRARY BOOKS 0.00 0.00 100.00 0.00 0.00% - - 02 1380 WORKPLACE READINESS 00440 PERIODICALS/SUBSCRIPTIONS 0.00 0.00 150.00 0.00 0.00% 02 1380 WORKPLACE READINESS 00450 AUDIOVISUAL MATERIALS 0.00 0.00 500.00 0.00 0.00% 02 1380 WORKPLACE READINESS 00540 EQUIPMENT 0.00 0.00 3,800.00 3,650.25 96.06% 01 1390 SPECIAL NEEDS EDUCATION 00110 REGULAR CERTIFICATED 0.00 353,914.23 374,200.00 316,202.92 84.50% 02 1390 SPECIAL NEEDS EDUCATION 00110 REGULAR CERTIFICATED 0.00 2,760.00 8,500.00 5,112.93 60.15% -- 02 1390 SPECIAL NEEDS EDUCATION 00120 REGULAR NON-CERTIFICATED 0.00 6,731.59 15,000.00 ~.633.19 f,rt-*********\" 01 1390 SPECIAL NEEDS EDUCATION 00210 SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 02 1390 SPECIAL NEEDS EDUCATION 00210 SOCIAL SECURITY\"TAX 0.00 26,600.78 27,180.00 ~.177.95 88.95% 02 1390 SPECIAL NEEDS EDUCATIO~ 00211 SS TAX. NON-CERTIFIED 0.00 515.03 1,300.00 _1,73!-~~ l,Tt-********11 01 1390 SPECIAL NEEDS EDUCATION 00240 INSURANCE 0.00 9,191.39 __ 9,000.00 6,621.45 73.57% 02 1390 SPECIAL NEEDS EDUCATION 00241 INSURANCE. NON-CERT 0.00 214.03 900.00 -8-43.96 93.-77% 01 1390 SPECIAL NEEDS EDUCATION 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 --- 02 1390 SPECIAL NEEDS EDUCATION 00250 UNEMPLOYMENT COMPENSATION 0.00 453.36 560.00 266.93 47.67% -- - - Page: 40 - -Fun 02 - 02 t--02 02 0-2 02 02 02 - 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 Fnct 1390 1390 1390 1390 1390 I- - 1390 --- 1390 1390 1390 1390 1390 1390 1390 1390 1390 1390 1510 1510 1510 1510 1510 1510 1510 1520 1520 1520 1520 1520 1rrno~ l:'-1@lRZ1l'1HLl[t H1l'1rJL,lJRl1\u0026lt;,. CDXClflU~J JIBIL,Il(~G(C llll(Q)(Q)JL,\u0026amp;33 n TI O TT ~,\u0026lt;fl,l ~1~~l~~D)H1rUJlRZlft~J .IBW]l'? UJWC.C1rII@Wff(Q)LffiJJIBCC11\" h'UJWIDg) L~o .tlu1lH )\n~ (0) J11~ ,( 0)]1Jxe,)ft'a\\rtlhm~ @ ~ D~ _]])lfi~r ~ficcceq_~D -- -- 91-92 92-93 93-94 Fnct Descr Object Object Description Expenses Expenses -- Budget SPECIAL NEEDS EDUCATION 00251 UNEMPLOY COMP NON CERT 0.00 47.47 20.00 SPECIAL NEEDS EDUCATION 00260 - WORKERS COMP 0.00 287.82 310.00 SPECIAL NEEDS EDUCATION 00261 WORKERS COMP NON-CERT 0.00 0.00 20.00 ---- SPECIAL NEEDS EDUCATION 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 3,875.00 1,000.00 SPECIAL NEEDS EDUCATION 00326 REPAIRS/MAINT-EQUIP 167.20 196.68 900.00 \u0026gt;--- SPECIAL NEEDS EDUCATION 00331 -PUPIL TRANSPORTATION - 0.00 0.00 1,000.00 SPECIAL NEEDS EDUCATION 00332 TRAVEL EXPENSES 526.53 0.00 0.00 - - -- -- SPECIAL NEEDS EDUCATION 00334 CAR ALLOWANCE-MONTHLY 2,475.00 2,475.00 1,980.00 -- SPECIAL NEEDS EDUCATION 00335 -INDISTRICT TRAVEL 0.00 228.23 500.00 SPECIAL NEEDS EDUCATION 00341 TELEPHONE 0.00 0.00 648.00 SPECIAL NEEDS EDUCATION 00360 PRINTING AND BINDING 0.00 0.00 0.00 SPECIAL NEEDS EDUCATION 00410- SUPPLIES AND MATERIALS 8,104.82 9,166.28 __ 7,883.00 00430- - SPECIAL NEEDS EDUCATION LIBRARY BOOKS 0.00 100.64 200.00 t----- SPECIAL NEEDS EDUCATION 00440 PERIODICALS/SUBSCRIPTIONS 75.60 0.00 0.00 -- SPECIAL NEEDS EDUCATION 00450 AUDIOVISUAL MATERIALS 472.27 0.00 1,000.00 SPECIAL NEEDS EDUCATION 00540 EQUIPMENT 1,519.02 17,605.73 7,480.00 BASIC SKILLS 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 600.00 BASIC SKILLS 00331 PUPIL TRANSPORTATION 0.00 0.00 500.00 BASIC SKILLS 00332 TRAVEL EXPENSES 0.00 0.00 0.00 BASIC SKILLS 00380 FOOD SERVICES 0.00 0.00 1,000.00 BASIC SKILLS 00390 OTHER PURCHASED SERVICES 0.00 0.00 500.00 BASIC SKILLS 00410 SUPPLIES AND MATERIALS 0.00 0.00 2,660.00 BASIC SKILLS 00670 INDIRECT COSTS 0.00 0.00 430.00 DROPOUT PREVENTION 00110 REGULAR CERTIFICATED 11,593.20 11,732.78 12,500.00 - DROPOUT PREVENTION 00210 SOCIAL SECURITY TAX 886.75 897.54 950.00 ---- 93-94 Expenses 17.56 387.53 -- 19.83 0.00 - 115.00 0.00 0.00 1,350.00 557.15 0.00 0.00 4,353.14 244.57 0.00 0.00 4,853.74 54.07 0.00 242.25 35.69 37.50 856.53 0.00 10,71 ~J_!!_ 819.37 -- DROPOUT PREVENTION 00211 SS TAX. NON-CERTIFIED 0.00 0.00 0.00 0.00 -- DROPOUT PREVENTION 00250 UNEMPLOYMENT COMPENSATION 0.00 11.71 25.00 9.77 DROPOUT PREVENTION 00260 WORKERS COMP 3.27 7.22 25.00 13.44 -- --- Page: L+l % of Exp/Bud 87.80% ~*********., 99.15% 0.00% 12.78% 0.00% 68.18% r\"***..,..*****., I- 0.00% 55.22% ~*********., 0.00% 64.89% 9.01% 0.00% 3.57% 7.50% 32.20% 0.00% 85.71% 86.25% 39.08% 53.76% [_ - - -Fun- - Fnct \u0026gt;0-2- 1520 t--- 02 1520 t--- 02 1520 \u0026gt;----- 02 1522 02 ~ 02 1522 02 1522 02 - -- 1522 02 1522 11'lH1JB'.,@, JRZ1l'HlHL il1\" l1'JLI!$lP l@CC~J Pl iJlB311llCC(C JH!@(O)Jl, n~ 9\u0026gt;nW n~ wf \\, lli\\~P'H.%~110)Jl1[\"UJ)RlIBZWJ~ JF UJJNYCC'ITll@W#@Il]JlfaCC'IT lFU!f:~m)g \"2l\u0026amp;.1TTf.11Hc'~'m I1?n ( (})liJ)C\u0026gt;-~H'6i111'f@i1m~~ lID~ Il~ @J.FJ'TICCtl@,{_l, n - -- - 91-92 92-93 93-94 93-94 Fnct Descr Object Object Description Expenses Expenses Budget ~enses r- - - - DROPOUT PREVENTIO-N 0033--1 PUPIL TRANSPORTATION 3,244.58 6,321.91 5,604.00 -- 0.00 DROPOUT PREVENTION - 0033- 2 TRAVEL EXPENSES 149.20 -- 0.00 0.00 0.00 DROPOUT PREVENTION 00410 SUPPLIES AND MATERIALS 1,114.62 960.65 1,500.00 759.55 f-- - -- ------ TRANSITION PROGRAM 0011-0 -REGULAR CERTIFICATED 0.00 0.00 7,920.00 7,712.:QQ_ TRANSITION PROGR-AM 00150 STIPENDS-WORKSHOPS 0.00 7,524.00 0.00 0.00 TRANSITION PROGRAM 00210 SOCIAL SECURITY TAX 0.00 0.00 580.00 589.81 -- -- TRANSITION PROGRAM 00211 SS TAX. NON-CERTIFIED 0.00 575.63 0.00 0.00 -- TRANSITION PROGRA-M 00331 PUPIL TRANSPORTATION 0.00 1,872.40 1,400.00 0.00 ---\u0026gt;- TRANSITION PROGRAM - 004-1-0 SUPPLIES AND MATERIAL--S 0.00 1,643.20 2,850.00 1,940.73 02 1522 TRANSITION PROGRAM 00411 SUPPLIES AND MATERIALS 0.00 183.14 900.00 0.00 ~ - 02 1525 ALTERNATIVE SCHOOL 00110 REGULAR CERTIFICATED 24,596.16 25,390.08 33,500.00 20,908.06 02 -f-- 1525 ALTERNATIVE SCHOOL 00120 -REGULAR NON-CERTIFICATED 89,037.56 101,334.48 72,000.00 86,234.01 02 1525 ALTERNATIVE SCHOOL 00150 STIPENDS-WORKSHOPS 0.00 0.00 2,000.00 0.00 02 - - - 1525 ALTERNATIVE SCHOOL 00155 STIPENDS-OTHER - 0.00 0.00 0.00 150.00 02 1525 ALTERNATIVE SCHOOL 00156 STIPENDS-OTHER NON-CERT 0.00 0.00 0.00 0.00 -- 02 1525 ALTERNATIVE SCHOOL 00210 SOCIAL SECURITY TAX 1,881.60 1,942.31 3,033.00 1,587.22 02 1525 ALTERNATIVE SCHOOL 00211 SS TAX. NON-CERTIFIED 6,811.41 7,329.94 5,550.00 6,463.20 02 1525 ALTERNATIVE SCHOOL 00212 SS TAX. STIPENDS 0.00 0.00 68.00 0.00 02 1525 ALTERNATIVE SCHOOL 00214 SS TAX STIPENDS-OTHER 0.00 0.00 0.00 11.47 02 1525 ALTERNATIVE SCHOOL 00221 TEACH RETIRE, NON CERT 0.00 0.00 0.00 0.00 02 1525 ALTERNATIVE SCHOOL 00231 PUBLIC EMPLOYEES RET SYST 0.00 361.94 400.00 78.18 -- 02 1525 ALTERNATIVE SCHOOL 00240 INSURANCE 677.36 475.00 850.00 - 843.96 02 1525 ALTERNATIVE SCHOOL 00241 INSURANCE, NON-CERT 6,387.92 7,612.23 3,540.00 6,131.29 02 1525 ALTERNATIVE SCHOOL 00250 UNEMPLOYMENT COMPENSATION 12.20 31.97 45.00 22.78 00251 - -- 02 1525 ALTERNATIVE SCHOOL UNEMPLOY COMP, NON CERT 94.69 175.08 100.00 77.53 - 02 1525 ALTERNATIVE SCHOOL 00260 WORKERS COMP 6.11 16.11 45.00 23.91 02 1525 ALTERNATIVE SCHOOL- 00261 WORKERS COMP, NON-CERT 22.76 68.25 100.00 113.60 02 1525 ALTERNATIVE SCHOOL 00310 PROFESSIONAL \u0026amp; TECH SERV 43,368.57 61,395.24 56,100.00 _89,356.00 J % of Exp/Bud 0.00% 50.64% 97.35% **********,I - 0.00% 68.10% 0.00% 62.41 % **********,! 0.00% 52.33% **********\" 0.00% 19.55% 99.29% hrt-********,i 50.62% 77.53% 53.13% 11r*********, l1r*********1 Fun 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 Fnct 1525 1525 1525 1525 1525 1525 1525 1525 1525 1525 1525 1525 1525 1525 1550 1550 1550 1550 1550 1550 1550 1550 1550 1550 1550 1l'lllllE ~@m1t'JH[ lL,J1'rr1l'lL.JlR~ Z@CCJJtf 1IJlB31LllC~C CHll@@JL-,~ n( 9)n  n ,11,) l?.1\"\u0026lt;:iP'l~~IT\u0026gt;Jl1r'llJlRrnZn)r~ U1 llJ~CC'1ril@BJ#@TB~JlTRCC'1r IF\\,Q'f::Jll))g (~ ulTTfilll[)r ~ @n 1~, (i)J[P)(f)lffillftfilffi\nS~ @~ D9I JD~IID~~lN 'ficgq@ 41D, = - Fnct Descr Object Ob ject Description ALTERNATIVE SCHOOL 00326 REPA IRS/MAINT-EQUIP ALTERNATIVE SCHOOL 00331 PUPI L TRANSPORTATION ALTERNATIVE SCHOOL 00332 TRAV EL EXPENSES ALTERNATIVE SCHOOL 00333 INSE RVICE REGISTRATION ALTERNATIVE SCHOOL 00334 CAR ALLOWANCE-MONTHLY - ALTERNATIVE SCHOOL 00335 INOIS TRICT TRAVEL ALTERNATIVE SCHOOL 00342 POST AGE ---+ - ALTERNATIVE SCHOOL 00380 FOO D SERVICES ALTERNATIVE SCHOOL 00410 SUPP LIES ANO MATERIALS -- ALTERNATIVE SCHOOL 00420 TEXT BOOKS -- ALTERNATIVE SCHOOL 00430 LIBRA RY BOOKS -- ALTERNATIVE SCHOOL 00440 PERI OOICALS/SUBSCRIPTIONS ALTERNATIVE SCHOOL 00540 EOU IPMENT ALTERNATIVE SCHOOL 00541 FURN ITURE ---+ EARLY CHILOHOOD EDUC 00110 REG EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC -- - EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC EARLY CHILDHOOD EDUC ULAR CERTIFICATED 00120 REG ULAR NON-CERTIFICATED -- 00125 NON -CERTIFIED AOMIN 00150 STIP ENDS-WORKSHOPS 00151 STIPE NOS NON-CERTIFIED 00210 SOCI AL SECURITY TAX 00211 SSTAX . NON-CERTIFIED 00212 SSTAX STIPENDS 00221 TEAC H RETIRE. NON CERT 00241 INSU RANCE. NON-CERT 00251 UNEM PLOY COMP, NON CERT 91-92 Expenses 514.84 230.81 67.20 100.00 -- 0.00 - ---- 0.00 - - 0.00 - 0.00 12,211.35 0.00 86.87 I- 270.64 I- 5,145.76 0.00 -- \u0026gt;- 0.00 ~ 42,894.15 15,257.76 0.00 0.00 0.00 4,448.56 0.00 0.00 3,094.08 111.87 - -- - - - 92-93 93-94 93-94 - Expense~ Budget Expenses -----\u0026lt;-- -- - 986.43 1,000.00 295.82 229.95 3,000.00 495.48 -- 0.00 3,460.00 0.00 20.00 100.00 1,650.00 0.00 0.00 180.00 -- 67.20 0.00 151.20 - 0.00 0.00 -- 29.00 315.35 0.00 0.00 -- 6,096.78 ~.800.00 11,919.28 4,495.27 5,500.00 8,914.19 0.00 2,500.00 2,957.54 0.00 250.00 339.00 -- 2,420.33 14,000.00 6,540.09 2,810.25 0.00 0.00 399.00 300.00 300.00 75,861.61 62,896.00 62,707.98 0.00 0.00 0.00 0.00 0.00 60.00 -- 0.00 0.00 0.00 -- 30.50 25.00 22.95 5,433.70 5,826.00 4,547.J_Q 0.00 0.00 - 4.59 0.00 2,105.00 0.00 3,037.00 2,950.00 1,096.60 145.08 145.00 49.81 ---l--------+- -- 1550 EARLY CHILDHOOD EDUC 00261 WOR KERS COMP, NON-CERT 21.31 39.05 145.00 73.96 - --- 1550 EARLY CHILDHOOD EDUC 00310 PROF ESSIONAL \u0026amp; TECH SERV 550.00 1,450.00 8,425.00 ___1,086.40 1550 EARLY CHILDHOOD EDUC 00331 PUPI L TRANSPORTATION 56.67 972.53 1,300.00 127.47 - - J % of Exp/Bud 29.58% 16.52% 0.00% f,rt-*********~ -- 70.95% f,rt-*********l lit*********' f,rt-*********' 46.71% -- ri\"*********' 99.70% 91.80% 78.05% -- 0.00% 37.17% 34.35% - 51.01 % 48.50% 9.81% -- - -- T -- 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr -- Object Object Description Expenses Expenses Budget Expenses Exp/Bud 02 1550 EARLY CHILDHOOD EDUC 00332 TRAVEL EXPENSES 970.08 911.94 1,000.00 1,078.01 r,\\\"*********' - - f- 02 1550 EARLY CHILDHOOD EDUC 00333 INSERVICE REGISTRATION 475.00 255.00 500.00 170.50 34.10% f--- -- 02 1550 EARLY CHILDHOOD EDUC 00334 CAR ALLOWANCE-MONTHLY 398.48 330.00 440.00 2,801.06 ~*********' f-- --- ~ 02 1550 EARLY CHILDHOOD EDUC 00335 INDISTRICT TRAVEL 0.00 1,007.37 500.00 350.00 70.00% -02 1550 EARLY CHILDHOOD EDUC 00342 POSTAGE - 13.60 0.00 0.00 0.00 02 1550 EARLY CHILDHOOD EDUC 00360 PRINTING AND BINDING - 0.00 0.00 1,100.00 0.00 0.00% 02 1550 EARLY CHILDHOOD EDUC 00380 FOOD SERVICES 0.00 36.55 200.00 191.68 95.84% f- -t- -02 1550 EARLY CHILDHOOD EDUC 00390 OTHER PURCHASED SERVICES -- 0.00 0.00 -- -0.00 0.00 02 1550 EARLY CHILDHOOD EDUC 00398 STAFF DEVELOPMENT 750.00 0.00 0.00 0.00 -- -02 1550 EARLY CHILDHOOD EDUC 00410 SUPPLIES AND MATERIALS 25,415.61 34,866.57 21,325.00 14,808.97 69.44% 02 1550 EARLY CHILDHOOD EDUC 00411 I- 1-- SUPPLIES AND MATERIALS 0.00 0.00 2,000.00 1,834.28 91.71 % 02 1550 EARLY CHILDHOOD EDUC 00490 OTHER SUPPLIES/MATERIALS 0.00 0.00 1,100.00 0.00 0.00% -02 1550 EARLY CHILDHOOD EDUC 00540 EQUIPMENT 2,592.37 0.00 500.00 0.00 0.00% 02 1550 EARLY CHILDHOOD EDUC 00630 DUES AND FEES 0.00 122.75 0.00 0.00 02 1550 EARLY CHILDHOOD EDUC 00670 INDIRECT COSTS 0.00 0.00 5,072.00 0.00 0.00% 02 1560 READING 00110 REGULAR CERTIFICATED 0.00 0.00 58,500.00 49,306.96 84.29% - 02 1560 READING 00210 SOCIAL SECURITY TAX 0.00 0.00 4,500.00 3,675.06 81.67% 02 1560 READING 00240 INSURANCE 0.00 0.00 1,700.00 1,406.43 82.73% 02 1560 READING 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 50.00 28.86 57.72% 02 1560 READING 00260 WORKERS COMP 0.00 0.00 50.00 22.93 45.86% 02 1560 READING 00332 TRAVEL EXPENSES 0.00 0.00 0.00 241.89 02 1560 READING 00410 SUPPLIES AND MATERIALS 0.00 0.00 4,000.00 3,837.51 95.94% 02 1565  00110 REGULAR CERTIFICATED 2,650.50 0.00 0.00 0.00 -- 02 1565  00210 SOCIAL SECURITY TAX 202.76 0.00 0.00 0.00 -- -- 02 1565  00220 TEACHER RETIREMENT 318.06 0.00 0.00 0.00 02 -- -- 1575  00110 REGULAR CERTIFICATED 4,417.50 0.00 0.00 0.00 -- ---- 02 1575  00210 SOCIAL SECURITY TAX 337.94 0.00 0.00 0.00 02 1575  00220 TEACHER RETIREMENT 530.10 0.00 0.00 0.00 - Page: 44 L 1r'JH[ll1H, @JRtll nrrIL JI'TI'1C'lL..lJJR \"{_@(CjT~M 1JJB3ILI1\u0026lt;C(C Jlll(O)@)L, n w~ n LnJ ~,wI\\ . 1~1\"(JfJf1ixmQ)H1CUJ1IRmZwJ J~t? UJWCC'TI'II@:N'#@I:IBJrIBccir JFtp':RTIQg) ~rnn~ur)(r( (Q)Jl~ @n J)(t'\n)f~\\lllll!il~ (((Q)Jil).LlD)Il11 NllC.C~@~ JI 93-94 % of - 91-92 - - 92-93 93-94 Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget Expenses Exp/Bud 02 1590 ~THERCOMPEO -00120 REGULARNON-CERTIFICATEO 93,441.84 - 95,820.14 1O0,000.0Q- 82,838.70 82.84% 02 1590 OTHERCOMPEO 00211 SSTAX. NON-CERTIFIEO 7,147.36 _ 7,329.56 __ 8~1_O_O_O_.o_o_ 6,337.23 79.22% Q2 1590 OTHER COMPED 00241- INSURANCE NON-CERT 9,156.65 5,665.85 12,000.00 4,134.51 34.45% --- --- 02 1590 OTHERCOMPED 00251 UNEMPLOYCOMP NONCERT 150.88 199.62 200.00 74.82 37.41% - ------ ---- -------i 02 1590 OTHERCOMPED 00261 WORKERSCOMP,NON-CERT 23.15 61.33 100.00 107.94 **********' 02 159{) OTHERCOMPED-_ 00310 PROFESSIONAL\u0026amp;TECHSERV _ 60,045_35- __ 3_8_,0___03___ 32- +----3,040.00 __ 260.00 8.55% 02 1590 OTHERCOMPED __ 00326 REPAIRS/MAINT-EQUIP __ 0.00 ____ 0_.0_0_-+_ 3,000.00 0.00 0.00% 02 1590 OTHER COMPED 00331 PUPIL TRANSPORTATION 42.24 0.00 0.00 0.00 02 1590 OTHERCOMPED 00335 INDISTRICTTRA-VE_L_ -- --- 0.00 361.28 ----30_0 __0__ 0_ -- -0-.0-0-+--0-.-0-0_/c__,o t-0-2-1--15_9_0_,0THERCOMPED - 00390- OTHER PURCHASED SERVICES - 0.00 0.00 52,480.00 +-----2-1-,-5-5-2.684 1.07% t-0-2-+--159Q~THERCOMPED - 0041{) ~UPPLIESANDMATERIALS 218,223.68 4,863.32 8,000.00 6,944.73 86.81% 02 1590 OTHER COMPED 00540 EQUIPMENT _ ~.800.97 !-----~O_.O_O-+- ______ O_.o_o-+- _____ o_.o___o__ , -l w02 - 1591 COMPEDPARENT/HOMEW0OO12O REGULARNONCERTIFICATED 77,470.53 76,315.76 75,000.00 66,321.84 88.43% 159T ~p ED PARENTIHOMEW000211 SS TAX. NON-CERTIFIED -t----5~,-9_0_6_.3 -9-+----5-',-5_7_91-_5.- +---5-',-7-0-0-0.- 0-+ 4,882 fl 8 5.6 6% 02 1591 7oMPEDPARENTIHOMEWO 00241 INSURANCE.NON-CERT - --6-'-,3-6__7_7 __ 4-+----4-'-,o-5___13__ 2-+ 4,000.00 3,691.97 92.30% f-0-2-+-1_5_9_1 ~MP ED PARENTIHOMEwo00251 UNEMPL0Y COMP, NON CERT +- 150. 88 ~-1-8_0_.4_1-+----~-1-7-5-. 0-0-+------'--7-7-. 3-7-l 44. 21 % 02 1591 COMP ED PARENTIHOMEWO 00261 WORKERS COMP, NON-CERT 59.51 51.00 75.00 84.70 **********' f---+----,--t- ---,-,---,----+---,------t--------l 02 1591 COMPEDPARENT/HOMEW00O331 PUPILTRANSPORTATION 19,398.53 22,017.72 13,750.00 0.00 0.00% 02 1591 COMPEDPARENTIHOMEW00O334 CARALLOWANCE-MONTHLY 0.00 0.00 0.00 0.00 02 1591 COMP ED PARENT/HOMEWO 00335 INDIS-TR-ICTTRAVEL O.0 0 180. 08 _____ o_ _o__ o-+------0-.-0-0 02 1591 COMPEDPARENT/HOMEW0OO41O SUPPLIESANDMATERIALS 8,702.79 7,377.09 3,000.00 1,436.18 ----1 47.87% Q2 1591 COMPEDPARENT/HOMEWoOO44O PERIODICALS/SUBSCRIPTIONS 0.00 93.90 0.00 0.00 f----1---l 02 1591 COMP ED PARENTIHOMEWO 00450 AUDIOVISUAL MATERIALS 4.12 0.00 0.00 0.00 02 1591 COMPEOPARENT/HOMEWO QQ54Q-~QUIPMENT 207.84 Q.QQ Q.QQ -- Q.QQ f--+----r - - --- 02 1592 COMPEDELEEXTENDDAY 00120 REGULARNON-CERTIFICATED 19,674.81 23,348.66 0.00 464.42 02 1592 COMPEDELEEXTENDDAY 00211 ~STAX.NON-CERTIFIED 1,506.37 1,787.17 -- 0.00 35.51 02 1592 COMPEDELEEXTENDDAY OO251--\n-NEMPLOYCOMP.NONCERT 0.00 23.72 -- 0.00 0.00 02 1592 COMPEDELEEXTENDDAY OO261-~RKERSCOMP.NON-CERT 12.46 13.63 0.00 0.00 ~-~-~ ----- Page: 45 [ ~ -- - -- - - 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description Expenses Expenses Budget ~xpenses Exp/Bud 02 - 1592 COMP ED ELE EXTENO DAY 00331 PUPIL TRANSPORTATION 194.62 99.46 0.00 0.00 02 1592 COMP ED ELE EXTEND DAY 00410 SUPPLIES AND MATERIALS 3,297.14 4,684.54 0.00 0.00 02 -- - 1593 COMP ED TURNING POINT 00110 REGULAR CERTIFICATED ~6,186.00 36,186.00 38,000.00 32,188.18 84.71% 02 1593 COMP ED TURNING POINT 00210 SOCIAL SECURITY TAX 2,688.26 2,726.15 2,900.00 2,449.51 84.47% 02 1593 COMP ED TURNING POINT 00240 INSURANCE 1,009.35 863.86 850.00 703.30 82.74% 02 1593 COMP ED TURNING POINT 00250 UNEMPLOYMENT COMPENSATION 12.20 42.80 50.00 29.46 58.92% - 02 1593 COMP ED TURNING POINT 00260 WORKERS COMP 24.92 23.70 50.00 40.71 81.42% - . - - 02 1593 COMP ED TURNING POINT 00331 PUPIL TRANSPORTATION - 2,642.47 2,044.00 2,000.00 -- 0.00 0.00% 02 1593 -COMP ED TURNING POINT 00332 TRAVEL EXPENSES -- - 133.52 '-- 0.00 0.00 -- o.oo 02 1593 COMP ED TURNING POINT 00335 INDISTRICT TRAVEL 0.00 133.52 0.00 0.00 02 1593 COMP ED TURNING POINT 00410 SUPPLIES AND MATERIALS 712.05 806.06 500.00 440.97 88.19% 02 - -- - 1594 COMP ED PALS LAB 00110 REGULAR CERTIFICATED 47,779.27 52,009.46 21,000.00 9,817.68 46.75% 02 1594 COMP ED PALS LAB 00210 SOCIAL SECURITY TAX 3,655.10 3,617.04 1,600.00 732.76 45.80% 02 - 1594 COMP ED PALS LAB 00240 INSURANCE 1,688.08 1,717.09 850.00 351.80 41.39% 02 1594 COMP ED PALS LAB 00250 UNEMPLOYMENT COMPENSATION 24.40 65.74 25.00 10.52 42.08% f-0-- 2 1594 f-- -- **********\" COMP ED PALS LAB 00260 WORKERS COMP 33.31 29.63 25.00 48.98 02 1594 COMP ED PALS LAB 00326 REPAIRSIMAINT-EQUIP 0.00 0.00 400.00 0.00 0.00% 02 1594 COMP ED PALS LAB 00410 SUPPLIES AND MATERIALS 0.00 73.32 400.00 0.00 0.00% -- 02 1594 COMP ED PALS LAB 00411 SUPPLIES AND MATERIALS 0.00 0.00 0.00 0.00 - -- -- 02 1594 COMP ED PALS LAB 00540 -EQUIPMENT 0.00 782.81 0.00 0.00 01 1910 GIFTED AND TALENTED 00110 REGULAR CERTIFICATED 0.00 349,719.41 370,200.00 318,466.78 86.03% 02 1910 GIFTED AND TALENTED 00110 REGULAR CERTIFICATED 0.00 0.00 0.00 0.00 -- 01 1910 GIFTED AND TALENTED 00115 CERTIFIED ADMIN  45,411.36 44,610.96 47,200.00 0.00 0.00% -- 02 1910 GIFTED AND TALENTED 00115 CERTIFIED ADMIN 0.00 0.00 0.00 0.00 - 02 1910 GIFTED AND TALENTED 00120 REGULAR NON-CERTIFICATED 0.00 13,628.88 16,000.00 - 0.00 0.00% 02 1910 GIFTED AND TALENTED 00130 SUBSTITUTE TEACHERS 0.00 0.00 2,000.00 0.00 0.00% - - 02 1910 GIFTED AND TALENTED 00150 STIPENDS-WORKSHOPS 2,862.00 2,289.00 3,000.00 0.00 0.00% - - - --- 02 1910 GIFTED AND TALENTED __0_0 155 ._S_T IPENDS-OTHER 0.00 0.00 0.00 560.00 - [ 1['JH1IRX -1CO)lRZ\"JJLrH,Jlll1 l\"1f'1Ll.RJa.Z @CClfP1~U JIB31LlK~CIT IJBICOXO)JL,~ n W n  n WW,11ll l,i\"\u0026lt;JlP~ I1}l))l['Jr'UJIRU~~ l IBYr JF11H~CC1rll(Q)~(Q)IIBJIYE.CC1r n~'UJkillDg ~() llta.ll[))(''( @n r~, J1W\nH'~ttfi@~ @~ D~ _ill)~IIDa\u0026amp;_ 3~fi~__l@D4=1 - - --- -- 91-92 92-93 93-94 93-94 % of Fun Fnct Fnct Descr Object Object Description I Expenses Expenses Budget ~penses Exp/Bud -- - 01 1910 GIFTED AND TALENTED - 00210- SOCIAL SECURITY TAX 0.00 0.00 0.00 0.00 02 1910 GIFTED AND TALENTED 00210- SOCIAL SECURITY TAX 0.00 28,868.47 29,150.00 ~422.98 80.35% 02 1910 GIFTED AND TALENTED - 00211 SS TAX. NON-CERTIFIED 218.93 1,153.53 1,500.00 -0.00 0.00% 02 1910 GIFTED AND TALENTED 00212 SS TAX. STIPENDS 0.00 0.00 350.00 0.00 0.00% e-- - - -- 02 1910 GIFTED AND TALENTED 00214 SS TAX STIPENDS-OTHER 0.00 0.00 0.00 42.85 --- -- f- 01 1910 GIFTED AND TALENTED 00240 INSURANCE 0.00 11,022.83 10,900.00 8,439.40 77.43% f-0-- 2 1910 - -- -- 0.00- - GIFTED AND TALENTED - 00241 -INSURANCE NON-CERT 0.00 907.90 900.00 0.00% 01 1910 GIFTED AND TALENTED 00250 UNEMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 -- 02 1910 GIFTED AND TALENTED 00250 UNEMPLOYMENT COMPENSATION 0.00 502.75 600.00 291.61 48.60% -- 02 1910 GIFTED AND TALENTED 00251 UNEMPLOY COMP. NON CERT 0.00 20.68 25.00 0.00 0.00% - ~- - -- 02 1910 GIFTED AND TALENTED 00260 WORKERS COMP 0.00 250.83 250.00 400.21 ~*********11 1910- - 00261 -- 02 GIFTED AND TALENTED WORKERS COMP. NON-CERT 0.00 10.14 25.00 0.00 0.00% 02 1910 --- GIFTED AND TALENTED 00310 PROFESSIONAL \u0026amp; TECH SERV 3,010.00 3,470.00 3,500.00 455.00 13.00% - 02 1910 GIFTED AND TALENTED 00331 PUPIL TRANSPORTATION 1,410.84 2,804.34 2,500.00 917.81 36.71% 02 1910 GIFTED AND TALENTED 00332 TRAVEL EXPENSES 456.31 0.00 400.00 0.00 0.00% I- - 02 1910 GIFTED AND TALENTED 00333 INSERVICE REGISTRATION - 1,502.50 2,175.00 2,200.00 2,120.00 96.36% 02 1910 GIFTED AND TALENTED 00334 CAR ALLOWANCE-MONT-HLY 495.00 495.00 495.00 450.00 90.91% 02 1910 GIFTED AND TALENTED 00335 IND/STRICT TRAVEL 0.00 564.55 700.00 225.41 32.20% 02 1910 GIFTED AND TALENTED 00341 TELEPHONE 0.00 0.00 500.00 30.90 6.18% 02 1910 GIFTED AND TALENTED 00342 POSTAGE 127.53 239.71 300.00 255.24 85.08% 02 1910 GIFTED AND TALENTED 00410 SUPPLIES AND MATERIALS 14,105.36 9,765.87 10,280.00 12,615.80 \"\"*********, - 02 1910 GIFTED AND TALENTED 00411 SUPPLIES AND MATERIALS 0.00 0.00 200.00 198.14 99.07% 02 1910 GIFTED AND TALENTED 00440 PERIODICALS/SUBSCRIPTIONS 430.93 586.92 600.00 391.98 65.33% -- 02 1910 GIFTED AND TALENTED 00450 AUDIOVISUAL MATERIALS 0.00 0.00 0.00 0.00 -- ---- 02 1910 GIFTED AND TALENTED 00630 DUES AND FEES 3,070.00 25.00 25.00 25.00 lir*********l -- 01 1911 GIT PROJECT PROMISE 00110 REGULAR CERTIFICATED 0.00 10,040.08 0.00 0.00 -- 02 1911 GIT PROJECT PROMISE 00110 REGULAR CERTIFICATED 0.00 0.00 6,000.00 0.00 0.00% -- -- 02 1911 GIT PROJECT PROMISE 00120 REGULAR NON-CERTIFICATED 0.00 930.00 0.00 _6,975.00 - - Page: 47 L -- Fun Fnct -- 02 1911 - -- 02 1911 - -\u0026gt;---- 01 1911 02 1911 -02 - - 1911 -01 1911 02 1911 02 1911- 02 1911 02 1911 02 1911 02 1911 1l'JH[l~ ~@lRZ'1(H J! JL11'1['1rll--1mllt @ccoc ff'L(J)filJLIICC~ (C]l![@(D)JL,~ n  n \"n W f\\, )~1\"()P'l~A~O)l['1('UYJRlI\\BH'Wi~ W' 'l(J~CC1rn@~ff@IIBJJ1\u0026amp;ca1r JFUJf:ID)g ( fillll uU[)\n' @n }JO @n\u0026gt;)~lffa1rtfillil~ @ ~ llL_ill)Ib)(t ITWficc(Q ),(lD, - - - 91-92 92-93 93-94 - 93-94 Fnct Descr - Object Object Description Expenses Expenses -- Budg~ Expenses GIT PROJECT PROMISE 00150 STIPENDS-WORKSHOPS 0.00 272.00 0.00 0.00 -- - GIT PROJECT PROMISE 00155 STIPENDS-OTHER 0.00 0.00 0.00 0.00 -- --- GIT PROJECT PROMISE 00210 SOCIAL SECURITY TAX - -- 0.00 - 0.00 0.00 - 0.00 GIT PROJECT PROMISE 00210 SOCIAL SECURITY TAX 0.00 761.26 0.00 0.00 - GIT PROJECT PROMISE 00211 SS TAX. NON CERTIFIED 0.00 90.48 460.00 533.65 1-- - GIT PROJECT PROMISE 00250 rU-N-EMPLOYMENT COMPENSATION 0.00 0.00 0.00 0.00 GIT PROJECT PROMISE 00250 UNEMPLOYMENT COMPENSATION 0.00 16.06 0.00 0.00 -- GIT PROJECT PROMISE 00251 UNEMPLOY COMP, NON C~RT 0.00 1.77 20.00 8.97 -- GIT PROJECT PROMISE 00260 WORKERS COMP 0.00 6.37 0.00 0.00 GIT PROJECT PROMISE 00261 WORKERS COMP, NON-CERT 0.00 0.60 20.00 4.47 --- -GIT PROJECT PROMISE 00310 PROFESSIONAL \u0026amp; TECH SERV 0.00 0.00 0.00 0.00 GIT PROJECT PROMISE 00331 PUPIL TRANSPORTATION 0.00 0.00 1,000.00 0.00 -f- 02 1911 GIT PROJECT PROMISE 00335 INDISTRICT TRAVEL 0.00 0.00 500.00 0.00 f- \u0026gt;---- - 02 1911 GIT PROJECT PROMISE 00342 POSTAGE 18.56 16.82 0.00 0.00 ~ 02 1911 GIT PROJECT PROMISE 00410 SUPPLIES AND MATERIALS 39.29 329.27 3,000.00 0.00\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_879","title":"Budget: ''North Little Rock School District Budget,'' condensed version","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":["1994/1995"],"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","North Little Rock School District","Education--Arkansas","Education--Finance","Education--Evaluation","Educational statistics","School buildings","School employees","School facilities"],"dcterms_title":["Budget: ''North Little Rock School District Budget,'' condensed version"],"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/879"],"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":["79 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNORTH LITTLE ROCK SCHOOL DISTRICT BUDGET 1994-95 REVENUE 'f ~ cl~,u,J /1 cn1 ccwf O t1-/r\nu\n~--i.... NORTHL ITILE ROCKS CHOOLD ISTRICT REVENUSEU MMARY UNRESTRICTEFDU NDS LOCAL REVENUE Current Truces Pullback Accrued Pullback Delinquent Taxes Land Redemption County Interest Excess Commissions County General Severance Tax Interest Tuition-PCSSD Rent Miscellaneous Fund Transfers TOTALS STATE REVENUE , Minimum Foundation Special Education M - to - M Program TOTALS FEDERALR EVENUEUNRESTRICTED 1993-94 BUDGET AMOUNT 8,465,000.00 2,660,000.00 1,585,000.00 1,000,000.00 75,000.00 50,000.00 30,000.00 28,450.00 4,250.00 60,000.00 100,000.00 20,000.00 25,000.00 40,000.00 14,142,700.00 16,353,053.00 67,150.00 1,070,000.00 17,490,203.00 PL 874 22,500.00 ROTC/TROOPS-TO-TEACHERS TOTALU NRESTRICTEFDE DERA_L__ __ _ REVENUE SUB-TOTAL 31,655,403.00 OTHER STATE Transpottation Magnet/M-to-M Transport Worker' t Comp TOTALO THERS TATE TOTAL LOCAL, STATE \u0026amp; FEDERALU NRESTRICTED REVENUE 494,317.00 300,000.00 .00 794,317.00 32,449,720.00- 1993-94 YEAR TO DATE AMOUNT 8,514,794.30 3,289,950.09 869,400.91 1,203,584.16 102,947.89 50,510.51 30,561.43 28,468.40 6,901.54 68,740.10 117,254.41 19,260.69 13,669.09 33,909.31 14,349,952.83 16,725,472.00 67,150.00 1,034,620.00 17,827,242.00 25,665.00 32,202,859.83 537,899.00 271,430.00 .00 809,329.00 33,012,188.83 1994-95 BUDGET AMOUNT 8,320,000.00 3,250,000.00 1,000,000.00 1,150,000.00 100,000.00 50,000.00 30,000.00 27,939.00 4,280.00 60,000.00 110,000.00 20,000.00 15,000.00 35,000.00 14,172,219.00 )(+/:\nff)/\u0026lt; 17,693,840.00 67,150.00 1,030,000.00 18,790,990.00 25,000.00 50,700.00 75,700.00 33,038,909.00 582,575.00 275,000.00 141,500.00 999,075.00 34,037,984.00 1 NOR'DLI ITTLER OCKS CHOODL ISTRICT REVENUSEU MMARY RESTRICTEFDU ND 1993-94 1993-94 1994-95 LOCALR EVENUE BUDGET YEART O DATE BUDGET AIDUNI AMOUNI AM'.)lJNT Tuition-Sumner School 60,000 78,465.52 70,000 G/T Sumner Quest 16,500 12,610.50 15,000 School Activity Sales 50,000 55,259.04 50,000 Custodial Services 24,000 24,000.00 24,000 Rockefeller Restructuring 15,000 12,000.00 3,000 Levi Strauss 25,000 25,000.00 -0- Toyota Family Literacy 15,690 15,690.00 -0- Miscellaneous 42,700 64,349.10 61,300 TOTALL OCALR ESTRICTED REVENUE 248,890 287,374.16 223,300 STATER EVENUE Vocational Equinent 22,002 22,002.34 19,202 Vocational Start-Up 2,600 2,600.00 9,360 Kindergarten Materials 8,460 8,460.00 8,148 Desegregation Aid 780,000 824,590.51 849,025 Compensatory Aid 234,439 234,439.01 222,000 Curriculum Assessment 100,000 100,000.00 -0- CPEP/ACT 18,538 28,668.95 25,000 K-3 SUIIUlleSrc hool 147,618 147,618.00 145,000 ABC Preschool 234,116 234,116.00 234,116 Special Ed Preschool 314,325 321,255.00 287,638 Special Ed Residential 25,000 41,246.75 35,000 Alternative Education 40,460 40,460.00 -0- Carnegie Restructuring 12,500 12,500.00 12,500 Restructuring Grant 7,800 7,800.00 -0- Miscellaneous Grants 2,000 6,828.67 -0- TOTALS TATER ESTRICTED REVENUE 1,949,858 2,032,585.23 1,846,989 TOTALL OCAL\u0026amp; STATE RESTRICTERDE VENUE 2,198,748 2,319,959.39 2,070,289 FOODS ERVICER EVENUE Meal Collections 636,000 678,216.55 655,500 Federal Reimbursement 1,300,000 1,327,785.55 1,325,000 State Reimbursement 25,000 25,126.57 25,000 Interest 5,000 4,557.75 5,000 Other 3,000 2,756.17 2,500 TOTALF OODS ERVICE 1,969,000 2,038,442.59 2,013,000 2 IDTHL I111.Elil D Em. DISlRICT REDEUINY 1993-94 1\"3-94 1994-95 FEIEIWIIE. 't'EIIE~ICTD IIUDCTY EMT OD ATE 1UD\u0026amp;T AIOlfT AIOlfT NDMT DW'IERI 1,861,105 1,5'3,471.00 1,860,625 DW'mtII ~.593 ~.5'3.00 5',7'?1 11'.ATIIIWrJ.,A . PEIICilli 148,411 148,411.00 147,209 Tm VI-I 320,286 319.~.oo 345,912 fl 19-313 18,410 18,410.00 15,168 IDIDID 29,000 47,344.61 30,000 IE\u0026gt;IDID, PRESDm. 12,000 21,4~.28 15,000 !FEWl ED. PRES0lll. 420,000 359,601.00 434,530 HCIM. EJU:ATIImII : 36,704 36,704.00 36,704 fAD STMT 72,646 71,32:5.00 48,180 MNSTMT 122,396 122,396.00 116,100 JTPA EJU:ATIOI/LITERACY 83,750 77,887.66 0 JTPA POER (HIPPY) 17,500 16,821.87 0 JTPAT RMSm11n1 umu 15,150 12,S78.27 0 Jt'PA11 .TERNATPMRm Wt 37,208 37,208.00 0 JIN I.EMtH-UVI~ 30,000 29,998.17 23,197 J1Pft-aPIIlD. 1f1H+UVK 27,300 2:51, 66.69 85,295 mmt SERVNEU ICA J,000 3,000.00 0 HIV/ADIEBIU :ATillt 500 '500.00 0 JJIU EJU:ATillt 92,900 85,230.00 54,494 M1Hl!CEJl:EI, SEJIDU 42,000 22,000.00 42,000 IOfll9B 16SISTNl:E 21,ffl 21.e~.oo 21,000 Qt I PIBIWt DmJYElNT 6,822 6,822.00 0 eor\ny, EXxtlt 50,000 82,6Z7.00 0 TOTNr.n. EM..R EYEtlE 3,534,556 3,225,999.55 3,251,205 C14PITNllJ..T l.AY1' \\181: WRNT TAXES 200,100 191,251.61 186,900 PW.JIU TAXES 100,000 126,005.60 125,000 PW.JIU - ACCRtD 72,'SOO ~.209.40 37,300 1nI11UHr TAXES 25,000 33,992.35 33,000 EXIDS mtUSSillt 1,000 845.79 800 DflEREBT 1,400 2,199.00 2,000 TOTNr.N. ITN..W Tl.AY 400,000 389,503.75 385,000 IUDJ)l\u0026amp; F\\11) REVEJE: M.EB ~.600 43,279.25 0 IHmlEST 92,000 90,457.74 S0,000 lfAIIVIllSEE T1lBJfT 7,400 .oo 0 ASIIESTlm.O AN/WiNT 40,000 34,6~.oo 0 F1IID1 RMSFER 60,000 .00 0 TUTftI.U D.DKF 1NI 235,000 168,411.99 S0,000 TOTft.RE\\IEJIE 40,787,024.00 41,154,506.10 41,797,478.00 == 3 BUDGET SUMMARY REPORTS IIR1ll Lim.E 11D SlDL. lmmtr llllliETII IIWff 1994 - 999:5 IIIU\"IRJC'IEFJI NIS 19'3-M 1993-M 1994-95 um M:1IJIL llDiET NIUf1' Mlllfl' IIIIU(1' I !BEIi 32,449,720 l1,012,118.II 34,037,914 II EXPENDITIIIES li8EM. 1, l96,o:50 l,18',810.35 l,IS,010 INSTIU:TIIII 25,904,174 26,269,526.41 2.61, 25,S W IIADOBWl:lE O'ERATllll 3,IIB,65\u0026gt; 4, IJ0,447.,0 3,90l,515 k~, i'   f-1...l.)V TIWIF(RTATillt 1,199,780 1,041.,219\"'7 1,041,194 p,1 - -- - t1L1H 90,920 90,400.J.\u0026gt; 94,:IOO DIDIDT 1,176,700 l,188,769.M 1,105,'70 1H TDTM. 33,56,274 l1, 910,174.20 34,16',781 III !UM'( 07/01/93 YEIIRT OD l\\lE f1Nl8 YEM1 0 IIAlE QIIEfT M.NII lf.'a .iuaI mEll'Il\\llES M.NIE lffl-1994 1,02.6,916.18 + :U.012,188.83  34,038,115.01 - 33,flO,i'M.20  128,600.81 07/01/94 lllR1D f1lll8 lllllED PIii.ETD IM.Nl:E REEi A1Mil\u0026amp;E EffJIDI111Ei M.AO: 199+-iffl 128,600.81 + 34,Gn,964  34,W,94.81 - 31,1647, 8B 1,796.11 4 ant UTilE 111:1m m. .JJSIRICT 11ml 9lllllR'f 1994 - 99P.5 STATEIUDILE IIRICIDP IIDMS lff.J-94 lffl-AN 1994-95 llllliET ~ aa\n[T MIUT MIUI' M1IIT I IDEJI 2,191,748 2,319,959.JP 2,060,289 II EXPSeI11JES IESEJilBATllll 1,149,730 1,039,454.11 1,004,990 IDfflliATIIITE JU'.ATlllt 240,134 240,052.61 222,CB\u0026gt; RADD1i 31,890 .12,874.76 0 All: CMRIDWER 23,767 Zi,Ul.:13 0 AIIC BIJIPIEHT/Slffl.JES U,407 11,407.00 0 AIESIIIERPl\u0026amp;Mt 31,576 25,346.04 16,468 ABC PIIESDlll. 234,116 217,647.34 233,S!O SPECWE. D. PRESCIDl. 314,JZ5 321,2:15.00 '2111,638 IP. a. leDEfml. 25,000 41,357. 35,000 \\UATDJW.E. IIUIFIENT 2'l,002 21,916.38 19,202 VIDTIOWS. TMTIP 2,600 2,~.28 9,360 mOL ICTMTY SALES 60,892 45,NB.12 86,791 aJSTmIIL !IEIVICES 24,000 1',5113.40 24,000 1-3 SIIIER SCIID. 147,620 6,656.SZ l40,9'0 rJlfP/tcr 31,046 2'l,:JIM.81 0 fJ'fP/M:T SIIIER 94-95 30,641 1~--~ 29,3:12 IUIERS\u0026gt;Dl. lll,:500 79,\"98.llt 87,745 \"'!UIERaDT 18,250 16,200.SZ 23,400 ftLTEJNUME JU:ATilll 40,460 Zi,769.12 14,690 1.EYSI 1MliS 33,390 33,390.80 0 TOYOFTMAD .L.Ym RICY 15,690 13,102.79 2,517 RIDFB1EJRI ESTIU:TIIUtli 15,000 9,257.IM 5,742 REST1JIC'11.PRIDO\" .IWf 1,800 ~.771.47 2,028 rtlll6IE RESfRll:11.Rm 12,,00 :560.00 11,940 UIC JOMTilllB 3,000 3,290.79 0 l\\1SCEl.UIElSli RttNTS :56,515 77,564.40 136,11' ... TaTM. 2,671,911 2,314,182.45 2,393,Slta III EUMY Vl!011'13 YEART DD ATE RNIIS YEMT DD ATE 1lRDT JIAI.Nl:E REEi fWAIUlll EXPENDITIIEi MI..Na 1993-1994 689,414.17 + 2,319,959.:W 3,009,373..56- 2,314,182.45 695,191.11 Vl/01/94 JUIIEB F1lll6 am\nm PIIJ.E1ED M.Nl:E REEi #MD.All DPENDITIIB M.Nl:E 1994-iffl 69:5,191.U  2,060,289  2,7:15,480.11- 2,393,576  361,VM.U 5 11111U11T 1U 11D IDIIL DlS111tT ll.lmUIIMT 1994 - 9995 ..\n- FEJIEMP.U IWl!i 1993-94 199'3-M 199+-95 UliET M:TIIIL llmT MlllfT NIUfl' NIUIT I EQE 3,SM,556 J,2ZS,999.!5 3,33:5,2115 n EJF811I1\\IEB DW'l'ERI 1,697,117 l,4'7,ffl.10 1,860,625 0W'1EIRI 70,437 64,ta'l.90 65,JZ5. VIDTDIIIL 148,411 1C5,:500.1.5 147,209 TITLEV I-I m,ooo m,m.,s m,s Pl. IP-313 19,09 19,ll.ll 1,,ua IEDD:AD 30,000 48,346.37 30,000 IEDDDPIEDIIL 12,000 13,618.~ ~.ooo fP.O.PIEDIIL 444,949 298,510.IZ 444,949 . o. ~ 43,0!5 42,915.7' 36,704 taD srm 76,667 76,571.90 4,000 E\\191S TMT 122,396 122,396.00 116,100 0W'1ERI SIIERP IUMt 254,400 247,317.JM 114,000 1'llffll !EM AIERICA 3,000 J,000.00 0 JIPA EDl',ATitll/ll1DCT 15,1.50 77,1B7.66 0 J1N POER 17,:500 16,821.17 0 JIN 1U11ll ~.150 12,518.27 0 JIN LTEIIMmt 37,208 37,2G8.00 0 JIN I..EMIH-llVDlr 30,000 29,998.17 23,197 JIPtt-allD ~ 27,300 25,166.69 85,ffl HIV/AIDSE JIDTillf 500 ,oo.oo 0 11K El. CIIRRYIMR 2.6,145 18,$10.90 54,367 JIIKEI. 92,900 71,851.42 ZS,677 EI9EJIIIEMRn tr.l:IEla9 3 30,864 ,,111.10 42,000 mEHIERM nvs:IEIEE94 42,000 32,110.51 30,000 IIIElE!B 21,ffl 3,149.47 0 IIIElE!B Cl1IR'flMJt 18,207 18,217.22 39,12!5 0W'TEI II-IICCEERAlED 1,914 1,914.21 0 Dt II aRWll.1II flWFllR 4,B:111 4,B:111.16 0 atIPIIUMDAIMJENT 6,822 6,822.00 0 EJD.T 50,941 21,015.86 0 1H TOTM. J,m,404 3,290,419.511 3,~.891 III SIMf 07/01/93 YEM 10 DATE F\\NIS YEM 10 DATE QREIT BM.Na l8EII A'lADJllI DFEJIDillJe IIUIEE 1993-1994 .no,170.43  3,2ZS,9'9.,S. 3,5116,169.11-J,2'0,419.511\nm,150.40 V,/01/94 lllXiETEI F\\1116 llllr.E1D PIII.E10 IIUIEE 1091 MA1l.ltllE DFEIIDITIIIS MM:[ 1994-1995 305,150.40  3,335,205  l,640,9'5.40 - 3,524,891  116,064.40 6 1m DD5 IIE!iEIMru e I E\\81 II E\u0026gt;FEJIDITIIES III SJMn' 07,01193 llflUKE lllffll UT1l 11D mm. IISllltT UESIMW 1994 - 9.11!115 . lm-94 19.D-94 aDiET fC1\\IL 1111.Nr miff' 235,000 Uit.U.99 21DO,OOO 93,330.18 YEM1 0 DAlE RIIS '!'EM1 0 DAlE RE\\0 MMJUR EfEJfJl1IIES 1994-95 UliET MUn' 50,000 500,000 QIIDT IIIUIEE l!l!B-1994 l,246,747.IM+ UiB,411.'3a 1,415,159.83- 93,330.18a l,321,829.\u0026amp;5 1994-19!5 07i'Ol/M JUI[[ 1,321,829.65  IDiETED ED 50,000  NE . IUlliE1'ED ~ EfEJIDJ111ES 1,311,829 - 500,000                    CAPITMll.J MY I RE\\81 II \u0026gt;fENDITIIIES III !Ulwrt 01i'01193 wua 19.D-19.H 34,82B.03+ 07/01194 wua 1994-19!5 1,182.64  19.lH4 UGET 400,000 420,095 YEM 10 MlE RED 3119,SB.1a5 amm, RE\\81 3115,00a0 422,449.t RIIS '9110 DATE MMD EIPEleil\\lES 424,331.11- 422,+e.14 a FINIS UliE1EJ) MMD.a E\u0026gt;IPBIII11J\u0026amp; 3116,1112- 384,!IZDa PIID.EC1D IIIUIEE 871,829    199HS UGET 3115,000 384.,920 aJIEIT lfUl:E l,\u0026amp;.64 fllE.EIEJ) IM.MU 1,962 7 - STATE/LOCAL FUNDED PROGRAMS , EXPENDITURE REPORTS ant UT1lE 11D !DUL IISIIJLI 5nlTEAIDIRLa EfBllfflllE .-r l!!M - 9!1115 19.D-94 ..... 19.M-!15 DIE cna ILllliET MUil ... lftllff I.BM. fllltDIIS11WISTilI.MIIII ES 315,550.00 m,cm.a, 332,?.!0.00 lDI if1011ED9t Ml5 47,600.00 47,734.CII 49,200.00 0.\u0026amp;IFJED AIIIDSt fURJE 89,150.00 92,671.3Z 95,500.00 D.EIFJED SMJRIES 244,470.00 256,a\u0026gt;.l 220,100.00 ST1PEJlli .oo .GO .00 IENEFilS 91,610.00 9,51!5.!9 105,640.00 PlllDWD SERVltES 155,190.00 Hl,!87.M 143,890.00 CIIBUIIATIISICJI T 80,000.00 15,ca).9' 15,000.00 LEliM.SEIVICES \u0026gt;,000.00 32,551.71  35,000.00 JFCEilBATJitlltl lITIR 60,000.00 ,0,322.00 60.000.00 IIAlilEITIE VlEUIIm li It 25,000.00 25,000.00 25,000.00 SfPUES \u0026amp; MlEmlS 36,180.00 32.546.12 ,330.00 OPI1JL 11111.AY .oo  .oo onER 4,300.00 2.'3'1.30 3,600.00 TOTll l, 196,050 1, 189,810.35 1,145,010 2. INSTIUmlf ltll1DGSTllfllM9 URIES  2,252,575.00 2,407,839.25 i.e,200.00 CSl11F1CilT9ElMDI ES : 17,691,000.00 18,028,81.7.. .. 18,333,400.00 OJISSIFlE9DU RJES 1,208,900.00 1,234,5.IS 1,399,200.00 usrt1UTE 1EIOEIIS 342,000.00 378,002.30 381,000.00 USTI1U1Ea .MSIFJED 22,500.00 24,835.JD 24,800.00 SIJW 3,000.00 4,'33.50 2,SOCl.00 l:Jl:fllS 2,160,335.00 2,285,318.\" 2,a,300.00 fllllHIJ5ESDE RVltES 257,108.00 711,236.92 273,0M.OO TUITJOH'CSSD 130,000.00 110,453.11 115,000.00 1UTIT1lJHWilE' 950,000.00 '84,594.54 950,000.00 !U1PUE'lS M lmllS 823,061.00 461,222.49 411,528.00 Df'ITlt. 11111.AY 47,802.00 49,441.45 34,252.00 UTIER 15,293.00 28,274.11 31,325.00 TOTlt. 25,904,174 216,21\u0026amp;1,52'.44 2', 825,539 8 1111T1HJT 1I.EID !DIil. IJSlllCf SJAlEIUDlF IIIEDf lBIIIlllEI IAm 1994- 9'J5 t!!D-94 lm-tt 19HS DIGET #:TIIL DIE MIUlf Mllll1' MUn 3. MDnEMl:E6 lfBATJII( fdlDISIIIAllllSl M.MIES 58,000.00 '9,442.00 61,250.00 a.\u0026amp;IFID fllllDI ~  l,250,00 42,5'2.216 43,iOO.OO QJISSlFlED 9lMJES 1,723,000.00 l,1!Z,Oll.t2 1,657,800.00 IEEF11S 23\u0026amp;,950.00 2311,233.99 325,800.00 IUDWD SEllVIm 219,800.00 318,061.30 247,015.00 UTILITIES 1,084,100.00 1,CIBZ,2161.9 l, 087,? .IO0.0 9JIPLlES6 MTEJWlS 349,950.00 \u0026amp;,290.18 S,000.00 ttflTM. CIJ1\\JIY .00 7,SIS.80 .oo O'TIER .00 34,281.G:R .00 naw:E ns,000.00 1\u0026amp;6,213.28 193,000.00 TOTM. 3,\u0026amp;,\u0026amp;50 4,130,447.9 3,901,515 4. 11JU\u0026amp;'IRTATml QJISSlFlED fllllDI 9URlE 43,100.00 45,45:uo 45,000.00 toHEmflCATED 745,000.00 743,085.44 695,000.00 EifllS 915,000.00 97,513.23 99,000.00 PllDWD SERVICES 54,730.00 71,818.\u0026amp;2 15,730.00 !IFPUES' tMlERJllS l3',000.00 222.819-'7 75,000.00 am \u0026amp;0,000.00 315.00 .00 O'TIER .00 1937, 44.l!CR 2,I0.00 new:E 15,350.00 53,B.00 '9,064.00 TOTM. 1,199,180 1,041,219-'7 1,041,194 9   5. IEIL1H QJISSIFJD 9URlES  EEFIIS IUDWD SERYICES S\\JIPUEIS MTEJWU 0PITM. IIJIUW TDTfl. 6. IDID JOT DISTRICDTIS PRIICPfL lNTEJIEST FEES TDTM. PCS5DDI IS \u0026lt;INIEXATDII\u0026gt; PRDCDW. oomsr FEES TDTfl. LR BIIS (\"\"8E' SHIL) PRIICPfL nnmsr FEES TOTfl. TDTM11. 11IDD T STATEILll:Wll-litSIRICID Ale TOTM. 8111 um.! 11D IIHIL IISIIJCI SfAlEII.IDI. fllll EfEIIDml1lEIE Plllf 19.M- !B!l5 tm-94 l!ID-94 19HIS IIIICET M:TIII. UliET MUIT MIIIIT Mlll1' 80,000.00 7',620.73 82,500.00 9,200.00 ,.,,uo 10,330.00 720.00 700.00 720.00 1,000.00 915.91 950.00 .oo .00 .00 90,920 90,400.30 94,500 412,150.00 446,840.00 G,000.00 704,515.00 679,315.20 618,525.00 l,SJ\u0026gt;.00 4,101.lD 4,000.00 l,118,2515 1, 130,B.\u0026gt; 1,047,525 16,3'20.00 l\u0026amp;,318.71 li,320.00 7,0J\u0026gt;.00 7,032.19 7,030.00 .oo .oo .oo 23,B 23,351.90 23,B U,\u0026amp;85.00 ll,filS.00 11,'85.00 23,380.00 23,3112,04 23,380.00 30.00 25.00 30.00 35,0!IIS 35,092.04 35,0!IIS 1,116,700 1, t, 159.'4 1,105,970 33,456,27-4 33, '10, 1.14.20 34,164,118 10 NORTH LITTLE ROCK SCHOOL DISTRICT BUDGET 1994-95 tlWMc NCOil)l TIHII LI I'Ir'IrIJLE IffCi.O C)Ci ll : JPTIJII8L3I IC C CCIE I@~ . ADMINISTRATIVE OFFICES 2700 POPLAR STREET Steve Jones Jack, Lyon, \u0026amp; Jones, P.A. Attorneys At Law June 20, 19 94 3400 TCBY Tower, 425 W Capitol Little Rock AR 72201-3472 Dear Steve: JUN 2 0 1994 Oifice oi Desegrega\\ioMn on\ntori:ig As directed by the June 10, 1994 court order, this document represents the 1994-95 tentative budget for North Little Rock School District. The document contains six sections--Revenue and Expenditures\nExpenditures by Function, Object, and Function/Object for Salary, Operating, and Debt Service Funds\nFive Year Revenue and Expenditure Projection\nBudget Notes\nSalary Schedules\nand Program Analysis. The Revenue and Expenditure section provides graphs for 1994-95 projected revenue and expenditures. The revenue graph shows the amount of local, state, and federal revenue projected for the operating, debt service, capital outlay, and federal funds. The expenditure graph shows the combined expenditures projected for the funds included on the revenue graph and the salary fund. This section also provides detailed revenue for the operating budget and the federal programs. The beginning balance, ending balance, and a summary of expenditures for the operating, capital outlay, building/bond, and federal budgets are also included in this section. The second section provides expenditures by function, object, and function/object for the salary, operating, and debt service funds. The third section of this document provides a five year projection of revenues and expenditures for operating, capitol outlay, buildings, and federal programs. The Budget Notes section provides information regarding local tax revenue reduction, state funding, workers compensation, the need for millage increases, and the loss of desegregation settlement funds. The fifth section of the document contains the end-of-the-year (FY94) salary schedules for administrators, teachers, and classified employees. The program analysis for one new program and one expanded program is included in the =inal section of the document. AJ.~ EQUAL OPPORTUNITY EMPLOYER P. 0. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 A final 1994-95 budget document will be produced for board approval and submission to the Arkansas Department of Education and the Office of Desegregation Monitoring once the District's books have been closed for the 1993-94 fiscal year and additional .revenue information has been received from the state. Sincerely, Donald Watkins Assistant Superintendent Business Services VS NORTH LITTLE ROCK SCHOOL DISTRICT BUDGET .. 1994-95 NORTH LITTLE ROCK SCHOOL DISTRICT 1994-95ANNUALBUDGET TABLE OF CONTENTS Board of Directors, Superintendent and Assistant Superintendents ..................................... l REVENUEA ND EXPENID T URES Revenue Graph ........................................................ 2 Expenditure Graph .................................................... 3 Revenue and Expenditures -- Operating, Capital Outlay, Building/Bond, and Federal Programs ................................ 4 Revenue -- Operating Budget .......................................... 5 Expenditures -- Operating Budget ..................................... 6 Revenue and Expenditures -- Federal Programs ......................... 7 EXPENDITUREFSO R SALARY,O PERATIONASN D DEBT SERVICE FUNDS Expenditures by Function ............................................ .8 Expenditures by Object .............................................. 15 Expenditures by Function/Object ..................................... 21 FIVE-YEARR EVENUEA ND EXPENDITURPER OJECTIONS Revenue Projections -- 1994-1999 .................................... 77 Expenditure Projections -- 1994-1999 ................................ 78 BUDGETN OTES Budget Notes ........................................................ 79 SALARYS CHEDULES Admin is tra tors ...................................................... 80 Teachers ............................................................ 81 Classified Employees ................................................ 83 PROGRAAMN ALYSIS Army JROTC ?rogram ...........................\n...................... 86 Reading RecoveryProgram Addition ................................... 91 NORTH LITTLE ROCK SCHOOL DISTRICT BOARD OF EDUCATION Pat Blackstone, President Prentice Dupins, Vice President Marty Moore, Secretary Lynn Hamilton J. W. Johnson Mable Mitchell Larry Shadid James R Smith. Superintendent Assistant Superintendents Bobby Acklin - Student Affairs Mable Bynum - Desegregation Bobby New - Instruction Donald Watkins - Business Services 1 REVENUE AND EXPENDITURES NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE STATE REVENUE $20,567,680 53% 1994-95 LOCAL REVENUE $15,505,500 40% FEDERAL REVENUE $3,025,000 8% TOTAL REVENUE = $39,098,175.00 2 NORTH LITTLE ROCK SCHOOL DISTRICT EXPENDITURES Salar lea 1994-95 Benefits $3,465,000.00 Debt Service $1,200,000.00 Insurance/Other $221,000.00 Equipment $855,000.00 Supp Ilea $1,565,000.00 Services $2,440,000.00 $1,120,000.00 TOTAL EXPENDITURES = $39,310,000.00 3 OPERA TING BUDGET l'UNDS Ot. 02. ._ 04 TOTAL REVENUE AND BALANCE EXPENDITURES Salaries Benefits Tui1ion Services NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE AND EXPENDITURES 1990-1995 - - 1990-91 1991-92 1992-93 1993-94 --ACTUAL - ACTUAL ACTUAL BUDGETED - -- $32,294,537.77 $34,645,116.10 $34,680,190.72 $35,888,462.00 $~89,901.75 $24 704 357.88 $24 654 619.76 $26 527,859.00 $2,539,762.48 .:.!~.687,g51 .oo $2,624 924.22 $2 774,990.00 _$1,115,205.60 $1,089,105.75 $1,067,374.16 $1,100,00Q_.~ --- -- --- $2,102,210.72 -$2,240,998.57 $2, 15 9,022.38 $2,463,635.00 --- ~~pp..!!!!_ - - --$1,246,073.84 $1,449,719.28 ~1,244,849,46 $1,263,387.00 Equip'!!_ent __ -- -~- $770,454.71 J41!(!,095.~ ~g11!,g~-I!~ _g~,!!l!-00 - lnsurance/O1her - - - _ $3~3,8~~-4! __ $25!',8~!}-!I! ~25!},~0~.Q! __ $2IZ,49~.oo Debt Service - - - $1,169,554.97 $1,194,864.61 $789,641.15 $1,166,700 00 TOTAL EXPENDiTURES $3 i ,526,988.48 $34,111,219.28 $33,015,228.07 $35,813,183.00 ENDiNG BALANCE -- $767,551.29 -$533,696.82 $1,664,962.65 - $75.279.00 FEDERAL PROGRAMS (06) TOTAL REVENUE AND BALANCE $2,036,196.59 $2,794,03-4.45 $3,560,377.92 $3,663,986.00 EXPENDITURES Salaries $778,814.49 $1,181,949.19 $1,644,091.99 $2,020,744.00 Benefits -- $245,764.17 $334,065.01 $441,367.07 $575,744.00 --- Services --$138,083.28 $332,746.29 $472,493:90 $509,001.00 Sup11lies - ---- - --- __ $295,90!.9~ =!g82,309_99 $371 965.64 $323,069.00 t-- Equipment $243,540.22 $233,377.76 $206,103.77 $121,116.00 t-- Other c----$27,446.05 $37,279.48 $42,609.42 $64,278.02._ TOTAL EXPENDITURES $1,729,552.16 $2,401,747.72 $3,178,631.79 $3,613,952.00 ENDING BALANCE $306,644.43 $392,286.73 $361,546.13 $50,034.00 CAPITAL OUTLAY (05) BEGINNING BALANCE $161,616.30 $2,014.05 $165,463.62 $34,826.00 REVENUE $385,514.64 $494,814.65 $391,650.75 $400,000.00 EXPENDITURES $545,118.69 $311,365.08 $542,288.34 $420,000.00 ENDING BALANCE $2,014.05 $185,463.62 $34,828.03 $14,828.00 BUILDING (03)/BOND (10) FUNDS BEGINNiNG BALANCES ----- --$4,174,273.93 $1,396,597.95 $1,027,0i3.50 $3,277,801.00 REVENUE $38,792.52 $414,325.63 $4,012,465.94 $235,000.00 EXPENDITURES $2,816,468.50 $783,910.28 $1,761,676.00 $2,231,025.00 ENDING BALANCE $1,396 597.95 $1 027 013.50 $3,277 801.44 $1 261 ,776.0Q_ 4 1993-94 1994-95 1994-95 PROJECTED BUDGETED CHANGE $36,900,753.87 $35,663,828.00 ($1,236,925.87 $26 905 600.00 $26 650 000.00 ($255 600.00 $3,010,900.00 $2,950,000.00 ($60,900.00 $1,116,220.00 $1,120,000.00 $3,780.00 ~.437,250.00 $2,110,000.00 -($327~50.00 ~!~~:::~~:~~ _ $1,g75,000.00 ($299,250.00 _!!35,000.QQ -=-(~09,~(!Q_.QQ _ $187,850.00 __ $__!~.Q\u0026lt;J:Q.00 _$2,150.00 $1,168,770.00 $1,200,000.00 $11,230.00 $36,665,100.00 $35,630,000.00 _{$.!,~~.!._02-~ $235,653.87 --$33,828.00 ($201,825.87 $3,663 986.23 $3,251,525.00 ($412 461.23 $2,019,900.00 $1,794,000.00 ($225,900.00 $583,650.00 $515,000.00 ($68,650.00 $463,650.00 $330,000.00 ($_!~~~50.QQ $206 250.00 $270,000.00 -~!l..!..750.QQ $106,100.00 $60,000.00 _($46, 100.00 $30,900.00 $31,000.00 $100.00 $3,412,450.00 $3,000,000.00 {$412,~so.oo, $251,536.23 $251,525.00 -/$11.23 $34 828.23 $1,028.00 ($33,800.23 $392,000.00 $670,000.00 $278,000.00 $425,800.00 $680,000.00 $234,200.00 $1,028.23 $11,028.00 $9,999.77 $3,277,601.44 -si:01ii.116.oo _J$2J6i ,025.44 --i 170,000.00 --$50,000.00 /i 120,000.00 $2,431,025.44 $200,000.00 ($2,231,025.44 $1 016 776.00 _ !86!J, 7'._7_6.,__Q_ _0($ J 50 Q_00..:.0-9 NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE 1990-1995 ~ OPERATING BUDGET 1990-91 1991-92 1992-93 1993-94 SAi.ARY (01), 0l'l!RAllNG (02), \u0026amp; IJl!ITTSl!RVlCI! (04) ~TUAL ACTUAL ACTUAL BUDGETED BEGINNING BALANCE $576,482.48 $767,551.29 $533,896.92 $1,664,962.00 REVENUE LOCAL Pro~Taxes $8 318,915.54 $!!_,254 539.36 $8 463 731.24 $8 465,000.00 40% Pullback $3,273,349.66 $3,151,431.23 $2,659,432.57 $2,660,000.00 - 40% Pullback (Accrued) $928,368.16 ~1.039,428.11 $1,584,228.23 $1,585,000.00 - Delin uent Taxes ~693,558.60 $1,236,053.69 $960,646.26 $1,000,000.00 Excess Commissions -$30,328.77 $30,189.65 $31,612.84 $30,000.00 Land Redemption $117,506.10 $84,695.83 $92,073.43 $75,000.00 -- Tuition - Summer School $79,~3.42 $59 645.00 $66,435.00 ~-500:00 - Interest ---- ----- $224,913.67 $58,425.29 $144,538.58 $110,000.00 Pupil Activity Sales --$58,356.00 - $53,040.00 --$56,616.18 -,so,000.00 Rent and Miscellaneous $120,970.79 $130,096.65 $131,122.06 $95,500.00 Desell.!!9!!!on - Sec. VI!!..=_ LR $250,425.00 Desegregation - Sec. VIII.C - PCSSD $83,475.00 - Tuition - PCSSD $71,675.46 $120,489.78 __ $96,04I:~~ $100 000.00 County General and Severance Tax - -- $35,236.96 --,34,981.02 $35,830.83 ~,ii'1oojio - TOTAL LOCAL REVENUE $13,953,123.13 $14,253,015.61 $14,322,314.76 $14,613,600.00 REVENUE, STATE MFPA $13847 114.00 $16 296 020.00 $16 096 402.01 $16 361 513.00 State A ortionment/Workers' Comoensation $28 896.00 $28 934.54 $26 479.49 - Transportation Aid - $368,946.00 $588, I 97 .00 $513,002.00 $494,317.00 - M-to-M lncen1ive $532,463.00 $816,988.00 $1,131,696.00 $1,070,000.00 Com ensatory Education ----- --$337,951A7 - $219,725.48 $251,557.04 $234,439.00 Special Education Supervisor -- $65,734.00 $67,150.00 $67,150.00 ~67,150.00 Act 591 Residential ---,,, 480.20 ~.867.80 $26,957.82 $25,000.00 Seecial Education Preschool $93 695.00 $156202.00 $314 325.00 Vocational Education $54,959.00 $48,934.00 $80,435.98 $24,602.00 ABC Preschool $161,500.00 $274,585.00 $234,116.00 Deseg.!!9alion - Sec. VIII.B $778,050.00 $389,025.00 $389,025.00 $389,025.00 Desegre11ation - Sec. VIII.C $293,239.74 $471,134.13 $455,368.81 $57,075.00 Ma11net/M -to-M Transoortation $285 798.36 $327 148.98 $260 337.00 $300,000.00 Other State $46,450.56 $61,616.22 $36,039.95 $28,338.00 - Public Law 874 and Olher $55,126.00 $33,240.00 -~.762.00 $22,500.00 TOTAL STATE AND UNRESTRICTED FEDERAL REVENUE -m,706,208.33 s1ii.iiii. 176. i's $19,790,000.08 $19,622,40!).~ TOTAL7.~AL~OUNTY\nSTATEANo 1993-94 1994-95 1994-95 PROJECTED BUDGETED CHANGE $1,664,962.55 $235 653.00 {$1,429,309.55 $8,514 794.30 $8,320 000.00 ($194 794.30 $3,295,781.35 $3,250,000.00 ___!~45,781.35 $863,568.65 $1,000,000.00 $136,431.35 $1,203,713.06 $1,150,000.00 1$53,713.06 $30,561.43 $30,000.00 1$561.43 $102,961.29 $100,000.00 ($2,961.29 ~ $76,50\u0026lt;:1.00 ~6 500. 00 $0.00 $119,291.03 $110,000.00 ($9,291.03 --,ss,ooo.iiii - $50,000.00 ---($5,000.iiii $129,565.00 $100,000.00 ($29,565.00 $283,862.40 $345,000.00 $61,137.60 $94,620.79 $115,000.00 $20,379.21 __ $ !~54.~! ~!~,000.00 __ _J~,254.4 ! $35,369.94 $34,000.00 {$1,369.94 $14,922,843.65 $14,795,500.00 ($127,343.65 $16 733 932.00 $17 050 000.00 $316 068.00 $141 500.00 $14!~ $541,600.00 $500,000.00 ~~.600.00 $1,034,620.00 - $ 1,~~~:~~~:~~ ($34,620.00 ~82,057.00 --------- $97,943.00 --$67,150.00 ~7.150.00 $0.00 $41,250.00 $40,000.00 -_i!~Q.QQ $321 255.00 $325 000.00 $3 745.00 $24,602.34 $20,000.00 -($4,602.34 $234,439.01 $240,000.00 $5,560.99 $389,025.00 $389,025.00 $(!~ $57,082.32 $0.00 ___ (~~I,082,~ $271,430.00 - $275,000.00 g510.oo $140,000.00 $40,000.00 - ($100,000.00 ~5,665.00 $25,000.00 ___ l$665.oo -$20~64, 107.~7 s20.~~.e'75j\u0026gt;o _ $328,567.3~ - -- - UNRESIBICTED F_EDERAL REVENUE . -- S30 f!59,331.46Il33,885, 191.761$34 !_g,~14.841 S34.236 ooo.QQ.][135,186,951 .film~~ 175.~I _ J~o~~~-~ NON-REVl:NUEliECEIPTS (Sales, Insurance, Retund, M~ ___ !l00,134.01 I J55,135.561 $55,264.44 l7,500.00 ___ $18,840,~l ..J!Q,000.00, __ (~.,_8~Q-QQ TRANSFERS TQl!:ROM OTHER FUNDS $958,589.82 ($62,762.51 ($21,285.48 ($20,000.00 $30,000.00 $30,000.00 $0.00 GRAND TOTAL REVENUE, Nor-f.=REVENUE, - -- ~ -- -- - --- -- ------ ------ - --- - - - -  BALANCES ANO ( + OR -l TRANSFERS ( $32,294 537 .77 U34 TIS, 1 I 6. l O I $34,680\nl9o:12)fl~888,\"4-~2.:!1fi H_ ~ !_6\n11.QQ\nl.!!3,811! .~,66:J:,628_.Lo o( $ j ,2.?._6,93s.sr 5 NORTH LITTLE ROCK SCHOOL DISTRICT EXPENDITURES 1990-1995 1990-91 1991-92 1992-93 1993-94 1993-94 1994-95 1004-95 ~lU~L=--f------'A~C~T~U~A~L,.__1--_:..:AC.::..:..TU=-A~L=---1--~B=-U=-D=-G=E~TE=-D=---+-----=-P:..:AO=JE=-C=-T~E~D,._+-~B:..:U~D:..:G~E:..:T~E~Dc..--1---\"C~H~IIN=GE~-----l TOTAL REVENUE AND BALANCES SALAnY FUND EXPENDITU\"n'\"E'\"\"s=c.._--_________ _ $32,294,537. 77 _ $34,645, 11_.c6:..:.1_.c0+-~S~34,.1cO. O:C.7.:~-6-26-+.0 -~_,S :..:3:..:5~,68:..::..:8~,4_62~-:..:oo7-5+3-_~.'8-367~-+,o-$o~o3-~5,~_, 003-~,8_2_8_.oo,-2+__3S6__1,~ 92_5_._8-17 1----r.A\"'D,,,Mc,,l,,,N\"\"IS\n:c,T\n..:RA,,::..:.l:..:O:..:R~S=--------------- _S2,27 ,595.9 ~S2,  34,  17.93 __ S2,389,~63=0~.0=~~S=2,520,025.00 $2,176,450.00 TEACHERS $15,069,059.05 $17,222,527.5 $16,642,870.66 S17,11 4,700.00 S16,0 6,960.00 SUBSTITUTE TEACHERS _ $302,765.34 __ S3J26.529.~,_. $341,415.27 $340,000.00 $378,860.00 1----r.T=iOccl~A-=L'=C=,\nE::\nAc,:,T\n,.:l,:..,F\n,:IE='D\n,..S=-A..::LA=R'-\"IE=-S=-----------+--'s'-'1-'.,7\n4.4,606.363~ , $19,963,474.69 $ 19,57, 116. 17 S20, 70, 725.00 S21,202,310.00 ,____ __.-'-F~A\"-'INGBEE NEFIIS i- $5~,099.~-=- S533,289.66 $524,031.13 $525,775.00 _$~_?8,050.00 TUITION $1,115,205.60 $1,089,105.75 S1,067,374.16 $1,100,000.00 __!.!., 116,220.00 TOTAL SAU\\flY FUND EXPENDITURES'----- _ S!._9,:175,745.17 $21,60_!!,670.10 __ $21, 165,521.~ $22,330,500.00 $22,646,560.00 $2,725,450.00 ($51,000.00 $18,124,550.00 S77,570,QQ. $375,000.00 ($3,680.0~ $21,225,000.00 $22,690.00 $525,000.00 ~ (!,!,050.QQ, $1,120,000.00 $3,760,~ $22,870,000.00 $23,420.~ - - O~11NG FUND EXPENDllUnES _ ~ nEGULAA PHOG111\\MS _i_,,., i~53,,,.,.7,=s,9oc=5l-_-.-,i ...,l,=5=19,,.,,=00=5~.2=, ....-.- '~1,.,,62=7\"\"',82=5.=4=5,__s2,.,,.,_05=5c\",863=~0.0.4.= ,.-,6-'7-27,:,=-_c0.c 0, c:-=_o_oS 2, 11155, 50.00 ,_{$3 i02, 150.00 SPECIAL EDUCATION $232,079.61 $269,601.63 $327,404.66 $466,009.00 $4e7,960.00 $394,450.00 $93,510.00 1---+.\nIIO=C~A.i,T\n:IO,c\n.\nN~A.L~E~D\nU~CA:,\n,,,,T~IO\n,,N,\n.,,=----------+---\n',,:3'=,1\n,2,,\n2:,c.\n53=8\n'11- --=:cS2\n.4\n.\n5:.:,3\n,49,\n.:\n.38\n+---,$.\n3,:C19=''=065~.36'==1f---'~26=1:'-:,0\n23~.oo,=l----\nS,~258,ao.oo $234,960.00 ($23,500.00 l---!.\nCO~M~P':-E\nN~SA~TO~R~Y,\nE~D\n,\nUc\n,CA\n,.'='T~IO~N~=~--------+--'S'-\n:58~8,813. 72 S 1,313 139. 75 $782,927.75 $766,024.00 S7i 7,030.00 $815,020.00 $97 ,ll90.00 ___ OTHER INSTRUCTIONALPAOGnAMS $78,334.88 $63,1127.27 _ $82,727.23 $152,082.00 $159,170.00 $144,260.00I ($14,800_.QQ PUPIL SUPPORT $495,775.16 $480,144.36 ~,-~=.,,=00=. 0 7=3..,. ..- ~,~52=3', 05=7~1.=o1o-- --,,.$648, 130.00 $525,110.0011$123,020.QQ STI\\FF SUPPORT ~6,318.68 $758,657.78 $795,427.64 $1,024,808.00 ~091,500.00 ___!960, 110.00 .__{!1_!!_,390.00 ADMINISTRATIVE SUPPORT $406,405.63 $431,209.00 $449,835.91 $467,100.00 $492,830.00 $439,550.00 {$53,280.00 1-~---+P='R:'cl:ccN\n.\ncC\nIP,.\nA.::L~__,..,s_,..O='F,,:,F,:.:IC:\n:E~-------------+~,.,cSc.:115==-=8'-', 1.,::00==.37 $635,281.00 $629,564.22 $666,821.00 $006,560.00 $545,450.00 '---IB!!~I 10.00 BUSINESS SUPPORT $5,006,876.04 $5,132,953.00 $5,100,194.84 $5,302,290.00 $5,241,300.00 $4,000,750.00 .__(!,!~ 0 550.00 f---+.C\"'E\n:N\n.\n.T:'FIAL:c\n.\n~S~U:'.,,P_',,P_O__~_A_c_,_T_ __ --+---:$265, 134.66 $205,117.23 $186,702.32 $206,330.00 $194,300.00 $175,700.00 ($18,660.00 OTHER SUPPORT $135,915.49 $220,466.79 $225,795.6 $239,010.00 $252.~-.QQ...__..!~,050.QQ __ (!28,430.00 1----+NO=='N~-\nBO=N.::D:c,i.:.:NO:\n::,:.N=,,-:P:no::G\n:RA:\n:M:1\n:\nc\no\nM\nM\nu:N:1rv::::=========--J.~~~S-9-,-8-85.00 $14,1167.~~ $5,604.29 $15,000.00 $12,250.00 $15,000.00 $2,750.00 f---+Tc.:O=.T:..:A..:.:L=.0:::.:...P.:::E.:..,RA:..:..:_Tl::.:N:.::G:..:F:...:U_,::N__ ::D::...,:EX::+.:-:'.$_'-P'1.:C::EC.0:..,:N,,o9:6::D.:.::..::.I1T,\n::.,:6:U6$6:1:=.1R-,:..3:::31E40:_.,:\n:4_S6l: ....._5 7 S 11,059,865.46 $12,246,991.00 $12,629,750.00 $11,560,000.00 1$1,069, 750.00 DEBT SERVICE FUND EXPENDITURES I PRINCIPAL $557,646.62 I INTEREST $610,948.45 l--~l,.:,F.::IS::,:C::::\nIIL.~F~E\"-'E\"-'S\"------------------\u0026lt;-~--- 1 TOTAL DEBT SEHVICE EXPENDITURES $959.00 $1,180,554.97 TOTAL SALl\\nY, OPERATING I\\ND DEBT SERVICE FUNDS EXPENDITURES ENDING BA.LANCES $31,526,986.48 $767,551.29 $637,259.78 $556,636.89 $007.94 ~1. 194,664.61 $34,111,219.28 $533,800.82 6 $224,285.46 $440,155.00 $474,845.00 $485,500.00 $10,655.00 $564,799.49 $724,985.00 $709,800.00 $710,000.00 $200.00 $756.20 $1,560.00 1-----,,c $4, 125. 00 $4,500.00 $375.00 $789,8  i.15 $1,166 700.00 $1,168,770.00 $1,200,000.00 --,ti,230.00 ----- $33,015 228.07 $35,744,191.00 $36,005,100.00 $35,630,000.00 (!!,Q35, 100. OQ $1,664,962.65 $144,271.00 $235,653.87 $33,828.00 ($201,825.1!! FEDERAL GRANTS BEGINNING BALANCES REVENUE -- EVEN START CHAPTER1- - - ,__ ciiAPTEii 2 MEDICAID NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE AND EXPENDITURES 1990-1995 11190-111 111111-112 111112-113 111113-114 ACTUAL ACTUAL ACTUAL BUDGETED $1111,1127 .811 $21111,1144.43 $3112 2111.73 $311,545.00 -- - -------- $134,430.00 $125,571.00 $122,31111.00 $1,1811,!!'!-~ __!!,!52,3111.00 --,reiii.112.00 $1 6111,000.00 $711,1104.00 $102,634.66 $73,515.00 $115,5113.00 $36 771.00 $44:657.76 ~~,.'!!11.78 SP ED PRESCIIOOL !SECTION 8111 AND ec9 __ $298,701.44 $354,585.00 ._!41,000.00 $3116 140.00 --- HEAD START $0.00 $22,061.00 $48,6411.00 $71,325.00 TIT\\.E VI-B .... -,300 32\"i:oo $300, 1115.00 $309,238.00 $3111,554.00 --- Pl.. 111----313 $31 751.00 ~27 4011.00 $21,704.00 $11 351.00 --- HOMELESS ASSISTANCE $21,000.00 $21,175.00 JTPA $41 11111.51f1- -----------!~ 12 4. 111 $114,151.311 $221,587.00 CARL PERKINS VOCATIONAL AID $117,172.14 $104 21111.00 $134 571.12 $141411.00 EISENHOWER MATH/SCIENCE $20 777.00 $30 1711.00 $42,740.00 $42,000.00 f------- DRUG ABUSE PREVENTION $!3,207.00 __ $_110,0111.~ $112 111.00 $112 900.00 --- ASBESTOS HAZARD EMERGENCY --~!,1110.00 --- EOXTXHOENR _E_N_E RGY $53 020.00 __ !~!,_:!05.00 ._!~!!,~~-00 $0.00 $511,040.00 $10 322.00 TOTAL REVENUE $1 ,841 ,5111. 70 $2 4114,3110.02 $3, 1111 0110.29 $3,212,44i:OO TOTAL FEDERAL REVENUE AND BALANCE $2 031 11111.511 $2 7114 034.45 $3 580 377.02 $31111311111.00 EXPENDITURES --- REGULAR PROGRAMS ~45!_~ $311,173.72 $32,270.110 $31,875.00 SPECIAL EDU~~!ION $~'!,~~\n!! ~3 7 ,531.oi !~H.2111.111 $358,0511.00 VOCATIONAL EDUCATION $73 001.04 -. --$134.124.118 $1113,807.13 ~222,780.00 - COMPENSATORY EDUCATION $1152 250.1111 $1,182,323.20 $1,355 723.611 $1 704,518.00 --- OTHER INSTRUCTIONAL PROGRAMS $12 1104.52 .~~~ :!~!:~~ $14,731.70 $11,1112.00 - PUPIL SUPPORT --~!~711~Q $441,017.06 $1121,01111.00 STAFF SUPPORT $145,3117.44 $2114 ,3112.34 ~~!!,312.43 $508,807.00 BUSINESS SUPPORT $102 11111.51 $1111,101.73 $121 ,7211.51 $114,041.00 OTHER/CENTRAL SUPPORT $5,7113.20 $10 1111.110 $21 71111.11 $15,500.00 NON-PROGRAMMED $27 441.05 $38,144.41 $41,1154.42 $51111111.00 COMMUNITY SERVICES $13,170.54 $11,117.711 $101,258.13 $20, 1711.00 TOTAL FEDERAL PROGRAMS EXPENDITURES $1,731,55!-.!.! $2,401,747.72 -\n\"i 71,131.711 $3,1114,052.00 ENDING BALANCE $211111144.43 $3112 2111.73 $311 545.23 $4111134.00 I 7 111113-114 111114-115 111114-115 PROJECTED BUDGETED CHANGE $311 2111.00 $251,5311.00 1$1211 750.00 $122 31111.00 $107,000,~ -1!!~.=!1111.00 $1,5113,471.00 $1 800,000.00 __ !!,5211.00 $85,5113.00 $113,700.00 $28,107.00 $47 188.00 $47,000.00 ,---------,J!! 118 .00 $3116 140.00 $400,000.D!! $3,860.00 $71,325.00 $72,000.00 $675.00 $3111 554.00 $320,000.00 $4411.00 $11,410.00 $111 500.00 1$1 1110.00 $21,175.00 $21,000.00 ($175.00 $210 000.00 $75,000.00 1$135 000.00 $141 411.00 $147,200.00 ($1,211.(!~ $42,000.00 $40,000.00 ($2 000.00 $85,230.00 $110 000.00 1$25 230.00 $0.00 $14,131.00 __(~~.~!.:00 --$10,322.00 $800.00 __ j!!,722.(!!! \u0026gt;---2311 7211.00 $3 000,000.00 ($238 7211.00 $31111012.00 $3 251 5311.00 1$31111.4711.00 $211175.00 $30,000.00 $1.325.00 $375,815.00 $350~.00 ~~?~,!!.!-00 ------$1118,250.00 $170,000.00 _ _j!~!.-~50.~ ___!!,.'!!_5, 770.00 *' 310,000.00 __j_~_?5,770.00 $15,030.00 $5,000.00 __!!10,03~,~ --$543,1130.00 $500,000.00 ...........J!~3,1130.00 .... $425,790.00 ssoo:000.00 ,,._210:00 $43,380.00 $80,000.00 $18,840.00 $23,5110.00 $15,000.00 --iii 5110.00 $50,000.00 $50,000.00 $0.00 $22,470.00 $10,000.00 =3i ~70.00 $3 412 450.00 $3 000,000.00 41!,450~ . $205 5112.00 $251 5311.00 $45 1174.00 EXPENDITURES BY FUNCTION\nOBJECT\nAND FUNCTION/OBJECT FOR SALARY (01) OPERATING (02) AND DEBT SERVICE (04) FIVE YEAR REVENUEA ND EXPENDITURE PROJECTION 1994-1999 NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE AND EXPENDITURE PROJECTIONS 1994-1999 OPERATING BUDGET 1994-95 1995-96 1996-97 1997-96 1996-:--99 SAi.ARY (01), Ol'l!RATING (01), \u0026amp; l)l!IIT Sl!RVICI.! (04) - PROJECTION PROJECTION - PROJECllON PROJECTION PROJECTION BEGiNNING BALANCE llEVENUE, LocAL - --- -~ -~= ~iop~jty\n- ~~e~ --=- - - - -~~-:------=~:._ __ -_-__ -_-_-_-_-_-- $6,320,000.00 To\n4o6,400.oo - $9,002,5oiioo $9,264,100.00 -$9,449,400.00 40% Pullback $4,250,000.00 $4,615,000.00 $4,707,300.00 $4,601,400.00 $4,697,500.00 - __ 0ei1nquentTaxes - _____ =- - - ----~ =----==- -- $1,150,000.00 -s, .1r~.ooo,oo s1. 115,000.00 s1. 100,000.00 s1.200,ooo.oo Excess Commissions $30,000.00 $30,000.00 $30,000.00 $30,000.00 $30,000.00 umd Redemption _ _ ~- _ - - --=:__-_-~_- $100,000.00 -$102,000.00 $104,000.00 $106,000.00 $106,000.00 Tuition - Summer School $76,500.00 -- $76,000.00 $76,000.00  $76,000.00 $60,000.00 -- - iriierest - ------- ------- $110,000.00 $110,000.00 $110,000.00 $110,000.00 $110,000.00 --- PujiiAcilvfiy_s_a,_le_s ___ ---- --------- $50,000.00 --$50,000.00 $50,000.00 --$50,000.00 $50,000.00 Rent and Miscellaneous _______ -$100,000.00 $100,000.00 $100,000.00 $100,000.00 $100,000.00 =--..-=_- Desegregation - Sec. VIII.C_- LR___ --$345,000.00 __ $171~560.00 1~~~~-- ,~---------, _____ Desegregation - Sec. VIII.C - PCSSD $115,000.00 $57,190.00 ==T uition - PCSSO $115,000.00 --$115,000.00 $115,000.00 g~~'!!Y.en~~! and Severance Tax_ --$34,000.00 $34,000.00 $34,000.00 T~TAL !-_9CA_L_n~_E_N_U____ _____ -_-_-__ ----- =$14,795,500:00 $1 ~! 24,150.00 $15,565,600.00 REVENUEs, tATE ------ $115,000.00 --$115,000.00 $34,000.00 __ $34\n000:00 $15,676,500.00 $16, 1_73,900.00 --- MFPA--------~~~-~~~--~~-----i s11,05o,ooo.oo $17,400,000.00 -s11,15o,ooo.oo $16,100,000.00 sie\n~ao.000.00 ___ State ~~rtionment/Workers' Compensation $141,500.00 $145,000.00 $150,000.00 $160,000.00 $175,000.00 ,____ _ T!ans~!\"lation Aid - -$500,000.00 $510,000.00 $520,000.00 $530,000.00 $540,000.00 ==M -to-M Incentive __________ --$1,000,000.00 -$1,000,000.00 $1,000,000 00 $1,000,000.00 $1,000,000.00 Compensatory Education ~~-- --$480,000.00 $460,000.00 $480,000.00 $460,000.00 $480,000.00 ___ ~pe~ial Education Supervisor $67,150.00 - $67,150.00 $67,150.00 $67,150.00 $67,150.00 ==A ct 591 Residential __________ $40:000.00 1_ _ $40,000.00 $40,000.00 $40,000.00 $40,000.00 ~peci~I Education Preschool $325,000.00 $331,500.00 $340,000.00 $344,750.00 $351,750.00 Vocational Education $20:000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 ==A BC Preschool --$20:000:00 $244,600.00 $249,700.00 $254,700.00 $259,600.00 De~~egation - Sec. Viii.B $369,025.00 -$309:025.00 $0.00 - $0.00 ---- - - so:oo ,__ __ , Mag~eVM-to-M Trans~rtalion $275,000.00 -$260,500.00 $266,100.00 $291,600.00 $297,700.00 ,__ __ 101her Stale $40,000.00 $40,000.00 $40,000.00 $40,000.00 $40,000.00 ___ Public Law 674 and Other $25,000.00 $25,000.00 $25,000.00 $25,000.00 $25,000.00 _ __ TOTAL STA TE AND UNRESTRICTED. FEDERAL Rf:'!'.ENUE ~0,592:675.00 $20,972,975.00 $20,967,950.00 $21,353,400.00 _ $21,776,400.00 77 NORTH LITTLE ROCK SCHOOL DISTRICT REVENUE AND EXPENDITURE PROJECTIONS 1994-1999 OPERATING BUDGET l'IJNl\u0026gt;S 01, 02, .t. 04 TOTAL llEVENUE AND BALANCE.----EXPENDiTi. JnEs --------- --- saiai,es oeiier.1s Tuilioi, -- - ------- ----- -------- ------- Services ~~PR~~~ - -- -- ----- - ---- --- Equif)lllent Insurance/Other Debt Service TOTAL EXPENDITURES ENDING BALANCE ---C--'--'---'-.c._--- - ---- FEDERAL PROGRAMS (06) NDBALANCE -- -- -- --- - -------- - - TOTAL REVENUE A EXPENDITURES -- Saliines - ---- -- -- ------- ---------- Benefits --- Services - == Supelie~ __ ___ Equi~nt ---- ---- ----- - - --- ----- ---- ., __ ---- 01her TOTAL EXP ENDING BALANCE ENDITURES CAPITAL OUTLAY (05) BEGiNN ING BALANCE REVENU EXPEND ENDiNG E iruRES BALANCE. ------ --- BUILDING (03) BEGINNING REVENUE EXPENDiru BALANCES AES . - --- - - ---------- - - - 1994-95 1995-96 1996-97 1997-96  PROJECTION PROJECTION PROJECTION PROJECTION ------- $35,~63,625.00 _!35J IQ..9 50. oo $36,603:26~~00 $37,341,040.00 - ------- $26,650,000.00 $27,019,700.00 $27,300,995.00 $27,639,410.00 $2,950,000.00 $3,003,100.00 $3,033,100.00 -$3,oaD36o.oo $1,120,000.00 $1,140,160.00 $1,151,560.00 -$1, 169,505.00 $2,110,000.00 $2,147,980.00 $2,169,460.00 $2,204,170.00 - $1,275,000.00 $1,297,950.00 $1,310,930.00 -$1,331 :900.00 $135,000.00 $137,530.00 --siao:oos.oo --$141,130.00 - $190,000.00 $193,420.00 $195,355.00 $198,480.00 -$(200,000.00 $1,221,600.00 $1,233,815.00 $1,253,555.00 $35,630,000.00 $36,161,440.00 $36\ns34~0.00 la1,219:8oo.oo $33,825.00 --$9,510.00 $69,140.00 ----,121 : 150. 00 _ $3,251,536.~ $3,264,000.00 $3,330,000.00 $3,395,000.00 -$1,794,000.00 e-$1$~~=: ~!~:: $1,617, 120.-00 $1,854, 160.00 $515,000.00 $522,200:00 $533:260.00 --$330,000.00 $365,910.00 $369,570.00 $376,595.00 - --$270,000.00 -$270:ti75.00 -$273,300.00 -$278, 575: 00 ---$60,000.00 ---$60:iso.oo $60,750.00 $61,905.00 $31,000.00 $31,075.00 $31,390.00 --$31,985.00 $3,000,000.00 ~.042:985.00 $3,075,01 o:oo $3,136,480.00 ---$251,536.00 --s22i:015.oo --$25(990.00 ~58,520.00 --- $1,026.00 $11,028.00 $2,500.00 $10, $670,000.00 $1, 1 rn:soo.oo $1.137,aoo:oo $1,160, $660,000.00 $1~125:526.00 -Si\nl 30,ooo:oo -,D10, --m:02e.oo -- s,\nooo. oo ---$10,300.00 - $ $1,016,776.00 $866,776.00 $781,000.00 ~741,000.00 $50,000.00 $35,000.00 --$ 0:000.00 $45,000.00 $200,000.00 $120,776.00 $80,000.00 $0.00 __ !666: ??60. 0 -$781,000.00 $741,000.00 ~186,000:00 78 - 1996-99 PROJECTION $36,111,450.00 -$20.312,680.00 $3,134,050.00 $1, 189,875.00 $2,241,640.00 $1,354,545.00 ~-$143,530.00 $201,855.00 $1,274,865.00 ~I,~53,040.00 $258,410.00 $3,464,000.00 $1,693,240.00 $545,!~-00 $365,125.00 $264,150.00 $63,145.00 ~$32,625.00 --$3,203,415.00 ---$260:585.00 BUDGET NOTES BUDGET NOTES 1. Local tax collection in 1994-95 is projected to be less than 1993-94 due to the removal of household property from personal tax collections and the Omega decision. 2. The MFPA revenue projection is based on the state's addition of $27,000,000 to the public school fund for 1994-95. This projection is based on conversations with ADE personnel approximately two weeks ago. This projected MFPA does not equal the amount indicated by the state prior to the special legislative session earlier this year, but our weighted average daily membership has decreased by approximately 160 and the state was projecting the addition of $50,000,000 at that time. If the state does not add the $27,000,000 to the fund, the District will have to consider budget adjustments. 3. Due to Act 862 of 1993, it has been necessary to increase the costs for the fringe benefits. Workers' compensation costs are projected to increase to $360,000 for 1994-95, but additional state revenue for workers' comp will help offset approximately $140,000 of this cost. 4. The increase in capital outlay revenue for 1994-95 is based on the passage of two mills for capital outlay in September, 1994. The major part of these funds will be used for roof replacement, asbestos abatement, compliance with the Americans with Disabilities Act, other facility and grounds improvements, and the purchase of equipmenc. The amount of increase for 1994-95 represents the 40 percent pullback amount. The bulk of the increase would be received in 1995-96 and is reflected on the five year projection. 5. The 1993-94 expenditures shown on pages 8-76 are year-todate expenditures through June 10, 1994. When the District books are closed at the end of the 1993-94 fiscal year, these reports will be updated. 6. The final desegregation payment from the state, L~SD, and PCSSD will be in 1995-96. Passage of a two mill tax increase in September, 1995, will be necessary to replace these funds. Our five year projection is based on the approval of this additional millage. 79 SALARY SCHEDULES NORTH LITTLE ROCK PUBLIC SCHOOLS ADMINISTRATIVE SALARY SCHEDULE 1993-1994 I II III IV V VI Steps MA MA+lS MA+30 MA+45 SPEC DOCT 00 26060 28138 30216 31255 32294 34372 01 27137 29215 31293 32332 33371 35449 02 28215 30293 32371 33410 3 4449 36527 03 29292 31370 33449 3448 8 35526 37605 04 30370 32448 34526 35565 36604 38682 05 31448 33526 35604 36643 37682 39760 06 32525 34603 36681 37720 38759 40837 07 35681 37759 38798 39837 41915 08 38837 39876 40914 42993 09 41992 44070 10 45148 POSITION INCREMENTS (% of Base Salary) OTHER INCREMENTS Administrative Asst. Asst. Prin (MS \u0026amp; Elem) Asst. Sr. High Prin. Elementary Principal Jr. High Principal Coordinator Supervisor Sr. High Principal Director Asst. Superintendent 8.0 10.0 12.0 15.0 16.0 16.0 16.0 23.0 23.0 35.0 Elementary principals are to receive an additional increment based on school enrollment ($1 per student in ADM based on previous year's third 9 weeks report.) Asst. Prin. and Adm. Asst. are to receive an additional increment based on school enrollment (.SO per student based on previous year's third 9 weeks report. ) All amounts are for 207 days of scheduled employment. FRINGE BENEFITS include $129.98 per month ($99.00 paid by state\n$30.98 paid by District) for an individual hospitalization plan, $3.11 per month for $21,000 life insurance coverage, and $16.72 per month for an individual dental/visual plan, $4.69 per month for hospital indemnity, and $15.83 per month to be applied toward other approved coverage. The Superintendent may withhold an increment for poor or unsatisfactory service. An effective evaluation with processes of communication and documentation must support the withholding of an increment for poor or unsatisfactory service. Procedures conforming to the North Little Rock School District evaluation program must be utilized. Steps are based on previous experience. 06/94 80 Steps 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 NORTH LITTLE ROCK PUBLIC SCHOOLS CLASSROOM TEACHERS' SALARY SCHEDULE 1993-1994 I II III IV V VI VII BA BA+12 BA+24 MA MA+l5 MA+30 MA+45 18200 19028 19856 20684 21512 22340 23168 23996 24825 25653 26481 27309 28137 28965 29793 19110 20020 19938 20849 20766 21677 21594 22505 22422 23333 23250 24161 24079 24989 24907 25817 25735 26645 26563 27473 27391 28302 28219 29130 29047 29958 29875 30786 30703 31614 20931 21759 22587 23415 24243 25071 25899 26728 27556 28384 29212 30040 30868 31696 32524 21841 22669 23497 24325 25154 25982 26810 27638 28466 29294 30122 30950 31778 32607 33435 34263 22752 23580 24408 25236 26064 26892 27720 28548 29376 30204 31033 31861 32689 33517 34345 35173 36001 23662 24490 25318 26146 26974 27803 28631 29459 30287 31115 31943 32771 33599 34427 35256 36084 36912 37740 VIII SPEC 24572 25400 26228 27057 27885 28713 2 9541 30369 31197 32025 32853 33681 34510 35338 36166 3699 4 37822 38650 IX DOCT 26393 27221 28049 28877 29706 30534 31362 32190 33018 33846 34674 35502 36330 37158 37986 3 8815 39643 40471 All amounts are for 187 days of scheduled employment. Steps are based on previous experience. FRINGE BENEFITS include $129.98 per month (99.00 paid by State\n30.98 paid by District) for an individual hospitalization plan, $3.11 per month for $21,000 life insurance coverage, and $16.72 per month for an individual dental/visual plan, $4.69 per month for hospital indemnity, and $15.83 per month to be applied toward other approved coverage. Assigned substitutes will be paid at an annual rate of $11,425. Regular substitutes will be paid $39.80 per day. To qualify for education increments beyond BA, a teacher must have been admitted as a candidate for a MA degree. To ensure salary credit for hours above the MA, prior approval by the Director of Personnel is required. 06 /94 31 II SENIOR HIGH SUPPLEMENTAL PAY SCHEDULE 1993-1994 (PERCENT OF BASE SALARY) Head Football Coach ....................... 30.0 Head Basketball Coach ..................... 27.0 Head Track Coach .......................... 23.0 Head Baseball Coach ....................... 23.0 Head Volleyball Coach ..................... 23.0 Head Soccer Coach ......................... 23.0 Assistant Coach ........................... 20.0 Golf Coach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3. 0 Tennis Coach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . 0 Swimming Coach. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3. O Band Director ............................. 15. 0 Choral Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7. 0 Drill Team Sponsor. . . .  . . . . . . . . . . . . . . . . . . . 7. 0 Cheerleader Sponsor ....................... 7.0 Yearbook Advisor .......................... 4. 0 Newspaper Advisor ......................... 4. 0 Literary Magazine Advisor ................. 4.0 Drama, Debate ............................. 4.0 Senior Class Chairperson .................. 4. 0 Senior Class Committee Member ............. 3.0 Student Council Advisor ................... 3. 0 Department Chairperson .................... 3.0 MIDDLE SCHOOL Al 1 Coaches ............................... 15 . 0 Band Director ............................. 10.0 Chor al Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . 0 Cheerleader Sponsor ....................... 3.0 Pep Club Sponsor .......................... 2.0 Student Council Advisor. .................. 3.0 Department Chairperson. . . . . . . . . . . . . . . . . . . . 2 . 0 School Newspaper .......................... 2.0 Literary Anthology ........................ 2.0 ALL AMOUNTS ARE FOR 187 DAYS OF SCHEDULED EMPLOYMENT. 82 Ref: CLSOOlS NORTH LITTLE ROCK PUBLIC SCHOOLS Date: 6/06/94 CLASSIFIED HOURLY SCHEDULE Time: 10:11:35 SCHOOL YE.AR 93-94 REVISION AS OF: 6/15/94 Step Amount Step Amount Step Amount 001 4.51 051 7.42 101 12.20 002 4.55 052 7.49 102 12.32 003 4.59 053 7.56 103 12.44 004 4.64 054 7.63 104 12.56 005 4.69 055 7. 72 105 12.68 006 4.75 056 7.80 106 12.82 007 4.80 057 7.88 107 12.95 008 4.85 058 7.96 108 13.08 009 4.90 059 8.04 109 13 .21 010 4.95 060 8.12 110 13 .34 011 5.00 061 8.20 111 13. 4 7 012 5.05 062 8.28 112 13. 61 013 5.10 063 8.36 113 13. 74 014 5.15 064 8.45 114 13. 88 015 5.20 065 8.53 115 14.02 016 5.25 066 B.61 116 14.16 017 5.30 067 B.69 117 14.31 01B 5.35 068 B.78 11B 14.45 I 019 5.40 069 B.87 119 14.59 020 5.45 070 8.96 120 14.73 021 5.51 071 9.05 121 14.B8 022 5.56 072 9.15 122 15.04 023 5.61 073 9.24 123 15.19 024 5.67 074 9.33 124 15.34 025 5.73 075 9.42 125 15.49 026 5.79 076 9.51 126 15.64 027 5.85 077 9.60 127 15.80 02B 5.91 07B 9. 69 128 15. 96 029 5.97 079 9.79 129 16.12 030 6.03 080 9.90 130 16.28 031 6.09 0B1 10.00 131 16.45 032 6.15 082 10.10 132 16.61 033 6.22 083 10.20 133 16.77 034 6.28 084 10.30 134 16. 94 035 6.34 085 10.40 135 17 .11 036 6.40 086 10.50 136 17.29 037 6.46 087 10.61 137 17.46 038 6.52 088 10. 71 138 17.63 039 6.58 089 10.82 139 17.80 040 6.64 090 10.93 140 17.99 041 6.71 091 11.04 141 18.17 042 6.78 092 11.15 142 18.35 043 6.85 093 11.26 143 18.53 044 6.92 094 11. 38 144 18. 72 045 7.00 095 11.49 145 18.90 046 7.07 096 11.60 146 19.09 047 7.14 097 11. 71 147 19.28 048 7.21 098 11. 83 148 19.48 049 7.28 099 11. 95 149 19.67 050 7.35 100 12.08 150 19.86 83 Ref: CLS004 Date: 6/06/94 Time: 10:09:43 CLASSIFIED CATEGORIES School Year 1993-1994 From Thru Catno Description Step Step Catno Description 200, EXECUTIVE ASSISTANT (35\\) 80 104 711 MAINTENANCE ELECTRICIAN 205 SECRETARY (12\\) ASST.SUPT 63 90 712 ELECTRICAL HELPER 209 SUPERVISOR-BOOKKEEPING 115 127 715 ENERGY SPECIALIST 210 BOOKKEEPER (10\\) 61 89 716 MAINTENANCE ENERGY MNGT 2.15 SECR DIR/PRIN ( 9\\) 50 80 717 EMS HELPER 220 SECR ELEM PRIN (6\\) 47 78 718 MAINTENANCE HELPER 225 OFFICE SECRETARY (St) 47 78 720 LEAD HVAC 227 ELEM SECRETARY (3\\) 45 76 721 HVAC MECHANIC 230 SECRETARY 41 74 722 HVAC HELPER 231 MEDIA CLERK 41 74 725 LABOR FOREMAN 232 GUIDANCE CLERK 41 74 726 GENERAL LABOR LEADER 235 GENERAL OFFICE CLERK 41 74 727 GENERAL LABOR 240 241 245 246 250 251 252 260 265 275 280 400 401 402 403 404 501 503 505 507 509 511 600 601 602 603 SPECIAL ED ASSISTANTS ALC/SAC ASSISTANT COMPUTER LAB ASSISTANT CHAPTER I ASSISTANT HIPPY HOME VISITOR PARENT CENTER AIDE EVENSTART LUNCH AIDES CROSSING GUARDS ELECTRONIC TECH ELECTRONIC TECH LEAD NURSE (LPN) NURSE (ASSOCIATE) NURSE (DIPLOMA) NURSE (BS) NURSE (MS) HEAD MECHANIC MECHANIC MECHANIC'S HELPER BUS DRIVER BUS AIDE DISPATCHER CUSTODIAN LEAD CUSTODIAN LEAD CUSTODIAN W T/C HEAD CUSTODIAN 41 41 41 41 41 41 41 15 15 62 92 66 75 84 99 112 85 75 43 39 15 43 15 24 28 34 74 728 74 729 74 735 74 736 74 737 74 740 74 741 so 742 50 745 97 746 145 747 97 765 108 901 117 902 131 903 142 904 116 905 111 906 78 907 69 908 50 909 87 910 ,so 911 61 912 64 72 604 HEAD CUSTODIAN W T/C 38 75 605 MAINTENANCE CUSTODIAN 43 78 606 MAINTENANCE CUSTODIAN WTC 47 81 607 WAREHOUSEMAN 43 78 608 CUSTODIAL TEMPORARIES 1 14 610 CUSTODIAL SUPERVISOR 62 97 700 SUPVR OF PLANT SERVICES 92 149 701 SAFETY COORDINATOR 62 97 705 LEAD CARPENTER 85 136 706 MAINTENANCE CARPENTER 62 97 707 CARPENTER'S HELPER 36 78 710 LEAD ELECTRICIAN 92 136 710 LEAD ELECTRICIAN 92 136 84 GEN LABOR-STADIUM ATTND MAINTENANCE TEMPORARIES LEAD PAINTER PAINTER PAINTER HELPER LEAD PLUMBER MAINTENANCE PLUMBER PLUMBER HELPER LEAD ROOFER ROOFER ROOFER HELPER SECURITY MONITOR FOOD SERV ASST. (WORKER) FOOD SERV MGR/ELM/NON-CER FOOD SERV MGR/ELEM/CERT FOOD SERV MGR/SEC/NON-CER FOOD SERV MGR/SEC/CERT FOOD SERV ASST, MGR HS/NC FOOD SERV ASST MGR/HS/C FOOD SRV WREHSE MGR/NC FOOD SERV WREHSE MGR/CER FOOD SERV WREHSE ASST. FOOD SERV MGR/SUB/NC FOOD SERV MGR/SUB/CERT From Thru Step Step 85 116 36 78 92 138 62 97 36 78 36 78 92 136 85 116 36 78 62 97 21 78 21 74 21 19 85 62 36 92 85 36 85 55 36 21 15 24 28 34 38 24 28 42 46 36 24 28 74 30 136 97 78 136 116 78 97 82 78 97 so 61 64 72 75 61 64 78 80 78 61 64 I  I I  I CLASSIFIED SALARY SCHEDULE LONGEVITY PAY Employees that have reached the top of their salary range and are not eligible for another step will be awarded one percent (1%) longevity pay. Longevity pay is one percent of the base rate of the entry level for an employee's range. PROFESSIONAL STANDARDS INCREMENTS FOR SECRETARIES Basic.................................................. 3.0 Associate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5. O Advanced I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 . O Advanced II............................................ 8. o Advanced III............................. . . . . . . . . . . . . . . 9. 0 Professional. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9. 0 Certified .............................................. 10. 0 Associate Degree ....................................... 8.0 Secretarial Diploma .................................... 8.0 (The above increments for secretaries are based on step 43.) 85 PROGRAMA NALYSIS NORTH LITTLE ROCK SCHOOL DISTRICT PROGRAM ANALYSIS FOR ARMY ]ROTC PROGRAM EXECUTIVE SUMMARY The North little Rock School district is in the process of implementing an Army ]ROTC program for the 1994-95 school year. After reviewing the objectives of the JROTC program and matching those objectives with the goals of the school district, JROTC was considered to be an excellent curricular vehicle to help achieve some of the district's goals. The positive image and reputation of Army ]ROTC programs will enhance the school climate at both campuses of North little Rock High School. Because the U.S. Army bears the major financial burden in implementing ]ROTC and provides annual on-going financial support, the benefits of the program can be realized with a small annual financial obligation incurred by the school district. BACKGROUND The Congressional Record of October i, 1992, contains the following statement in regard to the nationwide expansion of the JROTC program. \"It is a purpose of the Junior Reserve Officer's Training Corps to instill in students in United States secondary educational institutions the values of citizenship, service to the United States, and personal responsibility and a sense of accomplishment.\" By expanding the number of ]ROTC programs, the Department of Defense is assisting schools who are working to meet the President's America 2000 Education goals. The North little Rock School District's goals, approved in the \\lay. 1994, Board of Education meeting, are consistent with the America 2000 goals. Specifically. ]ROTC programs can assist schools in meeting the following America 2000 goals and North little Rock School District goals: GOAL #2- high school completion GOAL #3- student achievement GOAL #5- citizenship GOAL #6- safe, disciplined, and drug-free schools After information about the expansion of ]ROTC programs was brought to our attention. it was decided to study the program. A study cornrninee was formed in late October, 1993. The cornrninee was convened on November 9, 1993, and completed its work on December 6, 1993. Committee composition included students, parents, teachers, administrators. and military representatives from Camp Robinson and Fisher Armory. lieutenant Colonel Teny Riddle of the U.S. Fourth Army's Warlord Brigade met with the committee on November 9 and offered technical assistance throughout the process. At the December 6 meeting, the committee recommended that an application for an Army JROTC program be submitted and. if approved. the program would be implemented in the 1994-95 school year. The Implementation Plan Section of this program analysis will detail additional steps taken by the North Little Rock School District in implementing JROTC. 86 PROBLEM DEFINITION The Army JROTC Program will provide students and staff with a vehicle to improve the school climate. develop student leaders. stress citizenship anc team work. and provide opportunities for \"unconnected\" students to find \"connections\" to school through enhanced self-esteem and participation in extra-curricular activities. After analyzing the JROTC program and considering its purpose in relation to school district goals. the following options appeared evident to us. 1. An application for an Anny ]ROTC program would not be submitted. This option was rejected. :?.. The application process could be delayed until the 1994-95 school year with implementation in 1995-96. Originally, the Department of Defense planned for an orderly growth of 200 programs annually over a five-year expansion plan. A combination of too rapid grov.th in programs and Congressional cutbacks in defense budgets suggests that the opportunity to apply may not exist in the 1994-95 school year. This option was rejected, also. 3. An application for a ]ROTC Program will be submitted for implementation in 1994-95. High schools in urban areas with significant minority populations and with children living in poverty were targeted in the expansion program. The district's JROTC study committee became convinced that North Little Rock High School met the criteria for JROTC expansion. In January, 1994, when Lt. Col. Riddle submitted applications from a four state area, North Little Rock High School's application was given the highest priority by Colonel Riddle. Ours was the first application approved in the four state area and one of only twenty-five ( 25) apprqved nationwide. RECO~TIATIONS The JROTC Study Cornmitte recommended at its December 6 meeting that the North Little Rock School District should apply for an Army JROTC Program. Superintendent James Smith accepted the committee's recommendation and presented the proposal to the North Little Rock Board of Education at their December 21 meeting where it was approved. An application for an Army JROTC program was immediately filed with Lt. Col. Riddle. OBJECTIVES Program objectives are: 1. teach decision making/problem solving skills 2. provide positive role models 3. develop leadership potential 4. strengthen self-esteem 5. promote disciplined environment G. develop responsibility - develop self-confidence 8. teach goal-setting 9. prevent alcohol and drug abuse 10. present career opportunities 87  11. enhance communication skills . 12. recognize student success/accomplishments 13. conduct citizenship training 14. build successful teams 15. promote physical fitness IMPACT ANALYSIS The impact of an Army ]ROTC program should be evident at both high school campuses in the following ways: 1. new and emerging student leaders 2. enhanced self-esteem 3. elevated levels of citizenship 4. improved levels of physical fitness 5. over time, increasing numbers of high school graduates 6. positive alternatives to drug abuse behavior and gangs , . strengthened links to the community through highly visible extracurricular activities RESOURCES ANALYSIS Expenses for an Anny JROTC Program are borne in large part by the U.S. Army. School districts are responsible for personnel costs, providing appropriate classroom and storage space, and providing instructors with teaching supplies. Personnel costs are dependent on the rank and length of service for an officer and a NCO. The U.S. Anny reimburses the school district 50% of the difference in the active duty and retired pay of the officer and non-commissioned officer. Annual personnel costs for two instructors are estimated to be $25,000 to $30,000 for both. One time costs for preparing classrooms to meet JROTC specifications are estimated to be approximately $5,000. Approximately 190 students in grades nine through twelve have enrolled in JROTC for 1994-95. Shifts in student course selections brought about by the introduction of JROTC into the high school curriculum should result in reduced staffing needs in other areas. In summary, ]ROTC can be implemented in 1994-95 at a cost of approximately $35,000 and can be funded through reduced personnel costs in the secondary program. FORCE FIELD ANALYSIS FOR: Surveys we!\"e conducted with students and parents to determine interest in enrolling in the JROTC Program. Students in grades eight through twelve were surveyed with 310 students indicating that they would enroll in JROTC. The following table details student interest by race and gender. BM # students f:B percentage 22% BF 88 28% WM % 31% WF 53 17% CM CF 1 3 0.3% 1% TOTAL 310 99.3% One hundred parents were selected by computer for the survey. Even though only thirteen ( 13) parents returned the survey with ten (10) indicating their support of the program, parents in the community have expressed their support of the program . 8.8 AGAINST: Some secondary students indicated on their survevs that they did not support a ]ROTC program and saw no reason for it to be included in the high 'school curriculum. Because of the overall positive image of ]ROTC programs across the country and in the schools in Pulaski County. no negati\\E'. telephone calls or letters have been received. IMPLEMEJ\\TATIOK PLAJ\\ enroll students for 1994-95 interview applicants for the position of Senior Army Instructor employed Lt. Col. Artis Lofton for the position of Senior Army Instructor interview applicants for the position of non-commissioned officer prepare classrooms for ]ROTC implement ]ROTC program RESPONSIBILITY WHE~ principal/counselors Feb - April 1994 Director of Personnel April. 1994 Director of Sec Education high school principals Director of Personnel May 26, 1994 Director of Sec Education high school principals Director of Personnel May - June Director of Sec Education 1994 high school principals Director of School Plant June - July Services 1994 high school principals ]ROTC instructors August, 1994 high school principals 89 EXEClJITVES UMMARY NORTII UTILE ROCK SCHOOL DIS1RICT PRCXiRAMA NALYSIS FOR READINGR ECOVERY The North Little Rock School District has an extraordinaryl egacy of servicet o children. Since 1989. this tradition has expanded to include extensive efforts on behalf of very young children. The nern.ork of preschool programs is being supplemented in kinderganen and first grade with compensatory programs and the Early Prevention of School Failure. In 1991, the District began the Reading Recovery Program for first graders in mo elementary schools. The program has expanded each year until, presently, eight teachers are v.orking in eight schools implementing Reading Recovery. Believing thar Reading Recovery helps at-risk first graders deYelop strategies that will enable them to become independent readers, the North Little Rock School District proposes to expand the program by employing and training three additional teachers to teach in at least three additional schools at an approximate cost of $110,000. BACKGROUND The North Little Rock School District serves large numbers of disadvantaged children. Knowing that disadvantaged children come to school already functioning below peer level, District planners have emphasized early learning opportunities such as the Reading Recovery Program, 'Mlich was initiated in 1991 and has expanded each year until eight teachers now v.ork in eight of the fifteen elementary schools. Results of the Reading Recovery emanating from Ohio State University indicate that 85 percent of the children exiting the program stay on or above grade level through their elementary education years. Pretest/posttestr esults and student observationsi n the District indicates ubstantialr eading improvement for the students participating in the program. PROBLEM DEFINTTION Additional Reading Recovery teachers will help selected children move closer to grade level in their academic ability. Because larger numbers of minority children reach first grade without necessary readinesss kills. the selection processw ill automaticallyt arget disproportionaten umbers of minority children. The outcome should be improvement in the learning disparity gap bern,een black and 'Mlite children. RECOrvtMENDATIONS That three additional Reading Recovery teachers be employed. This will bring the total number of Reading Recovery teachers to eleven serving at least eleven elementary schools, with the goal being to serve all 15 regular elementary schools. 90 OBJECTIVF.S Program objectives are: ... to teach selected first graders in at least three schools using the Reading Recovery method ...t o reinforcet he District's objectiveo f reducingt he disparityg ap in student perfonnance Ilv1PACTA NALYSIS The Reading Recovery Program will impact the North Little Rock School District in multiple \\vays including: ... compliance with the Desegregation Plan v,hich requires itinerant reading and/or math specialists, as needed, to deliver supplementary instruction to students scoring below the 20 percentile. See North Littie Rock Plan at page 36.  ... improved reading instruction for selected students ... improved general reading instruction by teachers as Reading Recovery techniques are disseminated to classroom teachers ... improved learning opportunities for the children v.ho avoid remediation through their school careers. RESOURCES The three Reading Recovery teachersw ill be funded from desegregations ettlementm oney at an estimated cost of $110,000. FORCE FIELD ANALYSIS Forces for Principals of the elementary schools are unanimously supportive of Reading Recovery. Both classroom teachers and existing Reading Recovery teachers are unequivocal in their support of expanding Reading Recovery to all elementary schools. North Little Rock's limited experience with Reading Recovery also suggests substantial reading improvement by participants. Fore es against: The only negative consideration is the cost of Reading Recovery on a per student basis which would be approximately $1,800. IMPLBvlENTA TIONP LAN Announce 3 Reading Recovery positions Interview applicants for Reading Recovery Positions Identify schools to be included Hire Reading Recovery Teachers Arrange training at UALR Implement in at least three scliools Person Responsible Director of Personnel Director of Personnel Director of Elementary Education Director of Personnel Director of Elementary Education Principals and Staff 91 May, 1994 June, 1994 July, 1994 July, 1994 July, 1994 August, 1994\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_283","title":"Business cases","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":["1994/1995"],"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--Finance","Educational law and legislation"],"dcterms_title":["Business cases"],"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/283"],"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":["179 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\nB4062202 1000/08/11 LRSD CHART OF BUSINESS CASES BUDGET FY 94-95 1. Franklin Incentive School Communications Technology Theme. * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $40,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. 2. Franklin Incentive School Spanish Program Implementation. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $25,000 * 8/9. Not included in the final 8/8 budget. * Dead 3. Rockefeller Incentive school Alternative Room Specialist. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,000 * 8/9. Not included in the final 8/8 budget. * Dead 4. Rockefeller Incentive School Spanish Instruction. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $25,000 * 8/9. Not included in the final 8/8 budget. * Dead 5. Rockefeller Incentive School Computer Science Theme. * * 4/15 Court Submission Category I, Incentive Schools* * * Addition, 4- $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. 6. Rightsell Incentive School Spanish Instruction. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead 7. Rightsell Incentive School Career Awareness and Mass Media Theme. * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. * 8. Mitchell Incentive School Foreign Language Program (Spanish Teacher). * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,5(X) * 8/9. Not included in the final 8/8 budget. * Dead 9. Garland Incentive School Multimedia Technology and Educational Research, * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $12,500 For half-time Spanish Teacher 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. * 10. Garland Incentive School Multimedia Technology Theme - Phase II. *4/15 Court Submission * Category I, Incentive Schools * Addition, 4- $75,000 * 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. * Withdrawn. 11. Stephens Incentive School Spanish Teacher. *4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead 12. English As a Second Language (ESL) Program. *4/15 Court Submission * Category II, Desegregation Plan/ADE * Addition and Modification, + $75,880 * 8/9. Included in the 8/8 budget. Located at Dept 95, function 1595. * Budgeted. 13. Language Arts and Mathematics. * * * * 4/15 Court Submission Category II, Desegregation Plan/ ADE Modification, + $21,100 8/9. Included in the 8/8 budget. Located at Dept 67, function 1570. Also Deseg program #12. Budgeted. 14. Applied Biology and Chemistry. * *  * 4/15 Court Submission Category II, Desegregation Plan/ADE Addition, + $93,000, Carl Perkins Funds 8/9. Federal grant\nin the Federal budget but not in the operational budget. Located at Fund 06, source 81. Budgeted. * * 15. Science Curriculum Revision. * 4/15 Court Submission * * * * Category II, Desegregation Plan/ADE Modification, + $10,000 8/ 9. Included in the 8/ 8 budget. Located at Dept 92, function 2212. Also Deseg program #12. Budgeted. 16. Foreign Language Program.* 4/15 Court Submission * Category II, Desegregation Plan/ADE * Modification, -I- $7,500 *8/9. Included in the 8/8 budget. Located at Dept 95, function 2212. Also Deseg * program #12. Budgeted. 17. Science Program. * * * * 4/15 Court Submission Category 11, Desegregation Plan/ ADE Addition, + $25,000 8/9. Included in the 8/8 budget. Located at Dept 92, function 2212. Also Deseg program #12. Budgeted. * 18. Science, Mathematics, and Reading: Statewide Systemic Initiative. *4/15 Court Submission * Category III, Related Desegregation/ADE * Addition, -I- $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 92, function 1120. * Budgeted. 19. Foreign Language K-12 Curriculum Articulation. * * * * 4/15 Court Submission, page 142. Category III, Related Desegregation/ADE Addition, -I- $15,000 8/9. Included in the 8/8 budget. Located at Dept 95, function 2212. Includes an FTE. Budgeted. 20. Foreign Language K-12 Curriculum Articulation - Staff Development. * * * * 4/15 Court Submission, page 143. Category III, Related Desegregation/ADE Addition, -(- $7,500 8/9. An ADE grant which has yet to be received. Is not included in the 8/8 as either a revenue or expense. Pending ADE funding. * * 21. Social Studies Department Secretarial Position. * 4/15 Court Submission, page 149. * Category III, Related Desegregation/ADE * Addition, + $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 128, function 2212. Includes an FTE.* Budgeted. 22. Romine Interdistrict School Theme Specialist. * 4/15 Court Submission, page 155. * Category III, Related Desegregation/ADE * Addition, -I- $40,670 * Use existing position within the District. No position identified. * 8/9. Included in the 8/8 budget. No cost transfer of position from King. * Budgeted. 23. Incentive School Immersion Spanish Program - First Grade Pilot Project. * 4/15 Court Submission, page 159. * Category III, Related Desegregation/ADE * Addition, -I- $3,000 * 8/9. Included in the 8/8 budget. Located at Dept 95, function 1120. * Budgeted. 24. Executive Assistant for the Associate Superintendent for Desegregation. * * * * 4/15 Court Submission, page 164. Category III, Related Desegregation/ ADE Addition, + $16,000 from 93-94 and -I- $48,750 from 94-95 8/9. Included in the 8/8 budget. Located at Dept 64, function 2324. Also in Deseg Program # 06. Only $16,000 included for 94-95. Other items were purchased out of 93-94 funds. Budgeted. 25. Student Assignment Office Reorganization. * * * * 4/15 Court Submission, page 173. Category III, Related Desegregation/ADE Addition, 4- $26,000 from 93-94 and approximately $23,000 from 94-95 8/9. No dollar expenditures are included in the 94-95 budget. This business case linked to # 24. All of the furniture items were purchased from 93-94 funds. Budgeted at no cost for this year. * * 26. Safety and Security Department. * 6/28/93 Court Submission. Original Business Case submitted. * 5/18 Court Submission, page 23. Revises the original for 94-95. * No category. * * Addition, + $128,500 8/9. Included in the 8/8 budget. Located at Dept 87, function 2586, object 310. There is a total of $257,000 which includes carrying forward last year's* program and an increase for this year. Budgeted. n. Teaching Assistants/Substitutes. * * * * * * * 5/18 Court Submission, page 32. No category. This proposal was not in the Business case format, and had no cost/savings information included. Nonetheless, it was listed as a Business Case. Addition, + unknown. 6/14 Board meeting. Proposal put into loose Business Case format\nstill no financial analysis provided. Does not address the problem. 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. 28. Stephens School Relocation. * * * * 5/18 Court Submission, page 33. No category. Deletion, - $1,300,000 8/9. Included in the 8/8 budget. Stephens school removed for the year to the total of the $1300,000. Budgeted. * 29. Baseline School Relocation. * 6/14 Board meeting. * No category. * Deletion, - $1,000,000 * Draft Business Case only, handed out at Board meeting. * 8/9. Issue dead for this budget cycle. * Dead. 30. Staff Attorney. * * 4c * * * 6/14 board meeting. No category. Addition, + $94^55 6/20 Court Submission, page 28. New business case submitted to the Court. 6/23 Board meeting. Approved by the Board. 6/28-29 Court Hearing, page 11. Discussed but no action taken. Walker wanted to put on hold until he had time to talk to the district. 8/9. Included in the 8/8 budget. Located at Dept 75, function 2315, various object codes. Budgeted. * *31. Director of Student Assignment and Desegregation. * 6/14 Board meeting. Handed out. * No category. *  * * * * Modification, no cost. 6/20 Court Submission, page 28. New business case submitted to the Court. 6/28-29 Court Hearing, page 14. Discussed. Will require plan modification. More information in the July hearing. Walker wanted to put on hold until he had time to talk to the district. 7/18 Court Submission, Business Case Section. Letter from Mayo to Williams stating the business case must be modified, however, no modified business case is submitted. Modification still needs to be done. 8/9. Included in the 8/8 budget. Updated and revised business case included. This involves no new position, but rather a restructuring of Arma Hart's old position. No additional cost involved over last year. Budgeted. 32. Great Expectations Program. 6/28-29 Court Hearing, page 11. Williams says the district is working on a business case for the Board. ODM has not seen one at this point. Should result in $2,000,000 savings. 8/4 meeting. During a meeting with Matthis and Ingram, they provided a copy of a business case dated June 30, 1994, and entitled \"Great Expectations Pilot Program for Selected Incentive Schools\". They indicated the business case would be filed with the Court on Monday, August 8. This program wiU have no additional cost. 8/9. Business case included in the 8/ 8 budget document. No additional cost to the budget. Active. * * * * 33. Incentive School Plan Double Funding. * * * 6/20 Court Submission, page 118. They are working on modifications to the Incentive School programs. Do not have them ready at this point. 6/28-29 Court Hearing, page 11 and A-1. Judge is expecting a business case on these changes. No business case has been prepared at this time. 7/21 Notice of Filing. District submitted the business case for Incentive School Plan Doub le F unding. This was a much improved version * * * of the older business case just referencing plan modification. 7/26 Special Board meeting. Matthis made a short presentation to the Board on this business case. 8/9. Included in the 8/8 budget. Located at various line items. The total reduction stands at $812309.17, and these have been pulled from the 8/8 budget. Revised business case included in the budget document. Budgeted.34. Academic Progress Incentive Grants. * * 7/18 Court Submission, Business Case Section. Recommends modifying the desegregation plan. Would modify program structure with no additional cost ($320,000 already budgeted). 8/9. Included in the 8/8 budget. $320,000 located at function 1580, object 310. Also in Deseg Program #13. Budgeted. 35. Incentive School Plan Modifications - Spanish Program. * 7/18 Court Submission, Business Case Section. Additional cost of $149,000 for 4 FTE's, plus other costs. Not sure how this business case relates to Case #2, 4, 6, 11,33. * 8/9. Draft budget document contained a reduction of $149,000 resulting from pulling this business case. The $149,000 was never added into the budget document. Budget document 8/8 does not include in money. This business case pulled by the business case on double funding. * Inactive. 36. Outsourcing Transportation. * * * * 6/30 Board meeting. 'Tosition Paper\" prepared in modified business case format. Not a business case at this point. Milhollen reads the paper to the Board. No action taken. 7/18 Court Submission, Business Case Section. Case included in the budget document. Would save $1 million over 3 years. 7/18 Board meeting. Issue dropped due to lack of quorum and the drop-dead date of 7/18. Standby. 37. Transportation. * 8/5 meeting. Morgan/Mooney meet with Milhollen on the budget. $13M is being added to fix the transportation problem. $1M for purchasing buses, and $300K for support personnel. A business case should be prepared for the $13 M and what it will be used for\npossibly a budget cover letter. Mayo informed on 8/5. * 8/9. Included in the 8/8 budget document. $1.3 M\n$1M for buses, $300K for personnel.B4062202 1000/08/11 LRSD CHART OF BUSINESS CASES BUDGET FY 94-95 X Franklin Incentive School Communications Technology Theme. * * * * * 4/15 Court Submission Category I, Incentive Schools Addition. + $40,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. X Franklin Incentive School Spanish Program Implementation. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $25,000 * 8/9. Not included in the final 8/8 budget. * Dead X Rockefeller Incentive school Alternative Room Specialist. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,000 * 8/9. Not included in the final 8/8 budget. * Dead Rockefeller Incentive School Spanish Instruction. * 4/15 Court Submission * Category I, Incentive Schools * Addition, -I- $25,000 * 8/9. Not included in the final 8/8 budget. * Dead X Rockefeller Incentive School Computer Science Theme. * * 4/15 Court Submission Category I, Incentive Schools* * * Addition, + $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. % Rightsell Incentive School Spanish Instruction. *4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead Rightsell Incentive School Career Awareness and Mass Media Theme. * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. X- Mitchell Incentive School Foreign Language Program (Spanish Teacher). * * * * 4/ 15 Court Submission Category I, Incentive Schools Addition, + $12,500 8/9. Not included in the final 8/8 budget. Dead X- Garland Incentive School Multimedia Technology and Educational Research. * * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $12,500 For half-time Spanish Teacher 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. Garland Incentive School Multimedia Technology Theme - Phase II. * 4/15 Court Submission * Category I, Incentive Schools * Addition, 4- $75,000 * 6/20 Court Submission, page 28. Business case withdrawn from consideration* at this time. Withdrawn.  Stephens Incentive School Spanish Teacher. *4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead X- English As a Second Language (ESL) Program. * * * * * 4/15 Court Submission Category 11, Desegregation Plan/ ADE Addition and Modification, + $75,880 8/9. Included in the 8/8 budget. Located at Dept 95, function 1595. Budgeted. o * Language Arts and Mathematics. * * * * * 4/15 Court Submission Category II, Desegregation Plan/ ADE Modification, + $21,100 8/9. Included in the 8/8 budget. Located at Dept 67, function 1570. Also Deseg program #12. Budgeted. iX- Applied Biology and Chemistry. * * * * * 4/15 Court Submission Category II, Desegregation Plan/ADE Addition, + $93,000, Carl Perkins Funds 8/9. Federal grant\nin the Federal budget but not in the operational budget. Located at Fund 06, source 81. Budgeted. Science Curriculum Revision. * 4/15 Court Submission * Category II, Desegregation Plan/ADE * Modification, + $10,000 *8/9. Included in the 8/8 budget. Located at Dept 92, function 2212. Also Deseg program #12. * Budgeted. Foreign Language Program.* 4/15 Court Submission * Category II, Desegregation Plan/ADE * Modification, 4- $7,500 *8/9. Included in the 8/8 budget. Located at Dept 95, function 2212, Also Deseg program #12. * Budgeted. Science Program. * * * * * 15 Court Submission Category II, Desegregation Plan/ADE Addition, 4- $25,000 8/9. Included in the 8/8 budget. Located at Dept 92, function 2212. Also Deseg program #12. Budgeted. iX Science, Mathematics, and Reading: Statewide Systemic Initiative. *4/15 Court Submission * Category III, Related Desegregation/ADE * Addition, 4- $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 92, function 1120. * Budgeted. * Foreign Language K-12 Curriculum Articulation. * * * * * * * * * 4/15 Court Submission, page 142. Category III, Related Desegregation/ADE Addition, 4- $15,000 8/9. Included in the 8/8 budget. Located at Dept 95, function 2212. Includes an FTE. Budgeted. Foreign Language K-12 Curriculum Articulation - Staff Development. * 4/15 Court Submission, page 143. Category III, Related Desegregation/ADE Addition, 4- $7,500 8/9. An ADE grant which has yet to be received. Is not included in the 8/8 as either a revenue or expense. Pending ADE funding. Social Studies Department Secretarial Position. * 4/15 Court Submission, page 149. * Category III, Related Desegregation/ADE * Addition, 4- $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 128, function 2212. Includes an FTE.* Budgeted. X- Romine Interdistrict School Theme Specialist. * 4/15 Court Submission, page 155. * Category III, Related Desegregation/ADE * Addition, 4- $40,670 * Use existing position within the District. No position identified. * 8/9. Included in the 8/8 budget. No cost transfer of position from King. * Budgeted. X Incentive School Immersion Spanish Program - First Grade Pilot Project. * 4/15 Court Submission, page 159. * Category III, Related Desegregation/ADE * Addition, 4- $3,000 * 8/9. Included in the 8/8 budget. Located at Dept 95, function 1120. * Budgeted. Executive Assistant for the Associate Superintendent for Desegregation. * * * * * * * * * * * * * * 4/15 Court Submission, page 164. Category III, Related Desegregation/ADE Addition, + $16,000 from 93-94 and -I- $48,750 from 94-95 8/9. Included in the 8/8 budget. Located at Dept 64, function 2324. Also in Deseg Program # 06. Only $16,000 included for 94-95. Other items were purchased out of 93-94 funds. Budgeted. Student Assignment Office Reorganization. * 4/15 Court Submission, page 173. Category III, Related Desegregation/ADE Addition, -h $26,000 from 93-94 and approximately 4- $23,000 from 94-95 8/9. No dollar expenditures are included in the 94-95 budget. This business case linked to # 24. AU of the furniture items were purchased from 93-94 funds. Budgeted at no cost for this year. Safety and Security Department. 6/28/93 Court Submission. Original Business Case submitted. 5/18 Court Submission, page 23. Revises the original for 94-95. No category. Addition, 4- $128,500 8/9. Included in the 8/8 budget. Located at Dept 87, function 2586, object 310. There is a total of $257,000 which includes carrying forward last year's* program and an increase for this year. Budgeted. Teaching Assistants/Substitutes. *5/18 Court Submission, page 32. * * * * * No category. This proposal was not in the Business case format, and had no cost/savings information included. Nonetheless, it was listed as a Business Case. Addition, + unknown. 6/14 Board meeting. Proposal put into loose Business Case format\nstill no financial analysis provided. Does not address the problem. 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. * Withdrawn. Stephens ' ' * * ' * * * 1 School Relocation. 5/18 Court Submission, page 33. No category. Deletion, - $1,300,000 8/9. Included in the 8/8 budget. Stephens school removed for the year to the total of the $1300,000. Budgeted. 29 Baseline School Relocation. * 6/14 Board meeting. * No category. * Deletion,-$1,000,000 * Draft Business Case only, handed out at Board meeting. * 8/9. Issue dead for this budget cycle. * Dead. Staff Attorney. - 6/14 board meeting. * * * * * * * No category. Addition, + $94^55 6/20 Court Submission, page 28. New business case submitted to the Court. 6/ 23 Board meeting. Approved by the Board. 6/28-29 Court Hearing, page 11. Discussed but no action taken. Walker wanted to put on hold until he had time to talk to the district. 8/9. Included in the 8/8 budget. Located at Dept 75, function 2315, various object codes. Budgeted.Director of Student Assignment and Desegregation. * * * * * * * 6/14 Board meeting. Handed out. No category. Modification, no cost. 6/20 Court Submission, page 28. New business case submitted to the Court. 6/28-29 Court Hearing, page 14. Discussed. Will require plan modification. More information in the July hearing. Walker wanted to put on hold until he had time to talk to the district. 7/18 Court Submission, Business Case Section. Letter from Mayo to Williams stating the business case must be modified, however, no modified business case is submitted. Modification still needs to be done. 8/9. Included in the 8/8 budget. Updated and revised business case included. This involves no new position, but rather a restructuring of Arma Hart's old position. No additional cost involved over last year. Budgeted. / Great Expectations Program. * 6/28-29 Court Hearing, page 11. Williams says the district is working on a * business case for the Board. ODM has not seen one at this point. Should result in $2,000,000 savings. 8/ 4 meeting. During a meeting with Matthis and Ingram, they provided a copy of a business case dated June 30, 1994, and entitled \"Great * * Expectations Pilot Program for Selected Incentive Schools\". They indicated the business case would be filed with the Court on Monday, August 8. This program will have no additional cost. 8/9. Business case included in the 8/8 budget document. No additional cost to the budget. Active. 33 Incentive School Plan Double Funding. * * * 6/20 Court Submission, page 118. They are working on modifications to the Incentive School programs. Do not have them ready at this point. 6/28-29 Court Hearing, page 11 and A-1. Judge is expecting a business case on these changes. No business case has been prepared at this time. 7/21 Notice of Filing. District submitted the business case for Incentive School Plan Double Funding. This was a much improved version * * * of the older business case just referencing plan modification. 7/26 Special Board meeting. Matthis made a short presentation to the Board on this business case. 8/9. Included in the 8/8 budget. Located at various line items. The total reduction stands at $812,309.17, and these have been pulled from the 8/8 budget. Revised business case included in the budget document. Budgeted. - X Academic Progress Incentive Grants. * * * 7/18 Court Submission, Business Case Section. Recommends modifying the desegregation plan. Would modify program structure with no additional cost ($320,000 already budgeted). 8/9. Included in the 8/ 8 budget. $320,000 located at function 1580, object 310. Also in Deseg Program # 13. Budgeted. Incentive School Plan Modifications - Spanish Program. * * 7/18 Court Submission, Business Case Section. Additional cost of $149,000 for 4 PTE's, plus other costs. Not sure how this business case relates to Case #2,4, 6, 11,33. 8/9. Draft budget document contained a reduction of $149,000 resulting from pulling this business case. The $149,000 was never added * into the budget document. Budget document 8/8 does not include in money. This business case pulled by the business case on double funding. Inactive. 36. Outsourcing Transportation. * * * * 6/30 Board meeting. Tosition Paper\" prepared in modified business case format. Not a business case at this point. Milhollen reads the paper to the Board. No action taken. 7/18 Court Submission, Business Case Section. Case included in the budget document. Would save $1 million over 3 years. 7/18 Board meeting. Issue dropped due to lack of quorum and the drop-dead date of 7/18. Standby. Transportation. * 8/5 meeting. Morgan/Mooney meet with Milhollen on the budget. SUM is being added to fix the transportation problem. $1M for purchasing buses. and $300K for support personnel. A business case should be prepared for the $13 M and what it will be used for\npossibly a budget cover letter. Mayo informed on 8/5. * 8/9. Included in the 8/8 budget document. $13 M\n$1M for buses, $300K for personnel.DRAFT Little Rock School District Baseline School Relocation Business Case I Executive Summary Baseline has become inadequate as a public school because of its declining enrollment, increasing costs, and location. It is one of several schools annexed from Pulaski County in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during the last five years at Baseline. In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. Parallel to dechning enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amotmt is budgeted for 1994-95, the per pupil cost will be $3,455. By closing this school, a savings of almost $1 milhon can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. Recruitment of white students to this school has not achieved the desired results. Baseline's location causes it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary line. M-M transfers across that line to Baseline are not possible because PCSSD needs the whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance zones that are predominately black. These two circumstances cause Baseline to be \"zone locked\". Additionally, Baseline's attendance zone is 72% black. Though the current enrollment of the school does not come only from the attendance zone, the school is at 77% black. The recommended solution is to: Z Relocate students from Baseline immediately to solve the -problem. addresses all three areas of the problem. This alternative a) b) c) d) A plan to redraw attendance zone lines in this area will be devised\nAn immediate savings of approximately 1 million dollars will be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nStaff will be relocated according to the provisions of the negotiated contract The curriculum offered at Baseline will be offered at other schools under the program for that particular school. To implement this solution, the desegregation plan must be modified. The district is aware of the concern that will rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as potice and fire will not be as efficient are of paramoimt concern to many in the commuiuty. Some will want to know if a plan 5/4/94Baseline School Relocation Business Case 2 DRAFT 5/4/94 exists for use of the building when the students are relocated. While these understandable, we believe we can offer economical way. concerns are our students equal opportunities in a more Negatives 1. Students and staff will experience some their friends\ndisappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the 3. community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency oc the community\n4- Criticism of closing a relatively new facility (1975) may arise\nand. 5. The general southwest community may react to the redrawing of attendance in that general area of the city. zones Positives 1. 2. Students will receive assignment to schools equal to current programs\nSpecial activities will be planned and implemented by each newly assigned school 3. to make new students and patrons feel welcomed\n4. Patrons will be included tn appropriate school correspondence and activities currently eruolled patrons in that school\nas are 5. Baseline is not located in a residential area emotional reaction\nand therefore its closing may receive less Children who walk will no longer have to cross school\na major thorough fare to get to 6. 7. Elementary schools in contiguous areas are capable of absorbing the student population of Baseline\nImmediate and million\nand. year-to-year cost savings will be realized of approximately $1 8. The ^asAine. School facility may be available to the community for use pending court approval. It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a number of other tasks as noted in the timeline included must be addressed. This will impact projected enrollment at other schools. transportation, food services, and the relocation of students, staff, and equipment No additional personnel are necessary to implement this proposal. Instead, positions will be eliminated. No one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating __3________L T* .1 ..... students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the total budgeted cost of Baseline School for 1994-95 is expected to be saved. This savings is a year-to-year savings. SutauR^ 67 Dr. Hmry P. W.Uunu, Supwutiwtexi n/0/4 BC_B5LNKBaseline School Relocation Business Case 3 DRAFT 5/4/94 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. ________________________Milestone______________________ Business Case presented to the LRSD Board of Directors for approval__________________ Contact the principals of surrounding schools who may be affected by the relocation____ Develop a list of key people in the community who should be contacted immediately___________ Notify finance person to include this as a budget reduction strategy_________________________ File motion with the U. S. Federal Court to relocate students at Baseline School______________ Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.______________________ Conduct informational meeting with the principal, faculty, and staff about the process__________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone\nand, c) those who do not attend Baseline School but live in the attendance zone._________________ Develop notice of relocation and date of community information meeting to send to: Date 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. a) b) c) d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) door-tOHdoor delivery in the neighborhood Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to: a) b) c) d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) door-to\u0026lt;loor delivery in the neighijorhood 5/20/94 5/20/94 SrZAIQA, Person Williams Ingram Modeste Williams Williams Modeste Williams Mayo Mayo Mayo Mayo 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting Conduct community information meeting by____________________________________ Inventory building ______________________________ Design plan for new attendance zones in southwest.________________________ Mail letter to parents and students with announcement and assignment________________ Remove materials and equipment from school_________________________ Reroute transportation of students______________________________ Secure building_________________________________________ Reassign staff ______________________________ Send final assignment notices iubmittad by Dr. Henry P. Willuinfc SuperMit\u0026gt;s\u0026gt;4a\\t 5/24/94 5/27/94 5/30/94 6/1/94 6/15/94 7/31/94 7/31/94 7/31/94 7/31/94 8/1/94 Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo (H/tA/n BC_BSLNIBaseline School Relocation Business Case 4 DRAFT 5/4/94 I Background   Baseline Elementary School was one of several schools included in the annexation of Pulaski County land by the City of Little Rock in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during the last five years at Baseline. I Problem Definition  Baseline has become inadequate as a public school because of its declining enrollment, increasing costs, and location. In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. This decUne is illustrated in Figure 1. Figure 1 Baseline Elementary Enrollment (October of each year) Schoa^ Baseline 1989 389 1990 370 1991 1992 337- 1993 344 Proj, 282 Parallel to declining enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amount is budgeted for 1994-95, the per pupil cost will be $3,455. By closing this school, a savings of almost $1,000,000 can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. T ...... Recruitment of white students to this school has not achieved the desired results. Baseline's location causes it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary Une. M-M transfers across that line to Baseline are not possible because PCSSD needs to keep whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance that are predominately black. These two circumstances cause Baseline to be zones \"zone locked\". Additionally, Baseline's attendance zone is 72% black. Though the current Subciuntd by Dr. Houy P. Willumi. Swpvuilwolatl BC.^SU\u0026lt;EBaseline School Relocation Business Case 5 DRAFT 5/4/94 enrollment of the school does not come only from the attendance zone, the school 77% black. is at I Amihjsis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, percentage of black students in the school as well as in the attendance zone has been reviewed. Upon careful consideration, three aspects had to be considered in resolving the problem. They were declining enrollment, increasing costs, and location. Addressing one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. The alternative solutions considered are listed below: 1. 2. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\nRedraiv the attendance zone to increase the number of students attending Baseline School. This reduces the per-pupil costs at Baseline but will increase costs elsewhere since another attendance zone must be reduced to enlarge Baseline'i s. This does not address the imbalanced attendance zones surrounding Baseline created bv its location. schools. Further, it would impact in negative ways the enrollment of other 3. Relocate students from Baseline immediately to solve the problem. addresses all three areas of the problem. This alternative a) b) c) d) A plan to redraw attendance zone lines in this area will be devised\nAn immediate savings of approximately 1 million dollars will be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nStaff will be relocated according to the provisions of the negotiated contract The curriculum offered at Baseline will be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts. Recruitment has been tried. The results have not been significant If the enrollment of Baseline were increased by this effort, the location is still a problem. [Recommendation  Alternative 4 is recommended. 3. Relocate students from Baseline immediately to solve the problem. This alternative addresses all of the problem areas. Submined by Or. Henry P. Willumi.Supui(ndait 06/O4/X ac.asU'JEBaseline School Relocation Business Case 6 DRAFT 5/4/94 jOb/ertipe____________________________________ By the opening of school for 1994-95, Baseline students loill be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Using this proposal will require a modification in the LRSD Desegregation Plan. This proposal supports the school district goals relating to securing financial resources necessary to fully support schools and the desegregation program. The problem will be considered solved if the following list of criteria are met 1. New attendance zones will reflect a reasonable racial balance for the area\n2. 3. 4. 5. The community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each school to make the new students and patrons feel welcomed\nPatrons are included in appropriate school correspondence and activities currently enrolled patrons in that school\nas are 6. Key members of the community are made aware of the relocation plan and have the opportunity for input\n7. Immediate cost savings is realized\nand. 8. The relocation of students and staff at Baseline will be complete before the openin\nof school for 1994-95. o Most of these benefits will occur when the process begins. Desegregation Plan goals will not be altered and parent concerns about the process and their newly assigned school will be minimal. I Impact Analysis The desegregation plan must be modified to accommodate this proposal. The district is aware of the concern that will rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as police and fire will not be as efficient are of paramount concern to many in the community. Some will want to know if a plan exists for use of the building when the students are relocated. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nS\u0026lt;ibaund bf Or. Hoff P. WtUiim* SupwuUMdait 05/OV 8CJBSUJIBaseline School Relocation Business Case / DRAFT 5/4/94 3. The building may stand vacant for a period of time if not used by an agency or the community\n4. Criticism of closing a relatively new facility (1975) may arise\nand, 5. The general southwest community may react to the redrawing of attendance zones in that general area of the city. Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be plarmed and implemented by each newly assigned school to make new students and patrons feel welcomed\n3. Patrons will be included in appropriate school correspondence and activities as are currently enrolled patrons in that school\n4. Baseline is not located in a residential area and therefore its closing may receive less emotional reaction\n5. Children who walk will no longer have to school\n6. Elementary schools in contiguous population of Baseline\ncross a major thorough fare to get to areas are capable of absorbing the student 7. Immediate and year-to-year cost savings will be realized of approximately $1 million\nand, 8. The Baseline School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs and not realizing the expected goals of desegregation. The risks of implementation of this solution are criticism for abandoning another school building tn the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a number of other tasks as noted in the timehne included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment Suboiittad bf Dr. Hmrf P. WilUami, Suptnntendenl 05/04/M BC_8SLJilBaseline School Relocation Business Case 8 DRAFT 5/4/94 I Resources Analysis Personnel No additional positions are necessary to impletnent this proposal. positions will be eliminated. No one will lose his or her job, however. Financial Instead, some A savings of approximately 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the budgeted cost of Baseline School is expected to be saved. See attachment. This savings is a year-to-year savings. Revenue Source A source of revenue is uimecessary. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget I Force Field Analysis Primary supporters of this proposal will be those not directly affected by the solution. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunity and cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They will argue that too many buildings have been closed, abandoned, and now are eye-sores in communities. That schools which are closed are those located in the black community, and that a school is the life of a wholesome community. Some say that removing a school from a community that is already experiencing economic difficulty removes the last hope for the survival of that community. The Joshua Interveners may oppose the relocation of these students. The position of the City of Little Rock is unclear at this time. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. Subauttad by Dr. H*iy P. WiUtanu. Supanntmdani 05/W/M BC.B5LNBBaseline School RelocaKon Business Case 9 DRAFT 5/4/94 I General Inipletnentation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. Milestone_________________________ Business Case presented to the LRSD Board of Directors for approval_________________ Contact the principals of surrounding schools who may be affected by the relocation__________ Develop a list of key people in the community who should be contacted immediately___________ Notify finance person to include this as a budget reduction strategy_________________________ File motion with the U. S. Federal Court to relocate students at Baseline School______________ Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers._______________________ Conduct informational meeting with the principal, faculty, and staff about the process__________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone\nand, c) those who do not attend Baseline School but live in the attendance zone._________________ Develop notice of relocation and date of community information meeting to send to\nDate 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. 12. 13. 3} b) c) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) d) door-to-door delivery in the neighborhood____________________________ Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to: b) c) d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) door-to-door delivery in the neighborhood Deliver fliers, door-to-door, announcing the relocation and date of the infomnation meeting Conduct community information meeting by 14. Inventory building 15. 16. 17. 18. 19. 20. 21. Design plan for new attendance zones in southwest.________________ Mail letter to parents and students with announcement and assignment Remove materials and equipment from school_____________________ Reroute transportation of students________________________________ Secure building _______________________________, Reassign staff _______________________________ Send final assignment notices juenuned brDr. HmryP. WilIi*mj.Supin(andl 5/20/94 5/20/94 5/24/94 5A27/94 5/30/94 6/1/94 6/15/94 7/31/94 7/31/94 7/31/94 7/31/94 8/1/94 Person Williams Ingram Modeste Williams Williams Modeste Williams Mayo Mayo Mayo Mayo Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo 05/04/94 BC JSLNSBaseline School Relocation Business Case 10 DRAFT 5/4/94 Attachment 1 Copy of pages from 1994-95 Tentative Budget relating to the cost of Baseline School SubouUtd Dr. P. WiUUbm, SupwuMtdail IB/04/94 BC.B5LMZDate: 03/23/9*. Time: 13:44 Little Kock XII District KOC\nWJDCM? Department Budget - OOH Finction Department Code - Deicriptlon Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FTE 1994/95 BASELIME ELEMENTARY 0022 Page 59 1105 1120 1124 1195 FOUR YEAR OLD PROGRAM 0110 I 0120 I 0210 ! 0240 0380 1 0410 ! 0416 0540 I 0548 I REGULAR CERTIFICATED REGULAR NON-CERTIFICATEO SOCIAL SECURITY TAX INSURANCE FOOD SERVICES SUPPLIES SUPPLIES SUPPLY CENTER EQUIPMENT-PERSONAL PROPER EQUIPMENT - SUPPLY CENTER TTISS FOUR YEAR OLD PROGRAM KINDERGARTEN OTTo TOcy 0410 605\" 1110 . KINDERGARTEN ELEMENTARY 1120 TOTALS *0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 16?6o $0.00 $41,754.00 $20,822.00 $3J89.0a $3,149.37 $0.00 $3,955.87 $0.00 $7,200.00 *0.00 *80,076.31 ioToo $8,570.80 $655.60 $835.24 $1,548.90 $5,039.19 $370.63 $490.26 $1,836.11 $19,346.73 $62,510.00 $20,822.00 $6,374.90 $5,200.00 $0.00 $689.00 $0.00 $0.00 $0.00 $95,595.90 2.00 2.00 4.00 REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE SUPPLIES 04(5 LOCAL SUPPLIES SP TRACKIN SUPPLIES - SUPPLY CENTER TOTALS $106,176.00 $8,122.76 ~K7T3or $4504 $0.00 iOJ $120,085.55 $112,575.00 $8,027.78 ---*5738^37 ----iunsT $206.00 -----59Or $126,225.27 $46,906.29 $3,531.36 $1,855.50 $0.00 i110.00 $119.51 152,522.66 $62,570.00 $4,786.61 $2,600.00 $480.00 $0.00 srar $70,436.61 2.00 2.00 --------------ony oi5o' 0210 0240 0326 6331 0347 0360 04j0^ 0416 0418 0473 Oslo' 0548 ELEMENTARY REGULAR CERTIFJCATED REGULAR HON-CERTIFICATED SOCIAL SECURITY TAX INSURANCE REPAIRS-EQUIPMENT PUPIL TRANSPORTATION POSTAGE _________________ PRINTING S BINDING-INTERN SUPPLIES SUPPLIES - SUPPLY CENTER PRIOR ENCUMBRANCES TEXTBOOKS - LOCAL SOURCES EQUIPMENT-PERSONAL PROPER EQUIPMENT SUPPLY CENTER TOTALS ELEMENTARY MUSIC OHO REGULAR CERTIFICATED erfy 0240 SOCIAL SECURITY TAX INSURANCE 1124 ELEMENTARY MUSIC ACCELERATED LEARNING 0120 TOTALS REGULAR NON-CERTIFICATED $358,855.38 $30,2U.90 $29,766.31 $27,052.57 $295.40 $429.40 $260.18 $76.00 ~5i\n49in^ $2,662.55 $0.00 $0.00 \"TOzJTTT $258.98 $452,916.17' *3il,W5.93 \"$5S\nS57r7 $28,558.61 $24,097.44 $515760 Jaros' $257.So $257.So -^1795175? j2o.oo $1,892.19 ' $257.50 $772.50 $0.00 $433,424.71 *110,532.33 $10,889.46 $9,250.37 $5,970.37 $5Too $65.97 $111.28 ioToo $131.22 $1,933.50 $0.00 $0.00 $1,864.19 $0.00 $140,748.69' $347,000.00 $36,416.70 $29,331.38 $23,400.00 $500.00 $0.00 $200.00 $0.00 $1,689.00 $2,900.00 $0.00 $0.00 $0.00 $0.00 $441,437.08 13.00 T?00 18.00 $00 IRTW $0.00 $0.00 $10,206.00 $30,512.00 $1,185.00 $34,031.00 $10,411.00 $0.00 '55766 $0.00 $0.00 $0.00 ISTW $0.00 $0.00 $4,Jjr.9O $0.00 0.60Date: 05/25/94 Time: 13:44 Little Rock School District Depertnent Budget - OOM PROG: JD002 Function Department Code - Description BASELINE ELEMENTARY ( Object I Code - Description 0022 Actual 1992/93 Budget 1995/94 Actual 01/51/94 Budget 1994/95 FIE 1994/95 Page 60 1210 1580 1910 2120 2154 2222 1195 0240 INSURANCE ACCELERATED LEARNING ITINERANT INSTRUCTION 0110 I 0210 ! _______ 0240 1 1210 ITINERANT INSTRUCT I OH RESOURCE ROOM 1220 QUO ~ 6210 5215 RESOURCE ROOM TOTALS *1,404.00 Tl2,390,96 *1,292.94 *12,500.58 1551.M *417.94 *5,087,64 ~M,B5 *780.00 *780.00 0.60 REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE  TOTALS *28,006.00 ~*2,l42.4y *1,526.28 lynTor *29,649.00 *2,114.28 *1,502.75 155 066.05 *12,555.75 *746.28 *467.16 *15,547.19 *15,224.00 *1,144.79 *650.00 *17,040.79 Bo REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE ACADEMIC PROGRESS GRANTS 1580 B17 0250 WT TOTALS *17,121,12 *1,509.92 *781.99 *19,215.05 sTs\n750 *1,286.20 ~*445.41 119,988.11 T7\nX41.46 *1,528.58 UM.sr 119,298.55 *59,108.00 *4,521.76 *65,579.76 I3o 1750 STIPENDS SOCIAL SECURITY TAX PUPIL TRANSPORTATION ACADEMIC PROGRESS GRANTS TOTALS GIFTED ANO TALENTED *8,167,59 *624,80 *1,720,62 110 512.81 *0.00 *0.00 *0.00 *0.00 729.15 S51.89 : lOo S781.04 *0.00 *0.00 *0.00 *0.00 15^5\" ^210 0240 GIFTED AMO TALENTED GUIDANCE SERVICES 0110 ________________0210 0240 2120 REGULAR CERTIFipiTED SOCIAL security TAX INSURANCE TOTALS Jii,4o?.gr *887.6^ *476.05 1127044.42 Hi,248.M *1,160.08 ssiny Tf77W6.42 J. 'K.ZW.ST ~ *517,86 *180,77 177444,4r 12'0,555.66 tl,555.65 *659 00 i?J7510.iS J. GUIDANCE SERVICES NURSING SERVICES 0120 0240 2154 67 5S REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE TOTALS *267429.50 1,5.85 *915.80 122,908. ly *29.500.80 *27165.72 *1,502.09 *52,906,60 *15,692.1'0 *944.76' *474.28 ~*15,111.08 155,664.00 *2,575.50 *1,500.00 *57,559.50 1.00 1.00 nursing services REGULAR NOH-CERTIFICATED SOCIAL SECURITY TAX INSURANCE  SCHOOL LIBRARY SERVICES 0110 0120 0210 0240 0410 0416 TOTALS *11,514.02 *880.87 *605.85 *15,000.69 111,175.65 {840:i4 *517.01 112,550.84 15,075.55 1548.5(5 *184.77 *5,648.40 *12,502.00 ~'154.46 *520.00 *15,978.40 0.40 0.40 2222 SCHOOL LIBRARY SERVICES REGULAR CERTIFICATED REGULAR NOH-CERTIFICATED SOCIAL SECURITY TAX INSURANCE  SUPPLIES  SUPPLIES - SUPPLY CENTEY TOTALS *51,154.21 115,606.00 *5,422.66 *2,940.46 12,965.07 *97.44' *54,165,84 *52,892.84 *9,598.42 *2,420.19 ~ *2,724.45  17^6.85 *257750 *48,070.23 *16,446.42 *0.00 *1,197.54 *605 86 *222.55 *70.55 118,540.28 *55,716.76 *4,855.20 *2,949.22 *1,820.00 *5,000.00 *300.00 1467^1.18 1.00 0.40 1740 9W1 JL.l-TWfiDate: 03/23/94 Time: 13:44 Little Rock School Dlitrlct Department Budget - OOM K. -j: BUD002 Furtctlon Department Code - Description BASELINE ELEMENTARY I Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FTE 1994/95 2410 0022 OFFICE OF THE PRINCIPAL 0110 0120 0210 0240 0410 REGULAR CERTIFICATED REGULAR NON-CERTIFICATED SOCIAL SECURITY TAX INSURANCE SUPPLIES 0416 SUPPLIES - SUPPLY CENTER *57,566.86 *14,929.83 S,S45\nW *3,071.64 ioZoo iOo 2410 OFFICE OF THE PRINCIPAL UPKEEP OF BUILDINGS 6125 0210 6235 0240 5321 B4? TOTAL* ial,114:2? *60,344.09 *14,561.65 *5,370.54 *2,559.52 *176.85 *257.50 *83,270.15 *29,325.12 *8,026.62 *2,796.52 *1,135.09 *0.00 *0.00 *41,263,35 *59,816.94 *16,239.25 *5,818.30 *2,600.00 *300.00 *200.00 *84,974.49 1.00 1.00 2.00 REGULAR HON-CERTIFICATED SOCIAL SECURITY TAX PUBLIC EMPLOYEES RET IRENE INSURANCE UTILITY SERVICES-NATURAL 15352 UTILITY SERVICES-ELtCTRlC ^353 UTILITY SER-UATER/SEUAGE/ UPKEEP OF BUILDINGS OTHER SUPPORT SERVICES-BU on? TOTAL* *31,620.?? *2\n373.14 *i\n624:36' *2:667:25 *7,530.85 *36\n176743 *1,496.63 *82:27772T 3t\nt?? 1T7l5lT?y 2'\n433::5r *9,300.00 i46\nAM:M *1,800.00 *94,837.81 *19,572.44 *1,497.25 *782:85 *945.30 Y31755J3? *991.76 *57,341.75 *36,276.70 *2,775.17  to.60 *3,900.00 *9,300.00 *46,000.60 *1,800.00 *100,051.87 Too 3.00 SUPPLIE* - SUPPLY CENTER \"2596' BASEL Ine kEMENTARY ~ OTHER SUPPORT SERVICES-BU TOTAL* tOTALS : *1,661:3? *i:6?T3? Wli 68739 ------*2,565750 *2:i6o:65 I1\n631,461:B? *1,635.56 -1175353^ *397 ME 19 *2,500.00 *2,500.00 1999^57?755' Page 61Date: April 10, 1994 To: Staff v From: ('/Y^Ann Subject: Upcoming Hearing on LRSD 1994-95 Budget As you Icnow, the April 22 hearing on LRSDs proposed 1994-95 budget is less than two weeks away. Weve received some of the districts business cases for proposed changes that will have an impact on the budget. You may have seen some of them before. Polly is running off the copies youll need. Read and review each of the cases which is in your area of responsibility. Some of you will share certain cases, like Melissa and Horace on curriculum areas, for example. You are, of course, free to ask each other for help, advice, input, etc., on any case. By no later than noon of next Tuesday, April 19, I need your brief write-up on the cases according to the guidelines below. Use the general hearing format that is very familiar to all of us by now, writing the following for each case: (1) the title of the business case\n(2) a very brief summary of what it proposes for which school, department, or program\n(3) proposed implementation date or timeframe (some cases are for \"as soon as possible,\" some for the next fiscal year, etc.)\n(5) and the financial bottom line. Then if the case raises significant issues or is relevant to the budget to the extent that the ludge should bring the case up during the hearing. (5) list the main issues and (6) add any questions you believe are important for the Judge to pose. Keep in mind that the hearing is scheduled for one day only and will deal primarily with the big budget picture and how the district plans to balance its budget. That means there wont be time to go into business cases to any great extent, so any questions on them will have to be brief and to the point. Look for ways to keep things as condensed as possible. For example, several of the cases can probably be combined (e.g. Spanish teachers at the incentive schools). Also, deal only with issues that are the most important at this phase of budget development and review. The district has also finally sent us their Fast Track Evaluations book, which covers certain desegregation areas. Skim through the evaluations to see if they contain anything presently relevant to the business cases or the hearing. Polly has a copy at her desk. Reminder: Get your final interdistrict report changes to me as each school is finished. This report is way behind schedule and so is developing the incentive school guide and school monitoring. 1 must have everything on the interdistrict report no later than the beginning of the workday on Tuesday, April 12, 1994. Be sure to also review and (revise if necessary) your recommendations because the Judge thinks she wants us to put them in the report. Thanks.ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing Proposed Funding of Business Cases................................................. Student Assignment Office Reorganization....................................... Theme Specialist, Romine.................................................................... Multimedia Technology, Phase II, Garland....................................... Computer Science Theme Infusion, Rockefeller................................. Executive Assistant for Associate Superintendent for Desegregation Dialogues (District and Community)................................................. English as a Second Language (ESL) Program................................. Language Arts and Mathematics....................................................... Applied Biology and Chemistry.......................................................... Science Program................................................................................. Science Curriculum Revision.............................................................. Bob Melissa and Bob .Horace and Bob Horace and Bob Horace and Bob Connie Connie Horace and Melissa Melissa and Horace Horace and Margie Horace and Melissa Horace and Melissa Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation Horace and Melissa Melissa and Horace Incentive School Immersion Spanish Program, 1st Grade Pilot Project . . . . Melissa and Horace Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace Melissa and Horace Communications Technology Theme, Franklin . . . Career Awareness and Mass Media Theme, Rightsell Alternative Room Specialist, Rockefeller................ Alternative Room Specialist, Rightsell................... Alternative Room Specialist, Stephens................... Alternative Room Specialist, Franklin...................... Alternative Specialist, Garland................................ Horace Horace Margie Margie Margie Margie Margiet 12. Date: April 10, 1994 To: From: Staff 6^'Ann Subject: Upcoming Hearing on LRSD 1994-95 Budget As you Icnow, the April 22 hearing on LRSDs proposed 1994-95 budget is less than two weeks away. Weve received some of the districts business cases for proposed changes that will have an impact on the budget. You may have seen some of them before. Polly is running off the copies youll need. Read and review each of the cases which is in your area of responsibility. Some of you will share certain cases, like Melissa and Horace on curriculum areas, for example. You are, of course, free to ask each other for help, advice, input, etc., on any case. By no later than noon of next Tuesday, April 19, 1 need your brief write-up on the cases according to the guidelines below. Use the general hearing format that is very familiar to all of us by now, writing the following for each case: (1) the title of the business case\n(2) a very brief summary of what it proposes for which school, department, or program\n(3) proposed implementation date or timeframe (some cases are for \"as soon as possible,\" some for the next fiscal year, etc.)\n(5) and the financial bottom line. Then if the case raises significant issues or is relevant to the budget to the extent that the ludge should bring the case up during the hearing, (5) list the main issues and (6) add any questions you believe are important for the Judge to pose. Keep in mind that the hearing is scheduled for one day only and will deal primarily with the big budget picture and how the district plans to balance its budget. That means there wont be time to go into business cases to any great extent, so any questions on them will have to be brief and to the point. Look for ways to keep things as condensed as possible. For example, several of the cases can probably be combined (e.g. Spanish teachers at the incentive schools). Also, deal only with issues that are the most important at this phase of budget development and review. The district has also finally sent us their Fast Track Evaluations book, which covers certain desegregation areas. Skim through the evaluations to see if they contain anything presently relevant to the business cases or the hearing. Polly has a copy at her desk. Reminder: Get your final interdistrict report changes to me as each school is finished. This report is way behind schedule and so is developing the incentive school guide and school monitoring. 1 must have everything on the interdistrict report no later than the beginning of the workday on Tuesday, April 12, 1994. Be sure to also review and (revise if necessary) your recommendations because the Judge thinks she wants us to put them in the report. Thanks.ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing Proposed Funding of Business Cases................................................. Student Assignment Office Reorganization....................................... Theme Specialist, Romine.................................................................... Multimedia Technology, Phase II, Garland....................................... Computer Science Theme Infusion, Rockefeller................................. Executive Assistant for Associate Superintendent for Desegregation Dialogues (District and Community) ................................................. English as a Second Language (ESL) Program................................. Language Ans and Mathematics....................................................... Applied Biology and Chemistry.......................................................... Science Program................................................................................. Science Curriculum Revision.............................................................. Bob Melissa and Bob Horace and Bob Horace and Bob Horace and Bob Connie Connie Horace and Melissa Melissa and Horace Horace and Margie Horace and Melissa Horace and Melissa Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation Horace and Melissa Melissa and Horace Incentive School Immersion Spanish Program, 1st Grade Pilot Project .... Melissa and Horace Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace . Melissa and Horace Communications Technology Theme, Franklin . . . Career Awareness and Mass Media Theme, Rightsell Alternative Room Specialist, Rockefeller................ Alternative Room Specialist, Rightsell................... Alternative Room Specialist, Stephens................... Alternative Room Specialist, Franklin...................... Alternative Specialist, Garland................................ Horace Horace Margie Margie Margie Margie MargieLittle Rock School District Director of Student Assignment and Desegregation A Business Case Addition  Modification Deletion June, 1994 (Revised August 8, 1994)Little Rock School District Director of Student Assignment and Desegregation Business Case Executive Summary The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees. The kinds of problems produced daily in this department could fill the large part of a day. Even if transportation is out-sourced, some of the routes and personnel will be retained by the district and require supervision. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the progress of the district toward the desegregation plan. The Student Assignment Office is not receiving the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents. The recommended solution is to modify the position of Desegregation Facilitator by changing the title to Director of Student Assignment and Desegregation and increasing the responsibilities to include student assignments. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. This position will continue to report to the Associate Superintendent for Desegregation. Implementing this alternative will permit: 1. 2. 3. 4. 5. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\nGreater focus and attention given to daily decisions relating to student assignment\nThorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\nQuicker response to parent inquires\nand. Identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Currently, the position of Desegregation Facilitator is vacant through a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. Though registration and assignments are strongly encouraged during the month of February, the process continues through August when it becomes overwhelming. Time forDirector of Student Assignment and Desegregation Business Case 2 announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. This is a position modification requiring no increase or decrease in positions or costs. Only the title will change and the responsibilities will increase. Funding for this position will come from the currently used line item of the budget. The following are milestones for implementing this position modification. 1. 2. 3. 4. 5. Milestone Present Business Case to the Superintendent for approval Present Business Case to the Board of Directors for approval Discuss this modification with all parties Present Business Case to attorneys to submit plan modification Submit plan modification to the Court for approval 6. Court approval 7. 8. Advertise the position Interview 9. Report for work Date 6/14/94 6/14/94 6/16/94 6/17/94 8/5/94 8/12/94 8/17/94 9/1/94 9/15/94 Person Mayo Willicims Williams Mayo Attorneys Williams Hurley Mayo Appointee Timely consideration of this modification is respectfully requested. Russ Mayo Associate Superintendent for Desegregation August, 1994 8/5'94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 3 Background The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of numerous statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. Recently, the responsibilities of Communications cind Transportation were added to this position. Transportation has over 340 employees. The kinds of problems produced daily in this department could fill the large part of a day. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the progress of the district toward the desegregation plan. Problem Definition The Student Assignment Office is not receiving the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of pcirents while not increasing personnel costs. The responsibilities of student assignment require moment by moment attention. Decisions of when to release certain waiting lists affect racial balance and recruitment of parents to the district. Careful monitoring of racial balance and the student assignment process improves public confidence and maintains racial balance. Projecting demographic data and enrollments aids in planning for future marketing, recruitment, and school closings or construction. Executing plans for closing schools requires attention to patrons who are affected and the assurance of acceptable options. The supervision of SAO personnel requires meetings, planning, and periodic training. Meeting with unhappy parents who do not understand the student assignment process requires diplomacy, patience, and time. Meeting with the appeals committee requires time and diplomacy. This sample of student assignment related responsibilities requires day-to-day, on-site attention. Currently the Associate Superintendent for Desegregation fulfills the responsibility of the student assignment supervisor and other responsibilities including supervision of Transportation, Communications, VIPS, desegregation. Though housed at the SAO, more often than not he is in meetings elsewhere. Approximately 60% of his time is spent in meetings relating to matters other than student assignment. The day-to-day attention to student assignment is not possible. 8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 4 Analysis of Alternatives The following alternatives have been considered: 1. Add a new position to cover the responsibilities of student assignment and to assist the Associate Superintendent for Desegregation. This creates an additional 2. 3. position and personnel costs. Allow things to remain as they are. SAO and parents will continue to receive less than adequate attention. Change the position of Desegregation Facilitator to Director of Student Assignment and Desegregation. Realign responsibilities to maintain most of the current duties and include student assignment responsibilities. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment. This position will continue to report to the Associate Superintendent for Desegregation. See Figure I below. Many of the responsibilities of the Desegregation Facilitator are covered already by current personnel and procedures. The Deputy Superintendent, Associate to the Deputy Superintendent, Associate Superintendent for Desegregation, Director of Planning, Research, and Evaluation, and staff development personnel do most Associate Superintendent Organizational Chart Associate Superintendent i3irector of Transportation Director of Student Assignment and Desegregation Director of Communications SUff I (2) Recruiters Community Deveiopment Coordinator (VIPS) sun Student Assignment Coordinator SAO Information Coordinator  Programmer (5) Student Assignment Assistants Figure 1 D1RSAO.DOCDirector of Student Assignment and Desegregation Business Case 5 of the functions of the Desegregation Facilitator. Additioneil safeguards such as the Program Budget Document and the PERT chart (Tool) were implemented to prevent omissions. Examples of responsibilities of the position are as follows: a) b) c) d) e) 0 S) h) i) j) k) 1) m) Supervises and coordinates the day-to-day operation of the Student Assignment Office\nKeeps the Associate Superintendent informed and updated on progress made in performing responsibilities relating to student assignment and on any relevant information discovered in the performance of these duties\nAssists with developmental planning in the areas of long-range student assignment policies, magnet school development, program placement, and equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\nAssists with monitoring and evaluating the districts desegregation plan\nAssists in ensuring that desegregation assessments, studies, surveys, and evaluation results are used to improve the operations of the schools\nAssists in identifying problems or practices that impede the implementation of quality desegregation in the student assignment process\nProvides immediate feedback on the day-to-day operations relating to student assignment\nObserves the progress of desegregation implementation by reading and writing performance reports relating to implementation\nStays informed of current issues before the Board of Directors by attending Board Meetings\nProvides for the development, implementation, and evaluation of staff training for Student Assignment Office personnel\nCoordinates the appeals committee and monitoring groups such as the Parent Council, Bi-Racial Committee, and others as assigned\nAssists in monitoring all aspects of desegregation implementation including, but not lirnited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement\nand. Performs other duties as assigned. In the LRSD Plan, at the conclusion of the Educational Equity Monitoring section, the Desegregation Facilitator is explained as follows: 8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 6 Office of Desegregation A desegregation facilitator will be hired to work directly with building principals. The desegregation facilitator will be solely responsible for identifying problems or practices that impede the implementation of quality desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their staffs, for desegregation related concerns. The use of a desegregation facilitator will allow the central office administration to have immediate feedback on the day to day activities in the schools. The desegregation facilitator will report directly to the Associate Superintendent for Desegregation. However, the desegregation facilitator will work very closely with the remaining associate superintendents as needed. The desegregation facilitator will focus on all aspects of desegregation implementation. This includes, but is not limited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement runeline Develop Job Description Aimounce Position Hire Desegregation Facilitator March 1-15 April 1-15 May 30 The tasks as described above will be the primary responsibility of the Associate Superintendent as follows: 1. Work directly with building principals\n2. 3. 4. 5. Identification of problems or practices that impede the implementation of quality desegregated education in each building\nProviding technical assistance to building principals\nWorking very closely with the remaining associate superintendents as needed\nand, Focusing on all aspects of desegregation implementation. Recommendation 1 Alternative 3 is recommended. 3. Change the position of Desegregation Facilitator to Director of Student Assignment and Desegregation. Realign responsibilities to maintain most of the * All p\u0026gt;aragraphs appearing in bold print in this section represent a revision of this business case as of August 8. They address the question from the Court of who will be responsible for the specific items in the plan. 8/5/94 niRSAODOCDirector of Student Assignment and Desegregation Business Case 7 current duties and include student assignment responsibilities. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment. This position will continue to report to the Associate Superintendent for Desegregation. Objective 1 Upon implementation of alternative 3, the Student Assignment Office will receive the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents while not increasing personnel costs. Achieving this objective will permit: 1. 2. 3. 4. 5. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\nGreater focus and attention given to daily decisions relating to student assignment\nThorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\nQuicker response to parent inquires\nand. Identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Impact Analysis Negatives 1. Student Assignment Personnel will have to adjust to a third supervisor within three years. 2. Parties in the case may be concerned that monitoring of the districts desegregation obligations will be compromised. Positives 1. eliminate delays in decision-making and responses to parents in the area of student assignments. 2. permit efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\n8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 8 3. 4. 5. 6. bring more focus and attention to daily decisions relating to student assignment\nprovide more thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\nallow quicker response to parent inquires\nand, permit the identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Risks The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, continuous non-compliance with our obligations, and continuation of a generally poor image in the area of student assignments. Timing The sooner we can do this the better. Currently, the position of Desegregation Facilitator is vacant through a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. Though registration and assignment are strongly encouraged during the month of February, the process continues through August when it becomes overwhelming. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Resources Analysis Personnei This is a position modification requiring no increase or decrease in the number of positions existing. Financial No change will occur in the current level of funding for this position. Only the title will change and the responsibilities will increase. Revenue Source Funding for this position will come from budget. ently used line item of the 8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 9 Force Field Analysis Primary supporters of this modification are council members, SAO staff, Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this modification will help them meet their obligations under our plan. General Information Plan The following cire milestones for implementing this position modification. 1. 2. 3. 4. 5. Milestone Present Business Case to the Superintendent for approveil Present Business Case to the Board of Directors for approved Discuss this modification with all parties Present Business Case to attorneys to submit plan modification Submit plan modification to the Court for approved 6. Court approval 7. 8. Advertise the position Interview 9. Report for work Date 6/14/94 6/14/94 6/16/94 6/17/94 8/5/94 8/12/94 8/17/94 9/1/94 9/15/94 Person Mayo Williams Williams Mayo Attorneys Williams Hurley Mayo Appointee 3'5/94 DIRSAO.DOCreceive JUL 1 4 1994 Little Rock School District Office of Desesrcgatiwi S^so\u0026amp;h^q Outsourcing Student Transportation June, 1994 A Business Case ^^ass, i?_ stop' iSSS! -\u0026gt;^.v.-rz.\u0026gt;^-if.. a rr-r -Tn -ri-iaSSSSSjJ^JMfcgLittle Rock School District Outsourcing of Student Transportation Business Case Executive Stamnary One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a Lability. Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The crurent fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. As major repairs become increasingly more frequent, both labor and parts/materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year.Outsourcing Student Transportation Business Case 2 The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are imavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually\nFollow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Alternative 3 is recommended. By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n07/xv BCjwrOutsourcing Student Transportation Business Case 3 2. Currently employed drivers will maintain their jobs and benefits\n3. 4. 5. Buses will be on-time more often than they are now\nAccidents decrease\nThe number of buses out-of-service for repairs will decrease\n6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed. It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. A savings of 1 million doUars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facihty already available. Even with these costs, outsourcing will reduce overall costs. The money currently allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. ______________________Milestone______________________ 1. Proposal presented to the LRSD Board of Directors for approval_________________________________________ 2. Notice to employees Date 7/14/94 Person Williams 3. Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9, Property transfer and occupancy_______ 10. Complete bus routes_________________ 11  Retrain current employees____________ 12. Train new employees_________________ 13. Notify patrons_______________________ 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs 7/15/94 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/21/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor 07/14/94 00,057\nOutsourcing Student Transportation Business Case 4 Background One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a hability. The District expends an inordinate amount of time and energy focusing on Support Services such as transportation. Educational issues often take a back seat to transportation operations because of the time required to respond to these concerns. Often these issues are the focus of media attention which results in poor public relations. The District's transportation operations have frequently been in the media this year. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor operational performance. The accuracy and voracity of the stories is not as important as the resulting poor public perception of the operations, and the fact that these \"crises\" are draining management's attention away from the primary goal of educating children. Service in the Little Rock School District has been the subject of much debate. According to a recent study only 69% of the buses are \"on-time.\" At present the district is not employing the best \"state-of-the-market techruques\" for managing and providing student transportation services. The Little Rock School District is facing a $7.2 million budget deficit for the 94-95 academic year. Management in the Transportation Department is concerned that the fleet is aging and a large proportion of it must be replaced. For the last several years, the District has been unable to meet its targeted goal of replacing 10% of its buses per year. As a result replacing the aged fleet now represents a prodigious capital expense which the District virtually cannot incur in a single budget year. To return to an acceptable fleet replacement cycle, the District would have to expend approximately $1 million per year over the next six years. \u0026gt;17/14/^ KjmOutsourcing Student Transportation Business Case 5 Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The current fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. To bring the fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on type of engine and miles of use. Those parameters require that buses used to service the District be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Using these parameters, along with the fleet's current mileage as of the close of school in June, 1994, a replacement schedule for the District's current vehicles School Year 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 Buses 128 29 22 18 10 1 25 was established. Listed here is the number of buses that will need to be replaced prior to the start of each Replacement Schedule of Buses Based on 1994 Fleet \u0026amp; RFP Standard corresponding school year. Fundamental to the success of District 140 120 100 80 60 40 20 0 128 +$900,000 in 1994-95 to meet standard 94-95 29 22 18 10 95-96 96-97 97-96 96-99 transportation operation is improving the level of service in the area of vehicle 0 25 1 a 99- 2000 0 2000- 2001 0 2001- 2002 2002- 2003 2003- 2004 School Year a fleet of 281 buses with only eight mechanics. maintenance. Because of the age and condition for the existing fleet it has become necessary to add additional maintenance staff and to service the older high mileage buses much more frequently. The District currently services The workload has increased dramatically over previous years because heavy maintenance previously covered under 07/14/M 0C_OUT Outsourcing Student Transportation Business Case 6 warranty must now be performed in-house. In fact, a recent study of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to 44 vehicles is unsatisfactory. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crucial. This is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Mr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs. mechanic ratio is not consistent with national standards. As major repairs become increasingly more frequent, both labor and parts/ materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Parts/Materials/Supplies $1.200,000 $1,000,000 $800,000 $600,000 $400,000 $200,000 $0 1992-93 1993-94 1994-95 Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year. 07AV** 8C_OUT Outsourcing Student Transportation Business Case 7 Wrecker Experienc $40,000 $30,000 $20,000 $10,000 $0 400 299 fI r 160 60 I i 60 1992-93 1993-94 1994-95 LRSD Wrecker Calls  Normal Wrecker Calls Several factors are used in determining performance levels for transportation services. One of the leading indicators of poor performance is driver absenteeism. Because unwarranted absenteeism harms the program for children, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and a fairly accurate indicator of the unsatisfactory performance level of the current operation. The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are unavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) Vehicle accident rate is commonly used as the indicator when assessing the level of safe operation of the driver, the conditions in which operations are performed, and r 16 14 12 10 8 6 4 2 0 Quality of Performance Accidents per Million Miles J the condition of the vehicles operated. Preventable accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment In 1993, the District had 68 such accidents while logging over 3.9 million miles\nin 1994, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents per million miles respectively. By contrast, the prospective contractor has an record established, documented safety of only 8.8 preventable 07/14/94 BC.OUr Outsourcing Student Transportation Business Case 8 accidents per million miles. Typically/ a high vehicle accident rate manifests in increases for both Workers Compensation and Property and Casualty insurance costs. Analysis of three previous years claims for Workers Compensation indicates an extreme upward trend in the frequency of claims and the cost per claim to the District In 1992 there were 31 Workers Compensation claims processed for the Transportation Department at a cost of $66,439. In 1993 there were 42 claims processed at a cost of $169,587, and by March of 1994, there had been some 45 claims totaling $57,662. Bus driver claims account for 65% of all claims by district employees. The composite data indicates an urgent need for improved driver training and the initiation of a vigorous and sustained safety awareness program. That has not been possible in LRSD because of the eUmination of supervisory/training position by budget cuts. Regarding these same issues, the Gallagher study referred to previously provided the following recommendations: 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, Swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. AU drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers \u0026amp; Lybrand staff in their findings at the transportation terminal: Coopers \u0026amp; Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost all of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, all indicated a concern that something needed to be done to ensure that things didn't get worse. All interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, like cracks in a dam, and many were fearful of the department's future. It is C\u0026amp;L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Analysis of Alternatives J Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD. Upon careful consideration, several 07/14/M BC.OUTOutsourcing Student Transportation Business Case 9 aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually\nFollow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recommendation Alternative 3 is recommended. 3. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Proposals have been requested from private sector transportation companies on this alternative. Of the responses received, only Mayflower Contract Services, Inc. proposed to contract the LRSD student transportation system as appear tn the proposal submitted by the contractor. specified. Details 07/14/94 0C_OUTOutsourcing Student Transportation Business Case 10 Objective By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n2. Currently employed drivers will maintain their jobs and benefits\n3. Buses will be on-time more often than they are now\n4. Accidents decrease\n5. The number of buses out-of-service for repairs will decrease\n6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed. Impact Analysis The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 80 drivers. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. Negatives 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences\n2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs\nPositives 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n2. Currently employed drivers will maintain their jobs and benefits\n07/14/94 BC_0UTOutsourcing Student Transportation Business Case 3. Buses will be on-time more often than they are now\n4. Accidents will decrease\n5. The number of buses out-of- 11 Quality of Performance Bus Availability, Driver Absenteosm, Not-oo-'nine Buses service decrease\nfor repairs will 6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed providing students with badly needed new buses. 30% 25% 20% 15% 10% 5% 0%  LRS  Contracto 14% 5% Out-of-Service 23% 12% Absenteeism 30% 1% Not-on-TIme Risks The risks of not implementing this solution is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The risks of implementation of this solution are the unfounded presiunptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capabiUty given the delays in implementation of outsourcing when considering increased activities associated with the start up of the school year. Timing It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timehne included must be addressed. Resources Analysis Personnel No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. 07/14/94 BC_OUrOutsourcing Student Transportation Business Case 12 Financial A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District wiU maintain the special education routes and a smaller v. Three Year Bottom Line Cost Comparison LRSD V. Contractor a LRSD  Contractor -$1,018,614 savings over 3 years $10,000,000 $9,000,000 $8,000,000 $7,000,000 $6,000,000 $5,000,000 $4,000,000 $3,000,000 $2,000,000 $7,327,775 $7,760,438 $6,562,449 $6,463,981 $6,997,680 !7,170,387 x $1,000,000 $0 94-95 95-96 96-97 School Year maintenance facility already available. Even with these costs, outsourcing will reduce overall costs (See Attachment 1). Revenue Source The money currently allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget Force Field Analysis Primary supporters of this proposal will be those directly affected by the solution  patrons and administrators within the District The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student service and cost savings. BCJWTOutsourcing Student Transportation Business Case 13 Those most opposed to the solution will be bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of outsourcing is that costs will be reduced while improving service. General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. Milestone Date Person 1. Proposal presented to the LRSD Board of Directors for approval 7/14/94 Williams 2. Notice to employees 7/15/94 3, Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9. Property transfer and occupancy 10. Complete bus routes 11. Retrain current employees 12. Train new employees 13. Notify patrons 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/21/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor 14/94 BC.OOTOutsourcing Student Transportation Business Case 14 Attachment 1 Comparison of LRSD costs to Mayflower Contract Services, Inc. Costs EXPENSE CATEGORY Salaries Fringe Benefits Purchased Services Materials / Supplies Capital Outlay Other Objects SUBTOTAL Budget Yr 1994-95 3,679,789 800,604 676,500 964,664 11,000 1,000 6,133,557 Budget Yr 1995-96 3,790,183 809,049 686,648 984,041 11,000 1,000 6,281,921 Budget Yr 1996-97 3,985,519 852,142 700,381 1,003,722 11,000 1,000 6,553,764 TOTAL 11,455,491 2,461,795 2,063,529 2,952,427 33,000 3,000 18,969,242 Fleet Insurance Workers Compensation Fleet Disposal Bus Payment SUBTOTAL 512,680 236,473 537,000 522,933 243,565 533,392 251,357 1,286,153 1,155,391 1,921,889 1,317,297 2,102,046 1,569,005 731,395 537,000 2,472,688 5,310,088 TOTAL FUNDS AVAILABLE 7,419,710 8,203,810 8,655,810 24,279,330 Mayflower Proposal Special Education TOTAL 6,463,981 857,261 7,321,242 6,997,680 876,035 7,873,715 7,170,387 895,372 8,065,759 20,632,048 2,628,668 23,260,716 SAVINGS Regular/ M-to-M Special Ed TOTAL 98,468 6,562,449 857,261 7,419,710 330,095 7,327,775 876,035 8,203,810 590,051 7,760,438 895,372 8,655,810 1,018,614 21,650,662 2,628,668 24,279,330 .T/IVW BC.OOTRECEIVED ZntA^ JUL 2 5 1994 Office of Desegregation Mannoiing 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, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of its business case for Incentive School Plan Double Funding. 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 * iyj J By:l Christopher Heller Bar No. 81083 F CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21st day of July, 1994. 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 Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN DOUBLE FUNDING July 18, 1994 BUSINESS CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all students. This commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comparable to the best in the District and the state. time, At that as well as today, Cairver and Williams Magnet Schools and Forest Park, Jefferson, and Teriry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents, academic Incentive schools were designed to promote and ensure excellence in schools that have difficult been to desegregate. Incentive School Program is not only to compensate the victims of segregation but also to serve as a tool The IS for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. classes. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, \"double-funding\" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost a factor which was to be considered at a later point. time, the district has developed a formula and funds the schools Since that according to this established criteria. \"Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations\" (ODM 1992-93 Incentive School Monitoring Report). A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. The purpose of each change was to improve the quality of education. However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools.Incentive School Plan - Double Funding July 19, 1994 Page 2 The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. B. C. Greater emphasis must be placed implementing and evaluating quality integrated education for our community. on The District must operate an efficient school district within the boundaries of its' annual recurring revenues. Short-term remedies have only delayed the financial crises that we now face. Problem Definition programming has Current not resulted in either improved achievement or desegregated schools. A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. limited. Instructional time is Each facet of this district must assist in resolving its' financial problems. Over the years, the cost of funding incentive schools has more than tripled and current programming has not resulted in improved achievement or desegregated The District must now decide if it will continue to schools. triple fund Incentive School programs, while reducing the funding for Area Schools. Such reduced funding of Area Schools will have a negative impact and we run the risk of continued urban flight and aging buildings that need attention. are fifty schools in There the district and the children that populate all of these schools must be provided equitable opportunities and resources. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase District is now asking the following questions: in enrollment. The  Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the in Incentive Schools' original goals are achieved?  Are there obligations that are educational or some other standpoint? questionable from an  Should funding the Incentive School Program be brought in line with dollars generated through double-funding?Incentive School Plan - Double Funding July 19, 1994 Page 3  Can we demonstrate logically that the current program is not making the best use of time, effort, and money?  Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools? The alternatives at this time are:  Keep doing what we are doing.  Analyze current funding of Incentive Schools and double fund as previously committed.  Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District. ~ . . . . Care must be taken to surgically reduce triple funding of the Incentive Schools, these schools remain an important and relevant component of Court approved desegregation plan. as our Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate our students are progressing academically. Achievement disparity still exists\nhowever, African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. that data show that The student enrollments at these schools have been stable over a period of time. There are waitina lists for oarents who wish -t-n 1 their There are waiting parents wish to enroll Financial excellence. students where resources alone educational will not excellence ensure prevails, educational There must be ongoing monitoring of programs to ensure double funding is providing for the needs of the children attending these schools. ISIncentive School Plan - Double Funding July 19, 1994 Page 4 E. The District recommends that extended day/week activities would be staffed in accordance with programmatic further need. A review of current enrollment figures indicates that we may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at cost savings of approximately $280,000.00 (eight teachers average salary of $35,000 = $280,000). Objectives a X The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the established double funding formula. Evaluation Criteria The incentive evidenced by: school will be successfully operating as Increased student achievement. Teaching and learning will improve as measured by projects, portfolio assessments, and teacher-made tests. Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next Quartile and increased numbers of students moving above the 50th percentile. Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools. Grade distribution reports (by semester) reflecting increase in letter grades of C\" or better in the core areas an for each student. Increased activities. student participation in extended day/week Expected Benefits The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction students. of disparity between black and white students. Quality programs will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive school program.Incentive School Plan - Double Funding July 19, 1994 Page 5 F. Impact Analysis Quality desegregated education will be provided in environment that is attractive and conducive to learning, desegregation plan will not be negatively impacted, recommendation will have a positive impact on the plan as teaching learning will be enhanced. Successful an The This and implementation of this program will allow the District to replicate those factors that enhance and promote student learning and parent involvement.  The District plans to provide early release time, one day each month for nine months, to provide quality staff development for all of its teachers including Incentive School teachers. Quality staff development will enhance the instructional skills of the teachers and support staff. Using early release time is an effective and extremely cost saving means of providing support for staff. Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the district's students attend Area Schools. Double funding of Incentive Schools will shift the emphasis to \"doing more with less.\" Testimonies have suggested that the \"double funding\" intent has created a financial illusion of a \"cure all\" panacea for these schools. The district's program planning and budgeting document will allow us to monitor the impact of \"double funding\" on Incentive School programs on a regular basis, monitoring can ensure that the Incentive Schools do not Such suffer irreparable harm as we\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_278","title":"'Business Cases for Review by Board of Directors (Exhibit 313 on July 6, 1995)","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":["1994/1995"],"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--Finance","Educational law and legislation","Educational planning","School management and organization"],"dcterms_title":["'Business Cases for Review by Board of Directors (Exhibit 313 on July 6, 1995)"],"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/278"],"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":["126 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\n1 u p h 11 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION tr 1 Q  BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS o i 1994-95LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS 1994-95 1 a rf n J. I T I c IBUSINESS CASES FOR FY 1995-96 BUSINESS CASES RESULTING IN SAVINGS Business Case Name Description Delete, Add, or Modify Plan Modification Cost Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters (HIPPY) Incentive School Plan Staffing McClellan Conmunity Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) Guidance Services Health Services (Nursing Services) Improving Student Transportation Neu Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational Education APIG and Focused Activities deletions School Closing School Closing Eliminate program except at the Incentive _________Schools Eliminate HIPPY program except for parents within Incentive _________SchooIs Revise staff configuration\nimprove staff efficiency Deletion of program, with Business Department delivering _____the program_____ Revision of current elementary music teacher assignments Assign FLE teaching responsibilities to nurses, counselors \u0026amp; science teachers Reduce positions but maintain Arkansas Public School Accreditation Standards Reduction in nursing positions while maintaining services Outsourcing Implement Language Arts Plus in lieu of Learning Foundations\nreturn to 6-period day Implement Connercial Arts I course to expand magnet arts program and satisfy state standards Place a cap on professional leave Eliminate Exploring Industrial Technology Education programs at two Junior High Schools\neliminate low demand courses Delete Delete Delete Modi fy Modify Modify Delete Modify Modi fy Modify Modify Modi fy Modify Add Add Modify Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No S 445,000.00 523,000.00 637,000.00 1,321,520.00 185,828.18 607,250.00 170,000.00 161,000.00 77,000.00 125,268.00 560,000.00 100,000.00 669,900.00 0.00 50,000.00 182,783.90 1BUSINESS CASES REQUIRING ADDITIONAL EXPENDITURES Business Case Name Description Delete, Add, or Modify Plan Modification Additional Costs Alternative Education Pilot Program - Alternative classroom at SUJH and CJHS Modify No 34,965.00 Arkansas Crusades Equipment and teacher training to support the Math, K-4, and Science Crusades Modify No 30,000.00 Beacon School Implement Beacon School Concept at CJKS Add No 12,000.00 Mann Magnet Additional Clerical Position Provide assistance to bookkeeper and assistant principal Add No 3,000.00 New Comers Center Designate selected schools to serve increasing needs of LEP students Modify No 52,117.00 Reading Recovery/Early Literacy Pilot Program Provide early intervention strategies to reduce later remediation Add No 30,000.00 Security Officers to Work on Safety and Security Issues Two additional security officers to deal with security related problems/issues Modi fy No 36,500.00 Social Studies Curriculum Revision Form committee to revise Social Studies curriculun to correlate with new state frameworks\nrevise curriculum guides Modify No 13,200.00 Total Savings S 5,815,550.08 Total Expenditures S 211,782.00 Net Savings $ 5,603,768.08 Business Cases Received but not Recommended as \"DO PASS\" to Superintendent: Cloverdale Junior High School Incentive School Principals Rockefeller Incentive School -- Alternative Room Specialist Seventh Grade Expansion of the Alternative School 1 0 IQ DB I tr X 1 Q H 5 2 o in a (I h 1 c S  2 0 I Business Cases Resulting in Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters m i Cl I Incentive School Plan Staffing McClellan Community Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) 2 0 i Guidance Services Health Services (Nursing Services) Improving Student Transportation New Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational EducationLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas 72201 January 13, 1995 m X 1 a e  memorandum TO: FROM: Mrs. Estelle Matthis, Deputy Superintendent Sadie Mitchell, Actii^Assistant Superintendent Margaret GremilponfD^sistant Superintendent SUBJECT: Business Case - Academic Progress Incentive Grant 2 0 iBUSINESS CASE ACADEMIC PROGRESS INCENTIVE GRANTS January 13, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons, equity issues regarding adequate resources and an overwhelming percentage of our students attend area schools, the Little Rock School District proposed in the Tri-District Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. The District, in its May 11, 1992, request to modify the settlement plan, proposed to substitute APIG for Focused Activities. The proposal did not clearly explain the Districts intent. The Court approved the continuing of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to schools for application the last five years. It is now time to evaluate and assess the program for continuation. B. BACKGROUND tn CL e 5 2 o i 1990 - 1991 The Academic Progress Incentive Grant (APIG) was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. The process to be followed was for each school principal to write a proposal attached to a budget sheet identifying times and cost as related to the proposal being submitted. The District established two goals that were to be the outcomes of this initiative: (1) to improve the education of all students and (2) to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. The grant proposals were then to be forwarded to the Academic Progress Grant Committee for review and approval. Upon approval, the budget sheet was forwarded to the Financial Services Department, and budget codes were set up for the individual schools to use in purchasing the items requested. The respective assistant superintendent over the area schools who monitored the schools annual plan would review incoming requisitions to see if the purchases requested related to the districts Desegregation Plan.Several schools were successful in receiving early approval in the first semester for the full amount. The majority of schools, however, did not receive grant approval until late January and early February of 1991 and not for the full amount. Even though the money was received on a late timeline, it did enable the schools to purchase needed equipment, materials, supplementary reading materials, enrichment trips, etc. for all students as well as providing funds for some tutoring assistance to their at-nsk groups before the MPT (Minimum Performance Test) and MAT-6 (Metropolitan Achievement Test Edition 6) test dates. Considering the timeline with a week out for Spring Break and two to three weeks scheduled for MPT and MAT-6 testing, the principals were asked only to write a narrative for the grant evaluations that would be no longer than three typed pages describing the status of their grant. The report was to include: 1. 2. 3. Identification of local school grant goals. A description of the results. Identification of any proposed change for the 1991-92 school year, if possible. These narratives were attached to the schools annual report and forwarded to their assistant superintendents. 1991.1992 In the second year of the Academic Progress Incentive Grant, the funds were frozen the first semester of the school year. Once the funds were released, the procedures set forward for application were the same as outlined in the 1990-91 school year. Principals, teachers, and parents worked together to develop tutoring schedules for their at-risk students. During this year a new standardized test, Stanford 8, was given in the place of the MAT-6 test. Principals were asked to use the same reporting format in describing the status of their grant. The narrative was to be attached to their annual school report and forwarded to their assistant superintendent. 1992.1993 In the third year of the APIG, the funds were reduced to $10,000 for which the area schools could apply. Again, many of these grants were not funded until November due to changes in the districts central office staff and a new superintendent. The principals were to use the same format for applying and reporting as was used in the 1991-92 school year. -2- 1c. PROBLEM DEFINITION Current implementation has not resulted in either expected improved achievement or a reduction in the disparity in achievement among students of different racial. socioeconomic, or gender groups. The District continues to cope with many of the problems that are unique to urban school district, including safety and security, urban flight, racial issues, aging buildings, and financial issues. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have caused the District to seek more efficient ways of educating our students. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can and will learn, and broad-based community support. When these ideals are coupled with availability of financial resources and adequate quality instructional time, educational excellence prevails. The District must now redefine the required levels of focus, clarity, and connectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an annual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, informal and formal m o. e  1 D. observations, that it is appropriate to seek Court permission to discontinue the implementation of APIG. APIG is a complementary addition to the Plan. ANALYSIS OF ALTERNATIVES Educational excellence, as measured by state testing programs, does prevail in a number of district schools. Achievement disparity still exists. However, data show that some schools utilize the current curriculum (revised July, 1994) with emphasis on the acquisition of basic skills. Thematic and interdisciplinary approaches have been used by the teachers to successfully integrate and ensure designated themes to support the curriculum. Students in these schools tend to perform at or above grade level. I [ 1. 2. 3. 4. Change nothing. Continuing to offer the APIG and Focused Activity Grants to the Area Schools will not aide in the reduction of the budget. The Chapter I Extended Day Program has been considered in order for all schools to continue the quality after school programs. This program is federally funded and is consequently no expense to the district. Grant solicitations from focused activities, private resources and support from some local PTAs where possible could be considered. K-4 Special Summer School programs are funded by the state. -3-E. RECOMMENDATION Evidence from the principals narrative reports and surveys indicate that funds received from the APIG proposal over the three-year period were used to support the school plan as \"it related to the goals of the district.\" The programs and projects were numerous and were targeted to assist groups of students as well as the total school population. The selection of targeted groups are as follows: Students eligible for participation in the Academic Support Program were identified from the District-wide printout of the Stanford 8 results. Identified students were those with total reading and/or mathematics scores falling within the lowest quartile on the Stanford 8 (total NCE of 35.8 or below). Multiple criteria, including student grades, teacher recommendations, and student records, were used to select targeted students form the identified population to participate in the Academic Support Program. At the conclusion of each school year, the principals would then submit in the narrative the names of the projects that were implemented, the list of students who were targeted, and if improvements were made. All of the reporting schools used their funds to provide activities interrelated to the core curriculum. It is also noted that school climate surveys were used to target areas needing improvement. As a result of this data, principals, staff, and parents tried hard to provide a disciplined, structured learning environment for all students. implemented to encourage good behavior. An incentive program was There were reports made by principals, staff, and parents, and program participants of the overall positive results that they could identify as happening for the benefit of the students. However, with all of the favorable behavior changes that were confirmed, achievement data did not reflect that the grants led to the disparity reduction that had been desired. Extended Day was a widely - used activity that was funded by APIG. This activity was in some instances a duplication of efforts already funded through Academic Support Program. It is recommended that the Little Rock School District concentrate on the implementation of its new curriculum that is aligned with the Arkansas Department of Education frameworks and standards. It is also recommended that any extra remediation be supported by the Academic Support Program and the Special Summer School for K-4. -4- IObjective To discontinue the Academic Progress Incentive Grant and the Focused Activities Grant. Evaluation Criteria Summer School Extended Year Program and Academic Support evaluation will be utilized for documentation. A pre and post test will be used in the K-4 program to determine the progress of students. There will be a shift from sole emphasis on the products or outcomes of student learning to a concern for the learning process. Evaluation will include assisting products such as: 1. projects with rating criteria 2. student portfolios with rating criteria 3. student demonstrations/investigations 4. objective tests, where appropriate, perhaps with a section for explaining the answer chosen. Evaluation should reflect the following process-oriented factors: 1. collaboration among students 2. student self-evaluation f \u0026gt; I c c 8 2 c 1 I 3. 4. higher level thinking and problem solving \"learning to learn\" skills Expected Benefits I The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socioeconomic, and gender groups. These benefits will be derived from the establishment of a community of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support program. The focus of Extended Day can be more structured. The K-4 Summer School Program and Regular Summer School will be offered. -5-1 The deletion of the APIG will provide the district in assisting with budget cuts and will enable schools to concentrate and implement a more uniform curriculum across the district. F. IMPACT ANALYSIS The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socioeconomic, and gender groups. The area schools will be viewed communities of learning,\" will continue to provide enrichment opportunities, and will ensure equitable opportunities for participation in area schools. The District will implement programs that are comprehensive, effective, and efficient. Quality equitable desegregated education will be provided in an environment that is attractive and conducive to learning. The District will channel its resources into area schools in a manner that eliminates duplication of efforts. Activities appear to provide a broader range of opportunities in a more comprehensive and focused manner. G. This is the fifth year for the Academic Progress Incentive Grants to be offered to area schools. (90-91 - 94-95) The timeline for implementation of three years will support the Desegregation Plan and address court orders favorably. Funds were available for building administrators to submit applications. Some applications were turned in late which caused a delay in program implementation. RESOURCE ANALYSIS Personnel Human and financial resources can be used in a more meaningful way. Staff, students, and the community can benefit greatly from a more focused and connected program. The District should continue its efforts to adequately provide needed resources for our area schools. Schools should be encouraged to implement innovative practices that build upon effective schooling principles by underwriting demonstration projects through business cases. Students could be introduced to curriculum materials, in exciting and innovative ways, that they might otherwise find difficult. Extensive tutoring could be provided through academic support programs to targeted students. -6-Financial Analysis The District will save a total of $445,000 by discontinuing both grants. (See graph below) APIG $10,000 Focused 5,000 TOTAL Elementary Area Schools (25) $250,000 125,000 Junior High Area Schools (4) $40,000 Senior High Schools (3) $30,000 Total Schools $320,000 125,000 $375,000 $40,000 $30,000 $445,000 B II h Force Field Analysis The primary supporters of this recommendation will be the administrators who are indirectly involved in the decision making process for the 1995-96 budget cuts. The primary detractors will be principals and patrons of the area schools who feel that there are already many inequities between them and the magnet schools. General Implementation Plan I i The grant proposals will not be submitted in the 1995-96 school year budget. The Board will have to agree on this recommendation and the ultimate decision may be made by the federal courts. If this recommendation is approved, the following timeline will be implemented and monitored. January - April, 1995 June, 1995 Continue to read and approve grants as they are submitted from schools Evaluations submitted from principals regarding programs implemented through APIG proposals End of Academic Progress Incentive Grant and Focused Activity submissions Conclusion of programs implementation with APIG and Focused Activity funds K-4 Summer School will start -7-r July, 1995 November - December, 1995 Business Case process reviewed with principals in Principals Institute K-4 Summer School Ends K-4 Summer School Evaluations submitted Information shared with principals regarding Extended Day for the 95-96 school year Compile information from schools in order to organize and implement Extended Day for the 95-96 school year January, 1996 Extended Day will start -8- I 1Little Rock School District B w E X 2. 11 h CL Badgett School Relocation A Business Case January, 1995 z o I I Addition Modification Deletion $523,000 savings 1/9/95Badgett School Relocation Business Case 2 \\ I Executive Summary I For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one timp cuts. A vacant seats. comparison of the district s total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. 1 Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\nI I I 2. The capacity of the school itself (257) is below the district average of 495 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since 1989 has declined steadily from 237 to 177 and is expected to continue\n4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually\nand, 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. 5Mt wJby O HT r Wdla m/9i/n K ntiocrooc IBadgett School Relocation Business Case 3 By the opening of school for 1995-96, Badgett students Tvill be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. 5. 6. 7. 8, The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\nNew patrons are included in appropriate school correspondence and activities with those who have been enrolled\nLeaders within the community are made aware of the relocation plan and have the opportunity for input\nImmediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school for 1995-96. CD II h 2\na [ Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will Want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. 2. 3. Students and staff will experience some disappointment in being separated from their friends\nCommunity reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\n'\"iilUdb,! 01/W/9S IC.RADCT.DOCBadgett School Relocation Business Case 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\n5. Immediate and year-to-year cost savings will be realized of approximately $523,000\n6. The Badgett School facility may be available to the community for use pending court approval. 4 The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.______________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo *iMfe\u0026gt;nnd by t\u0026gt; P W. \u0026lt;n/9/*5l( ADCTtX\u0026lt; 1Badgett School Relocation Business Case 5 ___________ Milestone______________ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)_____________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting_____________________ 10. Conduct community information meetings by 11. Notify finance person to include this as a budget reduction strategy 12. File motion with the U. S. Federal Court to relocate students at Badgett School______ 13. Develop letter to parents and students with announcement and reassignment. 14, Inventory building ' ----------------------- 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school 18. Reroute transportation of students 19, Secure building 20, Reassign staff 21. Send final assignment notices \" Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo S! 18 I Background azV I a h For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A vacant seats. comparison of the district's total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. [Pmb/cw Definition Badgett has become expendable as a public school because of its isolation, its declining ^^rollment, and its increasing costs in per pupil expenditure and in building operation. 01/W/9S ir BADCTOCV r T 1 Badgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School closing: is considered for 1. As of October 1,1994, the school was fUled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since 1989 has declined steadUy from 237 to 177 and is expected to continue\n4. pie school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257) students must come from elsewhere to fUl the school. Successful recruiting has not been achieved for this school. experience in 6. The per pupU cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations, population to fill the school must come from other attendance negatively impact other schools\nThe additional zones which will 8. Operational costs for the building have increased enough to make this school the most expensive to operate annually\nand, one on 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 1 illustrates some of these trends. Sobnuiwd by Dt P WtU. 01/W/ Bc 8ADCTOOC IBadgett School Relocation . Business Case 7 Figure 1 Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity Attnd. Zone TtU AZ % Black 1989-90 1990-92 1991-92 1992-93 1993-94 1994-95 237 76.00 16.00 92.22 220 202 189 177 74.77 14.77 86.38 73.18 13.18 85.60 76.24 16.24 78.60 69.84 75.14 9.84 73.54 135 65.931 15.14 68.87 160 61.25 One intent of desegregation is to bring children of different cultures together for common opportunities. Badgett's location causes it to be difficult to desegregate. To the is the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help l^ause that area of PCSSD is predominately black. On the north, the south of the attendance zone zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexe\nSee Attachment A. !S. ir CL 777 a h 5 [ ^Analysts of Alternatives Solutions were discussed with a conunittee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were declining enrollment, increasing costs, and location. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\n1 2 Enrollments are for October of each year. Attendance zone data is available for two years only. 0I/W/X5 dr RApcTixrr Badgett School Relocation Business Case 8 2. Redraw the attendance zone to increase the number of students attending Badgett School. This reduces the per-pupil costs at Badgett but will increase costs elsewhere since another attendance zone must be reduced to enlarge Badgett's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Badgett to solve the problem. This alternative addresses all three areas of the problem. a) b) c) d) A plan to relocate students will be devised. One possible scenario appears in Attachment C\nAn immediate savings of approximately $523,000 will be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nStaff will be relocated according to the provisions of the negotiated contract. The curriculum offered at Badgett will be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts in LRSD and PCSSD. Badgett's location causes it to be difficult to desegregate. Recruitment has been tried in LRSD. The results have not been significant. If the enrollment of Badgett were increased by this effort, it would have a negative impact . - - on neighboring attendance zones. To the south of the attendance zone is the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes. See Attachment A. Recommendation ] Alternative 3 is recommended. 3. Relocate students from Badgett to solve the problem. This alternative addresses all of the problem areas. I Objective ] By the opening of school for 1995-96, Badgett students null be relocated, faculty null be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. SufeMtH D H*nn f Wdlt 01/0/ RC RADCTOOr IBadgett School Relocation Business Case 9 Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to  securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. 5. 6. 2. 8. The problem will be considered solved if the following list of criteria is met\nNew attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and unplemented by each new school to make the new students and patrons feel welcomed\nNew patrons are included in appropriate school correspondence and activities with those who have been enrolled\nLeaders within the community are made aware of the relocation plan and have the opportunity for input\nImmediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school for 1995-96. Il' Q. D W E M . h i Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. [iwpact Analysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will Want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students equal program in a more economical way. Negatives Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nHtnrt r WJluuM.SupnwMfMtevM DI/(n/9S M BArXTTrXVr Badgett School Relocation Business Case 10 \\ 3. The building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance general area of the city. Positives zones in that 1. Students will receive assignment to schools equal to current programs\n2, Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. 5. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\nImmediate and year-to-year cost savings will be realized of approximately $523,000\nand. 6. The Badgett School facUity may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of unplementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. SvbMMd Or. Hmrv P SupmMxicM 0l/(RZ5 RT BADcrncc 1Badgett School Relocation Business Case 11 I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Attrition will be used to eliminate positions. Financial A savings of approximately $523,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. S?i, II 0 Revenue Source A source of revenue is urmecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. [force Field Analysis [ Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key conununity people will allow for their questions and an attempt to resolve their concerns. 01/0*/S K* BAOCrOOCr Badgett School Relocation Business Case 12 I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. ________ Milestone________________ 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contact^ immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. Date 1/13/95 1/25/95 1/31/95 2/10/95 Person Modeste Modeste Williams Modeste I 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance 2/10/95 Mayo zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone._________ 6. Develop notice of relocation and date of community information meeting to send to' a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_________________ 7 Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)_________________________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting____________________________ 10. Conduct community information meetings by__________________________ 11. Notify finance person to include this as a budget reduction strategy____________ 12. File motion with the U. S. Federal Court to relocate students at Badgett School______ 13. Develop letter to parents and students with announcement and reassignment._______ 14. Inventory building______________________________________ 15. Design plan for new attendance zones in southwest.___________________ 16. Mail letter to parents and students with announcement and assignment_____________ 17. Remove materials and equipment from school______________________________ 18. Reroute transportation of students 19. Secure building______________________________________________________ 20. Reassign staff_________________________________________________________ 21. Send final assignment notices 2/10/95 2/10/95 2I2QIQ5 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Dr. HawT WiM\u0026gt; Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo BC BADCTIX*' IBadgett School Relocation Business Case 13 Attachment A \n Copy of map of Little Rock, eastern most area, with Badgett Elementary and other schools l**D H.n P WJ], RC BAncTDor Cd s?s.  c. II Q. 5 Ihool ichool' uff SchooI l  -J. ^Student Assignment Office' - -  11 T z:br. kingInteroislnctS^ool fchool iv r High School / 111Tf I [ITL L X L I X I T itSsMagnetS^ool, iRocke ^^IfNorth Little Rock / 7^ I - / i\n^^Ca'rveH^agnet School -fIt /i- jfAMlte'rnaiive Learning Cntr. \\ I eller Incentive School ^htsell In^ntive School t  Booker ftJiagnet School Mitch^Incentive School. lh--rnH 1-^  [X Mann1 MMaaggnneett JH Sc ^^ooW T Wasfcngtoh School. School / / / I ! \\ \\ A / \\ 7 I T 21 \\ / h I I I  I I BADGm SCHOOL CoH^e^St^^i ScEwl (PCS^D) \\ I Little Rock School District- I I I I J I I \\ Badgett School Relocation Business Case 14 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Badgett Elementary School * t\u0026gt; Hwa r W4i\u0026gt; 0l/0*/5 nC BADCTtXr CO ?i. II 11 z o IMl AMI L Unit Func Ob] - Description Little Rock School District Department Budget 0019 BADGETT ELEMENTARY _________1105 FOUR YEAR OLD PROGRAM________ ________________0110 REGULAR CERTIFICATED_______ ________________0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0380 FOOD SERVICES 0410 SUPPLIES ________________0416 SUPPLIES - SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0410 SUPPLIES 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES - SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY______________________ 0110 REGULAR CERTIFICATED 0117 STIPENDS 0120 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0326 REPAIRS-EQUIPMENT _______0342 POSTAGE_____________________ 0360 PRINTING  BINDING-INTERN _______0410 SUPPLIES____________I_________ _______0416 SUPPLIES - SUPPLY CENTER 0418 PRIOR ENCUMBRANCES 0421 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER 1120 ELEMENTARY 1124 ELEMENTARY MUSIC 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Date: 8/ 5/94 Vape-. 6t Prog. BUD002 .a. Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 29,078.00 9,960.00 2,966.54 2,935.05 2,510.10 325.76 0.00 0.00 47,795.45 66,968.40 5,123.11 3,118.29 135.41 0.00 0.00 75,345.21 238,811.46 0.00 31,323.81 20,665.95 15,867.18 25.00 86.31 0.00 43.42 987.23 0.00 0.00 500.01 308,330.37 0.00 0.00 0.00 1.00 1.00 2.00 1.00 1.00 8.00 3.00 11.00 30,753.00 9,643.93 2,935.42 2,512.86 103.00 176.85 139.50 0.00 46,264.56 70,319.00 5,014.49 2,633.57 282.95 461.44 0.00 78,711.45 241,781.40 0.00 29,868.37 20,919.72 14,759.75 515.00 257.50 257.50 979.74 1,030.00 3,581.96 257.50 257.50 314,465.94 15,256.00 1,167.00 592.00 34,367.00 10,411.00 3,176.87 2,137.62 2,431.35 35.00 237.47 0.00 52,798.31 40,670.00 3,049.48 1,127.13 145.86 0.00 71.05 45,063.52 215,094.04 0.00 22,217.80 18,030.14 10,238.22 0.00 102.47 21.00 3,221.22 1,365.67 0.00 0.00 0.00 270,290.56 17,233.50 1,318.32 565.96 1.00 1.00 2.00 2.00 2.00 7.50 4.00 11.50 0.50 59,359.00 20,318.00 5,757.61 4,420.00 5,400.00 3,078.00 178.00 3,600.00 102,110.61 40,670.00 2,938.90 1,105.00 240.00 0.00 0.00 44,953.90 206,775.00 300.00 22,893.30 18,018.24 11,602.50 500.00 100.00 0.00 200.00 1,892.00 0.00 0.00 0.00 262,281.04 17,635.00 1,274.34 552.50 2.00 2.00 4.00 1.00 1.00 7.50 3.00 10.50 0.50Unit Func Obj - Description 1124 ELEMENTARY MUSIC 1195 ACADEMIC SUPPORT PROGRAM 0120 REGULAR NON-CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE_________________ 1195 ACADEMIC SUPPORT PROGRAM 1210 ITINERANT INSTRUCTION 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1210 ITINERANT INSTRUCTION 1220 RESOURCE ROOM___________ 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1220 RESOURCE ROOM 1580 ACADEMIC PROGRESS GRANTS 0124 CLERICAL OVERTIME_ _______0210 SOCIAL SECURITY TAX _______0331 PUPIL TRANSPORTATION _______0380 FOOD SERVICES___________ _______0410 SUPPLIES__________________ _______0416 SUPPUES - SUPPLY CENTER _______0418 PRIOR ENCUMBRANCES 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE______ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale: 8/ 5/94 Prog: BUD002 p I....- Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 17,015.00 Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.50 0.00 0.00 0.00 0.00 1.00 1.00 10,411.00 796.44 1,292.94 12,500.38 4,390.97 336.00 425.11 5,152.08 1.00 1.00 4,164.40 300.93 442.00 4,907.33 0.40 0.40 14,782.56 1,130.89 768.03 16,681.48 34,784.58 2,661.27 2,809.43 40,255.28 3,199.49 244.79 575.76 440.15 165.00 0.00 0.00 4,625.19 11,888.24 909.40 636.56 13,434.20 29,058.00 2,223.10 1,532.64 1.00 1.00 1.00 1.00 0.25 0.25 0.50 posswj JON 15,627.50 1,11442 654.92 17,396.84 15,627.60 1,195.44 561.04 17,384.08 1.00 1.00 16,029.00 1,158.29 552.50 17,739.79 0.50 0.50 24,892.00 1,775.06 1,776.20 28,443.26 33,886.02 2,385.81 2,662.61 38,934.44 1.00 1.00 13,218.50 955.20 552.50 14,726.20 0.50 0.50 0.00 0.00 0.00 0.00 0.00 0.00 172.10 172.10 0.00 0.00 0.00 0.00 9,162.72 11.49 0.00 9,174.21 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 15,095.50 1,076.46 652.55 16,824.51 15,366.50 1,095.79 653.77 31,413.98 2,381.85 1,218.64 35,014.47 15,366.52 1,154.68 563.86 sainjipmdxg swwisna 2.00 2.00 0.50 32,322.80 2,335.70 1,105.00 35,763.50 15,768.00 1,139.42 552.50 1.00 1.00 0.50Little Rock School District Department Budget Unit Func ObJ - Description______ 2120 GUIDANCE SERVICES Actual 92/93 32,813.74 FTE 92/93 0.50 Budget 93/94 17,116.06 Actual 93/84 17,085.06 _____2134 NURSING SERVICES -------------------0130 REGULAR NON-CERTIFICATED 0310 SOCIAL SECURITY TAX ____________P24O INSURANCE 3134 NURSING SERVICES ------ 2222 SCHOOL LIBRARY SERVICES ~ 0110 REGULAR CERTIFICATED ------------ 0130 regular NON-CERTIFICATED _______ 0310 SOCIAL SECURITY TAX_______ _______ 0240 INSURANCE 0410 SUPPLIES 0416 SUPPLIES  SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES--------- _________ 3410 OFFICE OF THE PRINCIPAL __ 0110 regular CERTIFICATED _______ P^30 REGULAR NON-CERTIFICATED _______ 0310 SOCIAL SECURITY TAX 0240 INSURANCE 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL------------ 2542 UPKEEP OF BUILDINGS -------------0130 REGULAR NON-CERTIFICATED -------------0310 SOCIAL SECURITY TAX -------------0330 PUBLIC EMPLOYEES RETIREME _______ 0240 INSURANCE ________0321 UTILITY SERVICES-NATURAL _______ 0322 UTILITY SERVICES-ELECTRIC 0323 UTILITY SER-WATER/SEWAGF/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU ------------0^16 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU D.-rte\n8/ 5/94 Pave- A'K Prog. BUD002 FTE 93/94 0.50 Budget 94/95 17,459.92 FTE 94/95 0.50 90.62 6.94 0.00 97.56 32,692.33 1,152.12 2,569.07 1,701.25 1,456.63 0.00 39,593.60 54,411.43 24,502.13 6,036.72 4,230.79 0.00 0.00 89,181.07 22,766.15 1,743.24 552.51 2,481.37 6,901.65 18,764.99 2,493.27 55,723.18 893.05 893.05 0.30 0.30 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5,139.00 371.35 221.00 5,731.35 0.20 0.20 34,540.67 0.00 1,770.37 1,420.74 176.65 257.50 38,166.13 34,455.67 0.00 2,614.46 1,166.64 1,553.84 0.00 39,790.61 1.00 1.00 35,364.56 0.00 2,555.51 1,105.00 1,607.00 0.00 40,632.09 1.00 1.00 56,104.28 25,304.67 6,099.61 3,769.99 176.85 257.50 93,712.90 57,067.14 15,229.39 5,478.64 2,220.15 0.00 0.00 79,995.52 1.00 2.00 58,150.38 21,275.48 5,739.47 2,652.00 200.00 1.00 1.40 _____________ 200^00 3.00 88.217.33 2.40 21,511.93 1,656.04 573.66 2,421.06 6,400.00 17,500.00 2,700.00 54,762.71 23,571.00 1,803.16 573.60 1,884.73 7,358.75 19,225.15 1,382.67 55,799.26 2.00 2.00 23,106.65 1,669.74 0.00 2,210.00 8,000.00 18,200.00 2,700.00 55,886.59 2.00 2.00 2,000.00 2,000.00 1,253.66 1,253.66 2,000.00 2,000.00 Unit Func Obi * Description 0019 BADGETT ELEMENTARY Dale: 8/ 5/94 Pace- 64 Prog: BUD002 Little Rock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 724,769.38 24.05 737,551.84 686,853.56 27.50 711,871.49 24.50 pesswj JON 99Jnjipo9dx3 :saso BsaatsngBadgett School Relocation Business Case 15 Attachment C A possible scenario for relocating students 3 I \u0026lt;iii\u0026lt;iii| bv O Hmy P WUi I m/W/W C JAOCT.OOC Badgett School Relocation Business Case 16 Possible Scenario for Badgett Relocation 1 1. 2. 3. 4. 5. Two four-year-old classes must be relocated intact or a plan modification must be submitted to eliminate these classes. Work with Dr. Kohler, Special Education Dept., to relocate self-contained class of six resource students (5 black and 5 non-black) to another building. Send the twenty-eight black students currently attending Badgett who are not living in Badgett's attendance zone back to their area school. Encourage the thirty-seven non-black students to apply to either Booker Magnet School or to Booker T. Washington Magnet School. For each white student assigned to Washington Magnet School, a black student who is currently attending Badgett because he/ she could not get into their attendance zone school, Washington, can be assigned to Washington if they are on Washington's waiting list. Badgett will lose twenty-seven sixth graders to jr. high school thereby leaving a total of 104 students to reassign (85 black and 37 non-black) if we are unsuccessful in convincing parents to select Booker or Washington. If successful, we are looking at reassigning only about thirty black students. a) PLAN FOR 85 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Enlarge Chicot and reconstruct the attendance zone to include the former Badgett attendance zone. n S? 6. X 2. 18' 0 I 5 b) PLAN FOR 30 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Reassign to Pulaski Heights Elementary School Pulaski Heights currently has 26 vacant seats. iii) Offer Brady as the overflow school 6. Effect of Racial Balance on receiving schools:^ a) b) c) Booker - Will remain the same 53.8% (if 37 non-black students and 37 black students opt to go to Booker). Washington - Will remain the same 57.3% (if 37 non-black students and 37 black students opt to go to Washington). Pulaski Heights' current percentage black is 47.6%, this will increase to 54.8% by including Badgett's thirty black students. 5 Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. oi/o'5 K KAncrni*Little Rock School District n STS 18 o. II Fair Park School Relocation A Business Case January, 1995 I Addition Modification I I / Deletion $637,000 savings 1/9/95Fair Park School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total budding capacity and total enrollment shows many vacant seats. While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buddings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 10 STS 11 II \u0026gt; 2. 1. 2. 3. 4. 5. As of October 1,1994, the school was filled to only 80.34% of its capacity\nThe capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\nEnrollment since 1989 has declined from 332 to 282 and is expected to continue\nThe school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nI 5 6. Operational costs for the budding have increased to make this school as one on the most expensive to operate annually\n7. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buddings\nBy the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Fulfilling this proposal will require a modification to the LRSD Desegregation Plan. This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met: 1. New attendance zones affected by this relocation will reflect a better racial balance\noi/w/w K- MrwcnrcFair Park School Relocation Business Case 3 2. 3. 4. The community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\nI 5. New pafro^ are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. 8. Immediate cost savings is realized\nand, at will be complete before the opening of school for 1995-96.  Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. Ihese are of paramount concern to many community members. Some wiU want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will u 1 un-'i 1 receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will their friends\nexperience some disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\n3. The building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance zones in that general area of the city. Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto UMUed bt Dr Hnwr P WBi (n// BC.PIPWtDOC 1Pair Park School Relocation Business Case 4 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n5. Immediate and year-to-year cost savings will be realized of approximately $637,000\nand, 6. The Fair Park School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. a II o. h I I Milestone 1  Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval______________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.________________________________________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone._____ 6. Develop notice of relocation and date of community information meeting to send to\na) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_________________________________ 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)__________________________________________________ 3 Deliver fliers, door-to-door, announcing the relocation and date of the information meeting__________________________________________________________________ 10. Conduct community information meetings by_____________________________________ .11. Notify finance person to include this as a budget reduction strategy_________________ _12. File motion with the U. S. Federal Court to relocate students at Fair Park School Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 2/10/95 2/10/95 21201^5 2I22IQ5 2J2ilQ5 3/3/95 3/15/95 Person Modeste Modeste Williams Modeste Mayo Mayo Modeste Mayo Mayo Williams Williams Williams Di Hmn P Wallim. K* ntPXK.ocx'Fair Park School Relocation Business Case 5 1 Nhlestone 13. Develop letter to parents and students with 14, Inventory building announcement and reassignment 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school *---------- 18. Reroute transportation of students 19. Secure building 20, Reassign staff________________ 21. Send final assignment notices Date 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo Background For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strate^es were developed to cut costs, most have been one time cuts. A comparison of the district's total budding capacity and total enrollment shows vacant seats. While a larger than normal number of desegregation, the number of vacant many seats are necessary for seats is significant. Said another way, LRSD has too many school buUdmgs. The financing of any school is a major expense Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy. The savmgs are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing, ecause it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used. Fair Park Elementary School is a school that must be con^dered for closing. It is located north of 1-630 and just west of University Avenue in the City of Little Rock. See Attachment A. Reasons for this conclusion this business case. are explained in Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. 2. 3. As of October 1,1994, the school was filled to only 80.34% of its capacity\nThe capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\nEnrollment since 1989 has declined from 332 to 282 and is expected to continue\noi/o*/95 ^^Probl^ Definiti^ SMbBMtM*bv t\u0026gt; Hwm r Wdlt 3Fair Park School Relocation Business Case 6 4. 5. 6. 7. The school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nOperational costs for the building have increased to make this school as one on the most expensive to operate annually\nThe building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nFigure 1 illustrates some of these trends. S?1 11 Q. n h Figure 1 Fair Park Elementary Enrollment History Criteria 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 Enrollment % Black_______ % Out of Balance Capacity_______ A.ttnd. Zone Ttl7 AZ % Black 332 72.00 12.00 94.59 345 80.87 20.87 98.29 320 80.31 20.31 91.17 243 79.01 19.01 69.23 263 76.05 16.05 74.93 343 49.27 282 72.34 12.34 80.34 348 53.44 I I ^Analysi^^lternatix^ Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were age of building, increasing costs, and low capacity. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency 1 2 Enrollments are for October of each year. Attendance zone data is available for two years only. WiUiaoa. buprfWMHtdaM I 01//* ir TOTUCCXVFair Park School Relocation Business Case 7 for tax-payers. To be a good alternative, it must address adequately all concern. The alternative solutions considered are listed below: areas of I 1. Change nothing. This will not address any aspect of the problem and will allow to grow annually\n2. Redraw the attendance  costs zone to increase the number of students attending Fair Park School. This reduces the per-pupil costs at Fair Park but wiU increase costs elsewhere since another attendance zone must be reduced to enlarge Fair Park's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students will be devised. Attachment C\nb) An immediate One possible scenario appears in savings of approximately $637,000 wUl be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nc) Staff WiU be relocated according to the provisions of the negotiated contract. d) The curriculum offered at Fair Park will be offered at other schools under the program for that particular school. 4. fnfeusi^ recruitment efforts. Recruitment has been tried. The results have not been significant. If the enrollment of Fair Park were increased by this effort, it would have a negative impact on neighboring attendance Recommenda tion zones. 3 Alternative 3 is recommended. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all of i the problem areas. Objective 3 By the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed zoith a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met\nSalwillMil b* O. Hmy P Wgli oi/OM/95 nc rnnuDf^ 1Fair Park School Relocation Business Case 8 1. 2. 3. 4. 5. 6. New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\nNew patrons are included in appropriate school correspondence and activities with those who have been enrolled\nLeaders within the community are made aware of the relocation plan and have the opportunity for input\nn w E M 2. II Cl 7. Immediate cost savings is realized\nand, 8. The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. II Impact Analysis ] z a I The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. 2. 3. 4. Students and staff will experience some disappointment in being separated from their friends\nCommunity reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\nThe general community may react to the redrawing of attendance zones in that general area of the city. Wd oi/(n/*s K* ntnuLDcrFflzr Park School Relocation Business Case 9 Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned mmAaKkPe nnoeiAwZ sctfuiiddaennkts and ^p,a,1t_ror*n _si _f eeli welcom, ed\nJO school to 3 included in appropriate school correspondence and activities 1wX71i4t-1h^ those who Th___a__v___e_ 1 been enrolled\n* 4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n5. Immediate and year-to-year cost savings will be realized of and, approximately $637,000\navaUable to the community for use pending court Risks 1 The risks of not implementing this solution is inhibiting the expected goals of desegregation and responsible fiscal increasing district costs thus The risks of implementation of this solution management. , --------------- are several. .S-nojmiiiec cauree curriitnicciissmm lfoorr abandoning another school buUding in the community, inconveniencing the students who walk to school, and the possibility that this solution will benefits exactly as anticipated. not realize all oi the Timing It is critical that the process be complete before the opening of school for 1995-96 If this solution is to be implemented, patrons wiU need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools. transportation, food services, and the relocation of students, staff, and equipment. I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Attrition wiU be used to eliminate positions. nt/o/95 K nrwon 1 1 Fair Park School Relocation Business Case 10 Financial A savings of approximately $637,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis to S B' 5 P 5 I Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. I i I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval______________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. y Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by. I) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo a 'okoMIted In O r Wt oi/oo/MS (r ntPiutorcFair Park. School Relocation Business Case 11 ______ Milestone 6. Develop notice of relocation and date of a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhnnH /. Conduct informational meetinr ----------- community information meeting to send to: _Date 2/10/95 Person Mayo I ...Jstaff about th?^\n?\n^ aa)) ppaarreennttss \u0026amp;\u0026amp; ssttuuddeennttss\n- community information meeting to: b) community groups and churches\n_ c) media (press release) 9. Deliver fliers, door-to-door, meeting 10. Conduct community informatinn 11. Notify finance announcing the relocation and date of the information meetings by ^rson to include this as a budget reduction strate. 12. File motion with the U. S. Federal Court '13. Develop letter to parents and students 14. Inventory buildinn 15. Design plan for ly to relocate students at FairPari\u0026lt; School with announcement and reassignment new attendance zones in southwest 16. Mail letter to parents and students with an^ .Remove materials and equipment from schooT 18. Reroute transportation of students 19. Secure buildinn -------------------- announcement and assignment 2/10/95 2/20/95 2/22/95 20, Reassign staff 21. Send final assii inment notices 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 0 Hmr. r. W. Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo n/w/w Rc ntPRx.Dnr Fair Park School Relocation Business Case 12 Attachment A Copy of map of Little Rock with Fair Park Elementary and other schools oi/0tzs ar nmiKDoc a 5*1. X s. ii I II I ,  erson School Little School District \\ \\ Ji -L w ZForreesstt PPaark School ^qWil jams Magnet School5ff^ hall'nigh'dchooP I  'AIR PARR SCHOOL H-W-, i.-VU I / .1 ^..LPJ-tu aski Heights J \"School B  t I f r High School^^ T7 i I- 630 T Fran iklin Incentive \\et H \\ T I I I I I I \\ '' \\ \\ ' \\ ' ' \\ \\ \\ \\ chooL - ^ulasIcfWeights School \\ Li Ovoodruff Sch\n. oIol  rr School F le JjStejne^ School ^LRSD Adm r. King Interdistrict School^ ool itibs Magnet^ 1------- 111 , 'ni77rr\nrrrF  Dunbar Junior High School t l-H \\ I ki 1 rr rr-~rr--ti -ti -ir+i- Fair Park School Relocation Business Case 13 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Fair Park Elementary School **^**01 Hwr wii oi// Bc nnKDOc 0 gl. . M. 1! h I iUnit JIM Little Rock School District Department Budget Func ObJ - Description 0023 FAIR PARK ELEMENTARY 1105 FOUR YEAR OLD PROGRAM _______________ 0110 REGULAR CERTIFICATED _______________ 0 i20 REGULAR NON-CERTIFICATED _________ _____ 02i0~ SOCIAL SECURITY TAX _______________0240 INSURANCE _______________ 0380 FOOD SERVICES _______________ 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER _______________ 0540 EQUIPMENT-PERSONAL PROPER _______________ O548_EQUIPMENT - SUPPLY CENTER 1105 FOUR YEAR OLD PROGRAM __________1110 KINDERGARTEN ________________0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX______ ________________ 0240 INSURANCE 0410 SUPPLIES ___ ____________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES - SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY 0110 REGULAR CERTIFICATED ~ 0120 REGULAR NON-CERTIFICATED _______ 0210 SOCIAL SECURITY TAX _______ 0240 INSURANCE___________________ 0326 REPAIRS-EQUIPMENT _______ 0342 POSTAGE_________________ ____ _______ 0360 PRINTING A BINDING-INTERN 0410 SUPPLIES _______ 0416 SUPPLIES - SUPPLY CENTER _______0421 TEXTBOOKS - LOCAL SOURCES _______0540 EQUIPMENT-PERSONAL PROPER 0548 EQUIPMENT  SUPPLY CENTER 1120 ELEMENTARY __________1124 ELEMENTARY MUSIC________ --------------------------- 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Date: 8/ 5/94 Vape- 7t Prog: BUD0()2 Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 61,488.31 4,703.86 3,081.67 256.47 0.00 0.00 69,530.31 406,546.70 35,187.90 33,793.04 25,237.13 2.84 282.92 109.00 605.15 3,560.75 239.27 1,347.06 469.90 507,401.66 0.00 0.00 0.00 3.00 3.00 12.00 5.00 17.00 0.00 10,411.00 667.75 1,000.68 0.00 1,977.93 0.00 3,600.00 0.00 17,677.36 68,212.00 4,664.25 2,624.26 212.22 412.00 45.32 76,370.05 421,628.06 33,567.28 35,039.40 23,663.51 515.00 257.50 257.50 1,414.77 1,701.68 257.50 772.50 0.00 519,074.70 15,256.00 1,167.00 592.00 0.00 9,907.00 745.82 997.20 2,572.65 2,849.60 209.03 245.13 918.07 18,444.70 68,212.00 5,188.08 2,229.66 436.68 0.00 0.00 76,066.42 398,563.85 23,948.98 31,403.34 17,078.75 4.05 163.68 302.80 906.46 3,246.82 0.00 472.75 0.00 476,111.48 17,233.50 1,318.32 565.96 1.00 1.00 2.00 2.00 13.50 4.00 17.50 0.50 24,089.00 20,066.00 3,190.73 3,315.00 5,400.00 3,233.00 0.00 3,60000 0.00 62,893.73 69,014.00 4,987.08 2,210.00 200.00 200.00 44.00 76,655.08 352,097.00 28,721.70 31,300.44 17,127.50 300.00 100.00 96.50 1,200.00 1,700.00 257.50 500.00 200.00 1.00 2.00 3.00 2.00 2.00 10.50 3.00 433,600.64 13.50 17,635.00 1,274.34 552.50 0.50 Unit Func ObJ - Description 1124 ELEMENTARY MUSIC 1195 ACADEMIC SUPPORT PROGRAM _______0120 REGULAR NON-CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE_________________ 1195 ACADEMIC SUPPORT PROGRAM 1220 RESOURCE ROOM___________ 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1220 RESOURCE ROOM Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 17,015.00 Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.50 0.00 0.00 0.00 0.00 1.00 1.00 10,411.00 796.44 1,292.94 12,500.38 6,246.71 456.12 600.11 7,302.94 1.00 1.00 6,246.60 451.39 663.00 7,360.99 0.60 0.60 14,392.56 1,101.13 765.59 16,259.28 1.50 1.50 15,226.00 1,065.78 653.15 16,964.93 30,452.00 2,046.64 1,117.88 33,616.52 0.50 0.50 25,004.00 1,806.84 1,105.00 27,915.84 1.00 1.00 1580 ACADEMIC PROGRESS GRANTS 0117 STIPENDS _______0210 SOCIAL SECURITY TAX_________ 0331 PUPIL TRANSPORTATION 0380 FOOD SERVICES _______0410 SUPPLIES_____________________ 0540 EQUIPMENT-PERSONAL PROPER 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES_______ _______0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 2120 GUIDANCE SERVICES 2134 NURSING SERVICES______________ 0 i 20 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 2134 NURSING SERVICES Date: 8/ 5/94 Pape- 72 Prog: BUD002 4,703.31 751.69 940.37 29.00 2,585.83 1,079.24 10,089.44 18,044.54 1,380.55 845.79 20,270.88 26,719.00 2,043.86 1,518.67 30,281.53 15,144.45 1,158.26 1,273.28 17,575.99 0.50 0.50 0.60 0.60 0.40 0.40 POSSBJ )ON 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3,222.67 4,428.44 7,651.11 0.00 0.00 0.00 0.00 0.00 0.00 0.00 18,438.00 1,314.83 665.41 20,418.24 14,162.00 1,009.90 648.44 15,820.34 14,803.67 1,139.61 1,089.98 17,033.26 11,043.59 644.81 358.48 12,246.88 25,557.47 1,604.61 933.42 28,095.50 10,950.49 837.66 700.94 12,489.09 S9jn)ipii9dx3 sswuisnff 0.50 0.50 0.60 0.60 0.40 0.40 18,438.00 1,332.37 552.50 20,322.87 32,058.00 2,316.57 1,105.00 35,479.57 15,432.65 1,115.19 331.50 16,879.34 0.50 0.50 1.00 1.00 0.30 0.30Little Rock School District Department Budget Unit Func Obj - Description_______________ 2222 SCHOOL LIBRARY SERVICES 0110 REGULAR CERTIFICATED_____ __________ 0120 REGULAR NON-CERTIFICATED __________ 0210 SOCIAL SECURITY TAX __________0240 INSURANCE ~ __________0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 40,513.26 12,269.00 4,037.91 2,990.07 2,090.60 180.95 62,081.99 1.00 1.00 2.00 41,729.11 6,696.61 2,804.26 2,732.79 176.65 257.50 56,399.12 41,729.11 12,983.00 4,022.20 2,175.10 2,048.39 184.18 63,141.98 1.00 1.00 2.00 41,729.11 5,372.40 3,403.65 1,547.00 1,141.00 1,141.00 54,334.16 1.00 0.40 1.40 2410 OFFICE OF THE PRINCIPAL _______ 0110 REGULAR CERTIFICATED _______ 0120 REGULAR NON-CERTIFICAT^ _______ 0124 CLERICAL OVERTIME_________ 0210 SOCIAL SECURITY TAX _______ 0240 INSURANCE 0410 SUPPLIES ~ _ 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS ------- _______ 0120 REGULAR NON-CERTIFICATED _______0124 CLERICAL OVERTIME _______0210 SOCIAL SECURITY TAX 0230 PUBLIC EMPLOYEES RETIREME _______ 0240 INSURANCE 0321 UTILITY SERVICES-NATURAL _______ 0322 UTILITY SERVICES-ELECTRIC _______ 0323 UTILITY SER-WATER/SEWAGE/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU _______ 0416 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU 0023 FAIR PARK ELEMENTARY Dale: 8/ 5/94 Page: 7.1 Prog\nBUD002 44,209.33 16,996.66 0.00 4,682.36 3,01054 24.95 0.00 68,925.86 25,945.41 0.00 1,984.69 696.30 1,686.80 7,304.82 28,873.70 2,327.05 69,022.77 1,917.66 1,917.66 873,357.37 1.00 1.00 2.00 3.00 3.00 31.00 47,375.24 16,059.30 0.00 4,621.13 2,566.65 176.85 257.50 71,056.67 21,574.11 0.00 1,660.80 394.30 1,202.79 5,500.00 43,500.00 2,000.00 75,832.00 2,000.00 2,000.00 918,162.05 46,125.49 31,731.99 135.52 5,966.42 3,136.92 0.00 0.00 87,096.34 15,432.56 780.21 1,240.28 187.45 1,064.62 8,606.37 37,247.41 1,662.45 66,241.35 2,395.52 2,395.52 910,017.61 1.00 1.00 2.00 2.00 2.00 30.00 47,631.90 17,194.65 0.00 4,684.49 2,210.00 180.00 260.00 72,161.04 22,982.97 0.00 1,660.80 0.00 2,210.00 9,000.00 37,000.00 2,500.00 75,353.77 2,000.00 2,000.00 904,418.87 1.00 1.00 2.00 2.00 2.00 27.80 Fair Park School Relocation Business Case 14 Attachment C A possible scenario for relocating students m/o/s ir FwtK-Ooc SMkanOMd D t Wii tB II Ii IJ L 11 ':i I T Fflir Park School Relocation Business Case I Possible Scenario for Fair Park Relocation 15 1. One four-year-old class must be relocated intact or a plan modification must be submitted to eliminate this class. 2. 3. 4. 5. 6. 7. 8. Reassign the one hundred and thirty-two students (85 black and 47 non-black) who are not living in Fair Park's attendance zone back to their area school. Fair Park will lose thirty sixth graders to jr. high school (25 blacks and 5 non-blacks) thereby leaving a total of one hundred and twenty-one students (99 blacks and 22 non-blacks) to reassign. Encourage twenty-two non-black students to apply to magnet schools, interdistrict schools. Reassign 22 non-black students to Brady. Offer 99 black students seats in Incentive Schools. or Encourage M-to-M transfers. Reassign zone blocks 511, 512, 513, and 554 to McDermott. McDermott current capacity is 494 however, in past years it has been higher in to warrant an assistant principal. 9. Effect of Racial Balance on receiving schools: 3 a) b) c) Magnet and Interdistrict school's racial balance will remain the same. Brady's racial makeup will improve. Brady is currently 64% black and 32.2% non-black. The new balance will be 62.2% black and 37.8% non-black. McDermott racial balance will shift to 69.3 black if all former Fair Park black students transfer to McDermott. 3 Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. SobMMrd Ot. Hton' I W\u0026gt; 01ZW/W BT FRPUK-CXf r BUSINESS CASE FOUR-YEAR-OLD PROGRAM EXECUTIVE SUMMARY 0 M 2. The four-year-old program addresses the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. The program was established in 1988 as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Volume I of the long-term desegregation plan was drafted and submitted to the federal district court during the first semester of the 1988-89 school year. At that time, the Little Rock School District proposed to have a four-year-old program in all elementary schools by the 1993-94 school year. This goal included the provision that the \"scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan.\" The District proposed modifications to the 1989 settlement plan regarding the four-year-old program in 1992. In May, 1992 the court issued an order addressing the proposed changes. The result of this court order is that the District must now \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the District had a four-year-old program\"(720). r 11 z 0 1 5 1 As of this school year, 1994-95, the District is in compliance with this court order. We are currently providing 720 four-year-old seats located in 20 of the 36 elementary schools for a total of 40 four-year-old classes within the District. The District is currently funding the four-year-old program through desegregation money and ABC grant money. The District is facing serious financial problems along with a decrease and discontinuation of desegregation funding sources. To ensure continued implementation of the program, the Little Rock School District must dedicate funds in order for the program to continue. In an effort to assist the District with its financial difficulty, alternative 6 would save the District the most money. Elimmate the program completely in all schools except the five Incentive Schools. This alternative addresses the following areas: a.) A plan to continue the program in the Incentive Schools in an effortFour-Year-Old Program Page 2 to address the needs of at-risk students and as a recruitment tool to improve racial balances at these schools. b.) A plan which would produce an immediate savings of $1,321,520.48 will be realized by eliminating the four year old programs in all schools except in the five Incentive Schools. Prior to implementing any alternative, the District must consider current filings before and court orders from the U.S. Federal Court and the Eighth Circuit Court. Negatives of this alternative: 1. The District would be out of compliance with the May 1, 1992 Court Order which states: The District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\" (720). 2. Potential loss of some or all of the $183,600.00 supplied through the Arkansas Better Chance grant monies. The grant was written for the following schools: Bale Baseline Brady Chicot Cloverdale Fair Park Geyer Springs King Rightsell Romine Watson Wilson Woodruff Positives of this alternative: 1. The program will students. still be available and provide services for 180 2. The District will realize an immediate cost savings. A. BACKGROUND The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old J 1 IFour-Year-Old Program Page 3 students prior to this time, the emphasis on using this program desegregate schools started in the 1988-89 school year. as a tool to Three schools participated in the four-year-old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year, 1989-90, four-year-old classes were added to Franklin and Washington. In the ly^U-Vl school year Badgett and Garland were added. 1 tt, 1988 through 1991 the class size was twenty (20) students per class, i ne During the time period of n lyoo LUIUUtU VUV V1U.JU -------------------------J , following year 1991-92, in order for the District to be in compliance wi h O J . .4  ____________urOTlTV I /III TO X S. North Central Accreditation, the class size was reduced from twenty (20) to eighteen (18) students per cUss. Mitchell, Rightsell, Romine, and Woodruff were added during the 1991-92 school year. Bale, Cloverdale, Geyer Spring^ II h added during the 1992-93 school year. In 1993-94 Watson, and Wilson were added dunng the scnooi year ru the District closed Ish and classes were expanded at Romine and Cloverdale. Classes were added at Baseline, Brady, Chicot, Fair Park and IGng dunng the During the 1994-95 school year the District closed 1993-94 school year. During the 1994-95 school year me i^i.uiLf Stephens school and classes were expanded at Franklin, Washington, Badgett, Woodruff, Bale, Geyer Springs, and Watson. Mablevale added a four-year- old class during the 1994-95 school year. was drafted and submitted to Volume I of the long-term desegregation plan the federal district court during the first semester of the 1988-89 school year At that time, the Little Rock School District proposed to have a fou^ear-old I XI j 1! program in 'all elementary schools by the 1993-94 school year. Thisi g.^ included the provision that the \"scope of this program may be altered, ... t ____2___________nftncfmpfinn affected and/or enhanced by the proposed assignment and construction proposals made in this plan.\" The Court held hearings on the parties proposed modifications (May submissions) to the 1989 settlement plans on December 18-19,1991\nJanuary 21-23, 27-28 1992\nand February 6-7, 1992. The Court issued an order May 1 1992 addressing the proposed changes. According to the May 1 court 'the Court agrees with the parties that four-year-old programs are both . . __J___ tkori itnnarf ni\u0026lt;inaritv Ol order. II. they impact disparity of compensatory and desegregatory in nature since academic achievement by better preparing children for kindergarten and also acaaciniv auuicvcui^ut MJ ----o act to attract white children to the public schools. The parties convinced the desegregation tool, it is wise to place four-year-old programs ,n scnoors u. areas which have proved difficult to desegregate. Therefore, the Little Rock School District will not be requited to place four-year-old programs in every elementaiy school. However, the parties have made Llemn promises regarding early childhood education, Coud^viewshe Court that, as a in schools or areas four-year-old program \"as a which holds great promise to substantive component of the settlement plan reduce achievement disparity between black andFour-Year-Old Program Page 4 white children and to promote racial balance in the schools.\" Now the District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\"(720), (page 16). As of this school year 1994-95 the District is in compliance with this order. We are currently providing 720 four-year-old seats located in 20 of the 36 elementary schools for a total of 40 four-year-old classes within the District. The expected outcomes of the program are: * To provide Early Childhood Education experiences that will increase the opportunity for success of disadvantaged students. * To improve the racial balance at schools that are difficult to desegregate. * To meet our desegregation obligations and to be in compliance with Court orders. During the 1994-95 school year approximately $2,177,675.64 has been allocated to operate the program. The district is receiving $233,992.00 from the State through the Arkansas Better Chance monies, $183,600.00 of the grant is allocated to the four-year-old program and the remaining $50,392.00 is allocated to the HIPPY program. The balance of $1,943,683.64 is funded through desegregation money. 1 B. PROBLEM DEFINITION The District is facing serious financial problems along with a decrease and discontinuation of desegregation funding. The District does not receive any state reimbursement for the students in the four-year-old program\ntherefor, the district must prepare a plan of action for alternate funding sources to continue the program. Individual schools in the Little Rock School District have limited operating funds\nconsequently, they have a difficult time supporting the current programs in operation. To ensure continued implementation of the program, the Little Rock School District must dedicate funds for the program IFour-Year-Old Program Page 5 continuation and should seek outside funding sources vigorously. The District needs to cut its budget in order to eliminate the deficit it is currently experiencing. C. ANALYSIS OF ALTERNATIVES Possible alternatives for continuation of the four-year-old programs are. CD S?!. 1. Continue funding the program through desegregation funds until the 11 2. 3. Develop a plan of action to seek desegregation money runs out ot scex outside funding sources, such as Goal 2000 money that the state will be receiving. The program should be eligible under the first national education goal set by the President and the 50 governors in 1990. From a cost point of view, this will not assist the District in resolving its current financial problems. in 1990. Explore the feasibility of contractual services with Head Start The draw back of this alternative is that in the May 1 Court Order the Court ordered the District: \"to limit reliance on four-year-old programs that are provided through agencies, such as Head Start, which the District does not contract and the goals of which do not parallel the settlement agreement goals of program scope, racial balance, location. and so forth. While the District is encouraged to continue its Head Start and the City cooperative relationship with agencies such as of Little Rock Day Care Center, the parties may programs the obligation the parties themselves assumed when they wrote the 1989 plan\". Charge a weekly fee for the program based on not shift to such the amount the state allocates for vouchers. Currently this amount is $60.00 per week. This would allow the program to generate the following revenues if the program were filled to capacity: $60.00 a week times 720 = $43,200.00 weekly $43,200.00 times 36 weeks = $1,555,200.00 yearly This alternative would conflict with the cunent grant we are receiving in Arkansas Better Chance monies. We would have to discontinue the not charge a fee in the 13 schools for the children grant monies or not charge a tee in tne u scnoois lui me Arkansas Better Chance eligibility criteria. Approximately who meet Arkansas Better cnance eiigioimy ------ 306 of this years children in the 13 schools meet Arkansas Better Chance eligibility criteria. The District could still take in h o. z a IFour-Year-Old Program Page 6 approximately $894,240.00 in revenues and. continue to receive $183,600.00 in Arkansas Better Chance grant money for a total amount in revenues of $1,128,232.00 and not charge for the children who meet Arkansas Better Chance eligibility criteria. From a cost point of view this is attractive because it gives the District additional revenues which would provide immediate assistance in resolving a part of its financial problems. However, since there is currently a two year waiting list for the voucher system, this would not be meeting the needs of disadvantaged students and this alternative would cater to the more affluent clientele. I I I 4. Reduce the number of certified staff to 1 certified teacher for every site where the programs exist, and add an additional certified teacher for sites that have 3 or more programs. This would reduce the number of certified positions from 40 to 25 certified positions. This number does not take into account the new Stephens school. The District would have to add 15 instructional aides to the programs in order to meet the adult to child ratio required by the Department of Human Services for Licensing. The certified teachers would be the lead teacher. They would be responsible for seeing to it that the curriculum is being properly implemented in every classroom that they are responsible for and the instructional aides would work directly with the certified teacher who would rotate among the rooms daily. One of the Early Childhood Teachers at Rockefeller needs to be placed on a 12 month contract in order to meet the needs of the infant, toddler, and three-year-old classes which operate year-round. This individual would be responsible for administering, planning, managing, and controlling the centers daily activities, and for ensuring that the licensing requirements are met. This would be an additional expenditure of approximately $8792.85 to extend a certified teachers contract at Rockefeller to a 12 month contract. The District is continually being criticized by the Office of Desegregation Monitoring for not employing a certified teacher during the summer months of operation for the program. This was mentioned again this year in the December 21,1994,1993-94 Incentive Schools Monitoring Report page 100. This alternative would be in compliance with licensing standards, and would produce a net savings of $294,188.10 in the operation of the I I program. It would have a negative impact on the quality of the program, however, this would be minor compared to the major impact of totally dissolving all certified teaching positions and operating the program with non-certified personal. This would be a very short term solution if the state approves the new 11 1Four-Year-Old Program Page 7 levels for licensure. In February, three levels of licensure will be presented to the State for approval: Early Childhood, Middle Childhood, and Adolescence/Young Adulthood. Upon approval, the timeline for implementation would be a minimum of one year, therefore we would be out of compliance with State standards within one year. A reduction of 15 certified teachers would provide the District with a immediate short term savings of $294,188.10. a w E M 2, Cost of Certified teachers salary (15) $460,419.75 Cost of 15 additional instructional aides - $157,438.80 Q. Cost of extending 1 teacher to a 12 month contract TOTAL SAVINGS $302,980.95 -$ 8,792.85 $294,188.10 W s. II B 5. Eliminate all 40 certified teaching positions and fill the certified positions with 40 non-certified instructional aides. Hire 4 Early Childhood Specialist to help provide staff development activities and assist in the supervision of curriculum implementation by spending one day a week at each site. I i One of the Early Childhood Specialist needs to be placed on a 12 month contract. The specialist on a 12 month contract would be assigned to Rockefeller during the summer and would be responsible for administering, planning, managing, and controlling the centers daily activities, and for ensuring that the licensing requirements are met. This is necessary because Rockefeller early childhood classes for infants, toddlers, and three-year-olds operate year-round. This will address the concern of the Office of Desegregation Monitoring as previously stated in their 1993-94 Incentive Schools Monitoring Report page 100. This alternative would be in compliance with licensing standards, and would produce a net savings of $676,377.36. The certified instructional aides hired for the schools that are receiving ABC money would need to have a Child Development Associate Degree. Though this may be attractive from a cost point of view, it would definitely take time to provide the necessary training to ensure that quality developmentally appropriate activities are taking place in all forty classes. Cost of Certified teachers salary (40) $1,227,786.75Four-Year-Old Program Page 8 Cost of Non-Cert. instr, aides (40) - $419,836.80 6. $807,949.20 Cost of 3 - 9 1/4 month certified specialist and 1 - 12 month specialist TOTAL SAVINGS - $131,571.84 $676,377.36 Eliminate the program completely except at the five Incentive Schools. This would provide the District with $1,321,520.48 in immediate savings which would assist in reducing the deficit the District is currently experiencing. Item Cost Regular Certified Salaries (40 FTE) Regular Non-Certified Salaries (49.5) Stipends Social Security Tax Insurance $1,227,786.00 519,548.22 2,926.00 127,229.30 98,345.00 Total Salaries + Benefits $1,975,834.52 Food Services Supplies Equipment Control Budget 79,000.00 76,011.12 34,200.00 12,630.00 Total Operating Expenses $ 201,841.12 Total Program Budget Less ABC Grant 4YR Less ABC Grant HIPPY $2,177,675.64 (183,600.00) (50,392.00) Total Desegregation Money $1,943,683.64 Less Operating Costs at 5 Inc. Schools (622,163.16) Total Potential Savings $1,321,520.48 Though this may be attractive from a cost point of view, this alternative would 11Four-Year-Old Program Page 9 receive a negative reaction from the community, principals, teachers, instructional aides, the Court and the Office of Desegregation Monitoring. D. RECOMMENDATION In an effort to assist the District with its financial difficulty, ALTERATIVE 6 is recommended as the alternative which would produce a potential savings of $1,321,520.48. Eliminate the program completely except for the five Incentive\nSchools. Programs at the following schools would be eliminated (30 classes). STS II II X S. Badgett - 2 Bale -1. Baseline - 2 Brady - 1 Chicot - 1 Cloverdale - 3 Fair Park - 2 Geyer Springs - 2 King - 4 Mablevale - 1 Romine - 2 Washington - 3 Watson - 2 Wilson - 1 Woodruff - 2 E. OBJECTIVE z a B I n The objective of this recommendation is to allow the District to reduce the budget deficit while continuing the implementation of the four-year-old programs as an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the Incentive Schools. GOAL SUPPORT The objective supports District goals #1,2, 3,4, 5 and 6. The four-yey-old prograin will ensure that all students grow academically, socially and emotionally while closing disparities in achievement (goal #1). Administrators, teaches, and instructional aides will receive on going training during the year (goal #2). The curriculunrcover strategies that will lead students to demonstrate in their daily behavior at in the community, that they accept each individual as a valued contributor to society and that they view cultural diversity in people as a valued resource (goa Outside funding will be used to help support the program (goal #4) through the ABC (Arkansas Better Chance) Grant. Within the Early Childhood curriculum, skills are Uught which focus on student behavior. The goal is for students to help provide a safS and orderly climate that is conducive to learning for all students (goa #5) Finally the Early Childhood coordinator monitors the programs to ensure thatT Four-Year-Old Program Page 10 equity occurs in all phases of school activities and operations (goal #6) which includes program and technical support. EVALUATION CRITERIA * Familiarize parents with four-year-old program through orientations and parent conferences. * Evaluate effectiveness of four-year-old program by analyzing data to determine if measurable growth in student achievement has occurred and to analyze the impact of the program regarding racial balance. EXPECTED BENEFITS The District will be able to continue to utilize the program as a means to meet its commitment of increasing achievement for students in the five Incentive Schools which will result in a reduction of the disparity between white and black students. The five Incentive Schools will be able to continue to use the four-year-old program as a recruitment tool which will result in an increase in white enrollment The District will expend its funds in a more cost-saving manner which can result in the elimination of deficit spending. F. IMPACT ANALYSIS Program Students in the five Incentive School Programs will still have the opportunity to participate in meaningful learning experiences and the program will continue to be utilized as a recruitment tool to help improve the racial balance at the Incentive Schools. ! The community will have limited access to the four-year-old programs because of the decreasing number of programs which will create limited services and cause a reduction in the number of students who can participate in the programs. \u0026lt; I Four-Year-Old Program Page 11 Desegregation Plan The District will be out of compliance with the Desegregation Plan. T^e four-year-old program - the Districts preschool curriculum model, will be implemented in all Incentive Schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white n S?!. students to the schools.\" Court Order By eliminating the four-year-old program at all but the five Incentive Schools the District would be out of compliance with the May 1, 1992 Court Order which states the District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\"(720). Political Factors I I The Early Childhood community in Central Arkansas has been very supportive of this program. Included in the Early Childhood Community are representatives from the Governors office, the Early Childhood Commission, the State Department of Education, U. A.L.R., Headstart, D.H.S., Professional Associations as well as the hundreds of parents whose children have benefited from the program. Risks The risks of implementing this alternative are: 1. Reducing the number of programs from 40 to 10 would lunit the availability of services for students, participants would be reduced from 720 to 180. The number of 2. The differences that exist in the readiness exposure that students are entering school with will continue to exist in a This has a direct affect on the academic larger degree. achievement of the students.Four-Year-Old Program Page 12 Tuning All certified and non-certified personnel must be notified that their contract is being altered 30 days prior to the current contract expiration elate. G. RESOURCE AIWCATION Personnel Analysis Site^Programs Teachers Students Sites Before Modification After Modification Amount of Change (Difference) 20 15 Programs 40 10 30 Certified Non-CerL 40 10 30 49.5 13 36.5 720 180 540 5 Financial Analysis Total Program Budget 1 Before Modification After Modification Amount of Change (Difference) $1,943,683.64 $ 622,163.16 $1,321,520.48 The resulting savings would be $1,321,520.48. H. FORCE FIELD ANALYSIS Primary Supporters Primary supporters of the recommendation will be the financial managers because we are going to save $1,321,522.48. J Four-Year-Old Program Page 13 Forces Against Forces against this alternative would be the community, the parents, the principals, the teachers, the instructional aides, the Court, and the Office of Desegregation Monitoring. I. GENERAL IMPLEMENTATION PLAN n S?1 Activity Completion Date Responsible/Participating Person(s) M. II II Identify the 30 Certified Teachers affected by the program modification Notify the 30 Certified Teachers of the displacement Identify the 36.5 noncertified instructional aides affected by the program modification Notify the 36.5 noncertified instructional aides of the displacement April 1, 1995 May 1, 1995 P. Price, ECE Coordinator Dr. Hurley, HR Director Dr. Hurley, HR Director May 1, 1995 P. Price, ECE Coordinator Dr. Hurley, HR Director I I May 1, 1995 Dr. Hurley, HR Director P. Price, ECE Coordinator Develop Staff Development Plan for monthly in-service Conduct pre-school inservice July 15, 1995 August 15, 1995 P. Price, ECE Coordinator Staff Dev, P. Price, ECE CoordinatorBUSINESS CASE Home Instruction Program for Preschool Youngsters executive summary The Little Rock School District is committed to quality education for all students, reducing the disparity between sub-groups, balancing the budget, and implementation of the current Desegregation Plan. The HIPPY Program is an intervention program that focuses upon the parent as the first teacher of four and five year olds. However, there has been a decline in recent years of the enrollment of five year olds in the HIPPY program due to the mandatory kindergarten program in public schools. The HIPPY USA guidelines advocate teaching a specific curriculum to young participants. The earlier that we begin with an educational program, the sooner students will experience learning that is valued and needed in early schooling. Further, research has proved that early learning impacts a childs motivation and ability to achieve as he/she progresses through school. Restructuring of the HIPPY Program, its staff, and responsibilities will allow the District to continue to provide quality services to designated students, incentive schools, and portions of Southwest Little Rock, as well as reduce and/or realign our spending. to STS II h I 5 [A. BACKGROUND The Little Rock School District was one of the first of four (4) sites to begin implementation in Arkansas in 1986. Those programs included the Little Rock School District, Pulaski County School District, Pine Bluff, and the Early Childhood Development Center in Harrison. The following chart reflects the participation of families in the HIPPY Program since 1986. I 300 -1 250 !I-23 3....... 220 230 ------- 230..... 175 ti II zco -i! ICO - 1' 50 -i. 125 _-140_____  ^112 132~ ^100 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 ENROLLMENT BY AGE GROUP [150 i 125 219 I 4-YEAR OLD FAMILIES .'5-YEAR OLD FAMILIES i! ISO - : 11 I 0 ' 2 1 h B. PROBLEM DEFINITION There exists a need to improve the delivery and quality of the HIPPY Program, as well as reduce the budget. After a study of the decline in five-year-old student participation, high turnover of Home Visitors, delivery ot services, and utilization of resources, it was determined that some problems existed and the District needed to improve the effectiveness of the program at a reduced cost. There has been a decline in the participation of five year olds as a result of mandatory kindergarten. Many parents of five year olds are not participating as they did in earlier years. The quality of Home Visitors services are difficult to maintain as a result of high turnover of staff. There is a need to review the current pay schedule in order for us to attract and maintain highly skilled Home Visitors. This will Further, there is a need to restructure the program, allow the resources, human and financial, to be used in a more efficient and effective manner. Annual reviews for several years of the program indicate a need to reorganize. The HIPPY Program productivity is affected by a high turnover in Stability is lacking when time and effort are being used staff. to train beginners. C. ANALYSIS OF ALTERNATIVES Ideas were generated that were designed to improve the quality of the HIPPY Program. Issues were used as inservice topics, others were assessed for the purpose of developing alternatives i^^^t would be cost effective, saving the district money, and would maintain a high quality program. Weekly staff meetings were held: alternatives were discussed and developed. Parent requests and suggestions were considered. Group meetings and Home Visitor reports during weekly inservices have been helpful in gathering   Some suggested alternatives included: parental input. Q) STS tl h \u0026amp; I I 1. Assignments of Home Visitors to one specific geographical area to save mileage. Each Home Visitor would be allowed several days to recruit the required number of families and would be limited to a specific 32. T location. Most Of the Home Visitors recruit in areas across the city and may not reach the required enrollment number. assignments would be made based upon Additional enrollment. Consequently, the family assignments could be dispersed across the city. Fundraisers were suggested with the emphasis on securing private donations. Initially, not enough donors were identified. This option will be pursued in order to expand services. 3. Salary increases for Home Visitors were discussed. This alternative is in direct conflict with reducing the budget. This alternative was rejected because of the Districts current financial condition. 4. Provide services to HIPPY families in the incentive schools and designated families in southwest Little Rock. D. RECOMMENDATION Given the Districts current financial condition and the need to continue to provide services to designated four year olds, the following recommendations are proposed: Eliminate the HIPPY program except for parents within the incentive schools. Continue to provide service to designated families in southwest Little Rock using Arkansas Better Chance (ABC) funds\nseek funding from the citys Job Training Partnership Act (JTPA)\nand refer families to appropriate city and state agencies for services (Headstart, Children \u0026amp; Family Services private daycare providers etc.) I E. OBJECTIVE The objective of these recommendations is to continue to serve families in our incentive schools and southwest Little Rock, as well as reduce spending to maintain a high quality HIPPY program. 4 1 I Evaluation Criteria 1. Maintenance of enrollment of four year olds in the incentive schools will be evidenced by enrollment numbers for the 1995-96 school year. 2. Restructuring of staff responsibilities will be evidenced by a more efficiently managed office. 3. Align staff development activities as in Pulaski County Special School District and North Little Rock and narrow the focus to be more effective. S! II n 4. The numbers of students entering kindergarten ready to learn will be maintained and/or increased. h The District will be able to meet its commitment of increasing achievement for all students which will result in reducing the disparity between black and white students in our district. F. IMPACT ANALYSIS I [ The recommendations will promote savings for the District and enhance the quality of services provided by the HIPPY Program. Human Resources will be better utilized as a result of restructuring the staffs responsibilities. Spending will be decreased as a result of the reduction of positions. More time will be available for home visits as a result of decreasing the weekly inservice time. Negative Impact Fewer families will be served in the HIPPY Program. Impact on the Desegregation Plan All recommendations will impact the Desegregation Plan in a positive manner. Each recommendation is in harmony with the components of the Desegregation Plan that outlines the expectations of the HIPPY Program. Early intervention can assist in reducing the disparity and provide quality achievement for all students. 5Impact on Court Orders This modified plan will assist in balancing the budget. Further, the plan will improve productivity by maintaining number of families that can be served and adequate utilization of resources. Further, it will assist in meeting the goals of the Desegregation Plan. Political Factors The success of the recommendations will depend upon how well central office and the Board of Directors communicate the programs vision to the community. There are no major risks for implementing the recommendations. against implementing these recommendations could result in the HIPPY Program not improving the quality of services to families as well as assist the district in reducing its spending. G. RESOURCE ANALYSIS Provided is a listing of personnel before and J needed peirmspolennmeenlt ecda.n be?\n.s. elected from^paren.trso m awnnd nn? currently participating in the program. expense for training because the Regional ppovides training at the beginning of each year as part of the program. Additional training will be done weekly by trained central office staff. weeKiy after the The recruiting pool from which There will Program Year 1994-95 Supervisor Home Visitors In-Office Aides Secretary Coordinators 1 20 212 Salary $27,801.00 143,004.00 19,671.35 17,915.00 42,516.00 Fringes Total Salary and Fringes 26 $250,907.35 Materials/Supplies: 5,665.85 28,702.73 4,009.02 3,651.08 8,664.76 33,466.85 171,706.73 23,680.37 21,566.08 51,180.76 I $50,693.44 $301,600.79 296 families x $100 29.600.00 TOTAL Home Visitors working 40 hours per week $331,200.79 NUMBER OF FAMILIES SERVED 1994-95 296 6 I i Program Year 1995-96 (Desegregation Fund) Salary Fringes Total Salary and Fringes Superyisor Home Visitors Secretary Coordinators 1 3 1 0 $29,191.05 23,133.60 18,810.75 44,641.80 5,949.14 4,714.64 3,833.63 9,098.00 35,140.19 27,848.24 22,644.38 53,739.80 5 $115,777.20 $23,595.41 $139,372.61 Materials/Supplies: 70 families x $100 7.000.00 TOTAL $146,372-61 ms II (B o. Home Visitors working 40 hours per week h TOTAL PROJECTED SAVINGS $ 185,828.18 Salary Program Year 1995-96_______________ (Arkansas Better Chance Grant (ABC) Fringes Total Salary and Fringes Supervisor Home Visitors Secretary Coordinators 0 3 0 0 $23,133.60 4,714.64 27,848.24 z o I Materials/Supplies: 60 families x $100 6,000.00 TOTAL $33,848.24 Home Visitors working 40 hours per week PROJECTED NUMBER OF FAMILIES TO SERVE 1995-96 130 7H. FORCE FIELD ANALYSIS The supporters of the recommendations are those who are inclined to promote and advocate early intervention programs. The recommendations are philosophically sound and designed to improve services when reducing the budget for the 1995-96 school year. Among the supporters are: Parents of HIPPY participants Home Visitors Regional HIPPY office HIPPY USA Community Early Childhood Education Task Force Early Prevention Advocates HIPPY Advisory Board The possible detractors may be families of the city. not served in other areas 8 I. GENERAL IMPLEMENTATION PLAN ACTIVITY COMPLETION DATE PERSON(S) RESPONSIBLE 1. Restructure program 03/95 Supervisor 2. Restructure of staff, responsibilities \u0026amp; schedules 03/95 Supervisor/ Deputy Superintendent n II 3. Parents will enroll four year olds 07/95 Supervisor/ Home Visitors h \u0026amp; 4. Reduce Inservice time to accommodate additional families 08/95 Supervisor 5. Maintain or increase the number of families that Home Visitors serve each week 07/95 Supervisor/ Deputy Superintendent I i 6. Monitor on a regular basis the effectiveness of the program 06/96 Supervisor/ Deputy Superintendent 9LITTLE ROCK SCHOOL DISTRICT a STS II ho. TII3 INCENTIVE SCHOOL PLAN STAFFING January 31, 1995 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN - STAFFING BUSINESS CASE EXECUTIVE SUMMARY Incentive Schools were designated to promote and ensure academic excellence in schools that have been difficult to desegregate. Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. remodeled facilities, The D 5*1. 11 h Cl The current staffing configuration at the Incentive Scho\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_962","title":"Discipline: ''Analysis of Disciplinary Actions, District Level,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1995"],"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","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline"],"dcterms_title":["Discipline: ''Analysis of Disciplinary Actions, District Level,'' North 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/962"],"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":["49 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNORTH LITTLE ROCK SCHOOL DISTRICT ANALYSIS OF DISCIPLINARY ACTIONS D/5TRICTL EVEL 1994-95 FRANCICALJ , JACKSON Director Of Student Affairs Ref_:. Date: Time: DIS032 6/29/9'5 7:29: 15 Ana l ys is of Disc Ip l I nary Act Ions DISTRICT LEVEL From AUGUST Through JUNE ==--=====---=--==-==-==-----====------=--==----==-=---r--====-=-:\n:z:iz::--=--=--=---------- 1 9 9 3 - 9 4 ========~==================s====c==============m=========c===~========2=~=~~==~= -----BM------ -----BF------ -----NBM---- -----NBF----- ,.::. R EF f'CT/TOT ......R EF f'CT/TOT .....R EF PCT/TOT .....R EF PCT/TOT ...S TU ,:: STU ,:: STU ,..... STU ======m=========~======================================~=======:~=========~==~= 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION 977 46.3X '529 25.1X 441 266 231 59.4% 60 15.4X 170 54 119 57.8% 39 18.9 87 34 168 61.1% 54 19.6 124 44 6 46.2% 4 30.8X 6 4 i 9 9 4 - 9 5 -----BM------ ,:: REF PCT/TOT 41: STU 872 46.5% 431 235 so.ax 164 133 61.3 95 181 57.1 123 7 77.8 7 -----BF------ ,:: REF PCT/TOT 41= STU 464 24.7 253 107 23.1 73 44 20.3Y. 36 68 21.5 55 1 1L1X 1 449 21.3% 240 76 19.5% 64 39 18.9 34 45 16.4\" 38 3 23.1% 3 -----NBM----,:: REF PCT/TOT =I= STU 412 22.0% 232 101 21.BX 76 32 14.7 29 62 19.6 44 1 11.iX 1 156 7.4% 82 22 5.7 20 9 4.4X 7 8 2.9X 6 0 .ox 0 -----NBF----- ,:: REF PCT/TOT 41: STU 127 6,8 77 20 4.3 17 B 3.7X 8 6 1.9% 6 0 .ox 0 2111 1029 389 308 206 162 275 212 13 13 1875 993 463 330 217 168 317 228 9 9 ===!============================-=====~==\n::=============::.::.========:========~=:========= COMF'ARISION -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF---- REF PCT(+/-) ... REF PCT(+/-) .. REF PCT(+/-) ... ..... ... ... ... REF PCT(+/-) STU ... STU ... ... ... ...S TU ..\u0026amp; .. STU ----~-----=--=:---=--=-----=--=-------------==-s=-==-==-=~-====-=--=--==c-~--=:-= 09 S.A.C. 105- 10.7-X 65- 12.3-Y. 37- 8.2-X 29- 18.6-X 236- 10- 13- 8- 5- 36- 10 HOME SUSP. 4 1.7 \" 47 78.3  25 32.9 \" 2- 9.1- 74 6- 19 12 3- 22 11 BOYS CLUB 14 11.8  5 12.8 \" 7- 17.9-X 1- 11 .1-X 11 8 2 5- 1 6 12 E.A.C. 13 7.7 X 14 25.9 \" 17 37.8 \" 2- 25.0-X 42 1- 11 6 0 16 17 EXF'ULSION 1 16.7 \" 3- 75.0- 2- 66.7- 0 .o \" 4- 1 3- 2- 0 4- Ref: DIS032 Date: 6/29/95 Time: 7:29:35 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Ana l ys is of Disc Ip l I nary Act ions HIGH SCHOOLS From AUGUST Through JUNE 1 9 9 3 - 9 4 -----BM------ -----BF------ -----NBM----- -----NBF----- ,:: REF PCT/TOT + STU 435 46.5% 228 35 43.2% 29 55 S6.7 44 0 .ox 0 5 50.0% 5 ,:: REF PCT/TOT t: STU 230 24.6% 119 15 18.5 15 22 22.7% 20 0 .ox 0 3 30.0X 3 ,:: REF PCT/TOT ~ REF F'CT/TOT t: STU ~ STU 202 21.6% 68 7.3% 112 35 23 28.4% a 9.9 23 8 14 14.4 6 6.2% 13 4 0 .ox 0 .ox 0 0 2 20.0Y. 0 .O 2 0 935 494 81 75 97 81 0 0 10 10 ========================================~==~--=============================:=1 9 9 4 - 9 5 -----BM------ -----BF------ -----NBM----- -----NBF-----  REF PCT/TOT ,:, REF PCT/TOT ,:: REF PCT/TOT y. .. REF PCT/TOT ,:, STU ,:: STU ... y STU y. ..S TU ====c===========:===============:==~==========================================~= 09 S.A.C. S11 53.8X 209 22.ox 180 19.0% 49 5.2\" 949 243 128 109 31 511 10 HOME SUSP. 80 59.7% 14 10.4 36 26.9X 4 3.0X 134 57 12 32 4 10:S ii BOYS CLUB 89 71.8Y. 21 16.9 9 7.3X s 4.0% 124 57 19 8 s 89 12 E.A.C. 0 .O 0 .OY. 1 100.ox 0 .ox 1 0 0 1 0 1 17 EXPULSION 5 71.4 1 14.3 1 14.3Y. 0 .ox 7 5 1 1 0 7 COMF'ARISION -- .. --:::------:-\u0026lt;::=--=-----====--===-=-::c:.-::.:--::---==-m\n------c:.c::-==--=--=:a.::--=:-==----==r-c::= -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- y REF PCT(+/-) ~ REF PCT\u0026lt;+/-) t: REF PCT(+/-) y. .. REF PCT(+/-) ,:: STU y. ..S TU ,:: STU ~ STU =------=-===-------==-------=--=-==t\n...----==---==-====----==s::-==-==-=-==-=--==---c: ...a. 09 S.A.C. 76 17.5 \" 21- 9.1- 22- 10.9-Y. 19- 27.9-X 14 15 9 3- 4- 17 10 HOME SUSP. 45 128.6 \" 1- 6.7-X 13 56.5 \" 4- 50. o--x 53 28 3- 9 4- 30 11 BOYS CLUB 34 61.8 \" 1- 4.5-X 5-- 35.7-X 1.- 16.7-X 27 13 1- s- 1 8 12 E.A.C. 0 .o X 0 .o \" 1 100.0 \" 0 .o \" 1 0 0 1 0 1 17 EXPULSION 0 .o \" 2- 66.7-X 1- 50.0-Y. 0 .o \" 3- 0 2- 1- 0 3- Ref: Date: Time: DIS032 6/29/95 7:29:27 Analysis of Disciplinary Actions MIDDLE SCHOOLS From AUGUST Through JUNE 1 9 9 3 - 9 4 -.--.-- BM------ ----BF------ -----NBM----- REF PCT/TOT  REF F'CT/TOT .. ... ... REF PCT/TOT  STU ... ...S TU  STU -.-.-.- -NBF----- ...... REF PCT/TOT ...S TU ==-=--=--=--==-==-==------=--===-=-=-i:::::---==-m=---=-==----:c::-=---\ni:,----=-=--=-----=------ 09 S.A.C. 542 46.1% 299 25.4\" 247 21.0X 88 7.5X 1176 213 147 128 47 535 10 HOME SUSP. 97 S3.3Y. 33 18.1 42 23.1 10 5.5 182 61 29 32 8 130 ii BOYS CLUB 64 S8.7X 17 15.6 25 22.9X 3 2.8 109 43 14 21 3 81 12 E.A.C. 0 .ox 0 .o\" 0 .O 0 .ox 0 0 0 0 0 0 17 EXPULSION 1 33.3% 1 33.3X 1 33.3% 0 .ox 3 1 1 1 0 3 1 9 9 4 - 9 5 =================:===========.:.-=:=:-\n:========--==================~============================ -----BM------ -----BF------ * REF PCT/TOT  REF PCT/TOT  STU t: STU 09 S.A.C. 359 38.9% 255 27.7% 186 125 10 HOME SUSP. 107 43.5% 75 30.5 69 49 11 BOYS CLUB 44 47.3% 23 24.7 38 17 12 E.A.C. 0 .O 0 .OY. 0 0 17 EXPULSION 2 100.0 0 .O 2 0 ----NBM---- REF f'CT/TOT * STU 231 25.1% 122 49 19.9 30 23 24.7 21 1 100.0Y. 1 0 .O 0 -----NBF----- ,:c REF PCT/TOT t: STU 77 8.4% 45 15 6.1 12 3 3.2\" 3 0 .ox 0 0 .ox 0 922 478 246 160 93 79 1 1 2 2 =======================--=====-===-===:===============-====-======-=====::::::=====:-::======= COMPARISION ----=-=-----=-----=----------=-==------- ..-.= --===-=--=-----=---=-----=-------:::--==-==--- ----'BM------ -----BF------ -----NBM----- -----NBF------ * REF PCT\u0026lt;+/-) t: REF F'CT(+/-) t: REF F'CT(+/-)  REF PCT(+/-) ,:, STU t STU ,:, STU t STU -----------===-=-----==-==--- -==---=--=--=------=-==------=s==-=--=-===--=-------==-= 09 S.A.C. 183- 33.8-% 44- 14.7-X 16- 6.5- 11- 12.5-X 254- 27- 22- 6- 2- 57- 10 HOME SUSP. 10 10.3 \" 42 127.3 \" 7 16.7  s 50.0 % 64 8 20 2- 4 30 11 BOYS CLUB 20- 31.3-Y. 6 35.3  2- 8.0- 0 .o % 16- 5- 3 0 0 2- 12 E.A.C. 0 .0 X 0 .o  1 100.0 X 0 .o X 1 0 0 1 0 1 17 EXPULSION 1 100.0  1- 100.0-x 1- 100.0-X 0 .o  i- 1 1- 1- 0 1- Ref: D.ate: Time: DIS032 6/29/95 7:29:18 Analysis of Discipli1,ary Actions ELEMENTARY K-6 From AUGUST Throu~h JUNE 1 9 9 3 - 9 4 -----BM------ + REF PCT/TOT + STU -----BF------ -----NBM----- + REF PCT/TOT t: REF PCT/TOT ,:: STU t: STU -----NBF----- # REF PCT/TOT ~ STU =~===================a=======================s============:=======09 S.A.C. 0 .ox 0 .ox 0 .01' 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 99 78.6 12 9.5X 11 8.7,C 4 3.:::!Y. 126 80 10 9 4 103 11 BOYS CLUB 0 .ox 0 .0% 0 .ox 0 .0% 0 0 0 0 0 0 12 E.A.C. 168 61. 1% 54 19.6X 45 16.4% 8 2.9.% 275 124 44 38 6 212 17 EXPULSION 0 .ox 0 .ox 0 .01' 0 .ox 0 0 0 0 0 0 ======-==-=-=-==----==-=-----=-==-==-=-=-==----=--==----=--=------- ..- ==--==---=--=--= 1 9 9 4 - 9 5 -----BM------ -----BF------ -----NBM----- -----NBF----- .... REF PCT/TOT  REF PCT/TOT ... REF PCT/TOT ... ... ... ...R EF PCT/TOT ,:: STU  STU .... STU ... ... ... STU ==============:==========================================:===:=~======~========== 09 S.A.C. 2 50.0X 0 .O 1 25.0X 1 25.0X 4 2 0 1 1 4 10 HOME SUSP. 48 57.SX 18 21.7X 16 19.3% 1 1.2% 83 39 12 14 1 66 11 BOYS CLUB 0 .0% 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C. 181 57.6\" 68 21.7 60 19.1 5 1.6% 314 1.24 55 42 5 226 17 EXPULSION 0 .ox 0 .O 0 .O 0 .ox 0 0 0 0 0 0 COMF'ARISION =---=-=---=--:-- ---===-=----==----=-------=c----==--=------=---=---c.----:-c\n.--=-r=----=-= -.-.-.- --BM------ -----BF------ -----NBM----- -----NBF----- REF PCTC+/-) ... REF PCTC+/-\u0026gt; ... REF F'CTC+/-) ... ...... ... ... ...R EF PCT(+/-) ...S TU ....... S TU ,:: STU ...... STU -=----=s:-=c.-------==----=-=-----=--=---=-----=-===--=--==-----==.::------=i:--=---=--==--=-= 09 S.A.C. 2 200.0 X 0 .o \" 1 100.0 \" 1 100.0 \" 4 2 0 1 1 4 10 HOME SUSP. 51- 51.5-X 6 50.0 \" 5 45.5 \" 3- 75.0- 43- 41- 2 5 3- 37- 11 BOYS CLUB 0 .o  0 .o % 0 .0 \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 13 7.7 \" 14 25.9 \" 15 33.3 X 3- 37.5-X 39 0 11 4 1- 14 17 EXPULSION 0 .0 \" 0 .o \" 0 .o ,. 0 .o \" 0 0 0 0 0 0 Ref: DIS032S Date: 6/29/9'5 Time: 7:29:41 School: 012 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Analysis of Disciplinary Actions by School From AUGUST Through JUNE NORTH LITTLE ROCK HIGH SCHOOL - 11/12 1 9 9 3 - 9 4 -----BM------ -----BF------ ------NBM----- t: REF PCT/TOT t: STU 111 S5.2X 74 9 47.4 9 29 72.SX 24 0 .ox 0 0 .ox 0 t: REF PCT/TOT it STU 35 17.4\" 32 0 .O 0 5 12.sx 5 0 .ox 0 0 .ox 0  REF PCT/TOT t: STU 51 25.4X 38 9 47.4X 9 5 12.SX 5 0 .ox 0 0 .ox 0 -----NBF-----  REF PCT/TOT + STU 4 2.ox 4 1 S.3X 1 1 2.SX 1 0 .o\" 0 0 .ox 0 201 148 19 19 40 3'5 0 0 0 0 ====--=--=--=-----=-------------==------===---m-------------=--==------==---- .. -=-- 09 S.A.C. 10 HOME SUSF'. 11 BOYS CLUB i2 E.A.C 17 EXPULSION 1 9 9 4 - 9 5 -----BM------  REF PCT/TOT  STU 164 SB.OX 87 21 70.0X 19 41 9i.1X 21 0 .ox 0 4 100.0% 4 -----BF------ + REF PCT/TOT  STU 55 19.4\" 42 1 3.3% 1 2 4.4X 2 0 .ox 0 0 .O 0 -----NBM----- t: REF PCT/TOT + STU 54 19.1 36 7 23.3% 7 2 4.4% 2 0 .ox 0 0 .ox 0 -----NBF----- + REF PCT/TOT + STU 10 3.SX 7 1 3.3 1 0 .ox 0 0 .ox 0 0 .ox 0 283 172 30 28 45 25 0 0 4 4 =======,====================-=~====================!===:-==================-============== COMF'ARISION =============================================:===~=============c====~~==-.-.-.- -BM------ -----BF----- -----NBM----- -----NBF----- REF PCT(+/-) ... ... ... REF PCTC+/-) ...... REF F'CT(+/-) ...... R EF PCTC+I-\u0026gt;  STU ... .... STU  STU ...... STU =============~========~====~==~================:==:====-=r.======~==~==09 S.A.C. 53 47.7 \" 20 57.1 \" 3 5.9 \" 6 150.0 \" 82 13 10 2- 3 24 10 HOME SUSP. 12 133.3 \" 1 100.0  2- 22.2-\" 0 .o \" 11 10 1 2- 0 9 11 BOYS CLUB 12 41.4 \" 3- 60.0-X 3-- 60.0-X 1- 100.0-\" 5 3- 3- 3- 1- 10- 12 E.A.C. 0 .o \" 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 17 EXPULSION 4 400.0  0 .o \" 0 .o \" 0 .o \" 4 4 0 0 0 4 Raf: DIS032S 6/29/95 7:29:53 013 Date: Time: School: 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION NORTH Analysis of Disciplinary Actions by School From AUGUST Throu9h JUNE LITTLE ROCK HIGH SCHOOL - 09/10 1 9 9 3 - 9 4 -----BM------ -----BF------ -----NBM----- 4: REF PCT/TOT :t: STU 324 44.1X 156 24 40.0% 19 26 45.6% 20 0 .ox 0 5 50.0X 5 1 9 9 4 :\n: REF PCT/TOT t STU 195 26.6X 87 15 25.0X 15 17 29.8 15 0 .ox 0 3 30.0\" 3 - 9 5 :1: REF PCT/TOT :t: STU 151 20.6% 74 14 23.3\" 14 9 1S.8X 8 2 .ox 0 2 20.0X 2 -----NBF----- :\n: REF PCT/TOT :\n: STU 64 B.7X 31 7 11.7 7 5 a.ax 3 0 .ox 0 0 .o\" 0 734 348 60 55 57 46 0 0 10 10 ========================================================~============~====~==== -.-.-.- -BM------ -----BF---- -----NBM----- -----NBF----- ,.. REF FCT/TOT C: REF F'CT/TOT ,,..._ REF PCT/TOT C: REF F'CT/TOT  STU ,c: STU  STU ... ...S TU ===================~================================~===a======================m 09 S.A.C. 347 51.9 156 23.4\" 126 18.9 39 s.0x 668 158 88 73 24 343 10 HOME SUSP. 58 57.4 11 10.9 29 28.7% 3 3.0% 101 37 10 25 3 75 11 BOYS CLUB 48 60.8 19 24.1 7 8.9 5 6.3 79 36 17 6 5 64 12 E.A.C 0 .O 0 .ox 0 .ox 0 .O 0 0 0 0 0 0 17 EXPULSION 1 33.3X 1 33.3 1 33.3 0 .o\" 3 1 1 1 0 3 COMF'ARISION ~=----i=--zzi::--=--==--==-~=----=i:===--:a--=---=-=--=--=----=--======-=-----=--=---==--==-= -.-.-.- -BM------ -----BF------ -----NBM----- -----NEIF----- REF PCT\u0026lt;+/-) ... REF PCT(+/-) ... ...... ... ...R EF PCT(+/-) ...... R EF F'CT\u0026lt;+/-) STU ... STU ... ... ... ,.. STU ...... S TU ===========~==================~===~=========n===========cc===============a==a== 09 S.A.C. 23 7.1 \" 39- 20.0-\" 25- 16.6-\" 25- 39 .1-X 66- 2 1 1- 7- 5- 10 HOME SUSP. 34 141.7 \" 4- 26.7-X 15 107.1 \" 4- 57 .1-X 41 18 5- 11 4- 20 11 BOYS CLUB 22 84.6 \" 2 11.8 \" 2- 22.2-x 0 .o \" 22 16 2 2- 2 18 12 E.A.C. 0 .0 \" 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 17 EXPULSION 4- 80.0- 2- 66.7-X 1- S0.0-Y. 0 .o \" 7- 4- 2- 1- 0 7- Ref:. Date: DIS032S 6/29/95 Time: 7:30:03 Schoel: 024 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Analysis cf Disciplinary Actions by Schoel From AUGUST Through JUNE RIDGEROAD MIDDLE SCHOOL 1 9 9 3 - 9 4 -----BM------ -----BF------ -----NBM----- -----NBF----- C: REF PCT/TOT C: STU 276 46.8X 96 68 53.5% 44 19 51.4% 13 0 .ox 0 1 33.3X 1 1 9 9 4 C: REF PCT/TOT  STU 135 22.9 65 22 17.3 21 4 10.8\" 3 0 .ox 0 1 33.3 1 - 9 5 C: REF PCT/TOT C: REF PCT/TOT C: STU C: STU uo 23.7): 39 6.6)( 68 24 29 22.sx 8 6.3% 21 6 12 32.4% 2 S.4\" 10 2 1 .ox 0 .o\" 0 0 1 33.3X 0 .ox 1 0 590 253 127 92 37 28 0 0 3 3 ==============================================================.--.-.- -BM------ -----BF------ -----NBM----- -----NBF----- ......R EF PCT/TOT  REF PCT/TOT  REF PCT/TOT  REF PCT/TOT STU ... ... ...S TU  STU ...... S TU =========~======:============================================================== 09 S.A.C. 1.31 30.0X 128 29.4X 122 28.0X ss 12.6X 436 73 57 53 32 215 10 HOME SUSF'. 72 39.8% 61 33.7% 34 18.8X 14 7.7X 181 41 38 19 11 109 11 BOYS CLUB 18 54.S 4 12.1\" 8 24.2X 3 9.1X 33 16 4 7 3 30 12 E.A.C 0  OY. 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 1 100.0 0 .O 0 .ox 0 .0% 1 1 0 0 0 1 COMPARISION -----BM------ -----BF------ -----NBM---- -----NBF----- .. .RS TEUF PCT\u0026lt;+/-)  RSTEUF PCTC+/-) .........SR TEUF PCTC+/-)  REF F'CTC+/-) ... T STU ... ... ========================================~=======================~===09 S.A.C. 145- 52.5-X 7- s.2-\" 18- 12.9-X 16 41.0 \" 154- 23- 8- 15- 8 38- 10 HOME SUSP. 4 5.9 \" 39 177.3 \" 5 17.2 \" 6 75.0 \" 54 3- 17 2- 5 17 11 BOYS CLUB 1- 5.3-X 0 .o \" 4- 33.3-X 1 50.0 \" 4- 3 1 3- 1 2 12 E.A.C. 0 .o \" 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 17 EXPULSION 0 .o  1- 100.0-x 1- 100.0-x 0 .o \" 2- 0 1- 1- 0 2- Rl!f: DIS032S Date: 6/29/95 Time: 7:30:06 School: 025 09 S.A.C. 10 HOME SUSP. i1 BOYS CLUB 12 E.A.C. i7 EXPULSION Analysis of Disciplinary Actions by School From AU~UST Through JUNE LAKEWOOD MIDDLE SCHOOL 1 9 9 3 - 9 4 -----BM---- 0: REF PCT/TOT + STU 108 55.4\" 54 1 100.0X 1 28 84.8\" 19 0 .ox 0 0 .ox 0 1 9 9 4 -----BF-----  REF PCT/TOT C: STU 49 25.iX 29 0 .ox 0 3 9.1X 3 0 .o\" 0 0 .ox 0 - 9 5 -----NBM----- ,c, REF PCT/TOT  STU 33 16.9X 25 0 .ox 0 2 6.iX 2 0 .ox 0 0 .ox 0 -----NBF------ ::, REF PCT/TOT t STU 5 2.6 4 0 .O 0 0 .ox 0 0 .ox 0 0 .o\" 0 195 112 1 1 33 24 0 0 0 0 ====~~=~====:1m=============================s==s======~=~====s=====~======~==~==~= .--.-.- -BM------ -----BF------ -----NBM----- -----NBF----- REF PCT/TOT  REF PCT/TOT ... ...... ... REF PCT/TOT ......R EF PCT/TOT STU  STU ... ... ...S TU  STU ==================================:=================~=========================== 09 S.A.C. 97 51.9X 47 25.U 41 21.9X 2 1.1% 187 56 31 29 2 1.18 10 HOME SUSP. 8 40.0X 5 25.0X 6 30.0X 1 5.0X 20 8 4 6 1 19 11 BOYS CLUB 8 27.6% 14 48.3% 7 24.iX 0 .ox 29 5 8 6 0 19 12 E.A.C 0 .O 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 ====~================================================================~====COMPARISION ==----=--==-=-----==--a::::----=-===--=--=--=--=-------=--=--=--==--=----=---==--==-= -----BH------ -----BF------ -----NBM----- -----NBF-----  REF PCT(+/-) ... REF PCT(+/-\u0026gt; ... REF PCT(+/-) ... ... ... ... ... REF PCT(+/-) STU ... STU ... STU ... ... ... ,. ... STU =~=================================:===========c=========================09 S.A.C. 11- 10.2-x 2- 4.1-X 8 24.2 \" 3- 60.0-X B- 2 2 4 2- 6 10 HOME SUSP. 7 700.0 % 5 500.0 ,: 6 600.0 \" 1 100.0 X 19 7 4 6 1 iB 11 BOYS CLUB 20- 71.4-% ii 366.7 \" 5 250.0 \" 0 .o \" 4- 14- 5 4 0 5- 12 E.A.C. 0 .o \" 0 .o \" 0 .o \" 0 .o X 0 0 0 0 0 0 17 EXPULSION 0 .o % 0 .o \" 0 .o \" 0 .0 \" 0 0 0 0 0 0 Ref: Date: Time: DIS032S 6/29/95 7:30: 13 School: 026 ROSE Analysis of Disciplinary Actions by School From AUGUST Through JUNE CITY MIDDLE SCHOOL 1 9 9 3 - 9 4 ==================================c=====~==========c~c==c=~==========:====c= -----BM------ -----BF------ -----NBM----- -----NBF----- t: REF PCT/TOT ... REF PCT/TOT t: REF PCT/TOT ... ... ,.. REF PCT/TOT ... STU  STU t: STU  STU .. ====c========c========a=====a===========a=acn:============a=============== 09 S.A.C. 158 40.4X 11:5 29.4\" 74 18.9X 44 11.3\" 391 67 56 36 20 179 10 HOME SUSP. 28 52.8\" 10 18.9X 13 24.:5X 2 3.BX 53 17 7 11 2 37 11 BOYS CLUB 17 44.7\" 9 23.7% 11 28.9X 1 2.6X 38 13 7 9 1 30 12 E.A.C. 0 .o\" 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 ==-========-==-------=-=---=--=--=-=--=---=-----==-=- ...=. --=---=------=--=-=---==-= 1 9 9 4 - 9 5 ==================mi======-===============================:=m:=====-================== -.-.-.- -BM------- -----BF------ ----NBM----- -----NBF----- ...R EF PCT/TOT t: REF PCT/TOT ......R EF PCT/TOT  REF PCT/TOT  STU ... STU ... STU ... ... ... ... STU =========c==::~=~======\"======m==========================c====================== 09 S.A.C. 132 44.0% 78 26.0 69 23.0X 21 7.0X 300 61 37 43 12 153 10 HOME SUSP. 26 59.1% 9 20.5 9 20.5X 0 .ox 44 20 8 6 0 34 ii BOYS CLUB 18 58.1 5 16.1% 8 25.SX 0 .ox 31 17 5 8 0 30 12 E.A.C 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 1 100.0X 0 .ox 0 .ox 0 .ox 1 1 0 0 0 1 ====:::.:==================:....===============:=====::.:=====:=====-===:=====:..:=========:.:=-============== COMF\"ARISION -----BM------ -----BF------ -----NBM----- -----NBF----- :I= REF PCTC+/-) ......R EF PCT(+/-) :I= REF PCTC+/-) ,..... R EF PCTC+/-) ......S TU  STU ......S TU ...... STU ~======================~=========~~================~===============-============ 09 S.A.C. 26- i.6.5-X 37- 32.2-X 5- 6.8-X 23- 52.3-X 91- 6- 19- 7 8- 26- 10 HOME SUSP. 2- 7 .1-X 1- 10.0-x 4- 30.8-X 2- 100.0-x 9- 3 1 5- 2- 3- 11 BOYS CLUB 1 5.9 X 4- 44.4- 3- 27.3-% 1- 100.0-x 7- 4 2- 1- 1- 0 E.A.C. 0 .o % 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 EXPULSION 1 100.0 \" 0 .o \" 0 .o X 0 .0 \" 1 1 0 0 0 1 Time: DIS032S 6/29/95 7 :30: 14 School: 031 AMBOY Analysis of Disciplinary Actions by School From AUGUST Throu9h JUNE ELEMENTARY SCHOOL 1 9 9 3 - 9 4 ====c=\u0026amp;============c=\"==n======-a======\u0026amp;====~===========c===== -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- ......R EF PCT/TOT t: REF' PCT/TOT t: REF PCT/TOT \u0026amp;. .. REF PCT/TOT ...S TU t: STU t: STU 0 STU ==================c======ssmsc====================Ec================== 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 1 so.ox 1 so.ox 0 .ox 0 .ox 2 1 1 0 0 2 11 BOYS CLUB 0 .0% 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C. 7 58.3% 4 33.3% 0 8.3% 0 .0% 12 s 4 1 0 10 17 EXPULSION 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 -.=. --====-=-=----=-=-------=--=--=-==::-------=--=--=-------------------=------=--=-- 1 9 9 4 - 9 5 -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- ...R EF PCT/TOT t: REF PCT/TOT ......R EF PCT/TOT ...... REF PCT/TOT 0 STU 0 STU ...... S TU ...... S TU ---===--====--- ..- ---=--====---=-====-------=--=--==--=---------=------- .....: --:::=-==--=-- 09 S.A.C. 0 .0% 0 .ox 0 .o\" 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 3 75.0% 0 .O 1 25.0X 0 .ox 4 2 0 1 0 3 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .o\" 0 0 0 0 0 0 12 E.A.C 9 34.6% 9 34.6 8 30.8 0 .ox 26 9 6 6 0 21 17 EXPULSION 0 .0% 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 -=====a:=================================\"\"======================:::=.::.:====:=...:...:::::========== COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF-----  REF PCT(+/-\u0026gt; \u0026amp; REF F'CT(+/-)  REF PCT(+/-) ... REF PCT(+/-) T T ... T STU  STU ...S TU  STU ... ==~========================~==~=~=========s=~=\"=a====~========~====c\ncnc======= 09 S.A.C. 0 .o Y. 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 2 200.0 % 1- 100.0-Y. 1 100.0 \" 0 .o X 2 1 1- 1 0 i 1.1 BOYS CLUB 0 .o X 0 .o X 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 2 .o  s .o \" 7 .o X 0 .o \" 14 0 1 7 0 11 17 EXPULSION 0 .0 \" 0 .o X 0 .0 X 0 .o X 0 0 0 0 0 0 Ref: Date: Ti\"'9: DIS032S 6/29/95 7:30:20 Schoo L: 045 Analysis of Disciplinary Actions by School From AUGUST Through JUNE BELWOOD ELEMENTARY SCHOOL 1 9 9 3 - 9 4 -----BM------ -----BF------ ----NBM----- C..:. R EF PCT/TOT ,:: REF PCT/TOT t: REF PCT/TOT ...S TU ,c: STU :t STU -.-.-.- -NBF----- ...... REF PCT/TOT ... STU =======~======c=a========c=========n=========================~===09 S.A.C. 0 .ox 0 .ox 0 .o\" 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 10 83.3X 2 16.7 0 .o\" 0 .ox 12 8 1 0 0 9 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .o\" 0 0 0 0 0 0 12 E.A.C. 17 73.9% 4 17.4\" 0 8.7X 0 .ox 23 13 3 2 0 18 17 EXPULSION 0 .01' 0 .o\" 0 .ox 0 .ox 0 0 0 0 0 0 1 9 9 4 - 9 5 -----BM------ -----BF------ -----NBM----- -----NBF----- C: REF PCT/TOT ...... R EF PCT/TOT ,:: REF PCT/TOT ...... REF PCT/TOT ,c: STU ,c: STU ... STU ... ... ...S TU =============~=========\"====a====~============s============g==~=========09 S.A.C. 0 .ox 0 .OY. 0 .o\" 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 4 so.ox 3 37.SX 1 12.5X 0 .ox 8 4 2 1 0 7 11 BOYS CLUB 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C 4 23.SX 9 52.9Y. 4 23.5 0 .ox 17 4 5 3 0 12 17 EXPULSION 0 .ox 0 .0Y. 0 .ox 0 .O 0 0 0 0 0 0 COMPARISION .--.-.- -BM------ -----BF------ -----NBH----- -----NBF----- ...... R EF PCT\u0026lt;+/-) ,:: REF PCT\u0026lt;+/-) ...... REF PCT\u0026lt;+/-) C: REF PCT(+/-) STU ... ... ... STU ,.A ..S TU ...... STU ==~=:-c==================================================='.:z:=====:z::========::===-===========:::-:za 09 S.A.C. 0 .o \" 0 .o \" 0 .o X 0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 6- 60.0-X 1 50.0  1 100.0  0 .o X 4- 4- i 1 0 2- 11 BOYS CLUB 0 .0 X 0 .o  0 .0 X 0 .o \" 0 0 0 0 0 0 12 E.A.C. 13- .o X :s .o Y. 2 .o \" 0 .o \" 6- 1- i 2 0 6- 17 EXPULSION 0 .o X 0 .o  0 .0 X 0 .o X 0 0 0 0 0 0 Rf: Date: DIS032S 6/29/95 Tiffie: 7:30:15 School: 033 Ana l ys i s of DI sc i p L i nary Act ions by School From AUGUST Through JUNE BOONE PARK ELEMENTARY SCHOOL 1 9 9 3 - 9 4 ============a======~=======c======-====c===m=a====~===ac==========z========== --- -R-BEMF --P-C--T- /TOT ..--..-..-R -BEFF- --P-C--T/TOT --- -R-NEBFH P--C--T-/TOT ..--..-..-R -NEBF F-P-C-T--/TOT  STU  STU  STU * STU ============================================================================ 09 S.A.C. 0 .0% 0 .ox 0 .0% 0 .o\" 0 0 0 0 0 0 10 HOME SUSP. 7 77.8% i 11.u, 1 11.1% 0 .ox 9 7 1 1 0 9 11 BOYS CLUB 0 .0% 0 .ox 0 .0% 0 .ox 0 0 0 0 0 0 12 E.A.C. 12 75.0% 0 .ox 0 25.0% 0 .ox 16 12 0 \"' 0 16 17 EXPULSION 0 .ox 0 .ox 0 .ox 0 .0% 0 0 0 0 0 0 ==---~=-=------=--=---------==-=---------=-=--=-----------=-----=---------=---= 1 9 9 4 - 9 5 =~=================~==============~=============~n================~======~===== .--.-.- -BM------ -----BF------ -----NBH----- -----NBF----- REF PCT/TOT .... REF PCT/TOT  REF PCT/TOT ... ...... ... ... REF F'CT/TOT STU ... STU ... STU ... ... ... ... ...S TU =~==============================~==========~================-=======~======:aEc 09 S.A.C. 0 .O 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 6 85.7% 0 .ox 1 14.3\" 0 .ox 7 5 0 1 0 6 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C 14 66.7% 2 9.5X 5 23.8% 0 .ox 21 9 1 4 0 14 17 EXPULSION 0 .0% 0 .0% 0 .ox 0 .ox 0 0 0 0 0 0 COMF'ARISION .--.-.- -BM------ -----BF------ -----NBM----- -----NBF----- REF PCT(+/-) ... REF PCT(+/-)  REF PCT(+/-) ... ...... ... ...R EF PCT(+/-) STU ,:: STU ... STU ... ... ... ... STU ~~=========\n.===================~=====\n=====~============================:===-==== 09 S.A.C. 0 .o \" 0 .o X 0 .o \" 0 .o X 0 0 0 0 0 0 10 HOHE SUSP. 1- 14.3-X 1- 100.0-X 0 .o \" 0 .o  2- 2- 1- 0 0 3- 11 BOYS CLUB 0 .o % 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 2 .o \" 2 .o X 1 .o \" 0 .o \" 5 0 2 1 0 2- 17 EXPULSION 0 .o  0 .o X 0 .o \" 0 .o X 0 0 0 0 0 0 Ref_:. Date: DIS032S 6/29/95 7:30:17 038 Time: School: 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Analysis of Disciplinary Actions by School From AUGUST Through JUNE CENTRAL ELEMENTARY 1 9 9 3 - 9 4 -----BM------ t: REF PCT/TOT t: STU 0 .ox 0 6 66.7X 6 0 .o\" 0 12 S4.5X 11 0 .ox 0 -----BF------ t: REF PCT/TOT + STU 0 .ox 0 0 .ox 0 0 .ox 0 4 1B.2X 3 0 .ox 0 1 9 9 4 - 9 S ----NBM----- ,:: REF PCT/TOT f\nSTU 0 .ox 0 2 22.2x 1 0 .ox 0 0 18.2% 3 0 .ox 0 -----NBF----- ,:: REF PCT/TOT C: STU 0 .ox 0 1 11.1\" 1 0 .ox 0 0 9.1\" 2 0 .ox 0 0 0 9 8 0 0 22 19 0 0 ==----=--===-=-=-=====-==---==-=---=------=-=====----------911:---=-=-----=--=-==-==-= 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C 17 EXPULSION -----BM------ ,:: REF PCT/TOT =Ii STU 1 100.ox 1 2 66.7X 2 0 .ox 0 46 73.0% 29 0 .ox 0 -----BF------ ,:: REF PCT/TOT ,:: STU 0 .O 0 0 .ox 0 0 .O 0 4 6.3 4 0 .O 0 -----NBM----- f\nREF PCT/TOT 0 STU 0 .ox 0 1 33.3% 1 0 .ox 0 12 19.0X 6 0 .ox 0 -----NBF----- f\nREF PCT/TOT C: STU 0 .o\" 0 0 .ox 0 0 .ox 0 1 1.6 1 0 .ox 0 1 1 3 3 0 0 63 40 0 0 =~-======---=========================-==:...::===================================:========== COMPARISION ==-----==----==-------=-----------=-=-----=--=---Z::-------------==-=--=-=-==-::'\" .. ==== .--.-.- -BM----- -----BF------ -----NBM----- -----NBF----- REF PCT(+/-) ... REF PCT\u0026lt;+/-) ,:: REF PCT(+/-) ... ... ... ...R EF PCT(+/-)  STU ~ STU ......S TU  STU ==~=:=============~==a===~~:s=======~=====a=====~================~============\"= 09 S.A.C. 1 100.0 \" 0 .o X 0 .o \" 0 .o \" 1 1 0 0 0 1 10 HOME SUSF'. 4- 66.7-X 0 .o \" 1- S0.0-Y. 1- 100.0-x 6- 4- 0 0 1- 5- 11 BOYS CLUB 0 .o \" 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 34 .o % 0 .o \" 8 .o \" 1- .o \" 41 3 0 8 1- 21 17 EXPULSION 0 .o X 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 Ref: Date: Time: DIS032S 6/29/95 7:30:19 School: 042 Ana Lys is of Disc: i p Li nary Actions by School From AUGUST Through JUNE CRESTWOOD ELEMENTARY SCHOOL 1 9 9 3 - 9 4 -----BM------ + REF PCT/TOT + STU -----BF------ -----NBM----- -----NBF----- :t REF PCT/TOT :t REF PCT/TOT  REF F'CT/TOT :t STU :t STU ~ STU ================================================================================ 09 S.A.C. 0 .ox 0 .ox 0 .O 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 9 75.0% 1 8.3 2 16.7 0 .O 12 8 1 2 0 11 11 BOYS CLUB 0 .O 0 .ox 0 .ox 0 .O 0 0 0 0 0 0 12 E.A.C. 13 61.9 6 28.6X 0 9.5% 0 .O 21 7 6 2 0 15 17 EXPULSION 0 .O 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 =====-==--=-----===-=--==--=-==--===-----===--=--==-=-.---=--=-= ..- ----=--=====------=- 1 9 9 4 - 9 5 ===================i:::====================::J\n=========================::::==c.:===:=:::,::===i=:=:::::=:= -----BM------ -----BF----- -----NBM----- -----NBF----- T. . .RS TEUF PCT/TOT T. . .. SRTEUF PCT/TOT ....... SR TEUF F'CT/TOT ..a.. . SRTEUF PCT/TOT ==----=-----==-------=--=-----==--= ..- --------=- ...=..= ==--=---------=--------------=a::---==== 09 S.A.C. 0 .ox 0 .OY. 0 .ox 0 .O 0 0 0 0 0 0 10 HOME SUSP. 5 55.6 4 44.4 0 .O 0 .ox 9 4 3 0 0 7 11 BOYS CLUB 0 .O 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C 26 83.9 3 9.7 2 6.5 0 .O 31 17 2 2 0 21 17 EXPULSION 0 .O 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 -===--------:=-==:=-=--==-------=====-==------ .-. -==--==--------=--=---=-----------------= COMPARISION ==--=----=----=--=--===-=--==-=-----==---:::-i=-=---=-==--=---:,:\n---=---- ..= n:.-==-==--=-===- -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- REF F'CT \u0026lt; -/-) ... ......R EF PCT(+/-) ......R EF F'CTC+/-) ...... REF PCT\u0026lt;+/-) t: STU ... T STU t: STU ... STU ... =======================~=====:=================================~==~===========09 S.A.C. 0 .o  0 .o \" 0 .o X 0 .o \" 0 0 0 0 0 () 10 HOME SUSP. 4- 44.4-% 3 300.0 \" 2- 100.0-% 0 .o \" 3- 4- 2 2- 0 4- 11 BOYS CLUB 0 .o Y. 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 13 .0  3- .o  0 .o  0 .o \" 10 1 1- 0 0 6 17 EXPULSION 0 .o  0 .o  0 .o X 0 .o  0 0 0 0 0 0 Ref: DIS032S 6/29/95 7:30:21 046 Date: Time: School: 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Analysis of Disciplinary Actions by School From AUGUST Through JUNE GLENVIEWE LEMENTARYS CHOOL 1 9 9 3 - 9 4 -----BM------ + REF PCT/TOT + STU 0 .ox 0 2 100.ox 2 0 .0% 0 6 60.0X s 0 .ox 0 -----BF------ + REF f'CT/TOT ,:: STU 0 .ox 0 0 .O 0 0 .O 0 1 10.0% 1 0 .ox 0 -----NBM----- ,:: REF F'CT/TOT + STU 0 .ox 0 0 .ox 0 0 .O 0 0 20.0X 2 0 .ox 0 -----NBF----- ,:: REF PCT/TOT ,:: STU 0 .ox 0 0 .O 0 0 .ox 0 0 10.0 1 0 .ox 0 0 0 2 2 0 0 10 9 0 0 ----------==--=----=--=-=--==------=--= .-. -=--=-==--=------------=-----==--------===-- i 9 9 4 - 9 5 -----BM------ ,:: REF PCT/TOT + STU ------Dr----- ,:: REF PCT/TOT + STU -----NBM----- + REF PCT/TOT + STU -----NBF------ ,:: REF PCT/TOT ,:: STU ==-=-~==-=--=---=---------=--=--==---====-=--==-=-----=--=-====-==i::c:-==---=-==--=--=...::= 09 S.A.C. 0 .0% 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 10 7i.4X 1 7.iY. 2 14.3 i 7.1% 14 6 i 2 1 10 11 BOYS CLUB 0 .O 0 .O 0 .ox 0 .0% 0 0 0 0 0 0 12 E.A.C 7 77.8 2 22.2 0 .ox 0 .ox 9 6 2 0 0 8 17 EXPULSION 0 .O 0 .O 0 .ox 0 .OY. 0 0 0 0 0 0 COMPARISION ==============================c~==:.=c:==c================:==~=====~=:==-.-.-. -BM------ -----BF------ -----NBM----- -----NBF----- ......R EF F'CT(+/-) ...... R EF PCT(+/-) ......R EF PCT(+/-) ....... REF PCT(+/-) ... STU ...... S TU ......S TU ...... STU =====-========-=:\n.i===-===========:===\n===::i:==:================~\"===::-===================-:==c:=:tr.=:::==-== 09 S.A.C. 0 .o \" 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 () 10 HOME SUSP. 8 400.0 X 1 100.0 \" 2 200.0 \" 1 100.0 \" 12 4 1 2 1 8 11 BOYS CLUB 0 .o X 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 1 .o  1 .o \" 2- .o \" i- .o \" 1- 0 i 2- 1- 1- 17 EXPULSION 0 .o \" 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 ,, Ref: Date: Time: DIS032S 6/29/95 7:30:21 School: 048 Analysis of Disciplinary Actions by School From AUGUST Through JUNE INDIAN HILLS ELEMENTARY SCHOOL 1 9 9 3 - 9 4 ==========:r:======================--=======iau:::\nz=m:=======m:11:111::===nc:=========c::======r===:== -----BM------ -----BF------ -----NBM----- -----NBF-----  REF PCT/TOT ... REF PCT/TOT ... REF F'CT/TOT ... ... ... REF PCT/TOT T  STU  STU ......S TU ::, STU =========~=================c=======c=======as============~======m=D=m===c== 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 2 100.0% 0 .ox 0 .ox 0 .ox 2 2 0 0 0 2 11 BOYS CLUB 0 .ox 0 .ox 0 .o\" 0 .ox 0 0 0 0 0 0 12 E.A.C. 3 so.ox 3 so.ox 0 .ox 0 .ox 6 3 3 0 0 6 17 EXF'ULSION 0 .ox 0 .o\" 0 .ox 0 .ox 0 0 0 0 0 0 ==-=--==--=---=----=--=-=--=-----=-=---=-=--==-=-------------------------------=-- 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C 17 EXPULSION 1 9 9 4 - 9 5 -----BM------ 0 REF PCT/TOT ::, STU 0 .ox 0 1 so.ox 1 0 .ox 0 4 44.4% 4 0 .ox 0 -----BF------ 0 REF PCT/TOT 0 STU 0 .O 0 i 50.0 1 0 .O 0 3 33.3 3 0 .O 0 ----NBM----- 0 REF PCT/TOT 0 STU 0 .ox 0 0 .0% 0 0 .0% 0 2 22 .. .2 2 0 .O 0 -----NBF-----  REF PCT/TOT 0 STU 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 0 0 2 2 0 0 9 9 0 0 =================================-===================================-======-:=====:::====== COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF----- 0 REF PCT(+/-),:, REF PCT(+/-),:, REF PCT\u0026lt;+/-) 0 REF PCT(+/-) ,:, STU O STU t STU\nSTU =--------=----------------------==--=-------=---~------------------------------- 09 S.A.C. 0 .OX 0 .o \" 0 .o \" 0 .o  0 0 0 0 0 0 10 HOME SUSP. 1- 50.O- 1 100.0 \" 0 .0 \" 0 .o X 0 1- i 0 0 0 11 BOYS CLUB 0 .o X 0 .o X 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 1 .o \" 0 .o \" 2 .o : 0 .o \" 3 0 0 2 0 3 17 EXPULSION 0 .0 \" 0 .o \" 0 .o \" 0 .o  0 0 0 0 0 0 Ref: Date: Time: DIS032S 6/29/9S 7:30: 14 Schoo L: 032 Analysis of Disciplinary Actions by School From AUGUST Through JUNE LAKEWOODE LEMENTARYS CHOOL 1 9 9 3 - 9 4 ===============:====s===a==============================s=================== -----BM------ ----BF------ -----NBM----- -----NBF----- it REF PCT/TOT ,:, REF PCT/TOT ......R EF PCT/TOT ...... REF PCT/TOT C: STU ,:, STU .. ...S TU ...... S TU ========s===========-=a=n===c========B==s========~====n=========~==== 09 S.A.C. 0 .o\" 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 20 76.9,C 4 15.4X 2 7.7X 0 .ox 26 13 3 1 0 17 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C. 13 81.3X 3 18.B\" 0 .ox 0 .ox 16 9 3 0 0 12 17 EXPULSION 0 .ox 0 .ox 0 .O 0 .ox 0 0 0 0 0 0 1 9 9 4 - 9 5 ============================================================~==================:-----BM------ -----BF------ -----NBM---- -----NBF----- it REF PCT/TOT ......R EF PCT/TOT  REF PCT/TOT ...... REF PCT/TOT C: STU ... STU .. ... ...S TU ...... S TU =============c=================\n=====~========================================== 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .O 0 0 0 0 0 0 10 HOME SUSP. 9 75.0X 2 16.7 1 8.3X 0 .ox 12 6 2 1 0 9 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C 3 37.5Y. 4 50.0 1 12.sx 0 .o\" B 3 4 1 0 B 17 EXPULSION 0 .ox 0 .O 0  O 0 .ox 0 0 0 0 0 0 =--==-----=--=-------=--=---==-=--==-----=-==-==----------=--=--=--=---==--=-=--=-- COMPARISION ---BM------ -----BF----- -----NBM----- -----NBF----- . .R EF PCT(+/-) ~ REF PCTC+/-) ......R EF F'CT(+/-) ...... R EF PCTC+/-) STU ... STU ... ... ... ...S TU ...... S TU ==-------=--------==-==--====-==-==---=\"\"==-=-==--=-=----=-=-==--=--=::::-=-=-:=:::==-=---= 09 S.A.C. 0 .o \" 0 .o % 0 .o \" 0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 11- ss.o-x 2- so.o-x 1- so.o-x 0 .o  14- 7- 1- 0 0 a- 11 BOYS CLUB 0 .o \" 0 .o  0 .o \" 0 .o X 0 0 0 0 0 0 12 E.A.C. 10- .o X 1 .o \" 1 .o \" 0 .o \" 8- 1- 0 1 0 4- 17 EXPULSION 0 .o X 0 .o \" 0 .o \" 0 .o X 0 0 0 0 0 0 Ref: DIS032S 6/29/95 7:30: 16 037 Date: Tlcne: School: 09 S.A.C. 10 HOME SUSP. ii BOYS CLUB 12 E.A.C. 17 EXPULSION Analy~is of Disciplinary Actions by School From AUGUST Through JUNE LYNCH DRIVE ELEMENTARY SCHOOL 1 9 9 3 - 9 4 -----BM------ + REF PCT/TOT it STU 0 .o\" 0 5 100.0X 3 0 .o,.\n0 6 66.7X 6 0 .o\" 0 -----BF----- + REF PCT/TOT C: STU 0 .ox 0 0 .ox 0 0 .ox 0 1 11.1X 1 0 .ox 0 1 9 9 4 - 9 5 -----BM------ -----BF------ ..a.. .R EF PCT/TOT ......R EF PCT/TOT  STU ... ...S TU -----NBM----t REF PCT/TOT C: STU 0 .ox 0 0 .ox 0 0  o\" 0 0 22.2,c 2 0 .ox 0 -.-.-.- -NBM----- ...R EF PCT/TOT it STU -----NBF-----  REF PCT/TOT C: STU 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 -.--.-- NBF----- ......R EF F'CT/TOT ...S TU 0 0 5 3 0 0 9 9 0 0 =--==---- ..-.= -==-=--=--==---=---------------=-===--=-:=-----=-==-=-========----==-==-==-= 09 S.A.C. 0 .ox 0 . ox 0 .ox 0 .o~ 0 0 0 0 0 0 10 HOME SUSP. 3 25.0\" c:\nJ 4L7X 4 33.3% 0 .ox 12 3 2 4 0 9 11 BOYS CLUB 0 .ox 0 .ox 0 .o\" 0 .O 0 0 0 0 0 0 12 E.A.C 8 44.4% 7 38.9 3 16.7% 0 .ox 18 6 7 2 0 1.5 17 EXPULSION 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 COMPARISION ============================:====================:=========~=:====c==~=====~===~ -----BM------ -----BF------ -----NBM----- -----NBF-----  REF F'CT(+/-) ... REF PCT(+/-) ... ... ...R EF PCT(+/-) ...... REF PCT(+/-) .a. STU ... STU ... ... ... ...S TU ...... STU ===~=z~==~=========~========m======~===========r===~a================c====a== 09 S.A.C. 0 .o r. 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 2- 40.0-Y. 5 500.0 \" 4 400.0 \" 0 .o \" 7 0 2 4 0 6 11 BOYS CLUB 0 .o X 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 2 .o  6 .o \" 1 .o \" 0 .o \" 9 0 6 1 0 6 17 EXPULSION 0 .o X 0 .o \" 0 .o :\u0026lt; 0 .o X 0 0 0 0 0 0 Ref.:. Date: DIS032S 6/29/95 7:30: 18 040 Time: School: 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C 17 EXPULSION 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Ana L ys i  of Di sc i p l i nary Act i ans by School From AUGUST Through JUNE MEADOWPA RK ELEMENTARYS CHOOL 1 9 9 3 - 9 4 -----BM------ * REF PCT/TOT * STU 0 .ox 0 2 50.0X 2 0 .ox 0 12 75.0X 7 0 .ox 0 ----BF------ * REF PCT/TOT C: STU 0 .o\" 0 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 1 9 9 4 - 9 5 -----BM------ ,:: REF PCT/TOT ,:: STU 0 .ox 0 0 .ox 0 0 .0% 0 3 20.ox 3 0 .ox 0 ----BF------ ,:: REF PCT/TOT C: STU 0 .ox 0 0 .ox 0 0 .O 0 7 46.7% 6 0 .O 0 COMF'ARISION -----NBM----- * REF PCT/TOT it STU 0 .ox 0 1 25.0 1 0 .ox 0 0 18.BX 3 0 .ox 0 -----NBM----- ,:: REF PCT/TOT t: STU 0 .ox 0 0 .ox 0 0 .ox 0 5 33.3 4 0 .ox 0 -----NBF----- ,:: REF PCT/TOT ,:: STU 0 .ox 0 1 25.0 1 0 .ox 0 0 6.3% 1 0 .ox 0 -----NBF----- ,:: REF PCT/TOT ,:: STU 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 -----BM------ -----BF------ -----NBM----- -----NBF----- ,t REF PCT(+/-),:: REF PCT\u0026lt;+/-) t: REF PCT(+/-),:: REF PCT(+/-) C: STU ,:: STU C: STU ~ STU 0 .o  0 .o \" 0 .o\" 0 .o X 0 0 0 0 2- 100.0-x 0 .o \" 1- 100.0-X 1- 100.0-x 2- 0 1- 1- 0 .o \" 0 .0 \" 0 .o \" 0 .o \" 0 0 0 0 9- .o \" 7 .o  2 .o \" 1- .o \" 1- 7 2 1- 0 .o \" 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 4 4 0 0 16 11 0 0 0 0 0 0 0 0 15 13 0 0 0 0 4- 4- 0 0 1- 2 0 0 Ref: Date: Time: DIS032S 6/29/95 7:30: 18 School: 041 NORTH Analysis of Disciplinary Actions by School From AUGUST Through JUNE HEIGHTS ELEMENTARY SCHOOL 1 9 9 3 - 9 4 -.-.-.- -BM------ -----BF------ -----NBM----- ......R EF F'CT/TOT ..a.. .R EF PCT/TOT C: REF F'CT/TOT ...S TU ..a.. .S TU ..a.. .S TU -----NBF----- ~ REF fCT/TOT ,:, STU c===c==================~====================~~============================ 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 9 81.8 0 .ox 1 9.1 1 9.1 11 8 0 1 1 10 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C. 22 39.3 13 23.2X 0 30.4 0 7.1% 56 17 10 14 2 43 17 EXPULSION 0 .O 0 .O 0 .ox 0 .O 0 0 0 0 0 0 1 9 9 4 - 9 5 -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- REF PCT/TOT ... REF F'CT/TOT ... ...... ... ...R EF PCT/TOT ...... REF PCT/TOT STU ... STU ... STU ... ... ... ... ... STU =c=======================~====~=========================================c===== 09 S.A.C. 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSF'. 1 100.0% 0 .ox 0 .ox 0 .ox 1 1 0 0 0 1 11 BOYS CLUB 0 .ox 0  OY. 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C 26 61.9 8 19.0,C 5 11.9 3 7.1X 42 15 7 5 3 30 17 EXPULSION 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 ====================~=================================================:~=======~= COMF'ARISION =-----=---=-==-=--=---=-=-==--=-=-=----=---=-------=-----=-=--==-==-=-==-------=-== -----BM------ -----BF------ -----NBM----- -----NBF----- ,:. REF F'CT(+/-)  REF PCT(+/-) :C= REF F'CT\u0026lt;+/-) :C= REF F'CT\u0026lt;+/-) :C= STU :C= STU :C= STU :C= STU 09 S.A.C. 0 .o\" 0 .o 1' 0 .o \" 0  0 \" 0 0 0 0 0 0 10 HOME SUSP. 8- 88.9-X 0 .o \" 1- 100.0-X 1- 100.0-x 10- 7- 0 i- 1- 9- 11 BOYS CLUB 0 .o \" 0 .0 X 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 4 .o  5- .o \" 12- .o \" 1- .o \" 14- 0 0 12- 1- 13- 17 EXPULSION 0 .o % 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 Ref: DIS032S 6/29/95 7:30:19 043 Date: Time: School: 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C 17 EXPULSION Analysis of Disciplinary Actions by School From AUGUST Through JUNE PARK HILL ELEMENTARYS CHOOL 1 9 9 3 - 9 4 -----BM------ -----BF------ to REF PCT/TOT to REF PCT/TOT ,:: STU O STU 0 .0% 0 .ox 0 0 9 90.0% 1 10.0 9 1 0 .ox 0 .ox 0 0 5 100.0% 0 .O 3 0 0 .ox 0 .ox 0 0 1 9 9 4 - 9 5 -----BM------ to REF PCT/TOT fr STU 0 .0% 0 1 100.0% 1 0 .O 0 2 22.2% 2 0 .O 0 -----BF------ ,:: REF PCT/TOT to STU 0 .O 0 0 .O 0 0 .O 0 1 11.1 1 0 .O 0 -----NBM----- * REF PCT/TOT to STU 0 .0% 0 0 .0% 0 0 .ox 0 0 .ox 0 0 .on 0 -----NBM----- ,:: REF PCT/TOT to STU 0 .ox 0 0 .ox 0 0 .ox 0 6 66.7 3 0 .O 0 -----NBF----- ,:: REF F'CT/TOT ,:: STU 0 .O 0 0 .ox 0 0 .0% 0 0 .O 0 0 .O 0 -----NBF----- ~ REF F'CT/TOT 4' STU 0 .ox 0 0 .ox 0 0 .ox 0 0 .0% 0 0 .O 0 0 0 10 tO 0 0 5 3 0 0 0 0 1 1 0 0 9 6 0 0 ==--:::c=z=-=--==-=-----==-=--=----=--=---=--=---e::---=----==--==-=--=-=--- ..c :---:.::--= COMPARISION -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- ...... R EF PCT(+/-) ......R EF PCT(+/-) ...... R EF PCT(+/-) ...... REF PCT(+/-) ...S TU ..a.. . STU ,:: STU .:, STU -- .-. ---------=-----------=-------=-----=--==-== .-.=. ==----=-=--=--:.=:i:i::=-:=:=---=--=---==--=-:::- 09 S.A.C. 0 .0 \" 0 .o \" 0 .o \" 0 .o X 0 0 0 0 0 0 10 HOME SUSF'. 8- 88.9-X 1- i00.0- 0 .o \" 0 .o \" 9- 8- 1- 0 0 9- 11 BOYS CLUB 0 .o \" 0 .o \" 0 .o \" 0 .0 \" 0 0 0 0 0 0 12 E.A.C. 3- .o \" 1 .o \" 6 .o \" 0 .o \" 4 1- 1 6 0 3 17 EXPULSION 0 .0 % 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 Ref: DIS032S 6/29/95 7:30:20 044 Date: Time: School: 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Analysis of Disciplinary Actions by School From AUGUST Through JUNE PIKE VIEW ELEMENTARY SCHOOL 1 9 9 3 - 9 4 -----B11------ 4: REF PCT/TOT + STU 0 . ox 0 11 91.7 7 0 .ox 0 6 85.7% 6 0 .O 0 -----BF------  REF PCT/TOT  STU 0 .ox 0 0 .O 0 0 .ox 0 0 .ox 0 0 .O 0 -----NBM----- C: REF F'CT/TOT t STU 0 .ox 0 0 .ox 0 0 .ox 0 0 14.3% 1 0 .ox 0 -----NBF----- ::, REF PCT/TOT  STU 0 .ox 0 i B.3X 1 0 .ox 0 0 .O 0 0 .O 0 0 0 12 a 0 0 7 7 0 0 =========================================='~===========:=====-::===============:==:::======= 1 9 9 4 - 9 5 -----r-111------ -----BF------ -----NBH----- -----NBF------ .\u0026amp; ..R EF PCT/TOT  REF PCT/TOT .....R EF PCT/TOT  REF PCT/TOT  STU  STU ... STU ... ... ... STU ==--=-=:==--=--=--=--==---------=-==::.i---==-==-==-==-------=--=--=--=-=---=------== 09 S.A.C. 0 .0% 0 .ox 0 .O 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 1 50.0 1 50.0 0 .ox 0 .ox 2 1 1 0 0 2 11 BOYS CLUB 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C 15 83.3 3 16.7 0 .ox 0 .ox 18 10 3 0 0 13 17 EXPULSION 0 .ox 0  O 0 .O 0 .ox 0 0 0 0 0 0 ================-=========::.z:===::.:::====================================-====:==~=====:===== COMPARISIDN =----==----=-=-----=--=----------=-----=---=-=---==-=-----------=-==-=r-=---==-===- -----BM------ -----BF------ -----NBM----- -----NBF----- * REF PCT(+/-\u0026gt;* REF PCT(+/-)* REF PCT\u0026lt;+/-)~ REF F'CT(+/-) ~ STU ~ STU ~ STU ~ STU 09 S.A.C. 0  0 \" 0 .o  0 .o  0  0 \" 0 0 0 0 0 0 10 HOME SUSF'. 10- 90.9-X 1 100.0 X 0 .o X 1- 100.0-x 10- 6- 1 0 1- 6- 11 BOYS CLUB 0 .o \" 0 .0 % 0 .o \" 0 .o :\u0026lt; 0 0 0 0 0 0 12 E.A.C. 9 .o X 3 .o Y. 1- .o \" 0 .o \" 11 2 3 1- 0 6 17 EXPULSION 0 .0 \" 0 .o \" 0 .o  0 .o % 0 0 0 0 0 0 Ref: Date: Time: DIS032S 6/29/95 Schoo L: 7:30:22 049 Ana L ys is of Disc i p Li nary Act I ens by School From AUGUST Through JUNE REDWOOD ELEMENTARY SCHOOL ====--=--=--==-====-==----=-=---===-=-=--==----===---=--=-----=----------- ..- --==-- 1 9 9 3 - 9 4 ================================n================~=================-=r-=========== -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- ...R EF PCT/TOT  REF PCT/TOT ...... R EF PCT/TOT ...... REF PCT/TOT  STU ......S TU  STU ...... STU ==========:::n======~=ac=======c======================================m=~==:~= 09 S.A.C. 0 .O 0 .ox 0 .ox 0 .O 0 0 0 0 0 0 10 HOME SUSP. 5 62.5% 2 25.0X 1 12.5% 0 .ox 8 5 2 1 0 8 11 BOYS CLUB 0 .ox 0 .or. 0 .O 0 .O 0 0 0 0 0 0 12 E.A.C. 22 51.2% 14 32.6X 0 16.3% 0 .ox 43 12 9 4 0 25 17 EXPULSION 0 .OY. 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 =====-==-=------==-------==-----=-===-=---====--=-==--=--=--=--=----------=-=-::-::---:--::r- ..= 1 9 9 4 - 9 5 =-----==-=--=-----==:r.= ...-.= ----=---=::car.--==--=~-=---=--=----=--------==----==-r-==::: ...:.: ==r:.::c -----BM------ -----BF------ -----NBM----- -----NBF-----  REF PCT/TOT ... REF PCT/TOT .... REF PCT/TOT ... ... ... REF PCT/TOT  STU ... ...S TU ......S TU ...... S TU ==========c::====-======================:==========:=========================:===-:====c=u=== 09 S.A.C. 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 0 .ox 0 .O 0 .O 0 .ox 0 0 0 0 0 0 11 BOYS CLUB 0 .O 0 .ox 0 .ox 0 .O 0 0 0 0 0 0 12 E.A.C 9 39.1 6 26.1 6 26.1 2 8.7X 23 3 4 5 2 14 17 EXPULSION 0 .O 0 .OY. 0 .O 0 .O 0 0 0 0 0 0 COHPARISION -=-------=-----=-----=-----------------=--------=----~=-----=-------------------- -.-.-.- -BM------ -----BF------ -----NBM----- -----NBF----- REF PCT(+/-) ... ...... ...R EF PCT(+/-) ......R EF PCT(+/-) ...... R EF PCT\u0026lt;+/-) STU  STU ... STU ... ... ... ... STU ==~=============:~==x==========~========~===========~==========~==~=====~a======= 09 S.A.C. 0 .o \" 0 .o X 0 .o \" 0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 5- 100.0-x 2- 100.0- 1- 100.0- 0 .o \" 8- 5- 2- 1- 0 8- 11 BOYS CLUB 0 .o \" 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 13- .o \" 8- .0  1- .o \" 2 .o \" 20- 1- 1- 1- 2 11- 17 EXPULSION 0 .0 \" 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 Ref: Date: Time: DIS032S 6/29/95 7:30: 16 School: 035 Ana L ys is of Disc Ip L I nary Actions by School From AUGUST Through JUNE SEVENTH STREET ELEMENTARY SCHOOL 1 9 9 3 - 9 4 -----BM------ -----BF----- -----NBM----- ,.\u0026amp; ..R EF PCT/TOT ,\u0026amp; REF PCT/TOT ~ REF PCT/TOT 'r ,\u0026amp; STU t: STU ... ... ...S TU -----NBF----- ...a... .. R EF PCT/TOT ... STU ===============================~============s==s===================c=====~==== 09 S.A.C. 0 .0% 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSF'. 1 so.ox 0 .o\" 1 so.ox 0 .ox 2 1 0 i. 0 2 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C. 12 92.3 1 7.7X 0 .o\" 0 .o\" 13 10 1 0 0 11 17 EXPULSION 0 .ox 0 .ox 0 .o\" 0 .ox 0 0 0 0 0 0 -=-=---=-----==-------=-----=-=---=--=-- .-. -=-==-==---=-=::::--=-==--------==-----=-=--= 1 9 9 4 - 9 5 --------=-=-=------------==-=-----------==--==-=--=--- ...:i ::-----=====--=-----=-----==- -----BM------- -----BF------ -----NBM----- -----NBF----- ,\u0026amp; REF PCT/TOT ,\u0026amp; REF PCT/TOT ... ... ... ... REF PCT/TOT  REF F'CT/TOT .... STU ... STU ... STU ... ... ... ... ... STU =======================================================================-====- 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 3 37.S\" 0 .ox 5 62.SX 0 .o\" 8 3 0 3 0 6 11 BOYS CLUB 0 .ox 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C 5 62.5% 0 .ox 3 37.SX 0 .ox 8 5 0 1 0 6 17 EXPULSION 0 .or. 0 .O 0 .ox 0 .O 0 0 0 0 0 0 COMPARISION ============================:============~====================================\"= -----BM----- -----BF------ -----NBM----- -----NBF----- * REF PCT(+/-) ... ...R EF PCT(+/-) .......R EF PCT(+/-\u0026gt; ~ REF PCT\u0026lt;+/-) * STU ... STU .\u0026amp; STU ... ... ... ... STU ======================================~==============================~========== 09 S.A.C. 0 .o % 0 .o  0 .o \" 0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 2 200.0 % 0 .o \" 4 400.0 \" 0 .o \" 6 2 0 2 0 4 11 BOYS CLUB 0 .o X 0 .o \" 0 .o \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 7- .0 X 1- .o \" 3 .o \" 0 .o X 5- 1- 1- 3 0 5- 17 EXPULSION 0 .o  0 .o X 0 .o % 0 .o \" 0 0 0 0 0 0 Ref.:. Date: Time: DIS032S 6/29/95 7:30: 13 School: 030 Analysis of Disciplinary Actions by School From AUGUST Through JUNE BARING CROSS CENTER 1 9 9 3 - 9 4 ===========c=========================s=====s================~~====~========~= .--.-.- -BM------ -----BF------ -----NBM----- -----NBF----- REF PCT/TOT ... ...... ...R EF PCT/TOT .\u0026amp; ..R EF PCT/TOT \u0026amp;. .. REF PCT/TOT ,. STU t STU t STU \u0026amp;. .. STU ============m===================================~============================== 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 2 66.7% 1 33.3% 0 .O 0 .0% 3 1 1 0 0 2 11 BOYS CLUB 0 .0% 1 100.0% 0 .ox 0 .ox 1 0 0 0 0 0 12 E.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 0 .0% 0 .ox 0 .0% 0 .ox 0 0 0 0 0 0 1 9 9 4 - 9 5 ==--=-=--=-===-==-=--=---===----==-===-=--=--==-==--------=-==--=-=-=------==-==--= -----BM------ -----BF------ -----NBM----- -----NBF----- ....... R EF PCT/TOT ....... R EF PCT/TOT t REF PCT/TOT ..... R EF PCT/TOT ... STU ,t STU ... STU ... ... ... ... STU ==c================================:=====================~====================== 09 S.A.C. 0 .ox 0 .0% 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 1 so.ox 1 50.0X 0 .ox 0 .O 2 1 1 0 0 2 11 BOYS CLUB 0 .ox 0 .o,: 0 .ox 0  o,: 0 0 0 0 0 0 12 E.A.C 0 .O 0 .o:\u0026lt; 0 .o,: 0 .O 0 0 0 0 0 0 17 EXF'ULSION 0 .ox 0 .OY. 0 .ox 0 .o\" 0 0 0 0 0 0 ==========================================================================~~==== COMPARISION -.-.-.- -BM------- -----BF------ -----NBH----- -----NBF----- REF PCT(+/-) ... REF PCT\u0026lt;+/-) ... ...... ... ...R EF PCT(+/-)  REF F'CT(+/-) STU ... T STU  STU ... STU ... ... ===-====================================================:::=========-===:::===============::= 09 S.A.C. 0 .o \" 0 .o \" 0 .o  0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 1- 50.0-% 0 .o \" 0 .o X 0 .o \" 1- 0 0 0 0 0 11 BOYS CLUB 0 .0 \" 1- 100.0-Y. 0 .o \" 0 .o \" 1- 0 0 0 0 0 12 E.A.C. 0 .o \" 0 .o \" 0 .o \" 0 .o X 0 0 0 0 0 0 17 EXPULSION 0 .o  0 .o X 0 .o \" 0 .o \" 0 0 0 0 0 0 Ref: DIS032S 6/29/95 7:30:22 Date: Time: School: 120 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E.A.C. 17 EXPULSION Analysis of Disc i pl i nary Act ions by School From AUGUST Through JUNE DROPPED ALTERNATIVE CENTER 1 9 9 3 - 9 4 -----BM------ * REF PCT/TOT it STU 0 .ox 0 0 .ox 0 0 .ox 0 0 .0% 0 0 .ox 0 -----BF------ * REF PCT/TOT ~ STU 0 .O 0 0 .ox 0 0 .0 .,,. 0 0 .ox 0 0 .O 0 -----NBM----- t REF PCT/TOT ,:: STU 0 .ox 0 0 .ox 0 0 .ox 0 0 .ox 0 0 .O 0 -----NBF----- ~ REF PCT/TOT ~ STU 0 .ox 0 0 0 0 .ox 0 0 0 0 .ox 0 0 0 0 .ox 0 0 0 0 .ox 0 0 0 =====================================================================~~======~== 1 9 9 4 -----BM------ * REF PCT/TOT * STU - 9 5 -----BF------ ,:: REF PCT/TOT t STU -----NBM----- ,:: REF PCT/TOT ,:: STU -----NBF-----  REF PCT/TOT C: STU -=----===-=--==--=---==--=--=---=-=----=--=--=-==- ...-.- -=-----=--=====----=--==---:r:::::::ac 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .o\" 0 0 0 0 0 0 10 HOME SUSP. 0 .ox 1 100.0 0 .ox 0 .ox 1 0 1 0 0 1 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .O 0 0 0 0 0 0 12 E.A.C 0 .O 0 .O 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 0 .ox 0 .O 0 .O 0 .ox 0 0 0 0 0 0 =====-==:==~===========================================::::=================:-:===:==========::= COMPARISION ==-=---=--==----=--------=-==------------~=-- .. =--=------=--=----=--=-:=s==--==--=-----=-- -.-.-.- -BM------ -----BF------ ----NBM----- ----NBF----- REF PCT(+/-) ... REF PCT(+/-) .. ... ... ...R EF PCTC+/-) ...... REF PCT(+/-) * STU .. STU .. ... ... STU ...... STU =m:======i=====-===:.======:==========-:=======::=c==c======:..-::==:!=:===========r.a:===c.:c:==::==a1:=r:s=::-.1cci=:.::= 09 S.A.C. 0 .o  0 .o X 0 .o  0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 0 .o \" 1 100.0  0 .0 \" 0 .0 \" 1 0 1 0 0 1 11 BOYS CLUB 0 .0 X 0 .o Y. 0 .o \" 0 .o \" 0 0 0 0 0 () 12 E.A.C. 0 .o  0 .o X 0 .o \" 0 .o \" 0 0 0 0 0 0 17 EXPULSION 0 .o  0 .0  0 .o X 0 .o  0 0 0 0 0 0 ... Ref: Dte: Time: DIS032S 6/29/95 7:29:53 School: 020 Analysis of Disciplinary Actions by School From AUGUST Through JUNE ALTERNATIVE CENTER - ELEMENTARY 1 9 9 3 - 9 4 ====c=m:=========s=====u===========sn~=:===~=====~===~====~=~=========a== -.-.-.- -BM------ -----BF------ -----NBH----- -----NBF----- ......R EF F'CT/TOT * REF PCT/TOT  REF f'CT/TOT ...... R EF PCT/TOT STU * STU ... STU ... ... ... ... STU ==========================c=====r.=========================================== 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 10 HOME SUSP. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 11 BOYS CLUB 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 12 E.A.C. 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 0 .O 0 .O 0 .ox 0 .O 0 0 0 0 0 0 =====----==-=-----=-=-=---=====---=--===-----=-=--==----==-===-=-==----=-----==-=--= 1 9 9 4 - 9 5 =============-========================================================.--.-.- -BM------ -----BF------ -----NEtM----- -----NBF----- REF PCT/TOT ... REF PCT/TOT  REF PCT/TOT ... ...... ... ...R EF PCT/TOT STU ... ... ...S TU C: STU ...... STU =---==------------=-------=------=--------=- .-.= ---=--=------=--===--=-=----_.\n.--==--=--- 09 S.A.C. 0 .ox 0 .ox 0 .ox 0 .o\" 0 0 0 0 0 0 10 HOME SUSP. 0 .0% 1 100.0 0 .ox 0 .ox 1 0 1 0 0 1 11 BOYS CLUB 0 .ox 0 .OY. 0 .ox 0 .on 0 0 0 0 0 0 12 E.A.C 0 .ox 0 .ox 0 .ox 0 .ox 0 0 0 0 0 0 17 EXPULSION 0 .O 0 .O 0 .O 0 .ox 0 0 0 0 0 0 ======================:=============================================================== COMPARISION ==---===--=--=--------=-------a:-:::-L.=-----------==----::t::=::aC----=---=---- -----==--::ate-= -.-.-.- -BM----- -----BF------ -----NBM----- -----NBF----- .....R EF PCT\u0026lt;+/-) ......R EF PCT\u0026lt;+/-)  REF PCT\u0026lt;+/-) ...... REF PCT(+/-) ...S TU  STU ......S TU ...... STU ====~======~================~======:=c============c~=*===========~====~==n===n= 09 S.A.C. 0 .o X 0 .o X 0 .o \" 0 .o \" 0 0 0 0 0 0 10 HOME SUSP. 0 .o \" 1 100.0 \" 0 .o \" 0 .o \" 1 0 1 0 0 1 11 BOYS CLUB 0 .o  0 .o \" 0 .0 \" 0 .o \" 0 0 0 0 0 0 12 E.A.C. 0 .o X 0 .o \" 0 .o  0 .0 \" 0 0 0 0 0 0 17 EXPULSION 0 .o \" 0 .o  0 .o \" 0 .0 \" 0 0 0 0 0 0\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_395","title":"Downtown Schools","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":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School management and organization"],"dcterms_title":["Downtown Schools"],"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/395"],"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":["111 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 Little Rock, Arkansas 72201 (501)376-6200 Fax (SOI) 371-0100 February 18, 1994 Dr. Henry P. Williams Little Rock School District 801 West Markham Street Little Rock, AR 72201 Dear Hank: Enclosed are a number of charts containing information which the Court asked ODM to provide the district. This information should be helpful as you consider a number of issues, particularly those relevant to the future of Stephens and a new LRSD interdistrict school. As the Court requested, the charts show the number of empty seats in the incentive schools, the number of empty seats at King, and the number of children who are enrolled in these schools. To show where LRSD children might most likely be targeted for recruitment to PCSSDs new Clinton Interdistrict School, we have prepared racial balance data on schools in various areas of town and also a chart on the Washington Attendance Zones illustrating the dispersement of children who live in that schools zones but attend elsewhere. We have also used the LRSDs data base and 1993-94 budget to generate additional information which is categorized according to the titles and subtitles of each document. For example, one chart contains information on per-pupil expenditures by elementary school. Earlier this month. Bob Morgan and 1 met with Russ Mayo and Chris Heller to review the charts in draft form and to stress that our calculations were all based on data given us by the LRSD. We also gave Russ a computer disc containing the student data base from which we developed our charts. We have attempted to make each chart self-explanatory through headings, footnotes, or a brief introduction. However, some of the data may not be as self-evident as we intended it to be. So, please dont hesitate to contact me if we need to be clearer about any aspect of the information. Sincerely yours, 'J Ann S. Brown co: Judge Susan Webber Wright Bobby Lester James Smith Russ Mayo All CounselSchool Acceptable Balance Otter Creek Jefferson Terry Forest Park Fulbright Pulaski Hts. McDermott Out of Balance Woodruff Mablevale Dodd Western Hills Brady Meadowcliff Chicot Badgett Geyer Springs Wilson Wakefield Bale Fair Park Baseline Watson Cloverdale Incentive Franklin Garland Mitchell Stephens Rightsell Rockefeller Interdistrict Washington King Romine Magnet LRSD Enrollment Showing Available Seats and Excess Capacity Principal Capacity Black White Total 93-94 Black Available Percent of 93-94 93-94 93-94 Percent Seats Capacity Booker Williams Carver Gibbs Carolyn Teeter Francis Cawthon La Dell Looper Virginia Ashley Mac Huffman Lillie Carter Mike Oliver Pat Higgenbotham Julie Davenport Patricia Howse Scott Morgan Mary Menking Jerry Worm Otis Presler Mary Golston Eleanor Cox Gwen Ziegler Willie Morris Levanna Wilson Barbara Means Mary Jane Cheatham Teresa Courtney Frederick Fields Franklin Davis Robert Brown Samuel Branch Lonnie Dean Sharon Davis Anne Mangan Karen Buchanan Sadie Mitchell Lionel Ward Dr. Cheryl Simmons Dr. Ed Jackson Mary Guinn Donna Davis Incentive school capacities reflected in the 1992 Desegregation Plan Totals for Elementary Schools________________ Below Capacity Seats \u0026amp; Percent of Capacity 351 492 515 399 540 374 517 3188 324 515 328 328 467 465 558 257 328 394 492 401 351 390 492 492 6582 544 346 346 298 346 425 141 213 243 200 233 190 262 200 291 318 258 287 208 247 341 504 561 458 520 398 509 1482 1809 3291 41.35% 42.26% 43.32% 43.67% 44.81% 47.74% 51.47% 45.03% 10 -12 -46 -59 20 -24 8 -103 97% 102% 109% 115% 96% 106% 98% 103% 147 311 189 215 263 306 356 132 208 263 337 225 200 265 353 304 89 177 103 117 134 128 153 57 80 91 110 78 63 78 89 82 236 488 292 332 397 434 509 189 288 354 447 303 263 343 442 386 4074 1629 5703 62.29% 63.73% 64.73% 64.76% 66.25% 70.51% 69.94% 69.84% 72.22% 74.29% 75.39% 74.26% 76.05% 77.26% 79.86% 78.76% 71.44% 88 27 36 -4 70 31 49 68 40 40 45 98 88 47 50 106 879 73% 95% 89% 101% 85% 93% 91% 74% 88% 90% 91% 76% 75% 88% 90% 78% 87% 300 181 215 141 184 240 45 24 15 4 5 100 345 205 230 145 189 340 2305 * 1261 193 1454 86.96% 88.29% 93.48% 97.24% 97.35% 70.59% 86.73% 199 141 116 153 157 85 851 63% 59% 66% 49% 55% 80% 63% 939 692 487 2118 656 517 613 353 2139 16332 2456 451 357 247 1055 321 257 325 170 1073 270 196 87 721 553 334 553 1608 62.55% 64.56% 73.95% 65.61% 218 139 153 510 77% 80% 69% 76% 274 215 270 129 595 472 595 299 888 1961 53.95% 54.45% 54.62% 56.86% 54.72% 61 45 18 54 178 91% 91% 97% 85% 92% 8945 5072 14017 86% 63.82% Printed February 1994 Prepared by the Office of Desegregation Monitoring based upon information supplied by the Little Rock School District UnauditedENROLLMENT IN DOWNTOWN ELEMENTARY SCHOOLS Prepared by ODM February 1994 For the purpose of this document, ODM has identified a downtown elementary school as any elementary school located within these boundaries\neast of University, west of Adams Field, north of Fourche Creek, and south of Markham. These boundaries create a rectangular area encompassing the six incentive schools (Franklin, Garland, Mitchell, Rightsell, Rockefeller, and Stephens), three magnet schools (Booker, Carver, and Gibbs), two interdistrict schools (King and Washington), one area school (Woodruff), and the kindergarten classes at Central High School. By using the defined boundaries, some schools outside the downtown area have a few contiguous attendance zones that fall within the downtown area: Bale Elementary has four zones east of University, Fair Park has four zones and a partial zone south of Markham, and Pulaski Heights has one zone south of Markham. Woodruff, which is identified as a downtown school, has one zone north of Markham. However, for the purpose of this document, all zones within the defined boundaries are identified in the downtown area. A list of the zones defined for the purpose of this document as downtown attendance zones is provided. The information used to complete the last nine columns of this document is from the Little Rock School District (LRSD) student enrollment data base as of December 8, 1993. The second column is the October 1, 1993 enrollment reported to Arkansas Department of Education. The capacity figures in the third column are reported from LRSD as the current capacities. The fourth and fifth columns are results of calculations based on enrollment and capacity.Corrected 2-22-94 School Enrollment Oct 1 Capacity Franklin Incentive 345 544 Garland Incentive 205 346 Mitchell Incentive 230 346 LRSD DOWNTOWN ELEMENTARY SCHOOLS % Filled Available Seats Live downtown but attend outside downtown Live downtown and attend downtown Live outside downtown but attend downtown Total Black White Total Black White Total Black White 63 59 66 199 270 260 10 281 263 18 55 28 27 141 118 117 1 190 172 18 14 6 8 116 131 127 4 192 177 15 29 21 8 Rightsell Incentive 189 346 55 157 90 87 3 165 163 2 22 17 5 Rockefeller Incentive 340 425 80 85 74 72 2 238 192 46 142 62 80 Stephens Incentive Sub Total Incentive Schools 145 298 49 153 86 86 0 136 135 1 9 6 3 Booker Magnet Carver Magnet Gibbs Magnet Sub Total Magnet Schools . King Interdistrict Washington Interdistrict Magnet Sub Total Interdistrict Schools Woodruff (Area) Central Kindergarten Satellite Zones Contiguous Zones Grand Total 1,454 5^305 63 851 769 749 20 1,202 1.102 100 271 140 131 595 595 299 ? 1.489 553 721 1,274 236 50 N/A N/A 4,503 656 613 353 692 939 1,631 324 50 N/A N/A 5,932 91 61 N/A N/A N/A 130 116 14 461 202 259 97 85 02 80 77 78 73 100 N/A N/A 76 18 54 433 139 218 357 88 0 N/A N/A 1329 N/A N/A 90 262 352 17 N/A 747 313 2,198 N/A N/A 130 124 6 465 206 259 N/A N/A 102 88 14 198 83 115 0 0 362 328 34 1,124 491 633 89 253 342 15 N/A 722 253 2\u0026gt;081 1 9 10 2 N/A 25 60 117 331 406 737 156 46 N/A N/A 2,503 317 383 700 113 46 N/A N/A 2,289 14 23 37 43 0 N/A N/A 214 217 314 531 75 4 N/A 2,005 17 65 82 33 4 N/A 750 200 249 449 42 0 N/AThere are seven satellite zones in the downtown area wherein students are assigned and transported to schools outside the downtown area\nBrady, Forest Park Jefferson, McDermott, Meadowcliff, Otter Creek, and Terry. However, all students in those satellite zones do not attend the targeted schools. For example, Terry has 138 students identified within the downtown satellite zone (all black) of which 25 attend Terry. The remaining 113 students are assigned to 29 different schools. There are no satellite zones for the downtown area that would result in students being assigned and transported to a school downtown. Targeted School Brady McDermott Forest Park Jefferson Meadow -cliff Terry Otter Creek Students in satellite zone 66 180 162 273 191 138 124 Students attending targeted school Students outside targeted school Number of schools students attending outside the targeted school 33 33 16 66 60 71 72 25 39 114 102 202 119 113 85 23 29 29 32 29 22Incentive School Attendance Zones and Schools Attended Incentive Zone School Attending School Franklin_________________ Garland_________________ Mitchell_________________ Rightsell________________ Rockefeller_____________ Booker_________________ Carver_________________ Gibbs _______________ Williams________________ Badgett________________ Bale___________________ Baseline________________ Brady__________________ Chicot__________________ Cloverdale Elem Dodd__________________ Fair Park_______________ Forest Park____________ Fullbright_______________ Geyer Springs__________ Jefferson______________ M L. King_______________ Mablevale Elem_________ McDermott Meadovi/cliff____________ Otter Creek_____________ Pulaski Heights Elem ___ Romine________________ Stephens_______________ Terry__________________ Wakefield______________ Washington____________ Watson Western Hills___________ Wilson_________________ Woodruff_____________ Central Kindergarten Fair Kindergarten_______ Parkview Kindergarten Total of Incentive School Zone Blocks .c c 2 u. 194\" 10' 5' 4' 4' ' 10' 4 1 12 2 26 3 15 5 0 \" 0 14 18 16 _8  20 1 2 35 30 1 18 7 10 12 1 3 0 TT 1\u0026lt; 1 1 2 a \u0026lt;D O 1' 136' 6' 1 ' 2^  0 2 4 3 0 4 3 4 3 0 4 6 1 1  '14 5 0 8 18 4 1 2 19 14 1 1 1 14 4 5 1 1 0 fa 5 1 109' 6 7' 1' 6 9' 2 3 6 4 8 9 3 5 3 10 5 ' 6 12 5 15 14 7 1 0 3 3 2 4 0 0 9' 7 11 0 1  eg o' 1' 8' 129' 7' 8 6 31 1 0 3 2 3 6 1 3 1 5 2 6 13 4 2 3 11 3 9 __0 0 6 6 1 2 1 Z _i 3 0 0 \u0026amp; 4 4 3 4 '118' 8 3 7 __ 4 4 2 _4 6 3 6 0 7 0 6 1 2 2 4 3\" 1 3  2 ' 0 3 20 0 1 3 __ 4 6 2 1' 0 c -c Q. CO 3' 9 1 0 1 0 0 2 3 0 1 0 9 2 1 1 8 5 2 0 15 5 0 11 7 0 1 0 82 12 2 3 0 5 1  5 3 0 0 539 3121 318 320 257 200 o o w O) X.5 Q 'S 213 161 132 144 138 33 21 60 22 9 44 14 43 31 8 19 32 52 26 25 69 35 11 76 83 16 39 10 114 53 15 66 2 33 29 35 25 4 4 1946 5 a S Printed February 1994 Prepared by the Office of Desegregation Monitoring based on information supplied by the Little Rock School District UnauditedSchools Sending Students to Incentive Schools Incentive School Sending Zone School Franklin___________________ Garland___________________ Mitchell___________________ Rightsell__________________ Rockefeller________________ Stephens_________________ Badgett___________________ Bale______________________ Baseline________________ Brady_____________________ Chicot_______ Cloverdale Elem__________ Dodd_____________________ Fair Park_________________ Forest Park_______________ Fullbright Geyer Springs Jefferson_________________ M L King_________________ Mablevale Elem___________ McDermott________________ Meadovycliff_______________ Otter Creek_______________ Pulaski Heights Elem_____ Romine Terry_____________________ Wakefield_________________ Washington_______________ Watson___________________ Western Hills_____________ Wilson____________________ Woodruff North Little Rock__________ Pulaski County____________ Legal Transfer____________ No zone .c c jL 194 7 5 0 4 3 0 14 5 6 3 T 1 9 2 5 3 1 3 0 7 20 6 4 3 9 2 9 3 2 3 0 0 1 0 1 Q C C (D O io' 136 1 1 4 9 0 6 0 74 i 1 3 1 0 0 0 1 0 0 8 6 2 0 0  3 0 4 a 1 2 0 0 0 0 0 \u0026lt;b c  5 6 109 8 3 * 1 0 7 q  \"3 J ^0 4 2  3 2 1 6 1 1 3 3 20 1 2 1 0 11 3 0 4 2 0 0 0 0 (b c .O) s 4' 1 6 129 4 0 0 0 _ 0 0 \"0 2 0 1 0 4 3 1 0 8 2 1 0 3 0 0 1 0 1 0 0 2 1 1 o o q\n4' 1 1 7 118 1 8 14 9 1 '12 J  3 2 8 12 6 39 2 2 6 1 6 6 3 8 4 \"TT 5 1 4 10 1 13 7 0 w (1\u0026gt; -c Q, CO io *19 3 0 0 82 1 0 0 2i 29 0 0 1 0 3 1 1 0 0 6 1 0 0 1 4 0 5 0 0 0 4 1 1 0 0 o o X O) u 45 C V\u0026gt; 2 C C o a\u0026gt; o F- W N 227 170 131 145 133 96 ______9 41 _ Z Z15 Z. Lli 11  13 ______15 14 22 15 51 19 3 38 39 35 11 12 25 6 63 12 4 14 16 8 17 8 2 Total of Students Attending Incentive Schools 336 204 221 187 380 145 1473 Printed February 1994 Prepared by the Office of Desegregation Monitoring based on information supplied by the Little Rock School District UnauditedWashington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 1 1 1 1 1 1 1 1 12 12 12 17 17 17 17 Central Central Central Central Central Central Central Central McClellan McClellan McClellan 18 18 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 Bale Bale Bale Bale Brady Brady Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Name Class K K K K K K K K K K K 03 04 05 P4 01 05 01 01 02 02 02 02 02 02 02 03 03 03 04 04 04 04 05 05 05 05 05 05 05 05 05 05 06 06 06 06 06 06 06 06 06 06 06 06 06 Student ID Zone Block 939926 940177 958755 959096 959252 959506 959807 959812 950081 960545 960805 929207 950598 918916 959373 952488 916865 936007 937049 927595 928747 930971 933965 934913 935342 936452 929232 931103 937535 919341 922211 925877 961005 908367 910318 913061 916045 918958 918964 918967 919347 920475 932327 895059 896341 896527 897157 905235 910119 910347 910385 913270 913968 925876 926004 937531 482 482 481 481 484 481 240 483 124 301 484 481 123 481 220 474 478 240 483 220 240 220 123 240 220 220 240 126 483 220 126 126 123 220 240 220 240 482 123 483 220 220 240 220 124 123 482 240 220 124 126 220 474 126 483 483 Page 1Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 19 I 19 I 19 I 19 1 19 19 19 19 19 19 19 19 19 20 20 20 20 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 23 23 23 23 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 25 25 25 25 Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett McDermott McDermott McDermott McDermott Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Fair Park Fair Park Fair Park Fair Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park  Franklin I Franklin I Franklin I Franklin Name Class 06 K K K K K K P4 P4 P4 P4 P4 P4 01 02 06 06 01 01 02 02 02 03 03 04 04 05 05 05 05 06 K K 01 03 K P4 01 01 01 02 02 03 03 03 03 06 06 06 K K K 01 01 03 03 Student ID [ Zone Block 961311 939897 939944 939946 952423 959551 961273 956706 956789 956798 957014 957442 958430 959481 959478 909989 959477 936945 951189 930498 936457 936467 930382 930884 917043 924017 911525 915454 918878 932095 932096 951930 959515 934286 929357 960765 958854 938480 950814 960294 929108 960292 929935 935767 935783 960649 918997 935784 950740 951261 956384 959345 934018 935131 925116 930446 220 240 220 220 220 125 220 481 240 125 126 483 220 483 483 481 483 240 124 126 124 124 124 478 126 124 124 478 240 481 481 126 478 240 240 126 483 126 124 483 125 483 240 220 126 123 126 126 123 124 220 125 483 482 482 481 Page 2Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 25 I 25 I 25 25 25 26 26 26 26 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 29 29 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 31 31 Name ][ Class Student ID Zone Block Franklin Franklin Franklin Franklin Franklin Garland Garland Garland Garland Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Western Hills Western Hills Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson I Jefferson I Jefferson I Jefferson Cloverdale Elem Cloverdale Elem 03 05 06 K P4 02 K K P4 01 01 01 01 01 01 02 02 02 02 02 02 02 02 03 03 04 05 05 06 06 K K 04 06 01 01 02 02 02 02 02 03 03 03 03 03 04 04 04 04 06 06 06 K 01 01 951919 930447 896347 938615 957032 952489 952490 960770 957595 935182 951670 951917 961153 961239 961470 928428 929776 933656 934065 934387 935564 935766 961152 930745 951869 923996 913547 951872 896357 951672 959482 961295 923304 896342 950885 961465 930524 930525 930865 932094 936961 924292 929835 930397 937012 937277 930572 932018 937851 957844 910115 911236 957846 956673 934242 951957 481 481 124 482 482 474 474 127 220 124 478 123 482 478 240 481 126 484 482 123 240 220 482 126 478 483 123 483 126 478 124 220 220 220 124 483 125 125 125 481 125 124 482 126 220 481 123 220 482 123 127 126 123 220 126 125 Page 3Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 31 31 31 31 32 32 32 32 32 32 32 32 32 32 32 32 33 33 33 33 33 33 33 33 33 33 33 33 34 34 34 34 34 34 34 34 34 34 34 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 Name Class Student ID Zone Block Cloverdale Elem Cloverdale Elem Cloverdale Elem Cloverdale Elem Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller 02 04 05 K 01 01 02 03 04 04 05 05 06 06 06 K 01 01 02 02 02 03 03 04 04 05 06 K 01 02 03 03 03 04 05 05 05 06 K 01 01 01 01 02 02 02 02 02 02 02 02 03 04 04 04 05 935085 916339 918115 951336 931558 933883 937378 916712 916958 960998 910860 914224 912606 914018 960997 960360 951496 951497 926800 931798 935969 928641 936600 918895 936601 917160 896351 940141 961203 930135 922914 929087 932037 917590 910227 919152 920191 912910 959352 934077 934479 934849 935715 926278 928123 928183 928187 928301 928360 928510 930459 930461 918346 921616 922162 913922 125 483 484 125 126 127 126 482 127 484 484 127 126 124 484 127 124 124 127 483 124 124 481 124 481 127 124 482 240 220 240 482 481 220 220 126 484 125 240 482 482 220 483 220 220 478 220 301 483 301 220 220 124 220 220 220 Page 4Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School Name Class Student ID Zone Block 36 36 36 36 36 36 36 36 36 36 36 36 36 36 37 37 37 37 37 37 37 37 37 37 37 37 37 38 38 38 38 38 38 38 38 38 38 38 38 38 38 39 39 39 40 41 41 41 41 41 44 44 44 44 44 44 Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Rightsell Rightsell Rightsell Romine Stephens Stephens Stephens Stephens Stephens Wilson Wilson Wilson Wilson Wilson Wilson 05 05 06 06 06 06 06 K K P2 P3 P4 P4 P4 01 01 02 02 02 02 02 02 03 04 06 K K 01 02 02 03 03 04 04 06 06 06 06 06 K K 01 03 05 05 01 04 04 04 06 02 03 04 04 05 06 916520 917227 896368 905240 910579 910629 930206 939636 939895 939176 952196 956808 956973 958660 950305 953072 928204 929152 935764 935765 937347 937348 931438 932294 935781 961082 961083 959811 928486 933344 923617 959509 917620 957969 893243 894270 896417 910527 959005 959100 960511 934154 927548 910809 930496 935180 917504 923334 925326 895902 932736 930750 915829 924742 924360 896432 220 301 220 220 483 220 240 220 478 482 220 220 220 220 478 474 483 474 482 482 482 482 478 482 482 484 484 484 125 124 482 481 124 474 220 220 220 482 478 482 124 474 474 220 126 124 124 483 124 240 474 126 220 220 474 240 Page 5Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 44 44 44 44 44 45 46 46 46 46 46 46 47 47 47 47 48 48 48 48 48 48 48 48 50 50 50 51 51 51 51 51 51 51 51 51 51 51 51 51 51 51 51 52 52 52 52 52 52 Name Class Student ID Zone Block Wilson Wilson Wilson Wilson Wilson Woodruff Mablevale Elem Mablevale Elem Mablevale Elem Mablevale Elem Mablevale Elem Mablevale Elem Terry Terry Terry Terry Fullbright Fullbright Fullbright Fullbright Fullbright Fullbright Fullbright Fullbright Otter Creek Otter Creek Otter Creek Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Watson Watson Watson Watson Watson Watson 06 06 K K K 01 01 01 01 01 04 05 01 02 03 04 01 02 02 02 03 03 04 K 01 06 06 02 02 02 03 03 03 03 04 04 04 05 05 05 06 K K 01 02 03 04 06 06 907223 912946 957974 959908 960923 951862 934208 935650 950854 952103 930414 911752 950976 928038 959669 959670 951921 928039 936097 936420 925592 931927 919839 961394 951013 955199 955201 933364 952129 961258 925000 926057 928808 932135 908112 923295 931269 907724 910429 913208 910438 957988 961259 938481 930250 922739 927950 894474 914000 126 220 125 123 220 484 220 124 125 124 478 124 240 481 478 478 220 474 481 481 220 220 220 220 483 481 481 483 125 126 125 125 483 125 125 124 482 240 124 478 478 125 126 220 220 125 127 127 240 Total Students: 329 Printed February 1994 Prepared by the Office of Desegregation Monitoring based upon information supplied by the Little Rock School District Unaudited Page 6Dept. Name Western\" Little Rock Schools* 1 2 3 4 5 6 7 8 ^1 24 20 38 48 30 18 40 Terry Forest Park McDermott Pulaski Heights Fullbright Jefferson Brady Romine * Excluding Williams Totals / Averages LRSD Per Pupil Expenditure by Elementary School 1993-1994 Budget Budget 93-94 $1,145,178.91 $988,864.02 $1,248,156.17 $978,390.22 $1,324,665.59 $1,299,887.52 $1,046,436.40 $1,267,911.36 $9,299,490.19 \"Southwestern\" Little Rock Schools 1 2 3 4 5 6 7 8 9 10 11 12 46 33 51 50 29 52 37 31 22 32 28 44 Mablevale Meadowcliff Wakefield Otter Creek Western Hills Watson Geyer Springs Cloverdale Baseline Dodd Chicot Wilson $1,127,741.07 $1,008,936.95 $1,062,990.19 $844,592.87 $846,932.77 $1,131,673.02 $748,975.30 $1,011,782.28 $974,301.85 $834,015.87 $1,550,045.51 $1,144,796.51 Totals / Averages $12,286,784.19 FTE Enrollment Black Enrollment Black % Per Pupil Budget Spent on Black Children \"Fringe\" Little Rock Schools 1 2 3 23 17 19 Fair Park Bale Badgett $867,162.06 $1,117,713.33 $708,951.85 Totals / Averages $2,693,827.24 \"Inner Citv\" Little Rock Schools* 1 2 3 4 5 6 7 8 9 45 35 42 25 36 34 39 26 41 49 Woodruff M L. King Washington Franklin Rockefeller Mitchell Rightsell Garland Stephens Ish $644,242.24 $1,588,019.16 $2,278,100.33 $1,567,895.14 $1,764,565.19 $1,311,925.10 $1,238,154.99 $1,408,766.58 $1,273,272.88 $70,411.25 \"Inner City\" Schools as a Group Incentive Schools Only Woodruff, King \u0026amp; Washington $13,074,941.61 $8,564,579.88 $4,510,361.73 Excluding Carver,Gibbs and Booker Magnets Total Black Enrollment Black Enrollment in Non-Incentive Schools Black Enrollment in Incentive Schools 45 37 42 40 47 45 43 45 46 33 41 30 34 43 34 42 41 35 64 40 32 43 28 27 77 90 62 72 50 44 50 46 561 458 509 398 520 504 397 334 243 200 262 190 233 213 263 247 43 44 51 48 45 42 66 74 $2,041.32 $2,159.09 $2,452.17 $2,458.27 $2,547.43 $2,579.14 $2,635.86 $3,796.14 $496,040.06 $431,818.35 $642,469.38 $467,070.71 $593,552.08 $549,357.23 $693,231.17 $937,647.02 3681 1851 50% $2,526.35 $4,676,271.76 488 434 447 341 332 442 288 386 343 292 509 354 311 306 337 141 215 353 208 304 265 189 356 263 64 71 75 41 65 80 72 79 77 65 70 74 $2,310.94 $2,324.74 $2,378.05 $2,476.81 $2,551.00 $2,560.35 $2,600.61 $2,621.20 $2,840.53 $2,856.22 $3,045.28 $3,233.89 $718,703.84 $711,370.29 $801,404.24 $349,230.48 $548,465.50 $903,802.21 $540,926.61 $796,844.08 $752,740.50 $539,825.34 $1,084,118.27 $850,512.66 4656 3248 70% $2,638.91 $8,597,944.01 263 303 189 755 236 553 721 345 340 230 189 205 145 2964 1454 1510 200 225 132 557 147 357 451 300 240 215 184 181 141 2216 1261 955 7872 6611 1261 76 74 70 74% 62 65 63 87 71 93 97 88 97 75% 87% 63% 100% 84% 16% $3,297.19 $3,688.82 $3,751.07 $3,567.98 $2,729.84 $2,871.64 $3,159.64 $4,544.62 $5,189.90 $5,704.02 $6,551.08 $6,872.03 $8,781.19 $4,411.25 $5,890.36 $2,986.99 $3,256.57 $2,739.83 $5,965.67 $659,438.83 $829,985.15 $495,140.97 $1,987,366.59 $401,286.48 $1,025,176.93 $1,424,997.57 $1,363,387.08 $1,245,575.43 $1,226,364.77 $1,205,399.57 $1,243,837.81 $1,238,148.11 $10,374,173.74 $7,522,712.76 $2,851,460.98 $25,635,756.09 $18,113,043.33 $7,522,712.76 Printed February 1994 Prepared by the Office of Desegregation Monitoring based upon information supplied by the Little Rock School District Based upon Octi, 1993 enrollment data and LRSD 1993-94 Budget Unauditedstudent Counts of Sending and Receiving Schools - LRSD Elementary Grades - Summary Sending Zone School T T I Attending School Badgett____________ Bale Baseline Booker Brady_____________ Carver Chicot Qoverddle Elem Dodd Fair Park Forest Park Franklin Fultonght Garland Geyer Spnngs Gibbs Jefferson M L. King Mablevale Elem McDermott Meadowdiff Mitchell Otter Creek Pulaski Heights Bem Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Central Kindergarten Fair Kindergarten Hall Kindergarten McClellan Kindergarten Parkview Kindergarten Grand Total Sending School S 106 1 o' 6' o' 1 ' o' 1 ' o' 2 o' o' o' o' o' 1' o' 0 o' 0 o' 0 0 1 0 8 0 1 0 0 1 0 2 1 0 1 1 0 0 1 0 135 2 158 ' o' 14 ' 15' 7' 4 ' o' 9' 5' 5' 14 ' 3' 6' 3' 12 4 5 0 7 4 7 2 6 0 14 14 0 5 1 11 0 10 12 7 2 1 0 0 1 cS 0 0 196 15 1 3 8 19 6 2 2 5 0 0 11 2 0 3 15 0 S' CD a 0 3 1 11 173 9 2 1 1 0 0 1 0 3 0 0 9 2 0 0 8 4 10 2 6 0 0 0 1 0 2 0 5 12' 6' 1 ' 4 2 7 14 ' 1 0 13 0 3 1 2 0 1 13 1 15 2 25 0 1 21 2 5 0 0 2 0 1 I o 1 1' 20 12 4 10 269 28 3 0 0 3 1 1 11 4 0 5 41 2 8 3 7 1 0 12 I LU o  g g 1 0 9 17 4 9 27 190 Q 2 2 2 11 1 5 2 1 e CD 2 s \u0026amp; CO O) s 369 336 361 1 0 1 1 0 1 10 5 1 7 20 0 4 0 6 1 3 6 1 0 4 12 12 35 6 4 9 1 0 0 1 0 1 1 0 2 14 18 12 0 3 0 0 0 1 0 0 0 146 2 1 ' 1 ' 3' 3' 2' 1 ' 1 ' 1 ' 4 1 1 4 8 0 2 3 23 0 3 0 4 0 12 9 11 0 0 1 0 1 2 0 3 0 13 8 8 1 1 0 141 9 9 3 1 2 11 ' 10 2 o' 5 6 2 0 13 0 2 6 1 3 2 20 0 8 41 2 6 1 0 3 0 0 1 5' o' 5' 4' 2 o' 1 ' 2' 12' 265' 2' 22 o' o' 7' 9' 11 3 16 3 3 2 9 1 8 0 0 2 4 8 0 2 11 1 19 1 0 0 0 0 2 26' 3' 10 ' 15' 4' 5' o' o' 14' 18' 194 ' 16' 10  8' 7 20 7 2 35 30 5 1 18 4 4 7 10 12 1 3 0 11 12 11 10 1 1 0 0 2 0 9' o' 19' 44' 20' 4  o' 2' 5' 7' 5' 336' o' 2' 9' 8' 2 o' 26' 3' 2 ' 1 ' 10' 0 12 21 3 19 0 23 0 2 13 17 5 0 2 2 0 4 1 0 4 3 0 4 2 3 0 4 6 7 7 1 136 1 4 ' 14 ' 5 0 s' 18 6 4 1 1 1 2 19 14 1 7 1 14 3 4 5 1 1 0 0 0 V) oo s 1 0 o' 20 6 0 4 5' 9 0 0 0 3 0 0 152 5 1 0 2 0 12 1 1 2 4 6 c! OJ s! 5 \"3 0 0 19 6 38 2 0 3 8 30 1 9 1 2 11 314 10 533 375 276, 343 441 539 637 312 1 1 2 17 4 4 1 6 0 2 0 0 0 0 0 1 7 1 6 2 17 3 39 2 1 1 3 29 3 2 10 3 3 2 0 1 1 0 S o' 1' o' 14' 5' 6' 10' 2' o' 7' 5' 3' 1' 0 7 16 6 253 7 0 3 7 18 6 7 2 1 0 2 2 6 1 2 2 1 1 2 0 0 1 0 I LU  CO s s 0 2' 7' 6' 1 ' s' 28' 26' 1  o' o' o' o' o' 3 0 0 0 264 2 2 1 3 0 0 2 1 0 0 1 9 23 0 4 3 0 0 1 0 2 J s 11 Q CD 1 6 4 5 13 10 1 o' 7 ' 12' 9' 7' 20' 8' 7' 2 6 4' 0 295 0 3 0 10 8 6 8 6 12 0 19 0 5 18 5 9 0 0 1 0 0 X 0 19' o' 12' 6' 9' 2 1 ' 7 4 7' 20 5 6 18 4 ' 7 2 5 5 247 3 2 6 2 7 0 1 5 7 7 2 2 6 3 8 1 1 1 0 0 13 o I \u0026amp; SI s 3 6' 4  7 ' s' 6' 9' 3' 5' 3 10 5 s' 1 4 ' 9 6' 12' 5 15 14 109 7 1 6 7 0 3 3 2 4 0 0 2 9 7 11 0 0 0 1 1 3' 3' 8' 2' 2 16' 50 9' 6' 3' 6 1 2 6' 3 1 ' 15 54 0 16 20 260 1 1 6 3 0 4 4 11 16 0 6 2 1 3 3 0 2 1 271 594 407 397 527 450 318 551 I LU w ex X CD 0 2 o' 3' 3' 4 0 o' 3 2 6 4 5 0 0 19 10 5 0 6 0 1 0 205 0 6 3 0 3 0 7 0 0 8 1 19 1 0 1 0 0 327 1 ix 0 3 2 8 3 eg 4 4 2 8 4 6]3 6 1 3 1 5 0 2 1 6 31 13 4 2 3 11 8 3 9 129 7 0 0 6 6 29 1 2 1 1 4 3 0 0 0 0 320 I i gi c C I  g t eg 6 3' 6' o' 7' 4 ' 0 4 ' 6 7 1 2 2 4 3 3 1 3 4 118 1 0 6 3 20 0 1 1 3 4 6 2 0 0 1 0 5' 2 7' 17' 11 ' 2 o' 24' 3 2 3 15 0 0 2 4 1 1 9 0 2 0 3 3 3 177 1 41 0 4 1 19 30 11 1 0 3 0 0 4 CO o' 1  o' o' 9' o' 2' 1 ' 1 ' 8' 5' 3 2 9 0 2 15 5 0 11 7 1 0 1 0 1 0 82 12 2 3 0 5 3 1 5 3 0 0 0 0 2 5 4 16 16 26 2 4 1 2 8 9 31 3 0 3 8 2 1 13 3 1 1 15 0 8 2 346 1 14 0 0 20 1 5 2 0 2 0 1 1 5 2 7' 9' 15' o' 6' 10' 7 4 1 4 2 0 0 17 7 0 0 4 2 4 0 0 2 0 4 1 0 0 323 7 6 1 4 2 1 0 0 1 4 0 c p O) (/) CD 5 52 4 16 32 2 42' 23 6 12' 4 15 9 8 4 13 4 20 10 6 4 12 11 3 14 3 31 1 5 4 16 268 6 2 5 11 1 8 0 0 3 0 I \"cd 5 0 2 8 10 0 12 32 20 5 0 1 3 4 0 3 2 2 3 31 0 2 3 8 0 1 5 6 0 0 11 8 295 1 55 5 0 6 1 6 2 3 257 411 200 582 4571 690 6 2 0 1 1 0 3 0 491 11 2 1 1 3 2' 3 1 ' 0 5 0 0 2 2 1 0 0 3 0 1 8 0 7 1 2 1 190 7 24 2 0 1 0 0 1 290 I 5 0 12 0 14 10 13 1 1 15 2 4 3 14 2 0 11 3 1 0 11 1 4 0 3 1 4 25 0 17 2 30 2 20 19 216 = I s 0 o' 2' 4 ' 2' 1 ' 1 ' o' o' 1 ' 3' 0 o' 0 4 4 2 o' 2 1 1 2 0 12 0 10 C5 c CD CD S cc g I z if 5 CD 1 1 0 3 0 1 1 4 1 0 1 0 0 1 0 93 0 0 0 0 0 1 1 1 2 0 0 1' 0 0 1 0 0 0 0 2 0 0 7 0 0 0 0 1 0 1 7 0 0 0 1 4 0 0 0 0 0 0 0 _0 0 0 0 0 0 88 o' 115 0 0 0 0 0 0 0 0 0 38 0 0 1 4 0 0 0 1 0 7 0 1 0 0 35 0 0 59 2 6 0 0 0 0 0 0 3 0 164 3 191 0 0 3 0 0 1 7 0 0 45 0 151 1 0 0 0 0 10 2 13 4 1 2 0 62 0 1 117 0 3 0 0 1 0 0 467 153 28 357 785 o 8 z 0 0 0 4 1 2 2 _0' 1 ' 1  1 ' 2' 0 _0' 0 12 _2 1 ' _2 0 0 0 o' 0 0 0 1 1 2 0 2 1 1 0 0 0 0 0 45 TO  \"S a\u0026gt; ? c CD  a g 184 304 319 591 386 595 487 380 284 261 455 336 520 204 303 300 500 548 478 508 420 221 345 392 __W 380 335 __1^ 553 448 720 421 324 473 366 231 50 ___19 ___19 20 20 14032 Printed February 1994 Prepared by the Office of Desegregation Monitwing based upon information supplied by the Little Rock School District UnauditedO LRSD Black/White Student Count by Zone Block \u0026amp; Attending Schools Zone Block Schools Attending Schools Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Elem Dodd Fair Park Forest Park Franklin Fullbright Garland Geyer Springs Gibbs Jefferson M.L. king Mablevale Elem McDermott Meadowcliff Mitchell otter Creek Pulaski Hts. Elem Race BL__ WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL O) D ra CO 67 39 1 0 0 0 4 2 0 0 1 0 0 0 1 0 0 0 2  to (p 1 __1_ 111 47 1 0 0 0, X X X 0 y 0 0 y + 1 I 0 T 0 0 1, 0 X 0 0\" 0 T ol It + \u0026lt;0 m \"y 0 0 0 0! 153 0 43 8! 11 6 13 2 5 2 3 4  2 1 D 2 m 0 0 3 0 0 1 2 9 99 74 2 7 o u U 1 0 1 0, 12, 8 4 8 3 E UJ to o \u0026gt; o O 1 0 0 0 Q 1 i 1, 4 y IS 1 4] 1 ] 12 2 3] 0 2 1 T 6 T 2 3 2 (O cn 1 7, 3 3| 2il73 5 2 1 0 96 1 7 ly HI 11 3, 6, 24 \"y 17 147' 1 5  2! 0\ny  0 0, 0 0 y y r 0 li 0 2 2 3 2 2 + li 1 y 4 0 11 0 2 5 2 0 12 2 1 0 1 11 0 Hi 0 0 0 0 1 2 1 0 1 y 5 6 3, 1 ] 0 6 3 2 1 0, _li -Qi D S Q 0 2 1 1 2 0 8 3 1 0 5 0 1 1 1 0 80 66 2 to (0 0 0 3 y Hi 0 y y y y 3 5 1, 0 1 0 0, y 96 0 45 0 12i 0 y 2 0 6 i 0 Zi 2, to 0. IS  o 1 0 0 0 S 3, 2. c c (0 3 3 5 0 o' 1 0 0 3 0 0 oj 26, o| 15 1 0] 0 X 0 X 0 X X 1 5 X 1 0 4 3 19 0| X 3 y S 3 1 1 0 5 8 2 0|___5 0 y 0' 1' 0 ot 3 3 0 4 3 1 1 y 11 2 li 0 y 2 0 22 4 3 0 1 3 4! 13 0, 2^ 0 S 0 1 0 I 0 0 6 3 0 _0 11 8 29 to (0 O 0 0 4 0 3 Q. \u0026lt;/)  0 0 0 2^ 15 41 13  5 4 y 0 0 0 9\n13, 3 1^ 9 205 60] 18 0 X 7 3, 1, li 0 2 _0 4 1 + c   3 0 CT 5 s 0 0 1 3, 6 2 1 1 0 A 0 1 1,190 1 + 4+ 4 A 3, 2 0] 10 o' _4  i $ 2 6 0 2 JL 0 7 4 18 0 0 0, 0, 3 1 8 4^ 7 5 0 1' 10I 6 fj 0* v' 4! ol o' 4I \" 6 1 15, 126 1,210 \"Z 0 6, t 4 3| + 20 0^ s 2 0 6, 33 t 3! 30 y 0 0 1 y 2 f 1 1 3 6 3 5 1 0, 0! ol Jl 2- 0 3! 0 0 0, zy 0, 6 0 6: 1 -Hi 0 1 y 123 13 17 3 i 0| oj pl 4! 14 2\\ lx 5 3 0__2. 3 36 ll 2 0 14 0 5\n0 6, 0 E  UI (0  (0 2 0 0 0 2 6 1 2 4 1 0 5 0 o E Q o S 0 1 6 o I a \u0026lt;0 V 5 0 0 14 0^ 3 5 li 1___ ol 10] E q, in ~y Ol 14' 2) 12 0 3 y 3 y '2^ 0 y 0, 18| 6^ y 9, 0, 0 0 0 0 1 y 0 3 0 3 5 0, 14 0 3 0\" 0 0 0 0 1 103 0 49 4] 0 14 o' 4] 1 ] 0] X 8 X X 0] 6 -A 4  0 1 3] Xl 16 0 X X 8 1 ' 0 2 O' 5 X 0 75 1 239 0 y 2 0. 0^ 8, y 1 J o' io 17 y 2 0 0 0 1, 0 4 1 3 y 11 20 6 0 1 0 0 0 0 0 0 1] 0 \"y X 1 0 16 0 6 ' 0 I 9 245 1 2 0 0 'T 1 0 6 0 2 0 8 Ol 0~ o' 2~ 1 ' y y 0 0 ? 7 139 0 125 5 I 4\n-K 1 0] X 4, 3 12 ' 0] 8 1. 4 3 8 12 6 2 6 X 0, 2 2 4 2| 2 0, 0 2' 15 0 0, 3 0 5 2 18 r 109 0,186, 2 0 1 0 2 I + 0 7X' 6  0 I Ji 1' X 1 2j 5, 4' 0 6, 1 16, X 5 0 6 0 9] 9 3' 1, 1 0 11 1 X 0 5 0,  s 3 0 6 0 4 0 6 1 8 0 6 0 8 1 3 0 0 I 2 2 3  2 2 8 2 2 0 I 3 t  = V) (0 0 0 y H li 0 y  CT  0 0 3 0 1 1   1 or 4 0 4 0 2 0  c I a 5 2 + 0 134 0 113 3 0 0 ol 10' Page 1 \"y rr _5 ly 7 _5^' 4 8 3 6 y Y 0, y 2 y 0: 0 0 \"F y 0 0 pi 0 2 10 3^ 1' 0 0^ 5 5 0 5 0 y li 4 0 HI 0, 6 0~ 111 1 ' -X -X- iy  0 14 0 5  0 2' 0 6 0 3 ~y 1 iX 33 cT J Q! 2 104 1 2 2 5 + 5 7 i 18' 0, 189 6 X 0 4 1 4 0 0 0 0 2^ 17] 5 5 0 5 0 0 4 2 0 Z7 1 0 0 1, 46 -y -i- 2 X 0, 1! oi .11. 0 4 1 0, 0] 2 0 y ~y 6 -X 3y 1 Pl 6] 4] 0^ 2| 0 z? o7 11, -y y _A 3 0, 8 2 j4 ' o' 3' o' 4 ' 2' 3\" 2 6 A 0: X 7\n0 X Ol y 0 y Q 6 O' 3' 4] 1 0* i 2 I 01 y 11  2, 1 lx 5 14 3 X 1, 2 0] Qj 0. 19 5 2 1 1 3 0 14 1 C   Q.  0 0 1 0 0 0 0 0. ZS 0| 0 2 0 1 0 2 2 2 3 4 0 61 10 + if ~y Hi 0, 4 + I. a\u0026gt; to g 2 0 2 8 1 c tn X c 5 tn c \u0026lt;0 Vi 5 A7 5 3 o 43 (0 5 0 0 2  (Z\u0026gt; o (/\u0026gt; V gl g 0 6 ii o.i0 161 0 el 3oi y 2. 2 0 8  2 4- 4 42 2 0 y Hi -Qi 9 22 28j ij f 4 2 0 8 4 1 g \"y 0 0 0 to CT O 1 a 1 0 1 or   2r c 3 o O 42 8 u 5 w H lx 8 y y 0! 3 y y 0 2 0 t 1 2 1, y y 6 21 17 Ol 14, 0 y 0 0] 2, '0^ 0, 0 y 4 15 0 O' y 1 y 0 0 3j 0] 0, 0 11 2. 8 0 5 1 9 11 0, y  7 0 1' 0, 6 y 0 i 0 2 0 Oj___- 3| 3' 3 0, 1 4 0 1 X 0, 0] \"y 0 4, 13 S' 2 0 4 0. 15 0. 9 0 8, 0 3 x Hi 1 4 0 0 20 2 0 0 4 0 1 1 0 9, 1 6' 0 A 0 4] 12' 0 0^ 0 1| i^hL-H 0\nn 0 0 1 + 0 0, 1 tllL y 0, 2. 2 31 0 HI 15, y 4. 0 0 ~y- 0, 3 0, 4 0 0 0 3 0 0 2 0 2 2^ 1 26 5 y 3 3^ oi ZX 1 2 2 0 y 0 0 1 0 2 oj 2! 0 o z 0 0 0 0 (A \u0026lt;0 3 0. 0 0 0 3 0 c o 8 z 0 0 0 0 0 0 0 X 1 0 1 0 3 0 0 2 3 0 1 0 0 0 4 1 0 _0_ 0 T _o^ A _o, 0 A 0 0 3 It- X 4 X 9, 4 1 . 0 0 1 12 3 1 X 1, 3 X 2 5 9 1 1 0 0 2' 9 1 2 0 4' o' 2~ o' 0, 1' 1' y 0| 0 0, O' y 1 ] A 0 0, 0, 0] 0 1 li 42 oj 0] 0 64 1' 461100 0\n0 0 0 1 3 7 0\n51\n65] 0! 64 126 3, 0 0 1 X 0 y 1 0 0 0 0 0 0 0 o' 0 o' 0 4\n0 0 0 1 3 2 0 0 0 0 0 0: 0 0 0, 0 0 -y 0 0] 0 0 0 0 0 0 -Or. 0. 22 0 0, 0 y 3 2 0 2 0 2 0 \"o' 0 0 0 0 0 1 0 7 0 0 0 0 18 0 0 1 2 1 0 2 0 0 3 0 0 16 27, 0 1 0 0] A 7^ 4' y 1, 2 2 0 0, 3, 0 0 0 0 0 0 0 0 0 0 1 0 7 2^ 0 0 1 oj 0 0! o' 1 2 0 0: 8 0 151 11 0, T 4 0 0^ T 0~ 0 0 y 0 2 1 0 0\n0 0 0^ y 1 1 1 0 0 0 0 0 0 0 0 r 0 O CT E 5 S O \u0026lt; 135 49 228 76 256 63 318 273 253 133 330 265 348 139 295 85 179 105 195 66 194 261 291 45 233 287 178 26 214 89 171 129 211 289 334 214 300 178 259 249 295 125 198 23 146 199 189Attending Schools Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Central Kindergarten Hail Kindergarten Fair Kindergarten McClellan Kindergarten Race WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL WH BL_ WH BL WH BL WH BL_ WH BL BL WH BL WH BL WH Parkview Kindergarten BL Grand Total Zone Schools____________ T LRSD Black/White Student Count by Zone Block \u0026amp; Attending Schools Zone Block Schools E q\u0026gt; ' LU !  ai ro m 0] 01 0] 3 5 0 0 1 0, 01 0 0 11 0 y 0 2 0 1 0 0 01 1] Ol ~y 01 O' 0] 0 _u 0] 0] 41 14 m 4 Ol 0 5 9 4 10 0 0 y 2'. 1 0\n31 8] 0 0 xy 01 9 3 6] 1! Ol 2 11 0] 0] 0 0] zs Oi y T to c t/t to m ' 01 0 0 2 T 2 0 0 0] O' 0 3 5 0 IP 2 0 0 0 1 9 4 1! 0 1 8 21 0 9 4' 16 5 51 2 0 6  o 1 _o 6\no \u0026gt; D 00. 01 oj 0 2 11 (0 1 - ' Q I I/) D) .2* c O) E di tu (0 0, 10 o (0 (9 1 IP 1 o 1 ,E ' ?,! I or , H re V (S O  Ol 8 4 y 0 0 y 3 1 1 4 2 2_ 0  T 1 8 1 15] 0 2] 0\n91 14 3 0 + st 101 81 01 28] 10] 0 1 0 11 01 10' 01 0 0 0 01 0] 01 u 0] 2 s 0 1' 1 1 4 0] O' U 6, 01 4 0] 5 4] 01 11 0 1 2 4 0! p 0 y 1] 0 1 0 1 1 6 0 1 Jt 0 3\n5 0 QI 4 0 0 4 1 0 4 -0. 0 T 16 5, X 0 1 01 2] 01 4 0 0 4 32 0 0 y y y 0 2 2 0 0 O| 10 01 3 Ol 0] + 2 0 0 0 01 0] y 01 y y y I 2 y '\"o 01 ^T 17' 0' 0 8 0 10 31 19 X X 4 0 X 3 0 0 2 .OJ 0 61 1] 35 9 y y 0 0 0] y ZI 1 i y 1 X 2 6 1 1 ' 2 0' 0' 2 0 2 9 1 0 18 1 1 0 0 0 0 0 0 0 0 12 0 11 0 3 y 0 01 11 0 121 0 11 \"y 10 o y 0, Oi 0 9 14 10 0 ~y 9| 14 0 \"y Ul 0 7] 6 15] 'y 4 11 0 IT y T 2, 0 0 2 1 0 1 0 2 0 1: 11 0 1 01 11 0 14 01 3' 01 4\\ 01 5] 0 y y \"y 11 0 y oi oi 0 6 y 2 0] O' It 1 y y y 3 25 1 4 0! 1 ] 0 6 41 3] 0] 2\\ 0 OT 0] 10] Ol 0 2 0 O' 0' y 0] 0 0 y y 2\\ Ji 2 0 11 + 0 1 0 0 I 135, 3691 336] 361 i 533| 375] 2761 343I 441 539] 637 i + + + 4- V) 8 _ o J3 w o or H- c i E a\u0026gt; i I  S' il ,i 11 i u \u0026lt;0 \u0026gt; o . \n, 10 0 4) 5 5 , S S 0: 7j 0^ 0!q[ p. s, s o 1 12 I I ! q\u0026gt; I 1 C ' O 2 0 1, 01 0] 0 2 Ol 2 O' 6 01 1 0] 2 01 2 0 1, y 1 0 2 01 0 01 y 1 01 y 0 0 r 0 0 0, 0 0 11 01 2 8l 0 Ol 6 3] y 6 Ol 3 9 0 Ol 3 1 2 0 4 31 Ol y 1 1 16 21 2 0 0, 2'\\ 2 y 21 01 ~y 0 \"y ~y 01 0, 01 51 0 9 9 5\nO' 4 51 0] + IT i 0, 4'^ y 5 y 4 y 11 11 y 0 7. y 0 0 3 01 3' 0 0 2 4 0 : 0. O! 159 I .5? or .S\u0026gt; o T| 0 \"iT 1' 4i 2! 3 y 61 2 1 ' 1 0 qI I 0 0! 0! 0] 01 I '  : ' I I I 312| 2711 594i 407\n397j 527| 450 + + i Page 2 n 0 5 1 3 01 0 y 2 2 4 y T\\ 4 It I  I C ' E o o: : 0 12 0 0 2 0 9 0 5 y 111 0 0 ~y y 01 0, 1 41 0 0 6 0 0 \"IT 1 0 3 y 31 y 2\\ Ol 1 0, 128 0, 2 2l 1 0 01 3' 0 01 0 1 4+ 5 101 2 17 0 0 0 6 0 6 0 4 26 31 O' y 0 y 2 y 01 \"y 8' 11 1 11 y y 0] 0 01 01 31 1 0 y 0 1 0 1 0 4 0 3 0 0 01 0 0 0 0 0 2 1, y y V) g .c , Q.   (n 1 UT 0 y y 1, 155 oi 22' 1 0 1 y 82\ny 6 39 01 3 ut 18 2\u0026lt; ~y 0 2 \"oT 0 21 2 1 O' 11 16 ot 3 11 30i 0 0 y y 6, 01 0' 2 $ 01 y 0 y 1 y y 0 2_ JL lot 4. a: i I 1  I I w 1 i ?i I c  o ., _ I 1 1. \"^i^'tc S  O T5 iC y iS 1 iS , S 1 r? .  ' a  ,  Z1 5! 51 51 5' 51 5y 31 Ql O' O 01 0] 4! 01 O' oj 3] 1 O 1j 0, 0 0 01 O 0 \" ''  6 1, 26 51 2 31 5\noi 1 1! li 6 1, 0, 0 0, 1! i .S I \u0026gt;5 I  ! ot 01 v\u0026gt; ra 0 1, 26 o IS oT 01 X 0, o 0 2 1 c o  ,  N O : , O z. \\ Q- 1 Z 1 y 3 1, 12 85 01 261 3! J 01 2| 112371 Oi IT 0 86\n51 1] 0 Ui 0 4 16 01 4 oi 10 3 263 0 y n 01 0 01 0 0 y 11 y ZT 4\n2 jI 0 4 5 O' 0, 0 71 4 51 3 1 \"y y 0 0 6 1 1. 18 0 0, 2 8\n6 1 0 1l 10] 1 1 2 0\n3 01 0 41 0] 0 0 1' 0 0 0] ol 1 0] 0] 0 4 0 r 4 0 0 0^ IT 0 0, 0 01 01 9I 0 OU 21 0 4__0 9, 0 0 0 4 0 0 0 1 01 0 0 2 0 0] 1 01 0 11 1 Il 27 6 235 0 60 Ji 0 r Qi 35 61! 0 2i 0 4 1j 87, 0] 103 IT  0 0 0 9 y 0 5^ 0 y 1] 11 01 0 y o' 1 oi r 2 2 y X 2 X 2 0 IT' 01 6^ 0 131 7' 51 16 0 0 0! 0, 0! 01 01 0 0 0 ot 0 0 2 Oi 0 0 0 11 0 jH 0 1] 0 8 3 01 + y 0! 01 2 3\n1] 171144 11 O' 26' 441 1 0] 0 33 73, 1 IT + 0 J. 0 1 r 1 0 21 0 2 o X 0 0 0 1! 72 01 01 ol 0 0] 57] 0: 11 36 01 1 y 31 y 01 y 1 oi 0 01 01 0'1 o 01 0\no' 0 o' 01 01 0 01 0 u u 01 I 0 y 01 y y 0 U- 0.  0 0 01 0 3\n1 0] 0 ol 0 ii 0 Ol 0 0\n0 o' 0 o' 0 01 0 2 S O 5 203 180 7 254 126 243 ___ 141 ____4 238 315 340 108 448 272 338 ___83 207 117 258 215 267 99 146\n___85 50 7 12 ____16 3 ____18 2 20 i ' ' I 1 I i ' ' I '  : I 318j 551 i 327. 320' 257^ 411 j 200i 582^ 457: 690] 491 j 290, 467' 153i 28 357\n785i 45 14032 T T 1 ,1111 I Printed February 1^4 Preoared bv the Office Of Desegregation Monitoring 1 1 1 based upon infomration supped by the UtBe Rock School District I I Unaudited iOffice of Desegregation Monitoring United Stales 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 February 22, 1994 Dr. Henry P. Williams Little Rock School District 801 West Markham Street Little Rock, AR 72201 Dear Hank\nI have discovered an error in a footnote that appears on one of the charts I sent you last Friday. In the section entitled Enrollment in Downtown Elementary Schools, a note under the chart on the second page states that incentive school capacities are based on a 20-to-l or less student-teacher ratio. That statement is incorrect. The capacities we actually used in our calculations are those that appear in the April 1992 LRSD Desegregation Plan, which are higher than a 20-to-l ratio. A corrected chart is enclosed. I regret any inconvenience ODM's error may have caused. Sincerely yours, -K ~Arm S. Brown cc: Judge Susan Webber Wright Bobby Lester James Smith Russ Mayo All CounselENROLLMENT IN DOWNTOWN ELEMENTARY SCHOOLS Prepared by ODM February 1994 For the purpose of this document, ODM has identified a downtown elementary school as any elementary school located within these boundaries: east of University, west of Adams Field, north of Fourche Creek, and south of Markham. These boundaries create a rectangular area encompassing the six incentive schools (Franklin, Garland, Mitchell, Rightsell, Rockefeller, and Stephens), three magnet schools (Booker, Carver, and Gibbs), two interdistrict schools (King and Washington), one area school (Woodruff), and the kindergarten classes at Central High School. By using the defined boundaries, some schools outside the downtown area have a few contiguous attendance zones that fall within the downtown area: Bale Elementary has four zones east of University, Fair Park has four zones and a partial zone south of Markham, and Pulaski Heights has one zone south of Markham. Woodruff, which is identified as a downtown school, has one zone north of Markham. However, for the purpose of this document, all zones within the defined boundaries are identified in the downtown area. A list of the zones defined for the purpose of this document as downtown attendance zones is provided. The information used to complete the last nine columns of this document is from the Little Rock School District (LRSD) student enrollment data base as of December 8, 1993. The second column is the October 1, 1993 enrollment reported to Arkansas Department of Education. The capacity figures in the third column are reported from LRSD as the current capacities. The fourth and fifth columns are results of calculations based on enrollment and capacity.LRSD DOWNTOWN ELEMENTARY SCHOOLS School Enrollment Octi Capacity % Filled Available Seats Live downtown but attend outside downtown Live downtown and attend downtown Live outside downtown but attend downtown Total Black White Total Black White Total Black White Franklin Incentive Garland Incentive Mitchell Incentive Rightsell Incentive Rockefeller Incentive Stephens Incentive vb Total Ince nt' Booker Magnet Carver Magnet Gibbs Magnet Sub Totnt Magnet Schools King Interdistrict Washington Interdistrict Magnet Sub Total Iniui Jis ici Schools  345 205 230 189 340 145 1,454 595 595 299 1.489 553 721 1.274 544 346 346 346 425 298 2.3ft5 656 613 353 1,622 692 939 1.631 63 59 66 55 80 49 63 91 97 85 52 80 77 78 199 270 260 10 281 263 18 55 28 27 141 118 117 1 190 172 18 14 6 8 116 157 85 153 61 18 54 133 139 218 357 131 127 4 192 177 15 29 21 8 90 87 3 165 163 2 22 17 5 74 72 2 238 192 46 142 62 80 86 86 0 136 135 1 9 6 3 7^ 749 29 1,2c? 1,102 fAn 271 140 131 N/A N/A N/A 130 116 14 461 202 259 N/A N/A U 90 262 352 N/A N/A 5 89 253 342 N/A N/A 0 1 9 10 130 124 6 465 206 259 102 3S2 331 406 737 88 14 198 83 115 Woodruff (Area) 236 324 73 88 17 15 2 156 Central Kindergarten 50 50 100 0 N/A N/A N/A 46 Satellite Zones N/A N/A N/A N/A IM 102 25 32a 317 383 700 113 46 N/A 34 14 23 37 43 0 N/A 1,\u0026lt;24: 491 33 217 314 531 75 4 17 65 82 33 4 200 249 419 42 0 Contiguous Zones Grand Total N/A N/A N/A N/A 313 253 60 N/A N/A N/A 4,^ 5,932 76 1,429 2,198 2,0-31 117 2,503 2.29 750 NotQ: Incentive^hoolpapacMes are based on a20t0'1 ratio in kindergarten through sixth grade, 18to 1 in prograrrtsforfbur-year-olds, 18to 1-in programs for three-year- olds, \\|7 tO l in programs forlwo-year-olds. and 10 to 1 in the programs for infants.There are seven satellite zones in the downtown area wherein students are assigned and transported to schools outside the downtown area\nBrady, Forest Park Jefferson, McDermott, Meadowcliff, Otter Creek, and Terry. However, all students in those satellite zones do not attend the targeted schools. For example, Terry has 138 students identified within the downtown satellite zone (all black) of which 25 attend Terry. The remaining 113 students are assigned to 29 different schools. There are no satellite zones for the downtown area that would result in students being assigned and transported to a school downtown. Targeted School Brady McDermott Forest Park Jefferson Meadow -cliff Terry Otter Creek Students in satellite zone Students attending targeted school Students outside targeted school Number of schools students attending outside the targed school 66 33 33 16 180 66 114 23 162 60 102 29 273 71 202 29 191 72 119 32 138 25 113 29 124 39 85 22Count of Studio 3 O O O) s c 3 o O a\u0026gt; 3 O c o O 1 c 3 O o m c o O o g a 3 O o 1 a 3 O O 5 0 i c 0) I LU ? s o c 3 O O Q \"E 3 O O 3 O O a Crosstab of Downtown Name_1 Bale Map Grid 521 531 532 534 Bale Count Brady 540 591 592 593 Brady Count FairPailr 511 512 513 554 Fair Park Count Forest Par 412 413 420 553 556 Forest Park Count Franklin 522 523 524 525 526 527 528 529 530 538 539 571 575 3 O O s Z3 o o 3 c e c o O o\u0026gt; c  \"3 c o O o c (0 s  3 o o (A O) c as 3 3 o O w 0 o O X c o O c o I c o O cn c 5 i c \u0026lt;D E LU o ffl \u0026lt;D 8 'X' 3 E  o  o s c o O o i Q o 2 3 O O I 8 o 2 c 3 o o o 1 o o 1 o I o O I I 3 O O E Ol as X tn co 3 O O 42 o\u0026gt;  3 O O o a: c o o 0) I Cd c 3 o O (A C o 3 O O r O O c o O \u0026lt;0 s g CO 5 3 O O c o 5 c o O 42 X tS s c o O (A E .S s c 3 o O I  c 3 O O 3 I c  0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 0 0 1 0 0 0 1 0 0 7 20 23 13 0 1 7 0 0 7 T 2 0 0 0 2 J 6 1 0 3 0 0 3 4 0 0 0 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 0 0 0 0 7 2 2 1 0 2 1 0 1 0 1 7 0 0 1 0 1 3 2 1 0 0 1 1 0 0 2 0 7 0 2 0 o 3 0 2 0 0 0 0 1 0 0 0 2 0 0 0 0 0 0 5 T 0 0 0 0 0 2 0 T 0 2 0 0 2 4 6 0 0 2 0 0 0 3 1 0 0 0 0 0 0 '7 0 0 0 0 0 o' 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 3 0 3 4 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 7 0 0 1 1 1 0 0 T o' 0 0 0 0 1 0 0 0 0 0 0 0 3 2 0 0 0 0 0 0 1 1 1 0 4 0 1 1 0 0 1 0 0 0 0 0 10 20 3 0 0 0 2 T 0 0 1 2 0 0 2 3 4 2 0 0 0 0 0 0 0 4 0 T 0 0 0 0 0 o' 0 1 0 0 0 1 7 0 0 1 0 0 0 0 0 0 1 0 0 0 0 3 0 0 3 1 0 0  0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 o 0 0 0 0 \"o 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 3 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 3 0 0 0 0 1 0 0 7 1  0 0 0 0 0 o' 0 0 0 0 5 8 45 27 0 0 0 0 2 2 0 1 0 0 0 T 0 0 1 0 1 0 0 7 0 1 0 7 0 0 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 1 0 0 7 2 3 0 0 2 \"o 0 0 0 0 0 0 0 0 1 0 1 0 0 0 o' 0 0 0 0 1 0 0 0 5 0 1 0 0 0 0 0 0 0 0 0 2 2 0 1 7 _0i 0 0 0 0 0 3 4 0 0 o' 2 0 0 0 1 0 0 0 0 0 0 1 7 1 1 0 2 0 0 0 0 0 0 0 0 7 0 0 0 0 1 0 0 0 0 0 0 0 7 0 1 0 0 o' 0 0 2 7 7 0 0 0 0 0 4 4 2 1 7 38 12 0 0 0 0 7 0 0 0 0 T 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 7 7 0 1 4 0 0 1 0 0 0 2 1 0 0 0 0 0 0 0 0 0 3 3 0 0 7 3 0 0 0 0 3 0 0 0 2 0 0 0 0 0 0 0 0 7 5 2 0 0 0 1 o 2 0 3 1 0 0 0 0 0 0 0 7 0 0 o' 0 0 0 1 0 0 0 1 3 0 0 0 2 3 0 0 0 0 0 0 0 0 0 0 2 0 0 2 0 3 0 0 0 0 1 0 o' 0 16 2 0 0 0 1 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 7 7 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 3 0 3 2 0 0 2 0 1 2 0 0 8 2 0 0 0 0 0 1 0 4 3 16 29 22 29 8 19 9 0 16 IT 11 13 11 0 0 4 3 0 1 7 7 1 2 0 2 0 2 4 0 0 0 0 0 0 0 2 0 2| 2, 0 0 3 2 0 1 7 0 0 0 0 0 2 4 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 1 0 2 5 0 0 2 0 5 0 1 7 1 1 3 0 0 0 0 0 0 0 0 7 1 2 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 7 0 0 0 0 0 0 0 0 4 3 5 2 7 1 0 0 5 2 0 4 2 2 2 9 0 0 2 4 3 1 2 0 1 4 1 0 2 2 7 7 7 7 7 0 7 7 7 0 0 0 0 1 0 0 0 7 0 7 7 0 0 0 0 0 2 0 0 0 0 0 0 0 0 5 0 1 1 0 2 1 2 4 1 0 0 1 0 2 0 0 0 0 0 0 0 0 0 2 0 1 0 1 0 0 2 0 0 0 0 0 0 7 0 1 1 0 0 1 1 0 0 0 0 1 2 1 0 3 0 0 0 4 0 0 2 0 0 0 0 2 1 1 2 0 1 0 0 4 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 I 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 3 0 3 1 0 0 1 1 4 3 0 2 0 0 0 0 1 0 0 1 2 0 5 0 0 3 0 0 0 1 0 0 0 0 0 7 7 1 0 1 0 3 0 0 2 0 43 53 38 24 158 17 44 4 1 66 14 12 64 56 146 8 1 20 93 40 162 55 54 86 59 28 40 33 11 38 33 15 46 41 PagetCrosstab of Downtown Franklin Count Garland 581 582 584 585 586 587 Garland Count Jefferson 111 112 121 122 210 431 434 435 Jefferson Count M.L King 432 433 438 439 473 476 477 479 480 485 M L. King Count McDermot 552 561 562 McDermott Count Meadowcli 533 535 536 537 o o s CD 1 3 o O 49 3 o o c 1 o O 1 c 3 o o t 3 O O g o o o 0) o c o O I o I o I LLI 4) * o a c 3 O O XJ g a o O B c 3 O O B c o O K \u0026lt;D is 3 O O c C o o c o O e 05 C 3 to  c 3 O O to 3} c co c 3 O O co Ji a c o O \"a X c o O o 1 c 3 o O) s c o LU 4\u0026gt; \u0026gt; O -8 2 T c 3 E E o O c CD C_\u0026gt; o S c 3 o o s i Q o 2 c o o 4) 2 3 o Q u s c 3 o o 1 o s C 3 o o .1 (D 3 o O O) to (0 c o o 1 a: 3 o o Q or o O 4} C i oc c o o (O c a  $5 3 o o \u0026amp; 0) 3 O O   s c 3 O O c o \u0026amp; to (0 5 c 3 o O I CD 3 O O to E I to 4) s c o O to I 3 c 3 o o I g c o O 5 s 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 T 0 0 0 0 o' 0 1 2 0 0 1 0 3 0 0 0 0 0 0 0 0 0 0 0 0 2 2 0 0 0 0 1 1 7 0 0 0 1 0 0 7 0 0 0 3 0 0 0 0 0 0 0 7 0 2 0 1 0 7 7 0 0 1 0 7 0 0 0 2 4 0 0 1 2 2 2 0 0 2 7 7 0 2 0 0 0 1 0 7 0 11 26 19 47 8 25 0 0 0 0 0 1 1 1 1 0 1 0 0 7 0 0 0 0 2 0 4 2 3 3 4 1 0 0 0 0 0 0 0 7 0 0 0 0 0 0 0 0 3 1 1 2 1 0 5 0 5 4 2 2 1 1 1 0 1 2 0 4 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 7 1 0 0 0 0 1 0 0 0 0 7 1 0 0 0 1 7 5 0 6 2 6 1 3 1 1 0 0 0 1 0 0 3 0 3 1 0 0 0 0 0 0 1 0 2 6 2 2 0 2 0 0 1 0 1 1 0 1 2 0 1 0 1 0 0 7 2 7 0 0 0 0 o' 0 0 0 0 0 0 0 0 0 3 3 0 1 2 3 4 0 0 0 0 0 1 2 0 0 0 0 4 12 1 12 6 0 0 2 0 0 0 0 2 0 7 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 2 1 3 4 4 0 0 0 0 0 7 0 0 0 0 0 0 0 0 1 0 0 7 0 0 0 0 0 7 1 0 0 2 0 0 0 0 7 0 0 0 0 0 2 7 7 1 0 0 0 0 0 o' o' 0 7 4 2 10 18 16 8 6 0 1 0 0 0 0 8 0 0 0 0 0 0 0 1 0 0 0 0 0 7 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 1 0 0 0 0 0 0 0 2 3 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 1 1 0 2 8 0 0 0 1 0 0 0 1 1 0 0 0 3 1 0 25 0 4 5 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 7 7 0 1 0 0 0 0 0 0 1 7 0 0 0 4 4 4 2 10 0 1 1 0 0 0 0 1 1 0 0 2^ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 4 0 2 0 2 0 0 0 5 2 0 0 2 0 1 7 0 0 0 0 1 0 0 1 0 0 3 0 1 0 0 0 0 1 0 0 1 0 0 0 6 0 0 1 0 0 1 0 2 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 1 0 0 3 0 3 2 1 1 0 0 0 1 0 0 0 0 0 0 2 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 0 0 0 2 1 2 4 1 6 0 2 0 0 0 0 7 0 7 0 0 0 0 0 3 0 0 1 1 0 0 0 22 22 23 30 24 29 28 23 22 0 0 0 0 0 3 0 0 0 0 1 0 0 1 30 4 0 0 0 0 0 0 7 0 1 0 0 0 0 0 0 0 7 0 0 0 0 0 T 1 0 0 0 1 0 2 0 0 0 0 3 1 0 0 1 0 1 2 2 0 9 2 1 1 0  0 0 0 0 0 0 0 0 0 1 0 0 2 1 2 0 0 0 0 0 0 1 3 2  1 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 0 0 7 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 1 0 1 0 2 1 0 0 1 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 1 1 0 0 7 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 5 0 3 0 0 0 0 0 4 1 0 4 0 0 0 0 0 0 0 0 0 0 0 0 4 0 0 0 5 5 2 3 1 3 _3 2* 2 0 3 1 1 1 2 3 1 2 0 0 0 0 0 0 2 0 0 0 0 1 0 0 0 0 0 0 26 21 19 0 0 0 0 0 3 0 0 0 0 0 o' 9 1 0 5 0 0 0 0 0 0 0 0 2 0 4 1 0 3 0 0 0 2 1 0 0 0 0 0 2 0 0 0 3 1 1 3 4 0 3 4 3 5 7 0 0 7 0 0 1 7 2 0 0 0 5 1 0 7 2 0 0 0 7 0 0 0 1 0 0 0 2 0 0 0 0 0 0 0 1 0 1 1 2 2 1 0 6 T 2 0 6 0 1 1 2 0 1 7 2 0 1 1 0 0 0 2 0 0 o' 0 1 1 4 2 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 4 0 12 19 18 23 0 0 1 1 0 0 7 7 0 0 0 0 0 0 4 0 0 1 7 0 0 T 0 0 0 0 0 0 0 0 1 2 0 7 2 2 0 3 0 0 3 0 1 0 0 0 0 0 7 1 0 2 0 1 0 0 1 1 3 0 0 3 s 539 44 57 64 77 27 43 312 22 37 11 31 89 34 34 15 273 34 42 34 47 45 51 37 34 31 52 407 68 51 61 180 35 40 54 62 Page 2Meadowcliff Count Mitchell 442 443 444 445 446 451 452 453 457 458 459 Mitchell Count Otter Cree 471 472 475 Otter Creek Count Pulaski He|660 ~ Crosstab of Downtown c o O  co 1 3 O O  2 3 O O  .E  c o o CD 3 O O 3 O O  c 3 O O 8 (D o o O  o S' I E q) LU O O c 3 o o Q c o O 9 3 O O a 3 O o 1S  c 3 O O 2 s 3 o o ,o\u0026gt; 3 O O \"c c 3 o o M 03 C c 3  5 3 O O (A .o Xi o c o O X c: 3 o O c o I 3! to 3 o o o\u0026gt; c s S' c E  LU   8 s T 3 E E o o c to a O o s c 3 o o o o o 2 c o O u I   2 o o \"5 5 c o O 1 9 s c o o 3 2 I 3 O O c ' X  o o  U) be\nc 3 O Q o a\u0026gt; o o a: o o tv c I O' 3 o u M (D a 05 c o O S' o o tv iS 5 c o O o O) V) (0 5 Z3 o o c: o  o o w 5 E (D IS (U s c 3 O O w E .2  3 O O c s g c: 3 o Q 3 5 p \"c 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 Pulaski Heights Int Count Rightsell 448 449 450 454 455 464 0 0 0 0 0 0 Rightsell Count Rockerfell 232 440 456 460 461 462 463 0 0 0 1 7 0 3 Rockerfeller Count Stephens |441 572  0 1 0 1 0 0 3 1 0 0 7 7 0 0 0 0 0 2 0 1 0 0 1 0 1 0 0 0 1 0 0 1 7 7 2 4 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 2 0 2 7 0 1 1 0 1 0 0 2 1 4 0 1 3 2 0 1 0 0 0 1 0 1 1 2 0 0 0 0 0 1 0 0 0 7 1 0 1 0 0 2 0 0 7 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 4 0 0 0 0 3 0 0 1 2 0 0 0 0 0 3 1 0 0 1 0 0 0 1 3 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 1 0 0 0 1 0 1 0 0 2 1 1 2 1 0 0 0 0 0 0 0 0 7 0 0 2 2 0 1 0 0 0 1 0 0 0 1 0 0 0 1 3 0 1 2 0 4 0 0 1 0 2 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 2 0 2 2 0 0 2 1 0 1 1 3 0 4 0 0 4 0 1 1 7 9 3 4 1 5 5 18 20 12 21 11 0 1 0 0 0 2 0 1 0 0 3 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1_ 0 3 2 1 0 0 0 1 _0 7 0 2 0 0 0 0 1 0 0 3 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 7 0 2 0 0 0 0 0 0 0 1 0 2 0 0 0 0 0 0 7 0 0 0 1 0 0 0 7 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0 0 2 0 1 1 0 0 0 4 0 0 0 3 0 2 0 0 0 0 0 0 3 1 1 0 0 3 0 0 0 1 0 1 0 0 0 0 0 2 0 1 2 0 0 0 0 0 0 1 7 0 0 2 1 0 0 0 0 3 0 4 1 0 0 0 0 1 1 0 0 1 1 0 1 1 0 0 0 0 0 0 3 9 2 0 1 1 0 0 0 0 0 0 0 1 6 4 10 3 11 13 15 0 0 1 0 0 1 0 1 0 2 0 2 0 0 0 0 0 0 0 0 0 0 2 0 0 2 1 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 1 0 1 3 2 0 0 0 3 0 1 0 2 1 0 0 3 1 4 0 0 0 1 0 1 0 0 54 0 1 1 0 3 0 4 0 0 2 1 9 3 0 0 7 0 0 0 0 0 0 0 0 4 0 1 1 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 1 2 0 3 2 0 2 0 0 1 2 3 0 0 2 0 1 0 0 0 2 0 1 0 3 0 3 0 0 0 0 0 0 2 1 0 2 1 0 0 1 0 0 7 2 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0  7 0 0 1 3 7 0 0 0 0 0 1 0 0 1 0 0 0 7 1 0 0 0 3 3 0 0 K 0 19 0 3 4 1 4 0 0 0 0 0 0 4 0 2 1 0 6 1 7 0 0 0 3 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 1 0 3 1 0 0 4 3 4 2 1 1 0 0 1 0 2 0 0 0 0 0 0 0 0 0 1 2 0 1 3 7 33 29 29 5 14 19 2 1 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 5 0 0 0 0 0 1 4 0 1 4 1 5 0 17 2 0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 2 0 0 1 0 T 0 3 0 0 0 0 1 0 1 T 7 0 1 1 0 2 1 1 0 0 3 0 1 2 7 0 0 0 7 7 7 7 0 0 1 1 1 0 3 0 0 2 0 0 0 0 0 0 0 7 0 0 0 0 0 0 1 4 0 1 1 0 0 1 0 1 1 1 0 0 0 0 0 0 0 0 0 2 0 0 2 0 0 0 1 4 1 0 0 0 0 4 0 1 2 0 0 0 0 0 o' 7 0 0 0 0 0 T 0 0 2 0 0 0 0 0 0 0 0 0 0 2 0 7 0 0 0 0 0 0 0 0 0 3 1 0 0 0 1 0 0 1 0 1 0 0 1 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 7 0 2 1 0 0 1 1 0 2 0 2 18 11 14 10 39 24 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 7 0 1 1 0 0 0 1 0 2 0 0 0 2 3 6 2 3 4 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 2 0 0 0 1 3| 0 0 0 0 1 0 1 o| 0, 0 0 0 K 0 7 0 0 0 3 0 0  T 0 1 0 0 0 7 0 0 0 0 9 0 1 0 0 0 0 0 3 5 2 1 0 0 0 0 0 0 0 1 0 0 0 ? 0 0 6 20 2 3 0 0 0 0 0 0 0 0 0 0 0 0 0 191 35 34 10 19 10 25 44 35 30 38 38 318 27 52 45 124 99 99 93 43 64 20 54 46 320 6 37 34 46 29 64 41 257 24 38 Page 3Crosstab of Downtown 573 574 583 Stephens Count Teny 437 438 563 Terry Count Washingto 123 124 125 126 127 220 240 301 474 478 481 482 483 484 Washington Count Woodruff |670 Woodruff Count Grand total c 3 o o  O) 1 0 3 O O O) 0 0 3 O O I 0 0 c o o 1 0 0 3 O O I 0 2 3 O O o s o 0 0 3 O 2 c g 0 1 3 8 0 o' 0 0 0 0 6 0 1 2 1 0 0 2 0 0 2 0 0 1 0 4 1 0 4 0 0 4 1 0 0 0 0 0 I o E Q\u0026gt; UI  S 0 0 1 0 0 4 o o Q 0 1 c o o 0 0 0 0 0 0 0 0 0 0 c 3 o o Io o 2 3 0 0 0 1 c 3 O O i 0 0 5 1 1 3 c 3 O O 3 e 0 1 0 4 c 3 O O .O) c 3 o a o c 0 1 0 3 0 4 (0 I 0 5 4 E 3 O o u\u0026gt; at c C \u0026lt;8\" is 1 0 0 0 S' 0 0 0 0 0 0 E o o ta g 1 0 1 E o U TB X 0 0 0 c 3 o o I 3 0 3 c 3 O O O) g 0 0 4 c a\u0026gt; I LU \u0026gt; 8 s 0 0 o' T c 3 E g o c (0 5 o 2 0 0 0 3 O O s i o 2 0 1 o o I s 0 4 0 o \"5 s 0 0 1 c 3 O O 1 d I 0 0 0 c 3 O O I I o O I 3 1 4 0 1_ 'o 4 0 0 0 0 23 0 0 0 0 0 0 0 1 0 2 3 1 0  0 0 1 I 0 0 0 0 0 0 0 c 3 o o 1 0 0 0 3 O O 1^ 'o 0 0 3 o o o c I tr 0 0 0 3 O O (A 0} \u0026amp; ii 28 17 c 3 o o r 2  5 c o o  s 0 0 2 c 3 O O I c 8 s 0 2 1 c 3 o Q I s 0 0 0 c 3 O O J2 if c s 0 5 0 c o O (/\u0026gt; i g 1 0 1 o o 1 S 0 o 1 c 3 o O 5 1 4 0 0 0 0 4 0 5 0 1 0 1 0 3  0 1 0 0 1 12 0 13 0 0 0 1 0 2 0 1 0 0 2 0 0 0 0 1 0 0 0 1 4 4 2 2 6 0 18 10 0 1 0 1 2 6 0 1 0 0 0 0 1 0 0 0 0 2 0 0 0 0 6 0 3 0 0 2 0 0 3 2 0 0 0 0 0 1 8 0 8 4 2 1 3 0 1 2 2 0 0 0 0 0 0 0 0 1 7 0 0 0 0 12 8 5 6 4 4 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 3 2 1 1 3 2 0 3 0 2 2 0 0 4 1 3 2 1 0 0 3 1 0 0 0 0 0 0 0 0 1 1 0 1 0 3 4 0 0 0 0 0 0 1 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 o' 0 0 0 1 0 2 2 2 4 0 2 1 0 0 J 0 0 2 0 0 1 0 0 0 0 0 0 0 0 3 4 1 0 0 0 0 0 0 5 0 0 1 0 2 0 0 0 0 0 0 0 1 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 T 2 0 6 1 2 1 0 0 0 0 1 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 2 4 2 1 3 0 0 0 0 2 2 1 0 0 2 0 0 0 2 1 0 3 1 0 0 1 0 0 3 1 0 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 o' 0 0 1 0 3 0 0 6 0 0 2 0 0 0 0 0 2 1 1 0 0 0 1 1 0 3 3 0 0 0 1 7 0 1 0 0 0 0 0 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0  0 0 0 3 1 0 0 3 0 0 1 1 T 3 0 1 0 0 0 0 0 1 0 0 2 0 0 0 0 0 1 0 0 0 18 1 3 0 2 0 3 3 0 0 0 0 1 7 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 jL 'o 0 0  0 1 0 0 0 0 0 0 0 1 0 0 2 1 0 0 0 0 2 6 2 0 0 1 0 0 2 0 1 2 0 12 11 1 8 7 41 4 1 5 16 42 49 44 27 0 0 1 0 2 2 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 1 0 0 0 0 1 0 1 0 1 2 0 4 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 4 1 1 0 1 0 0 0 0 2 0 0 0 1 4 0 2 0 0 0 1 1 1 0 0 5 0 9 0 4 1 0 1 0 0 0 0 71 67 153 37 130 116 130 45 71 22 55 8 160 172 281 57 187 59 106 4 189 354 32 5 169 192 191 83 5 166 166 238 22 133 102 50 405 12 54 55 53 156 3 p o 5 23 56 59 200 45 34 59 138 40 56 29 52 21 123 37 9 21 38 68 79 76 41 690 112 112 4692 Page 4Live Downtown and Attend Downtown Sending Schools Count of Studio Ethnic 01 Name_1 I Bale Brady I Fair Park Forest Par Franklin Garland Jefferson M.L. King McDermot Meadowcli Mitchell Otter Cree Pulaski He Rightsell Rockerfell Teny Washingto Woodniff Name Booker Carver Central Attending Schools Franklin Gariand Gibbs 01 Count 02 Bale Brady Fair Park Forest Par Franklin Garland Jefferson M.L. King McDemnot Meadowcli Mitchell Otter Cree Pulaski He Rightsell 2 o' 1' o' 3' o' 2' o' o' o' 1' o' 0 0 2 0 2 0 13 6 2 3 2 7 0 14 14 0 6 6 2 1 \"8 1 o' o' o' o' o' 2 o' o' o' o' o' 0 2 0 0 0 1 6 1 1 3 2 4 2 35 6 4 3 6 2 2 4 0 o' o' o' o' o' o' o' 0 o 0 0 0 0 0 0 0 0 0 1 0 1 1 1 1 2 2 0 1 11 3 o^ 3 2 3' 2' o' 2 o' o' o' 3' 2 o' o' 2 0 0 0 0 0 16 10 1 3 1 190 7 0 3 4 13 5 5 0 3 0 0 o' 0 o' 1' 0 0 0 0 0 0 0 0 0 0 0 0 1 4 4 1 0 6 123 1 0 4 6 1 2 0 1 1 o' o' 0 3' 0 1 o' 0 0 0 0 1 1 4 0 0 3 14 1 0 1 1 4 4 5 16 0 2 9 2 2 30 M L. King o' 0 o' _______1_' o' 1 o' 8 0 0 0 1 0 0 0 0 1 0 12 3 0 0 4 6 4 9 245 1 1 11 13 0 4 Mitchell 0 0 o' 0 2 0 0 2 0 0 3 0 0 0 0 0 2 1 10 3 3 2 1 3 6 6 5 3 2 104 1 8 Rightsell o' 0 _______o' 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 2 0 0 0 1 4 1 3 7 5 1 6 1 0 128 Rockerfell 0 o' 0 3 3 _______o' 5 0 0 0 0 0 0 2 15 0 5 6 39 3 0 1 3 0 1 32 2 0 1 _______7 4 1 5 Stephens 0 0 _______0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 0 10 19 0 0 6 1 3 0 0 0 Washingto 3 0 5 1 0 0 1 0 0 0 0 0 0 3 2 0 4 1 20 2 6 0 4 3 7 25 6 3 4 4 3 4 26 Woodruff 0 0 0 0 0 0 0 0 3 0 2 0 2 0 1 0 0 31 39 0 1 0 18 10 5 2 1 4 6 5 0 5 4 Grand total 9 3 8 5 ________13 2 11 10 6 2 6 1 5 9 25 1 14 43 173 34 19 16 38 248 180 134 307 34 47 178 54 16 221 Page 1Ethnic Name_1 Rockerfell Stephens Terry Washingto Woodruff Booker Carver Central Live Downtown and Attend Downtown Franklin Garland Gibbs 02 Count 03 Franklin Garland Mitchell Rockerfell Washingto Woodruff 03 Count 04 Brady Franklin Pulaski He Rockerfell Terry 04 Count 06 Forest Par Franklin Jefferson Mitchell Stephens Woodnjff 06 Count Grand total 6 0 5 30 4 116 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 130 3 0 4' 42 0 124 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 130 6 3 1' 8 0 45 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 a 45 4 3 5 9 0 263 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 2 4 9 0 3 0 169 4 12 0 0 1 0 17 0 0 0 0 0 0 0 0 0 0 0 0 0 187 3 2 1 4 1 88 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 102 M L. King 2 5 0 9 0 _____ 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 1 Mitchell w 2 1 0 9 0 176 0 0 1 0 0 0 1 0 0 0 1 0 1 2 0 0 r 0 0 3 191 Rightsell 3 0 0 3 0 _____1^ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 o' o' o' o' o' 0 165 Rockerfell I 101  o 4' 26 1  192 _______o _______o o 2 o 2 4 o 1' o' o' o' 1 ' 0 0 1' 0 1' o' 2 238 Stephens 0 82 0 5 4 132 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 133 Washingto 18 3 1 263 0 382 0 0 0 0 1 0 1 0 0 0 0 2 2 0 0 0 0 0 0 0 405 Woodnjff 3 5 4 1 38 112 0 0 0 0 0 1 1 0 0 2 0 0 2 0 0 0 0 0 1 1 155 Grand total 155 113 ________25 412 48 2279 5 12 1 2 2 3 25 1 1 2 1 2 7 2 2 1 2 1 1 9 2493 Page 2Couit of Studio Name I Live Downtown but Attend Outside Downtown T Ethnic 01 Name_1 Bde Brady Fair Park Forest Par Franklin Gadand Jefferson M L. King McDermott Meadowdi Mitchell PiJaski He Riflhtsell Rockerfell Washi ngto WooOuff 01 Count 02 as I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 5 02 Count 03 03 Cant 04 04 Cant Bale Brady Fair Park Forest Par Franklin Garland Jefferson M L King McOennofl Meadowcli Mitchelt Otter Cree Pulaski He RockerM Stephens Terry Washnglo Woortuff Bale Fair Park MikheM PUaskiHe Bale McOermott 06FairPar 06 Count Grand total Meedowcfi Weshingto 1 0 0 1 2 0 3 0 0 0 3 0 0 0 4 0 1 26 o' o' o' 4' o' o' 0 0 0 0 0 0 0 1 ' 0 31 41 1 3 5 22 4 0 1 6 12 6 3 1 3 4 1 2 I 0 o' o' o' o' o' o' o' o' o' o' o' 1' 0 0 0 1' 0 0 0 0 3 3 0 0 3 0 4 0 0 1 2 0 2 I 0 3 1 0 2 0 0 0 1 0 0 0 0 0 0 0 7 5 30 2 3 13 4 3 5 4 ' 5' 8 0 3 3 4 9' 5 8 5 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 0 3 2 1 1 0 5 3 1 10 0 1 A A o' 6' 4 2 5 I Cu TB 1 o o' o' o' o' o' 0 0 0 ' 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 2 0 0 3 0 0 o 0 o' 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 1 0 2 0 4 A 0 0 0 o' 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0| 0 4 2 5 3 IS s n 1 0 7 0 1 0 0 0 0 0 0 1 0 0 0 0 10 2 1  0 0 0 5 0 1 0 i I X c 5 3j 1 4 3* 3 6 1 0 47 0 62 0 0 0 0 0 0 0 0 0 0 0 0 67 3 0 118 0 0 0 0 0 2 0 2 0 2 0 2 153 16 2 36 0 0 0 0 0 0 0 0 0 0 0 0 37 2 1 22. 1 1091 0 0 0 0 0 0 0 0 0 0 0 0 116 67 0 0 0 0 0 0 0 0 0 0 1 1 71 6 o 22 0 0 0 0 0 0 0 0 0 0 0 0 22 12 0 55 0 0 0 0 0 0 0 0 0 0 0 0 55 0 1 o' 3 o' 0 2 0 0 0 0 8 0 0 0 0 0 0 0 0 0 0 0 0 8 75 8  13 6 2 7 12 4 3 0 0 1 0 8 1 4 0 147 0 2 0 0 2 0 0 0 1 0 0 1 160 1 o' 0 o' o' 1' o' o' o' s' 2' 3' o' 55' 18  6  14' 4 8 3 10 3' 0 4 7 5 4 15 2 163 0 0 0 0 0 0 0 0 0 0 0 0 171 0 o' 0 0 1  0 0 0 0 0 0 0 0 0 0 0 1 2 0 1 2 15 1 1 1 4 4 5 0 1 2 o' 2 7 8 0 56 0 0 0 0 0 0 0 0 0 0 0 0 57 s 0 0 0 0 0 o' o' o' o' 1' o' o' o' o' 1' o' 2' o' o' 1' o' s' 1  2' 7' 6' 1 4 2 0 6 6 0 0 12 1 57 0 0 0 0 0 0 0 0 0 0 0 0 59 TB 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 4 g {H o 5 a\u0026gt; 0 0 2 o' o' o' 2' 0 0 0 0 0 0 0 0 0 4 0 1 0 1 20 14 69 6 2 2 s 3 $3 S X3 I 3 S s 1 as 7 6 0 3: 13 1  15' 4' 20 2 185 o' 0 0 0 0 0 0 0 0 0 0 0 189 0 0 ' 0\" o' 0 ' o' o' o' o' 0 0 0 o' o' 0 ' o' 0 o' o' o' 3' 2 o' 1  7' o' 2 5 2 0 2 2 0 0 6 0 32 0 0 0 0 0 0 0 0 0 0 0 0 32 0 o' o' o' o' 0 0 0 o' 0 0 o' o' o' o' 0 0 0 o' 0 o' o' 0 1  1 0 0 0 0 0 0 0 0 0 3 0 5 0 0 0 0 0 0 0 0 0 0 0 0 5 0 o' 0 o' 2' o' o' o' 2 o' o' o' o' o' o' o' 4 4 o' 1 ' 6 33 8 o' 0 62 4 15 0 1 3 4 11 3 4 1 160 3 0 0 0 3 0 2 2 0 0 0 169 0 0 o' o' 0 0 0 0 0 2 0 0 0 0 0 0 2 1 0 5 3 30 18 1 3 o' 70 14 7 0 11 3 7 3 12 1 189 0 0 0 0 0 0 0 0 0 0 0 0 191 I 0 0 o' o' 0 0 0 o' 0 0 0 0 0 0 0 0 0 0 0 0 2 1 4 2 IS 0 0 7 39 0 3 1 0 1 3 0 81 0 0 0 0 0 0 0 0 0 0 0 0 81 I o' o' o' o' 0 0 o' 0 0 0 0 0 0 o' 0 0 0 0 0 0 0 2 0 0 0 0 0 1 1 0 0 1 0 0 0 0 (0 2 1 0 0 0 0 0 0 0 0 0 0 10 1 0 0 2 14 2 0 2 7 18 1 12 6 C 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I 1 0 5 0 7 2 2 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 3 0 0 1 12 1*. 10' 4 s' 1 ' 43' s' 3' 1 ' 9' 14 3 0 0 0 0 1 0 1 0 1 1 5 150 0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 1 1 2 0 0 0 0 0 0 0 0 22 0 0 0 0 0 0 0 0 0 0 0 0 1 2 3 4 3 0 3 6 6 12 25 4 1 100 0 0 0 0 0 0 0 0 0 1 0 1 166 3aag I 102 o I 0 o' o' o' o' o' o' 0' o' o' 2' o' o' o' o' o' 2 o' 1  2' 4' 1  1' 3' 2 o' 5 0 2 0 6 3 2 0 16 0 48 0 0 0 0 0 0 0 0 0 0 0 0 so I il 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 1 0 0 0 0 0 1 0 0 0 6 0 11 0 0 0 0 0 0 0 0 0 0 0 0 11 1 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 7 2 11 14 2 2 2 1 0 0 0 2 1 5 0 2 0 54 0 0 0 0 0 0 0 0 0 0 0 0 54 I s 0 0 0 3 0 0 0 0 0 0 0 1 o' o' 1 o' s' 6' o' 2 2 12 3 0 2 3' 3 2 3 1 1 1 3 2 4 0 50 0 0 0 0 0 0 0 0 0 0 0 0 55   0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 1 1 11 4 0 1 5 2 9 0 0 1 3 1 1 11 0 52 0 0 0 0 0 0 0 0 0 0 0 0 53 a s 1 28 3 10 8 10 1 __2 1 4 3 3 13 3 2 8 2 101 82 40 109 109 260 117 125 89 134 136 127 69 62 87 72 86 76 253 15 2048 3 2 1 1 7 2 2 4 1 3 1 5 2165Count of Studio Ethnic 01 Name_1 Badgett Bale Baseline Brady Chicot Cloverdale Name Booker Carver Central Live Outside Downtown but Attend Downtown Franklin Gatland Gibbs 01 Count 02 Dodd Fair Park Forest Par Fullbright Geyer Spri Jefferson Legal Tran Mablevale McDermot Meadowci i North LittI Otter Cree Pulaski Co Pulaski He Romine Terry Wakefield Watson Western H Wilson Badgett Bale Baseline Brady Chicot Cloverdale Dodd 2 4' 4' 8' 8' 9' 3' 8' 2 8 2 2 1 4 5 2 43 0 99 2 1 9 8 2 2 8 246 4 2 11 0 4 1 8 0 1' 1' ?' 3' 6' o' 3 o' 7' 1' o' o' o' 4' 4 63 0 123 2 1 20 1 0 0 4 251 1 4 2 1 1 5 0 o' o' o' 0 o' 0 o' o' o' o' o' 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 o' o' 1' 2 1' o' 3 1 2 0 1 0 0 0 2 0 1 1 2 0 3 1 0 1 1 23 0 2 5 1 1 0 1 0 0 o' 0 o' o' 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 1 '? 0 1 0 0 0 s' o' 4' 1 o' 0 8 3 6 2 5 0 0 2 0 15 0 26 14 0 2 2 1 1 9 106 1 5 2 2 3 5 1 M.L. King o' 1' _______ 1 2 3 0 2 6 1 0 1 7 0 0 1 0 1 150 4 1 0 0 1 0 0 183 0 0 2 0  J 4 1 Mitchell 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 2 6 0 3 0 0 3 0 2 Rightsell 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 2 0 1 0 0 0 0 0 4 0 0 0 0 0 2 2 Rockerfell 5' 9 7 1' 4' 2 1' 1 2 3 2 1 6 0 6 3 4 1 9 4 0 2 3 0 1 1 1% 3 2 2 0 8 4 2 Stephens 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 Washingto 0 5 4 12 8 8 2 12 2 11 1 3 0 6 15 3 35 4 61 3 0 7 4 3 1 27 237 1 ? 0 3 4 10 2 Woodruff 0 2 0 4 1 0 0 6 1 1 0 1 0 0 1 2 6 0 3 7 0 0 1 0 0 1 37 1 0 0 0 0 0 0 Grand total 7 28 17 38 29 29 11 43 17 39 8 14 15 10 33 18 167 7 475 38 4 43 20 7 6 53 1176 13 20 24 7 34 35 24 Page 1Count of Studio Ethnic Name_1 I Fair Park Forest Par Fullbright Geyer Spri Jefferson Legal Tran Mablevale McDennot Meadowcli North LittI Otter Cree Pulaski Co Pulaski He Romine Teny Wakefield Watson Western H Wilson Name Booker Carver Central Live Outside Downtown but Attend Downtown Franklin Garland Gibbs 02 Count 03 Bale Brady Cloverdale Fair Park Fullbright McDermot Pulaski Co Wakefield Wilson 03 Count 04 Bale Brady Fair Park Fullbri^t 1 1  11' 4' o' 1 2 o' 4 42 6 64' 0 6 1' 6 8 4 4 201 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 o' 13' 3' 1' o' 5' 2 2' 51' o' 65' 0 10 1' 4 12 3 9 204 0 0 0 2 0 0 0 1 0 3 0 0 0 0 0 o' o' o' o' o' 0 o' o' o' 0 0 1 0 0 0 1 0 1 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 o' 3' 3' o' o' 0 o' 3' 0 o' 0 0 3 1 1 3 0 1 28 0 0 0 0 0 0 0 0 0 0 0 1 0 0 o' o' o' o' o' 0 2' o' o' 0 o' 0 0 0 0 0 1 1 6 1 0 1 0 0 2 0 0 1 5 0 0 0 a 0 3' 3' 3 o' o' 0 0 1 22 1' 18 0 2 0 5 0 4 2 83 0 1 0 0 0 0 1 0 0 2 0 0 0 0 M.L. King o' o' l' _______o' 0 0 o' 1' 0 0 0 0 0 0 1 0 2 0 1 16 0 0 0 0 0 0 1 0 0 1 1 0  0 ' 0 Mitchell 0 o' 2 1' 0 0 1 0 0 0 1 0 0 2 0 0 3 0 2 20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Rightsell 0 0 _______0 4 0 0 0 3 1 0 0 0 0 2 0 0 1 0 1 16 0 0 0 0 o' 0 0 0 0 0 0 0 0 0 Rockerfell 0 0 7 4 0 1 2 0 3 3 1 4 1 3 2 1 5 0 3 61 0 0 0 0 2 0 0 0 0 2 0 0 0 0 Stephens 0 0 3 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 6 0 _______0 o' 0 0 0 0 0 0 0 0 0 0 0 Washingto _______3 1 9 3 0 4 2 0 0 0 4 1 0 2 2 3 5 1 3 64 0 0 0 0 0 0 0 0 0 0 0 1 0 2 Woodruff 0 0 4 2 0 0 0 0 0 0 1 0 3 1 0 0 0 2 0 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Grand total 4 5 56 28 ________1 6 12 8 14 118 14 152 5 32 8 20 40 15 28 723 1 1 1 2 2 2 2 2 1 14 1 1 1 2 Page 2Count of Studio Ethnic Name_1 Jefferson Mablevale McDermot North LittI Pulaski Co Pulaski He Romine Terry Western H Wilson Name Booker Carver Central Live Outside Downtown but Attend Downtown Franklin Gariand Gibbs 04 Count 05 Cloverdale McDermot 05 Count 06 Brady Cloverdale Fair Park Fullbright Meadowcli North LittI Otter Cree Pulaski Co Pulaski He Romine Terry Watson 06 Count Grand total 1 0 o' 1' 1' o' 0 1' 0 2 6 0 0 0 0 1 0 0 0 2 0 0 0 0 0 0 3 457 0 0 0 1 1 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 2 0 0 1 0 3 463 0 o' o' 0 o' 0 o' 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 \"o 0 4 0 o' o' o' 0 0 o' 0 1' 1 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 T 54 0 o' o' 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 \"o' 0 0 14 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 2 0 1 1 0 0 1 0 0 1 6 198 M.L. King 0 0 2 0 0 1 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 ? 1 0 1 205 Mitchell 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 2 28 Rightsell 0 0 0 0 _______0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 21 Rockerfell 0 0 0 0 _______0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 141 Stephens 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 ? 0 0 0 0 0 0 0 0 0 0 0 9 Washingto 0 1 0 0 0 0 1 0 0 0 5 0 1 1 3 0 0 1 0 0 0 0 0 1 1 ? 6 313 Woodruff 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 52 Grand total 2 1 3 2 2 2 1 1 1 3 23 1 1 2 3 1 2 1 1 3 2 2 1 1 3 1 21 1959 Pages\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eOffice of Desegregation Monitoring (Little Rock, Ark.)\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_398","title":"Drop-out rate","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/2002"],"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","Little Rock (Ark.)--History--21st Century","Education--Evaluation","Educational statistics","Dropouts"],"dcterms_title":["Drop-out rate"],"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/398"],"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":["23 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis shows the number of students that were counted as being enroiled on October 1st of the years indicated. Highschool ! Pupil Enrollment Central Hall Fair McClellan Parkview [identification :i0/1/1996- Af-Am Males Af-Am Males Af-Am Males Af-Am Males j Af-Am Males Enrollment ! Nbr Lost '% Lost 10th Gr 10/1/1998-12th Gr 227 104 135 155 82 114 72 75 108i 83' 113 32 60 47 -1 49.8% 30.8% 44.4% 30.3% -1.2% Pupil_________ Identification All Other Males All Other Males All Other Males All Other Males All Other Males Enroliment 'Enroilment 'l 0/1 ly 996-1 oth Gr 16/1/1998-12th Gr! Nbr Lost'% Lost Total t Af-Am Males 1 ---------------- 4- 452 25r357%'^il T I 133 28 23 301 75 109 35 14 15 68 24 -7 \\ 9 15 7 18.0% -25.0% 39.1% 50.0% 9.3% \"1289 t-.d 541'  '49 \" im Central Hall Fair McClellan Parkview Af-Am Males Af-Am Males Af-Am Males ! Af-Am Males j Af-Am Males 110/1/1997-10th Gri1W/1999-12th^^ 213 104 131 1471 70 99 64 90 86 65 114 40 41 61 5 53,5% 38.5% 31.3% 41.5% 7.1% All Other Males All Other Males All Other Males All Other Males, All Other Males [ 10/1/1997-1 Oth Gr |10/1/1999-i2fh Gr 124 96 32 38 29 16 27 15 \" 56 46 28 22.6% -6i -18.8% 13 44.8% 12, 44.4% 10 17.9% 1 Total Central Hall Fair McClellan Parkview 4 At-Am Males Af-Am Males [Af-Am Males  Af-Am Males , Af-Am Males | Af-Am Males Total Af-Am Males -^ges' 404 ... 261'35.2% [10/1/1998-10th Gr|10/1/2000-12th Gr I 181 1311 118 156| 6'9 99 103 71 89 63 82 28 47 j. -I-  6? 21.3% ------------------------ 425^ 4- ________________________L 10/1/1999-10th Gr 10/1/2001-12th Gr| i 45.3% 21.4% 39.8% 67, 42.9% 6 8.7% All Other Males All Other Males All Other Males All Other Males All Other Males 10/1/1998-10th Gr,10/1/2000-12th Gr) t ' \"\"..... \"  16 130 50 31 15 56 114 451 17 9i 50 5 ' 14 6[ 6 12.3% 10.0% 45.2% 40.0% 10.7% X jl^iroiRSf Maids' 235***^716.7% w + I Central Hall Fair McClellan Parkview Af-Am Males Af-Am Males Af-Am Males Af-Am Males Af-Am Males I 152 152i 118 170 68 92 81 i 64 78 58 60 39.5% All Other Males 110/1 /1999-10th Gr\n10/1 /2001 -12th Gr ...... ' 93 Total Af-Am Males t  geo t 71 54 92 10 t 46.7% 45.8% 54.1% 14.7% All Other Males All Other Males All Other Males All Other Males 59 36 15 61 45 18  7\\ 54 12 14\n18 8! 7 11.4% 23.7% 50.0% 53.3% 11.5% 4- -g-fg ' 287^43.5% All Other Maids W' t 5ir 59 21.4% Data taken from Arkansas Schools Information Site 05/07/2002 Please Note: the enrollment for the senior year indicates that the number lost didn't even show up for the 12th Grade, let alone graduateThis shows the number of students that were counted as being enrolled on October 1 st of the years indicated. High School Pupil Enrollment Enrollment Nbr Lost'% Lost Central Hall Fair i Identification\n10/1/1996-10th Gr| 10/1/1998-12th Gr Af-Am Males I Af-Am Males | Af-Am Males McClellan |Af-Am Males ! Parkview Af-Am Males 227 135 155| 82 Total J________ Af-Am Males t T 703 I I Central Hall Fair McClellan Parkview Af-Am Males ]Af-Am Males Af-Am Males I Af-Am Males Af-Am Males I Total Af-Am Males Central Hall Fair McClellan Parkview Af-Am Males ! Af-Am Males Af-Am Males Af-Am Males Af-Am Males Total Af-Am Males Central Hall Fair Af-Am Males j Af-Am Males Af-Am Males 114 75 83 -4 452 I 110/1 ly 997-10th Gr j 10/1 lA 999-12th Gr 213 104 131 147 70 665 99 90 86: 65 404 10/1/1998-10th Gr J0/1/2000-12th Gr\n181 131\n118 156 69 99 103' 71 89, 63 655 425 10/1/1999-10th Gr 10/1/2001-12th Gr' McClellan |Af-Am Males j Parkview Af-Am Males 152 152 118 170} 68 92 81 64 7^ 58 Total Af-Am Males 660 373 113 49.8% 321 30.8% I 60 44.4% 471 30.3% I -1 -1.2% Pupil_________ Identification All Other Males I All Other Males I All Other Males i All Other Males } All Other Males Enrollment iEnrollment }Nbr Lost|% Lost 10/1 /1996-10th Gr 110/1 /1998-12th Gr I i 251 35.7% All Other Males + J. 133 281 23 75 109 ~3^ 14 68 T f 24 18.0% y|~25.0% 9 39.1% 15! 50.0% 7 T 9.3% 289 241 48 16.6% I 114 53.5% 40 i 38.5% I 41 31.3% 61! 41.5% 1 5 7.1% 261 39.2% 82 45.3% 28, 21.4% I 47 39.8% 67} 42.9% I 6 8.7% 230 35.1% 60 39.5% 71: 46.7% I 54 45.8% 92] 54.1%! 10 14.7% 287 43.5% All Other Males I All Other Males ! All Other Males I All Other Males [ All Other Males \u0026gt;10/1/1997-10th Grj 10/1/1999-12th Gr' 124 32 29 zS 56 96 38i 16 15i 46 1 28 22.6% -6j -18.8% 13 44.8% 12 44.4% 10 17.9% + I + All Other Males All Other Males I All Other Males All Other Males Ian OtherMai^J All other Males 268 211 57 21.3% '10/1/1998-10th Gr 10/1/2000-12th Gr\nI All Other Males + All Other Males I All Other Males All Other Males i All Other Males All Other Males All Other Males 130 50 31 15 56 114 451 17 9 50 16 12.3% 5 10.0% 14 45.2% 6 40.0% 6 10.7% 282 235 47 16.7% 10/1/1999-10th Gr :10/1/2001-12th Gr 105 59 36 15 61 276 93 45 18 7' 54 217 12 11.4% 14 23.7% 18 50.0% 8 53.3% 7 11.5% 59 21.4% Data taken from Arkansas Schools Information Site 05/07/2002 Please Note: the enrollment for the senior year indicates that the number lost didn't even show up for the 12th Grade, let alone graduateGeneral Information - Enrollment Data Page 1 of 1 1 Count results for 2001-2002 for Schools: General Information Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) How To Use This Site Grade 09 African American Male 72 African American Female 78 Asian Male Asian Female Hispanic Male Hispanic Female 5 3 5 8 Native American Male 0 Native American Female 0 White Male White Female Total 53 79 303 Contact AS-IS 10 72 71 5 5 1 6 0 0 47 80 287 11 61 84 3 3 0 2 0 0 67 64 284 AR Dept, of Education 12 Total TERMS: 58 70 0 5 3 1 1 0 50 82 270 263 303 13 16 9 17 1 0 217 305 1144 Arkansas Website AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_em.cgi?year=2001\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General information i Count results for 2000-2001 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) How To Use This Site Grade 09 African American Male 81 African American Female 72 Asian Male 6 Asian Female 4 Hispanic Male 0 Hispanic Female 4 Native American Male 0 Native American Female 1 White Male 51 White Female 86 Total 305 Contact AS-IS 10 61 87 3 3 1 3 0 0 69 67 294 11 66 76 0 6 2 2 1 0 53 81 287 AR Dept, of Education 12 Total 63 82 3 6 0 2 0 0 47 73 276 271 317 12 19 3 11 1 1 220 307 1162 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 i Count results for 1999-2000 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) General Information How To Use This Site Grade 09 African American Male 61 African American Female 81 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male 68 White Female 67 Total 287 Contact AS-IS 10 11 68 66 76 83 57 82 293 49 85 295 AR Dept, of Education 12 Total 65 260 82 322 18 42 87 282 216 321 1157 3 3 1 3 1 3 1 8 5 2 1 1 0 8 0 1 0 0 2 3 0 0 0 6 5 1 0 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 I Count results for 1998-1999 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) General Information How To Use This Site Grade 10 African American Male 69 African American Female 92 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male 52 White Female 88 Total 313 Contact AS-IS 11 66 88 52 97 309 AR Dept, of Education 12 Total 83 78 65 71 304 218 258 11 169 256 926 TERMS: 3 7 1 1 1 1 5 2 2 3 0 0 0 2 2 0 0 6 3 0 0 Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/searchysearch_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 Count results for 1996-1997 for Schools: Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) General Information How To Use This Site Grade 10 African American Male 82 African American Female 80 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male White Female Total 72 70 311 Contact AS-IS 11 12 56 57 102 68 56 50 82 55 308 247 AR Dept, of Education KF Total 202 256 10 178 207 13 879 7 6 2 3 1 1 2 2 0 6 1 5 0 9 4 5 0 0 3 0 8 4 2 1 0 0 0 0 0 2 1 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http\n//www.as-is.org/search/search_enr.cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 B L Count results for 1997-1998 for Schools: General Information ft Arkansas School Information Site PARKVIEW MAGNET HIGH SCHOOL (6001005) How To Use This Site Grade African American Male African American Female Asian Male Asian Female Hispanic Male Hispanic Female 10 70 84 1 4 3 1 Native American Male i Native American Female White Male White Female Total 0 51 87 302 Contact AS-IS 11 83 80 1 3 2 1 0 0 68 75 313 AR Dept, of Education Arkansas Website B AS-IS Home 12 Total 51 96 3 1 3 5 0 0 54 83 296 204 260 5 8 8 7 1 0 173 245 911 TERMS:  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www,as-is.org/search/search_enr.cgi?year= 1997\u0026amp;data_level=school\u0026amp;schoolname=6001005\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2000-2001 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 09 African American Male 161 African American Female 172 Asian Male 0 Asian Female 0 Hispanic Male 0 Hispanic Female 4 Native American Male 0 Native American Female 0 White Male 13 White Female 11 Total 361 Contact AS-IS 10 11 146 123 1 0 0 0 0 0 16 6 292 117 133 0 0 3 2 0 0 11 15 281 AR Dept, of Education 12 Total 89 91 1 0 4 4 0 0 4 12 205 513 519 2 0 7 10 0 0 44 44 1139 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http\n//www.as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2001-2002 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 09 African American Male 159 African American Female 130 Asian Male 0 Asian Female 0 Hispanic Male 5 Hispanic Female 2 Native American Male 0 Native American Female 0 White Male 15 White Female 5 Total 316 Contact AS-IS 10 11 12 129 126 78 148 102 104 0 0 0 0 0 0 1 1 2 3 0 0 5 9 295 0 0 0 18 8 255 2 0 0 5 10 201 AR Dept, of Education SS Total 9 6 0 0 0 0 0 0 0 1 501 490 0 0 9 7 0 0 43 33 16 1083 Arkansas TERMS: Website  EE: Elementary - Efngraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2001\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out,.. 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1999-2000 for Schools\nArkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 09 African American Male 159 African American Female 149 Asian Male 0 Asian Female 0 Hispanic Male 1 Hispanic Female 0 Native American Male 0 Native American Female 0 White Male 14 White Female 9 Total 332 Contact AS-IS 10 11 170 175 0 0 3 3 0 0 12 21 384 98 125 0 0 4 4 0 0 5 13 249 AR Dept, of Education 12 Total 86 104 1 0 0 2 0 0 14 20 227 513 553 1 0 8 9 0 0 45 63 1192 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 I Count results for 1998-1999 for Schools: General Information Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 10 African American Male 156 African American Female 137 Asian Male Asian Female Hispanic Male Hispanic Female 0 0 3 2 Native American Male 0 Native American Female 0 White Male White Female Total 12 21 331 Contact AS-IS 11 12 109 108 122 100 1 0 0 3 0 0 18 18 271 2 1 0 2 0 0 13 19 245 AR Dept, of Education SS Total TERMS: 15 3 0 0 0 0 0 0 3 3 24 388 362 3 1 3 7 0 0 46 61 871 Arkansas Website B AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 1997-1998 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 10 African American Male 147 African American Female 152 Asian Male 1 Asian Female 0 Hispanic Male 1 Hispanic Female 1 Native American Male 0 Native American Female 0 White Male 26 White Female 23 Total 351 Contact AS-IS 11 12 128 103 125 109 1 0 0 3 0 0 21 22 300 2 0 3 1 0 0 18 19 255 AR Dept, of Education S Total 17 9 0 0 0 0 0 0 1 2 29 395 395 4 0 4 5 0 0 66 66 935 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www,as-is.org/search/search_enr.cgi?year=1997\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1996-1997 for Schools: Arkansas School Information Site MCCLELLAN MAGNET HIGH SCHOOL (6001064) How To Use This Site Grade 10 African American Male 155 African American Female 150 Asian Male 1 Asian Female 0 Hispanic Male 0 Hispanic Female 2 Native American Male 0 Native American Female 0 White Male 29 White Female 21 Total 358 Contact AS-IS 11 12 KF 109 126 1 0 3 1 0 0 19 20 279 88 105 0 0 0 0 0 0 27 31 251 9 6 0 0 0 0 1 0 0 0 16 AR Dept, of Education S Total 14 4 0 0 0 0 0 0 2 2 22 375 391 2 0 3 3 1 0 77 74 926 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/searchysearch_enr.cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001064\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2001-2002 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 09 African American Male 120 African American Female ioi Asian Male 0 Asian Female 0 Hispanic Male 7 Hispanic Female 1 Native American Male i Native American Female 1 White Male White Female Total 24 27 282 Contact AS-IS 10 11 12 105 89 64 87 94 70 0 0 2 1 2 0 30 19 246 0 0 0 3 0 0 19 20 225 0 1 1 4 1 0 16 10 167 ,4 AR Dept, of Education SS Total 8 12 0 0 0 0 0 0 4 0 24 386 364 0 1 10 9 4 1 93 76 944 Arkansas Website TERMS: B AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return tp.Search http://www.as-is.org/search/search_enr.cgi?year=2001 \u0026amp;datalevel=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2000-2001 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 09 African American Male 116 African American Female 99 Asian Male 0 Asian Female 0 Hispanic Male 4 Hispanic Female 2 Native American Male 2 Native American Female 0 White Male 37 White Female 14 Total 274 Contact AS-iS 10 85 86 0 0 0 1 0 0 21 19 212 11 98 79 1 1 1 6 1 0 25 12 224 AR Dept, of Education 12 Total 71 81 0 1 1 2 0 0 16 12 184 11 370 345 1 2 6 11 3 0 99 57 894 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search7search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 Count results for 1998-1999 for Schools: General Information6 Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 10 African American Male 118 African American Female 114 Asian Male Asian Female Hispanic Male Hispanic Female 0 1 4 2 Native American Male 0 Native American Female i White Male White Female Total 27 22 289 Contact AS-IS 11 12 105 75 76 86 0 0 0 1 0 0 18 12 212 1 0 2 1 0 0 11 17 193 AR Dept, of Education SS Total 12 7 0 0 0 0 0 0 3 4 26 310 283 1 1 6 4 0 1 59 55 720 Arkansas Website TERMS: SIS ome  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 1999-2000 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 08 African American Male 0 African American Female 0 Asian Male 0 Asian Female 0 Hispanic Male 0 Hispanic Female 0 Native American Male 0 Native American Female 0 White Male 1 White Female 0 Total 1 Contact AS-IS 09 10 11 101 118 88 102 92 100 0 0 0 0 3 2 1 0 24 31 264 1 1 5 1 0 34 18 270 1 1 1 0 0 23 19 233 AR Dept, of Education 12 Total 90 69 0 0 1 0 0 0 15 12 187 it 397 363 0 2 6 8 2 0 97 80 955 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 I Count results for 1997-1998 for Schools: General Information Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade 10 African American Male 131 African American Female 94 Asian Male Asian Female Hispanic Male Hispanic Female 0 0 0 1 Native American Male 0 Native American Female 0 White Male White Female Total 29 23 278 Contact AS-IS 11 12 84 83 100 102 1 0 3 0 0 0 14 23 225 0 1 1 0 0 0 16 25 228 AR Dept, of Education S Total 11 7 0 0 0 0 0 0 4 4 26 309 303 1 1 4 1 0 0 63 75 757 Arkansas Website TERMS: Q AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year= 1997\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of2 General Information I Count results for 1996-1997 for Schools: Arkansas School Information Site J.A. FAIR HIGH SCHOOL (6001063) How To Use This Site Grade African American Male African American Female Asian Male Asian Female Hispanic Male Hispanic Female 08 Native American Male 0 Native American Female 0 White Male White Female Total Contact AS-IS 10 11 12 135 103 71 126 109 74 21 32 316 24 27 31 27 270 200 AR Dept, of Education KF 15 14 27 Total 330 323 78 92 829 S 1 0 0 0 0 0 0 0 1 1 1 0 0 1 0 0 0 1 1 0 0 0 1 0 0 0 0 6 7 0 0 0 0 0 0 2 0 7 0 0 0 0 0 0 4 2 2 2 2 0 0 0 Arkansas Website TERMS:  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day http://www.as-is.org/search/search_enr.cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001063\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information ft 1 a L Count results for 2001-2002 for Schools: Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 09 African American Male 161 African American Female 143 Asian Male 2 Asian Female 0 Hispanic Male 16 Hispanic Female 17 Native American Male 0 Native American Female 0 White Male 41 White Female 37 Total 417 Contact AS-IS 10 11 12 138 129 81 140 125 94 2 0 3 1 3 0 17 10 8 8 7 4 0 0 0 1 0 0 24 53 384 33 34 34 35 341 259 ! AR Dept, of Education SS Total 9 1 0 0 0 0 0 0 5 3 18 518 503 7 4 51 36 0 1 137 162 1419 Arkansas Website TERMS: 5 AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http\n//www.as-is.org/search/search_enr.cgi?year=2001\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information J Count results for 1999-2000 for Schools: Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 08 African American Male 0 African American Female i Asian Male 0 Asian Female 0 Hispanic Male 0 Hispanic Female 0 Native American Male 0 Native American Female 0 White Male 0 White Female 1 Total 2 Contact AS-IS 09 10 11 181 152 112 154 134 96 1 3 9 11 0 2 39 39 439 6 8 1 5 8 7 0 0 45 45 398 12 7 0 0 37 38 315 AR Dept, of Education 12 Total 64 87 4 7 8 7 0 0 26 34 509 472 19 16 37 32 0 2 147 157 237 1391 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 1 Count results for 2000-2001 for Schools: General Information ft Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 09 African American Male 171 African American Female 152 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 4 2 15 13 0 Native American Female 0 White Male White Female Total 34 47 438 Contact AS-IS 10 11 168 142 1 2 17 14 0 1 35 33 413 98 116 5 1 10 5 0 0 42 42 319 AR Dept, of Education 12 Total TERMS: 103 540 90 5 3 8 8 0 0 32 29 278 500 15 8 50 40 0 1 143 151 1448 Arkansas Website 5  AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU\nMiddle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1998-1999 for Schools: Arkansas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 10 African American Male ili African American Female 81 Asian Male Asian Female Hispanic Male 10 Hispanic Female Native American Male 0 Native American Female 0 White Male 36 White Female 27 Total 300 Contact AS-IS 11 12 75 72 92 21 28 237 71 27 32 217 17 AR Dept, of Education SS Total 293 255 14 11 18 17 87 89 14 785 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 K 8 9 7 2 4 4 6 0 0 2 9 6 6 5 0 0 3 2 3 0 1 0 0 0 0 0 0 0 0 0 0 0 0 3 2 0 1 General Information - Enrollment Data Page 1 of 1 General InformationA 1 Count results for 1997-1998 for Schools: Arkansas School Information Site HAU. HIGH SCHOOL (6001002) How To Use This Site Grade 10 African American Male 104 African American Female 99 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male Native American Female 0 White Male White Female Total 24 33 276 Contact AS-IS 11 12 KF 92 89 21 31 248 85 76 31 42 246 AR Dept, of Education S Total 289 272 15 12 11 80 107 14 791 Arkansas TERMS: Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1997\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 4 7 4 1 0 5 3 4 2 0 1 2 5 6 2 3 1 0 0 0 0 0 0 0 0 0 0 7 6 3 0 0 0 0 0 0 4 1 4 0 1 General Information - Enrollment Data Page 1 of 1 General Information I Count results for 1996-1997 for Schools: Arktinsas School Information Site HALL HIGH SCHOOL (6001002) How To Use This Site Grade 10 African American Male 104 African American Female 96 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male 22 White Female 26 Total 258 Contact AS-IS 11 12 KF 103 93 35 39 279 77 95 24 43 249 16 AR Dept, of Education S Total 12 21 303 294 11 86 111 Arkansas Website TERMS: 2 3 4 1 4 2 2 1 0 0 5 1 2 2 0 0 7 6 4 0 0 0 0 0 0 1 2 0 0 0 0 0 0 4 1 6 8 4 0 0 B AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr .cgi?year=1996\u0026amp;data_level=school\u0026amp;schoolname=6001002\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5l6l2Wi2 General Information - Enrollment Data Page 1 of 1 I Count results for 2001-2002 for Schools: General information Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 09 African American Male 195 African American Female Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 184 7 5 3 2 1 Native American Female 0 White Male White Female Total 123 110 630 Contact AS-IS 10 11 138 141 3 6 2 2 1 1 97 94 485 91 121 4 4 2 0 0 1 102 105 430 AR Dept, of Education 12 Total TERMS: 92 120 1 6 1 1 0 0 91 89 401 516 566 15 21 8 5 2 2 413 398 1946 Arkansas Website s AS-IS Home  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=2001 \u0026amp;data_level=school\u0026amp;schoolname=6001001 \u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002General Information - Enrollment Data Page 1 of 1 General Information 1 Count results for 2000-2001 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 09 African American Male 198 African American Female 176 Asian Male 3 Asian Female 5 Hispanic Male 2 Hispanic Female 3 Native American Male 0 Native American Female 1 White Male 107 White Female 103 Total 598 Contact AS-IS 10 11 138 154 7 4 2 0 0 0 115 116 536 100 117 1 6 0 2 0 0 99 101 426 AR Dept, of Education 12 Total 99 535 160 607 6 2 1 3 0 1 107 130 17 17 5 8 0 2 428 450 509 2069 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www,as-is.org/search/search_enr.cgi?year=2000\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out .,. 5/6/2002 General Information - Enrollment Data Page 1 of 1 General Information6 1 Count results for 1996-1997 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 10 African American Male 227 African American Female ^9 Asian Male 5 Asian Female 5 Hispanic Male 3 Hispanic Female 2 Native American Male 0 Native American Female 0 White Male White Female Total 125 128 744 Contact AS-IS 11 12 KF 146 170 5 4 0 1 0 1 106 94 527 112 155 4 6 0 2 0 0 73 108 460 15 16 0 0 0 0 0 0 0 1 32 AR Dept, of Education S Total 11 3 0 0 0 0 0 0 0 0 14 511 593 14 15 3 5 0 1 304 331 1777 Arkansas Website TERMS: SIS ome  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU\nMiddle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K\nKindergarten  KA\nKindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year= 1996\u0026amp;data_level=school\u0026amp;schoolname=6001001 \u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 General Information - Enrollment Data Page 1 of 1 Arkansas School Information Site General Information Count results for 1997-1998 for Schools: CENTRAL HIGH SCHOOL (6001001) How To Use This Site Grade 10 African American Male 213 African American Female 244 Asian Male Asian Female Hispanic Male Hispanic Female 2 1 4 2 Native American Male 0 Native American Female 0 White Male White Female Total 118 132 716 Contact AS-IS 11 12 168 104 201 138 4 4 2 0 1 0 126 147 653 3 4 0 1 0 1 97 104 452 AR Dept, of Education KF Total 20 13 0 0 0 0 0 0 0 1 34 505 596 9 9 6 3 1 1 341 384 1855 TERMS: Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1997\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out ... 5/6/2002 General Information - Enrollment Data I Count results for 1998-1999 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) L Page 1 of 1 General Information How To Use This Site Grade 10 African American Male 181 African American Female 220 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female i White Male White Female Total 123 133 670 Contact AS-IS 11 12 156 114 236 117 129 645 157 103 139 523 AR Dept, of Education K Total 12 21 34 TERMS: 463 634 12 343 402 1872 Arkansas Website  EE: Elementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1998\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 6 2 4 0 1 1 4 ,-70 0 4 1 0 0 4 2 0 0 0 0 0 0 0 0 0 1 5 7 5 0 1 General Information - Enrollment Data Page 1 of 1 1 Count results for 1999-2000 for Schools: Arkansas School Information Site CENTRAL HIGH SCHOOL (6001001) General Information How To Use This Site Grade 09 African American Male 156 African American Female 143 Asian Male Asian Female Hispanic Male Hispanic Female Native American Male 0 Native American Female 0 White Male White Female Total 100 103 517 Contact AS-IS 10 11 152 112 160 104 96 518 172 114 127 536 AR Dept, of Education 12 Total 99 173 93 105 474 519 648 15 11 411 431 2045 8 5 2 0 1 5 0 0 0 0 10^ 5 1 1 1 3 0 1 0 2 5 1 0 0 4 0 1 TERMS: Arkansas Website  EE\nElementary - Ungraded  E: Elementary - Ungraded  MU: Middle School - Ungraded  SM: Middle School - Ungraded  SS: Secondary - Ungraded  S: Secondary - Ungraded  P: Pre-Kindergarten  PK: Pre-Kindergarten  K: Kindergarten  KA: Kindergarten AM  KF: Kindergarten Full Day  KP: Kindergarten PM Return to Search http://www.as-is.org/search/search_enr.cgi?year=1999\u0026amp;data_level=school\u0026amp;schoolname=6001001\u0026amp;race=ON\u0026amp;gender=ON\u0026amp;out... 5/6/2002 School Central J.A. Fair SczGwfs - Year 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss White Males 125 126 103 White Females 109 -16 87.20% 21 14 11 25 4 119.05% 128 147 139 134 6 104.69% 32 23 17 37 5 115.62% Black Males 227 168 114 101 -126 44.49% 135 84 75 54 -81 40.00% Black Females 249 201 157 152 -97 61.04% 126 100 86 63 -63 50.00% Other-Males 8 7 6 2 -6 25.00% 2 4 3 1 -1 50.00% Other Females 7 4 4 5 -2 71.43% 0 0 1 3 3 300.00% Totals 744 653 523 503 -241 67.61% 316 225 193 183 -133 57.91%Hall 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 22 21 27 26 31 32 104 92 72 96 89 71 6 9 8 4 6 7 McClellan Parkview 258 248 217 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 29 27 78 74 7 6 221 7 1 -26 -22 1 2 -37 131.82% 103.85% 75.00% 77.08% 116.67% 150.00% 85.66% 29 21 155 150 1 2 358 21 13 11 -18 37.93% 72 68 22 19 21 0 100.00% 70 75 128 125 1 3 300 108 100 2 3 245 99 92 2 3 228 -56 -58 1 1 -130 63.87% 61.33% 200.00% 150.00% 63.69% 82 83 80 80 3 3 4 4 311 313Total 12th Gr 1998-99 Grads June 1999 Gain or Loss % Gain or Loss 10th Gr 1996-97 Grads June 1999 Gain or Loss % Gain or Loss 65 58 -14 80.56% 269 232 -37 86.25% 71 64 -6 91.43% 277 283 6 102.17% 83 81 -1 98.78% 703 413 -290 58.75% 78 3 4 304 79 8 7 297 -1 5 3 -14 98.75% 266.67% 175.00% 95.50% 701 460 -241 65.62% 20 20 0 100.00% 17 24 7 141.18% 1987 1432 -555 72.07%Total Nbr White White Males Females r/fetf Sc6^ Black Males Black Females Females-othe Males-Other r 9th Grade 94-95 1821 257 308 612 621 13 10 Grads-June 1998 1389 231 293 336 472 29 28 Loss/Gain -432 -26 -15 -276 -149 16 18 % Completion 76.28% 89.88% 95.13% 54.90% 76.01% 223.08% 280.00% 9th Grade 95-96 1899 274 245 681 664 23 12 Grads-June 1999 1432 281 330 364 413 20 24 Loss/Gain -467 7 85 -317 -251 -3 12 % Completion 75.41% 102.55% 134.69% 53.45% 62.20% 86.96% 200.00% ScWl - School Year White Males White Females Black Males Black Females Other-Males Other Females Totals Central 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 110 106 97 J.A. Fair 106 197 203 4 5 625 94 146 170 5 6 527 104 104 138 3 6 452 Grads June 1998 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Grads June 1998 Gain/Loss-IOt h % Gain or Loss 86 -24 78.18% 33 24 16 32 -1 96.97% 106 95 136 7 13 443 0 -102 -67 3 8 -182 100.00% 48.22% 67.00% 175.00% 260.00% 70.88% 45 31 25 41 -4 91.11% 136 119 2 2 337 103 109 2 1 270 83 73 -63 53.68% 102 1 1 228 91 4 2 243 -28 2 0 -94 76.47% 200.00% 100.00% 72.11% Hall 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 37 35 31 44 39 42 124 103 85 117 93 76 4 6 9 4 3 3 330 279 246 McClellan Grads June 1998 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Grads June 1998 Gain/Loss-IOt h % Gain or Loss 35 48 49 58 7 4 201 -2 4 -75 -59 3 0 -129 94.59% 109.09% 39.52% 49.57% 175.00% 100.00% 60.91% 21 19 18 17 -4 80.95% 25 20 19 22 -3 88.00% 153 109 103 85 -68 55.56% 141 126 109 93 -48 65.96% 4 4 5 4 0 100.00% 0 1 1 3 3 300.00% 344 279 255 224 -120 65.12%Parkview 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 52 56 54 86 82 83 60 56 51 101 102 96 6 6 6 5 6 6 310 308 296 Total Grads June 1998 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 Grads June 1998 Gain or Loss % Gain or Loss 47 76 48 94 7 6 278 -5 -10 -12 -7 1 1 -32 90.38% 88.37% 80.00% 93.07% 116.67% 120.00% 89.68% 253 217 -36 85.77% 306 293 -13 95.75% 670 350 -320 52.24% 681 472 -209 69.31% 20 29 9 145.00% 16 28 12 175.00% 1946 1389 -557 71.38%School State of Ark State of Ark State of Ark ^-tnd aidJZ (^'i4-i54U, (S'Jv-M Year White Males White Females Black Males Black Females Other-Males Other Females Totals 10th Gr 1994-95 11th Gr 1995-96 12th Gr 1996-97 Gain/Loss-IOt h % Gain or Loss 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Gain/Loss-IOt h % Gain or Loss 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Gain/Loss-IOt h % Gain or Loss 12,938 12,348 4,145 4,085 388 326 34,230 11,532 10,362 (2,576) -19.91% 13501 12288 11192 (2,309) -17.10% 13704 12252 11189 (2,515) -18.35% 11,310 10,374 (1,974) -15.99% 12604 11543 10751 (1,853) -14.70% 12541 11559 10684 (1,857) -14.81% 3,381 2,879 (1,266) -30.54% 4080 3509 2987 (1,093) -26.79% 4098 3511 3070 (1,028) -25.09% 3,593 3,273 (812) -19.88% 4178 3729 3487 1691) -16.54% 4119 3691 3314 (805) -19.54% 401 366 1221 -5.67% 442 415 383 1591 -13.35% 441 429 410 (31) -7.03% 349 359 33 10.12% 404 405 404 0 0.00% 432 432 436 4 0.93% 30,566 27,613 (6,617) -19.33% 35209 31889 29204 (6,005) -17.06% 35335 31874 29103 (6,232) -17.64%state of Ark 10th Gr 1997-98 11th Gr 1998-99 12th Gr 1999-00 Gain/Loss-IOt h % Gain or Loss 13384 12084 10845 (2,539) -18.97% 12657 11661 10835 (1,822) -14.40% 4108 3327 2942 (1,166) -28.38% 4069 3635 3422 {647} -15.90% 574 507 496 (78) -13.59% 541 501 506 135} -6.47% Little Rock 10th Gr 1994-95 11th Gr 1995-96 12th Gr 1996-97 Gain/Loss-IOt h % Gain or Loss 253 320 658 666 18 18 221 201 -20.55% 284 476 574 18 25 264 405 497 18 22 35333 31715 29046 (6,287) -17.79% 1933 1598 1407 Little Rock 10th Gr 1995-96 11th Gr 1996-97 12th Gr 1997-98 Gain/Loss-IOt h % Gain or Loss 253 240 216 1371 -14.62% 1561 12^ 116?1 0 4 15261 -17.50% -38.45% -25.38% 0.00% 22.22% -27.21% 306 266 273 1331 -10.78% 670 517 427 12^ -36.27% 681 600 521 11601 -23.49% 20 23 24 4 20.00% 16 17 17 1 6.25% 1946 1663 1478 (468) -24.05%Little Rock 10th Gr 1996-97 11th Gr 1997-98 12th Gr 1998-99 Gain/Loss-IOt h % Gain or Loss 269 250 219 1501 -18.59% 277 298 278 1 0.36% Little Rock 10th Gr 1997-98 11th Gr 1998-99 12th Gr 1999-00 Gain/Loss-IOt h % Gain or Loss 249 226 217 1321 -12.85% 298 284 267 -10.40% 703 556 452 12511 -35.70% 665 511 475 (190) -28.57% 701 595 492 (209) -29.81% 673 614 580 (93) -13.82% 20 24 22 2 10.00% 21 21 22 1 4.76% 17 17 19 2 11.76% 18 18 21 3 16.67% 1987 1740 1482 (505) -25.42% 1924 1674 1582 13421 -17.78%04/27/1999 13:53 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 810 West Markham Little Rock, AR 72201 sevann@Irsdadm.Irsdkl2.ar.us For Immediate Release April 27,1999 For more information: Suellen Vann, 324-2020 Fewer Students Drop Out of Little Rock Schools Alternative programs have reduced the districts dropout rate this year, based on statistics for the first semester. During the first two quarters of the 1998-99 school year, the number of dropouts declined 8.2 4. Last year, 919 students dropped out by mid-year, compared to 844 this year. Superintendent Les Gamine said the implementation of new programs, such as the Accelerated Learning Center, have offered students an alternative to terminating their education. We found that many students were discouraged with their academic progress in the regular classroom, and we were able to institute technology-driven, self-paced learning programs to keep these young people in school, Gamine said. The Accelerated Learning Center currently serves lllhigh school students\n13 studentshave graduated fi-om deprogram this year. Ofthe 13 graduates, five are enrolled in post-secondary schools, two entered the military, and the others work in full-time positions. Camme said district staffmembers are improving the tracking of identified dropouts since many students dont return to class foUowing the summer break. A dropout is defined as any student in grades 7 through 12 who leaves school prior to graduation. Excqitions to this include students who transfer to another school or who require extended medical leave due to serious personal illness. Gamine expects that more students will consider the alternative programs, including the Accelerated Learning Center and the junior high Alternative Learning Center, as magnet programs which can help them find their personal learning style and help them remain m an academic setting.Arkansas Democrat i^d^azelle (  WEDNESDAY, APRIL 28, 1999 LRs school dropouts fewer Superintendent credits reduction to alternative programs '  BY eVNTHL^ HOWELL .ARK.\\NS.\\S DEMOCR.AT-O.AZETTE Using a class in the Little Rock School District's new Accelerated Learning Center as a backdrop. Superintendent Les Camine announced Tuesday some earl) success in reducing the districts student dropout rate. In the first semester in 1997-98, 919 Little Rock students left school for destinations unknown as compared with 844 the first se- their diplomas or prepare for the General Educational Development test through the program, \"It is becoming more and more important for young people to finish degrees in terms of their em- mester this school year, a drop of ___ v,. j 8.2 percent, the superintendent theVountrt' said. He added that he e.xpects the  rate to improve as much as 15 percent by the end of this year. ploj-ment and their future.\" Car- nine said. \"But traditional schools don't fit everybody. This is an effort to more personalize education. Camine said the Little Rock learning center, formed last fall, is program. Smitli has been going'to classes at the center since Febm- ary, and he hopes to complete his courses this summer. He would like to enlist in the Navy, \"I won't say it is better here than going to McClellan,\" Smith said, \"I just needed a different atmosphere, I was just distracted. There was too much conversation going on,\" Tuition is not charged at the , , .3 . -------------- center, but students must apply to a^hybrid of programs used around the program and undergo an inter- rtew. as well as sign a contract The open-entry\nopen-exit learning center is sendng 111 students. Camine attributed the downward trend to new or expanded alternative programs. He specifically highlighted the Accelerated Learning Center, a program within the Metropolitan Vocational Tech- agreeing to the program's mles. Students who have been removed from their traditional nical Center for high school ju- _________ Jtiors and seniors who have fallen advantage of vocational courses of- behind in accumulating gradua-  ' \" tion credits. and has served about 160 this year. Fourteen have graduated, and an- schools because of discipline other 20 are expected to do so by problems do not qualify- for the the end ofthe school year. The pro-  '  gram will be expanded ne.xt vear to accept as many as 300 students, including lOth-graders, Plans also center. Most of the students in the program are older than 18. Those who complete their stud-   - --------------------- ies at the center receive diplomas call for allowing students to take from their home high schools in ------------, Camine said he ex- fered at Metropolitan. Learning Center student Jar- peers the center to attain state accreditation soon so students can The Accelerated Learning Center offers a computerized instmc- sent and easily distracted as a stu-  .A rmical inrtmctional dav for tional program that allows stu- dent at McClellan High School. Smith begins ^bSSt 8 or 8-30 a m durS? V McClellan Assistant Principal and lasts throush early afternoon.' that Butsometimeshe-Hstayaslate-as marr Smith said he was often ab- graduate from there sent and easily distracted as a Stu- ' ' dent at McClellan High School. .....................  McClellan .Assistant Principal and lasts through early afternoon. evening sessions. Students can get Smith consider the accelerated 9 p.m. to get ahead.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_451","title":"Early retirement incentive program","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":["1994/1995"],"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","Teachers","Retirement"],"dcterms_title":["Early retirement incentive program"],"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/451"],"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":["207 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District APR 1 5 1994 Early Retirement Incentive Program for Teachers ,  . OtJice of Dosegrey. Application .ng The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing individual salaries for teachers or teacher salary schedules. A. The Early Retirement Incentive Program will be in effect for the 1993-94 school year only. B. Teachers who are at Step 16 or above on the Teacher Salary Schedule are eligible for the Early Retirement Incentive Program. C. Participating teachers are not required to retire under the Arkansas Teacher Retirement System. D. Participating teachers are not required to retire from the teaching profession. E. Participating teachers may be employed in another Arkansas School District. F. Teachers must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. G. Applications received after May 20, 1994, will not be considered. H. Applications will not be rescinded after Board approval. I. \"Current salary\" as used below includes salary paid from the teacher salary schedule at the time of application. \"Current salary\" as used below does not include any other compensation including stipends paid under Appendix B (Supplementary Pay Schedule). J. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible teachers less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 2. Eligible teachers 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible teachers 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible teachers 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible teachers 59 years of age on the May 20th application deadline wiU be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15.6. Eligible teachers 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 7. Eligible teachers 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 8. Eligible teachers 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 9. Eligible teachers 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary divided in two (2) annual equal installments, one (1) each January 15. K. L. M. N. O. 10. 11. Eligible teachers 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15. Teachers 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. Teachers will begin receiving installments on January 15, 1995. Participating teachers in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. Participating teachers may be employed in Little Rock School District in a substitute position only. Unless a minimum of 100 eligible teachers apply for the Early Retirement Program by the application deadline, any agreement reached regarding the implementation of this program shall be considered null and void. This offer is extended to the first 250 eligible teachers who apply. All applications will be numbered as received in the Human Resources Department. Only those applications received on the date that the 250th application is received will be accepted after the 250th application. I am submitting this application for early retirement under the agreement reached between the Board of Directors and the Little Rock Classroom Teachers Association under the terms listed above. I understand that once this application is approved by the Board of Directors it is irrevocable. I agree to the condition that I will not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in the Little Rock School District for a period of four (4) years\nhowever, I understand that I may be employed in a substitute position, only. (signature) (date) (current position)H RECOVER .1 APR 1 5 1994 ELarly Retirement Incentive Program for Administrators Office of D8segre?\natscrj Mu\n. The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing individual salaries for employees or employee salary schedules. A. B. C. D, E. F. G. H. 1. The Early Retirement Incentive Program will be in effect for the 1993-94 school year only. Employees who are at step 16 or above on the salary schedule for their position are eligible to participate in the Early Retirement Incentive Program. Participating employees are not required to retire under the Arkansas Teacher Retirement System. Participating employees may be employed in another Arkansas School District. Employees must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. Applications received after May 20, 1994, will not be considered. Applications will not be rescinded after Board approval. Current salary (base salary) as used below includes salary paid from the salary schedule at the time of application not to exceed $55,000. \"Current salary\" as used below does not include any other compensation including stipends, overtime, or supplemental pay. Early Retirement Incentive Program compensation will be determined as follows: 1. 2. Eligible employees less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. Eligible employees 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible employees 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible employees 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible employees 59 years of age on the May 20th application deadline will be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 6. Eligible employees 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of current salary divided in five (5) annual equal installments, one (1) each 9 mJanuary 15. 7. 8. Eligible employees 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. Eligible employees 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 9. 10. 11. Eligible employees 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary in two (2) annual equal installments, one each January 15. Eligible employees 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15, 1995. Employees 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. K. L. Employees will begin receiving installments on January 15, 1995. Participating employees in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. M. Participating employees may be employed in Little Rock School District in a daily rate substitute position only. N. Money saved as a result of the implementation of the Early Retirement Incentive Program will be used for the purpose of reducing expenditures to assist in balancing the budget for each year. Savings from this program will be exempt from all laws pertaining to teacher salaries and funds designated for teacher salaries only during the five (5) years of the payout of this incentive. If the exemptions from all laws pertaining to teacher salaries and funds designated for salaries are not approved by the appropriate legal authorities, any agreement reached between the Board and the Association shall be considered null and void. Signature: Date: Social Security #: Location: Position/Job Title:ar :z3 h\u0026gt; Gt Little Rock School District APR 1 5 1994 Early Retirement Incentive Program for Teacl)$|:s Application 'UiLt? o! L/ssegn U' The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing Individual salaries for teachers or teacher salary schedules. A. The Early Retirement Incentive Program will be in effect for the 1993-94 school year only. B. Teachers who are at Step 16 or above on the Teacher Salary Schedule are eligible for the Early Retirement Incentive Program. C. Participating teachers are not required to retire under the Arkansas Teacher Retirement System. D. Participating teachers are not required to retire from the teaching profession. E. Participating teachers may be employed in another Arkansas School District. F. Teachers must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. G. Applications received after May 20, 1994, will not be considered. H. Applications will not be rescinded after Board approval. I. \"Current salary\" as used below includes salary paid from the teacher salary schedule at the time of application. \"Current salary\" as used below does not include any other compensation including stipends paid under Appendix B (Supplementary Pay Schedule). J. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible teachers less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 2. Eligible teachers 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible teachers 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of cunent salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible teachers 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible teachers 59 years of age on the May 20th application deadline wiU be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15.K. L. M. N. O. 6. 7. 8. 9. 10. 11. Eligible teachers 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of current salary divided in five (5) annual equal installments, one (1) each January 15. Eligible teachers 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. Eligible teachers 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. Eligible teachers 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary divided in two (2) annual equal installments, one (1) each January 15. Eligible teachers 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15. Teachers 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. Teachers will begin receiving installments on January 15, 1995. Participating teachers in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. Participating teachers may be employed in Little Rock School District in a substitute position only. Unless a minimum of 100 eligible teachers apply for the Early Retirement Program by the application deadline, any agreement reached regarding the implementation of this program shall be considered null and void. This offer is extended to the first 250 eligible teachers who apply. All applications will be numbered as received in the Human Resources Department. Only those applications received on the date that the 250th application is received will be accepted after the 250th application. I am submitting this application for early retirement under the agreement reached between the Board of Directors and the Little Rock Classroom Teachers Association under the terms listed above. I understand that once this application is approved by the Board of Directors it is irrevocable. I agree to the condition that I will not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in the Little Rock School District for a period of four (4) years\nhowever, I understand that I may be employed in a substitute position, only. (signature) (date) (current position)\u0026lt;Ci iV kPR 1 5 1991 Early Retirement Incentive Program for Administrators Office of Desegrsgafcor* i'i'l V  ......4 The purpose of the Early Retirement Incentive Program is to reduce recurring District expenditures for salaries without reducing individual salaries for employees or employee salary schedules. A. B. C. D. E. F. G. H. 1. The Early Retirement Incentive Program wiU be in effect for the 1993-94 school year only. Employees who are at step 16 or above on the salary schedule for their position are eligible to participate in the Early Retirement Incentive Program. Participating employees are not required to retire under the Arkansas Teacher Retirement System. Participating employees may be employed in another Arkansas School District. Employees must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Director of Human Resources by May 20, 1994. Applications received after May 20, 1994, will not be considered. Applications will not be rescinded after Board approval. Current salary (base salary) as used below includes salary paid from the salary schedule at the time of application not to exceed $55,000. \"Current salary as used below does not include any other compensation including stipends, overtime, or supplemental pay. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible employees less than 56 years of age on the May 20th application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 2. Eligible employees 56 years of age on the May 20th application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 3. Eligible employees 57 years of age on the May 20th application deadline will be paid eighty percent (80%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 4. Eligible employees 58 years of age on the May 20th application deadline will be paid seventy percent (70%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 5. Eligible employees 59 years of age on the May 20th application deadline will be paid sixty percent (60%) of current salary divided in five (5) annual equal installments, one (1) each January 15. 6. Eligible employees 60 years of age on the May 20th application deadline will be paid fifty percent (50%) of cunent salary divided in five (5) annual equal installments, one (1) eachJanuary 15. 7. Eligible employees 61 years of age on the May 20th application deadline will be paid forty percent (40%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 8. Eligible employees 62 years of age on the May 20th application deadline will be paid thirty percent (30%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 9. 10. 11. Eligible employees 63 years of age on the May 20th application deadline will be paid twenty percent (20%) of current salary in two (2) annual equal installments, one each January 15. Eligible employees 64 years of age on the May 20th application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15, 1995. Employees 65 years of age or older on the May 20th application deadline are not eligible to participate in this program. K. L. Employees will begin receiving installments on January 15, 1995. Participating employees in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Little Rock School District for a period of four (4) years. M. Participating employees may be employed in Little Rock School District in a daily rate substitute position only. N. Money saved as a result of the implementation of the Early Retirement Incentive Program will be used for the purpose of reducing expenditures to assist in balancing the budget for each year. Savings from this program will be exempt from all laws pertaining to teacher salaries and funds designated for teacher salaries only during the five (5) years of the payout of this incentive. K the exemptions from all laws pertaining to teacher salaries and funds designated for salaries are not approved by the appropriate legal authorities, any agreement reached between the Board and the Association shall be considered null and void. Signature: Date: Social Security #: Location: Position/Job Title:RECEIVER IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 2 8 1994 Office of Desegregation Mofiiiv,..ig LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. 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 LRSD^S MOTION FOR EARLY RETIREMENT INCENTIVE PROGRAM EXEMPTION AND RACIAL IMPACT APPROVAL The Little Rock School District (\"LRSD or \"District\"), for its Motion for Early Retirement Incentive Program Exemption and Racial Impact Approval, states: 1. By Order dated July 14, 1993, this Court entered an Order following its review and hearing of testimony concerning the proposed Early Retirement Incentive Program by the Pulaski County Special School District (\"PCSSD\"). The Order found that the program would not adversely impact the racial balance of the PCSSD's staff. Further, the Order found that the savings to be realized by the PCSSD from its program were exempt from the new revenue requirements of 1983 (Ex. Sess.) Ark. Acts 34\nArk. Code Ann.  6-20-301, et seq.(\"Act 34\"). 2. In developing its budget for the 1994-95 school year, the LRSD has determined that it too should offer an early retirement incentive program for its teachers and certain other employee groups. Similar to the PCSSD, the LRSD considers it essential that LRSD's Motion For Early Retirement Incentive Exemption and Racial Impact Approval April 28, 1994 Page 2 any revenues realized from such a program be exempt from the requirements of Act 34. By doing so, the funds realized by the District could be used for other purposes, such as reducing or eliminating the projected budget deficit. 3. Attached hereto as Exhibit 1 is a true and accurate copy of the \"Fast Track\" evaluation of the Early Retirement Incentive Program. Attached hereto as Exhibit 2 is a true and accurate copy of an analysis of the impact of the early retirement program on the racial balance of the District. Attached hereto as Exhibit 3 is a true and accurate copy of a report indicating the number of teachers eligible for the program by subject area as well as the number and percent eligible by race and gender. These exhibits are incorporated herein by reference as if set out word-for-word. 4. As reflected by the racial balance impact analysis, the Early Retirement Incentive Program is not projected to have a disproportionate or negative impact on the racial balance of the LRSD. In fact, based upon those teachers taking advantage of the opportunity as of April 26, 1994, the District may be in a position to increase the percentage of black teachers as a result of the incentive being taken in significant numbers by non-black teachers. thereby creating opportunities for new black teachers to enter into the District.LRSD's Motion For Early Retirement Incentive Exemption and Racial Impact Approval April 28, 1994 Page 3 5. Based on the foregoing, it is submitted that an order should be entered by this Court declaring that the Early Retirement Incentive Program of the LRSD will not have a negative impact on the racial balance of the District's staff and that any funds realized from the program are exempt from the requirements of Act 34. WHEREFORE, the Little Rock School District moves the Court for the entry of an order declaring that the District's Early Retirement Incentive Program does not have a negative impact on the District's racial balance and that the funds realized therefrom are exempt from the requirements of Act 34\nthe District should also be awarded any and all other legal and proper relief to which it may be entitled. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT erry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSp's Motion For Early Retirement Incentive Program Exemption and Racial Balance Approval has been mailed by First Class Mail, postage pre-paid on April 28, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 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 First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone EXHIBIT 1 Little Rock School District Human Resources Department Early Retirement Program Description: Early Retirement incentives are generally offered for one or more of four basic reasons. First, it is a method to save money on recurring personnel costs by replacing higher paid staff with lower paid staff. Second, it is a method to reduce staff without resorting to a layoff. Third, it is a method to reorganize or restructure staff alignment and responsibilities. Fourth, it is a method of providing an employee benefit. Before the District enters into an agreement with the union on an early retirement program, it should determine what the purpose would be as it applies to the LRSD. It is apparent to everyone who has even peripheral knowledge of the District budget that cuts must be made in recurring expenses. By far the greatest recurring expense is personnel costs. One of the reasons that the District would decide to implement an early retirement incentive must be to reduce recurring payroll obligations. Since the District is also experiencing declining enrollment, the second reason should also be considered. It allows a method to reduce staff to match the shrinking enrollment without the trauma of a layoff while also eliminating the highest paid employees in each affected group. The third reason should be left open although at the time of the preparation of this \"fast track\" evaluation, there is no plan to have a major reorganization of the District. The fourth reason should be considered in two ways. Would the program be designed primarily as an employee benefit, or would it primarily be for cost savings? If it is designed as an employee benefit, it should be negotiated as a retirement bonus and continue indefinitely. If it is a cost savings measure, it should be a one time opportunity for employees to receive an incentive to separate service with the District. A window of opportunity should be opened to encourage retirement and then the window should be closed. Otherwise, the program becomes a bonus and is simply an additional expense. At this time one would have to conclude that the first two would be the principal benefit to the District and the other two reasons are possible by-products. 1Little Rock School District Human Resources Department The Pulaski County Special School District (PCSSD) implemented an early retirement incentive program last year. It would appear that their primary purpose would be the same as ours. With their program and its regulations and procedures as a guide, we can anticipate some possible results if we apply their program to current staff. Attached as \"Appendix B\" is a copy of PCSSDs program. our Goals: The goal of the program described above as it applies to the LRSD would be to reduce recurring personnel costs while avoiding the trauma of a reduction in force. Evaluation Criteria: Because of the amount of the projected budget deficit for the 1994-95 school year, probably no one program or budget reduction will eliminate the entire deficit. An analysis of alternatives to an early retirement incentive program need not be considered to replace it. Alternatives must be considered to complement the possible results of it. Those alternatives are being explored through other \"fast track\" evaluations and the program budgeting process. A comparison of the number of teachers in the PCSSD who took advantage of the incentive to the number of teachers who meet the defined criteria who normally leave the PCSSD each year will be made. Although it would be a more accurate comparison to compare percentages of teachers rather than numbers of teachers, that data is not available. Therefore, a determination of the number of teachers who would have fallen in this category last year in the LRSD will be projected for the current school using the PCSSD experience as a guide. This comparison and projection will only have value if the LRSD uses exactly the same window of opportunity as the PCSSD. Evaluation Results: Since the salary schedules of the LRSD and PCSSD are not identical, the same criteria cannot be applied exactly. The eligibility requirement has been adjusted slightly. Instead of starting the eligibility at Step 13 as in PCSSD, Step 16 has been used for the LRSD. For a teacher to be eligible, he/she must be at Step 16 or above. 2Little Rock School District Human Resources Department The chart below illustrates the portion of the salary schedule which would be covered by the early retirement incentive. The salary shown below is for a 9.25 month teacher\nteachers with extended contracts would have to be prorated to determine the actual salaries for all covered teachers. LRSD 1993-94 16 17 18 19 BA $32,118 BA + 12 $33,162 BA + 24 $34,206 $35,009 MA/BA + 36 $35,270 $36,073 $36,876 MA + 15 $36,354 $37,157 $37,960 $38,763 MA + 30 $37,458 $38,261 $39,064 $39,867 20 $40,670 The chart below shows the number of teachers on each step of the schedule defined above and the actual dollars with FICA attached to each step. There are 630 teachers on the chart who would be eligible. 16 BA BA+12 BA-I-24 MA/BA-l-36 MA+15 MA-l-30 30 $1,168,761.54 37 $1,411,785.06 6 $266,387.45 20 $798,954.27 10 $470,533.51 21 $899,764.19 17 40 $1,594,582.60 19 $776,586.41 14 $591,120.61 11 $525,497.17 18 126 $5,350,045.95 14 $600,668.05 14 $9,312,558.79 19 66 $2,951,248.46 14 $633,463.47 20 188 $8,771,417.14 3Little Rock School District Human Resources Department In PCSSD, only 38 eligible teachers took advantage of the incentive plan. The PCSSD plan calls for a two year window of opportunity which probably accounts for the small number of teachers who took advantage of the incentive in the first year. Officials from the PCSSD indicate that normally 12 to 15 teachers from this group would leave each year. The PCSSD is anticipating that at least 100 teachers will apply for the incentive this year before the window closes. If the LRSD uses a more narrow window of opportunity (one year), it is impossible at this stage to project how many teachers at each step will elect to participate. Before projecting the possible savings, the incentive which would be paid to the employees must be calculated. To do this the salaries must be applied to the age chart shown below. The percentages in the chart are the same as used in the PCSSD program. AGE SALARIES PERCENT LIABILITY LESS THAN 56 56 57 58 59 60 61 62 63 64 65 $21,424,153.83 $ 1,165,916.63 $ 994,238.20 $ 672,218.13 $ 691,237.51 $ 579,940.43 $ 365,476.61 $ 349,527.66 $ 353,417.90 $ 264,156.59 NOT ELIGIBLE 100 90 80 70 60 50 40 30 20 10 $21,424,153.83 $ 1,049,324.96 $ 795,390.56 $ 470,552.69 $ 414,742.50 $ 289,970.21 $ 146,190.64 $ 104,858.29 $ 70,683.58 $ 26,415.66 TOTAL 6,860,283.49 $24,792,282.92 4Little Rock School District Human Resources Department The total liability for the payout to the employees would be $24,792,282.92 if every eligible teacher participated. Under the PCSSD plan the total liability for the participating teachers would not be paid in the first year after their separation from their district. The amount due would be paid in installments of 20% for five years. If every eligible teacher participates, the installments would be approximately five (5) million dollars per year. The LRSD currently gives teachers new to the District up to seven (7) years credit for previous experience\ntherefore, step eight (8) would be the highest step possible for a new teacher who would be hired to replace a participating teacher. With an MA+30 hours and step eight (8) placement, the maximum salary for a replacement teacher would be $33,408 with FICA. If all replacement teachers were hired at the maximum placement, the total salary would be $21,047,040. The average salary for all teachers hired by the LRSD for the 1993-94 school year was $24,403 with FICA. Using this as the average replacement salary, the total salary for replacement teachers would be $15,373,890. The current total salary of the eligible teachers is $26,860,090. Using the average replacement salary, the District would save $11,486,200 in salary and would have a net savings of approximately $6.5 million dollars per year. Using the worst case scenario with 100 percent participation, the net savings for the District would be approximately $.8 million. If the same eligibility criteria were applied to the LRSD for last year, there were 37 teachers who left the District who would have been eligible by salary placement\nhowever, five of these teachers were older than the age guidelines. If the assumption were drawn that a like number of teachers would leave the District whether or not there is an incentive program, at least 32 eligible teachers would have to leave before the incentive has any impact on the number leaving. Using the 1993-94 salary schedule, the salaries for these teachers would have been $1,555,227. The savings would have to be large enough to compensate for those teachers who would have left anyway to avoid the District losing money from the incentive. If applied to last year, the District would have had to pay $731,023 (^46,205 for each of the five years) for the incentive to those teachers who left the District with no early retirement incentive. While it would be helpful to apply the criteria to more years than just last year\nas a result of the computer conversion the information is not available. Unless the District saves more than $731,000, it is questionable whether the program is a bonus or an incentive. Proportionally applying the data presented above, there would have to be seventy-one (71) eligible teachers participate before there are any savings above the savings normally achieved without the early retirement incentive. 5Little Rock School District Human Resources Department Obstacles to Goal Attainment: The early retirement incentive program would have to be negotiated since it would be a policy directly affecting teachers. Provided the incentive is negotiated, the primary obstacle to having a successful program with the resulting savings would be that the incentive did not entice employees to separate service than would have left without the program. Recommendation: A survey of eligible teachers should be conducted to determine the level of interest without making any commitments that the program would be enacted. If fewer than 85 teachers express an interest in the program for this year, the Board should not move to open negotiations to implement the program. If there is sufficient interest, an early retirement incentive program modeled after the program in place with the PCSSD should be proposed and negotiated with the teachers union. The window of opportunity should be limited to the current school year to prevent participation by only those who would have left anyway. The Board of Directors should reserve the right to reopen the window of opportunity next year after experiencing the program this year. There should be no guarantee that the program will ever be offered again to maximize the participation this year. Objective: The purpose of the recommendation is to reduce recurring expenses by reducing payroll while avoiding if possible a RIF through traditional means where the least senior and lowest paid teachers are laid off. Impact Analysis: Other than the objective presented above, the program could impact the racial composition of the teaching staff. The District should also use this window of opportunity to recruit black applicants into positions which might not otherwise become vacant. It is possible that a disproportionate number of black teachers could take advantage of the incentive. If this happens, the District must guard against lowering the percentage of black teachers. 6Little Rock School District Human Resources Department Desegregation Plan: There is no apparent negative impact with the possible exception of the impact presented above. This should not be a problem if the racial composition of the participants is closely monitored. This should be viewed as an opportunity rather than a problem. Court Orders: There is no known negative impact. Political Factors: There are no known political factors which would impact this program. Timing: The program would have to be negotiated in time to encourage participation this spring before a RIF would have to be implemented. A target date of March 15, 1994, should be set for the completion of negotiations and ratification by both the Board and the union. The 1994-95 budget would be the first budget impacted. Resources Analysis: See Evaluation Results. Force Field Analysis: There should not be widespread or organized opposition to the plan. It should have Board support because it should reduce the deficit. It should have employee and union support because of the employee benefit (the incentive). The court should support the plan because of the positive budget ramifications and the possible positive impact on the racial balance of the staff. 7Little Rock School District Human Resources Department Implementation Plan: A joint survey from the District and the union should be submitted to the eligible teachers as soon as possible. It should be a joint survey to avoid any claims of bad faith in the bargaining process. If the results of the survey show an adequate level of interest the plan should be submitted to the Board as a recommendation to open negotiations with the union. Negotiations should begin as soon as possible after the Board and the union consent to open negotiations. It should be negotiated as a special interest of concern to both parties and not as part of the package for negotiations for successor agreements. Negotiations should begin by February 1, 1994, and conclude as soon as possible thereafter. Negotiations should be completed and the program ratified by both parties no later than March 15, 1994. After successful negotiations, all eligible parties should be sent information concerning the incentive and encouraged to participate. By May 20, 1994, the application for the incentive should be received by the District for processing. This information should be presented to the Manager of Support Services for inclusion in the budgeting process. 8APPENDIX A % TEACHERS CURRENT SALARIES 5 YEAR LIABILITY PAYOUT EACH YEAR PROJECTED REPLACEMENT SALARIES 20% PAYOUT REPLACEMENT 630 100% $26,860,090 $24,792,282 $ 4,958,456 $ 15,373,890 $ 20,332,346 32 5% $ 1,364,320 $ 1,259,288 $ 251,858 780,896 1,032,754 63 10% $ 2,686,009 $ 2,479,227 $ 495,845 1,537,389 2,033,234 71 11J% $ 3,027,089 $ 2,794,050 $ 558,810 $ 1,732,613 $ 2,291,423 95 15% $ 4,029,014 $ 3,738,516 $ 747,703 2,318,285 3,065,988 100 15.87% $ 4,263,504 $ 3,935,280 $ 787,056 2,440,300 3,227,356 SAVINGS $6,527,744 $ 331,566 $ 652,775 $ 735,666 $ 963,026 $1,036,148 $ $ $ $ + $ $ $ $ KEY: TEACHERS: NUMBER PARTICIPATING %: PERCENTAGE OF TEACHERS ELIGIBLE TO PARTICIPATE (630) CURRENT SALARIES: BASED ON PERCENTAGE OF SALARIES OF TOTAL ELIGIBLE GROUP 5 YEAR LIABILITY: PROPORTIONATE REDUCTION FROM CURRENT SALARIES PAYOUT EACH YEAR: 20% LIABILITY FOR EACH OF THE 5 YEARS PROJECTED REPLACEMENT SALARIES: NUMBER PARTICIPATING TIMES CURRENT AVERAGE NEW HIRE SALARY SAVINGS: CURRENT SALARIES MINUS 20% PAYOUT AND REPLACEMENT SALARIESLittle Rock School District Human Resources Department Appendix B PULASKI COUNTY SPECIAL SCHOOL DISTRICT Early Retirement Incentive Program The purpose of the Early Retirement Incentive Program is to reduce District expenditures in order to build a reserve which will offset the cessation of State Desegregation Settlement Funds in 1995-96 and 1996-97. A. B. C. Eligibility for the Early Retirement Incentive Program will remain in effect for the 1992-93 and 1993-94 school years unless renegotiated. Teachers who are at Step 13 or above on the Teacher Salary Schedule are eligible for the Early Retirement Incentive Program. Participating teachers are not required to retire under the Arkansas Teacher Retirement System. D. E. F. G. Participating teachers are not required to retire from the teaching profession. Participating teachers may be employed in another Arkansas School District. Teachers must complete the application form for participation in the Early Retirement Incentive Program, indicate beneficiary(s), and submit to the Assistant Superintendent for Personnel by May 20 each year. Applications received after May 20, 1994, will not be considered unless this program is renegotiated. H. 1. Applications will not be rescinded after Board approval. \"Current salary\" as used below includes salary paid from the teacher salary schedule and professional growth contract at the time of application, \"Current salary\" as used below does not include other compensation. J. Early Retirement Incentive Program compensation will be determined as follows: 1. Eligible teachers less than 56 years of age on or before the May 20 application deadline will be paid one hundred percent (100%) of current salary divided in five (5) annual equal installments, one (1) each January 15.Little Rock School District Human Resources Department Appendix B 2. Eligible teachers 56 years of age on or before May 20 application deadline will be paid ninety percent (90%) of current salary divided in five (5) annual equal installments, one (1) each Januaiy 15. 3. Eligible teachers 57 years of age on or before the May 20 application deadline will be paid eighty percent (80%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 4. Eligible teachers 58 years of age on or before the May 20 application deadline will be paid seventy percent (70%) of current salary divided in four (4) annual equal installments, one (1) each January 15. 5. Eligible teachers 59 years of age on or before the May 20, application deadline will be paid sixty percent (60%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 6. Eligible teachers 60 years of age on or before the May 20, application deadline will be paid fifty percent (50%) of current salary divided in three (3) annual equal installments, one (1) each January 15. 7. Eligible teachers 61 years of age on or before the May 20 application deadline will be paid forty percent (40%) of current salary divided in two (2) annual equal installments, one (1) each January 15. 8. Eligible teachers 62 years of age on or before the May 20 application deadline will be paid thirty percent (30%) of current salary divided in tow (2) annual equal installments, one (1) each January 15. 9. Eligible teachers 63 years of age on or before the May 20 application deadline will be paid twenty percent (20%) of current salary in one (1) installment on January 15. 10. Eligible teachers 64 years of age on or before the May 20 application deadline will be paid ten percent (10%) of current salary in one (1) installment on January 15. 11. Teachers 65 years of age or older on or before the May 20 application deadline are not eligible to participate in this program. K. Teachers may not receive installments until the January following Board approval forAppendix B L. M. N. O. Little Rock School District Human Resources Department participation in the Early Retirement Incentive Program. Participating teachers in the Early Retirement Incentive Program must agree to not apply for or otherwise be employed in a full-time, part-time, or temporary contracted position in Pulaski County Special School District. Participating teachers may be employed in Pulaski County Special School District in a substitute position only. Savings Calculation Method: 1. 2. 3. Teacher replacement costs will be computed by calculating the average teacher salary including FICA costs for incoming teachers employed by September 1 of that year times the number of participants in the Early Retirement Incentive Program for that year. Increases in the teacher salary schedule in subsequent years will be included in the calculation of participant costs and replacement costs. Money saved will be computed as follows: (Participant Salaries -I- FICA costs) - (Replacement Costs + FICA 4- Installment Payments + FICA). Money saved as a result of the implementation of the Early Retirement Incentive Program will be credited to a Compensatory Trust Fund maintained by the District for the purpose of reducing expenditures and thus balance the budget when the State Settlement Monies cease. Monies saved, including interest, which accrue above the annual amount needed to balance the budget and thus promote the continued implementation of the court approved Desegregation Plan will be placed in the Districts Contingency Fund. Resolved through impasse hearing by the Board on April 29, 1993.EXHIBIT 2 The Impact of Early Retirement on Racial Balance The early retirement incentive which has been negotiated with the Rock Classroom Teachers Association for teachers should have no negative impact on the racial composition of the teaching staff. The current teaching staff is approximately 33.6 percent black while the overall pool of teachers eligible for the incentive is 37.4 percent black. Because these percentages are relatively close to each other, this balance should allow teachers of both races equitable opportunities to apply for the early retirement incentive. the early It is impossible to precisely predict how many teachers of each race will take advantage of this opportunity\nApril 26, 1994, sixty-five (65) teachers had applied for the incentive. of this number 16.9 nercent nr pvon n-P \u0026lt;-ho sixty-five (65) however, through Of percent or eleven (11) of the teachers are black. The impact The racial composition of the teaching staff and the possible impact of the incentive on that balance has been considered from the start of the planning process for the incentive. The impact analysis of the fast track evaluation completed for the early retirement incentive states, \"The District should use this window of opportunity to recruit black applicants into positions which might not otherwise become vacant. It is possible that a disproportionate number of black teachers could take advantage of the incentive. If this happens, the District must guard against lowering the percentage of black teachers.\" It 1 In At this time there does not appear to be any negative impact, fact there would appear to be an opportunity to increase the percentage of black teachers as a result of the incentive. Nonetheless, the impact will be continually monitored to be certain that the incentive will not cause a negative impact. 1. See page 6,\"Impact Analysis\", of the attached fast track evaluation.TO\nFROM\nDATE\nSUBJECT\nEXHIBIT 3 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Superintendent's Cabinet 72201 Brady Gadberry, Director of Human Resources January 31, 1994 Early Retirement Incentive The table below shows the subjects taught by the iue caoxe Deiow snows the subjects taught by the 630 teachers presented in the fast track evaluation on the early retirement incentive. These numbers were derived fmm a down load . , These miners derived from down of the eligible teachers using state department codes to classify the subject. Many of the teachers may teach additional STibjects which are not represented here to keep from counting teacher more than once\ntherefore, the information presented in teachers by subj ect. a the should be used only to give an indication approximately how many teachers could be eligible in each area. chart to an of SUBJECT NUMBER OF TEACHERS ELEMENTARY KINDERGARTEN GIFTED \u0026amp; TALENTED READING MATH (ELEM \u0026amp; CHAP I) LIBRARIAN COUNSELORS SPECIAL ED ENGLISH MATH SCIENCE SOCIAL STUDIES HEALTH \u0026amp; PE VOCATIONAL BUSINESS 105 37 19 36 31 26 39 56 39 36 28 32 21 20HOME EC 8 CAREER ORIENTATION 6 ICT 4 CCE 9 OTHER VOCATIONAL ART INSTRUMENTAL MUSIC MUSIC FRENCH GERMAN LATIN SPANISH SPEECH COMMUNICATION ADULT ED JOURNALISM TOTAL TEACHERS 29 8 9 10 3 1 4 4 5 6 1 630 The race and gender of the eligible group is shown in the followina table. BF BM WF WM NUMBER 194 42 324 70 PERCENT 30.8 6.6 51.4 11.1RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 2 8 1994/7/ Office of Dessgregaiion Monuuiiiig LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. 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 MEMORANDUM BRIEF IN SUPPORT OF LRSD^8 MOTION FOR EARLY RETIREMENT INCENTIVE PROGRAM EXEMPTION AND RACIAL IMPACT APPROVAL The Little Rock School District (\"LRSD\" or \"District\"), for its Memorandum Brief In Support Of LRSD's Motion For Early Retirement Incentive Program Exemption And Racial Impact Approval, states: The District, pursuant to its budgeting process, has projected a deficit for its 1994-95 budget unless deficit reduction measures are taken. In accordance with its planning and budgeting process. the District conducted a fast-track evaluation of the possibility of offering an early retirement incentive program. Based upon that evaluation, the District determined that such an incentive program would be beneficial to its budgetary efforts. Accordingly, it is in the process of determining whether sufficient employee interest exists to warrant the implementation.Memorandum Brief April 28, 1994 Page 2 As this Court is aware, the Pulaski County Special School District (\"PCSSD) has implemented such a program. In fact, an Order was issued by this Court on July 14, 1993. That Order determined that the PCSSD program would not have a negative impact on the racial balance of the District's staff and that the funds generated from such a program would be exempt from the reguirements of Act 34 under Arkansas State law. Based upon the exhibits supplied with the motion by the LRSD and the prior determination regarding the PCSSD program. it is submitted that the Early Retirement Incentive Program being offered by the LRSD should be found free of negative racial impact on the District's staff and any funds generated from the program should be exempt from the reguirements of Act 34. Respectfully Submitted. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT B' T. rrry L. Malone Bar No. I. D. 85096CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Memorandum Brief In Support Of LRSD's Motion For Early Retirement Incentive Program Exemption And Racial Balance Impact Approval has been mailed by First Class Mail, postage pre-paid on April 28, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 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 First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 7/ Jerry L. Malone' 1 I Little Rock School District NEWS RELEASE May 10, 1994 For more information: Jeanette Wagner, 324-2020 SPECIAL BOARD MEETING SCHEDUTTJ) FoUowing e regularly scheduled Little Rock School District board agenda meeting on May 12, at 5:00 p.m., there will be a special board meeting to discuss early retirement incentives for personnel who were not eligible for programs approved earUer this year. Modifications for the previously implemented early retirement incentive programs, including the addition of a $2,500 bonus, will be discussed as well. The LRSD Board members will also meet with state legislators at 6:30 p .m. fftt'tt O'y TTT___i C- REC^\"' MAR 2 1 1995 FILED U.S. district court EASTERN district ARKANSAS Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAR 1 6 1995 JAMES W.^^COR^CK, CLERK OeP CLERK 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 ORDER Before the Court are three motions which the Court now addresses: (1) motion of the Pulaski County Special School District (\"PCSSD\") to amend the desegregation plan (doc.#2126)\n(2) motion of the Little Rock School District (\"LRSD\") for early retirement incentive program exemption and racial impact approval (doc.#2172)\nand (3) motion of the PCSSD to approve certain program analyses and to amend the PCSSD permanent intradistrict desegregation plan as necessary (doc.#2218). The Court will address each of these motions in turn. I. The PCSSD desegregation plan provides at page 82 that II [a]ny PCSSD student may apply to transfer to a magnet school from any PCSSD school in which the black percentage is between 28% and 49%\nexcept that black PCSSD students may apply for such transfer if the racial composition of the sending school is 28% black or greater. II The PCSSD moves that its desegregation plan be amended by adding 2 3 8 2( language g_iving the PCSSD the discretion to deny the transfer of white PCSSD students to interdistrict magnet schools if. in the judgment of the PCSSD's Office of Desegregation, any such transfer would have an unacceptable impact upon the black/white ratio of the sending school. 1 There are no specific objections to this motion although the LRSD has filed a pleading voicing several concerns it has with the proposed amendment. The Court has carefully considered the matter and finds that the motion should be and hereby is denied. In the recent order granting the Magnet Review Committee's (\"MRC\") request for approval of the interdistrict magnet school budget for the 1994-95 school year, this Court noted that the PCSSD had not filled its allotted magnet seats, and that the LRSD had Instituted new magnet school assignment policies which resulted in seats remaining vacant. The Court admonished the LRSD that it must consult with the MRC prior to making decisions that impact the schools which the committee oversees. Giving the PCSSD discretion to deny the transfer of white PCSSD students to interdistrict magnet schools, however. would afford it privileges unavailable to the LRSD and the North Little Rock school District and would usurp the oversight role of the MRC. The proposed amendment would also impede the primary goal of filling the magnet seats to capacity. As noted in the recent order, empty seats at the magnet schools are costly and deprive 1 The proposed additional language is as follows: \"However, if in the judgement of the PCSSDs Office of Desegregation any such transfer would have an unacceptable impact upon the black/white ratio of the sending school, then the PCSSD may deny such transfer.\" 2children of_the opportunity to enjoy the benefits of magnet school programs. The Court reiterates that the MRC and the three school districts whose students populate the magnet schools are responsible for conducting recruitment activities, and that it fully expects the MRC and the parties to engage in vigorous, sustained recruitment so that all magnet school seats are filled every academic year. II. The LRSD has before the Court a motion for early retirement incentive program exemption and racial impact approval. This matter was Included in the LRSD's 1994-95 budget, which the Court allowed to proceed by order dated August 22, 1994. Accordingly, this motion is moot. The Clerk is directed to remove this motion from the pending motions report. III. The PCSSD asks this Court to approve certain program analyses addressing various items of operation in the PCSSD and to amend the PCSSD permanent intradistrict desegregation plan as necessary. Specifically, the PCSSD seeks approval for program analyses regarding (1) the transfer of an assistant principal position from Jacksonville High School to Jacksonville Junior High South and Jacksonville Junior High North\n(2) a proposal to emphasize team learning and teacher expectation and student achievement and deemphasize the program for effective teaching\n(3) a proposal for 3t the elimir^tion of the assistant principal's position at Scott Elementary School\n(4) a proposal for changes in summer school programs in the PCSSD\n(5) a proposal to combine the positions of associate directors for elementary and secondary education into one position. that being the Director of Instructional Support Services\nand (6) a proposal to change the position of Director of Music and Extra-Curricular Activities t Coordinator of Music and Extra-Curricular activities. These matters were included in the PCSSD's 1994-95 budget, which the Court allowed to proceed by order dated August 26, 1994. Accordingly, this motion is moot. The Clerk is directed to remove this motion from the pending motions report. IV. In sum. the Court denies the PCSSD's motion to amend the desegregation plan (doc.#2126), finds the LRSD's motion for early retirement incentive program exemption and racial impact approval to be moot (doc.#2172), and finds the PCSSD's motion to approve certain program analyses and to amend the PCSSD permanent intradistrict desegregation plan as necessary to be moot (doc.#2218). IT IS SO ORDERED this A- /day of March 1995. UNITED S'TATES DISTRICT/ 1 JUDGE OOCKBT fHffT 4 PROP \u0026gt;41 FRIDAY, MAY 6,1994 ERSD adds incentive to retire Out-early teachers  to get $2,500 bonus .......... BY CYNTHIA HOWELL Democrat-QazeMe EdtKallon Writer '  Negotiators for the Little Rock School District and the Classroom Teachers Association decided to sweeten the pot i\nIJhursday to entice veteran I teachers to consider early re- : l tirement. i\n The two negotiating teams\nreached a tentative agreement  to add a $2,500 bonus to the re-\ntirement benefits approved ear-\nlief this year by the CTA and the\nschool board. The CTA mem-\nbership and school board must  adopt the bonus before it can\ntake effect.\nThe district's early retirement\nplan will give up to a years  \u0026gt; salary to employees with 16 or .1 more years of experience if they\nanhounce their plans to retire\nfrom the district by May 20.\nFor the one-time-only retire- : ment plan to take effect, at least\n100 teachers must enroll. Par-\nticipation in the program is I  capped at 250, though more than \u0026gt; 600 of the districts 1,400 teach-\ners are eligible. So far, 65 teach- ers have signed up for the early\nretirement program. ' The program is one attempt .: to cut salary expenses for the\nnext school year. District offi- \n|cials are trying to trim $7 million \u0026lt; in expenses to balance the bud- : get for next year and avoid an il- : legal deficit. .\nVacancies created by the ear- ly retirements will either not be ' filled or will be filled by the 80 teachers whose jobs are being eliminated at the end of this year  also as a cost-cutting measure. Tile vacancies would be filled by Jl^Shhers who have less seniority IXnd earn less than the retirees, j: -Brady Gadberry and Frank jaartin, chief negotiators for the lliflslrict and CTA negotiating Cteams respectively, said the $?,500 bonus would be paid by ^ug. 2. -Despite being ineligible for Sariy other retirement incentive, ,31)e districts 28 teachers aged 65 ^r older would be eligible for the \u0026gt;$2,Soo bonus. The system has no ^iSoo bonus. The system Smahdatory retirement age.  i\n\u0026lt;Jadberry pointed out that the ^,'^2^600 would be more than Enough to cover a retiring iVeJ'chers yearly health insur- rSHC.e premiums.Arkansas Democrat a SATURDAY. MAY 21, 1994 Numbers dont add up for teacher retirement plan Democrat-Gazette Staff Eighty-nine Little Rock School District teachers  11 short of the 100 required  signed up for the districts early retirement incentive program by the deadline Friday, leaving the programs fate uncertain. The Classroom Teachers Association is expected to ask for at least a weeks extension of the deadline to meet the minimum number or to ask that retiring administrators be included in the teacher count. As of Friday afternoon, 14 administrators had signed up for the early retirement incentive program. The school board could also decide to lower the minimum number of participants. Earlier this year, the board adopted the teacher retirement incentive program as a way to trim salary expenses for next year. District officials had estimated $750,000 in savings if 100 teachers retired and were replaced by less-experienced, lower-paid employees. , According to the terms of the program, teachers with 16 years of experience in the district were eligible to get all or a part of a years salary if they retired before age 65. The years salary would be paid over as many as five years. In addition, all retiring teachers, including those 65 and older, would be eligible for a $2,500 bonus to be paid Aug. 2.Copyright  Little Rock Newspapers. Inc. I LRSD staff\nLet teachers retire early BY CYNTHIA HOWELL ' Democrat-Gazette Education Writer ''  Little Rock School District administrators will recom-\nmend that the School Board proceed with a teacher early retirement incentive program although applications fell 12 short of the minimum requirement of 100. The staff also will recommend extending by one week the application deadline, which originally was last Friday, for teachers, administra- tors, clerical workers and nurses, said Brady Gadberry, district director of labor relations. Eighty-eight teachers applied for the early retirement incentive by the deadline\nIn addition, 17 administrators, 17 clerical workers and three nurses also signed up for early retirements. The School Board adopted the one-time early retirement program to trim costs. The district must cut more than $7 million in expenses for next year to avoid an illegal budget deficit. The early retirement program could be more financially successful than expected. Gadberry said retirement of the 88 teachers who signed up for the program by last week would save the district about $820,000 in salary costs. Earlier, district officials estimated retirement of 100 teachers would generate $750,000 in savings.  The savings would be generated by replacing the retiring teachers with less experienced, lower-paid ones.\nThe projections do not include any savings that might be realized by the early retirements of the administrators, nurses and clerical work- | ers. Those savings have not been calculated. - To be eligible for the-eai^ ly retirement, a teacher had to have at least 16 years of experience in the district and be under age 65. Of ffie districts 1,400 teachers, 630 were eligible for the incentive, which is all or part of a year s salary to be paid out over up to five years. In addition, all retirees, including those 65 and older, will get a $2,500 bonus in August.AAansas Democrat (gazette SATURDAY, MAY 28, 1994  LRSD will lose 124 educators to early retirement incentive  BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District will lose some longtime and well-known educators at the end of this school year because of an early retirement incentive program. The program will save the district about $1 million in salary costs next year. Most who are leaving arent frequently mentioned in news reports, but they are well known in education circles and beyond because of their long tenure, job assignments and accomplishments. The district implemented the early retirement program to cut costs. The retirees, 124 in all, will be replaced with people with less experience at lower salaries. Among the 87 teachers who will retire this year is Mary Beth Greenway, an English teacher at Parkview High School who this year won a $25,000 award from the Milken Family foundations for outstanding teaching. She also was one of two teachers from Arkansas to be named candidates for the NASA teacher in space program in the late 1980s. Among others who are leaving is Louise Bloom, a teacher at Williams Magnet Elementary\nCarol Barnhouse, a math teacher at J.A. Fair High\nBryant Cochran, a math teacher at Hall High and a former president of the Little Rock Classroom Teachers Association\nDelores S. Ivey, a counselor at Central High\nArlin Jones, a band director at J.A. Fair High\nCharles Lance, journalism teacher at Central High\nSusan May, an English teacher at Pulaski Heights Junior High\nElizabeth Willingham, an English teacher at Hall High\nand Crystal Wood, a kindergarten teacher at Badgett Elementary. The salaries for the teachers range from $31,138 to $48,083. Included among the retirees are at least 17 administrators. The administrators have until June 17 to apply for the early retirement program, which provides employees with $2,500 plus all or part of a years salary if they resign before age 65. The 17 include five principals, the director of the Metropolitan Vocational Technical Skills Center, the director of the Safety and Security Department, the desegregation facilitator and the reading and mathematics supervisors. The principals are Donna Davis at Gibbs Magnet Elementary, Mary Guinn at Carver Magnet Elementary, Richard Maple at Forest Heights Junior High, Clell Watts at Henderson Junior High and Al Niven at Fair High. Also retiring are Doyle Dil- lahunty at Metropolitan, Bill Barnhouse, who is the safety and security director, Arma Hart, the desegregation facilitator\nAlice Stovall, the reading supervisor, and Judy Trowell, the math supervisor. The salaries for the administrators range from $32,163 to $65,676. In addition, three nurses and 17 clerical employees are taking early retirement, including Norma Rogers, the executive assistant to the superintendent, and Sue Pederson, the executive assistant to the associate superintendent for desegregation.\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_470","title":"Incentive Schools: 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":["1994/1995"],"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 improvement programs"],"dcterms_title":["Incentive Schools: 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/470"],"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":["36 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\nIncludes ''1994-1995 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring\nr I Revised Timeline for 1995 Incentive School Monitoring Report Task Dates Person(s) Responsible Review 94 guide for possible revision Dec. 27-28 Melissa Discuss revisions Jan. 4 all Redistribute reporting chores Jan. 4-11 Horace, Margie, Melissa Complete revised guide Jan. 4-11 Polly and Melissa Schedule orientation for new principals Jan. 6-9 Melissa Schedule visits after other dates firm up all 4- their calendars Write letter to principals Feb.1-3 Melissa Hold orientation, distribute guide, letter, and schedule Melissa, Polly, Linda Visit the schools Feb. 22-Mar. 3 Melissa, Horace, Margie, Barry, and ? Write the report Mar. 6-27 Horace, Margie, Melissa, and Barry Polly Edit March 28-April 7 Polly Incorporate Pollys changes April 10-11 all writers Anns review of report April 12-19 Ann Incorporate Anns changes April 20-21 all writers Review by district April 24-25 ? Incorporate comments April 26-27 Horace and Melissa will do Margies share since she will be in Denver (we have her OK, if it is OK with Ann)Report to the printer May 1 Polly File the report May 4* PollyReview of the Incentive School Monitoring Guide for 1995 Current page # Topic Rec. for 95 3-5 \"Etirru 6-17-------------- 78-33------------- 24-29/A\u0026lt;^'(g\u0026gt;^ 36^4------------- 33-36 Enrollment section Staffing section----- Test data-section Discipline section GT section----------- Facilities section keep -----------(due to update)drop (if published before June 95)drop keep jj-ju \u0026gt; raciuncs ick-uuu , . r- , Programs ana Operations -u drop? keep 37-48--------------- 38------------------- 38-40 46-41--------------- 41-46 )-lor-C\u0026lt;C 474-8 Hcxacc 50-------------------- 56-51-------\n-------- 51-52^^'^''^ 52-53 53-54\u0026gt;^^^'^ 54-55 56-57/Vlat'giC. 57-60 ^Aargi L. 60-66-------------- Quarterly report-------------- Long-range strategic plan high Scope and other ECE Reading/ oral language----- Themes Science labs Foreign language dfop keep ----drop? keep keep keep 66-67 67-70 70-73 Parent Home Study Guides CMIT (due to status report) Classics reading------------------ Leisure skills Social skills Field Trips Career skills development Extended Day Saturday Program Summer School Compacts----------- (if published by June) Study skills-A' dan+ Counselingorvibini- ail ic drop -drop keep 7 keep 7 keep keep drop -drop keep keep Parent and Communitv Involvement 74-77 Moraca- Il-19 'garr'g 79-80 'gjo.rtTu 80-81 ^t=82------------- 82----------------- 83-84 Parent Centers Parent Workshops Volunteer recognition Home visits (2 rec.) Home/school communication Signing homework Role models/ mentors # \u0026lt;OK\u0026gt; 84-85/^\u0026lt;7r^fet-'^\u0026lt;A._ parent contract (1 rec,, but sort of OK) 85-86 Key communicators / 'Su.rta.o. 86-87 f4\u0026lt;xac\u0026lt; \" 2 Parent Council 87-89 (Horace.' Parent Recruitment 90-93 Biracial Committee Entire section drop? keep keep keep drop drop  keep drop keep keep keep keepRockefeller Early Childhood Magnet 94-101 Entire section, except demo, desig. (p 96), keep Double Funding 102-104 Entire section keepOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor / A? ,/:r 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371^)100 Date: February 9, 1995 From: To: Subject: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Barry Ward Sterling Ingram, Associate to the Deputy Superintendent Incentive School Monitoring As you are aware, ODM soon will begin our annual monitoring of the incentive schools. While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by February 24, 1995. Copy of the Spanish curriculum currently in use in the incentive schools. Description of the incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program. Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school. Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school. Documentation of mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered. Records of training the district conducted for mentors. List of community meetings including time, location, and copies of sign-in sheets. List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents.Incentive School Monitoring Information (Cont.) Membership roster for the Parent Council with members identified by race, gender, and the organization each represents. Copies of the Parent Council monitoring instrument, meeting minutes, and quarterly reports. List of the Biracial Committee members by race, gender, and address. Copies of the Biracial Committee meeting minutes, monitoring schedule, and monitoring instrument. Copies of the 1994-95 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits. A list of all recruitment activities planned and implemented for the 1994-95 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment efforts. cc: Dr. Russ MayoOffice 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 Date: February 9, 1995 To: From: Subject: Incentive School Principals Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Barry Ward Monitoring the Incentive Schools Enclosed you will find a schedule of our upcoming visits and a draft copy of the incentive school monitoring guide. The guide has changed very little since last year. During our visit, we will need to interview you and conduct classroom observations. We will need a workspace and a copy of the following 1994-95 records. Staff development activities held specifically for Instructional and Supervision Aides Teacher inservice sessions regarding the use of instructional aides Theme implementation plan Discipline, Suspension, and Expulsion by race and gender Building-level discipline plan Field Trips Pre-professionals Individual student test profiles Building-level counseling plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center Monthly communications packets distributed by the Parent Center List of parent meetings including topic, time, location, and sign-in sheets The total number of home visits conducted as of February 1995 A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position The number of signed contracts and a description of follow-up proceduresSpeakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Extended Day schedule Extended Week schedule If you have any questions or concerns, please do not hesitate to call our office.Date Schedule of ODM Monitoring Visits to the Incentive Schools School Wednesday, February 22,1995 Rightsell Tuesday, February 28,1995 Franklin Thursday, March 2, 1995 Garland Friday, March 3,1995 Rockefeller I Tuesday, March 7,1995 Mitchell1994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the 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 the 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)  Students 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 1992 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 the work being done. (ODM 1992 Report, pg. 32) Facilities  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) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg, 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the 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 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)  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)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)  Social skills are taught, when 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)  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\nInterdis. Plan, pg. 4)  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 the 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 the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 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, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  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 to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  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\nODM 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 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)  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) Parent and Community Involvement  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 source 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 their 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, Page 3 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 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)  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)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award witmers, 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 visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan. pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and aU volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  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 Page 4neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan. pp. 224,225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize aU monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan. pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan. pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of\nincentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216,220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged smdents and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in ail schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the 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 the 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)  Students 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 1992 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 the work being done. (ODM 1992 Report, pg. 32) Facilities  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) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg, 17)  Parents and staff at each school develop school themes which are integrated into the 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 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)  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)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg.156)  Social skills are taught, when 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)  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\nInterdis. Plan, pg. 4)  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 the 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 the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 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, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  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 to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities, (LRSD Plan, pg. 179)  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\nODM 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 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)  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) Parent and Community Involvement  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 source 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 their 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. Page 3 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 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)  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)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly 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 visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  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 Page 4 neighborhood pride. These strategies work together to raise the trust level between the school and the community, (LRSD Plan, pp, 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua, The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors, (LRSD Plan, pg, 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly, (LRSD Plan, pp, 224,225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15, (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment, (ODM 1992 Report, pg, 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements, (LRSD Plan, pp, 132, 135, 215\nInterdis, Plan, pg, 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting iimovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the 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 the 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)  Students 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 1992 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 the work being done. (ODM 1992 Report, pg. 32) Facilities  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) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the 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 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)  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)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg.156)  Social skills are taught, when 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)  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\nInterdis. Plan, pg. 4)  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 the time designated for extended day activities. Scheduhng 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 the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 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, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  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 to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  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\nODM 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 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)  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) Parent and Community Involvement  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 source 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 their 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. Page 3 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 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)  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)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly 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 visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  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 Page 4 neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224,225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that siimmarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp, 217,223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216,222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six, (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, fiill-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal Monitor ENROLLMENT REQUIREMENT The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) School Enrollment Summary Year Black White Total %Blk Franklin 1989-90 364 84 448 81 1990-91 343 68 411 83 Garland Ish Mitchell Rightsell 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 428 352 300 268 211 262 233 181 157 142 188 182 220 183 285 232 215 194 191 282 239 184 79 59 45 17 29 17 23 24 7 4 12 5 19 24 27 32 15 17 2 7 10 5 507 411 345 285 240 279 256 205 164 146 200 187 239 207 312 264 230 211 193 289 249 189 84 86 87 94 88 94 91 88 96 97 94 97 92 88 91 88 93 92 99 98 96 97 Six Year Comparison: 1989-90 to 1994-95  in total enrollmenl  in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollmenl  in white enrollment  in black enrollment Six Year Comparison: 1989-90 to 1994-95 . ^^n total enrollment  ^in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollmenl  in white enrollment  in black enrollment Note: LRSD closed Ish Incentive School after the 1992- 93 school year. Six Year Comparison: 1989-90 to 1994-95  in total enrollment  ^in white enrollment  ^in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollment  in white enrollment  in black enrollmenl Six Year Comparison: 1989-90 to 1994-95  in total enrollment  ^^n white student enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  in total enrollmenl  in white enrollment  in black enrollmentSchool Enrollment Summary Year Black White Total %Blk Rockefeller 1989-90 215 35 250 86 1990-91 195 76 271 72 1991-92 1992-93 1993-94 1994-95 282 250 240 121 111 100 403 361 340 70 69 71 Stephens 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 225 190 235 202 141 1 12 10 7 4 226 202 245 209 145 99 94 96 97 97 Total 1989-90 1,643 180 1,823 90 1990-91 1,455 215 1,670 87 1991-92 1992-93 1993-94 1994-95 1,962 1,690 1,261 273 247 193 2,235 1,937 1,454 88 87 87 Six Year Comparison: 1989-90 to 1994-95  in total enrollment  in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95  In total enrollment  ^in white enrollment  in black enrollment Note: LRSD closed Stephens Incentive School after the 1993-94 school year. Six Year Comparison: 1989-90 to 1994-95*  in total enrollment  in white enrollment  in black enrollment Two Year Comparison: 1993-94 to 1994-95*  in total enrollmenl  in white enrollment  in black enrollment * Note: These totals do not include Ish School, which closed alter 1992-93, and Stephens School, which closed alter 1993-94. Page 2DISCIPLINE, SUSPENSION, and EXPULSION REQUIREMENTS  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the 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 the 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)  Students 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 1992 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 the work being done. (ODM 1992 Report, pg. 32) School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Black White Sent-Homos Black White Franklin Garland Mitchell Riqhtsell Rockefeller Page 3 M F M F M F M F M F M F M F M FFACILITIES REQUIREMENTS  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) Page 4PROGRAMS AND OPERATIONS REQUIREMENTS  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152)  Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17) School Teacher's Name Class Enrollment Franklin Garland Mitchell Riqhtsell Rockefeller  Parents and staff at each school develop school themes which are integrated into the 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 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) Page 5 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)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg-156)  Social skills are taught, when 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)  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\nInterdis. Plan, pg. 4)  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 the 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 the homework center, CARE, or leave the campus at the request of a parent or 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, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  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 to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Page 6 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\nODM 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 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)  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) Page 7PARENT AND COMMUNITY INVOLVEMENT REQUIREMENTS  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 source 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 their 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)  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)  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) 1994-95 Volunteers School BM BF WM WF Unidentified Total Hours Franklin Garland Mitchell Riqhtsell Rockefeller TOTAL  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A 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 visibly part of school life. (ODM 1992 Report, pg. 38) Page 8 Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1994-95 Enrollment 1994-95 Home Visits Franklin Garland MHchell Riqhtsell Rockefeller TOTAL  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  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) School Key Communicators Franklin Garland Mitchell Rightsell Rockefeller Page 9 The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)  The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrmnent used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Page 10PARENT RECRUITMENT REQUIREMENTS  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recmitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) Requirement Rnding Comments Informational sessions held with\nspecial interest groups community organizations churches Saturday information booths at malls Special media coverage School telephone hotline Highlight sheets___________________ Parent recruitment teams established Public service announcements Billboards Media blitz Videocassette recordings Flyers Open houses Targeted neighborhood blitzes Small group tours Special designation from ADE Celebrity endorsements Speakers bureau Individual school brochure Page 11 Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Page 12ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL REQUIREMENTS  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) II  The early childhood program is an integral part of the whole school, not a separate or \"add-on' program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12)  Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Page 13INCENTIVE SCHOOL DOUBLE FUNDING REQUIREMENTS  Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) Page 14Little Rock School District Audit of Obligations October 1993-October 1994 o S o O o o C3 iia y o Cz4 bii P o - ^J1 r-i 1 cn o I ! i I  I 1   r ) -J J I 1 E I November 22, 1994 tz\u0026gt;l ittle Kock School District Audit of Obligations October 1993-October 1994 The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Document. That Program Budget Document represents all incomplete obligations of the district through October, 1993. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by the Superintendents Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the status of each obligation. Responsible persons were asked to report on the status on the listed obligations. Responses have been reduced to codes. The audit is included here in chart form for easy reference. Evidence of the status of each is maintained by the person responsible. The chart is divided according to the documents from which the obligations were drawn. In the far left column, each obligation or recommendation is numbered in sequence for easy reference. The date of the document, type of document, page, obligation, person responsible, and the date the obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears at the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephens Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows\nMR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of (his audit will be sent to the following locations and people\n1. 2. 3. 4. 5. 6. 7. 8. 9. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)\nMembers of the Little Rock School District Board of Directors\nThe Superintendent of LRSD\nMembers of the Biracial Committee\nMembers of the Parent Council\nMembers of the Superintendents Council Each Program Manager affected (to be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)\nThe Director of Planning, Research, and Evaluation as custodian of the Program Budget Document\nand. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation1 2 3 4 5 6 7 8 9 10 11 12 13 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 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 5 5 12 12 13 15 15 15 15 22 22 22 27 LRSD Audit of Obligations October, 1993 to October, 1994 INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMIVIENDATION _____________________ 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.________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. Establish goals and objectives for racially balancing each incentive school staff as part of comprehensive long-range strategic plan for implementing the incentive school features. a 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 recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures (LRSD Plan, pg. 190)_____________________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools.______ Develop a comprehensive 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 orders and to fulfill the commitments in its desegregation plan. Requirement: The parties 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. (Interdis. Plan, pg 6) - Needs to be done + In progress PERSON Mayo, Wagner Matthis Hurley Hurley Hurley Asst. Supt. Matthis Matthis Woods Matthis Asst. Supt. Hurley Woods Woods Matthis DONE I + + 8-94 8-92 11-93 11-93 + + * Completed14 15 16 17 18 19 20 21 22 23 24 25 26 27 LRSD Audit of Obligations, November 1994 -------------------------------------------------_ Page 2 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 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 30 34 38 38 38 38 38 38 38 40 41 41 41 41 RECOMMENDATION ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)___________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools 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._________________________________ Repair or replace the leaky roof in Mitchell's reading room Replace the loose floor tiles in Mitchell's hallway. Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.__________ Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet._________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation._________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings._____________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans Requirement\nThe incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149)______ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved._______ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations. - Needs to be done + In progress PERSON Roberson Donaldson Eaton Eaton Eaton Eaton Eaton Eaton Eaton Matthis Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan DONE 8-94 9-94 7-94 7-93 7-92 1-94 6-94 6-94 6-94 * Completed + + +28 29 30 31 32 33 34 35 36 37 38 39 40 41 LRSD Audit of Obligations, November 1994 -------------------------------------------------- Page 3 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 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 41 41 41 43 43 43 45 45 46 47 47 48 48 49 RECOMMENDATION ____________________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations._____________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. ____________________ Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.____________________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force.________________________________________________________ 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 in place for grades K-2 at each school. (LRSD Plan, pg. 152) 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._________________________________________________________________________ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum_____________________________ Ensure that each school develops and executes a plan for fully implementing its theme 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._________ 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.______________________________ 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. - Needs to be done + In progress PERSON Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Price Price Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow DONE 3-94 6-94 10-94 8-93 * Completed + + + + +42 43 44 45 46 47 48 49 50 51 52 53 54 LRSD Audit of Obligations, November 1994 --------------------------------------------------Page 4 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 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 49 51 51 51 51 52 53 55 56 57 58 61 61 RECOMMENDATION ___________________________ 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. 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. Increase the amount and improve the quality of Spanish language materials available in each school. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: 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)__________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- 94 school year.________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154)______________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154)__________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans. Requirement: A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164)_______ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum._______________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourage can be so important to a childs development that every student who needs or wants a mentor should have one.______________________________________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. - Needs to be done + In progress PERSON Glasgow Grier, Parker Grier, Parker Grier, Parker Grier, Parker Matthis Woods Woods Asst. Supt. Grier, Parker Matthis Milam Milam DONE 8-94 8-93 * Completed + + + + + + + +55 DATE 12/09/93 DOC MR Pg 63 56 57 58 59 60 61 62 63 64 65 66 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 12/03/94 MR MR MR MR MR MR MR MR MR MR MR 65 68 68 68 68 68 68 68 70 70 72 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 5 RECOIVIIVIENDATION Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life._________ 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 to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._____________________________________ 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. 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. 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 when act decisively upon what the evaluation reveals._________________________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.________ 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,______________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report.________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student 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. - Needs to be done + In progress PERSON Cheatham Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. Asst. Supt Asst. Supt., Principals DONE 4-94 8-92 10-93 10-92 * Completed + + + + +67 68 69 70 71 72 73 74 75 76 77 78 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 6 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 12/05/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR Pg 72 76 76 78 78 78 84 85 89 89 89 91 __________________________________RECOMMENDATION 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. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Make an effort to 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. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. _____________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. _____________________ 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 to help determine the effect of the variables these profiles record._______________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress PERSON Asst. Supt, Principals Principals Woods Milam Asst. Supt. Principals Hurley. Asst. Supt. Principals Hurley. Asst. Supt. Hurley. Asst. Supt. Elston Marlin DONE 10-92 8-94 9-94 8-94 8-94 1-94 * Completed + + +79 80 81 82 83 84 85 86 87 88 LRSD Audit of Obligations, November 1994 ---------------------------------------------------- Page 7 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 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR Pg 92 92 95 97 97 98 105 105 105 106 __________________________________RECOMMENDATION Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED. Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents.________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: 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 source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)_______________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations._______________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly.________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD 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 the contact or any other pertinent information.____________________________ Train incentive school principals and staff to 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 to 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 their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments. - Needs to be done + In progress PERSON Martin Milhollen, Martin Gill Gill Gill Principals Principals Woods Cheatham, Principals Principals DONE 3-94 4-94  Completed + + +89 90 91 92 93 94 95 96 97 98 99 100 102 LRSD Audit of Obligations, November 1994 _______________________________Page 8 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 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 109 109 109 116 116 117 117 117 117 117 117 117 120 RECOMMENDATION Assign a LRSD employee the 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 Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau 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 successfully perform each job. Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children._____________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents.__________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._________________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs._________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success._______________________________________ Refrain from placing any uncertified teacher in an early childhood classroom.________ Provide regular, quality staff development opportunities for the early childhood education staff. Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.___________ ODM makes no new recommendations\nthe district remains obligated to follow ail court orders and to fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress PERSON Wagner, Principals Wagner, Principals Wagner, Principals Matthis Price, Mangan Price, Mangan Mangan Milhollen Mangan Mangan Mangan Mangan Milhollen DONE 1-94 3-94 93-94 8-93 93-94 ongoing Annually * Completed +103 DATE 03/11/94 DOC MR Pg 12 104 105 106 107 108 109 110 111 112 113 114 115 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 12/03/94 MR MR MR MR MR MR MR MR mr MR MR MR 12 12 12 12 12 13 13 13 13 19 20 20 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 9 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 v/ays 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 state 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. 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 their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Annually identify specific recruitment goals for each incentive school and regularly frack 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. Consider adding four-year-old classes at the incentive schools which have only one class, thereby achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress PERSON Wagner Wagner Wagner Mayo Principals, Wagner Principals, Wagner, Ingram Wagner, Principals, Wagner Principals Wagner, Principals Wagner, Mayo Principals, Ingram Matthis DONE 1-94 5-94 9-94 8-94 * Completed + + + + +Audit of Court Orders \u0026amp; Transcripts 116 117 118 119 120 121 122 123 124 125 126 127 128 1 LRSD Audit of Obligations, November 1994 -------------------------------------------------- Page 10 DATE 01-25-94 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 DOC TR TR TR CO2091 CO2091 TR CO2129 CO2146 CO2155 TR TR TR TR Pg 54 227 241 2 6 115 3 5 1 39 39 150 192 _____________________________________OBLIGATION______ The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment The LRSD is obligated to build, in addition to the King Interdistrict School in the fall of 1993, the Stephens Interdistrict School. LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School. _____________________ The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Desegregation Plan, to be done more quickly than the District has done in the past._________ LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD Interdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County_______________________________ Develop immediately specific guidelines regarding assignments to King School, by extension, apply to its other Interdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children\nthey must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its budget process and public input with respect to the budget.____________________ LRSD reimburse PCSSD $167,113 within 60 days of order Approval of school construction at Jefferson Elementary should be and hereby is granted LRSD will pay an increase of $52,604.09 in the ODM Budget ~ The court wants something justifying the expenditures and explaining why increases, decreases or deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it._________ The court wants more detail on how the district plans to recruit white students for Stephens in light of the demographic trends._________________________ In addition, the court wants to know who will be responsible for recruitment. The Stephens Stipulation of June 7,1994 changes the third inlerdisirict school from Stephens Io Washington. 12/03/94 - Needs to be done + In progress PERSON Wagner Mayo DONE 6-94 Mayo Mayo Mayo Williams Millhollen Eaton Millhollen Millhollen Mayo Mayo Wagner 5-94 8-94 9-94 11-94 APPEAL + PEND. + 6-94 9-94 + + 9-94 * Completed129 130 DATE 06-07-94 06-28-94 DOC TR CO2225 Pg 193 5 131 132 133 134 135 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12/03/94 TR CO CO CO CO 81 4 5 6 8 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 11 ____________________________________OBLIGATION The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments.___________ The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school years.________________________________________________________________ Develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented.__________________________ Institute management processes which will actively review progress, in terms of achievements and expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered\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_512","title":"Incentive Schools: Spanish programs","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":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Spanish language","School improvement programs"],"dcterms_title":["Incentive Schools: Spanish programs"],"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/512"],"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":["28 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\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION NOV 1 6 1994 Oifice 01 Desegregauon Moniiofing LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. 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 NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the following documents which are related to the district court order dated October 24, 1994: 1. Incentive School Spanish Program. 2. Incentive School Theme Implementation. 3 . Improving Student Transportation - A Business Case. 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 By^ Christopher Hei Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 16th day of November, 1994. 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 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher He :r 2 INCENTIVE SCHOOL SPANISH PROGRAM The October 24, 1994, Order from the United States District Court Eastern District of Arkansas Western Division requested clarity relative to the Spanish program being offered at the incentive schools. The Order requested responses to specific descriptors which are provided. In addition, information is being provided relative to the First Grade Spanish Immersion Pilot Program.* I. The extent to which the program is offered during the regular instructional day or extended day. Franklin Spanish is offered as an integrated component of the Spanish Immersion Program II. III. Garland Mitchell Rightsell Rockefeller Spanish is offered three days per week for 30 minutes Spanish is offered during extended day Spanish is offered during extended day Spanish is provided through grade level integration during the regular day and on a volunteer basis during extended day During the budgeting process for the 1994-95 school year, incentive school principals were directed to determine their staffing needs that would allow them to provide Spanish during the regular school day. Business cases were developed and included in the tentative budget that was submitted to the Court. The Superintendent met regularly with the principals to secure feedback regarding the implementation of the incentive school plan. During one of these meetings, the principals recommended that Spanish should not be provided during the instructional day. (It was at the principals requests that the district withdrew the business cases for Spanish teachers for the 1994-95 school year. The principals beheve the existing program, included in this document, is a way to provide meaningful foreign language experiences to their students.) The date the program began in each school during this academic year. Franklin Garland Mitchell Rightsell Rockefeller August 22, 1994 August 24, 1994 September 27, 1994 November 4, 1994 August 23, 1994 (regular classrooms) September 27, 1994 (extended day) The days and times Spanish is offered at each school. Franklin Monday - Friday (regular school day) Specific time at discretion of teacher Garland Monday, Wednesday, Friday 10:30 - 11 a.m.Mitchell Wednesday 3:05 - 4:35 p.m. Rightsell Wednesday 3:05 - 3:50 p.m. \u0026amp; 3:50 - 4:35 p.m. Rockefeller Monday - Friday (regular school day) Specific time at discretion of teacher Tuesday (extended day) 3:05 - 3:50 p.m. intermediate students 3:50 - 4:35 p.m. primary students rv. How instruction is being delivered. Franklin Students learn to speak and study Spanish as they learn the traditional first grade curriculum. The core content area subjects will be taught in the target language. English will be spoken and taught during the language arts block. Garland Garland utilizes the TI-IN satellite network to present Spanish to students. The TI-IN network Spanish program is a sequential language program, designed to provide developmentally appropriate learning opportunities for students in grades 2 through 6. The principal instructional goal for all TI-IN elementary Spanish courses is the progressive development of the four communications skills: listening, speaking, reading, and writing. Second year students will build on the progress they make as the program develops. Along with the teaching of communications skills, cultural information is infused at each level. The TI-IN elementary Spanish curriculum will spiral from year to year, as previously learned materials are reviewed, re-entered, and sequenced. Mitchell Students receive instruction from a certified Spanish teacher during extended day. Rightsell The certified auxiliary teacher provides instruction for the Spanish class. A variety of materials, to include but not limited to video/audio cassettes, drill cards, games, and guided and independent activities, will be used as instructional strategies. Rockefeller An instructor (certified in early childhood education and gifted and talented education), who is familiar with Spanish language, conducts the extended day sessions focusing on exposure and identification of the Spanish language. She has had inservice training, provided by Little Rock School District, to aid her with the use of the \"Amigos\" and \"Saludos\" programs which are utilized in the extended day atmosphere. 2V. The number of FTEs teaching the subject in each school. Franklin Garland Mitchell Rightsell Rockefeller One FTE Ten h I Es One b l E (extended day) One FTE Sixteen Pits VT. Whether each teacher is certified in Spanish. Franklin Garland MitcheU Rightsell Rockefeller Yes Broadcast instructor - Yes Classroom teachers - No Yes No No VII. A description of each language lab and how it is being used to reinforce instruction. All incentive schools have computer labs that can be used with appropriate software for language instruction. Specific usage by individual schools follows: Franklin Garland Mitchell Rightsell Rockefeller Portable audio cassette players and cassettes are used on an as-needed individual basis. This method is consistent with the FEES approach that is viewed as the most appropriate means of teaching foreign languages. The language lab is located in the library with easy access to teachers and students to use. The lab offers a variety of mediums containing books, magazines, Geo-Safaries, filmstrips, and videotapes. VIII. The grade level at which Spanish is offered. Franklin Garland Mitchell Rightsell Rockefeller First Grade Second Grade - Sixth Grade First Grade First Grade - Sixth Grade First Grade - Sixth Grade 3IX. The number of children enrolled in Spanish classes at each school by grade level. X. XI. SCHOOL Franklin Garland Mitchell Rightsell Rockefeller 1ST 18 0 38 4 0 60 2ND 0 31 0 3 8 42 3RD 0 36 0 0 8 44 The specific learning objectives of the program. 4TH 0 32 0 5 8 45 5TH 0 40 0 2 5 47 Spanish provides students with the opportunity to develop skills in listening, speaking, reading, and writing the Spanish language as well as an introduction to the Spanish culture. Students of the Spanish program will be able to: 1. 2. 3. 4. 6TH 0 37 0 0 0 37 TOTAL 18 176 38 14 29 Master basic structure and vocabulary. Become familiar with Spanish syllabaries. Gain an understanding and appreciation of the Spanish culture, people, and society. Expand the students thinking and awareness of themselves and their world through the exposure of the Spanish language. How those objectives correlate to the program being offered in each school (for example, as related to the methodology, instructional time, language lab practice periods, interaction with native speakers, etc.) Franklin Students in the first grade Spanish classroom experience meaningful Spanish learning activities with the districts core curriculum. \"The Total Physical Response\" is used by the teacher. The teacher is a fluent speaker of Spanish. Garland Teachers are provided lesson plans to reinforce the satellite program provides developmentally appropriate learning experiences. Mitchell The certified Spanish teacher uses \"The Total Physical Response\" to enable the students to obtain the learning objectives. The teacher is a fluent speaker of Spanish. 4Rightsell Rcx:kefeller An assortment of materials such as video/audio cassettes, games, and drill cards are used to support the learning objectives. Each teacher or specialist correlates the Spanish objectives to each curriculum area. Example: The second grade students are taught songs in the Spanish language for performances. *The Spanish Immersion Pilot Program has been fully implemented in a first grade classroom at Franklin Incentive School. Ms. Edi Ax, who taught Spanish at Dunbar Magnet Junior High School and served as department chair, has been hired to teach the program. Ms. Ax is appropriately certified and has previous teaching experience at the elementary school level. Students in Ms. Axs first grade Spanish classroom were randomly selected and their parents or guardians were notified about the program. Many of the parents have already visited with Ms. Ax and all have been supportive of the program. No parents or guardians have objected to the program being implemented or to their children participating in the program. Ms. Ax is using the districts foreign language curriculum (novice level) to guide her in providing a Spanish experience, emphasizing oral proficiency. Students are experiencing a variety of cultural activities, as Ms. Ax uses the \"Total Physical Response\" (TPR) to enable the students to experience the Spanish language. Ms. Axs classroom has been equipped with over $1,500 worth of materials and supplies (see enclosed list), as well as special furniture and audio-visual equipment to ensure an appropriate Spanish learning environment. The districts reading specialists have worked with Ms. Ax to help her coordinate meaningful Spanish learning activities with the districts core curriculum and with appropriate first grade teaching strategies. Ms. Ax is currently participating in a new foreign languages masters degree program at UALR. This participation is affording Ms. Ax access to resources and expertise that will help her as she continues to implement the Spanish immersion program. 5Date: December 2, 1994 To: Judge Wright Froint^'Anr in Brown Subject: Informal Review of the LRSD November 16, 1994 Filing: Transportation Business Case, Incentive School Spanish Program, and Incentive School Theme Implementation. My staff and I have reviewed the submissions which the LRSD made last month to satisfy requirements of your October 24, 1994 Order. Our brief, very informal, and private assessment of each document follows below in three separate sections. If you should want us to write up a formal review, we will be happy to do so. 1. Transportation Business Case This case satisfies the mandate that the district provide a business case to explain how it will spend the Si.3 million which it appropriated for transportation in the 1994-95 budget. Both Bill and Melissa spent some time reviewing rough drafts of this business case with Russ Mayo (its author), posing questions and suggesting changes. Russ took some of those suggestions, but not all. For example, we suggested that the district think long-range and expand the business case to encompass transportation needs beyond the current school year. Other than the chart showing an extended bus replacement schedule, the proposal doesnt include such long-term planning. The business case only covers a solution and expenditures for the current budget year, 1994-95. Overall, e business case is acceptable. While several areas could be improved, it is better than most cases prepared by the LRSD. The case is weak in its alternative analysis, because it doesnt really address the pros and cons of each alternative identified, much less determine the cost and impact. It is obvious that this case was prepared after the failure of the outsourcing move, and as a justification of the only remaining option available at the time.2. Incentive School Spanish Program. Overall, the information in this report is poorly presented and appears to have been slapped together hastily. The shoddy report would matter little, if the Spanish program itself had any merit. This filing is just the latest installment in the districts attempt to shirk the commitments in its desegregation plan. The comments below are organized by the report page number and section. Page 1: (II) Rightsell did not begin any type of program until after the October 24, 1994 order. The report asserts that the principals believe the existing program, included in this II document, is a way to provide meaningful foreign language experiences to their students.' Unfortunately the report in sum does not convince us that children are receiving quality, meaningful foreign language instruction. Pages 1-2: (III) The days and times Spanish is offered varies among the schools, as does the total amount of instruction the students receive. At Franklin and Rockefeller, the amount of instructional time is \"at the discretion of the teacher\" and unspecified, although Rockefeller also adds 45 minutes once a week during extended day for both primary and intermediate students. Mitchell and Rightsell students get a 1.5 hour block once a week, and Garland students get 1/2 hour three times a week. Page 2: (IV) The report appears to be cobbled together from several sources (perhaps separate reports from each incentive school principal?). The summaries of the types of instruction offered at each school vary widely, from a comprehensive description of the satellite program in use at Garland to a terse sentence regarding the extended day program at Mitchell. Page 3: (V) Whoever wrote this report has no concept of the meaning of FTE. The district reports that at least one FTE is assigned to Spanish instruction at each incentive school. The report indicates that sixteen FTEs teach Spanish at Rockefeller. The author is quite confused. He or she has listed the number of persons involved in delivering instruction as an FTE when it is clear from the other documentation that no teacher in the incentive schools spends the equivalent of full-time employment teaching Spanish. Even at Franklin, the teacher assigned to the immersion class spends only a portion of the school day instructing in Spanish. (VII) The descriptions of the language labs are inadequate and unenlightening. After reading the vague mumbo jumbo offered as a description of how the labs are used to reinforce instruction, you can almost hear the LRSD administration sing, How I Love to Dance the Little Sidestep.\" 2The district has offered no information to give the reader a picture of how the language labs enhance instruction. Could this be because the labs and the instruction continue to be virtually non-existent? The submission also uses the term \"FLES approach\". The acronym FEES is never spelled out, nor is the approach defined, so we have no idea what it means. (VllI) All of the incentive schools restrict Spanish instruction to selected grade levels. Franklin and Mitchell are the worst offenders, offering Spanish only at the first grade. None of the schools provide Spanish instruction for children in kindergarten or the program for four-year- olds. Page 4: (IX) (X) (XI) At 176 participants. Garland claims the highest number of students taking Spanish. The totals drop markedly for the other schools, down to only 14 students at Rightsell. While only first graders at Franklin and Mitchell receive Spanish instruction, no first graders are involved in the program at Garland and Rockefeller. This section dealing with the learning objectives is unrealistic. Given the limited amount of time devoted to instruction in Spanish, it is unlikely that students will develop \"skills in listening, speaking, reading, and writing the Spanish language.\" The second objective listed is so esoteric that we wonder if it was included only to show off an obscure vocabulary word. According to item two, students will \"become familiar with Spanish syllabaries.\" It is incomprehensible that the anonymous author of is report would be aware of the word \"syllabaries\" and be unaware that the plural of medium is media (listed as mediums on page 3). This entire section is pretty weak also. A couple of the schools (Mitchell and Franklin) worked Total Physical Response into their blurb, but most of the information offered does not begin to address the requirements from the court order. None of the schools mention any interaction with native speakers, and any ties to the LRSD curriculum are very tenuous. Page 5: The final page of the report includes quite a bit of information on the Spanish immersion program offered in one first grade class at Franklin. The report claims that the immersion program has been fully implemented. We were going to make an unannounced site visit there on Wednesday, November 30, 1994, but tragically, the principals teenage son committed suicide, so we have postponed our visit until after the first of the year. We will withhold comment on the immersion program for now, and furnish a written summary of our findings within a few days of the visit. Our preliminary information on the program is that it is very poor and far from being fully implemented. 33. Incentive School Theme Implementation This submission is sadly inadequate in addressing the questions posed by the Court in the October order. The descriptions of programs are vague and dont provide any new information beyond what we had gained through our 1993-94 incentive school monitoring visits. If their update\" is accurate, our report is still timely. Franklin 1. The Communications Technology theme is poorly defined. The reader is told at the theme is \"the science of utilizing tools, machines, materials, and processes for the purpose of communicating.\" (p. 1). That definition has no meaning as it relates to what actually students do. No examples were provided. 2. There is no specific description of how the theme concepts have been integrated into the curriculum. 3. On page 2, the Franklin theme is described as \"operable\" (like a cancer!), but there is an indication that full implementation is not complete. No implementation timeline is provided, as requested by the Court. The excuse given for slowed implementation is that is is the first full year of employment for the theme specialist\nhowever, this is not the first theme specialist to hold the position since implementation began two years ago. Garland 1. The Garland summary describes computer-based instruction. The report does not specify how Garlands approach differs significantly from other schools which use computers as learning tools. 2. The full Garland theme is Multimedia Technology and Educational Research,\" but the theme description provides no mention of educational research. 3. Garlands theme is described as needing to be phased in due to high costs. A specific timeline isnt provided as requested by the Court, nor are the anticipated costs which make a phase-in necessary. 4. Full implementation of the theme is to occur in phases \"pending the outcome of initial phase\" (p. 4). The submission does not explain what this means. Mitchell I. if the description is accurate, the Creative Dramatics theme is not an integrated part of the curriculum. The specialty teachers (art, music, physical education) are the vehicles for delivering the theme. Based on this description, full theme integration is not occurring at Mitchell. 42. The theme is described as \"operable\" (new favorite word at LRSD?), but needing refinement. No indication is given as to the type of refinement that will be necessary and the timeline is missing. Rightsell 1. Rightsells theme description is the only one which highlights the role of the classroom teacher in infusing the curriculum. By the way. Rightsell was the only incentive school to supply an infused curriculum guide during our 1993-94 monitoring visit. 2. The explanation of the mass media component of the theme is quite weak. 3. With the recent installation of closed-circuit wiring for closed-circuit television, it appears that theme implementation is complete. Rockefeller 1. It is our conviction that computers are a tool, not a legitimate theme. We see very little in the Rockefeller description to convince us that the school is actually emphasizing \"computer science.\" While Rockefeller may have more classroom-based computers than the average, we havent observed any new skills or uses that set the school apart from other schools which are effectively using computers as an instructional tool. 2. Rockefeller is the only incentive school at which, the report states, theme implementation is complete. 5sone Little Rock School District fn /I'k. - UliD March 10, 1995 Mr. Horace Smith Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Horace, As you requested, I have enclosed the following materials which will explain, in detail, the TI- IN Elementary Spanish Program: H\" TI-IN Instructional Model: General Description Philosophy \u0026amp; Purpose, Program Outcomes, Course Syllabus IS- Curriculum Overview S Teacher Partner Guide Sample Spanish Lesson: Units I \u0026amp; II Review (Grades 2-6) 3* Multicultural Class (Grades K-1) As you know, this program is being used successfully at Garland Incentive School. I have notified the other incentive school principals of its benefits and have recently sent them the same materials which you are receiving at this time. As of this semester, both Rightsell and Mitchell have installed a closed circuit television system which is a requirement for the use of this program. Franklin and Rockefeller are still in the process of investigating installation costs. Please let me know, if you need additional information. Very truly yours. Paula Grier Staff Development Specialist for the Incentive Schools Enclosures 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361\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_1113","title":"Little Rock School District Fast Tract Evaluations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Economic aspects","Educational statistics","Student assistance programs"],"dcterms_title":["Little Rock School District Fast Tract Evaluations"],"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/1113"],"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":["54 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nn I t n r i. R LITTLE ROCK SCHOOL DISTRICT n. ' n m I r 'i. ' r 1 l FAST TRACK EVALUATIONS ., I I t 1. . ., I I i. I - i' ~i _ .. il  j  .,. i 2 i il P' I ,1 '- .. January 1994 . ... .,. .. .. APR 5 1994 OfficG cl Desegregation iJ1on,.onng LITTLE ROCK SCHOOL DISTRICT FAST TRACK EVALUATIONS January 1994 SECTION NUMBER One Two Three Four Five Six Seven ADDENDUM TABLE OF CONTENTS VOLUME ONE FAST TRACK EVALUATIONS Academic Progress Incentive Grant Library/Media Recruitment (Student) Stephens Special Education Substitute Teachers / 't Vocational Education Memorandum of September 7, 1993 (Revised 09-13-93) Procedures to be Used for Fast Track Evaluation of Desegregation Plan FAST TRACK EVALUATION SECTION ONE ACADEMIC PROGRESS INCENTIVE GRANT January 1994 Purpose ACADEMIC PROGRESS INCENTIVE GRANT (APIG) PROGRAM EVALUATION Program Description The purpose of the APIG was to provide funding beyond the regular budget to all area schools in assisting them to increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Principals and their committees were to submit a proposal and budget sheet in requesting the grant. Scope and Content The APIG described in the Desegregation Plan was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. In the following two years, additional sums were made available - $25,000 in 1991-92 and $10,000 in 1992-93. The process to be followed was for each school principal and school committee to write a proposal. A budget sheet identifying items and cost as related to the proposal being submitted was to be attached. The plan utilizing the grant money was to be directly connected to and supportive of the school's annual school plan. The school plan was developed cooperatively by the principal and staff with parent committee input yearly. The parents signed the annual school plan document when completed indicating their approval and support for the school's program. Each grant proposal was forwarded to the APIG Committee for review. Upon approval, the budget sheet from the proposal was forwarded to the Financial Services Department and budget codes were then set up for the individual school to use for the purchasing of items requested in the proposal. Items requested by the school were typed on requisitions and forwarded to the assistant superintendent who supervised the particular area school. The APIG was then checked to make sure that the requisitions supported the goals of the APIG program: to improve the education of all students and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Participants/Beneficiaries The APIG was offered to all principals in the area schools. Upon receiving the approval of their proposals, the principals, staffs, and parent committees could plan enrichment activities designed to provide concrete experiences that would reinforce and enrich the students' concepts and total academic development. After-school tutoring programs and Saturday School were scheduled for students 2 who were functioning significantly below the 50th percentile on standardized tests and who required additional time to learn the core curriculum. These activities were designed to address the low self-esteem of many students in the strong belief that improvement in this area increases children's confidence in their own abilities to learn and therefore increase their motivation and persistence to learn. Program Goal The purpose of the APIG was to provide additional funds to the principals of the LRSD area schools who submitted proposals indicating plans: 1. To increase academic achievement for all students. 2. To reduce disparity in achievement among students of different racial, socioeconomic, and gender groups. The APIG was to be offered to the principals of the area schools each year for a period of three years ( 1990-93) . At the conclusion of that time period, a three-year summary would be submitted (Desegregation Plan, page 82) in order to evaluate its continuance. The two goals of the APIG along with specific objectives to have been accomplished to assist in the implementation of these goals are as follows: Objective One: To increase the academic achievement for identified students in the core curricula areas by providing teachers with a broad base of resources and equipment. Objective Two: To provide varied enrichment activities that would broaden identified students' experience base. Objective Three: To involve parents as full partners in planning at schools for identified students' growth and success. Objective Four: To provide staff development activities which meet the specific needs of identified students. I I I I I I I I I l I Evaluation Criteria The summary report of the APIG has been evaluated by test data analysis from the years 1990-93, specifically the evaluation will consist of: 1. A broad base of resources and equipment was provided for teachers to increase the academic achievement for all identified students in the core curriculum areas. 2. Enrichment activities were provided to identified students to broaden their experience base. 3. Parents were involved as full partners with school staff in working together to increase academic achievement and in reducing the disparity of identified students. 4. Staff development was provided to raise staff awareness/expectations of identified students. Evaluation Results Evaluation results reflect information received from the area schools. This information has been compiled and yields the following results, presented in correspondence with each previously stated objective. Objective One: Enhance classroom teachers teaching by providing supplies in order to ensure a broad base of resources in area schools for all identified students in the core curricula areas. Discussion During the APIG period, many resources and supplies were purchased in an effort to increase student achievement and to reduce disparities. Academic achievement as reflected on standardized and minimum performance tests indicates that during the 1990-91 school year, of 3 4 Objective One (cont.): the 22 schools reporting, 14 had increased MPT and MAT6 scores in grades 3 and 6. Eight schools showed increased student achievement on the MAT6. During the 1991-92 school year, of the 24 schools reporting, 19 had increases in 3rd grade MPT scores and 15 reported an increase in 6th grade MPT scores. Eleven schools reported increased achievement on Stanford 8. During the 1992-93 school year, of the 25 schools reporting, 17 had an increase on the 3rd grade MPT and 15 reported an increase in 6th grade achievement on the MPT. Thirteen schools reported increased achievement on Stanford 8. Academic Achievement as Reflected on Standardized Tests 1990 - 1993 Year i of Elementa\ni\n:y Area i of Schools ReRorting an Schools ReRorting Increase in Achievement of Taraeted students MPT MPT Gr. 3 Gr.6 MAT6 Stanf.8 1990-91 22 14 14 8 N/A 1991-92 24 19 15 N/A 11 1992-93 25 17 15 N/A 13 I I 5 Objective One (cont.): An inventory list of resources and purchases acquired by the schools to supplement teachers' supplies in order to ensure a broad base of resources in area schools is as follows: Musical materials and records Physical and earth science charts Multiethnic materials Dictionaries of cultural literacy Storytelling: literature puppets Write-to-Read materials Science lab materials Math manipulatives Class sets of literature Materials for Saturday School (targeted students) Materials for Extended Day Program - reading, math, phonics Scholastic Listening Skills Kits Test Best materials Art materials and supplies Duplicating paper for writing centers Self-esteem incentives Tape recorders Multiple headphone listening center Computers and software Cassette stereo systems 35mm camera for students to record and write Overhead projectors Microscopes Write-to-Read computers Automated Media Center Walkie Talkies (for safety) Science and social studies weekly magazines Scoring High materials Reading Centers for comprehensive learning Laminating paper for completed projects and contests 6 Objective Two: To provide varied enrichment activities that w0uld broaden identified students' experience base. Enrichment activities which supported and extended the LRSD area schools core curriculum are: Field trips relating to curriculum objectives, bus transportation for the trips Water Works Building Incentives for good citizenship, achievement, improvement Storytelling festivals Arkansas Museum of Science and History boxes Multicultural festivals Test Buster Program Jr. Great Books Quiz Bowls (required purchases of trophies, transparencies, and a contestant bell) Science Fair Geo Safari Centers for classrooms Children's Theater Ballet Arkansas Arkansas State Fair Robinson Auditorium Quarterly awards assemblies with community speakers Wildwood Park for Performing Arts Math Olympiad Mentors from the business community Old State House Campaign Headquarters Arkansas Arts Center - children's plays UALR Planetarium Arkansas Museum of Science and History Pumpkin Patch (all Pre-Kand Grade 1) - Hidden Valley Berry Farm Birthday recognitions Discussion  Arkansas Tol tee Mounds  career awareness School picnics  Municipal Court and Police Station Pinnacle Mountain State Park National Reading Incentive Program Spelling Bee Contest DEEP (Development Economic Educational Program - State Department) Little Rock Zoo Little Rock Airport State Capitol Birthday recognitions Christmas tree farm The above purchases that were funded through the APIG provided a broad experience base for all identified students in the area schools. Thirty-eight different kinds of enrichment activities were made available to broaden the identified students experience base. Objective Three: To involve parents as full partners in planning at schools for identified students' growth and success. 7 The area schools reported parent participation as a result of the APIG. A list of the programs that were made available to the parents in order to involve them as full partner in the planning for the growth and success of their children are as follows: Parents attended workshops. - Counselors presented inservice programs, \"Helping Parents Help Their Kids\" - Wellness Clinic inservice - STEP Program (parenting classes) - Make and Take Workshops Parents used materials which were provided through APIG funding at home with their children. - Video kits for parents to check out showing teachers reading books to students. The teacher on the video read the story while modeling appropriate comprehension questions. Kits were packaged in \"Spend the night bags\" to enable students and parents to use them overnight. - Parent Resource Banks - materials available for parents to check out to help their children - Holiday Homework Packages - made by parents for their children - Parents actively participated in after-school tutorial programs and were offered weekly incentives and culminating awards. Discussion Throughout the 1990-1993 grant period, parents have been involved in developing the area schools' annual school plans. The APIG applications resulted from those cooperatively developed school Objective Three (cont.): plans. In some schools, parental involvement, biracial committees, and Chapter 1 PACs were enhanced by discussions to pl-an and monitor the APIG. In addition to the obvious educational benefits, field trips involved significant numbers of parents in the area schools. Parents made arrangements to leave work in order to ac~ompany their children on field trips. Staffs were delighted to have so many parents participating in the education of their children. Fathers as well as mothers made arrangements to be with their children. Increased parental involvement was a direct result of taking educational trips. Objective Four: 8 To provide staff development activities which meet specific needs of identified students. Targeted staff development activities which were provided by the schools in order to assist in the increase of academic achievement and the reduction of disparity are as follows: TESA - Teacher Expectations-Student Achievement Math Manipulatives w.s. Cooperative Learning Centers to enhance the multiethnic curriculum in math, science, social studies, and language arts Master Teacher Gang Awareness Drug Awareness Whole Group Instruction and Classroom Management Discussion The elementary area schools funded a variety of workshops and purchased published staff development materials for their staff, which were designed to improve student achievement, growth, and the reduction of disparity in identified students. Obstacles to Goal Attainment The obstacles encountered are indicated below by specific objectives: Objective One: To increase and enhance academic achievement for all students. 9 Progress was made toward meeting this objective. The assessment of summation data gathered from the AMPT and standardized test scores revealed that some of the students who were targeted for special instruction did pass the MPT and made test gains on the standardized tests. While funds were expended for materials, equipment, staff development, tutoring programs, Saturday School, and parent support inservices in the three years of the grant program, there is still a need for more detailed and specific planning if resources are to support student achievement and progress. Objective TWo: To reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Even though schools reported positive observations emphasizing strong team planning, fewer student referrals to the principal, and better student attendance as it relates to reducing disparities, a more appropriate assessment of data and record keeping is recommended if schools are to track the reduction of disparity among students of racial, socioeconomic, and gender groups. Other Obstacles Impeding the APIG  Delays in approval of 1990-91 and 1991-92 grants limited the planning and implementation of many programs.  The reduction of 1992-93 grant to $10,000.  Statistical reports identifying special groups of children and their programs were not identified or tracked. 10 Obstacles Impeding the APIG (cont.)  Data was not collected on tutoring groups to track progress.  Mobility of the schools' populations throughout the school year.  The change in standardized tests during the grant period affected continuity.  Long-term planning was affected by the short period of the grants. RECOMMENDATION It is recommended that the APIG be continued in those area schools whose application content contains the following information:  A need for the project and identification of statistical data that will be used to document success.  A detailed program description including program goals, organizational management, curriculum, personnel, and staff training, if needed.  A plan of operation including project management operation, such as goals, strategies, timelines, etc.  An evaluation plan describing the methods to be used to evaluate the effectiveness of each component/strategy outlined in this program.  A budget sheet containing an itemized list of requests and costs to support the grant. Objective The objective of this recommendation is to provide to the area schools additional funds through the APIG for the purpose of increasing academic achievement for all students and to reduce disparity. Evaluation Criteria Documentation of continued improvement as evidenced on norm and criterion reference tests. Recommendation (cont.) Expected Benefits 11 The LRSD will meet its commitment to increasing academic achievement for all students and reduce disparity. Impact Analysis This recommendation will assist the district in complying with its current desegregation plan. It will afford the area schools the resources, materials, and staff development needed to meet the needs of students. Resource Analysis The area schools that applied for funds during the three-year grant period spent a combined total of approximately $1,099,803 in the following categories: 1. Core Curriculum 2. Enrichment Activities that Broaden Student Experiences 3. Parental Involvement 4. Equipment, Supplies, etc. 5. staff Development Force Field Analysis Percentage of Funds Soent in the Cateaories 45.8% 7.2% 2.5% 35.9% 8.6% Supporters of this recommendation will include area school principals, staff, community and Central Office who see the need for the area schools to be provided additional funds to assist all students in achieving success as well as reducing disparity. There should be no primary detractors to this recommendation. Kesource Analysis \\Cont.) ACADEMIC PROGRESS GRANT EXPENDITURES School FY 90-91 FY 91-92 FY 92-93 I Bale 23,021 22,083 9,201 Brady 13,205 23,716 9,797 Badgett 5,440 19,700 4,625 McDermott 4,335 23,744 o- Baseline 0 14,457 10,513 Fair Park 18,666 15,655 10,089 Forest Park 11,488 21,839 8,771 Franklin 22,195 (7) 0 Chicot 3,994 9,397 7,204 Western Hills 15,083 18,062 7,434 Jefferson 22,609 25,492 26,009 Cloverdale 21,164 28,705 9,918 Dodd 17,548 24,523 8,870 Meadowcliff 22,531 27,426 11,592 Geyer Springs 16,464 31,522 6,729 Pulaski Heights 24,063 20,455 6,376 Romine 0 6,275 8,910 Washington 0 0 3,789 Wilson 21,102 6,625 6,826 Woodruff 14,615 31,267 7,154 Mabelvale 23,707 24,631 9,893 Terry 18,917 21,861 4,399 Fulbright 13,729 9,245 2,924 Otter Creek 20,351 21,168 9,551 Wakefield 15,228 27,080 5,069 Watson 19,088 31,805 8,891 Total Elementary 388,543 506,726 204,534 - - 12 123/GRANTS 7-15-93 TOTAL 54,305 46,718 29,765 28,079 24,970 44,410 42,098 22,188 20,595 40,579 74,110 59,787 50,941 61,549 54,715 50,894 15,185 3,789 34,553 53,036 58,231 45,177 25,898 51,070 47,377 59,784 1,099,803 General Implementation Plan 10-18-93 10-18-93 10-27-93 11-17-93 11-19-93 11-24-93 12-8-93 12-10-93 Activity Request for Academic Progress Incentive Grant Proposals Application instructions for the writing of the APIG proposals Grant writing inservice for all area school principals Follow-up session for grant writing process Grant Review Panel Grant Review Panel Grant Review Panel Grant deadline for the 1993-94 APIG to be received 13 Person(s) Responsible Estelle Matthis Deputy Superintendent Estelle Matthis Deputy Superintendent Donita Hudspeth Director of staff Development Donita Hudspeth Director of staff Development Estelle Matthis Sterling Ingram Russ Mayo Victor Anderson Larry Robertson Margaret Gremillion APJG St.mnary Report - School -~B~a~dg~e,.,t..,_t_,E'-'l..,_emen=~t~arc,y._ ______________ _ Year Goals Results Evaluation Criteria/Process 1990- 1. To establish and l\"\"lement procedures to decrease  Hininun Performance Test results for 3rd grade in  Monitored test data of MAT-6 and MPT results. 1991 disparity and increase educational achievements among math was 92X, an increase of SX. The disparity in 3rd students in grades 2-6 f....-w:tioning one or more years grade was 31X in reading between black males/white  An academic skills development plan was written for each below grade level in reading and math. males, and 17X between black females and white females . child who fell below 85X in reeding and math. 2. Develop and raise set festeem.  Student actfvftfes were provided to develop and  Peer Tutoring enhance set festeem and personal growth. 3. To enrich parental involvement.  Monthly parental (Systematic Teaching Effective  Test scores were flll)roved. Parenting Skills (STEP Program) meetings.  STEP Program 8 to 9 parents attended. 1991- 1. To es Ubl ish and lrrplement procedJres to decrease  Mfnfn.m Performance Test results showed black females  Data was collected from MPT, Stanford 8, Grade 1992 dhpedty end increase edxatfonal achievements among end males had an increase of 20% in math. Black Distribution Reports, Interim Reports. students fn grades 26 ft.nctfontng one or more years females on the average had an increase of 60X fn below grade level fn reading an math. language arts and social studies.  An academic skills \u0026amp;!velopne!flt plan was written for each child who fell below 85X in reading and math. 2. Develop and rafse set f-esteem.  Student actfvfttes were provided to develop and emance self-esteem and personal growth.  Peer Tutoring 3. To enrfch parental involvement. * STEP Program  8 to 12 parents attended.  Monthly parental (STEP Program) meetings 1992- 1. To establ fsh ard fq,lement proced.Jres to decrease  Student date (grades, MPT, Stanford 8), with the use * 3rd grade MPT test scores were 85X plus mastery in 1993 disparity and increase ed.Jcatfonal achievements among of the Abecus was closely monitored to assess students reacting and math. The 6th grade had 85X mastery in students in grades 26 hr,ctfonfng one or more years inastery of curriculun objectives. reading. below grade level in reading an .. th. * Peer Tutoring  Student activities were provided to develop and enhance 2. Develop end raise set f-estffffl. self -esteem ard personal growth.  Monthly parental meetings (STEP Program). 3. To enrich parental involvement.  More parental involvement - 12 to 15 parents attended . Badgett Elementary School Page Z Sumtary SUtMW!nt The Academic Progress Incentive Grant was used to meet the needs of the stl.dents by providing activities to develop ard raise self esteem, personal growth,\nnprove test scores ard academics. The third grade HPT scores were 85X plus mastery In reading and math fn 199293. The r~tion In disparity and increased achievement fs directly related to fU'lds from the Academic Progress Jncentfve Grant. Obstacles to Goal Attaf~nt In 199092 we had a serious need for enrichment, supplies, and N:Jfpnent that we felt would help fnprove standardized test scores, provide self motivatfon and qoal setting, and materials for more hards on activities and afternoon tutoring. *1992-93 - Orders for 1992-93 were denied ci.te to Purchasing Reyisftfon not turned in on tfrne, However, we were wafting for Stanford 8 test results end asked for allotted time, which was granted. APJG Slmnery Report  School __B _a_le_E_l....,, ta_ r_y_ ________________ YHr Goals RHults 1990 Evaluation Criteria/Process 1. To increase reading and math achievement levels of 1. 79% of targeted 6th graders passed the reading test 1. Assessment of MPT Scores fn Reading and Math 1991 atrlsk 5th and 6th grade students. SOX of the targeted students passed the math on the 2. Assessment of MAT-6 scores in Reading and Math HPT. 55X of students thought the reading coq:,onent was 3. Assessment of Student Evaluation Survey 2. To reduce the disparities fn test scores. helpful and nx thought the math was helpful. 4. Assessment of Learning Centers and lnservice Surveys 2. 5. Assessment of Parent Coq:\u0026gt;onent. On the MAT-6 the targeted students showed  .5 year 3. To increase Parental Involvement gafn In reeding end 1.3 year gain fn math. 3. On the Evaluatfon Survey 55X of the study center participants thought additional time on the c\"\"\"ter lab was helpful. 36% thought ft was somewhat helpful. 91% of the teachers reported st~t response was excellent. 4. Learning Center Jnservfce - 83% partfcfpant1 - very helpful. 100l used centers fn classroom. !13X of atudenta In classroont used the center. 5. Parent C~t - 85 perfflta attended a workshop and lnservfcea. 43 perenta voluiteered to speak to classrOClffil. *Three newsletter were mafled to 385 students. *Handouts were b9de av f table to perenta of participating students. APIG SUW1ary Report - Bale Page 2 1991 1992 1992 1993 Surmary Statement 1. To increase the achievement level fn reading, math, science and social su.dfes of targeted atrisk students In grades K-6. 2. To reduce the disparities in test scores 3. To increase Parental tnvolvement 1. To Increase the achievement level of atrlak students fn reeding, math, acfence end social studies of targeted atriak atudentl in 9rades K6. 2. To red.Jee the disparities fn test scores 3. To Increase Parental Involvement 1. Two parent workshops were held. Materials and stipend were given. one workshop for 3rd end 6th grade students was held (HPT) The Parent Resource Room was in operation as a support. Newsletters were sent five times d.iring the year. There were ten participatory activities including class speakers - 159 parents were involved in 1991- 92 2. Invoices were evidenced for Science, Social Studies, Math and language Arts materials\nthat included trade books, Big Book, Classroan Sets, States Books, Science Nterhls, and the purchase of a contract from the Science Husl!llft. Math manipulations base ten blocks, pattern blocks, play money and other materials for the Learning Center coq:,onent. 3. Two tnservlces were held that fncluded stipends. 4. Cafns fn NCE Scores\nReeding: Basic Skill gains  4.57 Math: Advenced skills gains  5.07 Basic Skill gains 2.44 Advenced skills gains 10.99 1. Ten parent Involvement activities were held. Eighty-eight parents participated Newsletters were Sl!nt Parent Resource Room continued 2. lnvofcea for purchase of inaterfels are evidenced for Science, Social Studies, Hath and Language Arts 3. Stcdent achievement evidenced an Increase In NCE scores at each grade level In math and reading. The Stanford 8 Test Scores evidenced an overall Increase In 1992-93 at Ba\\e Elementary School. 1. Assessment of Parent Carponent 2. Assessment of Materials Purchased 3. Assessment of Steff Oevelopnent Activities 4. Assessment of Student Scores 1. Assessment of Parent Involvement Co,rponent 2. Assessment of Materials Purchased 3. Assessment os Student Scores NCE scores were avafleble for 223 students at Bale Elementary School. 195 students scor@d at grade level on the NCE Total Basic Battery. The 1993 tl!-st scores fell within the low average to high average percentile rank on the Nonna\\ Distribution of stanfne9, 64 students scored 50% and above, APIG Surmary R~rt  Bale School Page 3 88X of the students tested at B8le evidenced at grade level scores as evidenced by low average to above average scores on the normative curse. In the third year of the tncentfve Crant Program 18 students were exited from the Chapter One Reading Program as a result of in::proved scores It is the opinion of the Bale School Incentive Grant conmittee that the strategies and ft.n:fing of the Academic Progress Incentive Grant has been helpful. However it is believed that there has beM dupl feat ion of efforts . Consequently the fi..nding could be used to assist the inplementatfon of strategies yet not require that separate plans be written, approved and inpl~nted. Host of the strategies were placed in: Chapter One School tnprovement Plan and School trrprovement Plan Reconmendation: Allow additional fll'\"ldfng for area schools by budgeting for the School lnprovement Plans. Obstacles to Coal Attairment Full SfflOlrlt of grant was not recefved durfng 1992-93. APIG Sunnary Report  School _ _,,B,,as.,ee.,lw.i'-'ne\"-'E-'l_,,,emen='-'t,,_ary...._ _______________ _ Year Goals Results Evaluation Criteria/Process 1990 1. 1991 2. 3. 1991 1. To increase student achievement ard reduce Teachers reported establ f shing positive relations wf th Analysis and disaggregation of Stanford Achievement Test 1992 disparities by providing a ffve week surmer l fteracy the students who participated in the sunner program. date fn COfll)rehension and thinking skfl ls program for Identified at-risk students In grades 1-6. Teachers reported that students' attitude toward reading lnproved. However,  revf ew of the records fndfcated the average growth In reeding coq:,rehensfon 2. on the SAT of the students who participated did not meet the objective goal. 3. 1992 1. 1993 2. 3. SU'Tffll'lry Statement Les!lt than half of the grant money available to Baselfne School was spent. A need stfll exists at thff school, The black enroll~nt of n.2'l black currently exceeds the guidelines established by the des~regatfon plan for an area school. The test scores at the prf,nery level frdtcate a need for eddltfonal fnterventfons. The S35,053 not spent at Basel fne could be put to good use to fnprove the language development and 1Mthematfc1 ski l la of Basel lne students, Obstacles to Coal Attefrment A.PIG SUTmary Report - School __ .,.B,._,ro,,dy\"-'E\"-'l'-'\"\"'\"\"=\"-'t\"'o\"-r:,..._ ______________ _ Year Goals Results Evaluation Crfteda/Process 1990  1. lo increase academic achievement and to reduce  EPSF results demonstrated an average of sixteen  Analysis of Early Prevention of School Failure for 1991 disparity in language arts and math for grades K-6. months growth. k. indergarten students. 2. To increase student motivation and self -esteem.  Grade 1 achieved grade level norm of 1. 7 and  Assessment and analysfs of HAT-6 and HPT test results. disparity was redJced by 1X. 3. To Increase parental involvement.  Provided TESA fnservfce for teachers.  MPT scores Increased fn reading, math, and science.  Provided math and science work.shops for teachers.  Dfsparfty decreased in math achievement at all grade levels except at Grade 6.  Provided Kindergarten, Primary, and Intermediate \\lorkshops for parents. * Increased classroom achievement (report cards) In Grades 2, 3, 5, and 6.  Reduced tardf es by 2X and absences to 1. 7X per student. 1991 1. To Increase academic achievement and to red.Jee * 96X of all teachers were trained fn TESA.  Anolysls of Erly Prevention of School Failure (EPSF) 1992 disparity In language arts and math for grades K-6. for kindergarten students. * 95X of the parents attending the workshop were k-3 2. To Increase test taking skill  In grades 16. parents. Only 5X were Intermediate parents.  Assessment and analyah of Stanford 8 and MPT test results. 3. To Increase aelfesteeni and motivation. *EPSF demonstrated an average of fifteen ,nonths growth. * Academic and behavior awards each nine weeks. * Grade 2 Increased the c~sfte score on standardized testing by 6X. * Math ach f evement on the Stanford S increased  t all grade level except Grade 6. APIG SIM'!ARY REPORT -Brady Page 2 1992 1993 S1.111Mr\ny Statement 1. To\nncrease academic achievement and to reduce disparity in language arts using an interdisciplinary approach for grades K-6. 2. To increase student writing process ski l ls and irrprove self-esteem. 3. To irrprove parent recruitment.  Disparity significantly decreased between black  Analysis of Early Prevention of School Failure (EPSF) females and other sub-groups. Black females achieved a kindergarten students. 16X higher passage rate from SOX to 88X.  66X of all awards were earned by minority students.  SOX fewer suspensions occurred during the second and third quarter.  Kindergarten students having considerable needs on the EPSF were rKfuced by 19X in receptive language end 23X in expressive language.  Grade 3 increased passage in reading (by 19%) and math (3X) on HPT (both areas over 85X rate). * Crede 6 passed the reading end math areas of the HPT\u0026gt; * C0ff1)0S f te scores on the Stanford 8 f ncreased at Grades 3, 5, and 6.  Students suspension decreased by 70X from the previous year.  Nonblack population Increased by 12% over two periods.  Assessment and analysis of Stanford 8 and MPT test results.  Student A\\.lards and recognition for writing.  Recruitment of parents to improve racial balance. lf'Yl\u0026lt;\u0026gt;vatfve currlculun resources which increased achfev~nt among students with varying learning modalities were provided through the area school incentive grants. Selfeste~ has been enhanced and di sci pl inery referrals have ~reased by 70X. Bredy students are achieving greater success, pertlcularly fn reading cooprehension and math and the disparity bet~en groups has been reduced. Obstacles to Coal Attairment Approximately 25X  26X of the student population h new to Bredy Elementary School each year, APIG SUTm8ry Report  School __ __,C,:.hc.i_,.co,ct'-=E-\"lomen==ta\"-ry.._ _____________ _ Year Coals Results Evaluation Criteria/Process 1990 1. To increase educational achievement and decrease 1. Targeted students were not monitored this year. 1. Analysis and disaggregation of HPT and HAT-6 results. 1991 disparities by providing enriched activities for students in grades 3. 4, and 6. 2. 600 (parents, students and teachers) attended the 2. A school-wide Zoo Picnic was provided. school-wide Zoo Picnic. 2. Increase Parental Involvement 3. Reward parties, badges, stickers, ribbons and pencils 3. 500 students received academic and/or incentives were awarded to students for i~roved academf cs/behavior. 3. Provide student awards and incentives for behavior. 1991 1. To increase educational achievement and decrease 1. MPT in 3rd grade showed growth fn all areas. Math ,. Analysis and di saggregat f on of MPT and Stanford 8 1992 disparities in targeted 3rd, 4th, and 6th grade students dfsperfty decreased froni 28X to 6X. Total reading from results. by providing extended day ectlvltles. 65X poss Ing to 84X. Heth from 56X pessing to 84X. 2. A school-wide Zoo Picnic was provided. 2. Provide stu::tent enrichment actfvttfes 2. Many field trips that broadened students experience base were made avaf table to students. 3. Reward parties, badges, stickers, ribbons and pencils 3. Increase Parental Involvement were awarded to students for fq::,roved academic/behavior. 3. 600 (parents, students and teachers) attended the 4. Provide student awards and incentives school-wide Zoo Picnic. 4. 500 students received academic and/or incentives for behavior. 1992 1. To increase educational achievement and decrease 1. HPT 3rd grade dropped in reeding end moth. 6th 1. Analysis and disaggregation of MPT and Stanford 8 1993 disperltles In tergeted 3rd, 4th, end 6th grade students grede had gains in al,nost all areas with both slb- results. by providing extended day ctfvltles. groups 2. A school-wide Zoo Picnic was provided. 2. Provide student enrichment activities 2. Many field trips that broadened students experience base were made aval table to students. 3. Reward parties, badges, stickers, ribbons and penct ls 3. Increase Parental tnvolv~t were awarded to students for fq:,roved academic/behavior. 3. 600 (Parenti, students ard teachers) attended the 4. Provide student awards and Incentives school-wide Zoo Picnic. 4. 500 students received ecadenlic and/or Incentives for behavf or. Chicot Eltm0ntery School Page 2 St..mnary Statement In surmary Chicot effectiveness in year three conpared to the prior years was disappointing. Gains ~re not as strong in year three. Third grade dropped in reading and math. Sixth grade had gains in alt areas with both sub-groups. Black males showed growth in alt areas except math. However, Chicot has bt!en consistent fn lowering sixth grade mates disparities. Obstacles to Goal Attef....-nent Approval of 90-91 grant came so late that many facets of the grant were not approved. A reduction in the amount of the 9293 grant r~ed the amount of student incentives/awards. APIG SU11118ry Report  School ~ Year Goals Results Evaluation Criteria/Process 1990 1. Staff Development  to increase awareness of  After school tutoring was replaced with the homework Analysts end disaggregation of test scores (HPT, HAT-6) 1991 effective teaching techniques center, forty students participate\u0026lt;! in grade 16 *MPT at 3rd and 6th grades evidenced growth Decrease fn student referrals to the office 2. Increase student achievement by providing an after  MAT-6 evidenced growth in every grade and subject school tutor f ng program target f ng spec if f c students in  SOX decrease In office referrals Hore stable student population grades 1-6 who scored below the national average on MAT-  Good Times Club Incentive Program established for 6. students displaying appropriate behavior 3. Honthly incentive programs offered to all students who dfspl eyed approprf ate behavf or ard academf c awards 4. Increased parent f nvol vement 1991 1. Staff Devel~t  to increase awarenHs of *Acadenilc awards assetrbly (each 9 weeks) Analysis and disaggregation of test scores (HPT, Stanford 1992 effective teaching techniques (200 plus students) 8)  Spaghett I Supper 2. Homework Center  provide\u0026lt;! irdlviduelhe\u0026lt;I  Seven fnservfces held during this year Decrease fn student referrals to the office instruction to studfflt1 needing extra help tn reading  All 3rd ord 6th grade atudents gained in achievement ard math In gredes 1 6.  97 students participate\u0026lt;! in the Amual Science Fair More stable student poflUlatlon 3. Monthly incentive programs offered to oil students who displayed appropriate behavior and ocodeftlic awards 4. Jncreased parent fnvolVefRflt (TAP) 1992 1. Staff Oevelopnent  to Increase awareness of  HOffll!WOrk Center  pertfcfpanta test scores Increased Analysis and disaggregation of test  cores (HPT, Stanford 1993 effective teaching techniques by 10X 8)  Science Fair  cause lndepth research/Increased 2. Homework Center  provide\u0026lt;! lrdivlduel he\u0026lt;! ach f evement f n the area of 1c fence Decrease In student referrals to the office fnstructfon to student\u0026amp; needing extra help fn reading  Good Tines ChA\u0026gt;/owards oueot\u0026gt;l let \u0026lt;II otudents) ard Nth in gredes 1 6.  Speghett I Supper More stable student poflUlation  Continued decreaee In office referrals 3. Monthly incentive progrems offered to all students  Stobll ity of student poflUlation was not neuured who displayed appropriate behavior ard acodeoiic awards 4. Increase\u0026lt;! parent lnvolveoent (TAP) SI.IT'fflllry Statement The APIG helped enable Cloverdale students to evidence tremendous growth on the Mini- perforNnCe tut In 3rd and 6th grades. Students evidence\u0026lt;! growth in all grades ard slA\u0026gt;ject areas on the \"\"\" reference te-st. In slfflNlry to APIG has proven to be a very valueble asset to Cloverdale Elementary, Cloverdale was one of two schools to Nfter the MPT at the 851 level at 3rd and 6th grade-a fn all areas, Cloverdale Elementary Pege 2 Obstacles to Goel Attafrment Oele i in rant e rovel in 90-91 9192 end the reduction in rent M'IOU\"ltS to S10 000 in 92  93 were the reetest obstacles. APIG SU111111ry Report School --~D~odd=----------------- Year Goals Results Evaluation Criteria/Process 1990 ,. To increase academic achievement for all students. Data reflected no growth In the 1991 MPT scores as  Staff development fn ffve areas was provided for the 1991 carpared to the 1990 scores In the 6th grade. staff along with stipends for training. 2. To reduce the dispar-fttes fn ecademfc achievement among gr\u0026lt;\u0026gt;l4)S formed on the bas fa of race, gender, and  Saturday School was scheduled for 6th graders. Six economk status . teachers wf l l provide remedfatfon. 1991  1. To increase academic achievement for oil atudenta . MPT data reflected an increase fn 3rd grade scores fn  Staff developnent for staff to emance teaching. 1992 reading and SSl Nstery In Nth. Sfgntffcant fnc:rease 2. To redJce the disparities In academic achievement In scores fn the 6th grade MPT In ell areas with 96% or  Extended day for 3rd graders 2 times per week. among groups formed on the bests of race, gender, and above mastery fn s-eadfng and 85X mastery fn Nth and economic statue. language arts.  Extended day for 6th graders 3 tf11es per week. 1992 1. To Increase academic achievement for all 1tudenta . MPT data reflected o decrease In 3rd grade reading and  Video storybooks to address c~rehensfon were developed 1993 91l Nltery In th. Sixth grade MPT Increased to 100l to share with the parents to be reenforce reeding. 2. To redJce the dispar i ties In ocadetolc ochle\"\"\"\"'\"t Nltery In reedfng for all groups and 86X mastery In among gr0l4)S fonned on the basis of race, gender, end th for oil groupo .  Parent resource banks were developed to provide economic atatus . materials for home. S1.J11N11ry Stet~t Test data reflects fflOre of an increase fn academic achfevemtt1t fn the 199193 9chool years, The flprovement fn test scores hes be-en attributed to the team plamfnq of the staff . Enphasfs was placed on staff devel9P!!!mt tutoring programs erd parent-school Involvement, The strong focus on these three strategies erovlded to be successful for studt-nts . Obstacles to Goel Attairment pate reflects a steady fl,provenent Jn achievement\nhowever, no dat  was recorded on the targeted students who attfflded Saturday School and extended day. APIG Sllffllllry Report School ___ f:..,a._,i.,_r-'P\"'a:.:.r_,.k _____________ _ Year Goals Results Eve l uat ion Crf terf a/Process 1990 1. To increase acadeniic achievement for all students. Test scores did not reflect a sfgnfffcant gafn. Four teachers were selected to tutor targeted students 1991 after school three t\nmes a week for nfne weeks. Bus 2. To reduce the disparities In academic achievement transportation and snacks were provided. Parents were among groups formed on the basis of race, gender, and fnservfced. economic status. 1991  1. To Increase academic achievement for all students. Nine weeks of tutoring for 23 students did result In Stiff development for plamfng strategies to iffl)rove 1992 higher achievement on the MPT scores, One night per academl c achievement. l111\u0026gt;lementation of the STEP program 2. To reduce the disparities In academic achievement week for 9 weeks lasting 2 hours per session proved to for parents to assist their children to achieve. among gr~ formed on the bes ls of race, gender, end economic  tatus. be successful by the l\"Ultler of parents participating. 1992 1. To increase academic achievement for all students, Nine weeks of tutoring for 32 students did result In Materials to Increase student achievement and test 1993 higher stanford 8 scores fn language arts. HPT 1cores practices were p..irchesed. Multicultural sets of books, 2. To reduce th disparities In acadffllc achievement reflect a higher percentage of students mastering the ffeld tr fps, end fncentfves were ffl8de aval table to staff among groups formed on the best  of race, gender, and MPT In both 3rd and 6th\nrade. and students. econorafc status. Sl.fflNlry Statement An assessment tndfcatts that an fncreese fn ecademfc echtevfffll!nt was made fn Somf! content area and a d@crease fn others on the Stanford 8 test, The MPT scores reflect a posftfve gafn. The after school tutoring program was a success fn that all students attended the sessions and parents contact among the minority Increased. Obstacles to Goal Attef~t Erl fer plamfng to support longer periods of tutoring for different groups according to the ne-eds fn the content area would have provided services to ,nore st~ts, APIG SU111111ry Rport - School __ ....:.,:Fo.,_r.:a._st'--'-P\"a\"rk'--------------- Year Goals Results Evaluation Criteria/Process 1990- 1. To increase 1cademlc achievement for all students. Grad 3 MPT data roflctl!d NStory of roading--93X 1. Staff developnent sessions were scheduled for teacher 1991 (92), math- -99X. No disparity in math. on th 6th training to motivate staff. 2. To rodJ\u0026lt;: th dispariti in academic achlov..,..,t grade MPT, s-eac:Hng, 98X (total), black male, 100%\nblack fomals, 92X. Math, 100X for all groups. 2. Science enr i chrnent mater fa ls and mot f vat f ona l among groups formed on the bash of race, gender, end Language Arts mastery  91X total, 75X for black males Incentive were purchased for the ttK:ouragement of acedemi c ecOOOfllc status. and feules. ach i evemmt. 1991- 1. To Increase academic achievement for all students. MPT data reflected high mastery for all groups, total 1. Staff devlopmont was continued throughout the year on 1992 98X, black mals 100%, black fomals 90%. Sixth grad the Master Teacher Program. 2. To reduce the df1perftfes in academic achfevfffil!f'lt mestery in 3 our of 5 areas. Lfttl disparity between among groups fonned on the basla of race, gender, and races. Stanford 8 data reflected all class totals 2. Educational progrems plus the Homework Center were K:OflOnlic status. abov 50 NCE. Black students below 50 NCE fn al I grade ft.nded including sl4Jl)l fes, materials, and stipends. totals. 3. The parent STEP Program was made avaf table to parents of th high risk. 1992- 1. To fncre  se academic achievement for all students. MPT data reflected 100X for all gr\"'-\"\" In grade 3. 1. Materials, ed.Jcatfonal equfpnent, and suppl fes were 1993 Sixth grade mastery fn 3 our of 5 areas. Black. females purchased for staff to enhance teaching. 2. To red.Jee the df1perftles fn acadetftic achfevetnent Nde 1teady progress. Stanford 8 data reflected an emong groups fonned on the basis of race, gender, and fnc:re  se above 50 NCE fn all class totals. The totals 2. Extended day for tutoring 6th grade atrisk students econon.fc status. of black students Increased fn  range of 2 NCE tn the fncludfng snacks and trans,x.rtatfon was scheduled. 5th grade to +14 NCEs fn grades 1 and 2. SUT1N1ry Statement Forest Park has strong parent support groups across the grades. Since teachers have full support in getting voh.l'\\tttrs to assist them fn their classes, students benefit in having many projK:ts and actfvi fes to enrich their ltves (lbstacl .. to Goal Attafrmont Targeted students were not tracked fn the ext~ day tutoring 5Hsfons to record Stanford 8 test data to inonitor progress. AP I G Sl.fflllllry Rport  School Year Goals Results Evaluation Crfterh/Process 1990 1. Increase the suc:cess rate of minority students as 1. A gain of 7.1X of students achieving at or above 1. To see an increase fn tests cores of 80 students 1991 well as all students - a reduction in disparity. th 50 percnt fl on th MAT-6. Th AHPT showed a reading below grade level and needing assistance. reduction In disparity. 2. To provide workshops for parents (13) to increase 2. Enhance parent involvement in the school process. 2. SevM workshops were plamed for parents  parent participation with their children. valuations all posltlv. 3. To increase sel festeem through COlXlStlor services. J. Increase self-esteem of the children involved. J. Kits were purchased for the cou,selor to teach studc!nts on sel festeem. 1991 1. 1 ncrease the success rate of minority students es 1. Test scores Increase In reading and math on the 1. Research centers used fn classrooms to increase 1992 well as all studentl  a reduction In disparity. AMPT. academic achievement ard red.Jee dfsparfty. 2. Parnts of atrlsk students In grades 14 had two 2. Parent workshops In grade 4 continued with posltlv 2. Enhanc parent lnvolv......,t In th school procss. lnsrvlc In March and April. feedback. J. Students had birthday acknowledgomonts, field 3. Counselor continued selfesteet1 classes. J. Iner sel fostoffl of the children Involved. tripe, etc. that Inspired aelfosteffl. 1992 1. Increase the success rate of 11fnorfty students  1. Targeted studentl - progrss In radlng with 1. Blow grade lvl students wll l be targeted for 1993 well as all students   reduction In disparity. Htl of trade books thlt contained high lntrst, low f~rovement fnterventfon. vocabulary. 2. Iner ..  sel fest..,. of the children Involved. 2. Contlrue the coo..nsllng and lncontlvu for the 2. THchers obsrved atudentl exhilarating high self Increase of selfesteea as measured by staff observations. eltfffl and an Increase fn thefr l fvea for reeding through different tachlng strategies. SUT1Mry Statement To 1upplement the re,qular reading progr for all atl.dentl, ft,.nds were used to p..,rchase a varfety of enrichment tnaterfals to be used by all teachers f.e. trade books, high interest/low vocababulary l htenlng centers, fllJltfcultural u,fta and speehl materfals to enhance language develq,nrot for kindergarten and first graders. Research centers were purchased and located In modJles throughout all grade levels. Parent workshop material, field trlo[s for enrichment selfestff!! kits for teaching, fncenttves for learning and transportation were all provided through thf APJG, Obstaclu to Goal Attalrmont The school report that classrOOffl teachers conducted their own evaluation of their 1tudents thrOUffh classwork performance, test scores, and standardized test results, Records are available of all materials p.,rchased and fLnds scw\nnt, Hawver  1tathtlcal report fdentffytng 9pec1ffc groups of targeted children and thefr progrant was not provided by the school thus preventing a future tracking of the gry to Mteraf nerd progress, A.PIG Surmery Report - School -~G~x~~r_S~p~r~l~ns~E~l~omon=~t~r~y\"----------------- Year Goals Results Eve luat ion Crf terf a/Process 1990- 1. To increase academic achievement end reduce *Targeted students showed seven months or more increase *Assessment and analysis of MAT-6 ard MPT test results. 1991 disparities for targeted students operating one or more in achievement on MAT-6. *Provided additional CoopJter time for identified years below grade level in grades 2-6 in reading and *3rd ard 6th grade students who participated In this students. math. program pass MPT with 85% mastery. *Provided two parent Malce and Take \\Jorlcshops. students self-esteem was measured by office referrals *Provided a Parental Workshop. z. To Increase self-esteem of students which was reduced by 75X. 55x of all parents participated In Hake end Tako Workshops 3. To increase parental f nvo l vement 4ox of parents partkfpeted in the after school tutoring program. 1991 1. To increase academic achievement end reduce *Targeted students showed a 10X or more NCE gain on *Assessment and analysis of Stanford 8 and MPT test 1992 disparities for targeted students operating one or more Stanford a. results. yeers below grade level in grades 2-6 fn readfng and *Targeted 3rd grade students mastered reading on HPT. *Provided additional co,rputer time for identified math. *Targeted 6th grade students mastered all areas of MPT students. except Science and Social Studies. *Provided two parent Make and Take Workshops. z. To increase self-esteem of students st~U self-esteem was measured by office referrals *Provided two Parental \"orkshops. which was rOQJCed by 85%. 60X of all parents pert i cl pated In Make and Take 3. To Increase parental f nvol vement llorkshops. 3ox of parent  participated in the after school tutoring program. 1992- ,. To Increase academic achievement and reoJCe Targeted student  showed a 2% or more NCE gain on *Assessment and analysfs of Stanford 8 and MPT test 1993 dfsperftles for targeted stt..dents operating one or inore Stanford a. results. years below grade level fn grades 2-6 in reading  nd *Targeted 3rd grade students mastered  ll  reas on the *Provided two parent Make end Take Workshops. Nth. HPT. *Provided Two Parental \\lorkshopsa *Targeted 6th grade students mastered reading and Nth z. To increase self-esteent of 1tudenta on MPT. *Student 1elf-estem was measured by off fee referrals which oocreosed by 5X frono lest year. 3. To Increase parental Involvement *Parent pertfcfpetfon in Make and Take workshops Increased 2l from l  t year. *40X of parent  participated In the after school tutorial program. SllTffll!lry Statement The Incentive grant has contributed f~ely to the ed.Jcatfonal excellN\"ICe of students at Geyer Springs School, Obviously the more ft.rds afforded the school, the more plamed activities we could have .,,fth obfective data to 1t,.pport the academic progress of students, Goals wel\"e met fn the areas of flrprovfnq 9el f-esteem, ftrprovfng the over11l l population ecedefflfc achievement, and finally lessening Geyer Springs Elementary  APtG Page 2 Obstacles to Goal Attairrnent APIG St.mnery Report  School ___ J~e~f~f~er~~on~E~l~emen=-\"t\"a,._ry.__ _____________ _ Year Goals Results Evaluation Criteria/Process 1990- 1. lo improve reading and writing skills of * E\"l)irical data reported an increase in language and * Teacher observation of students' early motivation and 1991 kindergarten and first grade students. writing skills. success in reading and writing skills. 2. To inc rease enthusiasm/rr.otivation toward reading and + Errpirical data also showed favorable improvements in * Comparison of whole class HAT-6 scores from 1989-90 and writing. writing sa~les from begiming to end of year. 1990-91. 3. To decrease the disparity between black and white  Ho objective data was avai table this first year. students . 1991 - 1. To i rrprove reading and writing sk fl ls of  See 1990-91 first two resut ts. *Teacher observation of students' early motivation and 1992 kindergarten, first and second grade students. success in reading and writing skills.  Corrparison of MAT-6 and Stanford scores showed an 2. To increase enthusiasm/motivation toward reading and Increase of 6 percentile points in language arts  COOl)8rison of whole class HAT-6 scores from 1990-91 and writing. related areas. Three points in total reading NCE. 1991-92 Stanford. 3. To decrease the black/white disparity.  Coq:,arison of individual test scores for growth of children in the program for 2 years. 1992- 1. To f~rove reading and writing skflls of * See 1991-92 first two results.  Teacher observation of students' early motivation and 1993 le fndergarten, first and second grade students. success in reading and writing skills.  Objective data showed an fncrease of 10 percentile 2. To increase enthusiasm/motivation toward reeding and points In total reading  51st to 61st percent I le.  C~rison of whole class Stanford scores from 1991-92 writing. and 1992-93. * 37 out of 75 2nd grade students showed growth of 7 3. To decrease the bleck/\"11te disparity. months or more - 19 were black students.  COOl)arison of individual test scores for growth of children fn the program for 2 years. Surmary Statement Teachers and parents feel that the \\lrftfng to Reed and \\lrftfng to Urfte Programs are beneficial for children from all backqrOUlds and with various learning styles. Errpfrlcal data Indicates a growth In self-esteem, early school successes, confid4!nce in creative writing and an Increase fn expressive language skills, Obstacles to Goel Attairment oue to the grade levels being targeted, obfectlve data has bttn more dffffcult to docunent, Changing frOffl MAT-6 to Stanford 8 made whole group conperlsons difficult for one year. Also, our attendance zone changed whe-n tcing School was ffled which again has made co,rparfson end following stt.dents more dffffcult, The secord grade lilrftfng to Urfte progrl!!lffl has been easier to objectively docunent due to having test evidence from preceding year  that evf~e was very positive, APIG Sutmary Report  School ---\"~=be=lv~=l=e_E~l=emen=~t=~ry~---------- Year Goals Results Evaluation Criteria/Process 1990 1. To Increase academic achievement for all students. Date from the MPT end MAT-6 did not reflect en Increase Cooperative learnfng and Learning Styles workshops were 1991 In achievement or e redJctfon In disparity. scheduled for staff to eMance teaching. An intense 2. To reduce the dfsperttfes In  cadefflfc achievement conm.mfcatfon process and lnservfces were set ~ to keep among gr~ formed on the basts of race, gender, and parents involved with their school. economic status. 1991 1. To increase academic achievement for all students. MPT dote reflected 85X 11estery (en Increase) In Writing to Reed Program es f\"\"lemented. Peer tutoring was 1992 reading. Sheth grade Stanford 8 data reflected all fff1)lemented at noon. Saturday School for 6th graders. 2. To redJce the disparities In academic achievement class totals below the 50 NCE. IEP'a were developed Class sheets were reviewed each 9 weeks. emong gr\"'-\"5 formed on the basis of race, gender, end for each etrfsk student. econcni c status. 1992 ,. To Increase academic achievement for all students. MPT dote reflected 85X (an Increase) In reeding ard Teachers taught their specialty In the intermec:Hate grades 1993 scfence. Stanford 8 data reflected all class totals to focus on academic frrprovement. Peer tutoring was 2. To redJce the dfsperftfes tn academic echfev_,,t below 50 NCE wtth en Increase in achievement in grades cont trued. among grC\u0026gt;l.4)5 fanned on the basfa of race, gender, and 1, 2, 3, 4 end 6. economf c status. SLIIINlfY Statement Test scores dfd not reflect slbstantial academic achievement, Enrichment programs lfk:e Math Olynplad, Geography Bowl Gffted(Talented OUh Bowl, Spelling Be-e 1 and Friday Clubs did provide og,or-tuiltfes for students to explore thefr Interests and to be Involved fn working together, Parents have openly expressed thefr Interests and their satfsfactfon with the experiences provided to thefr students as well as the programs provided for them. Obstacles to Goel Attainment The student population at Mabelvale h very t.nStable, Twenty-five percent (25X) of the total school pop.,latfon are inobfle each year. Fifty percent (SOX) of the 3rd graders who fafled math were new to Mabel vale. Sixth percent (60%) of the ahth graders who failed reading were new to the school, An early identification of a targeted gray, of students fn addftfon to plans and monftorfng process rrust be estebl !shed ff accurate data Is to be recorded. APlG SLmT18ry R~rt - School ---'H-\"c\"'0-\"e'-'rmo=t.,_t _____________ _ Year Goals Results Evaluation Criteria/Process 1990 1. To Increase academic ach I evement for all students. Teachers observed kindergarten stl.dents motivated and The first stage of the Writing to Read coq:,uter program 1991 Interested In the \\lritfng to Read program. Grode J HPT was purchased and iff'f)lemented for kindergarten students. 2. To reduce the disperftfes in acadffl!ic achievement data reflected 85% or above mastery fn reading and math Twenty- two teachers were i nservi ced on cooperative emong groups formed on the basis of race, gender, and for all groups. Grade 6 HPT reflected 85X mastery or learning and were furnished materials and supplies. economic status. above fn 3 out of 5 content areas. 1991 1. To increase academic achievement for all students. Grade 3 MPT data reflected mastery fn reading and math. The APIG f\\Mlds were all targeted to the updating of 1992 Sixth graders had mastery in 2 out of 5 content areas. carp.,ter equipnent and materials for the Mritfng to Read 2. To red.Jee the disparities in academic achievement on the Stanford 8, all class totals were below 50 NCE program. First grade students were included this year. emong groups formed on the basis of race, gender, and with little disparity. ecOOOftlf c status. 1992 ,. To Increase academic achievement for all students. Grade 3 MPT data reflected mastery in reading and math. No APIG fl.nds were requested. Teachers tutored individual 1993 Grade 6 MPT data reflected mastery in 4 out of 5 students fn their own classrooms. 2. To reci.Jce the disparities In acedefflic achievement contfflt areas. The one area was 83X cc:,q:\u0026gt;ared to 1992 among gr0l4)5 fonned on the basis of race, gender, and at 64X. on the Stanford S, two classes totaled 50 NCE ecOOOftlic status. or above. S1.mNtry Statement McDermott has a strong parent support and cOffll'U\"lfty involvement. There Is a total of five PartMrs fn EOJCatfon groups assfstfng in tutoring progrems, mentodng, career trafnfng, safety pol ice cadets and recruitfng. One partner has been responsible for the recruitment of 50 famflfes:. The PTA h always first In the district to attafn 100% menbershfp. Obstacles to Goal Attatnnent The school fs not tar9etfng spectffc atrfsk students for tutoring and recordfng statfstfcal date to reflect the academic progress. APIG Sum,ary Report - School -~\"~~ad~o~w~c~l~lf~f ___________ _ Year Goals Results Evaluation Crfteda/Process 1990- 1. To increase academic achievement for all students. Absenteeism of students dropped as corrpared to 1988- 1. Teachers will receive training fn TESA and Team 1991 89 . Learning to increase academic achievement and reduce Standardized test scores were raised. disparity. Student behavior inproved. 2. To reduce the dfsparltfes in acadeniic achievement Posftfve responses by students and parents in the 2_ Equipnent and materials wfl l be upgraded and purchased among groups formed on the basis of race, gender, and school cl fmate surveys. to increase students' test understanding. economic status. 1991 - ,. To increase academf c ach f ev~nt for all students. Staff participation in training for \"network\" COf11)tJters Focus was on 11networking11 the building with a system of 1992 was c~leted. Stanford test data reflected class classroom C0fl1)Uters controlled by a file server located in 2. To reduce the dfsperf t f es In acadernf c ach I evement totals. Grades 2, 3, 4, and 6 were above the 50 NCE. the Med\na Center. among groups formed on the basi  of race, gender, and economic status. 1992- 1. To increase academic achievement for all students. Stanford Test data reflected that class totals fn all The APIG focus was to continue the purchase of classroom 1993 grade were above the 50 NCE. Disparity between 1992 Coq\u0026gt;Uters to Increase the academic progress of all 2. To reciJce the disparities In academic achlev.....,t and 1993 did not deer stl.dents ard to reciJce disparity_ among gr0l4)5 formed on the bash of race, gender, end economic status. Slfflftlllry StetemMt examination of each year's rrport reveals that the first year (1990-91) AIPG Instructional materials and egufpnent were purchased, staff developnent activities were conducted, and parent workshops were held. the following two years (1991-92, 199293) all expenditures were used fn networking the building with COffP:!ter egufpnent to conplete the program. Test data reflected an increase fn achievement fn class totals but the dhparfty has not yet been reduced. Obstacles to Goal Attafrrnent Not targeting spe\ncfffc 9r9':P! in need ard rnalntafnfng stathtfcal data prevent  determination of the success of the teachers' staff developnent on the students' learning. APIG SUffllary Report  School _ _,,o.,_tt..,e.cr_c,.,rc,ec,,e.,,k_,E,_,l\"'emen\"\"\"\"'t\"'a'-ry'----------------- Year Goals Results Evatuatfon Criteria/Process 1990 ,. Enhance educational achievement and reduce  3rd grade students mastered reading and math on HPT.  Assessment and analysis of MAT-6 and HPT test results. 1991 disparities for targeted at-risk students In grades )C\u0026gt;6.  6th grade students mastered all areas of MPT but  Provided academic and gold behavior incentives. 2. Increase sel festeem of students. science and language arts.  Provided fnservices to teachers in TESA, Classroom 3. Increase parents l involvement.  Majority of students scored above 50th percentile on Management and Learning Styles. MAT-6.  Extended Encourager Program.  Growth In r'IUtt\u0026gt;er of black males passing MPT in reading and math at 3rd grade.  Provided transportation to parents for PTA meetings and conferences. 1991 1. Enhance educational achievement and reduce  3rd grade students mastered reading and math on MPT.  Assessment and analysis of Stanford 8 and MPT test 1992 disparities for targeted at-risk students In grades K-6. results.  6th grade students inastered all areas of MPT but 2. Increase sel festeem of students. language arts.  Provided coq:,uter, software, and printers for IC-3. 3. Increase parental f nvo l vement.  Majority of sh.dents scored above 50th percentf le on  Provided manipulative and instructional materials. Stanford 8.  Provided academic and good behavior incentives.  Growth on MPT in science, language arts end social studies for black females In 6th grade.  Enhanced Encourager Program.  Growth fn science and social studies on HPT for black  Provided transportation to parents for conferences. Nle In 6th grade.  Provided parental workshops. APIG Surmary Report - Otter Creek Page 2 1992 1. Enhance educational achievement and reduce 1993 disparities for targeted at - risk students in grades K-6. 2. Increase self - esteem of students. 3. Increase parental involvement. Sl.lT1'Mry Statement  3rd grede students mastered reading and math on HPT. * 6th grade students mastered all areas of HPT but science and language arts. . Increase in nut'Der of students scoring above 50th percentile on Stanford 8.  Growth in nurber of black females passing social studies on HPT in grade 6. * Assessment and analysis of Stanford 8 and MPT test results. * Provided co,rputer software, manipulative and instructional materials for reading, math, science, and social studies .  Provided transportation end field trips .  Prov ided academic and good behavior incentives.  Provided transportation conferences. Third grade ~tudents mastered reading end math on the HPT. At the sixth grade level in all areas but science and language arts were mastered on the HPT. A growth in the nurber of black males passing MPT was shown at the third grade level. At the sixth grade level a growth fn science, language arts, and social studies for black males was shown. An increase fn the nurt\u0026gt;er of students scodng et the 50th percentile or above on Stanford 8 was shown, and there hes been a ~rease fn the nurt\u0026gt;er of s suspensions and students. Obstacl~s to Goal Attafrmont APIG Summry Report - School ___P :.,:u._,l.,o\"'sk::.l'--\"He,._i\"'g\"'h-\"ts....,_E.,_1-=\"'n\"'ta\"'r-'y_ ________ Year Goals Results Evaluation Criteria/Process 1990- 1. To f ncrease academf c ach f evement for oil students. Grode 3 HPT doto reflected mostery (88X) In reading, Consul tents, materials, and stipends were provided to all 1991 90X (91) moth. Grade 6 data reflected mastery In 2 of staff members to motivate and train in the areas of whole 2. To reduce the disparities fn academic achfevement the 5 subject arees. language and \\lrftfng Across the Curriculun. tnstructlonal am:::,ng groups formed on the bas is of race, gender. and equipment, camcorder, projectors, l fstening centers, etc. economic status. were purchased to support areas of learning. 1991- 1. To increase academic achievement for all studc!nts. Grode 3 HPT doto reflected 95X In reading, 90X math. Staff developnent continued fn the areas of reading and 1992 Grade 6 data reflected mastery in 1 of the 5 content. whole languege. Twenty-five black females, 45 bleck 2. To reduce the disparities fn acadenlfc achievement Stanford 8 data reflected grades 2 and 3 above the 50 males, 9 white males, and 8 white females participate fn a among groups formed on the basts of race, gender, and NCE. tutoring gr~. Niinerous trade books and magazines fn the economic status. content areas were purchased to support the goals. 1992- 1. To increase acadenlic achievement for all students. Grode 3 HPT data reflected 56X mastery In reading and Three teachers, one aide, snacks, transportation, and 1993 88X In .. th. Grade 6 data reflected mastery f n 2 of materials were ft.rded to the after-school tutoring program 2. To reduce the disparities fn academic achievement the 5 content areas. Stanford 8 data reflected grades for 60 days, 1 1/2 hours. among groups fonned on the basis of race, gerder, end 1, 3, and 4 above the 50 NCE. economl c status . SlfflMry Statement The Pulaski Heights ElfflNffitary staff successfully used the APIG to lrrplement strong staff devel9ffl!fflt programs ard to purchase materfal1 1 egufpnent, program guides, ard other essffltfal elements needed for the fnplementatfon of the program. Progress was made fn sane areas of achfevefflent. Obstacles to Goal Att  frment Dete was not reported on the tutoring 9rou,s to track progress of frdfvfciJals. A change in prfncfpels occurred d.Jrlng thfs tfme perfod. A.PIG S1.mnery R~rt - School __ .:,.Rom=i\"'ne\"-------------- Year Goals Rosul ts EvalU8tion Criteria/Process 1990 1. NA 1991 2. Plan written but not l,plemented. Delayed to 1991   -  -- ----- 92 school year . 1991  1. To raise the academic success of all students. It ls noted that the Stanford and AMPT results 1. Uni ts of stl.Kfy targeted to reach areas rated low on 1992 reflected acedemfc progress fn all areas . the MAT-6 and MPT. 2. To redlce th disparity among all Identified groups. 2. Provide specific program models for targeted atdsk. students. 1992- 1. To raise the academic success of all students. Stanford 8 test results as well as AMPT scores 1. Unites of stl.Kfy targeted to reach areas rated low on 1993 reflected increased academic success among studfflts the MAT -6 and MPT . along with the redlctlon of disparity emong all 2. To redlce the disparity emong all Identified groups . ldentlfhble groups. 2. Provide specific program models for targeted at-risk students. Surmery Stat~t The fl.l'lds acquired through the APJG em1bled the staff to develop ll\"lits write program guides oorchase materials ard egufpnent, ard to provide ffeld trfps for enrichment. Thfs resulted fn the students having the opoortl.llfty to vlsualfze, interpret and process lnfonnetlon that would raise thef.- achievement level . Obstacles to Goal Attairment The delay fn fnplemented the gr-ant on an earl fer tfmel lne fn the 199091 school year- was an obstacle. Test scor-es sf nee 1991 tndfcate that academic pr-ogress was achieved. APIG SI.ITIMry Report School --'T\"e\"-r'-r._ ____________ _ Year Coals Results Evaluation Criteria/Process 1990- 1. To increase ecademic achievement for all students. HPT test results in 3rd and 6th grades reflected en Thematic 1.#lits were prepared to target all students' 1991 fncrease in achievement for black and white students. needs. Staff developnent schedule for all staff to 2. To reduce the disparities in academic achievement ilfl)rove teaching strategies. among groups formed on the basis of race, gender, and economic status . 1991 - 1. To increase academic achievement for all students . Test results reflect a sfgni ff cant increase fn all test Staff developnent and fnservfces continued to be 1992 scores. one huidred percent C 100X) of black students conducted. Sevm professional training sessions were 2. To reduce the disparities fn academic achfevetl'N!nt in 6th grade passed the MPT in reading, math, language irrplemented: Wright Group, HCRAT, Reading and Writing among groups formed on the bas f s of race, gender, and arts, and social stt.dfes. Across the Curriculun, learning Styles, and science economic status . training. 1992- 1. To Increase academic achievement for all stl.dents. HPT test data reflects a contfr.Jed increase in Staff developnent ard fnservfce training contlrued fn 1993 achievement ard a reduction In disparity. Mastery in addition to the frrplementatfon of a strong fncmtfve 2. To reduce the dfsparitfes fn academic achievement all areas of the HPT occurred. program to inotfvate students and a perental involvement among groups formed on the bes la of race, gerder, and conmi tment. economic status. Sunnary Stattfflil!nt The APJC fl.rids provided professional training to the staff resulting in the Terry teachers being better prepared to reach a diverse student pop.,lation. The focus of the teaching methods and stratNJ\nes resulting from the ongoing staff developnMt produced teachers who were more confident and conpetent to ,nake decfsfons regardfng thefr students' teeming. Obstacles to Goel Atta\nrrnent No obstacles . Goals were ettefned at Terry. Terry was one of two area schools who pessl!'d all sections of the HPT test. APIG Sunnary Report - School ___ u\"\"a\"k\"\"e-'-f\"'ie\"l\"d ______________ _ Year Goals Results Evaluation Crf ter i a/Process 1990- 1_ To increase academic achievement for all students. MPT data reflected 8711: mastery In reading and 88X ,. Equfpnent and suppl fes were purchased for all 1991 mastery in math on the 3rd grade level for all grC\u0026gt;t.4\u0026gt;s cl ass rooms. 2- To reduce the disparities in academic achievement except black females (76%). among groups formed on the basis of race, gender, and 2. Staff developnent in science ard social studies economic status. were scheduled to enhance teaching in grade 3. 1991 1. To increase academic achievement for all students. Data reflects all grades total below the 50 NCE on the ,. Additional instructional materials in science and 1992 Stanford 8. MPT reflects all students passing in grade social studies were purchased for classrooms. 2. To reduce the disparities In academic achievement 3 at 85X or above except black males (76X). Reading among groups formed on the basts of race. gender, end and math was passed In grade 6 by all studfflts. 2. F\nve-week tutoring sessions for et-risk students in economic status. grades 36. 1992 ,. To increase academic achievement for all students. Data reflects all grade totals on the Stanford 8 below Science materials, staff development, professional 1993 the 50 NCE with lrrprovement In grades 1, 3, and 5. meetings, at-risk strategies to enhance teaching, parent 2. To reduce the disparities In ecadenfc achievement All students passed the 3rd grade MPT except black workshops and tutorial programs for selected Lnder among groups fonned on the bash of race, gender, and males (76%). Reading and 118th was passed In grade 6 by achievers. economic status. white males and females only. Black students passed by 2X. Surmary Stat8'1eflt The APIC ft.nds ~bled the school to: have staff developne:nt sessions by providing teacher stfJ)!ndsj purchase materials and eq.Jipnent\nprovide inc:Mtives for stud~ts\nand, f\u0026amp;.nd snacks and transportation for the students Involved fn the tutoring sessions. The school acquired exceptional Mrlchment materials and egul~t that enhanced both the nusfc program and library collection. Obstacles to Goal Attefrrnent No measurable data wu malntaf~ as to the success ff the selected U'lder achievers who attended the tutorial program. Year 1992- 1993 Sunnary Statement APJG SUIINlry Rport  School Uash\nngton Magnet Goals 1. To provide a weekly reader subscription to each student in the 1st through 6th grades 2. To in-.,rove the disparity in achievement in the HPT of sub-population a related by CRTH and NORM Referenced Tests. J . To hire five certified staff metrbers to assist Twin City Bank e,rployees, to staff the After School Homework Center. Results Evaluation Criteda/Process  Since we began the program In March, we do not have 1. CRTH Tests coq\u0026gt;arison data from standardized testing. However, students look forward to getting their Ueekly Readers 2. Stanford 8 and parent and teacher conments were positive. Eightr ftve percent of the teachers requested Ueekly Readers 3. Increased reading fn the content area for th 1993 94 school Yr.  Since we were I.Xl8ble to get certified people to assist volunteers I.Xltil Harch, the results  re yet to be known. 4. The program was designed to assist students, who would not receive help at home, with their homework. In March, the PTA matched fl.n'.fs to hire certified staff. 5. AHPT Test Results 4. Eighty-five percent of  tl 3rd graders will pass  3rd Grade: Reading  90X the reading sections of the Arkansas Hinfnun Performence Hath  93X Test. * 6th Grode: Reed Ing  84X Moth  98X language Arts  82% set enc  90X Sociol Studt  83X  Ont y one student df d not show progress according to the EPSF post test. Several students  re now working on grode levl.  Second grade had posftfve growth fn all areas tested xcept one (concept N..-rs).  Fffth grade had posftfve growth fn ell areas tested cept one (Math C\"\"\"tat ton). 6. Interim Reports 7. EPSF Post tests 8. Stanford 8 was given to select second and fffth grede in Aprfl and then agotn in July. the Weekly Reeder Pr29ran1 fs a way of gettfng all of our st~ts to read about current events, They reed in the classroom and took their weekly readers home, hopefully, to reread. Thfa wfll Increase reeding skills and fflllke st~t more aware of current events fn the world and event  close to home. The Homework Center has the posstbflfty to be viable force fn test scores fn our low abflfty chfldren. \\lfth more tfme, and voh.r,teers who are becoming better trafned this program wfll show results fn the spring 9tandardfted testing, AHPT THt Results: Classes were well attended and parents co-operated with the teachera. Teacher  worked on skfl ls not iriestered based on assessments given by the ctassrom teachers, APIG S\u0026lt;mMry Report School _ _,:11,,_at,.,sc,,on,_,_ _______________ _ Year Goals Results Evaluation Criteria/Process 1990 ,. To increase academic achievement for all stu::::tents . Test scores reflected increased achievement of all ,. To provide staff developed in whole language, 1991 students and decrease dfsparftfes in the 6th grade. cooperative learning, classroom management and learning centers. 2. To reduce the disparities fn academic achievetrent 2. Ten faculty meetings devoted to the training of among groups formed on the basis of race, gender, and management of an integrated curriculun. economic status. 1991 1. To increase academic achievement for ell students . Teachers used checkl lsts to monf tor student 1. To target m. of the 1st graders below grade 1992 participation and to evaluate students' work. Test instructional level. The \\Jrite-to-Read corrp.,ter program 2. To rtuce the disperftfes fn academic achievement scores reflect an increase in academic achievement. will be partially purchased. among gr0l4)5 formed on the basis of race, gender, and economic status. 1992 1. To Increase academic achievement for ill students. Test scores reflect an increase in academic ,. The final purchase of the materials for the \\lriteto 1993 achievement. Read labs was made. 2. To reduce the disparities fn acedemfc achievement arrong groups formed on the basts of race, gender, and economic status. SLITl'Nlry Statement The fuids received from the APIG were used to support the focus of the school's plan .. the p.,rchese of the WrftetoRead conputers and materials. In conjl.XlCtion to this major purchase the other experdl tures were targeted to staff ~velopnt!nt science materials, end st.g\u0026gt;lementel readers. Obstacles to Coal Att  irmMt None Washington Magnet Page 2 CRTH and NORM Referenced Test: The kindergarten class was very successful. Host students irrproved on EPSF skills and are currently functioning on grade level. Two students ere being monitored for possible interventions. j. '\u0026gt;~lcrt n.nibi:-r of c\nwdentc, frl'.lfn c\nec.:iM\ninrl fifth or.:ides attended a sUTmCr program at Uashington. Classes focus~ on reading and math skills. At the conclusion of the class, all students were administered thl! Stanford 8 for l\"eading 11nd math. Scores wi?re canpared with the students' April Stanford 8 scores and growth was charted. As was noted each grade had only one negative growth area . 1n second grade, the high~st growth area was in reading vocabulal\"y with a 17.5 NCE gain. The fifth grade greatest gain came in reading conprehension with an 8.1 NCE gain. Obstacles to Goal Attairrnent The Ueekly Reader Program: our biggest obstacle was getting the readers on tin.! and fn getting the correct rM..mber we needed for each grade level. The Homework Center: The loss of voll.11teers from the bank and/or loss of PTA matching funds will cause a drop fn projected scores. AHPT Test Results: Ineffective sfx grade teachers  one class had four teachers the ffrst nfne weeks due to the little Rock School District's decision to put the classroom teachers back into the G/T programs. Thfs class never got back on track. The teacher resigned durfng the fourth nine weeks. CRTH and NORM Reference Tests: One student missed the first weelc of school. APIG S\"\"\"8ry Report School ---'ll\"'e\"'s'-'t.,_e'-'rn~H-'-1'-'ll..,,s,__ ___________ _ Year Goals Results Evaluation Cdterh/ Process 1990 ,. To increase academic achievement for all students. The HPT scores In 3rd grade reflect that 86% black ,. Materials were purchased to enhance teaching In all 1991 moles end 100% black females passed. One hLndred areas. percent (100%) white moles end females passed. The 2. To reduce the dfsparlties in academic achievement disparity showed a reduction. 2. Homework centers were established and peer tutoring among groups formed on the bas Is of race, gender, and groups were identified. economic status. 1991 ,. To increase academic achievement for all students. Test data reflected that grades 1, 2, 3, and 6 scored ,. Materials for 171.Jlticultural lessons, microscopes, 1992 above the 50 NCE on the Stanford 8. Ninety-three encyclopedias, research materials for all classes, and percent (93%) black males end 100% black females math coq:,uter software contirued to be purchased for all passed. One hLndred percent (100%) white moles end classes. females passed on the 3rd grade HPT. 2. To reduc: th dfsparftlu In academic echlvemont 2. School-wide incentives for academic and behavior among gr~ fonned on the bash of race, gender, and achievement were pur-chased. economf c  tat us. 1992 ,. To fncr-ease academic achievement for all students. Test data reflected that grades 1, 2, 3, 4 and 6 scor-ed ,. Materials for- social studies providing 11Geo-Safer-i 11 1993 above th 50 NCE on th Stanford a. One hLndred centers for each classr-oom will be provided to teachers in per-cent (100%) black 3r-d grade males passed the MPT. need of social studies riaterfals. Also, teacher-a observed better behavior and fewer sent 2. To reduce the disparities fn academic achievement homes. 2. Thirty (30) etrfsk stu:lents wero targeted to monitor among grOt..pS formed on the be1t1 of race, gender, and the self-esteem COffl)()llfflt. econonifc status. SU'TINlry Statement The grant was focussed on building students' self esteeffl fn order- to inprove academical Ly and to fflhance teaching through the purchase of materials in all the areas of learning. Exmples: The 0lsabflfty Awareness Series for Spfal Education, Souids of Language by Bfll Martin for K-3 grades, overhead projectors, math manfpulatlves vid~ tapes science kits and nunerous manipulatives. Obstecls to Goel AttalrfflMt Additional data consfsting of students' names and observable m:ogress fn the areas of pttr tutoring, homework center attendance, and the set f-esteem conponents was not reported. APIG Sum,ary Report - School ___ W:.i,_,l\"'s\"'on\"'----------------- Year Goals Results Evaluation Criteria/Process 1990- 1. To increase academic achievement for all students. Test data reflected a decl fne in the 3rd grade HPT  Afternoon COl1l)Uter and phonics programs for students 1991 scores over the 1989-90 scores. Grade 6 HPT scores 2 times per week. 2. To reduce the disparities in academic achievement reflKt~ mastery In reading and math. among groups formed on the basis of race, gender, economic status. and  Incentive program for set f  esteem. . Increased parent involvement to support at - risk students. 1991- 1. To increase academk achievement for all students. Significant i rrprovement in 3rd grade HPT scores in  Materials to support the academics were purchased: 1992 1992: reading, 95X with all groups achieving 85X or science charts, heart models, solar systffl'IS, etc. 2. To rKfuce the disparities fn academic achievement above\nmath, 87X with all groups except black males. among groups formed on the basfs of race, gender, and Sfxth grade mastery fn reading and math for ill groups.  Parents were provided packets throughout the year to economic status. No fq::,rovement f n other areas. help their children.  Nfne teachers provided after-school tutoring to students. 1992- 1. To increase academic achievement for all students. HPT In Jrd grade reading reflects mastery (88%) and a Equfpnent purchases to enhance teaching were made: 1993 decl fne in math- MPT f n 6th grade - no mastery f n any recorders, listening centers, overhead projectors, and 2_ To reduce the disparftfes in academic achievement areas. eddftfonal science lab pieces. emong groups formed on the bash of race, gender, and economic status. Sl.lffMry Stat~t Test data does not reflect a steedy growth of fnprov~nt fn the u\n,per grades. The ffll!lterfals and eguipnent purchased were a nttdt asset to the school's program. Staff developnent appeared to be a Q!Slected area that needs to be addressed ff student achievement h to be acconplished. Obstacles to Goal Attai~nt The lack of plamed staff developnent sessions is a deffnfte obstacle to student achievement. Data not reported on the targeted students prevents success Interpretation. APIG Sunnary Report School ___ll ~ood=~ru~f~f_ _______________ Year Goals Evaluation Results 1990 ,. To f ncrease acedemf c ach f evement for all students. Staff developni!nt with IN!lterfals was provided for all Data fran the HAT6 tests reflected that disperfty end 1991 staff. El even teachers tutored 104 students f n grades achievement increased. The percent of black students 2. To reduce the disperitfes fn academic achievement 26 who were targeted as hfgh risk for future failure. at/above grade level increased from 31X to 39X. The among groups fanned on the basis of race, gender, and percent of white students at/above grade level increased economic status. from 49% to 67%. The dfsperity widened by 10X. 1991 ,. To increase academic achievement for all students. Six sessions of staff developnent end stipends provided Data from Stanford 8 reflected that fn all grade levels 1992 to all staff members. Enrichment experiences were NCE scores f ncreased. On the 3rd grade MPT, 100X of the 2. To reduce the dfsparitfes fn academic achievement provided to all students. Targeted groups of students black. males passed reading (an increase of 33X over 1991). among groups fonned on the bas ts of race, gerder, and were scheduled for after school tutoring with snacks Twelve percent (12X) fewer black females pessed reeding. economic status. and transportation provided. 1992 ,. To increase academic achievement for  l l students. Teachers end aides atterded 5 sessions In staff Stanford thinking skfl ls scores Increase fn grades 36 by 1993 deve l opnent. The c01.nSelor worked with targeted high over 10 NCE points. Disparity of scores on the 6th grade 2. To reduce the disparities In acedenic achievement risk students In grades 16 for 1 1/2 hours dally after MPT were el imfnated. Only one black female end one white among gr0l4)5 formed on the bash of race, gender, and school fn addftfon to the ongoing tutoring sessions. male failed to pass ell five sections of the test. economic status. S1.mn11ry Statement The Uoodruff staff developnent progrern5 were well planned that the tutoring classes were well orgenhed fn that they targeted the students In need. The total staff was Involved fn the excellent teBftl delivery of the programs. Even though fl.ndfng was late fn coming, the success of \\locxfruff'  total teant approach In workfng wfth students hes been exenplery. Obstacles to Goal Attalrment ate fend! ACADEMIC PROGRESS INCENTIVE GRANT (APIG} PROGRAM EVALUATION SECONDARY SCHOOLS Program Description Purpose The purpose of the Academic Progress Incentive Grant was to provide funding beyond the regular budget to all area schools in assisting them to increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Principals and their committees were to submit a proposal and budget sheet in requesting the grant. Scope and Content The Academic Progress Incentive Grant described in the Desegregation Plan was first made available to each area school principal in 1990-91 in the sum of $25,000. In the following two years, additional sums were made available - $25,000 in 1991-92 and $10,000 in 1992-93. The process to be followed was for each school principal and school committee to write a proposal. A budget sheet identifying items and cost as related to the proposal being submitted was to be attached. The plan utilizing the grant money was to be directly connected to and supportive of the school's annual school plan. The school plan was developed cooperatively by the principal and staff with parent committee input yearly. Each grant proposal was forwarded to the Academic Progress Incentive Grant Committee for review. Upon approval, the budget sheet from the proposal was forwarded to the Financial Services Department and budget codes were then set up for the individual school to use for the purchasing of items requested in the proposal. Items requested by the school were typed on requisitions and forwarded to the assistant superintendent who supervised the particular area school The Academic Progress Incentive Grant was then checked to make sure that the requisitions supported the goals of the Academic Progress Incentive Grant program: to improve the education of all students and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Participants/Beneficiaries The Academic Progress Incentive Grants in the secondary area schools served both entire student bodies in some cases and identified groups in others. In the four restructured junior high schools, Cloverdale, Forest Heights, Pulaski Heights, and Southwest, one joint proposal was submitted, serving the entire student body. APIG Program Evaluation for Secondary Schools page 2 Mabe/vale also submitted a proposal that served the entire student body. At the high school level, J.A. Fair presented a proposal that served all students, while both Hall and Central proposed to serve an identified group of students. At Central the focus was on remediating core area skills among at-risk students. At Hall average to above average stud en ts were served, developing their leadership and academic skills to serve as models for their peers. Program Goal The purpose of the Academic Progress Incentive Grant was to provide additional funds to the principals of the little Rock School District area schools who submitted proposals indicating plans: 1. To increase academic achievement for all students. 2. To reduce disparity in achievement among students of different racial, socioeconomic, and gender groups. The Academic Progress Incentive Grant was to be offered to the principals of the areas schools each year for a period of three years (1990-93). At the conclusion of that time period, a three-year summary would be submitted (Desegregation Plan, page 82) in order to evaluate its continuance. The two goals of the Academic Progress Incentive Grant along with specific objectives to have been accomplished to assist in the implementation of these goals are as follows: Obiective One: To increase the academic achievement for identified students in the core curricular areas by providing teachers with a broad base of resources and equipment. Obiective Two: To provide varied enrichment activities that would broaden identified students' experience base. Obiective Three: To involve parents as full partners in planning at schools for identified students' growth and success. APIG Program Evaluation for Secondary Schools page 3 Obiective Four: To provide staff development activities which meet the specific needs of identified students. Evaluation Criteria The summary report of the Academic Progress Incentive Grant has been evaluated by data analysis from the years 1990-93, specifically the evaluation will consist of: 1. Sufficient resources and materials were provided for teachers to increase the academic achievement for identified students in the core curriculum areas. 2. Enrichment activities were provided to identified students to broaden their experience base. 3. Parents were involved with school staff in working together to increase academic achievement and in reducing the disparity of identified students. 4. Staff development was provided to raise staff awareness/expectations of identified students. Evaluation Results Evaluation results reflect information submitted by area school principals at the end of the three years initial funding cycle for the Academic Progress Incentive Grants. Obiective One: To increase academic achievement for identified students in the core curricula areas by providing teachers with a broad base of awareness and equipment. Discussion During the Academic Progress Incentive Grant period, 1990-1993, sufficient resources and materials were provided to the area secondary schools who participated to increase student achievement and reduce disparities in numerous schools. APIG Program Evaluation for Secondary Schools page 4 For the 1990-91 Academic Progress Incentive Grant period, six schools reported increases in achievement, and five schools reported reduction in disparity. Seven of the eligible schools participated in the 1990-91 grant period. For the 1991-92 Academic Progress Incentive Grant period, six schools reported increases in achievement, and six schools reported reduction in disparity. Eight of the eligible schools participated in the 1991-92 grant period. For the 1992-93 Academic Progress Incentive Grant period, six schools reported increases in achievement, and four schools reported reduction in disparity. Six of the eligible schools participated in the 1992-93 grant period. Obiective Two: To provide varied enrichment activities that would broaden identified students' experience base. Discussion The four restructured junior high schools participated in a joint proposal that involved common program components The enrichment activities included a seventh grade orientation program, easing the transition from grade six to seven\nand an after school program which included tutorial opportunities, extended learning opportunities, nutritional snacks, high interest cultural enrichment activities, a homework center, and transportation. In the other participating junior high, tutoring and field trips enriched the core curriculum each quarter. Additional study carrels, tape players and head phones were provided in classrooms. An intramural sports program and an academic and behavioral incentive program also added to the enrichment of the students' experiences. The three participating high schools also provided varied enrichment experiences during the Academic Progress Incentive Grant period to broaden the student's experiences. Enrichment experiences in the high schools included tutorial programs after school and on Saturdays, leadership development sessions, sessions designed to teach behaviors consistently displayed by high achieving students, activities to enhance self esteem of program participants, academic coaching sessions, exposure to community resource speakers, and sessions designed to establish successful relations with teachers of the participants. APIG Program Evaluation for Secondary Schools page 5 Additional enrichment experiences at the high school levels were provided through the additions of computer hardware and software, multi cultural reading materials, audio visual equipment, scientific equipment, and musical equipment. Obiective Three: To involve parents as full partners in planning at schools for identified students' growth and success. Discussion The degree of attainment of objective three is not reported in some of the reports submitted at the end of the initial three year funding cycle for Academic Progress Incentive Grants. The restructured schools report the participation by parents in the orientation program each year was quite high, with most of the 65-75% of the students participating being accompanied by a parent. The report also mentions that parents were invited to attend other programs and academic sessions. One of the high school proposals involved a parental component. This program was designed to inform parents about the program their students were participating in, to seek their comments about changes in behavior and attitudes evident among program participants, to seek suggestions for program modifications, and to provide program evaluations for future planning. These parental involvement sessions were held each year of the three year funding cycle in the participating high school. Obiective four: To provide staff development activities which meet the specific needs of identified students. Discussion The degree of attainment of objective four is not identified in many of the reports submitted by the areas schools at the end of the initial three year funding cycle for the Academic Progress Incentive Grant. Those reporting staff development activities included sessions to enhance classroom discipline, self esteem, critical thinking, and sessions explaining the expectations for the grant proposal. Other experiences included sessions on the roles of program mentors, how to provide academic and behavioral coaching, the development of testtaking strategies, and future planning sessions. APIG Program Evaluation for Secondary Schools page 6 Obstacles to Goal Attainment The goals of increasing academic achievement for all students and the reduction of disparity in achievement among students of different racial, socioeconomic, and gender groups were only partially attained during the initial funding cycle for the Academic Progress Incentive Grant. Obstacles to goal attainment included the following: 1. Funding for the Academic Progress Incentive Grant was approved near December of each of the funding years, allowing for implementation during only the second semester of each funding year. 2. Funding levels were reduced from $25,000 to $10,000 for the 1992-93 Academic Progress Incentive Grant. 3. At the secondary level the majority of the impact of the Academic Progress Incentive Grant has been in directed assistance to the development of identified students in programs after the regular school day ends. Such an arrangement limits availability of students for program participation due to extra curricular activities, family responsibilities, and employment of students. 4. Three to five hours weekly for eighteen weeks is not sufficient time to bring about the necessary academic improvement to offset the disparity in achievement levels. 5. The lack of consistency in the collection of formative and summative data, and in the analysis of said data, hamper the ability of researchers to draw uniform conclusions about the effectiveness of programming under the Academic Progress Incentive Grant. 6. There is a need in some instances to show a more direct relationship between the strategies employed in a proposal and the attainment of the proposal goals under the Academic Progress Incentive Grant. 7. Availability of parents for the planning and evaluations of Academic Progress Incentive Grants is limited at the secondary level. Recommendations 1. Continue funding the Academic Progress Incentive Grant in those area schools meeting stringent approval criteria. APIG Program Evaluation for Secondary Schools page 7 2. Make funds available in September of funding years so to extend the impact time. 3. Increase the funding level to original levels. 4. Require documentation of impact on goals by proposed strategies. 5. Require consistency in the collection of formative and summative data, and the analysis of said data, to enable uniform conclusions to be drawn about program effectiveness. APIG Summary Report School -Central YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. To provide remediation to students 1. Failure rate was reduced from 834 to 322 1. Changes in failure rates were who are performing at or below grade after the grant was received. The A and 8 calculated. Changes in honor roll level. honor roll increased by 259. Teachers participation were calculated. Changes involved as tutors reported program in grades of program participants were participants improved performance in deficit calculated. areas by at least one grade in most cases. 2. To provide reinforcement to students who desire assistance with emphasis on time on task. 3. To provide enrichment for students who desire advanced instructional assistance. I YEAR 1991-92 1992-93 GOALS 1. To provide remediation to students who are performing at or below grade level. 1. To provide remediation to students who are performaing at or below grade level. APIG Summary Report RESULTS 1. 100 students came in one or more days for help in English. 69 students came in one or more days for help in math. 53 students came in one or more days for science. 56 students came in one or more days for social studies. No data are available on results. 1. One hundred twenty-five students participated. No data are available on the results. School - Central -page 2 EVALUATION CRITERIA/PROCESS 1. The number of students seeking assistance in the core areas was recorded. 1. The number of students seeking assistance was recorded. YEAR 1991-92 GOALS 1. Purchase computer to improve reading comprehension, improve vocabulary, develop independent learning skills, remediate learning, improve problem solving and critical thinking skills of students in the four core areas. 2. Reduce achievement disparity in standardized test scores. APIG Summary Report RESULTS 1. Stanford Eight scores comparison of 92 Spring scores with 93 Spring scores showed an increase in the areas of total reading and math. Total reading in 92 was 37 and was 39 in Spring 93 for the same students. Total math was 29 in Spring 92 and was 35 in Spring 93 for the same students. 2. Achievement disparity was reduced from Spring 92 levels in Spring 93. In Spring 92 the total battery scores for 10th grade was Black-28, White-58. (30) In Spring 93 the total battery scores for 11th grade was Black-31, White-56. (25) School - Fair EVALUATION CRITERIA/PROCESS 1. The Spring 92 scores on the standardized tests were compared with the same student's scores one year later, 1993. 2. The Spring 92 scores on the standardized tests were compared with the same student's scores one year later. YEAR 1990- 1991 GOALS 1. Reduction of achievement disparity among sub groups in the student population. 2. Increase the enrollment of African American students in academic clubs and honor societies\nestablish mini grants for innovative instructional strategies\nestablish Project Promotion, a mentoring experience. 3. Improve academic performance in the core curricular areas. APIG SUMMARY REPORT RESULTS 1. Achievement test disparity was not positively impacted during the 1990-91 school year. 2. There was an increase in participation among African American students in the academic clubs and honor societies due to recruitment efforts. Mini grants were offered but none were funded during the 1990-91 school year. Project Promotion, a mentoring experience, was begun. 3. There was not an evident increase in academic performance among program participants sufficient to declare the program a success. Thirty-nine percent of the program participants increased their academic performance by maintaining or increasing their grade point average during program participation. SCHOOL - HALL EVALUATION CRITERIA/PROCESS 1. A comparison was made in the standardized test results of African American students and others for the 1990-91 school year. These results were compared with results of the same students from the previous year. The disparity in results was not reduced. 2. Membership levels of African American students in selected academic clubs and honor societies were compared to the membership level of previous years. Project Promotion was planned and implemented. 3. Grade point averages of program participants were compared to averages prior to program participation to determine if improvement was made. YEAR 1991-1992 GOALS 1. Reduction in achievement disparity among sub groups in the student population. 2. Increased academic performance of program participants. 3. Leadership sk,1ls and enhanced self esteem will emerge among program participants. APIG Summary Report RESULTS 1. Achievement test disparity was not positively impacted during the 1991-92 school year. 2. Forty- one percent of the program participants increased or maintained their grade point averages during program participation. Twenty-four percent improved or maintained their standardized test scores on the complete battery from 90-91 levels. 3. Enhanced leadership skills and self esteem were evident among progam participants. School - Hall- page 2 EVALUATION CRITERIA/PROCESS 1. A comparison was made in the standardized test results of African American students and others for the 1991-92 school year. These results were compared with results of the same students from the previous year. The disparity in results was not reduced. 2. Grade point averages of program participants were compared to averages prior to program participation to determine if improvemnt was made. A comparison of 91-92 standardized test scores of program participants was made to the complete battery from the previous year. 3. Enhanced leadership and self esteem was documented through self reports, reports of parents, and observations of mentors. YEAR 1992-93 GOALS 1. Reduction of achievement disparity among sub groups in the student population. 2. Increased academic performance of program participants. 3. leadership skills and enhanced self esteem will emerge among program participants. I APIG Summary Report RESULTS 1. Achievement test disparity was not positively impacted during the 1992-93 school year. 2. Forty-nine percent of the program participants increased or maintained their grade point average during program participation. 3. Enhanced leadership skills and self esteem were evident among program participants. School - Hall-page 3 EVALUATION CRITERIA/PROCESS 1. A comparision was made in the standardized test results of African American students and others for the 1992-93 school year. These results were compared with results of the same students from the previous year. 2. Grade point averages of program participants were compared to averages prior to program participation to determine if improvement was made. A comparison of 92-93 standardized test scores of program participants was made to their complete battery and/or basic battery scores. 3. Enhanced leadership and self esteem was documented throught self report, reports of parents, and observations of mentors. APIG Summary Report School - Cloverdale YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. - YEAR GOALS RESULTS 1990-91 EVALUATION CRITERIA/PROCESS 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic achievement. students who participated in the After School Program funded by the APIG scored APIG Summary Report School - Forest Heights significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic achievement. students who participated in the After School Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. APIG Summary Report School - Mabe/vale YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Conduct an orientation session for 1. An orientations session was held. 1. Documented event. seventh grade students and their parents. 2. Provide an assignment notebook to 2. An assignment notebook was provided to 2. Documented receipt of materials. each student. each student. 3. Develop an incentive program to 3. An incentive progrma was instituted. No decrease disparity in disciplinary results on program impact were provided. sanctions and to promote academic excellence. 4. Institute an Alternative Classroom. 4. An Alternative Classroom was instituted. 4. Documentated operation of program. YEAR GOALS RESULTS 1991 -92 (cont.} 7. EVALUATION CRITERIA/PROCESS Provide an assignment notebook to 7. An assignment notebook was provided 7. Documented receipt of materials all students. for each student. APIG Summary Report School - Mabe/vale-page 3 8. Provide a noon time recreational 8. An intramural program was developed 8. Documented operation of program program. and operated before school and at lunch period. 9. Add a laser printer to the computer 9. No results were recorded lab. APIG Summary Report School - Mabe/vale - page 2 YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1991-92 1. Implement a Student Health 1. No results were recorded. Assistance Program. 2. Provide staff development in 2. Staff develoment was provided for all 2. Documented results classroom management, classroom teachers in the areas of classroom discipline, discipline, self esteem, and thinking self esteem and critical thinking. skills. 3. Provide an outdoor classroom. 3. No results were recorded. 4. Provide a cassette tape player and 4. Study carrels and a tape player were 4. Documented receipt of equipment study carrel for each classroom. provided for each classroom. 5. Provide a large screen television for 5. No results were recorded. the media center. 6. Provide a computer printer and 6. No results were recorded. software to the In -School-Suspension Program. APIG Summary Report School - Pulaski Heights YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance studenr achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. APIG Summary Report School - Southwest YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance student achievement and 1. An extended health education program 1. Not stated in report reduce achievement disparity. was provided. An increase in achievement is reported. 1991-92 1. Enhance student achievement and 1. Television equipment and computers were 1. Documentation of MPT pass rates reduce achievement disparity. purchased. A tutorial program was provided in core areas. Eighth grade students who remained in the program passed the MPT. 1992-93 1. Enhance student achievement and 1. learning strategies were taught to 1. Documentation of MPT pass rates reduce achievement disparity. students. Ninety percent of students enrolled in the after school program passed the MPT. A computer with software was purchased for each department. FAST TRACK EVALUATION SECTION TWO LIBRARY /MEDIA PROGRAM January 1994 To: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL TECHNOLOGY - IRC 600 SOUTH RINGO LITTLE ROCK, ARKANSAS 72201 January 4, 1994 Estelle Matthis, Deputy Superintendent RECEIVED 'JAN O 3 1994 DEPUTY SUPERINTENDENT From: ,St-Lucy Lyon, Coordinator of Instructional Technology Subject: Fast Track Evaluation for Library Media Program Attached is the revised fast track evaluation of the library media program that includes the addition of a conclusion as the committee requested. Please let me know of any other requested changes. Purpose LIBRARY MEDIA PROGRAM EVALUATION Program Description The Library Media Program supports the instructional program of the District by providing a full measure of varied instructional resources and by extending and enriching basic skills that are taught in the classroom. A variety of teaching/learning strategies are presented to students through library media center activities designed to meet a wide range of student needs. Scope and Content All elementary schools implemented the new library/media program for the District in the 1989- 90 school year. Known as REACH (Reading Extension Activities for Children), the program was based on a study done in 1988 by Retta Patrick, library n\niedia consultant, and was modeled on the Pulaski County Special School District's nationally-recognized library media program. The 1988 study showed that there were several barriers limiting the effectiveness of the District's library media program. The new program was designed to address those barriers while presenting a plan for library media services that would meet the needs of students and teachers. Additionally, the new program was to following state and national guidelines for high quality library media programs. One of the barriers limiting the effectiveness of the library media program in 1988 was the lack of reference material, books, and other resources that support the curriculum. Another resource deemed inadequate was the availability of properly working audiovisual equipment. To address these barriers a system was established for adding instructional resources to each elementary school and for efficiently repairing audiovisual equipment. Another barrier identified in 1988 was the lack of a structured, uniform, curriculum-integrated library media program. In the spring of 1989 a library media curriculum correlated to the District's reading series was developed by a team of elementary library media specialists (and one principal). The REACH curriculum sequentially presents skills for locating, using, synthesizing, and communicating information. from kindergarten through sixth level. Literary skills, introduced by the classroom teacher, are extended. Children are encouraged to read a variety of literature types, improving reading proficiency through practice. A small group approach is used and planned instruction by the library media specialist is directly related to previous classroom learning by students. The REACH curriculum was implemented in the fall of 1989 and continued to be the basic library/media curriculum until the District's revised curriculum was implemented in 1992-93. The District's revised curriculum allows teachers to use many other resources to teach reading Library Media Page 2 besides the basal text and emphasizes a thematic, integrated approach. Each library/media specialist, working with teachers in the building, has developed library/media instruction that correlates to various subject areas of the curriculum, including science, social studies, and mathematics. Library and information skills are now reinforced and extended through all subject areas. Guidelines of the American Association of School Librarians strongly recommend the concept of flexible scheduling in school library media programs. Scheduling classes flexibly allows for individuals, groups and classes to use the library at the point of need, not on a rigid schedule. In t~e first two years of the library media program, library media instruction was scheduled according to stories read in the basal reader. With the adoption of the revised curriculum library media instruction is now scheduled by half-classes in most schools to provide for hands-on experience with the many and varied library resources available. Time is available for flexible scheduling of classes in addition to a regular library time as teachers and library media specialists plan for additional reinforcing activities. Another component of the library media program is access to the library media center at the point of need. That is, students are not limited in library visits only to a scheduled class time. The library media center is available for individuals or small groups of students who need resources and information at any time in the school day. In order for the library media program to function successfully, appropriate staffing must be in place. Each elementary library media center is staffed by a full-time certified library media specialist. Each elementary library has at least part-time clerical support in the form of a library media clerk. Larger schools have a full-time clerk. Having a library clerk enables the library media specialjst to have more time for planning with teachers, instructing students, and determining needs for instructional materials for teachers and students. The many clerical tasks that must be done to maintain and promote library collections are best handled by a library media clerk, freeing the library media specialist to perform instructional duties. Program Goal The goal of the library media program is to provide each student with library/media services in accordance with the essential role outlined in the District's Desegregation Plan. Specific objectives have been developed to implement that goal: l. To provide equitable access to library resources, including multicultural and audiovisual resources for all students 2. To extend and enrich basic skills in ways that meet students varied learning styles Library Media Page 3 Evaluation Criteria The library/media program will be evaluated by comparing data from the beginning of the program through the fall of 1993. Specifically the evaluation will consist of: 1. A comparison of results of surveys administered to classroom teachers in 1988 and again in 1993 that will show: 1.1 Three-fifths instead of one-fourth of the teachers will consider themselves frequent users of the school library. 1.2 Students will have access at the point of need. 1.3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go to the library to use the library/media center materials for a class assignment. 1.4 Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. 1.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. 2. A comparison of data collected monthly that will show: 2.1 Student visits will increase. 2.2 Volume of books checked out will increase. 2.3 Indep~ndent research by students will increase. 2.4 Number of classes/groups of students scheduled in the library by teachers will increase. Evaluation Results Evaluation results reflect data collected from administration of the two library media surveys and from an analysis of monthly report data collected from each elementary school from the 1989-90 school year to the 1992-93 school year. Results are presented by objective of the program. Library Media Page 4 Objective 1: To provide equitable access to library resources, including multicultural and audiovisual resources for all students The library media survey was administered to elementary teachers in 1988 with 715 teachers responding and again in 1993 with 680 teachers responding. The results are presented for each of the evaluation criteria. A full comparison of the two surveys is presented in Appendix A. 1.1 Three-fifths instead of one-fourth of the teachers will consider themselves frequent users of lhe school library. (Survey Item #1) I Teachers use the library .... I 1988 I 1993 I Several times a week 26% 42% Once a week/ several times month 54% 47% Once month I once a semester 19% 9% Never use it 2% 0% Discussion In 1993 approximately two-fifths (42 % ) of the teachers surveyed considered themselves frequent users of the library instead of approximately one-fourth (26%) in 1988. There was a sixteen point increase in the number of teachers who are frequent users, and there was a decrease in the number of teachers who rarely or never use the library from 21 % down to 9 % . There was an increase in the number of teachers who use the library, but that increase did not reach the criteria of three-fifths. 1.2 Students will have access at the point of need. (Survey Item #6) Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C D Students have access 88 93 88 93 88 93 88 93 throughout day, as needed 23% 47% 43% 33% 28% 14% 6% 8% Library Media Page 5 Discussion The number of students who do not have access to the school library throughout the school day decreased from 28 % to only 14 % , and the number of students who have regular access to the school library throughout the day as needed doubled (from 23 % to 47% ). Approximately one-half (47%) of elementary students do not have regular access to the school library throughout the day. 1. 3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom o never go to the library to use the library/m~dia center materials for a classassignment. (Survey Item #7, #8) Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C D Students go to library ... 88 93 88 93 88 93 88 93 full class 23% 27% 26% 36% 43% 31 % 8% 7% in small groups/ 16% 37% 36% 40% 41 % 18% 8% 6% as individuals Discussion As a full class three out of ten (31 % ) students seldom or never visit the library for a class assignment according to the 1993 survey, a decrease from four out of ten in 1988. Approximately two out of ten students (18%) seldom or never visit the library in small groups or as individuals for a class assignment in 1993. This was a decrease from four out of ten in 1988. While neither category reached the goal of one of ten, progress was made toward the goal of more library use by students. 1.4 Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. (Survey Item #15) Library Media Page 6 Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C 88 93 88 93 88 93 Teachers planning learning activities 14% 27% 44% 48% 40% 23% involving LM activities or LMC skills Discussion D 88 93 3% 2% In 1993 approximately 1/5 (23%) of the teachers reported that they rarely or never planned learning activities involving library media activities as opposed to almost 1/2 (40%) of the teachers in 1988. This criteria was met. 1.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. Barrier or Constraint (# Responses) 1988 1993 Limited Resources - Books 101 33 Limited Resources - Audiovisual Equipment 67 25 Rigid Scheduling 51 2 Lack of Time 46 29 Limited space/lack of clerical staff 47 115 Absence of curriculum-integrated LM program 30 3 Discussion Only the barrier of limited space/lack of clerical staff increased in responses from 1988 to 1993. All other barriers decreased. While the barriers noted in 1988 were mentioned again in 1993, a dramatic drop in the number of teachers who listed them was apparent. Library Media Page 7 The lack of clerical staff was noted by the largest number of teachers responding to this question. Progress was made from 198E to 1993 in meeting the five criteria specified for this objective. One criteria (1.4) was fully met and the other four showed improvement. Objective 2: To extend and enrich basic skills in ways that meet students varied learning styles Data has been collected monthly from each elementary library since the 1989-90 school year. The four criteria of objective twq are evaluated on the results of that data. 2.1 Student visits will increase. Students visit the library for instruction, for research, fo\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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1156","title":"Little Rock School District, personnel directories","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/1995"],"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 administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directories"],"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/1156"],"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":["174 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1994 Personnel Directory LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITTLE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDESANDBUSDRIVERS \"OVER 25 YEARS OF OUTSTANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 Little Rock School District Administrative Directory 1994 Zone 1 2 3 4 5 6 7 Board of Directors Director Term ends Dr. Katherine Mitchell 1996 Shorter College 604 Locust Street, NLR, 72114 374-6305 T. Kevin O'Malley 1996 Ark. Board of Review Tower Building - Suite 700, 01 324-9038 Dorsey Jackson 1994 1400 Worthen Bank Bldg. 200 West Capitol Avenue, 01 375-3275 John A. Riggs, IV 1996 J. A. Riggs Tractor Co. P. 0. Box 1399, 03 570-3528 Linda Pondexter 1996 Fuller Jr. High P. 0. Box 8601, 16 490-1503 Patricia Gee 1994 8409 Dowan Drive, 09 562-0571 Oma Jacovelli 1994 6622 Gold Court, 09 568-7585 Dr. Henry P. Williams, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501) 324-2000 II LRSD Central Offices II All Plaxar Stations (228, 324, 455, 570, 671) can be called by dialing the last four-digit extension. For information call 324-2000. LOCATIONS LRSD Administration Building 810 W. Markham, 72201 Administration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Center 800 Apperson St., 72202 Cafeteria/Food Services 1501 Jonas, 72202 Instructional Resource Canter (IRC) 6th \u0026amp; Ringo, 72201 Computer Central Early Childhood Education English English Second Language Foreign Lenguagaa Instructional Madia Center Math PAC Reading Science Social Studiaa Staff Development Metropolitan Vo-Tech. Ed. Ctr. no1 Scott Hamilton Road, 72209 Plent Sarvicaa/Maintanance 3601 S. Bryant, 72204 Procurement \u0026amp; Material Management 1800 E. Sixth, 72202 Safety and Security 1001 E. 21 St., 72202 Student Assignment Offices 501 Sharmen, 72202 Transportation Dept. 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 DEPARTMENTS Adult Education Pauletta Martin, Director Athletic Department Bualneaa Ed/Homa Economica CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Jeanetta Wagner, Director Community Education Branda Scrimager 324-2000 324-2000 324-2260 324-2370 324-2250 324-0515 324-0517 324-0510 324-0510 324-0510 324-05n 324-0520 324-0525 324-0526 324--0518 324-0514 324-0500 565-8465 570-4020 324-2230 324-2400 324-2272 570-4000 324-2426 324-2260 324-2426 570-4043 324-2395 324-2250 324-2020 570-4149 Curriculum Daaagragatlon Dr. Ruaaell Mayo, Aaaoc. Superintendent Arma Hart, Desegregation Facilitator Deputy Superintendent Estella Matthla, Deputy Superintendent Sterling Ingram, Assoc. for Inst. to the Deputy Margaret Gremillion, Asst Supt. Elementary Larry S. Robertson, Asst. Supt.  Elementary Dr. Victor Anderson, Acting Asal. Supt. Secondary Early Childhood Education Pat Price, Coordinator English/Foreign Language/ESL Gane Parker, Supervisor Exceptional Children Gifted/Talented Mable Donaldson, Supervisor Spacial Education Dr. Patty Kohler, Director Family Ufa Education/N- Futuraa Rane Carson, Coordinator Federal Programa/Grents Leon Adams, Director Financial Sarvicaa 324-2010 324-2271 324-2109 324-2010 324-2124 324-2006 324-2007 671-6200 324-0517 324-0513 324-2194 324-2180 324-0518 324-2110 324-2078 Mark Milhollan, Controller Health Services Gwen Efird, RN, Coordinator HIPPY 324-2161 (baapar)569--0244 324-2266 Marian Shead, Supervisor Human Raaourcaa Dr. Richard Hurley, Director Robert Robinson, Recruiting Coordinator Information Sarvicaa John Ruffins, Interim Director Instructional Resource Canter Dannis Glasgow, Director Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Specialist Library/Instructional Tech Lucy Lyon, Coordinator Mathematica Judy Trowell, Supervisor Carmella Crawford, Specialist Kathy Danaahmandi, Specialist Shirley Harper, Specialist Docla Jonas, Specialist Trish Killingsworth, Specialist Ranee Kovach, Specialist New Futurea Linda Young, Liaison Parent Involvement Catherine J. Gill, Coordinator Parent Recruiters Troy Cole, Recruiter 324-2080 324-2086 324-2055 324-0518 324-2083 569-8485 324-2116 324-05n 324-0520 324-2112 324-0525 324-2286 Becky Rather, Recruiter Coordinator 324-2287 Ron Looper, Specialist 324-0500 Partne,. In Education 324-2297 Sue Walls, Specialist 324-0500 Debbie Milam, Coordinator Marian Woods, Specialist 324-0500 Planning, R-arch and Evaluation 324-2120 Student Assignment Office 324-2272 Dr. Robert Clowers, Director Julie Wiedower, Student Assignment Officer Plant Services/Maintenance 570-4020 Student Hearing 324-2169 Doug Eaton, Director Dr. Linda Watson, Officer Print Shop, Administration 324-2031 Substitute Office (SOS), 324-2091 Pupil Services/Drug Abuse Prevention 324-2162 Sue Rodgers, Coordinator Marcy Eckolls, Asst. Coordinator 324-2090 Jo Evelyn Elston, Director Student Records 324-2129 Procurement \u0026amp; Materials Management 324-2230 Superintendent's Office 324-2100 Charles Neal, Director Dr. Henry P. Williama, Superintendent. 324-2012 Reading 324-0526 Supply Center 324-2237 Allee Stovall, Director Leonard Willis, Manager Resources and School Support 324-2009 Trade/Industrial Ed. 570-4044 Safety and Security 324-2400 Transportation Dept. 570-4000 Bill Barnhouse, Director Brad Montgomery, Director Science 324-0518 Truancy Reduction Center 671-6397 Dennis Glasgow, Supervisor Darold Maxfield, Coordinator Vocational/Tech. Ed. Center 570-4043 Scott Field 671-6299 Carol Green, Director Social Studies 324-0514 Vo-Tech Print Shop 570-4045 Marie A. McNaal, Supervisor 324-0511 Terry Kirkpatrick, Manager Staff Development 324-0500 Volunteers In Public Schools (VIPS) 324-2297 Donita Hudspeth, Director 324-0512 Debbie Milam, Coordinator Paula Grier, Specialist 324-0500 Administrative Staff Adams, Leon, Federal Programs Director ................... 324-2110 Browning, Benita, Fin. Sarv .......................................... 324-2069 Adams, Polly, Voe. Ed. Secy ........................................ 570-4043 Brumfield, Frank, IRC Security ..................................... 324-0526 Adams, Wayne, Facil. Coor ........................................... 570-4020 Cadman, Suzanne, Student Hearing Secy ................... 324-2169 Agnes, Jayna, Safety Supervisor, Transportation ..... 570-4000 Calhoun, Robert, Information Services ....................... 324-2106 Allan, Martha, Voe. Ed. Coun ........................................ 565-8465 Campbell, Sharon, Insurance Secretary ...................... 324-2083 Allison, Linda, HIPPY Aide ........................................... 324-2266 Caraway, Gwen, Procurement \u0026amp; Materials Management .324-2242 Anderson, John, Building Security Supervisor .......... 324-2400 Carpenter, Sharon, Deseg. Data Entry Operator ........ 324-2289 Armstead, Vicki, Communications Secy ..................... 324-2020 Carson, Rene, Family Life Coordinator ....................... 324-0518 Armstrong, Carol, Exec. Asst. Support Services ....... 324-2009 Carter, Ouida, Athletics Secy ....................................... 324-2426 Armstrong, Ramona, Labor Relations Sacy ................ 324-2116 Cash, Willard, Trans. Mach ........................................... 570-4005 Armstrong, Sheila, Food Sarv. Reimb. Coor ............... 324-2250 Cathey, Mary, Financial Services ................................. 324-2066 Baier, Keith, Trana. Mech .............................................. 570-4005 Chapman, Susan, Sp. Ed. Supv. CBI ........................... 324-2176 Banks, Roland, Fed. Prog. Chapter I Coordinator ..... 324-2110 Choate, Betsy, Information Services ........................... 324-2033 Barnhouse, Bill, Safety/Security Director ................... 324-2400 Claypool, Ruth, Financial Services .............................. 324-2075 Baua, Marjorie, Evaluation Specialist ........................ 324-2126 Cleek, Janacia, Financial Services ............................. 324-2065 Bates, Vera, Federal Programs .................................... 324-2110 Clowers, Robert, Planning, Research \u0026amp; Evaluation ... 324-2120 8-d, Ken, FS Main. Tech ........................................... 324-2250 Cole, Troy, Parent Recruiter ......................................... 324-2286 Bennett, Paulina, Human Resources Secy ................ 324-2089 Connolly, Robert, Systems Development Mgr ............ 324-2058 Bannett, Tammy, Transportation Dept. Secy .............. 570-4000 Cooper, Floyd, Trans. Supv .......................................... 570-4004 Barkhan, Dan, Transportation, Shop Clerk ................. 570-4006 Corker, Sue, R ding .................................................... 324-0526 Bilal, B. J., Trana. Dispatch .......................................... 570-4012 Cox, Tanya, Fin. Sarv .................................................... 324-20n Blagg, Lynn, English/Foreign LangJESL Secy ........... 324-0510 Cranford, Joan, Fin. Sarv .............................................. 324-2068 Bonda, Michelle, Switchboard Oper ............................ 3242000 Crawford, Carmelia, Mathematics Specialist .............. 324-0520 Boykin, Jackie, Food Sar. Director .............................. 3242250 Crawford, Pam, Computers Spec ................................. 324-0515 Braden, Carutha, Federal Programs ............................ 3242110 Currin, Ladye C., Secretary, Pupil Services ................ 324-2162 Bramlette, Nancy, Information Services ...................... 324-2063 DanHhmandi, Kathy, Mathematics Specialist ........... 324-0520 Brant, Dennis, Compute,. Spec ................................... 324-0515 Davis, Johnnie, Trans. Mech ........................................ 570-4005 Bray, Shirley, Fin. Sarv .................................................. 324-2071 Dean, Regina, KLRE/KUAR Manager ........................... 569-8485 Brawer, Jerry, Trana. Mach ........................................... 570-4005 DeVore, Dana, Trans. Supervisor ................................. 570-4008 Broughton, Thomas, Psychological Examiner ........... 324-2174 Driver, Juanita, Fin. Serv .............................................. 324-2076 Brown, Paula, Visually Impaired Instructor ................ 324-2192 Donaldson, Mable, Gifted/Talented Supervisor .......... 324-2197 Brown, Willie, Adm. Bldg. Mgr ...................................... 324-2030 Dunbar, Ethel, Eval. Spec ............................................. 324-2123 Eans, Bonnie, Computer Specialist ............................. 324-0515 Jones, Robert, Safety and Security ............................. 324-2400 Eaton, Doug, Plant Services/Maint. Director ............... 570-4022 Jones, Wendy, Construction Secretary ....................... 570-4026 Eckolls, Marcy, SOS Ant. Coord ................................. 324-2090 Jordan, Brenda, Administration Custodian ................ 324-2030 Edwarda, Diane, Student Records ............................... 324-2129 Jordan, Trey, Trans. Mech . ........................................... 570-4005 Efird, Gwen, Health Serv. Coordinator ........................ 324-2161 Joyce, Lisa, Reading Secy ............................................ 324-0526 Ellis, Archie, Trans. Supv .............................................. 570-4001 Kelly, Doris, Pupil Services Secy ................................. 324-2162 Elston, Jo Evelyn, Pupil Services/Drug Abuse ........... 3242162 Kendall, Doug, Coord., Environmental Protection ..... 570-4026 Eubanks, Gail, Procurement \u0026amp; Materials Management. Supv. 324-2234 Kiilsg9!1rd, Sharon, Staff Dev. Secy ............................. 324-0500 Fells, Cedric, Trans. Mech ..... : ...................................... 570-4005 Killingsworth, Trish, Mathematics Specialist ............. 324-0520 Ferguson, Anne, Fam. Life/New Futures ..................... 324-0518 Knox, John, Food Serv. Warehouse Mgr .................... 324-2257 Forbes, Betty Jean, Staff Asst. ..................................... 324-2100 Kohler, Patty, Special Ed. Director .............................. 324-2190 Freeman, Ann, Science Specialist/New Futures ......... 324-0518 Korte, Paula, Special Education ................................... 3242193 Fry, Ben, KLRE/KUAR FM ............................................. 569-8485 Kovach, Renee, Mathematics Specialist ..................... 324-0520 Fulmer, Lena, Sp. Ed. Supv .......................................... 324-2183 land, Kitty, Purchase Order Entry Specialist ............. 324-2240 Furrer, Jean, Food Serv. Supv ..................................... 324-2250 Leidigh, Lynn, Computer Specialist ............................ 324-0515 Gadberry, Brady, labor Relations Dir ......................... 324-2116 Logan, Kelli, Division of Exceptional Children ........... 324-2193 Gardner, Gayle, Math Secy ........................................... 324-0520 Looper, Ron, Staff Development Specialist ................ 324-0500 Gentry, Ruthie, Student Assignment Office Mgr ........ 324-2271 Loudermilk, Terry, Trans. Mechanic ............................ 570-4005 Gill, Catherine, Parent Involvement Coordinator ....... 324-0525 Lucker, Liz, New Futures Social Worker ..................... 324-0518 Glasgow, Dennis,Science Coordinator ....................... 324-2011 Lyon, Lucy, Library Cood ............................................. 324-0577 Glenn, Randall, Special Ed ........................................... 324-2191 McCraw, Helen, Information Services ......................... 324-2059 Goodwin, Cassandra, Substance Abuse Cood ........... 324-2167 McIntyre, Nina, Psy. Exam ............................................ 324-2173 Goza, Jean, Financial Services .................................... 324-2074 McMullen, Lille, Psy. Exam ........................................... 324-2171 Grable, Hazel, FS Bookkeeper ...................................... 32422SO McNeal, Marie A., Soc. Studies Supervisor ................. 324-0511 Graves, Barbara, Sp. Ed ................................................ 324-2189 Martin, Paulette, Adult Eduction Director ................... 324-2260 Green, Carol, Vocational Director ................................ 570-4043 Matson, Lee Ann, VIPS .................................................. 324-2295 Green, Dorothy, Planning/Eva!. Secy ........................... 324-2120 Matthis, Estelle, Deputy Superintendent ..................... 324-2011 Gremillion, Margaret, Assist. Superintendent ............ 324-2006 Maxfield, Darold, Truancy Reduction Coordinator ..... 671-6399 Grier, Paula, Staff Development Specialist ................. 324-0500 Mayfield, Rhetta, Community Educ. Secretary ........... 570-4149 Griffin, Beverly, Planning/Eval. Secy .......................... 324-2124 Mayo, Russell, Associate Supt. Desegregation .......... 324-2271 Griffin, Robert, Supply Center Asst. Mgr ................... 324-2237 Milam, Debbie, VIPS Coordinator ................................. 324-2297 Hackler, Joan, Computer Specialist ............................. 324-0515 Milam, Judy, Reading .................................................... 324-0526 Hamilton, Deborah, Trans. Disp ................................... 570-4012 Milhollen, Mark, Controller ........................................... 324-2078 Harris, Curtis, Supply Center ....................................... 324-2237 Miller, Brenda, Student Assignment Asst . .................. 324-2272 Harris, Rhonda, Plant Services Secy ........................... 570-4022 Montgomery, Brad, Transportation Director ............... 570-4000 Hart, Arma, Desegregation Facilitator ......................... 324-2109 Moore, Avis, KLRE/KUAR FM ....................................... 569-8485 Hayes, Steve, Maint. Supv ............................................ 570-4020 Moore, Cathine, CARE Coor ......................................... 324-2395 Haygood, Angelia, Special Ed. Secy ............................ 324-2172 Moore, Muriel, Science Secy ........................................ 324-0518 Harper, Linda, Sp. Ed. Secy .......................................... 324-2181 Morgan, Nancy, Information Services ......................... 324-2057 Harper, Shirley, Mathematics Specialist.. .................... 324-0520 Mouton, Valina, Information Ser. Operations Mgr ...... 324-2064 Hill, Claudette, Psy. Test. Secy ................ : ................... 3242186 Murray, Fran, Procurement \u0026amp; Materials Management ....... 324-2231 Hobby, Dr. Selma, Eval. Spec ....................................... 3242128 Neal, Charles, Procurement Director ........................................... 324-2235 Hodges, Lela, VIPS ........................................................ 324-2291 Nebling, Brenda, KLRE Secretary ................................ 569-8485 Honorable, Maggie, Human Resources ....................... 324-2081 Newburn, Linda, Transportation Secretary ................. 570-4000 Huddle, Mary, Gifted Secretary .................................... 324-2194 Nichols, Joyce, Homebound Teacher .......................... 3242180 Hudson, Valerie, VIPS ................................................... 324-2292 Norris, Margaret, Homebound Teacher ....................... 324-2180 Hudspeth, Donita, Staff Development Director ........... 324-0S12 Norton, Faye, CARE ...................................................... 324-2395 Huffman, Kris, IRC ......................................................... 324-0526 O'Baugh, Randy, Asst. Warehouse Mgr ...................... 324-2257 Hurley, Dr. Rlchard,Human Resources Director ......... 324-2080 Odle, Vicki, Psy. Test Secy ........................................... 324-2182 Humbard, Melissa, Information Services Secy ........... 324-2055 Paradis, Darrel, Procurement Contracting Supv ............ 324-2238 Humphrey, Theresa, Deaeg. Data Entry Operator ...... 324-2288 Parker, Gene, English/Foreign langJESLSupv .......... 324-0513 Ingram, Sterling, Assoc. for Instruction to the Deputy ..... 324-2124 Paul, Annita, Family Life Ed ........................................... 324--0518 Jack, Lynda, Div. Exceptional Children ....................... 324-2179 Pederson, Sue, Deseg. Info. Mgmt. Coordinator ........ 324-2285 Jackson, Debbie, Information Services ....................... 324-2052 Penn-Norman, Kathy, Evaluation Specialist ............... 324-2127 Jackson, Larry, Supply Center ..................................... 324-2237 Perritt, Yoriko \"Lola\", Science Specialist .................... 324-0518 Jackson, Roy, Cust. Supv ............................................. 570-4024 Petty, Donna, Secretary, HIPPY ................................... 324-2266 Jacobs, Joyce, Sp. Ed. Secy ........................................ 324-2180 Phillips, Don, Trans. Dispatcher .................................. 570-4013 Jeffrey, Bonnie, Div. Exceptional Children ................. 3242185 Price, Pat, Early Childhood Coordinator ..................... 324-0517 Johnson, Jerry, Construction Manager ....................... 570-4026 Porter, Diann, Pay. Exam .............................................. 324-2184 Jones, Docia, Mathematics Specialist ......................... 324-0520 Putt, Paulette, Vocational Education ........................... 570-4044 Jones, Linda, Schools Secy ......................................... 324-2016 Quattlebaum, Larry, Psy. Exam .................................... 324-2195 Jones, Mike, OPS Manager, Transportation ............... 570-4000 Rather, Becky, Parent Recruiter Coordinator ............. 324-2287 Jones, Rita, Human Resources Secy ........................... 324-2082 Rector, Janet, Plant Serv. Budget Assistant .............. 570-4020 Reevee, Sharon, Parts Clerk ......................................... 570-4028 Renaud, Nan M., Information Services ........................ 324-2054 Richardson, Jacquline, HIPPY Coordinator ................ 324-2266 Ridgell, Shirley, Human Reeources, Secy ................... 324-2085 Robertson, Larry S., Assistant Superintendent .......... 324-2007 Robinson, Bettye, Transportation Supv ...................... 570-4002 Robinson, Robert, Teacher Recruitment Coor ........... 324-2086 Rodgers, Norma, Executive Asslstant ......................... 324-2012 Rodgers, Sue, SOS Coodlnator .................................... 324-2091 Rogers, Martha, CARE Supervisor .............................. 324-2395 Roper, Annette, HIPPY Coordinator ............................ 324-2266 Rose, Shyrel, Special Education .................................. 324-2188 Ruffins, John, Acting Dir., Information Services ........ 324-2060 Runyan, Debra, Plant Servicee, Construction Secy ... 324-4020 Rushing, Debbie, Drug Prevention .............................. 324-2166 Rushing, Jerry, Drug Prevention .................................. 324-2165 Rynders, Diane, Coor, Gifted ........................................ 324-2187 Sanders, Lynette, Financial Services .......................... 324-2073 Saults, Chuck, KLRE/KUAR FM ................................... 569-8485 Schult, Shala, Fam. Ute EdJ N-Futures .................. 324-0518 Scrimager, Brenda, Community Eduction Director .... 570-4149 Sellers, Richard, FS Supv. Mgr .................................... 324-2250 Shaw, Terri, Administration Printer ............................. 324-2031 Shead, Marian, HIPPY Supervisor ................................ 324-2266 Smith, Gary, Sp. Ed. CBI ............................................... 324-21TT Smith, J-el, Custodian Annex ................................... 324-2168 Smith, Linda, Exec. Ant. Admin .................................. 324-2011 Smith, Mary, Safety/Security Secy ............................... 324-2400 Smith, Dr. Paul, Eval. Spec ........................................... 324-2125 Smith, Vernon, Const. Mgr . .......................................... 570-4026 Soo, Evelyn, Computer Spec ....................................... 324-0515 Spinelli, Gretchen, Procurement ........................................ 324-2239 Stearns, David, Trans. Mech ......................................... 570-4005 Steelman, Mary Lynn, Sp. Ed. Speech Coor ............... 324-2196 Stephens, Rose, Food Serv. Secy ................................ 324-2250 Story, Wallace, Pay. Exam ............................................ 324-2185 Stovall, Alice, Reading Director ................................... 324-0526 Streett, Barbara, Special Education ............................. 324-2184 Sutton, Anna, Food Servicee Secretary ...................... 324-2250 Sutton, Jamee, Supply Center ...................................... 324-2237 Swain, Linda, Student Hearing Officer ........................ 324-2170 Swint, Janice, Financial Servicee ................................ 324-2070 Tanner, Gail, Adm. Secy. New Futures ........................ 324-2112 Tate, Sherrell, Procurement .......................................... 324-2241 Teach, Patty, Secretary, Desegregation ...................... 324-2109 Teeter, Judy, Reading ................................................... 324-0526 Terry, Gifford, Supply Center ....................................... 324-2237 Thom, Oeborah, HIPPY Aide ..................................... 324-2266 Thom, Nanette, Division of Exceptional Children ... 324-21TT Trowell, Judy, Math Supervisor ................................... 324-0520 Tucker, Deborah, Procurement ................................... 324-2232 Umfleet, Don, Instructional TechJUb .......................... 324-05TT Underwood, Dorothy, FS Supv ..................................... 324-2250 Viner, Jamee, Trans. Foreman ...................................... 570-4005 Wagner, Jeanette, Director of Communications ........ 324-2020 Wagner, William, KLRE/KUAR ...................................... 569-8485 Waller, Cindy, Mobile Resource Ctr. Coordinator ...... 324-2164 Walls, Collen Sue, Staff Dev. Specialist ...................... 324-0500 Wallis, Carolyn, Financial Services .............................. 324-2072 Wallworth, Betty, Inst. Tech/Lib Secy ......................... 324-05TT Washington, Charlotte, Schools Secy ......................... 324-2013 Washington, Daniel, IRC ............................................... 324-05TT Watson, Christopher, Trenaportation Service Tech ........ 570-4005 Watson, Dr. Linda, Student Hearing ............................ 324-2170 Watson, Tommy, Mobile Resource Specialist ............ 324-2164 White, Tony, Supply Center .......................................... 324-2237 White, Rita, Exec. Administrative Asst. ....................... 324-2087 Wiedower, Julie, Student AMignment Coordinator ... 324-2280 Williama, Ethel, Pay. Test. Secy ................................... 324-2178 Williama, Dr. Henry P., Superintendent ....................... 324-2012 Williams, Patty, PAC Secretary .................................... 324-0525 Williams, Ruth, Information Services .......................... 324-2052 Williams, Sharon, Student Assign. Data Entry ........... 324-2287 Williams, Sharon, Division of Exceptional Children ... 324-21TT Williams, Tommy, Supply Center ................................. 324-2237 Willis, Leonard, Supply Ctr. Manager .......................... 324-2237 Wilson, Gayle, VIPS ........................................................ 324-2293 Wisner, Beth, Psychological Examiner ....................... 324-2174 Wofford, Pat, Food Services Secretary ....................... 324-2250 Woods, Marian, Staff Development Specialist ............ 324-0500 Woosley, Lucy, Financial Serv ..................................... 324-2067 Young, Krishna, Special Education ............................. 324-2192 Young, Linda, N-Futures Liaison ............................. 324-2113 Zawislak, Anna, VIPS ..................................................... 324-2294 Zoch, Edwin, KLRE/KUAR FM ...................................... 569-8485 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources, Information Services and Communications Department of the Little Rock School District. Employees' address and/or telephone changes should be sent as soon as they occur to the Human Resources Department. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. I I I I : Other Frequently Called Numbers Alternative Learning Center .......................................... 324-2370 ArkaneH Department of Education ............................. 682-4475 Arkaneae Education A .. ociation ................................. 375-4611 Arkan PTA ................................................................ 753-5247 Arkaneae Teachere' Credit Union ............................... 375-9250 Arkaneae Teacher' Retirement ................................... 682-1517 Attorney. Friday. Eldredge, Clark .. ........ .... . . .... .. .. .... . .................. 376-2011 First Commercial Bank Bldg Auditors Thomas \u0026amp; Thomas ........................................................ 375-2025 Heritage West Bldg. Fax (LRSD) ..................................................................... 324-2032 Fax (Procurement) ......................................................... 324-2233 Little Rock A .. ociation of Educational Office Pereonnel President, Julie Williams ..... ....................... 4557400/562-4893 1st Vice Pres., Edna Walton ..................... 570-4190/562-8461 2nd Vice Pres., Gayle Gardner ...................... 671-6320/227-n30 Secretary, Kay Burton ..................... .............. 2283050-227-4639 Treasurer, Deana Keathley .......................... 671-6380/562-4246 Little Rock Cla .. room Teachers Auociation 1500 W. Fourth, Suite 305 .... .............................. .. ..... 372-3519 President Eleanor Coleman .......................... 372-3519/6643150 Vice Pres. John Gross .......... ......................... 671-6267/663-7962 Sec. Betty Mitchell ........................................ 671-6250/851-8650 Treas. Linda J Bell ...... ....... .......... .. ...... 3242450/758-0883 Exec. Dir Frank Martin ...... .......... ............ .. .......... 372-3519 Adm. Ass'!. Brenda Walton ........ .......... .. ............ 372-3519 Little Rock PTA Council ................................................ 224-6746 Carla Bobo, President Little Rock School District lneurance Office ............... 324-2083 Little Rock Teacher Credit Union ............................... 374-7119 Magnet Review Committee Office ................................ 758-0156 New Futuree ................................................................... 374-1011 Office of Deeegregation Monitoring ............................. 376-6200 Pfeifer Camp .................................................................. 821-3714 Phyeican, School Dietrict ............................................. 320-4362 Dr. Chris Smith Ark. Children's Hospital Principal' Roundtable President, Lionel Ward ....... ....... .. ....... 228-308612277333 Pres. Elect, Jodie T. Carter ........................... 568-0930!570-4100 Secretary, Anne Mangan ... .. .................... 324-2385/666-5777 Treasurer, Gwen Zeigler ............................. 570-4180/664-2967 Subetitute Office Service  Elementary ................................................................ 324-2093 Secondary ................................................................. 324-2092 Treaeurer Louis J. Schaufele ........................................................ 378-1000 Worthen Bank Building Schools Address Alternative Learning Ctr. 800 Appereon, 02 Badgett 8900 Pecan Road, 06 Bale 6501 W. 32nd, 04 Baeeline Booker Brady Carver Central Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair Fair Park Foreet Heighta Foreet Park Franklin Fulbright Garland Geyer Springs Gibbe Hall Henderson Jefferson Mabelvale Elem. Mabelvale Jr. McClellan McDermott Mann Meadowcliff Metropolitan Mitchell Otter Creek Parkview Puluki Height Elam. Pulukl Heighta Jr. Righteell Rockefeller Romine Southwest Stephane Tarry Wakefield WHhington Wateon Waetern Hille Williama Wilson Woodruff 3623 BHeline Rd., 09 2016 Berber, 06 7915 W. Markham, 05 2100 E. 6th, 02 1500 Park, 02 11100 Chicot, 72103 6500 Hinkeon Rd., 09 6300 Hinkson Rd., 09 6423 Stagecoach Rd., 04 1100 Wright Ave., 06 13420 Dodd, 10 616 No. Harrison, 05 5901 Evergreen, 05 1600 No. Tyler, 07 1701 So. Harrieon, 04 300 Pleuant Valley Dr., 12 3615 W. 25th, 04 5240 Mabelvale Pike, 09 1115 W.16, 02 6700 \"H\" Street, 05 401 Barrow Rd., 05 2600 No. McKinley, 07 9401 Mabelvale Cut-off, 72103 10811 Mabelvale W., 72103 9417 Geyer Springe, 09 1200 Reeervoir Rd., 07 1000 E. Rooeevelt Rd., 06 25 Sheraton Dr., 09 7701 Scott Hamilton, 09 241 O Battery, 06 16000 Otter Creek Pky., 09 2501 Barrow, 04 319 No. Pine, 05 401 No. Pine, 05 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3301 So. Bryant, 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Weetminietar, 09 115 W. 27th, 06 7000 Valley Dr., 09 4901 Weetern Hille, 04 7301 Evergreen, 07 4015 Stannue Rd., 04 3010W.7th,05 I Ir Phone Principals Secretaries Cafeteria Nurses i 324-2370 Othello Faison Melinda Rodgers Geo~gia Greer Ed Hamlett 324-2475 Mary Golston Shirley Moore Rose Wright Marsha Mahan 570-4050 Levanna Wileon Lucy Hendrick Barbara Glover Ed Hamlett 570-4150 Dr. Mary Jane Cheatham Annett Jon\" Pat Singley Millie McKenzie 324-2482 Dr. Cheryl Simmon, Marye PowelVTilh1 Joyner Uvita Scott.John.on 228-3065 MaryManking Jackie Wherry Olene Curry Gwen Efird 324-2480 Mary Guinn Betty Sinpson/Phyftil Forbes Vivian Harris Mary Jo Curtis 324-2300 Rudolph Howard Francee Rodgers Betty Rone Kay Mobley I 570-4062 Oti1 Prnlar Louise TuckIOonnie Walker Edith Blythe Kim Hayman 570-4055 Frederick Fields Nettie Higgin Audrey Walker Jo Ann Curry 'i 570-4085 Gayle Bradford Darlane Martinek Jo Ann Curry 455.7430 Patricia McNeil Sue Mitchell Jimmie Thomas Vicki Barney 324-2440 Nancy Acre Marilyn McGrew Bobble Dickerson Lillian Wittenberg 228-3100 Al Niven Nan Howard Rita Farner Marie Davia 671-6260 Barbara Mean, Winnie Camp Claire Burch PamJacklon 671-6390 Richard Maple Becky Blanzenaki Joyce Weems Jo Gillum 671-6267 Virginia A1hley Pal Lu1by Carolyn Cole 671-6380 Franklin Davia Deana Keathley Elizabeth Young Lavelle Rollin 228-3080 Mac Huffman Joyce Wyatt/Karen Redd it Sylvia Boren Lucia Perry 671-6275 Robert Brown Rachel Williama Wonda Gilley Ann Callaway 570-4160 Eleanor Cox Kimberly Roaby Mae Kyzer Kim Hayman 324-2490 Donna Davie Sherri Herndon Eaaie Rayford Lucia Perry 671-6200 Dr. Vic Anderson Kay Gunter Charlene Jay Janice Yeatman 228-3050 Clell Watte Merilee Low Kathleen Bisbee Carla Kelley 671-6281 Francia Cawthon Barbara Ball Marilyn Masterson Barbara Bonner 455-7420 Julie Davenport Jo Greenlee/Bobbye Livy Brenda Browning Frankie Falkner 455-7400 Waller Marahaleck Nancy Wuneburger Carol Little Frankie Falkner 570-4100 Jodie Carter Elora Coleman Dorothy Robinson Theresa Bour 228-3072 Mike Oliver Rhonda Dorsett Earline Collins Pam Jack.on 324-2450 Marian Lacey Lynda Qualle Laura Tanner Becky Sage 570-4165 Jerry Worm JeeaieWebb Connie Moore Vicki Barney 565-8465 Dr. Doyle Dillahunty Margaret Holt Brenda Matthe- 324-2415 Dr.Samuel Branch Sandra Johnson Mary Reece Margaret Bland 455-7440 Carolyn Teeter Beth Gremillion Ruby Mickle Vicki Barney 228-3000 Junious Babbs Carolyn Alexander Georgette Moore Barbara Bonner 671-6290 Lillie Carter Margie Northcutt Shirley Crow Deborah Boll 671-6250 Ralph Hoffman Eleanor Bodenhaner Shirley Crow Deborah Bolla 324-2430 Sharon Davia Minnie Vault Mantha Gilliam Nina Williams 324-2385 Anne Mangan Melody Barnn Wanda Mobley Cindy Warren 228-3086 Lionel Ward Renee Smith Reba Hen.on Marsha Mahan 570-4070 Charity Smith Mary Jo Stone Janet Ivy Ed Hamlett 671-6350 Lonnie S. Dean Beverly Harrie Alice Byers Elizabeth Anglin 228-3093 LaDell Looper Ann Campbell Pam La-on Marie Davia 570-4190 Willie Morris Edna Walton Sarah Sellers Millie McKenzie I 324-2470 Karan Buchanan Phyllis Ellie Christine Franklin Betty Nieaer 570-4195 There\" Courtney Annie David.on Martha Shepherd Pam Jackson 570-4175 Scott Morgan Peggy Weeks Irene Gulley Janice Yeatman 671-6363 Dr. Ed Jack.on Gir11Udt Blowni~Kriati T obty Arlene Chambl ... Sue Shappard 570-4180 Gwan Zeigler Ella Ander.on Mary Lynch Margo Swanson 671-6270 Pat Higginbotham Carolyn Burt Christine Farria Millie McKenzie WIii II Personal Numbers ill ALTERNATIVE LEARNING CENT Prlnclpal: Othello Falson 800 Apperson St Uttle Rock, AR 72202 324-2370 ALEXANDER, EVA CUSTOOIAN 624 FLETCHER n202 374-8107 ANDERSON, RUGENAL TEACHER 6301 CAMP ROBINSON RD #14 n118 BANKS, OTIS R TEACHER 410 DIVISION n114 3n-7637 CONNELLY, KENNETH D TEACHER RT 3 BOX 57 n104 332-8719 DOBBINS, TYRONE CUSTOOIAN  HEAD 1109 G STREET n114 945-5992 FAISON, OTHELLO 0 PRINCIPAL/ALTERNATIVE SCH 1823 SOUTH TAYLOR n204 666-8321 GRANDON, COLLEEN IC COONSELOR 4304 LEE n205 664-2148 GREER, GEORGIA WORKER JR HIGH FOOD SER 5806 MANDAN ROAD n210 821-3010 HAMLETT, ROBERT EDWIN SCHOOL NURSE 32 PRINCE DR n1u 851-8345 ICE\u0026lt;MI, ADA L TEACHER 10513 DIAMOND DRIVE n209 562-4162 MOORE JR, FRED SCHOOL BASED SECURITY OFF 4110 ~ST 25TH STREET n204 664-0637 OICERE, CAROLINE A AIDE REGULAR BU\u0026gt;GET 5913 LYNDELL DRIVE n209 562-1487 PETTUS, CARLL SCHOOL BASED SECURITY OFF 708 GREENLEA DRIVE n114 945-1525 REINHART, THOMAS T TEACHER n202 ROBERTSON, ANDREW A AIDE REGULAR BU\u0026gt;GET 714 PINE STREET no32 327-4973 TARTT, PHYLLIS G TEACHER n114 THOMAS JR, NEHEMIAH TEACHER 9201 KANIS APT. 9-F n205 BADGETT ELEMENTARY Prlnclpal: Mary Golston 6900 Pecan Rd Uttle Rock, AR 72206 324-2475 ADAMS, ARBELLE WORKER ELEM FOOD SERVIC 2901 LOMA DRIVE n206 490-1941 ADAMS, JANET L TEACHER 929 ~ST COLONEL GLENN RO n210 821-2173 ALBERT, REJEANA J TEACHER 10 MALCOLM COVE n209 565-6837 CAMPBELL, ETHEL J TEACHER 3806 DEBUSK CIRCLE n206 374-4433 CHILDS, SANDRA D TEACHER 7 CHARING CROSS ROAD no32 329-6156 GOLSTON, MARY R ELEMENTARY PRINCIPAL 8419 LABETTE n204 225-5594 GRAY, KATHRYN M AIDE SUPERVISION n206 490-1661 GREGORY, PATRICIA A COONSELOR 103 ICING PINE n120 834-1984 JONES, MARY R WORKER ELEM FOOD SERVIC 23 BEAUREGARD n206 490-0734 MAHAN, MARSHAL SCHOOL NURSE n211 225-6760 MCCRUEL, LESLIE L CUSTOOIAN  HEAD 3001 BATTERY n206 374-5924 MCGOwAN, DORIS J TEACHER 3505 HIGH n206 374-7101 MCLENNAN, ANNE TEACHER 2 ALBRIGHT CIRCLE n206 3n-0333 MERRILL, ANNETTE M ACADEMIC SUPPORT LAB ATTE 3123 ~ST 11TH n204 664-8277 MOORE, SHIRLEY J SECRETARY PRINCIPAL 10904 AP~TTOX n103 455-3768 NELSON, WILBURLENE R MEDIA CLERIC 3703 BOYD STREET n204 565-8437 PEARSON, BOYCE TEACHER 2016 EAST 4 TH n202 3n3267 PHILLIPS, THELMA AIDE SUPERVISION 6406 DOVE LANE 72206 490-0757 PRUITT, GAYLA R TEACHER 2106 BROADVIEW 72032 450-0007 ROWE, MARY M TEACHER 17 FOREST BROOIC COORT 72211 221-0809 SCRUBBS JR, WALTER AIDE REGULAR Bll\u0026gt;GET 1650 BARROW ROAD APT 38 72204 227-7315 SINGER, PATRICIA B TEACHER 320 NORTH SUMMIT 72205 TRAYLOR, KATHLEEN A TEACHER 1701 GROVE HILL 72116 771-7797 TRIMBLE, BETTY J ' TEACHER 1904 EAST CAPITOL 72202 375-7899 VALUE, TERRIL TEACHER 72204 WATSON, MERLYN F LIBRARIAN 25 JANWOOO DRIVE n201 228-9510 WATSON, MURIEL C AIDE  REGULAR BU\u0026gt;GET 2907 MARSHALL 72206 371-0831 WILLIAMS, LARRY L CUSTOOIAN 72206 WOOO, CRYSTAL A TEACHER 215 NORTH CLAREMONT 72116 833-6953 WRIGHT, ROSE M MANAGER ELEMENTARY Foa\u0026gt; WYATT, JANICE IC TEACHER BALE ELEMENTARY 6501 West 32nd St Uttle Rock, AR 72204 570-4050 ALLEN, LILLIAN F WORKER ELEM Foa\u0026gt; SERVIC BRANCH, MARTHA A TEACHER BROWN, CLARA J TEACHER CARR, SUSIE WORKER ELEM Foa\u0026gt; SERVIC CHILDS, FRANCES C AIDE REGULAR BUDGET COLLINS, PEGGY S TEACHER CONLEY, FRANCES J TEACHER DOCKERY, MAE IC TEACHER EASTERLY, SHEILA A AIDE REGULAR BUDGET FLC1,IERS, MARTHA L CUSTODIAN HEAD FRENCH, MELISSA IC TEACHER GADDY, ELLISTINE TEACHER GENTRYHEARD, RENEE' TEACHER GETER, R\u0026lt;JtJNDA L AIDE REGULAR BUDGET GEURIN, RAMONA M TEACHER GLOVER, BARBARA J MANAGER  ELEMENTARY Foa\u0026gt; Goa\u0026gt;EN, CORINE WORKER ELEM Foa\u0026gt; SERVIC HAMLETT, ROBERT EDWIN SCHOOL NURSE HARRIS, RONALD CUSTODIAN PART TIME HENDRICKS, LUCY M SECRETARY PRINCIPAL HILL, CAROLYN AIDE REGULAR BUDGET HlJlSON, MARY B AIDE REGULAR BUDGET HUTTO, MARYE TEACHER JACKSON JR, JOSEPH TEACHER JOHNSON, CARTHORIA TEACHER JOHNSON, DELMA J TEACHER MCBRIDE, BARBARA L TEACHER MILLER, VANESSA C AIDE SUPERVISION NELSON, JOANN E TEACHER NELSON, WILBURLENE R MEDIA CLERIC PLEDGER, OSHIE L TEACHER ROGERS, CHARLENE I TEACHER ROOSE, WARREN J COONSELOR SCARBROOGH, VALARIE ACADEMIC SUPPORT LAB ATTE SCHOFIELD, SANDRA LIBRARIAN SHENEP, CYNTHIA IC TEACHER SINGH, DONNA F TEACHER ST! LES, DONNA M TEACHER TALLEY, HELEN J TEACHER WILSON, LEVANNA M ELEMENTARY PRINCIPAL YEAGER, JlJllTH A TEACHER BASELINE ELEMENTARY 3623 Basellne Rd Little Rock, AR 72209 570-4150 AKERS, SMARRA D COONSELOR 1419 HANGER n202 376-4710 801 S ROONEY PARHAM #9H n205 2210421 Prlnclpal: Levanna WIison 7 WESTMONT CIRCLE n209 562-7402 8908 LEATRICE DRIVE n201 2257629 4508 WEST 1nH 71601 536-4108 1867 RICE 72202 3n-1514 9 SHAWNEE FOREST COVE n212 228937'9 1806 BRUCE no32 3003 EGGMAN LANE no32 327.3497 12007 TETON FOREST DRIVE n212 224-3807 5001 WEST 65TH APT B106 n209 562-7177 1406 PEYTON n204 1214 MAIN STREET n173 7963585 3205 BOYD n204 2243938 5320 MARYLAND n204 666-7063 3215 BISHOP n206 1708 SHUMATE n212 223-8570 3805 HOLT ST n204 565-2774 1601 S CEDAR n204 32 PRINCE DR n113 851-8345 2105 SCHILLER STREET n202 3n7476 4314 PINE DRIVE no15 847-2211 2100 WEST 22ND n202 376-1216 #24 BAY STREET n204 2244280 2919 ADAM STREET no32 327-9997 RT 4 BOX 142 n111 11801 DESOTO FOREST n212 223-8162 n216 9316 LABETTE DRIVE n204 225-1958 4124 WEST 15TH n204 6644116 1223 SOOTH TAYLOR n204 663-7793 3703 BOYD STREET n204 565-8437 6212 SHIRLEY DRIVE n204 666-167'9 4319 COBB n204 565-7848 n15 APACHE n205 661-0522 6200 ASHER AVE APT #176 n204 7703 ILLINOIS n201 224-6022 824 BEACON HILL COORT n211 225-7524 116 NEVADA 71901 15 NOB VIEW n205 225-1607 37 LAKESIDE n204 565-4146 1818 S JACKSON n204 663-0119 1118 WILD TURKEY COORT n211 225-3804 Principal: Dr. Mary Jane Cheatham 34 MELINDA DRIVE n209 562-8857 BAKER, PAULA E AIDE - FOUR YR OLD PROGRA 1304 MARLYN DRIVE 72205 BROOKS, LETITIA R TEACHER 116 SOUTH 24TH 71923 246-7057 BURCHETT, CARLETTA D TEACHER 9121.LEW DRIVE APT C 72209 BURCHFIELD, VICKI TEACHER 21443 CRABAPPLE CIRCLE 72065 888-1077 CALDWELL, JOSEPHINE B AIDE SUPERVISION 2701 SOUTH CROSS 72206 375-8055 CANNON, SHIRLEY L AIDE - REGULAR Bll\u0026gt;GET 3801 BASELINE APT 24 72209 CARTER, CHARLES R TEACHER 1323 SOUTH TYLER 72204 CASEY, DOROTHY A AIDE - SUPER1SION 5205 EAST 145TH STREET 72206 897-1190 CHEATHAM, MARY J ELEMENTARY PRINCIPAL 11401 SOUTHR IDGE 72212 225-4938 CONLEY, TINA A AIDE - FOUR YR OLD PROGRA 9914 DOBBY 72206 DEATON, BETTY K TEACHER 1049 CLINTON 71923 246-8537 FOSTER, BARRON J CUSTODIAN 3513 WHITFIELD 72204 228-0818 FOWLER, MILLICENT K TEACHER 1811 SOOTH GRANT 72204 661-1082 GAYLOR, ELSIE WORKER - ELEM FOOD SERVIC 311 CHARBETT DRIVE 72204 565-1269 GLASON, DIANNE M TEACHER 3313 WEST 10TH 72204 663-4584 HARDESTY, PATTY J TEACHER 7435 ANDERSON 72002 847-3406 HARRIS, BEVERLY CUSTODIAN 2112 SOUTH MARTIN 72204 666-6312 HARRIS, LORETTA M TEACHER 1500 S. TYLER 72204 .664-3045 HUFFMAN, CAROLYN A TEACHER 111 BROWNING DRIVE 71913 767-3001 HUSSEY, PAULINE K AIDE - SUPERVISION 8711 MIZE ROAD 72209 562-8183 JACKSON, CONNIE M AIDE - SUPERVISION 4010 ARAPAHO TRIAL 72209 568-2281 JAMES, MARILYN K TEACHER 4500 UNION AVE #43 71603 879-5798 JAMES, TERRIE J MEDIA CLERK 116 EAST 11G11 72116 758-8671 JONES, ANNETTE L SECRETARY - PRINCIPAL 4304 MARYLAND AVENUE 72204 LAMB, ANITA J TEACHER 13111 WEST MARKHAM APT 37 72211 223-9810 MARSHALECK, DONNA M TEACHER 2620 RIVERFRONT APT 256 72202 660-4458 MAYFIELD, CARLOS D AIDE - REGULAR BUDGET 2100 RICE STREET 72202 376-8016 MCDONALD, MARY J TEACHER 504 NEILING ROAD 72205 227-6046 MILLER, MICHAEL A WORKER - ELEM FOOD SERVIC #4 TRENT DRIVE 72209 562-3590 MITCHELL, MARIA A TEACHER 2804 WEST 6TH 72205 664-4668 NALLEY, MARGARET R LIBRARIAN 13017 CRABAPPLE PLACE 72209 455-2081 NORMAN, ANN C TEACHER 7101 GUINEVERE DRIVE 72209 562-3435 POTEET, LISA B TEACHER 3322 CARMINE COVE 72022 847-1465 RENDEL, RAYL CUSTODIAN - HEAD 609 PARKDALE 72117 945-2897 RUNYAN, JLl\u0026gt;ITH A ACADEMIC SUPPORT LAB ATTE 5511 BASELINE #9 72209 565-6332 SELF, ELAINE M TEACHER #29 MARKHAM PLACE 72211 224-7219 SINGLEY, PATRICIA L MANAGER - ELEMENTARY FOOD 1311 WEST WOODSON LATERAL 72065 888-8644 SNITH, DELWIN H TEACHER 3720 HIGH DRIVE 72206 372-2803 SNITH, EUNICE D TEACHER #14 HAWTHORNE DRIVE 72032 327-6316 SNITH, WILLIAM 0 TEACHER 9503 NORTH VIEW DRIVE 72120 834-5738 WEDGE, KIMBERLY D WORKER - ELEM FOOD SERVIC 15907 SHIRLEY DRIVE 72002 847-9655 WHITTAKER, NONA M TEACHER P .0. BOX 250021 72225 664-6694 YOUNG, STACEY L TEACHER 1812 RESERVOIR ROAD #119 72207 223-8901 BOOKER MAGNET Principal: Dr. Cheryl Simmons 2016 Barber St Little Rock, AR 72206 324-2482 ABBOTT, JO ANN TEACHER 5901 JFK BLVD #4224 72116 ALLEY, MARYL TEACHER 7575 CANTRELL APT 38 72207 663-4420 ARMSTRONG, MARTHA A TEACHER 5009 ROOSEVELT 72002 847-3072 AUST! N, CLARA D TEACHER 13820 WINDSOR ROAD 72212 225-5439 BAKER, MICHELE LYNN TEACHER 1221 RESERVOIR APT 146 72207 221-0789 BIRD, NOBUKO E WORKER ELEM FOOD SERVIC 111 HAMPTON COVE 72076 982-7105 BISHOP, NANCY COUNSELOR 82 ROB I NlJOD 72207 BLEDSOE, RITA l TEACHER 9907 SUFFOLK DRIVE 72204 227-9907 BONOS, WILMA 8 TEACHER 13425 1-30 72015 778-0911 BROWN, MARTHA C TEACHER 23815 HWY 10 72212 8689617 IURNS, PATRICIA M LIBRARIAN 7419 OHIO #3A 72207 6668266 BURRUSS, MERILYN P TEACHER 12 TALLYHO 72207 2285783 CHARLESTON, $ANTONIA AIDE SUPERVISION ROOTE 2 BOX 543 72206 4901836 CLARK, DENISE W TEACHER 8416 EASY STREET 72116 8348941 COLFORD, SUSAN TEACHER 600 NORTH MARTIN 72205 663-7202 CURRY, VIRGINIA E AIDE SUPERVISION 212 HILDA 72076 982-2n4 DAVIS, VELLA D MEDIA CLERIC 1923 EAST 38TH 72206 374.4775 DICKERSON, KAYE H TEACHER 11 BIRCHwoa\u0026gt; DRIVE 72032 3298612 DOOLEY, VIVIAN IC COONSELOR 5918 LIBERTY COVE 72209 5681251 DORER, ROBERT A TEACHER 33405 HWY 300 72135 330-2850 DUNAVIN, IVA L WORKER ELEM Foa\u0026gt; SERVIC 72206 ELLINGTON, LORETTA TEACHER 12120 PLEASANT FOREST DRI 72212 EZELL, DONNA J WORKER ELEM Foa\u0026gt; SERVIC 1621 WEST SHORT 1nH 72114 376-7114 FARLEY, JENNIFER D TEACHER 22 JOHNNY LANE 72116 8348675 GIPSON, DEBRA ELISE TEACHER 325 B SOOTH MITCHELL 72032 329-4943 HAMPTON, PAULA R TEACHER 5300 BASELINE ROAD APT 12 72209 8887318 HARDING, CASSANDRA D TEACHER 7805 woa\u0026gt;HAVEN 72209 HARRELL, ALICE L AIDE SUPERVISION 1906 DOVER LANE 72206 375-6052 HAYES, \u0026lt;4AH CUSTOOIAN 3116 CENTER STREET 72206 375-2718 HESTIR, JOANN TEACHER 1817 WEWOKA DRIVE 72116 834-2365 HIGDON, TAMMY TEACHER 7700 NORTH HILLS BLVD #80 72116 834-0192 HUIE, CAROLYN IC TEACHER 200 MILLwoa\u0026gt; CIRCLE #413 72206 851 0486 JEFFRIES, VEARLON L TEACHER 1218 WEST 28TH 72206 JOHNSON, MAYREAN S TEACHER 11893 RIVERCREST DRIVE 72212 JONES, ALICIA R TEACHER 43 WARREN DRIVE APT #98 72209 JOYNER, TISA S SECRETARY PRINCIPAL 420 MESA DRIVE APT IC54 72211 WP, ROSE MARIE TEACHER 914 SCHRINER CClJRT 72116 753-3325 KELLEY, CLEMENTINE TEACHER 6601 STERLING DRIVE 72204 6632584 KELLEY, LOIS W TEACHER 15 INVERNESS CIRCLE 72212 227-5148 KELLY, EVELYN TEACHER 1604 SCOTT APT B 72206 372-5338 KINDER, JAMES B TEACHER 8617 NANCY PLACE 72204 562-0879 _LACEY JR, JESSE J ASST PRINCIPAL ELEMENTA 6412 SHIRLEY DR 72204 664-7912 LEHNHOFF, DENNA N TEACHER 5905 LOWRANCE 72118 758-4167 LOFTON, MARY R TEACHER 10 HAMPSHIRE CIRCLE 72212 225-0966 MARSHALL, JAMES A CUSTOOIAN  HEAD 1404 S WASHINGTON 72204 664-2158 MCGUIRE, STEPHEN IC TEACHER 500 CAMBRIDGE PLACE 72207 836-2785 MCMORRAN, NARY E TEACHER 101 LANCASTER 72209 56223n MEYERDIRIC, CAROL A TEACHER 1201 SOOTHEDGE 72207 225-9121 MIDDLETON, PATSY A ACADEMIC SUPPORT LAB ATTE 13120 QUAIL CREEK #B 72206 8884587 NEIICOMB, DARYL D TEACHER 2124 N. 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BOX 165042 #3 CARLA DRIVE P.O. 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HIGH Prlnclpal: Richard Maple 5901 Evergreen Uttle Rock, AR 72205 671-6390 BAILEY, ROSALYN S TEACHER 3014 ECHO VALLEY DR 72207 227-5510 BEGGS, MELINDA J TEACHER 1200 CORNFLOWER 72116 8343456 BIRGE, ANN A TEACHER 108 GLEN DRIVE 72207 BLACK, LORI L TEACHER 610 CHAUCER 72076 985-1292 BLANZENSKI, REBECCA A BOOKKEEPER 512 GREEN MOUNTAIN CIR #1 72211 221  1096 BOI.OON, GENEVA AIDE TITLE VI B INSTRUC 1112 PULASKI 72202 374-3604 BOYLE, JULIA L COUNSELOR 1720 EAST 38TH 72206 375-2646 IRAOSHER, PATRICIA J TEACHER 14923 CANTRELL 72212 8685389 BRIM, ANTOINETTE M TEACHER 2317 FOREST CREEK DRIVE 72211 2286173 BR I SC0E 111 , JOSEPH W TEACHER 1903 N MCKINLEY STREET 72207 6630953 BROWN, ADRIENNE TEACHER 1216 WEST 26TH 72206 374-5857 BRUCE-LIPKINS, ETHER L TEACHER 2310 SClJTH STATE 72206 375-5434 BUCKELEW, MACKIE G TEACHER 600 N HUGHES 72205 663-7963 BUFFALO, SUE Y COUNSELOR 1107 RONWOOO DRIVE 72207 225-4531 CAMPBELL, PATSY R COUNSELOR 4309 NIN STREET 72205 663-1508 CARR, RONALD L SCHOOL BASED SECURITY OFF 4704 PRINCETON 72204 664-6162 CARR, STEPHANIE B TEACHER 1 PCM\u0026gt;ERHORN COURT 72212 221-2581 CLAYTON, TERRY L TEACHER 1910 N TYLER ST 72207 COBBS, MARY J TEACHER 1301 WEST 1nH 71603 536-7170 COLE, LEIGH TEACHER 7500 EVERGREEN 72207 664-5811 CRAIG, SHERRY A TEACHER 14601 RIDGEWOOO DRIVE 72211 223-8582 CRCJ4EDY, VERNON TEACHER 1105 S CLEVELAND 72204 CROSS, NANCY B TEACHER 3301 ROCKY COURT 72207 223-2679 DAVIS, LAVERA J TEACHER 3 PATRICIA LANE 72205 227-4960 DODSON, VINCENT R TEACHER 6603 SHERRY DR 72204 DOUCET, KARIN P TEACHER 23400 LAWSON ROAD 72210 DREW JR, DANIELL TEACHER 19 KOKO 72120 835-0330 DUNCAN, DELOIS L WORKER - JR HIGH FOOD SER 3605 ELAM 72204 DUNCAN, EDWARD A TEACHER 6310 SHIRLEY DRIVE 72204 664-2126 FINKBEINER, CHRISTIANNE TEACHER 6619 KAVANAUGH PLACE 72207 661-1523 FORE, LISA K TEACHER 205 CHIMNEY ROCK DRIVE 72116 834-5008 GILLUM, JO H SCHOOL NURSE 1704 TARRYTOWN 72207 225-1882 GREEN II, TROY W TEACHER #6 MERIDITH COURT APT NHN 72207 224-8403 GUY, MARY S TEACHER 2400 RIVERFRONT #2835 72202 663-5932 HARRIELL, LARRY L CUSTODIAN 923 MAXWELL 72202 376-7315 HENRY, JC TEACHER 7918 PARKWOOO DR 72204 225-4372 HENSLEY, ELSIE WORKER - JR HIGH FOOD SER 4707 FOSTER 72204 562-0448 HILL, DORA B WORKER - JR HIGH FOOD SER 13309 ASHER ROAD 72206 897-4376 HOLLOWAY, GLENN TEACHER 2109 ROMINE 72205 JENKINS, PATRICIA R ACADEMIC SUPPORT LAB ATTE 5411 WEST 13TH 71603 562-6679 JOHNSON, ANNIE M WORKER - JR HIGH FOOD SER 72205 JOHNSON, VIVIAN E TEACHER 1805 WEST 18TH 72202 376-3901 JONES, EDWARD L TEACHER 505 GREEN MTN CIRCLE #38 72211 228-7031 KIDD, LILLIE TEACHER 3625 VAUGINE 71601 534-4632 KORNEGAY, BETTY D LIBRARIAN 11 RIATA COURT 72209 565-0893 KRUGER, MARILYN A TEACHER 820 OUACHITA CIRCLE 72205 664-0807 MAPLE JR, RICHARD L SECONDARY PRINCIPAL 417 DEL RIO 72205 663-7919 MCCLELLAND, BERNARD CUSTODIAN 1120 RICE APT N 72202 MCFADDEN, SANDRA L TEACHER 6620 STERLING DR 72204 666-4288 MOORRAY, PATRICIA A ASST PRINCIPAL - SECONDAR 1 SPUR COVE 72211 223-5174 MILLER, EMMA A REGISTRAR 1812 RESERVOIR ROAD #175A 72207 228-7920 ltJELLER, CATHERINE J TEACHER #11 LUDINGTON COVE 72207 NICHOLS, ROBERT N TEACHER 11001 MERLIN COURT 72209 565-2617 NORRIS, MABEL WORKER - JR HIGH FOOD SER 3411 WEST 10TH STREET 72204 NORTHCUTT, DENISE E MEDIA CLERK 702 NORTH OAK 72110 354-1292 NUNIS, HAROLD S TEACHER 6515 LONGlXD 72207 663-3356 PIKE, LISA R TEACHER 3655 HWY 60 72032 327-4461 POOLE, THOMAS TEACHER 12 BAY STREET 72204 227-4830 PURDY, MARY II CUSTODIAN - HEAD 122 WEST DRIVE 72015 n6-os12 RANKIN, SHARON L WORKER - JR HIGH FOOD SER 16921 HWY. 10 72212 RUTTER JR, WILLIAM L SCHOOL BASED SECURITY OFF 4900 PRINCETON DRIVE 72204 664-1152 ~HELMAN, SARAH E SECRETARY - ATTENDANCE 6612 GRANADA 72205 666-8838 STALEY, JERRY L TEACHER 515 WEST FIFTEENTH STREET 72202 376-1284 STOLZER, PATSY N WORKER - JR HIGH FOOD SER 36 GOLDLAKE CLUB ROAD 72032 STRIBLET, PATRICIA AIDE - REGULAR BUOGET 1104 W 29TH 72206 375-0793 TATE, HELEN M TEACHER 7101 MABELVALE CUT-OFF 72209 568-4220 TAYLOR, DIANNE F TEACHER 803 COUNTY CLUB RD 72116 835-6864 THESSING, GLENDA C TEACHER 504 TRUMPLER 72211 223-3531 THOMAS, MICHAEL C TEACHER 2803 CHARTER OAK 72207 225-2950 THOMASON, MARIAN II TEACHER 2500 ECHO VALLEY DRIVE 72207 225-4851 THOMPSON, LAWRENCE CUSTOOIAN  ASST HEAD 2106 S HARRISON 72204 6661919 TOOO, LINDA E TEACHER 624 CHOCTAII CIR 72205 6661249 TUCK, VIRGINIA C TEACHER 49 BRADFORD 72207 2250357 IIALLACE, DORA J TEACHER 2112 RCl4INE ROAD 72205 2280623 IIASHAN, RICHARD R TEACHER #5 PINE BLUFF ROAD 72032 4703524 WEEMS, JOYCE 0 MANAGER JR HIGH FOOO SE 17102 N ALEXANDER RD LOT noo2 IIHITEHORN, DANIEL II ASST PRINCIPAL SECONDAR 12903 MORRISON ROAD 72212 2285325 IIILLIAMS, GINGER L TEACHER 1532 0AKIIOOO CIRCLE 72104 9222345 IIILLJAMS, KATHY L TEACHER P.O. 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MCKINLEY 72207 663-1068 PARISH, PATRICIA TEACHER 225 KEIGHTLY DRIVE APT B- 72207 664-1689 PERSON, PAMELA I TEACHER 5716 RANDOLPH RD 72116 758-0887 PHILLIPS, TABITHA L ASST PRINCIPAL ELEMENTA 1615 N. HUGHES 72207 663-6695 RIGGINS, LINDA J AIDE  DESEGREGATION 8223 SCOTT HAMILTON 72209 562-2357 ROBINSON, ALICE M ACADEMIC SUPPORT IIRITING 1403 SOUTH VAN BUREN 72204 ROLLINS, HELEN L SCHOOL NURSE 13400 MEYER 72103 455-2819 ROY, LORETTA AIDE  DESEGREGATION 5005 WEST 21TH STREET 72204 666-9487 SCHOEMAKER, EDNA R TEACHER 6612 POPPY DR 72209 562-6205 SCOTT, MONICA T AIDE CHAPTER I INSTRUCT 1915 SOUTH IZARD STREET 72206 372-3658 SCRUBBS, VERNA M TEACHER P.O BOX 23512 72207 223-4983 SHARP, CONNIE D TEACHER 6115 WEST MARKHAM APT 3A 72205 SMITH, BEVERLY A AIDE FOUR YR OLD PROGRA 804 WEST 24TH 72206 374-7798 SMITH, LEE M TEACHER 8 TOWNE COURT #12 72207 224-8913 STAGGERS, ANDREW AIDE DESEGREGATION 2600 SOUTH OAK 72204 666-7782 THORNTON, JOSEPHINE CUSTOOIAN  HEAD P.O. BOX 26 72053 490-0944 TRIMBLE, BETTY J CUSTOOIAN 2019 WEST 18TH ST 72202 375-2990 VINES, GWENDOLYN M AIDE DESEGREGATION 72206 WARE, KAREN J TEACHER 423 SOUTH 19TH 71923 \\ 246-9649 WEAVER, FRANCES I WORKER - ELEM FOOO SERVIC 6009 STAGECOACH ROAD 72204 455-1952 WINSTON, JANE A TEACHER 717 LEGATO 72205 227-4406 YOUNG, ELIZABETH MANAGER - ELEMENTARY FOOO 712 WEST 22ND 72114 FULBRIGHT ELEMENTARY Principal: Mac Huffman 300 Pleasant Valley Dr Little Rock, AR 72212 228-3080 ALEXANDER, CAROLYN A ACADEMIC SUPPORT LAB ATTE 7425 FAIRFIELD 72209 BAKER, SUSIE TEACHER 2704 CENTER 72206 375-9444 BLAINE, BARBARA B COUNSELOR 5 BERGERAC 72211 225-3267 BOGA, DIANE WORKER - ELEM FOOO SERVIC 8820 MIZE ROAD 72209 568-6871 BOREN, SYLVIA M MANAGER ELEMENTARY FOOO 10224 JANA DRIVE 72209 565-6915 BREWER, GLORIA V AIDE - SUPERVISION 4608 PRINCETON 72204 664-8154 BROADAWAY, DONNA C LIBRARIAN 51 KINGS ARMS RD 72207 225-4180 BURNS, VALERIE J WORKER ELEM FOOO SERVIC 1928 WEST 29TH 72206 375-6760 COLEMAN, THELMA MEDIA CLERK P.O. BOX 21512 72221 225-8281 COOPER, DOROTHY M TEACHER 10822 BRECKENRIDGE DRIVE 72211 225-6928 COURTNEY, JUDITH E TEACHER 3303 ECHO VALLEY DRIVE 72207 227-0468 CROCKRAN, GLORIA M ACADEMIC SUPPORT LAB ATTE 3224 SOUTH ARCH 72206 375-3342 OEADMON, CAROLYN F CUSTOOIAN 1310 ROCK STREET APT A 72202 376-4291 DUBOIS, BETTY F WORKER - ELEM FOOO SERVIC 16501 TAYLOR LOOP ROAD 72212 868-5787 FAUSETT, L YNOA M TEACHER 10709 PLATTE VALLEY DRIVE 72212 225-8803 FOOTE, CHARLES R TEACHER 3303 ECHO VALLEY DRIVE 72207 FREEMAN, BUFUS AIDE SUPERVISION 2520 DORCHESTER DRIVE 72204 224-4481 FRITZ, TERRY K AIDE CHAPTER I INSTRUCT 7601 NORTH CHICOT RD APT 72209 568-8665 GADDIE, OLIVIA S TEACHER 72207 GRAY, PEGGY A TEACHER 2620 CHESTER 72206 374-2430 GRINAGE, KIMBERLY L TEACHER 4804 PRINCETON DRIVE 72204 664-3249 HALL, CAROLYN L TEACHER 818 ARTHUR DR 72204 661-9582 HAMNONO, EILEEN A TEACHER P.O. BOX 23862 72221 HARRIS, SHARON R TEACHER #2 PLEASANT FOREST COVE 72212 224-0817 HIPP, BRENDA J TEACHER 10620 CRESTDALE LANE 72212 224-4117 HONORE'SMITH, KAREN P TEACHER 9203 TANYA DRIVE 72204 225-3101 HUFFMAN, MAC W ELEMENTARY PRINCIPAL 219 LINl,l()()O CIRCLE 72205 663-0513 HURD, JACK I ENEL TEACHER 7417 CHOCTAW ROAD 72205 666-7158 JACKSON, MONA RENEE TEACHER 10218 RONALD 72205 224-2982 JACOBS, JOAN ELIZABETH AIDE CHAPTER I INSTRUCT n205 JONES, BEVERLY ASST PRINCIPAL ELEMENTA 14107 HIGH POINTE DRIVE n211 225-n18 JONES, KAY TEACHER n212 225-0824 KEITH, BARBARA S TEACHER 6909 IIEST 34TH n204 562-1502 LOYALL, JULIA F TEACHER PO BOX 6098 n116 8356810 MILLER, MARGARET L \\olORICER  ELEM FOOD SERVIC 16504 TAYLOR LOOP ROAD n212 868-5804 PACE, MARTHA V TEACHER 15 MCGOVERN DRIVE n205 227-0285 PARKER, GERALD AIDE REGULAR BUDGET 5707 SONORA n209 371-0569 PENN, CARA L TEACHER 63 LAKESIDE DR n204 5682571 PERRY, LUCIA G SCHOOL NURSE 610 BEVERLY n116 8355m PITTMAN, CHARLOTTE M AIDE  TITLE VI B INSTRUC 4503 IIEST 11TH n204 666-8380 PITTMAN, DEVIN A AIDE SUPERVISION 4503 IIEST 11TH n204 6668380 PRICE, MARVIN IC CUSTODIAN  HEAD 924 JOHNSON STREET n204 PRU ITT, ROBERT AIDE SUPERVISION 1022 PULASKI n202 375-3528 REDD ITT, KAREN L SECRETARY PRINCIPAL 69 ICINGSPARIC ROAD n201 225-0890 ROBERTO, LOIS C AIDE REGULAR BUDGET 1420 BRECKENRIDGE #71 n201 ROBINSON, BEVERLY IC COUNSELOR 9 TALLYHO COURT no16 985-2375 SCARVER, DORIS L CUSTODIAN PART TIME 2405 DORCHESTER n204 228-6513 TABOR, GINA L TEACHER 2009 KAVANAUGH APT B n205 THOMPSON, MITZI A TEACHER #23 WILDI.IOOO DRIVE no23 USSERY, KAREN L AIDE SUPERVISION 7601 N CHICOT RD APT 3A n209 568-8665 WATSON, THELMA P TEACHER 1509 GEYER STREET n202 375-n86 IIESTLAICE, BEVERLY A TEACHER #8 RIDGEIIELL n120 8340544 WILLIAMS, !RISH A TEACHER 1601 N. SHACKLEFORD #207 n211 221-3421 WILSON, ALVIN CUSTODIAN 4023 LUGWIG n204 565-3650 WILSON, JULIA D TEACHER #2 CAMBRIDGE DRIVE no32 329-4239 WOOLLY, CAROL J TEACHER 30 PAMELA DRIVE n201 224-5341 WYATT, JOYCE L REGISTRAR 109 PEBBLE BEACH n212 225-9499 WYATT, MARIAN G TEACHER 36 TALLYHO LANE n201 225-8n6 GARLAND ELEMENTARY  Principal: Robert Brown 3615 W. 25th St Little Rock, AR 72204 671-6275 ARNOLD, THEESSA J TEACHER 4308 IIEST 13TH n204 666-1983 ATKINSON, KRISTY LYNN TEACHER 8 OHIO COVE n201 227-7091 BANKS, RICKEY D TEACHER 15 HOWELL DRIVE n204 221-2946 BEALER, CAROL F ACADEMIC SUPPORT WRITING n204 BOSLEY, MICHAEL CUSTODIAN  HEAD 2919 CENTER STREET n206 371-0343 BROWN JR, ROBERT L ELEMENTARY PRINCIPAL 5000 N VINE n116 758-8709 BRUCE, JACQUELYN D ACADEMIC SUPPORT LAB ATTE 4913 IIEST 18TH n204 BUCKNER, KENNETH A AIDE DESEGREGATION n204 CALLAWAY, ANN W SCHOOL NURSE 120 NORTH lolOOOLAND no32 327-4647 CARR, MELANIE TEACHER 1931 MARTIN ST APT. G no32 329-1529 CLAYBORN, CHRYSTAL LANE TEACHER 601 RIDGEWAY APT C1 n205 6630170 COLE, BETTY J TEACHER 24623 SIMPSONVILLE LANE n211 821-2281 COLLIER, DELISA Y ' AIDE SUPERVISION 3302 SPRING STREET n206 375-7782 COX, MYRENE A MEDIA CLERIC 3121 HAZY RIDGE COURT n201 227-0323 DAILEY, MARYE AIDE DESEGREGATION n204 DANIELS, DOROTHY L AIDE REGULAR BUDGET 3200 CENTER n206 374-5645 DAVIS, PHILLIP L TEACHER 2205 FOREST CREEK DRIVE n211 221-9016 DAWKINS, CAROLYN ACADEMIC SUPPORT LAB ATTE 1713 EAST 21ST n202 3n0930 EICWOROMADU, YOLANDA D TEACHER n209 FANSLER, BARBARA I AIDE DESEGREGATION 2909 W 25TH n204 664-5289 FELLS, JOSEPH AIDE SUPERVISION n204 GREEN, MICHAEL B TEACHER P.O. BOX 443 no53 490-1855 GROSS, DEBBIE C TEACHER #3 DEBBIE CIRCLE n209 HALL, GRACIE J HAMPTON, VALDA D HANDY, ROSIE L HARDIN, CASANDRA ANN HARRIS, BOBBIE C HINES, BEVERLY J HOUSE, KEITH L JESTER, LINDA JONES, CHERYL T JONES, DAVID L LEWIS, MARGARET A MCBRIDE, DOROTHY L MIRANDA, CARLA J MOTTIN, MICHELLE S NELSON, REBECCA M NORWOOO, FAYE C RICHARDSON, ANNIE L RICKS, SHAWN D ROBERTS, KATHLEEN H ROBINSON, MARLENE M RODGERS, Jll\u0026gt;Y C RUNION, DIANNE C RYNDERS, MICHAELE SIMS, SHARON R SLATER, LEROY SMITH, MARY C STANSBERY, ANITA L TAYLOR, MONICA TROTTER, MARTHA A WATSON, TONYA WILLIAMS, RACHELL WILSON, EDDIE L WILSONROBINSON, PERRYLYN WYATT, JANICE IC YOUNG, CORAL TEACHER AIDE TITLE VI B INSTRUC AIDE REGULAR BUDGET TEACHER WORKER ELEM FOOD SERVIC TEACHER TEACHER TEACHER COUNSELOR MULTIMEDIA TECHNOLOGY/ED AIDE REGULAR BUDGET WORKER ELEM FOOD SERVIC AIDE REGULAR BUDGET TEACHER LIBRARIAN TEACHER MEAL TECHNICIAN FOOD SE TEACHER AIDE  DESEGREGATION TEACHER AIDE REGULAR BUDGET TEACHER ACADEMIC SUPPORT LAB ATTE TEACHER TEACHER AIDE TITLE VI I INSTRUC TEACHER TEACHER CUSTODIAN AIDE SUPERVISION SECRETARY PRINCIPAL CUSTODIAN  PART TIME ELEMENTARY IV TEACHER AIDE REGULAR BUDGET GEYER SPRINGS ELEMENTARY 5240 Mabelvale Pike Uttle Rock, AR 72209 570-4160 ALLEN, ROSALYN C BELL, CLOIS L BOHRA, REBECCA L BOX Ill, DAVID H BRIGHT, GLADIS BROWN, THISSIE L COOPER, JUANITA COUNTS, CARLA M COX, ELEANOR V CRAIG, DEBORAH L CROFT, BRENDA M DOUGLAS, PATSY G DLMAS, JOSEPHINE FARLEY, KATHEY D FELDER, ARTHUR L GILBERT, JEAN H GINGERICH, TAMARA L WORKER  ELEM FOOD SERVIC TEACHER TEACHER AIDE SPECIAL EDUCATION CUSTODIAN AIDE SUPERVISION AIDE SUPERVISION AIDE  REGULAR BUDGET ELEMENTARY PRINCIPAL TEACHER TEACHER TEACHER TEACHER LIBRARIAN AIDE REGULAR BUDGET TEACHER TEACHER 1723 S. TAYLOR 3701 Lll\u0026gt;WIG 22 KINGSPARK DRIVE 2600 HIGH 2000 JR DEPUTY ROAD noa OAKRIDGE 4 PHYLLIS COURT 1910 SOUTH JOHNSON 13003 EL ROAD 1414 SCOTT STREET 11006 LEMONCREST LANE 2205 STATE 4223 WEST 25TH STREET 1902 CROSS 7117 SHAMROCK DRIVE 1212 DORTCH LOOP 1601 N SHACKLEFORD BLGD4 P.O. BOX 5785 201 SPRINGWOOO DR 3524 GUM STREET 1604 SCOTT APT B 5000 WEST 29TH 431 MCCAIN BLVD APT 225N 801 S RODNEY PARHAM #9H 1924 WEST 29TH n204 n204 n164 n113 n206 n206 n205 n210 n116 72204 no16 n204 n206 n206 n209 n206 n204 n206 n205 n205 n118 n205 n111 n211 n215 n211 n218 n206 n204 n204 n120 n204 n116 n205 n206 Prlnclpal: Eleanor Cox 8711 BOULDER LANE 2912 RESERVOIR 6401 SHIRLEY DRIVE 39 REGINA CIRCLE 2124 LABETTE MANOR DR APT 2116 SINGLETON COURT 6310 ASHER AVENUE #619 9219 TIMBER VALLEY ROAD 11901 PLEASANTREE DRIVE 2409 BLACKWOOO ROAD 9303 TANYA DRIVE 1830 SCHILLER STREET 935 HOGAN LANE 6116 ARBOR COVE APT 3 6311 SHERRY DRIVE 5514 DEVONSHIRE COURT n209 n201 n209 n204 n209 n205 72204 n204 n204 n211 n201 n204 n202 no32 n209 n204 n209 6666198 5628576 8510208 3753197 2275106 8353709 9852836 6638354 8882873 455.5544 3744267 3710225 6632778 2239315 2255936 3n5338 8358635 2210421 3753176 2285327 2212992 6636492 5687328 2248089 5689471 5681106 22s-n14 6643378 374-4200 3271765 5623931 562-6852 G\\IIN, LISA IC TEACHER 1210 KELLOGG ROAD n120 834-4218 HARTMAN, KRISTI MAREE TEACHER 3022 WARE STREET n204 568-9934 HAYMAN, KIMBERLY B SCHOOL NURSE n209 HIGHTOWER, NITA J TEACHER 7900 WEST 25TH n204 224-1765 HI LL, DOLORES J TEACHER 5201 PRIMROSE n209 565-5616 JONES, MILDRED B TEACHER 1617 SOUTH CLEVELAND n204 663-5855 ICVZER, ADAM MANAGER ELEMENTARY FOOO 7825 HOMESTEAD DRIVE n103 888-5046 LANEHART, FRANS MEDIA CLERIC 2700 MONTREAL n204 225-5981 LEE, SANDRA L TEACHER P.O. BOX 2 n061 679-4710 MIDDLEBROOKS, MICHELLE R TEACHER 13500 CHENAL PARKWAY APT n211 225-2663 MILLER, PATTY R TEACHER 501 NAPA VALLEY #706 n211 223-2937 MOOIIE, LORETTA AIDE SUPERVISION n209 568-8139 PARKER, LINDA F COUNSELOR 15017 WEST BASELINE ROAD n209 PEEK, PEGGY R TEACHER 1607 MClJNTAIN DRIVE n201 223-8533 PETERSON, DOROTHY T TEACHER 2124 LABETTE MANOR DR #S n205 PHILLIPS, ESSIE M AIDE REGULAR BUDGET 1918 BRAGG n206 376-9350 PRICE, CINDY C TEACHER n205 664-5911 REED, ALFREDA M CUSTODIAN 6600 LANCASTER, APT 57 n209 562-8506 REESE, JONELL WORKER  ELEM FOOO SERVIC 12410 HILARO SPRINGS ROAD n206. 565-m9 ROSBY, KIMBERLY SECRETARY PRINCIPAL n209 565-2036 SCARBROUGH, VALARIE ACADEMIC SUPPORT LAB ATTE 6200 ASHER AVE APT #176 n204 STUBBLEFIELD, EVELYN D TEACHER 2124 LABETTE F-21 n205 221-n61 WILBARGER, TCJ4MIE AIDE REGULAR BUDGET 3624 WALKER n204 565-2673 GIBBS MAGNET Principal: Donna Davis 1115 W. 16th St Little Rock, AR 72202 324-2490 ARMSTONG, DOROTHY W AIDE - SUPERVISION 3111 IZARD n206 3n-1155 BARBEE, BOBBIE J AIDE REGULAR BUDGET 1712 WOODROl,I n204 664-4124 BLOME, CAROLYN H TEACHER 27 PAMELA DRIVE n201 227-5276 BONTON, JOVONDA D CUSTODIAN 5520 MARTIN n206 897-4517 BRYANT, Jll\u0026gt;Y E COUNSELOR 415 TURKEY CREEK ROAD n132 DAVIS, DONNA J ELEMENTARY PRINCIPAL 609 NORTH BRYAN n205 666-1271 FIELDS, LEOLA H ACADEMIC SUPPORT LAB ATTE P.O. BOX 190901 n219 562-2756 FOSTER, NANCY TEACHER 52 TALLYHO LANE n201 227-7181 GIVENS, LINDA AIDE SUPERVISION n204 GONTERMAN, VICKI L TEACHER P.O. BOX 502 noo2 847-3485 GRAYSON, ICAYREN G TEACHER 7822 BRIARWOOD CIRCLE n205 225-1557 GUINN, HUBERT F TEACHER 13 LAKESIDE DRIVE n204 562-0382 HAMILTON, NANCY P TEACHER 6 ROANE CIRCLE n204 663-7657 HERNDON, SHARON R SECRETARY PRINCIPAL 9011 HERNDON ROAD n204 562-8496 HOLMES, MARGARET C TEACHER 2921 YOUNG\\IOOD n212 663-1498 HURD, ANN J TEACHER 9224 DUKE DR n204 225-56n JONES, MARY R TEACHER 3210 WEST 16TH n204 ICEOl,IN, ADA L TEACHER 10513 DIAMOND DRIVE n209 562-4162 KIMBALL, BEATRIZ M TEACHER 128 GLEN DRIVE 72207 664-0285 KITCHEN, CLARA M CUSTODIAN 6105 BATTLE ROAD 72209 568-8715 LAVEY, CATHERINE L LIBRARIAN 501 N BRYAN 72205 666-5072 LEWELLEN, WILHELMINA E TEACHER 1922 WOLFE n202 372-5612 LUZZI, PATRICIA C TEACHER 9 BERGERAC LANE 72211 221-1189 MCCUIEN, ANGIE G WORKER ELEM FOOO SERVIC 2306 WEST 18TH 72204 376-0011 MITCHELL, NANCY B TEACHER 105 HEATHERBRAE COURT 72116 835-0287 , NEWSOME, PAMELA F TEACHER 2208 SOUTH MONROE 72204 01NEAL, EARNEST L ACADEMIC SUPPORT LAB ATTE 4920 AUGUSTA CIRCLE APT G n118 PERRY, LUCIA G SCHOOL NURSE 610 BEVERLY n116 8355m PURVIS, SUSAN T TEACHER 3001 OZARK STREET 72205 663-9242 RAMIREZ, MARIA IIORKER  ELEM FOOD SERVIC 821 JEFFERSON 72204 372-4474 RAYFORD, ESSIE R MANAGER ELEMENTARY FOOD 4712 GRAIIO 72204 666-8387 ROBINSON, SUSIE A TEACHER 1605 WINBOURNE DRIVE 72116 771-1678 SHUFELBERGER, CAROLE TEACHER 505A MIMI 72211 228-9156 SHUMATE, CARL E CUSTOOIAN  HEAD 2522 RINGO 72206 372-4647 SINGER, PATRICIA K TEACHER 8101 CANTRELL ROAD #1205 72207 223-8794 TALLEY, SHIRLEY A TEACHER 17 BEAUREGARI\u0026gt; 72206 490-0961 TARKINGTON, SUSAN D TEACHER 5 BELMONT DRIVE 72204 568-4517 TAULBEE, CARYN L TEACHER 13000 MORRISON ROAD 72212 224-7252 THRASHER, EUNICE M TEACHER 2000 DENNISON 72206 374-0528 WALTERS, ALICE H TEACHER 2706 ECHO VALLEY 72207 223-4997 WHITESELL, JEANNE S TEACHER 7800 WEST 25TH 72204 225-8503 WILIIANKS, SANDRA L MEDIA CLERK 9 LAVER CIRCLE 72209 455-3318 WILLIAMS, DONALD W TEACHER 216 WEST 20TH STREET 72206 375-0937 WILSON, ELIZABETH A TEACHER 13500 CHENAL PKWY APT 850 72076 223-4965 HALL HIGH SCHOOL Principal: Dr. Victor Anderson 6700 H St Little Rock, AR 72205 671-6200 ALLEN, CLAREMCE TEACHER 1124 PEYTON 72204 753-3132 ALLEN, DONALD CARL SCHOOL BASED SECURITY OFF 9314 TIMBER VALLEY RD 72204 565-4982 ALLGOOO, EMMA J AIDE REGULAR Bll\u0026gt;GET 4301 MARYLAND ST. 72204 661-9052 ANDERSON 111, VICTOR SECOIIOARY PRINCIPAL PO BOX 3353 72203 821-6263 ANDERSON, DIANE TONEY IIORKER  ELEM FOOD SERVIC 4504 WEST 2nH 72204 664-5514 ANDERSON, MARYL IIORKER  SR HIGH FOOD SER 4119 TATUM STREET 72204 565-3468 ANDERSON, PHILLIS L TEACHER 72207 ARTHURS, JANE G TEACHER #11 FOXHUNT TRAIL 72207 224-4388 BAKER, CARLA S IIORKER  SR HIGH FOOD SER 1304 MARLYN DRIVE 72205 223-9844 BANKS, WANDA F SECRETARY GUIDANCE 14 DARTMOOTH DRIVE 72204 224-2071 BENTLEY, PAMELA B TEACHER 1000 N MELLON 72207 661-1369 BISBEE, CHERYL A IIORKER  SR HIGH FOOD SER 16509 TAYLOR LOOP RO 72212 BLAKELY, TERESA K TEACHER 220 NORTH TYLER 72205 666-7181 BONA, PATRICIA C TEACHER 315 N. 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